ethanporcaro/eric-fulltext-meta huggingface dataset:
CodeChum: An Online Learning and Monitoring Platform for C Programming
Author: Maranga, Jemar Jude A.
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Programming Languages,Introductory Courses,Computer Science Education,Coding,Computer Software,Outcomes of Education,Undergraduate Students,Feedback (Response),Management Systems,Usability,Student Attitudes,Teacher Attitudes,College Faculty,Data Analysis,Tests,Foreign Countries

Teaching an introductory programming course to an average of 40 students while monitoring their performance can be a challenge for instructors. Preparing coding exercises with test cases and checking students' programs can prove to be time consuming at times. Moreover, programming has been known to be quite difficult for students to learn. To address these concerns, a web-based Integrated Development Environment (IDE) for C Programming called CodeChum was developed. CodeChum provides instructors with an easier way of creating programming exercises, an automated way of checking student codes and a dashboard for monitoring students' performance. CodeChum allows students to apply their skills using problem stories attached to learning outcomes, test their solutions, get instant feedback and monitor their current status through a leaderboard system. CodeChum was tested within a span of two months on 120 undergraduate students taking up introductory programming courses and 6 programming instructors from Cebu Institute of Technology- University. A usability and feedback survey for students and instructors was conducted getting inputs of their experience while using the IDE. Results of the survey show that the system was well received both by students and instructors. Moreover, with the continued use of CodeChum, data can be gathered that can be used towards learning analytics. [For the complete proceedings, see ED601080.]
Mindfulness in the Classroom: Learning from a School-Based Mindfulness Intervention through the Boston Charter Research Collaborative
Author: Gutierrez, Akira S.
Date: 2019-01-00
Type: Reports - Research
Subjects: Metacognition,Teaching Methods,Intervention,Middle School Students,Coding,Brain,Stress Variables,Attention,Brain Hemisphere Functions,Emotional Response,Stress Management,Self Control,Social Development,Emotional Development,Correlation,Program Effectiveness,Training,Coping

This paper, authored in collaboration with researchers from Harvard University's Center for Education Policy Research and the Massachusetts Institute of Technology, reviews findings from a randomized controlled trial (RCT) at a partner school, focused on understanding the effects of a direct-to-student intervention on students' mindfulness development. In the RCT (publication in press), middle school students were randomly selected to participate either in the mindfulness intervention or a coding training. About half of the students also took part in brain imaging before and after the intervention. We found that students who participated in the mindfulness program reported less perceived stress and demonstrated improvements in sustained attention. Brain imaging of participants also revealed less reactivity in the amygdala, a brain structure associated with emotion and stress. These findings suggest the potential value of mindfulness interventions for helping students manage stress and improve their attention, two skills related to self-regulation. The paper describes the study in greater detail and provides additional information about the role of mindfulness in education. We also include recommendations and resources for educators seeking to integrate mindfulness practices into the classroom.
Dyscalculia and Typical Math Achievement Are Associated with Individual Differences in Number-Specific Executive Function
Author: Wilkey, Eric D.
Date: 2018-00-00
Type: Reports - Research
Subjects: Learning Disabilities,Mathematics Skills,Executive Function,Mathematics Achievement,Children,Early Adolescents,Numbers,Developmental Disabilities,Correlation,Mathematical Concepts

Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Only performance on incongruent trials related to achievement. Findings indicate that executive function in a numerical context, beyond magnitude perception or executive function in a non-numerical context, relates to DD and mathematics across a wide range of achievement. [This is the online version of an article published in &quot;Child Development.&quot;]
Online Specialized English Subjects in the Modern Language Program at Universidad Autónoma de Santo Domingo (UASD)
Author: Santana, Isaias
Date: 2019-00-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Student Attitudes,Educational Technology,Technology Uses in Education,College Students,Teaching Methods,Specialization,Online Courses,Handheld Devices,Telecommunications,Technology Integration

