ethanporcaro/eric-fulltext-meta huggingface dataset:
The Misnomers of Differentiating Instruction in Large Classes
Author: Turner, Windi D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Class Size,College Instruction,College Faculty,Teacher Attitudes,Large Group Instruction,Teacher Surveys,Qualitative Research,Statistical Analysis

With increasing class sizes of diverse students, instructional options for those who teach large classes in higher education are limited. While whole-class instruction is an integral part of many classrooms and often the instructional practice of choice, this teacher-centered strategy is less effective in promoting a greater level of growth and academic success with college students. This study examined instructors' understanding of differentiated instruction and their perceptions of the challenges to implement differentiation in large classes. Themes emerging from this study highlight the misnomers of differentiated instruction, further solidifying the need for adequate training and professional development on differentiation. Although a glimpse into the perceptions of one campus' faculty, the results contribute to the conflicting discourse on differentiated instruction in higher education.
Critical Issues in Designing and Implementing Temporal Analytics
Author: Chen, Bodong
Date: 2018-00-00
Type: Journal Articles
Subjects: Time Factors (Learning),Data Analysis,Learning,Experience,Learning Processes,Evaluation Research,Educational Research

The importance of temporality in learning has been long established, but it is only recently that serious attention has begun to be paid to the precise identification, measurement, and analysis of the temporal features of learning. From 2009 to 2016, a series of temporality workshops explored temporal concepts and data types, analysis methods for exploiting temporal data, techniques for visualizing temporal information, and practical considerations for the use of temporal analyses in particular contexts of learning. Following from these efforts, this two-part Special Section serves to consolidate research working to progress conceptual, technical and practical tools for temporal analyses of learning data. In addition, in this second and final editorial we aim to make four contributions to the ongoing dialouge around temporal learning analytics to help us move towards a clearer mapping of the research space. First, the editorial presents an overview of the five papers in Part 2 of the Special Section on Temporal Analyses, highlighting the dimensions of data types, learning constructs, analysis approaches, and potential impact. Second, it draws on the fluid relationship between 'analyzed time' and 'experienced time' to highlight the need for caution and criticality in the purposes temporal analyses are mobilized to serve. Third, it offers a guide for future work in this area by outlining important questions that all temporal analyses should intentionally address. Finally, it proposes next steps learning analytics researchers and practitioners can take collectively to advance work on the use of temporal analyses to support learning.
A Novel Method for the In-Depth Multimodal Analysis of Student Learning Trajectories in Intelligent Tutoring Systems
Author: Liu, Ran
Date: 2018-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Learning,Data Analysis,Student Development,Mixed Methods Research,Chemistry,Secondary School Science,High School Students,Data Processing,Longitudinal Studies

Temporal analyses are critical to understanding learning processes, yet understudied in education research. Data from different sources are often collected at different grain sizes, which are difficult to integrate. Making sense of data at many levels of analysis, including the most detailed levels, is highly time-consuming. In this paper, we describe a generalizable approach for more efficient yet rich sensemaking of temporal data during student use of intelligent tutoring systems. This multi-step approach involves using coarse-grain temporality--learning trajectories across knowledge components--to identify and further explore &quot;focal&quot; moments worthy of more fine-grain, context-rich analysis. We discuss the application of this approach to data collected from a classroom study in which students engaged in a Chemistry Virtual Lab tutoring system. We show that the application of this multi-step approach efficiently led to interpretable and actionable insights while making use of the richness of the available data. This method is generalizable to many types of datasets and can help handle large volumes of rich data at multiple levels of granularity. We argue that it can be a valuable approach to tackling some of the most prohibitive methodological challenges involved in temporal learning analytics.
A Sequence Data Model for Analyzing Temporal Patterns of Student Data
Author: Mahzoon, Mohammad Javad
Date: 2018-00-00
Type: Journal Articles
Subjects: Data Analysis,Learning,Models,Time,Student Experience,College Students,Computer Science Education,Introductory Courses,Prediction,At Risk Students

