ethanporcaro/eric-fulltext-meta huggingface dataset:
Principal Perceptions Regarding the Impact of School-University Partnerships in Primary Science Contexts
Author: Gilbert, Andrew
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,College School Cooperation,Elementary School Science,Foreign Countries,Educational Benefits,Faculty Development,Partnerships in Education,Reflective Teaching,Preservice Teachers,Preservice Teacher Education,Expectation,Sustainability,Trust (Psychology)

This research effort investigates principal perceptions regarding the impact of science-focused school university partnership programs in primary school contexts. Utilizing a multiple case study design, this research effort analyzed the nature and structure of the partnership efforts across five established science-focused partnership programs in the Australian states of Victoria and Tasmania. Analysis of interview data from principals across twelve separate school partner sites indicated that principals depicted that partnership arrangements increased their staffs valuing of science and was a mechanism for teachers to reflect on their practices. Consequently, principals often viewed partnerships as an additional level of professional development. Most importantly, principals articulated that the partnership programs were an important aspect of the school-based culture and they harbored strong desires to continue the partnerships well into the future. Implications for partnership development and key elements of trust, mutuality and reciprocity are discussed.
PDS Teacher Residents: Storied Journeys with Implications for Partnerships and Teacher Recruitment, Development, and Retention
Author: Fisher-Ari, Teresa R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Teacher Recruitment,Urban Schools,Teacher Role,Teacher Attitudes,Beginning Teachers,Teacher Persistence,College School Cooperation,Preservice Teachers,Mentors,Teacher Education Programs,Work Environment,Personal Narratives,Student Attitudes,Alternative Teacher Certification

This manuscript highlights the experiences of three urban teacher-residents (current and alumni) as they chronicle their journeys finding their way into their role as teachers, supporting learners through a teacher cadet program, developing through a year-long teacher residency, and then moving into their first years of teaching in the urban schools of their community. These PDS &quot;boundary spanners&quot; have developed simultaneously within both the public school and university spaces allowing them to provide meaningful implications for PDS partnerships and for recruitment, development, and retention of teachers.
A Method for Automatically Analyzing Intelligent Tutoring System Dialogues with Coh-Metrix
Author: Wolfe, Christopher R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Data Analysis,Risk,Cancer,Females,Genetics,Intelligent Tutoring Systems,Scores,Dialogs (Language),Decision Making,Verbs,Form Classes (Languages),Computational Linguistics,Prediction,Cognitive Processes,Medical Research,Reliability,Inferences,Screening Tests,Simulation,Discourse Analysis

We developed a method for using Coh-Metrix to automatically analyze tutorial dialogues. Coh-Metrix, a web-based tool for automatically evaluating text, is freely available to researchers. We applied the method to 190 tutorial dialogues between women and &quot;BRCA Gist&quot; from two experiments. &quot;BRCA Gist&quot; is an intelligent tutoring system (ITS) to help women make decisions about genetic testing for breast cancer risk. Tutorial dialogues scored high on measures of textual cohesion (deep cohesion, referential cohesion, and the composite variable formality). They also scored high on measures of the situation model (LSA verb overlap and causal verb and causal particle). However, there was mixed support for the hypothesis that higher scores on Coh-Metrix variables would predict subsequent comprehension. A Coh-Metrix principle is that the observable cohesion of a text is a reliable guide to the coherence of the reader's mental representation of that text. Thus it appears that interacting with &quot;BRCA Gist&quot; helped people form coherent mental representations of complex medical materials. We conclude that Coh-Metrix can be used to reliably assess tutorial dialogues and make inferences about the mental representations of people engaged in conversation with an ITS based on observable characteristics of the statements people make.
Preparing Teachers for a Global World: The SUNY Buffalo State International Professional Development Schools Consortium
Author: Hill, Pixita del Prado
Date: 2018-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Consortia,College School Cooperation,Partnerships in Education,State Universities,Preservice Teacher Education,International Cooperation,Foreign Countries,Equal Education,Institutional Mission,Elementary Secondary Education,Preschool Education

The SUNY Buffalo State Professional Development Schools Consortium is honored to have been selected as one of the recipients of the 2018 Award for Exemplary Professional Development Schools Achievement for its international PDS partnerships. Beginning with one school partner in 1991 in Western New York, the SUNY Buffalo State PDS Consortium has grown to include partnerships with dozens of school/community agencies locally, nationally, and globally. The Consortium leadership is grateful for the collaboration with its partners and for the recognition by NAPDS.
Exploratory versus Explanatory Visual Learning Analytics: Driving Teachers&apos; Attention through Educational Data Storytelling
Author: Echeverria, Vanessa
Date: 2018-00-00
Type: Journal Articles
Subjects: Story Telling,Visual Learning,Data Analysis,Visual Aids,Alignment (Education),Teacher Attitudes,Eye Movements,Preferences,Foreign Countries,Undergraduate Students,College Faculty

