ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Note-Taking and Extended Writing on Expository Text Comprehension: Who Benefits?
Author: Hebert, Michael
Date: 2014-03-00
Type: Journal Articles
Subjects: Learning Disabilities,Notetaking,Writing (Composition),Reading Comprehension,Reading Skills,Teaching Methods,Instructional Effectiveness,Grade 4,Elementary School Students,Writing Skills,Comparative Analysis,Expository Writing,Writing Instruction,Hypothesis Testing,Statistical Analysis,Student Characteristics,Pretests Posttests,Inferences

Writing may be an especially useful tool for improving the reading comprehension of lower performing readers and students with disabilities. However, it is reasonable to expect that students with poor writing skills in particular, may actually be less adept at using writing to improve their reading skills, and may not be able to do so without instruction. The purposes of this study were to examine (1) the extent to which writing about text (i.e., taking notes or writing an extended response) would enhance reading comprehension, (2) whether note taking was more effective than writing extended responses for improving reading comprehension for fourth grade students across three measures, and (3) whether the effects of the two writing tasks were moderated by student writing ability, indicating a minimum level of writing proficiency needed to take advantage of writing to improve reading. Students were randomly assigned to a note taking condition in which they took notes about an expository text, an extended writing condition in which they compared and contrasted ideas from the text with their own experiences, or a read and study control condition in which they studied the important ideas from the text. Minimal instruction was provided to the students in each treatment group during a single 45-minute session, primarily to ensure they understood their assigned task. The students then met for another 45-minute session, during which they were asked to read an expository passage and complete their assigned task. Students' reading comprehension was tested using three measures. Students in the combined writing treatments made significantly greater gains than students in the read and study condition on a multiple choice inference measure. No other statistically significant differences were found between the treatment groups, and no moderator effects were found. Implications for future research are framed in terms of the limitations of the study.
Learning in an Introductory Physics MOOC: All Cohorts Learn Equally, Including an On-Campus Class
Author: Colvin, Kimberly F.
Date: 2014-09-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Introductory Courses,Electronic Learning,Online Courses,Large Group Instruction,Pretests Posttests,Item Response Theory,Teaching Methods,Academic Achievement,Prior Learning,Correlation,Educational Change,Homework,Comparative Analysis,Cohort Analysis,Academic Ability,College Students

We studied student learning in the MOOC 8.MReV Mechanics ReView, run on the edX.org open source platform. We studied learning in two ways. We administered 13 conceptual questions both before and after instruction, analyzing the results using standard techniques for pre- and posttesting. We also analyzed each week's homework and test questions in the MOOC, including the pre-and posttests, using item response theory (IRT). This determined both an average ability and a relative improvement in ability over the course. The pre-and posttesting showed substantial learning: The students had a normalized gain slightly higher than typical values for a traditional course, but significantly lower than typical values for courses using interactive engagement pedagogy. Importantly, both the normalized gain and the IRT analysis of pre-and posttests showed that learning was the same for different cohorts selected on various criteria: level of education, preparation in math and physics, and overall ability in the course. We found a small positive correlation between relative improvement and prior educational attainment. We also compared homework performance of MIT freshmen taking a reformed on-campus course with the 8.MReV students, finding them to be considerably less skillful than the 8.MReV students.
Using Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit Hyperactivity Disorder
Author: Reid, Robert
Date: 2014-03-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Writing Skills,Learning Strategies,Writing (Composition),Writing Instruction,Reading Strategies,Literature Reviews,Sampling,Research Methodology,Essays,Instructional Effectiveness,Self Control,Student Characteristics,Educational Environment,Effect Size,Elementary School Students,Secondary School Students

This review assessed the use of self-regulated strategy development (SRSD) for teaching written composition strategies to students with attention deficit hyperactivity disorders. We examined the participants and the settings in which SRSD has been used, the writing strategies tested, genres addressed, and the effects of SRSD on outcome measures. Though only 27 participants were included in the studies located, they were generally representative of the population of students with ADHD. Only a small number of writing strategies were tested with students with ADHD, and the great majority of studies focused on essay writing. SRSD had marked effect on outcome measures. After instruction, compositions were more complete, longer, and of higher quality. Planning time and writing time also increased. Directions for future research and implications for practice are discussed.
Analytics to Literacies: The Development of a Learning Analytics Framework for Multiliteracies Assessment
Author: Dawson, Shane
Date: 2014-09-00
Type: Journal Articles
Subjects: Learning,Data Analysis,Multiple Literacies,Academic Achievement,Task Analysis,Efficiency,Student Evaluation,Models

