ethanporcaro/eric-fulltext-meta huggingface dataset:
Quantifying Cross-Site Impact Variation: Some Important Lessons. Reflections on Methodology
Author: Bloom, Howard S.
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Research Methodology,Geographic Location,Intervention,Institutional Characteristics,Educational Research

The benefits of understanding variation apply on multiple levels. Local policymakers and practitioners need to know both the average impact of an intervention and its variation across settings to properly assess its likely benefits and risks for their jurisdictions. For social scientists, cross-site impact variation offers opportunities to learn about mechanisms or mediators through which interventions produce their impacts and characteristics of settings and sample members that influence or moderate these impacts. And for researchers designing studies, cross-site impact variation can markedly affect the statistical precision of effect estimates and hence influence the sample size requirements for these estimates. One important lesson involves reporting cross-site impact variation and reflects the difference between variation in impact estimates and variation in true impacts. It is a simple matter to produce internally valid estimates of the mean impact of an intervention for each site in a multisite randomized trial. However, reporting cross-site variation in these estimates through a frequency distribution or a standard deviation can greatly overstate the amount of true variation that exists. This can occur because differences between site-specific impact estimates have two sources: (1) true cross-site impact differences and (2) differences in random, site-specific estimation error. For studies without very large site samples, most of the variation in site-specific impact estimates reflects random estimation error. Thus, it is essential to use a rigorous method for inferring the magnitude of true cross-site impact variation.
Evaluating the Impact of the Components of a Mobile Behavior Change Intervention to Support Critical Thinking in Research Projects
Author: Asiri, Yousef
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Intervention,Program Effectiveness,Behavior Change,Critical Thinking,Research Projects,Student Research,Self Concept,Undergraduate Students,Computer Science Education,Student Improvement,Computer Software

This paper presents a study which aims to provide an understanding of the impact of using the components of a digital mobile-based behavior change intervention (mBCI) to support critical thinking skills during university student research projects. The digital behavior change interventions are tools and techniques designed to induce behavior change and provide continuous support and tailored advice for willing learners through web and mobile platforms. We investigated the impact and the usability of the designed tools by analyzing self-reflections and the users on the digital mobile-based behavior change intervention components. An instrument was used to examine the differences in the self-perceived improvement of critical thinking between the intervention group and the control group before and after working on real research projects for two months. The results of comparing post surveys for the independent samples showed that the intervention group had a statistically significant perceived improvement in critical thinking than the control group. The findings indicated encouraging and positive feedback on the use of mobile intervention components to promote critical thinking when supervising research projects.[For the complete proceedings, see ED601100.]
Estimating the Effects of Intermediate Outcomes in a Multisite Study. Reflections on Methodology
Author: Michalopoulos, Charles
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Home Visits,Parent Education,Mothers,Infants,Young Children,Early Intervention,Program Effectiveness,Information Dissemination,Program Evaluation,Delivery Systems

The Mother and Infant Home Visiting Program Evaluation (MIHOPE) is the national evaluation of the Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program. MIECHV was authorized by Congress in 2010 and started a major expansion of evidence-based home visiting programs for families living in at-risk communities. The study is being conducted for the U.S. Department of Health and Human Services by MDRC with several other research organizations. MIHOPE includes the four evidence-based models of home visiting that 10 or more states chose in their initial MIECHV plans in fiscal year 2010-2011. To provide rigorous evidence on the MIECHV-funded programs' effects, the study randomly assigned about 4,200 families at 86 sites in 12 states to either a program group who received MIECHV-funded home visiting or to a control group who received information on community services. An earlier post in this series discussed considerations for reporting and interpreting cross-site impact variation and for designing studies to investigate such cross-site variation. An earlier report discusses how those ideas were applied to address two broad questions in the Mother and Infant Home Visiting Program Evaluation (MIHOPE): (1) whether variation in the way program services were implemented was related to variation in impacts across local programs, and (2) whether variation in the amount of services participants received was related to variation in impacts. Results from those analyses can be found in the MIHOPE 15-month impact report. [To view the earlier report, &quot;Quantifying Cross-Site Impact Variation: Some Important Lessons,&quot; see ED601164.]
Development and Design of a Compound Verb AR Learning System Employing Image Schemas
Author: Geng, Xuewang
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Japanese,Schemata (Cognition),Verbs,Second Language Instruction,Teaching Methods,Computer Simulation,Electronic Learning,Handheld Devices

