ethanporcaro/eric-fulltext-meta huggingface dataset:
Validating Game-Based Measures of Implicit Science Learning
Author: Rowe, Elizabeth
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Incidental Learning,Educational Games,Scientific Concepts,Optics,High School Students,Student Evaluation,Pretests Posttests,Validity,Student Behavior,Interaction,Networks,Classification,Error Patterns

Building on prior work visualizing player behavior using interaction networks [1], we examined whether measures of implicit science learning collected during gameplay were significantly related to changes in external pre-post assessments of the same constructs. As part of a national implementation study, we collected data from 329 high school students playing an optics puzzle game, &quot;Quantum Spectre,&quot; and modeled their gameplay as an interaction network, examining errors hypothesized to be related to a lack of implicit understanding of the science concepts embedded in the game. Hierarchical linear modeling (HLM) showed a negative relationship between the science errors identified during gameplay and implicit science learning. These results suggest &quot;Quantum Spectre&quot; gameplay behaviors are valid assessments of implicit science learning. Implications for how gameplay data might inform classroom teaching in-game scaffolding is discussed. [For the full proceedings, see ED592609.]
Semi-Automatic Detection of Teacher Questions from Human-Transcripts of Audio in Live Classrooms
Author: Blanchard, Nathaniel
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Transcripts (Written Records),Nonprint Media,Automation,Classroom Communication,Middle School Teachers,Speech,Artificial Intelligence,Pattern Recognition

We investigate automatic detection of teacher questions from automatically segmented human-transcripts of teacher audio recordings collected in live classrooms. Using a dataset of audio recordings from 11 teachers across 37 class sessions, we automatically segment teacher speech into individual teacher utterances and code each as containing a teacher question or not. We trained supervised machine learning models to detect questions using high-level natural language features extracted from human transcriptions of a random subset of 1,000 segmented utterances. The models were trained and validated independently of the teacher to ensure generalization to new teachers. We are able to detect questions with a weighted F[subscript 1] score of 0.66, suggesting the feasibility of question detection on automatically segmented audio from noisy classrooms. We discuss the possibility of using automatic speech recognition to replace the human transcripts with an eye towards providing automatic feedback to teachers. [For the full proceedings, see ED592609.]
Web as a Textbook: Curating Targeted Learning Paths through the Heterogeneous Learning Resources on the Web
Author: Labutov, Igor
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Resources,Internet,Sequential Learning,Classification,Concept Teaching,Navigation (Information Systems),Automation

A growing subset of the web today is aimed at &quot;teaching&quot; and &quot;explaining&quot; technical concepts with varying degrees of detail and to a broad range of target audiences. Content such as tutorials, blog articles and lecture notes is becoming more prevalent in many technical disciplines and provides up-to-date technical coverage with widely different levels of prerequisite assumptions on the part of the reader. We propose a task of organizing heterogeneous educational resources on the web into a structure akin to a textbook or a course, allowing the learner to navigate a sequence of web-pages that take them from point A (their prior knowledge) to point B (material they want to learn). We approach this task by 1) performing a shallow term-level classification of what concepts are &quot;explained&quot; and &quot;assumed&quot; in any given text, and 2) using this representation to connect web resources that explain concepts to those web resources where the same concepts are assumed. The main contributions of this paper are 1) a supervised classification approach to identifying explained and assumed terms in a document and 2) an algorithm for finding optimal paths through the web resources given the constraints of the user's goal and prior knowledge. [For the full proceedings, see ED592609.]
Exploring Opportunities to Strengthen Education Research While Protecting Student Privacy. Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fifteenth Congress, First Session (June 28, 2017). Serial Number 115-21
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2018-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Privacy,Educational Research,Information Security,Educational Legislation,Parent Rights,Student Records,Federal Aid,Federal State Relationship,Public Agencies,Access to Information,Elementary Secondary Education,Higher Education

