ethanporcaro/eric-fulltext-meta huggingface dataset:
Towards a Framework of Using Knowledge Tools for Teaching by Solving Problems in Technology-Enhanced Learning Environment
Author: Kostousov, Sergei
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Models,Problem Solving,Technology Uses in Education,Information Technology,Knowledge Management,Teaching Methods,Educational Environment,College Students,Secondary School Students,Foreign Countries

Problem solving is a critical competency for modern world and also an effective way of learning. Education should not only transfer domain-specific knowledge to students, but also prepare them to solve real-life problems--to apply knowledge from one or several domains within specific situation. Problem solving as teaching tool is known for a long time, but our aim is to enhance it by suggesting knowledge tools for different stages of problem solving process. Knowledge tools involve students in the process of knowledge construction that contributes to understanding of subject and help students to organize and present their own knowledge. An overview of software, which help to apply the suggested knowledge tools, is presented as well. Finally we illustrate our approach with two examples of teaching school and university students. [For the complete proceedings, see ED579395.]
Differentiated Learning Environment--A Classroom for Quadratic Equation, Function and Graphs
Author: Dinç, Emre
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Individualized Instruction,Equations (Mathematics),Mathematics,Graphs,Mathematics Instruction,Classroom Environment,High School Students,Secondary School Mathematics,Constructivism (Learning)

This paper will cover the design of a learning environment as a classroom regarding the Quadratic Equations, Functions and Graphs. The goal of the learning environment offered in the paper is to design a classroom where students will enjoy the process, use their skills they already have during the learning process, control and plan their learning process, and have the right of free choice of which way they can learn easily. Besides, it is alleged that in the paper, students will be more engaged, motivated and self-confident in this learning environment in terms of theories and approaches. Besides, students will have computers and graph calculators in the classroom, and some applications and programs will be provided such as Cabri, Maple, Derive, etc. [For the complete proceedings, see ED579395.]
A Preliminary Investigation into Parents&apos; Concerns about Programming Education in Japanese Primary Schools
Author: Maruyama, Yukiko
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Parents,Computer Science Education,Programming,Elementary Schools,Parent Attitudes,Online Surveys,Parent Surveys,Expectation

To investigate parents' concerns about programming education in primary school, a preliminary online survey was carried out as a first step of the study. The result of the survey shows that parents seem to think that aim of programming education in primary school is not only learning coding. [For the complete proceedings, see ED579395.]
The Framework of Intervention Engine Based on Learning Analytics
Author: Sahin, Muhittin
Date: 2017-10-00
Type: Reports - Research
Subjects: Models,Intervention,Semi Structured Interviews,Electronic Learning,Learning Experience

Learning analytics primarily deals with the optimization of learning environments and the ultimate goal of learning analytics is to improve learning and teaching efficiency. Studies on learning analytics seem to have been made in the form of adaptation engine and intervention engine. Adaptation engine studies are quite widespread, but intervention engine work has been seen to studies very few. For the intervention engine studies, it was generally determined that interventions were made with feedback and dashboards. The aim of this study is to reveal an intervention engine framework which is based on learning analytics. Within this framework, a system design has been put forward which can provide instructional, supportive and motivational interventions to learners. These interventions are based on both the learning outputs of the learners and their learning experiences. Instructional interventions are planned to be based on learning outputs, supportive and motivational interventions are based on learning experiences. [For the complete proceedings, see ED579395.]
Designing Philadelphia Land Science as a Game to Promote Identity Exploration
Author: Barany, Amanda
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Science Careers,Environmental Education,Urban Planning,Design,Computer Games,Student Surveys,Student Attitudes,Self Concept,Program Descriptions,Reflection,Computer Simulation,Professional Identity,Teaching Methods,Internship Programs,Museums,High School Students,Grade 9

Few digital tools are designed to support identity exploration around careers in science, technology, engineering, and mathematics (STEM) that may help close existing representation gaps in STEM fields. The aim of this project is to inform the design of games that facilitate learning as identity change as defined by the Projective Reflection theoretical framework. Projective Reflection is the process by which a person who is engaging in digital gameplay or a virtual environment constructs and/or enacts an identity that has the potential to modify the person's possible/future self and lead to a new sense of identity in a domain (Foster, 2014). This paper reports on &quot;Philadelphia Land Science,&quot; an educational web-based game that allows players to explore roles related to urban planning and environmental science careers as they connect to a Philadelphia context. We describe game design and iterative changes as backed by theory and existing research. The game iteration is detailed in terms of the embedded content, the pedagogical approaches used, and the technological features that support the learning goals. [For the complete proceedings, see ED579395.]
System of Least Prompts. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Intellectual Disability,Cues,Intervention,Educational Research,Program Effectiveness