This research was carried out in the &quot;Universidad Autónoma de Santo Domingo (UASD)&quot;, which has an overpopulation of more than 200 thousand students with 51% of the population in the central branch. Through virtual modality, subjects are offered to more than eight thousand students. However, the Language School only has three specialized English subjects, focusing this study on these subjects. The research design is exploratory and descriptive, following a qualitative approach, using focus groups for data collection. Advanced Students of the English program will participate in this research since they have chosen or not to take the specialized subjects offered in the Modern Languages course. The purpose of this research was: (a) To identify the English students' perception about the specialized subjects offered through the virtual modality (b) Present the technological devices used by the students; (c) Inquire the frequency with which they use the Internet for pedagogical purposes, and (d) Show the factors influencing students not to take the specialized subjects offered through the virtual modality in the English program. The research outcomes show that the virtual modality was valued as innovative, positive, dynamic and flexible since it allows them to study at night and work during the day. Another important fact is that students have access through their cell phones, three or more times per week. The students who did not take the virtual classes emphasized that they did not know about this online offer.
Best Practices for Pre-Employment Transition Services
Author: National Technical Assistance Center on Transition (NTACT)
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Best Practices,Career Counseling,Career Exploration,Career Guidance,Planning,Individualized Education Programs,Students with Disabilities,Vocational Rehabilitation,Special Education,Predictor Variables,Career Awareness,Vocational Education,Skill Development,Job Skills,Self Determination,Parent Participation,Family Involvement,Communication Skills,Employment Interviews,Dropout Prevention,Computer Assisted Instruction,Money Management,Job Shadowing,Interest Inventories,Labor Market,Workplace Learning,Apprenticeships,Mentors,Clubs,On the Job Training,Work Study Programs,Employment,Service Learning,Volunteers,Transitional Programs,College Planning,Career Readiness,Self Advocacy,Self Disclosure (Individuals),Goal Orientation

Transition planning officially begins between the ages of 14 and 16 for most students with an IEP. However, the process is lifelong. Job Exploration Counseling, or Career counseling/guidance includes a wide variety of activities which help students explore career options and opportunities available. Job exploring options are intended to foster motivation, consideration of opportunities and informed decision-making. National Technical Assistance Center on Transition (NTACT) provides resources and tools to guide the process of transition planning - encompassing assessment and skill development to plan for success beyond school. Recently a GAO-18-502 report titled &quot;Students with Disabilities: Additional Information from Education Could Help States Provide Pre-Employment Transition Services&quot; noted states indicated the need for &quot;additional assistance with identifying best practices&quot; (p. 26). This table from the Office of Special Education and Rehabilitative Services (OSERS) National Technical Assistance Center on Transition (NTACT) Competitive Integrated Employment Toolkit provides a starting point for state and local Vocational Rehabilitation and Special Education agencies. [For &quot;Students with Disabilities: Additional Information from Education Could Help States Provide Pre-Employment Transition Services. Report to the Ranking Member, Committee on Health, Education, Labor, and Pensions, U.S. Senate. GAO-18-502,&quot; see ED590824. For &quot;Competitive Integrated Employment (CIE) Toolkit,&quot; see ED601255.]
Does Music Make You Smarter? STP Research Results
Author: Heslop, Joanne
Date: 2019-10-25
Type: Reports - Research
Subjects: Foreign Countries,Music Education,High School Students,Academic Achievement,High School Graduates,Postsecondary Education,Secondary School Curriculum,Outcomes of Education,Enrollment

This report examines the relationship between the academic performance of students who completed music courses in high school with their grade 12 graduation and post-secondary education outcomes. Do students with music experience achieve higher education achievement than students without music experience? This study was motivated by the recent research results revealed by Peter Gouzouasis, a UBC professor in the Faculty of Education. He found that &quot;… music has a significant and measurable impact on academic achievement, and the more of it kids do, the better they do in their academics.&quot; This study was conducted by the Student Transitions Project (STP), a collaborative research partnership involving B.C.'s education and advanced education ministries and post-secondary institutions.
Student Transitions &amp; Enrolment Trends. STP Research Results
Author: Heslop, Joanne
Date: 2019-06-25
Type: Reports - Research
Subjects: Enrollment Trends,Public Colleges,High School Graduates,Academic Degrees,Educational Certificates,Student Characteristics,College Students,Grades (Scholastic),Declining Enrollment,Out of State Students,In State Students,Grade Point Average,Foreign Students,Research Universities,Geographic Regions,Regional Characteristics,Differences,Bachelors Degrees,Foreign Countries

This report features selected research findings from the most recent annual Student Transitions Project (STP) update in Fall of 2018, including B.C. grade 12 graduates of 2001/2002 to 2016/17 and B.C. public post-secondary registrants from 2002/2003 to Fall 2018. In lieu of a brief highlights newsletter, an annual tradition for the STP every June, this year the STP has chosen to provide a more detailed and in-depth look at student transitions, postsecondary enrolment trends, regional variations and the growth in Bachelor's degrees awarded in this edition of STP &quot;Research Results: Student Transitions &amp; Post-Secondary Enrolment Trends.&quot;
Student Mobility in the B.C. Public Post-Secondary System. STP Research Results
Author: Heslop, Joanne
Date: 2019-10-18
Type: Reports - Research
Subjects: Foreign Countries,Student Mobility,College Students,Public Colleges,College Transfer Students,Bachelors Degrees,Foreign Students,Student Characteristics,Institutional Characteristics,Geographic Regions,Transfer Rates (College),Reentry Students,Geographic Location

