ethanporcaro/eric-fulltext-meta huggingface dataset:
Cognitive Presence in Virtual Collaborative Learning: Assessing and Improving Critical Thinking in Online Discussion Forums
Author: Beckmann, Jennifer
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Cooperative Learning,College Students,Foreign Countries,Critical Thinking,Communities of Practice,International Cooperation,Computer Mediated Communication,Action Research,Prior Learning,Models,Persuasive Discourse,Social Networks,Online Courses,Content Analysis,Coding,Educational Indicators

The paper introduces a virtual collaborative learning setting called &quot;Net Economy,&quot; which we established as part of an international learning network of currently seven universities. Using the Community of Inquiry framework as guidance and Canonical Action Research (CAR) as the chosen research design, the discussion forum of the online course is assessed regarding its critical thinking value. We thereby measure critical thinking with the help of the according model provided by Newman et al. (1995), which differentiates 40 indicators of critical thinking from ten different categories. The calculated critical thinking ratios for the analyzed two discussion threads indicate a strong use of outside knowledge, intensive justification as well as critical assessment of posts by the students. But at the same time there are also weak spots, like manifold repetitions. Based on these results we derive changes for the next course cycle in order to improve the critical thinking of the students. [For the full proceedings, see ED562095.]
Using Test Scores from Students with Disabilities in Teacher Effectiveness Indicators
Author: Buzick, Heather M.
Date: 2015-00-00
Type: Reports - Research
Subjects: Teacher Evaluation,Scores,Elementary School Students,Elementary School Teachers,Disabilities,Teacher Effectiveness,Statistical Analysis,Predictor Variables,Summative Evaluation,Grade 3,Grade 4,Reading Tests,Mathematics Tests,Researchers,Value Added Models,Comparative Analysis

The increased emphasis on using student growth measures in teacher evaluation has raised questions about how to treat test scores from students with disabilities. This study explores the consequences of three common approaches for treating scores from students with disabilities in statistical approaches to estimating teacher effectiveness: (1) including scores from students with disabilities with no additional disability-related covariates; (2) including scores from students with disability as well as disability-related covariates; and (3) removing these students entirely when estimating teachers' value-added scores. A single state's administrative data over the period of 2007-2009 provided information about all students in grades 3-5 who took the state general summative assessment; vertically-scaled student test scores were available in reading and mathematics. Researchers created both a single-cohort sample and a two-cohort sample for the sample analysis. Several value-added models (VAMs) and median student growth percentiles (SGPs) were used to estimate teacher scores. The following metrics were used to understand how and for whom model choice might matter: Pearson correlation coefficients; average percentile ranks; and percent movement across quintiles. Findings suggest that including test scores from students with disabilities allows more teachers to be evaluated and does not substantially affect teachers' scores. Moreover, including disability-related covariates can allow for fairer evaluations for teachers with many students with disabilities in their class. Tables and figures are appended.
The Timing of Feedback on Mathematics Problem Solving in a Classroom Setting
Author: Fyfe, Emily R.
Date: 2015-00-00
Type: Reports - Research
Subjects: Feedback (Response),Problem Solving,Mathematics Instruction,Teaching Methods,Error Correction,Screening Tests,Intervention,Grade 7,Grade 3,Pretests Posttests,Student Characteristics,Elementary School Students

Feedback is a ubiquitous learning tool that is theorized to help learners detect and correct their errors. The goal of this study was to examine the effects of feedback in a classroom context for children solving math equivalence problems (problems with operations on both sides of the equal sign). The authors worked with children in 7 second-grade and 7 third-grade classrooms from two suburban elementary schools (one public and one private) in Middle Tennessee. All second- and third-grade children were invited to participate, with a total of 274 children completing an initial screening measure. At the beginning of the intervention, children in all conditions received instruction on a correct problem-solving strategy with four math equivalence problems. Children were instructed on the commonly used equalize strategy, which involves adding the numbers on one side of the equal sign and then counting up from the number on the other side to get the same amount. The instructor demonstrated the procedure on all four problems. The study had a pretest-intervention-posttest design. The intervention occurred in children's classrooms during their normal mathematics instruction. The findings support the notion that learner characteristics may be as, if not more important than characteristics of the feedback itself. One figure is appended.
The Results of a Randomized Control Trial of the Milwaukee Community Literacy Project
Author: Jones, Curtis
Date: 2015-00-00
Type: Reports - Research
Subjects: Randomized Controlled Trials,Literacy Education,Tutoring,Youth Programs,Reading Programs,Reading Achievement,Program Effectiveness,Cohort Analysis,Early Childhood Education,Elementary School Students,Low Income Students,Minority Group Students,Public Schools,Urban Areas,Scores,Comparative Analysis,Experimental Groups,Control Groups

