ethanporcaro/eric-fulltext-meta huggingface dataset:
A Foundation for Understanding Knowledge Sharing: Organizational Culture, Informal Workplace Learning, Performance Support, and Knowledge Management
Author: Caruso, Shirley J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Organizational Culture,Knowledge Management,Employees,Job Skills,Graduate Study,Human Resources,Labor Force Development,Correlation,Teaching Experience,Consultants,Workplace Learning,Informal Education,Information Technology

This paper serves as an exploration into some of the ways in which organizations can promote, capture, share, and manage the valuable knowledge of their employees. The problem is that employees typically do not share valuable information, skills, or expertise with other employees or with the entire organization. The author uses research as well as her graduate studies in the field of Human Resource Development (HRD) and professional career experiences as an instructor and training and development consultant to make a correlation between the informal workplace learning experiences that exist in the workplace and the need to promote, capture, and support them so they can be shared throughout the organization. This process, referred to as knowledge sharing, is the exchange of information, skills, or expertise among employees of an organization that forms a valuable intangible asset and is dependent upon an organization culture that includes knowledge sharing, especially the sharing of the knowledge and skills that are acquired through informal workplace learning; performance support to promote informal workplace learning; and knowledge management to transform valuable informal workplace learning into knowledge that is promoted, captured, and shared throughout the organization.
A Survey of Best Practices and Key Learning Objectives for Successful Secondary School STEM Academy Settings
Author: Kasza, Paul
Date: 2017-00-00
Type: Journal Articles
Subjects: Best Practices,Student Educational Objectives,Secondary Schools,High School Students,STEM Education,Career Academies,Interdisciplinary Approach,Engineering,Curriculum Design,Community Involvement,Internship Programs,Problem Solving,Skill Development,Design,Cooperative Learning,Communication Skills,Time Management,Interviews,Teacher Attitudes,Literature Reviews

Specialized secondary schools in the United States focusing on Science, Technology, Engineering, and Math (STEM) are becoming commonplace in the United States. Such schools are generally referred to by U.S. teachers as Academies. In a purposeful effort to provide a resource to educators building new STEM Academies, this study provides both a review of scholarly literature and the interview results from five successful STEM Academy educators from across the United States. This research addresses two overarching questions, (a) what are the best practices of STEM Academies, and (b) what are the key learning objectives of STEM Academies? Subject integration, in-house engineering curriculum design, student cohorts, community involvement, and internships were all revealed as being consistently reflective of best practices used in successful STEM Academies. Key learning objectives consistent across the literature and in interview results were: problem solving/the engineering design process and soft skills, such as student collaboration, communication, presentation skills and time management.
Examining the Conceptualization of Instructional Technology in Turkey
Author: Gedik, Nuray
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Foreign Countries,Qualitative Research,Information Technology,Technology Integration,Semi Structured Interviews,Content Analysis,Research Methodology,Distance Education,Technology Uses in Education

Instructional Technology is a field having approximately a century old past. From its initial conceptualization to date, it has been in question in terms of its label, definition, and scope. Parallel to international interest, Turkey has embraced IT as a field of study and practice. This qualitative study aims to investigate the existing conceptions of experts on Instructional Technology in Turkey and reveal the current status of the field from their perspectives in terms of its definition, purpose, scope, and research approaches. The experts were chosen from among Turkish academics having a PhD degree in the field. The results showed that diverse definitions were made with an interchangeable use of the labels &quot;Educational Technology&quot; and &quot;Instructional Technology&quot;. The emphasis for the purpose was on &quot;how to&quot; best support/facilitate/enhance/improve instruction and learning in a broad scope. The experts found gaps on the methodological aspects of existing studies. The results showed that there existed a dilemma between the conception of what IT should be and the practical use of what it really is. There were both common concerns with other countries and concerns unique to Turkey. The main challenges were discussed for further analysis.
Performance-Based Task Assessment of Higher-Order Proficiencies in Redesigned STEM High Schools
Author: Ernst, Jeremy V.
Date: 2017-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Thinking Skills,STEM Education,High School Students,School Restructuring,Earth Science,Environmental Education,Biology,Science Process Skills,Laboratory Schools,Scores,Statistical Analysis,Science Achievement

This study explored student abilities in applying conceptual knowledge when presented with structured performance tasks. Specifically, the study gauged proficiency in higher-order applications of students enrolled in earth and environmental science or biology. The student sample was drawn from a Redesigned STEM high school model where a tested performance assessment protocol was employed for the purposes of the investigation. It was determined that performance-based proficiency was not uniform within tasks and applications, but could be recognized through student artifacts of learning on a situational basis. Based on the findings of the study, several implications are highlighted.
IDEA at Age Forty: Weathering Common Core Standards and Data Driven Decision Making
Author: Bicehouse, Vaughn
Date: 2017-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Decision Making,Data,Disabilities,Educational Legislation,Educational Quality,Equal Education,Federal Aid,Federal Legislation,Federal Programs,Inclusion,Special Education,Professional Associations,Community Organizations,Educational Development,Educational History,Change Agents,Civil Rights Legislation

