ethanporcaro/eric-fulltext-meta huggingface dataset:
A Review of Educational Recommender Systems for Teachers
Author: Dhahri, Mbarek
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Scaffolding (Teaching Technique),Teaching Methods,Educational Resources,Research Reports,Educational Improvement,Open Educational Resources,International Organizations,Guidelines,Teacher Competencies,Online Courses,Information Systems,Technology Uses in Education,Integrated Learning Systems,Social Media,Teacher Collaboration,Computer Software,Course Content,Capacity Building

Recommender Systems (RS) in e-learning has attracted several researchers aiming basically at scaffolding learners in locating relevant learning resources that meet their learning needs and profiles. Whereas a number of review studies have been carried out in the area of educational recommender systems, there is a limited information in the literature review in the specific domain of recommendation systems for teachers. The objective of this work is to summarize the current research efforts in the field of teacher-oriented recommender systems. By performing this systematic review, 32 papers were selected for further analysis. The obtained results show that educational portals and repositories are widely used as learning environments where recommendations occur. The finding of this review further show that personalized recommendations for teachers and teaching practices improvements are the main issues addressed by RS for teachers. Furthermore, the hybrid approach for recommendation and the evaluation by experiment are the most used, occurring in 43,75% of the selected reviewed papers. We are availing the key findings of this work to propose a teacher recommender system that provides teachers with the most relevant open educational resources (OER) retrieved from collections of resources aligned to the UNESCO ICT Competency Framework for Teachers (CFT). [For the full proceedings, see ED621108.]
Design of an Easy-to-Use Mobile Augmented Reality Learning Setting by Means of a Conjecture Map
Author: Moser, Luca
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Computer Simulation,Artificial Intelligence,Design,Competence,Educational Environment,Secondary Education

Despite the positive effects of mobile augmented reality (MAR)-tools for learning, MAR-tools are not commonly used in classrooms. The scientific discourse identified a lack of concepts that guide the practical application of mobile augmented reality (MAR)-tools in education. Teachers often feel insecure when designing and applying digital learning settings and therefore need tools and concepts to support them. The present contribution outlines how to develop an easy-to-use mobile augmented reality learning setting (MARLS). Thus, a MARLS to foster artificial intelligence (AI)-literacy is developed and studied to explore what makes MARLS easy-to-use. AI-literacy serves as an exemplary topic. It appears to be suiting because MAR-technology is based on AI-systems and hence allows students to experience a positive form of human-AI-interaction first headedly. The educational design research is conducted by means of a conjecture map to enable the concurrent investigation of learning, teaching and its interdependence. Derived from the high-level conjectures, (I): AI-literacy is a set of competences, (II): a digital learning environment is crucial to foster it, (III): a good MARLS considers usability, user centeredness, conscious application, basic learning theories and cognitive load, the MARLS is developed. The MARLS and its conjecture map lay ground for the yet to follow measure and improvement of the learning design. [For the full proceedings, see ED621108.]
Alaska Performance Scholarship Outcomes Report, 2022. APS: Fall 2011-2021
Author: Alaska Commission on Postsecondary Education
Date: 2022-01-12
Type: Numerical/Quantitative Data
Subjects: Scholarships,Outcomes of Education,High School Graduates,Postsecondary Education,Eligibility,In State Students,COVID-19,Pandemics,State Universities,College Freshmen,Graduation Rate,Academic Degrees,Enrollment,College Graduates,Occupations,Wages,Employment,Developmental Studies Programs

The Alaska Performance Scholarship (APS) is beginning its tenth year rewarding students who strive to excel in high school and continue their education in degree and certificate programs in Alaska. This report covers the high school, postsecondary, Alaska residency, and workforce outcomes of the APS program between 2011 - Fall 2019. [For &quot;Alaska Performance Scholarship Outcomes Report 2021. 2011-Fall 2020,&quot; see ED613627. This report was prepared by McKinley Research Group (formerly McDowell Group).]
Examining the Relationship between Social and Emotional Skills and ACT Composite Scores. ACT Research. Data Byte
Author: Anguiano-Carrasco, Cristina
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Correlation,Social Emotional Learning,Scores,College Entrance Examinations,Grade 11,Grade 12,High School Students,Self Control,Academic Achievement,Life Satisfaction,Interpersonal Competence,Learning Motivation,Interpersonal Relationship,Metacognition

