ethanporcaro/eric-fulltext-meta huggingface dataset:
nCoder+: A Semantic Tool for Improving Recall of nCoder Coding
Author: Cai, Zhiqiang
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Semantics,Computational Linguistics,Evidence,Coding,Integrated Learning Systems,Computer Software,Classification,Reliability,Validity,Natural Language Processing,Error Patterns,Recall (Psychology),Sample Size,Information Retrieval

Coding is a process of assigning meaning to a given piece of evidence. Evidence may be found in a variety of data types, including documents, research interviews, posts from social media, conversations from learning platforms, or any source of data that may provide insights for the questions under qualitative study. In this study, we focus on text data and consider coding as a process of identifying words or phrases and categorizing them into codes to facilitate data analysis. There are a number of different approaches to generating qualitative codes, such as grounded coding, a priori coding, or using both in an iterative process. However, both qualitative and quantitative analysts face the same coding problem: when the data size is large, manually coding becomes impractical. nCoder is a tool that helps researchers to discover and code key concepts in text data with minimum human judgements. Once reliability and validity are established, nCoder automatically applies the coding scheme to the dataset. However, for concepts that occur infrequently, even with an acceptable reliability, the classifier may still result in too many false negatives. This paper explores these problems within the current nCoder and proposes adding a semantic component to the nCoder. A tool called &quot;nCoder+&quot; is presented with real data to demonstrate the usefulness of the semantic component. The possible ways of integrating this component and other natural language processing techniques into nCoder are discussed. [This paper was published in: &quot;ICQE 2019,&quot; CCIS 1112, edited by B. Eagen et al., Springer, 2019, pp. 41-54.]
Developing EFL Adult Learners&apos; Critical Thinking through a Program Based on an E-Community Context
Author: Abd El-Glil, Ahmed Gamal Mohamed
Date: 2021-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Foreign Countries,Adult Learning,Adult Students,Critical Thinking,Thinking Skills,Skill Development,English (Second Language),Second Language Instruction,Communities of Practice,Computer Mediated Communication,Teacher Role,Student Role,Program Effectiveness,Educational Technology,Technology Uses in Education,Young Adults

The study aimed to design a program based on an e-community context to develop adult EFL learners' critical thinking. The study started with a review of the literature and previous studies related to critical thinking, its components, and e-communities where the study took place. The researcher designed the study instruments, including a pre-post critical thinking test, and a rubric. The researcher designed the proposed program for developing adult EFL learners' critical thinking. A group of voluntary adult Egyptian EFL learners (n=20) participated in the study. They studied eight online-based sessions, including the pre-post tests. Learners' scores on the pre and post-tests were statistically analyzed using the t-test, and the effect size. Besides, a qualitative analysis of the students' performance and satisfaction was conducted. Both quantitative and qualitative analyses revealed that the proposed program based on an e-community context was effective in developing adults' EFL critical thinking.
Developing High Quality School Leaders in Every Setting: Alternative Education Lessons from Garden Grove Unified School District. Profiles in California Alternative Education
Author: Kuehn, Alex
Date: 2022-01-00
Type: Reports - Research
Subjects: Principals,School Districts,Teaching Methods,School Administration,Instructional Leadership,Correlation,School Effectiveness,Leadership Training,Nontraditional Education,Case Studies,Administrator Attitudes,Teacher Leadership,Personnel Selection,High Schools,High School Equivalency Programs,Assistant Principals,Central Office Administrators,Educational Resources,Mentors,Coaching (Performance),Capacity Building,Informal Education,Faculty Development

A principal's job is complex, demanding, and multi-faceted. Effective principals shape a school's academic vision and foster a climate for learning. In addition, they develop leadership capacity in teachers and staff, promote sound instructional practices, and use resources and data to drive school improvement (Mendels, 2012). Given these significant responsibilities, it is unsurprising that abundant research indicates that the quality of school leadership is correlated with school effectiveness. Principals and school leaders can impact student achievement, graduation rates, and the attraction and retention of qualified teachers (Carver-Thomas &amp; Darling-Hammond, 2017). School leaders clearly play an important role in school systems. As such, the way leaders are identified, prepared, hired, and supported is critical to high quality teaching and learning in schools. [The report was written with Soung Bae.]
The Co-Creation Generation: The Story of the Kentucky Student Voice Team &amp; Guide to Intergenerational Impact
Author: Institute for Citizens & Scholars (C&S)
Date: 2021-00-00
Type: Guides - General
Subjects: Citizenship,Citizenship Responsibility,Citizenship Education,Citizen Participation,After School Programs,Community Services,Intergenerational Programs,Standards,Civics,Design,Cooperation,Youth Leaders,Youth Programs

