ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Service Learning Participation on College Outcomes: An Empirical Investigation. Iteration 2. Series on Student Engagement and High Impact Practices. TBR Working Papers
Author: Gorbunov, Alexander
Date: 2021-12-00
Type: Reports - Research
Subjects: Service Learning,Outcomes of Education,Community Colleges,Two Year College Students,Student Participation,College Freshmen,Graduation,College Transfer Students,Academic Achievement,Time to Degree,Dropouts

Motivation for the study: The Tennessee Board of Regents (TBR) is implementing and expanding a suite of high impact practices (HIP) in its community colleges. Service learning, one of such HIPs, is incorporated into general education or degree programs' requirements via credit-bearing service learning components of different durations. While service learning participation and student results are examined periodically, this study contributes to the program evaluation by conducting a series of quantitative analyses that aim to assess whether a causal relationship exists between service learning experiences and key educational outcomes of first-time freshmen at community colleges. Objectives: To investigate whether participation in serving learning HIP affects: (1) the probability of earning a college credential, transferring to university, and student departure; (2) time to graduation, university transfer, and departure; and (3) academic performance. To examine if and how these effects, if any, differ by service learning duration and frequency of participation. Methods: Different types of propensity score analysis were used, including inverse probability of treatment weighting and matching and nonparametric regression, to estimate the effect of service learning participation on outcomes of interest in general and by duration level. In the final models, propensity scores were estimated using generalized boosted modeling. Dosage analysis was employed to examine the effect of frequency of service learning participation. The following modeling techniques were used for different outcomes: logistic and OLS regression, and event history analysis (Cox regression model). Results: Service learning participation increases the probability of graduation and university transfer, decreases the probability of student departure, expedites progression to graduation, delays progression to university transfer and departure, and is associated with a higher final GPA. The estimated results differ by duration level and frequency of service learning experience. Conclusion: Service learning, as implemented at TBR colleges, is an efficacious HIP, which contributes to both community college freshmen student success and institutional performance.
Making AutoTutor Agents Smarter: AutoTutor Answer Clustering and Iterative Script Authoring
Author: Cai, Zhiqiang
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Natural Language Processing,Dialogs (Language),Programming,Semantics,Scripts,Grading

AutoTutor uses conversational intelligent agents in learning environments. One of the major challenges in developing AutoTutor applications is to assess students' natural language answers to AutoTutor questions. We investigated an AutoTutor dataset with 3358 student answers to 49 AutoTutor questions. In comparisons with human ratings, we found that semantic matching works well for some questions but poor for others. This variation can be predicted by a measure called &quot;question uncertainty&quot;, an entropy value on semantic cluster probabilities. Based on these findings, we propose an iterative AutoTutor script authoring process that can make AutoTutor agents smarter and improve assessment models by iteratively adding and modifying both questions and ideal answers. [This paper was published in: &quot;Intelligent Virtual Agents (IVA 2016), Lecture Notes in Computer Science (LNAI, Vol. 10011),&quot; edited by D. Traum et al., Springer, Cham, 2016, pp. 438-441.]
Using Virtual Agents to Deliver Lessons in Reading Comprehension to Struggling Adult Learners
Author: Baer, Whitney O.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Learning,Adult Students,Literacy Education,Adult Literacy,Reading Instruction,Reading Difficulties,Reading Comprehension,Educational Technology,Technology Uses in Education,Online Courses,Intelligent Tutoring Systems,Foreign Countries

The Center for the Study of Adult Literacy (CSAL) seeks to improve our understanding of ways to advance the reading skills of adult learners. Our web-based instructional tutor uses trialogues in the AutoTutor framework to deliver lessons in reading comprehension. We have found a way to manipulate proven comprehension strategies to fit the daily tasks of approaching the written word. With the added demand for digital literacy skills in today's world, it is important that adults with low reading ability experience learning on an online platform. [This paper was published in: &quot;Intelligent Virtual Agents (IVA 2016), Lecture Notes in Computer Science (LNAI, Vol. 10011),&quot; edited by D. Traum et al., Springer, Cham, 2016, pp. 516-518.]
Impact of Pedagogical Agents&apos; Conversational Formality on Learning and Engagement
Author: Li, Haiying
Date: 2017-00-00
Type: Reports - Research
Subjects: Language Usage,Arousal Patterns,Reading Comprehension,Learner Engagement,Intelligent Tutoring Systems,Academic Language,Writing (Composition)

