ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology and Education: A Broad Perspective
Author: Woolcott, Geoff
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Learning Processes,Memory,Cognitive Psychology,Cultural Capital

This paper examines technology and its place in modern education in the context of human cultural accumulation processes, where memories, formed as a result of the interaction of novel information with long-term memory, may be stored externally and also transmitted across generations. The learning of technology, considered in a broad sense as environmental manipulation, is tied to cultural accumulation processes and historical practice, but the application of technology across knowledge domains reflects its use prior to the development of subjects as taught in modern educational institutions. Although the use and effectiveness of technology in education is an important issue for the modern teacher, there is little in the way of effective scientific frameworks that allow the modern teacher to compare educational approaches and their effectiveness in teaching practice, and much less in the way of frameworks that can, in turn, be applied to assessing the use and effectiveness of technology. This paper explores the development of such a framework, based in a little-used view of information and suggests how this framework may be used to examine the role of technology in human learning and memory and to examine its intersection with education and teaching.
&quot;They Look Like Paper&quot;: Refugee Students Experiencing and Constructing &apos;the Social&apos; at a Queensland High School
Author: Smith, Casey
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Refugees,High School Students,Foreign Countries,Student Experience,Peer Influence,Self Concept,Behavior Standards,Social Behavior,Adolescents,Sense of Community,English (Second Language),Racial Discrimination,Social Environment,Differences,Bullying

Educational institutions in Australia face complex challenges in providing inclusive learning experiences for a growing number of North African refugee students. This paper explores the school experiences of five North African refugee students who volunteered to participate in semi-structured interviews in 2012. A qualitative intrinsic case study approach was employed to investigate participant experiences with their Australian peers. This included peer influence on defining social norms and the articulation of race, religion and social differences. Foucault's theories of discourse, the subject, disciplinary practices and normalisation, have been utilised as tools to drive the exploration of students' experiences. Participants encountered 'difference' in the Australian schooling context that affected their ability to connect to the social discourse and the disciplinary systems of school. Participants indicated that their knowledge of themselves, and others, had developed from a point of 'difference' and isolation, to ways of 'seeing' the characteristics of the 'Australian' student and the diversity within their 'white' peers and teachers. Exploring this discursive negotiation illuminates the taken-for-granted ways these students come to know the role of student, friend and school in facilitating membership and belonging.
Video-Stimulated Recall Interviews in Qualitative Research
Author: Nguyen, Nga Thanh
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Video Technology,Recall (Psychology),Reflection,Decision Making,Personal Autonomy,Foreign Countries,Teacher Attitudes,English (Second Language),College Faculty,Teaching Methods,Interviews

Video stimulated recall interviewing is a research technique in which subjects view a video sequence of their behaviour and are then invited to reflect on their decision-making processes during the videoed event. Despite its popularity, this technique raises methodological issues for researchers, particularly novice researchers in education. The paper reports that while stimulated recall is a valuable technique for investigating decision making processes in relation to specific events, it is not a technique that lends itself as a universal technique for research. This paper recounts one study in educational research where stimulated recall interview was used successfully as a useful tool for collecting data with an adapted version of SRI procedure.
Who Struggles Most in Making a Career Choice and Why? Findings from a Cross-Sectional Survey of High-School Students
Author: Galliott, Natal'ya
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Foreign Countries,Educational Experience,School Choice,High School Students,Student Characteristics,Student Attitudes,Parents,Occupations,Educational Attitudes,Occupational Aspiration,Decision Making,English,Native Language,English (Second Language),Second Language Learning,Student Behavior,Public Schools,Private Schools

This paper reports findings from an empirical study examining the influence of student background and educational experiences on the development of career choice capability. Secondary school students attending years 9-12 (N = 706) in New South Wales (NSW), Australia, were invited to participate in an online survey that sought to examine factors influencing their career choices. The survey included questions relating to student demographics, parental occupation, attitudes to school and to learning, student aspirations, and students' knowledge of the further education or skills required to achieve their desired goal. We found no significant differences in the proportions of students who were &quot;uncertain&quot; of their future career aspirations with respect to their socio-educational background. There were, however, significantly more students struggling with career decision making from an English-speaking background in comparison to households where children spoke a language other than English. Those students were proportionally present in government and non-government schools and had some behavioural and attitudinal characteristics in common.
The Structural Model of Parenting Styles as Antecedent on Learning Motivation and Self-Regulated Learning for Undergraduates in Hong Kong
Author: Leung, Man-Tak
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Parenting Styles,Learning Motivation,Independent Study,Learning Strategies,Undergraduate Students,Parent Influence,Measures (Individuals),Structural Equation Models,Path Analysis