The rapid advances in information and communication technologies, coupled with increased access to information and the formation of global communities, have resulted in interest among researchers and academics to revise educational practice to move beyond traditional &quot;literacy&quot; skills towards an enhanced set of &quot;multiliteracies&quot; or &quot;new media literacies&quot;. Measuring the literacy of a population, in the light of its linkage to individual and community wealth and wellbeing, is essential to determining the impact of compulsory education. The opportunity now is to develop tools to assess individual and societal attainment of these new literacies. Drawing on the work of Jenkins and colleagues (2006) and notions of a participatory culture, this paper proposes a conceptual framework for how learning analytics can assist in measuring individual achievement of multiliteracies and how this evaluative process can be scaled to provide an institutional perspective of the educational progress in fostering these fundamental skills.
An Experimental Examination of Quick Writing in the Middle School Science Classroom
Author: Benedek-Wood, Elizabeth
Date: 2014-03-00
Type: Journal Articles
Subjects: Middle School Students,Secondary School Science,Science Instruction,Writing (Composition),Writing Assignments,Self Control,Learning Strategies,Writing Skills,Disabilities,Knowledge Level,Questionnaires,Student Attitudes,Intervention,Prompting,Teaching Methods,Metacognition,Independent Study,Instructional Effectiveness,Science Teachers,Grade 6,Data Analysis

A staggered A-B design study was used to evaluate the effects of Self- Regulated Strategy Development (SRSD) instruction for quick writing in middle school science across four classrooms. A sixth-grade science teacher delivered all students' writing assessment and SRSD instruction for informative quick writing. Results indicated that performance in organizational writing quality and number of words written improved for both students with and without disabilities, with large effects. Student knowledge was improved, but with smaller and more variable effects. Results of a questionnaire indicated that students were positive about the intervention.
A Service-Learning Immersion in a Remote Aboriginal Community: Enhancing Pre-Service Teacher Education
Author: Lavery, Shane
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Immersion Programs,Preservice Teacher Education,Educational Improvement,Indigenous Populations,Elementary School Curriculum,Behavioral Objectives,Program Descriptions,Qualitative Research,Focus Groups,Journal Writing,Individual Development,Professional Development,Cultural Awareness,Indigenous Knowledge,Teacher Competencies,Student Experience,Student Attitudes,Program Effectiveness,Foreign Countries

This article examines a service-learning immersion undertaken by pre-service primary teachers in a remote indigenous community and school in Western Australia. The article initially presents the purpose and significance for the immersion in the light of the Australian National Professional Standards for Teachers. The article subsequently outlines the aims and structure of the immersion program. The qualitative methodology underpinning the research is then summarised. Specifically, data were collected pre-immersion (focus group interview and guided journal writing), during the immersion (guided journal writing) and post immersion (focus group interview). Student reflections generated four themes: personal development, professional knowledge, cultural awareness, and Aboriginal education.
Trends in United States Biological Materials Oversight and Institutional Biosafety Committees
Author: Jenkins, Chris
Date: 2014-00-00
Type: Journal Articles
Subjects: Biology,Scientific Research,Safety,Research Administration,Science Materials,Committees,Surveys,Best Practices,Trend Analysis,Compliance (Legal),Hazardous Materials,Genetics,Federal Regulation,Public Agencies

Biological materials oversight in life sciences research in the United States is a challenging endeavor for institutions and the scientific, regulatory compliance, and federal communities. In order to assess biological materials oversight at Institutional Biosafety Committees (IBCs) registered with the United States National Institutes of Health, Office of Biotechnology Activities (NIH-OBA), a survey was sent to institutions obtained through a Freedom of Information Act request in early 2013. This research article will highlight the findings from the survey and literature review of current industry requirements, and highlight best practices and trends from survey data for trends in research administration. The goals of this research were to understand the scope of biological materials regulatory oversight in the United States, review results from a cross-sectional survey of Institutional Biosafety Committees conducted in 2013, and discuss trends for research administration compliance and best practices.
A Qualitative Case Study Exploring the Nature of New Managerialism in UK Higher Education and Its Impact on Individual Academics' Experience of Doing Research
Author: Nickson, Alicen
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Commercialization,Higher Education,Qualitative Research,Case Studies,Research Administration,Experience,Researchers,Financial Support,Academic Freedom,Organizational Culture,Universities,Semi Structured Interviews,Performance,Administrative Organization

