ethanporcaro/eric-fulltext-meta huggingface dataset:
What Does the Research Say about Standards-Based Grading? A Research Primer
Author: Townsley, Matt
Date: 2016-01-00
Type: Reports - Evaluative
Subjects: Grading,Educational Research,Academic Standards,Student Evaluation,Evidence Based Practice,Common Core State Standards,Educational Legislation,Federal Legislation,Accountability,Feedback (Response),Homework,Credits,Grades (Scholastic)

Traditional grading practices have been used for over one hundred years, and to date, there have been no meaningful research reports to support it. As such, some schools are transitioning to standards-based grading, a practice based upon several evidence-based principles. The purpose of this research primer is to provide an overview of the research literature on standards-based grading.
Mobile Learning Considerations in Higher Education: Potential Benefits and Challenges for Students and Institutions
Author: Toperesu, B-Abee
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Teaching Methods,Foreign Countries,Barriers,Information Security,Privacy,Higher Education,College Students

The field of mobile learning has received much attention in both the academic research fields and the practical fields. Yet the implementation rate is low with very few higher education institutions (HEIs) offering full support for this channel. The aim of this research is to evaluate the different mobile learning considerations as identified in available literature with a focus on key benefits and potential challenges which have been identified for students and institutions. A general inductive approach was used to analyze the academic articles as secondary data sources. The final result of the study is a summative framework to be used by HEIs considering fully fledged support for mobile learning. [For the complete proceedings, see ED590271.]
Identification of the Parameters Concerning Young Adults&apos; Taking Epistemic Risks in Their Social Media Posts with Academic Content
Author: Kincal, Remzi Y.
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Young Adults,Undergraduate Students,Epistemology,Risk,Social Media,Knowledge Level,Ethics,Self Esteem,Student Responsibility,Educational Background,Computer Mediated Communication,Course Content

The present study aims to identify and investigate the parameters of taking academic epistemic risks concerning undergraduate young adults who are considered to use social media more frequently than any other users. The study was carried out following a mixed methodology. The study observes the principles of exploratory sequential design of the mixed method. In an exploratory mixed study, initially a theoretical proposition is obtained through a qualitative methodology; then this proposition is tested with a quantitative method. A case study as the qualitative part was conducted over 15 university students who use social media. As a result of the qualitative study, the parameters which were discovered to exert effects on young adults' epistemic risk taking in their social media posts with academic content were identified. A survey research study was carried out with a measurement tool developed by the researchers to assess the obtained parameters. By means of the survey performed over 215 undergraduates, the parameters of epistemic risk were tested. There are individual- and environment-related parameters affecting young adults' taking academic epistemic risk on social media. It was found out from the analyses of these parameters that the parameters knowledgeability, academic knowledgeability, and ethics have direct effects of academic epistemic risk taking. It was also revealed that the parameters self-esteem, responsibility, educational background, and virtual social capital are potentially effective. [For the complete proceedings, see ED590271.]
A Systematic Review of Learning and Teaching with Tablets
Author: Zhang, Lechen
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Teaching Methods,Elementary Schools,Secondary Schools,Computer Simulation,Simulated Environment,Cooperative Learning,Communication Skills,Documentation,Feedback (Response),Evaluation,Educational Games,Individualized Instruction,Inquiry,Learning Modalities

Due to the increased popularity of tablets in schools, this systematic review examines the literature on tablet-mediated learning attempting to identify how tablets support the emergence of new teaching and learning practices as well as the transformation of existing ones in primary and secondary schools. 39 studies were selected using predefined selection criteria, most of which concern natural sciences, math and language. The result identified 10 themes of pedagogical teaching and learning practices that are supported by tablets in schools, namely: augmented and virtual learning, collaborative learning, communication, documentation, feedback and assessment, game-based learning, individualized learning, inquiry-based learning, mobile learning, and multimodal learning. The identified themes of practices support and interact with each other to serve learning and teaching purposes. [For the complete proceedings, see ED590271.]
Mobile Learning Zimbabwe--Lecturers&apos; Perceptions
Author: Maketo, Lydia
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Technology Integration,Teaching Methods,Higher Education,Teacher Competencies,Technological Literacy

The benefits of mobile-learning (m-learning) have been widely publicised. Research on m-learning is predominantly from developed nations, with a dearth of empirical studies on m-learning at tertiary institutions from developing nations. This study investigates the feasibility of implementing m-learning in the developing nation of Zimbabwe by investigating factors that influence m-learning implementation and adoption, assessing learners and lecturers' perceptions towards mlearning and challenges of m-learning implementation. This study will develop a new model for m-learning especially for Zimbabwean universities and other tertiary institutions in similar developing countries. [For the complete proceedings, see ED590271.]
The EduPARK Mobile Augmented Reality Game: Learning Value and Usability
Author: Pombo, Lúcia
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Educational Games,Telecommunications,Handheld Devices,Outdoor Education,Science Education,Environmental Education,Recreational Facilities,Urban Areas,Interdisciplinary Approach,Computer Oriented Programs,Program Effectiveness,College Students,Student Attitudes,Age Differences,Foreign Countries,Secondary School Students