Special education, a discipline that aims to provide specialized instruction to meet the unique needs of each child with a disability, has turned 40 years old in the United States. Ever since the passage of the Education for All Handicapped Children Act (P.L. 94-142) in 1975, every state has been directed to provide a free and appropriate education for all students with disabilities (Gallagher, 2000; Rothstein, 1995). The focus of this paper is to revisit the foundations of the special education movement in the United States to show how special education has progressed since 1975. The current Race to the Top movement impacts school districts across the nation, creating great concern about what this means for students with disabilities and how it affects their struggle to succeed within the public school domain. In fact, after 40 years, (P.L. 94-142) known as the Individuals with Disabilities Education Act, IDEA, is the current high stakes standards and assessment climate taking the &quot;special&quot; out of special education?
Significance of Life Skills Education
Author: Prajapati, Ravindra K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Daily Living Skills,Adolescent Development,Educational Needs,Relevance (Education),Educational Benefits,Classroom Techniques,Educational Practices

Adolescence is a period when the intellectual, physical, social, emotional and all the capabilities are very high, but, unfortunately, most of the adolescents are unable to utilize their potential to maximum due to various reasons. They face many emerging issues such as global warming, famines, poverty, suicide, population explosion as well as other issues like alcoholism, drug abuse, sexual abuse, smoking, juvenile delinquency, anti-social acts, etc. that have an adverse effect on them and others too, to a large extent. The cut-throat competition, unemployment, lack of job security, etc. are some of the major concerns for the educated and as a result, they are caught in the mad race. This new challenge requires immediate and effective responses from a socially responsible system of education. &quot;Education&quot; is important, but education to support and live life better is more important. It has been felt that life skills education bridges the gap between basic functioning and capabilities. It strengthens the ability of an individual to meet the needs and demands of the present society and helps in dealing with the above issues in a manner to get desired behavior practical. Imparting life skill training through inculcating life skill education will help youth to overcome such difficulties in life. The present paper focuses on the importance of life skills education and the benefits of imparting life skill education in our curriculum, i.e. developing social, emotional and thinking skills in students, as they are the important building blocks for a dynamic citizen, who can cope up with future challenges, and survive well.
Constraint-Referenced Analytics of Algebra Learning
Author: Sutherland, Scot M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Algebra,Learning Activities,Data Analysis,Cooperative Learning,Transformations (Mathematics),Handheld Devices,Technology Uses in Education,Mathematical Formulas,Secondary School Mathematics,Introductory Courses,High School Students,Difficulty Level,Cognitive Processes,Reliability

The development of the constraint-referenced analytics tool for monitoring algebra learning activities presented here came from the desire to firstly, take a more quantitative look at student responses in collaborative algebra activities, and secondly, to situate those activities in a more traditional introductory algebra setting focusing on procedural understanding. Procedural skill was analyzed by modeling the complexity of attempts to make equivalent transformations of algebraic expressions. The constraint-referenced analytics system uses log files of student inputs on a classroom network of handheld devices to measure success rate as students make attempts to replace one algebraic expression with another equivalent expression. The analytics engine produced psychometrically verifiable results. Moving averages of student performance revealed that when students experienced a period of struggle and persisted in attempting similar transformations, an apparent conceptual shift led to subsequent success. Students also responded to periods of struggle by switching to familiar tasks or choosing non-participation.
Do the Timeliness, Regularity, and Intensity of Online Work Habits Predict Academic Performance?
Author: Dvorak, Tomas
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Study Habits,Academic Achievement,Information Management,Integrated Learning Systems,College Students,Grade Point Average,Grades (Scholastic),Assignments,Predictor Variables,Time Management,Student Behavior,Student Records,Data Collection,Data Analysis

This study analyzes the relationship between students' online work habits and academic performance. We utilize data from logs recorded by a course management system (CMS) in two courses at a small liberal arts college in the U.S. Both courses required the completion of a large number of online assignments. We measure three aspects of students' online work habits: timeliness, regularity, and intensity. We find that students with a high overall GPA and a high grade in the course work on assignments early and more regularly. We also find that the regularity of work habits during the first half of the term predicts grade in the course, even while controlling for the overall GPA. Overall, however, the marginal predictive power of CMS data is rather limited. Still, the fact that high achieving students show vastly different work habits from low achieving students supports interventions aimed at improving time-management skills.
Improving Early Warning Systems with Categorized Course Resource Usage
Author: Waddington, R. Joseph
Date: 2016-00-00
Type: Journal Articles
Subjects: Dropout Prevention,Data Analysis,STEM Education,Core Curriculum,Educational Resources,Grades (Scholastic),Regression (Statistics),Correlation,College Students,Differences

