ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Cover, Copy, and Compare to Teach Spelling to Middle School Students with Learning Disabilities and OHI
Author: Kinney, Michelle
Date: 2013-06-00
Type: Journal Articles
Subjects: Middle School Students,Comparative Analysis,Spelling,Males,Learning Disabilities,Individualized Education Programs,Teaching Methods,Instructional Effectiveness,Spelling Instruction,Intervention,Scores,Interrater Reliability,Intelligence Tests,Grade 8

The purpose of this study was to assess the effects of cover, copy, and compare (CCC) on the spelling performance of three male middle school students. Two of the participants had learning disabilities and the third was health impaired. The study was conducted in a public school resource room in the Pacific Northwest. A multiple-baseline across word lists was employed to assess the efficacy of CCC. The behavior measured was correct spelling. The results showed mastery of spelling words following the implementation of CCC. The students and staff enjoyed the procedure and suggestions for additional research with CCC are discussed.
Think Pair Share: A Teaching Learning Strategy to Enhance Students&apos; Critical Thinking
Author: Kaddoura, Mahmoud
Date: 2013-06-00
Type: Journal Articles
Subjects: Teaching Methods,Critical Thinking,Nursing Education,Health Services,Patients,Control Groups,Experimental Groups,Acceleration (Education),Tests,Pretests Posttests,Quasiexperimental Design,Learning Strategies,Cooperative Learning,Statistical Analysis

This study investigated the change in critical thinking (CT) skills of baccalaureate nursing students who were educated using a Think-Pair-Share (TPS) or an equivalent Non-Think-Pair-Share (Non-TPS) teaching method. Critical thinking has been an essential outcome of nursing students to prepare them to provide effective and safe quality care for patients. Think-Pair-Share is a cooperative discussion strategy that provides students with adequate time to think in order to increase their quality of responses. Students become actively involved in thinking about the concepts presented in their discussion. Ninety one students participated in this study. Forty six (50%) of the participants were included in the control group (Non-TPS) and 45 (50%) were included in the experimental group (TPS). The participants were sophomore-level generic accelerated baccalaureate nursing students enrolled in the same Health Assessment nursing course. The HESI critical thinking test was the tool used before (Pretest) and after (posttest) the course to collect data about student's CT skills. The study used a quasi experimental design. The independent sample t test and Mann-Whitney test were used to analyze the data. Findings revealed a significant increase in CT over time, throughout the 17-week course, with the use of TPS teaching/learning strategy. The results suggest that TPS is an effective strategy to foster CT of nursing students and could be used by educators to foster learners' CT in their courses. The study has significant implications on education, nursing practice, and research.
Student and Faculty Perceptions on Plus-Minus Grading: A Case Study
Author: Fries, Ryan N.
Date: 2013-06-00
Type: Journal Articles
Subjects: Grading,Case Studies,Teacher Attitudes,Student Attitudes,College Faculty,College Students,Educational Practices,Evaluation Methods,Student Evaluation,Surveys

The decision of higher education institutions to grade student performance with whole letters or with pluses and minuses has many factors. In particular, student and faculty opinions on this choice require further study. Faculty at Southern Illinois University Edwardsville (SIUE) recently investigated recent opinions by reviewing literature and the grading practices of peer institutions, and by surveying both students and faculty at SIUE. The primary findings of the study indicated that 1) an overwhelming majority of students (83%) are satisfied with SIUE's current whole letter grading scale, 2) most faculty (59%) favored a change to plus-minus grades, and 3) students and faculty alike noted that accurate reflection of performance was the most important issue to consider when choosing a grading system. Based on the evidence collected, SIUE chose to retain the whole letter grading system for the time being.
Enhancing Basic Academic Skills with Audio-Recordings: A Review of the Literature
Author: Taylor, Emily P.
Date: 2013-12-00
Type: Journal Articles
Subjects: Audio Equipment,Reading Instruction,Mathematics Instruction,Spelling Instruction,Intervention,Basic Skills,Skill Development,Prompting,Pacing,Literature Reviews,Validity,Usability,Disabilities,Educational Research