Recently, the number of learners of Japanese as a foreign language (JFL) has been increasing. In Japanese language acquisition, compound verbs (verbs that are composed of two verbs, e.g., tobikomu 'jump into') are frequently used in daily life; these present difficulties, including unclarity of combination and opacity of meaning. Matsuda (2001) proposed an image schema that applies core theory to Japanese compound verbs and the application of image schemas to Japanese language education. However, since image schemas are composed of simple diagrams and arrows and are highly sophisticated due to being intended for linguists, it has been suggested that they are not easy for JFL learners to understand (Tagawa and Yuizono, 2016). In this paper, we designed and developed a compound verb AR learning system with core theory and image schemas. Moreover, we discussed Japanese compound verbs acquisition, the image schema of compound verbs as well as the application of AR in learning, and also explained the design and development of the system based on problems in compound verb acquisition. [For the complete proceedings, see ED601100.]
Aiming High and Falling Short: California&apos;s 8th Grade Algebra-for-All Effort
Author: Domina, Thurston
Date: 2014-06-11
Type: Reports - Research
Subjects: Algebra,Grade 8,Middle School Students,Secondary School Mathematics,Equal Education,Mathematics Achievement,Grade 10,Program Effectiveness,Student Participation,Advanced Courses,Minority Group Students,English Language Learners,Benchmarking,Accountability,State Policy,Educational Policy,High School Students,Public Schools,Enrollment,Mathematics Curriculum,State Standards

The U.S. is in the midst of an effort to intensify middle school mathematics curricula by enrolling more 8th graders in Algebra. California is at the forefront of this effort, and in 2008 the state moved to make Algebra the accountability benchmark test for 8th grade mathematics. This paper takes advantage of this unevenly-implemented policy to understand the effects of curricular intensification in middle school mathematics. Using district-level panel data from all California K-12 public school districts, we estimate the effects of increasing 8th grade Algebra enrollment rates on a 10th grade mathematics achievement measure. We find that enrolling more students in advanced courses has negative average effects on students' achievement, driven by negative effects in large districts. [This paper was published in &quot;Educational Evaluation and Policy Analysis&quot; v37 n3 p275-295 2015 (EJ1072750).]
New York State Testing Program: 2019 Grades 6-8 English Language Arts Computer-Based Tests. Teacher&apos;s Directions (April 1-8, 2019)
Author: New York State Education Department
Date: 2019-00-00
Type: Guides - Classroom - Teacher
Subjects: Grade 6,Grade 7,Grade 8,English,Language Arts,Computer Assisted Testing,Testing,Language Tests,Scheduling

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2019 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2019 Grades 6-8 English Language Arts Tests are administered in two sessions on two consecutive school days. Students are asked to demonstrate their knowledge and skills in the areas of reading and writing. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For all three grades, each test consists of multiple-choice and short-response (2-credit) questions and an extended-response (4-credit) question. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students select their responses in the Nextera™ Test Delivery System. The short- and extended-response questions require students to type (rather than select) appropriate responses in the Nextera™ Test Delivery System. This document offers guidelines to help teachers ensure that the tests are valid, reliable, and equitable for all students. A series of instructions helps teachers follow the steps necessary for administering the computer-based tests within the test schedule. [For &quot;New York State Testing Program: 2019 Grades 3-5 English Language Arts Computer-Based Tests. Teacher's Directions (April 1-8, 2019),&quot; see ED601172.]
New York State Testing Program 2017: English Language Arts and Mathematics Grades 3-8. Technical Report
Author: New York State Education Department
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: English,Language Arts,Language Tests,Mathematics Tests,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Testing Programs,Test Construction,Test Use,Testing Accommodations,Test Validity,Scoring,Testing,Data Collection,Item Response Theory,Test Reliability,Error of Measurement,Standards,Test Results

This technical report provides detailed information regarding the technical, statistical, and measurement attributes of the New York State Testing Program (NYSTP) for the Grades 3-8 English Language Arts (ELA) and Mathematics 2017 Operational Tests. This report includes information about test content and test development, item (i.e., individual test question) and test statistics, validity and reliability, differential item functioning (DIF) studies, test administration, scoring, linking, scaling, and student performance. The 2017 Grades 3-8 ELA and Mathematics NYSTP has been designed to measure student knowledge and skills as defined by grade-level New York State Learning Standards (CCLS) in ELA and Mathematics. The tests are designed to allow the classification of student proficiency into four performance levels (Level I, Level II, Level III, and Level IV). Likewise, the test provides students at each of these performance levels opportunities to demonstrate their knowledge and skills in the CCLS. [For &quot;New York State Testing Program 2016: English Language Arts and Mathematics Grades 3-8. Technical Report,&quot; see ED591460.]
New York State Testing Program 2018: English Language Arts and Mathematics Grades 3-8. Technical Report
Author: New York State Education Department
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: English,Language Arts,Language Tests,Mathematics Tests,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Testing Programs,Test Construction,Test Use,Testing Accommodations,Test Validity,Scoring,Testing,Data Collection,Item Response Theory,Test Reliability,Error of Measurement,Standards,Test Results