Present study, was conducted to explore the impact of parenting on self-regulated learning with mediating effect for learning motivation. The sample of the study consisted of 210 students which was conveniently sampled from universities in Hong Kong. Designed Questionnaire was used to collect the data. Confirmatory factor analysis was conducted to evaluate the construct validity of the questionnaires, whereas reliability was indicated by Cronbach's alpha. Path analysis and structural equation modeling was conducted as well to investigate the relationship between parenting styles, learning motivation and self-regulated learning of the samples, and also examine the mediating effect of learning motivation. It is found that parenting styles are significantly associated with learning motivation, while learning motivation are significantly associated with self-regulated learning. There is an indirect effect of parenting styles on students' self-regulated learning through learning motivation. Results of structure equation modeling reveal that the proposed model fit the data well: X[superscript 2](168) = 466.90, X[superscript 2]/df =2.78, RMSEA = 0.09, CFI = 0.91, GFI = 0.83. And permissive and &quot;Guan&quot; parenting showed an obvious impact on learning motivation and in turn affect student's self-regulated learning. Since the study was adopted in Hong Kong only, it may have limitation in generalization of result to Asian Countries, and be less effective for external validation. The main contribution for the present study, however, attempts to confirm the conformation of Hong Kong parenting styles as a cosmopolitan city and its association with learning motivation and self-regulated learning, and such relationship may not have been examined before. It also provides practical implications to Hong Kong parents to fully aware the importance of complex structural relationships among learning strategies among parenting, learning motivation and self-regulated learning, such that children could be implemented to enhance self-regulated learning behaviors and academic performance.
Reimagining School Libraries: Children&apos;s Perspectives and New Opportunities
Author: Bland, Derek
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: School Libraries,Elementary School Students,Secondary School Students,Foreign Countries,Educational Facilities Design,Space Utilization,Physical Environment,Student Participation,Childrens Attitudes,Imagination

The Federal Government's recent Building the Education Revolution program resulted in, among other features, the creation of over 600 new school libraries in Queensland alone. This paper reports on a component of a research project carried out with students in six primary schools and one secondary school that benefitted from the program, investigating the influences of these new physical environments on learning and teaching. In particular, this paper discusses one missing voice from the design process--that of the students who would be key users of the newly-created spaces in those schools. While opportunities for real involvement in design were minimal for most potential users of the new spaces, students' imagined possibilities for school libraries, as submitted to the research project, suggest that students could have contributed different perspectives to enhance learning engagement through imaginative design elements. The findings of the project have relevance for teachers and teacher librarians in reconsidering the ways in which the new learning spaces are used as well as informing school designers in planning engaging school facilities. The findings may be extrapolated to the design and planning of general classrooms and other learning environments.
The Kinship On-Line Project and Aboriginal Community Engagement
Author: Riley, Lynette
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Indigenous Populations,Foreign Countries,Cultural Awareness,Experiential Learning,Online Courses,Workshops,Indigenous Knowledge,Culturally Relevant Education,Community Involvement,Program Development,Higher Education

This paper is an account of Aboriginal community engagement in relation to the design and development of a Project being undertaken through an Office for Learning and Teaching (OLT) grant to develop Indigenous Online Cultural Teaching &amp; Sharing (Kinship On-line Project), which is an on-line cultural education workshop based around Aboriginal Kinship systems used in Australia. The Project is built on an existing face-to-face interactive presentation based on the theme of Australian Aboriginal Kinship systems developed by Lynette Riley. The on-line cultural education workshop is being designed as an experiential learning environment for two reasons. Firstly, there is a long denial of Aboriginal knowledges and their importance in contemporary Australia. Secondly, the experiential format is used in Aboriginal learning and is therefore an appropriate way of conveying these knowledge systems. The Project reflects where possible Aboriginal knowledge sharing processes, bringing this into mainstream teaching of humanities and social science related to subjects, such as sociology, law, education and social work. Aboriginal knowledge sharing has been adapted to this experiential learning environment via software design. The paper outlines the community engagement process for the Kinship On-line Project in the context of Indigenous methodological, epistemological and ethical considerations by juxtaposing Indigenous and western ways of teaching and research and exploring in greater detail the differences between them.
The Future of Public Higher Education Leadership
Author: Odhiambo, George O.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Public Education,Futures (of Society),Leadership Effectiveness,Barriers,Leadership Styles,Higher Education,Financial Support,Foreign Countries,Educational Change,Enrollment Trends,Educational Finance,Transformational Leadership,Decision Making,Universities,Expenditures,Women Administrators,Gender Differences,College Administration