Early Warning Systems (EWSs) aggregate multiple sources of data to provide timely information to stakeholders about students in need of academic support. There is an increasing need to incorporate relevant data about student behaviors into the algorithms underlying EWSs to improve predictors of students' success or failure. Many EWSs currently incorporate counts of course resource use, although these measures provide no information about which resources students are using. We use seven years of data from seven core STEM courses at a large university to investigate the associations between students' use of categorized course resources (e.g., lecture or exam preparation resources) and their final course grade. Using logistic regression, we find that students who use exam preparation resources to a greater degree than their peers are more likely to receive a final grade of B or higher. In contrast, students who use more lecture-related resources than their peers are less likely to receive a final grade of B or higher. We discuss the implications of our results for developers deciding how to incorporate categories of course resource usage data into EWSs, for academic advisors using this information with students, and for instructors deciding which resources to include on their LMS site.
Big Data Characterization of Learner Behaviour in a Highly Technical MOOC Engineering Course
Author: Douglas, Kerrie A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Distance Education,Technology Uses in Education,Educational Technology,Student Behavior,Learner Engagement,Statistical Analysis,Tests,Student Evaluation,Scores,Information Utilization,Educational Research,Data Collection,Data Analysis

MOOCs attract a	large	number of learners with largely unknown diversity in terms of motivation,	ability, and goals. To understand more	about learners in highly technical engineering MOOCs,	this study investigates patterns of learners' (n = 337) behaviour and performance in the Nanophotonic Modelling MOOC, offered through nanoHUB-U. The authors explored clusters of learner click-stream patterns using the k-means++ algorithm and found five clusters of learner behaviour, labelled according to learners' use of materials: &quot;Fully Engaged,&quot; &quot;Consistent Viewers,&quot; &quot;One-Week Engaged,&quot; &quot;Two-Week Engaged,&quot; and &quot;Sporadic learners.&quot; The Kruskal-Wallis non-parametric	statistical test yielded a significant difference (p&lt;0.01) between learners' access of	course materials in each cluster. The researchers then examined the participation and mean scores on course quizzes and exams for each learner group. One-Week Engaged learners, on average,	scored significantly lower on the first week's assessment. Two-Week Engaged learners, on average, scored significantly lower on the second week's assessments. Other differences found in learners' participation and performance on quizzes and tests based on the five clusters are discussed. These findings suggest that some of the high dropout numbers in advanced MOOCs may be related to	learners' performance	on course assessments. In addition, integration of learner access to course material with course assessment scores provides a much richer understanding of learners in a MOOC.
Language and Discourse Analysis with Coh-Metrix: Applications from Educational Material to Learning Environments at Scale
Author: Dowell, Nia M. M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Workshops,Computational Linguistics,Guidelines,Teaching Methods,Affective Behavior,Correlation,Educational Practices,Data Collection,Data Analysis,Online Courses,Mass Instruction,Syntax,Language Usage,Semantics,Prediction,Best Practices,Text Structure

The goal of this article is to preserve and distribute the information presented at the LASI (2014) workshop on Coh-Metrix, a theoretically grounded, computational linguistics facility that analyzes texts on multiple levels of language and discourse. The workshop focused on the utility of Coh-Metrix in discourse theory and educational practice. We discuss some of the motivating factors that led to the development of Coh-Metrix, situated within the context of multilevel theoretical frameworks of discourse comprehension and learning. A review of published studies will highlight the applications of Coh-Metrix, ranging from the scaling and selection of educational material to learning environments at scale. The examples illustrate the relationship between discourse and cognitive, affective, and social processes. We walk through the pedagogical guidelines that should be followed when analyzing texts using Coh-Metrix. Finally, we conclude the paper with a general discussion of the future directions for Coh-Metrix including methodological and practical implications for the learning analytics (LA) and educational data mining (EDM) community.
An Investigation of First-Year Engineering Student and Instructor Perspectives of Learning Analytics Approaches
Author: Knight, David B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,College Faculty,Attitude Measures,Data Analysis,Data Collection,Educational Research,Student Attitudes,Teacher Attitudes,Teaching Methods,Interviews,Coding