Data models built for analyzing student data often obfuscate temporal relationships for reasons of simplicity, or to aid in generalization. We present a model based on temporal relationships of heterogeneous data as the basis for building predictive models. We show how within- and between-semester temporal patterns can provide insight into the student experience. For example, in a within-semester model, the prediction of the final course grade can be based on weekly activities and submissions recorded in the LMS [learning management system]. In the between-semester model, the prediction of success or failure in a degree program can be based on sequence patterns of grades and activities across multiple semesters. The benefits of our sequence data model include temporal structure, segmentation, contextualization, and storytelling. To demonstrate these benefits, we have collected and analyzed 10 years of student data from the College of Computing at UNC [University of North Carolina] Charlotte in a between-semester sequence model, and used data in an introductory course in computer science to build a within-semester sequence model. Our results for the two sequence models show that analytics based on the sequence data model can achieve higher predictive accuracy than non-temporal models with the same data.
Statistically Modelling Effects of Dynamic Processes on Outcomes: An Example of Discourse Sequences and Group Solutions
Author: Chiu, Ming Ming
Date: 2018-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Models,Data Analysis,Regression (Statistics),Problem Solving,Group Activities,Group Dynamics,Speech Communication,Algebra,Learning Processes,Outcomes of Education,Comparative Analysis,Grade 9,High School Students,Hierarchical Linear Modeling

Learning analysts often consider whether learning processes across time are related (1) to one another or (2) to learning outcomes at higher levels. For example, are a group's temporal sequences of talk (e.g., correct evaluation [right arrow] correct, new idea) during its problem solving related to its group solution? I show how to address these issues with (1) a higher-level outcome regression and (2) a lower-level process regression, applying both to 3,234 turns of talk by 80 students working in 20 groups to solve an algebra problem. The easy-to-use, outcome-level analysis of group solution score has the following problems: multicollinearity, possibly low statistical power, cannot test for links among sequence components, and cannot model outcomes at multiple levels. The complex, process-level analysis for turns of talk overcomes these shortcomings with multilevel analysis, vector auto-regression, and outcome-level regression residuals. These results suggest a combined procedure. First, run an outcome-level analysis. If the results are significant, then the outcome-level results suffice. Otherwise, non-significant results might reflect multicollinearity, which then requires a process-level analysis. This procedure can help test a comprehensive model of how learning processes or their temporal sequences are related to learning outcomes at the turn-, time period-, individual-, group-, class-, and school-levels.
A Mixed-Methods Approach to Analyze Shared Epistemic Agency in Jigsaw Instruction at Multiple Scales of Temporality
Author: Oshima, Jun
Date: 2018-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Cooperative Learning,Network Analysis,Discourse Analysis,College Students,Epistemology,Group Behavior,Foreign Countries,Reading Comprehension,Time

The purpose of this study was to propose a mixed-methods approach to analyzing shared epistemic agency in jigsaw instruction from multiple temporal perspectives, and to evaluate its effectiveness by examining actual datasets. We employed a combination of socio-semantic network analysis (SSNA) and in-depth dialogical discourse analysis as a mixed-methods approach, and analyzed discourse transcripts by university students engaged in jigsaw instruction. First, we graphically depicted a quantitative measure of shared epistemic agency at the group level and identified pivotal points of discourse where students might engage in an epistemic action toward alleviating a lack of knowledge. Then, we conducted dialogical discourse analysis of the segments around the pivotal points to describe students' collaboration practices. SSNA represented the quantitative nature of shared epistemic agency with 60% accuracy and provided a new way to look at it as a distribution of pivotal points for alleviating a lack of knowledge across all processes of jigsaw group activities. The dialogical discourse analysis of the discourse segments identified by SSNA further described dialogical patterns in the shared epistemic agency and each student's contribution to them.
Timing Matters: Approaches for Measuring and Visualizing Behaviours of Timing and Spacing of Work in Self-Paced Online Teacher Professional Development Courses
Author: Fiel, Jeremy
Date: 2018-00-00
Type: Journal Articles
Subjects: Pacing,Individualized Instruction,Online Courses,Faculty Development,Middle School Teachers,Time Factors (Learning),Inservice Teacher Education,Student Behavior,Self Efficacy,Measurement Techniques,Visual Aids,Statistical Analysis,Social Studies

One feature of self-paced online courses is greater learner control over the timing of their work in a course. However, the greater timing flexibility that learners enjoy in such environments may play a different role in the learning process than has been previously observed in formal online or face-to-face courses. As such, the study of work timing merits further investigation. Toward this goal, this study forwards two measures that represent the timing of coursework: (1) the timing index, or the degree to which a participant completes 50% of their work, and (2) the spacing count, the frequency of work performed across the course timeframe. In this study, the authors demonstrate the use of these measures from a data set of 42 U.S. middle-school teachers who participated in a self-paced, online professional development course to support teacher implementation of a new blended-learning curriculum. Using the two measures, the authors identify timing behaviours of participants and examine the effects that timing has on teacher self-efficacy after completing the course. The two measures and visualizations demonstrated in this paper yield useful individual-level variables for course timing that can be used for further study on the effects on learning outcomes.
Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes
Author: Garbacz, S. Andrew
Date: 2018-05-00
Type: Journal Articles
Subjects: Parent Participation,Middle School Students,Longitudinal Studies,Gender Differences,Ethnicity,Grade 6,Prediction,Peer Groups,Parenting Styles,Correlation,Adolescent Development,Grade 7,Grade 8,Student Attitudes,Statistical Analysis,Peer Relationship