This document records testimony from a hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education that was held to discuss exploring opportunities to strengthen education research while protecting student privacy. Member statements were presented by: (1) Honorable Jared Polis, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Todd Rokita, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education. Witness statements were presented by: (1) Dr. Nathaniel Schwartz, Chief, Research and Strategy Officer, Tennessee Department of Education; (2) Ms. Rachael Stickland, Co-Founder and Co-Chair, Parent Coalition for Student Privacy; (3) Dr. Grover J. Whitehurst, Senior Fellow in Economic Studies, Center on Children and Families, the Brookings Institution; and (4) Dr. Diane Whitmore Schanzenbach, Director, The Hamilton Project, The Brookings Institution. Additional submissions were presented by: (1) Mr. Polis: Letter dated May 8, 2014, from the U.S. Department of Justice; and Information on the Rights of All Children to Enroll in School: Questions and Answers for States, School Districts and Parents; (2) Chairman Rokita: Letter dated June 27, 2017, from the Electronic Privacy Information Center; (3) Ms. Stickland: Prepared statement; (4) Questions submitted for the record by: Roe, Honorable David P., a Representative in Congress from the State of Tennessee; and (5) Responses to questions submitted for the record to: Dr. Schanzenbach, Dr. Schwartz, and Dr. Whitehurst.
A Year in Region XI Head Start: Children&apos;s Growth and Development from the American Indian and Alaska Native Family and Child Experiences Survey 2015 (AI/AN FACES 2015). OPRE Report 2018-72
Author: Bernstein, Sara
Date: 2018-00-00
Type: Reports - Research
Subjects: American Indians,Alaska Natives,Child Development,Program Effectiveness,At Risk Students,American Indian Students,Early Intervention,Preschool Education,Student Characteristics,Minority Group Students,English Language Learners,Language Skills,Literacy,Mathematics Skills,Interpersonal Competence,Behavior Problems,Executive Function,Physical Health

Using data from the American Indian and Alaska Native Head Start Family and Child Experiences Survey (AI/AN FACES 2015), this brief describes the developmental progress of Region XI Head Start children as they complete a program year. AI/AN FACES 2015 is the first national study of Region XI Head Start children, families, and programs. Since 1997, the Head Start Family and Child Experiences Survey (FACES) has been a regular source of nationally representative data on Head Start programs, centers, classrooms, children, and families. Until the 2015-2016 program year, however, FACES had not been conducted in Region XI AI/AN Head Start programs. This was due in part to the time and resources required to engage in the intensive community-based planning and implementation process needed to successfully carry out the study in partnership with Region XI Head Start programs and communities. Head Start programs, researchers, and federal staff all identified the lack of data on Region XI Head Start children and their programs as a critical information gap. The brief provides the first national picture of Region XI children over the course of a Head Start program year and addresses the following research questions: (1) What are the knowledge, skills, and physical health of Region XI Head Start children in the spring of the program year?; and (2) How do these compare to the fall of the program year? [Co-written with the AI/AN FACES 2015 Workgroup.]
Reading Problems of Secondary School Students in English Language
Author: Mahana, Pallavi
Date: 2019-02-14
Type: Reports - Research
Subjects: English (Second Language),Reading Difficulties,Secondary School Students,Developmental Stages,Reading Ability,Second Language Learning,Foreign Countries,Reading Skills

English is accepted as a universal language across the world. Its popularity is increasing drastically almost in all sectors. People speak this language, to unify themselves in this diverse world. Overall, the aim of teaching English, as a second language is to encourage the learners to sharpen the skills of communication, for both academic and professional purposes and to make communication easy for them. Subsequently the learners must have the command over language. But do the students learn English appropriately at elementary and secondary stage? Generally, students lack appropriate reading strategies in English at secondary stage. As secondary school education is a crucial stage of transition of career for students, the investigators tried to explore the reading problems of secondary school students and the status of students at different developmental stage of reading English language. Concurrent Triangulation Design was used for the present study. In this study a sample size of 210 class IXth students, 6 teachers and 6 headmasters of schools was taken for the study. It is concluded that IX class students are still at beginner stage of reading developmental stage. After reading English for 5 years till class IX they are not able to reach reading stage of class IX. Most of the students have reading capabilities of class Vth and VIth class students. This problem needs to be addressed immediately by English teachers of IXth class.
Tensor Factorization for Student Modeling and Performance Prediction in Unstructured Domain
Author: Sahebi, Shaghayegh
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Data Analysis,Prediction,Models,Learning,Feedback (Response),Instructional Materials,Bayesian Statistics,Tests,Programming Languages,Academic Achievement,Students

We propose a novel tensor factorization approach, Feedback-Driven Tensor Factorization (FDTF), for modeling student learning process and predicting student performance. This approach decomposes a tensor that is built upon students' attempt sequence, while considering the quizzes students select to work with as its feedback. FDTF does not require any prior domain knowledge, such as learning resource skills, concept maps, or Q-matrices. The proposed approach differs significantly from other tensor factorization approaches, as it explicitly models the learning progress of students while interacting with the learning resources. We compare our approach to other state-of-the-art approaches in the task of Predicting Student Performance (PSP). Our experiments show that FDTF performs significantly better compared to baseline methods, including Bayesian Knowledge Tracing and a state-of-the-art tensor factorization approach. [For the full proceedings, see ED592609.]
Strengthening Accreditation to Better Protect Students and Taxpayers. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fifteenth Congress, First Session (April 27, 2017). Serial Number 115-14
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2017-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Accreditation (Institutions),Higher Education,Educational Quality,Accountability,Educational Improvement,Government Role,Federal Government,Educational Legislation,Federal Legislation,Quality Assurance

