ethanporcaro/eric-fulltext-meta huggingface dataset:
The Technology Acceptance of Mobile Applications in Education
Author: Camilleri, Mark Anthony
Date: 2017-04-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Telecommunications,Handheld Devices,Statistical Analysis,Foreign Countries,Factor Analysis,Regression (Statistics),Likert Scales,Principals,Assistant Principals,Teacher Aides,Surveys,Teachers,Elementary Secondary Education,Multivariate Analysis

This research explores the educators' attitudes and behavioural intention toward mobile applications. The methodology integrates measures from &quot;the pace of technological innovativeness&quot; and the &quot;technology acceptance model&quot; to understand the rationale for further investment in mobile learning (m-learning). A quantitative study was carried out amongst two hundred forty-one educators in small EU state. It has investigated the costs and benefits of using ubiquitous resources, including tablets for m-learning in schools. A principal component analysis has indicated that the educators were committed to using mobile technologies. In addition, a stepwise regression analysis has shown that the younger teachers were increasingly engaging in m-learning resources. In conclusion, this contribution puts forward key implications for both academia and practitioners. [For the complete proceedings, see ED579190.]
Two Years of Case Management: Final Findings from the Communities in Schools Random Assignment Evaluation
Author: Parise, Leigh M.
Date: 2017-04-00
Type: Reports - Research
Subjects: Caseworker Approach,Randomized Controlled Trials,Academic Support Services,Student Personnel Services,At Risk Students,Potential Dropouts,Dropout Prevention,Program Implementation,Quasiexperimental Design,Urban Schools,Low Income Students,Secondary School Students,Program Effectiveness,Attendance Patterns,Academic Achievement,Student Behavior,Program Evaluation,Outcomes of Education,Graduation Rate,Dropout Rate,Institutional Characteristics,Regression (Statistics),Statistical Analysis

While high school graduation rates are on the rise nationwide, too many students still never reach that milestone, with 7,000 on average dropping out every day. Recognizing that many students need additional support to succeed in school, Communities In Schools (CIS) works to provide and connect students with integrated support services to keep them on a path to graduation. CIS makes some services broadly available to all students at a school, and provides individual case management to those deemed most at risk of dropping out. This report presents the final implementation and impact findings from a two-year randomized controlled trial of CIS case management. This trial is half of a two-pronged national evaluation, the other half being a quasi-experimental study of the whole-school model. The report describes the implementation and effects of CIS case management in 24 mostly urban, low-income secondary schools in two states during the 2013-2014 school year. The study found that CIS case management services succeeded in getting targeted students into more support activities and improving several of their nonacademic outcomes. However, findings also showed that these services did not have a positive effect on students' attendance, academic performance, or behavior after two years. The study also estimated the effect of case management on students' nonacademic and more traditional school outcomes. The final chapter of this report includes implications for practice based on the evaluation findings. The report concludes by considering the results of this random assignment study of case management together with the results of the quasi-experimental analysis of the whole-school model. Taken together, the results suggest that whole-school models of integrated student support offer the promise of positive effects. The results also indicate, however, some areas to which support providers may need to pay close attention, to ensure that students receive services that address their specific needs and that benefit them above and beyond the services already available.
Nomophobia: Is Smartphone Addiction a Genuine Risk for Mobile Learning?
Author: Davie, Neil
Date: 2017-04-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Technological Literacy,Qualitative Research,Telecommunications,Handheld Devices,Classification,Student Surveys,Student Attitudes,Program Development,Undergraduate Students,Foreign Countries,Self Evaluation (Individuals),Risk

Repeated surveys have shown that all students at our university have smartphones and use them regularly both at home and in the university. Excessive regular use of anything, including digital devices, can lead to addiction which has promoted researchers to classify and label smartphone addiction as &quot;nomophobia&quot;. Using a self-assessment survey developed at Iowa State University this papers evaluates whether nomophobia is a problem at the institution and to what extent. A non-representative sample of 104 students showed that a small minority (&lt;3%) could be classified as having severe nomophobia and almost 40% as moderately nomophobic. The remaining students were classed as mildly nomophobic with absolutely zero students being categorized as not nomophobic. This creates a potential risk for any teacher-led activities, such as mobile learning, which encourage further use of mobile devices. It is therefore recommended that this situation be monitored and that the issue of nomophobia be included in future programs teaching digital literacy. Further research using qualitative methods is recommended to gain more accurate data and a deeper insight into how students are using their smartphones and how aware they are of the dangers of nomophobia. [For the complete proceedings, see ED579190.]
Mobile Learning in the Theater Arts Classroom
Author: Li, Zihao
Date: 2017-04-00
Type: Speeches/Meeting Papers
Subjects: Theater Arts,Teaching Methods,Undergraduate Students,Foreign Countries,Dance Education,Drama,Telecommunications,Handheld Devices,Computer Assisted Instruction,Class Activities,Blended Learning,Online Courses,Video Technology,Learning Experience,Mixed Methods Research,Student Surveys

