ethanporcaro/eric-fulltext-meta huggingface dataset:
Proceedings of International Conference on Education in Mathematics, Science and Technology (ICEMST) (Antalya, Turkey, March 24-27, 2022). Volume 1
Author: Dankers, Paul, Ed.
Date: 2022-00-00
Type: Collected Works - Proceedings
Subjects: Blended Learning,Educational Technology,Success,Junior High School Teachers,Self Efficacy,STEM Education,Foreign Countries,Entrepreneurship,Mathematics Education,Art Activities,Art Education,Environmental Education,College Readiness,College Entrance Examinations,High School Students,Nongovernmental Organizations,Global Approach,Social Studies,Teacher Attitudes,Science Education,Chemistry,Drug Use,Access to Computers,Logical Thinking,Conservation (Environment),Sustainability,Science Tests,Educational Games,Problem Solving,Mathematics Teachers,High School Seniors,Algebra,Secondary School Mathematics,Preservice Teachers,Misconceptions,Gamification,Second Language Instruction,Online Courses,Tests,Robotics,Evaluation Methods

&quot;Proceedings of International Conference on Education in Mathematics, Science and Technology&quot; includes full papers presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on March 24-27, 2022 in Antalya, Turkey. 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. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICEMST invites submissions which address the theory, research or applications in all disciplines of education. The ICEMST is organized for: faculty members in all disciplines of education, graduate students, K-12 administrators, teachers, principals and all interested in education. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]
SHEF: State Higher Education Finance, FY 2022
Author: Kunkle, Kelsey
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: State Aid,Educational Finance,Resource Allocation,Expenditure per Student,Taxes,Higher Education,Income,Public Policy,Decision Making,Trend Analysis,State Universities,Comparative Analysis,Tuition,Enrollment Trends,Financial Support,Economic Climate,Federal Aid,Federal Legislation,COVID-19,Pandemics,Student Financial Aid,Public Colleges,Full Time Students

The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers Association (SHEEO) to broaden understanding of the context and consequences of public policy decisions in each state that contribute to public higher education funding levels and funding distributions across states and nationally. The SHEF report supplies important context and trend analysis to help inform state postsecondary finance policy decisions. SHEF provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recently completed fiscal year. This year's report focuses on fiscal year 2022, which for most states ran from July 1, 2021, through June 30, 2022. [For the related report, &quot;SHEF: State Higher Education Finance. State Effort and Capacity to Fund Higher Education, FY 2020 and 2021,&quot; see ED631023. For &quot;SHEF: State Higher Education Finance, FY 2021,&quot; see ED623743.]
SHEF: State Higher Education Finance. State Effort and Capacity to Fund Higher Education, FY 2020 and 2021
Author: Kunkle, Kelsey
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Finance,State Aid,Expenditure per Student,Taxes,Income,Comparative Analysis,Decision Making,Public Policy,Full Time Students,Trend Analysis,Resource Allocation,Public Colleges,State Universities

The per-student data included in the State Higher Education Finance (SHEF) report provide useful information about revenues relative to the need to fund higher education and are important for examining the impact of funding differences on public institutions and students across states and over time. However, examining state support on a full-time equivalent (FTE) enrollment basis does not account for the varying ability of states to fund higher education and says nothing about a state's relative effort. In an effort to provide this additional context about a state's effort and ability to fund higher education, this report uses publicly available data to estimate state tax capacity and tax effort. It combines external data with SHEF data on state funding for public and private higher education to construct three indicators of state effort to fund higher education: (1) funding for higher education as a percentage of total state and local tax revenues and lottery profits; (2) funding per capita; and (3) funding per $1,000 of personal income. The information presented here is intended to provide contextual and comparative information for policymakers and researchers as they evaluate public policy decisions for higher education. The information presented in this report utilizes the most recent publicly available data, which lags the latest SHEF report data by one to two years. [For &quot;SHEF: State Higher Education Finance, FY 2022,&quot; see ED631022. For &quot;SHEF: State Higher Education Finance. State Effort and Capacity to Fund Higher Education: FY 2019 and 2020,&quot; see ED623744.]
Supporting Instruction and Learning through Artificial Intelligence: A Survey of Institutional Practices &amp; Policies
Author: Sebesta, Judith
Date: 2023-06-30
Type: Reports - Research
Subjects: Artificial Intelligence,Educational Technology,Postsecondary Education,Technology Integration,Technology Uses in Education,School Policy,Affordances,Barriers,Training,College Faculty,Administrators,Professional Development,Technological Literacy,Intellectual Disciplines,Institutional Characteristics,Incentives

