ethanporcaro/eric-fulltext-meta huggingface dataset:
Automatic Speech Recognition System to Enhance the Use of Vocalization Strategy
Author: Hirata, Saki
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Vocabulary Development,Audio Equipment,Pronunciation,English (Second Language),Second Language Learning,Second Language Instruction,Speech Communication,Learning Strategies,Metacognition,Communication Problems,Memorization,Learning Processes,Computer Software,Pronunciation Instruction,Teaching Methods,Self Evaluation (Individuals),Phonetics,Computer Assisted Instruction

Vocabulary learning that overlooks the discrimination of single sounds in English language learning could lead to communication difficulties, such as the inability to hear and speak English pronunciation. To address this issue, vocalization strategy, in which students listen to the sounds of words and memorize them aloud, is considered a useful learning strategy, and has been reported to influence performance in English language learning. Many studies have shown that metacognition promotes the use of this strategy. In this study, we developed an English vocabulary learning support system using dictation-type speech recognition technology and evaluated whether it activates learners' metacognition and promotes the use of vocalization strategies.
The Pattern of Test-Taking Effort across Items in Cognitive Ability Test: A Latent Class Analysis
Author: Akhtar, Hanif
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Intelligence Tests,Student Motivation,Test Validity,Student Attitudes,Test Items,Item Analysis,Reaction Time,Undergraduate Students,Logical Thinking,Scores,Comparative Analysis,Correlation,Difficulty Level,Psychology,Foreign Countries

When examinees perceive a test as low stakes, it is logical to assume that some of them will not put out their maximum effort. This condition makes the validity of the test results more complicated. Although many studies have investigated motivational fluctuation across tests during a testing session, only a small number of studies have investigated motivational fluctuation across items within a single test. This study aims to examine the pattern of test-taking effort across items in cognitive ability tests when items are presented in a random order manner. Response Time Effort (RTE) was used as a measure of test-taking effort. This measure calculates the proportion of rapid responses in the test based on the response times for each item. Data from 213 university students completing the inductive reasoning test was examined using latent class analysis. The results suggested that examinees in low-stakes testing have different patterns of effort across items. Examinees who consistently provided a high level of effort across items had higher test performance, test-taking engagement, and RTE. Item position and item difficulty are also correlated negatively with test-taking effort. Implications of these results for researchers and practitioners are discussed.
Social and Emotional Competency Survey. Executive Summary: Relationships with AISD Outcome Measures. Publication 14.140ES
Author: Lamb, Lindsay M.
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: School Districts,Social Development,Emotional Development,Social Emotional Learning,Student Surveys,Construct Validity,Predictive Validity,Outcome Measures,Interpersonal Competence,Grade 3,Grade 7,Grade 10,Achievement Tests

This executive summary highlights findings from the full report (published separately) which analyzes construct and predictive validity of a Social and Emotional Learning (SEL) Competency Survey. Students' SEL skill ratings were correlated with other measures of SEL skills and other outcomes of interest. A separate research brief also was published. [For the Full Report, see ED626924. For the Research Brief, see ED626925.]
Social and Emotional Competency Survey: Relationships with AISD Outcome Measures. Publication Number 14.140
Author: Lamb, Lindsay M.
Date: 2016-02-00
Type: Reports - Research
Subjects: School Districts,Social Development,Emotional Development,Social Emotional Learning,Student Surveys,Outcome Measures,Construct Validity,Predictive Validity,Interpersonal Competence,Self Management,Social Cognition,Interpersonal Relationship,Self Concept,Student Responsibility,Decision Making Skills,Grade 3,Grade 7,Grade 10,School Statistics,Achievement Tests,Secondary School Students

This report analyzes construct and predictive validity of a Social and Emotional Learning (SEL) Competency Survey. Students' SEL skill ratings were correlated with other measures of SEL skills and other outcomes of interest. Separate research brief and executive summary were published. [For the Research Brief, see ED626925. For the Executive Summary, see ED626923.]
Social and Emotional Competency Survey: Relationships with AISD Outcome Measures. Research Brief. Publication 14.140RB
Author: Lamb, Lindsay M.
Date: 2016-02-00
Type: Reports - Research
Subjects: School Districts,Social Emotional Learning,Social Development,Emotional Development,Interpersonal Competence,Student Surveys,High School Students,Grade 10,Construct Validity,Predictive Validity,Self Management,Social Cognition,Interpersonal Relationship,Self Concept,Student Responsibility,Decision Making Skills

