ethanporcaro/eric-fulltext-meta huggingface dataset:
Utilizing Social Media in Improving Creative Writing Skills of Grade 7 Students in English
Author: Paragas, Jeger P.
Date: 2020-10-00
Type: Journal Articles
Subjects: Social Media,Creative Writing,Writing Instruction,High School Students,Second Language Learning,Second Language Instruction,English (Second Language),Morphology (Languages),Syntax,Error Patterns,Correlation,Academic Achievement,Grades (Scholastic),Comparative Analysis,Identification,Error Analysis (Language),Teaching Methods,Foreign Countries,Scoring Rubrics,Writing Evaluation

The study identified the performance of Grade 7 students enrolled in Umingan Central National High School across their academic performance in English under creative writing skill. In gathering the profile of the students and their performance in identifying morphological and syntactical errors, descriptive and correlational research designs with the use of rubrics and standard deviation were used in the treatment of data. In answering the relationship between the students' profile variables and their performance in identifying morphological and syntactical errors, Pearson R and Spearman Rho were used. It disclosed that most of the students achieved an overall rating of &quot;good&quot; in identifying morphological errors while &quot;fair&quot; in identifying syntactical errors. There was a significant relationship between the students' academic performance in English and their performance in identifying syntactical errors. Further, the computed significance value 0.00 which was less than the level of alpha 0.05, the r value reflected a moderately positive correlation between English grade and controlled group. The experimental group was found out to have no significant relationship to the ability to identify performance of students in creative writing skill.
Emergence of a Situational Leadership during COVID-19 Pandemic Called New Normal Leadership
Author: Francisco, Christopher D. C.
Date: 2020-10-29
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,Administrator Role,School Administration,Adjustment (to Environment),Administrator Effectiveness,Decision Making,Planning,Administrator Characteristics,Leadership Qualities,Leadership Responsibility,Online Courses,Educational Technology

The main aim of the study was to extract an emergence of situational leadership during COVID-19 pandemic called new normal leadership among school administrators in the Philippines.To achieve this aim, the researcher selected several school administrators within the Province of Bulacan during the school year 2020-2021. The study utilized a qualitative research design which aimed to describe the lived experiences of individuals in a certain phenomenon or human condition. Using transcriptions, codes, and triangulations of the data gathered, themes were extracted in the data analysis. Findings revealed that: (1) New Normal Leadership is the ability to be adaptive while staying strong with one's commitment; (2) It is about being an effective instructional decision-maker; (3) A leader who is a good planner, vigilant, and initiator. Towards the end of this study, conclusions were drawn and recommendations were offered like the further testing of this extrated theory in quantitative approach, as highly recommended for confirmatory and more in-depth examinations.
Prevalence of Children Aged 3-17 Years with Developmental Disabilities, by Urbanicity: United States, 2015-2018. National Health Statistics Reports. Number 139
Author: Zablotsky, Benjamin
Date: 2020-02-19
Type: Reports - Research
Subjects: Incidence,Children,Adolescents,Developmental Disabilities,Rural Urban Differences,Access to Education,Rural Areas,Urban Areas,Clinical Diagnosis,Disability Identification,Access to Health Care,Early Intervention,Place of Residence,Special Education,Attention Deficit Hyperactivity Disorder,Autism,Pervasive Developmental Disorders,Blindness,Visual Impairments,Cerebral Palsy,Deafness,Hearing Impairments,Learning Disabilities,Intellectual Disability,Seizures,Stuttering,Developmental Delays

Objective: This report examines the prevalence of developmental disabilities among children in both rural and urban areas as well as service utilization among children with developmental issues in both areas. Methods: Data from the 2015-2018 National Health Interview Survey (NHIS) were used to examine the prevalence of 10 parent- or guardian-reported developmental disability diagnoses (attention-deficit/hyperactivity disorder [ADHD], autism spectrum disorder, blindness, cerebral palsy, moderate to profound hearing loss, learning disability, intellectual disability, seizures, stuttering or stammering, and other developmental delays) and service utilization for their child. Prevalence estimates are presented by urbanicity of residence (urban or rural). Bivariate logistic regressions were used to test for differences by urbanicity. Results: Children living in rural areas were more likely to be diagnosed with a developmental disability than children living in urban areas (19.8% compared with 17.4%). Specifically, children living in rural areas were more likely than those in urban areas to be diagnosed with ADHD (11.4% compared with 9.2%) and cerebral palsy (0.5% compared with 0.2%). However, among children with a developmental disability, children living in rural areas were significantly less likely to have seen a mental health professional, therapist, or had a well-child checkup visit in the past year, compared with children living in urban areas. Children with a developmental disability living in rural areas were also significantly less likely to receive Special Educational or Early Intervention Services compared with those living in urban areas. Conclusion: Findings from this study highlight differences in the prevalence of developmental disabilities and use of services related to developmental disabilities by rural and urban residence.
From Information to Action: A Guide to Using Postsecondary Data to Improve Students&apos; Chances for Postsecondary Success
Author: Warren, Constancia
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Data Use,Postsecondary Education,College Readiness,Access to Education,Academic Achievement,College Students,Information Sources,Data Collection,Surveys,Focus Groups,High Schools,Consortia,Outcomes of Education,Student Records,Privacy,Federal Legislation

