ethanporcaro/eric-fulltext-meta huggingface dataset:
Automated Model of Comprehension V2.0
Author: Corlatescu, Dragos-Georgian
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Reading Comprehension,Memory,Inferences,Syntax,Semantics,Programming Languages,Natural Language Processing,Graphs,Visual Aids,Reading Processes,Models,Heuristics,Cognitive Processes,Prior Learning,Computer Software

Reading comprehension is key to knowledge acquisition and to reinforcing memory for previous information. While reading, a mental representation is constructed in the reader's mind. The mental model comprises the words in the text, the relations between the words, and inferences linking to concepts in prior knowledge. The automated model of comprehension (AMoC) simulates the construction of readers' mental representations of text by building syntactic and semantic relations between words, coupled with inferences of related concepts that rely on various automated semantic models. This paper introduces the second version of AMoC that builds upon the initial model with a revised processing pipeline in Python leveraging state-of-the-art NLP models, additional heuristics for improved representations, as well as a new radiant graph visualization of the comprehension model. [This paper was published in: &quot;AIED 2021,&quot; edited by I. Roll et al., Springer Nature Switzerland AG, 2021, pp. 119-123.]
Exploring Dialogism Using Language Models
Author: Ruseti, Stefan
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Dialogs (Language),Computational Linguistics,Semantics,Models,Form Classes (Languages),Scores,Visual Aids

Dialogism is a philosophical theory centered on the idea that life involves a dialogue among multiple voices in a continuous exchange and interaction. Considering human language, different ideas or points of view take the form of voices, which spread throughout any discourse and influence it. From a computational point of view, voices can be operationalized as semantic chains that contain related words. This study introduces and evaluates a novel method of identifying semantic chains using BERT, a state-of-the-art language model for computational linguistics. The resulting model generalizes to multiple relations including repetitions, semantically related concepts from WordNet (i.e., synonyms, hypernyms, hyponyms, and siblings), as well as pronominal resolutions. By combining the attention scores between words, word pairs are merged into connected components that denote emerging voices from the discourse. The introduced visualization argues for a more dense capturing of inner semantic links between words and even compound words in contrast to classical methods of building lexical chains. [This paper was published in: &quot;AIED 2021,&quot; edited by I. Roll et al., Springer Nature Switzerland AG, 2021, pp. 296-301.]
Which Plan to Choose? The Determinants of Pension System Choice for Public School Teachers
Author: Goldhaber, Dan
Date: 2016-00-00
Type: Reports - Research
Subjects: Retirement Benefits,Public School Teachers,Age Differences,Preferences,Elementary Secondary Education,Risk,Teacher Characteristics,Teacher Effectiveness,Selection,Incentives

This paper examines a natural experiment in which Washington State teachers were offered the opportunity to choose between enrolling in a traditional defined benefit (DB) plan and a hybrid plan with defined benefit and defined contribution (DC) components. We find plan preference is weakly related to estimates of the relative financial benefits of being in either the DB or hybrid system and strongly related to teacher age. Importantly, we also find that the majority of teachers prefer the hybrid plan, and that teachers opting into the hybrid plan tend to be more effective based on student output measures of teacher productivity. These results suggest that policy shifts toward pension systems that include DC options do not necessarily make teaching a less desirable profession, particularly for the most productive employees. [This paper was published in &quot;Journal of Pension Economics &amp; Finance&quot; v15 p30-54 2016.]
Efficacy of the Social-Emotional Learning Foundations Curriculum for Kindergarten and First Grade Students at Risk for Emotional and Behavioral Disorders
Author: Daunic, Ann P.
Date: 2021-00-00
Type: Reports - Research
Subjects: Kindergarten,Grade 1,Literacy Education,Self Control,Social Emotional Learning,Behavior Disorders,Emotional Disturbances,At Risk Students,Elementary School Students,Pretests Posttests,School Districts,Identification,Screening Tests,Language Skills,Intervention,Comparative Analysis,Outcomes of Education

