ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Cyber Citizenship: Bridging Education and National Security to Build Resilience to New Online Threats
Author: Singer, Peter Warren
Date: 2021-07-00
Type: Reports - Evaluative
Subjects: National Security,Computer Security,Information Security,Citizenship Education,Skill Development,Barriers,Instructional Materials,Media Literacy,Information Literacy,Safety,Sustainability,Resilience (Psychology),Experience,Politics,Children,Youth,Adults,Risk Management,Internet,Civics,Elementary Secondary Education,Postsecondary Education,Adult Education,Access to Information,Web Sites

Our children, and our nation, face new challenges in our increasingly digital world. The following report makes the case for building greater resilience against the growing problems of misinformation and disinformation by equipping our teachers and students with the tools and skills they need to face and understand those problems. It begins with an exploration of the history of various terms and concepts, from media and digital literacy to digital citizenship and civics to cybersecurity awareness. The report finds that their respective treatments of skills, ethics, and threats is crucially needed--and that they now cross at what might be conceived of as &quot;cyber citizenship.&quot; This conceptual intersection allows a new kind of coalition-building, drawing together groups in fields that range from education to public interest technology to national security, who all now share an interest in tackling these challenges. The report explores nascent research on the efficacy of such programming and the challenges of implementing them in schools in the United States. It describes the recent growth in new tools and sites for educators to teach such skills--but also highlights the problem of finding and comparing these resources. To tackle this problem, the report describes a forthcoming cyber citizenship portal for educators and offers a series of recommendations for policymakers and philanthropies alike. It concludes with a vision of what success might look like: a world in which our children and society are equipped to succeed in 21st century life, with resilience against the information threats that so challenge us now. And we conclude with a diagram of an emerging network of organizations as well as a vision for building skills and mindsets for cyber citizenship. [This report was funded by Cyber Florida.]
Using Student Trace Logs to Determine Meaningful Progress and Struggle during Programming Problem Solving
Author: Dong, Yihuan
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Navigation (Information Systems),Academic Achievement,Learner Engagement,Programming,Problem Solving,Identification,Artificial Intelligence,Data Use

Over the years, researchers have studied novice programming behaviors when doing assignments and projects to identify struggling students. Much of these efforts focused on using student programming and interaction features to predict student success at a course level. While these methods are effective at early detection of struggling students in the long run, there is also a need to identify struggling students during an assignment so that we can provide proactive intervention to prevent unproductive struggle and frustration. This work proposes a data-driven method that uses student trace logs to identify struggling moments during a programming assignment and determine the appropriate time for an intervention. We define a struggling moment as not achieving significant progress within a certain amount of time, relative to the amount of progress made and time taken in a sample student dataset. The paper describes how we determine significant progress and a time threshold for struggling students. We validated our algorithm's classification of struggling and progressing moments with experts rating whether they believe an intervention is needed for a sample of 20% of the dataset. The result shows that our automatic struggle detection method can accurately detect struggling students with less than 2 minutes of work with over 77% estimated accuracy. Our work contributes significantly to building proactive immediate support features for intelligent programming environments. [For the full proceedings, see ED615472.]
Which Hammer Should I Use? A Systematic Evaluation of Approaches for Classifying Educational Forum Posts
Author: Sha, Lele
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Classification,Computer Mediated Communication,Learning Analytics,Data Analysis,Artificial Intelligence,Models,Academic Achievement,Comparative Analysis,Online Courses,Universities,Integrated Learning Systems,Foreign Countries,College Faculty,Computer Software

Classifying educational forum posts is a longstanding task in the research of Learning Analytics and Educational Data Mining. Though this task has been tackled by applying both traditional Machine Learning (ML) approaches (e.g., Logistics Regression and Random Forest) and up-to-date Deep Learning (DL) approaches, there lacks a systematic examination of these two types of approaches to portray their performance difference. To better guide researchers and practitioners to select a model that suits their needs the best, this study aimed to systematically compare the effectiveness of these two types of approaches for this specific task. Specifically, we selected a total of six representative models and explored their capabilities by equipping them with either extensive input features that were widely used in previous studies (traditional ML models) or the state-of-the-art pre-trained language model BERT (DL models). Through extensive experiments on two real-world datasets (one is open-sourced), we demonstrated that: (i) DL models uniformly achieved better classification results than traditional ML models and the performance difference ranges from 1.85% to 5.32% with respect to different evaluation metrics; (ii) when applying traditional ML models, different features should be explored and engineered to tackle different classification tasks; (iii) when applying DL models, it tends to be a promising approach to adapt BERT to the specific classification task by fine-tuning its model parameters. [For the full proceedings, see ED615472.]
Colleges and Community Planning: Maximising the Contribution of Scotland&apos;s Colleges to Improving Outcomes for Learners through Community Planning, in a Regional Context. A Thematic-Based Aspect Report on Provision in Scotland&apos;s Colleges by HM Inspectors on Behalf of the Scottish Funding Council
Author: Education Scotland
Date: 2013-05-17
Type: Reports - Research
Subjects: Foreign Countries,Community Planning,School Community Relationship,Colleges,Partnerships in Education,Educational Change,Geographic Regions

