ethanporcaro/eric-fulltext-meta huggingface dataset:
Action Research in Education: Incorporation of Feedback among Students Using a Combination of Reinforcement and Immediate Transfer
Author: Vinay, Aparna
Date: 2019-07-29
Type: Reports - Research
Subjects: Action Research,Educational Research,Feedback (Response),Transfer of Training,Reinforcement,Academic Achievement,Psychology,International Schools,Foreign Countries,Error Patterns,Error Correction,Teacher Effectiveness,Teaching Methods,Secondary School Students,Student Improvement,Tests

The present study is an action research in the field of education. The aim of the study was to see if immediate transfer of feedback and reinforcement can help to improve students' academic performance and help in the understanding and incorporation of feedback. The study was done on a sample of 15 psychology students of an international School in Mumbai. Methods of questionnaire, observation and objective assessments are used in this study to collect data. The results suggest that immediate transfer and reinforcement helps to improve understanding as well as the academic performance of the students.
How Does Lesson Study Work? Toward a Theory of Lesson Study Process and Impact
Author: Lewis, Catherine
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Communities of Practice,Faculty Development,Program Effectiveness,Self Determination,Self Efficacy,Teacher Competencies,Knowledge Level,Teacher Collaboration,Teamwork,Planning,Lesson Plans

This chapter proposes a theoretical model of the impact of lesson study. Outcomes addressed include teacher outcomes (e.g., knowledge and beliefs), professional learning norms and routines, instructional routines and tools, and student learning outcomes. Four theoretical perspectives are used to examine lesson study impact: knowledge integration environment, self-determination theory, self-efficacy theory, and pedagogies of practice. The chapter also examines all four phases of the lesson study cycle -- study, plan, teach, and reflect -- and for each phase identifies major goals, challenges, strategies to overcome challenges, and relevant theoretical perspectives. In addition, reflection questions for each phase are proposed, which are designed to support educators and researchers to reflect on the effectiveness of their work during each phase. The chapter is based on 20 years of observations of lesson study and is intended to spark further conversation about the process and impact of lesson study. [This chapter was published in R. Huang et al. (Eds.), &quot;Theory and Practice of Lesson Study in Mathematics,&quot; Advances in Mathematics Education (p13-37). Cham, Switzerland: Springer Nature.]
Visual Thinking Strategies: Exploring Artwork to Improve Output in the L2 Classroom
Author: Bomgaars, Jill
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Spanish,Comparative Analysis,Visualization,Native Language,Rural Schools,High School Students,Art,Phrase Structure,Writing (Composition),Classroom Communication,Teaching Methods,Teacher Student Relationship,Standards

The goal of this study was to elicit greater quantity and quality of output in speaking and writing from L2 Spanish students through Visual Thinking Strategies. Previous studies completed in the L1 classroom demonstrate that students exhibit gains when pairing whole-class discussion with writing, thus inspiring this present study. As such, thirty-two Spanish IV (intermediate) students in a rural high school in the United States participated in this study that lasted eight weeks. Control and experimental groups were established to rule out additional variables. Through Visual Thinking Strategies, students in the experimental group discussed authentic artwork on multiple occasions through a teacher-facilitated discussion, followed by individual writing about the piece of artwork. Results of the study showed statistically significant growth among the experimental group in writing through measures of word tokens, word types, word tokens per sentence, and clauses per sentence. Furthermore, very large effect sizes were present. Regarding speaking, data reflect that students in the experimental group greatly outperformed their counterparts in quantity of L2 production as well in words per utterance. These results suggest that Visual Thinking Strategies may be a worthwhile strategy to incorporate into the L2 classroom as way to facilitate students' growth in these areas.
Examining the Effects of Social Stories on Challenging Behavior and Prosocial Skills in Young Children: A Systematic Review and Meta-Analysis
Author: Wahman, Charis L.
Date: 2019-08-02
Type: Reports - Research
Subjects: Young Children,Early Childhood Education,Interpersonal Competence,Story Telling,Program Effectiveness,Special Education,Teaching Methods,Behavior Problems,Behavior Modification,Student Behavior

Social stories are a commonly used intervention practice in early childhood special education. Recent systematic reviews have documented the evidence base for social stories, but findings are mixed. We examined the efficacy of social stories for young children (i.e., 3-5 years) with challenging behavior across 12 single-case studies, which included 30 participants. The What Works Clearinghouse standards for single-case research design were used to evaluate the rigor of studies that included social stories as a primary intervention. For studies meeting standards, we synthesized findings on the efficacy of social stories using meta-analysis techniques and a parametric effect size measure, the log response ratio. Trends in participants' response to treatment were also explored. Results indicate variability in rigor and efficacy for the use of social stories as an isolated intervention and in combination with other intervention approaches. Additional studies that investigate the efficacy of social stories as a primary intervention are warranted. [This paper will be published in &quot;Topics in Early Childhood Special Education.&quot;]
An Analysis of Online Privacy Concerns of Teacher Candidates
Author: Korucu, Agâh Tugrul
Date: 2019-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Privacy,Confidentiality,Foreign Countries,Handheld Devices,Telecommunications,Technological Literacy,Anxiety,Internet,Predictor Variables,Grouping (Instructional Purposes)

