ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing a Productive Knowledge-Building Discourse through Judgments of Promising Ideas and Epistemic Reflection
Author: Chang, Liang
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Reflection,Epistemology,Elementary School Students,Teaching Methods,Grade 6,Decision Making,Discourse Analysis,Computer Mediated Communication,Semantics,Social Networks,Content Analysis,Cooperative Learning,Metacognition,Computer Software,Inquiry,Foreign Countries,Trend Analysis,Computational Linguistics,Learning Processes

This study investigated whether elementary students could collectively advance a knowledge-building discourse through judgments of promisingness and epistemic reflection. Supported by the Promising Idea Tool and its accompanying pedagogical design, 32 grade six students were involved in judging the promisingness of their community ideas, refining ideas iteratively, and explicitly reflecting on their knowledge-building discourse using knowledge-building principles. We analyzed students' online discourse using multivariate methods, including socio-semantic network analysis and content analysis. Socio-semantic network analysis indicated that the students progressively advanced their community ideas and the community became more connected over time. Content-analysis results indicated that sixth graders could collectively improve their discourse by contributing diverse ideas, negotiating a fit, and generating questions, using problem-centered uptake moves and synthesis notes. The study's findings have important implications for the design of technology-rich environments, and shed light on how teachers can use them to help learners engage in productive collaborative inquiries. [For the complete proceedings, see ED601080.]
Study of a Visualization System of the Concentration Degree by Biological Signals--Case of Active Learning
Author: Yajima, Kuniaki
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Active Learning,Student Evaluation,Eye Movements,Attention,Measurement Equipment,Brain

Recently, Active Learning (AL) has been focused as the educational method. AL is different from traditional method of the class which is teacher-centric class, namely only teacher speak and students have the class passively [Ministry of Education, Culture, Sports, Science and Technology, 2012] [(foreign characters omitted) (NUCB Undergraduate School.), 2014]. AL is the style which students become active and they progress the class themselves actively. However, it is difficult to assess the students which have the AL, and it becomes hard about progressing the evolution of this style. The method of assess this two perspectives. One is that teachers have been able to have the class well? The other one is that students quorily (knowledge and skill) has been able to progress well? Generally, assessment of class is questioner-centric after closing the class at the end of semester. So we cannot feedback to our students that questionnaire's opinions. Moreover, generally the questionnaire to the students has included the issue that it is difficult to assess we want because subjectivity has strengthen. So we have advanced the investigation which can measure the degree of concentration against the class students have, using biological information as the assessment method we can measure it objectively. Using these results, we assess the degree of concentration against class of students while they are having the class of AL. This method makes us the situation which we can realize the visualization of the degree of actively while we realize the monitoring the situation of students in which they are having the class of AL. We use GSR, blinking, motion of the head as assessment indexes. We have selected the biological information we measure mentioned above and equipment we will use in order to reduce the strain of students by wearing the equipment, although we can select and use a variety of biological information and equipment to measure the situation of students. We can progress the class while visualizing the degree of concentration of students by using our system. As a result, we can reduce the class of AL which is imitative that is being a mere refraction of AL technique. Furthermore, we can apply our result to traditional teaching method because we can inform the situation which the students are becoming activated while the teachers are using a variety of skills which they drive the class well. [For the complete proceedings, see ED601080.]
Faculty-Students Online Communication Channels
Author: Meishar-Tal, Hagit
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Student Relationship,Interpersonal Communication,College Faculty,College Students,Electronic Mail,Meetings,Web Sites,Social Media,Social Networks,Computer Mediated Communication,Role Perception,Teacher Role,Educational Environment,School Policy,Teacher Attitudes

In recent years, we have witnessed a significant expansion of the communication channels available to lecturers and students. The purpose of this study is to examine the considerations guiding faculty members in choosing the communication channels they offer their students and the connection between the communication channel chosen and personal and organizational characteristics. The study was conducted using a questionnaire distributed among lecturers through public distribution lists and social networks. A total of 128 respondents completed the questionnaire. It was found that the lecturers' use of the various communication channels available to them was conservative, i.e., the leading channels in use were formal communication (e-mail, face-to-face meetings, and course websites). The lecturers made very little use of personal communication channels and rarely used social media. It was also found that organizational climate, personality characteristics, and the perception of the lecturers' role were related to the use of personal and social communication channels. [For the complete proceedings, see ED601080.]
Virtual School Policies: What Is the Issue, and Why Does It Matter? Policy Snapshot
Author: Erwin, Ben
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Educational Technology,Technology Uses in Education,Virtual Classrooms,Distance Education,Attendance,Student Participation,Governance,Financial Support,Educational Legislation,State Legislation,Educational Finance

