ethanporcaro/eric-fulltext-meta huggingface dataset:
Modeling Math Identity and Math Success through Sentiment Analysis and Linguistic Features
Author: Crossley, Scott
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Correlation,Speech Communication,Written Language,Mathematics Achievement,Self Concept,Natural Language Processing,Comparative Analysis,Mathematics Skills,Intelligent Tutoring Systems,Teaching Methods,Electronic Mail,Language Usage,Student Interests,Connected Discourse,Discourse Analysis,Mathematics Tests,Scores,Prediction,Blended Learning,Elementary School Students,Computational Linguistics

A number of studies have demonstrated strong links between students' language features (as found in spoken and written production) and their math performance. However, no studies have examined links between the students' language features and measures of their Math Identity. This project extends prior studies that use natural language processing (NLP) features to examine student language features and math performance, replicating their analyses. The study then uses NLP features to model students' Math Identity. Specifically, the study compares performance on basic math skills within an online math tutoring system to both student language (as captured in emails to a virtual pedagogical agent) and to survey measures of Math Identity (math self concept, interest, and value). Language features were analyzed by a number of NLP tools that extracted information related to text cohesion, lexical sophistication, and sentiment. The findings indicate weak to medium relationships between math scores and Math Identity and language features were able to predict a significant amount of the variance in each Math Identity variable and in math scores. The potential for these measures to inform interventions for students with lower Math Identity is discussed. [For the full proceedings, see ED593090.]
Filtered Time Series Analyses of Student Problem-Solving Behaviors in Game-Based Learning
Author: Sawyer, Robert
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Educational Games,Teaching Methods,Educational Technology,Technology Uses in Education,Science Instruction,Microbiology,Problem Solving,Program Effectiveness,Computer Simulation,College Students,College Science,Proximity

Student interactions with game-based learning environments produce a wide range of in-game problem-solving sequences. These sequences can be viewed as trajectories through a game's problem-solving space. In this paper, we present a general framework for analyzing students' problem-solving behavior in game-based learning environments by filtering their gameplay action sequences into time series representing trajectories through the game's problem-solving space. This framework was investigated with data from a laboratory study conducted with 68 college students tasked with solving the problem scenario in a game-based learning environment for microbiology education, CRYSTAL ISLAND. Using this representation of student problem solving, we derive the slope of the problem-solving trajectories and lock-step Euclidean distance to an expert problem-solving trajectory. Analyses indicate that the trajectory slope and temporal distance to an expert path are both correlated with students' normalized learning gains, as well as a complementary measure of in-game problem-solving performance. The results suggest that the filtered time series framework for analyzing student problem-solving behavior shows significant promise for assessing the temporal nature of student problem solving during game-based learning. [For the full proceedings, see ED593090.]
Modeling Hint-Taking Behavior and Knowledge State of Students with Multi-Task Learning
Author: Chaudhry, Ritwick
Date: 2018-07-00
Type: Reports - Research
Subjects: Student Behavior,Prediction,Models,Intelligent Tutoring Systems,Data Analysis,Mathematics Instruction

Interactive learning environments facilitate learning by providing hints to fill the gaps in the understanding of a concept. Studies suggest that hints are not used optimally by learners. Either they are used unnecessarily or not used at all. It has been shown that learning outcomes can be improved by providing hints when needed. An effective hint-taking prediction model can be used by a learning environment to make adaptive decisions on whether to withhold or provide hints. Past work on student behavior modeling has focused extensively on the task of modeling a learner's state of knowledge over time, referred to as knowledge tracing. The other aspects of a learner's behavior such as tendency to use hints has garnered limited attention. Past knowledge tracing models either ignore the questions where a hint was taken or label hints taken as an incorrect response. We propose a multi-task memory-augmented deep learning model to jointly predict the hint-taking and the knowledge tracing task. The model incorporates the effect of past responses as well as hints taken on both the tasks. We apply the model on two datasets -- ASSISTments 2009-10 skill builder dataset and Junyi Academy Math Practicing Log. The results show that deep learning models efficiently leverage the sequential information present in a learner's responses. The proposed model significantly out-performs the past work on hint prediction by at least 12% points. Moreover, we demonstrate that jointly modeling the two tasks improves performance consistently across the tasks and the datasets, albeit by a small amount. [For the full proceedings, see ED593090.]
Interacting with the Screen: The Evolution of Computer Drawing Applications in Art Education
Author: Julian, June
Date: 2002-08-00
Type: Speeches/Meeting Papers
Subjects: Computer Graphics,Manipulative Materials,Computer Interfaces,Computer Oriented Programs,Art,Art Education,Art Teachers,Computer Uses in Education,Museums,Graduate Students