This intervention report presents findings from a systematic review of the System of Least Prompts (SLP) conducted using the WWC Procedures and Standards Handbook (version 3.0) and the Children and Students with Intellectual Disability review protocol (version 3.1). No studies of SLP that fall within the scope of the Children and Students with Intellectual Disability review protocol meet What Works Clearinghouse (WWC) group design standards. No studies meet pilot single-case design standards without reservations, and seven studies meet pilot single-case design standards with reservations. Together, these studies included 19 children and students ages 6 to 20 with intellectual disability. The results from single-case design studies affect the WWC effectiveness rating for an outcome domain only if the studies with outcomes in that domain collectively meet a set of threshold criteria. The evidence from single-case design studies of SLP on children and students with intellectual disability does not reach the threshold to include single-case design evidence in the effectiveness ratings for four outcome domain(s)--communication/language competencies, comprehension, independent living skills, and math achievement. No studies meet standards in the 10 other eligible domains, so this intervention report does not report on the effectiveness of SLP for any domains. Because no studies meet WWC group design standards, and no studies meet the threshold to include single-case design evidence in the effectiveness ratings for any domains, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of SLP on children and students with intellectual disability at this time. A glossary of terms is provided.
Postsecondary Institutions and Cost of Attendance in 2016-17; Degrees and Other Awards Conferred, 2015-16; and 12-Month Enrollment, 2015-16: First Look (Provisional Data). NCES 2017-075rev
Author: Ginder, Scott A.
Date: 2018-01-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,School Statistics,School Surveys,Institutional Characteristics,Graduation Rate,Enrollment Rate,Annual Reports,Data Collection,Student Costs,Fees,Tables (Data),Statistical Data

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions. This &quot;First Look&quot; is a revised version of the preliminary report released on July 18, 2017. It includes fully edited and imputed data from the IPEDS fall 2016 collection, which included three survey components: (1) &quot;Institutional Characteristics&quot; for the 2016-17 academic year; (2) &quot;Completions&quot; covering the period July 1, 2015, through June 30, 2016; and (3) data on &quot;12-Month Enrollment&quot; for the 2015-16 academic year. Data for all three components were collected through the IPEDS web-based data collection system. A brief summary of the fall 2016-17 survey components is included in this report, and data collection procedures are summarized in appendix A. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017078. The purpose of this report is to introduce new data through tables containing descriptive information such as totals, averages, and percentages. The findings presented in this report demonstrate the range of information available through IPEDS; they include only a sample of the information collected and are not meant to emphasize any particular issue. [For the preliminary report, see ED574874.]
Attrition Standard. WWC Standards Brief
Author: What Works Clearinghouse (ED)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Attrition (Research Studies),Control Groups,Experimental Groups,Randomized Controlled Trials,Research Methodology,Bias,Standards,Educational Research

&quot;Attrition&quot; is the loss of sample during the course of a study. It occurs when individuals initially randomly assigned in a study are not included when researchers examine the outcome of interest. Attrition is a common issue in education research, and it occurs for many reasons. The What Works Clearinghouse (WWC) is an initiative of the U.S. Department of Education's Institute of Education Sciences. The WWC evaluates research studies that look at the effectiveness of education programs, policies, and practices, which the WWC calls &quot;interventions.&quot; WWC Standards Briefs explain the rules the WWC uses to assess the quality of studies. This brief discusses: (1) What is attrition?; (2) Why does attrition matter?; and (3) How does the WWC handle attrition? [For more information about the attrition standard and other WWC standards, see &quot;Standards Handbook. Version 4.0. What Works Clearinghouse™,&quot; ED577036 and &quot;Procedures Handbook. Version 4.0. What Works Clearinghouse™,&quot; ED577035.]
Baseline Equivalence. WWC Standards Brief
Author: What Works Clearinghouse (ED)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Control Groups,Experimental Groups,Intervention,Comparative Analysis,Individual Characteristics,Research Methodology,Computation,Standards

The What Works Clearinghouse (WWC) uses the term &quot;baseline equivalence&quot; when determining if the intervention group (those that received the intervention of interest) and the comparison group (those that did not receive the intervention) had characteristics that were similar enough (&quot;equivalent&quot;) at the start of the study (at &quot;baseline&quot;). The WWC is an initiative of the U.S. Department of Education's Institute of Education Sciences. The WWC evaluates research studies that look at the effectiveness of education programs, policies, and practices, which the WWC calls &quot;interventions.&quot; WWC Standards Briefs explain the rules the WWC uses to assess the quality of studies. This brief discusses: (1) What is baseline equivalence?; (2) Why does baseline equivalence matter?; and (3) How does the WWC determine baseline equivalence? [For more information about the baseline equivalence standard and other WWC standards, see &quot;Standards Handbook. Version 4.0. What Works Clearinghouse™,&quot; ED577036 and &quot;Procedures Handbook. Version 4.0. What Works Clearinghouse™,&quot; ED577035.]
Confounding Factors. WWC Standards Brief
Author: What Works Clearinghouse (ED)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Research Methodology,Intervention,Control Groups,Experimental Groups,Program Evaluation,Educational Research

