ethanporcaro/eric-fulltext-meta huggingface dataset:
Emergent Behaviors in Computer-Based Learning Environments: Computational Signals of Catching Up
Author: Snow, Erica L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Computer Uses in Education,Educational Games,Intelligent Tutoring Systems,High School Students,Self Management,Student Behavior,Individual Differences,Student Characteristics,Reading Skills,Reading Comprehension,Self Control

Self-regulative behaviors are dynamic and evolve as a function of time and context. However, dynamical fluctuations in behaviors are often difficult to measure and therefore may not be fully captured by traditional measures alone. Utilizing system log data and two novel statistical methodologies, this study examined emergent patterns of controlled and regulated behaviors and assessed how variations in these patterns related to individual differences in prior literacy ability and target skill acquisition. Conditional probabilities and Entropy analyses were used to examine nuanced patterns manifested in students' interaction choices within a computer-based learning environment. Forty high school students interacted with the game-based intelligent tutoring system iSTART-ME, for a total of 11 sessions (pretest, 8 training sessions, posttest, and a delayed retention test). Results revealed that high and low reading ability students differed in their patterns of interactions and the amount of control they exhibited within the game-based system. However, these differences converged overtime along with differences in students' performance within iSTART-ME. The findings from this study indicate that individual differences in students' prior reading ability relate to the emergence of controlled and regulated behaviors during learning tasks.
An LEA or School Guide for Identifying Evidence-Based Interventions for School Improvement
Author: Lee, Laurie
Date: 2016-11-16
Type: Guides - General
Subjects: Intervention,Educational Improvement,Federal Legislation,Educational Legislation,Evidence Based Practice,State Departments of Education,Self Evaluation (Groups),Data Collection,Data Analysis,Educational Quality,Elementary Secondary Education,Educational Change,Leadership,Teacher Competencies,Teacher Persistence,School Culture,School Districts

This guide is designed to help State Education Agencies (SEAs) conduct self-studies to identify interventions that may be implemented in schools needing improvement or that require comprehensive or targeted support. The interventions selected should be those that are most relevant and appropriate based on the needs of schools, with the strongest evidence base possible under ESSA--Every Student Succeeds Act. The guide provides information regarding the collection and evaluation of research and contains tools to guide the facilitator and team through the self-study process. An annotated bibliography is included along with a description of theory of action and an example of a logic model. The tools are fillable pdfs which allow teams to complete the process electronically if so desired. The complementary SEA Quick-Start Guide for Identifying Evidence-Based Interventions for School Improvement provides an abbreviated version of the full guide to give state agencies the opportunity to begin the self-study process right away.
Exploring an Intelligent Tutoring System as a Conversation-Based Assessment Tool for Reading Comprehension
Author: Shi, Genghu
Date: 2018-08-31
Type: Reports - Research
Subjects: Reading Comprehension,Intelligent Tutoring Systems,Adults,Accuracy,Reaction Time,Prediction,Adult Literacy,Intervention,Achievement Tests,Literacy Education,Computer Software,Teaching Methods,Foreign Countries

Reading comprehension is often assessed by having students read passages and administering a test that assesses their understanding of the text. Shorter assessments may fail to give a full picture of comprehension ability while more thorough ones can be time consuming and costly. This study used data from a conversational intelligent tutoring system (AutoTutor) to assess reading comprehension ability in 52 low-literacy adults who interacted with the system. We analyzed participants' accuracy and time spent answering questions in conversations in lessons that targeted four theoretical components of comprehension: Word, Textbase, Situation Model, and Rhetorical Structure. Accuracy and answer response time were analyzed to track adults' proficiency for comprehension components, and we analyzed whether the four components predicted reading grade level. We discuss the results with respect to the advantages that a conversational intelligent tutoring system assessment may provide over traditional assessment tools and the linking of theory to practice in adult literacy. [This is the online version of an article published in &quot;Behaviormetrika.&quot;]
Epistemic Network Analysis and Topic Modeling for Chat Data from Collaborative Learning Environment
Author: Cai, Zhiqiang
Date: 2017-06-00
Type: Reports - Research
Subjects: Network Analysis,Computer Mediated Communication,Cooperative Learning,Scores,Prediction,Data Analysis,Epistemology,Learning Processes,Academic Achievement,Introductory Courses,Psychology,Undergraduate Students,Personality Problems,Tests,Achievement Gains,Course Descriptions

