ethanporcaro/eric-fulltext-meta huggingface dataset:
Baldwin and Bender&apos;s Third Reader
Author: Baldwin, James
Date: 1911-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Reading Skills,Classics (Literature)

This textbook is part of a series of school readers to help children acquire the art and the habit of reading well enough to give pleasure not only to themselves, but also to those who listen to them. The selections to be memorized are such as have been recommended and required by the departments of education in New York state and elsewhere. They should not be disregarded until the end, but should be studied and spoken at appropriate times throughout the year. Writings by authors such as Eliza Lee Follen, George Cooper, Eugene Field, Lucy Larcom, Samuel F. Smith, H. B. Nesbit, T. B. Aldrich, and Edna Dean Proctor are presented.
Kimball&apos;s Elementary English. Book Two
Author: Kimball, Lillian G.
Date: 1911-00-00
Type: Historical Materials
Subjects: Textbooks,Language Arts,Grammar,Writing (Composition),Grade 7,Grade 8,Dictionaries,Second Language Learning,English Instruction

This textbook book is an English course intended for use during the seventh and eighth grades and provides for study along both lines of language work, grammar and composition. The book includes a section on dictionary use. The final chapter is devoted to word analysis and was designed especially for the benefit of that great majority of grammar school children who never have an opportunity to study any foreign language.
Key to Ray&apos;s New Arithmetics. Intellectual and Practical. Eclectic Educational Series
Author: Ray, Joseph
Date: 1907-00-00
Type: Books
Subjects: Textbooks,Arithmetic,Mathematics Instruction,Word Problems (Mathematics)

This textbook provides the answer key to &quot;Ray's New Arithmetics: Intellectual and Practical.&quot; The solutions are as brief as possible. Figures and signs are used wherever they serve the purpose.
5G Technology and Its Applications to Music Education
Author: Baratè, Adriano
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Electronic Learning,Music Education,Multimedia Instruction,Information Networks,Internet,Foreign Countries,Synchronous Communication

The goal of this paper is to discuss and provide some practical examples of how the emerging 5G technology can change current e-learning approaches. Thanks to the main characteristics of 5G networks, and specifically improved bandwidth, reliability, and density of devices in an area, it is possible to conceive and implement new educational services rich in multimedia content, supporting multimodal interaction, and highly customizable depending on users' requirements and special needs. In order to show the didactic efficacy, we will discuss an application to the field of music education that could benefit from this novel approach. [For the full proceedings, see ED621557.]
A Sequential Analysis of Teaching Behaviors toward the Use of Blackboard Learning Management System
Author: Li, Yu-Hang
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Integrated Learning Systems,College Faculty,Foreign Countries,Incidence,Online Courses,Teacher Behavior

In the era of online learning, Learning Management Systems (LMSs) such as Blackboard and Moodle offer a great variety of functions to facilitate teaching and learning and are widely used in the context of higher education. Most previous studies using data mining have focused on exploring student behavior patterns toward using LMSs, but seldom address the behavior patterns of teachers. The main purpose of this study is to utilize frequency and sequential analyses to investigate the behavioral patterns of university teachers toward using Blackboard. The operational behaviors of 268 teachers at Zhejiang University were extracted from the Blackboard platform for the period from August 2018 to January 2019 and further classified into five types: (1) &quot;course and content&quot;; (2) &quot;assignment&quot;; (3) &quot;communication and collaboration&quot;; (4) &quot;assessment&quot;; and (5) &quot;administration,&quot; according to the study from Dabbagh (2005). Frequency analysis results indicated that the most frequently observed teacher operational behavior was &quot;course and content,&quot; followed by &quot;assessment&quot; and then &quot;administration.&quot; In addition, sequential analysis results showed that most teachers are willing to use &quot;communication and collaboration&quot; and &quot;assignment&quot; after using &quot;course and content.&quot; We further compared these two sets of data and found that communication and collaboration were the most frequently used functions besides &quot;course and content.&quot; Almost all of the teachers only expressed the individual &quot;assessment&quot; behavior without combining other behaviors despite &quot;assessment&quot; appearing at a higher usage frequency. In contrast, &quot;communication and collaboration&quot; and &quot;assignment&quot; showed a lower frequency of usage, but there was a higher frequency of use either before or after using &quot;course and content.&quot; Results from this study have practical implications for educators and researchers in order to clearly understand university teacher behavior regarding the use of Blackboard. [For the full proceedings, see ED621557.]
The CUPA-HR 2022 Higher Education Employee Retention Survey: Initial Results
Author: Bichsel, Jacqueline
Date: 2022-07-00
Type: Reports - Research
Subjects: Higher Education,College Faculty,Teacher Attitudes,Teacher Persistence,Faculty Mobility,Work Environment,Risk,Teacher Salaries,Flexible Scheduling,Teleworking,Working Hours,COVID-19,Pandemics,Career Development,Family Work Relationship,Leaves of Absence,Child Care,Professional Recognition,Race,Ethnicity,Gender Differences,Teacher Characteristics,Institutional Characteristics,School Personnel,Administrator Attitudes,Salaries,Labor Turnover,Labor Force,Employee Attitudes,Surveys