The present study examined influences of sixth-grade student-reported parent educational involvement on early adolescent peer group affiliations at seventh and eighth grade. In addition, student gender and ethnicity were explored as possible moderators. Drawn from a large effectiveness trial, participants in this study were 5,802 early adolescents across 20 middle schools in the northwest region of the United States. Findings suggested that specifically parent's educational involvement in sixth grade predicted increases in positive peer affiliation, when controlling for a general score of parent monitoring practices. The relation between parent educational involvement and peer affiliation varied by student ethnicity but not by gender. Findings suggest the social benefits of parent's engagement with the school context on early adolescent development.
Dual Language Program Meets Integrated Collaborative Teaching
Author: Hatheway, Bethany
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Bilingual Education Programs,English Language Learners,Special Education,Inclusion,Special Needs Students,Teaching Methods,Cultural Differences,Special Education Teachers,Program Implementation,Interviews,Teacher Attitudes,Administrator Attitudes,Principals,Early Childhood Education,Periodicals,Educational Research,Educational Strategies,Preschool Teachers

This article proposes combining dual language programs with integrated collaborative teaching classrooms since both English language learners and special education students use many of the same teaching strategies and because there is a growing culturally and linguistically diverse population and shortage of bilingual special educators. Literature from peer reviewed journals and early childhood education publications support the idea with data from successful dual language programs. In addition, interviews conducted with teachers and principals in current dual language programs (DLP) and integrated collaborative teaching (ICT) classrooms give practical ideas and strategies for running such programs. We also explore how such a program can be implemented and question what changes and recommendations should be made.
Integrating Content and Academic Language Using Balanced Literacy Structures: A Framework for Instruction of Emergent Bilinguals
Author: Velasco, Patricia
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Case Studies,Content Area Reading,Content Area Writing,Bilingualism,Academic Discourse,Second Language Learning,Second Language Instruction,Guidelines,Grade 3,Elementary School Teachers,English (Second Language),Comparative Analysis,Vocabulary Skills,Transitional Programs,Bilingual Education,Elementary School Students,Educational Research,Qualitative Research,Observation

Teachers working with emergent bilinguals face difficult dilemmas. Students who do not receive rigorous content instruction fail to acquire academic language. However, if students do not understand the content or cannot participate in content lessons, they cannot be expected to learn the academic information and the language associated with it. Confronting this challenge requires a sound knowledge of the multiple factors that play a role in developing academic language and its dependency on content area texts. Most importantly, this understanding has to be accompanied by instructional strategies that allow students to gain steady control over academic discourse. In this article, I seek to clarify the nature of academic language and describe different pedagogical approaches used to teach academic discourse to emergent bilinguals. Its focus though, is to introduce a description of how three Balanced Literacy (BL) structures: Interactive Read Aloud, Shared Reading, and Shared Writing can provide a framework where academic content and language are taught simultaneously. Using case study methodology, I document how a third grade teacher these structures in order to create a cycle of exposure, analysis, and implementation in content classes.
Moral Reasoning Stages of Secondary School Head Teachers of Pakistan
Author: Farooq, Umar
Date: 2018-00-00
Type: Journal Articles
Subjects: Moral Values,Administrator Attitudes,Foreign Countries,Secondary School Teachers,Rural Urban Differences,Moral Development,Geographic Regions,Statistical Analysis,Interviews,Value Judgment

The study was designed to investigate the moral reasoning stages of secondary school head teachers of Pakistan. Objectives of the study were (1) to investigate the stages of moral reasoning among secondary school head teachers in the light of Kohlberg's theory of moral development, (2) to find out the differences in moral reasoning of secondary school head teachers of Punjab and Khyber Pukhtoonkhwa provinces, (3) to determine the differences in moral reasoning of secondary school head teachers of rural and urban areas.
Changes in Teachers&apos; Work and Professionalism in England: Impressions from the &quot;Shop Floor&quot;
Author: Buyruk, Halil
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Teaching Experience,Professionalism,Professional Autonomy,Qualitative Research,Teacher Attitudes,Personal Narratives,Participative Decision Making,Coding,Data Analysis,Phenomenology,Semi Structured Interviews

