ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning-Mode Choice, Student Engagement, and Achievement Growth during the COVID-19 Pandemic. Working Paper No. 260-0122
Author: Darling-Aduana, Jennifer
Date: 2022-01-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Electronic Learning,Academic Achievement,Learner Engagement,Attendance,Attendance Patterns,Minority Group Students,Preferences,Conventional Instruction,Access to Computers,Educational Environment,Student Characteristics,Student Experience,Technology Uses in Education,Family Attitudes

The COVID-19 pandemic initially resulted in an unanticipated and near-universal shift from in-person to virtual instruction in spring 2020. During the 2020-21 school year, schools began to re-open and families were faced with decisions regarding the instructional mode for their children. We leverage administrative, survey, and virtual-learning data to examine the determinants of family learning-mode choice and the effects of virtual education on student engagement and academic achievement. Family preference for virtual (versus face-to-face) instruction was most highly associated with school-level infection rates and appeared relatively uniform within schools. We find that students who were assigned a higher proportion of instructional days in virtual mode experienced higher rates of attendance, but also negative student achievement growth compared to students who were assigned a higher proportion of instructional days in face-to-face mode. Students belonging to marginalized groups experienced more positive associations with attendance but were also more likely to experience lower student achievement growth when assigned a greater proportion of instructional days in virtual mode. Insights from this study can be used to better understand family preference as well as to target and refine virtual learning in a post-COVID-19 society.
Strengthening Strategic Enrolment Management Integration through Effective Organizational Change Management
Author: Scott, Timothy
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Enrollment Management,Organizational Change,Higher Education,Strategic Planning,Change Strategies,Readiness,Student Recruitment

Higher institutions face increasing pressures to transform existing strategic enrolment strategies to offset mounting internal and external influences within the educational marketplace. With organizations dramatically reconceptualizing the classroom and instructor-student mandated interaction, internal resistance has significantly impacted enrollment initiatives' success and compounded institutional struggles. This paper discusses how institution-wide strategic enrolment planning can only achieve desired goals when organizational change management has been established and entrenched in the institution's identity. With a focus on educational service quality and decreasing financial solvency, this paper recommends prioritizing a ground-up strategy promoting a culture of change. Change management instills readiness in all levels, creating organizational nimbleness. With nimbleness, each level can adapt to the enrolment management system's frequently evolving policies and ensure long-term institutional success in an increasingly competitive education market and intensifying student recruitment challenges.
Automatic Domain Model Creation and Improvement
Author: Pavlik, Philip I., Jr.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Information Retrieval,Knowledge Management,Models,Research Methodology,Inferences,Multivariate Analysis,Factor Analysis,Goodness of Fit

We describe a data mining pipeline to convert data from educational systems into knowledge component (KC) models. In contrast to other approaches, our approach employs and compares multiple model search methodologies (e.g., sparse factor analysis, covariance clustering) within a single pipeline. In this preliminary work, we describe our approach's results on two datasets when using 2 model search methodologies for inferring item or KCs relations (i.e., implied transfer). The first method uses item covariances which are clustered to determine related KCs, and the second method uses sparse factor analysis to derive the relationship matrix for clustering. We evaluate these methods on data from experimentally controlled practice of statistics items as well as data from the Andes physics system. We explain our plans to upgrade our pipeline to include additional methods of finding item relationships and creating domain models. We discuss advantages of improving the domain model that go beyond model fit, including the fact that models with clustered item KCs result in performance predictions transferring between KCs, enabling the learning system to be more adaptive and better able to track student knowledge. [This paper was published in: &quot;Proceedings of the 14th International Conference on Educational Data Mining (EDM21),&quot; International Educational Data Mining Society, 2021, pp. 672-76 (see ED615472).]
Show the Flow: Visualizing Students&apos; Problem-Solving Processes in a Dynamic Algebraic Notation Tool
Author: Lee, Ji-Eun
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Middle School Students,Problem Solving,Game Based Learning,Algebra,Visual Aids,Grade 6,Grade 7,Educational Technology,Technology Uses in Education

