ethanporcaro/eric-fulltext-meta huggingface dataset:
Linear Spatial-Numeric Associations Aid Memory for Single Numbers
Author: Opfer, John
Date: 2019-02-00
Type: Journal Articles
Subjects: Numbers,Memory,Preschool Children,Recall (Psychology),Cognitive Processes,Computation,Correlation,Color,Age Differences,Accuracy

Memory for numbers improves with age. One source of this improvement may be learning linear spatial-numeric associations, but previous evidence for this hypothesis likely confounded memory span with quality of numerical magnitude representations and failed to distinguish spatial-numeric mappings from other numeric abilities, such as counting or number word-cardinality mapping. To obviate the influence of memory span on numerical memory, we examined 39 3- to 5-year-olds' ability to recall one spontaneously produced number (1-20) after a delay, and the relation between numeric recall (controlling for non-numeric recall) and quality of mapping between symbolic and non-symbolic quantities using number-line estimation, give-a-number estimation, and counting tasks. Consistent with previous reports, mapping of numerals to space, to discrete quantities, and to numbers in memory displayed a logarithmic-to-linear shift. Also, linearity of spatial-numeric mapping correlated strongly with multiple measures of numeric recall (percent correct and percent absolute error), even when controlling for age and non-numeric memory. Results suggest that linear spatial-numeric mappings may aid memory for number over and above children's other numeric skills.
Analysis of Realistic Mathematics Education Studies Carried out in Turkey: A Document Analysis Research
Author: Kaleli-Yilmaz, Gül
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Educational Research,Teaching Methods,Relevance (Education),Research Methodology,Theses,Instructional Effectiveness,Elementary Secondary Education

The goal of this research is to analyze the Realistic Mathematics Education (RME) studies conducted in Turkey through document analysis and to reveal what a trend is. In the research, 89 studies, including 18 articles, 71 theses, selected with a purposeful sampling method, published between 2002 and 2020, were analyzed. In the selection of the studies, Google Academic search engine, TÜBITAK ULAKBIM DergiPark, YÖK National Thesis Center databases were used. All of the studies were examined through type, year, purpose, method, sample, data collection tools, subject areas, results via content analysis. The data are presented in tables using frequency and codes. Most of the studies consist of master theses, examining the effect on success, using experimental method is preferred. When the results are examined it is seen that applications for RME generally increase the success and permanence of the information and have a positive effect on skills such as attitude, motivation, prediction. The teacher candidates were suggested to have activities based on RME, teachers are to be given in-service training.
Chants in EFL Vocabulary Instruction with Young Learners: Potential, Composition and Application
Author: Cedeño, Cindy
Date: 2021-00-00
Type: Journal Articles
Subjects: Singing,Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Phonological Awareness,Pronunciation,Language Processing,Teaching Methods,Retention (Psychology),Musical Composition,Guidelines,Intonation,Phonemes,Young Children

Songs and chants in EFL education are both artistic and pedagogical acts belonging to the same family of musical expressions, whose practical use in the classroom is not unfamiliar among teachers. Nevertheless, little effort has been made to distinguish between each other. In this sense, the popularity of songs in the context of EFL/ESL education is well-manifested in research, especially in the context of young learners' teaching, yet little has been said regarding chants in formal studies. The nature of chants entails a less complex musical composition, which lends itself to favoring language development both receptively and productively. While both singing and chanting as pedagogical resources are found positive in learning a new language in aspects such as phonological awareness, pronunciation, word retrieval, and other linguistic functions; it seems that chanting works exceptionally well for stimulating young learners' vocabulary retention, which is a capacity associated with long-term memory. The ease and novelty of conveying language in an unconventional fashion allowed by chanting, afford for simplified and fun repetitions and production of the target language, which may represent the virtues responsible for its positive impact on the young learners' vocabulary learning. Practical recommendations for composing chants and guiding teaching activities based on them are explained.
The Earliest Collegiate Schools of Business in the United States
Author: Applegate, Edd
Date: 2022-01-18
Type: Reports - Descriptive
Subjects: Business Schools,Educational History,Business Administration Education,Accreditation (Institutions),Higher Education