This is a story about screen interactivity and its magical early influences. It includes a brief history of the evolution of the computer, with examples from contemporary applications in art and museum education. I believe it is important to know about the early days of drawing on the screen to get a sense of the continuum of ideas that has led us to our present technologies. Within this glorious swirl of ideas, from the early computer innovators such as Ada Byron, Ivan Sutherland and Apple, to &quot;Winky Dink and You,&quot; and Miss Frances' &quot;Ding Dong School,&quot; this professor's ideas and my students' experiments, it is your inventive spirit at the front of the glass and behind it that keeps the screen an enchanted space.
Heritage of Islamic Ethics and Contemporary Issues: A Call for Relevantization
Author: Malik, Mohammad Manzoor
Date: 2011-03-00
Type: Journal Articles
Subjects: Islam,Ethics,Definitions,Religious Education,Behavior Patterns,Personality,Intellectual Disciplines,Moral Values,Religious Factors

This study addresses the subject of Islamic ethics from definitional and disciplinary perspectives. It highlights the need for relevantization of Islamic ethics to contemporary issues in a systematic manner which, in turn, calls for development of Islamic ethics as a complete discipline with ability to meet all types of challenges: conceptual, practical, normative, applicative, etc. Regarding the definitional issue, different from and more expansive than the traditional understanding of &quot;al-akhlaq,&quot; the researcher argues that a proper definition of ethics should include ethically relevant habits, character, and behavior in its subject matter. As an academic discipline of paramount, practical significance, Islamic ethics should adequately address metaethical, normative, and applicative aspects of the subject. In terms of metaethics, Islamic ethics is derived from revealed knowledge; whereas, principles of Islamic jurisprudence (usül al-fiqh)offers the best available methodology for the discipline in meeting demands of normativity and application. Regarding the nature of the subject of Islamic ethics, the researcher argues that understanding Islamic ethics as virtue ethics is unjustifiable reduction because a careful study of the subject from its sources would prove that Islamic ethics is rather an integrated field comprising of virtues ethics, divine command theory, duty-based ethics, etc. Therefore, Islamic ethics should be developed, taught, and learned as a whole composite of above-mentioned elements.
A Study of the M.Ed. Internship Programme Perceived by Student Teacher-Educators
Author: Chavan, Rajendra
Date: 2017-03-00
Type: Speeches/Meeting Papers
Subjects: Masters Programs,Graduate Students,Student Teachers,Preservice Teacher Education,Student Attitudes,Internship Programs,Guidelines,Departments,Program Effectiveness,Outcomes of Education,Program Descriptions,Practicums,Curriculum

As per the NCTE-2014 Curriculum framework guidelines Internship Programme of the M.Ed. course has been given optimum exposure, various researches and committees has recommended the changes in the internship structure and duration of M.Ed. course for quality professionals in the field of Teacher Education. In the present paper researchers had made an attempt to analyze the M.Ed. course Internship programme keeping the base as per the guidelines and objectives (NCTE Guidelines 2014). The study was conducted at the P.G. levels. The data was collected by using open-ended questionnaire &amp; semi-structured interview of student-teacher educators of Department of Education, Shivaji University, Kolhapur. The M.Ed. student teacher educators responded that they had actively participated in all activities of the M.Ed. internship programme &amp; they got enriched with various experiences during the internship. The challenges perceived by most of the student-teacher educators was 'classroom management', 'insufficient time for innovative teaching technique', 'long distance from Teacher Education Institution to practicing school'.
Job Description Mining to Understand Work-Integrated Learning
Author: Chopra, Shivangi
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Education,Occupational Information,Data Analysis,Job Skills,Work Environment,Organizational Culture,Undergraduate Students

Work-integrated learning, also known as co-operative education, allows students to alternate between on-campus classes and off-campus work terms. This provides an enhanced learning experience for students and a talent pipeline for employers. We observe that co-operative job postings are a rich source of information about the required skills, working environment and company culture. We present a text mining methodology to extract and cluster informative terms from unstructured job descriptions, and we demonstrate the utility of our methodology on a co-op job posting corpus from a large North American university. [For the full proceedings, see ED593090.]
Difficulties in Teaching Biology Concepts by Science Teachers at Upper Primary Level
Author: Chavan, Rajendra
Date: 2016-08-00
Type: Journal Articles
Subjects: Difficulty Level,Biology,Science Instruction,Scientific Concepts,Elementary School Students,Science Teachers,Textbook Content,Teacher Attitudes,Cytology,Teaching Methods,Time Management,Instructional Materials,Foreign Countries

