ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of Variables Affecting Reading and Mathematics Achievement with Latent Regression Rasch Model
Author: Demirkol, Sinem
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Achievement,Reading Achievement,Socioeconomic Status,Gender Differences,Success,Student Motivation,Student Characteristics,Foreign Countries,Secondary School Students,Anxiety

Purpose: Achievement in mathematics and reading is a function of many interrelated variables. Therefore, it is important to identify and compare the variables that affect success in these areas. The aim of this study is to examine the characteristics that are thought to be effective on achievement scores in reading and mathematics. Method: The data of this study, which is a correlational study, were obtained from the PISA 2015 Turkey sample. The analysis of the research was carried out with The Latent Regression Rasch Model, which is one of the multilevel analysis methods. Results: According to the results, female students were more successful than male students in reading and math. The student's SES and anxiety level were associated with success in both areas, and this relationship was more in mathematics than in reading. In addition, while there was no significant relationship between motivation and reading success, this relationship significantly increased mathematics achievement. Recommendations: It is recommended to carry out the necessary studies in order to reduce the exam anxiety levels of the students, and to increase the motivation of success by giving importance to the cooperation of students, parents and schools. In addition, future studies can examine the relationships between different fields (such as science, foreign language) and different variables. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 335-344.]
New York&apos;s Parents Are Exercising Their School Options: We Need to Rethink the Meaning of Public Education
Author: Domanico, Ray
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Urban Schools,Public Schools,School Choice,COVID-19,Pandemics,Educational History,Elementary Secondary Education,Charter Schools,Private Schools,Religious Schools,Educational Policy,Role of Education,Standards,College Readiness,Jews,Curriculum,Parent Role,Governance,State Legislation,School Role,Local Government,Government Role,Governing Boards,Enrollment

New York City has the largest public school district in the U.S., but the city's diverse educational landscape also includes charter, private, and religious schools, all of which have undergone a major transformation in the two years since the COVID-19 pandemic. Over the last two school years, overall school enrollment in the city was down by 80,000 students--especially among district schools run by the city's education department. COVID was not the beginning of the city's education system ignoring the needs of these families, however. This report looks at the history of the purpose of education in both New York City and the state and evaluates how it has changed over time, especially in its emphasis on college readiness, a goal that does not align with the needs of about half of young New Yorkers and one that the city's education system has so far proved unable to achieve. This report concludes with a specific set of recommendations for policy makers to fashion a more pluralistic and responsive school sector by improving noncollege pathways for high school students, maintaining and growing access to accelerated learning opportunities for high-achieving students, adopting a cooperative and accommodating approach to private and religious schools (particularly fast-growing Orthodox Jewish schools), and strengthening the voices of parents in the governance of district-run schools. To make the city's schools more attractive to families, the state legislature, the State Board of Regents, and the city's mayor and school chancellor all must act.
Racial Preferences on Campus: Trends in Asian Enrollment at U.S. Colleges
Author: VerBruggen, Robert
Date: 2022-04-00
Type: Reports - Evaluative
Subjects: Asian American Students,Court Litigation,Racial Discrimination,Enrollment Trends,Disproportionate Representation,Academic Achievement,Racial Differences,College Admission,Bachelors Degrees,Selective Admission,College Entrance Examinations,Mathematics Achievement,Reading Achievement,Grade 8,Grade 12,Standardized Tests,College Students,Scores,Homework,Study Habits,Grade Point Average,High School Students,Educational Attainment

The Supreme Court has agreed to weigh in on the legality of racial preferences, in part thanks to a lawsuit against Harvard College alleging that the school discriminates against Asian-Americans. Proving discrimination at a specific school is an arduous task, requiring access to private, detailed admissions records--as the legal documents in that case demonstrate. But this report takes a step back and focuses on a question that is both simpler and broader: As the Asian-American population in the U.S. has risen dramatically over the past 30 years, how has Asian enrollment fared at different types of colleges? This kind of analysis was a reason many became skeptical of elite colleges' treatment of Asians over the past decade, and now it is possible to update the numbers that have been publicized in popular magazines and publications. This report begins by showing that Asian-Americans are generally overrepresented at the highest levels of academic achievement, and that this overrepresentation has become more pronounced as the Asian share of the population has grown. Using federal data on college enrollment by race--but mindful of the limits of such data--it then sorts colleges according to their admittance rates and test scores for the purpose of tracking changes in the share of Asian students at different types of four-year colleges that grant bachelor's degrees.
The Relation between Metacognitive Awareness and Regulation
Author: Akgül, Ömer Tugsad
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Metacognition,Cognitive Processes,College Students,Responses,Perception,Self Control