This paper discusses the earliest collegiate academic programs in the United States that offered courses on business. These academic programs differed (1) in size based on the disciplines and the number of courses offered and (2) in name. Regarding the latter, a few academic programs were departments, some were schools, and some were colleges. Several institutions of higher education offered various courses in business, but they did not necessarily establish a department, school, or college of business or commerce until many years later.
Who Uses More Strategies? Linking Mathematics Anxiety to Adults&apos; Strategy Variability and Performance on Fraction Magnitude Tasks
Author: Sidney, Pooja G.
Date: 2018-00-00
Type: Reports - Research
Subjects: Adults,Fractions,Mathematics Anxiety,Short Term Memory,Mathematics Skills,Accuracy,Error Patterns,Computation,Mathematical Logic,Problem Solving,Correlation,College Students,Mathematics Achievement

Adults use a variety of strategies to reason about fraction magnitudes, and this variability is adaptive. In two studies, we examined the relationships between mathematics anxiety, working memory, strategy variability and performance on two fraction tasks: fraction magnitude &quot;comparison&quot; and &quot;estimation.&quot; Adults with higher mathematics anxiety had lower accuracy on the comparison task and greater percentage absolute error (PAE) on the estimation task. Unexpectedly, mathematics anxiety was not related to variable strategy use. However, variable strategy use was linked to more accurate magnitude comparisons, especially among adults with lower working memory performance or those who use mathematics less frequently, as well as lower PAE on the estimation task. These findings shed light on the role of strategy variability in fraction problem solving and demonstrate a link between mathematics anxiety and fraction magnitude reasoning, a key predictor of general mathematics achievement. [This is the online version of an article published in &quot;Thinking &amp; Reasoning&quot; (ISSN-1354-6783).]
Impact Evaluation of EMPOWER: Expanding Magnet Program Options and Widening Education Reach
Author: Stevenson, Olivia
Date: 2021-09-00
Type: Reports - Research
Subjects: Magnet Schools,Low Income Students,Literacy,Mathematics Achievement,Program Effectiveness,Social Emotional Learning,Academic Support Services,Family School Relationship,Culturally Relevant Education,Faculty Development,Immersion Programs,STEM Education,Advanced Placement Programs,Elementary Schools,Middle Schools,High Schools,English Language Learners,Elementary School Students,Middle School Students,High School Students

EMPOWER was an Investing in Innovation (i3) development grant awarded to Cabarrus County Schools by the Office of Innovation and Improvement, U.S. Department of Education. EMPOWER provided social-emotional, academic, and non-cognitive supports in magnet school settings to students from low-income families. Family engagement and teacher professional learning on cultural responsiveness were key pillars of the EMPOWER program. A dual-language immersion plus rigor model was implemented at treatment elementary schools while a STEM or IB model was implemented at treatment secondary schools. Literacy skills were assessed for the elementary study using the DIBELS standardized assessment. Math achievement was assessed for the secondary study using standardized statewide math test scores. The impact evaluation used a longitudinal quasi-experimental design (QED) to examine the effect of EMPOWER on literacy skills and math achievement. Hierarchical linear modeling was run to analyze outcomes for EMPOWER students compared to a matched sample of comparison students with similar baseline scores who participated in business-as-usual, traditional academic instruction. Results showed no statistically significant impact on literacy skills or math achievement. [The report was submitted to the Cabarrus County (NC) Schools.]
Exploring Fairminded Critical Thinking in Argumentative Writing with Chinese EFL Users: Teaching Model and Rubric Design
Author: Santos, Luis F.
Date: 2021-12-00
Type: Journal Articles
Subjects: Critical Thinking,Persuasive Discourse,Second Language Learning,Second Language Instruction,English (Second Language),Ethics,Writing (Composition),Intervention,Writing Instruction,Teaching Methods,Undergraduate Students,Content Analysis,Scoring Rubrics,Writing Evaluation,Accuracy,Pretests Posttests,Foreign Countries