Because teacher-to-student ratios often make it difficult for teachers to work individually with students on skill-building activities, educators and researchers have developed and evaluated procedures in which audio-recordings are used to improve basic academic skills. In the current paper, we describe and analyze reading, math, and spelling interventions that use audio-recordings to prompt and pace rapid rates of accurate responding. In this review, we provide evidence of internal and external validity of easy-to-use, low-tech, recorded interventions across students (general education students and students with disabilities) and contexts (e.g., individually administered and class-wide). Discussion focuses on future theoretical research related to causal mechanisms and applied research on modifying recorded interventions to enhance learning rates.
No Pending National Elections, Who Cares? What Newspaper Publications Reveal about Local Efforts Towards Millennium Development Goal 3
Author: Arku, Frank S.
Date: 2013-09-00
Type: Journal Articles
Subjects: Foreign Countries,Newspapers,Equal Education,Sex Fairness,Development,Rural Areas,Urban Areas,Elections,Discourse Analysis,Elementary Education,Secondary Education,Postsecondary Education,Developing Nations

The Millennium Development Goals (MDGs) has become a catch phrase in development discourse. This study is an assessment of the MDG 3: to promote gender equality at all levels of education in Ghana. The Daily Graphic (a newspaper in Ghana) which is Ghana's prominent newspaper was reviewed from 2000 to 2011 to determine the frequency of articles pertaining to addressing gender disparity at all levels of education and their sources. Also, we compared the rural and urban geographical emphasis of the articles. Findings demonstrated that primary level of education received the largest emphasis with the least number of writings on tertiary education. The articles were mainly authored by NGOs, politicians and education practitioners, and the majority referenced rural communities. It appeared that national elections influenced the frequency of the articles that The Daily Graphic published over the review period. We conclude that monitoring systems are central to keeping governments on track. Similarly, efforts that encourage the public to make their voice heard by frequently sending in articles can keep the state and other development agencies continually challenged and motivated until they deliver on their promises.
Nonfiction Reading Comprehension in Middle School: Exploring in Interactive Software Approach
Author: Wolff, Evelyn S.
Date: 2013-09-00
Type: Journal Articles
Subjects: Nonfiction,Reading Comprehension,Middle School Students,Computer Software,Science Instruction,Usability,Student Motivation,Educational Research,Web Based Instruction,Vocabulary Development,Learner Engagement,Best Practices,Literacy Education,Teaching Methods,Discussion (Teaching Technique),Learning Strategies,Student Characteristics,Intervention,Scores

The struggles of students in the United States to comprehend non-fiction science text are well documented. Middle school students, in particular, have minimal instruction in comprehending nonfiction and flounder on assessments. This article describes the development process of the Readorium software, an interactive web-based program being developed to assist students with comprehension of science text. The program incorporates research-based recommendations for effective reading comprehension suggested by the Institute of Education Science (IES). Efforts to turn the IES recommendations into a coherent software product that motivates learners are described, as is the process of incorporating student and teacher feedback to improve the usability of the product. Preliminary results suggest that the program operates efficiently, motivates students, and may substantially impact student comprehension of science text.
The Impact of Institutional Factors on the Relationship Between High School Mathematics Curricula and College Mathematics Course-Taking and Achievement
Author: Harwell, Michael
Date: 2013-03-00
Type: Journal Articles
Subjects: Secondary School Mathematics,High Schools,College Mathematics,Course Selection (Students),Mathematics Achievement,Institutional Characteristics,Influences,Meta Analysis,Outcomes of Education,College Students,Hierarchical Linear Modeling