This document records testimony from a hearing held to examine strengthening accreditation to better protect students and taxpayers. Member statements were presented by: (1) Honorable Virginia Foxx, Chairwoman, Committee on Education and the Workforce; and (2) Honorable Robert C. Scott, Ranking Member, Committee on Education and the Workforce. Witness statements were presented by: (1) Michale S. McComis, Executive Director, Accrediting Commission of Career Schools and Colleges; (2) Ben Miller, Senior Director for Post-Secondary Education, Center for American Progress; (3) Mary Ellen Petrisko, President, Washington Association of Schools and Colleges, Senior College and University Commission; and (4) George A. Pruitt, President, Thomas Edison State University. Additional submissions include: (1) Ms. Petrisko: WASC Senior College and University Commission; Article: Inside Higher Ed; and WASC Senior College and University Commission: WSCUC'S Graduation Rate Dashboard; (2) Dr. Pruitt: Homeroom; (3) Questions submitted for the record by: Chairwoman Foxx; Honorable Phil Roe, a Representative in Congress from the State of Tennessee; Honorable Luke Messer, a Representative in Congress from the State of Indiana; and Honorable Francis Rooney, a Representative in Congress from the State of Florida; and (4) Response to questions submitted: Mr. McComis; Ms. Petrisko; and Dr. Pruitt.
A Portrait of Head Start Classrooms and Programs in Spring 2015: FACES 2014-2015 Data Tables and Study Design. OPRE Report 2017-101
Author: Moiduddin, Emily
Date: 2017-12-00
Type: Numerical/Quantitative Data
Subjects: Federal Programs,Preschool Children,Economically Disadvantaged,Teacher Characteristics,Preschool Teachers,Institutional Characteristics,Educational Quality,Preschool Education,Disadvantaged Youth,Preschool Curriculum,Depression (Psychology),Symptoms (Individual Disorders),Classroom Environment,Educational Practices,Teacher Attitudes,Job Satisfaction,Mentors,Administrator Characteristics,Training,Technical Assistance,Educational Finance,Administrator Attitudes,Faculty Mobility,Educational Assessment,Parent Education

This report includes key information on the Head Start Family and Child Experiences Survey 2014-2018 (FACES 2014) study design and a set of data tables presents descriptive statistics for the characteristics of classrooms, teachers, centers, and programs serving Head Start children and families in spring 2015. Data are drawn from the spring 2015 round FACES 2014. FACES which was first launched in 1997 as a periodic, longitudinal study of program performance. The study is conducted by Mathematica Policy Research and its partners--Educational Testing Service and Juárez and Associates--under contract to the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The purpose of this report is two-fold: (1) to provide information about the FACES study, including the background, design, methodology, measures, and analytic methods, and (2) to report detailed descriptive statistics and related standard errors in a series of tables on the programs, their staff, and classrooms. The data provide descriptive information from classroom observations and staff surveys about Head Start's efforts to help children and families meet their goals and local efforts to meet the Head Start Program Performance Standards. The data tables provide descriptive information on Head Start classrooms, teachers, centers, and programs. The FACES sample provides information at the national level about Head Start programs, centers, classrooms, and the children and families they serve. We selected a sample of Head Start programs from the 2012-2013 Head Start Program Information Report, with two centers per program and two classrooms per center selected for participation. One-hundred seventy-six programs, 346 centers, and 667 classrooms participated in the study in spring 2015. The statistics found in these tables are estimates of key characteristics of Head Start teachers, classrooms, centers, and programs in spring 2015. Teacher data on teacher characteristics are weighted to represent all teachers in Head Start. Teacher data that describe Head Start classrooms and classroom observation data are weighted to represent all Head Start classrooms. Director survey data are weighted to represent all Head Start programs or centers.
Defining and Measuring Access to High-Quality Early Care and Education (ECE): A Guidebook for Policymakers and Researchers. Research Brief. OPRE 2017-08
Author: Friese, Sarah
Date: 2017-02-00
Type: Guides - Non-Classroom
Subjects: Access to Education,Educational Quality,Early Childhood Education,Child Care,Measurement Techniques,Educational Indicators,Data,Definitions

Recent federal policy changes have placed new requirements on states to demonstrate and document their efforts to improve access to high-quality early care and education (ECE), and have made clear the urgent need for a shared understanding of this concept. This guidebook was developed to address the need for developing a common understanding and approach to measuring access. This Guidebook is intended to support states' efforts to assess the reach and effectiveness of their policy initiatives aimed at expanding ECE access. The Guidebook provides information in four sections: (1) Clarifying and Defining Access; (2) Describing the Indicators of Access; (3) Measuring the Indicators of Access; and (4) Identifying ECE Access Datasets and Sources. The goal of this Guidebook is to spark dialogue among policymakers, researchers and advocates about the importance of conceptualizing ECE access as a multi-dimensional concept and to propose innovative strategies for measuring and tracking progress toward improving access.
EFL Programs for People with Special Needs in Different National Settings
Author: Tavarez DaCosta, Pedro
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Second Language Instruction,Second Language Learning,English (Second Language),Special Needs Students,Disabilities,Foreign Countries,Bilingual Education,Special Education,Hearing Impairments,Deafness,State of the Art Reviews,Access to Education,Bilingual Education Programs,Attention Deficit Hyperactivity Disorder,Visual Impairments,Blindness,Cognitive Ability,Dyslexia,Learning Disabilities,Low Achievement,Therapy,Self Control,Conceptual Tempo,Language Aptitude

