ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrated Basic Education Skills and Training (I-BEST). Intervention Report Snapshot. Postsecondary Career and Technical Education. WWC 2020-012
Author: What Works Clearinghouse (ED)
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Vocational Education,Basic Skills,Community Colleges,Integrated Curriculum,Education Work Relationship,Instructional Effectiveness,Educational Research,Employment,Income,College Credits,Credentials,Program Costs,Adult Basic Education,Two Year College Students,Adult Students

Rising employer demand for skilled workers has driven efforts to better align occupational training programs to industry needs. Yet, even as the demand for skilled workers increases, less than half of students who enter occupational training programs receive a credential within six years. Community colleges are working to find faster and more effective ways to train those in need of basic skills instruction in math, reading, or job skills. Traditionally, basic skills courses are offered in a sequence that must be completed before students can begin college-level occupational training. However, most students referred to basic skills training never enroll in college-level courses. As its name implies, Washington State's &quot;Integrated Basic Education Skills and Training (I-BEST)&quot; provides integrated basic skills and occupational training that allows students to complete their training program faster, and provides supports designed to ensure students stay engaged in training. Washington State's &quot;I-BEST&quot; program was developed by the Washington State Board of Community and Technical Colleges (SBCTC) and was first implemented in the 2006-2007 school year. This What Works Clearinghouse (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of &quot;I-BEST&quot; on education and labor market outcomes. The WWC identified 12 studies of &quot;I-BEST.&quot; Three of these studies meet WWC standards. Findings on &quot;I-BEST&quot; from three studies that meet WWC standards are shown on this snapshot. A table reports an effectiveness rating, the improvement index, and the number of studies and students that contributed to the findings. The improvement index is a measure of the intervention's effect on an outcome. This intervention snapshot provides a brief summary of the full report. [For the full report, see ED607980. For the Intervention Brief, see ED607981.]
Accuracy of Speech Recognition in Oral Reading Fluency for Diverse Student Groups
Author: Nese, Joseph F. T.
Date: 2020-02-00
Type: Reports - Research
Subjects: Oral Reading,Reading Fluency,Accuracy,Student Diversity,Audio Equipment,Scoring,Reading Tests,Reading Research,Comparative Analysis,Evaluators,Students with Disabilities,Speech Evaluation,English Language Learners,Elementary School Students,Grade 2,Grade 3,Grade 4

Automatic speech recognition (ASR) can be used to score oral reading fuency (ORF) assessments to ameliorate current inadequacies (e.g., administration errors, high opportunity cost), and represents an important part of a larger solution to improve traditional ORF. But more research is needed on how ASR performs for diverse student groups. The purpose of this study is to examine the accuracy of ORF scores as generated by ASR compared to humans, and in particular, differential effects for students with disabilities (SWD) and those receiving English language (EL) supports. Across Grades 2 to 4, the ORF word score agreement rates between human criterion and ASR were significantly lower for SWDs compared to their non-SWD/non-EL peers, but the differences in ORF WCPM scores between human and ASR were not exacerbated for SWD or EL students. We speculate that the ASR may be less accurate than a human scorer for SWDs at the word level, but the difference in scoring is mitigated when scores are aggregated at the passage level.
Relationship between Self-Esteem, Academic Procrastination and Test Anxiety with Academic Achievement of Post Graduate Diploma in Education (PGDE) Students in Delta State University, Abraka.
Author: Okoye, K. R. E.
Date: 2020-02-00
Type: Journal Articles
Subjects: Correlation,Self Esteem,Time Management,Test Anxiety,Academic Achievement,Graduate Students,Teacher Education,Teacher Certification,Public Colleges,Foreign Countries,Self Concept Measures

In order execute this study, three research questions were raised and three null hypotheses were tested at 0.05 level of significance. Correlational-descriptive research design was adopted for the study. The entire population of 43 PGDE students were studied without sampling. Rosenberg Self-Esteem Scale, Abu-Ghazal's Academic Procrastination Questionnaire and Suinn's Test Anxiety Questionnaire with reliability coefficients of 0.92, 0.83 and 0.86 were used as instruments for the study. Achievement scores obtained in Educational Statistics and Introduction to Special Education with permission of the Head of the Department, Educational Foundations, Delta State University, Abraka, were collected and used to determine the academic achievement of PGDE students. Pearson Product Moment Correlation Coefficient was used for data analysis. Findings of the study revealed a positive and significant relationship between self-esteem and academic achievement among PGDE students. The study discovered a negative and significant relationship between academic procrastination and academic achievement. Also, the study disclosed a negative and significant relationship between test anxiety and academic achievement. The study concluded that, PGDE students must design time management strategies in order to create a balance between their professional life and postgraduate studies in order to attain optimal academic performance. It was recommended among others that management of universities running post-graduate programmes should implement flexible assessment and evaluation techniques in measuring the academic success of PGDE students in order to reduce the negative effects of test anxiety and academic procrastination on their academic engagements.
Teachers&apos; Instructional Practices and Its Effects on Students&apos; Academic Performance
Author: Francisco, C. D. C.
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,Educational Practices,Teaching Methods,Teacher Influence,Academic Achievement,Elementary School Teachers,Lesson Plans,Instructional Design