This technical report provides detailed information regarding the technical, statistical, and measurement attributes of the New York State Testing Program (NYSTP) for the Grades 3-8 English Language Arts (ELA) and Mathematics 2018 Operational Tests. This report includes information about test content and test development, item (i.e., individual test question) and test statistics, validity and reliability, differential item functioning (DIF) studies, test administration, scoring, scaling, and student performance. The 2018 Grades 3-8 ELA and Mathematics NYSTP has been designed to measure student knowledge and skills as defined by grade-level New York State Learning Standards in ELA and Mathematics. The tests are designed to allow the classification of student proficiency into four performance levels (Level I, Level II, Level III, and Level IV). Likewise, the test provides students at each of these performance levels opportunities to demonstrate their knowledge and skills in the Learning Standards. [For &quot;New York State Testing Program 2017: English Language Arts and Mathematics Grades 3-8. Technical Report,&quot; see ED601170.]
New York State Testing Program: 2019 Grades 3-5 English Language Arts Computer-Based Tests. Teacher&apos;s Directions (April 1-8, 2019)
Author: New York State Education Department
Date: 2019-00-00
Type: Guides - Classroom - Teacher
Subjects: English,Language Arts,Computer Assisted Testing,Testing,Language Tests,Scheduling,Grade 3,Grade 4,Grade 5

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2019 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2019 Grades 3-5 English Language Arts Tests are administered in two sessions on two consecutive school days. Students are asked to demonstrate their knowledge and skills in the areas of reading and writing. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For all three grades, each test consists of multiple-choice and short-response (2-credit) questions and an extended-response (4-credit) question. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students select their responses in the Nextera™ Test Delivery System. The short- and extended-response questions require students to type (rather than select) appropriate responses in the Nextera™ Test Delivery System. By following the guidelines in this document, teachers help ensure that the tests are valid, reliable, and equitable for all students. A series of instructions helps teachers follow the steps necessary for administering the computer-based tests within the test schedule. [For &quot;New York State Testing Program: 2019 Grades 6-8 English Language Arts Computer-Based Tests. Teacher's Directions (April 1-8, 2019),&quot; see ED601169.]
Polysemy as a Lexical Problem in Translation
Author: Mohammed, Essam T.
Date: 2009-04-00
Type: Journal Articles
Subjects: Translation,Ambiguity (Semantics),Language Usage,Verbal Communication,Barriers,Problems,Semitic Languages,English,Language Research,Dictionaries,Contrastive Linguistics

Verbal engagement &quot;plurality of meanings&quot; is a very common linguistic phenomenon, and verbal participation occurs when a word has one meaning that is more common and more familiar than other meanings associated with the word that are less common. Because the phenomenon of verbal participation is one of the most important causes of vocabulary ambiguity, it constitutes an obstacle for translators who have difficulty in searching for the corresponding word in the language to be translated. The study falls into two parts: the first aims to research the phenomenon of verbal participation, and the second focuses on studying the basic problems facing translators in their attempt to translate verbal engagements in order to develop solutions that help them overcome them. The study includes the concept of verbal participation in both Arabic and English languages ??and the differences between verbal participation and verbal homogeneity with analyzing and discussing data and then the conclusion reached by the study.
What Is Parent Engagement in Early Learning? Depends Who You Ask
Author: Gross, Deborah
Date: 2019-12-10
Type: Reports - Research
Subjects: Parent Participation,Early Childhood Education,Urban Schools,Low Income Students,African American Students,Hispanic American Students,Parent Responsibility,Definitions,Stakeholders,Kindergarten,Preschool Education,Young Children,Elementary Schools,Family School Relationship,Parent Child Relationship

