ethanporcaro/eric-fulltext-meta huggingface dataset:
The Adaptive Features of an Intelligent Tutoring System for Adult Literacy
Author: Shi, Genghu
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Adult Literacy,Adult Students,Reading Comprehension,Knowledge Level,Reading Skills,Self Efficacy,Student Motivation,Educational Technology,Computer Assisted Instruction,Literacy,Teaching Methods,Computer Interfaces

Adult learners with low literacy skills compose a highly heterogeneous population in terms of demographic variables, educational backgrounds, knowledge and skills in reading, self-efficacy, motivation etc. They also face various difficulties in consistently attending offline literacy programs, such as unstable worktime, transportation difficulties, and childcare issues. AutoTutor for Adult Reading Comprehension (AT-ARC), as an online conversation-based intelligent tutoring system that incorporated a theoretical model of reading comprehension, was developed with great efforts to meet adult learners' needs and be adaptive to their knowledge, skills, self-efficacy, and motivation. In this paper, we introduced the adaptive features of AT-ARC from four aspects: learning material selection, adaptive branching, trialogues, and interface, as well as the rationale behind these designs. In the end, we suggested further research on improving the adaptivity of AT-ARC. [This paper was published in: &quot;HCII 2021,&quot; Lecture Notes in Computer Science (LNCS) Vol. 12792, edited by R. A. Sottilare and J. Schwarz, Springer Nature Switzerland AG, 2021, pp. 592-603.]
Redefining Classroom Management in Hybrid Education Setting from the Perspectives of EFL and German Language Instructors
Author: Dogan, Mehmet
Date: 2022-06-00
Type: Journal Articles
Subjects: Classroom Techniques,English (Second Language),Second Language Instruction,Language Teachers,German,Teacher Attitudes,Classroom Environment,Electronic Learning,Conventional Instruction,Educational Needs,Online Courses,College Faculty

This study aimed to investigate the perceptions of English and German language instructors regarding the opportunities and challenges for classroom management created by the hybrid education setting. The participant group included 21 instructors (17 EFL and 4 German). Participating instructors were employed at the School of Foreign Languages, and they were actively teaching in the hybrid education model developed by the school. A convenient sampling strategy was adopted while determining the participants. The study adopted a qualitative research design, and the data was collected through semi-structured interviews. The qualitative data was analyzed by following the content analysis procedures. The findings were presented through the emerging codes and themes. The results showed that the participating instructors faced varying challenges in terms of classroom management in the online classes. The study findings revealed a good deal of research evidence on the divergent training needs of instructors because the instructors found it hard to implement their traditional classroom management strategies in online classes. Planners and policymakers are provided insights for setting clear responsibilities and rules for learners during the online courses and providing in-service training opportunities for instructors as the new conditions call for innovative strategies to implement effective classroom management practices to contribute empirically, contextually, and policy.
Building Trusting Relationships. NCDB Practice Guide
Author: National Center on Deaf-Blindness (NCDB)
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Deaf Blind,Trust (Psychology),Interpersonal Relationship,Children,Interaction,Communication Skills,Interpersonal Communication

This NCDB Practice Guide outlines the essential components and associated skills for building trusting relationships with children who are deaf-blind. Relationships grounded in trust and mutual respect increase opportunities for learning and communication. They create a sense of safety, minimize anxiety, and empower individuals to explore and engage with the world. They are the basis for educating children and youth. The skills involved in establishing a trusting relationship with children or youth who are deaf-blind involve slowing down and participating in a &quot;deaf-blind world of touch and proximity&quot; (Janssen et al., 2003, p. 201). This is especially true for those who are emerging communicators--for whom conversations do not involve words or signs--or who have additional disabilities or complex medical needs that create even more barriers to interactions.
Appropriate Assessment Strategies. NCDB Practice Guide
Author: National Center on Deaf-Blindness (NCDB)
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Deaf Blind,Children,Evaluation Methods,Educational Assessment,Multisensory Learning,Observation