The emergence of longitudinal data systems over the past decade has provided exciting opportunities to better understand students' educational trajectories over time and institutions. The stark reality for today's high school students is that some form of postsecondary education is a necessary ticket of entry to a secure economic future. This guide begins with a brief discussion of the emerging conceptualizations of the precursors of postsecondary success. While many of the constructs in these frameworks are not yet easily measurable, the discussion forms an important backdrop for work designed to increase postsecondary readiness, access, and success. Chapter Two turns to the ways to measure these concepts, based on highly detailed analyses of large datasets on the postsecondary careers of thousands of students. The findings from these studies identify the patterns of interest that can serve to guide school-level analyses of postsecondary data. Chapter Three discusses the primary sources of administrative data that are currently available to schools, along with some of the opportunities and challenges associated with each of these sources. Chapter Four turns to recent efforts to secure detailed data on students' postsecondary outcomes from local institutions. This chapter includes brief profiles of two such efforts, one of which illustrates the tremendous potential of using longitudinal data and the second of which shows what can be done even when longitudinal data for individual students are not available. The next three chapters discuss practical ways to collect and use data. Chapter Five highlights the use of surveys and focus groups to gain additional insight into the findings produced by using longitudinal data. Chapter Six turns to the process of framing questions for inquiry, identifying the data needed to answer them, and making a request for data compliant with legal protection of student records. Chapter Seven discusses the process for working with data at the practitioner level. This chapter concludes with a profile of a consortium of high schools that worked with an outside partner to understand longitudinal data findings on the postsecondary outcomes of their graduates and to learn data-coaching skills that could be used to lead change in each of the schools. [This guide was produced by The Millennium Group International, LLC. This guide was written with Michelle Feist, Patrice Williams, Teri West, and Mary Hastings.]
The PLA Boost: Results from a 72-Institution Targeted Study of Prior Learning Assessment and Adult Student Outcomes
Author: Klein-Collins, Rebecca
Date: 2020-00-00
Type: Reports - Research
Subjects: Prior Learning,Student Evaluation,College Credits,Adult Students,Experiential Learning,Graduation Rate,Outcomes of Education,Postsecondary Education,Credentials,Equal Education,Educational Attainment,Cost Effectiveness,Evaluation Methods,Military Training

For more than 50 years, colleges and universities have used a range of different methods to award college credit for learning that takes place outside of the classroom--particularly learning from work, life, and military experiences. These methods--often called prior learning assessment (PLA) or credit for prior learning (CPL)--value the learning that many adult students bring with them to college. The Council for Adult and Experiential Learning's (CAEL's) 2010 report, &quot;Fueling the Race to Postsecondary Success&quot; (see ED524753) showed that students with PLA were two and a half times more likely to complete baccalaureate degrees. The report also raised awareness of PLA and growing commitment to PLA on many fronts--colleges and universities, foundations, policymakers, and government agencies. In short, the decade paid much welcome attention to adult learners and PLA. So it made sense to ask again: What has happened to PLA 10 years after the baseline research? Lumina Foundation and Strada Education Network joined forces to support new research. The Western Interstate Commission for Higher Education (WICHE) and CAEL partnered to update the original study, especially to include more community colleges than were included 10 years ago; and to assess the landscape of PLA by commissioning a series of briefs on key aspects. This new study examined data provided by 72 postsecondary institutions about the enrollment, credit-earning, and degree-earning of more than 465,000 students of all ages. On the whole, the results strongly reinforce the main takeaway from 10 years ago: PLA does boost credential completion rates for adult students. This positive effect is still evident for all student subgroups, regardless of race, ethnicity, income level, institutional sector, and many other categories. The 2010 and 2020 studies reveal that even when PLA usage is low, the effect on adult student completion can still be substantial. [For the accompanying appendices, see ED608566.]
Key Trends in Special Education in Charter Schools: A Secondary Analysis of the Civil Rights Data Collection 2011-2012. Executive Summary
Author: Rhim, Lauren Morando
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Special Education,Charter Schools,Students with Disabilities,Civil Rights,Public Schools,Traditional Schools,Access to Education,Equal Education,Federal Legislation,State Legislation,Educational Policy,Public Policy,State Policy,Board of Education Policy,Civil Rights Legislation,Educational Legislation,Enrollment,Privacy,Student Rights,Discipline,Suspension,Expulsion,Specialization,Student Placement

