ethanporcaro/eric-fulltext-meta huggingface dataset:
Flipped Classroom Method in Contemporary Teaching Learning Environment
Author: Bhat, Zahoor Ahmad
Date: 2018-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Educational Practices,Technology Uses in Education,Classroom Environment,Higher Education,Educational Benefits,Independent Study,Student Centered Learning,Cooperative Learning,Access to Education,Efficiency

Keeping in view the present scenario of Education in J&amp;K, we are witnessing certain issues which are affecting our Educational Environment day in and day out. The teaching learning process is severely affected as classroom activities are out of order and the distance between teacher and student increases as no classroom activity takes place for weeks, months or years. It is because our educational system still depends on traditional classroom practices. Even in the absence of teacher, students can be engaged in teaching learning processes even if the existing conditions doesn't permit the normal functioning of educational institutions. For this reason, educational institutions should employ a variety of teaching strategies in an attempt to engage all of their students. One such type of classroom is &quot;flipped classroom&quot;. The idea of the &quot;flipped classroom&quot; is a relatively new concept in education that has become increasingly popular. Instructors who flip their classrooms reverse the roles of school work and homework by recording video lectures for students to watch before coming to class. Students then work on their homework in the classroom while the instructor is present to help them. The primary objective of this paper is to make stakeholders aware about the use of the new methodological and technological tools for teaching different subjects in Educational Institutions and continuing educational process despite aversive conditions that affect classroom environment. This paper also acts as a policy implication for government or policymakers or teachers to use the flipped classroom as a contemporary model to be implemented in teaching-learning activities for higher education.
Examining the Category Functioning of the ECERS-R across Eight Datasets
Author: Fujimoto, Ken A.
Date: 2018-03-01
Type: Reports - Research
Subjects: Rating Scales,Educational Quality,Early Childhood Education,Preschool Curriculum,Correlation,Raw Scores,Child Development,Item Response Theory,Models,Data Collection

Classroom quality measures, such as the Early Childhood Environment Rating Scale, Revised (ECERS-R), are widely used in research, practice, and policy. Increasingly, these uses have been for purposes not originally intended, such as contributing to consequential policy decisions. The current study adds to recent evidence of problems with the ECERS-R standard stop-scoring by analyzing eight studies offering 14 waves of data collection in approximately 4,000 classrooms. Our analyses, which featured the nominal response model, generalized partial credit model, partial credit model, within-category averages of total scores, and point-biserial correlations, revealed that all 36 items had categories that did not follow an ordinal progression with respect to quality. Additionally, our results showed that the category problems accumulated to the scale score. The results caution against the use of the standard raw scoring and encourage development of alternative scoring methods for the ECERS-R. [This paper was published in &quot;AERA Open&quot; v4 n1 p1-16 Mar 2018.]
Model Evaluation in the Presence of Categorical Data: Bayesian Model Checking as an Alternative to Traditional Methods
Author: Bonifay, Wes
Date: 2021-09-14
Type: Reports - Research
Subjects: Bayesian Statistics,Models,Measurement Techniques,Item Response Theory,Goodness of Fit,Statistical Inference,Clinical Diagnosis,Diagnostic Tests,Prevention,Prediction,Markov Processes,Monte Carlo Methods

Statistical analysis of categorical data often relies on multiway contingency tables; yet, as the number of categories and/or variables increases, the number of table cells with few (or zero) observations also increases. Unfortunately, sparse contingency tables invalidate the use of standard good-ness-of-fit statistics. Limited-information fit statistics and bootstrapping procedures offer valuable solutions to this problem, but they present an additional concern in their strict reliance on the (potentially misleading) observed data. To address both of these issues, we demonstrate the technique, which yields insightful, useful, and comprehensive evaluations of specific properties of a given model. We illustrate this technique using item response data from a patient-reported psychopathology screening questionnaire, and we provide annotated R code to promote dissemination of this informative method in other prevention science modeling scenarios. [This paper was published in &quot;Prevention Science.&quot;]
Inferential Comprehension Differences between Narrative and Expository Texts: A Systematic Review and Meta-Analysis
Author: Clinton, Virginia
Date: 2020-00-00
Type: Reports - Research
Subjects: Inferences,Reading Comprehension,Expository Writing,Meta Analysis,Literary Genres,Research Reports,Comparative Analysis,Readability,Narration

