ethanporcaro/eric-fulltext-meta huggingface dataset:
In-Service Science Teachers&apos; Professional Development Targeted to Promote Student Understanding of Core Scientific Concepts
Author: Greitans, Karlis
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Concept Formation,Scientific Concepts,Intervention,Educational Needs,Research Reports,Science Teachers,Science Instruction,Classroom Techniques,Educational Quality,Teaching Methods,Active Learning,Teacher Competencies,Kindergarten,Elementary Secondary Education,Foreign Countries

This review study includes 19 articles from 2016 to 2021 focusing on in-service science teachers' professional development targeted to promote student conceptual understanding. The present study is guided by the following research question: &quot;What characterizes high-quality in-service science teachers' professional development targeted to promote student conceptual understanding?&quot; The review indicates that such classroom practices as modelling, questioning, and arguing from evidence are perspective ways to develop student conceptual understanding in science classrooms. A mixture of input, application, and reflection; long-term involvement of participants; focus on the question how to foster transfer from teacher professional development into participants' everyday work characterize high quality teacher professional development interventions that develop and support inquiry practices. Results suggest that teacher professional development that is sensitive to teacher learning needs is a way to develop student conceptual understanding. [For the full proceedings, see ED620289.]
Procedure for Assessment of the Cognitive Complexity of the Problems with a Limiting Reactant
Author: Horvat, Saša A.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Likert Scales,Chemistry,Science Instruction,Task Analysis,Difficulty Level,Concept Formation,Scientific Concepts,Student Evaluation,Evaluation Methods,Secondary School Students,Validity,Cognitive Processes,Science Tests,Mathematics,Foreign Countries

Mathematical calculations are an important part of chemistry. Those problems are difficult for students, especially if the task is set with a limiting reactant. The aim of this study was development of a Procedure for evaluation of cognitive complexity of the Stoichiometric Tasks with a Limiting Reactant. The procedure created included an assessment of the difficulty of concepts and an assessment of their interactivity. As a research instrument for assessing performance, the test of knowledge was specifically constructed for this research. Each task in the test was followed by a seven-point Likert scale for the evaluation of the invested mental effort. The research included 58 upper-secondary students. The validity of the procedure was confirmed by a series of regression analyses where statistically significant correlation coefficients are obtained among the examined variables: students' achievement and invested mental effort from cognitive complexity (independent variable). [For the full proceedings, see ED620289.]
A Different Method Proposal to Improve of Skills and Success of the Subtraction at Primary Schools in Turkey
Author: Can, Engin
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 2,Elementary School Students,Mathematics Skills,Subtraction,Elementary School Mathematics,Arithmetic,Skill Development

In this study 2nd grade primary school students' skills and success of subtraction especially with borrowing three digit numbers is investigated. Two different models of the subtraction are analyzed. One of them is used in Turkey (1) and the proposed method which is used in Austria (2). The present paper describes the success, both of the subtraction methods to be observed when 16 primary students worked on 10 subtraction problems. These 10 problems were administered repeatedly by means of a class test: In March 2015 firstly the standard Turkish algorithms were introduced and as a pretest examined, afterwards two weeks long two hours in a week Austrian system was practiced and finally they had been examined as a posttest with Austrian system
Reopening with Resilience: Lessons from Remote Learning during COVID-19 in Eastern and Southern Africa
Author: Pontuschka, Rafael
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Resilience (Psychology),Distance Education,COVID-19,Pandemics,Teaching Methods,Educational Change,Rural Areas,School Closing,Access to Education,Internet,Educational Policy,Outcomes of Education,Foreign Countries,Television,Handheld Devices,Telecommunications,Radio,Instructional Materials,Elementary Secondary Education,Online Courses,Rural Urban Differences

The widespread school closures due to the COVID-19 pandemic have exacerbated the learning crisis for children living in Eastern and Southern Africa. The crisis has also shown the great need to develop resilient education systems that can provide learning when schools are forced to close. Understanding how to provide remote learning equitably utilizing multiple modalities and emphasizing low-tech solutions in Eastern and Southern Africa is critical given the great challenges facing the region in terms of electricity and connectivity access. This report provides a summary of lessons learned in the East and Southern Africa region from remote learning during COVID-19 and provides concrete recommendations on how to increase the resilience of education systems.
Exploring Kentucky&apos;s Private Education Sector
Author: Catt, Andrew D.
Date: 2022-03-00
Type: Reports - Research
Subjects: Enrollment Projections,Enrollment Management,Enrollment Rate,Private Schools,School Choice,Tuition,Student Financial Aid,COVID-19,Pandemics,Special Needs Students,Elementary Secondary Education,Financial Support,Student Transportation,Tax Credits,State Aid,Privatization