The principal aim of the researcher was to test the impact of instructional practices of teachers on students' academic performance. To achieve this aim, the researcher used a sample size of 55 teachers and 295 students in private schools in the City of Meycauayan, Bulacan during the school year 2018-2019. The primary data gathering tools used in the study was a standardized questionnaire Instructional Practices Survey adopted from Valentine (2000) on determining teachers' instructional practices and a documentary analysis from DepEd Order no.8, s. 2013 also known as the Classroom E-Record to determine the point average of the respondents' status of academic performance. The collected data were analyzed and treated statistically through the use of Statistical Packages for Social Sciences (SPSS). Results revealed that the instructional practices affect the students' academic performance in English, Mathematics, Science, Filipino, and Araling Panlipunan to a varying extent. This means that for every unit improvement in the instructional management practices mentioned could generate a certain increase in students' academic performance. The analysis of variance revealed a greater value than the significance level set at 0.05. We cannot reject the null hypothesis. We may safely conclude that the planning, teaching, and assessment practices of the teachers did not produce significant combined effects on the academic performance of students on the five content subjects in the curriculum. The study recommended that school principals may conduct frequent teachers' assessment, training needs assessment to identify the needs of teachers in terms of their profession.
Teachers&apos; Use of Questions during Shared Book Reading: Relations to Child Responses
Author: Deshmukh, Richa S.
Date: 2019-00-00
Type: Reports - Research
Subjects: Teaching Methods,Questioning Techniques,Story Reading,Reading Aloud to Others,Preschool Teachers,Preschool Children,Classroom Communication,Reading Instruction,Responses

This study examined the extent to which preschool teachers used different types of questions during classroom-based shared book reading. Our goals were to describe the question wording teachers use to elicit child responses and to consider sequential relations between types of question wording and student responses. Participants included 96 preschool and kindergarten teachers who read aloud a standard narrative text to their whole class of students. All the sessions were video-recorded, transcribed and then coded by trained coders. During reading, teacher total extra-textual utterances included 23.74% questions (n = 5207 questions). The wording of these questions mostly included &quot;Wh-question&quot; forms (who, what, when, where) or question forms that required only a yes/no response. Yet sequential analyses demonstrated that less frequently occurring question forms, such as &quot;Why-questions&quot; and &quot;How-procedural&quot; questions elicited longer, multiword responses from students. Results further suggested that students readily answered most questions accurately; although, &quot;Why-questions&quot; produced more inaccurate student responses, this level of challenge is likely appropriate. Unfortunately, most teacher questions were easy for children to answer accurately or with a single word, thereby indicating teachers are not demonstrating Vygotskian principles (1978) of adjusting their questioning techniques to a level of challenge that is just above children's overall level of mastery. Important implications of these findings are discussed for educators as well as curriculum developers.
Predictors of Low Agreement between Automated Speech Recognition and Human Scores
Author: Nese, Joseph F. T.
Date: 2017-04-00
Type: Reports - Research
Subjects: Automation,Speech,Recognition (Psychology),Scores,Oral Reading,Reading Fluency,Computer Assisted Testing,Reading Tests,Scoring,Predictor Variables,Curriculum Based Assessment,Readability,Readability Formulas,Elementary School Students,Grade 2,Grade 3,Grade 4

Despite prevalent use and practical application, the current and standard assessment of oral reading fluency (ORF) presents considerable limitations which reduces its validity in estimating growth and monitoring student progress, including: (a) high cost of implementation; (b) tenuous passage equivalence; and (c) bias, large standard error, and tenuous reliability. To address these limitations, the Computerized Oral Reading Evaluation (CORE) system contains an automated scoring algorithm based on a speech recognition engine and a novel latent variable psychometric model. The purpose of this study is to investigate potential student and passage predictors of low agreement between an automated speech recognition (ASR) engine and human scores of words read correctly in student oral reading fluency passages. We fit a cross-classified, variable exposure Poisson model to estimate agreement and found that the majority of variance was found at the student and recording levels, and that student demographic variables explained only a small amount (13%) of the student-level variance. [Poster presented at the National Council on Measurement in Education Annual Meeting (Apr 2017).]
Lived Experiences of Elementary Teachers from Qualitative and Descriptive Evaluation
Author: Bayrami Farjoud, Mina
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Student Interests,Student Motivation,Student Evaluation,Evaluation Methods,Qualitative Research,Elementary School Students,Student Characteristics,Student Needs,Teacher Attitudes

