ethanporcaro/eric-fulltext-meta huggingface dataset:
Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher-AI Complementarity
Author: Holstein, Kenneth
Date: 2019-00-00
Type: Reports - Research
Subjects: Learning Analytics,Technology Uses in Education,Artificial Intelligence,Stakeholders,Design,Elementary Secondary Education,Middle School Teachers,Teacher Participation

Involving stakeholders throughout the creation of new educational technologies can help ensure their usefulness and usability in real-world contexts. However, given the complexity of learning analytics (LA) systems, it can be challenging to meaningfully involve non-technical stakeholders throughout their design and development. This article reports on the iterative co-design, development, and classroom evaluation of Lumilo, a wearable, real-time awareness tool for teachers working in AI-enhanced K-12 classrooms. In the process, we argue that the co-design of LA systems requires &quot;new kinds of prototyping methods.&quot; We introduce one of our own prototyping methods, REs, to address unique challenges of co-prototyping LA tools. This work presents the first end-to-end demonstration of how non-technical stakeholders can participate throughout the whole design process for a complex LA system--from early generative phases to the selection and tuning of analytics to evaluation in real-world contexts. We conclude by providing methodological recommendations for future LA co-design efforts. [This is the pre-publication version of an article published in &quot;Journal of Learning Analytics&quot; v6 n2 p27-52 2019 (ISSN 1929-7750). For the final published version of this article, see EJ1224130.]
First-Grade Cognitive Predictors of Writing Disabilities in Grades 2 through 4 Elementary School Students
Author: Costa, Lara-Jeane
Date: 2018-00-00
Type: Journal Articles
Subjects: Predictor Variables,Elementary School Students,Grade 1,Grade 2,Grade 3,Grade 4,Cognitive Ability,Writing Skills,Writing Difficulties,Psychomotor Skills,Language Skills,Executive Function,Regression (Statistics),Short Term Memory,Self Control,Inhibition,Visual Perception,Planning,At Risk Students,Achievement Tests,Cognitive Tests,Children,Intelligence Tests,Statistical Analysis

The primary aim of this study was determining Grade 1 cognitive predictors of students at risk for writing disabilities in Grades 2 through 4. Applying cognitive measures selected to align with theoretical and empirical models of writing, tasks were administered to Grade 1 students assessing fine-motor, linguistic, and executive functions: 84 at risk (bottom quartile for age-base expectations) and 54 typically developing. A model with individual predictors was compared to a previously developed latent trait model to determine the relative predictive worth of each approach. Data analysis primarily involved stepwise logistic regression. Results revealed that the individual measures of orthographic choice, working memory, inhibitory control, visual memory recognition, and planning all were significant predictors of at risk status in Grades 2 through 4. The latent trait model also fared well but did not account for the same amount of variance as any of the individual measurement models for any of the grades. The findings lay the foundation for an empirically based approach to cognitive assessment in Grade 1 for identifying potential at-risk students in later elementary grades and suggest potential underlying neurocognitive abilities that could be employed with educational interventions for students with later-emerging writing disabilities. [This article was published in &quot;Journal of Learning Disabilities&quot; (EJ1180591).]
Ministry of Advanced Education, Skills and Training 2022/23-2024/25 Service Plan
Author: Ministry of Advanced Education and Skills Training (Canada)
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Strategic Planning,Climate,Conflict Resolution,Equal Education,Racial Bias,Prevention,Educational Principles,Futures (of Society),Conservation (Environment),Foreign Countries,Educational Policy,Access to Education,Costs,Barriers,Educational Attainment,Higher Education,Income,College Graduates,COVID-19,Pandemics,Outcomes of Education,Job Skills,Employment Opportunities,Labor Force Development,Canada Natives,American Indian Students,Federal Legislation,Expenditures,Educational Finance,Career Development,Accountability,Budgets