New Managerialism (NM) has been used as an analytical framework to help understand the changes within the UK Higher Education Sector. This project sought to extend that work by undertaking a case study of an English university. Using the theory of NM, the study combined organisational description, strategic document review and in-depth interviews to qualitatively explore the extent to which research management practices could be considered New Managerialist and their impact on individuals' experiences of doing research. This project discovered that management practices could be characterised by a hybridised version of NM. Impact on individuals related to key themes: research funding; performance measurement; academic freedom and control; fragmented organisation and mixed messages; research culture. It was found that individuals consciously engaged in &quot;informal&quot; strategies to pursue their own research agendas within &quot;formal&quot; management frameworks. An implementation gap between strategic plans and operational practices created space for individual autonomy, but led to tensions arising from conflicting values at the level of the organisation, department and individual. It was suggested that further investigation could lead to greater insight into how researchers make sense of their role and work environment and, from a management perspective, how best to motivate and support research work.
The Resource Allocation Program at the University of California, San Francisco: Getting More from Intramural Funding Bucks
Author: Volpe, Emanuela
Date: 2014-00-00
Type: Journal Articles
Subjects: Resource Allocation,Financial Support,Research Universities,Program Administration,Centralization,Program Effectiveness,Grants

Intramural funding programs within both large and small research institutions are an essential mechanism to foster collaborative, novel, or preliminary research activity, and to further institutional research strategic goals. At most research institutions in the United States, these funding opportunities are managed by each funding agency or program, independently of each other. The lack of a shared administrative structure for these independent programs can lead to inefficiency and ineffectiveness of any one program. For example, a researcher must navigate several websites to determine which funding opportunities are available and then face multiple submission deadlines scattered across the entire academic year. The Resource Allocation Program (RAP), a shared administrative structure at the University of California, San Francisco (UCSF), has centralized the announcement, submission and review process for opportunities offered by multiple intramural funding sources. Results of the shared structure include increased efficiency due to consolidation of internal review committees, increased visibility of funding opportunities, increased transparency and consistency of the selection process, and enhanced availability of valuable review feedback.
Research Synergy: The Graduate School of Public Health, the SDSU Research Foundation, and San Diego State University
Author: Williams, Stephen J.
Date: 2014-00-00
Type: Journal Articles
Subjects: State Universities,Research Universities,Research Administration,Institutional Advancement,Graduate Study,Schools,Public Health,Case Studies,Research,Doctoral Programs,Student Diversity,School Community Relationship,Strategic Planning

The evolution of a research university can take many paths. Described here is a case study of the synergy between the establishment and growth of a primarily graduate school and the commitment to developing a research university, all with the assistance of a separately incorporated non-profit research administration entity. The result has been a dramatic advancement of the university as a nationally recognized research institution, benefiting from an emerging field and school focused on applied research and community engagement, and a research support entity that has likewise thrived in its mission. The strategies leading to this success highlight the role of research in institutional advancement and regional recognition, even when operating in the context of a primarily teaching oriented state educational system; the support of a strong research management apparatus was key to producing successful results.
Educational Triage in Open Distance Learning: Walking a Moral Tightrope
Author: Prinsloo, Paul
Date: 2014-09-00
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Colleges,Higher Education,College Students,Success,Academic Persistence,Intervention,Educational Methods,Educational Resources,Decision Making,Moral Values,Student Needs,Sustainability,Open Universities,Data Collection,Student Personnel Services,At Risk Students,Needs Assessment

