ethanporcaro/eric-fulltext-meta huggingface dataset:
An Experimental Framework for Designing a Parametric Design Course
Author: Agirbas, Asli
Date: 2021-11-00
Type: Journal Articles
Subjects: Computer Assisted Design,Higher Education,Architectural Education,Models,Undergraduate Study,Courses,Foreign Countries,Course Content,Technology Uses in Education

Architectural forms, architectural knowledge, design process, and design thinking are all changing with the use of computer-aided design programmes, and even traditional university architecture departments now wish to teach these programmes. However, it can be difficult to implement courses on such computer programmes because these departments have traditionally structured curricula. We developed a framework that can inform the design of a parametric design course which considers the university profile, the course profile, and the student profile. This framework evaluates the departments in three categories: 'open to new design approaches', 'supportive of CAD' and 'reject new design approaches'. A parametric design course in relation to the proposed framework was designed and implemented as a case study. The process and the results were discussed.
The Use of Theory of Linear Mixed-Effects Models to Detect Fraudulent Erasures at an Aggregate Level
Author: Peng, Luyao
Date: 2022-02-00
Type: Journal Articles
Subjects: Cheating,Identification,Statistical Analysis,Testing,Mathematics Tests,Elementary School Students,Grade 5

Wollack et al. (2015) suggested the erasure detection index (EDI) for detecting fraudulent erasures for individual examinees. Wollack and Eckerly (2017) and Sinharay (2018) extended the index of Wollack et al. (2015) to suggest three EDIs for detecting fraudulent erasures at the aggregate or group level. This article follows up on the research of Wollack and Eckerly (2017) and Sinharay (2018) and suggests a new aggregate-level EDI by incorporating the empirical best linear unbiased predictor from the literature of linear mixed-effects models (e.g., McCulloch et al., 2008). A simulation study shows that the new EDI has larger power than the indices of Wollack and Eckerly (2017) and Sinharay (2018). In addition, the new index has satisfactory Type I error rates. A real data example is also included.
Inquiry-Based Learning Approach for a Systematically Structured Conceptual Design Process: Design Project for Disabled People
Author: Yavuzcan, H. Güçlü
Date: 2021-11-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Students with Disabilities,Foreign Countries,College Students,Design,Student Projects,Visual Impairments,Visualization,Problem Solving,Physical Disabilities,Physical Mobility

With the projects implemented in the 'Design for the Disabled' course in Gazi University 2019- 2020 academic year, fourteen students are asked to develop solutions for the problems of disabled individuals, which is one of the real-world issues, while gaining professional knowledge such as critical thinking, idea generation and learning the conceptual design process. In addition, it is aimed to increase their learning motivation and interest in social design projects. It was learned that the students did not carry out a design project for disabled individuals in their previous projects. Throughout the semester, students developed their projects with a conceptual design matrix consisting of Data Collection, Primary Analysis, Secondary Analysis, Synthesis, Hypothesis, Preliminary Design and Final Design stages. Students were asked to present their projects at the Final Design stage. The course was conducted through online classes during the COVID-19 Pandemic for twelve weeks. Students are enabled to experience an interdisciplinary critical process. Thus, successful solutions and new models have been developed in projects in terms of product and space.
Integrated Studio Approach to Motivate Collaboration in Design Projects
Author: Tessier, Virginie
Date: 2021-11-00
Type: Journal Articles
Subjects: Teamwork,Design,Cooperation,Undergraduate Students,Foreign Countries,Student Projects,Student Motivation,Student Behavior,Barriers,Leadership Styles,Skill Development,Interpersonal Relationship,Interaction,Group Dynamics

In an attempt to resolve some of the gaps associated with the pedagogical integration of teamwork in design curricula, this article seeks to share a model for learning teamwork skills. This model is the result of a multiple case study methodology based on the learning experiences of 22 design students. Data was collected during various team projects through questionnaires and interviews. In relation to the concept of the zone of proximal development, the coded data was organised by thematic categories and training levels to provide a practical tool to support teaching and assessment practices to encourage the learning of teamwork skills. The proposed model allows for a systemic understanding of teamwork skills that should be acquired during design training to navigate with efficiency and confidence in the collective projects of design's community of practice. The use of the model promotes the adoption of more complex teamwork dynamics, such as collaboration, enhanced with an integrated pedagogical approach. It also motivates individual action towards collaborative initiatives in the hopes of more coherent teamwork processes.
&quot;It&apos;s Created by a Community&quot;: Local Context Mediating Districts&apos; Approaches to Serving Immigrant and Refugee Newcomers
Author: Hopkins, Megan
Date: 2021-00-00
Type: Journal Articles
Subjects: School Districts,Immigrants,Refugees,Social Networks,Community Support,Cultural Influences,Social Integration,Educational Policy,Inclusion,Equal Education,Kindergarten,Elementary Secondary Education,Administrator Attitudes,Mexican Americans,Hispanic American Students

