ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing and Implementing a Bilingual Early-Literacy Program in Indigenous Mexico Villages: Family, Child, and Classroom Outcomes
Author: Justice, Laura M.
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Literacy Education,Rural Areas,Program Development,Program Implementation,Young Children,Culturally Relevant Education,Childrens Literature,Mayan Languages,Spanish,Preschool Children,Preschool Education,Mothers,School Libraries,Family Environment,Workshops,Program Effectiveness,Written Language,Reading Skills,Books,Clubs

Globally, there is great interest in enhancing young children's literacy development as a route to improving worldwide literacy. To contribute to this area of interest, this paper reports findings from a multi-pronged early-literacy program designed to improve the print-knowledge of young children in Yucatec Mayan villages. The school-based &quot;Club de Lectura Solyluna&quot; provided 16 culturally relevant bilingual (Spanish/Maya) children's books to caregivers during four workshops. The sample of 567 mothers and their preschool-aged children (n = 567) were enrolled in 28 preschool classrooms, which also received teacher trainings, children's books, and establishment of a school-based library. Outcomes were examined with respect to overall parent participation and uptake of workshop materials, features of the home-literacy environment, and children's gains in print knowledge in both Mayan and Spanish. The study findings show positive outcomes across all outcomes evaluated with the exception of growth in children's Mayan print-concepts skills. The program description and findings should be of relevance to efforts to implement early-literacy programming with indigenous villages in lower- and middle-income countries.
Predicting Math Identity through Language and Click-Stream Patterns in a Blended Learning Mathematics Program for Elementary Students
Author: Crossley, Scott A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Blended Learning,Self Concept,Audience Response Systems,Mathematics Achievement,Natural Language Processing,Elementary School Students,Pretests Posttests

This study builds on prior research by leveraging natural language processing (NLP), click-stream analyses, and survey data to predict students' mathematics success and math identity (namely, self-concept, interest, and value of mathematics). Specifically, we combine NLP tools designed to measure lexical sophistication, text cohesion, and sentiment with analyses of student click-stream data within an online mathematics tutoring system. We combine these data sources to predict elementary students' success within the system as well as components of their math identity as measured though a standardized survey. Data from 147 students was examined longitudinally over a year of study. The results indicated links between math success and non-cognitive measures of math identity. Additionally, the results indicate that math identity was strongly predicted by click-stream variables and the production of more lexically sophisticated and cohesive language. In addition, significant variance in math identity was explained by affective and cognitive variables. The results indicate that NLP and click-stream data can combine to provide insights into non-cognitive constructs such as math identity.
Can School Enrolment and Performance Be Improved by Maximizing Students&apos; Sense of Choice in Elective Subjects?
Author: Lewis, Rhyd
Date: 2020-00-00
Type: Journal Articles
Subjects: Enrollment,Enrollment Influences,Elective Courses,High School Students,Student Attitudes,Personal Autonomy,Foreign Countries,Mathematics

This paper explores a system that attempts to maximize high school students' sense of choice when selecting elective subjects. We propose that individual schools can tailor the combinations of subjects they offer in order to maximize the number of prospective students who can study their preferred subjects, potentially increasing enrolment numbers and academic outcomes while also reducing administrative overheads. We analyze the underlying computational problem encountered in this task and describe a suitable AI-based optimization algorithm that we have made available for free download. We also discuss some outcomes of using this method on a small number of case study schools.
Investigating Collaboration as a Process with Theory-Driven Learning Analytics
Author: Kent, Carmel
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Learning Analytics,Difficulty Level,Evaluation Methods,Communities of Practice,Interaction,Discussion Groups,Graduate Students,Blended Learning,Business Administration Education,Computer Mediated Communication,Cognitive Processes,Foreign Students,Social Networks