Examining the online privacy concerns of our prospective teachers who will raise our future generations is important in terms of determining and increasing the awareness levels of prospective teachers of the digital world and for the development of a conscious generation having this awareness while raising students. The definition of cyber space or virtual environments has further expanded; digital business applications, online services, online training systems, e-commerce sites, social media sites, and surely multiplayer video games have also been included in the definition. The definition of these digital spaces as virtual spaces creates questions as to how individuals exist in these places and how they travel in these places. This study, whose aim is to analyze online confidentiality concerns of prospective teachers in terms of various variables, consists of 92 teacher candidates who were studying in Necmettin Erbakan University of Konya in 2018-2019 academic year. In this study, where quantitative research was adopted, surveying model was used as a research method. The data collection tool was &quot;The Online Privacy Concern Scale (OPCS)&quot; developed. Descriptive statistics, Independent samples t-test and one-way analysis of variance were used during the analysis. It is found out that online privacy concerns of teacher candidates differ significantly in terms of mobile device usage times and classes. However there was no significant difference in online privacy concerns in terms of information and communication technologies usage levels, weekly Internet usage times, gender, department, age and mobile usage level.
Factors That Influence Basic Level English Language Learning
Author: Tejada Reyes, Venecia
Date: 2019-07-00
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Correlation,Student Placement,Language Tests,Computer Assisted Testing,Elementary School Students,Learning Motivation,Language Attitudes,Teaching Methods,Self Esteem,Definitions,Foreign Countries,Student Attitudes,Achievement Need,Personality Traits

The objective of this study is to know the factor that influence Basic Level English Language Learning. The impact was measured through a descriptive-correlational study, using the Oxford Placement Online Test as pre and post to a sample of 32 elementary level students of the Bienvenido del Castillo educational center, during the English classes. The selected students were from the sixth level of basic, and were divided into group courses. The results indicate that there are no significant differences between the support tools used in student performance. Nor is there any influence when analyzing the educational dependence of origin, with the teacher being the only factor that is relevant in this process. In this way it can be concluded that despite the development of computer systems for learning, the teacher remains a determining factor in this field.
Doctoral Research Supervisor Agency: Fostering Engagement in Guiding U.S. Online Practitioner Doctorates.
Author: Throne, Robin
Date: 2019-05-18
Type: Speeches/Meeting Papers
Subjects: Doctoral Students,Supervisors,Academic Persistence,Researchers,Business Administration Education,Teacher Education,Participation,Electronic Learning,Supervisor Supervisee Relationship,Communities of Practice,Self Efficacy

This conference paper offers a critical examination of the construct of research supervisor agency to foster doctoral researcher persistence and completion in practitioner doctoral programs, especially for the Doctor of Business Administration and Doctor of Education, within a distributed student support environment. The current literature of higher education engagement specific to supervision of practitioner doctoral research is appraised and models to foster effective practitioner research supervision are presented. New insights are presented for research supervisor engagement within online environments for practitioner doctoral programs. The authors also provide comparisons of the nomenclature of the competencies needed for effective online doctoral research supervision within an online doctoral community.
An Examination of Measurement Procedures and Characteristics of Baseline Outcome Data in Single-Case Research
Author: Pustejovsky, James E.
Date: 2019-08-02
Type: Reports - Research
Subjects: Measurement Techniques,Statistical Analysis,Data,Outcome Measures,Behavior Modification,Behavioral Science Research,Monte Carlo Methods,Statistical Distributions