We apply an advanced data visualization technique, &quot;Sankey diagram,&quot; to explore how middle-school students (N = 343) solved problems in a game-based algebraic notation tool. The results indicate that there is a large variation in the types of students' strategies to solve the problems, with some approaches being more efficient than others. The findings suggest that Sankey diagrams can be used both in research and practice to unpack our understanding of variability in mathematical problem-solving. [This paper was published in: &quot;Proceedings of the 15th International Conference of the Learning Sciences--ICLS 2021,&quot; 2021, pp. 887-888.]
Developing Students&apos; Global Awareness in EFL Reading and Speaking
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,College Faculty,Global Approach,Consciousness Raising,Cultural Awareness,World Problems,Stereotypes,Reading,Speech Communication,Diversity,Values,Knowledge Level,Skill Development,College Freshmen,Ecology,Economic Factors,Politics,Health,Education,International Cooperation,Information Technology,Social Systems,Ideology,Teacher Role

Results of a questionnaire with a sample of EFL instructors at some Saudi universities showed that the instructors just follow the assigned textbook and do not integrate any global themes in their EFL courses. Therefore, this article aims to proposes a model for integrating global themes in the EFL college classroom, especially in reading and speaking instruction. The aim of the model is to help EFL students learn about the ideologies, cultures and customs of other countries; address current global problems; compare the similarities and differences the peoples of the world share; focus on the interrelatedness of human beings; recognize stereotypes western people have about Islam, Muslims, Arabs, women; and listen to multiple perspectives. The model proposes 4 areas of global themes that can be integrated in EFL reading and speaking: (i) global systems (political, economic, cultural, ideological, ecological, health, social, technological, educational, ideological and judicial; (ii) diverse human values such as conflict resolution, cooperation and teamwork; (iii) current global issues issues (terrorism, fundamentalism, violence…etc); and (iv) the history of contact and interdependence among peoples. It also proposes the integration of 4 types of goals: knowledge, skills, values and participation goals. Examples of concepts, and types of objectives related to the global themes, resources for locating global themes; stages of teaching the global themes and instructor's role are provided.
Learning Vocabulary in the App Store by EFL College Students
Author: Al-Jarf, Reima
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Oriented Programs,Handheld Devices,Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Language Tests,College Freshmen,Electronic Learning

This article gives examples of mobile vocabulary apps (MVAs) that can be downloaded from the Google Play or Apple App Stores and used as extension activities or a supplement to in-class vocabulary instruction in EFL such as English word study, advanced English vocabulary, test your English vocabulary, English vocabulary level I, II &amp; III, 1000 TOEFL words and others. There are also mobile dictionary apps, graded vocabulary tests for assessing vocabulary knowledge and skills and vocabulary trainers for the TOEFL and IELTS test vocabulary. In addition, the article gives guidelines for searching for, selecting, and using MVAs, the phases of teaching with MVAs and the instructor's role. The instructor can help the students find and download relevant MVAs, give pre-questions, and follow the students up to make sure they are making the best use of them. Recommendations for using MVAs with EFL freshman students are given.
Exploring Child Leadership: Preparing Leaders for Sustainable Education for the Future
Author: Laygo-Saguil, Juzy
Date: 2021-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Children,Leadership,Leadership Training,Early Childhood Teachers,Teacher Attitudes,Leadership Qualities,Trust (Psychology),Problem Solving,Empathy,Interpersonal Relationship,Communication Skills,Helping Relationship,Cooperation,Class Activities,Foreign Countries

Anchored on Theory on Progressive Education by John Dewey that education must prepare students for active participation in a democratic, global society, this study explores the early childhood education teachers' perceptions on child leadership. With the belief that the leaders of the future are in school today, and to better address the interconnected global challenges everyone is facing, this study also discusses the teachers' best practices on how the leadership potentials of young children could be enhanced and developed. Using qualitative research design, ten (10) teachers were purposively chosen to participate in the Focus Group discussion. The researcher used direct quotations in accordance with the nature of the data to ensure transferability. To ensure consistency, external researchers who were experts in the field were consulted for verifiability. Results show that the participants have varied views on child leadership. Enumerated child leadership characteristics were clustered under themes and classroom scenarios on how leadership skills could be enhanced were identified. Lists of suggested activities were created for teachers to be guided to facilitate explorations of the young learners in engaging, creative, and child-centered programs. Since future leaders are shaped by today's training and learning, researches on the development of leadership among young children are recommended to fill the gap in the literature and to encourage building a positive teaching-learning process.
The Impact and Effect of a School-Based Mentoring Program on Students At-Risk in the Virtual Learning Environment of an Urban School District
Author: Jefferson, David, Jr.
Date: 2022-05-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Achievement Gap,Mentors,At Risk Students,Urban Schools,Educational Technology,Technology Uses in Education,Attendance,Achievement Gains,Self Efficacy,Truancy,Suspension,Self Esteem,Academic Ability,Teacher Student Relationship,Citizenship Responsibility,High School Students,Minority Group Students,Low Income Students,Racial Differences,Socioeconomic Status,Student Diversity,Emotional Intelligence,Delinquency,Dropouts,School Segregation,Disadvantaged Youth,Equal Education,Educational Finance,Program Effectiveness,Student Behavior,Student Attitudes,Teacher Attitudes,Parent Attitudes