The main aim of the study is to examine the difficulties in teaching Biology Concepts by science teachers at upper primary school. The study was descriptive in nature. Sixty (N=60) science teachers of Govt. aided Marathi Medium Schools in Kolhapur City selected by purposive sampling method. The researcher was analyzed the VI, VII &amp; VIII grade science textbook for identification of the biology concepts. To collect the data researcher made questionnaire was used. The results of the study showed that the Science Teachers faces difficulties for Comprehension of the biology concepts like cell, sporogenesis, segmentation, scurvy, anaemia, asexual reproduction etc. at VI, VII &amp; VIII grade. While teaching biology concepts in classroom, the science teachers faced the difficulties like teaching aids are not available, consuming more time for sketching figure on a blackboard, sufficient reference material is not available in school, getting less time for teaching, insufficient content in a textbook, content level is high according to students grasping level.
Perception of Biological Concepts among Higher Secondary Teachers: A Study
Author: Chavan, Rajendra
Date: 2018-05-27
Type: Reports - Research
Subjects: Secondary School Teachers,Science Teachers,Biology,Scientific Concepts,Knowledge Level,Textbook Content,Foreign Countries,Content Analysis

Biology is an important subject in curriculum. It helps to develop the scientific attitude, scientific temper, logical reasoning, scientific literacy, awareness of environmental issues, and respect about surrounding life among students. Biology textbook content is an authentic source of information for teachers &amp; students. According to the National Focus Group has made important consideration about higher secondary biology curriculum that, scientific concepts should be within reach of the learner and also content components i.e. key terms, facts, concepts, principles, illustrations etc. introduced and delivered in the classroom by meaningfully and simplified manner. The biology teachers play an important role to transfer biology content knowledge to the students. If the biology teachers already perceived some misconceptions or alternative conceptions regarding the biology concepts, it may transform as it is in their students. It will be adversely affected the conceptual understanding of the students. In the present paper researchers has made an attempt to study the perception about Biological concepts among higher secondary teachers. The content analysis method and descriptive survey method was adopted for the study. The data collected from higher secondary biology teachers (N=50) with the help of researcher made questionnaire and analyzed with the descriptive statistics. It was found that most of the higher secondary biology teachers are unaware about the biological concepts in textbook. Most of the teachers are unable to differentiate between biological terms, facts, attributes and concepts. The present paper will be helpful to know more about the present status of perception of higher secondary biology teachers and the content analysis.
High School Students&apos; Access to and Use of Technology at Home and in School. Insights in Education and Work
Author: Moore, Raeal
Date: 2018-08-00
Type: Reports - Research
Subjects: High School Students,Access to Computers,Computer Uses in Education,Disadvantaged,Equal Education,Homework,College Entrance Examinations,Internet,Laptop Computers,Handheld Devices,African American Students,Alaska Natives,Asian American Students,American Indian Students,Hawaiians,Pacific Islanders,White Students

This paper is one of a series of reports on students' access to technology. Access to technology is essential to educational success as well as workforce and community development. However, geographical, income-based, and racial/ethnic disparities in technology access persist. This &quot;digital divide&quot;--the gap between people who have sufficient knowledge of and access to technology and those who do not--can perpetuate and even worsen socioeconomic and other disparities for already underserved groups. The digital divide has also been referred to as the &quot;homework gap,&quot; due to the challenges that students in technology-deficient circumstances face when trying to do their homework. This gap continues to widen as teachers incorporate internet-based learning into their daily curricula. ACT surveyed a random sample of students who took the ACT® test as part of a national administration in April 2017. Researchers asked the students numerous questions about their access to and use of technology specifically for educational activities, both at home and in school, including the number and kinds of devices they have access to, the kind and reliability of the internet connection(s) available to them, and how often they used electronic devices for school-related activities. Access to devices and internet appears to be somewhat uneven among the ACT-tested students surveyed in this study. Policy recommendations are to expand device access and internet among those who lack them, ensure students can access materials needed for school related activities via mobile technology, and improve the quality of school internet connections.
Identification of Misconceptions for Gravity, Motion and Inertia among Secondary School Students
Author: Khandagale, V. S.
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Scientific Attitudes,Misconceptions,Scientific Concepts,Physics,Motion,Science Education,Secondary School Mathematics,Grade 9

