ethanporcaro/eric-fulltext-meta huggingface dataset:
A Smartphone Game to Promote Self-Learning in Chemistry
Author: Saksrisathaporn, Krittiya
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Educational Games,Game Based Learning,Independent Study,Chemistry,Scientific Concepts,Science Instruction,High School Students,Foreign Countries,Instructional Effectiveness,Retention (Psychology),Instructional Design

In Thailand, for most students in high school, remembering the periodic table is an important part of learning chemistry and to pass a university entrance examination in their scientific program. As many students live in the bigger city areas in Thailand, most of them encounter the same problems such as limitations on lesson time, and their involvement in a wide range of high school and extra-curricular activities which reduces the student's study time. Self-learning is one method that has been proven to be effective, convenient, and fast. Presently, there are few effective resources for students to enjoy self-learning. Game-based learning is one of the approaches that has been suggested, but most of them are too difficult to learn how to play, not attractive and not challenging. In this study, a smartphone-based learning game was designed and developed with better level design, including color emotional theory, and quality graphic design to provide a better user experience. The game consists of three stages, and at each stage, a mini-puzzle game is presented which plays a different style with different goals to be achieved. The first stage of the game is to remember the names and symbols of elements. The second stage is to remember the group and period, while the third stage allows students to apply elements to form chemical compounds. The results from an evaluation showed that 96% of 102 students, enjoyed playing the game, 87% said the game was challenging, and 94% remembered at least 3 elements more than before playing. The satisfaction questionnaire demonstrated the benefits of the game-based learning system on self-learning in chemistry. [For the complete proceedings, see ED608557.]
Automatic Assessment to Enhance Online Dictionaries Consultation Skills
Author: Marello, Carla
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Dictionaries,Electronic Publishing,Online Searching,Lexicography,Metalinguistics,Electronic Learning,Language Skills,Italian,Computer Assisted Testing,Secondary School Students,Foreign Countries,Design

We live in a digital world and our students are surrounded by technologies: it is essential that they learn how to use the digital tools available for education purposes. As for language teaching, among the most recent technologies we can find online dictionaries. They could play a key role to foster language competences, and yet they are not very popular in schools. In order to increase the use of online dictionaries among students, the University of Turin has promoted the nation-wide project 'Esplorare (con) i Dizionari Digitali'. This project makes the most of a Learning Management System (https://esploradizionari.i-learn.unito.it/) that allowed the creation of a student-centered environment. The integration of the platform with an Automatic Assessment System allowed the design and creation of tests to be carried out through the consultation of online dictionaries. In this paper, we analyze the answers given by almost 600 students in 5 different tests on different languages, and we try to understand whether the methodologies and technologies adopted have been influential in making students &quot;meta-linguistic aware&quot; and researchers &quot;meta-design aware&quot;. The results obtained show in a statistically significant way that the students who made a larger use of online dictionaries performed better in the tests. [For the complete proceedings, see ED608557.]
Interaction Effects of Teachers&apos; Educational Policy and Students&apos; Learning Goal Orientation on Students&apos; Learning-as-Duty Conception
Author: Yokoyama, Mai
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Policy,Interaction,Goal Orientation,Undergraduate Students,College Faculty,Foreign Countries,Student Behavior,Correlation,Student Responsibility,Expectation,Cooperative Learning

In order to clarify the effects of teachers' Educational Policy on students' Learning-as-duty Conception, we examined the effects of interaction between teachers' Educational Policy and students' Learning Goal Orientation on Learning-as-duty Conception of the students. A questionnaire survey was conducted with 50 teachers and 189 undergraduate students at a Japanese public university. The interaction between teachers' Educational Policy and students' Learning Goal Orientation showed a significant or a marginally significant for students' Learning-as-duty Conception in five of twelve cases. The findings suggested that the relationship between teachers' Educational Policy and students' Learning-as-duty Conception may change depending on the level of students' Learning Goal Orientation. [For the complete proceedings, see ED608557.]
Teacher Labour Market in Wales: Annual Report 2020
Author: Ghosh, Anusha
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Labor Market,Teacher Supply and Demand,Secondary School Teachers,Elementary School Teachers,Teacher Shortage,Disadvantaged,Teacher Recruitment,Intellectual Disciplines,Mathematics Instruction,Science Instruction,Second Language Instruction,Regional Characteristics,Differences

