ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Teaching Modules Combined with PBC for Increasing Two Preschool Teachers&apos; Use of Selected Play Support Practices
Author: Keim, Kahlie Meara
Date: 2020-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Teaching Methods,Preschool Education,Preschool Teachers,Play,Educational Practices,Child Development,Evidence Based Practice,Faculty Development,Web Based Instruction,Intervention,Feedback (Response),Maintenance,Check Lists,Educational Benefits,Classroom Observation Techniques,Preschool Children,Teacher Student Relationship

Teachers can play important roles in supporting children's development through play, but require training to better understand this role. Practice-based coaching shows promise in its ability to train teachers in use of evidence-based practice, but has not been used for play support practices. The present study sought to explore using practice-based coaching combined with instructional modules on play support practices to examine whether teachers' use of play support practices increased. A coach conducted frequency counts during 3 initial thirty-minute observation sessions to measure the teachers' incidence of play support practices during baseline. Then, the teachers were given access to an introductory webinar. Teachers were presented a menu of play support practices with definitions to choose a practice to target during coaching. After baseline, the coach shared instructional modules during the first coaching session. Intervention consisted of three observation and coaching sessions in which the coach (1) collected observation data and frequency counts of the teacher's use of the targeted practice, (2) shared from the observation session with the teacher, (3) gave supportive feedback and allowed for questions, and (4) reviewed the Action Plan Form with the teacher. One additional observation followed to collect 10 maintenance data. Data analysis revealed an increased incidence of the teachers' targeted play support practice after practice-based coaching combined with learning modules, with an increase for both teachers during maintenance. These findings suggest that teachers can show increases in their use of a play support practice after using learning modules and practice-based coaching.
Benefit or Burden? On the Intergenerational Inequality of Teacher Pension Plans. Working Paper 148
Author: Backes, Ben
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Public School Teachers,Retirement Benefits,Teacher Retirement,Age Differences,Salary Wage Differentials,Generational Differences,Data Analysis,Policy Analysis,State Policy

Most public school teachers in the United States are enrolled in defined benefit (DB) pension plans. Using administrative micro data from four states, combined with national pension funding data, we show these plans have accumulated substantial unfunded liabilities -- effectively debt -- owing to previous plan operations. On average across 49 state plans, an amount that exceeds 10 percent of current teachers' earnings is being set aside to pay for previously-accrued pension liabilities. To the extent that the costs of the unfunded liabilities drag on teacher compensation, they may exacerbate problems of teacher recruitment and retention. We briefly discuss three policy changes that could end or reduce the accumulation of unfunded liabilities in educator pension plans: (1) transition teachers to defined-contribution retirement plans; (2) transition teachers to cash-balance retirement plans; and (3) tighten the link between funding and benefit formulas within the current defined-benefit structure.
Success Plan for the Remote Assessments: Lessons Learnt in COVID-19 Outbreak
Author: Liu, Kawai
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Student Evaluation,Computer Assisted Testing,Cheating,Alternative Assessment,Foreign Countries,Grade 8,Mathematics Instruction,Middle School Teachers,Middle School Students

Although educators are using various ways in evaluating students' learning, traditional paper pencil final exams are usually held at the end of the school year to conclude the course. During the school suspension due to the COVID-19 outbreak, this traditional approach is no longer applicable to some schools. In this article, alternative final assessments adopted by eight Shanghai international schools were summarized. In my school, students could choose to attend on-campus (proctored) exams or online (non-proctored) exams at home. We studied the exam results of two 8th-grade mathematics classes (n=79). An analysis of the potential difference between the students' results on the two exam arrangements was reported. There was no significant difference found between the two groups, which contradicts the previous researches by Prince, Fulton &amp; Carsombke (2009), Hylton &amp; Dringus (2016) and Daffin &amp; Jones (2018). We concluded that this contradiction could due to the additional exam restrictions, middle school value education and the closer relations between teachers and students in middle school.
Reflection of Turkish Qualifications Framework to Social Studies Textbooks
Author: Simsek, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Textbooks,Grade 4,Grade 5,Grade 6,Grade 7,Curriculum,Civics,Textbook Content,Cultural Awareness,National Standards,Interpersonal Competence,Citizenship Education

