ethanporcaro/eric-fulltext-meta huggingface dataset:
Automated Essay Scoring in Middle School Writing: Understanding Key Predictors of Students&apos; Growth and Comparing Artificial Intelligence- and Teacher-Generated Scores and Feedback
Author: Greene Nolan, Hillary
Date: 2023-08-00
Type: Reports - Research
Subjects: Middle School Students,Grade 7,Grade 8,Predictor Variables,Student Development,Artificial Intelligence,Scores,Teacher Role,Feedback (Response),Writing Instruction,Writing Assignments,Teaching Experience,Educational Strategies,Control Groups,Teacher Characteristics,Prior Learning,Writing Improvement

Providing feedback to students in a sustainable way represents a perennial challenge for secondary teachers of writing. Employing artificial intelligence (AI) tools to give students personalized and immediate feedback holds great promise. Project Topeka offered middle school teachers pre-curated teaching materials, foundational texts and videos, essay prompts, and a platform for students to submit and revise essay drafts with AI-generated scores and feedback. We analyze AI-generated writing scores of 3,233 7th- and 8th-grade students in school year 2021-22 and find that students' growth over time generally was not explained by teachers' (n=35) experience or self-reported instructional approaches. We also find that students' growth increased significantly as their baseline score decreased (i.e., a student with the lowest possible baseline grew more than a student with a medium baseline). Lastly, based on an in-person convening of 16 Topeka teachers, we compared their scores and feedback to AI-generated scores and feedback on the same essays, finding that generally the AI tool was more generous, with differences likely driven by teachers' ability to understand the whole essay's success better than the AI tool.
Learning Transition Design Principles for Learning and Employment Records: Co-Designing for Equity
Author: Page, Kelly
Date: 2023-07-00
Type: Reports - Research
Subjects: Information Technology,Credentials,Information Storage,Personnel Data,Information Security,Design,Job Skills,Transitional Programs,Barriers,Disadvantaged,Career Pathways,Education Work Relationship,Postsecondary Education,Labor Force,Inclusion

With the emergence of digital credentialing and platforms to support learners and workers with entering and traversing the increasingly skill-based education and workforce ecosystem, Learning and Employment Record (LER) technologies have been identified as a promising solution for individuals to share and access their learning- and skills-data and to education and career opportunities. However, learning journeys are rarely continuous; opportunities, challenges, and evolving circumstances can result in both the development of skills and competencies and a change in the way in which individuals demonstrate and get recognized for their skills and competencies. Further, systemic barriers and inequities disproportionately impact learning transitions for historically and systematically excluded (HSE) communities, barring access to supports and resources to enter and persist in the education and workforce ecosystem. To help inform the the design of LER technologies to be of value and useful in supporting HSE learners and workers during learning transitions and along multiple pathways, this report highlights the following: (1) co-design methodologies and experiences that center HSE learners and workers in LER design, development, and testing; (2) recommendations and insights from HSE learners and workers on the opportunities and challenges of utilizing LERs through education and career pathways; and (3) seven learning transition design principles that support the multiple and often fluid transitions between education and the workforce that many HSE communities experience. These findings will inform the future work in developing a certification that guides developers to center HSE learners and workers as they design LER technologies to support individuals over time and through learning transitions. Based on these findings, LER developers, postsecondary education providers, and the workforce ecosystem, may develop a more inclusive skills-based learning and employment record system.
The IEP Project: A Strength-Based, Whole Learner Teacher Guide
Author: Digital Promise
Date: 2023-02-00
Type: Guides - Classroom - Teacher
Subjects: Individualized Education Programs,Instructional Design,Educational Strategies,Sense of Community,Students with Disabilities,Learning Disabilities,Public Education,Elementary Secondary Education,Holistic Approach

Individual Education Programs (IEPs) are the entry point to the design of teaching and learning for students with disabilities. This guidebook provides teachers with reflective questions, a sample response bank, strategies from the research-based Learner Variability Navigator, and other resources to write strength-based IEPs. Strength-based includes not only strengths in academic or content areas. It also includes strengths in the ability to collaborate, or found in unique backgrounds and languages, for example. The goal is to create a sense of belonging in classrooms so students with learning disabilities are understood and provided with the tools they need to meet their potential in school and beyond.
Middle School Students&apos; Development of an Understanding of the Concept of Function
Author: Meagher, Michael S.
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Concept Formation,Mathematical Concepts,Educational Technology,Electronic Learning,Instructional Effectiveness,Grade 7

