ethanporcaro/eric-fulltext-meta huggingface dataset:
The Moderating Role of M-Learning Activities in the Relationship between Students&apos; Social Capital and Knowledge Sharing
Author: Al-Ansari, Marya
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Social Capital,Independent Study,Sharing Behavior,Online Courses,Telecommunications,Handheld Devices,Learning Activities,Higher Education,Role,Undergraduate Students,Business Administration Education,Integrated Learning Systems,Private Colleges,Student Attitudes,Foreign Countries,Correlation,Communities of Practice

Purpose: Current education system is transforming from e-learning to m-learning. The benefit of m-learning is particularly important when it comes to motivating one to self-direct his/her learnings online. Though past research has assessed what role social capital theory plays on knowledge sharing quality, in virtual environment, scant research has assessed the moderation of positive emotions an m-learning support tools, particularly for (1) higher education sector students as well as (2) developing countries. However, the success of such a statement has not been properly documented in the past research. As the result, the aim of this study is to empirically assess the role of Social Capital Theory on Knowledge sharing, when moderated by m-learning. Research Design: This study is a deductive research approach that initiated with a literature review. Upon identifying a gap in research, research questions were designed. Based on the research questions a conceptual model was proposed and hence this model proposed three hypotheses. This conceptual model was tested using multi-correlation analysis using SPSS, after data was collected from 334 participants, a sample size above the required threshold, to generalize over the population of higher education undergraduate business students of a private university from the Kingdom of Bahrain. Findings: The results of the empirical findings supported all hypotheses, indicating that m-learning moderate between the role of social capital theory and knowledge sharing quality, when students indulge in e-learning activities using platforms like Moodle. Also, there are implications to theory and practice portrayed in this paper. [For the full proceedings, see ED621557.]
Three-Dimensional Collaborative Virtual Environments to Enhance Learning Mathematics
Author: Reis, Rosa Maria
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Educational Technology,Mathematics Instruction,Grade 5,Elementary School Mathematics,Elementary School Students,Student Attitudes,Computer Simulation,Educational Environment,Teaching Methods,Virtual Classrooms,Technology Uses in Education

Web2.0 platforms are allowed to implement worlds completely virtual through technological devices, where the user has the ability to be anywhere anytime and can do almost anything you can imagine. These worlds allow to rediscover the senses through the use of technology. The virtual space can be used to bring students and teachers to this space because they promote new concepts, new approaches and new strategies, that in the educational field have been changing the paradigm of teaching and learning. This study aims to investigate how the students react to the three-dimensional collaborative virtual environments and to what extent does it affect their learning behavior patterns. OpenSim, an immersive virtual environment, was selected as a platform to develop one collaborative virtual environment that presented instructional materials to support a math class for students of the 5th year of basic education. The results suggested that the three-dimensional collaborative virtual environments can contribute to the involvement of the students in the resolution of the activities motivating the spirit of help among students. [For the full proceedings, see ED621557.]
Crime, Violence, Discipline, and Safety in U.S. Public Schools in 2019-20: Findings from the School Survey on Crime and Safety. First Look. NCES 2022-029
Author: Wang, Ke
Date: 2022-07-00
Type: Reports - Evaluative
Subjects: Crime,School Safety,Violence,Public Schools,Intervention,Principals,School Security,Mental Health,Health Services,Parent Participation,School Community Relationship,Staff Development,Prevention,Distance Education,Incidence,Aggression,Weapons,Drug Abuse,Alcohol Abuse,Discipline Problems,Discipline,Institutional Characteristics,Emergency Programs,Activities,Barriers,Police,Access to Health Care,Computer Mediated Communication,Elementary Schools,Middle Schools,High Schools,Geographic Location,Racial Differences,Ethnicity,Low Income Students,COVID-19,Pandemics,School Closing