Augmented Reality (AR) technology and games can enhance motivation for learning. When combined with mobile devices, AR technology can promote authentic learning in outdoor environments, such as urban parks. These spaces can be used for Science Education, particularly, for environmental education and nature conservation. The EduPARK project combines these elements and follows a design-based research approach to develop an interactive mobile AR game to be explored by students, teachers and the general public, as visitors, in a specific urban park, integrating four interdisciplinary educational guides. The app development involved four cycles of user testing and evaluation for progressive refinement, according to the users' feedback in each cycle. The focus of this paper is to analyze the users' perceptions in the two last cycles of the app refinement, regarding its learning value and usability. The users were students of different school levels (24 of Basic Education; and 46 of Higher Education). Data collection involved a focus group interview, a questionnaire and the app's usage data. Content analysis, descriptive statistics, and System Usability Scale (SUS) computing were conducted. Results revealed that the EduPARK app promotes learning, enjoyment and is easy to use. It achieved an excellent usability, according to younger students (85.8 of average SUS) and a good usability according to older students (70.9). From the last refinement cycle, the app's final version has emerged, which is freely available to the public in the Google Store. In the future, more evaluation experiences are needed to better understand the benefits of this mobile AR game for learning in urban parks. [For the complete proceedings, see ED590271.]
2014 Apprenticeship Student Outcomes Survey: Report of Findings
Author: BC Student Outcomes (Canada)
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Apprenticeships,Student Characteristics,Student Experience,Workplace Learning,Vocational Education,Employment,Outcomes of Education,Student Satisfaction,Educational Quality,Education Work Relationship

The Apprenticeship Student Outcomes (APPSO) Survey, which targets former apprenticeship students who have completed the final level of their technical training, is one of three annual surveys that make up BC Student Outcomes. In British Columbia, it is projected that there will be nearly one million job openings by 2022, with 43 percent requiring trades and technical training. Over the next 10 years, about 530,000 youth will enter the job market. B.C.'s Skills for Jobs Blueprint has been designed to align training and education with in-demand jobs, helping British Columbians to seamlessly transition from high school through post-secondary and into the work force. Results for progressive credential programs and ACE IT programs are in the appendices. In some cases, comparisons are made with the results from previous years' apprenticeship surveys. In the body of the report, these comparisons use data from traditional apprenticeship students only. When the terms former students or former apprentices are used, they refer only to the former traditional apprenticeship students who responded to one of the Apprenticeship Student Outcomes Surveys. The report is organized into the following sections: (1) details about the former students who were surveyed and what they studied; (2) their in-school experiences; (3) their workplace training experiences; and (4) their subsequent labour force participation, employment, and occupations. [The BC Student Outcomes surveys are conducted with funding from the Ministry of Advanced Education and the participating British Columbia post-secondary institutions. Additional funding for the APPSO Survey is provided by the Industry Training Authority.]
2014 Baccalaureate Graduates Survey: Report of Findings. The Class of 2012 Two Years after Graduation
Author: BC Student Outcomes (Canada)
Date: 2016-01-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Bachelors Degrees,College Graduates,Graduate Surveys,Individual Characteristics,Educational Attitudes,Adult Education,Outcomes of Education,Education Work Relationship,Student Financial Aid

The Baccalaureate Graduates Survey (BGS) is part of BC Student Outcomes, which is an ongoing research program that gathers student outcomes information for B.C. public postsecondary institutions and the Province of British Columbia. Since 2000, the BGS has been tracking the outcomes of baccalaureate graduates, both two and five years post-graduation. The 2014 BGS is the 15th annual survey of former baccalaureate graduates. The survey is designed to gather information to meet the following objectives: (1) meet the demand for post-secondary accountability at the system level in B.C.; (2) gather timely and relevant data for use in program evaluation and planning processes at the institution level; and (3) ensure that new, continuing, and prospective students are provided with information they can use to help them make informed decisions about education. These objectives are met through a rigorous process of data collection, data management, and outcomes reporting. Outcomes data are collected from graduates through a mixed mode survey (telephone and web). This report presents a summary of the main findings from the 2014 survey of 2012 baccalaureate graduates. (In 2014, international students were eligible to participate in the survey for the first time.) The two-year-out BGS instrument employs a set of standardized questions. The core questionnaire areas are: (1) Education Evaluation and Skill Development; (2) Participation in Further Education Since Graduation; (3) Labour Market Participation; and (4) Education Financing and Debt. Responses from the survey inform prospective students, enable institutions to evaluate programs more effectively, and ensure post-secondary accountability. [The 2014 Baccalaureate Graduates Survey Report of Findings: The Class of 2012 Two Years After Graduation has been prepared by BC Stats for the BC Student Outcomes Research Forum. The BC Student Outcomes surveys are conducted with funding from the Ministry of Advanced Education, the Industry Training Authority, and the participating British Columbia post-secondary institutions. For the 2013 report, see ED590399.]
2015 Apprenticeship Student Outcomes Survey: Report of Findings
Author: BC Student Outcomes (Canada)
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Apprenticeships,Student Characteristics,Student Experience,Workplace Learning,Vocational Education,Employment,Outcomes of Education,Student Satisfaction,Educational Quality,Education Work Relationship