This study investigated the impact of pedagogical agents' conversational formality on learning and engagement in a trialog-based intelligent tutoring system (ITS). Participants (N = 167) were randomly assigned into one of three conditions to learn summarization strategies with the conversational agents: (1) a &quot;formal&quot; condition in which both the teacher agent and the student agent spoke with a formal language style; (2) an &quot;informal&quot; condition in which both agents spoke informally; and (3) a &quot;mixed&quot; condition in which the teacher agent spoke formally, whereas the student agent spoke informally. Result showed that the agents' informal discourse yielded higher performance, but elicited higher report of text difficulty and mind wandering. This discourse also caused longer response time and lower arousal. The implications are discussed. [This paper was published in: &quot;Artificial Intelligence in Education (AIED 2017), Lecture Notes in Artificial Intelligence (LNAI, Vol. 10331),&quot; edited by E. André et al., Springer, Cham, 2017, pp. 188-200.]
Adult Education and Literacy: 2021 Annual Report
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Adult Education,Adult Literacy,Adult Basic Education,Program Costs,Resource Allocation,State Aid,Federal Aid,Eligibility,Expenditures,State Programs,Colleges,Community Colleges,English (Second Language),Secondary Education,Limited English Speaking,Geographic Regions,Faculty Development,Online Courses

The Department of Education, Division of Community Colleges and Workforce Preparation, is preparing this report in response to the Skilled Iowa and Job Creation Fund for the state appropriation for Adult Basic Education and Adult Education Literacy (AEL) Programs (260C.50). This report was coordinated by the department with the assistance of Iowa's fifteen community colleges. The report compares AEL financial allocations, expenditures, and performance for fiscal year 2020 and 2021. The financial allocations for fiscal year 2021 includes state appropriated funds for adult education and literacy as well as for English as a Second Language (ESL) programs. [For &quot;Adult Education and Literacy Annual Report: Fiscal Year 2020 (July 1, 2019 to June 30, 2020),&quot; see ED614618.]
Children and Young People&apos;s Book Ownership in 2021: The Impact of Book Gifting on Children and Young People&apos;s Reading Engagement. National Literacy Trust Research Report
Author: Clark, Christina
Date: 2021-11-00
Type: Reports - Research
Subjects: Books,Ownership,Socioeconomic Status,Reading Attitudes,Reading Habits,Psychological Patterns,Recreational Reading,Foreign Countries,Age Differences,Gender Differences,Ethnicity,Racial Differences,Children,Adolescents,Childrens Attitudes

Research has shown that book ownership has a significant impact on life outcomes. In 2019, we found that that children who reported that they had a book of their own were not only more engaged with reading but also six times more likely to read above the level expected for their age than children who did not own a book (22% vs. 3.6%). We included a question on book ownership in our Annual Literacy Survey, which was conducted between January and March 2021. Based on the responses of the 34,435 children and young people who answered this question: (1) Almost 6% of children and young people said they did not have a book of their own at home -- this equates to 413,068 children and young people in the UK; (2) More children who receive free school meals (FSMs) said that they did not have a book of their own at home compared with their peers who do not receive FSMs (9.2% vs. 5.3%); and (3) Book ownership was associated with greater reading enjoyment and frequency. More than twice as many of those who had a book of their own said that they enjoyed reading (52.8% vs. 21.1%), and more than twice as many read daily in their free time (31.8% vs. 13.5%) compared with those who did not have a book of their own.
State of the States 2021: State Reporting of Teacher Supply and Demand Data
Author: Saenz-Armstrong, Patricia
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Teacher Supply and Demand,Teacher Shortage,Decision Making,State Departments of Education,Faculty Mobility,Teacher Persistence,Labor Force,Teacher Selection,Elementary Secondary Education,Geographic Regions,School Districts,Equal Education,Barriers,Educational Policy,Information Sources,Educational Legislation,Federal Legislation,Data Collection,Data Analysis

