ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Evaluating Art Education through Distance Education during the Pandemic Period
Author: Ergin, Demirali Yasar
Date: 2021-11-00
Type: Journal Articles
Subjects: Art Education,College Students,Distance Education,School Closing,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Program Effectiveness,Conventional Instruction,Adjustment (to Environment),Readiness,Online Courses,Fine Arts,Technological Literacy,Barriers

The purpose of this research is to identify the difficulties in art education at the university due to the transition from face-to-face education to distance education due to the COVID-19 outbreak. The universe of the research is the Faculty of Education Fine Arts Education Department, Conservatoire and the Faculty of Fine Arts undergraduate and graduate students in the spring term of 2020-2021. The sample consists of 715 students from this population who answered the online questionnaire. In the research, &quot;distance education problems&quot; question list was used. The questionnaire consists of 13 personal information questions, and the scale consists of 68 questions in 7 sub-problem areas. The data were collected on the internet using the survey google academic. An announcement was made to the students by contacting the academicians of the relevant department. Frequency and percentages were determined in order to determine the level of the problems in the analysis of the data. &quot;T&quot; test statistical analysis was used for comparisons. According to the opinions of art education students: (1) Distance education is not successful in art teaching. (2) Face-to-face training is more effective. (3) Teachers and students have not received training regarding distance education; and they had to adapt to this new condition in the process and by experiencing it. (4) It was concluded during the distance art education that the participation of the students in courses and being prepared for these courses were not sufficient.
Authoring Conversational Intelligent Tutoring Systems
Author: Cai, Zhiqiang
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Programming,Intelligent Tutoring Systems,Courseware,Educational Technology,Automation,Grading,Interaction,Artificial Intelligence,Scripts,Natural Language Processing

Conversational Intelligent Tutoring Systems (ITSs) are expensive to develop. While simple online courseware could be easily authored by teachers, the authoring of conversational ITSs usually involves a team of experts with different expertise, including domain experts, linguists, instruction designers, programmers, artists, computer scientists, etc. Reducing the authoring cost has long been a problem in the use of ITSs. Using AutoTutor as example, this paper discusses the authoring process and possible solutions by automatizing some authoring processes in authoring conversational ITSs. [This paper was published in: &quot;HCII 2019, LNCS 11597,&quot; edited by R. A. Sottilare and J. Schwarz, Springer Nature Switzerland AG, 2019, pp. 593-603.]
Assessing the Relevance of Geography in Addressing Technological Skills: Case of Lesotho
Author: Besele, Mphekeleli
Date: 2022-06-04
Type: Reports - Evaluative
Subjects: Foreign Countries,Geography Instruction,Geographic Information Systems,Technological Literacy,Skill Development,Grade 10,Course Descriptions,Maps,Map Skills,Secondary Education,Technology Uses in Education,Educational Technology,21st Century Skills

Educational curriculum often addresses the challenges and needs of the society in which the school resides. In addition, the curriculum provides a room for schools to teach skills necessary to combat the imbalances within societies. This paper aimed at investigating whether Lesotho's Geography syllabus addresses technological challenges. The research employed document analysis, analysing the Grade 10 Geography syllabus, and interpreting other authors' findings so as to present how Geography is relevant in addressing technological skills. Adopting qualitative approach, the findings of the research are presented and discussed in a narrative form. The researcher argues that Geography syllabus addresses the technological challenges, as well as preparing learners for technological courses in universities. However, this research found that technological skills are not explicitly integrated in Geography education. Thus, it is recommended that Geography should be taught with more emphasis on equipping learners with explicit skills on GIS, GPS, remote sensing, as such skills are essential in the current world of work.
Best Practice Guidelines for Abstract Screening Large-Evidence Systematic Reviews and Meta-Analyses
Author: Polanin, Joshua R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Meta Analysis,Citations (References),Documentation,Databases,Best Practices,Selection Criteria,Guidelines

Abstract screening is one important aspect of conducting a high-quality and comprehensive systematic review and meta-analysis. Abstract screening allows the review team to conduct the tedious but vital first step to synthesize the extant literature: winnowing down the overwhelming amalgamation of citations discovered through research databases to the citations that should be &quot;full-text&quot; screened and eventually included in the review. Although it is a critical process, few guidelines have been put forth since the publications of seminal systematic review textbooks. The purpose of this paper, therefore, is to provide a practical set of best practice guidelines to help future review teams and managers. Each of the 10 proposed guidelines is explained using real world examples or illustrations from applications. We also delineate recent experiences where a team of abstract screeners double-screened 14,923 abstracts in 89 days. [This article was published in &quot;Research Synthesis Methods&quot; (EJ1255353).]
Early and Concurrent Home Stimulation: Unique and Indirect Links with Fine Motor Skills among 4-Year-Old Children in Rural Pakistan
Author: Armstrong-Carter, Emma
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychomotor Skills,Rural Areas,Family Environment,Socioeconomic Status,Educational Attainment,Mothers,Parent Background,Siblings,Family Structure,Physical Development,Hunger,Correlation,Stimulation,Toddlers,Preschool Children,Child Development,Body Height