The Institute for Citizens &amp; Scholars (C&amp;S) is fundamentally rethinking how young people prepare to be productive lifelong citizens. A critical element of this work is engaging youth at the intersection of community and civic life. C&amp;S' work has proven that significant civic learning takes place in after-school programs, on the sports field, at summer camp, in community service groups, and at home. Between June-October 2020, C&amp;S partnered with, supported, and engaged young people across the country on issues that impacted their lives and their communities, including education policy, public health, social reforms, and the environment. C&amp;S awarded grants to six youth-led and youth-centered organizations through an initiative named the Civic Spring Project. A key finding of the project was the lack of resources for those interested in building and sustaining meaningful youth-led and intergenerational initiatives. To address that knowledge gap, C&amp;S asked the youth grantees from the Kentucky Student Voice Team (KSVT) to produce a lesson- and resource-rich study that can be used by youth and adults in the out-of-school-time (OST) field. The goal of this co-designed report is to provide a toolkit, organizational history and narrative, and a research framework that: (1) Helps OST programs build capacity and support for creating projects of youth, for youth, by youth; (2) Begins to develop common standards of practice and measurement tools for civic learning, particularly for OST programs and youth organizing; and (3) Inspires practitioners, youth leaders and any others interested in using these tools and standards in their own work to establish an analytic program model for youth-led, youth-created, and intergenerational initiatives. [This report was written in partnership with Kentucky Student Voice Team.]
Instituto del Progreso Latino&apos;s Carreras en Salud Program: Implementation and Early Impact Report. Pathways for Advancing Careers and Education (PACE). OPRE Report No. 2018-06
Author: Martinson, Karin
Date: 2018-01-00
Type: Reports - Research
Subjects: Career Development,Program Implementation,Hispanic Americans,Organizations (Groups),Low Income Groups,Unskilled Workers,Employment Potential,Health Services,Allied Health Occupations,Allied Health Occupations Education,Job Training,Nurses,English (Second Language),Second Language Learning,Second Language Instruction,Nursing Education,Academic Advising,Basic Skills,Credentials,Outcomes of Education,Program Effectiveness,Adult Students

This report documents the implementation and early impacts of the Carreras en Salud (Careers in Health) program, operated by Instituto del Progreso Latino, in Chicago, Illinois. The Carreras en Salud program is one promising effort aimed at helping low-income, low-skilled adults access and complete occupational training that can lead to increased employment and higher earnings. A distinctive feature of this program is its focus on training for low-income Latinos for employment in healthcare occupations, primarily Certified Nursing Assistant (CNA) and Licensed Practical Nurse (LPN). It is among nine career pathways programs being evaluated in the Pathways for Advancing Careers and Education (PACE) study sponsored by the Administration for Children and Families. The Carreras en Salud program consists of five elements: (1) a structured healthcare training pathway, starting at low skill levels; (2) contextualized and accelerated basic skills and ESL instruction; (3) academic advising and non-academic supports; (4) financial assistance; and (5) employment services. Using a rigorous research design, the study found that the Carreras en Salud program increased hours of occupational training and basic skills instruction received and the attainment of education credentials within an 18-month follow-up period. The program also increased employment in the healthcare field and resulted in a reduction of participants reporting financial hardship.
Attitudes and Challenges toward the Use of ICT Skills: An Assessment of ICT Skills among University Lecturers and Students in Afghanistan
Author: Waseel, Farhad
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,College Students,Teacher Attitudes,Student Attitudes,Computer Attitudes,Information Technology,Computer Uses in Education,Computer Literacy,Technology Integration,Knowledge Level,Word Processing,Multimedia Instruction,Gender Differences