Mobile learning (m-learning) challenges the traditional definition of teaching and learning. M-learning concept is gaining popularity because it enables learning across multiple contexts and disciplines by using portable mobile devices. In recent years, it has attracted increasing attention at the tertiary level as some institutions adopt Bring Your Own Devices (BYOD) in classrooms. While m-learning is becoming ubiquitous as educators often hear about it at conferences and encounter it in literature, one might assume that many educators know about and use it in teaching. It is not, especially in theater arts classrooms. In Dance and Drama education, for instance, the use of mobile teaching and learning is extremely limited both in literature and in practice. This study looks at 146 undergraduate students in three General Education (GE) classes (two Drama and one dance) over fourteen weeks at a comprehensive university in Southern China. During lectures, in class and online, smartphones were integrated in learning and they were used in a variety of class related activities including ZOOM, virtual presentations, online polls, and video making to further engage students in deep learning. This study finds that though challenges exist, the fusion of the multichannel teaching approach (m-learning, blended learning, in class/online lectures) has enhanced teaching and learning experiences among theatre arts students. [For the complete proceedings, see ED579190.]
Why Indiana Parents Choose: A Cross-Sector Survey of Parents&apos; Views in a Robust School Choice Environment
Author: Catt, Andrew D.
Date: 2017-09-00
Type: Reports - Research
Subjects: Parent Attitudes,School Choice,Decision Making,Parent Surveys,Preferences,Educational Quality,School Safety,Student Transportation,Satisfaction,Student Educational Objectives,Educational Vouchers,School Districts,Charter Schools,Private Schools,Tax Credits,Scholarships,Statistical Significance,Statistical Analysis

In this report, the authors examine the responses of Indiana school parents from all sectors to a survey--developed by EdChoice and conducted by Hanover Research--that aims to measure what motivates them to choose schools, their children's schooling experiences, their awareness of school choice options, their satisfaction levels, and the goals they set for their children's education. The findings in this report come from an original survey of parents whose children are enrolled in Indiana's schools, broken down into five distinct segments: voucher parents, tax-credit scholarship parents, public district school parents, public charter school parents, and non-choice private school parents--parents who pay for private schooling out of pocket rather than with the assistance of a school choice program. This report addresses five research questions: (1) What motivates parents to leave one school for another school? (2) How important are academic quality, safety, and transportation to their decisions? (3) How difficult is it for parents to find the preferred schools for their children? (4) How satisfied were parents with their current and former schools? (5) What level of importance do parents place on a variety of educational goals for their children?
Better Evidence, Better Choices, Better Schools: State Supports for Evidence-Based School Improvement and the Every Student Succeeds Act. Series on Implementation of the Every Student Succeeds Act
Author: Fleischman, Steve
Date: 2016-08-00
Type: Reports - Research
Subjects: Educational Legislation,Federal Legislation,Program Implementation,Evidence Based Practice,Educational Improvement,Educational Practices,Definitions,State Departments of Education,State Agencies,Decision Making,Standards,Educational Benefits

Signed into law in December 2015, the Every Student Suceeds Act (ESSA) offers state education agencies significant opportunities to use evidence to support the improvement of schools and ensure better outcomes for all students. ESSA replaces the law, regulations, and guidance established through the 2001 No Child Left Behind Act (NCLB), but two elements of the new legislation stand out: (1) the shift away from federal mandates toward greater state and local authority; and (2) the emphasis on evidence-based school improvement practices. This report addresses this second element by clarifying the definition of &quot;evidence-based&quot; that ESSA uses, distinguishing it from the &quot;scientifically based research&quot; provisions of NCLB and providing a framework for how state education agencies can maximize collaborative efforts to implement evidence-based school improvement practices. In summary, the evidence-based approach encourages state and district leaders to consider multiple tiers of evidence and examine the strength of the evidence in making decisions. On the other hand, scientifically-based research sets a very specific, narrow standard for acceptable evidence. These two terms will also be examined in this report.
Using Analytics for Improving Implementation Fidelity in an Large Scale Efficacy Trial
Author: Feng, Mingyu
Date: 2014-06-00
Type: Speeches/Meeting Papers
Subjects: Data Collection,Data Analysis,Intervention,Program Implementation,Fidelity,Educational Technology,Technology Uses in Education,Integrated Learning Systems,Online Courses,Models,Assignments,Homework,Grade 7,Secondary School Mathematics,Middle Schools,Mathematics Instruction