Scant information exists regarding the status of students with disabilities in the charter sector. While there is some understanding of several high-profile issues (e.g., enrollment gaps, counseling out, the provision of special education services, and growth of specialized charter schools), to date, little has been published to verify or disprove perceptions. With the release of the most recent U.S. Department of Education's Civil Rights Data Collection (CRDC), the National Center for Special Education in Charter Schools (NCSECS) embraced the opportunity to examine these issues across the universe of states with charter schools. In conducting this analysis, the authors sought to provide policymakers and stakeholders with a more robust comparison between traditional public schools and charter schools regarding key data points. The aim in making the comparisons is to leverage data to inform the ongoing dialogue related to access and provision of services to students with disabilities in the growing charter sector. While it raises important questions that need to be explored in future analyses, this ground breaking research is a significant step forward for the field. This executive summary provides highlights of key questions, findings, and recommendations for federal, state, and local policymakers. [For the full report, see ED604578.]
The PLA Boost: Results from a 72-Institution Targeted Study of Prior Learning Assessment and Adult Student Outcomes. Appendices
Author: Klein-Collins, Rebecca
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Prior Learning,Student Evaluation,Adult Students,Student Records,Experiential Learning,Graduation Rate,Time to Degree,Credentials,Postsecondary Education,Equal Education,Student Characteristics,Institutional Characteristics,College Credits,Probability,Scores,Cost Effectiveness,Evaluation Methods,Military Training,Educational Policy,Data Collection

This report describes the adult student's experience with prior learning assessment (PLA) using student record data from 72 degree-granting postsecondary institutions in the United States, primarily focusing on the data from 69 of those institutions based on the more detailed data provided by those institutions to the study. Researchers from the Council for Adult and Experiential Learning (CAEL) and the Western Interstate Commission on Higher Education (WICHE) collected student record data from the participating institutions (which included data from the National Student Clearinghouse's Student Tracker on students' enrollment and completion at institutions other than that participating institution), as well as information on the institutions' PLA policies and practices and adult learner policies and programs through an online questionnaire. The research team also drew on institutional-level data through Integrated Postsecondary Data Systems (IPEDS) and interviews with PLA administrators at six of the participating institutions and with six recent adult learner graduates who had used PLA at the participating institutions. The main report focuses on adult students who matriculated for the first time at the participating institutions during the academic year 2011-2012, their patterns of PLA credit-earning (whether they had any PLA credits, the number of PLA credits, and the method of earning the PLA credits), and comparisons of credential completion by adult students with PLA and adult students without PLA, with credentials including associate degrees, bachelor's degrees, and postsecondary certificates. This appendix describes the methods used to field and select institutions to participate in the study, the process for selecting institutions and students for interviews, the Institutional Review Board (IRB) process, how the student cohort included in the analysis was defined (including decisions on which students to exclude from the analysis), variables used (both collected and constructed), data cleaning decisions, specific details about the propensity score matching analysis, and advisors consulted. [For the main report, see ED608563.]
Case Study of Teachers&apos; Ongoing Cognition Using VR
Author: Ikuta, Takashi
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Video Technology,Schemata (Cognition),Synchronous Communication,Teacher Educators,Children,Student Reaction,Elementary School Teachers,Grade 4,Reflective Teaching,Classroom Observation Techniques

Teacher cognition in classroom lessons is identified by an ongoing method using virtual reality (VR) videos. There are place and time constraints in real time implementation of the ongoing method in synchronous situations. To avoid these, recorded virtual reality videos were used. As a result, the existence of non-corresponding cognition was recognized: teacher educators focused on teaching strategy, while teachers focused on children's individual reactions. [For the complete proceedings, see ED608557.]
Examining Language-Agnostic Methods of Automatic Coding in the Community of Inquiry Framework
Author: Taniguchi, Yuta
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Coding,Multilingualism,Foreign Students,College Students,Data Analysis,Computer Software,Classification,Prediction,Communities of Practice,Natural Language Processing,Computer Assisted Instruction,Cooperative Learning,Japanese,Morphology (Languages),Computational Linguistics,Computer Mediated Communication,English

