ethanporcaro/eric-fulltext-meta huggingface dataset:
Simple Practice Doesn't Always Make Perfect: Evidence from the Worked Example Effect
Author: Booth, Julie L.
Date: 2015-00-00
Type: Reports - Research
Subjects: STEM Education,Problem Solving,Models,Textbooks,Cognitive Science,Evidence Based Practice,Teaching Methods,Prompting,Comparative Analysis,Educational Policy,Classroom Environment,Concept Formation,Instructional Effectiveness

Findings from the fields of cognitive science and cognitive development propose a variety of evidence-based principles for improving learning. One such recommendation is that instead of having students practice solving long strings of problems on their own after a lesson, worked-out examples of problem solutions should be incorporated into practice sessions in Science, Technology, Engineering, and Mathematics (STEM) classrooms. Research in scientific laboratories and real-world classrooms has also identified a number of methods for utilizing worked examples in lessons, including fading the examples, prompting self-explanation of the examples, including incorrect examples, and providing opportunities for students to compare multiple examples. Each of these methods has been shown to lend itself well to particular types of learning goals. Implications for education policy are discussed, including rethinking the ways in which STEM textbooks are constructed, finding ways to support educators in recognizing and implementing effective cognitive science-based pedagogical techniques, and changing the climate in classrooms to include the perception of errors as a functional part of the learning process. [This article was published in &quot;Policy Insights from the Behavioral and Brain Sciences,&quot; v2 n1 p24-32 Oct 2015.]
Don't Stop Stuffing the Backpacks!: Parents of English Language Learners Share School-Home Communication Preferences
Author: Hoffman, Lisa
Date: 2015-00-00
Type: Reports - Research
Subjects: Family School Relationship,Telecommunications,Handheld Devices,Social Media,Printed Materials,Access to Computers,English Language Learners,At Risk Students,Elementary School Students,Parent Attitudes,Communication Strategies,Access to Information,Spanish Speaking,Surveys

As communications in U.S. society become more digitally focused, many schools have transitioned toward using more digital technology for school-home communications. Across the country, many schools and teachers now disseminate information to students' parents using email listserv, text message, Twitter, Facebook, and other applications such as Edmodo or Class Dojo. Digital communication between school and home can have many benefits, including increased convenience and reliability and decreased environmental impact. However, moving school-home communications from paper-based flyers and letters sent home in children's backpacks to primarily digital media may have unintended consequences such as exacerbating the &quot;digital divide&quot; that still exists among families with less financial and material access to digital technology. It is unclear whether increasingly digital school-home communication methods are more or less desirable to many parents of English language learners. This study involved surveys of Spanish-speaking and English-speaking parents of English language learner students in seven Head Start, Even Start, and elementary schools in four Indiana public school corporations. Parents were asked what type of information they wanted to receive from their child's school and how they would prefer to receive that information. Findings revealed that both English-speaking and Spanish-speaking parents expected to work with their students on academics at home and wanted information from their child's school about supporting academics at home. More Spanish-speaking than English-speaking parents reported that they would like to receive information from the school about specific ways to help their child with a variety of school readiness skills at home. These findings contrast with popularly held misconceptions that low-income parents (such as those participating in Head Start programs) and non-English-speaking parents are less interested in family involvement with their children's education. The majority of both Spanish-speaking and English-speaking parents indicated a preference for receiving written material sent home in backpacks. Survey results indicated that technology dependent communication methods, such as email and teacher blogs, were the least desirable to the parents in this study. The article ends with recommended questions educators can ask about how their school communicates with parents. [This paper was originally published in &quot;INTESOL Newsletter&quot; (Indiana Teachers of English to Speakers of Other Languages), Fall 2015.]
A Multicultural Fairy Tale for Teacher Educators
Author: Robinson, Scott
Date: 2014-11-00
Type: Speeches/Meeting Papers
Subjects: Fairy Tales,Teacher Educators,Social Justice,Equal Education,Preservice Teachers,Teaching Methods,Social Discrimination,Student Attitudes,World Views,Prosocial Behavior,Self Concept,Multicultural Education,African Americans,Filipino Americans,Semi Structured Interviews,Chinese Americans,Cultural Pluralism,Teacher Education