The Ministry of Advanced Education and Skills Training provides leadership and direction for post-secondary education and skills training across the province to help British Columbians succeed and reach their full potential. This 2022/23 service plan outlines how the Ministry of Advanced Education and Skills Training will support the government's priorities including the foundational principles listed and selected action items identified in the November 2020 Minister's Mandate Letter. The policies, programs and projects developed over the course of this service plan period will align with the five foundational principles established by Government in 2020: putting people first; working toward lasting and meaningful reconciliation; supporting equity and anti-racism; ensuring a better future through fighting climate change and meeting greenhouse gas reduction targets; and supporting a strong, sustainable economy that works for everyone. [For the 2020/21-2022/23 Service Plan, see ED608458.]
Capturing AIS Behavior Using xAPI-Like Statements
Author: Hu, Xiangen
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Artificial Intelligence,Intelligent Tutoring Systems,Metadata,Behavior Patterns,Learning Processes,Cognitive Processes,Computer Software,Computational Linguistics,Teacher Student Relationship,Data Collection

In this paper, we consider a minimalistic and behavioristic view of AIS to enable a standardizable mapping of both the behavior of the system and of the learner. In this model, the &quot;learners&quot; interact with the learning &quot;resources&quot; in a given learning &quot;environment&quot; following preset steps of learning &quot;processes.&quot; From this foundation, we make several subsequent arguments. (1) All intelligent digital resources such as intelligent tutoring systems (ITS) need to be well-documented with standardized metadata scheme. We propose a learning science extension of IEEE learning object metadata (LOM). specifically, we need to consider cognitive learning principles that have been used in creating the intelligent digital resources. (2) We need to consider AIS as whole when we record system behavior. Specifically, we need to record all four components delineated above (the learners, the resources, the environments, and the processes). We point to selected learning principles from the literature as examples for implementation of this approach. We concretize this approach using AutoTutor, a conversation-based ITS, serving as a typical intelligent digital resource. [This paper was published in: &quot;HCII 2019, LNCS 11597,&quot; edited by R. A. Sottilare and J. Schwarz, Springer Nature Switzerland AG, 2019, pp. 204-216.]
Proceedings of International Conference on Social and Education Sciences (Chicago, Illinois, October 21-24, 2021). Volume 1
Author: Akerson, Valarie, Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Student Attitudes,Experiential Learning,Skill Development,Teaching Methods,Minority Serving Institutions,Hispanic American Students,Gender Differences,Majors (Students),Technology Uses in Education,Misconceptions,Inclusion,Content and Language Integrated Learning,English (Second Language),Second Language Instruction,COVID-19,Pandemics,Online Courses,Undergraduate Students,Student Characteristics,Foreign Countries,Computer Simulation,Molecular Biology,Males,Elementary School Teachers,Teacher Attitudes,Emotional Intelligence,Barriers,Teleworking,Success,College Students,Epidemiology,Acquired Immunodeficiency Syndrome (AIDS),African Americans,Females,Risk,Motivation,Reading Teachers,Human Body,Active Learning,Student Projects,Immigrants,Mexican Americans,News Reporting,Asian History,Politics,Cultural Influences,Kindergarten,Preschool Children,Metacognition,Peer Influence,Problem Solving,Interaction,Physical Fitness,Entrepreneurship,Innovation,Elementary School Students,Probability,Simulation

&quot;Proceedings of International Conference on Social and Education Sciences&quot; includes full papers presented at the International Conference on Social and Education Sciences (IConSES)-www.iconses.net which took place on October 21-24, 2021 in Chicago, Illinois, USA. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES)-www.istes.org. The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.
Teacher Attrition and Mobility in the Pandemic. CALDER Policy Brief No. 30-0322
Author: Goldhaber, Dan
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Labor Turnover,Teacher Persistence,Faculty Mobility,Teacher Shortage,Public Schools,Institutional Characteristics,Elementary Secondary Education,School Districts