Meta-analytic methods were used to examine the moderating effect of institutional factors on the relationship between high school mathematics curricula and college mathematics course-taking and achievement from a sample of 32 colleges. The findings suggest that the impact of curriculum on college mathematics outcomes is not generally moderated by institutional characteristics such as selectivity and educational profile, providing evidence that the relationships between curriculum and college mathematics outcomes generalize to a range of colleges. The results inform college policies and practices for advising students on mathematics course-taking including enrollment in developmental courses, and high school mathematics curriculum selection. [Note: The title on the PDF is incorrect.]
Assessment Accommodations on Tests of Academic Achievement for Students Who Are Deaf or Hard of Hearing: A Qualitative Meta-Analysis of the Research Literature
Author: Cawthon, Stephanie
Date: 2013-00-00
Type: Journal Articles
Subjects: Testing Accommodations,Academic Achievement,Deafness,Hearing Impairments,Qualitative Research,Meta Analysis,Literature Reviews,Databases,Educational Environment,Scores,American Sign Language,Test Items,Computer Assisted Testing,Standardized Tests,Student Characteristics,Validity,Elementary Secondary Education

The authors conducted a qualitative meta-analysis of the research on assessment accommodations for students who are deaf or hard of hearing. There were 16 identified studies that analyzed the impact of factors related to student performance on academic assessments across different educational settings, content areas, and types of assessment accommodations. The meta-analysis found that the results of analyses of group effects of accommodated versus unaccommodated test formats are often not significant, test-level factors exist that can affect how students perceive the assessments, and differences exist in how test items function across different conditions. Student-level factors, including educational context and academic proficiency, influence accommodations' role in assessment processes. The results of this analysis highlight the complexity of and intersections between student-level factors, test-level factors, and larger policy contexts. Findings are discussed within the context of larger changes in academic assessment, including computer-based administration and high-stakes testing. [The full text of this article is available as a Grantee Submission, ED555688.]
Effects of Expanded and Standard Captions on Deaf College Students&apos; Comprehension of Educational Videos
Author: Stinson, Michael S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,College Students,Layout (Publications),Educational Media,Video Technology,Comprehension,Pretests Posttests,Interviews,Learning,Achievement Gains,Instructional Effectiveness,Student Attitudes

Twenty-two college students who were deaf viewed one instructional video with standard captions and a second with expanded captions, in which key terms were expanded in the form of vocabulary definitions, labeled illustrations, or concept maps. The students performed better on a posttest after viewing either type of caption than on a pretest; however, there was no difference in comprehension between standard and expanded captions. Camtasia recording software enabled examination of the extent to which the students accessed the expanded captions. The students accessed less than 20% of the available expanded captions. Thus, one explanation for the lack of difference in comprehension between the standard and expanded captions is that the students did not access the expanded captions sufficiently. Despite limited use of the expanded captions, the students stated, when interviewed, that they considered these captions beneficial in learning from the instructional video.
Accommodations Quality for Students Who Are d/Deaf or Hard of Hearing
Author: Cawthorn, Stephanie W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Accommodations (Disabilities),Deafness,Hearing Impairments,Secondary School Students,College Students,National Surveys,Focus Groups,Postsecondary Education,Secondary Education,Transitional Programs,Online Surveys,Attitude Measures,Professional Personnel,Racial Differences,Ethnic Groups,Age Differences,American Sign Language,Language Proficiency,Interviews,Comorbidity,Disabilities,Deaf Interpreting,Video Technology,Notetaking,Assistive Technology

Students who are d/Deaf or hard of hearing often receive accommodations that are intended to increase access to the educational environment. The authors provide the results of a large national study of accommodations use in secondary and postsecondary settings. The article focuses on three aspects of accommodations use: access, quality, and consistency. The participants were 1,350 professionals working with a diverse group of students who were d/Deaf or hard of hearing in a variety of roles, including educators, administrators, interpreters, vocational rehabilitation agency staff, and allied service providers. Data were collected from both a national survey and a series of focus groups conducted over a 1-year period. The authors discuss the results in light of the crucial nature of accommodations during the transition into a variety of educational, training, and employment options.
Reference Materials in LIS Instruction: A Delphi Study
Author: Rabina, Debbie
Date: 2013-00-00
Type: Journal Articles
Subjects: Library Education,Information Services,Reference Materials,Delphi Technique,Library Instruction,Pretesting,Expertise