The purpose of this narrative research is to examine cultural diversity among teacher candidates. A secondary purpose is to offer a pedagogical tool for teacher educators to use with their teacher candidates to help them develop a critical consciousness in their encounters with diverse students and their reflections on their own cultural identities. Data consists of interviews with three teacher candidates to examine their cultural beliefs and values. The data is transformed into a multicultural fairy tale. Each of the three characters in the fairy tale meet as they flee their homes and families to avoid discrimination based on their hair color. They forge friendships during their fantastic adventure to a new land. The characters transform prejudice and discrimination in their homelands to a worldview of tolerance and acceptance of diversity. Included in this paper is set of review questions addressing prejudice, discrimination, and culture. These questions may be used to promote rich conversations addressing equity and social justice in the lives of the fairy tale characters as well as the lives of teacher candidates and their students. Sample discussion questions are appended.
Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator&apos;s Practice Guide. NCEE 2016-4008
Author: Foorman, Barbara
Date: 2016-07-00
Type: Guides - Classroom - Teacher
Subjects: Reading Comprehension,Beginning Reading,Reading Instruction,Teaching Methods,Primary Education,Kindergarten,Grade 1,Grade 2,Grade 3,Reading Strategies,Text Structure,Discussion (Teaching Technique),Reading Material Selection,Learner Engagement,Educational Research,Evidence Based Practice,Reading Skills,Academic Discourse,Phoneme Grapheme Correspondence,Decoding (Reading),Reading Fluency,Phonemic Awareness

The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide is a companion to the existing practice guide, &quot;Improving Reading Comprehension in Kindergarten Through 3rd Grade&quot;, and as a set, these guides offer recommendations for preparing students to be successful readers. Both guides recommend some practices that can and should be implemented beginning in kindergarten, and both guides also suggest some instructional practices that can be implemented after students have mastered early reading skills. This guide synthesizes the best available research on foundational reading skills and shares practices that are supported by evidence. It is intended to be practical and easy for teachers to use. The guide includes many examples in each recommendation to demonstrate the concepts discussed. This guide provides teachers, reading coaches, principals, and other educators with instructional recommendations that can be implemented in conjunction with existing standards or curricula and does not recommend a particular curriculum. Teachers can use the guide when planning instruction to support the development of foundational reading skills among students in grades K-3 and in diverse contexts. Professional-development providers, program developers, and researchers can also use this guide. Professional-development providers can use the guide to implement evidence-based instruction and align instruction with state standards or to prompt teacher discussion in professional learning communities. Program developers can use the guide to create more effective early-reading curricula and interventions. Finally, researchers may find opportunities to test the effectiveness of various approaches to foundational reading education and explore gaps or variations in the reading-instruction literature. The following are appended: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. A glossary is included. [For the companion guide, &quot;Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010-4038,&quot; see ED512029.]
Understanding Field Experiences in Traditional Teacher Preparation Programs in Missouri. REL 2016-145
Author: Meyer, Stephen J.
Date: 2016-07-00
Type: Tests/Questionnaires
Subjects: Teacher Education Programs,Beginning Teachers,Public School Teachers,Student Teaching,Teacher Attitudes,Program Effectiveness,Teacher Surveys,Experience,Teaching Conditions,Teaching Methods,Partnerships in Education,Mentors,Parent Participation,School Community Relationship

The purpose of this study was to describe the characteristics of field experiences in traditional teacher preparation programs completed by first-year teachers in Missouri and how experiences vary by teaching certificate type. This descriptive study is based on data from a survey administered in early 2015 to first-year teachers in Missouri public schools who completed traditional teacher preparation programs. Findings show that first-year teachers had field experiences that varied substantially in duration and diversity, and that experiences varied for teachers with different types of teaching certificates. Most first-year teachers reported that their student teaching experiences aligned with their career teaching plans and first teaching assignments. Perceptions of the quality of resources and support in field experience schools were generally positive and first-year teachers reported frequent professional collaboration. Parent and community interaction during field experiences was less frequent. Observation and feedback activities during field experiences were frequent and first-year teachers engaged in a variety of instructional activities. Findings suggest that state and program administrators in Missouri and elsewhere may wish to monitor field experiences closely to ensure that expectations are met. Survey data suggest potential areas of focus including interaction with parents and community during field experiences; selection, training, and expectations of teacher candidate mentors; connections between course pedagogy to field experiences; and collaboration between teacher preparation programs and preK-12 schools. The survey developed for this study provides a data collection tool that can be adopted or adapted by state and teacher preparation program administrators and used as part of a system for monitoring program implementation. Detailed information about the implementation of teacher preparation programs may be used in future research on aspects of teacher preparation that are associated with more positive outcomes for program completers and their preK-12 students. The following are appended: (1) Data and methodology; (2) Response rate calculation and nonresponse bias analysis results; (3) Survey; (4) Data tables: Full sample analyses; and (5) Data tables: Subgroup analyses. Contains notes. [The Office of Educator Quality at the Missouri Department of Elementary and Secondary Education and the Office of Social and Economic Data Analysis at the University of Missouri supported this study and shared data.]
Identifying Early Warning Indicators in Three Ohio School Districts. REL 2016-118
Author: Stuit, David
Date: 2016-07-00
Type: Reports - Research
Subjects: High School Students,Academic Failure,Predictor Variables,Graduation,School Districts,Grade Point Average,Credits,Accuracy,Grade 8,Grade 9,Dropout Prevention,High School Freshmen,Attendance Patterns,Regression (Statistics),Middle School Students