The field of learning analytics is rapidly developing techniques for using data captured during online learning. In this article, we develop an additional application: the use of analytics for improving implementation fidelity in a randomized controlled efficacy trial. In an efficacy trial, the goal is to determine whether an innovation has a beneficial effect under best-case implementations. Analytics is more accurate and less expensive than traditional ways of collecting and analyzing implementation fidelity data, and may allow targeted adaptations of the innovation that improve the quality of the research. We report our experience in developing and using analytics during the course of an efficacy trial that evaluated the use of ASSISTments as an online homework tool for middle school mathematics. [This paper was published in: ICLS 2014 Proceedings, Boulder, CO, USA, June 23-27, 2014. p527-534.]
Implementation of an Intelligent Tutoring System for Online Homework Support in an Efficacy Trial
Author: Feng, Mingyu
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Homework,Educational Technology,Technology Uses in Education,Program Effectiveness,Randomized Controlled Trials,Middle Schools,Feedback (Response),Formative Evaluation,Public Schools,Grade 7,Mathematics Instruction,Faculty Development,Interviews,Pretests Posttests,Teacher Surveys

Much research has been done on the development of an intelligent tutoring system (ITS), and small empirical studies have demonstrated the effectiveness of ITS at promoting student learning. However, large-scale implementation of ITS in school settings has not been researched thoroughly. In this paper, we describe an ongoing randomized controlled trial (RCT) to evaluate the efficacy of a web-based tutoring system--the ASSISTments--as support for homework. The program is used in 46 middle schools in the state of Maine, to provide immediate feedback to students, and to provide reports to teachers to support homework review and instruction adaptation. We describe the challenges for the RCT, approaches used to understand implementation of the system, and findings on how the system is being used. [This paper was published in: Proceedings of ITS 2014, Honolulu, HI, USA, June 5-9, 2014. p561-566.]
Investigating Gender Differences on Homework in Middle School Mathematics
Author: Feng, Mingyu
Date: 2016-00-00
Type: Reports - Research
Subjects: Gender Differences,Homework,Middle School Students,Grade 7,Randomized Controlled Trials,Educational Technology,Technology Uses in Education,Feedback (Response),Student Records,Standardized Tests,Scores,Help Seeking,Statistical Analysis,Intervention

Recent studies [10, 23] using US nationwide databases showed high school boys spent significantly less time doing homework than girls, based on their responses to questionnaires and surveys. To investigate gender differences in homework in middle school, in this paper, we analyzed computer log data and standardized test scores of more than 1,000 7th grade students who participated in a large-scale randomized controlled online homework efficacy study. Students used the ASSISTments platform to do their homework for a school year. Our results suggested no significant difference between the time the two genders spent on homework overall. There was a marginally significant difference on homework time between genders in the high performing group only. When examining the system-student interaction data, we found significant difference between boys and girls in their help seeking behaviors. In addition, we found out that boys have benefited from the online homework intervention more than girls. [This paper was published in: Proceedings of the 9th International Conference on Educational Data Mining, June 29-July 2, 2016, Raleigh, NC. p364-369.]
Towards Uncovering the Mysterious World of Math Homework
Author: Feng, Mingyu
Date: 2014-07-00
Type: Reports - Research
Subjects: Homework,Mathematics Instruction,Grade 7,Formative Evaluation,Educational Technology,Technology Uses in Education,Feedback (Response),Student Records,Assignments

Homework has been a mysterious world to educators due to the fact that it is hard to collect data with regard to homework behaviors. Little is known about when a student works on homework, how long it takes him to complete the homework, how much time he spends on a problem and whether and where he has struggled, etc. Such information not only have implications on a student's performance level on assigned skills, but also are potential indicator of his non-cognitive status, such as engagement with homework and whether he was persistent. In this paper, we present our initial effort to uncover the mysterious world through exploratory analyses of the system logs from the ASSISTments platform when 690 7th grade students in the state of Maine did their math homework in the system. [This paper was published in: Proceedings of EDM 2014, London, UK, July 4-7, 2014. p425-426.]
The Views of Turkish Pre-Service Teachers about Effectiveness of Cluster Method as a Teaching Writing Method
Author: Kitis, Emine
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Semi Structured Interviews,Surveys,Content Analysis,Writing Skills,Writing Instruction,Teaching Methods,Foreign Countries,Instructional Effectiveness,Writing Processes