This paper presents the results of a Delphi study conducted over a two-month period in 2011. The purpose of the study was to identify reference sources that should be covered in basic reference courses taught in LIS programs in the United States. The Delphi method was selected for its appropriateness in soliciting expert opinions and assessing the relative salience of issues and is considered appropriate for investigating questions that can benefit from subjective input from a group of highly qualified experts. The study included one pre-test round with six experts. After refining the instruments, four rounds were conducted using a panel of twelve experts. The panel of experts was composed of librarians in different types of libraries who have regular experience in providing reference services and reference instruction in LIS. Results show consensus and a high level of agreement on 54% of the resources presented to the list. In addition to the numeric data, the study includes qualitative comments from the experts that explain and justify their choices. A bibliography is included.
Improving Academic Success for Undecided Students: A First-Year Seminar/Learning Community Approach
Author: Tampke, Dale R.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Freshmen,First Year Seminars,Academic Achievement,Success,At Risk Students,Academic Persistence,Communities of Practice,Intervention,Program Descriptions,Program Development,Outcomes of Education,Grade Point Average,School Holding Power,Comparative Analysis,Experimental Groups,Control Groups,Nonmajors,Majors (Students)

Undecided undergraduate students are often considered to be &quot;at risk&quot; for lower academic performance and lower retention rates than students with declared majors. First-year seminars and learning communities are two interventions the retention literature suggests can enhance the success of at-risk students. This paper summarizes the development, implementation, and preliminary assessment of an intervention directed toward undecided first-time-in-college (FTIC) students at University of North Texas. The intervention consists of enrollment in a first-year seminar or in a first-year seminar which is part of a learning community. The paper has three sections. The first section briefly summarizes the literature on undecided students, first-year seminars, and learning communities. The second section outlines the intervention including development of the seminar and the course pairings. The paper concludes with a summary of the success outcomes--GPA, percentage in good academic standing, and retention to the subsequent academic semester--for the students involved in the two interventions and a comparison group of undecided students. Preliminary data suggest better outcomes for students participating in the interventions than in the control group, but the study raises important questions about further research. The third section also includes recommendations for research and practice.
Properties of the Bayesian Knowledge Tracing Model
Author: van de Sande, Brett
Date: 2013-00-00
Type: Journal Articles
Subjects: Bayesian Statistics,Markov Processes,Student Evaluation,Probability,Computation,Learning Processes,Prediction,Maximum Likelihood Statistics,Equations (Mathematics),Mathematical Models

Bayesian Knowledge Tracing is used very widely to model student learning. It comes in two different forms: The first form is the Bayesian Knowledge Tracing &quot;hidden Markov model&quot; which predicts the probability of correct application of a skill as a function of the number of previous opportunities to apply that skill and the model parameters. We present an analytical solution to this model and show that it is, in fact, a function of three parameters and has the functional form of an exponential. The second form is the Knowledge Tracing &quot;algorithm&quot; which uses student performance at each opportunity to apply a skill to update the conditional probability that the student has learned that skill. We use a fixed point analysis to study solutions of this model and find a range of parameters where it has the desired behavior.
The Potentials of Educational Data Mining for Researching Metacognition, Motivation and Self-Regulated Learning
Author: Winne, Philip H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Data Analysis,Metacognition,Motivation,Learning Strategies,Research Problems,Educational Research