In the present research, the reflection of the Turkish Qualification Framework within &quot;social and civic competencies&quot; and &quot;cultural awareness and expression&quot; in Social Studies textbooks in the context of the achievements included in the 2018 Social Studies curriculum was examined. In the research, which was designed according to the qualitative method, document analysis was carried out. The data of the research were obtained from the fourth, fifth, sixth, and seventh grade Social Studies textbooks used in schools in the 2020-2021 academic year accepted by the Ministry of National Education. The textbooks were accessed digitally. Descriptive analysis was used to analyze the data obtained in the study. By reading the textbooks in detail, the seven learning areas specified in the 2018 Social Studies Curriculum were examined separately according to each grade level, and an evaluation on the reflection of the relevant competency areas in the Social Studies textbooks was tried to conduct. According to the results obtained, it has been observed that social and civic competencies are distributed unevenly to the learning areas in the Social Studies textbooks. When the distribution of &quot;cultural awareness and expression&quot; in the Social Studies textbooks is examined, which is another competence area covered in the research, it is seen that this competence area is included rarely in the textbooks.
How Can the National Examination for Talent Selection in Taiwan Meet the 2030 Bilingual National Policy?
Author: Lee, Lung-Sheng
Date: 2021-10-23
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Talent Development,Bilingual Education,Mandarin Chinese,English (Second Language),Language Planning,Language Tests,Language Proficiency,Personnel Selection,Government Employees

Taiwan's central government launched the 2030 Bilingual National Policy in 2018 to develop Taiwan into a Mandarin-English bilingual nation by 2030. It is anticipated that the chain of talent development--education, selection, training, and utilization--should interlock with each other to effectively reach the goal. Being in charge of national examinations, mainly selecting civil servants by conducting Civil Service Examinations (CSEs) and certifying professional and technical personnel by Professional and Technical Examinations (PTEs), the Ministry of Examination (MOEX) is striving to implement the following four measures to meet the policy: (1) Increasing the score share of the English subject in CSEs' general subjects, (2) Adding an English test as an eligibility requirement for taking some CSEs and PTEs, (3) Adding a professional English test in some CSEs and PTEs, and (4) Adding a CSE branch--Consular: English II--for the prospective consular personnel to take a tested-in-English examination. However, these measures are confronted with the main challenge that many stakeholders argue that English is not sufficiently important to be included in or to increase the English component in the CSEs or PTEs for their fields. To resolve the main challenge, it is necessary to not only strengthen communication and advocacy, but also to effectively cultivate English proficiency for all from the education side.
A Fairness Evaluation of Automated Methods for Scoring Text Evidence Usage in Writing
Author: Litman, Diane
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Essays,Writing Evaluation,Models,Accuracy,Ethics,Comparative Analysis,Computer Software,Prediction,Computational Linguistics,Elementary School Students,Scores,Student Characteristics,Socioeconomic Status,Males,African American Students,Lunch Programs

Automated Essay Scoring (AES) can reliably grade essays at scale and reduce human effort in both classroom and commercial settings. There are currently three dominant supervised learning paradigms for building AES models: feature-based, neural, and hybrid. While feature-based models are more explainable, neural network models often outperform feature-based models in terms of prediction accuracy. To create models that are accurate and explainable, hybrid approaches combining neural network and feature-based models are of increasing interest. We compare these three types of AES models with respect to a different evaluation dimension, namely algorithmic fairness. We apply three definitions of AES fairness to an essay corpus scored by different types of AES systems with respect to upper elementary students' use of text evidence. Our results indicate that different AES models exhibit different types of biases, spanning students' gender, race, and socioeconomic status. We conclude with a step towards mitigating AES bias once detected. [This paper was published in: &quot;AIED 2021,&quot; edited by I. Roll et al., Springer Nature Switzerland AG, 2021, pp. 255-67.]
Tracer Study of Teacher Education Graduates of Western Philippines University -- Puerto Princesa Campus: Basis for Curriculum Review and Revision
Author: Pentang, Jupeth T.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Graduates,Employment Potential,Educational Quality,State Universities,Educational Attainment,Higher Education,Teacher Education Programs,Licensing Examinations (Professions),Faculty Development,Barriers,Teacher Attitudes,Foreign Countries,Elementary Secondary Education