The CUPA-HR Higher Education Employee Retention Survey was piloted in May 2022. The survey was created to better understand the segment of the higher ed workforce that is at risk for leaving their current jobs, why these employees are considering leaving, and what higher ed institutions can implement to increase retention and improve the higher ed workplace. The survey was targeted to all higher ed employees who are not faculty -- administrators, professionals, and non-exempt staff. There were 3,815 respondents from 949 institutions. Findings from the survey included: 1) more than half of higher ed employees are at least somewhat likely to look for other employment in the next year, mostly because they desire a pay increase; 2) higher ed institutions are not providing the remote work opportunities and flexibility that employees want; 3) employees are working longer hours and taking on more responsibilities since the COVID-19 pandemic started; 4) employees are dissatisfied with opportunities for career development and advancement, recognition for their work, and parental leave and dependent care policies. Recommendations for increasing retention include remedying these areas of dissatisfaction wherever possible.
CRISS: A Cloud Based Platform for Guided Acquisition, Evaluation and Certification of Digital Competence
Author: Balaban, Igor
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Software,Integrated Learning Systems,Technological Literacy,Teaching Methods,Elementary Secondary Education,Guidelines,Foreign Countries,Learning Analytics,Intelligent Tutoring Systems,Certification,Teacher Student Relationship,Skill Development,Pilot Projects,Learning Processes,Portfolios (Background Materials),Profiles,Evaluation Methods

This paper deals with a problem of digital competence acquisition and certification. In order to overcome the problem of still inadequate number of digitally competent students and the tools that merely focus on skills acquisition, this paper proposes the CRISS platform which is a unique cloud-based digital learning solution, based on the most advanced pedagogical methodologies and technological solutions Its purpose is to allow guided acquisition, evaluation and certification of digital competence in primary and secondary schools in Europe. The platform is based on the CRISS Digital Competence (DC) Framework created as an adaptation of a well-established European digital competence framework, DigComp. The platform's architecture includes seven different modules that support the CRISS DC Framework and employ advanced techniques such as learning analytics, intelligent tutoring and certification. The platform will enable teachers to track the work of their students acquiring the digital competence with a detail insight into their learning paths. CRISS platform is piloted in around 90 schools, with 600 teachers and 3400 students during the school year 2018/2019. [For the full proceedings, see ED621557.]
Design and Implementation of an English Lesson Based on Handwriting Recognition and Augmented Reality in Primary School
Author: Xu, Junyan
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Handwriting,Telecommunications,Handheld Devices,Artificial Intelligence,Learning Motivation,Elementary School Students,Student Attitudes,Computer Assisted Instruction,Grade 4,Comparative Analysis,Foreign Countries,Pretests Posttests,Teaching Methods,Instructional Design,Instructional Effectiveness

In recent years, the development of mobile technology and devices makes Artificial Intelligence (AI) and Augmented Reality (AR) available tools in classroom teaching and learning. AI and AR are used to improve the learning effect as well as motivate the students' learning enthusiasm. In English as a second language (ESL) learning, several previous studies show the potential advantages of the usage of AI and AR. In this study, an English learning lesson with a mobile based handwriting recognition and AR application was designed and implemented in primary school lower grade. A series of class activities using the application as teaching tool are developed. The aim of this research is to find out the effect of the possible effect of AR application in practical English class and the influence of it on the pupils. Pre-post test and face-to-face interview are made and they show that there are some advantages the usage of the application has led to both teacher and students. Handwriting recognition-based AR application in ESL could motivate the students to pay more attention to the class and improve their learning enthusiasm. [For the full proceedings, see ED621557.]
Development of an Online Tool Based on CFD and Object-Oriented Programming to Support Teaching Fluid Mechanics
Author: Paz, Concepción
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Science Instruction,Learning Theories,Constructivism (Learning),Computer Simulation,Multimedia Instruction,Transfer of Training,Mechanics (Physics),Scientific Concepts,Learning Motivation,Distance Education,Programming Languages,Computer Software,Online Courses,Foreign Countries,Retention (Psychology),Game Based Learning