For any labor market to function properly, clear information is needed to guide decision making; its absence invariably leads to less than optimal decisions and inefficiencies. While the broader labor market is riddled with imperfect information, the teacher labor market is particularly vulnerable--largely for the lack of the most basic information. This analysis examines the essential role of state education agencies in collecting and reporting information about their own teacher labor markets in the following areas: (1) teacher shortages and surpluses; (2) teacher retention and mobility; and (3) equitable distribution of the teacher workforce. Compared to most labor markets, the teacher labor market is highly localized, meaning that the hiring decision processes usually happen within the confines of small geographical areas, often blind to the existing resources and needs of nearby localities. This hyperlocalization limits job opportunities for teachers and hiring opportunities for schools and exacerbates inequities across school districts, which is why states play such an essential role in the generation and provision of information, given their broader scope and perspective. States' data reporting can apprise districts of the available teacher talent across the state and provide them with a broader view to help them fashion appropriate policies to respond to the issues that exist within their own teacher labor market. As there is a wide and uneven distribution of technical capacity and practices among the consumers of this information, this brief also examines how state education agencies help make this information both available and functional for their end users.
Online and on Course: Digital Learning Creates a Path for At-Risk Students. White Paper No. 242
Author: Young, Julie
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,At Risk Students,Online Courses,Access to Education,Educational Quality,Equal Education,Minority Group Students,Low Income Students,Barriers,Virtual Schools,COVID-19,Pandemics,Educational Change,Technology Integration

Digital learning, the use of computers and the internet to study courses taught in the classroom, is viewed by many educators as a breakthrough to helping those at-risk students stay in school and earn their diplomas. The flexibility afforded by digital learning, with students working on their own time at their own pace, is a way for students to meet the requirements of their courses while handling pressing responsibilities outside of school, problems at home or personal issues. Yet parents should scrutinize digital programs closely. Their quality and effectiveness vary widely. Students are poorly served by point-and-click assessments with no engagement, virtual schools with videos instead of real teachers and programs without pacing and scheduling support. This report presents ideas and examples of how teachers and policymakers across the country are using virtual learning to improve educational outcomes for at-risk students.
Fostering Equity Literacy with In-Service Teachers. Community Engagement Initiative. Practice Brief
Author: Baugher, Erin
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Inservice Teacher Education,Equal Education,Diversity,Reflection,Faculty Development,Self Concept,Identification (Psychology),Group Membership,Race,Communities of Practice

A commitment to equity in our schools ensures that every student has the access and opportunity necessary to thrive in school, regardless of race, ethnicity, language, citizenship status, socioeconomic status, gender, sexual orientation, religion, ability, and so on. Creating and sustaining equitable spaces requires examination of the discriminatory policies and practices that perpetuate inequitable access to learning opportunities. The most common question we receive from school leaders: &quot;how do we begin this work?&quot; The following points of consideration and resources -- based on research-based best practices and experiential knowledge gained from engaging in equity-learning with in-service teachers -- are intended to serve as a guide for district and school leaders looking to begin or further equity-oriented professional learning in their spaces.
The Future of Delaware&apos;s Teacher Workforce: A Focus on Teacher-Preparation Programs. Policy Brief
Author: University of Delaware (UD), Partnership for Public Education (PPE)
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Teacher Education Programs,Barriers,Alignment (Education),Labor Force Development,Teacher Supply and Demand,Diversity (Faculty),Teacher Competencies,Intellectual Disciplines

A successful K-12 educational system requires a complementary system of teacher preparation that is aligned with the needs of the K-12 community and provides a high-quality, diverse teacher workforce in numbers matching the current and future demands of the K-12 educational system. This brief provides evidence of the challenges that Delaware faces in achieving this goal with specific attention to the issue of teacher preparation. These challenges demand a statewide, cohesive effort designed to ensure Delaware's system of teacher preparation fully meets the needs of the state's K-12 educational community.
Providing Reading Interventions for Students in Grades 4-9. Educator&apos;s Practice Guide. WWC 2022007
Author: Vaughn, Sharon
Date: 2022-03-00
Type: Guides - Classroom - Teacher
Subjects: Reading Programs,Intervention,Reading Improvement,Reading Difficulties,Elementary School Students,Middle School Students,Decoding (Reading),Reading Skills,Reading Fluency,Reading Comprehension,Reading Strategies,Evidence Based Practice

