ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Tutoring through an Integrated Platform to Support Learning Mathematics at Lower Secondary School
Author: Fissore, Cecilia
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Secondary School Students,Foreign Countries,Integrated Learning Systems,Videoconferencing,Program Descriptions,Educational Strategies,Academic Failure,Computer Science Education,College School Cooperation,Tutoring,Tutors,Remedial Instruction,Secondary School Teachers,Teacher Attitudes,Student Attitudes,Meetings

The technologies and online supports that can offer students study opportunities have increased a lot in recent years, but often students do not use computers or mobile devices in school and, in general, for educational purposes. The Action of the University of Turin, within the &quot;Ragazzi Connessi&quot; project, proposes strategies for school recovery in Mathematics which involve the introduction of an online service built around an integrated Moodle platform with an advanced computing environment, an automatic assessment system and a web conference service, which enable the use of innovative didactics methodologies. The project involved teachers and students from three different secondary schools in the city of Genoa. This paper shows the main aspects of the platform and the strategies for school recovery developed inside the Action, in particular mathematics recovery path for students, carried out entirely online. [For the full proceedings, see ED621620.]
Responding to COVID-19: Rapid Organisational Change in Online CPD Production. A Case Report
Author: Pilat, Dirk
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,COVID-19,Pandemics,Organizational Change,Electronic Learning,Disease Control,Emergency Programs,Professional Development,Professional Continuing Education,Physicians,Educational Practices

Over only a few weeks in March 2020 the COVID-19 pandemic changed health care delivery in the United Kingdom completely - not least in general practice, where over 1 million patients are already treated every day. To reduce viral spread, practices introduced remote doctor-led triage and face-to-face consultations where converted almost exclusively to telephone or video. Guidance on the management of this new, emerging disease changed frequently, so the UK's Royal College of General Practitioners (RCGP) took the strategic decision to direct a large part of the College's staff and resources to provide general practitioners (GPs) with online continuous professional development (CPD) resources around COVID-19 and the new ways of working. In this case report we describe how the RCGP's online learning team responded to the critical imperatives of the pandemic both within project management and educational practice and created a COVID-19 resource hub, covering all aspects of general practice during the pandemic. [For the full proceedings, see ED621620.]
The Effect of Gender on University Teachers&apos; ICT Use
Author: Danko, Manica
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Gender Differences,College Faculty,Foreign Countries,Information Technology,Teacher Attitudes,Teaching Methods,Technology Integration,Universities,Correlation,Predictor Variables,Integrated Learning Systems,Computer Mediated Communication,Video Technology,Social Networks,Social Media,Computer Software,Research,Instructional Design,Information Sources

Information communication technology (ICT) that is used in instruction has attracted the attention of researchers with many studies having looked at the factors affecting how university instructors apply it in their teaching. Yet little is known about whether the gender of university teachers can impact their ICT use. This research relies on quantitative data from a survey of 428 teachers at the University of Ljubljana in Slovenia to explore differences in pedagogical ICT use in terms of gender. The results show that gender positively correlates with ICT use and that particular ICT tools and their pedagogical uses are more frequent among female teachers whereas males scored higher for certain ICT-related attitudes. This implies that gender may be viewed as a predictor of certain types of and attitudes to ICT use in university instruction. [For the full proceedings, see ED621620.]
The Students Perspective on Using an E-Learning Platform: E-OWL
Author: Araújo, Isabel
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Integrated Learning Systems,Higher Education,Technology Integration,Information Technology,Teaching Methods,Learning Processes,Mathematics Instruction,Teacher Behavior,Student Behavior,Behavior Patterns,Learning Motivation,Computer Graphics,Multimedia Materials,Engineering Education,Independent Study,Undergraduate Students,Classification,Foreign Countries

The evolution of ICT and its adoption in higher education is driving greater interactivity in teaching and learning processes. The teaching/learning paradigm has been changing. Both educational actors, teacher and student, are increasingly adapting to use technologies. This article presents a study that enhances how technologies can be used in the teaching and learning process, through a mathematics content platform, for higher education students. A survey of the state of the art was made in order to demonstrate some advantages of the teaching-learning process, the teacher's and student's behavior profiles and their role in relation to the use of new technologies. The main objective of this study is to analyze the student's view on the use of the E-OWL platform in the learning process, and thus contribute to the development of more interactive and motivating learning environments. The privileged instrument in this study was the questionnaire, applied after the use of the platform in an educational context, to students of the Computer Graphics and Multimedia Engineering degree. The results obtained revealed that students demonstrate ease in using the E-OWL platform and that was useful in supporting the course, stimulating continuous study and allowing self-regulation of learning, confirming the relevance of an increasing adoption of ICT in an e-learning context. [For the full proceedings, see ED621620.]
Short-Term Learners&apos; Motivation Modeling in Web Based Education System
Author: Shabbir, Shahzad
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Motivation,Electronic Learning,Web Based Instruction,Models,Social Cognition,Identification,Profiles,Self Evaluation (Individuals),Feedback (Response)