Fluid Mechanics is one of the most complex branches of science to learn. Traditionally, it has been taught from a positivism point of view. However, the latest technologies have led to the creation of new educational tools based on a constructivism approach as a complement to conventional teaching. This paper addresses the development of a course to spread knowledge related to Fluid Mechanics. It combines theoretical explanations with interactive applications to allow the student to assimilate the information easier. Computational Fluid Dynamic simulations have been performed to create the educational content shown in the applications. Users will be able to select from different boundary conditions, and the program will display the corresponding simulation results. Therefore, motivation is generated through gamification, retention is generated based on the Multimedia Learning Theory and transfer is generated by inductive teaching. A preliminary version of this course has been launched to a group of users with previous knowledge in Fluid Mechanics. The results indicate how users support the inclusion of multimedia and interactive tools in conventional teaching, because they help them to assimilate complex concepts. Furthermore, the created tool has been endorsed by the users in terms of organization and quality. The adaptation of current resources, such as CFD, to teaching Fluid Mechanics is an evident need that enriches both the student and the teacher. Thus, the educational goals of motivation and knowledge transfer are promoted under the auspices of a constructivism approach. [For the full proceedings, see ED621557.]
Testing, Teacher Turnover, and the Distribution of Teachers across Grades and Schools
Author: Fuchsman, Dillon
Date: 2020-00-00
Type: Reports - Research
Subjects: Faculty Mobility,Academic Achievement,High Stakes Tests,Job Satisfaction,Elementary School Teachers,Middle School Teachers,Educational Policy,Mathematics Tests,Language Arts,Reading Tests,Science Tests,Social Studies,Teacher Distribution

Teacher turnover has adverse consequences for student achievement and imposes large financial costs for schools. Some have argued that high-stakes testing may lower teachers' satisfaction with their jobs and could be a major contributor to teacher attrition. This study uses data on individual students and teachers from Georgia's statewide longitudinal data system from 2007/08-2017/18 to measure the effect of testing pressures on teacher mobility choices. A &quot;difference-in-differences&quot; approach is used to compare changes in mobility over time in grades/subjects that discontinue testing vis-à-vis grades/subjects that are always tested. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Heterogeneity in Mathematics Intervention Effects: Evidence from a Meta-Analysis of 191 Randomized Experiments
Author: Citkowicz, Martyna
Date: 2020-00-00
Type: Information Analyses
Subjects: Intervention,Mathematics Instruction,Meta Analysis,Comparative Analysis,Research Reports,Mathematics Achievement,Teaching Methods,Kindergarten,Elementary Secondary Education,Outcomes of Education,Evidence,Randomized Controlled Trials,Databases

Many public and private initiatives have focused on improving prekindergarten (PK) through Grade 12 mathematics education, given that the mathematics content learned before college is foundational for later learning and college success across STEM subjects. Although decades of educational research have studied PK-12 mathematics interventions, the field lacks a comprehensive understanding of which interventions work, for whom, and under what conditions. This meta-analytic project aimed to examine the heterogeneity in mathematics intervention effects by synthesizing 25 years of randomized experiments of interventions designed to improve mathematics achievement. It describes intersections of interventions, intervention components, and outcomes that appear especially promising for future intervention research. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Finding a High-Quality Job in the Caring Industry: HPOG Participants&apos; Occupational Choices. HPOG 2.0 Participant Perspectives, Brief 2. OPRE Report 2022-57
Author: Thomas, Hannah
Date: 2022-02-00
Type: Reports - Research
Subjects: Allied Health Occupations Education,Allied Health Occupations,Grants,Career Choice,Financial Needs,Work Experience,Career Pathways,Program Design,Job Training

Data on enrollment in healthcare occupational training in programs such as the Health Profession Opportunity Grants (HPOG) Program are available at both the local program level and nationally. Summarizing &quot;which&quot; trainings participants choose is straightforward, but why they make those choices is not well understood. This second brief in the HPOG 2.0 Participant Perspectives series considers why HPOG 2.0 participants chose the healthcare field in general, and why they chose their specific healthcare occupation. Because job quality was a clear consideration for the participants we interviewed, the brief also provides further detail on their understanding of job quality within the healthcare field. This paper also offers perspective on how interviewees thought broadly about what De Vos, Akkermans, and Van der Heijden (2019) term &quot;crafting&quot; a career--an ongoing, dynamic process of fitting together family financial needs, work experience, and opportunities for additional training. Finally, it offers some policy implications, particularly for the structure of career pathways program design and employer engagement. The brief draws on data from 153 in-person interviews with participants in career pathways programs funded by the HPOG Program. [For Brief 1, see ED621587.]
One Step at a Time: Participant Perspectives on Career Pathways. HPOG 2.0 Participant Perspectives, Brief 1. OPRE Report 2022-48
Author: Thomas, Hannah
Date: 2022-02-00
Type: Reports - Research
Subjects: Career Pathways,Work Experience Programs,Program Evaluation,Outcomes of Education,Career Development,Job Training,Wages,Occupational Mobility,Career Choice,Decision Making