Literature examining the context of reception reveals how various structural and cultural factors shape newcomers' experiences, and thus their opportunities for integration. Fewer studies explore how school districts are situated in this broader context of reception, or how district policies and practices for newcomers are enabled or constrained by the local context. This study draws on a zones of mediation framework to examine how external forces mediated districts' approaches to serving growing numbers of immigrant and refugee newcomers. Analysis of interviews with 57 stakeholders from across three districts revealed that the presence or absence of community-based support networks, as well as the extent to which local policies and perceptions emphasized inclusion, mediated districts' programmatic approaches. Implications for district and community leaders are discussed.
Boundary Spanning Roles and Power in Educational Partnerships
Author: Wegemer, Christopher M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Power Structure,Partnerships in Education,Expertise,Theory Practice Relationship,Educational Improvement,Longitudinal Studies,Case Studies,Graduate Students,Student Attitudes,Organizational Culture,Instructional Design,Organizational Change,Youth Programs,Out of School Youth,Sociocultural Patterns,Decision Making,Personal Autonomy,Low Income Students,Hispanic American Students,Student Role

Research-practice partnerships (RPPs) offer promising approaches to improve educational outcomes. Navigating boundaries between contexts is essential for RPP effectiveness, yet much work remains to establish a conceptual framework of boundary spanning in partnerships. Our longitudinal comparative case study draws from our experiences as graduate student boundary spanners in three long-term partnerships to examine boundary spanning roles in RPPs, with particular attention to the ways in which power permeates partnership work. Using qualitative, critically reflexive analysis of meeting artifacts and field notes, we found that our boundary spanning roles varied along five spectrums: institutional focus, task orientation, expertise, partnership disposition, and agency. Our roles were shaped by the organizational, cultural, relational, and historical features of the partnerships and contexts of interaction. We aim to promote the development of effective RPP strategies by leveraging the perspectives and positionality of graduate students in order to advance understanding of boundary spanning roles. [This citation information printed on the PDF is incorrect. This article is in v7 n1 Jan-Dec 2021.]
Test Score Gaps in Higher Order Thinking Skills: Exploring Instructional Practices to Improve the Skills and Narrow the Gaps
Author: Mitani, Hajime
Date: 2021-00-00
Type: Journal Articles
Subjects: Scores,Achievement Gap,Thinking Skills,Teaching Methods,Skill Development,Learner Engagement,Achievement Tests,Elementary Secondary Education,Mathematics Achievement,International Assessment,Mathematics Tests,Science Tests,Science Achievement,Foreign Countries,Socioeconomic Status,Social Differences,Racial Differences,Predictor Variables

Today's economy demands higher order thinking skills (HOTS), and the public education system has a critical role in supporting students' acquisition of HOTS. Yet, numerous studies documented inequity in access to higher quality instruction that promotes HOTS, which could result in wide test score gaps in HOTS. In this study, I examined test score gaps in HOTS and explored instructional practices associated with HOTS, particularly among low-performing students, using large-scale international assessment data from the 2015 Trends in Mathematics and Science Study. I found wide test score gaps in HOTS in mathematics between the lowest and highest socioeconomic status students and between White students and students of color. Instructional practices such as the same ability group work, asking students to work on problems with teacher guidance, and working on problems with no immediately obvious method of solution were found positively associated with the test scores.
Removing Faculty: Patterns and Processes of Retrenchment and Restructuring
Author: Cain, Timothy Reese
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Retrenchment,Educational Change,Teacher Role,Tenure,Financial Exigency,Selection Criteria,Content Analysis

This article uses 30 years of investigatory and special reports by the American Association of University Professors' Committee A on Academic Freedom and Tenure to understand how retrenchment and restructuring practices have been enacted on ways detrimental to both individual and the corporate faculty. Informed by changes in the logics in higher education and broader understandings of retrenchment, we identified larger patterns of where retrenchment and restructuring in violation of academic norms took place. We further identified three main themes in the reports: Declaring Exigency and / or Launching Restructuring, Faculty Roles and Rights during Retrenchment/Restructuring, and Criteria Used in Removing Faculty. Together, they demonstrate how faculty were excluded from decisions to declare financial exigency or undertake restructuring, denied meaningful roles in enacting changes once exigency or restructuring had been announced, were targeted for removal in violation of tenure rights, and were denied academic due process.
Linking Features of Structural and Process Quality across the Landscape of Early Education and Care
Author: Hanno, Emily C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Quality,Correlation,Class Size,Teacher Student Ratio,Educational Attainment,Educational Environment,Teacher Competencies,Child Care,Preschool Education,Preschool Teachers,Teaching Experience,Preschool Curriculum,Teacher Behavior,Language Usage,Teacher Student Relationship,School Schedules,Learning Activities,Time Management