The 2015 Apprenticeship Student Outcomes (APPSO) Survey is the eleventh annual survey of former apprenticeship students. A total of 4,308 traditional apprentices who completed their apprenticeship training at a B.C. post-secondary institution between July 1, 2013 and June 30, 2014 were eligible for this survey.2 The survey was conducted by telephone and online from January to May 2015; there were 2,211 traditional apprenticeship respondents, making the response rate 51 percent. The respondents had completed apprenticeship programs from 37 post-secondary or training institutions (14 public and 23 private). This report presents a summary of the findings for the 2015 APPSO Survey. The results presented in the first section of the report are for respondents who took traditional apprenticeship training. Traditional apprenticeship programs are programs with multiple levels of in-school technical training taken during block release periods from work. These programs result in certification only upon completion of all levels of the program. In the second section, results for progressive credential programs are presented. [The 2015 Appenticeship Student Outcomes Survey: Report of Findings has been prepared by BC Stats for the BC Student Outcomes Research Forum. The BC Student Outcomes surveys are conducted with funding from the Ministry of Advanced Education and the participating British Columbia post-secondary institutions. Additional funding for the APPSO Survey is provided by the Industry Training Authority. For the report from the previous year, &quot;2014 Apprenticeship Student Outcomes Survey: Report of Findings,&quot; see ED590400.]
SEL Interventions in Early Childhood
Author: McClelland, Megan M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Intervention,Early Childhood Education,Best Practices,Social Development,Emotional Development,Skill Development,Models,Fidelity,Student Participation,Educational Strategies,Cost Effectiveness,Educational Practices

Young children who enter school without sufficient social and emotional learning (SEL) skills may have a hard time learning. Yet early childhood educators say they don't get enough training to effectively help children develop such skills. In this article, Megan McClelland, Shauna Tominey, Sara Schmitt, and Robert Duncan examine the theory and science behind early childhood SEL interventions. Reviewing evaluation results, they find that several interventions are promising, though we need to know more about how and why their results vary for different groups of children. Three strategies appear to make interventions more successful, the authors write. First, many effective SEL interventions include training or professional development for early childhood teachers; some also emphasize building teachers' own SEL skills. Second, effective interventions embed direct instruction and practice of targeted skills into daily activities, giving children repeated opportunities to practice SEL skills in different contexts; it's best if these activities grow more complex over time. Third, effective interventions engage children's families, so that kids have a chance to work on their SEL skills both at school and at home. Family components may include teaching adults how to help children build SEL skills or teaching adults themselves how to practice and model such skills. Are early childhood SEL interventions cost-effective? The short answer is that it's too soon to be sure. We won't know how the costs and benefits stack up without further research that follows participants into later childhood and adulthood. In this context, we particularly need to understand how the long-term benefits of shorter, less intensive, and less costly programs compare to the benefits of more intensive and costlier ones. [This article was published in &quot;Future of Children&quot; (EJ1145093).]
Automated Scoring of Students&apos; Small-Group Discussions to Assess Reading Ability
Author: Kosh, Audra E.
Date: 2018-00-00
Type: Reports - Research
Subjects: Computer Assisted Testing,Small Group Instruction,Group Discussion,Student Evaluation,Reading Ability,Elementary School Students,Feasibility Studies,Transcripts (Written Records),Content Analysis,Grade 4,Discourse Analysis,Predictor Variables,Multiple Choice Tests,Reading Comprehension,Reading Tests,Scores,Reading Fluency,Hierarchical Linear Modeling,Statistical Analysis