&quot;Fairminded critical thinking&quot; (FCT) is an alternative to traditional critical thinking conceptions as it places greater emphasis on ethical reasoning. Argumentative writing can provide a means to observe and cultivate such thinking qualities. This study introduces a non-linear instructional model to teach FCT, and through a small-scale intervention, explores its potential for developing four FCT intellectual standards in argumentative writing (intellectual accuracy, depth, breadth, and logic) with a group of Chinese university English (EFL) users. Adopting a one-group, pretest-posttest exploratory design, writing samples were assessed with a locally created rubric tool which was also triangulated through an adapted content analysis. Overall, pretest writing samples showed that some thinking skills had already been developed, yet there was a tendency toward one-sided argumentation and the use of informal evidence to justify claims, frequently culminating in a persuasive defense of one position. On the posttest, logic was the only intellectual standard that showed a more noticeable improvement, potentially attributed to the teaching model, representing development of a more moderated, multi-sided articulation of logic. These findings provide impetus for a discussion of how FCT can be further taught and assessed. Theoretical and methodological implications of FCT as a non-traditional approach to critical thinking and argumentation are discussed.
Cowen Institute Poll Brief: New Orleans Families&apos; Response to COVID-19 in K-12 Education
Author: Tulane University, Cowen Institute
Date: 2021-11-00
Type: Reports - Research
Subjects: Public Education,COVID-19,Pandemics,Elementary Secondary Education,Parent Attitudes,Student Attitudes,Teacher Attitudes,Immunization Programs,Hygiene,Board of Education Role,School Role,Screening Tests,Racial Differences,Ethnicity,Family Attitudes,School Closing,Distance Education,Electronic Learning,Socioeconomic Status,Family Income,Parent Background,Educational Attainment,Institutional Characteristics,Gender Differences,Public Opinion

Since 2007, the Cowen Institute has conducted annual polls on perceptions of public education in New Orleans. These polls have served to provide insight on how parents, guardians, and the general public feel about the most relevant issues related to New Orleans' highly decentralized K-12 public education system. In previous editions of the poll, we have presented findings for a given year in a single comprehensive report. However, this year, we will stagger the release of a series of topical briefs to prioritize the most timely findings. The first brief in the series examines perceptions of how the COVID-19 pandemic has impacted New Orleans students, families, schools, and educators -- a topic that was also a major focus of our 2020 poll. This brief provides insights into how those respondents feel about a range of topics related to COVID-19 and education, including vaccine and mask mandates, how schools have responded to the pandemic, as well as the impact of the pandemic on the lives of their children. Upcoming briefs will address respondents' attitudes towards other aspects of New Orleans public education system.
Cowen Institute Poll Brief: New Orleans Parents&apos; Opinions on Public K-12 Education
Author: Tulane University, Cowen Institute
Date: 2022-01-00
Type: Reports - Research
Subjects: Public Education,Public Opinion,Elementary Secondary Education,Parent Attitudes,Educational Quality,School Districts,Charter Schools,Socioeconomic Influences,Gender Differences,Parent Background,Educational Attainment,Racial Differences,Ethnicity,Family Income