From a human-centred computing perspective, supporting the interpretation of educational dashboards and visualizations by the people intended to use them exposes critical design challenges that may often be trivialized. Empirical evidence already shows that &quot;usable&quot; visualizations are not necessarily effective from an educational perspective. Since an educator's interpretation of visualized data is essentially the construction of a narrative about student progress, in this paper, we propose the concept of &quot;Educational Data Storytelling&quot; as an approach for explaining student data by aligning educational visualizations with the intended learning design. We present a pilot study that explores the effectiveness of these data storytelling elements based on educator responses to prototypes by analyzing the kinds of stories they articulate, their eye-tracking behaviour, and their preferences after inspecting a series of student data visualizations. The dual purpose is to understand the contribution of each visual element for data storytelling, as well as the effectiveness of the enhancements when combined.
Making Connections: Researching Middle Level Students&apos; Writing in a PDS Partnership
Author: Terrell, Dianna Gahlsdorf
Date: 2018-00-00
Type: Journal Articles
Subjects: Professional Development Schools,College School Cooperation,Middle School Students,Writing Skills,Language Arts,Middle School Teachers,High Stakes Tests,Data Collection,Writing Evaluation,College Faculty,Data Analysis,Writing Instruction

This work underscores how English Language Arts (ELA) faculty and school administrators in middle schools can partner with area colleges and universities to mine available data generated from high stakes writing assessments, and to answer teachers' questions about students' attitudes to writing. We first discuss the nature of the writing assessment. Next, we dissect the process of generating teachers' hypotheses about the levers that impact students' writing performance. We then turn to available data to address teachers' hypotheses and analysis of that data. Replication for this school of widely observed findings about adolescent writing, though compelling, was not the impetus for this study. The purpose of the work was to strengthen the relationship between the K12 setting and the College. Here, the product of the professional development, and the answers this research provided was equally as meaningful as the process, which strengthened the bond between these two institutions.
Gaze-Driven Design Insights to Amplify Debugging Skills: A Learner-Centred Analysis Approach
Author: Mangaroska, Katerina
Date: 2018-00-00
Type: Journal Articles
Subjects: Eye Movements,Student Behavior,Computer Science Education,Programming,Attention,Data Analysis,Learning,Computer Uses in Education,Foreign Countries,College Students,Expertise,Success,Time on Task

This study investigates how multimodal user-generated data can be used to reinforce learner reflection, improve teaching practices, and close the learning analytics loop. In particular, the aim of the study is to utilize user gaze and action-based data to examine the role of a mirroring tool (i.e., Exercise View in Eclipse) in orchestrating basic behavioural regulation during debugging. The results demonstrated that students who processed the information presented in the Exercise View and acted upon it, improved their performance and achieved a higher level of success than those who failed to do so. The findings shed light on what constitutes relevant data within a particular learning context in programming using gaze patterns. Moreover, these findings could guide the collection of essential learner-centred analytics for designing usable, modular learning environments based on data-driven approaches.
Impact of Lecturer&apos;s Discourse for Student Video Interactions: Video Learning Analytics Case Study of MOOCs
Author: Atapattu, Thushari
Date: 2018-00-00
Type: Journal Articles
Subjects: Lecture Method,Video Technology,Online Courses,Mass Instruction,Learner Engagement,Data Analysis,Dropouts,Academic Achievement,Correlation,Discourse Analysis,Programming,Computer Science Education,National Security,Computational Linguistics,Foreign Countries,Language Processing,College Faculty,College Students,Introductory Courses