In partnership with the Midwest Dropout Prevention Research Alliance the study team used student-level data and a five-step process to identify the most accurate indicators of students' failure to graduate from high school on time. Student-level data came from attendance records, transcripts, and discipline records of grade 8 and 9 students in three Ohio school districts. The study found that the most accurate early warning indicators of students being off track for graduating on time vary by school district and grade level. Overall, the most accurate indicators in both grades were based on coursework (grade point average and number of credits earned). On average, indicators were more accurate in grade 9 than in grade 8. Other districts may be able to use the methods described in this report to identify early warning indicators for their grade 8 and 9 students. Two appendices are included: (1) Literature Review; and (2) Student samples, data elements, and methodology.
An Analysis of Student Engagement Patterns and Online Course Outcomes in Wisconsin. Stated Briefly. REL 2016-157
Author: Pazzaglia, Angela M.
Date: 2016-07-00
Type: Reports - Research
Subjects: Learner Engagement,Online Courses,Outcomes of Education,Virtual Classrooms,Time on Task,Scores,Enrollment,High School Students,Advanced Placement,Core Curriculum,Elective Courses,Statistical Analysis,Statistical Significance,Elementary Secondary Education,Correlation,Hierarchical Linear Modeling

This study used administrative data from Wisconsin Virtual School to identify patterns of student engagement in online courses (defined as the amount of time students were logged in to their course each week and how this varied over time). The study also examined whether the patterns were associated with course outcomes (defined as the percentage of possible points earned and the percentage of course activities completed). Six patterns of engagement were identified, and most students in five of the six engagement groups earned a high enough percentage of possible points to pass their online course. Students with low but steady engagement in their online course had better outcomes than students with low initial engagement that diminished throughout their course. Students who engaged in their online course for two or more hours per week had better outcomes than students who engaged for fewer than two hours per week. [For the full report, &quot;An Analysis of Student Engagement Patterns and Online Course Outcomes in Wisconsin. REL 2016-147,&quot; see ED566960.]
Awareness Knowledge Attitude Skills of Telemedicine among Health Professional Faculty Working in Teaching Hospitals
Author: Zayapragassarazan, Zayabalaradjane
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Medicine,Medical Services,Allied Health Personnel,Hospitals,Surveys,Attitude Measures,Questionnaires,Knowledge Level,Content Analysis,Statistical Analysis,Experience

Introduction: Telemedicine is an emerging technology in health sector in India. The success of any new technology depends on many factors including the knowledge and understanding of the concept, skills acquired, attitude towards technology and working environment by the concerned professionals. Aim: The main objective of this study was to assess the awareness, knowledge, attitude and skills of telemedicine among the health professionals working in the teaching hospitals of Puducherry Region of India. Materials and Methods: A cross-sectional survey was carried out among various healthcare professionals using a proper sampling frame obtained from a list of teaching hospitals located in Puducherry Union Territory, India. A total of 120 teaching faculties and practitioners from the preclinical, paraclinical and clinical departments were taken up for the study. A pre-validated self-administered questionnaire was used for the survey to assess the awareness, knowledge, attitude and skills of telemedicine. The questionnaires were mailed to the respondents and the completed questionnaires were analysed as per the study objectives using descriptive statistics for the quantitative data and content analysis for the qualitative data. Results: The knowledge level of the respondents was found to be good with 41% of the respondents, 35% possess fair knowledge and 24% don't have adequate knowledge of telemedicine. With regard to the attitude towards telemedicine 39% of the respondents possess high attitude, 31% possess moderate attitude and 30% possess low level of attitude. Investigations on the skills of the respondents on telemedicine showed that 19% respondents are highly skilled or experts, 25% are moderately skilled which includes learners or beginners, and 56% are unskilled in handling telemedicine and its related equipments. Conclusion: The findings of the study suggest that although the respondents experience and knowledge are limited in telemedicine technology a fair number of them have positive attitude towards telemedicine. It is the need of the hour to educate and train the teaching faculty, practicing physicians, residents, medical students and other health professionals about telemedicine and issues related to its use.
Urgent Need to Train Teachers and Students in First Aid and CPR
Author: Zayapragassarazan, Z.
Date: 2016-00-00
Type: Journal Articles
Subjects: First Aid,Educational Needs,Health Education,Fatigue (Biology),Exercise Physiology,Athletes,Athletics,Emergency Medical Technicians,Student Development,Faculty Development,Foreign Countries