This paper investigates how first-year engineering undergraduates and their instructors describe the potential for learning analytics approaches to contribute to student success. Results of qualitative data collection in a first-year engineering course indicated that both students and instructors	emphasized a preference for learning analytics systems to focus on aggregate as opposed to individual data. Another consistent theme across students and instructors was an interest in bringing data related to time (e.g., how time is spent outside of class) into learning analytics products. Students' and instructors' viewpoints diverged regarding the &quot;level&quot; at which they would find a learning analytics dashboard useful. Instructors remained focused on a specific class, but students drove the conversation to a much broader scope at the major or university level but in a discipline-specific manner. Such practices that select relevant data and develop models &quot;with&quot; learners and teachers instead of &quot;for&quot; learners and teachers should better inform development of and, ultimately, sustainable use of learning analytics-based models and dashboards.
The Long Journey: Perspectives on the Coordination of Chilean Higher Education
Author: Salazar, José M.
Date: 2017-01-16
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Educational Change,Educational Policy,Access to Education,Educational Finance,Educational Quality,Privatization,Administrative Organization,Enrollment Trends,Statistical Analysis,Educational Administration

It is fairly established that Chilean higher education presents a high level of Habermasian &quot;privatism,&quot; as long labeled by José Joaquin Brunner, being among the world's most privatized systems in terms of who pays, who is held to benefit directly from its action and who controls it. Less clear, however, is the contribution of public policy to this state of affairs. The systematic analysis of state action in the field of tertiary education is an ongoing task in Chile, not least given the revolutionary transformation experienced during recent decades. This study offers new possibilities of analysis for the Chilean case. Supported by the methodological analysis of Neil Smelser, it lays out an integrated framework that observes the progressive change in policy with regard to the interactions undergone by its principal dimensions (access, financing and quality, among others). Upon such a base, the study traces the trajectory of two regimes of sector regulation that become incorporated in three stages, initially by lack of maintenance of the regulatory framework, then by government decision. In the end emerge the conditions for sector policy in a new era, one in which the development of the universities might again come to depend fundamentally on the state.
Righting Past Wrongs: A Superintendent's Social Justice Leadership for Dual Language Education along the U.S.-Mexico Border
Author: DeMatthews, David
Date: 2017-01-09
Type: Journal Articles
Subjects: Superintendents,Administrator Role,Hispanic American Students,Bilingual Students,Social Justice,Mexicans,Mexican Americans,Bilingual Education,Equal Education,Leadership Responsibility,Language of Instruction,Observation,Documentation,Semi Structured Interviews,Coding,Barriers

The role of superintendents in adopting and developing dual language education and other equity-oriented reforms that support the unique needs of Latina/o emergent bilinguals is a relatively unexplored area in educational leadership and policy research. Drawing upon theories of social justice leadership, this article examines how one superintendent in the El Paso Independent School District (EPISD) engaged in leadership to address injustices against Mexican and Mexican-American emergent bilinguals through the implementation of district-wide dual language education. EPISD provided a strategic site for this study because the previous superintendent and administration were part of a large-scale cheating scandal that &quot;disappeared&quot; hundreds of Mexican and Mexican- American students. This study highlights the important role of the superintendent in supporting equity-oriented school reforms such as dual language education, identifies specific actions and values pertinent to social justice leadership at the district level, and describes the ways leaders can take advantage of political opportunities, frame educational injustices in ways that mobilize key stakeholders, and utilize networks and grassroots movements for social justice means. The article concludes with implications for future research.
Equitable Leadership on the Ground: Converging on High-Leverage Practices
Author: Galloway, Mollie K.
Date: 2017-01-09
Type: Journal Articles
Subjects: Delphi Technique,Equal Education,Standard Setting,Leadership,Best Practices,Teacher Surveys,Specialists,Strategic Planning,Instructional Improvement,Leadership Effectiveness,Inclusion,Ethics,Resource Allocation,Focus Groups,Community Leaders,Educational Researchers

What would leadership standards look like if developed through a lens and language of equity? We engaged with a group of 40 researchers, practitioners, and community leaders recognized as having expertise on equity in education to address this question. Using a Delphi technique, an approach designed to elicit expert feedback and measure convergence around a question of interest, these leaders participated in three rounds of data gathering. In Rounds One and Two, the 40 participants described and then rated leadership practices they believed to be most likely to mitigate race, class, and other group-based disparities between dominant and nondominant students. In Round Three, 14 of these experts participated in focus group sessions, using the findings from the first two rounds to ultimately converge around 10 high-leverage leadership practices for equity. Findings highlight the importance of leadership centered on countering systemic and structural barriers that maintain disparities, with implications for leadership preparation, policy, and tools to support organizational leadership for equity.