Using data from the School Survey on Crime and Safety (SSOCS), this report presents findings both on crime and violence in U.S. public schools and on the practices and programs schools have used to promote school safety. SSOCS collects data from public school principals about violent and nonviolent crimes in their schools. The survey also collects data on school security measures, school security staff, mental health services, parent and community involvement at school, and staff training. SSOCS data can be used to study how violent incidents in schools relate to the programs and practices that schools have in place to prevent crime. Data collection began in February 2020 and was conducted mostly using an online survey instrument. In March 2020, many schools began closing their physical buildings due to the coronavirus pandemic. This affected data collection activities. Also, the change to virtual schooling and the adjusted school year may have impacted the data collected by SSOCS. Readers should use caution when comparing SSOCS:2020 estimates with those from earlier years. The national sample for SSOCS:2020 was made up of 4,800 U.S. public schools. Of these schools, 2,370 elementary, middle, high/secondary, and combined/other schools responded. The results showed that nonresponding schools were significantly different from responding schools. However, the results also showed that weighting adjustments removed most of the observed nonresponse bias. [For the summary report, see ED621594. For the 2019 report, see ED596638.]
Crime, Violence, Discipline, and Safety in U.S. Public Schools in 2019-20: Findings from the School Survey on Crime and Safety. First Look--Summary Report. NCES 2022-029
Author: Wang, Ke
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Crime,School Safety,Violence,Public Schools,Intervention,Principals,School Security,Mental Health,Health Services,Parent Participation,School Community Relationship,Staff Development,Prevention,Distance Education,Incidence,Aggression,Weapons,Drug Abuse,Alcohol Abuse,Discipline Problems,Discipline,Institutional Characteristics,Barriers,Police,Access to Health Care,Computer Mediated Communication,Elementary Schools,Middle Schools,High Schools,Geographic Location,Racial Differences,Ethnicity,Low Income Students

Using data from the School Survey on Crime and Safety (SSOCS), this report presents findings both on crime and violence in U.S. public schools and on the practices and programs schools have used to promote school safety. SSOCS collects data from public school principals about violent and nonviolent crimes in their schools. The survey also collects data on school security measures, school security staff, mental health services, parent and community involvement at school, and staff training. SSOCS data can be used to study how violent incidents in schools relate to the programs and practices that schools have in place to prevent crime. The purpose of this report is to introduce the data by presenting selected descriptive information from SSOCS:2020. The tables in the report contain totals and percentages, which have been weighted to represent U.S. public schools. The report also includes selected findings and figures. Together, the tables, findings, and figures show the range of data available from the survey rather than a full review of all observed differences. [For the full report, see ED621593.]
Predicting Peer Acceptance and Peer Rejection for Autistic Children
Author: Feldman, Melanie
Date: 2022-00-00
Type: Reports - Research
Subjects: Peer Acceptance,Rejection (Psychology),Predictor Variables,Interpersonal Competence,Autism,Pervasive Developmental Disorders,Behavior Problems,Peer Relationship,Elementary School Students,Longitudinal Studies,Intelligence Quotient,Symptoms (Individual Disorders)

Autistic students often experience peer relationship difficulties. As peer acceptance and rejection may be malleable over time, we examined predictors of change in peer acceptance and peer rejection among early elementary-age autistic students. We followed 166 autistic children (mean age: 6.1 years [range: 4-8], 82.5% boys, grades preK-2nd) longitudinally across 2 school years. Social skills, internalizing problems, and externalizing behaviors were considered as predictors of change in teacher-rated peer acceptance and rejection, covarying IQ and autism characteristics. Autistic children experienced high rejection and low acceptance; 51.9% of children were rejected by peers in one or both school years. Results revealed distinct predictors for peer acceptance versus rejection: social skills predicted change in peer acceptance across school years, whereas externalizing problems predicted change in peer rejection. Internalizing problems did not predict change in either construct. Findings can assist school professionals in supporting social acceptance and acceptance for young autistic students. [This is the online first version of an article that will be published in &quot;Psychology in the Schools.&quot;]
Lessons in Collaboration and Innovation: The Impact and Promise of the Comprehensive Local Needs Assessment
Author: Association for Career and Technical Education (ACTE)
Date: 2022-01-00
Type: Reports - Research
Subjects: Educational Legislation,Federal Legislation,Vocational Education,Decision Making,Data Use,Educational Planning,Educational Finance,Accountability,State Programs,Equal Education,Access to Education,Learner Engagement,Family Involvement,Program Evaluation,Community Needs

The Comprehensive Local Needs Assessment (CLNA) was an exciting and innovative change under the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). The CLNA was identified to support data-driven decision-making and more closely align planning, spending and accountability activities under Perkins V. After the reauthorization of Perkins V, Advance CTE released a guide to help states identify the major decision points that will impact the design, development and implementation of their CLNA and related local needs application. As states near the end of the first and ramp up their second CLNA process, Advance CTE and The Association of Career and Technical Education (ACTE) interviewed state and local Career Technical Education (CTE) leaders to identify what worked and what can be improved. &quot;Lessons in Collaboration and Innovation: The Impact and Promise of the Comprehensive Local Needs Assessment&quot; shares findings on: (1) State approaches to the CLNA process; (2) State perspectives on CLNA successes; and (3) State perspectives on areas for improvement. The new resource also provides a set of six recommendations for state leaders to consider as they support the CLNA going forward to ensure they continue to build on early CLNA success and drive quality and equity within their CTE systems and programs of study.
Inclusive Digital Learning through Serious Games: A Clipping for Inclusion
Author: Escudeiro, Paula
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Skill Development,Game Based Learning,Deafness,Blindness,Inclusion,Video Games,Design,Program Development,Multimedia Instruction,Visual Stimuli,Auditory Stimuli,Literacy Education,Educational Technology,Technology Uses in Education