Researchers have shown that children's social-emotional growth is inextricably connected to academic learning. We developed the Social-Emotional Learning Foundations (SELF) intervention, a Grade K-1 curriculum merging social-emotional learning (SEL) and literacy instruction, to promote language supported self-regulation, specifically for primary grade children at early risk for emotional or behavioral difficulties. We report findings from a pretest-posttest cluster randomized efficacy trial with one fixed between-subjects factor to test the effects of teacher-delivered SEL instruction against those of business as usual (BAU). We recruited 163 kindergarten (K) and 141 first grade teachers from 52 schools across 11 school districts within one southeastern state. Our student sample (n=1154) consisted of 627 kindergarteners and 527 first graders identified by teachers as at risk for internalizing or externalizing emotional and behavioral problems using the &quot;Systematic Screening for Behavioral Disorders&quot;; 613 of these students participated in the SELF condition and 541 participated in the BAU condition. We randomly assigned schools to SELF or BAU and used a multilevel model with three levels (i.e., children, classrooms, schools) to analyze data on subscales of six (four teacher-report and two direct) assessments related to self-regulation, social-emotional learning, social-emotional vocabulary, and general behavioral functioning. We found positive main effects of SELF compared to BAU on all but one measure, with effect sizes (calculated using Hedges' &quot;g&quot;) ranging from 0.20 to 0.65. Findings provide evidence for guiding future SEL intervention research and informing practice to improve student outcomes, particularly for children at risk for behavior problems. [This is the online first version of an article published in &quot;Journal of School Psychology.&quot;]
The Wisconsin School Mental Health Framework: Building and Sustaining a Comprehensive System
Author: Krubsack, Liz
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: School Health Services,Mental Health Programs,Positive Behavior Supports,Evidence Based Practice,Early Intervention,Holistic Approach,Mental Health,School Districts,Needs Assessment,Resources,Referral,Sustainability,Planning,Program Development,Program Implementation,Health Promotion

In Wisconsin, schools strive to create learning environments where all students and staff feel healthy, safe, supported, engaged, and challenged. To realize this vision, districts and schools partner with students, families, and the community to build a comprehensive school mental health system (CSMHS). A CSMHS increases health equity by ensuring all students and staff have access to the prevention, early intervention, and treatment supports that they need, when they need them, free of stigma. Wisconsin's Comprehensive School Mental Health Framework applies Wisconsin's equitable multi-level system of supports (MLSS) to school mental health. An MLSS is a data-driven, problem-solving framework that utilizes a continuum of evidence-based practices to improve outcomes for all students (OSEP 2021). It includes universal programming to support all students, early intervention, and intensive interventions for those students who need additional support. Wisconsin's equitable MLSS includes all students and staff, considers the whole child and system, and focuses on providing equitable services and resources (DPI 2017c). Rather than creating a separate system for mental health service delivery, schools can leverage existing structures of their equitable MLSS as it applies to academic and behavioral supports to integrate the six components of CSMHS: (1) a continuum of mental health supports; (2) collaboration; (3) needs assessment and resource mapping; (4) mental health referral pathways; (5) sustainability; and (6) data. This document provides an overview of necessary considerations for building and sustaining the six components of a CSMHS to promote mental health for all students and staff. [This report was written in consultation with Elizabeth H. Connors.]
Teachers&apos; Attitudes and Beliefs of Inclusion in Curacao
Author: Sencibaugh, Joseph
Date: 2022-04-22
Type: Speeches/Meeting Papers
Subjects: Special Education Teachers,Special Needs Students,Inclusion,Foreign Countries,Teaching Methods,Classroom Techniques,Measures (Individuals),Teacher Attitudes,Correlation,Educational Change,Public School Teachers,Students with Disabilities,Elementary Secondary Education

The purpose of this study was to examine the attitudes and beliefs of general and special education teachers towards the inclusion of students with special education needs. The study investigated the correlation between both groups of teachers' attitudes. A total of 83 teachers from the public-school system on the island of Curacao participated in the study. The questionnaire, &quot;My Thinking about Inclusion Scale,&quot; was used (Stoiber, K. C., M. Gettinger, and D. Goetz. 1998). The 28-item MTAI Total Scale had an internal consistency of 0.94 and was comprised of three belief subscales: Core Perspective, Expected Outcomes and Classroom Practices. The results revealed that general education and special education teachers both held similar views of inclusion, which were positive. Both groups believed the implementation of inclusive service delivery models would likely succeed if properly vetted with support from stakeholders even though programmatic changes would be challenging due to an entrenched system of educating students with special education needs in separate schools.
Examining the Psychometric Properties of a Malaysian Relevance of Science Education (MROSE) Questionnaire Using Partial Least Squares Structural Equation Modeling (PLS-SEM)
Author: Fah, Lay Yoon
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Psychometrics,Foreign Countries,Relevance (Education),Science Education,Questionnaires,Structural Equation Models,Secondary School Students

This research is aimed to validate an instrument, the Malaysian version of ROSE or MROSE to gauge Malaysian secondary students' interests, attitudes, values, and priorities in S&amp;T-related issues. Partial Least Squares-Structural Equation Modeling approach was used to evaluate the validity and reliability of the instrument. The internal consistency reliability (composite reliability and Cronbach's Alpha coefficient), convergent validity (Average Variance Extracted), and discriminant validity (cross loadings, Fornell-Larcker criterion, and Heterotrait-Monotrait ratio) for each individual item of the instrument were being assessed. [For the full proceedings, see ED619611.]
Validation of Method for the Assessment of Cognitive Complexity of Chemical Technology Problem Tasks
Author: Horvat, Saša A.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Chemistry,Science Instruction,Teaching Methods,Difficulty Level,Likert Scales,Problem Solving,Task Analysis,Correlation,Cognitive Ability,Validity,Undergraduate Students,Biochemistry,Foreign Countries,Environmental Education