This study investigates a possible way to analyze chat data from collaborative learning environments using epistemic network analysis and topic modeling. A 300-topic general topic model built from TASA (Touchstone Applied Science Associates) corpus was used in this study. 300 topic scores for each of the 15,670 utterances in our chat data were computed. Seven relevant topics were selected based on the total document scores. While the aggregated topic scores had some power in predicting students' learning, using epistemic network analysis enables assessing the data from a different angle. The results showed that the topic score based epistemic networks between low gain students and high gain students were significantly different (t = 2.00). Overall, the results suggest these two analytical approaches provide complementary information and afford new insights into the processes related to successful collaborative interactions. [This paper was published in: X. Hu, T. Barnes, A. Hershkovitz, L. Paquette (Eds), &quot;Proceedings of the 10th International Conference on Educational Data Mining&quot; (pp. 104-111). Wuhan, China: EDM Society.]
Using an Additive Factor Model and Performance Factor Analysis to Assess Learning Gains in a Tutoring System to Help Adults with Reading Difficulties
Author: Shi, Genghu
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Educational Technology,Technology Uses in Education,Program Effectiveness,Adult Learning,Reading Difficulties,Reading Skills,Skill Development,Adult Literacy,Foreign Countries,Reading Comprehension

After developing an intelligent tutoring system (ITS), or any other class of learning environments, one of the first questions that should be asked is whether the system was effective in helping students learn the targeted skills or subject matter. In this study, we employed two educational data mining models (Additive Factor Model, AFM and Performance Factor Analysis, PFA) which are available in Datashop (LearnSphere) to assess the learning gains on 5 theoretical levels of adults. With AFM, for the KC models tested, the results showed positive learning gains for the Rhetorical Structure knowledge component in contrast, for the PFA model, adults did not learn from either successes or failures. [This paper was published in: X. Hu, T. Barnes, A. Hershkovitz, L. Paquette (Eds), &quot;Proceedings of the 10th International Conference on Educational Data Mining&quot; (pp.376-377). Wuhan, China: EDM Society.]
Clustering the Learning Patterns of Adults with Low Literacy Skills Interacting with an Intelligent Tutoring System
Author: Fang, Ying
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Educational Technology,Technology Uses in Education,Adult Literacy,Teaching Methods,Student Characteristics,Adult Students,Reading Comprehension,Reading Skills,Reading Difficulties,Accuracy

A common goal of Intelligent Tutoring Systems (ITS) is to provide learning environments that adapt to the varying abilities and characteristics of users. To do this, researchers must identify the learning patterns exhibited by those interacting with the system. In the present work, we use clustering analysis to capture learning patterns in over 250 adults who used the ITS, &quot;CSAL&quot; (Center for the Study of Adult Literacy) &quot;AutoTutor,&quot; to gain reading comprehension skills. AutoTutor has conversational agents that teach literacy adults with low literacy skills comprehension strategies in 35 lessons. These comprehension strategies align with one or more of the following levels specified in the Graesser-McNamara theoretical framework of comprehension: &quot;word,&quot; &quot;textbase,&quot; &quot;situation model&quot; and &quot;rhetorical structure.&quot; We used the adult learners' average response times per question and performance across lessons to cluster the students' learning behavior. Performance was measured as the proportion of 3-alternative-response questions answered correctly. Lessons were coded on one of the four theoretical levels of comprehension. Results of the cluster analyses converged on four types of learners: proficient readers, struggling readers, conscientious readers and disengaged readers. Proficient readers were fast and accurate; struggling readers worked slowly but were not accurate; conscientious readers worked slowly and performed comparatively well; disengaged readers were fast but did not perform well. Interestingly, the behaviors of learners in different clusters varied across the four theoretical levels. Identifying types of readers can enhance the adaptivity of AutoTutor by allowing for more personalized feedback and interventions designed for particular learning behaviors. [This paper was published in: K.E. Boyer &amp; M. Yudelson (Eds.), &quot;Proceedings of the 11th International Conference on Educational Data Mining&quot; (pp.348-354). Buffalo, NY: Educational Data Mining Society.]
Diagnosing Reading Deficiencies of Adults with Low Literacy Skills in an Intelligent Tutoring System
Author: Shi, Genghu
Date: 2018-06-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Educational Technology,Technology Uses in Education,Reading Difficulties,Adult Literacy,Reading Comprehension,Accuracy,Reaction Time,Reading Skills,Foreign Countries,Adult Learning