Fine motor skills enable children to make precise and coordinated movements with their hands and support their ability to engage in everyday activities and learning experiences. In a longitudinal study of 1,058 4-year-old children in rural Pakistan (n = 488 girls), we examined how prior and concurrent levels of home stimulation relate to change in fine motor skills from ages 2 to 4 while controlling for family wealth, maternal education, number of siblings at birth, prior and concurrent measures of children's physical growth and food insecurity, and prior motor skills at age 2. Moreover, we tested whether the association between early home stimulation and subsequent fine motor skills was mediated by physical growth, food insecurity, motor skills at age 2, and concurrent home stimulation. Results revealed that home stimulation at 18 months was positively associated with change in fine motor skills from ages 2 to 4, over and above family socioeconomic resources. This association was mediated by physical growth, food insecurity and motor skills at age 2. In contrast to home stimulation at 18 months, home stimulation at age 4 was positively associated with concurrent motor skills at age 4 when controlling for all antecedent family factors, as well as prior and concurrent measures of physical growth and food insecurity, and prior motor skills at age 2. Findings suggest that the preschool period may be an important window of time when physically and cognitively stimulating experiences at home uniquely relate to variability in fine motor development. [This article is published in &quot;Developmental Psychology&quot; (EJ1305482).]
Evolving the Loop: The Role of ePortfolio in Building 21st Century Student Learning Outcomes. Occasional Paper No. 55
Author: Lehman, Regina M.
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Community Colleges,Electronic Publishing,Portfolios (Background Materials),College Outcomes Assessment,Educational Innovation,Competence,Educational Practices

One of the many new directions to explore in ePortfolio practice is the relationship between ePortfolio as a classroom pedagogy and its potential to advance general education outcomes assessment. This direction is especially urgent in relation to the increasing demands by employers for competency-focused, higher-order skills, as well as demands by accreditors for evidence of growth in student learning during degree completion. In this paper, we discuss how two- or four-year colleges might address these demands through our experiences at LaGuardia Community College (City University of New York). The recent redesign of our college's outcomes assessment process through an innovation cycle we call &quot;Evolving the Loop,&quot; in addition to simultaneous and intentional innovations in our assessment and ePortfolio practice reinforced the culture of LaGuardia as a learning college. A key decision we made was in adopting new Core Competencies and Communication Abilities, especially Digital Communication, to better collaborate with our next generation, Digication ePortfolio platform. Beginning with an overview of the program, we describe the program's journey of Evolving the Loop through the creation of Core ePortfolios and provide concrete examples of how interlinked assessment and ePortfolio practice can support twenty-first century student learning outcomes.
The Transformation of Public High Schools in New York City
Author: Domanico, Ray
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: Public Schools,Educational Change,Urban Schools,High Schools,Charter Schools,School Effectiveness,Nontraditional Education,Achievement Gap,At Risk Students,Educational History,Institutional Characteristics,Standardized Tests,Academic Standards,Student Characteristics,Minority Group Students,Racial Differences,Ethnicity,Low Income Students,English Language Learners,Students with Disabilities,Homeless People,Small Schools,Academic Achievement,College Attendance

Between 1994 and 2014, New York City engaged in a historic overhaul of its publicly funded high schools. This included the opening of charter high schools (made possible by a 1999 state law) and the creation of new, smaller district high schools that would, in time, replace many of the city's large, traditional, comprehensive, and vocational high schools. The reforms started during Giuliani's mayoral administration and accelerated in 2002 when the Bloomberg administration began methodically reviewing the performance of all its schools and closing those that consistently demonstrated poor performance. Despite independent research showing that the changes led to positive student outcomes, Bill de Blasio brought these efforts to a close when he became mayor in 2014. Now there is a new mayor in town. This report describes the performance of all city public high schools, district and charter, as of 2018-19--comparing them in groups determined by their size, academic selectivity, and origin--and discusses the implications of their performance for the future. Incoming mayor Eric Adams and his administration will soon have the opportunity to rethink how New York's high schools might be reorganized or modified to serve the needs of students with differing achievement levels at the end of middle school: those ready for highly advanced work and those who enter high school clearly unlikely to attain college readiness.
A Model for Transparency in School Training and Curriculum
Author: Rufo, Christopher F.
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Accountability,Instructional Materials,Training,Curriculum,Educational Policy,Access to Information