Social and emotional skills, such as Sustaining Effort and Maintaining Composure, are related to many positive outcomes, including academic performance and life satisfaction, and are often taught through social and emotional learning (SEL) programs. The purpose of this study was to examine the relationship between these skills and ACT® test scores. Mosaic™ by ACT® Social Emotional Learning assessment data was collected from 6,747 students (53% female, 47% male; 67% White, 12% Hispanic, 6% Black, 3% Asian; 74% 11th graders, 23% 12th graders at the time of the ACT test) and matched to their ACT scores. Their Mosaic by ACT SEL assessment data were captured during the school years 2018-2019 and 2019-2020, while the ACT tests occurred from 2018 to 2021. The assessment measures five social and emotional skills: (1) Sustaining Effort; (2) Getting Along with Others; (3) Maintaining Composure; (4) Keeping an Open Mind; and (5) Social Connection. The data show that there is a clear positive relationship between social and emotional skills and ACT Composite scores.
How Do Social and Emotional Skills and School Climate Relate to College Readiness in English? ACT Research. Data Byte
Author: Anguiano-Carrasco, Cristina
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Educational Environment,College Readiness,Scores,College Entrance Examinations,Interpersonal Competence,Outcomes of Education,Life Satisfaction,Academic Achievement,Benchmarking,Student Attitudes,Wellness,Social Emotional Learning,English,Language Tests,Gender Differences,Race,Grade 11,High School Students,School Safety,Rating Scales,Teacher Student Relationship,Self Control

Social and emotional (SE) skills are related to many positive outcomes, including degree attainment, improved academic performance, and increased life satisfaction, and are often taught through social and emotional learning (SEL) programs. A positive school climate is important for students' social and emotional wellness and ability to learn. For example, students who have positive relationships with their teachers and feel safe at school tend to show higher academic performance. The purpose of this study was to examine how SE skills and students' perceptions of school climate relate to college readiness in English, as measured by the ACT® English test and ACT's College Readiness Benchmark for English. Mosaic™ by ACT® Social Emotional Learning assessment data were collected from 6,747 students (53% female and 47% male; 67% White, 12% Hispanic, 6% Black, and 3% Asian; 74% 11th graders and 23% 12th graders at the time they took the ACT test) and matched to their ACT scores. Their SEL assessment data were captured during the school years 2018-2019 and 2019-2020, while the ACT tests occurred from 2018 to 2021. The SEL assessment measures five social and emotional skills and two school climate scales. Social and Emotional Skills: (1) Sustaining Effort; (2) Getting Along with Others; (3) Maintaining Composure; (4) Keeping an Open Mind; and (5) Social Connection. School Climate Scales: (1) Relationships with School Personnel; and (2) School Safety. The data show that a larger percentage of students in the high category of each SE skill or school climate scale met or exceeded the ACT English Benchmark.
Expanding the Expository Reading and Writing Curriculum: An Evaluation of an Investing in Innovation Validation Grant
Author: Fong, Anthony
Date: 2022-06-00
Type: Reports - Research
Subjects: Reading,Writing (Composition),Curriculum Implementation,Grade 11,Grade 12,Curriculum Evaluation,Fidelity,High School Students,Secondary School Curriculum,Cost Effectiveness,Curriculum Development,College Preparation,Summer Programs,Professional Development,Outcomes of Education,High School Teachers,Teacher Attitudes,Student Attitudes,Academic Achievement,Coaching (Performance),Student Characteristics