Because of the diversity and complexity of deaf-blindness, the task of assessment is &quot;best approached with the mindset that you are engaged in a process of discovery&quot; (Rowland, 2009). It incorporates a variety of methods including observation, interviews with people who know a child well, evaluations by specialists, and direct interactions. This broad range of assessment activities takes considerable time, planning, and effort, but is achievable and essential in order to gather useful information about what a child knows, how they demonstrate what they know, and how they learn. This NCDB Practice Guide shares essential components of a high-quality assessment of children who are deaf-blind.
Optimizing Availability for Learning. NCDB Practice Guide
Author: National Center on Deaf-Blindness (NCDB)
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Deaf Blind,Learning Motivation,Children,Students with Disabilities,Teaching Methods,Multisensory Learning,Student Needs,Needs Assessment,Individualized Instruction,Intervention,Psychological Patterns

Children and youth are available to learn when they are ready to engage with people, absorb information, and pay attention to what is occurring around them. They are alert, attentive, and interested but not overstimulated. Optimizing availability for learning involves a systematic analysis and understanding of the internal and external factors that affect a child's biobehavioral state (e.g., asleep/awake, quiet alert/active alert, agitated). Note that availability for learning is different for every child, typically fluctuates throughout the day, and is influenced by a variety of factors. Strategies to support availability for learning are often essential for children who are deaf-blind, particularly those with additional disabilities or health challenges. Because many have limited control over their surroundings and may also have complex communication needs, they rely on others to be observant and responsive communication partners, as well as to adapt the environment and provide appropriate sensory input. This brief guide describes essential components of optimizing availability for learning for children who are deaf-blind.
Preparing the Learning Environment. NCDB Practice Guide
Author: National Center on Deaf-Blindness (NCDB)
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Deaf Blind,Classroom Environment,Academic Accommodations (Disabilities),Navigation,Student Needs,Educational Practices,Classroom Design

A learning environment can either enhance or prevent access to information and social interaction for children and youth with deaf-blindness as well as impact their attention and engagement. The process of preparing learning spaces to optimize learning should consider: (1) How a child will navigate within those spaces; (2) How and where the child will be positioned; (3) How materials will be presented; and (4) How others will interact with and support the child. No two children with deaf-blindness are alike. As such, preparing an environment for a child who is deaf-blind must be highly individualized and based on a thorough assessment of the child's unique sensory, cognitive, and physical needs. This NCDB Practice Guide outlines essential components of instructional practices commonly used to prepare the learning environment for children who are deaf-blind.
Hand-Under-Hand Technique. NCDB Practice Guide
Author: National Center on Deaf-Blindness (NCDB)
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Deaf Blind,Nonverbal Communication,Tactual Perception,Sensory Experience,Children,Teaching Methods,Learning Activities

The hands often serve as the eyes and ears of children who are deaf-blind. The hand-under-hand technique involves gently placing your hands underneath or alongside the hands of a child with deaf-blindness to help them explore and engage with the world around them. When used effectively, the hand-under-hand technique provides respectful, tactile support to encourage children to interact and communicate. This NCDB Practice Guide outlines the essential components of the hand-under-hand instructional technique.
Opportunity across the States. Policy Report
Author: Sands, Anita M.
Date: 2021-11-00
Type: Reports - Research
Subjects: Well Being,Poverty,Income,Employment Level,Safety,Health,Geographic Location,Human Capital,Educational Attainment,Social Capital,Trust (Psychology),Citizen Participation,Educational Opportunities,Reading Skills,Mathematics Skills,Competence

We know that opportunities exist in the United States, but if we hope to share these more equitably, we need to better understand the ways opportunities currently vary among individuals, families, states, and regions of the country. Using key measures of well-being (including poverty, income, employment, safety, and health) for each state, along with measures of human capital (including student and adult skills and levels of educational attainment) and social capital (measures of trust and civic/community engagement), this new policy report offers a powerful narrative about opportunity. Findings suggest that some 85 percent of the variance in well-being across the states is explained by the combined association of human and social capital. Along with a framework and aggregated data, this report contains 50 State Data Briefs that provide users with detailed information for 35 indicators across the three constructs of well-being, human capital, and social capital and compares these to a national average. The authors argue that improving opportunity may be best accomplished using a framework that lays out a coherent and sustained approach to achieve clearly stated goals along with a set of indicators that are aligned to that framework and regularly monitored to ensure progress.
Student-Centred Learning and Formative Assessment: A Possible Answer to Online Language and Literature Teaching and Learning
Author: Li, Miao
Date: 2022-05-30
Type: Reports - Evaluative
Subjects: Student Centered Learning,Online Courses,Educational Change,Learner Engagement,Synchronous Communication,Behavior Patterns,Retention (Psychology),Foreign Countries,Formative Evaluation,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Student Attitudes,Literature,Feedback (Response),Stress Variables,Undergraduate Students,Teaching Methods