The purpose of this policy document is to ensure public transparency in schools' instructional, training, and learning materials; and to give parents and students reasonable access to review such materials.
Students with Disabilities at Maryland Colleges and Universities
Author: Maryland Higher Education Commission
Date: 2022-03-00
Type: Reports - Research
Subjects: Students with Disabilities,College Students,School Holding Power,Graduation Rate,Community Colleges,Student Personnel Services,Academic Persistence,Enrollment,Undergraduate Students,Graduate Students,Private Colleges,Public Colleges

This annual report discusses data on the numbers of students who registered with disability services at Maryland colleges and universities and their completion and retention outcomes. To better understand higher education outcomes for students with disabilities in Maryland, the Maryland Higher Education Commission (MHEC), in collaboration with the Maryland Department of Disabilities and in partnership with the state's higher education institutions, created a survey administered to colleges and universities to collect these data in aggregate form. The information may be used to improve policies and practices to support the success of students with disabilities. In fiscal year 2020, 15,873 undergraduate students and 1,468 graduate students were registered with their institutions' disability services office as students with disabilities6 , which represents 3.8% of all students enrolled in fiscal year 2020 (the same percentage as in fiscal year 2019). Specifically, this represents 4.4% of undergraduate students and 1.7% of graduate students enrolled. [For the 2021 edition of this report, see ED615210.]
Maryland Higher Education Commission Data Book 2022
Author: Maryland Higher Education Commission
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,School Statistics,Undergraduate Students,Graduate Students,College Freshmen,High School Graduates,School Holding Power,Graduation Rate,Transfer Rates (College),College Transfer Students,Academic Degrees,College Faculty,School Personnel,Educational Finance,Tuition,Fees,Student Financial Aid,State Aid,Federal Aid,Private Schools,Vocational Education,Distance Education,Community Colleges,Two Year College Students,Enrollment,Income,Expenditures,Student Characteristics,College Entrance Examinations,Racial Differences,Ethnic Groups,Age Differences,Grants,Teacher Characteristics,Scores

This document presents statistics about higher education in Maryland for 2021. The tables in this document are presented according to the following categories: (1) Students; (2) Retention, Graduation, &amp; Transfer; (3) Degrees; (4) Faculty &amp; Staff; (5) Revenues &amp; Expenditures; (6) Tuition &amp; Fees; (7) Financial Aid; (8) Private Career Schools; and (9) Distance Education. [For &quot;Maryland Higher Education Commission Data Book 2021. Revised,&quot; see ED611860.]
Promoting Effective Decision-Making: Training Educators to Collect and Use Social-Emotional Skill Assessment Data to Inform Tier II Interventions
Author: von der Embse, Nathaniel
Date: 2020-00-00
Type: Reports - Research
Subjects: Interpersonal Competence,Social Development,Emotional Development,Skill Development,At Risk Students,Evaluation,Teacher Education,Decision Making,Positive Behavior Supports,Elementary School Teachers

Teachers are often called upon to identify behavioral and emotional risk within their students by completing a variety of assessment tools. However, many teachers may lack the requisite skills to reliably identify students at-risk or use data derived from assessment tools to inform intervention. A series of trainings were developed to improve decision-making on the &quot;Intervention Selection Profile-Skills,&quot; with a focus on improving accuracy and use of data. Specifically, a two-study randomized controlled design was employed to evaluate the efficacy of a basic informational training and a training with a practice component with regards to a control condition on the collection and use of social-emotional assessment data on the ISP-Skills. Results suggest limited influence of training on the accuracy of data collection, yet significant influence on improving how data are used to inform intervention. Implications for practice and research, as well as limitations, are discussed. [This paper will be published in &quot;School Psychology Review.&quot;]
Training Tomorrow&apos;s Workers: Next Steps for New York Community Colleges
Author: Jacoby, Tamar
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Community Colleges,Job Training,Labor Force Development,Educational Finance,Job Skills,Vocational Education,College Credits,Noncredit Courses,Credentials,Enrollment Trends,Academic Degrees,Remedial Instruction,Recreation,Student Characteristics,Racial Differences,Ethnicity,Employers,School Business Relationship,Certification,Industry