This report presents the findings from an independent evaluation conducted by WestEd on the Expository Reading and Writing Curriculum (ERWC). Funded by an Investing in Innovation (i3) Validation grant, the ERWC is a grade 11 and grade 12 English language arts (ELA) curriculum developed by the California State University. The independent evaluation includes an evaluation of the fidelity of implementation of the curriculum and an impact evaluation that took place during the 2020/21 school year. The fidelity of implementation evaluation found that a high percentage of teachers participated in the professional learning with fidelity but that few teachers taught the full curriculum with fidelity, and these results were due to many factors, including time constraints and shifts in instruction due to the COVID-19 pandemic. The grade 11 impact evaluation found that assignment to the ERWC had a positive and statistically significant impact on student achievement as measured by the Non-Performance Task Interim Comprehensive Assessment; however, no statistically significant impact was detected among the students who took the Smarter Balanced Summative Assessment. In the grade 12 impact evaluation, there was no statistically significant difference in achievement between students who had enrolled in the ERWC and students who had enrolled in the comparison English course. Further evaluation of the ERWC in a non-pandemic year during which schooling takes place in person is recommended.
Baldwin and Bender&apos;s Fifth Reader. Eight Book Series
Author: Baldwin, James
Date: 1911-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Grade 5,Elementary Education,Reading Materials,Classics (Literature)

This textbook is a fifth reader designed to help children acquire the art and the habit of reading well. All the lessons in this volume are easily within the comprehension of pupils in the fifth-year grades of the public schools. The reader covers things like historical and biographical stories, selections relating to nature, letters by famous persons, stories and poems, and literature. Writings by authors such as Robert Louis Stevenson, Nathaniel Hawthorne, Mary Howitt, Benjamin Franklin, Henry W. Longfellow, Charles Dickens, and Alfred Tennyson are presented.
Baldwin and Bender&apos;s First Reader
Author: Baldwin, James
Date: 1911-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Grade 1,Elementary Education,Phonetics,Phonics,Sentences,Nursery Rhymes,Alphabets

This textbook is a first reader that includes exercises on phonetics and word-building, word grouping, introduction of phonic elements, the grouping or indentation of sentences, nursery rhymes, and the letters of the alphabet. Footnotes and references are provided for teacher's guidance.
Baldwin and Bender&apos;s Fourth Reader. Eight Book Series
Author: Baldwin, James
Date: 1911-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Grade 4,Elementary Education,Reading Skills,Oral Reading,Classics (Literature)

This textbook is the fourth reader in a series of school readers to help children acquire the art and the habit of reading well enough to give pleasure not only to themselves, but also to those who listen to them. The selections have been chosen and arranged with strict reference to the capabilities and tastes of the pupils who are to read them, thus making every exercise in oral reading both easy and enjoyable as well as instructive. Writings by authors such as Eliza Turner, Thomas Wood Parry, Robert Merry, James Baldwin, Helen Gray Cone, Margaret J. Preston, Alfred Tennyson, Peter Parley, and John G. Whittier are presented.
Baldwin and Bender&apos;s Second Reader
Author: Baldwin, James
Date: 1911-00-00
Type: Historical Materials
Subjects: Textbooks,Grade 2,Elementary Education,Reading Skills,Vocabulary Development,Sight Vocabulary,Classics (Literature),Reading Instruction

This textbook the second reader in a series of school readers to help children acquire the art and the habit of reading well enough to give pleasure not only to themselves, but also to those who listen to them. New words are introduced gradually, and the stories and poems are short and of such character as to appeal directly to the interest and understanding of young learners. The progress in the study of unfamiliar words and the mastery of more difficult forms of expression, while not too rapid, are regular and positive, and each new page bears witness to some new acquisition. Special attention has been given to the presentation of lessons which invite and require correctness (and therefore naturalness) of expression. Writings by authors such as Eliza Lee Follen, George Cooper, Kate Greenaway, Francis C. Woodworth, Sara Coleridge, Lord Houghton, and Victor Hugo are presented.
Baldwin and Bender&apos;s Seventh Reader. Eight Book Series
Author: Baldwin, James
Date: 1911-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Classics (Literature),Reading Skills,Reading Materials

