ethanporcaro/eric-fulltext-meta huggingface dataset:
The Influence of Adverse Classroom and School Experiences on First Year Teachers&apos; Mental Health and Career Optimism
Author: McLean, Leigh
Date: 2020-00-00
Type: Reports - Research
Subjects: Beginning Teachers,Stress Variables,Student Experience,Educational Environment,Depression (Psychology),Anxiety,Symptoms (Individual Disorders),Psychological Patterns,Positive Attitudes,Careers,Preservice Teachers,Mental Health,Undergraduate Students,Educational Resources,Student Attitudes,Classroom Environment,Secondary School Students

Presents a study which aims to investigate the extent to which classroom student adversity, school-provided resources, and school climate directly relate to participants' reports of depressive and anxious symptoms and career optimism, and within this model, the relative influence of each indicator. The authors predict that classroom student adversity, resources, and school climate will each be directly related to symptoms of clinical depression and anxiety and career optimism. They also predict that classroom student adversity will be the strongest relative predictor of each outcome compared to resources and school climate. They investigate the extent to which resources and school climate each interact with classroom student adversity to influence participants' outcomes and predict that higher satisfaction with resources and more positive school climate will each buffer the hypothesized negative effects of classroom student adversity. Undergraduate seniors in a teacher-training program at a public university in the Southwestern United States were recruited to participate in a longitudinal study that followed them from the last year of training through their first year of teaching. In conclusion, all new teachers experience job demands upon entering the profession, and these demands no doubt have steep implications for their career success and longevity. [This paper was published in &quot;Teaching &amp; Teacher Education&quot; v87 p1-13 2020.]
Students&apos; Preferences and Views about Learning in a Smart MOOC Integrated with Intelligent Tutoring
Author: Yilmaz, Gizem Karaoglan
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Preferences,Online Courses,Educational Technology,Technology Uses in Education,Intelligent Tutoring Systems,College Students,Barriers,Usability

Massive Open Online Courses (MOOCs) have become widespread all around the world since their conceptualization, both in terms of the number of students enrolled and the number of courses available. Some issues or learner needs in these environments, such as accreditation, quality of assessment and scaffolding for left-behind learners, have also surfaced as a result of rise in popularity. Profiling learners, using scaffolding strategies, structuring the assessment in a dynamic and effective manner, monitoring performance, and providing feedback/feedforward based on learning analytics are all expected to be valuable solutions to these issues. In this study, it is aimed to describe student views on the MOOC platform, which has the above-mentioned features and was designed and developed according to the AGILE software development model. Participants of this case study consist of 53 undergraduate students from three different universities. The data was collected using a questionnaire and semi-structured form both of which were developed by the researchers. The findings obtained were considered under these themes: benefits, disliked aspects, preferences in different learning contexts, ease of use, features open to improvement. Findings based on both quantitative and qualitative interpretations are presented on each theme. The findings of this study are limited to student views. In the later stages, authentic usage circumstances can be presented by taking into log data as a data source. [For the full proceedings, see ED621108.]
Mathematics Education in Lower Secondary School: Four Open Online Courses to Support Teaching and Learning
Author: Barana, Alice
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Secondary School Students,Online Courses,COVID-19,Pandemics,Teaching Methods,Learning Processes,Interactive Video,Learning Problems,Instructional Design,Teacher Attitudes,Student Attitudes,Open Educational Resources,Geometry,Foreign Countries,Educational Change

In the light of an educational emergency aggravated by the health emergency following the COVID-19 pandemic, the DELTA (Digital Education for Learning and Teaching Advances) Research Group developed four open online courses available to lower secondary school students and teachers. The four courses, devoted respectively to Numbers, Space and Shapes, Data and Predictions, Relations and Functions, contain interactive materials to support the teaching and learning of Mathematics. We have made the four open online courses available to teachers, tutors, and students within two projects. Both projects are aimed at lower secondary school students, especially those with difficulties in Mathematics. In this paper we discuss the methodologies and technologies used to develop the online courses and we show an example of the interactive materials that can be found within the courses. The results show the appreciation of the resources by teachers, tutors and students, a sign that open online educational resources can foster a change in Mathematics teaching and learning. [For the full proceedings, see ED621108.]
Online University Orientation Models for Student Transition between Secondary and Tertiary Education
Author: Floris, Francesco
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Distance Education,Electronic Learning,School Orientation,Student Adjustment,Foreign Countries,College Freshmen