This report is situated within the context of college sector reform, specifically regionalisation and the implementation of regional &quot;outcome agreements&quot; (ROA), and, within the wider context of public service reform, the refreshed guidance on Single Outcome Agreements (SOA) for Community Planning Partnerships (CPP). It sets out to explore the current nature and impact of college contributions to community planning, identify existing good practice and explore the implications for this aspect of colleges' work of both regionalisation and the recommendations resulting from the review of community planning. The aims are to: (1) promote dialogue and help inform planning as colleges are reformed in regional models and respond to the review of community planning and SOAs; (2) identify and disseminate examples of effective practice in colleges contributing to outcomes for communities through their work with CPPs; (3) make recommendations to help ensure colleges deliver high-quality outcomes and experiences for learners by contributing more effectively to community planning processes and SOAs in a regional context and against the background of wider public service reform; and (4) inform the ongoing work of Education Scotland under the updated quality framework for the external review of Scotland's colleges.
Employers&apos; Use and Views of the VET System 2021. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Employer Attitudes,Vocational Education,Accreditation (Institutions),Job Skills,Educational Needs,Foreign Countries,Employment Qualifications,Apprenticeships,Job Training,Trainees,Education Work Relationship,Standards,Participant Satisfaction

This publication presents information on employers' use and views of the vocational education and training (VET) system. The findings relate to the various ways in which Australian employers use accredited and unaccredited training to meet their skill needs and their satisfaction with the training. Australian employers can engage with accredited training in three main ways, by: (1) having jobs that require vocational qualifications; (2) having apprentices and trainees; and (3) using nationally recognised training, other than through apprenticeships and traineeships.
High School CLEP® Test Taking, Dual Enrollment, and College Outcomes
Author: Wyatt, Jeff
Date: 2021-10-00
Type: Reports - Research
Subjects: College Entrance Examinations,High School Students,Dual Enrollment,College Credits,Outcomes of Education,Scores,Graduation Rate,School Holding Power,College Transfer Students,First Generation College Students,Minority Group Students

In recent years, several states and districts have implemented programs and policies that have sparked growth among high school students taking College-Level Examination Program® (CLEP® ) exams to earn college credits, with some states including CLEP in their K-12 accountability structures. In the 2018-19 school year, 22% of CLEP exams taken were taken by high school students. To understand the relationship between earning CLEP exam credit in high school and subsequent college outcomes, the authors compare college outcomes of students who obtain a passing score of 50 or higher on a CLEP exam in high school to students who participate in another early college credit program--dual enrollment (DE)--as well as to students who do not participate in any early credit programs in high school. Matching CLEP exam takers, dual enrollment students, and those without early college credit on race, gender, first-generation status, and SAT® score the authors find find: (1) High school CLEP exam takers who score 50 or higher and matriculate to a four-year college have generally higher retention and graduation rates than a comparable group of DE students. Both CLEP and DE students outperform students without early credit, although CLEP students generally have the highest retention and graduation rates by about 1 percentage point; (2) High school CLEP exam takers who score 50 or higher and begin at a two-year college have higher transfer rates to a four-year college, higher graduation rates, and higher rates of bachelor's degree completion than a comparable group of DE students. Both CLEP and DE students outperform students without early credit, while the CLEP students outperformed the DE students, being more likely to transfer to a four-year institution (about 13 percentage points higher), more likely to graduate within 6 years (12 percentage points higher), and more likely to earn a bachelor's degree (7 percentage points higher); and (3) Among first-generation college-going students and underrepresented students, those earning a CLEP score of 50 or higher have considerably higher graduation and retention rates at colleges as well as higher transfer rates from two-year to four-year colleges than comparable groups of DE students and students without early credit.
Listen to Us: Responses from Youth with Disabilities during the Youth Voices Community Forum
Author: Shaewitz, Dahlia
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Youth,Barriers,COVID-19,Pandemics,Young Adults,Access to Computers,Student Participation,Inclusion,Minority Groups,Mental Health,Family Needs,Access to Health Care,Youth Programs,Disabilities,Youth Employment,Employment Opportunities