From November 2 to December 10, 2021, EdChoice Kentucky administered a survey of Kentucky's private K-12 schools. The purpose of that assessment was six-fold: (1) forecast a count of currently available seats and capacities to enroll additional students, (2) measure the familiarity with and potential interest in various private school choice programs, (3) estimate the average and median private school tuition, (4) document how many schools provide tuition assistance, (5) determine the impact of COVID-19 on enrollment and need for financial assistance, and (6) document how many schools serve students with special needs. EdChoice Kentucky administered a survey to Kentucky private school leaders from 11/2/21-12/10/21. Private schools in Kentucky have at least 6,607 open seats with a projected estimate closer to 19,600 open seats for K-12 students without construction of additional facilities--the projected capacity for K-12 students is 92,000 total seats. More than four out of five schools were aware that Kentucky passed the Education Opportunity Accounts (EOA) program. Nearly half of schools were not aware that Kentucky provides public funding for nonpublic school student transportation. The characteristics of Kentucky's private school sector detailed in this report will inform policy debates around creation of educational choice programs and will hopefully culminate in such. No additional materials. [This report was written with EdChoice Kentucky.]
Building Your SPP/APR Stakeholder Engagement Plan: 10 Essential Questions
Author: O'Hara, Nancy
Date: 2021-10-00
Type: Guides - General
Subjects: Stakeholders,Statewide Planning,Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities,Special Education,Information Dissemination,Annual Reports,Data Collection,Resources,Feedback (Response)

&quot;Building Your SPP/APR Stakeholder Engagement Plan: 10 Essential Questions&quot; can help states develop and report on authentic and broad stakeholder engagement as required in the FFY 2020-2025 SPP/APR. This interactive resource guides states through 10 key questions they should be asking themselves as they build their stakeholder engagement plans. Each question provides detailed options to consider that will assist states in preparing to describe their engagement activities in their SPPs/APRs.
Automated Paraphrase Quality Assessment Using Language Models and Transfer Learning
Author: Nicula, Bogdan
Date: 2021-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Feedback (Response),Classification,Learning Processes,Reading Comprehension,Task Analysis,Syntax,Semantics,Networks,Artificial Intelligence,Models,Natural Language Processing,Scores,Transfer of Training,Computer Software,Phrase Structure,Linguistic Input

Learning to paraphrase supports both writing ability and reading comprehension, particularly for less skilled learners. As such, educational tools that integrate automated evaluations of paraphrases can be used to provide timely feedback to enhance learner paraphrasing skills more efficiently and effectively. Paraphrase identification is a popular NLP classification task that involves establishing whether two sentences share a similar meaning. Paraphrase quality assessment is a slightly more complex task, in which pairs of sentences are evaluated in-depth across multiple dimensions. In this study, we focus on four dimensions: lexical, syntactical, semantic, and overall quality. Our study introduces and evaluates various machine learning models using handcrafted features combined with Extra Trees, Siamese neural networks using BiLSTM RNNs, and pretrained BERT-based models, together with transfer learning from a larger general paraphrase corpus, to estimate the quality of paraphrases across the four dimensions. Two datasets are considered for the tasks involving paraphrase quality: ULPC (User Language Paraphrase Corpus) containing 1998 paraphrases and a smaller dataset with 115 paraphrases based on children's inputs. The paraphrase identification dataset used for the transfer learning task is the MSRP dataset (Microsoft Research Paraphrase Corpus) containing 5801 paraphrases. On the ULPC dataset, our BERT model improves upon the previous baseline by at least 0.1 in F1-score across the four dimensions. When using fine-tuning from ULPC for the children dataset, both the BERT and Siamese neural network models improve upon their original scores by at least 0.11 F1-score. The results of these experiments suggest that transfer learning using generic paraphrase identification datasets can be successful, while at the same time obtaining comparable results in fewer epochs.
Reinventing Science Fairs
Author: Grinnell, Frederick
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Student Projects,Science Fairs,Barriers,Student Interests,Science Education,Student Participation,Student Attitudes,Competition