We developed a version of AutoTutor that helps struggling adult learners improve their comprehension strategies through conversational agents. We hypothesized that the accuracy and time to answer questions during the conversation could be diagnostic of their mastery of different reading comprehension components: words, textbase, situation model, and rhetorical structure. The results show that adults' performance on more basic reading components (i.e., meaning of words) was higher than on the deeper discourse levels. In contrast, time did not vary significantly among the theoretical levels. The results suggested that adults with low literacy had higher mastery on basic reading levels than deeper discourse levels. The tracking of performance on the four theoretical levels can provide a more nuanced diagnosis of reading problems than a single overall performance score and ultimately improve the adaptivity of an ITS like AutoTutor. [This paper was published in: R. Nkambou, R. Azevedo &amp; J. Vassileva (Eds.), &quot;Proceedings of the 14th International Conference on Intelligent Tutoring Systems&quot; (pp 463-465). Montreal, Cananda: Springer.]
Effects of Participation in the North Carolina Pre-Kindergarten Program at the End of Kindergarten: 2015-2016 Statewide Evaluation
Author: Peisner-Feinberg, Ellen S.
Date: 2017-02-00
Type: Reports - Research
Subjects: Preschool Education,Program Effectiveness,Outcomes of Education,Kindergarten,Mathematics Skills,Executive Function,Reading Skills,Language Skills,Preschool Children,Achievement Tests,Student Behavior,Preschool Teachers,Spanish Speaking,Family Characteristics,Language Usage,English (Second Language)

The purpose of the 2015-2016 NC Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the long-term effects of participation in NC Pre-K at the end of kindergarten. Two groups of children were compared--those who attended NC Pre-K (treatment) and those who had not attended NC Pre-K (comparison). Propensity score matching (PSM) was used to select a matched sample of children with similar characteristics across the two groups. This study found significant treatment effects for participation in the NC Pre-K Program on children's outcomes at the end of kindergarten in the areas of math skills and executive function. Although effect sizes were in the small range, there were effects across all aspects of math. There were significant differences for calculation skills and the math composite, and marginally significant differences for math problem-solving. In contrast, there were almost no effects found in the areas of language and literacy skills, with the exception of one marginally significant finding for phonological awareness skills. This pattern of effects for early math and reading skills at the end of kindergarten is consistent with results from data showing that, compared to math, performance in reading tends to drop off in later grades for NC students relative to national samples. Results suggest that the NC Pre-K Program demonstrated consistent, positive effects on children's skills at the end of kindergarten in two key domains of learning -- math skills and executive function. Although children generally were scoring in the expected ranges for their age in most skills areas, there were no differences between NC Pre-K and non-NC Pre-K children in language and literacy skills -- a fundamental area for later school success. [Related reports include: (1) &quot;Children's Pre-K Experiences and Outcomes in the North Carolina Pre-Kindergarten Program: 2014-2015. Statewide Evaluation&quot; (ED588049); and (2) &quot;North Carolina Pre-Kindergarten Program Evaluation: Key Findings (2002-2016)&quot; (ED587561).] [For the executive summary for this report &quot;Effects of Participation in the North Carolina Pre-Kindergarten Program at the End of Kindergarten: 2015-2016 Statewide Evaluation. Executive Summary,&quot; see ED593318.]
The Examination of Ecological Awareness in Terms of Relational Thinking Skill in Teacher Candidates
Author: Önel, Arzu
Date: 2018-00-00
Type: Journal Articles
Subjects: Thinking Skills,Preservice Teachers,Phenomenology,Ecology,Prediction,Content Analysis,Case Studies,Environmental Education,Science Education,Teacher Education Programs,Foreign Countries,Knowledge Level

This study examined participants' ecological awareness by predicting their relational thinking skills. The study was conducted on 127 teacher candidates in the Department of Science Teaching on a voluntary basis. It was designed as a case study using phenomenological method. A survey form comprising open-ended questions was used to collect data, and content analysis method was applied to analyse the data based on the process of information coding. The results of the study indicated that the teacher candidates could establish cause and effect relationships with regard to ecological relationships, displayed relational thinking skills and had high ecological awareness.
The Effects of Preschool Attendance on Perspective Taking Skills of Turkish Children
Author: Sahin, Melda
Date: 2018-00-00
Type: Journal Articles
Subjects: Perspective Taking,Attendance,Preschool Children,Preschool Education,Prediction,Foreign Countries,Interpersonal Competence,Kindergarten,Tests

Perspective taking is one of the basic skills necessary for an individual to succeed in social life and begins to develop in early ages. In the present study, we examined the effect of preschool attendance on the perspective taking skills of children. The sample included 48-72 months children who attended (n=100) and did not attend (n=100) preschool. We utilized the &quot;Perspective Taking Scale for Children (PTC)&quot; developed by Aslan and Köksal-Akyol (2016) as the data collection instrument in the study. We collected the data through individual interviews conducted with the children. At the end of the study, we found that preschool attendance had a significant effect on children's perspective taking skills, and this effect commenced at early ages. Furthermore, we determined that age and preschool attendance significantly predicted the perspective taking skills of children.
Middle School Mathematics Teachers&apos; Knowledge of Mathematical Reasoning
Author: Bozkus, Figen
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Mathematics Instruction,Mathematics Teachers,Teacher Characteristics,Mathematical Logic,Thinking Skills,Problem Solving,Foreign Countries