The transformation of higher education practices needs to be accompanied by the deployment of university guidance. This is especially important when activities have to be carried online and remotely. Online students expect to receive precise information to be successful learners, just as they would if they were in a face-to-face setting, but even more, due to the large capabilities of digital services. Worldwide universities provide free and open access to educational content online, but this is effective for guidance only if it is the main objective of courses and resources. One way to address student transition has been experimented by the University of Turin with the action Orient@mente that helps students in their transition from secondary school to university. In Orient@mente, students can find useful information, guidance activities, automatically graded tests to prepare for university admittance, online courses for revising basic knowledge, resources for foreign students, and information about the Erasmus program. This action has already proven its usefulness and it is expanding as a transversal and international model. Soon a new action will be fully developed, Eirenteering, a name mixing Eire (the Irish name for Ireland) and Orienteering. This paper discusses the methodologies adopted in Orient@mente and the forthcoming Eirenteering, together with results obtained with Orient@mente concerning the usage and the usefulness of the service. [For the full proceedings, see ED621108.]
Promoting Self-Regulated Learning Strategies for First-Year Students through the COMPER Service
Author: Pierrot, Laëtitia
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Metacognition,Learning Strategies,Blended Learning,Distance Education,Independent Study,Competency Based Education,Higher Education,Intelligent Tutoring Systems,Usability,College Freshmen,Two Year College Students,Computer Science Education,Introductory Courses,Programming,Course Organization,Foreign Countries,Computer Software,Student Attitudes,Visual Aids

Implementing remote and blended higher education courses motivated the design for new support services for autonomous learning. Thus, combining a competence-based approach and self-regulation, the COMPER project offers a service to be used in addition to the courses. It consists of a graphical presentation of the learners' competency profile (following the open learner model's approach) and a personalized resources recommendation system. To assess its usefulness and usability, we conducted a study to test the COMPER service on 181 first-year students (from a two-year university diploma in computing), in addition to practical work carried out remotely. Based on a survey (usage data and scales) analysis, our study shows that globally the learners perceive the service as useful, especially those who favor working individually. Finally, our findings showed how much attention must be paid before implementing an independent OLM into an existing learning environment, especially for learners lacking SRL competencies. [For the full proceedings, see ED621108.]
Studying Design Attributes of Virtual Characters to Support Students&apos; Perceived Experiences in Virtual Reality Lectures
Author: Garcia, Brittany
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Computer Oriented Programs,Lecture Method,Student Experience,Virtual Classrooms,Technology Uses in Education,Models,Instructional Design,Physical Characteristics,Visualization,Undergraduate Students

Virtual reality recently expanded to collaborative and social networking environments where users interact with virtual characters (VCs) of various appearances and behaviors, often impacting the quality of experience. In this paper, we present preliminary survey results of perceptions about characteristics of VCs and a user study of a VR lecture app with different styles of virtual instructors. VCs were collected from existing collaborative and social VR applications and categorized by body types and design style. Survey results coupled with prior works guided the development of design styles, which we briefly present. In the user study, 12 users experienced two different VR lectures with randomly assigned character styles. Results show participants found the stylized VC familiar and human while the realistic VC was engaging and trustworthy. Results also show feelings of learning more about the lecture topic with the stylized VC. [For the full proceedings, see ED621108.]
Annual Report of the United States Commissioner of Education. For the Fiscal Year Ended June 30 [1940-1944]
Author: Federal Security Agency, US Office of Education (ED)
Date: 1945-00-00
Type: Historical Materials
Subjects: Annual Reports,Educational History,General Education,Vocational Education,Vocational Rehabilitation,Educational Radio,Military Training,Job Training,Engineering,Higher Education,Comparative Education,Statistics,Library Services,Physical Education,Industrial Arts,Tests,Agricultural Education,Family and Consumer Sciences,Business Education,Career Guidance,Federal Programs,Employment Programs,Adult Education,Civics,Trade and Industrial Education,Planning,United States History

This document is a bound copy of reports of the U.S. Commissioner of Education for 1940, 1941, 1941-42, 1942-43, and 1944. Each report provides discussion and data on U.S. education across sectors and jurisdictions, and the programs and organization of the Office of Education. Topics presented in the reports include general education, vocational education, vocational rehabilitation, educational radio, training workers for the national defense, overview of the defense training program, training programs for less-than-college-level persons, engineering defense training, general services to education, higher education, comparative education, special problems in education, statistics, library services, health and physical education, industrial arts education, tests and measurements, vocational education services, agricultural education, home economics education, business education, occupational information and guidance, public service training, research in vocational fields, appropriations for vocational education, vocational rehabilitation expansion, five-year summary of the federal forum project, Civilian Conservation Corps (CCC) educational activities and CCC-education served youth and defense, educational radio, visual aids for war training inter-American educational relations, High School Victory Corps, adult and civic education, trade and industrial education, post-war planning, emergency war training services for the blind, visual aids for war training, and the Office of Education's reorganization.
Accounting for Demographics and Risk in Postcollege Earnings
Author: de Alva, Jorge Klor
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: Accountability,Higher Education,Salaries,Outcomes of Education,College Graduates,Profiles,Minority Group Students,Low Income Students,Institutional Characteristics,Comparative Analysis,College Admission,College Preparation,Equal Education,Risk,Private Colleges,State Universities,Institutional Evaluation