The aim of research was validation of a method for the assessment of cognitive complexity of chemical technology problem tasks. The method included an assessment of the difficulty of concepts and an assessment of their interactivity. As a research instrument for assessing performance, test of knowledge was used. Each task in the test was followed by a 5-point Likert scale for the evaluation of invested mental effort. The validity of this method was confirmed by a series of linear regression analysis where extremely high values of correlation coefficients are obtained among the examined variables: student's performance, invested mental effort and cognitive complexity. Keywords: cognitive complexity, problem solving, chemical technology. [For the full proceedings, see ED619611.]
The Public Understanding of Emerging Technology in East Taiwan Area: An Example of Nanotechnology
Author: Huang, Tzu-Yang
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Student Attitudes,Majors (Students),Decision Making,Self Evaluation (Individuals),Molecular Structure,Technology,Social Attitudes,Program Effectiveness,Costs,Purchasing,Medicine,Sciences

The purpose of the research was to understand the public's social Image of emerging technology-- nanotechnology. Furthermore, the differences among different major students and the decision-making style in &quot;self-evaluation and other-evaluation&quot; were analyzed too. In this research, the social image was defined by three phases, &quot;general image of nanotechnology&quot;, &quot;business decision behavior of nanotechnology&quot;, and &quot;free recall of nanotechnology&quot;. The research instrument was a self-designed questionnaire &quot;college student' social image of nanotechnology&quot;. The participants were 256 college students selected using convenience sampling from one university in the east Taiwan area. The main findings were: (1) Students tended to agree that nanotechnology is better than other general-tech. (2) The college students believed that they have more rational attitude and behavior to make decision than others. (3) Most college students' association related &quot;nanotechnology image&quot; with &quot;high tech&quot; in thinking. [For the full proceedings, see ED619611.]
A Descriptive Analysis of Preservice Teachers&apos; Opportunities to Learn to Teach Science Using ICTs in South Africa
Author: Jita, Thuthukile
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teacher Education,Preservice Teachers,Computer Uses in Education,Foreign Countries,Educational Technology,Pedagogical Content Knowledge,Technological Literacy,Science Instruction

Research suggests that there is not enough integration of Information and Communication Technologies (ICTs) into subject teaching by graduate teachers across a variety of school settings. This points in part to the inadequacy of preservice teacher preparation. Hence, this research explores the question of how preservice teachers develop the necessary competence to teach, particularly science subjects, using ICTs, by examining the opportunities to learn (OTLs) that are provided at three different South African universities. [For the full proceedings, see ED619611.]
How Well Do Physics Bachelor&apos;s Degree Recipients Perform on the MCAT and LSAT Exams? Focus On
Author: Tyler, John
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Physics,Bachelors Degrees,College Entrance Examinations,Law Schools,Medical Schools,Undergraduate Study,Intellectual Disciplines,Scores,Standardized Tests

This Focus On uses data from the Association of American Medical Colleges (AAMC) and the Law School Admission Council (LSAC) to showcase that, as a group, recipients of physics bachelor's degrees tend to do well on two prominent standardized tests for medical school and law school admission. Although only a small percent of the physics bachelor's degree recipients each year (2-4%) pursue these two career paths, a physics degree provides a solid foundation for those making that choice.
Improving College Success for Students in Corequisite Reading
Author: Ran, Florence Xiaotao
Date: 2022-04-00
Type: Reports - Research
Subjects: Academic Achievement,Required Courses,Remedial Reading,Remedial Programs,Community Colleges,Two Year College Students,Outcomes of Education,Academic Failure,Prediction,Racial Differences,Electronic Learning,Conventional Instruction,Blended Learning