Virtual learning is a rapidly growing space in education policy, driven by state leaders seeking to maximize potential for instructional innovation, prepare students for life in the digital age and meet students' unique needs. Virtual learning takes a variety of forms, including full-time virtual schools, supplemental course offerings and blended learning programs. In the 2017-2019 legislative sessions, virtual school legislation addressed the following areas presented in this report: (1) attendance and engagement; (2) authorizing and governance; and (3) funding for virtual schools.
Licensure Requirements for Out-of-State Teachers. NCTQ Databurst
Author: National Council on Teacher Quality
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Teacher Certification,State Standards,State Policy,Pedagogical Content Knowledge,Early Reading,Reading Instruction,Elementary School Teachers,Faculty Mobility,Teacher Background,Crime,Teacher Competencies,Teacher Education,Teacher Qualifications

A significant number of teachers move from one state to another each year. State policies can make it difficult for public school teachers to qualify to teach in another state. From a teacher's perspective, meeting another state's licensure requirements can feel bureaucratic and time-consuming. State requirements for out-of-state teachers enable states to withhold licenses from an applicant who may pose a risk to a state's students or who does not meet its standards. This report presents a brief overview of what states require before hiring an out of state teacher.
Kimun Platform: Web Tool as a Pedagogical Resource for Teaching and Learning Mapuzugun
Author: Levano, Marcos
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Knowledge Management,American Indian Languages,Computer Uses in Education,Educational Resources,Foreign Countries,Alphabets,Native Language Instruction,Cognitive Style,Syntax

In this article we present a knowledge management platform called Kim un (which means knowledge in Mapuzugun) as a technological web resource for teaching and learning Mapuzugun language. We discuss how we can generate a richness in multicultural education and diminish the otherness between different cultural groups in a society of XXI century towards a change of knowing and understanding, towards a cultural development for an e-society world. Today Mapuche language is going through difficult times, it's struggling for not ceasing to exist. As we know, the language is one of the patrimonies that defines a people identity, if the language dies, then the people and all their worldview disappears. Currently, Mapuche children are not learning Mapuzugun as their mother tongue for a variety of reasons. This situation further aggravates the problem of maintaining the Mapuche language and, with it, all the cultural richness of this ethnic group. Due to this complex scenario is that the government has implemented laws that allow a revitalization of this language, including teaching in those schools that have a high density of Mapuche students. The objective of this work is to bring together actors such as teachers, non-Mapuche and Mapuche students, researchers, Mapuche and native speakers to put the pedagogical resource for the teaching and learning of the Mapuche language as a multicultural tool as technological linguistic tools which are transversal to the disciplines of nowdays. The advances of this work are the base to create a platform focused on orienting a framework in the creation of learning virtual objects (OVAs in spanish). [For the complete proceedings, see ED601080.]
Rising Tide: Charter School Market Share and Student Achievement
Author: Griffith, David
Date: 2019-09-00
Type: Reports - Research
Subjects: Charter Schools,Academic Achievement,Public Schools,School Districts,Institutional Characteristics,Student Characteristics,African American Students,Hispanic American Students,White Students,Urban Schools,Suburban Schools,Rural Schools,Elementary Secondary Education

Although numerous studies have examined the relative performance of charter and traditional public schools, as well as the competitive effects that charters may have on their district neighbors, to our knowledge, no prior study has addressed whether overall achievement increases as the &quot;market share&quot; of charter schools rises. Accordingly, this report uses data from a new source, which allows researchers to compare English language arts (ELA) and math scores from thousands of school districts and dozens of different tests, to address two questions: (1) Is higher charter market share associated with achievement gains for all students-- including those enrolled in traditional public schools? and (2) How does the relationship between charter market share and achievement differ by district and student characteristics? Unlike previous studies, this one neither compares nor distinguishes between the achievement of students in charter and traditional public schools. Rather, it focuses on the overall performance of &quot;geographic school districts,&quot; which include both traditional public schools and local charters (even if they are legally and functionally independent). Furthermore, the effects of higher &quot;charter market share&quot; are examined within racial subgroups rather than across them. In other words, the findings focus on the relationship between the percentage of black, white, or Hispanic students who enrolled in charters and the average achievement of all black, white, or Hispanic students in a geographic school district, including those in traditional public schools. [Foreword by Michael J. Petrilli and Amber M. Northern.]
Working with Practitioners to Develop Measures of Implementation Fidelity. Reflections on Methodology
Author: McCormick, Meghan
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Fidelity,Program Implementation,Research Methodology,Educational Research,Early Childhood Education,Public Schools,Urban Schools,Partnerships in Education,Observation,Measures (Individuals)