Teacher attrition is squarely in the policy spotlight. Major news outlets have featured recent stories highlighting the impact of the COVID-19 pandemic on teacher shortages. In this brief, the authors frame the magnitude of teacher attrition during the pandemic, including from the 2020-2021 school year to the 2021-22 school year, using publicly available data on the public teaching workforce in Washington. Specifically, the authors compare attrition rates during the pandemic to attrition during pre-pandemic years, spanning the 1984-1985 school year to the 2018-2019 school year. They also report the relationship between attrition rates and district vacancies and compare changes in teacher turnover rates to differences in these rates between different kinds of schools.
Toward a More Equitable Future for Postsecondary Access
Author: National Association for College Admission Counseling
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Equal Education,Access to Education,Postsecondary Education,College Admission,Barriers,Racial Bias,African American Students,Racial Discrimination,Student Financial Aid,Financial Aid Applicants,Selective Admission,Decision Making

In 2020, American society encountered a flashpoint. Racism, both individual and systemic, was laid bare by an environment in which racist attitudes and beliefs became prevalent, by violence against Black Americans, and by the COVID-19 pandemic. This report seeks to reimagine college admission and financial aid through an equity lens. The report recommends a series of actions for admission and financial aid practitioners, educational institutions, and state and federal agencies and policymakers. It urges further, deeper study and examination of issues that create barriers to entry to postsecondary education for traditional-aged and adult students of color, particularly Black students. In focusing on advancing equity in college admission for Black students, the report acknowledges the legacy of discrimination and the ongoing effects of structural barriers against Black Americans throughout society that continue to limit postsecondary educational opportunity for Black students.
Cognitive Predictors of Difficulties in Math and Reading in Pre-Kindergarten Children at High Risk for Learning Disabilities
Author: Barnes, Marcia A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Predictor Variables,Reading Skills,Mathematics Skills,Learning Disabilities,At Risk Students,Preschool Children,Preschool Education,Severity (of Disability),Phonological Awareness,Numeracy,Short Term Memory,Attention,Executive Function,Nonverbal Ability,Comorbidity,Achievement Tests,Intelligence Tests

Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological awareness) and domain-general abilities (working memory, vigilance, executive attention, and nonverbal IQ) were assessed in 493 children at the beginning of pre-K, to better understand how each uniquely contributes to risk for math difficulties (MD), and comorbid math and reading difficulties (MDRD). At the end of pre-K, standardized math and reading tests were used to form three risk groups (MD, MDRD, not-at-risk) with two severity cut points for math and reading ([less than or equal to]25th, [less than or equal to]16th percentiles). Discriminant function analysis was used to determine whether and in what ways the groups differed on the cognitive variables. Both MD and MDRD-risk groups differentiated from the not-at-risk group on all variables except for ANS acuity, a finding that was convergent across severity cut points. The only significant contrast for ANS acuity emerged between the most severe MD only group and the not-at-risk group. Only vigilance or sustained attention supported the differentiation of MD risk from MDRD risk. Consistent with school-age studies of comorbidity, MDRD risk was also associated with the lowest levels of math and cognitive skills in this pre-kindergarten sample. Results reveal a potential specific role for sustained attention as an early risk factor for comorbid MDRD, a severe form of learning disability. [This article was published in &quot;Journal of Educational Psychology&quot; (EJ1249835).]
Children Living in Households That Experienced Food Insecurity: United States, 2019-2020. NCHS Data Brief. No. 432
Author: Ullmann, Heidi
Date: 2022-02-00
Type: Reports - Research
Subjects: Hunger,Food,Children,Adolescents,Disadvantaged,Racial Differences,Social Differences,Disabilities,Family Characteristics,Rural Urban Differences