Although collaboration is considered a key 21st-century skill, oftentimes it is only assessed through the outcome measures of individual learners. In this paper, we draw upon collaborative cognitive load theory (CCLT) to explain the process of collaboration in learning from the point of view of the collective, rather than an individual learner. Using CCLT we suggest a new method of measuring the process of collaboration regardless of its outcome measures. Our approach -- Collaborative Learning as a Process (CLaP) -- uses social network analysis to evaluate the balance between interactivity gains and coordination costs of learner communities. Here, we demonstrate the approach using real-world data derived from the digital tracks of two online discussion communities. We argue that our conceptual approach can enable instructors and learners to unlock the black box of collaboration in learning. It has the potential to support the development of learner skills that go beyond cognition. We conclude the paper with the results of our investigation of the value of the approach to the online module instructor.
Measuring Mastery Behaviours at Scale: The Persistence, Effort, Resilience, and Challenge-Seeking (PERC) Task
Author: Porter, Tenelle
Date: 2020-00-00
Type: Journal Articles
Subjects: Mastery Learning,Resilience (Psychology),Difficulty Level,Computer Assisted Instruction,Validity,Student Behavior,Academic Persistence,Task Analysis,Grade Point Average,Predictive Validity,Measurement Techniques,Student Attitudes,Case Studies,Learning Motivation,Middle School Students,Computer Assisted Testing,Problem Solving,Life Satisfaction,Friendship,Puzzles,Correlation,Student Characteristics

Mastery behaviours -- seeking out challenging tasks and continuing to work on them despite difficulties -- are integral to achievement but difficult to measure with precision. The current study reports on the development and validation of the computer-based persistence, effort, resilience, and challenge-seeking (PERC) task in two demographically diverse samples of adolescents (total N = 3,188). We present evidence for convergent validity with self-reported mastery behaviours and learning mindsets, discriminant validity from theoretically unrelated constructs, and incremental predictive validity for grade point average (GPA). Results suggest that the PERC task may be a useful tool for assessing mastery behaviours at scale.
Development and Validation of a Survey to Assess Belonging, Academic Engagement, and Self-Efficacy in STEM RLCs
Author: Leibowitz, Justin B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,STEM Education,Student Participation,Self Efficacy,Student School Relationship,Majors (Students),College Environment,On Campus Students,College Students,Test Validity,Communities of Practice,College Housing,Student Attitudes,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,First Generation College Students,Test Reliability

This study examines how to investigate traditionally underrepresented students' sense of belonging, self-efficacy, and academic engagement in science, technology, engineering, and mathematics (STEM) residential learning communities (RLCs). A 28-item survey was developed that included items from three previously validated instruments to measure three constructs: academic engagement; self-efficacy; and sense of belonging to the academic major, institution, and residential community. The survey was administered to first-year residential students pursuing a STEM major at three universities. This article discusses the development and administration of a survey to measure these constructs and the resulting validity scores. Samples included students living in STEM RLCs and STEM students not living in RLCs. An exploratory factor analysis examined validity, and Cronbach's alpha was computed for internal consistency. Belonging to the university, belonging to academic major, and belonging to residential learning community emerged as separate factors, indicating that students appear to conceptualize these different types of belonging during their college experiences. These constructs can be used to explore differences between student populations. Despite the small sample sizes, there were observations suggesting that differences in sense of belonging, academic engagement, and self-efficacy exist between traditionally represented and underrepresented students. However, further research is needed to explore these questions.
Investigating the Influence of Residential Learning Communities on Student Experiences
Author: Dahl, Laura S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Residential Programs,Communities of Practice,Cooperative Learning,College Curriculum,Student Experience,Teacher Student Relationship,Peer Relationship,Living Learning Centers,College Students

Residential learning communities (RLCs) are a subset of living-learning programs (LLPs) where students live together based on a theme and are simultaneously enrolled together in at least one course related to that theme. Yet little research has focused on differentiating RLCs from those LLPs without a connected course. Using existing data from the Assessment of Collegiate Residential Environments and Outcomes (ACREO), we explored this distinction by comparing the experiences of students participating in RLCs with those of students in LLPs that did not have course components. Results from this study revealed that, when compared to students in LLPs, students in RLCs reported higher mean values across most experiences, with the two largest effect sizes observed for the factors related to student interactions with residential faculty and peers. Implications are then offered for future research and practice.
Exploring the Relationship between Emergent Sociocognitive Roles, Collaborative Problem-Solving Skills, and Outcomes: A Group Communication Analysis
Author: Dowell, Nia M. M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Cognition,Cooperative Learning,Problem Solving,Educational Objectives,Group Dynamics,21st Century Skills,Computer Mediated Communication,College Students,Group Discussion