Middle school students (n=144) worked with an applet specially designed to introduce the concept of function without using algebraic representations. The purpose of the study was to examine whether the applet would help students to understand function as a relationship between a set of inputs and a set of outputs and to begin to develop a definition of function based on that relationship. Results indicate that, by focusing on consistency of the outputs the students, at a rate of approximately 80%, are able to distinguish functions from non-functions. Also, students showed some promise in recognising constant functions as functions, a known area of common misconceptions. [For the complete proceedings, see ED629884.]
Breaking with the Past: Embracing Digital Transformation in Education
Author: Brizard, Jean-Claude
Date: 2023-04-00
Type: Reports - Research
Subjects: Educational Innovation,Educational Technology,Scaling,Student Centered Learning,Elementary Secondary Education,Technology Integration,Learning Management Systems,Academic Achievement,Artificial Intelligence,Individualized Instruction,Barriers,Adoption (Ideas),Technology Uses in Education

Talladega County Schools (TCBOE) spans 760 square miles and serves about 7,000 learners, 71 percent of whom receive free and reduced-priced meals. It also is a member of the League of Innovative Schools, a network of forward-looking school districts that have declared their commitment to improving and advancing equitable outcomes for students through innovative solutions, including those powered by the smart use of learning technologies. This white paper examines how the traditional one-size-fits-all approach to teaching and learning compares to more learner-centered, personalized, and motivating frameworks; why there needs to transition to them at scale; and how digital technologies now enable that scaling. It is also a companion to the report, &quot;Delivering on the Promise of Digital Equity&quot; (ED626483) which is designed to help state and local community leaders find effective ways for investing in K-12 education to increase digital equity.
Centering Wellbeing: Advancing Social Emotional Learning for All
Author: Russell, Christina A.
Date: 2023-04-00
Type: Reports - Research
Subjects: Social Emotional Learning,Well Being,School Districts,Learning,Individual Differences,Foreign Countries,Program Implementation,Educational Practices,Cognitive Style,Equal Education,Adults,Readiness

The Working Group on Social Emotional Learning (SEL) and Learning Differences was launched in 2021 as an initiative of the Global Cities Education Network (GCEN). Fourteen school districts each worked to implement a unique action plan designed to strengthen SEL supports in their district, including for students with learning differences. Districts drew on expertise and resources shared in the working group and adapted the strategies to meet their needs. The learning centered on deep dives into two international school systems: a virtual site visit to Surrey Schools (British Columbia, Canada) and an in-person convening in Melbourne (Victoria, Australia). This report features four case studies and shares lessons learned and strategies implemented by the districts.
Teachers&apos; Attention to and Flexibility with Referent Units
Author: Copur-Gencturk, Yasemin
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Elementary School Mathematics,Middle School Mathematics,Fractions,Teaching Methods,Mathematics Instruction,Teacher Background

In this study, we explored teachers' attention to and flexibility with referent units as well as how teachers' understanding of referent units is related to their performance on other fraction concepts and their professional background. By using data collected from 246 U.S. mathematics teachers in Grades 3-7 where fractions are taught, we found that teachers' attention to and flexibility with referent units were moderately related. Whereas some teachers' professional background variables could explain their flexibility with referent units, none of the variables was linked to their attention to referent units. Furthermore, both teachers' attention to and flexibility with referent units seemed to be associated with their performance on other fraction concepts. [For the complete proceedings, see ED629884.]
Teachers&apos; Review of Tasks as a Tool for Examining Secondary Teachers&apos; Mathematical Knowledge for Teaching
Author: King, Michelle Morgan
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Knowledge Base for Teaching,Mathematics Instruction,Mathematics Teachers,High School Teachers,Secondary School Mathematics,Mathematics,Task Analysis

One important aspect of teaching is reviewing tasks in preparation for instruction. The goal of the multicase study of four secondary teachers was to examine the interplay between their mathematical knowledge for teaching [MKT] and what they attend to when reviewing a mathematics task. We engaged secondary mathematics teachers in a semi-structured, clinical interview focused on a nonroutine mathematical task involving exponential growth. The results suggest experienced teachers may not explicitly attend to learning opportunities in their review of a task, and their own mathematical work contributes to their anticipation of student work and thinking. This work highlights how researchers focused on MKT can use clinical interviews as a tool for extracting and describing a teacher's MKT. [For the complete proceedings, see ED629884.]
An Approach to Density in Decimal Numbers: A Study with Pre-Service Teachers = Un acercamiento a la densidad en los números decimales: un estudio con profesores en formación
Author: Suárez-Rodríguez, Mayra
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Arithmetic,Numbers,Preservice Teachers,Mathematics Instruction,Intervals,Foreign Countries,Mathematics Teachers