Graduates' employability indicates the excellent education and relevant preparation they obtained from their respective degrees. Tracer studies have enabled higher education institutions to profile their graduates while also reflecting on the quality of education they provide. With the foregoing, a tracer study determined the demographic and academic profile of teacher education graduates from 2017 to 2020 in a state university in the West Philippines. It also ascertained the advanced studies they attended after college, their employment data, the relevance of college preparation with their current employment, difficulties they encountered while securing employment and in their present job, and recommendations to strengthen the teacher education program. The study utilized a descriptive survey research design with 80 non-random samples chosen based on availability. The survey was based on the Philippine Commission on Higher Education with modifications elucidated from previous studies. Results showed that graduates took the teacher education program with a strong passion for the teaching profession. More graduates received honors and awards, passed the licensure examinations for teachers, attended advanced studies for professional development, and are employable. Besides, the graduates' college preparation is relevant to their current employment. Further, difficulties and problems encountered and recommendations to strengthen the teacher education program were noted. These findings may serve as a baseline for curriculum review and give suggestions for future tracer studies.
Minority-Serving Institutions and College Promise Programs: Supporting and Advancing the Success of Students of Color. Policy Brief
Author: Nguyen, Mike Hoa
Date: 2021-07-00
Type: Reports - Evaluative
Subjects: Minority Serving Institutions,College Programs,College Students,Minority Group Students,Access to Education,Community Colleges,Academic Achievement

Minority-Serving Institutions (MSIs) play a critical role in ensuring college access and opportunity for underserved and underrepresented students. Although MSIs encompass only a small percentage of all colleges and universities, they are disproportionately responsible for educating and preparing a large proportion of students of color, as well as all students, for their future careers. Undeniably, the strength of America's economy relies on the success of all of our students, including students of color. However, in the 21st century, a high school education no longer suffices for career and community success. College Promise programs enable hardworking and resilient students to complete a college degree or certificate, starting in America's community colleges. With this in mind, supporting Minority-Serving Institutions through College Promise programs is a logical and proactive step to increase the number of students attending college, as well as serve the large number of students and students of color who are currently attending MSIs. Thus, this research brief will discuss the potential of MSI-based College Promise programs to enhance the college access, completion, and success of America's students. [This report was published by College Promise.]
Proposal Learning Strategy Interfacial Polymerization of Nylon 6,10
Author: Obaya Valdivia, Adolfo Eduardo
Date: 2021-12-00
Type: Journal Articles
Subjects: Chemistry,Plastics,Science Instruction,Cooperative Learning,Science Laboratories,Laboratory Experiments,Science Experiments,Student Attitudes

Polymer Chemistry is a subject in the Chemistry Programs, student have a natural curiosity about polymeric materials, that we use in our everyday activities. Our proposal is to apply cooperative learning in the Interfacial polymerization of Nylon 6,10 experimentation. The specific objectives of our project can be summarized as: To identify the origin of the raw materials used for industrial synthesis, to become acquainted with the most important processes used for the synthesis, To identify the most important variables related with the control of the polymerization process, To correlate the physical chemical properties with the final applications of this material. The reader will find in the text a series of questions that will make him reflect--so-called complementary activities-- promoting the development of competences complementary ones based on research exercises. Through to synthesize unsupported membranes of Nylon 6,10 by unstirred interfacial step polymerization of hexamethylene diamine (HMDA) and sebacoyl chloride. To observe the quality of the nylon film produced as a function of the rate of removal and of the concentrations of diamine and diacid chloride in their respective phases. The reader will find in the text a series of questions that will make him reflect--so-called complementary activities--promoting the development of competences complementary ones based on research exercise
Sentence Selection for Cloze Item Creation: A Standardized Task and Preliminary Results
Author: Olney, Andrew M.
Date: 2021-12-20
Type: Speeches/Meeting Papers
Subjects: Sentences,Selection,Cloze Procedure,Heuristics,Documentation,Models,Task Analysis,Student Evaluation,Scores,Recall (Psychology)

Cloze items are commonly used for both assessing learning and as a learning activity. This paper investigates the selection of sentences for cloze item creation by comparing methods ranging from simple heuristics to deep learning summarization models. An evaluation using human-generated cloze items from three different science texts indicates that simple heuristics substantially outperform summarization models, including state-of-the-art deep learning models. These results suggest that sentence selection for cloze item generation should be considered a distinct task from summarization and that continued advances on this task will require large datasets of human-generated cloze items. [This paper was published in: &quot;Joint Proceedings of the Workshops at the 14th International Conference on Educational Data Mining,&quot; Vol. 3051, LDI-6, edited by T. W. Price and S. San Pedro, CEUR-WS.org, 2021.]
Is the Mathematics Diagnostic Test a Good Predictor of College Students&apos; Prior Knowledge in Math?
Author: Simion, Liliana C.
Date: 2022-03-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Diagnostic Tests,Correlation,Mathematics Instruction,Mathematics Tests,Prior Learning,Student Placement,High School Students,Grade 10,Grade 9,Scores,Introductory Courses,Undergraduate Students,College Preparation,Predictor Variables,Grade Point Average,Foreign Countries,Andragogy,Constructivism (Learning)