Current accountability in higher education is primarily focused on equality--the application of the same metrics to all schools no matter whom they enroll. But an accountability system that judges schools only on former students' earnings outcomes will reward schools with certain demographic profiles over others--in the context of this report, colleges with fewer Black and low-income students. To apply any kind of accountability metric fairly, it's necessary to account for the hand a school is dealt in the demographic makeup of its students, just as it's necessary to assess how well or how poorly a school is doing in comparison to peers facing similar challenges. To fail to do this is to leave schools free to continue either admitting only the most prepared students they can attract or doing a poor job while excusing themselves because they serve a large percentage of low-income and minority students.
EFL Teacher Evaluation/Observation Checklist
Author: Abdallah, Mahmoud M. S.
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: English (Second Language),Language Teachers,Teacher Evaluation,Observation,Check Lists,Preservice Teachers,Foreign Countries

While the candidate teacher - or EFL student teacher - explains something (a linguistic concept, aspect, skill, etc.), his/her peers/colleagues should be writing notes to evaluate his/her performance. The checklist below is a means or tool that they can use to do this job appropriately and efficiently. The checklist is organised in a way that covers the essential language teaching elements, which include: (1) Personal traits and manner; (2) Classroom management; and (3) Teaching methods &amp; techniques. The suggested rating scale allows the observers (i.e. teachers, colleagues, peers, other students teachers, etc.) to assess the teaching performance by giving a score to each criterion ranging from very poor to very good. The checklist also includes a comments section for writing down any further details, suggestions, reflections, etc. freely and when needed. These comments can be discussed later on with the supervisor after each microteaching or teaching practice session.
Cognitive Flexibility in Beginning Decoding and Encoding
Author: Vadasy, Patricia F.
Date: 2022-07-14
Type: Reports - Research
Subjects: Cognitive Ability,Decoding (Reading),Prediction,Language Skills,Executive Function,Cognitive Processes,Correlation,Kindergarten,Alphabets,Phonics,Intervention,Spelling,Reading Achievement,Achievement Gains,Individual Differences,Task Analysis,Associative Learning,Response to Intervention,Phoneme Grapheme Correspondence,Knowledge Level,Intelligence Tests,Verbal Ability,Vocabulary,English (Second Language),Second Language Learning

The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs). These higher-level cognitive processes include working memory, inhibition, and cognitive flexibility, and individual differences in these EFs have been shown to contribute to early academic learning. The present study extends the prior research on EFs by examining the relationship between one type of EF, cognitive flexibility, and decoding and encoding development in English-speaking kindergarteners with limited alphabet knowledge. Pooling data from two cohorts of kindergarten children who took part in a brief phonics intervention (N = 125 from 23 classrooms at one U.S. public school), we estimated the unique effect of cognitive flexibility on decoding and spelling gains, controlling for potential confounds. Results showed that initial cognitive flexibility significantly positively predicted word-level decoding and spelling gains (uniquely explaining an average of approximately 5% of the variance in gains for these measures), but the effect on decoding gains was stronger for children with lower incoming alphabet skills (5-7 letters or fewer). These findings are consistent with the earlier research on EFs and reading acquisition with older children, and also indicate that greater alphabetic skills may compensate for lower initial EF in decoding development for children learning alphabetic languages. [This paper will be published in the &quot;Journal of Education for Students Placed at Risk (JESPAR).&quot;]
We Are What We Teach: Re-Envisioning Public Education for a Just, Free, and Prosperous America
Author: Aspen Institute, Education & Society Program
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Public Education,Educational Objectives,Civics,Talent Development,Democracy,Career Development,Holistic Approach,Educational Strategies,Educational Improvement,Self Concept,Role of Education,Citizenship Education,Social Justice