Higher education, and more specifically, distance education, is in the midst of a rapidly changing environment. Higher education institutions increasingly rely on the harvesting and analyses of student data to inform key strategic decisions across a wide range of issues, including marketing, enrolment, curriculum development, the appointment of staff, and student assessment. In the light of persistent concerns regarding student success and retention in distance education contexts, the harvesting and analysis of student data in particular in the emerging field of learning analytics holds much promise. As such the notion of educational triage needs to be interrogated. Educational triage is defined as balancing between the futility or impact of the intervention juxtaposed with the number of students requiring care, the scope of care required, and the resources available for care/interventions. The central question posed by this article is &quot;how do we make moral decisions when resources are (increasingly) limited?&quot; An attempt is made to address this by discussing the use of data to support decisions regarding student support and examining the concept of educational triage. Despite the increase in examples of institutions implementing a triage based approach to student support, there is a serious lack of supporting conceptual and theoretical development, and, more importantly, to consideration of the moral cost of triage in educational settings. This article provides a conceptual framework to realise the potential of educational triage to responsibly and ethically respond to legitimate concerns about the &quot;revolving door&quot; in distance and online learning and the sustainability of higher education, without compromising &quot;openness.&quot; The conceptual framework does not attempt to provide a detailed map, but rather a compass consisting of principles to consider in using learning analytics to classify students according to their perceived risk of failing and the potential of additional support to alleviate this risk.
Learners' Views Regarding the Use of Social Networking Sites in Distance Learning
Author: Özmen, Büsra
Date: 2014-09-00
Type: Journal Articles
Subjects: Distance Education,Social Networks,Database Management Systems,Courseware,Technology Uses in Education,Qualitative Research,Undergraduate Students,Semi Structured Interviews,Positive Attitudes,Computer Mediated Communication,Intermode Differences,Student Participation,Online Courses,Network Analysis,Teaching Methods,Instructional Effectiveness,Educational Technology,Foreign Countries

In this study, it was aimed to examine the use of learning management systems supported by social networking sites in distance education and to determine the views of learners regarding these platforms. The study group of this study, which uses a qualitative research approach, consists of 15 undergraduate students who resumed their education in Turkey. The data were gathered via a semi-structured interview form which consists of open-ended questions. Content analysis was used in the analysis of the data. According to the results of the study, it has been revealed within the scope of the course that the students have positive attitudes towards the use of social networking sites and distance education applications and these applications have positively affected the quality of communication between instructors and students. Furthermore, it was seen that the students made comments relating to the interesting aspects of the applications and the difference between distance education and face-to-face learning.
To Enhance Collaborative Learning and Practice Network Knowledge with a Virtualization Laboratory and Online Synchronous Discussion
Author: Hwang, Wu-Yuin
Date: 2014-09-00
Type: Journal Articles
Subjects: Cooperative Learning,Synchronous Communication,Computer Mediated Communication,Virtual Classrooms,Computer Networks,Laboratories,Control Groups,Foreign Countries,Undergraduate Students,Student Attitudes,Student Surveys,Homework,Assignments,Pretests Posttests,Scores,Correlation,Program Effectiveness

Recently, various computer networking courses have included additional laboratory classes in order to enhance students' learning achievement. However, these classes need to establish a suitable laboratory where each student can connect network devices to configure and test functions within different network topologies. In this case, the Linux operating system can be used to operate network devices and the virtualization technique can include multiple OSs for supporting a significant number of students. In previous research, the virtualization application was successfully applied in a laboratory, but focused only on individual assignments. The present study extends previous research by designing the Networking Virtualization-Based Laboratory (NVBLab), which requires collaborative learning among the experimental students. The students were divided into an experimental group and a control group for the experiment. The experimental group performed their laboratory assignments using NVBLab, whereas the control group completed them on virtual machines (VMs) that were installed on their personal computers. Moreover, students using NVBLab were provided with an online synchronous discussion (OSD) feature that enabled them to communicate with others. The laboratory assignments were divided into two parts: Basic Labs and Advanced Labs. The results show that the experimental group significantly outperformed the control group in two Advanced Labs and the post-test after Advanced Labs. Furthermore, the experimental group's activities were better than those of the control group based on the total average of the command count per laboratory. Finally, the findings of the interviews and questionnaires with the experimental group reveal that NVBLab was helpful during and after laboratory class.
Mathematics Instruction: Do Classrooms Matter?
Author: Desoete, Annemie
Date: 2013-09-00
Type: Journal Articles
Subjects: Learning Disabilities,Mathematics Instruction,Computation,Mathematics Achievement,Teaching Methods,Kindergarten,Grade 1,At Risk Students,Scores,Mathematics Tests,Foreign Countries

Counting abilities have been described as determinative precursors for a good development of later mathematical abilities. However, an important part of variance in mathematical achievement has also been associated with differences between instruction methods given in schools. In this study counting and instruction as predictors for mathematical skills were studied in 423 children. Our data revealed that the mastery of the counting principles in kindergarten was predictive for the risk of mathematical (dis)abilities in grade 1. Moreover, children sharing a common instructional background tended to have more similar scores on mathematical tests, yet, the importance of mastery of the counting principles in the prediction of later mathematical achievement was the same for all classrooms.