Virtually every teacher works with at least some and sometimes many, students who struggle to read on grade level. Recent research has demonstrated success in improving the reading level of students in grades 4-9 with reading difficulties. This practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, distills this contemporary research into easily comprehensible and practical recommendations for educators to use when providing reading interventions. The recommendations outline evidence-based practices that can help teachers meet the needs of their students with reading difficulties. These recommendations will also help educators address the requirements of two federal laws, the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA), that favor the use of relevant evidence-based instructional practices relevant to students' needs. This practice guide grounds the four recommendations (multisyllabic word reading, fluency building, comprehension-building practices, and stretch texts) in high-quality evidence based on research studies focused on reading interventions. Each recommendation includes instructional practices and a short summary of the research evidence that supports the recommendation.
Life Journey through Autism: A Guide for Transition to Adulthood. 2nd Edition
Author: Ha, Kimberly
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Transitional Programs,Autism,Pervasive Developmental Disorders,Young Adults,Federal Legislation,Students with Disabilities,Individual Needs,Disability Discrimination,Career Planning,Career Guidance,Postsecondary Education,Daily Living Skills,Long Range Planning,Trusts (Financial),Educational Legislation,Equal Education,Disabilities,Civil Rights Legislation,State Agencies,Federal Government,Agencies,Public Agencies,Program Development,Planning,Self Determination,Student Participation,Cognitive Style,Self Advocacy,Interests,Goal Orientation,Career Readiness,Job Search Methods,College Readiness,Housing,Health,Life Style,Legal Responsibility,Money Management,High School Students,Parent Role

The transition from school to adulthood is a pivotal time in the lives of all students. For a student with Autism Spectrum Disorder (ASD), change of any kind can be challenging, and a transition as momentous as this can seem especially daunting. Thoughtful planning, sound information, and open communication will help parents support young adults and their transition team to create a solid transition plan that leads to success. It is the goal of this guide to support families with this process. This guide is written for parents and guardians of autistic individuals who are preparing to transition into adulthood. This guide is divided into seven chapters: (1) Agency Help/Legal Information; (2) Transition Plan; (3) Student-Centered Transition Planning; (4) Vocation and Employment; (5) Postsecondary Education; (6) Life Skills; and (7) Looking Ahead. [This report received support from the Embassy of the State of Qatar in the United States and Lori Lapin Jones PLLC. For the first edition, see ED508625.]
Life Journey through Autism: A Parent&apos;s Guide to Research. Updated
Author: Organization for Autism Research (OAR)
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Autism,Pervasive Developmental Disorders,Child Rearing,Parent Education,Access to Information,Worksheets,Journal Articles,Clinical Diagnosis,Web Sites,Databases,Online Searching,Search Strategies,Intervention,Etiology,Early Intervention,Special Needs Students,Student Needs,Social Support Groups,Quality of Life,Inclusion,Special Schools,Internet,Social Media,Research,Academic Libraries,Researchers,Research Methodology,Evidence Based Practice,Research Utilization,Books,Periodicals,Reports,Employment,Housing

Parents of children with autism face many challenges that arise from the practical, day-to-day issues of living with autism. The specific goals of this guide are to help parents: (1) find information about autism; (2) distinguish between research-based and non-research-based information; (3) become savvy consumers of information by giving them the tools to identify reputable research; (4) evaluate research studies using a guiding uniform framework; and (5) interpret and apply research findings to their individual situation and needs. This guide also includes a glossary of terminology commonly used in autism treatment and research, a list of autism organizations, and a recommended reading list. [For the 2003 version, see ED508623.]
Modeling an Education Savings Account for Massachusetts. White Paper No. 244
Author: Candal, Cara Stillings
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Money Management,Banking,Educational Vouchers,School Choice,COVID-19,Pandemics,Private Schools,Tax Credits,Scholarships,Tuition,Grants,Elementary Secondary Education,Federal Aid

This report finds that Massachusetts provides fewer options for students to be educated outside their assigned school districts than most other states do, and educational savings accounts (ESAs) offer an effective tool for giving students additional opportunities. Author Cara Candal proposes two potential ESA programs for Massachusetts.
Promise and Prospects for Scaling-Up Teacher Residencies in Delaware as a Response to Statewide Teacher Shortages. Community Engagement Initiative. Policy Brief
Author: Trauth, Amy
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Teacher Education Programs,Teacher Interns,Teacher Shortage,Program Implementation,Educational Research,Program Effectiveness

Teacher residencies offer promising alternatives to traditional educator preparation programs. Research points to three primary benefits: higher retention of teachers in the field, greater demographic diversity among teachers prepared through residency programs, and the potential to increase student achievement. At a time when enrollment in educator preparation programs is trending downward while teacher turnover is trending upward, programs and policies that mitigate attrition and support the rapid and ongoing development of highly qualified PK-12 educators merit serious consideration. This brief describes the characteristics of teacher residencies, how they differ from traditional educator preparation programs, what research tells us about residencies, and suggestions for a path forward.