This textbook is the seventh reader in a series of school readers to help children acquire the art and the habit of reading well enough to give pleasure not only to themselves, but also to those who listen to them. The contents of this volume have been chosen and arranged to supply the young reader such selections that will be interesting to him and, at the same time, inspire him with a desire to read. Writings by authors such as Hjalmar H. Boyesen, Agnes Giberne, William Canton, Charles Reade, Bayard Taylor, Margaret E. Sangster, William Penn, William Shakespeare, Sir Walter Scott, and Francis Scott Key are presented.
A Comparative Analysis of Approaches to Design and Capitalize Data Indicators
Author: Gril, Albane
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Analysis,Data Analysis,Cost Effectiveness,Data Use,Visual Aids,Technology Uses in Education,Learning Analytics,Instructional Design,Evaluation Criteria,User Needs (Information),Information Systems,Educational Indicators

In Technology Enhanced Learning field, learning analytics cover multiple research challenges, among which tracking data analysis and data indicator design and visualization. Part of our research effort is dedicated to changing their design process, in order to capitalize them. This would allow us to meet a need in cost savings of design workflow and to encourage the adoption by users throughout their implications in a simplified design process. A study of the state of the art has been made to explore various solutions which could be exploited in the capitalization of indicators on both levels, design and implementation. It sets a direction toward a user-centered approach, aiming at a better control of users over their observation needs and the use of their data. [For the full proceedings, see ED621108.]
Can a Learning Analytics Dashboard Participative Design Approach Be Transposed to an Online-Only Context?
Author: Oliver-Quelennec, Katia
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Analytics,Educational Technology,Data Collection,Universities,College Freshmen,Speech Acts,Design,Visual Aids

In-person sessions of participative design are commonly used in the field of Learning Analytics, but to reach students not always available on-site (e.g. during a pandemic), they have to be adapted to online-only context. Card-based tools are a common co-design method to collect users' needs, but this tangible format limits data collection and usage. We propose here two steps: first to use an existing co-design card deck-based method for our university context and next to adapt this new method called PADDLE (PArticipative Design of Dashboard for Learning in Education) for an online use. This article presents key factors and points of attention identified in adapting a card-based co-design method into a digital version for designing learning dashboards. This digital adaptation and the associated tool, ePADDLE, were tested with first year university students divided into 18 groups (N = 58). All groups have successfully designed a dashboard, and using the original evaluation scales, users have evaluated ePADDLE as almost as suitable as the original method. Thanks to the traces provided by the online version, we rely on speech acts to identify favorable conditions for successful collaboration. [For the full proceedings, see ED621108.]
Estimating Learning Assistance Skills Using Learning Analytics
Author: Watanabe, Hiroyuki
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Analytics,Higher Education,Tutors,Learning Processes,Correlation,Academic Support Services,Remedial Instruction,College Preparation,Peer Teaching,Training,Standards,Program Effectiveness,Tutoring,Teaching Skills,Role Models,Undergraduate Students,Goal Orientation,Time Management,Foreign Countries

Learning assistance is an essential part of higher education. Tutors, the core of the assistance staff, need to have learning assistance skills. If the potential for these skills can be identified when selecting tutors, the training method will be more efficient. Also, learning assistance skills are thought to be related to learning skills. Therefore, in this paper, we used previous research to identify the relationship between learning skills and learning assistance skills to clarify this. Then, using learning analytics, we explored whether learning support skills can be determined from learning skills. [For the full proceedings, see ED621108.]
Grade Inflation Continues to Grow in the Past Decade. Research Report
Author: Sanchez, Edgar I.
Date: 2022-05-00
Type: Reports - Research
Subjects: Grade Inflation,Institutional Characteristics,Pandemics,COVID-19,College Entrance Examinations,High School Students,Longitudinal Studies,Trend Analysis,Educational Trends,High School Seniors,Racial Differences,Ethnicity,Gender Differences,Eligibility,Lunch Programs,Minority Group Students,High School Graduates,Scores,Grades (Scholastic),Student Characteristics,Family Income,Advanced Courses,Grade Point Average