Serious games have a great potential to help people developing new skills or improving previously existing ones. Deaf and blind community face considerable challenges and difficulties regarding to the acquisition of skills in literacy. The design of serious games to meet the needs of the target groups where the deaf and blind people are struggling to master literacy would therefore seem to offer a very considerable contribution. With this project, not only we are promoting the knowledge for this restricted community, but we are also encouraging other people to learn and become able to better understand this communities. Therefore, this article aims to discuss the use of serious games for deaf and blind people, as well as illustrate the development methodology of inclusive serious games by presenting specific concepts for each target audience. We have used the cognitive model proposed by Mayer (2005) to describe some fundamental principles behind multimedia learning, defined from his theory and based on the evidences that are essential for the elaboration of serious games for deaf and blind people. We hope that the games developed, and guidelines provided will help game designers to achieve successful implementation in inclusive games. [For the full proceedings, see ED621557.]
School Reading by Grades. Baldwin&apos;s Readers: Second Year
Author: Baldwin, James
Date: 1897-00-00
Type: Historical Materials
Subjects: Textbooks,Grade 2,Reading Instruction,Elementary Education

This textbook is a second-year reader. Bearing in mind the fact that only those children who like to read ever become good readers, the author has endeavored so to construct and arrange the several lessons as to make each reading exercise a source of pleasure to all. Illustrations are intended to be valuable aids towards making the reading exercise enjoyable and instructive. Some will assist the child's understanding; some will excite and direct his imagination; nearly all may be used as the basis of interesting conversations or object lessons.
Impact of Educational Technology on Students&apos; Performance
Author: Murad, Maryam
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Academic Achievement,Foreign Countries,Student Attitudes,Value Judgment,Usability,Intention,Secondary School Students,College Students

The current study is focused on the impact of educational technology on students' performance in the secondary stage. Selection of this stage is attributed to fact that it is impossible to focus on all the stages as there are about 130 thousand students in all stages which is a very big population. Also, students of universities who are about 31 can provide clearer and more accurate data. The sample was selected randomly with the electronic sample calculator showing that the minimum number is 380 individuals. The questionnaire was circulated electronically via university administration in the four governorates. The received responses were 342 indicating that the return rate is 90%. The researchers made use of the descriptive statistical analysis to answer the research questions. The data analysis processes guided the researchers to find out that universities effectively apply technology-based education both in terms of perceived ease of use and perceived usefulness as indicated by the mean scores. It was found out that there is a significant impact of technology-based education on students' performance. Further to that it was found out that technology-based education in terms of ease of use and in terms of perceived usefulness significantly impact students' performance in the Ahlia University. [For the full proceedings, see ED621557.]
School Reading by Grades: Fourth and Fifth Years Combined
Author: Baldwin, James
Date: 1897-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Grade 4,Grade 5,Elementary Education,Classics (Literature)

This textbook is a fourth and fifth-year reader. The lessons have been prepared and arranged with a view towards several ends: to interest the young reader; to cultivate a taste for the best style of literature as regards both thought and expression; to point the way to an acquaintance with good books; to appeal to the pupil's sense of duty, and strengthen his desire to do right; to arouse patriotic feelings and a just pride in the achievements of our countrymen; and add somewhat to the learner's knowledge of history and science and art. Writings by authors such as Ivan Kriloff, Henry W. Longfellow, Franqoise Coppee, Thomas Moore, Mary Howitt, and Ralph Waldo Emerson are presented.
Gamification of In-Classroom Diagram Design for Science Students
Author: Mallas, Andreas
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Games,Game Based Learning,Handheld Devices,Computer Oriented Programs,Educational Technology,Visual Aids,Graphs,Higher Education,Computer Software,Learning Activities,Computer Science Education