This paper discusses some of the key challenges and points of tension pertaining to leadership in higher education in Kenya. Effective leadership approaches are discussed including the context of why effective leadership is more important in Kenyan public higher education now than ever. The paper considers whether recent changes in higher education in Kenya--notably the increase in student populations; rapid increase in the number of public higher education institutions; major changes in the labour market and the steady reduction in the funding of public higher education institutions-pose fundamental challenges for the pattern of leadership and management in the institutions. Given the complex context within which higher education leaders in Kenya now work and the challenges posed by these recent changes, this paper reviews what might constitute effective leadership practices within the higher education context. The paper argues that public higher education institutions in Kenya need to develop new models of leadership to make sense of the highly complex political, economic and cultural landscapes of the modern world in general and Kenyan society in particular. In addition, the paper suggests that Adair's (1973) Action Centered dimensions of leadership could be applicable and that transformational leadership with its emphasis on distributed leadership styles and collegial decision making may offer such model.
The Doctoral Experience: A Bit of a Curate&apos;s Egg
Author: Boon, Helen J.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Graduate Students,Doctoral Programs,Student Attitudes,Student Experience,Graduate Study,Educational Improvement,Offices (Facilities),Supervision,Social Isolation

Established models of doctoral education in Australia are generally based on an apprenticeship model, where doctoral students learn from their advisors. However, these are slowly being reconsidered in light of low completion rates. This study investigated doctoral students' perceptions of their candidature by way of focus group interviews. The participants represented 17.9% of the doctoral students enrolled at a university. Three research questions constituted the interview schedule protocol: (1) What are some of the positives of your experience since you enrolled in the doctoral program? (2) What are some of the negatives of your experience since you enrolled in the doctoral program? and (3) What are some of your recommendations for the future? Content analysis was employed to analyse interview transcripts and generate themes arising from each research question. The frequency with which such themes were cited were categorised by their incidence across the 18 schools represented in the study and across the whole sample of students to assess their prevalence. Key themes most often generated related to: (1) Generic skill courses; (2) Personal office space; (3) Supervision; (4) Social and academic/research culture; and (5) Communications. Results are discussed in relation to the future of doctoral education in Australia in an increasingly globalised competitive education sector.
Curbing America&apos;s Reading Crisis: A Call to Action for Our Children. Policy Report
Author: O'Reilly, Tenaha
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Reading Achievement,Reading Skills,Reading Comprehension,Self Efficacy,Reading Habits,Racial Differences,Ethnicity,Achievement Gap,Grade 4,Gender Differences,Geographic Location,Grade 8,Reading Motivation,Student Evaluation,Cooperative Learning,Learning Activities,Knowledge Level

America is in a reading crisis. The authors of this new report point out, two in three American fourth-graders are performing below proficient in the National Assessment of Education Progress (NAEP)--known as the &quot;Nation's Report Card.&quot; There's another troubling component to this crisis. Important segments of society are being left behind. The Educational Testing Service (ETS) Center for Research on Human Capital and Education has issued a series of reports aimed at identifying key problems in children's achievement struggles in America's educational system and proposing ways to address them. This report begins with an overview of America's reading crisis, discussing the scope of the problem and providing context for the troubling results that are seen. The authors then direct attention to a discussion of skill-based explanations for low reading and comprehension ability, and then goes on to describe how some students can be caught in a maladaptive cycle when it comes to developing reading skills. A series of actionable recommendations are then proposed for policymakers, educators, and assessment designers to consider in support of development of student reading skills. Among the things looked at is how to stimulate students' desire to read, thus increasing their chances of continually developing their reading skills.
If You Can&apos;t Be with the Data You Love: And the Risks of Loving the Data You&apos;re With. Policy Report
Author: Fogg, Neeta
Date: 2019-09-00
Type: Reports - Research
Subjects: Reading Skills,Writing Skills,Literacy,Educational Attainment,Academic Degrees,Human Capital,Job Skills,Credentials,Adults,Measurement Techniques,Correlation,Wages,Standardized Tests,High School Graduates,High School Equivalency Programs,Scores