The recruitment, development and retention of teachers and school leaders is a crucial underpinning for a successful education system. Ensuring there are sufficient numbers of high-quality teachers employed in schools is necessary for the school system to deliver a high-quality education for all children and young people, particularly as the Curriculum for Wales is being introduced. This National Foundation for Educational Research's (NFER's) first annual Teacher Labour Market in Wales report aims to analyse the state of the Welsh teacher labour market by measuring the key indicators and trends of teacher recruitment and retention. This is the first of three annual reports funded by the Nuffield Foundation, which will track changes over time. This report analyses Welsh Government school census data on teacher recruitment and retention to assess the current state of the teacher labour market. This analysis shows that the Welsh school system faces a substantial and growing challenge of ensuring there are sufficient numbers of teachers. The recruitment and retention challenge is most acute in secondary schools, in shortage subjects (such as Welsh, maths, science and modern foreign languages), in Welsh medium schools and in schools in areas with high levels of disadvantage.
Determination of Metaphoric Perceptions of German Teacher Candidates in the Turkey towards German Reading and Writing Skills
Author: Karaman, Fatma
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Processes,Figurative Language,Second Language Learning,Second Language Instruction,German,Vocabulary Development,Preservice Teachers,Student Attitudes,Language Teachers,Phenomenology,Reading Skills,Writing Skills,Content Analysis,Language Processing,Teacher Education Programs,Foreign Countries,Language Usage

The first stage in the learning process is the perception of the learning input by the student. This perception, which develops due to many factors in the learning process, has also great importance in skill acquisition. Therefore, the perception of basic language skills by the students, determining how the students make sense of the skills may contribute to foreign language teaching. In this context, the aim of this study is to determine the perceptions of prospective German teachers about reading and writing skills that enable the use of language. Phenomenology pattern was used in the study. The research data were collected through a form prepared by the researcher. The form contains two sentences that should be completed in order to determine the metaphoric perceptions and reasons of the candidates. The data obtained were evaluated by content analysis. Each skill was analyzed separately. In the study, under 58 metaphors related to reading skills, ten categories were developed: &quot;development, vocabulary learning, opening to different worlds, giving pleasure, being difficult to understand, removing from context, working the brain, requiring continuity, developing pronunciation, being important&quot;. Eleven categories have been developed under 61 metaphors for writing skills. &quot;being difficult, giving importance to grammar, giving pleasure as you succeed, creativity, freedom, creating integrity, requiring a lot of labor, being the most important, being the easiest way to express thoughts, being permanent, new things learning&quot;.
Teacher Labour Market in England: Annual Report 2020
Author: Worth, Jack
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Labor Market,Teacher Supply and Demand,Teacher Recruitment,Teacher Persistence,Educational Trends,Teaching Conditions,Elementary School Teachers,Secondary School Teachers,Beginning Teachers,Faculty Workload,Teacher Salaries,Job Satisfaction,Part Time Faculty

The recruitment, development and retention of teachers and school leaders is a crucial underpinning for a successful education system. However, England's school system faces a substantial and growing challenge of ensuring there are sufficient numbers of high-quality teachers employed in schools. Meeting this supply challenge is necessary for the school system to deliver a high-quality education for all children and young people. In January 2019, the Department for Education (DfE) published its teacher recruitment and retention strategy. The strategy outlines the key policy areas the Department intends to focus reform and investment on. The aim of the strategy is to ensure that careers in teaching are attractive, sustainable and rewarding, and thereby improve teacher recruitment and retention. The National Foundation for Educational Research's (NFER's) annual Teacher Labour Market report aims to monitor the progress the school system is making towards meeting the teacher supply challenge by measuring the key indicators and trends of teacher supply and working conditions. It analyses DfE census data on teacher recruitment and retention to assess the current state of the teacher labour market. It also presents new analysis of the latest data on teachers' working conditions, and how they compare to similar individuals in other professions, from the Labour Force Survey (LFS) and UK Household Longitudinal Study (UKHLS).
Generalizing in the Context of an Early Algebra Intervention (&quot;La generalización en el contexto de una intervención algebraica temprana&quot;)
Author: Strachota, Susanne
Date: 2020-00-00
Type: Journal Articles
Subjects: Generalization,Early Intervention,Algebra,Video Technology,Observation,Elementary School Mathematics,Elementary School Students,Grade 3,Mathematics Activities,Mathematics Instruction,Instructional Design

This study aims to understand the instructional interactions that foster students' generalizing. By analysing video-recorded lessons from 13 different Grade 3 classrooms in which an early algebra intervention was implemented, activities related to generalizing and students' generalizing activities were identified, and the nature of the relationships between these activities were explored. Namely, I consider the activities that potentially encourage students' generalizing and the generalizing that students themselves do, and describe ways in which these activities interact. The findings have both practical and theoretical implications; in the former case, they provide insight into the design of instruction to foster generalizing, and in the latter case, they contribute to an ongoing conversation about students' mathematics learning. [Translated from English by Silvia Montero.]
Analysis of Arabic Cultural Aspects in Three Main Arabic Textbooks
Author: Boubaya, Radhouane
Date: 2020-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Semitic Languages,Textbooks,Content Analysis,Cultural Awareness,Teaching Methods,Second Language Learning,Second Language Instruction,Arabs,Religious Factors,Life Style,Leisure Time,Literature