Inferential comprehension is necessary to connect ideas in a text together in a meaningful manner. There have been multiple studies on inferential comprehension involving texts of different genres (narrative and expository), but not a coherent overview of the findings of inferential comprehension by genre. The purpose of this study is to provide a coherent overview by conducting a meta-analysis of the findings of inferential comprehension by genre. A systematic review of the literature yielded 18 reports with 19 independent studies involving 1,714 participants in which inferential comprehension was compared by genre. Based on Robust Variance Estimation, scores on measures of inferential comprehension were higher for narrative texts than expository texts (g = 0.36, p = 0.02). This effect did not vary depending on whether inferential comprehension was assessed during or after reading, whether the texts for each genre were matched for readability, whether the reader was an adult or child, and whether the inference connected different ideas in the text (text connecting) or the text to background knowledge (knowledge based). Potential explanations of genre differences in inferential comprehension and future directions for research are discussed. [This paper was published in &quot;Reading and Writing&quot; v33 p2223-2248 2020 (EJ1269281).]
Compilation Study on Gifted Students and E-Learning during the Pandemic: Limitations, Strengths and Weaknesses
Author: Kadioglu Ates, Hatice
Date: 2021-10-00
Type: Journal Articles
Subjects: Academically Gifted,Electronic Learning,COVID-19,Pandemics,Distance Education,Foreign Countries,Lifelong Learning,Access to Education,Educational Benefits,Teacher Role,Technology Uses in Education

This compilation study aims to review e-learning in the context of gifted students during the period in which distance education started to be conducted in Turkey during the pandemic. The study discusses and offers recommendations on the definitions, positive and negative aspects, and limitations of e-learning by using a deductive method. Families and teachers are responsible for positively channeling the desire and curiosity, which require continuity of the gifted students through technology and the internet. For this reason, the recommendations presented in the study were aimed at this target group. &quot;Document review,&quot; one of the qualitative research techniques, is used as a data collection tool in line with the purpose of the research. The information obtained from the document review is analyzed, interpreted and compiled to cover the research's purpose. E-learning, which is an alternative solution for the gifted students to reach knowledge to satisfy their high sense of curiosity and lifelong learning needs, can be defined as the interaction of students with the teacher and other students according to their individual differences and learning pace, and the realization of learning by using the opportunities offered by the internet and technology. Based on this definition, utilizing e-learning to support the lifelong learning needed by gifted students can be an important solution during the pandemic process. The students are now able to receive distance education that was made possible by legislative regulations as part of the measures taken due to the Covid-19 pandemic, which has increased its impact throughout the world since the early days of 2019. In this context, mentoring must be provided to all students, including the gifted students, and it should be ensured that they use technology together with the internet and learn on their own. Therefore the study investigates how gifted students can effectively use the e-learning method and access information through distance education, technological resources, and the internet. In addition, the study refers to the advantages and disadvantages of e-learning for gifted students. The study makes recommendations to teachers who will conduct the education process and families in order for them to manage the process positively. [This paper was presented orally at the ICGYSE 2020 1st International Congress on Gifted Young Scientists Education (ICGYSE) held in Istanbul between November 20 and 22, 2020.]
Do Written Language Bursts Mediate the Relations of Language, Cognitive, and Transcription Skills to Writing Quality?
Author: Kim, Young-Suk Grace
Date: 2022-00-00
Type: Reports - Research
Subjects: Written Language,Short Term Memory,Attention Control,Writing Skills,Oral Language,Handwriting,Spelling,Writing Evaluation,Elementary School Students,Grade 2,Writing Processes,Writing (Composition),Cognitive Processes

In this study, we examined burst length and its relation with working memory, attentional control, transcription skills, discourse oral language, and writing quality, using data from English-speaking children in Grade 2 (N = 177; M[subscript age] = 7.19). Results from structural equation modeling showed that burst length was related to writing quality after accounting for transcription skills, discourse oral language, working memory, and attentional control. Burst length completely mediated the relations of attentional control and handwriting fluency to writing quality, whereas it partially mediated the relations of working memory and spelling to writing quality. Discourse oral language had a suppression effect on burst length but was positively and independently related to writing quality. Working memory had an indirect relation to burst length via transcription skills, whereas attentional control had a direct and indirect relation. These results suggest roles of domain-general cognitions and transcription skills in burst length, and reveal the nature of their relations to writing quality. [This is the online version of an article published in &quot;Written Communication.&quot;]
Using Virtual Reality during Remote Learning to Change the Way Teachers Think about Geometry, Collaboration, and Technology
Author: Walkington, Candace
Date: 2021-12-00
Type: Reports - Research
Subjects: Computer Simulation,Distance Education,Mathematics Teachers,Geometry,Teacher Collaboration,Technology Uses in Education,Teacher Attitudes,Middle School Teachers