Recent research regarding personalized web based educational systems demonstrate learners' motivation to be an essential component of the learning model. This is due to the fact that low motivation results in either students' less engagement or complete drop out from the learning activities. A learner motivation model is considered to be a set of perceptions and beliefs that the system has developed about a learner. This includes both short-term and long-term motivation of learners. Short-term motivation encompasses specific, challenging and attainable goals that develop in the limited timespan. On the other hand, long-term motivation indicates a sort of continuing commitment that is required to complete assigned task. Since, short-term motivational problems span for a limited period of time such as a session, therefore, needs to be addressed in real-time to keep the learner engaged in the learning process. This paper proposes the framework of a domain independent short-term learner motivation model based on Keller ARCS motivation theory and Social Cognitive Theory. The proposed motivation identification framework consists of two modules. The primary module deals with real time identification of motivation, and the secondary module maintains the profile of learners associated with the short-term motivation. [For the full proceedings, see ED621620.]
Use of Hybrid Classroom and Open Educational Resources: Experience Gained from a University in Hong Kong
Author: Dragicevic, Nikolina
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Open Educational Resources,Blended Learning,Teaching Methods,Higher Education,Student Attitudes,Graduate Students,Knowledge Management,Learning Experience,Distance Education,Foreign Countries,Integrated Learning Systems,Computer Software,Time Management,Information Technology,Student Participation,Computer Mediated Communication,Independent Study,Cognitive Style

Hybrid classroom, which combines face-to-face and online learning, is becoming a popular way of delivering courses in higher education and a subject of growing interest in academic literature. At the same time, the ongoing development of digital educational resources and a trend of openness in systems and education gives open educational resources an increasingly important role in democratising learning. The purpose of this study is to present the approach that combines hybrid classroom and open educational resources developed at one higher education institution in Hong Kong and to investigate the students' views towards the approach. A questionnaire inquiring students' affection towards hybrid classroom and open educational resources has been administered to postgraduate students of the knowledge management programme and related critical factors have been identified and discussed. Results show that the adopted approach enriches students' learning experience by providing a variety of benefits, such as allowing diverse methods and modes of delivery and enabling more flexible, self-controlled, and self-paced learning. Particularly promising seems to be the positive experience from joining the co-located and distance learners, with providing potential advantages such as cross-cultural learning. Moreover, students reported that their learning experience was enhanced with open educational resources. However, some challenges, of technical and pedagogical nature, have been identified, which require further considerations of curriculum design to facilitate hybrid classroom (and use of open education resources) optimally. [For the full proceedings, see ED621620.]
Preschool and Child-Care Expulsion: Is It Elevated for Autistic Children?
Author: Blacher, Jan
Date: 2022-00-00
Type: Reports - Research
Subjects: Preschool Education,Preschool Children,Child Care,Expulsion,Equal Education,Autism,Pervasive Developmental Disorders,Students with Disabilities,At Risk Students,Child Behavior,Probability,Public Schools,Private Schools,Student Characteristics,Incidence,Teacher Student Relationship,Predictor Variables

Viewed through a social justice lens, preschool expulsion is an educational equity issue. This study focused on prior expulsion from preschool and child-care in a longitudinal study of 203 autistic children, ages 4 to 7. By parent report, 16%--one out of six autistic children--had been expelled from a preschool or child-care setting prior to elementary school; average age when expelled was 3.3 years. Expulsion history and reasons for expulsion were determined from parent report. Previously-expelled children went on to experience more conflict and dependency in their current student-teacher relationships. They also went experienced greater teacher-reported externalizing symptoms than non-expelled children; these constituted the only child characteristics that distinguished expelled and non-expelled children. Children were more likely to be expelled from private versus public programs, suggesting a particular need for policies and practices supporting inclusion in private settings. Future work that examines contextual factors exacerbating expulsion risk is warranted. [This is the online version of an article published in &quot;Exceptional Children.&quot;]
Collaborative Problem Solving Assessment in an Online Mathematics Task. Research Report. ETS RR-19-24
Author: Andrews-Todd, Jessica
Date: 2019-12-00
Type: Reports - Research
Subjects: Problem Solving,21st Century Skills,Academic Achievement,Cooperation,Evaluation Methods,Task Analysis,Computer Assisted Testing,Mathematics,Student Attitudes,Pilot Projects,Difficulty Level,Middle School Students,Videoconferencing