The tutoring component of the Investing in Innovations (i3) funded Milwaukee Community Literacy Project (MCLP) is based on the Reading Recovery program. Reading Recovery focuses on in-school tutoring with lesson plans written, and assessments analyzed, by the tutors themselves. The objective of this study is to measure the impact of the MCLP on reading achievement in two cohorts of participants. One cohort participated for two years in the 2011-2012 and 2012-2013 school years. The other began participation in the 2013-2014 school year and is continuing to participate in 2014-2015. The MCLP is a collaboration between the Boys &amp; Girls Clubs of Greater Milwaukee and the Milwaukee Public Schools (MPS) to provide one-on-one tutoring and family engagement to kindergarten through 3rd grade students in seven predominantly low-income and minority elementary schools. The evaluation utilizes a randomized control trial to isolate the impact of MCLP on reading achievement. A random selection of kindergarten, 1st, and 2nd grade students in six MPS schools were selected to participate in Cohort 1 during the 2011-2012 school year. A second cohort was selected to participate in seven schools during the 2013-2014 school year. After two years of participation, the MCLP was found to have a small but significant impact on the reading achievement of the first cohort (0.12 standard deviations). However after only one year of participation, the MCLP was found to have a similar impact on the MAP/MPG scores of the second cohort (0.12 standard deviations). Second cohort MCLP participants also scored higher on the PALS; scores were 0.438 and 0.372 standardized units higher than control students (p &lt; 0.0001). Pooled together, these results indicate that the MCLP had a large impact (0.40 standardized effect) on spring PALS scores (p &lt; 0.0001). Tables are appended.
Research Suggestions in the Design of a Global Graduate Business Program Delivered by Online Learning
Author: Puderbaugh, Amy
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Instructional Design,Graduate Study,Business Administration Education,Online Courses,Distance Education,Global Approach

The purpose of this paper was to examine the unique areas of concern when establishing an eLearning program in the field of global business. A survey of eLearning and a global management subject matter appears. This paper identifies potential challenges in program design and raises practical concerns for future research. [For the full proceedings, see ED562095.]
Strategic Decision Making Cycle in Higher Education: Case Study of E-Learning
Author: Divjak, Blaženka
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Decision Making,Higher Education,Universities,Public Colleges,Case Studies,Electronic Learning,Online Courses,Blended Learning,Geographic Location,Open Education

This paper presents the methodology for strategic decision making in higher education (HE). The methodology is structured as a cycle of strategic decision making with four phases, and it is focused on institutional and national perspective, i.e. on decision making that takes place at institutions of HE and relevant national authorities, in case HEIs are public. Case study of e-learning implementation in HE is presented. E-learning refers to technology enhanced learning, blended learning, open and distance learning as well as massive online courses (MOOCs) delivered by HEIs. [For the full proceedings, see ED562095.]
Understanding How Participation in Education Changes Mothers' Parenting Practices
Author: Harding, Jessica F.
Date: 2015-00-00
Type: Reports - Research
Subjects: Parenting Skills,Parenting Styles,Child Rearing,Mothers,Parent Education,Parent Participation,Low Income Groups,Young Children,Academic Achievement,Self Disclosure (Individuals),Program Effectiveness,Preschool Children,Regression (Statistics)

This research explores whether low-income mothers' participation in education influences a constellation of different parenting practices that are related to young children's academic outcomes. Importantly, understanding whether maternal participation in education influences mothers' parenting practices can illuminate a pathway by which increases in maternal education may have long-lasting influence on children's academic outcomes. This analysis focused on families in the 3-year old cohort of the Head Start Impact Study (HSIS). Preliminary results indicated that increases in maternal education were associated with significant increases in the number of books and learning materials in the home. There were also trend level associations between participation in maternal education and fewer hours of TV watched per week as well as with more strongly endorsing the importance of early learning. This research provides preliminary evidence that participation in maternal education is related to parenting practices, particularly the quality of children's learning environments. Tables and figures are appended.
A MOOC and a Professional SPOC
Author: Cui, Xu
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Online Courses,Small Classes,Large Group Instruction,Vocational Education,Higher Education,Time to Degree,Time Factors (Learning),College Students,College Faculty,Teacher Characteristics,Personality Traits,Learner Engagement,Thinking Skills,Computation,Instructional Design,Programming,Student Attitudes,Feedback (Response)