Extended Reality (XR) experiences for mathematics teachers can allow them to understand both pedagogy and the mathematics itself in new ways. In this study, we explore a virtual reality (VR) simulation for learning about geometric shapes where teachers could engage in joint, shared manipulation of holograms in three dimensions. We examine what teaches saw as the affordances and limitations of this activity, as well as how the activity transformed their understanding of XR, through three cases of groups of teachers. We found important themes related to engagement, tangibility, collaboration, dynamicity of the VR environment, as well as serious concerns relating to space, cost, and physical issues. We discuss implications for training teachers and teacher educators to implement embodied approaches to mathematics instruction. [This paper was published in &quot;Contemporary Issues in Technology and Teacher Education&quot; v21 n4 2021 (EJ1328498).]
Findings from the Accelerating Opportunity Evaluation: Building the Evidence on Integrated Career Pathways. Research Summary
Author: Eyster, Lauren
Date: 2018-01-00
Type: Reports - Research
Subjects: Program Evaluation,Career Pathways,Basic Skills,Credentials,Vocational Education,Job Training,Dual Enrollment,Partnerships in Education,Community Colleges,Adult Education,Program Implementation,Labor Needs,Enrollment,Student Experience,Outcomes of Education,Adult Students,Two Year College Students,Technical Institutes

This brief summarizes findings from implementation, impact, and cost-benefit evaluations of Accelerating Opportunity (AO). AO is a career pathways initiative launched in 2011 that aims to help adults with low basic skills earn valued occupational credentials, obtain well-paying jobs, and sustain rewarding careers. AO was one of the first efforts to replicate and scale key elements of Washington state's Integrated Basic Education and Skills Training (I-BEST) model. The evaluation took place in Illinois, Kansas, Kentucky, and Louisiana. The evidence shows that AO holds promise for changing college systems and promoting educational gains among low-skilled adults. Earnings impacts are mixed. [For the previous report in the study, see &quot;New Evidence on Integrated Career Pathways: Final Impact Report for Accelerating Opportunity. Research Report&quot; (ED616953).]
Implementation of Accelerating Opportunity: Lessons for the Field. Research Report
Author: Anderson, Theresa
Date: 2016-05-00
Type: Reports - Research
Subjects: Two Year Colleges,Career Pathways,Basic Skills,Credentials,Program Implementation,Job Training,Labor Force Development,Vocational Education,Program Evaluation,Financial Support,State Aid,State Policy,Partnerships in Education,Student Recruitment,Team Teaching,Academic Support Services,Outcomes of Education,Two Year College Students,Federal Legislation,Labor Legislation,Technical Institutes,Adult Students,Adult Education

Accelerating Opportunity (AO) combined integrated career pathways at two-year colleges with team teaching, acceleration strategies, supportive services, and policy changes. It aimed to help low-skilled adults earn occupational credentials, obtain well-paying jobs, and sustain rewarding careers. This final implementation report documents activities and outcomes for AO states and colleges in Illinois, Kansas, Kentucky, and Louisiana. Ingredients for successful implementation included receiving state leadership support, remedying policy barriers, considering college institutional factors, investing in team teaching, utilizing partnerships within and outside the colleges, and providing student supports. [For &quot;The Second Year of Accelerating Opportunity: Implementation Findings from the States and Colleges,&quot; see ED559322.]
Improving College Students&apos; Success through Comprehensive Financial and Advising Support: Findings from the Future Connect Evaluation
Author: Hodara, Michelle
Date: 2017-08-00
Type: Journal Articles
Subjects: At Risk Students,College Students,First Generation College Students,Low Income Students,Barriers,Costs,Student Needs,Community Colleges,Two Year College Students,Program Effectiveness,Academic Achievement,Academic Persistence,College Transfer Students,Graduation Rate,Academic Advising,Student Financial Aid,Student Personnel Services,Coaching (Performance),Success,Student Diversity,Grade Point Average,Student Development

First-generation college students and students from low-income families face financial, social, informational, and academic barriers to college completion because of the high cost of postsecondary education, the complexity of navigating college life, misalignment between high school and college academic expectations, and a general lack of guidance and information. Future Connect is a comprehensive scholarship and advising support program at Portland Community College (PCC) in Portland, Oregon, that seeks to change the lives of first-generation and low-income students. This report is the first external evaluation of Future Connect. It examines the program's impact on college performance, progression, persistence, transfer, and completion. Additionally, qualitative data were collected to understand the perspectives of coaches, participants, and alumni on the effectiveness of the program and to explore how Future Connect might be impacting students' academic and nonacademic outcomes. The report also provides a more complete understanding of the financial barriers Future Connect students have to overcome to achieve college success, and it offers suggestions for program improvements and next steps.
Building on Early Success: Next Steps in U.S.-Mexico Educational Cooperation
Author: Robertson, Angela
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Cooperation,International Cooperation,STEM Education,Partnerships in Education,International Programs,Academic Degrees,Higher Education,International Educational Exchange,Private Sector,Public Sector,Labor Force Development,Outreach Programs,Internship Programs,Entrepreneurship,Innovation,Educational Finance,Educational Policy,Access to Education,Distance Education,Language Skills,English,Spanish