Food insecurity, which affects an estimated 15 million Americans is the limited or uncertain availability of safe and nutritionally adequate foods, or the limited or uncertain ability to acquire acceptable foods in socially acceptable ways. Food insecurity has been consistently associated with poor health outcomes in children, including poorer overall health status, acute and chronic health problems, and limited healthcare access. This report describes the percentage of children aged 0-17 years living in food-insecure households during the past 30 days by selected sociodemographic and family characteristics using 2019-2020 National Health Interview Survey data.
School Factors That Promote Teacher Collaboration: Results from the Tennessee Instructional Partnership Initiative
Author: Carroll, Kristen
Date: 2021-08-00
Type: Journal Articles
Subjects: Teacher Collaboration,Partnerships in Education,Predictor Variables,Educational Practices,Teacher Attitudes,Instructional Improvement

Policy implementation research indicates that local contexts and school factors shape how teacher collaboration efforts are implemented in schools. By evaluating a statewide teacher collaboration initiative in Tennessee known as the Instructional Partnership Initiative (IPI), this article provides insight on the school level factors that are associated with participating teachers' frequency of IPI collaboration activities and a collaborative focus on instructional practices. We estimate a series of regression models and find that school supports and characteristics of teacher partnerships were significant predictors of the frequency of collaborative activities, focus on instructional activities, and perceptions of IPI as beneficial. Commonalities among partner teachers like subject/grade taught were also associated with teachers' perceptions of IPI as beneficial. Our results contribute to the broader understanding of how schools can encourage teacher engagement in collaborations that focus on instructional improvement. [This article was published in &quot;American Journal of Education&quot; (EJ1307998).]
Reopening with Resilience: Lessons from Remote Learning during COVID-19 in East Asia and the Pacific
Author: Jeon, Youngkwang
Date: 2021-12-00
Type: Reports - Research
Subjects: Distance Education,COVID-19,Pandemics,School Closing,Learning Strategies,Energy,Rural Areas,Barriers,Access to Computers,Learner Engagement,Handheld Devices,Partnerships in Education,Foreign Countries,Internet,Access to Education,Electronic Learning,Telecommunications

COVID-19 school closures in East Asia and the Pacific threaten to widen existing learning inequities and increase the number of children out of school. During the pandemic, governments rapidly deployed remote learning strategies, ranging from paper-based take-home materials to digital platforms. However, lack of electricity -- critical to connectivity -- remains a key obstacle for the region, particularly in rural areas. Therefore, while digital learning platforms were offered by most Southeast Asian countries, take-up was low. A combination of modalities -- including mobile phone-based learning strategies -- and collaboration with a range of non-governmental education stakeholders have the potential to enhance the reach of remote learning and to make it more engaging for students. Lessons from the regional implementation of these strategies emphasize the importance of research to understand the needs of students, educators and parents and the impact of remote learning, especially in low-resource contexts.
Reopening with Resilience: Lessons from Remote Learning during COVID-19 in Latin America and the Caribbean
Author: Ortiz-Correa, Javier Santiago
Date: 2021-12-00
Type: Reports - Research
Subjects: Distance Education,COVID-19,Pandemics,School Closing,Energy,Access to Computers,Foreign Countries,Handheld Devices,Learning Strategies,Internet,Rural Areas,Barriers,Learner Engagement,Access to Education,Electronic Learning,Telecommunications,Teacher Education

The implementation of remote learning?in Latin America and the Caribbean during the COVID-19 school closures?confirmed that the divide?in access to electricity and?technology?remained?a?major hurdle?for governments across the region?to serve all children.?School closures risk widening?existing learning gaps as?private schools were?more prepared to use technology?for remote learning and children from wealthier households?received more support at home?while schools were closed.?As?countries in the region reopen their schools,?it is vital that governments incorporate key?lessons learned?to?improve?the resilience?and equity?of the education systems. This report?presents evidence on remote learning during the COVID-19?school closures in Latin America and the Caribbean?to help guide decision-makers to build more effective, sustainable and resilient education systems for current and future crises.
Reopening with Resilience: Lessons from Remote Learning during COVID-19 in South Asia
Author: Nagesh, Radhika
Date: 2021-12-00
Type: Reports - Research
Subjects: Distance Education,COVID-19,Pandemics,School Closing,Learning Strategies,Internet,Telecommunications,Electronic Learning,Handheld Devices,Access to Computers,Access to Education,Rural Areas,Learner Engagement,Foreign Countries,Barriers,Community Education,Energy