There has been growing interest in using statistical methods to analyze data and estimate effect size indices from studies that use single-case designs (SCDs), as a complement to traditional visual inspection methods. The validity of a statistical method rests on whether its assumptions are plausible representations of the process by which the data were collected, yet there is evidence that some assumptions--particularly regarding normality of error distributions--may be inappropriate for single-case data. To develop more appropriate modelling assumptions and statistical methods, researchers must attend to the features of real SCD data. In this study, we examine several features of SCDs with behavioral outcome measures in order to inform development of statistical methods. Drawing on a corpus of over 300 studies, including approximately 1800 cases, from seven systematic reviews that cover a range of interventions and outcome constructs, we report the distribution of study designs, distribution of outcome measurement procedures, and features of baseline outcome data distributions for the most common types of measurements used in single-case research. We discuss implications for the development of more realistic assumptions regarding outcome distributions in SCD studies, as well as the design of Monte Carlo simulation studies evaluating the performance of statistical analysis techniques for SCD data. [This paper will be published in &quot;Behavior Modification.&quot;]
Building a Grad Nation: Progress and Challenge in Raising High School Graduation Rates. Annual Update 2019
Author: Atwell, Matthew N.
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,High School Graduates,Educational Trends,Education Work Relationship,Postsecondary Education,Low Income Students,Minority Group Students,African American Students,Hispanic American Students,Homeless People,Attendance Patterns,Students with Disabilities,Graduation Requirements,English Language Learners,Accountability,School Districts,Low Achievement,Educational Indicators,Educational Quality,Enrollment,College Readiness,Educational Policy

This year's annual update to the nation includes three new features. The first is a Secondary School Improvement Index to assess whether gains in high school graduation rates nationally and by state are translating into better preparation for postsecondary education. The second feature is a focus on homeless students with graduation rate data available for the first time from 26 states, together with a national graduation rate released by the National Center for Homeless Education, signaling that homeless students may be the subgroup with the lowest graduation rates in the nation. The third new component highlights indicators of postsecondary success and provides snapshots of innovations in the school-to-work pipeline as the nation works to prepare more Americans for the increasing demands of the workplace. This year's report also continues to keep the nation's attention on the progress and challenge across the nation and by state in raising high school graduation rates, a critical on-track indicator for young people as they enter adulthood. We conclude with a list of policy and practice recommendations that aim to help the nation reach its goal of a 90 percent high school graduation rate for all students and ensure they are better prepared for postsecondary education in an economy that increasingly demands it. The report also includes a deep analysis of state-by-state data in the appendices. The report is organized into three parts: (1) High School Graduation Trends Across the Nation; (2) Reaching a 90 Percent Graduation Rate for All Students; and (3) Examining the Connection Between High School, Postsecondary, and the Workforce. [For the 2018 report, see ED585524.]
3D/VR in the Academic Library: Emerging Practices and Trends
Author: Grayburn, Jennifer, Ed.
Date: 2019-02-00
Type: Books
Subjects: Computer Simulation,Library Services,Academic Libraries,Educational Trends,Educational Practices,Educational Technology,Computer Assisted Design,Models,Computer Software,Computer Peripherals,Printed Materials,Humanities,Preservation,Photography,Animals,Animation,Cultural Background,Heritage Education,Shared Resources and Services,Sustainability,Architecture,Building Design,Standards,Community Needs,Ecology

This volume, comprising eight chapters from experts in a variety of fields, examines the use of three-dimensional (3D) and virtual reality (VR) technologies in research and teaching, and the library's vital role in supporting this work. 3D modeling, 3D capture techniques, and VR enable faculty and students to engage with highly detailed 3D data--from cultural heritage artifacts to scientific simulations--in new ways. As 3D and VR projects scale up and move outside of the specialist disciplines where they have existed for decades, many academic libraries are taking the lead in supporting such projects because they are already centers for collaboration, instruction, research, and collection preservation. The volume seeks to prompt greater awareness for library professionals as they develop programs that use 3D and VR technologies and work to integrate changing scholarly demands and conventions with existing library services and policies. Chapters cover 3D content creation, VR visualization and analysis, 3D/VR-based educational deployment, and 3D/VR data curation, providing a snapshot of professional objectives and workflows that have developed around 3D/VR. Titles in the volume include: (1) Introduction. 3D/VR Creation and Curation: An Emerging Field of Inquiry (Zack Lischer-Katz, Kristina Golubiewski-Davis, Jennifer Grayburn, and Veronica Ikeshoji-Orlati); (2) Collaborative and Lab-Based Approaches to 3D and VR/AR in the Humanities (Victoria Szabo); (3) 3D Cultural Heritage Informatics: Applications to 3D Data Curation (Will Rourk); (4) Virtual Reality for Preservation: Production of Virtual Reality Heritage Spaces in the Classroom (Zebulun M. Wood, Albert William, and Andrea Copeland); (5) Using 3D Photogrammetry to Create Open-Access Models of Live Animals: 2D and 3D Software Solutions (Jeremy A. Bot and Duncan J. Irschick) (6) What Happens When You Share 3D Models Online (in 3D)? (Thomas Flynn); (7) Building for Tomorrow: Collaborative Development of Sustainable Infrastructure for Architectural and Design Documentation (Ann Baird Whiteside); (8) 3D/VR Preservation: Drawing on a Common Agenda for Collective Impact (Jessica Meyerson); (9) CS3DP: Developing Agreement for 3D Standards and Practices Based on Community Needs and Values (Jennifer Moore, Adam Rountrey, and Hannah Scates Kettler); and (10) Conclusion. 3D/VR: Stakeholders, Ecosystems, and Future Directions (Zack Lischer-Katz, Kristina Golubiewski-Davis, Jennifer Grayburn, and Veronica Ikeshoji-Orlati). [Foreword by Christa Williford.]
Section 5005 Report on Rural Education: Final Report
Author: Department of Education (ED), Office of Communications and Outreach
Date: 2018-09-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Rural Education,Rural Schools,School Districts,Compliance (Legal),Stakeholders,Federal Government,Federal Programs,Program Evaluation,Needs Assessment,Educational Needs,Public Agencies,Educational Planning,Evaluation Methods,Program Implementation