The Student Transitions Project (STP) is British Columbia's collaborative research project that measures student success from the K-12 to post-secondary systems. This report features selected research findings on student mobility in the B.C. public post-secondary system, using data from the most recent annual STP update in Fall of 2018. All B.C. post-secondary registrants in B.C.'s 25 public post-secondary institutions from 2002/2003 to Fall 2018 are included.
Video Review and Reflection for Ongoing Inservice Teacher Professional Development
Author: Dostal, Hannah M.
Date: 2015-00-00
Type: Reports - Research
Subjects: Video Technology,Reflection,Inservice Teacher Education,Faculty Development,Writing Instruction,Observation,Classroom Observation Techniques,Teacher Collaboration,Educational Researchers,Scoring Rubrics,Elementary School Teachers,Program Effectiveness

Purpose: In this chapter we describe how a rubric-style observation instrument for observing classroom writing instruction was used to focus and optimize collaborative video analysis sessions among teachers and researchers spread across six states. As part of a 3-year Institute of Education Sciences (IES) development grant, we used videos of classroom instruction both as data for researchers studying the nature and impact of a specific instructional approach, Strategic and Interactive Writing Instruction (SIWI), and as a vehicle for collaborative teacher professional development--for both teachers and teacher leaders. Design: By tying video analysis to a shared observation instrument, we were able to target video clip selection for discussion, and focus our analysis to support teachers across several states and school settings implementing a new approach to writing instruction. After a brief overview of the project for which videos were used, we describe the tools and protocols developed over time to ensure the efficient and powerful use of collaborative video analysis. We also share our experiences on the nature and outcomes of these collaborative sessions both in terms of teachers' involvement and changes in practice over time. Findings: We argue that the use of a common rubric to guide video clip selection, discussion, and analysis allowed teachers to strategically engage in &quot;data reduction&quot; -- i.e. not be overwhelmed by the amount of video data - and to use the videos as catalysts for conversations as well as evidence of what works well for individual students. As researchers, these sessions allowed us to ensure collaborative video analysis sessions were focused, efficient, and growth-oriented as well as sources of data for understanding trends in challenges and trajectories of growth for teachers implementing a new approach to instruction. Practical Implications: This work illustrates how researchers can use video for dual purposes--to conduct literacy investigations and to provide teachers with professional development involving video review and reflection. [This chapter was published in E. Ortlieb, L. Shanahan, M. McVee (Eds.), &quot;Video Research in Disciplinary Literacies: Literacy Research, Practice and Evaluation, Volume 6&quot; (p329-352). Bingley, UK: Emerald Press.]
Student Financial Wellness Survey: Fall 2018 Semester Results. National Aggregate Report
Author: Klepfer, Kasey
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Wellness,Money Management,Academic Achievement,Strategic Planning,Budgets,Graduation Rate,Financial Support,Financial Needs,Costs,Paying for College,Debt (Financial),Student Financial Aid,Undergraduate Students,Student Attitudes,State Universities,Private Colleges,Community Colleges,Two Year College Students,Homeless People,Food,Security (Psychology),Loan Repayment,Low Income,Student Employment,Student Characteristics

Higher education leaders are looking for high impact ways to improve retention and graduation rates in a climate of austere budgets. Increasingly, higher education sees the interplay of finances and academic performance as a key driver of student success. Across the nation, measurable improvements in student success outcomes are observed when students receive a combination of support services and financial resources that help address the unique financial challenges facing many college students. More colleges and universities want to better understand the state of financial wellness for their students to inform strategic planning and to pin a baseline for comparisons after implementing initiatives. Trellis' Student Financial Wellness Survey (SFWS) informs discussions about college affordability, student debt, and financial wellness at the campus level and among policymakers. This report details findings from more than 17,500 undergraduate student respondents from 58 colleges and universities in 12 states. Student respondents attended public universities, private colleges, and community colleges that range in size from fewer than 500 students to greater than 55,000 students. Appendices are included in this report that contain response frequencies to every question in the survey, select findings from cross-tabulations of survey responses, descriptions of sample characteristics and representativeness, and detailed methodology.
2017-2018 Annual Report Guidelines for New York State Charter Schools
Author: New York State Education Department
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Charter Schools,Annual Reports,Expenditure per Student,Financial Audits,Budgets,Trustees,Enrollment,School Holding Power,Faculty Mobility,Teacher Certification,Administrative Organization,School Schedules,Elementary Secondary Education,Educational Indicators