Collaborative problem-solving (CPS) has become an essential component of today's knowledge-based, innovation-centred economy and society. As such, communication and CPS are now considered critical 21st century skills and incorporated into educational practice, policy, and research. Despite general agreement that these are important skills, there is less agreement on how to capture sociocognitive processes automatically during team interactions to gain a better understanding of their relationship with CPS outcomes. The availability of naturally occurring educational discourse data within online CPS platforms presents a golden opportunity to advance understanding about online learner sociocognitive roles and ecologies. In this paper, we explore the relationship between emergent sociocognitive roles, collaborative problem-solving skills, and outcomes. Group Communication Analysis (GCA) -- a computational linguistic framework for analyzing the sequential interactions of online team communication -- was applied to a large CPS dataset in the domain of science (participant N = 967; team N = 480). The ETS Collaborative Science Assessment Prototype (ECSAP) was used to measure learners' CPS skills, and CPS outcomes. Cluster analyses and linear mixed-effects modelling were used to detect learner roles, and assess the relationship between those roles on CPS skills and outcomes. Implications for future research and practice are discussed regarding sociocognitive roles and collaborative problem-solving skills.
Unique Strategies to Foster Integrative Learning in Residential Learning Communities
Author: Gebauer, Richie
Date: 2020-00-00
Type: Journal Articles
Subjects: Living Learning Centers,College Curriculum,Extracurricular Activities,Student Experience,College Students,Integrated Activities,Learning Activities,Relevance (Education),Intellectual Disciplines,Transfer of Training,Reflection,Self Evaluation (Individuals)

Lardner and Malnarich (2009) identify learning communities as an educational reform strategy designed for intentional student cohorts that engage students in at least one integrative learning opportunity. Colleges and universities are aware that robust educational programs exist on their campuses, yet institutions must identify strategies to help students connect and make meaning of these fragmented experiences (DeZure et al., 2005). In this article we discuss the intentional structure of Residential Learning Communities (RLCs), also referred to as Living-Learning Communities, on six different campuses, specifically focusing on how curriculum and co-curriculum are integrated to enhance the integrative learning practices of students. For learning to be truly effective, it must be threaded through the intellectual life of the RLC in ways that meaningfully connect the curriculum and co-curriculum and on-campus and off-campus life experiences (Huber et al., 2005).
Thriving in Residential Learning Communities
Author: Eidum, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Living Learning Centers,Residential Programs,Communities of Practice,Outcomes of Education,Learner Engagement,Academic Achievement,Interpersonal Relationship,Well Being,Undergraduate Students,Individual Differences,Females,First Generation College Students,Minority Group Students,College Faculty,Teacher Student Relationship,Financial Support,Student Characteristics

Our research presents a multi-institutional study on the concept of thriving in Residential Learning Communities (RLCs). The study utilizes the Thriving Quotient (Schreiner, 2010c) to research how RLCs at four U.S. institutions contribute to students' academic engagement and performance, interpersonal relationships, and psychological well-being. Additionally, this study uses an institutional mapping inventory to examine how students' thriving correlates with various components of RLCs (Inkelas et al., 2008), such as RLC size, theme, faculty involvement, budget, and linked courses. The data were analyzed using factor analysis tools and blocked linear regression to identify associations between RLC characteristics and the thriving outcomes. Results indicate that particular groups of students (women, first generation students), faculty involvement, and financial resources correlated with higher thriving in RLCs. The article concludes with implications and directions for future research.
Priming the Pump: Residential Learning Community Effects on Engagement with Diversity and Participation in High-Impact Practices
Author: Wolaver, Amy M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Residential Programs,Living Learning Centers,Learner Engagement,Student Participation,Diversity,College Freshmen,National Surveys,Student Surveys,College Seniors,Minority Group Students,Disproportionate Representation,School Holding Power,Liberal Arts,Interaction

Using the National Survey of Student Engagement and multivariate regression techniques, we examine the impact of a first-year residential learning community (RLC) at a predominately White small liberal arts institution. This program disproportionately attracts students of color, providing structural diversity. We include measures of students' prior interest and engagement levels from the Before College Survey of Student Engagement to control for potential sample selection bias from students' pre-existing engagement levels and expectations, allowing a better measure of the program's effects. Despite having similar expectations about participation in future HIPs, students in this RLC completed on average 1.15 more HIPs by the end of their senior year than non-participants. In particular, they were more likely to have done research with faculty and to have held leadership positions. Additionally, White program participants were more likely than non-participants to report frequent interactions with students from different racial/ ethnic backgrounds, an effect which persists to the end of their senior year. Additional analysis indicates that the programming in the RLC, and not simply the structural diversity of residence component, is the likely driver of this increased engagement with diverse others.
Metaphoric Perceptions of Primary School Teacher Candidates on the Concept of Social Science and Its Teaching
Author: Kozaner Yenigül, Çigdem
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Content Analysis,Figurative Language,Preservice Teacher Education,Social Sciences,Language Usage,Student Attitudes,Foreign Countries,Phenomenology,Concept Formation,Interdisciplinary Approach,Transfer of Training,Cultural Influences,Social Values,Teaching Methods