Physics is a science that deals with matter and energy, and their interaction. The subject matter of Physics includes mechanics, heat, light, optics, electricity, magnetism, radiation, gravitation, atom structure etc. Physics concepts are included in the science textbook form primary level of education. Some Physics abstract concepts are difficult to comprehend for Primary and Secondary students. The complex and abstract nature of many concepts in physics makes them difficult to understand. It results into that the Physics subject become much more difficult due to the presence of varied misconceptions in students. The aim of the study is to identify the Physics misconceptions related to gravity, motion and inertia concepts among secondary school students. The study was descriptive in nature. One hundred forty (N=140) Ninth standard semi-english secondary school students of Kolhapur city were selected by purposive sampling method. The researchers identify three concepts of Physics i.e. Gravity, Motion, Inertia. The tool was constructed and data was collected from the Ninth standard students of affiliated to State Board of Kolhapur city. The misconceptions found were 'gravitational force just act on only heavy object', 'gravity does not affect the object in water', 'a continuous force is needed for continuous motion', 'speed and motion are same and 'inertia is the force that keep objects in motion' among the students.
Leaning into STEM: Predicting STEM Major Choice Using Measures of Academic Tilt and Measured Interest Tilt. ACT Research &amp; Policy. Technical Brief
Author: Westrick, Paul
Date: 2018-10-00
Type: Reports - Research
Subjects: STEM Education,Student Interests,Majors (Students),College Freshmen,Academic Achievement,Mathematics Achievement,Science Achievement,Reading Achievement,English Instruction,Social Studies,High School Students,Grades (Scholastic),Intention,Gender Differences,College Entrance Examinations

This study examined the value of using measures of academic &quot;tilt&quot; and vocational interest &quot;tilt&quot; to predict whether students will declare a STEM major during their first term in college. Academic tilt looks at students' relative academic strengths by appropriately comparing their math and science achievement levels to their English, reading, and social studies achievement levels. Vocational interest tilt measures are based on students' People/Things and Data/Ideas work-task dimension scores that underlie the ACT World-of-Work map. Results suggested that having a relative strength in math and science achievement and having a tilt toward things and ideas on the People/Things and Data/Ideas dimensions are positively related to STEM major choice, after statistically controlling for mathematics and science academic achievement levels, high school coursework taken and grades earned, major intentions, certainty of major intentions, and gender.
Examining Predictors of Academic Growth in Secondary School among Academically-Advanced Youth across 21 Years. Working Paper 2018-2
Author: Wai, Jonathan
Date: 2018-00-00
Type: Reports - Research
Subjects: Achievement Gains,Academic Achievement,Secondary School Students,Academically Gifted,Predictor Variables,College Entrance Examinations,Student Characteristics,Student Interests,Institutional Characteristics,High Schools,Secondary School Curriculum,Grade Point Average,Extracurricular Activities,Vocational Interests

Many academically-advanced youth take the ACT® test in 7th grade for academic talent searches and again in 11th or 12th grade for college admissions. We leveraged this sample of 460,033 students, taking an exploratory analytic approach to examine trends in academic growth from 1996 to 2016. We examined potential predictors of academic growth, including sociodemographics, interests, high school characteristics, high school coursework and GPA, and extracurriculars. We find these variables account for 29% of the explainable variance in academic growth. Overall, growth improved from 2005 to 2016, but growth for low-income and Hispanic students was stagnant. Students attending Catholic and private schools had the highest growth, whereas homeschooled students and students attending high-poverty public schools showed lowest growth. Elective high school courses in STEM subjects were associated with higher growth, and advanced AP, accelerated, or honors courses were associated with significantly higher growth. In addition, students with Investigative and Conventional interests had higher growth. Some extracurriculars had significant relationships with academic growth, though the effects were small. Factors that had a positive impact on the academic growth trend across time included fewer students being schooled in rural areas, students earning higher grades, more students taking STEM and advanced courses, and an increase in Investigative interests. We discuss leverage points for educational intervention to improve academic growth among academically-advanced students. Better understanding how to improve academic growth in this population can lead to significant improvements in their personal fulfillment and academic achievement as well as societal innovation and GDP.
Investigating Test Prep Impact on Score Gains Using Quasi-Experimental Propensity Score Matching. ACT Working Paper 2018-6
Author: Moore, Raeal
Date: 2018-00-00
Type: Reports - Research
Subjects: Test Preparation,Instructional Effectiveness,Scores,College Entrance Examinations,Quasiexperimental Design,Probability,Experimental Groups,Control Groups,Achievement Gains,High School Students

A quasi-experimental method and test-retest design were used to explore the impact of participating in test preparation, whether the impact of test preparation depends on the first ACT® score, and the impact of specific test preparation activities. Test preparation improved students' retest scores and this effect did not differ depending on students' first ACT score. Working with a private tutor improved retest scores for those who reported preparing, whereas engaging in other test preparation activities was not statistically related to score gains. Students who reported feeling inadequately prepared for the second test had ACT Composite scores that were lower than those students who felt adequately prepared.