By August 1 of each year, each charter school in New York State is required by law to complete and submit an Annual Report to the New York State Education Department's (NYSED) Charter School Office and to the school's charter entity, and to post the report on the charter school's website. The Annual Report Guidelines include general instructions for submission, report content requirements, and key inquiries that highlight academic, organizational, and fiscal performance, as well as the extent to which a school is meeting the requirements of its charter. These Guidelines are intended to walk schools through and supplement the prompts in the online Annual Report portal. A charter school's Annual Report provides information about its performance over the prior academic year, as well as a report on progress toward performance goals agreed upon in the charter contract. [For the &quot;2016-2017 Annual Report Guidelines for New York State Charter Schools,&quot; see ED579628.]
2018-2019 Annual Report Guidelines for New York State Charter Schools
Author: New York State Education Department
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Charter Schools,Annual Reports,Expenditure per Student,Financial Audits,Budgets,Trustees,Enrollment,School Holding Power,Faculty Mobility,Teacher Certification,Administrative Organization,School Schedules,Elementary Secondary Education,Educational Indicators

By August 1 of each year, each charter school in New York State is required by law to complete and submit an Annual Report to the New York State Education Department's Charter School Office (NYSED CSO) and to the school's charter entity. Each charter school is required to make the Annual Report publicly available by August 1 and post on the charter school's website. Each school should post an updated and complete version to include accountability data and financial statements that are not or may not be available until after the August 1 deadline. The 2018-19 Annual Report Guidelines include general instructions for submission, report content requirements, and key inquiries that highlight academic, organizational, and fiscal performance, as well as the extent to which a school is meeting the requirements of its charter. These Guidelines are intended to walk schools through and supplement the prompts in the online Annual Report Portal. A charter school's Annual Report provides information about its performance over the prior academic year, as well as a report on progress toward performance goals agreed upon in the charter contract. [For the &quot;2017-2018 Annual Report Guidelines for New York State Charter Schools,&quot; see ED601251.]
The Supplemental Curriculum Bazaar: Is What&apos;s Online Any Good?
Author: Polikoff, Morgan
Date: 2019-12-00
Type: Reports - Research
Subjects: Instructional Materials,High Schools,Secondary School Curriculum,English Curriculum,Language Arts,Educational Quality,Internet,Alignment (Education)

Where teachers were once limited to traditional textbooks, informational texts, novels, and materials passed along by others, today the online marketplace is wide open, flush with copious materials that teachers might choose, often at little or no cost. But practically nothing is known about what these supplemental instructional materials actually look like and whether they are any good. Do they truly help educators deliver a high-quality curriculum? In this report, the authors led an analysis of supplemental materials for high school English language arts (ELA), an area where teachers are highly likely to supplement their core curriculum materials--sometimes because they do not have a core curriculum at all. They also partnered with four expert reviewers with experience in evaluating English-Language Arts (ELA) curricula and assessments to examine over three hundred of the most downloaded materials across three of the most popular supplemental websites: Teachers Pay Teachers, ReadWriteThink, and Share My Lesson. Their analysis addresses two sets of questions: (1) What types of materials are teachers downloading most frequently? What kinds of content do they include? and (2) How do experts rate the quality of these materials? What are their strengths and weaknesses, and what is the relationship (if any) between how experts view the quality of the materials and how teachers using them do? Supplemental materials are evaluated on both overall dimensions of curriculum quality (such as rigor and usability), as well as more discrete criteria that loosely reflect the key instructional. The study yields nine findings, including two strengths and seven weaknesses. [Written with Jennifer Dean. Foreword and Executive Summary by Amber M. Northern and Michael J. Petrilli. The four reviewers are: Jenni Aberli, Sarah Baughman, Bryan R. Drost, and Joey Hawkins.]
Growth Model for Institutional Accountability. 2017/18 Technical Report
Author: New York State Education Department
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Growth Models,Accountability,State Departments of Education,Scores,Predictor Variables,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Students,Middle School Students,English Instruction,Language Arts,Mathematics,Annual Reports

This document describes the model used to measure student growth for institutional accountability in New York State for the 2017/18 school year and how three years of student growth results were combined to generate a three-year growth measure called the Growth Index. The Growth Index is new in 2017/18 and is used to make accountability determinations. The results presented in this report are based on the 2017/18 student growth model and Growth Index results, with some comparison to prior-year results. This technical report contains four sections: (1) Data -- Description of the data used to implement the student growth model, including data processing rules and relevant issues that arose during processing; (2) Model -- Description of the unadjusted statistical model; (3) Reporting -- Description of reporting metrics; and (4) Results -- Overview of key model results aimed at providing information on model quality and characteristics. [For the 2016/17 report, see ED591462.]