Using voluntary and anonymous surveys, we have collected answers from more than 700 high school students about the types and sources of help they received with their science and engineering fair projects, the obstacles they encountered, the strategies they used to overcome obstacles, and the impact of science fairs on their interest in science and engineering. Based on our research, we suggest that incentivizing voluntary student participation and offering students the choice of science fair formats--both noncompetitive and competitive- would best achieve the broad educational aims of science and engineering fairs to aid in the development of the scientific leaders of the next generation and at the same time foster a better understanding of science among its laymen.
Chemical vs. Natural: Common Misconceptions
Author: Nodzynska, Malgorzata
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Science Instruction,Scientific Concepts,Science Education,Misconceptions,Age Differences,Gender Differences,Educational Attainment,Beliefs,Chemistry,Foreign Countries,Drug Therapy,Cosmetology,Food,College Students

In the era of universal and compulsory education, in which attention is paid to the ability to think scientifically, there should be no room for unscientific views. However, unscientific theories often appear in the media, and they find numerous supporters. Therefore, it was decided to investigate which of the common beliefs about the &quot;chemical vs. natural&quot; pair are believed by Poles. And whether belief in unscientific myths depends on gender, age, level of education or its type. Checking these relationships will allow, inter alia, to evaluate the effectiveness of science education in Poland. Within 4 years, the beliefs of 2,473 people were examined. The obtained results show that the universality of education does not prevent misconceptions. There was also no correlation between the correctness of the answers to the questions on age, gender, education level or its type. It seems that the way science is taught should be completely modified in such a way that students can distinguish truth from myth. [For the full proceedings, see ED620289.]
Teachers&apos; Engagement with Research: What Do We Know? A Research Briefing
Author: Walker, Matt
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Research,Decision Making,Research Utilization,Theory Practice Relationship,Teacher Attitudes,Teacher Behavior,Evidence Based Practice,Teachers

This research briefing summarises findings from a nationally representative survey of schools and teachers, which investigated teachers' research use. The survey was designed with reference to the principles adopted in an earlier 2014 study in which the National Foundation for Educational Research (NFER) and the Education Endowment Foundation (EEF) developed a Research Use Survey (RUS) (Nelson et al., 2017). The new survey took the most effective elements of the RUS, and augmented these with recent knowledge about research engagement and use. The findings are based on survey results from 1,670 teachers in England. The survey was administered between 19 September and 12 November 2017. [This report was written with Chris Brown. This study was undertaken with the University of Portsmouth.]
A New Perspective on Mathematics Education Coming from History: The Example of Integral Calculus
Author: Bussotti, Paolo
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Calculus,Mathematics Education,Interdisciplinary Approach,Teaching Methods,Problem Solving,Secondary School Students,Visual Aids,Validity,Mathematical Logic,History,History Instruction,Mathematical Concepts

This research deals with a possible use of history of mathematics in mathematics education. In particular, history can be a fundamental element for the introduction of the concept of integral through a problem-centred and intuitive approach. Therefore, what follows is dedicated to the teaching of mathematics in the last years of secondary schools, where infinitesimal calculus is addressed. The thesis here proposed is that the resort to Archimedes' use of exhaustion method and to Newton's initial lemmas expounded in his Principia Mathematica are useful means to reach a genetic comprehension of the concept of integral. Hence, two demonstrations by Archimedes and two lemmas by Newton are used to prove such thesis. A further idea here proposed is that history of mathematics can be of help for an interdisciplinary education. [For the full proceedings, see ED620289.]
Examination of Social Science Teachers&apos; Opinions on Digital Citizenship
Author: Akdag, Hakan
Date: 2021-11-00
Type: Journal Articles
Subjects: Social Sciences,Teacher Attitudes,Technological Literacy,Citizenship,Foreign Countries,Technology Education,Definitions,Educational Benefits

It is possible to specify the concept of &quot;digital&quot;, which is defined as &quot;displaying data electronically on a screen&quot; in the Turkish Dictionary, as an area in which human beings are most directly or indirectly affected. The digitalization moves of states with a systematic structure, especially in social issues, can be shown as the best example of this. In this context, developments in technology, communication and scientific studies, as well as showing their effects, made it necessary to reconsider the perception of citizenship in the social sense. The digitization of citizenship in the digital age also lets human beings re-evaluate economic, social and technological conditions. It also tries to determine what kind of position the human being, who is in a rapid and effective change, will be in this process. In this context, it can be stated that the importance of education will increase much more today, as it was in the past, in the integration of human beings, who are social beings, both to the society in which they live and to the world in a universal sense. Considering Turkey in particular, it can be said that the social studies course will be the course that the young individuals will encounter directly in schools within the framework of these issues and within the scope of the research topic. It also emerges that the content of the social studies course should consider the citizenship approach in the digitalized world in the context of the past, present and future of the individuals in this context. It is undeniable that it is important to determine the views of teachers who teach social studies in the teaching dimension about the phenomenon of digital citizenship and to make inferences about it. In this context, the research was shaped in a case study pattern and suggestions were presented within the framework of the results obtained.
Examination of Social Science Teachers&apos; Opinions on the Education of Students with Special Learning Deficiency
Author: Akdag, Hakan
Date: 2021-11-00
Type: Journal Articles
Subjects: Social Sciences,Teacher Attitudes,Students with Disabilities,Learning Disabilities,Foreign Countries,Inclusion,Social Studies,Teaching Methods