COVID-19 school closures in South Asia lasted longer than in any other region. To mitigate subsequent effects, governments and education actors in South Asia provided a range of remote learning modalities. This report presents evidence on the reach and effectiveness of these remote learning strategies through a meta-analysis of studies from the region. Large differences in students' access to connectivity and devices show that high-tech remote learning modalities did not reach all students. Lessons learned indicate that the effectiveness of one-way or low-tech modalities can be enhanced through increased engagement and support from educators. Teachers, parents and caregivers must be supported to help children learn remotely, especially in cases where they must rely on these low-tech remote learning modalities. Formative assessments are needed to understand the scale of lost learning and target responses to remediate this learning loss when schools reopen.
Reopening with Resilience: Lessons from Remote Learning during COVID-19 in West and Central Africa
Author: Valenza, Marco
Date: 2021-09-00
Type: Reports - Research
Subjects: Foreign Countries,Distance Education,COVID-19,Pandemics,School Closing,Learning Strategies,Energy,Rural Areas,Barriers,Access to Computers,Learner Engagement,Handheld Devices,Internet,Access to Education,Electronic Learning,Telecommunications,Teacher Education

Countries in West and Central Africa strived to implement national responses to continue learning activities during school closures. These responses relied on a mix of channels, including online platforms, broadcast media, mobile phones and printed learning packs. Several barriers, however, still prevented many children and adolescents in the region from taking advantage of these opportunities, resulting in learning loss in a region where almost 50 per cent of children do not achieve minimum reading skills at the end of the primary cycle. This report builds on existing evidence to highlight key lessons learned in continuing education for all at times of mass school closures and provides actionable recommendations to build resilience into national education systems in view of potential future crises.
Influenza Vaccination in the Past 12 Months among Children Aged 6 Months-17 Years: United States, 2019. NCHS Data Brief. No. 407
Author: Black, Lindsey I.
Date: 2021-04-00
Type: Reports - Research
Subjects: Diseases,Immunization Programs,Prevention,Infants,Preschool Children,Children,Adolescents,Advisory Committees,National Surveys,Race,Hispanic Americans,Whites,African Americans,Urban Areas,Geographic Regions

Increasing the proportion of persons, including children, who are vaccinated annually against seasonal influenza is a Healthy People 2030 Leading Health Indicator. Vaccination is effective in preventing influenza. The Advisory Committee on Immunization Practices recommends an annual influenza vaccination for children aged 6 months and over. This report examines the percentage of children aged 6 months through 17 years who had an influenza vaccination in the past 12 months using data from the 2019 National Health Interview Survey.
Reopening with Resilience: Lessons from Remote Learning during COVID-19 in Europe and Central Asia
Author: Carnelli, Marta
Date: 2022-03-00
Type: Reports - Research
Subjects: Distance Education,COVID-19,Pandemics,School Closing,Learning Strategies,Energy,Rural Areas,Barriers,Access to Computers,Learner Engagement,Handheld Devices,Internet,Access to Education,Electronic Learning,Telecommunications,Foreign Countries,Teacher Education

When schools started closing their doors due to COVID-19, countries in Europe and Central Asia quickly provided alternative learning solutions for children to continue learning. More than 90 per cent of countries offered digital solutions to ensure that education activities could continue. However, lack of access to digital devices and a reliable internet connection excluded a significant amount of already marginalized children and threatened to widen the existing learning disparities. This report builds on existing evidence highlighting key lessons learned during the pandemic to promote learning for all during school closure and provides actionable policy recommendations on how to bridge the digital divide and build resilient education systems in Europe and Central Asia.