This article is my reflection about the recent incident that took place in a sports ground in Pondicherry, India where a 17-year-old school boy collapsed and died in the sports ground after running only 80 meters in the 1500 meters race. The cause of death was an underlying cardiac cause that has manifested during the athletic event. The stress caused by intense, excessive exercise can negatively affect the cardiovascular system. If the boy had received the first line of treatment with the cardiopulmonary resuscitation (CPR) on the spot, he may have survived. This incident made me to develop some insights on how to prevent such tragedies by throwing light on the need to prepare our students and teachers who are organisers of such events by providing them training and certification in first aid and CPR so that they can effectively participate as rescuers when faced with such emergency situation to save the life of the concerned. This article also stresses the need for policy measures from the government side to include first aid and CPR as a mandatory subject at all levels of education to teach the next generation of life savers.
Determination of Misconceptions Belonging to the &quot;Solar System and Beyond: Space Puzzle&quot; Unit in 7th Grade Science and Technology Curriculum with Two-Tier Diagnostic Tests
Author: Töman, Ögr. Gör. Ufuk
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Astronomy,Scientific Attitudes,Misconceptions,Grade 7,Diagnostic Tests,Elementary School Students,Research Design,Science Curriculum,Scientific Concepts,Science Tests,Multiple Choice Tests,Classification,Knowledge Level,Primary Education

Today's World is in period of rapid development of science and technology. There is science and technology education that not based on rote, practical on the basis of development in science and technology. Misconceptions are a major obstacle in order to take the desired efficiency. Because concepts that learned wrong obstacle attainment of right to information and thus prevent production of the right information. The purpose of this article; using two-stage diagnostic tests is to reveal student's misconception how to exhibit and student's misconceptions are to exhibit &quot;The Solar System and Beyond: Space Enigma'' unit of instructional program of Science and Technology lesson of 7th. grade elementary school. The standard testing methods from the descriptive research methods was used in this study. In result of the research students have some of misconceptions have been identified by two-stage diagnostic test.
Extended Worksheet Developed According to 5E Model Based on Constructivist Learning Approach
Author: Töman, Ufuk
Date: 2013-10-00
Type: Journal Articles
Subjects: Worksheets,Constructivism (Learning),Biology,Science Instruction,Learning Theories,Interviews,Teacher Attitudes,Comparative Analysis,Teaching Methods,Academic Achievement,Foreign Countries,Science Tests,Achievement Tests,Science Teachers,Teacher Education Programs,Preservice Teachers

In order to achieve the targeted objectives desired level of education and modern learning theories for learner centered methods are recommended. In this context the use of worksheets developed and that student participation is considered to be one of the methods. This research is one of the ethyl alcohol fermentation biology issues and prepare working papers related to the effective education environment was conducted to determine the effect of learning the use of worksheets. Worksheets development process to experts in the field of material in order to developed, four teachers from working in the province of Trabzon. Curriculum subject and the subject determined by considering the behavior of the target sample selected as an achievement test was developed and Bayburt Education Faculty of Bayburt University science education to about 28 students that 2 grade. Later, the interviews with teachers, and achievement test results utilizing &quot;ethyl alcohol fermentation.&quot; A study on the leaf has been drafted. At the same teachers which prepared the necessary corrections were made in the drafts discussed the applicability of learning environments. The worksheet is applied on the sample above the spring semester of 2012. Pre-prepared students for success by developing a test applied to test parallel and compared with previous results. Student achievement is rising and the course is very relevant to the act have been identified.
Understanding Overconfidence: Theories of Intelligence, Preferential Attention, and Distorted Self-Assessment
Author: Ehrlinger, Joyce
Date: 2016-03-00
Type: Journal Articles
Subjects: Self Esteem,Intelligence,Learning Theories,Attention,Metacognition,Self Evaluation (Individuals),Bias,Feedback (Response),College Students,Measures (Individuals),Statistical Analysis,Scores,Regression (Statistics)

Knowing what we do not yet know is critical for learning. Nonetheless, people typically overestimate their prowess--but is this true of everyone? Three studies examined who shows overconfidence and why. Study 1 demonstrated that participants with an entity (fixed) theory of intelligence, those known to avoid negative information, showed significantly more overconfidence than those with more incremental (malleable) theories. In Study 2, participants who were taught an entity theory of intelligence allocated less attention to difficult problems than those taught an incremental theory. Participants in this entity condition also displayed more overconfidence than those in the incremental condition, and this difference in overconfidence was mediated by the observed bias in attention to difficult problems. Finally, in Study 3, directing participants' attention to difficult aspects of the task reduced the overconfidence of those with more entity views of intelligence. Implications for reducing biased self-assessments that can interfere with learning were discussed. [This article was published in &quot;Journal of Experimental Social Psychology,&quot; v63 p94-100 Mar 2016.]