Collaborative problem solving (CPS) is an important 21st-century skill for academic and career success, and as a result, there is increased interest among businesses and educational institutions in the assessment and development of CPS skills. CPS skills are difficult to measure using traditional forms of assessment, and that difficulty has led to the use of computer environments that allow individuals to interact in complex situations and capture all actions throughout the process. In the current paper, we describe the design of a collaborative online mathematics task and explore student perceptions of the task and the extent to which the task elicits CPS skills. Results revealed areas of difficulty for students and showed that the task mostly elicited skills associated with the social dimension of CPS. We describe modifications to the task to provide better opportunities for students to display a broader range of CPS skills. An upcoming larger scale pilot study will explore whether the redesigned task can elicit the less observed CPS skills.
Does Slow and Steady Win the Race?: Clustering Patterns of Students&apos; Behaviors in an Interactive Online Mathematics Game
Author: Lee, Ji-Eun
Date: 2022-08-02
Type: Reports - Research
Subjects: Computer Games,Educational Games,Mathematics Instruction,Learning Processes,Student Behavior,Learning Analytics,Middle School Students,Problem Solving,Behavior Patterns,Learner Engagement,Computer Assisted Testing,Mathematics Tests,Teaching Methods,Computer Mediated Communication

Online educational games have been widely used to support students' mathematics learning. However, their effects largely depend on student-related factors, the most prominent being their behavioral characteristics as they play the games. In this study, we applied a set of learning analytics methods (&quot;k&quot;-means clustering, data visualization) to clickstream data from an interactive online algebra game to unpack how middle-school students' (N = 227) behavioral patterns (i.e., the number of problems completed, resetting problems, reattempting problems, pause time before first actions) correlated with their understanding of mathematical equivalence. The &quot;k&quot;-means cluster analysis identified four groups of students based on their behavioral patterns in the game: &quot;fast progressors,&quot; &quot;intermediate progressors,&quot; &quot;slow progressors,&quot; and &quot;slow-steady progressors.&quot; The results indicated that students in these clusters, with the exception of slow progressors, showed significant increases in their understanding of mathematical equivalence. In particular, &quot;slow-steady progressors,&quot; who reattempted the same problem more often than other students, showed the largest absolute learning gains, suggesting that behavioral engagement played a significant role in learning. With data visualizations, we presented evidence of variability in students' approaches to problem solving in the game, providing future directions for investigating how differences in student behaviors impact learning. [This is the online version of an article published in &quot;Educational Technology Research and Development.&quot;]
Kindergarten Success Fact Book: Baltimore City Schools Kindergarten Classes of 2014-15 to 2019-20
Author: Jeon, Lieny
Date: 2022-00-00
Type: Reports - Research-practitioner Partnerships
Subjects: Kindergarten,Urban Schools,Public Schools,School Readiness,Grade 3,Elementary School Students,Reading Fluency,Emergent Literacy,Reading Tests,Grade Repetition,Correlation,Language Arts,Academic Achievement,Mathematics Achievement,Attendance,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,English Language Learners,Students with Disabilities,Preschool Education,Early Intervention,Success

This report provides an overview of kindergarten readiness of six Baltimore City Public Schools (City Schools) kindergarten cohorts from the 2014-15 to the 2019-20 school year. This report is accompanied by the Digest of City Schools Kindergarten Statistics, 2022 Edition (Baltimore Education Research Consortium [BERC], 2022), which provides detailed summary tables and descriptive statistics on kindergarten readiness and outcomes over time and is the source data for the visualization and interpretation found in this report. By understanding children's kindergarten experiences, we hope that the stakeholders can collectively identify needs and opportunities for early childhood services and programming for our youngest children and their families. This report is part of a planned series of annual BERC reports. The purpose of these reports will be to provide understanding of students' educational experiences in City Schools. Not only does this report provide an overview of child school readiness outcomes (i.e., language &amp; literacy, social foundations, mathematics, physical well-being &amp; motor development), this report shows trends in readiness across all outcomes over time. Furthermore, this report breaks down trends across student demographic background, including gender, race/ethnicity, English language learning, and care setting prior to kindergarten entry. This work was led by BERC researchers, and members of the Baltimore City Early Childhood Data Collaborative contributed to the development of this report. [For the digest, see ED621789.]
Informed Self-Placement Today: An Exploratory Study of Student Outcomes and Placement Practices. Research Brief
Author: Brathwaite, Jessica
Date: 2022-06-00
Type: Reports - Research
Subjects: Student Placement,Outcomes of Education,Curriculum Design,Identification,Remedial Instruction,Accuracy,School Policy,Student Participation,Decision Making,COVID-19,Pandemics,Standardized Tests,Alternative Assessment,Enrollment Trends,Course Selection (Students),Mathematics Education,English,Trend Analysis,Educational Trends,Undergraduate Students,Associate Degrees,Bachelors Degrees,Taxonomy,Attribution Theory,Access to Education,Pilot Projects,Student Characteristics,Academic Persistence