This research brief provides highlights from the full report (published separately) which analyzes construct and predictive validity of a Social and Emotional Learning (SEL) Competency Survey. Students' SEL skill ratings were correlated with other measures of SEL skills and other outcomes of interest. A separate executive summary also was published. [For the Full Report, see ED626924. For the Executive Summary, see ED626923.]
Enrollment from Fall 2014 to Fall 2015: Trends by Grade Level, Student Group, Vertical Team, and School. Publication 15.07 RB
Author: Schmitt, Lisa
Date: 2015-10-00
Type: Reports - Research
Subjects: Enrollment Trends,School Districts,Declining Enrollment,School Statistics,Kindergarten,Primary Education,Elementary School Students,Secondary School Students

This report describes changes in enrollment counts from Fall 2014 to Fall 2015 and examines the patterns in the percentages of students who were new to AISD and who left AISD after each grade. A separate research brief also was published. [For &quot;Enrollment from Fall 2014 to Fall 2015: Trends for 6th Grade. Publication 15.07b RB,&quot; see ED626927.]
Enrollment from Fall 2014 to Fall 2015: Trends for 6th Grade. Publication 15.07b RB
Author: Schmitt, Lisa
Date: 2015-11-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Enrollment Trends,Declining Enrollment,School Statistics,Grade 6,Grade 5

This research brief describes changes in enrollment counts from Fall 2014 to Fall 2015 for 6th graders. A separate full report on all grade levels also was published. [For &quot;Enrollment from Fall 2014 to Fall 2015: Trends by Grade Level, Student Group, Vertical Team, and School. Publication 15.07 RB,&quot; see ED626926.]
Exploring the Attentional Profile of Gifted Children Using a VR-Based Assessment Tool
Author: Renati, Roberta
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Gifted,Children,Cognitive Ability,Attention,Attention Deficit Hyperactivity Disorder,Correlation,Foreign Countries,Adolescents

An accurate global assessment of gifted children is essential to provide them with educational and counseling programs tailored to their strengths and vulnerabilities. Without neglecting the fundamental role of social-emotional skills on individual well-being and academic success, it is essential to shedding light on the attentional profile of intellectually gifted children. In this regard, findings from empirical studies are not always consistent. The purpose of this exploratory study was to investigate the relationship between the cognitive profile of fifteen gifted children (mean age 9.6 years; SD 2.3), as described through the main WISC-IV indexes (IVE, IRP, IML, IVE, FSIQ), and their attentional profile assessed through AULA, an innovative VR-based ecological assessment tool that evaluates attention and inhibitory control. These first findings highlighted the correlation between intelligence and attention and provided indications for educational interventions. Therefore it is crucial to use innovative and highly ecological assessment tools to engage the IGen gifted learners. In this regard, researchers have recently developed and tested new tools that employ virtual reality (VR) to assess EFs (Climent et al. , 2010; Rizzo et al., 2006). VR-based assessment tools allow children to interact dynamically with realistic scenarios and situations that reproduce aspects of their everyday life. The present study aimed to explore the correlation between the cognitive profile of gifted students, as measured by the WISC-IV paper-and-pencil test, and their attentional profile assessed through AULA, an innovative virtual reality-based attention assessment tool. A previous study by Diaz-Orueta et al. (2014) explored the correlation between WISC-IV indices in a sample of averaged cognitive ability learners diagnosed with ADHD, demonstrating the reliability of the VR-based attention assessment tool in discriminating clinical subjects. To our knowledge, no studies have yet been conducted analysing the attentional profile of gifted children using a VR-based attention assessment tool. Therefore, we expect to provide valuable new information on the peculiar attentional functioning of gifted children.
Knowledge Mapping for Creative Thinking
Author: Giretti, Alberto
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Creative Thinking,Cognitive Mapping,Design,Computer Software,Art Education,Teaching Methods,Interdisciplinary Approach,Cultural Pluralism,Learning Management Systems,Cooperative Learning,Knowledge Management,Concept Formation,Undergraduate Students,Agricultural Education,Foreign Countries

In this paper we illustrate the architecture of the °'°Kobi system, which is aimed at supporting students' education in artistic or design activities. We will outline the scientific and methodological foundations of the educational approach aimed at enhancing the artistic conception and the design ideation. The functional requirements and the system architecture for implementing the °'°Kobi system are outlined. Finally, the paper discusses some relevant aspects concerning the system application in a real educational context and briefly reports about its preliminary assessment.
Affordances and Constraints of the E-Assessment System Numbas: A Case Study in Mathematics Teacher Education
Author: Hadjerrouit, Said
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Affordances,Barriers,Computer Assisted Testing,Mathematics Teachers,Preservice Teachers,Formative Evaluation,Feedback (Response),Student Attitudes,Teacher Attitudes,Foreign Countries,Graduate Students