Lecture videos are amongst the most widely used instructional methods within present Massive Open Online Courses (MOOCs) and other digital educational platforms. As the main form of instruction, student engagement behaviour, including interaction with videos, directly impacts the student success or failure and accordingly, in-video dropouts positively correlate with dropout from MOOCs. The primary focus of previous video learning analytics studies is on analyzing video interaction behaviour using &quot;explicit&quot; factors (i.e., views). Limited research studies focus on &quot;implicit&quot; video learning analytics (e.g., pause, seek, content type) and their impact on student success, with existing studies addressing video interactions and their relationship with visual transitions. We aim to explore the association between video interactions and non-visual (i.e., verbal) content. This research focuses on language and discourse features of lecture video contents. We conduct a fine-grained analysis of 3.4 million video interactions across two AdelaideX MOOCs -- Programming (Code101x) and Cyberwar, Surveillance and Security (Cyber101x). According to our results, a number of discourse features (e.g., lexical diversity and causal connectives) demonstrate a statistically significant correlation with video interactions. We present insights regarding educational video design implications based on discourse processing theories.
A Funny Thing Happened on the Way to PD: Revising PDS Leaders&apos; Roles to Support Children&apos;s Learning Directly
Author: Norman, Patricia J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Educational Innovation,Elementary School Teachers,College School Cooperation,Elementary School Students,Enrichment Activities,Faculty Development,Program Effectiveness,Principals,Administrators,Elementary Schools

School leaders typically encounter district policies and procedures that make it difficult to facilitate school improvement efforts effectively (Bottoms &amp; Fry, 2009; Bottoms &amp; Schmidt-Davis, 2010). When the San Antonio Independent School District earned a state level distinction as a District of Innovation, the PDS principal and university faculty liaison took advantage of this opportunity to develop innovative curricular initiatives, including the implementation of a bi-weekly half-day of planning and professional development for elementary teachers while students take field trips and participate in Curiosity Corner, an 80-minute block for engineering challenges. When the PDS leaders' plan to garner enough parent and community volunteers to sustain Curiosity Corner failed, they shifted their attention from directly supporting teachers' learning during these half-day enrichment sessions, instead taking direct responsibility for planning and facilitating student learning. This unexpected turn of events brought with it unanticipated benefits to both students and PDS leaders.
Achieving Sustainable Development Goals through Adult Informal Learning
Author: Akinsooto, Tajudeen Ade
Date: 2018-11-00
Type: Journal Articles
Subjects: Sustainable Development,Poverty,Ethnic Groups,Informal Education,Labor Market,Foreign Countries,Adult Learning,Case Studies,Males,Income,Mentors,Educational Attitudes,Educational Attainment,Skill Development

This study identified informal economic activities in Hausa community in Ile-Ife, Nigeria. It examined how people acquire knowledge and skills about the identified informal economic activities and provided explanation on why people prefer informal economic activities to other types of economic activities to making a living in Hausa community in Ile-Ife, Nigeria. All these were with a view to providing information on how adult informal learning is being used as a means of achieving sustainable livelihood, and, consequently, the United Nations Sustainable Development Goal of ending poverty in all its forms everywhere. The study concluded that despite the fact that majority of the respondents do not possess the competencies required to participate in today's knowledge and technological driven labour markets, they are still able to use the knowledge and skills they acquired through informal means to take care of themselves and their families. In this way, informal learning becomes a means of livelihood, thereby contributing to eradicating poverty, one of the seventeen United Nations Sustainable Development Goals (SDGs).
OnTask: Delivering Data-Informed, Personalized Learning Support Actions
Author: Pardo, Abelardo
Date: 2018-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Data Analysis,Learning,Feedback (Response),Open Source Technology,Computer Uses in Education,Models,Client Server Architecture,Computer Interfaces

The learning analytics community has matured significantly over the past few years as a middle space where technology and pedagogy combine to support learning experiences. To continue to grow and connect these perspectives, research needs to move beyond the level of basic support actions. This means exploring the use of data to prove richer forms of actions, such as personalized feedback, or hybrid approaches where instructors interpret the outputs of algorithms and select an appropriate course of action. This paper proposes the following three contributions to connect data extracted from the learning experience with such personalized student support actions: 1) a student--instructor centred conceptual model connecting a representation of the student information with a basic set of rules created by instructors to deploy Personalized Learning Support Actions (PLSAs); 2) a software architecture based on this model with six categories of functional blocks to deploy the PLSAs; and 3) a description of the implementation of this architecture as an open-source platform to promote the adoption and exploration of this area. Notes for practice include the following: (1) The report draws on research findings related to the effect of personalized feedback on student satisfaction and academic performance (Pardo, Jovanovic, Dawson, Gaševic, &amp; Mirriahi, 2018); (2) The main contribution is the description of the design and implementation of an open source platform for researchers and practitioners to connect data with personalized learning support actions; (3) The area of learning analytics needs tools such as the one described in this document to serve as a vehicle to exchange insights among researchers and practitioners; and (4) This is an example of the note for practice and research.
Revisiting the Influence of Math Links: Building Learning Communities in Urban Settings
Author: Leonard, Jacqueline
Date: 2018-12-00
Type: Journal Articles
Subjects: Urban Teaching,Teacher Interns,Teacher Attitudes,Communities of Practice,Attitude Change,Culturally Relevant Education,Social Justice,Educational Research,Mathematics Education