Considering the desire and effort of human beings, who are social beings, to live together, each individual forming the society needs a particular importance. It is also necessary to support the desire of harmonious and healthy individuals to live together in a society consisting of different people in terms of quantity and quality, with different instruments. Apart from the communication, economics, law, theology, psychology, politics, demography, etc. fields, education and training activities come to the fore when the necessity of systematic learning and assimilation of different variables by individuals within a multi-disciplinary understanding. When the subject is considered from the point of view of individuals with specific learning difficulties, systematic studies are carried out through public or private institutions for their education in Turkey. Inclusive education is one of the practices that schools do in this context. The teachers of the social studies course, being one of the useful courses for the students to adapt and socialize with the society they live in, have important duties in terms of adapting the students with special learning difficulties to the society. It is thought to be necessary to determine the status, scope and purpose of educational activities for them and the suggestions presented in this framework. In this context, this research, which was conducted to determine the views of social studies teachers on inclusive education practices, was shaped in a case study pattern and suggestions were presented in accordance with the results obtained.
Resources on Student Discipline Policy and Practice. Third Edition
Author: Intercultural Development Research Association (IDRA)
Date: 2020-00-00
Type: Reference Materials - Bibliographies
Subjects: Discipline Policy,Educational Practices,Educational Resources,Minority Group Students,Suspension,Expulsion,Racial Bias,Civil Rights,Equal Education,Educational Strategies,Technical Assistance,Zero Tolerance Policy,Student Attrition,Educational Discrimination,Nontraditional Education,Educational Administration,Juvenile Justice,Elementary Secondary Education,Disadvantaged

The reasons minority students are subject to exclusionary discipline more often than others are varied, but many experts agree that they often have little to do with the students themselves. Large rates of suspensions and expulsions tend to result from discipline policies in need of revision that are exacerbated by numerous administrators and teachers who are not provided enough support about how best to handle discipline issues in school. The issue of implicit bias also has a role to play in these numbers, and that too is an area where educators, students, and their families need to be given proper information and support. Expulsions and suspensions are in violation of civil rights laws if they are found to be administered in such a way that targets minority students. This third edition of &quot;Resources on Student Discipline Policy and Practice&quot; provides an annotated bibliography of publications from organizations with data and strategies, resources with tools and strategies, resources with research and data, resources on discipline policy, technical assistance resources, and related articles. [This eBook was developed by the Intercultural Development Research Association (IDRA) EAC-South. For the Second Edition, see ED582732.]
The Degree Reclamation Playbook
Author: Davis, Leanne
Date: 2022-01-00
Type: Guides - General
Subjects: Stopouts,Educational Attainment,Adult Students,Reverse Transfer Students,Two Year Colleges,Universities,Academic Degrees,Educational Strategies,Educational Policy,Educational Practices,Data Use,Educational Cooperation,Student Records,Student Rights,Equal Education

There are at least 39 million Americans who have attended college but needed to stop out before earning a degree. The &quot;Degree Reclamation Playbook&quot; supports practitioners seeking to reengage this population, capture the momentum of existing credits, and bring students across the degree finish line. Drawing on more than a decade of work, including IHEP's Project Win-Win and Degrees When Due initiatives, this user-friendly guide includes a strategic assessment and an appendix full of carefully crafted worksheets and checklists. The &quot;Degree Reclamation Playbook&quot; focuses on two evidence-based and equity-focused strategies: adult reengagement and reverse transfer. Adult reengagement includes retroactively awarding degrees to students who meet degree requirements and identifying ways to reengage and reenroll students who are near completion. Reverse transfer, also referred to as &quot;reverse credit transfer,&quot; ensures that students are awarded the associate's degrees they earn even after transferring from a two-year institution to a four-year institution by applying credits from the four-year institution back to the two-year institution.