An aspect of a study is considered a confounding factor if it is not possible to tell whether the difference in outcomes is due to the intervention, the confounding factor, or both. In What Works Clearinghouse (WWC) study reviews, certified reviewers look for a specific type of confounding factor: those that occur when a component of the study design or the circumstances under which the intervention was implemented are perfectly aligned with either the intervention or comparison group. That is, some factor is always present for members of one group and never present for members in the other group. Confounding factors can occur in any study design, even when group members are assigned to the intervention and comparison groups at random. The WWC is an initiative of the U.S. Department of Education's Institute of Education Sciences. The WWC evaluates research studies that look at the effectiveness of education programs, policies, and practices, which the WWC calls &quot;interventions.&quot; WWC Standards Briefs explain the rules the WWC uses to assess the quality of studies. This brief discusses: (1) What is a confounding factor?; (2) Why do confounding factors matter?; (3) What types of confounding factors commonly occur in WWC-reviewed studies?; and (4) How does a confounding factor affect a study's WWC rating? [For more information about the review process, see &quot;Standards Handbook. Version 4.0. What Works Clearinghouse™,&quot; ED577036 and &quot;Procedures Handbook. Version 4.0. What Works Clearinghouse™,&quot; ED577035.]
The Study Review Process. WWC Process Brief
Author: What Works Clearinghouse (ED)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Educational Research,Intervention,Program Evaluation,Program Effectiveness,Research Methodology,Evaluation Research,Evaluators,Evaluation Methods,Standards

Many studies of education interventions make claims about impacts on students' outcomes. Some studies have designs that enable readers to make causal inferences about the effects of an intervention but others have designs that do not permit these types of conclusions. To help policymakers, practitioners, and others make sense of study results, the What Works Clearinghouse (WWC) conducts a thorough assessment of the quality of evidence the study provided on the effectiveness of an intervention, called a WWC study review. Certified reviewers, who have been trained to assess the strength of evidence provided by individual studies, conduct the WWC reviews. Reviews serve as the building blocks for WWC products; they are compiled into these products to provide a review of evidence on interventions of interest to practitioners, researchers, and policymakers. The WWC is an initiative of the U.S. Department of Education's Institute of Education Sciences. The WWC evaluates research studies that look at the effectiveness of education programs, products, practices, and policies, which the WWC calls &quot;interventions.&quot; WWC Process Briefs explain how the WWC does different aspects of its work. This brief discusses: (1) What is a WWC study review?; (2) How do individual reviewers assess studies?; (3) How is the rating confirmed and documented?; (4) What if a study does not provide all the information a reviewer needs? [For more information about the review process, see &quot;Standards Handbook. Version 4.0. What Works Clearinghouse™,&quot; ED577036 and &quot;Procedures Handbook. Version 4.0. What Works Clearinghouse™,&quot; ED577035.]
The Screening Process. WWC Process Brief
Author: What Works Clearinghouse (ED)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Program Evaluation,Evaluation Methods,Educational Research,Research Methodology,Eligibility,Publications,Standards

The What Works Clearinghouse (WWC) examines manuscripts (that is, journal articles, working papers, dissertations, or other publications or pieces of written research presented as complete sets of findings) to determine if they are eligible to be included in a specific review effort. The WWC first determines whether the manuscript contains a single study or multiple studies and whether any other manuscripts discuss the same study or studies. Once this is determined, WWC reviewers screen each study. The WWC is an initiative of the U.S. Department of Education's Institute of Education Sciences. The WWC evaluates research studies that look at the effectiveness of education programs, products, practices, and policies, which the WWC calls &quot;interventions.&quot; WWC Process Briefs explain how the WWC does different aspects of its work. This brief discusses: (1) What is a study?; (2) What is the difference between a manuscript and a study?; and (3) When is a study eligible for review by the WWC? [For more information about the review process, see &quot;Standards Handbook. Version 4.0. What Works Clearinghouse™,&quot; ED577036 and &quot;Procedures Handbook. Version 4.0. What Works Clearinghouse™,&quot; ED577035.]
Assessing the Fiscal Impact of Wisconsin&apos;s Statewide Voucher Program
Author: Bruecker, Ellie
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Educational Vouchers,Educational Finance,State Programs,School Choice,Public Schools,State Aid,Economic Impact,Educational Equity (Finance),Elementary Secondary Education