E-assessment systems such as Numbas are now widespread in mathematics education at the primary, secondary, and tertiary level. However, little is known about the affordances and constraints of Numbas in mathematics teacher education. The purpose of this study is to investigate the emergence, perception, and actualisation of Numbas affordances and constraints, and their effect on teaching and learning mathematics. The study draws on Gibson's affordance theory and associated research in the field of digital technology. It follows a qualitative research design to generate data using semi-structured interviews of six students and two teachers. Data from the interviews were analysed thematically to highlight the affordances and constraints of Numbas and their effect on mathematical learning and teaching. Future work will continue exploring Numbas affordances and constraints for learning and teaching mathematics in similar educational settings to ensure more validity and reliability of the results.
Problematic Smartphone Use and Cognitive Failures. An Explorative Study among Free Different Generations (X, Y, Z)
Author: Mascia, Maria Lidia
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Behavior Problems,Generational Differences,Late Adolescents,Adults,Correlation,Attitudes,Antisocial Behavior,Attention,Physical Health,Mental Health,Cognitive Processes,Failure

The present study focuses on smartphone overuse and on problematic behaviors related to it, investigating possible differences at the intergenerational level among the variables considered. Through the administration of self-report questionnaires, the perception of smartphone distraction, smartphone problematic use, phubbing, and cognitive failures were surveyed. Two hundred and twenty subjects took part in the research. The participants, aged between 18 and 57, were divided by generation Z, Y and Z, according to Ristiyono, classification (2022). Data analysis was carried out through the application of Spearman's rho was used to analyze correlations between subscales. The Kruskal-Wallis test was invectively used to analyze differences between participants. The results confirm our hypotheses showing positive correlations between perceptions of smartphone distraction, phubbing behavior, smartphone problematic use, and cognitive failures, and a significant difference was found between generations in perceptions of all variables considered. Generation Z (18-26 years) shows the highest scores in almost all subscales examined.
Advising for College Success: A Systematic Review of the Evidence
Author: Feygin, Amy
Date: 2022-12-00
Type: Reports - Research
Subjects: Academic Advising,College Students,Success,Literature Reviews,Educational Attainment,Educational Policy,Educational Practices,Holistic Approach,Intervention,Outcomes of Education,Student College Relationship,Computer Mediated Communication,First Year Seminars,Mentors,Communities of Practice,Comprehensive Programs,Program Effectiveness

The College Completion Network conducted a systematic review of the research on advising strategies that support college completion. Several key findings can inform policy and practice: Holistic and comprehensive interventions that combine multiple components to meet student needs improve student outcomes. These types of interventions provide students with a comprehensive suite of advising, student services, academic support, and financial aid. Rigorous studies have consistently found long-term, positive effects on student outcomes. Proactive communication with sustained follow-up that spans a student's trajectory through college improves student outcomes. The review found that students benefit when colleges communicate proactively, pair outreach with consistent follow-up, and provide incentives for students to respond. Informational interventions, such as those delivered via text messaging or email campaigns, should provide targeted and actionable information with clear next steps. Student success can be bolstered when colleges provide a robust set of nonacademic supports through comprehensive case management. Now more than ever, college students require a range of nonacademic supports to ensure their success in college. Colleges can partner with case management organizations to connect students with mental health supports, childcare, transportation assistance, and access to food and other basic needs. As new evidence merges, practitioners can learn about the most effective approaches to providing nonacademic supports. [For &quot;Advising for College Success: A Systematic Review of the Evidence. Appendix C,&quot; see ED626639. For &quot;Advising for College Success: Policies, Practices, and Programs That Support Students on the Path to College Completion,&quot; see ED626635. For &quot;Advising for College Success: Next Steps for Policymakers, Practitioners, and Researchers,&quot; see ED626636.]
Sharpening, Focusing, and Developing: A Study of Change in Nonsymbolic Number Comparison Skills and Math Achievement in 1st Grade
Author: Wilkey, Eric D.
Date: 2021-00-00
Type: Reports - Research
Subjects: Numbers,Mathematics Skills,Predictor Variables,Number Concepts,Grade 1,Elementary School Students,Visual Stimuli,Executive Function,Cognitive Processes,Accuracy,Mathematics Achievement

Children's ability to discriminate nonsymbolic number (e.g. the number of items in a set) is a commonly studied predictor of later math skills. Number discrimination improves throughout development, but what drives this improvement is unclear. Competing theories suggest it may be due to a sharpening numerical representation or an improved ability to pay attention to number and filter out non-numerical information. We investigate this issue by studying change in children's performance (N = 65) on a nonsymbolic number comparison task, where children decide which of two dot arrays has more dots, from the middle to the end of 1st grade (Mean age at Time 1 = 6.85 years old). In this task, visual properties of the dots arrays such as surface area are either congruent (the more numerous array has more surface area) or incongruent. Children rely more on executive functions during incongruent trials, so improvements in each congruency condition provide information about the underlying cognitive mechanisms. We found that accuracy rates increased similarly for both conditions, indicating a sharpening sense of numerical magnitude, not simply improved attention to the numerical task dimension. Symbolic number skills predicted change in congruent trials, but executive function did not predict change in either condition. No factor predicted change in math achievement. Together, these findings suggest that nonsymbolic number processing undergoes development related to existing symbolic number skills, development that appears not to be driving math gains during this period. [This paper was published in &quot;Developmental Science&quot; v25 n3 e13194 2021. Note: The article was published in May 2022.]
The Science behind Curriculum Development and Evaluation: Taking a Design Science Approach in the Production of a Tier 2 Mathematics Curriculum
Author: Doabler, Christian T.
Date: 2015-05-00
Type: Reports - Research
Subjects: Mathematics Curriculum,Curriculum Development,Instructional Design,Mathematics Instruction,Elementary School Students,Grade 1,Learning Disabilities,Teaching Methods,Direct Instruction,Theories,Intervention,Outcomes of Education