This study discusses the automatic coding methods of the Community of Inquiry (CoI) framework for multilingual contexts, in particular. In universities, foreign students cannot be overlooked, and learning systems are also required to work in multilingual situations. However, none of the existing work has addressed the lack of language-agnostic and automatic coding algorithms for the CoI framework, even though the framework is widely used to assess student-generated texts. In this study, we investigate the performance of a data-driven text tokenization algorithm for automatic coding. Using a real-world dataset, we compare the prediction performance of the language-independent tokenizer with a language-dependent tokenizer. Our experiments show the data-driven tokenizer to be comparable to its competitor, and a classification algorithm with this tokenizer could achieve high prediction performance for many CoI indicators. We believe that our experimental results are informative and could provide a baseline for future research. [For the complete proceedings, see ED608557.]
Collaborative Learning: Collegiate Pedagogy Utilizing Web Conferencing
Author: Swanson, Joan Ann
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Teleconferencing,College Faculty,Teaching Methods,Synchronous Communication,Higher Education,College Students,Videoconferencing,Web Sites,Web Based Instruction,Barriers,College Instruction,Student Attitudes,Educational Technology

This study was completed in two phases, the first of which employed systematic literature analysis of collegiate instructional use of web conferencing followed by a case study of a multi-campus collaborative course utilizing web conferencing. Results provide implications for collegiate educators seeking to employ web conferencing for synchronous instruction and collaborative learning experiences. Additionally, while the study revealed a foundational base for empirical studies related to collegiate pedagogical use of web conferencing, this study also served to expose the need for more sophisticated, generalizable studies regarding web conferencing. [For the complete proceedings, see ED608557.]
MIRELE: A Mixed-Reality System for Learning a Task Domain
Author: Hodaie, Zardosht
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Situated Learning,Vocabulary Development,Interactive Video,Usability,Cost Effectiveness,Programming,Computer Software,Teaching Methods,Instructional Materials,Material Development,Refugees,Professional Personnel,Second Language Learning,Second Language Instruction,Employment,German,Taxonomy

MIRELE is an interactive tabletop for situated domain learning that helps students learn names of the physical objects and their relationships by projecting the names, relationships, and additional information onto the real objects. It is built based on a camera-projector system and offers a domain-independent fast authoring system. Using the authoring system, the teachers can create the learning materials themselves without any programming. MIRELE is designed for domain-independence, unobtrusiveness and usability for manual activities, and offers a simple low-cost solution that can be utilized very fast in the classroom. [For the complete proceedings, see ED608557.]
What Predicts Cheating among Students? A Cross Cultural Comparison between Online and Face-to-Face Courses
Author: Eshet, Yovav
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Cheating,Ethics,Student Behavior,Student Attitudes,Personality Traits,Cultural Influences,Background,Conventional Instruction,Distance Education,College Students,Student Motivation,Electronic Learning,College Faculty,Teacher Attitudes,Cultural Differences,Foreign Countries

Many researchers have dwelled on the phenomenon of academic dishonesty (AD) or unethical behaviors within the academic environment. While this phenomenon can be explained by various factors, the current study investigates and presents a new structural model for determinants of AD. The predictors of AD that were found in the context of traditional and distance-learning courses in higher education are types of motivation, students' attitudes, personality traits, and cultural backgrounds (presented by country according to Hofstede's cultural dimensions theory). This study was conducted using a survey method of 2,357 students studying in six different academic institutes. Using structural equation modeling (SEM) the results indicate that the surveyed students tend to engage less in AD in online courses than in face-to-face courses. This notion is contrary to the traditional views and the research literature, therefore, having important practical implications for educators, institution and researchers dealing with course design development and institutional policy concerning pedagogical uses of digital technology. [For the complete proceedings, see ED608557.]
Using Cooperative Teaching Techniques in Engineering Courses. The Jigsaw Case
Author: Marinescu, Maria-Cristina
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Teaching Methods,Student Attitudes,Instructional Effectiveness,Inquiry,Student Motivation,Undergraduate Students,Foreign Countries,Engineering Education

Students everywhere are increasingly expecting to learn content that is immediately relevant to the degree they are preparing for. The negative implication of this is that they generally lack the motivation to study the fundamentals and understand in-depth material that they may not yet see the use for. Based on our previous experience with inquiry-based learning methodologies, and given the course content and the number of students in class we felt that a collaborative inquiry-based approach would encourage students to actively participate in their learning, motivate them to learn differently than in traditional ways, and inspire them to share information with their classmates. Results using the Jigsaw methodology show that some of the more positive effects were teamwork and &quot;being forced to understand and prepare well enough to be able to explain clearly to your colleagues&quot;. On the negative side, some students found the number of presentations to be excessive and some thought that they knew less about the material that they had not prepared themselves than they would have known had they followed a traditional teaching method. [For the complete proceedings, see ED608557.]