Researchers, who have studied the understanding of the density property in the set of decimal numbers, have shown that the student uses the property of the discrete of natural numbers to solve tasks related to density. So, a restructuring of concepts is necessary, that is, a conceptual change from &quot;the discrete&quot; to &quot;the dense&quot;. This report presents evidence from ten pre-service teachers from Mexico City that this change can initiate through the implementation of a didactic sequence. The pre-service teachers managed to visualize that a decimal number can be found in an interval. Consequently, they were able to conceive an infinity. However, several of them persisted with the idea of the existence of a successor in the set of decimal numbers. [For the complete proceedings, see ED629884.]
Integrating Science, Mathematics, and Engineering: Linking Home and School Learning for Young Learners
Author: Dominguez, Ximena
Date: 2023-04-00
Type: Reports - Research
Subjects: Preschool Education,Science Education,Curriculum Design,Parent Participation,Family Involvement,Teachers,Researchers,STEM Education,Home Study,Curriculum Implementation,Program Effectiveness,Educational Practices

There is growing recognition of the need and importance for high-quality science teaching and learning in early childhood. The increased emphasis on science stems from recognition of the following: (1) young children are curious and interested in making sense of the world around them (Larimore, 2020); (2) early science experiences not only support children's later science learning but also promote and strengthen young children's learning and development in other key areas (Bustamante et al., 2018; Bustamante, White, &amp; Greenfield, 2017; Sarama et al., 2017; Conezio &amp; French, 2002; Wheatley et al., 2016); and (3) young children have the right to learn about science phenomena and develop problem-solving skills that will allow them to be problem solvers and active citizens in their communities (NASEM, 2022). Although science is increasingly recognized as a key dimension of early learning, young children, especially those in programs serving historically excluded communities, continue to have few opportunities to engage in high-quality science activities (Dominguez &amp; Stephens, 2022; Morgan et al., 2016; NASEM, 2022). Early childhood educators are interested and find science valuable for young children, but adding science into an already packed curriculum can be challenging, especially given the lack of resources that can be feasibly integrated into existing whole-child curricula. This report describes the co-design of a preschool science program, Early Science with Nico &amp; Nor®, with partner teachers and families, curricula and media developers, and researchers. It also summarizes findings from a field study to understand how teachers and families utilized the resources at school and home to promote STEM teaching and learning.
Understanding the Supports and Skills That Enable Successful Pathways for Black Learners and Workers into Non-Four-Year Degree Technology Careers: A Landscape Scan
Author: Carter, Bria
Date: 2023-08-00
Type: Reports - Evaluative
Subjects: Blacks,Students,Employees,Career Pathways,Technology,Success,Skills,Journal Articles,Research Reports,Disproportionate Representation,African Americans,Technology Education,Labor Force,Two Year College Students

While diversity within the technology industry has been critical for developing robust and creative technology solutions, recruiting and retaining diverse tech talent in today's society has been a challenge worldwide, especially for Black learners and workers. Subsequently, the technology field is left lacking in diversity of thought and perspective among technology industry practitioners and leaders. By examining peer-reviewed journal articles, statistical data from research reports, and website material from professional associations, this landscape scan synthesizes existing research and curates programs, services, and supports that effectively promote the success of Black learners and workers within technology career pathways. [Funding for this project is provided by Walmart through the Walmart.org Center for Racial Equity.]
Eye-Tracking Mathematical Representations--Finding Links between Vision and Reasoning = Comprendiendo las Representaciones Matemáticas con Métodosd de Rastreo Ocular--Una Aproximación Basada en la Teoría
Author: Xolocotzin, Ulises
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Eye Movements,Tables (Data),Visual Aids,Logical Thinking,Elementary School Students,Attention,Grade 4,Grade 5,Grade 6,Mathematics Education

Eye-tracking studies need adequate theoretical frameworks for producing insights about mathematics learning. The current study uses eye-tracking to investigate the effectiveness of tables and diagrams for supporting covariational reasoning amongst elementary students (n = 60). The theoretical framework emphasizes the cognitive functions of representations. Students showed more covariational reasoning around diagrams. The fixations showed that tables concentrated students' attention on the dependent variable data, whereas diagrams distributed students' attention evenly across the numeric and visual elements of the task. According to the theoretical framework, tables did not constrain a covariational interpretation of numerical data, whereas diagrams effectively constrained covariational interpretations, disrupting recursive tendencies and promoting the construction of a mental model of covariation. [For the complete proceedings, see ED629884.]
English Teachers&apos; Barriers to the Use of CALL in University EFL Classes
Author: Bulut, Arif
Date: 2005-01-00
Type: Reports - Research
Subjects: Barriers,Higher Education,English (Second Language),Second Language Learning,Foreign Countries,Educational Practices,Language Teachers,Computer Assisted Instruction,Second Language Instruction,Teacher Attitudes