Commonly regulated structural quality features, like educator education levels and group size, are thought to be foundational to the quality of children's everyday experiences in early education and care settings. Yet little is known about how these features relate to the day-to-day interactions and activities that occur in these settings--or process quality features--across the landscape of early education and care. In this study, we examine the association between structural quality features and process quality features in a diverse sample of classrooms (n = 672) participating in a statewide study of early education and care. Using a permutation test approach, we found that group size and child-to-adult ratio were most consistently linked to children's experiences but educator education, experience, and curriculum usage were largely unrelated. Implications of these findings for quality improvement initiatives are discussed.
Distressed to Distracted: Examining Undergraduate Learning and Stress Regulation during the COVID-19 Pandemic
Author: Mesghina, Almaz
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Stress Management,First Generation College Students,Hispanic American Students,Females,COVID-19,Pandemics,Academic Achievement,Emotional Disturbances,Learning Processes,Neurosciences,Asynchronous Communication,Metacognition,Disadvantaged,Self Concept,Attention Control,Student Attitudes,Distance Education,Intervention,Anxiety,Likert Scales

Undergraduates' distress has increased dramatically since the COVID-19 pandemic's onset, raising concerns for academic achievement. Yet little is known about the mechanisms by which pandemic-related distress may affect students' learning and performance, and consequently, how we might intervene to promote student achievement despite the continuing crisis. Across two studies with nearly 700 undergraduates, we highlight the mediating role of distraction: undergraduates higher in COVID-19 distress saw lower learning gains from an asynchronous neuroscience lesson due to increased mind wandering during the lesson. We replicate and extend this finding in Study 2: probing what pandemic-related stressors worried students and revealing systematic differences among students of marginalized identities, with largest impacts on first-generation, Latinx women. We also examined whether stress reappraisal or mindfulness practices may mitigate the observed distress-to-distraction pathway. Only mindfulness reduced mind wandering, though this did not translate to learning. We conclude with implications for practice and future research.
Measuring Equity-Promoting Behaviors in Digital Teaching Simulations: A Topic Modeling Approach
Author: Littenberg-Tobias, Joshua
Date: 2021-00-00
Type: Journal Articles
Subjects: Natural Language Processing,Equal Education,Educational Change,Computer Simulation,Teaching Methods,Student Attitudes,Inclusion,Student Diversity,Attitude Change,Formative Evaluation,Student Behavior,Structural Equation Models,Online Courses,Course Evaluation,Teacher Education,Elementary School Teachers,Secondary School Teachers

Diversity, equity, and inclusion (DEI) issues are urgent in education. We developed and evaluated a massive open online course (N = 963) with embedded equity simulations that attempted to equip educators with equity teaching practices. Applying a structural topic model (STM)--a type of natural language processing (NLP)--we examined how participants with different equity attitudes responded in simulations. Over a sequence of four simulations, the simulation behavior of participants with less equitable beliefs converged to be more similar with the simulated behavior of participants with more equitable beliefs (ES [effect size] = 1.08 SD). This finding was corroborated by overall changes in equity mindsets (ES = 0.88 SD) and changed in self-reported equity-promoting practices (ES = 0.32 SD). Digital simulations when combined with NLP offer a compelling approach to both teaching about DEI topics and formatively assessing learner behavior in large-scale learning environments.
Investigating Why Academically Successful Community College Students Leave College without a Degree
Author: Ortagus, Justin C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Two Year College Students,Dropouts,Community Colleges,Student Financial Aid,Tuition,Academic Persistence,Correlation,Student Attitudes,College Housing,Eligibility,School Holding Power,Stopouts

Even though a postsecondary degree can offer economic, social, and civic benefits, many community college students leave without earning a degree--including some who have performed well academically and made substantial progress toward graduation. To better understand the factors contributing to early exit, we surveyed a number of former students in a large community college system. We improve the generalizability of the survey responses through multilevel regression with post-stratification, which we use to reweight the responses to better represent the population in our original survey frame. We find that tuition and fees, living expenses, and no longer being eligible for financial aid are the factors contributing to early exit for the largest share of students. We also find variation in both financial and nonfinancial factors across subgroups, suggesting that targeted supports may be useful in helping students persist or return to college and complete their degree.
Relevance Interventions in the Classroom: A Means to Promote Students&apos; Homework Motivation and Behavior
Author: Flunger, Barbara
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Behavior,Secondary School Students,Grade 9,Adolescents,Student Interests,Value Judgment,Relevance (Education),Homework,Mathematics Achievement,Intervention,Foreign Countries