Youth with disabilities face barriers to success that have been exacerbated by the COVID-19 pandemic and the pandemic of racism that has generated protests in support of Black Lives Matter. The Institute for Educational Leadership (IEL) reached out to a group of youth and young adults with disabilities to share their most pressing concerns and to share their advice to service providers and other adults about how to support them. Young people shared that the major barriers they are facing during the pandemic are: (1) accessing technology; (2) participating in school; (3) access to jobs; (4) dealing with mental health concerns; (5) access to basic needs for their families; and (6) obtaining health care. With these barriers in mind, IEL designed a community forum that put youth voices at the center of the conversation. Youth with disabilities including youth of color led the conversation about the current pandemic and how it is affecting them, their families, and their communities. On May 28, 2020, IEL invited more than 200 participants to join in-depth discussions about the main topics identified by youth to discuss the strategies, effective practices, and resources. Many more people wanted to participate in this session, so IEL has captured the major themes from the Youth Voices Community Forum. IEL is pleased to share this report with the field to better understand what youth with disabilities are facing and how best to support them. Several of the youth co-authored this report, providing quality reviews of the summaries and offering clarification of ideas. This report includes notes from the general session, each breakout session, and a list of resources shared by topic area among participants. Links to resources are provided as a convenience and for informational purposes only.
Taking It to the Next Level: Strengthening and Sustaining Family Engagement through Integrated, Systemic Practice
Author: Brooks, Michele P.
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Family Involvement,Systems Approach,Equal Education,Capacity Building,Family School Relationship,Public Schools,School Districts,State Departments of Education,Higher Education,Leadership Training,Success,School Community Relationship,Strategic Planning,Educational Quality,Cooperative Planning,Communities of Practice,Partnerships in Education,Leadership Responsibility

All youth need the support of parents, family members, and other caring adults. Parents and families are children's first teachers and, in many respects, their most influential role models and motivators. Among the varied efforts to ensure that children succeed and thrive, there is growing acknowledgement of how critically important it is to engage parents and families and to intentionally create connections between schools and other community resources. This publication is designed to: (1) provide clarity on what systemic engagement is and what it looks like in practice; (2) provide an analysis of how systemic practices are being implemented in the family and community engagement field through exemplars of systemic engagement (district engagement briefs); (3) share promising practices that promote systemic engagement while leveraging engagement to advance equity (regional capacity-building models); and (4) provide insights and recommendations to practitioners, funders, policymakers, and other key constituencies regarding family engagement practices and potential areas for additional research.
Indiana Districts Utilize NIET Structures and Support to Navigate Virtual Schooling in First Two Years of Federal Grant. Research Brief
Author: National Institute for Excellence in Teaching (NIET)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Grants,Program Effectiveness,Educational Technology,Technology Uses in Education,School Districts,Communities of Practice,Faculty Development,Teacher Leadership,Alignment (Education),Coaching (Performance),Instructional Effectiveness,COVID-19,Pandemics,Electronic Learning

In 2019, National Institute for Excellence in Teaching (NIET) was awarded a grant through the federal Teacher and School Leader (TSL) Incentive Program to expand and sustain work to support teachers and improve students' academic success in three Indiana school districts. TSL grants support districts' human capital management systems, specifically those that include performance-based compensation as a primary component, like the TAP System for Teacher and Student Advancement. The TAP System launched in 1999 as a comprehensive educator effectiveness model to offer career advancement and leadership opportunities for educators, a fair and transparent evaluation process linked to job-embedded professional development and performance-based compensation, which culminate in improved instructional practices and student achievement. In spring 2020, as schools faced the dilemma of moving wholly or partially to an online teaching and learning environment, the TAP System provided a consistent structure to rely on for many NIET partners, including Indiana TSL partners. In late fall 2020, NIET conducted seven focus groups with principals and district administrators from the Indiana TSL grant partners about their experiences with the TAP System and NIET's support as they transitioned among various modes of instruction. Focus groups were coded for common themes and topically organized. The four most frequently occurring themes are presented in this report: (1) Creating Virtual Professional Learning Communities; (2) Leveraging Teacher Leaders; (3) Aligning Practice to the NIET Teaching and Learning Standards Rubric; and (4) Coaching and Support.
Beyond &quot;Train and Pray&quot;: State Training Policies to Connect Workers to Good Jobs
Author: Prebil, Michael
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: State Policy,Job Training,Labor Force Development,Employment Potential,Skill Development,Literature Reviews,Educational Finance,Case Studies,Policy Analysis

