ethanporcaro/eric-fulltext-meta huggingface dataset:
A Case Study Tracing the Design Iteration Trajectory in a Youth Game Design Summer Camp
Author: Valentine, Keri D.
Date: 2018-04-13
Type: Speeches/Meeting Papers
Subjects: Case Studies,Summer Programs,Educational Games,Design,Video Games,Feedback (Response),Teamwork,Game Theory,Design Preferences,Educational Environment,Youth Programs,Systems Approach,Attitude Change,Interactive Video,Secondary Education

The case study research reported in this paper followed the iterative design trajectory of youth game designers (ages 11-17) in a week-long summer game design camp, focused on the fundamentals of video game design. Drawing on data from a daily conceptual pitch and feedback activity, the research team traced the iterative design trajectory for one team, providing a detailed case study. Findings detail two major iterations within their week-long design trajectory following their shift from initial concepts to interacting systems and their increased focus on player experience. These trajectories were analyzed in relation to a learning environment design framework that informed the camp, explicating the ways these youth game designers engaged in practices, thinking, and dispositions important to game design.
Manifestations of Middle School Learners&apos; Problematization Activity Using &quot;Flatland&quot; as a Case of Alternative Perspective
Author: Valentine, Keri Duncan
Date: 2016-04-09
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Educational Environment,Spatial Ability,Grade 8,Secondary School Mathematics,Mathematical Concepts,Mathematics Activities,Phenomenology,Problem Solving,Geometry,Case Studies,Attitude Change,Interviews,Electronic Mail,Observation,Transcripts (Written Records),Student Journals,Films,Didacticism,Questioning Techniques,Qualitative Research,Educational Strategies,Mathematics Education

In order to address concerns with the underrepresentation of spatial thinking in K-12 curricula, (National Research Council, 2006), Valentine and Kopcha (in press) designed and implemented a learning environment integrating cases as alternative perspective (Jonassen, 2011) in the context of eighth-grade mathematics. The design aimed to provide learners opportunities to investigate multiple representations of space and dimension concepts. Among the seventy cases, &quot;Flatland: The Movie&quot; (Caplan, Wallace, Travis, &amp; Johnson, 2007) and &quot;Flatland: A Romance of Many Dimensions&quot; (Abbott, 1885/1991) operated as sources for learners' mathematization activity. This paper shares phenomenological manifestations of learners' experiences, focusing on their problematization of space and perspective concepts. Learners' problematization was captured as classroom discourse, student blog postings, and phenomenological interviews. Data indicates that both versions of &quot;Flatland&quot; acted as provocation tools, led to impasses, and operated as a source for questions and conjectures.
The New Teacher Experience: An Autoethnography
Author: Kraiter, Sara C.
Date: 2017-12-17
Type: Reports - Descriptive
Subjects: Beginning Teachers,Teaching Experience,Autobiographies,Ethnography,Teacher Orientation,Teacher Behavior,Peer Relationship,Bullying,Emotional Response,Teacher Burnout,Resilience (Psychology),Teacher Role,Reflective Teaching

This autoethnography discusses the trials and wonders of joining the teacher force fresh from college. It is a first-hand account of the author's experiences, as well as stories from other teachers the author has met along her journey. The article demonstrates the education field's attempts and failures at helping the new staff transition into the life of a teacher, and original staff's treatment and initiations for the new staff joining their building. Additionally, the author writes of new teacher bullying that has become commonplace in many school districts throughout America. While the article addresses the issues of being a new teacher in today's American school, it also addresses the lack of solutions available to help end the emotional pandemic.
Literature Circle Modules in the High School Classroom and Their Effect on Student Engagement
Author: Kraiter, Sara C.
Date: 2017-05-00
Type: Reports - Research
Subjects: Language Arts,Teaching Methods,Group Discussion,Discussion (Teaching Technique),High School Students,English Instruction,Communities of Practice,Scoring Rubrics,Student Participation,Learning Modules,Action Research,Learner Engagement,Grade 9,Grade 10,Qualitative Research,Statistical Analysis