In a corequisite approach to developmental education, students enroll in a college-level course paired concurrently with a support course designed to address student learning needs in a given subject. This report, sponsored by Strong Start to Finish, examines early college outcomes of students placed into corequisite reading courses at the 13 community colleges in the Tennessee Board of Regents (TBR) system. The authors investigate how outcomes changed since TBR colleges adopted a corequisite approach in reading and look at differences in outcomes by college-level course pairings and course features, including delivery format (online, hybrid, and face-to-face). Since TBR mandated corequisite approaches to serving students with developmental needs in 2015, students placed into developmental education experienced substantial improvements in gateway course outcomes. Drawing on these and other findings, the authors offer the following recommendations to institutions seeking to improve supports for students who need learning support in reading. (1) Institutions should enroll all students deemed underprepared in reading in corequisite courses in their first term, keeping in mind that high school GPA is a stronger predictor of college success than standardized test scores; (2) Given the study finding that a nontrivial proportion of students referred to corequisite reading did not pass any courses they enrolled in, institutions should consider embedded supports to address a range of academic and non-academic challenges hindering student success; (3) To address racial disparities in placement into developmental education and in course outcomes, institutions should adopt race-conscious frameworks to plan and implement corequisite reading policies and practices; and (4) The study found that taking corequisite reading and a college-level pairing online was associated with significantly lower success rates. Institutions should look to strengthen the design and delivery of online corequisite reading models.
2021-22 AASA Superintendent Salary &amp; Benefits Study: Non-Member Version
Author: Thomas, Tara
Date: 2022-02-00
Type: Numerical/Quantitative Data
Subjects: Superintendents,Salaries,Fringe Benefits,Administrator Surveys,Demography,Gender Differences,School Districts,Racial Differences,Cultural Differences,Enrollment,Administrator Evaluation,Retirement Benefits,High Schools,Middle Schools,Elementary Schools,Contracts,Personnel Selection,Health Insurance,Leaves of Absence,Performance Based Assessment,Lawyers,Negotiation Agreements,Professional Associations

The 2021-22 AASA Superintendent Salary &amp; Benefits Study marks the ninth consecutive edition of this study. The 2021-2022 version employed a slightly revised and updated survey instrument. The survey tracks the demographics, salary, benefits, and other elements of the employment agreements of school superintendents throughout the country. The study is intended to provide superintendents with actionable information needed to negotiate and manage their compensation and benefits. [For &quot;2020-21 AASA Superintendents Salary &amp; Benefits Study: Non-Member Version,&quot; see ED619868.]
Student Debt and the Class of 2020. 16th Annual Report
Author: Schak, J. Oliver
Date: 2021-11-00
Type: Reports - Research
Subjects: Debt (Financial),Student Financial Aid,COVID-19,Pandemics,Annual Reports,College Graduates,Costs,Paying for College,Loan Repayment,Public Policy,Institutional Characteristics

&quot;Student Debt and the Class of 2020&quot; is The Institute for College Access &amp; Success' (TICAS') sixteenth annual report on the student loan debt of recent graduates from four-year colleges, documenting changes and variation in student debt across states and colleges. State averages for debt at graduation in 2020 ranged from $18,350 (Utah) to $39,950 (New Hampshire), and new graduates' likelihood of having debt varied from 39 percent (Utah) to 73 percent (South Dakota). In 19 states, average debt was more than $30,000, and it was over $35,000 in six states. Many of the same states appear at the high and low ends of the spectrum as in previous years. High-debt states remain concentrated in the Northeast and low-debt states are mainly in the West. Available data on the impact of the COVID-19 pandemic on current students and borrowers suggest a cause for concern about college affordability and unaffordable debt burdens. This report includes federal policy recommendations to reduce debt burdens and manage repayment in the wake of COVID-19 and beyond. [For &quot;Student Debt and the Class of 2019. 15th Annual Report,&quot; see ED609297.]
Strategies for Social-Emotional Learning in COMPASS Programs
Author: McCann, Colleen E.
Date: 2015-12-00
Type: Reports - Research
Subjects: Social Emotional Learning,After School Programs,Youth Programs,Community Development,Elementary School Students,Instructional Design,Teaching Methods,Program Effectiveness,Personnel Selection,Staff Development,Educational Planning,Educational Practices

The term &quot;social-emotional learning&quot; (SEL), defined by the Collaborative for Academic, Social and Emotional Learning (CASEL) as &quot;a process for helping children develop the fundamental skills for life effectiveness,&quot; is a current buzzword in education, highlighting the important role that both practitioners and researchers believe social-emotional skills play in youth development and preparation for success in school and in life. The Comprehensive After School System (COMPASS) operated by the New York City Department of Youth and Community Development (DYCD) emphasizes the importance of &quot;environments that support social and emotional learning&quot; in afterschool programming. Policy Studies Associates, Inc. (PSA) conducted this study of the strategies for implementing SEL in COMPASS programs serving elementary-grades youth during the 2014-15 school year. As summarized in this report, the study team explored the ways that COMPASS programs approach SEL; identify youth needs and strengths; design and deliver programming; hire and train staff; determine the success of their SEL programming; and use this information for program improvement. The study also explored the benefits of SEL programming to youth from both the adult and youth perspectives. The goals of the study were to identify promising practices in designing and implementing SEL programming, to identify ways in which DYCD can support COMPASS programs, and to document these practices for dissemination across COMPASS programs. [This report was prepared for Department of Youth and Community Development, New York, New York.]