In response to research raising concerns about developmental placement, new placement systems and curricular models designed to increase the number of students placed into entry-level college courses have emerged in recent years. These systems aim to more accurately identify students who may benefit from some type of developmental instruction and those who are ready for entry-level college courses. This brief presents the findings of CAPR's exploratory study of informed self-placement (ISP), a placement system in which colleges provide information about placement policies, available courses, and other relevant topics to engage students as active participants in their own placement. ISP, which is also called guided self-placement or directed self-placement, is of interest because it does not rely solely, if at all, on standardized test scores, which research shows are not reliable predictors of performance in college. Moreover, many colleges adopted ISP during the COVID-19 pandemic, when this study began, because they experienced difficulty administering standardized tests and were seeking placement methods that could be easily used in a virtual setting. The study examined course enrollment and completion trends among students placed using ISP practices and sought to document varied approaches to ISP. The researchers collected demographic and outcome data on students' math and English course enrollments and completions over the last five academic years at three Nevada colleges offering associate and bachelor's degrees. They also interviewed assessment and placement scholars and representatives of higher education systems and institutions currently implementing some form of ISP. This brief provides a taxonomy of various placement systems, shares descriptive data on course enrollment and completion, and identifies important equity and access considerations for states and institutions interested in implementing ISP. Although more research is needed to understand the causal impacts of ISP on student outcomes, the data suggest that ISP has the potential to improve students' access to college-level coursework.
Annual Report 1957-1959 [Annual Report of the United States Commissioner of Education]
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1959-00-00
Type: Historical Materials
Subjects: Elementary Secondary Education,Enrollment,Teacher Shortage,Educational Facilities,Intellectual Disciplines,Dropouts,Educational Legislation,Educational Administration,Educational Finance,Adult Education,Special Needs Students,Audiovisual Instruction,Higher Education,Academic Persistence,Educational Research,Libraries,Federal Government,Nursing Education,Vocational Education,Engineering Education,Costs,Student Financial Aid,Study Abroad,Library Services,Conferences (Gatherings),Gifted Education,Vocational Rehabilitation,Fellowships,Equal Education

This document is a bound copy of reports of the Department of Health, Education, and Welfare, including the Office of Education, for 1957-1959. The Office of Education presents data and discussion on U.S. education across sectors and jurisdictions, as well as the work of the Office of Education. Among additional topics covered are record elementary and secondary school enrollment, teacher shortages, and crowded and inadequate school plants; concern for basic learning in the sciences, mathematics, English, foreign languages, and history; high-school dropouts; education legislation and enacted laws; state and local school administration; school finance; elementary education; adult education; exceptional children; audiovisual education; higher education, including college retention; research; libraries; federally impacted schools; improvement of practical nurse training, and other vocational education programs; engineering education; college costs and institutional aid; international education; library services; the White House Conference on Education; gifted education; vocational rehabilitation; national defense fellowships; and equalization.
Annual Report 1960-1962 [Annual Report of the United States Commissioner of Education]
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1962-00-00
Type: Historical Materials
Subjects: Federal Legislation,Educational Legislation,National Security,State Departments of Education,School Libraries,Curriculum,Vocational Education,Special Education,Lifelong Learning,Organization,Leadership,School Personnel,Higher Education,Enrollment,Educational Facilities,Land Grant Universities,Graduate Study,Professional Education,Student Financial Aid,Educational Research,Information Dissemination,Study Abroad,Comparative Education,Teacher Education,Educational Media,Educational Finance,Adult Literacy,Civil Defense,Urban Education,Freedom,Equal Education,Dropouts,Physical Fitness,Exchange Programs

This document is a bound copy of reports of the Department of Health, Education, and Welfare, including the Office of Education, for 1960-1962. The Office of Education presents data and discussion on U.S. education across sectors and jurisdictions, as well as the work of the Office of Education. Among additional topics covered are the National Defense Education Act and other legislation and laws; role of state education departments; school libraries; balanced curriculum; vocational education; special education; lifelong learning; school organization, leadership, and staffing; higher education, including enrollment, physical plant needs, staffing, land-grant colleges and universities, graduate and professional education, and student aid; research, education statistics, and results dissemination; international education; comparative education; teacher training; educational media; education finance; adult literacy; civil defense education; urban education; freedom and world understanding; equal opportunity in education; captioning; high school dropouts; the President's Council on Physical Fitness; international education; and education exchange programs.