In 2013, Wisconsin's legislature added a statewide voucher program to the existing voucher programs in Milwaukee and Racine. The state expanded the statewide program in 2015 and changed the funding mechanism of the program so that its cost was borne by local school districts. The program is already distributing tens of millions of dollars to pay private school tuition across the state, and, because of Wisconsin's school funding system, its fiscal impact is not evenly distributed across Wisconsin's public schools. This policy memo describes how the voucher program alters the relative share of public education spending borne by the state and by local districts, and estimates the differential fiscal impact of the program on Wisconsin school districts. As more states enact or expand their voucher programs, the case of Wisconsin illustrates how one-size-fits-all statewide programs have the potential to exacerbate funding disparities in the public system. Contains a list of combined notes and references.
Review of &quot;A New Agenda: Research to Build a Better Teacher Preparation Program&quot;
Author: Cochran-Smith, Marilyn
Date: 2017-03-00
Type: Reports - Evaluative
Subjects: Teacher Education Programs,Politics of Education,Social Influences,Educational Research,Program Design,Preservice Teacher Education,Admission Criteria,Educational Innovation,Cooperative Planning

Bellwether Education Partners' report, &quot;A New Agenda,&quot; calls for a &quot;rational&quot; and &quot;rigorous&quot; research agenda for teacher education. Although the report's rationale is not fully explicated, it asserts that programs are &quot;blindly swinging from one popular reform to the next&quot; and that decades of input- and outcome-based research has failed to improve teacher education. Instead, the report calls for &quot;rapid cycle evaluations.&quot; Regrettably, this depiction of past research includes mischaracterizations and also omits a wide swath of relevant literature about teacher education. Further, the report does not adequately explain what &quot;rapid cycle evaluations&quot; would entail or how they would work to improve teacher preparation program design, nor does the report offer a research foundation for this approach. The report also fails to recognize the socio-political context of teacher education, wherein programs are often left scrambling to meet competing accountability expectations. &quot;A New Agenda&quot; leaves practical questions unanswered, muddies the waters about promising research avenues, and ignores important bodies of literature in teacher education. Ultimately it represents a missed opportunity to offer guidance to either policymakers or institutions. Contains a list of combined notes and references. [For &quot;A New Agenda: Research to Build a Better Teacher Preparation Program,&quot; see ED577709.]
Gamification for Non-Majors Mathematics: An Innovative Assignment Model
Author: Leong, Siow Hoo
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Nonmajors,Mathematics Instruction,Learner Engagement,Technology Uses in Education,Educational Games,Problem Solving,Teaching Methods,Mathematical Concepts,Visual Perception,Spatial Ability,Undergraduate Students,Pretests Posttests,Scores

The most important ingredient of the pedagogy for teaching non-majors is getting their engagement. This paper proposes to use gamification to engage non-majors. An innovative game termed as Cover the Hungarian's Zeros is designed to tackle the common weakness of non-majors mathematics in solving the assignment problem using the Hungarian Method. Non-majors mathematics always fail to draw the correct lines to determine the optimality of the solution, which gives two negative implications: (1) revise the opportunity cost wrongly in the subsequent step; (2) arrive at false optimality where optimal assignment cannot be made. The innovative game has been introduced to non-majors from business major. The results show that it works. The engagement from the gamification based teaching innovation also help to improve visual-spatial processing skill.
Globalization, Foreign Languages and National Identity
Author: Tavarez DaCosta, Pedro
Date: 2018-00-00
Type: Reports - Research
Subjects: Foreign Countries,Global Approach,Economic Development,English (Second Language),Language Usage,Spanish,Multilingualism,History,Nationalism,Patriotism,Social Attitudes,Social Bias,Constitutional Law,Democracy,Authoritarianism,Social Systems,Armed Forces,Politics,Taxes,International Trade

Due to the fact of the transformation of the Dominican economy, jumping from a rural, sugar cane exporting-country to a more diverse economy, based in four pillars: The Remittance of US Dollars of Dominicans living in America, the Tourism Industry, the Duty-free Industrial Parks and the Major League Base-ball Players and Academies, it is not difficult to imagine that English has been the language par excellence behind those advancements. Those socio-political facts besides the phenomenon of globalization have had a tremendous impact in popularizing this language with the correspondent academic impact of modernizing and reforming our national curriculum, for both private and public schools, and colleges and universities as well. So, the English language has come a long way in our nation, ranging from the language of a social elite, to a language of mass instruction all over the nation. But the English language had not been the only language that our nation has faced, beginning with the imposition of Spanish over the living population of Tainos during the time of the colonization to suffering the invasion of foreign powers up to recent times, and the subsequent languages interchanges.