This post is one in a series highlighting MDRC's methodological work. Contributors discuss the refinement and practical use of research methods being employed across MDRC. MDRC has begun working with research partners through the Expanding Children's Early Learning (ExCEL) Network, a collaboration of researchers, preschool providers, and local stakeholders, to construct tools to assess implementation fidelity in a set of early childhood education programs developed by Boston Public Schools. This report discusses the three stages of the work conducted by the research partners, as well as the benefits and challenges of the partnership. [For the second report in this series, see &quot;Linking Fidelity of Implementation to Outcomes in Real-World Settings. Reflections on Methodology&quot; (ED601202).]
Linking Fidelity of Implementation to Outcomes in Real-World Settings. Reflections on Methodology
Author: McCormick, Meghan
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Fidelity,Program Implementation,Research Methodology,Educational Research,Early Childhood Education,Outcomes of Education,Data Use

This post is one in a series highlighting MDRC's methodological work. Contributors discuss the refinement and practical use of research methods being employed across MDRC. Part I of this two-part post discussed MDRC's work with practitioners from the Boston Public Schools (BPS) Department of Early Childhood to construct valid and reliable measures of implementation fidelity to an early childhood curriculum. This Part II examines how those data can reveal associations between levels of fidelity and gains in children's academic skills. [For the first report in this series, see &quot;Working with Practitioners to Develop Measures of Implementation Fidelity. Reflections on Methodology&quot; (ED601201).]
Towards an E-Learning 3.0 Context-Aware Notification System
Author: Hui, Jianghua
Date: 2019-02-00
Type: Reports - Research
Subjects: Electronic Learning,Databases,Computer Software,Management Systems,College Students,Learning Experience,Web Sites,Foreign Countries,Student Attitudes,Usability

At present, E-Learning 3.0 is becoming more and more dynamic as it is a rapidly growing learning strategy. This paper focuses on designing and developing an E-Learning 3.0 Context-Aware Notification System for The University of Queensland Blackboard in order to improve students' university activities management and enhance their learning experiences. The conceptual and technical knowledge of Web and E-Learning was studied to form the prototype foundation. A number of design and development stages with various techniques were used to build the Front-end and Back-end of the prototype. The final E-Learning 3.0 Context-Aware Notification System prototype was made up of four components, which were Notification Data Extraction, Prototype Website, RESTful API and Prototype Database. This research project offers conceptual and technological contributions towards E-Learning 3.0 in both of the Front-end and the Back-end perspectives. Prospective works will be focusing on completing the rest of the proposed functions. [For the complete proceedings, see ED601080.]
Stories from the Field: Building Strong Teacher-Student Relationships in the Classroom
Author: Gutierrez, Akira S.
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Teacher Student Relationship,School Culture,Educational Practices,Educational Change,Student Attitudes,Teacher Attitudes,Social Development,Emotional Development,Teaching Methods,Evidence Based Practice,Best Practices,Elementary School Teachers,Elementary School Students

In order to further understand what educators can do - and are doing - to build strong relationships, Transforming Education (TransformEd) has produced a series of briefs or &quot;stories from the field&quot; that are intended to share student and educator perspectives about developing and sustaining strong relationships within the classroom and throughout the school. The briefs emerged after a series of visits to school campuses across the country in which students reported having strong social-emotional skills and favorable perceptions of the school environment. The goal of these visits was to learn directly from students, teachers, and administrators about the practices and supports being implemented that may be leading to more favorable school culture and stronger student social-emotional competencies and mindsets. The briefs are grounded in student, teacher, and leader voice; present the latest research on the importance of building strong connections in the classroom and school; and provide additional resources that school teachers and leaders can easily implement in their schools to foster stronger relationships with students, among students, and with staff. This brief focuses on ways teachers can develop and sustain strong relationships with their students, based on the theoretical underpinnings of the importance of this component, the perspectives of educators and students in the schools TransformEd visited, and evidence-based best practices.
Stories from the Field: Fostering Positive Peer Relationships
Author: Cervantes, D. J.
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Peer Relationship,Perspective Taking,Skill Development,Evidence Based Practice,Best Practices,Interpersonal Communication,Teaching Methods,Class Activities,Elementary School Students,Educational Environment,Classroom Communication,Empathy,Reflection,Role Playing,Social Development,Emotional Development