The academic achievement gap, particularly for at-risk students in urban school districts, needs to be addressed and met head on with a plan. That plan is identified as a school-based mentoring program. The purpose of this research study is to examine the impact and effect a school based mentoring curriculum has on at-risk students in an urban school district during a virtual learning environment. The findings of this study will analyze the impact of a school-based mentoring program and its effect on academic and social performance for the student engaged and participating. This plan and curriculum offers alternative support to teachers in the academic setting, therefore, assisting them in the support of student success. It is anticipated that through ongoing mentoring, there can be a change in student attendance, increased academic performance, increased levels of self efficacy, decreased acts of risky and truant behaviors along with decreasing suspension. Finally, this study aims to monitor student confidence, increased student academic skills, increased student civic awareness, and increased student/teacher interaction and overall performance. The study concludes with implications and limitations of the study, along with recommendations for future research of school-based mentoring programs.
Different Perspectives on ENVIRONMENTAL EDUCATION
Author: Erten, Sinan, Ed.
Date: 2021-09-00
Type: Books
Subjects: Environmental Education,Biodiversity,Wildlife,Sustainable Development,Ethics,Science Curriculum,Outdoor Education,Science and Society,Wastes,Pollution,STEM Education,Early Childhood Education,Educational Trends,Knowledge Level,Islam,Ecology,Energy Conservation,Foreign Countries

Mankind could not exist without the earth to which it owes its life and could not have continued to exist to this day. This earth we call our world is an ecosystem. Mankind could not survive alone in this ecosystem. Mankind was able to continue its existence to the present day forming a whole with the other elements of this ecosystem. Aware of this, mankind continued to exist for a long time in keeping with this fact, but in the name of making more and living more prosperously, it could not hold back from destroying nature with the means offered by industrialization and technology rather than protecting nature, to which it owes its life. Although this situation started about 300 years ago, mankind today now has to look for another planet where future generations can live. The biggest characteristic of environmental problems is that they are not local but global. These environmental problems affect everyone, regardless of religion, language, race, old or young, male or female, rich or poor, academic or farmer, villager or city dweller, science or music teacher, mathematics, chemistry, or physics teacher. Therefore, protecting the environment is not only the duty of environmentalists, and giving environmental education is not only the duty of environmental educators. Protecting the environment is everyone's duty. In all lessons, a connection should be made between the courses in question and the protection of the environment. Making changes in people's behavior is one of the main aims of education and is also included in the definition of education. To overcome environmental problems, we first need a tool. That tool is environmental education. The goal here is to raise individuals who can exhibit environmentally friendly behavior, and we say that individuals who behave in this way are &quot;environmentally-conscious&quot; individuals. There are three purposes for the preparation of this book. The first of these is to reveal the situation of environmental problems, which is a global problem, in Turkey and the perspectives of scientists working on this issue. The second is to explain the importance of raising environmentally friendly individuals to reduce environmental problems. This is only possible by creating changes in the behavior of individuals through environmentally friendly activities. The third is to reveal the importance of societies' value judgments and cultural understandings in solving global environmental problems. Therefore, new understandings, philosophical understandings and religious understandings about environmental protection are included in this book. [This book was published by Published by ISRES Publishing, International Society for Research in Education and Science (ISRES).]
Use of Supports among Students with Disabilities and Special Needs in College. Data Point. NCES 2022-071
Author: Adam, Tara
Date: 2022-04-00
Type: Reports - Evaluative
Subjects: High School Students,Students with Disabilities,Self Disclosure (Individuals),Student Needs,College Students,Academic Support Services,Institutional Characteristics,Two Year College Students,Remedial Instruction,Academic Accommodations (Disabilities)