The aim of this study is to identify the English teachers' barriers to the use of CALL in university EFL classes. Computers have been used for language teaching ever since the 1960's. This 40-year period can be divided into three main stages: behaviorist CALL, communicative CALL, and integrative CALL. Each stage corresponds to a certain level of technology and certain pedagogical theories. Some of the reasons for using computer-assisted Language Learning are experiential learning, motivation, greater interaction, and global understanding. However, teachers have some barriers in the practice of CALL. It is expected to be important improvements in CALL, in the future. All the participants were selected from EFL teachers in Çukurova University by using the simple random sampling procedure. The data was collected through questionnaires, interviews and an informal observation.
What Is a Function?
Author: Mirin, Alison
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics,Definitions,Mathematical Concepts,Mathematics Education,Secondary School Mathematics,College Mathematics

In the mathematical community, two notions of &quot;function&quot; are used: the set-theoretic definition as a univalent set of ordered pairs, and the Bourbaki triple. These definitions entail different interpretations and answers to mathematical questions that even a secondary student might be prompted to answer. However, mathematicians and mathematics educators are often not explicit about which definition they are using. This paper discusses these parallel usages and the related implications for the field of mathematics education. [For the complete proceedings, see ED629884.]
Understanding the Roles of Proof through Exploration of Unsolved Conjectures
Author: Pair, Jeffrey
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Secondary School Teachers,Mathematical Logic,Validity,Student Attitudes,Student Research,Program Effectiveness,Barriers,Undergraduate Students,Majors (Students),Problem Solving

Mathematics majors, including future secondary teachers, should understand the work of pure mathematicians and the crucial role proof plays for the discipline of mathematics. Beyond the textbook proofs seen in most transition-to-proof courses, we conjectured that students might develop a deeper understanding of the discipline of mathematics and proof if they had the opportunity to do mathematical research--to try and prove an unsolved conjecture. As an added component of our transition-to-proof course, we designed an intervention so that students researched the Twin Primes conjecture or the Collatz conjecture. Students wrote reflections about their research and described how their perceptions of mathematics were influenced by the research. We analyzed the reflections and sought to understand how the students' views of mathematics and proof were enriched, if at all, through research on unsolved conjectures. [For the complete proceedings, see ED629884.]
The Effects of a Technology Course with Collaborative Design on Prospective Teachers&apos; Knowledge and Beliefs
Author: Davis, Jon D.
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Technology Education,Elementary School Teachers,Secondary School Teachers,Mathematics Teachers,Preservice Teachers,Pedagogical Content Knowledge,Technological Literacy,Student Attitudes,Prediction,Gender Differences,Technology Uses in Education,Cooperative Learning

This study investigates the effects of a technology methods course containing a unique collaborative design experience on prospective elementary and secondary mathematics teachers' technological beliefs, computer algebra system (CAS) beliefs, and technological pedagogical content knowledge (TPACK). Overall gain scores on all three instruments were statistically significant. Moreover, gender and level (elementary vs. secondary) were statistically significant predictors of TPACK gain scores. However, the influence of level on TPACK gain score was different for female prospective teachers (PTs) than male PTs. Even in the case of low gain scores PTs displayed beliefs that were aligned with productive uses of technology in the classroom. PTs showed greater gains on knowledge subdomains associated with technological knowledge than on technology free subdomains (e.g., pedagogical content knowledge). [For the complete proceedings, see ED629884.]
The Ethiopian Orthodox Church Education and Important Practices to the Modern Science and Mathematics Education
Author: Demelash, Minale
Date: 2021-05-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Christianity,Science Education,Mathematics Education,Educational History,Church Role,Religious Education,Elementary Secondary Education,Cultural Influences,Certification,Postsecondary Education

Only Ethiopia in Africa has had Christianity as its official religion for more than 1,500 years. Churches and monasteries were established as the Kingdom and Christianity spread to Ethiopia's south and southwest. The study was planned with an ethnographic, qualitative methodology. The researcher primarily collected textual data by transcribing and translating the &quot;Amharic&quot; version audio data using high-quality tape recorders. The data were analyzed using an inductive and thematic analytical technique. The study's findings demonstrated that for many centuries, the Ethiopian Orthodox Church School System served as the primary defender of traditional culture. Particularly, Ethiopia's Orthodox Church had preserved a highly structured and organized system of education from primary to higher school from the sixth century. It was discovered that the church education offers a variety of study fields (specializations) at various levels with amazing teaching-learning techniques. The philosophy of Perennialism and Existentialism serves as the primary foundation for Ethiopian Orthodox Church education. It had established a foundation and made a substantial contribution to the growth and construction of Modern Ethiopia. It also offers incredible teaching and learning characteristics that should be incorporated into the current system of scientific and math education.