Since 2007, the Cowen Institute has conducted annual polls on perceptions of public education in New Orleans. These polls have served to provide insight on how parents, guardians, and the general public feel about the most relevant issues related to New Orleans' highly decentralized K-12 public education system. In previous editions of the poll, we have presented all of the findings for a given year in a single comprehensive report. This year, to expedite the release of the most timely findings, we are releasing a series of briefs covering different topic areas. This is the second brief in that series and examines parents' and guardians' overall feelings about the quality and features of K-12 public education in New Orleans. To capture the experiences and attitudes of a wide range of parents, as we did in 2020, we polled 1,000 public and private school parents and guardians in Orleans Parish, as well as those who homeschool their children. This brief provides insights into how those parents and guardians feel about a range of topics related to New Orleans' K-12 public education, including overall perceptions of New Orleans Public Schools (NOLA-PS, the local school board and authorizer for most charter schools in the city) and the performance of the city's charter schools. [For the first brief, &quot;Cowen Institute Poll Brief: New Orleans Families' Response to COVID-19 in K-12 Education,&quot; see ED617505.]
Trends and Issues in the Technical and Vocational Education in 10 Indo-Pacific Countries
Author: Lee, Lung-Sheng
Date: 2021-11-14
Type: Speeches/Meeting Papers
Subjects: Vocational Education,Educational Trends,Educational Technology,Technology Uses in Education,Access to Education,Enrollment Rate,Alignment (Education),College School Cooperation,Work Experience Programs,Competency Based Education,Vocational Education Teachers,Teacher Competencies,Faculty Development,Lifelong Learning,School Business Relationship,Career Counseling,Career Exploration,Public Opinion,Teacher Qualifications,Barriers,Experiential Learning,Online Courses,Partnerships in Education,Educational Administration,COVID-19,Pandemics,Foreign Countries

Timely analysis of trends and issues in TVE can help TVE stakeholders cope with rather than oppose them. Educating in the direction of the trend and resolving the important issues can maximize TVE's chance of success. The purpose of this paper was to identify trends and issues in the TVE in 10 Indo-Pacific countries. To achieve this purpose, a cross-country analysis with a word cloud analysis was employed. Consequently, the following nine trends were identified: (1) Accelerated adaptation to emerging technologies and the evolution of industry; (2) Improving or diversifying TVE accessibility and increasing the enrollment rate; (3) Enhancing alignment between the TVE and higher education sectors; (4) Promoting employment-based, work-based, or competency-based learning models; (5) Strengthening TVE educators'/trainers' practical skills, industrial working experience, or qualification requirements; (6) Gearing TVE with lifelong learning; (7) Encouraging employer or industry involvement in TVE; (8) Enhancing quality assurance and autonomy in the TVE system; and (9) Providing more career counseling or career exploration. In addition, the following six issues were identified: (1) TVE does not have the same positive public image as academic education; (2) Insufficiency of qualified TVE trainers/teachers; (3) Extreme challenges to teach hands-on skills online; (4) Weak involvement of social partners; (5) Fragmentation of TVET management; and (6) The continued lack of a well-constructed qualification framework and quality assurance system.
Federal Student Loan Debt Relief in the Context of COVID-19. CRS Report R46314, Version 8. Updated
Author: Hegji, Alexandra
Date: 2021-09-17
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Student Loan Programs,Student Financial Aid,Loan Repayment,Debt (Financial),Educational Legislation,Federal Legislation,Higher Education,Federal Aid,Income,Attendance,Withdrawal (Education),Credit (Finance),Loan Default,Disabilities,Unemployment