Higher Vocational Education is one of the most important educational forms. But in the course of implementation of Higher Vocational Education, we find three inevitable questions: Higher Vocational Educational system's length of schooling which is only three years is too short; the differences in personality of teachers affect the teaching effects; the lower quality of the students disengaged their passion to learn. MOOC is a new teaching mode which has successful cases such as a university computer course: a Computational Thinking Perspective of Shandong University. We refer to the university MOOC--a Computational Thinking Perspective, to construct a professional SPOC teaching mode and recur to the University MOOC in the process of teaching. Seen from the evaluation and suggests of teachers and students joined the MOOC and SPOC, the teaching mode not only can stimulate the teachers' teaching enthusiasm, but also can stimulate the students' learning enthusiasm. [For the complete proceedings, see ED562095.]
Parents and the High Cost of Child Care: 2015 Report
Author: Fraga, Lynette
Date: 2015-00-00
Type: Reports - Research
Subjects: Child Care Centers,Child Care,Costs,Expenditures,Family Income,Financial Support,One Parent Family,Parents,Poverty,Infant Care,Rural Urban Differences,Child Caregivers,Child Development,Child Health,Educational Quality,Family Environment,Educational Environment

Eleven million children younger than age five are in some form of child care in the United States. The &quot;Parents and the High Cost of Child Care: 2015 Report&quot; summarizes the cost of child care across the country, examines the importance of child care as a workforce support and as an early learning program, and explores the effect of high costs on families' child care options. This year's report continues to expose child care as one of the most significant expenses in a family budget, often exceeding the cost of housing, college tuition, transportation or food. The following appendices are included: (1) 2014 Average Annual Cost of Full-Time Child Care by State; (2) 2014 Ranking of Least-Affordable Child Care for Center-Based Infant Care; (3) 2014 Ranking of Least-Affordable Child Care for Center-Based Care for Four-Year-Old Child; (4) 2014 Ranking of Least-Affordable Child Care for Center-Based School-Aged Child Care; (5) Average Costs for Two Children in Child Care versus Median Housing Costs by State; (6) Average Annual Costs of Full-Time Child Care in a Center and Public College Tuition and Fees by State; (7) 2014 Ranking of Affordability of Center Care for Single-Parent Households; (8) 2014 Average Costs for Center-Based Care for an Infant and Two Children Compared to Varying Poverty Levels; (9) 2014 Average Costs for Center-Based Care for a Four-Year-Old Compared to Poverty Levels; (10) 2014 Average Costs for Family Child Care for an Infant and Two Children Compared to Varying Poverty Levels; (11) 2014 Average Costs for Family Child Care for a Four-Year-Old Compared to Varying Poverty Levels; and (12) Child Care Worker Income Compared to the Cost of Having Two Children in Center-Based Care. A list of resources for families and a glossary are also included. [For the 2014 report, see ED559901.]
Assisting Tutors to Utilize Web 2.0 Tools in Education
Author: Perikos, Isidoros
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Tutors,Web 2.0 Technologies,Technology Uses in Education,Professional Continuing Education,Social Media,Distance Education,Program Evaluation,Electronic Learning,Skill Development,Questionnaires,Likert Scales

Over the last decade, web has changed the way that educational procedures are delivered to students and has brought innovative learning technologies and possibilities that were not available before. The Web has evolved to a worldwide platform for collaboration, sharing and innovation, constituting what is called Web 2.0. Social media are an emerging part of Web 2.0 and have great potential to be used in education. The efficient integration of social media and Web 2.0 tools in educational systems and courses' curriculum mainly depends on tutors' abilities and experiences. However, in many cases, tutors are not familiar with social media and with many useful Web 2.0 tools and so fail in utilizing them into their courses. In this paper, we present an educational system that aims to assist teachers to develop e-Learning 2.0 knowledge and skills and thus turn them from just in-class trainers to skilled e-tutors. We present the educational courses and the learning approaches followed to assist tutors in applying web 2.0 tools and the social media in their courses for the best benefit of the students' learning. The educational system provides courses and learning material, and assists the tutor to learn how to utilize social media and web 2.0 tools in classroom or in distance learning with the aim to organize, monitor and share learning content, attract students' attention with entertaining activities and motivate them to become more active and collaborate in educational activities. The evaluation study conducted reports very promising results. [For the complete proceedings, see ED562095.]
Development and Design of Problem Based Learning Game-Based Courseware
Author: Chang, Chiung-Sui
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Freshmen,Computer Science Education,Problem Solving,Problem Based Learning,Educational Games,Computer Games,Educational Research,Programming,Programming Languages