This study was conducted at a college in Ontario with a sample of students from the Game Development program for 5 intake years: 2014-2018, with the purpose of determining the validity of the Mathematics Diagnostic Test used to place 1st semester college students directly into an advanced math course (Math 10), or to leave them in the introductory math course (Math 9). Two streams in senior high school were considered, college preparation and university preparation, for a correlation study between students' grades in senior math courses and GPA, and their math diagnostic test scores. Next, a multiple regression analysis was employed to find any significant predictors of students' prior knowledge to the math diagnostic test. Further, a &quot;t&quot;-test for independent groups was used to determine whether students' placement in the two college math courses was valid. The study found a medium correlation between two senior college math courses (MBF3C and MAP4C) and the math diagnostic test. The multiple regression analysis established that they explained 18.5% of the variability of the diagnostic test. For the students in the university-preparation stream, there was a higher correlation between the senior math courses MCR3U and MHF4U and the math diagnostic test: they explained 44.1% of the variability of the diagnostic test in the regression model, which is a strong size effect. Further, the linear regression showed that the GPA explained 9.0% of the variability of the diagnostic test, which is considered a weak size effect. Finally, the &quot;t&quot;-test for independent samples found that there was not a statistically significant mean difference in Math 10 grades between the two groups: students with scores above 85% in the math diagnostic test placed directly into Math 10, and students with scores below 85% who were directed to Math 9 course first, then into Math 10. Therefore, taking Math 9 before Math 10 helped the weaker and regular knowledge students raise their knowledge to a level similar to the level of knowledge of students going directly into Math 10. The validity of the math diagnostic test to show students' prior knowledge in math was confirmed.
Master Teachers Capability and Challenges in the New Normal
Author: Abasolo, Elizabeth
Date: 2021-04-00
Type: Reports - Research
Subjects: Master Teachers,High Schools,Foreign Countries,Teacher Response,Action Research,Teacher Researchers,Faculty Workload,Stress Variables,Teacher Attitudes,Knowledge Level,Faculty Development

This study was conducted to determine the capability and challenges of master teachers of Lun Padidu National High School in the new normal. The research was quantitative utilizing survey guide to determine the capability of master teachers and qualitative using semi structured interview to gather the challenges of master teacher in the new normal education with eight (8) respondents. The data gathered showed that in general, the capability of master teachers is very good in doing their duties and responsibilities but good in conducting in-depth studies on teaching-learning innovation and fair in conducting action research on teaching-learning innovation. From the interview, four themes were emerged: work overload, stress, negative attitude towards research and limited knowledge on action research. Master Teachers Development plan was developed to strengthen the weak points of master teachers. Specifically, it aimed to provide opportunities to develop the master teachers professionally since their capabilities will benefit the school just as much as it will benefit them as an individual.
Impact of Teaching Presence on Learning Outcomes: A Qualitative Study of Perceptions through the Lens of Online Teachers
Author: Bhatty, Mansoor Ahmad
Date: 2020-03-26
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Teacher Attitudes,Teacher Student Relationship,Online Courses,Educational Technology,Computer Mediated Communication,Interaction,Feedback (Response),Progress Monitoring,Learning,Communities of Practice,Teacher Role,Barriers,Instructional Design,Interpersonal Communication,Direct Instruction,Integrated Learning Systems,Theories,Student Attitudes,College Faculty,College Students

The purpose of this research was to study how teachers perceive teaching presence, what strategies they employ to create it, and the challenges they face in doing so. This was a qualitative research study with purposeful snowball sampling and semi-structured interviewing technique for data collection. The data were thematically analyzed and triangulated for validity. The four sections of the interview questionnaire produced 14 themes indicating the understanding of teachers' perception of teaching presence, and also that of its three elements of instructional design and organization, facilitated discourse, and direct instructions. The teachers indicated the criticality of humanization of learning and extensive, meaningful interaction for teaching presence. They also indicated that (a) ease of navigating the shell; (b) interaction with teacher's digital presence; (c) technology-friendly shell; (d) well designed, constructive, integrative feedback; and (e) attainable, appropriate goals were critical for course design. Facilitation of discourse to them requires (a) monitoring of learning progression towards objectives, (b) development of deep learning, and (c) beneficially creating a community of learners. The direct instruction referred to the teachers' current role, i.e., creating a balance between being an SME and a facilitator. A large number of challenges were identified, and the study produced a thematic table and 'good practices' as deliverables, provided some suggestions to help teachers to create teaching presence in their courses, and identified new opportunities for research.