Teachers' work together with the education systems has experienced many changes in most of the western countries since 1980s. England has played a leading role in the application of educational reforms which has been accelerated in recent years. This article aims to analyse the changes in teachers' work and professionalism in England based on teachers' professional experiences. For this aim, firstly, it focuses on the main debates on teacher professionalism followed by an analysis of the educational reforms of English education system that have impacts on teachers' work directly. Then, it presents findings from a qualitative research based on the narratives of sixteen teachers to explore their roles in decision-making process and professional experiences by focusing on the inside of the school. Despite the discourse that there is an increasing professional autonomy of teachers with the local management of schools, the increasing control mechanisms based on standardized testing, national curriculum and inspections are eliminating their voices in decision-making processes. However, they sometimes experience these processes in different ways in different schools and this is important to understand the agencies of teachers in particular contexts.
Talking about Language in Pre-School: The Use of Video-Stimulated Recall with Emergent Bilingual Children
Author: Morales, P. Zitlali
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Children,Video Technology,Recall (Psychology),English (Second Language),Second Language Learning,Second Language Instruction,Language Usage,Multilingualism,Bilingualism,Preschool Education,Semiotics,Spanish,Metalinguistics,Audience Awareness,Bilingual Education,Teaching Methods,Catholic Schools,Qualitative Research,Teacher Student Relationship,Code Switching (Language),Observation

After first discussing the ideologies (standard and monolingual) implicit in language education in the United States, we argue for a necessary ideological shift in the way multiple languages and other forms of semiotic communication are understood, used, and supported in preschool for emergent bilinguals. We present examples from a preschool study in Illinois where emergent bilingual children in two classrooms used video-stimulated accounts to make sense of their actions. Students used multiple semiotic resources--including English, Spanish, and embodiment--to collaborate with others and represent their ideas. Our findings include evidence of language awareness and awareness of audience in choosing the language of interaction. We argue that very often, preschool teachers are not taught to support or encourage students' use of languages other than English, even in classrooms designated as bilingual. Implications are discussed for universal preschool with growing numbers of students with multilingual abilities.
Reliability and Validity of the Instrument Measuring Values in Mathematics Classrooms
Author: Tapsir, Ruzela
Date: 2018-00-00
Type: Journal Articles
Subjects: Test Reliability,Measurement Techniques,Mathematics Instruction,Item Analysis,Correlation,Mathematics Curriculum,Factor Analysis,Values,Measures (Individuals),Questionnaires,Construct Validity,Mathematics Teachers,College Faculty,Foreign Countries,Statistical Analysis

Values in mathematics classroom is not commonly discussed, researched, implemented, and measured although value is a significant affective aspect of mathematics learning. In this article, it is proposed that an instrument is developed to measure the said values which will benefit the teaching and learning mathematics. Discussion will focus on the reliability and validity of the subconstructs and the instrument. The instrument consisted of 36 items with three sub-constructs, namely the general education values, mathematics education values, and mathematics values. Each of the sub-construct is represented by several dimensions. Data was collected from 325 lecturers of 17 matriculation colleges in the country. Descriptive statistics, reliability statistics for the construct, sub-constructs, and dimensionsand item analysis comprising of inter-item correlation, item-total correlation, and Cronbach's alpha value when item was deleted were demonstrated. The proposed framework theoretical structure was checked for uni-dimensionality using Principal Analysis Residuals and several fit indices using Confirmatory Factor analysis. The Cronbach Alpha values for the construct, three sub-constructs, and nine dimensions were found to be reasonably high. Results from the higher order Confirmatory Factor Analysis indicated that the structure of the general education values and mathematics values did not portray an acceptable goodness of fit. Only the values in mathematics education were found to have acceptable goodness fit values. Item analysis indicated thatitems have good correlation with other items and acceptable item-total correlation amongst items within the sub-construct, construct, and the nine dimensions. Principal Analysis of Residuals results indicated that there is a possibility of the mathematics education and mathematics values to be uni-dimensional. The instrument may provide more knowledge on values development in mathematics classrooms. However, in depth research focusing on the dimensions and value indicators was advisable besides executing the study on a larger sample in order to gain more information on the reliability and validity of the instrument.