This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Sample members answered surveys between 2009 and 2016. Students with disabilities in high school do not always tell their college about their disability. Some reasons may be a desire for independence or views of the helpfulness of services based on type of disability. Other reasons may be poor knowledge of services or bad experiences with staff or teachers. Some college students with disabilities may not use supports that could help them graduate.
A Test of a Triadic Conceptualization of Future Self-Identification
Author: Bixter, Michael T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,Time,Decision Making,Predictor Variables,Imagination,Identification (Psychology),College Freshmen,Attitude Measures,Psychometrics,Well Being,Schemata (Cognition),Self Control,Academic Achievement

People encounter intertemporal decisions every day and often engage in behaviors that are not good for their future. One factor that may explain these decisions is the perception of their distal future self. An emerging body of research suggests that individuals vary in how they perceive their future self and many perceive their future self as a different person. The present research aimed to (1) build on and extend Hershfield's et al. (2011) review of the existing literature and advance the conceptualization of the relationship between the current and future self, (2) extend and develop measures of this relationship, and (3) examine whether and how this relationship predicts intrapsychic and achievement outcomes. The results of the literature review suggested that prior research mostly focused on one or two of the following components: (a) perceived relatedness between the current and future self in terms of similarity and connectedness, (b) vividness in imagining the future self, and (c) degree of positivity felt toward the future self. Additionally, differences in how researchers have labeled the overall construct lead us to propose &quot;future self-identification&quot; as a new label for the three-component construct. Our research built on existing measures to test the validity of a three-component model of future self-identification. Across three samples of first-year undergraduates, this research established the psychometric properties of the measure, and then examined the relationships between the components and four outcome domains of interest: (1) psychological well-being (self-esteem, hope), (2) imagination of the future (visual imagery of future events, perceived temporal distance), (3) self-control, and (4) academic performance. We demonstrated that the three components of future self-identification were correlated but independent factors. Additionally, the three components differed in their unique relationships with the outcome domains, demonstrating the utility of measuring all three components of future self-identification when seeking to predict important psychological and behavioral outcomes.
How Years of Policy Choices Enabled Microschooling to Thrive in Arizona. Issue Brief
Author: McShane, Michael
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Small Schools,Educational Innovation,Educational Change,Educational Policy,Elementary Secondary Education,Charter Schools,School Choice,Politics of Education,Tax Credits,Scholarships,COVID-19,Pandemics,Educational Vouchers,Low Income Students

Microschools, small schools that educate five to 15 students, have been among the most interesting recent developments in the K-12 reform world. Neither homeschooling nor traditional schooling, they exist in a hard-to-classify space between formal and informal learning environments. One of the most prominent microschooling networks, Prenda, was founded in 2018 in Mesa, Arizona's third largest city. It has experienced dramatic growth largely because of the way it attracts parents like those interviewed for this paper. It is no coincidence that Prenda's emergence and expansion took place in Arizona, which has been a national leader in education innovation for a generation. Arizona's cultural and policy environment foster and promote experimentation, diversification, and parental choice. The state's thriving charter-school sector students in charters--has developed an expansive, varied set of choice-based public schools. This paper explores microschooling in the Grand Canyon State through parent interviews, a review of decades of public-policy reform and K-12 political battles, and an assessment of student performance data. [For the main report, &quot;Microschooling and Policy,&quot; see ED618730.]
Governors&apos; Top Education Priorities in 2022 State of the State Addresses
Author: Francies, Cassidy
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: State Officials,State Policy,Educational Policy,COVID-19,Pandemics,Elementary Secondary Education,Educational Finance,Labor Force Development,Teachers,Physical Health,Mental Health,Paying for College,Academic Achievement

Governors' State of the State Addresses signal policy priorities for the coming year and allow state policymakers to get a sense of trending issues in their state and other states of interest. This year to date, 44 governors have delivered their address, and the impact of the COVID-19 pandemic on education reverberated across many of them. Governors discussed reopening schools and the importance of in-person learning; they also mentioned the implications of federal pandemic relief funds and the policy challenges ahead across the P-20 spectrum (from early learning through workforce development). This year, as we have done every year since 2005, we summarized all of the education-related mentions and proposals in governors' addresses, and we identified six top trends: (1) K-12 funding; (2) Workforce development and CTE; (3) Teacher staffing; (4) Physical and mental health; (5) Postsecondary affordability; and (6) Learning recovery and success. [For the 2021 report, see ED611892.]