The aim of this study is to determine the perceptions of classroom teacher candidates towards the concept and teaching of social sciences through metaphors. In the 2018-2019 academic year, the Department of primary education of the Turkish Republic of Northern Cyprus, Lefke European University, Faculty of Education 1., 2., 3. and 4. there are 119 candidates of teachers who study in the classroom. Phenomenology design, one of the qualitative research methods, was used in the study. The data of the study was obtained through a semi-structured interview form. Content analysis technique was used in the analysis of the data. In this context, he produced 61 metaphors aimed at the concept of social sciences by participants. The metaphors produced were collected under 4 different conceptual categories. The metaphors produced by the class teacher candidates for the concept of social sciences were collected in 4 categories, &quot;social-vital, interdisciplinary, cultural resource and primary education&quot; respectively. The number of metaphors (f=27) in the &quot;social-vital&quot; category is greater when the metaphors developed by the teacher candidates according to the categories created for the concept of social sciences are taken into account. The most repeated in this category has been the metaphor of life (f=20). The classroom teacher candidates produced 69 metaphors for teaching social sciences. The metaphors developed for the teaching of social sciences in line with the explanations made by the participants were grouped into 4 categories: &quot;meeting social needs, interdisciplinary, knowledge transfer, cultural transfer,&quot; &quot;When the metaphors developed by the teacher candidates according to the categories are taken into consideration, it is observed that the number of metaphors (f=31) in the &quot;meeting the social needs&quot; category for social sciences teaching is higher. The most repeated teaching of values in this category has been the metaphor (f=8).
Socio-Family Context and Its Influence on Students&apos; PISA Reading Performance Scores: Evidence from Three Countries in Three Continents
Author: Vázquez-Cano, Esteban
Date: 2020-00-00
Type: Journal Articles
Subjects: Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Reading Achievement,Parent Influence,Parents,Educational Attainment,Parent Background,Employed Parents,Occupations,Parent Student Relationship

This investigation set out to analyse the relation between parents' academic qualifications, profession and role in educating their children and their children's level of efficacy in reading at the end of the adolescent stage, in three states with different socio-cultural contexts, namely Canada, Finland and Singapore. The study is carried out in three countries with differing socio-cultural contexts and uses multilevel analysis and binary logistic regression to measure the predictive value of socio-family skills in these three countries against a range of student reading ability profiles. The results show that the parents' academic qualifications, profession and educational role are the most influential aspect of the predictability in the variability of their children's reading skills. Parents with a low level of education predict poor student reading ability, but when it is the mother who has a medium or high level of education, the results of the students are better than when that level is only achieved by the father. Therefore, the educational role of mothers and fathers, as shown by the interest they take in their children's schoolwork, is a predictor of students' reading skills, regardless of the socio-cultural and academic context of the students.
The Relationship between Residential Learning Communities and Student Engagement
Author: Hurtado, Sarah S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Living Learning Centers,Residential Programs,Learner Engagement,Dormitories,Program Effectiveness,College Freshmen,Undergraduate Students,Student Participation,Academic Achievement,College Seniors,National Surveys,Student Surveys,Outcomes of Education

Residential learning communities (RLCs) are residence hall environments designed to deliver academic and social benefits. For decades, many have argued RLCs are an effective means for increasing student success. Yet substantial changes in the defining characteristics of campus housing and student diversity have led to new questions about the impact of living on campus and the benefits of RLCs in particular. Consequently, we investigated the continued efficacy of RLCs as an effective educational practice. Using data from a diverse, multi-institution sample of first-year and sophomore students, this study provides insight into the relationships between RLC participation, student engagement, and perceived gains in learning. [Paper presented at the Annual Meeting of ACPA-College Student Educators International (Boston, MA, Mar 2019).]