Information and communication technology (ICT) play a vital role in the sustainable development and economic growth of a country, as well as it supports the learning and teaching process approaches effectively. In Afghanistan, the level of student and lecturers' understanding of the ICT skills tools is almost at its preliminary stages. In addition, enough studies have not been conducted in the field of information and communication technologies. The purpose of the current descriptive study is to find out students' ICT skills and the challenges which students and lecturers encounter toward integrating ICT in education at public universities of Afghanistan. and the lecturers, as well. The data regarding the usage of ICT skills in learning practices have been collected through two distinct questionnaires which involved 317 students and 84 lecturers from the four public universities in the capital of Afghanistan, Kabul. The data analysis was performed with SPSS software to describe and summarize the data statistically. The outcomes indicate that students and lecturers are not much skilled in ICT, other than word processing programs and multimedia presentations. Moreover, lack of ICT infrastructure for students and enough insufficient technical training as challenges toward are challenging the higher education institutions, as well as the gender differences in the terms of ICT skills, are identified. are identified. The study recommends the government and higher education authorities in Afghanistan to take practical and immediate actions for enhancing technical training and providing ICT infrastructures to students and lecturers at these universities. These infrastructures should be intended to support the students and lecturers for utilizing the ICT widely. It should enhance students' learning abilities.
&quot;Hero Elementary&quot; Playlist RCT Study in Formal School and Distance Learning Contexts
Author: Li, Linlin
Date: 2020-09-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Science Instruction,Multimedia Instruction,Educational Technology,Program Effectiveness,Science Achievement,Public Television,Elementary School Science,At Risk Students,Low Income Students,English Language Learners,Students with Disabilities,Minority Group Students,Faculty Development,Program Implementation,Grade 2,Disadvantaged Youth,Elementary School Teachers,Elementary School Students,Video Technology

School closures because of natural phenomena, such as COVID-19, underscore the importance of effective distance learning strategies when there are no in-school alternatives. Our study describes the implementation of a multimedia science program before and after school closure due to COVID-19 in a variety of ways depending on schools' infrastructure and preparations for distance learning. In addition to the successes associated with implementation, the results have indicated that the program was positively associated with gains in students' science learning, although it is not statistically significant.
Affirming Both Independent and Interdependent Values Improves Achievement for All Students and Mitigates Cultural Mismatch for First-Generation College Students
Author: Hecht, Cameron A.
Date: 2021-00-00
Type: Reports - Research
Subjects: First Generation College Students,Values,Self Concept,Mathematics Achievement,Social Class,Student School Relationship,Self Efficacy,Generational Differences,Psychological Patterns,Student Experience,Intervention

Many first-generation college students -- whose parents have not obtained a four-year college degree -- experience a &quot;cultural mismatch&quot; due to a lack of alignment between the independent values of their university (consistent with the culture of higher education) and their own interdependent values (consistent with working-class culture). We documented this mismatch at a four-year university (n = 465), and then tested a values-affirmation intervention in a laboratory study (n = 220) that encouraged students to affirm both independent values and interdependent values. We compared this intervention, which had not previously been tested in a four-year university, to a standard values-affirmation intervention and control. This intervention increased first-generation students' perceptions of cultural match and improved achievement on a math test for all students, on average, by increasing confidence and reducing distraction on the test. Encouraging students to integrate independent and interdependent values may improve first-generation college students' experiences in higher education. [This paper was published in &quot;Journal of Social Issues&quot; v77 n3 p851-887 2021.]
Equity-Focused PBIS Approach Reduces Racial Inequities in School Discipline: A Randomized Controlled Trial
Author: McIntosh, Kent
Date: 2021-00-00
Type: Reports - Research
Subjects: Positive Behavior Supports,Behavior Problems,Behavior Modification,Racial Bias,Elementary School Students,African American Students,Discipline,Cultural Relevance,Intervention,Program Effectiveness,Disproportionate Representation,Risk,Student Behavior

We assessed the effects of a whole-school equity intervention implemented within a school-wide positive behavioral interventions and supports (PBIS) framework on racial inequities in school discipline in eight elementary schools with inequitable referrals for Black students. The intervention involved assessing patterns of racial disparities in school discipline decisions and providing professional development on adapting school-wide behavior systems to improve cultural responsiveness through concrete strategies targeting the patterns. After consent and matching on existing levels of racial inequities, half of the schools were randomly assigned to receive the intervention. Analyses showed that schools receiving the intervention had significant decreases in racial disparities in school discipline and rates of office discipline referrals for Black students, while control schools had minimal change. Results are discussed in terms of improving equity in school discipline within multi-tiered systems of support. [This paper was published in &quot;School Psychology&quot; v36 n6 p433-444 2021 (EJ1316009).]
Supporting Change in Instructional Practices to Meet the Common Core Mathematics and Next Generation Science Standards: How Are Different Supports Related to Instructional Change?
Author: Allensworth, Elaine
Date: 2022-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Mathematics Education,Science Education,Teaching Methods,Teacher Attitudes,Alignment (Education),Public School Teachers,Teacher Collaboration,Program Implementation,Mathematics Instruction,Science Instruction,Evidence Based Practice,Mathematics Teachers,Science Teachers