Student-led discussion modules are the bread and butter of the language arts classroom; however, teachers are currently limited to very few techniques to choose from, such as large class Socratic Seminars and fish bowls, or small group literature circles. In order to determine which of these discussions are more successful for students, each technique needed to be implemented in a classroom setting for the collection of data. This study focused specifically on small group discussions in the high school English classroom, beginning with the original Daniels' Literature Circle model. Five additional modules were then selected and implemented as well. Of the modules included, two utilized the individual role sheet format first proposed in the 1980s: Daniels' model and a modified rendition. The four other examined modules included a Miniature Socratic Seminar, Pinwheel Discussion, New Teacher Discussion, and Totally Ten Discussion. Data were collected regarding the depth of student discussion during each module through the use of a discussion rubric created for this study; the percentage levels of student engagement throughout each module were also collected and recorded. The data included the execution of the six aforementioned modules in six different high school teachers' classrooms, as well as the student and teacher reflections collected immediately after each application. This action research found that the traditional literature circle module is obsolete and the role is unnecessary for student success; instead, the two most successful modules were found to be the Pinwheel Discussion and the Miniature Socratic Seminar.
Flowers or Flowering Plants?: Determining Alternative Frameworks and Sources of These in Elementary School
Author: Ðlkörücü-Göçmençelebi, Sirin
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Science,Grade 6,Plants (Botany),Public Schools,Qualitative Research,Freehand Drawing,Illustrations,Scientific Concepts,Concept Formation,Foreign Countries,Experience,Visual Perception,Interviews,Questionnaires

This study aimed to determine the alternative frameworks of elementary school 6th grade students (aged 12-13) regarding the &quot;flower&quot; organ (alternative frameworks) and sources of these alternative frameworks. A total of 158 students from 3 public schools in the province of Bursa participated in the study. In this descriptive and qualitative study 3 open-ended questions were asked, a drawing was made and 7 plant illustrations were used. As a conclusion, it was observed from the students' answers to the questions, the drawings and comments on the illustration that the most prominent alternative frameworks were those of using the flower, the reproductive organ of the plant, in place of the flowering plant, classifying it as a separate plant class and defining its reproductive function as helping reproduction, especially through its color and odor. It was determined that these alternative frameworks resulted more frequently from daily experiences and visual perceptions in real life, incorrect structuring of scientific knowledge given in the teaching environment and from cultural language.
Evaluating Primary School Student&apos;s Deep Learning Approach to Science Lessons
Author: Ilkörücü Göçmençelebi, Sirin
Date: 2012-00-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Science,Science Instruction,Scientific Attitudes,Student Attitudes,Grade 6,Grade 7,Grade 8,Foreign Countries,Elementary School Teachers,Likert Scales,Regression (Statistics),Correlation,Transformative Learning,Learner Engagement,Academic Achievement,Statistical Analysis

This study examines the variables which help direct students to a deep learning approach to science lessons, with the aim of guiding programmers and teachers in primary education. The sample was composed of a total of 164 primary school students. The Learning Approaches to Science Scale developed by Ünal (2005) for Science and Technology lessons as a four-point Likert scale was used in the research. It was found that the students who preferred a deep learning approach decreased in number with a higher grade level, enjoyed answering science questions and used the internet for research purpose. Moreover, a deep learning approach to science lessons is related to enjoyment of science lessons and the attitude of finding science lessons necessary.
The Effectiveness of the Dramatic Activities in the Development of the Oral Performance Skills of Prep Students in English
Author: Zayed, Jihan El-Sayed Ahmed
Date: 2003-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Drama,Oral Language,English (Second Language),Second Language Learning,Second Language Instruction,Pretests Posttests,Experimental Groups,Control Groups,Story Telling,Puppetry,Pronunciation,Vocabulary Development,Comparative Analysis,Language Skills,Language Tests,Scores,Grammar,Females,Secondary School Students,Foreign Countries,Teaching Methods

The goal of this study was to determine the effect of using some dramatic activities on developing the oral performance skills of second year prep school students in English. The dramatic activities included storytelling, story-acting, pantomime, puppetry, role-playing, reader's theater and choral reading. The oral performance skills were &quot;pronunciation&quot;, &quot;vocabulary&quot;, &quot;word-formation&quot;, &quot;grammar&quot; and language functions. To investigate the problem of the study, the experimental design was adopted. Seventy-eight girls of second year prep students in two classes from Sammanoud Prep School for Girls were chosen as the subjects of the study. The two classes were randomly assigned to either the experimental or the control group. The experimental group was taught the first term units including stories of Hello! 4 using the dramatic activities. On the other hand, the control group studied these units as recommended by the Ministry of Education. The two groups were pretested and posttested on their oral performance skills. For investigating the differences between the mean scores of the experimental group and those of the control group on the oral performance pre- and post-test, the t-test for independent samples was applied. The results demonstrated that there were statistically significant differences between the mean score of the experimental group and those of the control group on the oral performance post-test favoring the experimental group in the oral performance in general and in the skills of &quot;pronunciation&quot;, &quot;word-formation&quot;, &quot;grammar&quot; and &quot;language functions&quot;. Based upon these findings and in the light of the t-values of the pre- and post-testing for each skill of both the experimental and control groups, it was concluded that using the dramatic activities is highly effective in developing the oral performance skills of second year prep students in English.
B.C. Bachelor&apos;s Degree Completers of 2013/2014: A Longitudinal Research Study from the Student Transitions Project
Author: Heslop, Joanne
Date: 2015-10-07
Type: Reports - Research
Subjects: Foreign Countries,Bachelors Degrees,Longitudinal Studies,Transitional Programs,Success,Postsecondary Education,Kindergarten,Progress Monitoring,Student Mobility,College Transfer Students,Enrollment Rate,Graduation Rate,College Graduates,Academic Persistence,Student Characteristics,Demography,Institutional Characteristics,Geographic Distribution,Intellectual Disciplines,Time to Degree,College Bound Students,Stopouts,Credentials,Dual Enrollment,Elementary Secondary Education