The production of an effective mathematics curriculum begins with a scientific development, evaluation, and revision framework. The purpose of this study was to conduct an initial investigation of a recently developed Tier 2 mathematics curriculum designed to improve the outcomes of 1st grade students at-risk for mathematics difficulties. The curriculum, which is anchored to a scientific design framework and a well-specified theory of change, centers on the careful integration of foundational concepts of whole number and validated-design principles of explicit and systematic instruction. Four instructional groups, with each consisting of five 1st grade students with mathematics difficulties and one interventionist, participated in the study. Data related to the feasibility, usability, and promise of the curriculum to improve student mathematics achievement were collected using multiple methods. Results provide preliminary evidence in terms of these curriculum development and evaluation areas. Implications for instruction and design research are discussed. [This paper was published in &quot;Learning Disability Quarterly&quot; v38 n2 p97-111 May 2015.]
A Practitioner Implementation of a Tier 2 First-Grade Mathematics Intervention
Author: Strand Cary, Mari G.
Date: 2017-11-00
Type: Reports - Research
Subjects: Grade 1,Mathematics Instruction,Evidence Based Practice,Curriculum Development,Pretests Posttests,Quasiexperimental Design,Control Groups,Comparative Analysis,Feedback (Response),At Risk Students,Teaching Methods,Elementary School Students,Mathematics Tests,Program Implementation,Program Effectiveness,School Districts,Pilot Projects,Statistical Analysis,Maximum Likelihood Statistics

We report on a practitioner implementation of Fusion, a first grade mathematics intervention. Studies such as this evaluation of a loose implementation under realistic conditions are important to curriculum developers' understanding of how evidence-based programs and tools work under a variety of implementation scenarios. In this quasi-experimental study, first-grade students (n = 253) in ten schools were assigned to treatment (n = 154) or control (n = 99). Rather than randomly assigning students, schools assigned those students most at risk to treatment and, typically, those less at risk to control. School staff administered pre and post assessments and led Fusion sessions approximately 30 minutes per day, three days per week. The intervention resulted in a significant positive effect on a researcher-developed first grade math measure. The implementation of Fusion and feedback from school staff provided insights to guide the curriculum development process. [This paper was published in &quot;Learning Disability Quarterly&quot; v40 n4 p211-224 Nov 2017 (EJ1156543).]
Using Direct Observation to Document &quot;Practice-Based Evidence&quot; of Evidence-Based Mathematics Instruction
Author: Doabler, Christian T.
Date: 2021-00-00
Type: Reports - Research
Subjects: Classroom Observation Techniques,Evidence Based Practice,Mathematics Instruction,Small Group Instruction,Grade 1,Elementary School Students,At Risk Students,Learning Disabilities,Direct Instruction,Instructional Effectiveness,Feedback (Response),Interaction,Response to Intervention,Number Concepts,Young Children

Implementation of evidence-based practices (EBPs) is paramount to students' development of mathematics proficiency. This study investigated &quot;practice-based evidence&quot; (Green, 2008) of interventionists' actual use of explicit mathematics instruction, a well-established EBP. Specifically, this study analyzed direct observation data collected in a federally funded efficacy trial involving a Tier 2 first-grade mathematics intervention to examine whether the quantity and quality of explicit mathematics instruction was associated with the mathematics outcomes of 470 first-grade students with or at risk for mathematics learning disabilities. Associations between group-level pretreatment skill levels and the quality and quantity of explicit mathematics instructional practices used in the intervention were also explored. Findings suggested significant associations between positive gains in student mathematics outcomes and (a) lower rates of incorrectly answered mathematics-focused questions, and (b) the rate in which interventionists delivered group-level practice opportunities and offered academic feedback. Significant associations were also found between initial student mathematics performance and rates of student errors and the quality of explicit instruction. Implications for using direct observation to document enacted EBPs are discussed. [This paper was published in &quot;Journal of Learning Disabilities&quot; v54 n1 p20-35 Jan-Feb 2021 (EJ1279319).]