ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Mentor-Resident Match in a Teacher Residency Program: A Comparison of Three Cases
Author: Marshall, David T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mentors,Experiential Learning,Interpersonal Relationship,Secondary School Teachers,Urban Schools,Teacher Education Programs,Program Effectiveness,Reflective Teaching,Teacher Competencies,Cooperation,Coaching (Performance)

Teacher residency programs have emerged in recent years as an alternative to traditional teacher preparation. These programs place pre-service teachers, known as residents, in the classroom of a trained mentor who guides their development over the course of a school year. This resident-mentor match is a major component of the residency experience and understanding how this match influences teacher development is an important line of research. The purpose of this work was to understand how the mentor-resident match influences teacher development in a teacher residency program. We explore this topic through the triangulation of multiple data sources from a longitudinal evaluation study examining the development of secondary residents in one urban teacher residency program. Consistent with findings from previous research, we found through the examination of three resident-mentor matches that the relationship between the resident and mentor plays a critical role in the resident's development throughout the residency year and beyond. The quality of the relationship influences the resident's ability to engage in reflective practice and move from novice to expert in various domains of the teaching profession.
Paths 2 the Future: Evidence for the Efficacy of a Career Development Intervention for Young Women with Disabilities
Author: Lindstrom, Lauren
Date: 2020-10-00
Type: Journal Articles
Subjects: Gender Differences,Females,High School Students,Intervention,Program Effectiveness,Career Development,Students with Disabilities,Student Needs,Barriers,Social Cognition

Young women with disabilities face unique barriers in the transition from school to adulthood, yet very few studies have examined the effectiveness of gender-specific career interventions. Using an intent-to-treat analysis, this study tested the efficacy of the Paths 2 the Future (P2F) career development curriculum to produce beneficial impacts as compared to business-as-usual career and transition services within a clustered, school-randomized trial. The sample included 366 young women with disabilities enrolled in 26 high schools. Controlling for student and school characteristics, multilevel growth models showed that young women in the P2F intervention schools grew in career development skills at a greater rate relative to those in the control schools. Findings suggest that P2F was effective in promoting individual student differences in career development skills for young women with disabilities and support the need for further research examining effectiveness of gender-specific career interventions in special education.
When Is Deep Learning the Best Approach to Knowledge Tracing?
Author: Gervet, Theophile
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Processes,Intelligent Tutoring Systems,Feedback (Response),Knowledge Level,Prediction,Markov Processes,Comparative Analysis,Data Analysis,Bayesian Statistics,Academic Achievement

Intelligent tutoring systems (ITSs) teach skills using learning-by-doing principles and provide learners with individualized feedback and materials adapted to their level of understanding. Given a learner's history of past interactions with an ITS, a learner performance model estimates the current state of a learner's knowledge and predicts her future performance. The advent of increasingly large scale datasets has turned deep learning models for learner performance prediction into competitive alternatives to classical Markov process and logistic regression models. In an extensive empirical comparison on nine real-world datasets, we ask which approach makes the most accurate predictions and in what conditions. Logistic regression--with the right set of features--leads on datasets of moderate size or containing or containing a very large number of interactions per student, whereas Deep Knowledge Tracing leads on datasets of large size or where precise temporal information matters most. Markov process methods, like Bayesian Knowledge Tracing, lag behind other approaches. We follow this analysis with ablation studies to determine what components of leading algorithms explain their performance and a discussion of model calibration (reliability), which is crucial for downstream applications of learner performance prediction models.
Service Based Learning as a Tool to Develop Undergraduate Skills in Needs Assessment
Author: Lanier, Jacqueline
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Teamwork,Health Education,Community Needs,Public Health,Undergraduate Students,Needs Assessment,Learning Experience,Student Attitudes,College Faculty,Teacher Attitudes,Program Development,Course Descriptions,Health Promotion