It has been a decade since the article &quot;Math Links: Building Learning Communities in Urban Settings&quot; (referenced throughout as Math Links) was published in the inaugural issue of the &quot;Journal of Urban Mathematics Education&quot; (&quot;JUME&quot;; Leonard &amp; Evans, 2008). The Math Links study, as reported in that article, investigated teacher interns' attitudes and beliefs about their interactions with urban students in a community-based setting. In that article, it was acknowledged that changing teacher attitudes and beliefs can be challenging, but nonetheless accomplished. The goal for the teacher interns was to transform attitudes and beliefs about teaching mathematics to urban students from routine and decontextualized ways to classroom practices in which culturally based and social justice oriented methods framed instruction. Here, we reflect on that work for the 10th anniversary issue of &quot;JUME&quot; and how that project has influenced our teaching, research, and scholarship in mathematics education over the past decade
Learning across the Lifespan: Lifelong Learning in Neighbourhood Houses in Australia
Author: Ollis, Tracey
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Community Centers,Adult Education,Learning Experience,Adult Learning,Outcomes of Education,Learning Motivation,Adult Students,Socialization,English (Second Language),Second Language Learning,Job Skills

Neighbourhood Houses in Australia are spaces of education and learning that cater to and work with adult learners across a lifespan. They are known as fourth sector education providers in the Adult and Community Education (ACE) sector. With a history spanning nearly 45 years, Neighbourhood Houses provide vital education opportunities for adult learners. The research is set against the backdrop of the current project of lifelong learning, which has dominated adult education discourses for more than 30 years. Neighbourhood Houses are learning organisations and sites of social inclusion that embody adult learning practices. This empirical research of learners' experiences in Neighbourhood Houses reveals the complex and varying reasons for participating in ACE that are beyond the realms of formal adult education and include reasons such as decreasing social isolation, fostering friendships and new networks, increased wellbeing, raising income capacity and further learning to improve employment prospects. In doing this, we provide three case studies from the larger data sample of this study to give insight into the complexity of adult education and learners' experiences that occur in this dynamic space of learning. The outcomes for participants vary but include greater mastery of English language, improved foundational literacy, numeracy and computer skills, increased understanding of civics and citizenship and Australian history culture and society, while reconstructing previously held negative views of themselves as learners.
The Validity of a Performance Based Assessment for Aspiring School Leaders
Author: Leonard, Jack
Date: 2018-12-10
Type: Journal Articles
Subjects: Performance Based Assessment,Test Validity,High Stakes Tests,School Administration,Licensing Examinations (Professions),Principals,Test Use,Test Interpretation,Test Content,Content Validity,Formative Evaluation

This paper introduces the new Massachusetts Performance Assessment for Leaders (PAL) and uses critical policy analysis to re-examine the validity evidence (using the 2014 Standards for Educational and Psychological Testing and a theory of multicultural validity) for the use and interpretation of the PAL in regards to emerging school leadership. Data sources include two years of PAL test documentation plus candidate surveys and interviews with program directors. The author's role as a test user, faculty instructor, and certified test scorer afforded access to student work, student communications, scorer network training, and state department of education communications and meetings. The paper challenges the content validity, raises questions in regards to evidence based on response processes, internal structure, relation to other variables, consequences, and multicultural validity particularly when the PAL is used as a stand-alone, high-stakes licensure test and offers suggestions to improve the test as a formative assessment.
Learning Mathematics in a Borderland Position: Students&apos; Foregrounds and Intentionality in a Brazilian Favela
Author: Skovsmose, Ole
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Foreign Countries,Mathematics,Educational Experience,Slums,Urban Areas

In this article, the authors introduce a theoretical framework for discussing the relation between favela students' life conditions in relation to their educational experiences and opportunities. A group of five students from a favela in a large city in the interior of the state of São Paulo in Brazil was inter-viewed. The students were invited to look into their future and explore whether or not there could be learning motives relating mathematics in school and possible out-of-school practices, either in terms of possible future jobs or further studies. Four themes were identified: discrimination, escape, obscurity of mathematics, and uncertainty with respect to the future. Students in a favela could experience what the authors call a borderland position, a relational space where individuals meet their social environment and come to terms with the multiple choices that cultural and economic diversity make available to them. [Originally published in the inaugural December 2008 issue of the &quot;Journal of Urban Mathematics Education&quot; (&quot;JUME&quot;).]