The Student Transitions Project is British Columbia's collaborative research project that measures student success from the K-12 to post-secondary systems. This effective system-wide partnership, involving B.C.'s education and advanced education ministries and public post-secondary institutions, is tracking student success by reporting on student transition rates to post-secondary education, student mobility among postsecondary institutions, and postsecondary completion and retention rates. STP is managed by a steering committee with representation from the two education ministries, public institutions and the B.C. Council on Admissions and Transfer (BCCAT). This report provides key research findings from a recent analysis of 22,655 students who completed a Bachelor's degree in the B.C. public post-secondary system in academic year 2013/2014. The study was conducted by the Student Transitions Project (STP), a collaborative research partnership. The study addresses a number of research questions about the background and qualifications of these students, with a primary focus on their complex pathways through other post-secondary institutions, programs and credentials in their journey towards earning a Bachelor's degree in 2013/2014.
It&apos;s All Relative: How NCLB Waivers Did--And Did Not--Transform School Accountability. Education Policy Program
Author: Hyslop, Anne
Date: 2013-12-00
Type: Reports - Research
Subjects: Educational Legislation,Federal Legislation,Accountability,Compliance (Legal),Educational Change,Educational Improvement,Standards,Alignment (Education),Preferences

After years of contesting that No Child Left Behind (NCLB) was broken and that it forced them to identify too many schools, or the wrong schools, for improvement, over forty states have been granted waivers from the U.S. Department of Education. These waivers give them the flexibility to design new accountability and improvement schemes rather than abide by federal rules. Under waiver accountability, however, the &quot;standard&quot; is often based on the number of schools that must be identified, rather than their level of performance. States must intervene in at least 15 percent of their Title I schools (those schools serving predominantly low-income students) by naming them as priority or focus schools. Using school improvement data from over 20,000 schools in 16 states, this report shows how the 15 percent framework, and states' choices within it, changed the identification of schools for improvement during the transition from NCLB to waivers. [This report was written with the assistance of Kevin Carey.]
Intervention for College Attendance Program: 2011-2012 Report
Author: Walters, Nancy
Date: 2013-01-15
Type: Tests/Questionnaires
Subjects: Higher Education,Intervention,College Preparation,Enrichment Activities,Course Selection (Students),Student Participation,Graduation,Parent Participation,College Attendance,Parent School Relationship,High Schools,Grants,Colleges,High School Students,Middle School Students,Tutoring,Tutors,Summer Programs,Career Exploration,Career Awareness,Program Effectiveness,Educational Finance,College Students,Student Recruitment,Test Preparation,Career Planning,College Entrance Examinations,Academic Persistence,School Holding Power,Disproportionate Representation,Counseling,Mentors,English (Second Language),English Language Learners,School Orientation,College Admission,Student Financial Aid,Financial Support,College Readiness,At Risk Students,Access to Education

Minnesota's Intervention for College Attendance Program (ICAP) is a program of competitive grants awarded to postsecondary institutions, professional organizations and community-based organizations. Funded programs focus on increasing the access and success of groups traditionally underrepresented in higher education by strengthening their preparation and aptitude for postsecondary success. The higher education omnibus bill for 2010-2011 gave ICAP a focus on continuity of program services and collection of data to measure program outcomes. That bill required that the January 2011 report to the Legislature include documentation of need for future services. That information was provided; and programs implemented for the 2010, 2011, 2012 and 2013 fiscal years were funded to support continuity of program services and were required to continue data collection on outcomes of project services. The statute indicates that by January 15 of each odd-numbered year, the Minnesota Office of Higher Education shall submit a report to the committees in the Legislature with jurisdiction over higher education finance regarding the grant recipients and their activities. This report provides the requested information on ICAP activity from the 2011-12 biennium. [For the 2009-2010 report, see ED529203.]
Connections 2017: Experiments in Democratic Citizenship
Author: Gilmore, Melinda, Ed.
Date: 2017-00-00
Type: Collected Works - Serial
Subjects: Democracy,Citizenship Education,Neighborhoods,Child Rearing,Parks,Citizen Participation,Civics,Citizenship Responsibility,School Community Relationship,College Presidents,Parent Participation,Public Schools,Libraries,Public Opinion,Superintendents,Community Organizations,School Community Programs,Journalism,Community Development,Social Networks,Entrepreneurship,Participative Decision Making,Science and Society