Purpose: A primary responsibility in health education is to assess community health needs, which is often a difficult skill to master for the entry level health educator. This article outlines the outcomes of a long-term study of an undergraduate needs assessment course where students completed a real-world assessment with a community partner focusing on action and service-based learning. Methods: Through student reflections, survey of community partners, and instructor reflection, outcomes of the course are reported from multiple views. Results: Students showed improved problem-solving, better understanding of community and needs assessment process, and better understanding of importance of teamwork skills in this context. Conclusion: By navigating a real community health assessment, students benefited from a deeper learning experience. Community partners benefits included assistance in program planning and prioritization of health programs and events. Recommendation: This method is beneficial to both students and partners but it is important to prepare students well for this challenging work.
Technology to Guide Data-Driven Intervention Decisions: Effects on Language Growth of Young Children at Risk for Language Delay
Author: Buzhardt, Jay
Date: 2020-10-00
Type: Journal Articles
Subjects: Data Analysis,Decision Making,Special Education,Infants,Toddlers,Comparative Analysis,Response to Intervention,Disadvantaged Youth,Preschool Education,At Risk Persons,Language Impairments,Delayed Speech,Language Acquisition,Parent Child Relationship,Standardized Tests,Formative Evaluation,Measures (Individuals),Communication Skills,Home Visits,Web Sites,Educational Strategies

Data-driven decision making (DDDM) helps educators identify children not responding to intervention, individualize instruction, and monitor response to intervention in multitiered systems of support (MTSS). More prevalent in K-12 special education, MTSS practices are emerging in early childhood. In previous reports, we described the Making Online Decisions (MOD) web application to guide DDDM for educators serving families with infants and toddlers in Early Head Start home-visiting programs. Findings from randomized control trials indicated that children at risk for language delay achieved significantly larger growth on the Early Communication Indicator formative language measure if their home visitors used the MOD to guide DDDM, compared to children whose home visitors were self-guided in their DDDM. Here, we describe findings from a randomized control trial indicating that these superior MOD effects extend to children's language growth on standardized, norm-referenced language outcomes administered by assessors who were blind to condition and that parents' use of language promotion strategies at home mediated these effects. Implications and limitations are discussed.
Who&apos;s Learning? Using Demographics in EDM Research
Author: Paquette, Luc
Date: 2020-00-00
Type: Journal Articles
Subjects: Demography,Educational Research,Information Retrieval,Data Analysis,Bias,Age,Educational Attainment,Sex,Race,Ethnicity,Socioeconomic Status,Geographic Location,Artificial Intelligence,Man Machine Systems,Meta Analysis,Natural Language Processing,Mathematics

The growing use of machine learning for the data-driven study of social issues and the implementation of data-driven decision processes has required researchers to re-examine the often implicit assumption that datadriven models are neutral and free of biases. The careful examination of machine-learned models has identified examples of how existing biases can inadvertently be perpetuated in fields such as criminal justice, where failing to account for racial prejudices in the prediction of recidivism can perpetuate or exasperate them, and natural language processing, where algorithms trained on human languages corpora have been shown to reproduce strong biases in gendered descriptions. These examples highlight the importance of thinking about how biases might impact the study of educational data and how data-driven models used in educational contexts may perpetuate inequalities. To understand this question, we ask whether and how demographic information, including age, educational level, gender, race/ethnicity, socioeconomic status (SES), and geographical location, is used in Educational Data Mining (EDM) research. Specifically, we conduct a systematic survey of the last five years of EDM publications that investigates whether and how demographic information about the students is reported in EDM research and how this information is used to 1) &quot;investigate&quot; issues related to demographics, 2) use the information as &quot;input features for data-driven analyses,&quot; or 3) to &quot;test and validate models.&quot; This survey shows that, although a majority of publications reported at least one category of demographic information, the frequency of reporting for different categories of demographic information is very uneven (ranging from 5% to 59%), and only 15% of publications used demographic information in their analyses.
Childcare Directors&apos; Comfort and Interest in Technology and Professional Development
Author: Burris, Jade
Date: 2020-00-00
Type: Journal Articles
Subjects: Child Care Centers,Early Childhood Education,Educational Quality,Educational Improvement,Administrators,Administrator Attitudes,Interests,Technological Literacy,Technology Integration,Work Environment,Access to Computers,Professional Development,Program Effectiveness,Standards,Rating Scales

The training and education of childcare directors is ever more important with the increasing demands of Quality Rating and Improvement Systems (QRIS). QRIS have become the standard method in the United States for evaluating and assigning program-level quality status in early childhood education and the process is almost always managed by the director of a program. Childcare directors need to be prepared to complete their day-to-day work tasks while also guiding the quality improvement journey for their program, which in many ways now requires the use of technology. To better understand how these demands are being met and in what ways existing professional development (PD) is supporting the acquisition of these new skills, this study examined directors' comfort with technology use at work and interest in technology-based professional development resources and supports. The findings indicate directors are interested in technology-mediated PD but the degree to which directors are comfortable with technology is related to the type of program they work in and that existing supports require further individualization beyond what is currently available.
Effect of a Self-Advocacy Intervention on the GPA of Students with Disabilities
Author: Robert, Alyssa J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Advocacy,Students with Disabilities,Mild Disabilities,Correlation,Skill Development,Grade Point Average,Intervention,Program Effectiveness,Effect Size,Junior High School Students,Grade 7,Grade 8