Artificial Intelligence (AI) in general poses numerous challenges for educators and students alike, such as academic integrity, lack of knowledge and training, misinformation, and implementation costs. However, AI also presents opportunities to support equity and access, increased efficiency, new understandings of (and urgency around) digital literacy and crucial workforce skills, and improved instruction and learning, among others. In April 2023, WCET -- the WICHE Cooperative for Educational Technologies, undertook a national survey to ascertain how and why postsecondary institutions are using Artificial Intelligence to support instruction and learning, what policies are in place, and what are the perceived barriers to, and benefits for, its use. This report highlights the survey results plus six in-depth interviews conducted post survey. [This report was produced with Sebesta Education Consulting LLC.]
WIDA Correspondence Mapping of the Match, Breadth, Consistency, and Depth of Language Opportunities in State K-12 English Language Arts, Mathematics, Science, and Social Studies Standards. WCER Working Paper No. 2023-3. Summary
Author: Willner, Lynn Shafer
Date: 2023-00-00
Type: Reports - Research
Subjects: Academic Standards,State Standards,Elementary Secondary Education,English,Language Arts,Mathematics Education,Science Education,Social Studies,Language Proficiency,Language Usage,Alignment (Education),English Language Learners,Multilingualism

This 15-page document provides a high-level summary and key excerpts from WCER Working Paper No. 2023-3 (ED631017). Readers should consult the full working paper for more in-depth detail and evidence, particularly in the extensive appendices. This technical summary reports on analyses conducted during the standards development process to establish a clear correspondence between the WIDA ELD Standards Framework, 2020 Edition (WIDA's K-12 English language proficiency standards), and the academic content standards used by WIDA consortium member State Education Agencies (SEAs). The analyses assess the match, breadth, balance of representation [consistency], and depth between these two types of standards. The paper also offers evidence of correspondence between these two types of standards and offers a methodology for states to use. It reports on the broad analysis used to update the WIDA ELD Standards Framework to ensure it could be applied flexibly across the consortium. SEA correspondence mappings are specific to individual SEAs. As federal law and peer review indicate the final responsibility for standards lies with states, WIDA is able to offer this technical paper as a tool to support the state correspondence process. [For the full report, see ED631017.]
Increasing the Relevance of Performance Tasks for Educators and Students
Author: Smarter Balanced Assessment Consortium
Date: 2023-04-10
Type: Reports - Research
Subjects: Relevance (Education),Thinking Skills,Faculty Development,Educational Innovation,Student Evaluation,Performance Based Assessment,English Teachers,Mathematics Teachers,Elementary Secondary Education,Teacher Attitudes

Consistent with its vision for an education system that supports all students on a path to progress, the Smarter Balanced Assessment Consortium is committed to exploring innovations that support improvements in teaching and learning. As with many aspects of education, the pandemic created an additional sense of urgency regarding the need for states to revisit systems of assessment to ensure that they meet the current needs of policymakers, district and school administrators, teachers, parents, and students. One path of innovation under consideration is a version of a &quot;through-year&quot; assessment that provides information about student learning during the academic year. Based on published papers and through discussions with the California State Board of Education (SBE) and the California Department of Education (CDE), Smarter Balanced began to explore how to make changes to the system that might mitigate some issues that have been identified, including end-of-year test length and the desire for information that can support student learning during the school year as well as teachers' learning and reflection about students' progress, thus supporting educators to accelerate student learning throughout the school year. To further add to the consortium's knowledge base on through-year assessment, Smarter Balanced collaborated with the CDE and the SBE to explore whether performance assessment tasks for the summative test can be administered during the school year in a way that informs both instruction and assessment. This brief summarizes the information gathered from the investigation. In addition, it describes planned future research to inform decisions regarding the implementation of performance tasks as part of a through-year approach to summative assessment.
Secondary School Students&apos; Hopes and Goals for STEM Education
Author: Hebebci, Mustafa Tevfik
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Students,STEM Education,21st Century Skills,Student Attitudes,Academic Aspiration,Student Surveys,Goal Orientation,Occupational Aspiration,Foreign Countries