Acknowledging the importance of mathematical reasoning in mathematics teaching, the present study analyzes middle school mathematics teachers' understanding of reasoning. In line with the purpose, the study was performed using a phenomenological design, which is one of the qualitative research methods. The study was carried out with a total of 16 middle school mathematics teachers serving in different state schools in the 2016-2017 school year. The study employed an interview form consisting of four open-ended questions to determine the teachers' theoretical and practical understanding of mathematical reasoning. Drawing on qualitative data, this study employed content analysis method for data analysis. As a result, it is understood that the middle school mathematics teachers do not have a comprehensive and adequate knowledge and view about mathematical reasoning when it is considered how they define, exemplify and support mathematical reasoning. Because it is appeared that mathematical reasoning means only making explanations, justifications and producing different solutions for a problem according to them. It is important that the teachers should broaden their view about mathematical reasoning to support their students' reasoning better.
Psychometric Evaluation of Child and Adolescent Mindfulness Measure (CAMM) with Turkish Sample
Author: Sünbül, Zeynep Aydin
Date: 2018-06-00
Type: Journal Articles
Subjects: Psychometrics,Metacognition,Correlation,Foreign Countries,Measures (Individuals),Validity,Self Control,Factor Analysis,High School Students,Student Attitudes

The purpose of this study was to examine the psychometric features as well as the correlates of Child and Adolescent Mindfulness Measure (CAMM) in Turkish adolescents. In total, 221 adolescents (125 female, 86 male) attended to the study. CFA analysis was used to examine the initially offered one factor structure of CAMM. So as to check the convergent and incremental validity, Mindful Attention Awareness Scale-Adolescent version (Brown, West, Loverich, &amp; Biegel, 2011) Self-Compassion Scale (Neff, 2003) and Difficulties in Emotion Regulation Scale (Gratz &amp; Roemer, 2004) were also utilized. The findings of CFA promoted the single factor CAMM in Turkish adolescents. In addition CAMM came out to have positive correlations to MAASA (r=0.56, p&lt;0.01) and Self-Compassion Scale (r=0.35, p&lt;0.01) while negative correlation to Difficulties in Emotion Regulation Scale (r=-0.52, p&lt;0.01). Internal consistency indicator of Cronbach Alpha was also found as .80 for the whole scale.
Motivational Orientations of Secondary School EFL Learners toward Language Learning
Author: Yetkin, Ramazan
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Motivation,Second Language Learning,Second Language Instruction,Learning Experience,Secondary School Students,English (Second Language),Self Concept,Prediction,Foreign Countries,Learning Processes,Student Attitudes

This study aimed to examine to what extent Turkish EFL learners' L2 motivational dispositions which are ideal L2 self, ought-to L2 self and language learning experiences predict their intended effort for language learning. The study was designed from a quantitative perspective in which the participants were given a composite instrument. The study was conducted at a state run secondary school in Turkey and the participants were 254 students including 5th, 6th, 7th and 8th graders. The results indicated that secondary level Turkish EFL students have high scores on all of the L2 motivation variables. However, the statistical analyses suggested that the participants' level of ought-to L2 self was significantly higher than their level of ideal L2 self. It was also seen that when the participants got older, their levels of ought-to L2 self appeared to indicate a decreasing trend. Besides, the results asserted that the secondary school students' intended effort for learning a language was found to be predicted mostly by language learning experiences, then ought-to L2 self and lastly ideal L2 self, according to hierarchical multiple regression analysis. The results were discussed in line with L2 motivational self system studies in the literature and it was concluded that the results in favor of ought-to L2 self might imply the existence of peer or community pressure in language learning process of secondary school EFL students in Turkish context.
Teachers&apos; Perceptions for Problematic Student Behaviors: Examination According to Teachers&apos; Burnout Situations
Author: Sezer, Fahri
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Behavior,Behavior Problems,Elementary School Students,Elementary School Teachers,Secondary School Teachers,Secondary School Students,Teacher Burnout,Burnout,Measures (Individuals),Teacher Attitudes,Teacher Student Relationship,Humanism,Classroom Techniques,Discipline,Coping,Foreign Countries

In this study, it was investigated the behaviors of primary and secondary school students were perceived as problematic by teachers and whether or not teachers' burnout situations are influencing this perception. 188 teachers which of 112 females (60%) and 76 males (40%) constituted the sample group. Maslach Burnout Inventory and a short questionnaire form were used for data collection. It has been shown that the decrease in the level of burnout of teachers leads them to be more sensitive to their students and to prefer more constructive and humanist methods to correct the behaviors of the students they perceive as problematic. It was also found that the increase in the burnout level of the teachers led to more disciplinary attitudes towards the students.