Our article introduces the &quot;Journal of Educational Data Mining's&quot; Special Issue on Educational Data Mining on Motivation, Metacognition, and Self-Regulated Learning. We outline general research challenges for data mining researchers who conduct investigations in these areas, the potential of EDM to advance research in this area, and issues in validating findings generated by EDM.
Mining the Dynamics of Student Utility and Strategy Use during Vocabulary Learning
Author: Pavlik, Philip I., Jr.
Date: 2013-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Learning Strategies,Predictor Variables,Scores,Factor Analysis,Profiles,Student Surveys,Student Attitudes,Metacognition,Comparative Analysis,Sociocultural Patterns,Instructional Materials,Chinese,Intelligent Tutoring Systems,Second Language Learning,Second Language Instruction,Likert Scales,Statistical Analysis,Systems Approach,Computational Linguistics,College Students,Computer Simulation

This paper describes the development of a dynamical systems model of motivation and metacognition during learning, which explains some of the practically and theoretically important relationships among three student engagement constructs and performance metrics during learning. In order to better calibrate and understand the model, the model was also fit with additional fixed factor predictors determined from the factor scores from a factor analysis of the pre-survey given to students. This work mined data from computerized adaptive flashcard learning system to create the dynamical systems model. This flashcard practice included pop-up survey questions on the students experience of recent easiness, strategy use, and usefulness, in addition to the correctness performance data for the practice. The dynamical systems model of this data was then used to simulate various student profiles to predict how they would experience the flashcard system. These simulations show how strategy use in this task is crucial because of the ways it influences performance and perceived usefulness. In the model, this result is shown by a bifurcation for higher and lower strategy use, where the higher strategy use equilibrium is accompanied by performance predictions suggesting learning that is more efficient. In addition, we examined the implications of our data for the flow theory of optimal experience by testing models of this theory and comparing it to a Vygotskian perspective on the results.
Mining Data from Interactions with a Motivational-Aware Tutoring System Using Data Visualization
Author: Rebolledo-Mendez, Genaro
Date: 2013-00-00
Type: Journal Articles
Subjects: Data Analysis,Intelligent Tutoring Systems,Student Motivation,Interaction,Student Behavior,Scaffolding (Teaching Technique),Graphs,Feedback (Response),Elementary School Students,Elementary School Science,Ecology,Science Instruction,Foreign Countries

Tutoring systems are a common tool for delivering educational content and recent advances in this field include the detection of and reaction to learners' motivation. A data set derived from interactions in a tutoring system and its motivationally-aware variant provided opportunities to discover patterns of behavior in connection with motivational feedback. The data collected consists of individual log files capturing the behavior of the learner during his/her interaction with the system. To mine this data, techniques were employed to discover patterns of interest when motivational scaffolding was provided by the tutoring system. A graph was constructed to visualize these patterns and to identify significant transitions derived from dyads of actions. This is a first step towards analyzing behaviors when motivational scaffolding is provided in a tutoring system. Work for the future consists of investigating the patterns' impact on learning with the motivationally-aware tutoring system.
Clustering Educational Digital Library Usage Data: A Comparison of Latent Class Analysis and K-Means Algorithms
Author: Xu, Beijie
Date: 2013-00-00
Type: Journal Articles
Subjects: Electronic Libraries,Use Studies,Multivariate Analysis,Data Analysis,Comparative Analysis,Factor Analysis

This article examines clustering as an educational data mining method. In particular, two clustering algorithms, the widely used K-means and the model-based Latent Class Analysis, are compared, using usage data from an educational digital library service, the Instructional Architect (IA.usu.edu). Using a multi-faceted approach and multiple data sources, three types of comparisons of resulting clusters are presented: (1) Davies-Bouldin indices, (2) clustering results validated with user profile data, and (3) cluster evolution. Latent Class Analysis is superior to K-means on all three comparisons. In particular, LCA is more immune to the variance of feature variables, and clustering results turn out well with minimal data transformation. Our research results also show that LCA perform better than K-means in terms of providing the most useful educational interpretation for this dataset.