The purpose of this study was to investigate the quality of life assessment of teachers in descriptive evaluation. The research method is qualitative. The statistical population is the primary teachers who work in education office (Ardebil district1). The method of selecting participants is targeted. Ten teachers qualified in qualitative-descriptive teaching were studied in the present study. Deep semi-structured interviews were used to collect information. The results show that by implementing a descriptive evaluation project, students became more active and interested in the lesson. The need to re-interpret items is a problem that teachers are involved with, and this is related to the parents' lack of awareness and familiarity with such a method. Also, the time-consuming of the process of descriptive evaluation is a problem that all teachers acknowledge. The problem of reinforcing student motivation is another challenge faced by teachers. Particularly the elimination of the score and the making difference between more hard-working and less hard-working students is difficult in terms of qualified items. However, improving students' mental and psychological well-being in the form of reducing stress and anxiety and strengthening their social skills in the lives of teachers has been represented.
Investigation of Relationship between Psychological Well-Being, Self Esteem, Perceived General Self-Efficacy, Level of Hope and Cognitive Emotion Regulation Strategies
Author: Akfirat, O. Nejat
Date: 2020-00-00
Type: Journal Articles
Subjects: Well Being,Self Esteem,Self Efficacy,Psychological Patterns,Emotional Response,Self Control,Predictor Variables,Foreign Countries,Self Concept Measures,Preservice Teachers

In this study, the relationship between pre-service teachers' psychological well-being levels and self-esteem, perceived general self-efficacy, cognitive emotion regulation strategies and hope variables were investigated together with how these variables predicted pre-service teachers' psychological well-being. The research was conducted via relational screening model. The research group consists of a total of 403 participants including 206 females and 197 males, who received pedagogical formation education at a university located in Turkey's Marmara Region, and participants were selected using a simple random sampling method. In the research, Psychological Well-Being Scale (short form), Rosenberg Self-Esteem Scale, General Self-Efficacy Scale, Cognitive Emotion Regulation Scale, the Beck Hopelessness Scale, and Personal Information Form were used as data collection tools. The data obtained were analyzed by multiple linear regression analysis. According to the findings, self-esteem, general self-efficacy, level of hope, positive reappraisal from cognitive emotion regulation strategies, accusing and accepting others significantly predicted psychological well-being.
Effectiveness of an Online Classroom for Flexible Learning
Author: Francisco, Christopher D. C.
Date: 2020-08-00
Type: Journal Articles
Subjects: Virtual Classrooms,Graduate Students,Foreign Countries,Electronic Learning,Educational Technology,Educational Benefits,Time Management,Internet,Web Based Instruction,Online Courses,Integrated Learning Systems

This study aimed at investigating the role of Eliademy as a web-based classroom in designing an alternative learning tool in times of emergencies. To achieve this aim, a qualitative interview was conducted to the selected graduate school students of La Consolacion University Philippines who had experienced three (3) consecutive trimesters of Eliademy in their courses during the academic year 2018-2019. The results revealed that students strongly agreed that Eliademy can be used as an alternative tool for teaching and learning as evidenced by their perceived advantages and disadvantages of such platform. The study found out that Eliademy is accessible, can promote time management, promptness and a challenge for the users although it requires strong internet connections and time pressured. The researcher offered three easy steps in using creating this web-based classroom, to wit: &quot;Signing in&quot;, &quot;Designing it&quot;, and, &quot;Managing out&quot;. Finally, the researcher also presented other potential alternative learning tools by which teachers may utilize depending on the needs on the learners since such platforms have their own special features (e.g. CourseSites, iTunes U, LatitudeLearning, Myicourse, Schoology, ATutor, Dokeos, Moodle, etc.). It was concluded that in times of calamities, educators and other institutions may consider the utilization of Eliademy so as not to compromise classes and even in a regular routine. Doing this may promote schools' learning management system (LMS) which is required by the different accrediting agencies (e.g. PAASCU, PACUCOA, ISO).
The Three Cs of Administrative Office Management: Conceptions, Challenges, and Coping Mechanisms
Author: Francisco, Christopher D. C.
Date: 2020-09-00
Type: Journal Articles
Subjects: Office Management,School Administration,Foreign Countries,Teacher Administrator Relationship,Coping,Stress Variables,Work Environment,Morale