The aim of this study is to find out Turkish pre-service teachers' views on effectiveness of cluster method as a writing teaching method. The Cluster Method can be defined as a connotative creative writing method. The way the method works is that the person who brainstorms on connotations of a word or a concept in abscence of any kind of limitations forms a cluster of words and then produces a text based on it. The study group consists 35 pre-service teachers attending the Department of Turkish Education in Dokuz Eylül University. The pre-service teachers have participated in writing activities that based on Cluster method for five weeks. At the end of this period, pre-service teachers' opinions about the method and the change of their writing skills are obtained by semi-structured interviews. At this research which is based on survey model the data was analysed under three themes named as &quot;emotion, comparison and suggestion&quot; that were determined by content analysis method. At the end of the research, 34 of the pre-service teachers stated that they have positive views on the Cluster method and 1 mentioned that she found it boring as a writing teaching method. While 29 students stated that the method contributed to the writing process, 4 students mentioned that the method has both positive and negative effects on the process and 2 student stated they disapprove of the method. Based on these numbers, it can be said that the overall student opinion on the method is highly positive.
Attitude of Postgraduate Students towards the Teaching Profession
Author: Vinodh Kumar, R.
Date: 2016-11-00
Type: Journal Articles
Subjects: Student Attitudes,Graduate Students,Teaching (Occupation),Gender Differences,Place of Residence,Schools,Geographic Location,Majors (Students),Family Income,Surveys,Attitude Measures,Foreign Countries,Hypothesis Testing,Statistical Analysis

The purpose of the present study was to investigate postgraduate students' attitude towards the teaching profession according to their gender, locality of residence, locality of educational institution, stream of study, and annual income of the parents. A descriptive survey design was adopted with a sample of 207 postgraduate students selected using a purposive sampling technique. A three-point attitude scale was constructed and validated by the investigator to collect data. The scale comprised of 40 statements including both positive and negative statements. The collected data were analysed with statistical techniques such as mean, standard deviation, and &quot;t&quot;-test. The results revealed that postgraduate students had favourable attitude towards the teaching profession. Further, it was found that the variables such as gender, locality of residence, locality of educational institution, stream of study, and annual income of the parents had no influence on postgraduate students' attitude towards the teaching profession. This shows that the postgraduate students had similar attitude towards the teaching profession.
Differences by Design? Student Composition in Charter Schools with Different Academic Models
Author: Malkus, Nat
Date: 2017-02-00
Type: Reports - Research
Subjects: Models,Charter Schools,Student Characteristics,Vocational Education,Comparative Analysis,Public Schools,Differences,Individualized Instruction,Art Education,STEM Education

The charter school movement is premised on the idea that, if independent operators create differentiated and innovative schooling options, families will benefit from making meaningful choices among those options that reflect their preferences. Charters are freed from many of the constraints traditional public schools face, allowing them to implement distinct academic models, school cultures, or curricular focuses that appeal to a subset of families. The consistent growth of charter schools, which now constitute one in 14 public schools nationwide, provides some evidence of the popularity of these options. However, it has been difficult to gauge how much differentiation there is in charter school models nationwide and how substantive it is. This paper attempts to shed light on these questions. Looking at charter schools across the nation, the authors use the content on charter schools' websites to identify their academic models. Nearly half of charter schools had a specialized academic model, and these were further divided into a dozen specific categories. These nonexclusive categories included no-excuses schools, schools focused on arts or STEM (Science, Technology, Engineering, and Mathematics) education, and schools focused on vocational education.
Monitoring Influx of Senior High School Student Examinations
Author: Pelayo, Jose Maria G., III
Date: 2017-11-00
Type: Reports - Research
Subjects: High School Students,Evaluation,Vocational Education,High Schools,Humanities,Social Sciences,Accounting,Business,Administration,Tests,Student Evaluation,College Freshmen,Educational Finance,Student Surveys,Reputation,College Graduates,Outcomes of Education,Student Financial Aid,Costs,Institutional Characteristics,Graduation Rate,Foreign Countries,Student Behavior,Behavior Problems,Cooperation,Career Guidance,Career Education,School Counseling,Student Characteristics,Student Needs,Enrollment Trends,Intellectual Disciplines,Selective Admission,Statistical Analysis,Career Choice,School Choice

This study focused on monitoring the influx of senior high school students and as of November 4, 2017, the Assessment, Counseling, Alumni and Placement (ACAP) Center has 341 examinees from different high schools in the province. Based on the results of the survey, the top 5 schools are Angeles City National Trade School, Angeles City National High School, Francisco G. Nepomoceno Memorial High School and Children Of Fatima School Incorporated. The top 3 strands are Technical-Vocational-Livelihood (TVL) Track, Humanities and Social Sciences (HUMSS) Strand and Accountancy, Business and Management (ABM) Strand. This data will enable the ACAP Center to predict future situations that may deal with problems in educating our stakeholders. In line with this, the ACAP Center will continue to monitor the inflow of students thus ensuring maximum capability of the ACAP programs for effective intervention and preventive measures. [This document was produced through the Assessment, Counselling, Alumni, and Placement (ACAP) Center.]