We explored the feasibility of using automated scoring to assess upper-elementary students' reading ability through analysis of transcripts of students' small-group discussions about texts. Participants included 35 fourth-grade students across two classrooms that engaged in a literacy intervention called Quality Talk. During the course of one school year, data were collected at ten time points for a total of 327 student-text encounters, with a different text discussed at each time point. To explore the possibility of automated scoring, we considered which quantitative discourse variables (e.g., variables to measure language sophistication and latent semantic analysis variables) were the strongest predictors of scores on a multiple-choice and constructed-response reading comprehension test. Convergent validity evidence was collected by comparing automatically-calculated quantitative discourse features to scores on a reading fluency test. After examining a variety of discourse features using multilevel modeling, results showed that measures of word rareness and word diversity were the most promising variables to use in automated scoring of students' discussions. [This paper was published in &quot;Educational Measurement: Issues and Practice&quot; v37 p20-34 2018 (EJ1183280).]
How Can Teachers Facilitate Productive Small-Group Talk?: An Integrated Taxonomy of Teacher Discourse Moves
Author: Wei, Liwei
Date: 2018-06-00
Type: Information Analyses
Subjects: Teacher Role,Facilitators (Individuals),Group Discussion,Taxonomy,Discourse Analysis,Small Group Instruction,Language Arts,Comprehension,Task Analysis,Coding,Scoring Rubrics,Classroom Communication

Small-group discussions in which teachers and students interact with text are common in language arts classrooms. As documented in the extant literature, teacher discourse moves affect how the discussion unfolds and the resulting quality of the talk. What is not present in the literature is a unified lexicon or taxonomy for defining and classifying the various kinds of discourse moves teachers routinely enact during small-group discussions to promote comprehension. As such, the purpose of the present review is to (a) synthesize research on teacher discourse moves across the various discussion approaches that aim to promote high-level comprehension; and (b) forward an integrated taxonomy of teacher discourse moves. The taxonomy was developed and iteratively refined through card sorting activities and used as a coding rubric for classroom discussions. This integrated taxonomy is a noteworthy advancement for practitioners to facilitate their classroom discussions and for researchers studying the effects of small-group discussions. [This paper was published in &quot;The Elementary School Journal&quot; v118 n4 p578-609 Jun 2018 (EJ1180334).]
The Effects of &quot;Positive Action&quot; on Preschoolers&apos; Social-Emotional Competence and Health Behaviors
Author: Schmitt, Sara A.
Date: 2018-01-00
Type: Reports - Research
Subjects: Preschool Children,Health Behavior,Social Development,Emotional Development,Low Income,At Risk Persons,Intervention,Teaching Methods,Preschool Education,Problem Solving,Teacher Evaluation,Health Promotion,Parent Attitudes

Children from low-income families are at greater risk for poor social-emotional development and physical health and may be in need of intervention. This study examined the extent to which the &quot;Positive Action&quot; (&quot;PA&quot;) preschool lessons improved low-income children's social-emotional competence and health behaviors. Mixed findings emerged with regard to whether the lessons facilitated growth in child outcomes. Results showed positive effects of &quot;PA&quot; on children's directly assessed social problem solving skills and their parent-rated social-emotional competence and health behaviors. Unexpectedly, program effects on teacher ratings of social-emotional competence were in the opposite direction. These findings provide preliminary evidence that &quot;PA&quot; may be effective in promoting positive social-emotional and health behavior outcomes for children, particularly when outcomes are assessed directly and by parents. [This paper was published in &quot;Early Childhood Education Journal&quot; v46 p141-151 2018 (EJ1165998).]
Quality Talk: Developing Students&apos; Discourse to Promote High-Level Comprehension
Author: Murphy, P. Karen
Date: 2018-10-01
Type: Reports - Research
Subjects: Reading Comprehension,Small Group Instruction,Group Discussion,Elementary School Students,Grade 4,Reading Instruction,Persuasive Discourse,Language Arts,Critical Thinking,Discourse Analysis,Predictor Variables

Students often struggle to comprehend complex text. In response, we conducted an initial, year-long study of Quality Talk, a teacher-facilitated, small-group discussion approach designed to enhance students' basic and high-level comprehension, in two 4th-grade classrooms. Specifically, teachers delivered instructional mini-lessons on discourse elements (e.g., questioning or argumentation) and conducted weekly text-based discussions in their language arts classes. Analysis of the videorecorded discussions showed decreases in teacher-initiated discourse elements indicating a release of responsibility to students, whereas students' discourse reflected increased critical-analytic thinking (e.g., elaborated explanations or exploratory talk). Importantly, statistically and practically significant increases were evidenced on written measures of students' basic and high-level comprehension, indicating the promise of small-group discourse as a way to foster individual student learning outcomes. [This paper was published in &quot;American Educational Research Journal&quot; v55 n5 p1113-1160 Oct 2018 (EJ1191768).]