Diploma and degree completion have become the fundamental standard for judging the performance of secondary and postsecondary educational institutions. Increasingly, leaders of education and workforce policy and programs assume that these measures of attainment effectively serve as indicators of adequate levels of essential literacy and numeracy skills. This report questions the soundness of such an assumption. A study by researchers from Drexel University's Center for Labor Markets and Policy and Educational Testing Service's Center for Research on Human Capital and Education finds that literacy skills of working adults are not as closely connected to levels of educational attainment as widely thought. Using Programme for the International Assessment of Adult Competencies (PIAAC) data on the literacy proficiencies of adults in the United States, the study finds that diploma and degree attainment is a less than satisfactory proxy for skills. These findings are important for policymakers and researchers. Relying on educational attainment as a measure of human capital (a proxy for skills) distorts understanding of the level of human capital that individuals and society in fact have. This raises critical questions about the desirability of public policies that focus on educational credentials without equal focus on the levels of skills associated with those credentials.
Empowering Individual Workers through Skills -- A New Labour Project Revisited. SKOPE Research Paper No. 129
Author: Keep, Ewart
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Empowerment,Job Skills,Program Effectiveness,Cost Effectiveness,Labor Legislation,Labor Force Development,Laborers,Labor Education,Public Policy,Government Role,Labor Market,Skill Development,Socioeconomic Status,Low Income,Global Approach,Qualifications,Power Structure,Foreign Countries,Individual Power,Unions,Adult Learning,Program Evaluation

This article explores the efficacy and cost effectiveness of New Labour's skills-based policies to help low paid workers adjust to the pressures generated by globalisation, of which the leading example was Train to Gain (T2G). It also analyses the more general issue of how, why and under what circumstances education, training and skills can help imbue low paid workers with greater bargaining power within the labour market.
Tuition and Fees: Iowa Community Colleges, Fiscal Year 2020
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Tuition,Fees,Community Colleges,Trend Analysis,Comparative Analysis,Educational Finance,Educational Trends,Federal Aid,State Aid,Enrollment,Online Courses

The annual community college tuition and fees report provides information about tuition and fees charged at each of Iowa's 15 community colleges. This report also provides trends in tuition and fees among Iowa's community colleges, sources of general operating revenue, and comparisons among states and institutions. For fiscal year (FY) 2020, average in-state tuition for students attending Iowa's community colleges is $173.65 per credit hour, a 3.1 percent increase from last year. Average mandatory fees are $14.92 per credit hour, up 5.4 percent from last year. Therefore, the average total in-state cost of enrollment (tuition plus fees) is $188.57 per credit hour, which represents a 3.3 percent increase from last year. Tuition and fees accounted for approximately 51.6 percent of community colleges' unrestricted operating revenue during FY 2018, the latest year for which data are available. This percentage has gradually increased since FY 2009 when tuition and fees accounted for 49.6 percent. During this 10-year period, state general aid as a percentage of total college revenues declined slightly from 37.7 percent in FY 2009 to 34.9 percent in FY 2018. Nationally, provisional data from the Integrated Postsecondary Education Data System (IPEDS) suggest that Iowa's in-state cost of enrollment in FY 2018 (the latest year available) ranked in the 86th percentile. Regionally, the average IPEDS total in-state enrollment costs per credit hour during FY 2018 were higher in South Dakota and Minnesota than in Iowa. Iowa Code stipulates that the highest tuition charged by Iowa's community colleges must be less than the lowest tuition charged at Iowa's public universities. In FY 2020, the highest community college in-state tuition for 24 credit hours ($4,488.00) is 41.6 percent less than the lowest public university in-state tuition for the same number of credit hours ($7,680.00). [For the 2019 report, see ED593317.]
A Note on the Conversion of Item Parameters Standard Errors
Author: Wang, Chun
Date: 2019-00-00
Type: Reports - Research
Subjects: Test Items,Error of Measurement,Item Response Theory,Factor Analysis,Mathematical Formulas,Multivariate Analysis

The relations among alternative parameterizations of the binary factor analysis (FA) model and two-parameter logistic (2PL) item response theory (IRT) model have been thoroughly discussed in literature (e.g., Lord &amp; Novick, 1968; Takane &amp; de Leeuw, 1987; McDonald, 1999; Wirth &amp; Edwards, 2007; Kamata &amp; Bauer, 2008). However, the conversion formulas widely available are mainly for transforming parameter estimates from one parameterization to another. There is a lack of discussion about the standard error (SE) conversion among different parameterizations, when SEs of IRT model parameters are often of immediate interest to practitioners. This paper provides general formulas for computing the SEs of transformed parameter values, when these parameters are transformed from FA to IRT models. These formulas are suitable for unidimensional 2PL, multidimensional 2PL, and bi-factor 2PL models. A simulation study is conducted to verify the formula by providing empirical evidence. A real data example is given in the end for an illustration. [This paper was published in &quot;Multivariate Behavioral Research&quot; v54 p307-321 2019.]