An integrated program to teach self-advocacy techniques to students with disabilities was implemented in one Louisiana School District. Students (171) with mild disabilities were exposed to explicit instruction in self-advocacy skills. Student's GPAs were compared from one semester in the 2018-2019 school year and one semester in the 2019-2020 school year. The results indicated a statistically significant positive difference in GPA's between students who received the intervention and those who did not. The effect size was of the intervention was considered small (0.21).
The Role of Gender and Attitudes toward Science in Fourth and Eighth Graders&apos; Science Achievement in South Korea, Turkey, and the United States
Author: Geesa, Rachel Louise
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,Scientific Attitudes,Positive Attitudes,Grade 4,Grade 8,Elementary School Students,Middle School Students,Science Achievement,STEM Education,Comparative Education,Expectation,Self Efficacy,Value Judgment,Sex Stereotypes,Predictor Variables,Foreign Countries,Achievement Tests,International Assessment,Science Tests

Science, technology, engineering, and mathematics (STEM) education is an international focus in teaching and learning, and factors influencing students' science achievement vary throughout the world. Guided by the Social Role and Expectancy-Value Theories, we investigated the role of fourth and eighth graders' gender and attitudes toward science in science achievement in the Trends in International Mathematics and Science Study (TIMSS) 2015. In this study, we focused on South Korea, Turkey, and the United States, where students' science achievement scores varied substantially in TIMSS 2015. Findings indicated that having a positive attitude toward science positively predicted students' science achievement scores in fourth and eighth grades. Students' science scores varied slightly but significantly between male and female students in South Korea and Turkey, controlling for their attitudes toward science. Longitudinal studies of science achievement may be included in further research.
The Implementation of Virtual Choir Recordings during Distance Learning
Author: Eren, Hakki Cengiz
Date: 2020-00-00
Type: Journal Articles
Subjects: Singing,Music Education,Distance Education,Online Courses,Computer Uses in Education,Computer Simulation,Audio Equipment,Program Effectiveness,COVID-19,Pandemics,School Closing,Student Attitudes,College Students,Foreign Countries,Music Techniques

This study investigates the implementation of virtual choir recordings in a choir class during distance learning. In this particular study, a virtual choir is defined to be a computer-generated sound recording that emulates a realistic choir sound. Students (n=21) practiced their parts using virtual choir recordings for a period of eight weeks; each student received a recording that excluded his/her own part but included the rest of the parts. After eight weeks of progressive study, students recorded their own voices on top of the virtual choir recordings and submitted them as final projects. Student opinions regarding the virtual choir recordings were obtained through a 12-question survey. In addition, two experts evaluated the final submissions turned in by the students. The data suggests that virtual choir recordings can be helpful to students with efficiency of practice and can provide a suitable audio environment to foster conscious-listening, accurate intonation and perception of pacing. Improvements are suggested to make the virtual choir recordings also more encouraging of musicality, highlighting its future potential not only as a reliable distance education tool, but also as a supplementary device for real-life choir classes, when in-person learning resumes.
The Learning, Social, and Economic Challenges Facing the Deaf and Hearing-Impaired Individuals
Author: Ziadat, Ayed H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Barriers,Foreign Countries,Social Influences,Social Discrimination,Anxiety,Interpersonal Relationship,Access to Education,Economic Factors,Age Differences,Gender Differences,Accessibility (for Disabled),Student Needs,Sign Language,Social Life,Access to Health Care,Elementary Secondary Education,Postsecondary Education

The research aimed to identify the education, social, and economic challenges facing deaf and hearing-impaired individuals, the research based on a descriptive approach to suites the research objective. sample of the research consists of (105) from both deaf and hearing-impaired individuals in Al Balqa governorate selected by a convenient method and the results showed that the education, social, and economic challenges facing the deaf and hearing-impaired individuals were in the medium level. The social challenges facing hearing impaired are lack of engagement in social activity, fear to deal with others, and the discrimination feels, and the education challenges are cannot understand science material, the need for sign language translator, and lack of teachers' ability. The research furtherly found there are statistically significant differences at a level of (0.05) in the level of social and economic challenges facing the deaf and hearing-impaired individuals according to gender, age, and qualification.
The Phenomenon of &quot;Digital&quot; Death: Formation and Genesis of the Attitude to Death in Social Networks of Students
Author: Nikishina, Vera B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Death,Social Media,Social Networks,Simulation,Anxiety,Fear,Play,Foreign Countries,Student Reaction