The STEM education concept, abbreviated to the initials of science, technology, mathematics, and engineering disciplines, is one of the key approaches on the agenda of many countries. The past literature on the subject indicates that STEM education has positive effects on 21st-century skills such as critical thinking, problem-solving, and scientific creativity. Hence, this study aims to evaluate secondary school students' hopes and goals for STEM education in terms of various variables. The data of the research, which was designed using the surveying model as one of the quantitative research methods, were collected from secondary school students with the &quot;Hopes and Goals Survey for STEM Education&quot; The findings obtained as a result of the research analyzes were discussed based on the literature, and some relevant suggestions were given. [For the complete proceedings, see ED631021.]
Students&apos; Mathematical Problem-Solving Ability: Mathematics Teachers&apos; Perception in Sumatra
Author: Wulansari, Putri
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Teachers,Teacher Attitudes,Mathematics Instruction,Problem Solving,Mathematics Skills,Online Courses,In Person Learning,Elementary Secondary Education,Knowledge Level,COVID-19,Pandemics,Word Problems (Mathematics)

This study aims to obtain a picture of the perception of mathematics teachers related to students' mathematical problem-solving abilities. This research method is qualitative research with a case study approach. The subject of this research is a mathematics teacher in Sumatra. A total of 32 mathematics teachers were involved in this study. The data collected in this study used a questionnaire. The questionnaire used was validated by one mathematics education lecturer and three mathematics teachers. Then, the results of the questionnaire data were analyzed using Miles and Huberman analysis which consisted of data reduction, data presentation, and drawing conclusions. The results of this study indicate that the teacher's perception of the ability to solve mathematical problems as measured by the Polya stages ranges from 63% to 77%. In addition, there are differences in students' mathematical problem-solving abilities during online and offline learning. The impact of this research can add to existing references and be considered to improve and evaluate math problem-solving abilities in both public and private schools in Sumatra. [For the complete proceedings, see ED631021.]
SWOT Analysis in Entrepreneurship Based Mathematics Learning Planning
Author: Maqruf, Agus
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Strategic Planning,Entrepreneurship,Mathematics Education,Foreign Countries,Junior High School Students,Curriculum Development

The era of economic recovery after the COVID-19 pandemic has made entrepreneurship a skill that everyone is expected to have from an early age. In the implementation of learning, quality schools will introduce entrepreneurship both as an extracurricular activity and in their learning activities, not least in learning mathematics. The planning of learning mathematics at MBS Zam-Zam Cilongok Junior High School is planned to be inserted with entrepreneurial skills. The purpose of this study is to analyze the planning of entrepreneurial-based mathematics learning through SWOT analysis. The research method used is qualitative research by describing the phenomena that are in the research location. The subjects of this research are students, mathematics teacher, and principal of MBS Zam-Zam Cilongok Junior High School. The results of the research are SWOT analysis in planning entrepreneurship-based mathematics learning at MBS Zam-Zam Cilongok Junior High School, Indonesia, namely strengths in the form of quality teacher and student factors, weakness in the form of lack of facilities and funds, opportunities in the form of opportunities to get sponsored funds and opportunities to become excellent schools, threats in the form of the health of teachers and students that cannot be predicted during a pandemic. [For the complete proceedings, see ED631021.]
Supporting Unhoused Students: A Blueprint for Massachusetts Schools
Author: Rennie Center for Education Research and Policy
Date: 2023-07-00
Type: Guides - Non-Classroom
Subjects: Homeless People,Partnerships in Education,School Community Relationship,Public Schools,At Risk Students,Racial Differences,Student Needs,Intervention,Needs Assessment,Teamwork,Financial Support,Federal Legislation,Programs,Services,Agency Cooperation,Undocumented Immigrants,Best Practices,Resources,Family Needs,Barriers,Teacher Role,School Role,Academic Achievement,Student Behavior,Program Effectiveness

Within Massachusetts alone, 23,000 students are experiencing homelessness. And, with the expiration of COVID-era protections like an eviction moratorium and rental assistance, many experts predict that number will increase. Child and family homelessness is associated with a host of negative outcomes including poor physical and mental health, lower academic performance, higher rates of absenteeism and grade retention, and hindered social and emotional development. Research shows that school-based efforts to support students experiencing homelessness make a difference. But schools cannot be expected to do this work alone. District administrators and educators can carry out this work more effectively by working closely with community-based organizations with expertise in issues of homelessness and housing stability. This blueprint, intended to guide schools and districts in developing school-community partnerships to support homeless youth and their families, combines research-based best practices with lessons learned from homelessness programs nationwide. It details the process schools can undertake to design and implement a program, providing tools and templates to support this process along the way. [Funding for this report was provided by the Liberty Mutual Foundation.]
Complexity Analysis of Integrated Science Test Item Global Competence on Environmental Sustainability Content
Author: Lasminawati, Endang
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Achievement Tests,Foreign Countries,Secondary School Students,International Assessment,Science Tests,Test Items,Difficulty Level,Sustainability,Environmental Education,Textbooks,Science Instruction,Science Curriculum,Risk,Comparative Analysis,Test Construction