There is no doubt that culture represents a vital component of the foreign language curriculum. Over the past decades, foreign language textbooks, as a key element in the teaching and learning process, covered culture differently qualitatively and quantitatively, and the Arabic textbooks are no exception. This study aims to evaluate the presence of Arab culture in three main Arabic textbooks widely used in western institutions. The researcher applied a content analysis methodology to extract and examine the cultural aspects incorporated into these textbooks. The findings show a strong emphasis on the geographical, religious, and literary aspects and less focus on the societal and economic aspects and those related to the Arabs' daily lifestyle and leisure. The results could be used to decide which textbooks are more suitable for a specific curriculum and to help improve future educational material's content.
Plagiarism: A Guide for K-12 Online Learners
Author: Lesisko, Lee J.
Date: 2018-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Plagiarism,Online Courses,Probability,Distance Education,Cheating,Technology Uses in Education,Educational Technology,Student Attitudes,Parent Attitudes,Ethics

This study provides K-12 students, as well as parents/guardians, with an understanding of the concept of plagiarism in an online academic environment. The authors begin with real world scenarios that allow the reader to understand the setting and context of the problem. The impact of plagiarism is explored through a cost benefit analysis from each stakeholder's point of view utilizing power, probability of importance, and probability of occurrence. The authors attempt to explain how plagiarism affects three major stakeholders: school system/educator, student/parent and author/publisher. Finally, the authors answer the scenario questions to provide insight into the concept of plagiarism and how it could have been avoided.
Schools&apos; Responses to COVID-19: Technical Report on the Wave 1 Survey
Author: Rutt, Simon
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Job Satisfaction,Elementary Secondary Education,Principals,Work Environment,Foreign Countries,Teacher Attitudes,Administrator Attitudes,Assistant Principals,School Closing,Online Courses,Distance Education,At Risk Students,School Schedules,Student Participation,Disadvantaged Youth,Geographic Regions,Institutional Characteristics,Government Role,Faculty Workload

On May 10th, 2020 the Prime Minister announced a phased return of some children to school in England from June 1st. Schools had been closed to all but vulnerable and keyworker children since March 20th, meaning that most children have been educated at home for a period of 10 weeks, and some year groups are not expected to return to school until autumn. The National Foundation for Educational Research (NFER) conducted a national survey of 1,233 senior leaders and 1,821 teachers in publicly funded, mainstream primary and secondary schools in England. This report contains information on sampling and analysis. It is part of a larger research project focusing on schools' responses to COVID-19. [For a related summary report, see &quot;Schools' Responses to COVID-19: Key Findings from the Wave 1 Survey&quot; (ED608586).]
National Reference Test Results Digest, 2020
Author: Burge, Bethan
Date: 2020-08-00
Type: Reports - Research
Subjects: Foreign Countries,National Competency Tests,Language Tests,English,Mathematics Tests,Secondary School Students,Scores,Academic Achievement

Since its introduction in 2017, National Foundation for Educational Research (NFER) has been contracted by Ofqual to develop, deliver and analyse the results of the National Reference Test (NRT) in English and maths. The NRT is administered annually and shows if student performance in English and maths at GCSE level has changed from year-to-year. The NRT results are based on analysis of data from a nationally representative sample of the secondary school population. This year, around 13,000 Year 11 students from over 300 schools took part in the NRT between 24 February and 6 March. The administration was completed before the summer examination series for national qualifications was cancelled. The Results Digest provides summarised information of the key performance outcomes for 2020 and analysis on the changes from the baseline standards established in 2017. Furthermore, it includes data on the achievement of the samples, their representativeness and the overall performance of those taking part. [For the 2019 report, see ED608783.]
Counselors&apos; Role in a Changing, Diverse Society. Revised
Author: Merrill-Washington, Victoria
Date: 2020-08-06
Type: Reports - Descriptive
Subjects: Counselor Role,School Counselors,Student Diversity,Multicultural Education,Elementary School Students,Middle School Students,Junior High School Students,Counselor Client Relationship,Counseling Techniques,Guidelines,Professional Development