In order to further understand what educators can do - and are doing - to build strong relationships, Transforming Education (TransformEd) has produced a series of briefs or &quot;stories from the field&quot; that are intended to share student and educator perspectives about developing and sustaining strong relationships within the classroom and throughout the school. These briefs emerged after a series of visits to school campuses across the country in which students reported having strong social-emotional skills and favorable perceptions of the school environment. The goal of these visits was to learn directly from students, teachers, and administrators about the practices and supports being implemented that may be leading to more favorable school culture and stronger student social-emotional competencies and mindsets. The briefs are grounded in student, teacher, and leader voice; present the latest research on the importance of building strong connections in the classroom and school; and provide additional resources that school teachers and leaders can easily implement in their schools to foster stronger relationships with students, among students, and with staff. This second brief focuses on ways teachers can support positive peer interactions in the classroom, through intentional relationship-building and social perspective-taking. It discusses the research on the importance of strong peer relationships, the perspectives of educators and students in the schools TransformEd visited, and evidence-based best practices for building positive peer relationships. [For the first brief in the series, &quot;Stories from the Field: Building Strong Teacher-Student Relationships in the Classroom,&quot; see ED601206.]
Centering Educators&apos; Expertise: Learning about Innovative Approaches to Social-Emotional Learning from School Partners in the Boston Charter Research Collaborative
Author: Gutierrez, Akira S.
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Partnerships in Education,Charter Schools,Educational Innovation,Theory Practice Relationship,Best Practices,Educational Practices,Educational Improvement,Elementary Secondary Education,Capacity Building,Interdisciplinary Approach

Grounding research-practice partnerships in educators' expertise can offer us insight into innovative approaches that schools are using to foster student SEL. Our efforts in facilitating the Boston Charter Research Collaborative (BCRC) educator convenings align with the Aspen SEAD recommendations for forging strong, mutually-beneficial partnerships, and yield important insights about novel approaches, resources, and uses of data related to students' social-emotional development. In our latest working paper from the Boston Charter Research Collaborative, we share lessons learned and recommendations for putting educators at the forefront of research-practice partnerships. We also share strategies and resources in use by BCRC educators from Roxbury Preparatory Charter School, Match Charter Public School, KIPP Massachusetts, and Boston Collegiate Charter School.
Stories from the Field: Cultivating Relationships through Administrator Actions
Author: Fournier, Richard
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Collegiality,Peer Relationship,Educational Strategies,Evidence Based Practice,Best Practices,Trust (Psychology),Staff Meetings

In order to further understand what educators can do - and are doing - to build strong relationships, Transforming Education (TransformEd) has produced a series of briefs or &quot;stories from the field&quot; that are intended to share student and educator perspectives about developing and sustaining strong relationships within the classroom and throughout the school. These briefs emerged after a series of visits to school campuses across the country in which students reported having strong social-emotional skills and favorable perceptions of the school environment. The goal of these visits was to learn directly from students, teachers, and administrators about the practices and supports being implemented that may be leading to more favorable school culture and stronger student social-emotional competencies and mindsets. The briefs are grounded in student, teacher, and leader voice; present the latest research on the importance of building strong connections in the classroom and school; and provide additional resources that school teachers and leaders can easily implement in their schools to foster stronger relationships with students, among students, and with staff. This third and final brief focuses on ways school leaders can cultivate positive relationships with and among school staff. It discusses the research on the importance of strong staff relationships, the perspectives and strategies used by leaders in the schools TransformEd visited, and evidence-based best practices for building collegial and trusting staff relationships. [For the second brief in this series, &quot;Stories from the Field: Fostering Positive Peer Relationships,&quot; see ED601208.]