Public education is the most important investment America makes in its future, a tangible expression of values and aspirations for society. Schools profoundly influence how students understand themselves, the roles and responsibilities they are expected to fulfill, and the country they will collectively create. A vision for public education is an essential touchstone for aligning strategies and actions to purpose and mission. A rich vision for public education is needed that meets this moment and offers all young people an opportunity to experience a sense of belonging and prepares them to participate fully in American society, civic life, and work. The Aspen Institute Education &amp; Society Program's We Are What We Teach proposes three primary and interdependent areas of focus to advance this vision for public education: (1) developing a healthy sense of self that supports students to understand who they are and how to make the most of their talents and passions; (2) preparing students to engage effectively in American democracy and civic life; and (3) enabling students to thrive in the world of work. Individually, each of these areas of focus for schools, or foundational purposes of schooling, is vital but incomplete. Addressing them in isolation inevitably leads to fragmented, siloed initiatives. A holistic, unifying vision forges coherence across the many strategies that have a role in improving public education.
Confronting Failure: Approaches to Building Confidence and Resilience in Undergraduate Researchers
Author: Corwin, Lisa A., Ed.
Date: 2022-07-00
Type: Books
Subjects: Student Research,Researchers,Undergraduate Students,Self Esteem,Resilience (Psychology),Student Experience,Failure,Identification (Psychology),Self Concept,Student Attitudes

In this open-access book, authors from a range of disciplines--from geosciences to drama--capture how failure manifests and can be productively supported in a range of undergraduate research experiences. Whether the learning environment is a STEM research lab, a course-based undergraduate research experience (CURE), a humanities summer undergraduate research experience, a library, or the stage, students can benefit from support when they experience a gap between an expected/desired result and their lived experience. These perspectives and disciplinary contexts address failure from different vantage points and lenses, with the common focal point of nurturing undergraduate success through leveraging failure as an opportunity to build confidence and resilience. Represented are different institutional types, classroom and non-classroom environments, and programmatic and individual efforts. [This book was edited with Jennifer M. Heemstra.]
Ready Connected Supported: Becoming Young. Employed. Successful. The YES Project
Author: America's Promise Alliance
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Youth Employment,Unemployment,Youth,Job Skills,Success,Social Networks,Career Readiness,Career Development

For young people, connecting to the world of work during this important period can strengthen their confidence and ties to the labor market and set them on a secure and fulfilling career pathway. Focusing on young people in the workforce is also a win for employers, who can tap into a broader pool of talent. Tackling youth unemployment also benefits the economy and society--broadening the tax base, boosting spending power, and reducing financial reliance on families and government programs. That's why the YES Project: Young, Employed, Successful --a national youth employment campaign launched by America's Promise Alliance--is working to support and grow the youth workforce so that every young person seeking a job can find a job. This paper describes the founding and goals of the YES Project.
Studies in Teaching: 2022 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 30, 2022)
Author: McCoy, Leah P., Ed.
Date: 2022-06-30
Type: Collected Works - Proceedings
Subjects: Action Research,History Instruction,Outdoor Education,Science Education,Empathy,Primary Sources,Debate,Teaching Methods,Student Interests,Secondary School Students,Social Studies,Current Events,High School Students,Art History,Music,Mathematics Instruction,Learner Engagement,Student Attitudes,Academic Achievement,Elementary School Students,Sentences,Writing Attitudes,Reflective Teaching,Learning Motivation

This document presents the proceedings of the 26th Annual Research Forum held June 30, 2022, at Wake Forest University in Winston-Salem, North Carolina. Included are the following ten action research papers: (1) Historical Empathy, Primary Sources, and Subjectivity in History (Camron Alten-Dunkle); (2) Cultivating Classroom Science Outdoors (Sophia Dorsey); (3) &quot;A Good Debate Is One Where I Win&quot;: Utilizing Debate as an Instructional Strategy in Secondary Social Studies (Jennifer Griffin); (4) Can Current Events Influence Student Interest in a High School Social Studies Classroom? (Sam Hudson); (5) Art History used in Standard History Courses (Alexis King); (6) Hip-hop Meets Mathematics: The Effects of Teaching Upper Elementary Mathematics Concepts Through the Lens of Hip-hop on Student Engagement, Attitude, and Achievement (Jessica Logan); (7) Impact of Specials on Elementary School Student Engagement (Yuval Solomon); (8) Educational Digital Games (Molly Sugarman); (9) The Influence of Sentence-Combining on Students' Attitude toward Writing (Jenna Whitener); and (10) The Effect of Reflective Practice on Student Mathematics Learning Attitude (Yiming Zhang). Individual papers contain references, tables, and figures. [For the 2021 Research Digest, see ED615309.]