School Counselors' roles have changed with the challenges of today's population. School counselors are support staff with high student-to-counselor ratios. School counselors need to be aware of the demographics of the changing student populations and resources in order to provide multicultural guidance and obtain needed skills. This discussion includes revised research, familiarity with the demographics of the changing student populations, and resources to provide multicultural guidance and obtain needed skills. [For the original version, see ED498819.]
Forum Guide to Exit Codes. NFES 2020-132
Author: National Forum on Education Statistics (ED)
Date: 2020-09-00
Type: Guides - Non-Classroom
Subjects: Coding,Taxonomy,Best Practices,State Departments of Education,School Districts,Transfer Students,Dropouts,High School Graduates,Reentry Students,Enrollment,Public Schools,Student Mobility,Elementary Secondary Education

The &quot;Forum Guide to Exit Codes&quot; provides an updated taxonomy for exit codes, information on best practices related to exit coding, and case studies that highlight different education agencies' approaches to and experiences with exit coding. In 2006, the Forum addressed the need for a voluntary, common format for tracking data about when students transferred, completed high school, dropped out, or otherwise exited an education agency with the publication of &quot;Accounting for Every Student: A Taxonomy for Standard Student Exit Codes.&quot; This new publication updates information originally published in the 2006 document. This resource is intended for education agency leaders and staff who collect and use data on student enrollment and exit status to accurately account for all students. This resource includes the following chapters and appendices: (1) Introduction to Exit Codes; (2) The Exit Codes Taxonomy; (3) Best Practices in Exit Coding; (4) Case Studies; and (5) Characteristics of Sound Exit Code Taxonomies. [For &quot;Accounting for Every Student: A Taxonomy for Standard Student Exit Codes. NFES 2006-804,&quot; see ED493174.]
Forum Guide to Data Governance. NFES 2020-083
Author: National Forum on Education Statistics (ED)
Date: 2020-06-00
Type: Guides - Non-Classroom
Subjects: Data,Governance,Information Security,Privacy,Access to Information,Information Management,Data Collection,Information Needs,Change,State Departments of Education,School Districts,Information Systems,Program Development,Program Implementation

The &quot;Forum Guide to Data Governance&quot; highlights how data governance programs benefit education agencies and provide timely and useful best practices, examples, and resources for agencies implementing or updating their data governance programs. This resource is intended to address the needs of federal, state, and local agencies related to: (1) the management, collection, use, and communication of education data; (2) the development of effective and clearly defined data systems and policies to handle the complexity and necessary protection of data; and (3) the continuous monitoring and decisionmaking necessary in a regularly shifting data landscape. This resource includes the following chapters and appendices: (1) Chapter 1 explains the purpose of the document and provides foundational information about data governance; (2) Chapter 2 discusses the practices, data structures, and essential elements needed in an effective data governance program; (3) Chapter 3 discusses how data governance programs can be designed to meet privacy and security requirements while also meeting the need for data accessibility and sharing; (4) Chapter 4 discusses how agencies recognize and respond to changing data governance needs; (5) Chapter 5 provides case studies from states and districts that highlight the challenges, successes, and lessons learned by these education agencies in their data governance efforts; and (6) Additional resources include a glossary of essential terms, information from state education agencies (SEAs), related resources, and a list of relevant Forum guides.
Effectiveness Evaluation of the Positive Family Support Intervention: A Three-Tiered Public Health Delivery Model for Middle Schools
Author: Smolkowski, Keith
Date: 2017-00-00
Type: Reports - Research
Subjects: Program Effectiveness,Intervention,Middle School Students,Middle School Teachers,Parents,Family Programs,Mathematics Achievement,Reading Achievement,Attendance,At Risk Students,Behavior Problems,Program Implementation,Barriers,Evidence Based Practice,Student Behavior,Behavior Modification,Positive Behavior Supports,Parent Education,Social Development,Emotional Development,Grade 6

This article presents the results of an evaluation of Positive Family Support, an ecological family intervention and treatment approach to parent supports and family management training developed from a history of basic and translational research. This effectiveness trial, with 41 public middle schools randomly assigned to intervention or control, examined student-, teacher-, and parent-reported outcomes, as well as math and reading scores and school attendance. Multilevel analyses suggested that for students at risk for behavior problems, immediate-intervention schools outperformed control schools on parent-reported negative school contacts for students at risk for behavior problems. Implementation, however, was hampered by several challenges, including school funding cuts, lack of staff time to provide parenting supports, and staff turnover. Given that preventive interventions are generally cost effective, it is critical that researchers continue their efforts to refine these interventions and find ways to support schools' implementation of evidence-based programs that can reduce problem behavior. This article is part of a special issue &quot;Parental Engagement in School-Based Interventions&quot;. [This is the in press version of an article published in &quot;Journal of School Psychology&quot; (ISSN 0022-4405).]