This study employs hierarchal linear modeling to examine whether high school grade inflation occurred between 2010 and 2021, including for students who were tested during the pandemic. The study does so while simultaneously accounting for student and school characteristics. This is the first study, to the current authors' knowledge, that makes use of this analytic approach in understanding grade inflation. The authors sought to understand the degree to which both individual-level and school characteristics might be related to grade inflation across years and whether such characteristics had a differential effect across time. This study largely concerns itself with these research questions: (1) Is there evidence of grade inflation between 2010 and 2020 for students who took the ACT as graduating seniors? Is grade inflation similar across different points in the ACT scale? (2) Does grade inflation vary by racial/ethnic background, gender, percentage of students eligible for Free or Reduced-Price Lunch (FRL) at the school, or percentage of students of color at the school while controlling for other student and school characteristics? and (3) Does the evidence of grade inflation among ACT test takers extend to students who graduated in 2021, the first full year of data available during the COVID-19 pandemic? The findings show evidence of grade inflation without and with accounting for student and school characteristics. Grade inflation became apparent in 2020 and 2021, with the rate of grade inflation increasing substantially during those years.
College Preparation Opportunities, the Pandemic, and Student Preparedness: Perspectives from Class of 2021 College-Bound ACT Test-Takers. Insights in Education and Work
Author: Schnieders, Joyce Z.
Date: 2022-02-00
Type: Reports - Research
Subjects: College Preparation,COVID-19,Pandemics,College Bound Students,College Entrance Examinations,Student Participation,College Applicants,College Readiness,Low Income Students,Paying for College

To understand students' college preparation experiences, in May 2021, the authors surveyed high school seniors who took the ACT® test between September 2020 and June 2021. These students reported their intentions to attend a postsecondary institution (i.e., a four-year public college or university, a four-year private college or university, a two-year college, or a career/technical or vocational/trade school) after graduating high school. The purpose of the survey was to learn about student participation in college preparation opportunities in high school and its relationship with their perception of preparedness and subsequent college application behaviors. This brief shares what was learned from 2,354 high school seniors' survey responses and provides insights into what educators and policymakers can do to better support college-bound students' preparation.
Evaluating Visualization for Slide-Based Investigative Learning with Connection between Presentation Slides
Author: Goto, Mitsuhiro
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Educational Technology,Visual Aids,Learning Processes,Computer Software,Concept Formation,Undergraduate Students,Instructional Materials,Case Studies,Graduate Students,Scores,Usability,Tests,Zoology,Energy Conservation,Information Systems,Computer Science Education,Likert Scales,Student Attitudes

Presentation documents have been increasingly used not only as supplementary presentation materials but also as contents for investigative learning. In learning a presentation document, learners generally need to select a number of slides from the document, which describe what they want to learn or should learn. However, it is not so easy to find out the slides to be learnt since what each slide represents is not concisely stated and what connections exist between the adjacent slides are not explicitly expressed. They accordingly take more time for learning and finish learning with incomplete knowledge. In order to address this issue, this paper introduces a map called slidemap for visualizing the logical connections between the slides. This map helps learners identify the sequence of slides to be learnt from the presentation document and grasp the structure embedded in the document in a shorter time. This paper also demonstrates a tool for presentation slides-based investigative learning with slidemap. In addition, this paper reports a case study involving 16 participants with the tool, whose purpose was to ascertain whether using slidemap could be more beneficial for understanding the presentation document than using PowerPoint user interface. The results of the study show the effect of increasing learning time and visiting frequency for slides to be learnt, and promoting learners' understanding of presentation documents in a shorter time. [For the full proceedings, see ED621108.]