Merging the content of learning with the motivation of games can be a successful combination, if done properly and supported by the appropriate tool. Towards this goal, we developed Diagram[character omitted]atic an environment used to gamify the in-classroom activity of designing diagrams during a lecture. Using Diagram[character omitted]atic the professor, instead of lecturing about diagrams or showing examples of such diagrams, can design short games where the students could play by competing during the lecture. Diagram[character omitted]atic is a complete environment offering to the professor a design application to create games and a management application. The management application is used for monitoring the games while students play, as well as to present the results to the students after the end of each game, or to evaluate these results after classroom time. The students may use the mobile application on their mobiles to practice by designing diagrams outside of the classroom, as well as to play a game during classroom time, but only after the professor starts this game. The environment handles the communication from students' mobiles to the professor's applications and vice versa, while the students submit their diagrams or receive the correct ones, so to proceed to follow up games. The current version of Diagram[character omitted]atic is tailored for designing flow graphs used for path testing into a higher education software engineering course, but the environment can be used in any similar case requiring the design of diagrams (e.g. math, physics, chemistry). [For the full proceedings, see ED621557.]
School Reading by Grades: Fourth Year
Author: Baldwin, James
Date: 1897-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Grade 4,Classics (Literature),Elementary Education

This textbook is a fourth-year reader. The lessons in this volume have been prepared and arranged with a view towards several ends: to interest the young reader; to cultivate a taste for the best style of literature as regards both thought and expression; to point the way to an acquaintance with good books; to appeal to the pupil's sense of duty, and strengthen his desire to do right; to arouse patriotic feelings and a just pride in the achievements of our countrymen; and incidentally to add somewhat to the learner's knowledge of history and science and art. Writings by authors such as William Blake, Hannah F. Gould, George P. Morris, William Bingley, Mary Howitt, Francis Scott Key, and Charles Dickens are presented.
Boston Public Schools Expanded Learning Time Research Collaborative: Year 1 Findings Report
Author: Marek, Stephanie
Date: 2016-08-00
Type: Reports - Research
Subjects: Public Schools,Extended School Day,Elementary Schools,Middle Schools,Program Implementation,Outcomes of Education,Academic Achievement,Teacher Attitudes,Satisfaction,Teacher Burnout,Enrichment

Expanded learning time (ELT) is a practice that entails increasing the length of the school day for all students, with the goal of improving student outcomes, especially in low-performing schools. Boston Public Schools (BPS) has been implementing ELT as an improvement strategy in low-performing schools since 2006. In 2015 the district drastically increased the number of participating schools, with a plan of expanding the day in 60 elementary, middle, and K-8 schools by 2018. How much additional time is added to the school day and parameters for using the extra time depend on the ELT funding source, but, in general, schools have wide latitude for program implementation. BPS collaborated with American Institutes for Research (AIR) on IES-funded grant R305H150013 to study its ELT program types, with the goal of understanding the impact of ELT on student academic and behavioral outcomes. Staff from both BPS and AIR collected data, using extant data and interviews to determine the amount of time added to each school's day, how the additional time is used, and the perceived strengths of ELT and challenges encountered by staff when planning for and implementing it. This report describes the results from the first year of the study, which sought to identify common uses of time in the 46 schools implementing ELT in school year 2015-16 as well as perceived strengths and common challenges. Overall findings from the study reveal the following: The district lacks centralized information about schools' time usage, a potential barrier to understanding ELT implementation. The amount of time added varies by ELT policy and funding type, with no single districtwide system. Allocation of time also varies, with some relationship to instructional focus. The greatest reported strength of ELT--teacher satisfaction about its potential for student outcomes--is at odds with the greatest reported challenges--lack of teacher buy-in and teacher burnout. In the next stage of research, AIR and BPS will collaborate to design and implement small-scale impact and cost-effectiveness analyses based on the findings about ELT described in this report. Of particular importance are considerations for how ELT is used in different BPS schools--considering not just how much extra time students receive but also what they do with that time. Another important consideration is schools' instructional foci and goals for ELT in relation to student outcomes.
School Reading by Grades: Seventh Year
Author: Baldwin, James
Date: 1897-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Grade 7,Classics (Literature)

This textbook is a seventh-year reader. The book provides daily systematic practice in readings not too difficult for comprehension and yet embracing various styles of literary workmanship and illustrating all the different forms of English composition. Many of the selections are introduced or followed by historical or bibliographical notes. Writings by authors such as Sir John Lubbock, Percy Bysshe Shelley, Henry Wotton, James Fenimore Cooper, Lord Byron, Thomas Carlyle, and Sir Walter Scott are presented.
School Reading by Grades: Sixth Year
Author: Baldwin, James
Date: 1897-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Grade 6,Classics (Literature)

This textbook is a sixth-year reader. The pupil who is in his sixth year at school should be able to read quite well. He is now prepared to devote more and more attention to literary criticism. The selections in this book are of a highly interesting character and illustrate almost every variety of English composition. To assist in their comprehension, many of the selections are introduced or followed by brief historical or bibliographical notes. Writings by authors such as Jean Ingelow, Arabella B. Buckley, Frank R. Stockton, Leigh Hunt, Charles Kingsley, Felicia Hemans, and Alfred Tennyson are presented.