In May 2013, the Wilson Center's Mexico Institute published a short paper calling on the governments of Mexico and the United States to form a high-level bilateral working group on educational exchange with government, private sector, and academic representation. Based on a recognition of the economic, public diplomacy, and business benefits of deepening educational cooperation, the paper argued for a focus on STEM subjects and emphasized the importance of language training, public-private funding partnerships, and the creation of binational joint-degree programs. Later that year, the U.S.-Mexico Bilateral Forum on Higher Education, Innovation, and Research (known by its Spanish acronym FOBESII) was created by Presidents Obama and Peña Nieto as part of the U.S.-Mexico High-Level Economic Dialogue. Launched in 2014, FOBESII seeks to &quot;expand opportunities for educational exchanges, scientific research partnerships, and cross-border innovation to help both countries develop a 21st century workforce for both our mutual economic prosperity and sustainable social development.&quot; It aims to promote binational cooperation in higher education and research, especially regarding important areas for innovation in the United States and Mexico, by promoting programs for student mobility, academic exchange, research, and innovation in areas of common interest to contribute to the competitiveness of the region. This report argues that, while FOBESII has done much to expand educational exchanges, increase joint research, and promote innovation, it has yet to achieve its stated goals and continues to face serious challenges. The authors argue that to overcome these challenges, future initiatives must focus on advancing private sector engagement, workforce development, and improving public communication and outreach. FOBESII continues to be a relevant and important initiative, but it is in urgent need of restructuring and redirection if it is to make a significant contribution to bilateral affairs and regional competitiveness.
Madison Area Technical College Patient Care Pathway Program: Implementation and Early Impact Report. Pathways for Advancing Careers and Education (PACE). OPRE Report 2018-48
Author: Cook, Rachel
Date: 2018-09-00
Type: Reports - Research
Subjects: Technical Institutes,Career Pathways,Allied Health Occupations Education,Program Implementation,Program Effectiveness,Acceleration (Education),Academic Advising,Two Year College Students,Remedial Instruction,Relevance (Education)

This report provides early evidence on the implementation and impacts of the Madison Area Technical College Patient Care Pathway program, which aimed to help low-skilled students in the Madison, Wisconsin, area access occupational training in the growing healthcare sector. The Patient Care Pathway program adapted and linked existing programs at the college to create three one-semester academies offering low-skilled students an accelerated pathway into their chosen healthcare program. It is one of nine programs embodying elements of the career pathways framework that are the subject of the Pathways for Advancing Careers and Education (PACE) evaluation. The Patient Care Pathway program consists of three key elements: (1) a structured healthcare training pathway for students with low skill levels; (2) contextualized and accelerated basic skills instruction packaged with credit-bearing courses; and (3) proactive advising to help students to navigate the program admission process, develop an academic plan, and identify and address academic and non-academic barriers to program completion. Using a rigorous research design, the study found that the Patient Care Pathway program did not increase number of college credits earned, the confirmatory outcome for the evaluation. The program increased the likelihood of enrollment in occupational training, but did not increase hours of occupational training received or the attainment of education credentials within an 18-month follow-up period.
Des Moines Area Community College Workforce Training Academy Connect Program: Implementation and Early Impact Report. OPRE Report No. 2018-82
Author: Hamadyk, Jill
Date: 2018-10-00
Type: Reports - Research
Subjects: Community Colleges,Career Pathways,Program Implementation,Program Effectiveness,Low Income Students,Job Training,Educational Attainment,Outcomes of Education,Credentials,Adults,Basic Skills,Employment Level

This report documents the implementation and early impacts of the Workforce Training Academy Connect (WTA Connect) program, operated by Des Moines Area Community College (DMACC) in Des Moines, Iowa. WTA Connect aimed to help low-income, low-skilled adults access and complete occupational training that can lead to increased employment and higher earnings. It is one of nine career pathways programs being evaluated under the Pathways for Advancing Careers and Education (PACE) study sponsored by the Administration for Children and Families. Using a rigorous research design, the study found that WTA Connect resulted in a modest increase in attainment of credentials by participants within the 18-month follow-up period, but no other educational or career impacts. Future reports will examine whether this credential effect translates into gains in employment and earnings. Primary research questions for the study include: (1) Was the intervention implemented as designed?; (2) How did services received differ between study participants who could access the WTA Connect program versus those who could not?; and (3) What were the effects of access to WTA Connect on short-term educational outcomes: credentials attained and hours of occupational training received?