The main aim of the study was to investigate different conceptions, challenges, and coping mechanisms with regards to administrative office management. To achieve this aim, the researcher selected three administrative officers within the Schools Division of City of Malolos, Bulacan during the school year 2019-2020. The study utilized a qualitative research design which aimed to describe the lived experiences of individuals in a certain phenomenon or human condition. Using transcriptions, codes, and triangulations of the data gathered, themes were extracted in the data analysis. Findings revealed that: (1) AOM was conceived as management of various documents for smooth transactions between teachers and school administrators, (2) AOM challenges were noted as encountering naughty teachers, unreturned office supplies, noisy location of the office facility and the office which is sometimes turned out to be a storage room, (3) As AOM coping mechanisms, the respondents keep their strict mood and maintain a happy atmosphere to obtain a less stressed and a peaceful workplace. Conclusions were drawn and recommendations were offered.
Investigating Relations between Self-Regulated Reading Behaviors and Science Question Difficulty
Author: Farhana, Effat
Date: 2020-07-00
Type: Speeches/Meeting Papers
Subjects: Reading Strategies,Self Management,Student Behavior,Science Materials,Difficulty Level,Questioning Techniques,Middle School Students,Documentation,Visual Aids,Vocabulary,Reading Comprehension,Intelligent Tutoring Systems

Reading to learn is a quintessentially self-regulated activity. In order to provide effective support for this activity it is necessary for us to understand how students adapt their self-regulation behaviors within disciplinary reading environments. In this paper, we utilize student response data from a digital literacy platform to examine the association of students' behaviors with the difficulty of questions embedded in science texts. We analyzed 131 distinct physical science questions used in 641 middle school classes within Actively Learn, a digital reading platform. We investigated the association of question difficulty and students' behaviors, including reading, annotating, highlighting, and vocabulary lookups. Our findings show that students found multiple choice questions with multiple correct answers hard to answer and exhibited more reading behaviors when attempting them. Short answer questions appeared to be easier; students engaged in more annotation, highlighting vocabulary lookups when attempting easy short-answer questions compared to difficult multiple-choice questions. [For the full proceedings, see ED607784.]
Iterative Feature Engineering through Text Replays of Model Errors
Author: Slater, Stefan
Date: 2020-07-00
Type: Speeches/Meeting Papers
Subjects: Data Analysis,Engineering,Classification,Models,Computer Uses in Education,Prediction,Educational Games,Video Games,Physics,Science Instruction,Middle School Students

Feature engineering, the construction of contextual and relevant features from system log data, is a crucial component of developing robust and interpretable models in educational data mining contexts. The practice of feature engineering depends on domain experts and system developers working in tandem in order to creatively identify actions and behaviors of interest. In this paper we outline a method of iterative feature engineering using the misclassifications of earlier models. By selecting cases where earlier models and ground truth disagree, we can focus attention on specific behaviors, or patterns of behavior, that a model is not using in its predictions. We show that iterative feature engineering on cases of false positives and false negatives improved a model predicting quitting in an educational video game by 15%. We close by discussing applications of this method for addressing model performance gaps across different classes of learners, as well as precautions against model overfitting with using this method of feature engineering. [For the full proceedings, see ED607784.]
Learning a Policy Primes Quality Control: Towards Evidence-Based Automation of Learning Engineering
Author: Shimmei, Machi
Date: 2020-07-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Engineering,Outcomes of Education,Courseware,Educational Quality,Learning Processes,Markov Processes,Decision Making,Simulation,Computer Software,Evidence Based Practice,Task Analysis,Online Courses,Instructional Innovation,Artificial Intelligence

One of the most challenging issues for online courseware engineering is to maintain the quality of instructional components, such as written text, video, and assessments. Learning engineers would like to know how individual instructional components contributed to students' learning. However, it is a hard task because it requires significant expertise in learning science, learning technology, and subject matter pedagogy. To address this challenge, we propose an innovative application of reinforcement learning (RL) as an assessor of instructional components implemented in given online courseware. After students activities are converted into Markov decision process (MDP), a collection of actions (each corresponds to an instructional component) suggested as a policy is analyzed. As a consequence, the usefulness of individual actions with regards to achieving ideal learning outcomes will be suggested. The proposed RL application is invented for human-in-the-loop learning engineering method called RAFINE. In the RAFINE framework, a machine generates a list of the least contributing instructional components on the given online courseware by interpreting the whole policy. The courseware developers modify those suggested components. As a proof of concept, this paper describes an evaluation study where online learning was simulated on hypothetical online courseware. The results showed that over 90% of ineffective instructional components were correctly identified as ineffective on average. [For the full proceedings, see ED607784.]