The Common Core State Standards in Mathematics and Next Generation Science Standards encourage substantial shifts in teaching, but how to enact change is not specified. This mixed-methods exploratory study shows how different implementation supports were related to teachers' use of standards-aligned instructional practices in the Chicago Public Schools. It provides comparative evidence that professional learning opportunities were strongly related to instructional practices, whereas curriculum and instructional resources had more modest and mixed relationships. In particular, collaboration with colleagues around instruction had consistently positive relationships with instructional practices in math and science, and these relationships were as strong among teachers who perceived many barriers to standards implementation as those who did not. We discuss implications for education leaders as they make decisions about how to best support teachers in standards-aligned math and science instruction.
Determinants of Environmental Sustainability among Tertiary Students during the COVID-19 Pandemic
Author: Asio, John Mark R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Postsecondary Education,Recycling,Wastes,Sustainability,Consumer Economics,Energy Management,COVID-19,Pandemics,College Students

This study aims to assess the determinants of environmental sustainability among students from a tertiary education institution in Central Luzon, Philippines, during the COVID-19 pandemic. This study used a descriptive-correlational research design with the online survey as the primary data gathering tool. A total of 136 students participated in the online survey using the convenience sampling technique due to restriction protocols implemented by the government authority. For the instrument of the study, the researcher adopted and modified a previous instrument to fit with the study's objectives. With the help of SPSS 23, the researcher computed and analyzed the gathered data using weighted mean, Pearson-r, and regression analysis as statistical tools. In general, the students were &quot;very aware&quot; of environmental sustainability. In addition, students &quot;often&quot; do waste and recycling activities, consume consciously, and save energy. Furthermore, statistical inferences revealed a weak-moderate positive correlation between waste and recycling activities, conscious consumption, energy-saving awareness, and environmental sustainability. For the determinants, waste and recycling activities and energy-saving awareness provided substantial evidence to influence the students' environmental sustainability in the study. This study becomes a reference and basis for future research in the field of environmental sustainability.
Autism, Technology, and Prospective Special Education Teachers
Author: Akgül, Esra Macaroglu
Date: 2016-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Special Education,Interpersonal Communication,Communication Problems,Technology Integration,Educational Technology,Special Needs Students,Teacher Qualifications,Special Education Teachers,Intervention,Preservice Teachers,Teacher Education Programs,Student Attitudes,Teaching Methods,Foreign Countries

Autism is a pervasive developmental disorder which causes deficits in social interaction. Individuals with autism sometimes may not be able to talk or may choose not to talk. Therefore; there needs to be some other ways to communicate with children with autism. Presently, technology, specifically educational technology comes to the scene to help this communication problem. Individuals' definitions of technology may confuse with their definitions of science. Although technology is neither the same nor the product of science, people sometimes use these terms interchangeably. Children with autism, as well as other special needs children, need highly qualified teachers to help them communicate the world. Based on the explanations above, this research study examines prospective special education teachers' understandings of technology and its use in interventions for children with autism. Thirty prospective special education teachers from a big scale university located in Marmara region participated in this research study. Data were collected through a questionnaire developed by the researcher and a series of semi-structured interviews. Questionnaire includes open-ended questions to examine participants' understandings of autism, technology, and use of technology in interventions for autism. Interviews are also structured around these three issues. Data gathered from questionnaire and interviews were analyzed qualitatively. Open coding is used in the analysis part. Based on the analysis, three assertions about participants' understandings of autism, technology, and the use of technology for autism were generated and presented in the paper.
Aligning Aid for Education with National Systems: Supporting System Transformation and Better Education Outcomes. Brief
Author: Global Partnership for Education (GPE)
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Educational Finance,Foreign Countries,Developing Nations,Partnerships in Education,Money Management,Financial Support

Addressing the equity and learning crisis in education requires resolute efforts to strengthen national systems. This includes efforts by development partners to improve development cooperation practices with more alignment of aid for education with national systems. Alignment provides unique opportunities to strengthen national systems for the education sector, leverage improvements in the effectiveness and efficiency of public expenditure and support better education funding at scale. This brief presents Global Partnership for Education's (GPE's) conceptual approach to the use of country systems through the experience of five partner countries (Burkina Faso, Mozambique, Nepal, Niger and Senegal). Each partner country has developed unique financing mechanisms to support education, adapted to their different contexts but characterized by their alignment with national public financial management systems. The adaptations include measures to manage both opportunities for system transformation and capacity support for sound fiduciary management.