Objectives: Parent engagement in early learning has historically been defined quite broadly and it is unclear whether those designing, implementing, evaluating, or participating in parent engagement initiatives conceptualize parent engagement in the same way. Lack of consensus could contribute to poor quality of parent-school partnerships and reliance on parent engagement measures and strategies that lack meaning and utility. We explored and compared definitions and characteristics of parent engagement in early learning across multiple stakeholders in one urban school district serving predominantly lowincome, African American, and Latinx families. Methods: Using a qualitative descriptive design, we individually interviewed 63 parents (n = 23), teachers (n = 8), early childhood staff (n = 8), district leaders (n = 7), and community leaders (n = 8) to understand how each defined parent engagement in early learning and the characteristics they believed were indicative of an engaged parent. Results: Nine different definitions were described; the majority centering on parents' responsibilities for ensuring engagement. We found wide differences within and across stakeholder groups in how parent engagement is defined and operationalized. Conclusions: There was little consensus in how parent engagement was conceptualized, suggesting there may be different working models for how stakeholders believe parent engagement supports early learning. Three potential parent engagement models are discussed in relation to the qualitative findings. This is the first study to directly compare different stakeholders' perspectives about parent engagement in early learning in an urban school system serving a large number of low income families and families of color. [This is the online version of an article published in &quot;Journal of Child and Family Studies.&quot;]
Effects of Interaction Strategies on Students&apos; Music Listening with a Mobile Application
Author: Baek, Yoomee
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Interaction,Telecommunications,Handheld Devices,Music,Aesthetics,Sensory Experience,Teacher Student Relationship,Peer Relationship,Music Education,Student Attitudes,Listening,High School Students,Foreign Countries,Tests

The purpose of this study is to explore how three interaction strategies through mobile applications affect students' music listening. Data was collected from 225 high school students and analyzed using the ANCOVA procedure in the three domains of music listening: analytic, aesthetic and sensory. Research showed that the interaction with teachers was most influential in the analytic listening of the participants. Interaction with peers was most influential in aesthetic listening of the participants. Interaction with the application was most influential in sensory listening of the participants. Differences in students' satisfaction according to the three interactions through the mobile application are discussed. This study has implications on how interactions could be designed for students' music listening. [For the complete proceedings, see ED601080.]
Exploring Emerging Mentoring Practices in New Ecosystems of Learning in Finland
Author: Leppisaari, Irja
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mentors,Higher Education,Skill Development,Work Environment,College Faculty,Models,Educational Practices,Computer Mediated Communication,Program Descriptions,Computer Simulation,Management Systems,Video Technology,Coaching (Performance),Undergraduate Students,Student Projects,Active Learning,Employees,Peer Relationship,Interpersonal Relationship

In this paper we examine the kinds of mentoring models and practices employed in Finnish higher education and working-life to support continuous skill development, focusing especially on the working-life-centric digital mentoring of students. The theme interviews at 11 HE institutions and four enterprises were conducted as part of an eAMK project. The results show that classical and new implementations are employed in mentoring in HE and the workplace. While traditional pair mentoring continues to be the most widely used mentoring model, group and cross mentoring are increasingly utilised. Likewise, an agile combination of different mentoring models is identified as a feature of emerging mentoring practices. Digitalisation is increasingly part of the examined mentoring implementations and in HE especially trials are carried out to develop digital mentoring. Emerging learning ecosystems call for mentoring that is agile, adaptable and digitally accessible. We also examine the viable features and development needs of the presented mentoring models, especially from the perspective of digital devices. [For the complete proceedings, see ED601080.]
Ontology of Ubiquitous Learning: WhatsApp Messenger Competes Successfully with Learning Management Systems (LMS) in Ghana
Author: Koomson, William K.
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Access to Education,Computer Oriented Programs,Computer Mediated Communication,Telecommunications,Integrated Learning Systems,Distance Education,Blended Learning,Electronic Learning,Handheld Devices,Student Attitudes,Design

The purpose for this study was to add to the body of research and to further examine how mobile learning can help remedy the limitations e-learning poses for students who live in Ghana with lack of access to electrical power and internet connectivity issues. Qualitative approach was employed with a total sample size of 807 students, composed of 58 percent male and 42 percent female. When the question was asked about students' willingness to purchase a new mobile device if they thought it would improve their performance at school; 87 percent indicated &quot;yes.&quot; About 95 percent of the students indicated that having course materials such as lecture notes, practice quizzes, videos, and PowerPoints available on their mobile devices would be beneficial for their study process. The participants stated that they would be comfortable to allow their lecturers to contact them through their mobile devices. They also indicated that, apart from using their mobile phones to make and receive calls, texting using WhatsApp Messenger was the activity they often engaged in with their mobile phones. In this study, I made several assertions that, for WhatsApp Messenger to work properly in any classroom in Ghana, there must be intentional designs and step-by-step approach to teach both the faculty and the students how to use the application to achieve the utmost outcomes. I, therefore, concluded that using WhatsApp Messenger in a blended mobile learning context may help resolve many of the contextual difficulties that plague students in a e-learning situation in Ghana. [For the complete proceedings, see ED601080.]