On Dec. 10, 2015, the Every Student Succeeds Act (ESSA) (P.L. 114-95) became law. ESSA primarily reauthorizes the Elementary and Secondary Education Act of 1965 (ESEA), but includes other provisions as well. Among these, Section 5005 requires the U.S. Department of Education (the Department) to &quot;review the organization, structure, and process and procedures of the Department of Education for administering its programs and developing policy and regulations, in order to-- (1) assess the methods and manner through which, and the extent to which, the Department of Education takes into account, considers input from, and addresses the unique needs and characteristics of rural schools and rural local educational agencies; and (2) determine actions that the Department of Education can take to meaningfully increase the consideration and participation of rural schools and rural local educational agencies in the development and execution of the processes, procedures, policies, and regulations of the Department of Education.&quot; The Department must issue a report to the Department's authorizing committees in the U.S. House of Representatives and the U.S. Senate and carry out each action described in the final report or explain to the authorizing committees the reason for not carrying out any action described in this report.
An Analysis of Teacher&apos;s Performance Evaluation at Private Schools: Kahramanmaras and Gaziantep Sample
Author: Önen, Zerrin
Date: 2019-00-00
Type: Journal Articles
Subjects: Job Performance,Teacher Evaluation,Private Schools,Foreign Countries,Administrator Attitudes,Teacher Competencies,Faculty Development,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Feedback (Response),Personality Traits,Evaluation Criteria

This study aims to determine the views of administrators working at private schools in Kahramanmaras and Gaziantep on evaluating teacher's performance and to make some recommendations for an effective and sufficient teacher evaluation accordingly. This study explores questions such as what administrators think about implementing the evaluation results, whether there should be an evaluation system that diffrentiates by teacher competencies or not and how teacher's performance evaluation systems contribute to teacher's professional development. The data were gathered through semi-structred interview forms and analysed through the content analysis method.
Access, Awareness and Use of Electronic Resources by Post Graduate Students in Gulbarga University
Author: Jogan, Sushma N.
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Educational Technology,Technology Uses in Education,Student Attitudes,Student Satisfaction,Libraries,Access to Information,Access to Computers,Internet,Electronic Publishing,Web Sites,Search Engines

Universities are seeking to play a key role in the research and development process. An important element in the research process is the accessibility of information resources and services provided by libraries. Postgraduate students are key producers of research in universities, and an important element in their research process is the access to information. This study examines postgraduate students' views on the access, awareness and usage in facilitating their research and their satisfaction with the sources and services currently provided. The Random Sampling technique together with a Questionnaire was used for data collection from 50 postgraduate students from Gulbarga University. The findings shows that the majority (90.1%) of respondents acknowledged the important role of library in facilitating research, and 72.5% of the respondents were satisfied with the current role being played by the libraries. However, certain areas needed to be improved such as longer opening hours for physical visits, in spite of the facilities for remote access assistance for supporting students' research. The findings will be useful to academic libraries in providing better services to postgraduate students for their research. The paper records the reasons why Post graduate students use electronic information resources are; research activity, Paper writing for publication, and referring course materials. It suggests further for an improvement in the access facilities with high Internet speed and subscription to more e-resources by the University Library. The present study also attempts to encounter different problems faced by the students during accessing e-resources.
Writer&apos;s Workshop in the Elementary Music Classroom
Author: Courtney, Matthew B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Writing Workshops,Music Teachers,Elementary School Teachers,Elementary School Students,Music,Music Education,Process Approach (Writing),Teaching Methods

With Kentucky's adoption of the national core standards, literacy in all content areas has received a new and revived focus in our state. Students of all grade levels are expected to be able to communicate complex ideas with clarity of focus that has not been necessary in the past. The music educator must be able to adapt and grow in order to keep up with the changing times. By teaching writing techniques through the music curriculum, the music teacher will be armed with powerful tools for advocacy, new assessment mechanisms for students, and the ability to achieve success for students who otherwise would struggle to compete in the general education classroom.