The present work attracted our attention motivated by the need of seeking ways of helping people learning EFL, with certain &quot;disabilities&quot; than undertaking a research project by itself. The needs for implementing those special program in our country is out of the question, since to the extent that our society and country has been developing in economic, social and political terms, to that extent we have realized the need to become a more inclusive society, more open to sectors with special needs, not only in terms of urban planning, but also in the design of their own educational policies towards those sectors of the population. The educational system in the Dominican Republic, mostly the public education system has been suffering and undergoing a series of change since the proclamation and implementation of the so-called Decennial Plan of Education decades ago, so our national curricula has been affected by a series of changes, where the EFL teaching was not the exception. So from that historical momentum; English was fully covered nationwide, but where it fell short was in considering expanding these programs for people with special needs, something that was already planned and advanced in the private sector, and mostly in and for private schools, and private foundations, like those of the ONG's Type. The scope of this study is to generally examine the state-of-the-art of the institutions which offer a program of EFL for those students diagnosed with certain disabilities, specifically the Bilingual Programs for students with hearing impairment or deaf in four different countries. In that respect a search has been made to try to determine the institution which currently operate an English program for them, if any and to try compare their practices with that of their peers internationally speaking, and to thoroughly explain the phenomena in the light of the most specialized academic voices.
Child and Family Development Research. OPRE Report 2016-35
Author: De La Rosa, Bill
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Child Development,Early Intervention,Young Children,Child Care,Early Childhood Education,Child Abuse,Child Welfare,Family Environment,Parents,Caregivers,Family Needs,Youth,Bilingualism,Classroom Environment,Family Involvement,Well Being,Child Health,Child Safety,At Risk Persons,Professional Development,Executive Function,Partnerships in Education,Infants,Toddlers,Employed Parents,Grants,Low Income Groups,Experience,Graduate Students,Student Research,American Indians,Alaska Natives,Migrants,Cultural Awareness

The Office of Planning, Research and Evaluation's (OPRE's) Division of Child and Family Development (DCFD) is responsible for research and evaluation related to Head Start programs, early childhood development, child care, child maltreatment, and child welfare services. OPRE's research in the area of child and family development focuses on young children, parents and caregivers, families, and youth. Examples of recent focal areas include dual language learners, classroom quality, family engagement, and workforce services. This report describes major OPRE/DCFD projects in 2016.
Empowering Students and Families to Make Informed Decisions on Higher Education. Hearing before the Subcommittee on Higher Education and Workforce Development, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fifteenth Congress, First Session (May 24, 2017). Serial Number 115-17
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2017-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Student Empowerment,Decision Making,Higher Education,College Students,Accountability,Educational Legislation,Federal Legislation,Information Utilization,Data Collection,Educational Assessment,Educational Quality,Federal Government,College Choice,Paying for College,Student Loan Programs

This document records testimony from a hearing held to discuss higher education and transparency as Congress is working to reauthorize the Higher Education Act. Member statements were presented by: (1) Honorable Susan A. Rankin, Ranking Member, Subcommittee on Higher Education and Workforce Development; and (2) Honorable Brett Guthrie, Chairman, Subcommittee on Higher Education and Workforce Development. Witness statements were presented by: (1) Andrew K. Benton, President and Chief Executive Officer, Pepperdine University; (2) Jason Delisle, Resident Fellow, American Enterprise Institute; (3) Mark Schneider, Vice President, American Institutes for Research; and (4) Mamie Voight, Vice President of Policy Research, Institute for Higher Education Policy. Additional submissions presented by: (1) Honorable Luke Messer, Representative in Congress from the State of Indiana: Letter dated May 24, 2017 from the Consumer Bankers Association; (2) Honorable Jared Polis, Representative in Congress for the State of Colorado: Bicameral College Act; (3) Questions submitted for the record by: Honorable Suzanne Bonamici, Representative in Congress from the State of Oregon; Honorable Virginia Foxx, Representative in Congress from the State of North Carolina; and Honorable Paul Mitchell, Representative in Congress from the State of Michigan; and (4) Responses to questions for the record: Mr. Benton; Mr. Delisle; Dr. Schneider; and Ms. Voight.