This qualitative descriptive analysis aims to interpret the complexity of the science items that are integrated with environmental sustainability content. This research was conducted on science test items in the 2013 Curriculum student science textbooks released by the Ministry of Education and Culture of the Republic of Indonesia. This study focuses on finding out the complexity of the scenario-based science test contained in science textbooks based on the complexity category indicators of the 2018 PISA global competency test. The data was obtained using an instrument adopted from the test complexity indicator and environmental sustainability content indicators contained in the 2018 PISA Framework. The data analysis technique uses the percentage formula to determine the proportion. The results of this study indicate that the proportion of science test items is different from the standard proportion of the 2018 PISA global competency test. The subdomains measured in the 2018 PISA global competence are; the resource risk subdomain and subdomains of policies, practices, and behaviors for environmental sustainability. However, science test items cover only the resource risk subdomain. Therefore, the researcher recommends further research to develop science test items that consider the complexity of the test according to the goals of students' global competence. [For the complete proceedings, see ED631021.]
Comparison of Two Exam Evaluation Methods for Objectivity
Author: Kolarec, Biserka
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Statistics Education,Mathematics Tests,Evaluation Methods,Test Construction,Task Analysis,Item Analysis,Comparative Analysis,Probability,College Students,Serial Ordering

The object of research is a statistics exam that contains problem tasks. One examiner performed two exam evaluation methods to repeatedly evaluate the exam. The goal was to compare the methods for objectivity. One of the two exam evaluation methods we call a serial evaluation method. The serial evaluation method assumes evaluation of all exam tasks of an individual student in sequential order, so evaluation &quot;student by student&quot;. Unlike that, a parallel evaluation method assumes the &quot;task by task&quot; evaluation of exams for the whole group of students. A paired samples analysis of exam results indicates a statistically significant difference between methods. Further analysis showed a statistically significant difference in results obtained by the serial evaluation and the repeated serial evaluation, while the difference in results obtained by the parallel evaluation and the repeated parallel evaluation turned out not to be statistically significant. Furthermore, our research gave evidence that the repeated parallel evaluation changes result significantly less than the repeated serial evaluation. Consequently, we consider the parallel evaluation a more objective tool in exam evaluation than the serial evaluation. [For the complete proceedings, see ED631021.]
Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations
Author: Department of Education (ED), Office of Educational Technology
Date: 2023-05-00
Type: Reports - Descriptive
Subjects: Artificial Intelligence,Educational Technology,Technology Uses in Education,Educational Policy,Ethics,Safety,Equal Education,Policy Formation,Intelligent Tutoring Systems,Learning,Teaching Methods,Teacher Role,Privacy,Formative Evaluation,Best Practices,Feedback (Response),Scoring,Automation,Research and Development,Faculty Development,Public Policy,Educational Research

The U.S. Department of Education (Department) is committed to supporting the use of technology to improve teaching and learning and to support innovation throughout educational systems. This report addresses the clear need for sharing knowledge and developing policies for &quot;Artificial Intelligence,&quot; a rapidly advancing class of foundational capabilities which are increasingly embedded in all types of educational technology systems and are also available to the public. We will consider &quot;educational technology&quot; (edtech) to include both (1) technologies specifically designed for educational use, as well as (2) general technologies that are widely used in educational settings. Recommendations in this report seek to engage teachers, educational leaders, policy makers, researchers, and educational technology innovators and providers as they work together on pressing policy issues that arise as Artificial Intelligence (AI) is used in education. AI can be defined as &quot;automation based on associations.&quot; When computers automate reasoning based on associations in data (or associations deduced from expert knowledge), two shifts fundamental to AI occur and shift computing beyond conventional edtech: (1) from capturing data to &quot;detecting patterns&quot; in data and (2) from providing access to instructional resources to &quot;automating decisions&quot; about instruction and other educational processes. Detecting patterns and automating decisions are leaps in the level of responsibilities that can be delegated to a computer system. The process of developing an AI system may lead to bias in how patterns are detected and unfairness in how decisions are automated. Thus, educational systems must govern their use of AI systems. This report describes opportunities for using AI to improve education, recognizes challenges that will arise, and develops recommendations to guide further policy development.