The Kettering Foundation is a nonprofit, operating foundation rooted in the American tradition of cooperative research. The foundation seeks to identify and address the challenges to making democracy work as it should through interrelated program areas that focus on citizens, communities, and institutions. Each issue of this annual newsletter focuses on a particular area of the foundation's research. The focus of this 2017 issue is Democratic Citizenship, and the following articles are included: (1) Countering Democracy's Challenges (David Mathews); (2) The Educating Neighborhood: How Villages Raise Their Children (John McKnight); (3) Recasting the Narratives That Shape Our Public Life (Paula Ellis); (4) Park Life: Experimenting with Democracy and Civic Engagement in Cincinnati's Oldest Public Park (David Siders); (5) Being a Civically Engaged College That Contributes to Democratic Ways of Living: Reflections of a College President (Adam Weinberg). (6) Parents for Public Schools: Encouraging Educational Citizenship (Joann Mickens); (7) Becoming a Catalyst for Civic Learning (Betty Knighton); (8) Public Deliberation, Historic Decisions, and Civic Education: A Journey with a Presidential Library (Kathleen Pate); (9) Science and the Cultivation of Public Judgment (Daniel Sarewitz); and (10) How I Learned What Not to Do as a School Superintendent (Charles Irish).
Presentation of Valid Correlations in Some Morphological Variables and Basic and Specific Motor Skills in Young People Aged 13-14 Years Engaged in Basketball
Author: Miftari, Florian
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Psychomotor Skills,Team Sports,Foreign Countries,Early Adolescents,Morphology (Languages),Physical Education,Athletics

Study-research deals with younger students of both sexes aged 13-14, who, besides attending classes of physical education and sports, also practice in basketball schools in the city of Pristina. The experiment contains a total of 7 morphological variables, while four tests of basic motion skills and seven variables are from specific motion skills. In this study, the verification and analysis of the correlation of morphological characteristics and basic and situational motor skills in both groups of both sexes (boys and girls) were treated. Based on the results obtained between several variables, valid correlations with high coefficients are presented, whereas among the variables are presented correlations with optimal values. The experimentation in question includes the number of 80 entities of both sexes; the group of 40 boys and the other group consisting of 40 girls who have undergone the tests for this study-experiment.
Technology Enhanced Learning: A Case Study of NPTEL
Author: Nitonde, Rohidas
Date: 2018-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Case Studies,Higher Education,Educational Trends,Electronic Learning,National Programs,Program Evaluation,Educational Practices,Course Content,Foreign Countries

Technology Enhanced Learning (TEL) is a major 21st century trend in Higher Education. There are several government initiatives in India towards e-learning. National Programme on Technology Enhanced Learning (NPTEL) is one of the major initiatives. The present paper is an assessment of various aspects of this programme. It aims at evaluating the major outcomes of the project. No one is left behind in this revolution, not only developed nations but also developing countries like India have also adopted educational technology. There are enough measures adopted by the MHRD to facilitate technology enhanced learning. National Programme on Technology Enhanced Learning (NPTEL) is one of the major initiatives in India. In last few years it has provided e-learning platform to millions of learners. This is a joint venture of IITs and IISc. Intervention of technology in the field of education has innovative applications that contribute significantly to the overall quality enhancement exercise in higher education. There are several aspects of it to enable, educate and empower people. The basic objective of science and engineering education in India is to devise and guide reforms that will transform India into a strong and vibrant knowledge economy. In this context, the focus areas for NPTEL project have been: a) higher education, b) professional education, c) distance education d) continuous and open learning.
Foundations of Observation: Considerations for Developing a Classroom Observation System That Helps Districts Achieve Consistent and Accurate Scores. MET Project, Policy and Practice Brief
Author: Joe, Jilliam N.
Date: 2013-06-00
Type: Guides - General
Subjects: Classroom Observation Techniques,Teacher Evaluation,Evaluators,Training,Certification,Test Construction,Test Selection

The purpose of this paper is to provide states and school districts with processes they can use to help ensure high-quality data collection during teacher observations. Educational Testing Service's (ETS's) goal in writing it is to share the knowledge and expertise they gained: (1) from designing and implementing scoring processes for the Measures of Effective Teaching (MET) project, which used content-neutral and content-specific observation instruments for measuring teacher practice; and (2) from other experiences they have had with observation systems. The authors broadly outline what is involved in setting up such a system, including considerations related to selecting an observation instrument, training observers, certifying observer proficiency, and conducting post-training observations of classroom practice.