In this paper, we study the phenomenon of &quot;digital&quot; death, its genesis and the attitudes towards death in the context of social networks of students. As a result of the investigation we have discovered different forms of &quot;digital death and the ways students react to it in social networks. We further investigate the origins of different user attitudes towards &quot;digital death&quot; and the impact of manipulative relation to death in social networks on the social reality. Some students stage their own death on social networks by posting images on their homepage, which has the intentions (i) to attract public attention, (ii) to express their auto aggression (iii) to make fun of death and (iv) to reduce their own anxiety of death by &quot;sharing&quot; the fear with other students. Our analysis shows that the main purpose of staging one's death on social networks is to reduce the fear of death by creating plans, playing.
The Effect of Music Education on the Social Values of Preschool Children
Author: Öztürk, Erhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Education,Social Values,Social Development,Preschool Children,Preschool Education,Play,Foreign Countries,Interpersonal Relationship,Responsibility,Cooperation,Altruism,Program Effectiveness

This study aims to explore the effect of music education on the acquisition of social values by preschool children. In this study, a quasi-experimental pattern model with the pretest-posttest control group is employed. The Preschool Social Values Scale is used for collecting the data. The participants of this study are 26 preschool children (the experimental and control groups contain 13 children each). Whilst the experimental group underwent 30 minutes of music training twice a week for 10 weeks, the control group pursued their preschool education. Music education with the experimental group consists of activities, where students are active and experience music. Songs containing social values were taught to children in the unity of play music and movement. At the end of the study, the scores related to the social values of the experimental group improved as compared to that of the control group. No meaningful difference was detected between the posttest and follow-up test social values' scores.
The Value and Use of Project-Based Learning in Teacher Preparation Programs
Author: Alrajeh, Tahani Salman
Date: 2020-00-00
Type: Journal Articles
Subjects: Value Judgment,Teacher Educators,Teacher Education Programs,Teacher Attitudes,Active Learning,Student Projects,Student Centered Learning,Curriculum Implementation,Partnerships in Education,Faculty Development,Formative Evaluation,Correlation,Foreign Countries

The study investigated faculty's value and use of project-based learning (PBL) in preparing student teachers. A convergent mixed methods design was employed in collecting data. Although the participants addressed the need to support the PBL environment and highly reported the use of PBL in their current teaching practices, the ways they explained how to implement PBL do not reflect PBL in real applications. Participants thought that the other types of learner-centered approaches, such as problem-based learning, are the same as PBL, which led to a strong positive correlation between the value and use of PBL. Professional development sessions for faculty members, partnerships with local and international organizations, and continuous evaluation were found helpful in achieving successful implementation of PBL in teacher preparation programs.
The Mediating Role of Spiritual Orientation and Subjective Vitality in University Students
Author: Ozcan, Neslihan Arici
Date: 2020-00-00
Type: Journal Articles
Subjects: Religious Factors,College Students,Young Adults,Life Satisfaction,Well Being,Social Life,Positive Attitudes,Correlation,Foreign Countries

This study aims to examine the mediating role of spiritual orientation and subjective vitality in the relationship between thriving and life satisfaction among university students. Data were sourced from a total of 527 participants: 428 females (81.2%) and 99 males (18.8%), from Istanbul Medeniyet University. The mean age of the participants was 20 (SD = 2.35). The Thriving Scale, Satisfaction with Life Scale, Spiritual Orientation Scale and Subjective Vitality Scale were utilized. Analyses were performed with the Structural Equation Model and The Pearson Product Moment Correlation, Path Analysis and Bootstrapping Test were used. According the road analysis result, the direct effect of spiritual orientation and subjective vitality in life satisfaction proved to be significantly high. The fit values of the model are within acceptable limits (X[superscript 2]/SD = 0.00; p &lt; 0.01; GFI = 0.99; CFI = 0.1; NFI = 0.99; RMSEA = 0.00). In the established model, 22% of the total variance of the life satisfaction variable is explained. The results of the bootstrapping process in the model prove to be significant (bootstrap coefficient model = 0.054, 95% G.A. = 0.022, 0.118). The findings were discussed in line with relevant literature and recommendations on their possible application have been given.