In an educational environment, instructors would always think of ways to provide students with motivational learning materials and efficient learning strategies. Hence, many researchers have proposed that students' problem-solving ability enhances their learning. Problem-solving ability plays an important role for users in dealing with problems that arise during their learning. In order to facilitate high quality performance, computer programmers have been trained to solve the problems they encountered. The purpose of this study is to design and develop an e-learning game-based environment integrated with problem-based learning strategies for college freshman majored in computer science. [For the complete proceedings, see ED562095.]
Development and Evaluation of an Information Moral Lesson to Promote Awareness in Children
Author: Sakai, Kyohei
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Junior High School Students,Workshops,Internet,Computer Mediated Communication,Student Surveys,Ethical Instruction

In conventional information moral education, lessons often focus only on trouble cases and perpetrators without examining the level of awareness among the parties involved. This is especially apparent among students who communicate over the Internet. For example, one student's perspective of writing ill on the Internet might greatly differ from that of another. Such differences have only confused the Japanese youth regarding the issue. Therefore, this study developed an information moral education lesson and conducted a workshop with a group of junior high school students to promote awareness and identify any incorrect behaviors that occur while communicating over the Internet. According to the survey results, a significant difference was revealed before and after the lesson was conducted. [For the complete proceedings, see ED562095.]
Australian Vocational Education and Training Statistics: Young People in Education and Training 2014
Author: National Centre for Vocational Education Research
Date: 2015-12-15
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Apprenticeships,College Students,Higher Education,Late Adolescents,Secondary School Students,Statistical Data,Trainees,Vocational Education,Young Adults,Enrollment Rate,Adult Education

The Australian education and training system offers a range of options for young people. This publication provides a summary of the statistics relating to young people aged 15 to 19 years who participated in an education and training activity during 2014. Information on participation is presented for school students, VET in Schools students, higher education students, apprentices and trainees, and vocational education and training (VET) students. Table 1 provides an estimate of participation in education and training in Australia by 15 to 19-year-olds as at August 2014. The sectoral tables (tables 2 to 11) provide statistics on all education and training activities undertaken by young people from 2010 to 2014. Table 9 provides, for the first time, an estimate of the extent and nature of all accredited VET delivered by Australian training providers. This picture of training activity, otherwise known as &quot;total VET activity&quot;, is only available for 2014 activity. Tables 10 and 11 present data for government-funded VET (broadly defined as all activity delivered by government providers and government-funded activity delivered by community education and private training providers) undertaken by young people from 2010 to 2014. Refer to the explanatory notes on pages 22-27 for further information on the sectoral tables and methodology used to estimate education and training participation, as shown in table 1. A glossary of terms, and explanatory notes are also provided.
The Long-Term Effects of Tulsa Pre-K Program on Academic Outcomes
Author: Gormley, Bill
Date: 2015-00-00
Type: Reports - Research
Subjects: Preschool Education,Academic Achievement,Outcomes of Education,Grade 8,Grade 7,Grade 3,Grade Repetition,Special Education,Student Placement,Attendance,Grades (Scholastic),Grade Point Average,Academic Records,Parents,Parent Surveys,Gender Differences,Racial Differences,Age Differences,Economically Disadvantaged,Lunch Programs,Eligibility,Middle School Students,Elementary School Students

President Obama and others have demonstrated considerable interest in the Tulsa school-based pre-K program, one of a handful of universal pre-K programs in the U.S. The short-term effects of high-quality pre-K on school readiness are now well-established. At the same time, questions have been raised as to whether these effects persist over time. Understanding if short-term gains persist or fade out is of utmost importance for policymakers, educators, and parents for informed funding and placement decisions. This paper, with new data from 8th grade--and from 7th graders who were retained in grade--examines the effects of the Tulsa pre-K program on grade retention, special education placement, and school attendance and performance, as measured by middle school absenteeism and letter grades. Four sources of administrative data permit enhanced analyses: Tulsa Public Schools (TPS) data, plus data from the three nearby school districts to which TPS students are most likely to migrate over time. The final sample size consists of 2,402 students in TPS or neighboring districts. Data are derived from school administrative records from Tulsa Public Schools, Broken Arrow Public Schools, Union Public Schools, and Jenks Public Schools. The data were initially collected in 2006, when the children were in kindergarten in TPS. Follow-ups occurred when the children were in third and seventh/eighth grades. Importantly, the sample includes children who were in pre-K in 2005 and those who were not. To supplement administrative data, researchers collected survey data from parents. Retention in grade, special education placement, school absenteeism, and GPA serve as outcomes. Preliminary analyses suggest that pre-K attendance (vs. no pre-K) may be associated with a decreased likelihood of being retained in grade, net gender, race/ethnicity, age, free/reduced lunch status, and school district. A table is appended.