The University of Calgary transitioned to online teaching in March 2020. Subsequent months saw instructors working to overcome the personal, technological, and pedagogical challenges involved in this. Central to those discussions was the need to increase student engagement and develop effective assessment formats. Based on student feedback and personal reflection, the adoption of a synchronous learning environment fostering student-centred learning and formative assessment was considered appropriate in the context of online language teaching and learning. It responded to students' increased stress levels due to the lack of face-to-face communication and tackled the issues of student attention span and engagement, as well as academic integrity. This paper starts with a brief discussion of factors that affect students' behavioural patterns and academic performances during online teaching and learning. It then presents five activities and assessments used in language teaching and examines the effectiveness of these activities in improving student engagement and their retention of course material. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education,&quot; see ED619814.]
From Face-to-Face to Online in Foreign Language Teaching: An Outstanding Experience
Author: Rodríguez Oitavén, Cristina
Date: 2022-05-30
Type: Reports - Descriptive
Subjects: French,German,Spanish,Online Courses,Conventional Instruction,Second Language Learning,Second Language Instruction,Teaching Methods,Cognitive Style,Language Tests,Grammar,Video Technology,Modern Languages,Advanced Courses,COVID-19,Pandemics,Language Proficiency,Multimedia Instruction,Distance Education,Foreign Countries,Educational Change

In December 2019, the University of Oxford Language Centre started to offer online courses in French, Spanish, and German at an advanced level. This not only enabled the Language Centre to pilot a new way of Modern Foreign Language (MFL) teaching ahead of the unprecedented 2020 health crisis, but also to open and expand 'Oxford to the world'. The aim of this chapter is to provide an overview of this innovative online teaching project based on the implementation of a two-hour weekly asynchronous teaching schedule through carefully designed 'learning pathways'. These focused on an interactive multimodal learning environment, which included discussions, grammar quizzes, and videos. This project confirmed the initial hypothesis that asynchronous teaching was the best method for students with different language competencies and learning styles as they were not time-bound and were able to work at their own pace. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education,&quot; see ED619814.]
Views of International Student Teachers on the Problems They Encountered in Turkey and Suggestions for These Problems
Author: Aykan, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Student Teacher Attitudes,Foreign Students,Study Abroad,Preservice Teacher Education,Teacher Student Relationship,Educational Quality,Problems

Turkey has become one of the countries where these international students continue their education due to ongoing wars in the surrounding countries and the fact that Turkey is a transit route for refugees. The aim of the present study is to investigate the problems encountered by international student teachers while studying in Turkey and to explore their own solution suggestions to these problems. The study was carried out with five student teachers studying at Tokat Gaziosmanpasa University Faculty of Education, and phenomenological research design, one of the qualitative research methods, was used. The data were collected with a questionnaire with open-ended questions and content analysis method was used for data analysis. The findings of the study showed that the participating student teachers held positive views on the courses and the faculty members, and they held negative views on the quality of education in their respective departments. The participants expressed that they had problems with language &amp; communication, and they were subject to exclusion in their classrooms. Moreover, they emphasized that it was unnecessary for them to take some courses and the attendance at the courses should not be compulsory.
California Community College CEO Tenure &amp; Retention Study. 9th Update
Author: Mize, Rita
Date: 2020-10-00
Type: Reports - Research
Subjects: Community Colleges,Tenure,Racial Differences,Ethnic Diversity,College Presidents,Labor Turnover,Women Administrators,Administrator Characteristics,Equal Opportunities (Jobs),Disproportionate Representation

The &quot;9th Update&quot; of the Community College League of California's (League) &quot;CEO Tenure &amp; Retention Study&quot; provides an overview of chancellor, superintendent/president, and college president tenure rates and an analysis of demographic trends spanning the history of California Community Colleges (CCC). Over the past 30 years, while the data demonstrate CCC CEO professionals advancing toward a more equitable gender balance, CEO racial and ethnic diversity does not mirror California's population nor that of the CCC student body. A companion interactive dashboard to this report is available on the League's website, www.ccleague.org/CEOtenure. [The initial project author is Rita Mize. Updates for the &quot;9th Update&quot; were completed by Community College League of California Staff.]
Education Directory 1961-1962
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1962-00-00
Type: Historical Materials
Subjects: Directories,State Government,State Departments of Education,Public Schools,Religious Schools,Superintendents,Higher Education,Enrollment,Organizations (Groups),Professional Associations,Administrative Organization,State Officials