&quot;Career Pathways&quot; is a framework that combines education, occupational training, and support services that align with the skill demands of the local economy to help participants enter and advance in a sequence of occupations within a specific sector or occupational cluster. Career pathways programs seek to address many of the challenges that disadvantaged adults face in succeeding in training and progressing along a career pathway's occupational steps. For example, career pathways training programs might offer flexible schedules, provide financial and other assistance, and connect participants to employers and employment, including work-based learning opportunities. This first brief in the HPOG 2.0 Participant Perspectives series presents insights from in-depth, in-person interviews with participants in career pathways programs funded by the Health Profession Opportunity Grants (HPOG) Program. The brief describes participant experiences navigating career pathways and suggests implications for career pathways program practice and for evaluations of career pathways programs.
Learning Related Device Usage of German and Indian Students
Author: Griesbaum, Joachim
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Student Surveys,Cross Cultural Studies,Student Needs,Electronic Learning,Student Evaluation,Indians,Computer Mediated Communication,Undergraduate Students,Student Attitudes,Foreign Countries,Study Habits,Telecommunications,Handheld Devices,Teacher Student Relationship,Learning Processes,Technological Literacy,Technology Uses in Education

This paper investigates learning related device usage of German and Indian students. For that purpose, an exploratory survey of students at the University of Hildesheim and the Symbiosis College of Arts and Commerce in Pune is executed. The aim of the research is to uncover basic patterns of overall device usage, studying behavior, employment of learning tools and assessment of e-learning. Collected data deliver a broad picture on students' needs with regard to e-learning support. Results show, students from Pune are engaged in e-learning more frequently than students from Hildesheim. For students from India, smartphones are the most important learning devices. For German students, laptops are more important. Although both groups are experienced in e-learning, the Indian students employ a wider range of resources. In addition, Indian students communicate more often with their peers and instructors via computer mediated communication channels than the Germans. Whereas German students talk about content related and organizational aspects of learning, Indians focus on content related topics when communicating with peers and instructors. [For the full proceedings, see ED621557.]
LiaScript: A Domain-Specific-Language for Interactive Online Courses
Author: Dietrich, André
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Computer Software,Open Source Technology,Computer Assisted Testing,Programming Languages,Open Educational Resources,Multimedia Materials

LiaScript is an attempt to enable everyone to create free and interactive online courses, without the need of being an experienced programmer. Instead, it aims to bring both parties, software- and course-developers, closer together by introducing Open-Source techniques into the Open-courSe development process. LiaScript was designed to be compatible to Common-Markdown, but it introduces lots of language extensions that deal with quizzes, surveys, ASCII-art, text2speech, animations, online programming, the integration of JavaScript, etc. as well as its own macro-system that simplifies tedious and repetitive tasks. It comes along with its own just-in-time compiler that runs in the browser and therefor does not require additional tooling. [For the full proceedings, see ED621557.]
The Impact of E-Learning on Learner Knowledge Sharing Quality
Author: Reyad, Sameh M.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Electronic Learning,Higher Education,College Students,Blended Learning,Integrated Learning Systems,Foreign Countries,Knowledge Level,Teacher Student Relationship,Independent Study,Student Motivation

E-learning is an emerging approach in universities where self- directed students and motivated learning increases the utilization and integration of knowledge sharing in e-learning. The learning virtual community is a domain where inquiries, interest or needs, are shared. Such circumstances lead to interactions that allows virtual participants to learn from each other. This study examines the impact of e-learning on learner knowledge sharing quality. To fulfill the requirement, a quantitative approach was used to measure the e-learning approach developed in Ahlia University in Bahrain, and whether it directs the students to the required knowledge sharing quality. A constructed questionnaire has been developed and a sample of 376 Ahlia University respondents generalizable over College of Business and Finance's. The study concluded that there's an impact of e-learning on learner knowledge sharing quality and this is due to the e-learning environments at Ahlia University are composed of those technologies that aid in the teaching and learning; such as Moodle, where students log-on to attain blended e-learning experiences. This study and its conclusion overcome the gap exists in which students expressed an influential role of self-directed and motivation for learning and knowledge sharing in e-learning environments. [For the full proceedings, see ED621557.]