In response to the current Coronavirus Disease 2019 (COVID-19) pandemic, numerous questions have arisen regarding student loan repayment flexibilities and debt relief that may be available to individuals to alleviate potential financial effects related to COVID-19. The Higher Education Act of 1965 (HEA) generally authorizes several options for qualifying individuals. Recent administrative and congressional action, including the enactment of the Coronavirus Aid, Relief, and Economic Security (CARES) Act (P.L. 116-136), provide additional student loan relief measures. This report provides an overview of student loan repayment flexibilities and debt relief provisions that may be available to borrowers facing financial difficulties resulting from the pandemic. It first lists some preexisting loan terms and conditions (authorized through statute and regulations) that may be available to individuals. It then discusses specific administrative and congressional actions taken to address student loan debt in the context of COVID-19. The report concludes with a brief description of additional existing authorities that could be utilized to address other aspects of student loan relief.
Remote Learning for K-12 Schools during the COVID-19 Pandemic. CRS Report R46883, Version 3
Author: Zota, Rita R.
Date: 2021-08-20
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Elementary Secondary Education,School Closing,Distance Education,Educational Technology,Electronic Learning,Online Courses,Barriers,School Districts,Government Role,Access to Computers,Disadvantaged,Educational Quality,Equal Education,At Risk Students,Access to Education,Federal Aid,Privacy,Achievement Gains,Federal Programs,Educational Legislation,Federal Legislation,Public Schools,Private Schools,Racial Differences,Ethnicity,Socioeconomic Status,Internet,Faculty Development,Student Evaluation,Students with Disabilities,English Language Learners,Homeless People

In response to the COVID-19 pandemic, most elementary and secondary schools and local educational agencies (LEAs) across the United States stopped offering in-person instruction in February or March 2020. By the middle of April 2020, 48 states, four U.S. territories, the District of Columbia, and the Department of Defense Education Activity ordered or recommended school building closures for the rest of their academic year, affecting at least 50.8 million public school students. Congress has expressed interest in the impact of the pandemic on elementary and secondary schools, especially states' and LEAs' ability to successfully transition to remote learning, as well as the extent to which schools have implemented returns to in-person learning. This report focuses on online learning in elementary and secondary schools during the COVID-19 pandemic and on the most emergent issues associated with the implementation of online learning on a mass scale that took place at the start of the pandemic in spring 2020. It also describes the issues faced by school districts as they consider approaches for providing instruction in the 2021-2022 school year. Finally, it delineates federal efforts to provide assistance to support states and localities dealing with these issues.
Online Vocabulary Tasks for Engaging and Motivating EFL College Students in Distance Learning during the Pandemic and Post-Pandemic
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Self Efficacy,Student Surveys,Student Attitudes,Foreign Countries,Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Online Courses,Computer Software,Computer Games,Teaching Methods,COVID-19,Pandemics,Student Interests,Student Motivation,Distance Education,Computer Assisted Instruction,Cooperative Learning,Electronic Publishing,Dictionaries,Audio Equipment,Indexes,Teacher Student Relationship,Peer Relationship,Computer Mediated Communication,Task Analysis

Vocabulary teaching and learning constitute a major problem for EFL instructors and students. EFL freshman students have difficulty in pronouncing, recognizing the meaning of, using and spelling new English words. Due to the COVID-19 Pandemic, all college courses have shifted to online distance learning since March 2020. Surveys with samples of college students and instructors in Saudi Arabia showed lack of interest among the students in online instruction, participation, giving oral presentations, doing homework-assignments, attending online classes, low engagement, interaction, communication and self efficacy. No adaptations have been made in the college curricula. Since the new distance learning environment requires new modes of teaching and learning, the present study proposes a variety of online vocabulary tasks and technologies that vocabulary instructors can choose from, such as mobile-based applications viz Vocup, Quizlet, Quizizz, game-based mobile apps, Saving Alice, Duolingo, Kahoot, vocabulary flashcards, mobile audiobooks, collaborative mobile ebook reading; podcasts; online dictionaries; concordance-based glosses; picture viewing and picture drawing on tablets; videos; e-portfolios; teaching idioms via graphic novels; multimedia annotations; social networks; project-based learning and mind-maps. To engage, motivate and encourage student-student and student-instructor interaction in the distance learning environment, the study proposes the following: using WhatsApp, ConnectYard, creating a community of inquiry, creating learning partnership, collaborative writing exchange projects, student collaboration, social interaction, integrating text-chat and webcam, and utilizing technology mediated task-based language teaching. Online vocabulary tasks can be performed individually, in pairs or in small groups; interactively or collaboratively; synchronously or asynchronously. Instructional phases and teacher and students' roles are also described.