Part 1 of the 1961-62 Education Directory of the Office of Education covers state governments. State and territorial education departments' principal school officers and library extension agencies' executive officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. The chief state and territorial officers provided their departmental information. Part 2 provides a directory of public school systems by state and includes a section on church-related schools. Types of administrative units included are county and supervisory districts or union superintendencies, county-intermediate systems, and county unit systems. Superintendency data is based on lists supplied by state education departments. State education departments verified their information. Superintendents or their counterparts are listed by state for the five religious organizations maintaining state, regional, or national school systems. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level residential study. Criteria for listing and institutional classifications are given. Part 4 lists national and regional education associations; college professional fraternities, and national honor and recognition societies; state education associations; foundations; religious education associations; and international education associations. Part 5 is not included in this document.
Education Directory 1962-1963
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1963-00-00
Type: Historical Materials
Subjects: Directories,State Government,State Departments of Education,Public Schools,Religious Schools,Superintendents,Higher Education,Enrollment,Organizations (Groups),Professional Associations,Administrative Organization,State Officials

Part 1 of the 1962-63 Education Directory of the Office of Education covers state governments. The principal school officers of state and territorial education departments and library extension agencies' executive officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. The chief state and territorial officers provided their departmental information and verified it at the beginning of the school year. The Office of Education asked the chief school officers to include all regularly employed personnel with statewide duties who report directly or through a superior to the chief state school officer. Field or regional personnel under supervision of a department officer other than the chief state school officer are excluded. All personnel with state-operated schools, libraries, museums, radio stations, etc. that are administered through the state education department are excluded. The U.S. Office of Education Library Services Branch supplied the information for the library extension agencies. Part 2 provides a directory of public school systems by state and includes a supplement on church-related schools. Two types of administrative units are included: intermediate administrative units and local school systems enrolling 300 or more pupils. Data came from the most recent state education directories, a Bureau of the Census listing as of October 1961, and a recent &quot;School Management&quot; magazine list. State education departments verified their information. Superintendents or their counterparts are listed by state for the five religious organizations maintaining state, regional, or national school systems. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level residential study. Criteria for listing and institutional classifications are given. Part 4 lists national and regional education associations; college professional fraternities, and national honor and recognition societies; state education associations; foundations; religious education associations; and international education associations. Part 5 provides directories of the U.S. Department of Health, Education, and Welfare Office of Education, executive departments, independent agencies, the Organization of American States as a multilateral international organization, and the American National Red Cross and the National Academy of Sciences as quasi-official agencies.
Education Directory 1963-1964
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1964-00-00
Type: Historical Materials
Subjects: Directories,State Government,State Departments of Education,Public Schools,Religious Schools,Superintendents,Higher Education,Enrollment,Organizations (Groups),Professional Associations,Administrative Organization,State Officials

Part 1 of the 1963-64 Education Directory of the Office of Education covers state governments. The principal school officers of state and territorial education departments and library extension agencies are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. The chief state and territorial officers provided their departmental information and verified it at the beginning of the school year. The Office of Education asked the chief school officers to include all regularly employed personnel with statewide duties who report directly or through a superior to the chief state school officer. Field or regional personnel under supervision of a department officer other than the chief state school officer are excluded. All personnel with state-operated schools, libraries, museums, radio stations, etc. that are administered through the state education department are excluded. The U.S. Office of Education Library Services Branch supplied the information for the library extension agencies. Part 2 provides a directory of public school systems by state and includes a supplement on church-related schools. Two types of administrative units are included: intermediate administrative units and local school systems enrolling 300 or more pupils. Data in previous editions of the directory were supplied to state education departments for updating and correction. Superintendents or their counterparts are listed by state for the five religious organizations maintaining state, regional, or national school systems. Part 3 provides higher education enrollment data and lists institutions of higher education by state with at least a two-year program of college-level residential study, with criteria for listing and institutional classifications. Part 4 lists national and regional education associations; college professional fraternities, and national honor and recognition societies; state education associations; foundations; religious education associations; and international education associations. Part 5 does not appear in this document.