Widespread layoffs resulting from the coronavirus pandemic have put the labor market challenges facing workers, especially those without a college degree, into sharp focus. Workforce training can support the economic outcomes of displaced and unemployed workers, but only if it is carefully designed to connect directly to durable, high-quality jobs. State policies can support effective, employer-connected training programs and overall economic growth by providing targeted financial support for training participants, training providers, and employers who provide training themselves. In Indiana and Washington, state policymakers have combined different funding streams to encourage collaborative partnerships and ensure that all workers have opportunities to make their next career step.
Using Keystroke Analytics to Understand Cognitive Processes during Writing
Author: Zhang, Mo
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Keyboarding (Data Entry),Learning Analytics,Data Collection,Cognitive Processes,Writing Processes,Behavior Patterns,Essay Tests,High School Equivalency Programs,Time on Task,Editing,Cues

We present an empirical study on the use of keystroke analytics to capture and understand how writers manage their time and make inferences on how they allocate their cognitive resources during essay writing. The results suggest three distinct longitudinal patterns of writing process that describe how writers approach an essay task in a writing assessment. Discussion of the potential applications of keystroke analytics for improving teaching, learning, and assessing writing are also provided. [For the full proceedings, see ED615472.]
The Effects of a Personalized Recommendation System on Students&apos; High-Stakes Achievement Scores: A Field Experiment
Author: Chakraborty, Nilanjana
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Individualized Instruction,Instructional Effectiveness,Intelligent Tutoring Systems,Virtual Classrooms,Video Technology,Standardized Tests,High Stakes Tests,Mathematics Tests,Mathematics Achievement,Scores,Algebra,Middle School Students,High School Students,Markov Processes

This study examines data from a field experiment investigating the effects of a personalized recommendation algorithm that proposes to students which videos to watch next, after they complete mini-assessments for algebra that available on the Math Nation intelligent virtual learning environment (IVLE). The end users of Math Nation are students enrolled in an Algebra 1 course in middle and high schools of the state of Florida, and the IVLE is used both during and out of school time. The objective of the developed recommendation algorithm is to increase student preparation to take the state-mandated End-of-Course (EoC) Algebra 1 assessment at the end of the school year. The algorithm is based on a Markov Decision Process framework that uses as input the students' responses to a series of mini-assessment tests. The current study randomly assigned 16,406 students to either treatment or control conditions, which were blind to both students and teachers. The results indicate that the effects of the recommendation algorithm depend on the level of usage of students, showing significant improvements on EoC test scores of students who have a moderate level of usage. However, there was no effect for low usage students. The study also shows that students practicing with the mini-assessments available on Math Nation, helps them improve by a small margin their performance on the End-of-Course test, irrespective of the usage level. Finally, the study provides insights on challenges posed for implementing personalized recommendation algorithms at a large scale, related both to student self-regulation and teacher orchestration of technology use in the classroom. [For the full proceedings, see ED615472.]
The Purchasing Power of Working-Age Adults with Disabilities in Boston and Other Top Metropolitan Areas
Author: Yin, Michelle
Date: 2020-07-00
Type: Reports - Research
Subjects: Disabilities,Employees,Late Adolescents,Adults,Economic Development,Urban Areas,Income,Educational Attainment,Salaries,Wages,Taxes,Expenditures,Incidence,Symptoms (Individual Disorders),Racial Differences,Ethnicity,Gender Differences,Age Differences,Veterans,Purchasing

The Ruderman Family Foundation in partnership with the American Institute for Research (AIR) and the Institute for Educational Leadership (IEL) created two research briefs that inform the business community in Boston and several other top metropolitan areas about the challenges faced by workers with disabilities and the contributions that disability-diversity can make to the workforce. In this research brief, through an examination of 2017 American Community Survey data on working-age adults with disabilities ages 15 to 64, the authors quantify the amount of disposable and discretionary income held by people with disabilities and the implications for economic growth for the 10 largest metropolitan statistical areas (MSAs). This examination provides a more nuanced view of how Boston compares to similar sized metropolitan areas across the United States. An examination of the population at this micro level can help local and regional businesses to identify how they may include people with disabilities throughout their planning from design and development to employment. The report begins with an examination of demographics in these MSAs followed by an analysis to quantify the amount of disposable and discretionary income held by people with disabilities and the implications for economic growth for those 10 largest MSAs. The results of this study will provide important information for businesses in Boston and other metropolitan areas to better understand the variability and potential of this market. People with disabilities are an important part of the talent pool, bringing different perspectives and creativity to the workplace. They are also valuable customers who, with their family members, expand the market and economic success of companies that are paying attention to them. [This report was prepared in partnership with the Ruderman Family Foundation.]