Many students suffer from motivational problems when doing homework. To investigate whether an intervention that effectively promoted value beliefs in mathematics promoted students' homework motivation and behavior, we analyzed data from a cluster randomized controlled study with two classroom-based relevance interventions (writing a text or evaluating quotes from interviews) with 82 classrooms and 1,978 ninth-grade students. Students' math-specific homework motivation and behavior were assessed with homework diaries over a period of 4 weeks after the intervention. Latent growth curve analyses revealed that students in the text condition reported higher triggered interest but also lower homework completion than students in the control condition in the first week after the intervention. Students in the quotations condition reported higher utility of homework for future life, and higher homework effort directly after the intervention. The study highlights the potential of classroom-based relevance interventions to foster homework-specific outcomes, when considering situational, behavior-related measures.
How an Antiscience President and the COVID-19 Pandemic Altered the Career Trajectories of STEM PhD Students of Color
Author: McGee, Ebony
Date: 2021-00-00
Type: Journal Articles
Subjects: Presidents,Scientific Attitudes,COVID-19,Pandemics,Graduate Students,Student Reaction,STEM Education,Student Attitudes,Public Policy,Retrenchment,Social Justice,Employment Opportunities,Overseas Employment,Educational Change,Job Layoff,Employment Potential

In this mixed-methods study, we performed content analysis on openended survey items to reveal primary themes related to how PhD students are responding to the Trump policies and the COVID-19 pandemic. In our data set, 40.7% of the respondents reported that their career plans have been affected by Trump's antiscience policies, 54.5% by the COVID-19 pandemic. Our study revealed three themes, which were (1) awareness of the reduced funding for STEM (science, engineering, technology, and mathematics) and higher education, (2) heightened awareness of and commitment to the pursuit of social and racial justice, (3) interest in seeking job opportunities abroad. The top three themes for the COVID-19 pandemic were (1) shifting graduation timelines and adjusting research to the virtual campus life; (2) losing jobs, concerning about hiring freezes and fewer job openings; and (3) reconsidering their place in a STEM field postpandemic, including a possible complete change in career plans; thoughts of leaving the country for international jobs.
Impact of the Tennessee Voluntary Prekindergarten Program on Children&apos;s Literacy, Language, and Mathematics Skills: Results from a Regression-Discontinuity Design
Author: Pion, Georgine M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Education,Literacy,Language Skills,Mathematics Skills,Regression (Statistics),Low Income Students,School Readiness,Program Effectiveness,Achievement Tests,School Entrance Age

The Tennessee Voluntary Pre-K Program (TN-VPK) is statewide full-day program that gives priority to children from low-income families. A regression-discontinuity design with a statewide probability sample of 155 TN-VPK classrooms and 5,189 children participating across two pre-K cohorts found positive effects at kindergarten entry with the largest effects for literacy skills and the smallest for language skills. The results contribute to the growing body of regression-discontinuity studies of state and local pre-K programs and affirm the statewide generalizability of analogous prior findings from a more specialized subsample in the parent Tennessee Pre-K Study. Furthermore, the respective effect sizes compared favorably with those found in other regression-discontinuity studies of public pre-K on the same outcome measures, providing one index of the quality of the TN-VPK program.
Boundary Matters: Uncovering the Hidden History of New York City&apos;s School Subdistrict Lines
Author: Kafka, Judith
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational History,Urban Schools,Racial Factors,School District Reorganization,Maps,Neighborhoods,Zoning,Population Distribution,Housing,Public Schools

This article traces the spatial history of New York City's geographic school subdistrict boundaries throughout the 20th century, exploring the historical relationship between race, space, and schooling in New York City and beyond. It seeks to both make the case for studying the spatial history of within-district education boundaries and put the results of our historical mapping project into the public domain. Ultimately, we hope that researchers will use our data to explore their own questions about the history of New York City, its neighborhoods, and its schools, and that some may embark on similar boundary-mapping projects for other cities, counties, and school systems.
Development Prospects of Distance and Online Education in the Higher Education System of Ukraine
Author: Medvid, Olena M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Distance Education,Educational Technology,Open Educational Resources,Technology Uses in Education,College Students,Access to Education

The article examines the advantages and perspectives of distance education development in the Ukrainian higher education system. One of the innovations in the process of organizing education in Ukraine, as a country that actively implements the demands of time and the Bologna process, is the actualization of distance learning, that meets the needs of the modern society, the society that needs a mobile professional who can implement the skills and knowledge in the globalized society, not only limited to the norms and standards of their own country. Distance learning is one of the promising and effective forms of higher education, which ensures the expansion of professional contacts, as well as greater use of the scientific and methodological potential of higher education. The authors consider the open educational resources to ensure the further effectiveness of the education system in Ukraine (in the context of society digitalization), to adapt it to the process of global integration. Open educational resources, both worldwide and Ukrainian, are the means for the development of skills and knowledge, due to which future professionals in a particular field have the opportunity to become more competitive at the labor market in the period of society globalization, achieving more significant goals.