As the COVID-19 pandemic ebbs, thousands of New Yorkers are searching for jobs, and employers across the state are struggling to fill empty positions. New York's publicly funded city and state community colleges are uniquely positioned to help bridge this gap, providing more job-focused education for mid-career adults and traditional college-age students. The need for job training is sure to grow in years ahead as automation and business restructuring transform the New York labor market. But meeting the need will require new thinking and new priorities--in Albany, at city hall, and on community college campuses across the state. This report discusses steps that could make the most difference, which include new State University of New York (SUNY) leadership focused on workforce education; state incentives and guidance for colleges preparing students to earn industry certifications; blurring the line between credit and noncredit education; and increased funding for short, job-focused reskilling programs.
Remediation in Maryland Higher Education, Part 5: First-Year Outcomes
Author: Van Orden, Alexia
Date: 2021-12-00
Type: Reports - Research
Subjects: Remedial Instruction,Remedial Programs,Higher Education,Outcome Measures,Outcomes of Education,College Freshmen,College Readiness,College Credits,Degree Requirements,Grade Point Average,Community Colleges,Public Colleges

There are longstanding concerns regarding whether remedial coursework at the college or university level is the most effective and efficient way to increase student success for students deemed not &quot;college ready&quot; upon entry to college. Requiring students to complete these courses (often non-credit-bearing) prior to becoming eligible for college-level, credit-bearing courses may hinder their progress toward a degree or other credential. Parts 1 through 4 of the research series on remediation at Maryland colleges and universities have evaluated a number of issues. Beginning with defining what remediation is and why it matters (Part 1, ED604255), followed with a first-time, full-time cohort entering in Fall 2017, this research has explored the rates of assessment (Part 2, ED604259), completion (Part 3, ED611937), and credit-bearing &quot;gateway&quot; course completion within the first year of enrollment (Part 4, ED611938). This report, Part 5 of the series, presents students' first-year academic outcomes by examining their grade point average (GPA) and credits accumulated by the end of the first year.
Delivering High-Quality VET: What Matters to RTOs? Research Report
Author: Guthrie, Hugh
Date: 2022-00-00
Type: Reports - Research
Subjects: Educational Quality,Vocational Education,Delivery Systems,Barriers,Definitions,Compliance (Legal),Educational Finance,Training,Expertise,Sustainability

A priority for governments is ensuring public confidence in the quality and value of vocational education and training (VET) available to learners throughout their lives. The delivery of high-quality teaching, learning and assessment is an important element of this and is known to directly impact on outcomes for students. However, little research has examined what high-quality training delivery looks like in practice and how it might be measured. Based on consultations with registered training organisations (RTOs) from the public, private, adult and community education (ACE), and enterprise segments of the sector, this research investigated how the quality of delivery in VET is currently defined and measured. It also set out to identify the barriers to high-quality delivery, as well as approaches that might better encourage and sustain high-quality delivery into the future.
2020 Performance Monitoring Report
Author: Maricopa Community Colleges
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Educational Indicators,Success,Enrollment,Awards,College Transfer Students,Gender Differences,Age Differences,Racial Differences,Ethnicity,First Generation College Students,Student Financial Aid,College Readiness,College Credits,Vocational Education,Academic Persistence,Time to Degree,Outcomes of Education,Wages,Graduation Rate

This report provides an annual update on performance metrics for the Maricopa County Community Colleges District (MCCCD), including progress toward MCCCD Governing Board Outcomes. Three key areas are analyzed to determine student and organizational performance as follows: (1) Leading Indicators of Student Success; (2) Completion Outcomes; and (3) Enrollment, Awards, and Transfer. Where possible, metrics are segmented using the following populations for further analysis: gender, age, race/ethnicity, first generation status, and Pell recipient status. A glossary of terms is available at the end of this report. The analysis presented includes snapshots (representations of a point in time), and overviews (high level representations of more detailed data) of a series of dashboards. [For &quot;Maricopa Community Colleges: 2018-19 Monitoring Report,&quot; see ED604263.]
Centering Student Voice in Social and Emotional Learning: Strategies for Lasting Change. SEL Initiative Student Voice Brief
Author: Region 8 Comprehensive Center
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Student Attitudes,Social Emotional Learning,Change Strategies,Educational Environment,Student School Relationship,Participative Decision Making

When students and adults build strong relationships based on trust, they can break down barriers to co-create safe and healthy learning environments for all students, including those who have been historically sidelined or left out of conversations. By listening to students, collaborating with them, and supporting them in leading inside and outside the classroom, educators foster students' development of five essential social and emotional competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The Region 8 Comprehensive Center is supporting the Michigan Department of Education (MDE) in their mission to center student voice in social and emotional learning. Educators and students will work together in providing safe spaces and healthy environments for all students to share their perspectives and lived experiences. Through collaboration, educators will be able to provide opportunities for students to take leadership roles in these spaces and learning environments to develop important social and emotional competencies.