Metacognitive responsiveness is an individual's sensitivity to metacognitive experiences, awareness, and importance of metacognition, and thus can be helpful in terms of finding out the different levels of metacognitive competencies. This study aims to investigate whether and how different components of metacognition predict metacognitive responsiveness if at all. The first instrument used in this study is the &quot;Metacognitive Awareness Inventory&quot; (MAI) by Schraw and Dennison (1994) to assess the metacognitive awareness levels of students. The second instrument used in this study is the &quot;Awareness of Independent Learning Inventory&quot; (AILI) by Meijer et al. (2013) to assess the metacognitive responsiveness of the students. In this regard, the items covering the metacognitive responsiveness subcomponent ([alpha]=0.77) were utilized in this study. Multiple linear regression analysis confirmed metacognitive components predicted metacognitive responsiveness, and predictor variables (MK and MR) explained 23% of the variation of MRS. Metacognitive regulation (MR) explained 49% of the variation of MRS. Findings might suggest that when a person is metacognitively responsive, they may be stimulated by an internal or external factor that requires them to regulate their cognitive activity. In this sense, a potential implication pertains to using stimuli to activate individuals' metacognitive regulation; that is, there is a need to awoke a meaningful purpose to engage in planning, monitoring and controlling, and evaluating their cognition. For this, materials that appeal to learners need identification. As each individual may bring diverse characteristics, both research and classroom practices should recognize individuals' differences and tendencies in developing metacognitive competencies. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 280-288.]
Students&apos; Mathematical Creative Thinking Ability with Posing-Exploring-Doing-Evaluating (PEDE) Productive Failure Model in New Normal
Author: Casing, Pede I.
Date: 2021-00-00
Type: Journal Articles
Subjects: Creativity,Creative Thinking,Thinking Skills,Models,Mathematics Education,High School Students,Grade 11,Foreign Countries,Mathematics Achievement

Students' creative thinking ability is essential to be developed in Mathematics because it can help students solve everyday life problems. This study aimed to determine the impact of the Posing-Exposing-Doing-Evaluating (PEDE) Productive Failure model on developing students' creative thinking ability in mathematics in the new normal. The study was conducted at Diplahan National High School of the Division of Zamboanga Sibugay to Grade-11 students enrolled for the school year 2020-2021. The study employed a quasi-experimental pretest-posttest control group design. The experimental group was exposed to PEDE Productive Failure Model and the control group was exposed to the Conventional Method. Multiple solution tasks were used to measure students' level of creative thinking ability. A teacher-made test composed of 4-item open-ended questions with a rubric scale that measures mathematical creative thinking ability was the main instrument used in the study. The mean, standard deviation, and the analysis of covariance (ANCOVA) were used to analyze the data collected. The analysis revealed that students exposed to PEDE Productive Failure Model performed significantly better in terms of creative thinking ability posttest score. Researchers recommend that Mathematics teachers may use PEDE Productive Failure as a modular learning approach in the new normal to develop creative thinking ability in Mathematics. Teachers might also incorporate activities into their Mathematics modules that demand students to present various clearly defined solutions to foster students' creative potential.
Cameroon&apos;s Higher Education Reform for Socio-Economic Relevance and Recommendations Based on China&apos;s Experience - A Summary
Author: Donkeng Nazo, Armel
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Change,Socioeconomic Influences,Educational Policy,Comparative Education,Best Practices,Western Civilization,Educational Practices,Technology Transfer,Foreign Countries,Universities,Entrepreneurship,Role of Education,Strategic Planning,Resource Allocation,Administrative Organization,Educational Development,Vocational Education,Technical Education,Educational Finance

This paper is a summary of my doctoral dissertation; it investigates the recent developments and reforms launched by Cameroon Higher Education policymakers to upgrade and align this sector to the needs of the country's socio-economic development and suggest strategies built from China's successful experience. This qualitative work was done in the broad discipline of comparative education and therefore compared and shared some best practices that China has accumulated in reforming its HE system. As a developing country assuming a different development model or certain independence from the Western model, China constitutes an example that can only inspire Cameroon differently. Considering this systemic difference with the West, including in its Higher Education (HE) system, the adoption of successful Chinese practices in this research provides new and original perspectives on HE. Findings from document analysis and participants' perceptions have shown in the study that Cameroonian authorities, in their recent HE policies have stressed on professionalization, curriculum reform, university entrepreneurship, and on university's third mission. On the Chinese side, strategies in reforming its HE sector were elaborated around prioritization of the HE sector development, a vigorously governmental promotion of the National System of Innovation (NSI), a strategic structuration and organization of the HE sector in poles for more efficient investment, the introduction of market model mechanisms in resources distribution, management, and a permanent effort to align HE to the national development strategies and needs. Among the strategies suggested for Cameroon, this research has insisted on strengthening the NSI, strategic restructuring of HE in poles, the development of public vocational and technological HEIs, and a substantial financial allocation based on market-type mechanisms.
Embodied Mathematical Imagination and Cognition (EMIC) Working Group
Author: Nathan, Mitchell J.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Metacognition,Communities of Practice,Educational Technology,Teaching Methods,Inclusion

The central aim of the EMIC Working Group is to connect, engage, and inspire colleagues in this growing community of discourse around theoretical, technological, and methodological developments for advancing the study of embodied cognition for mathematics education. This year, our fifth at PME-NA, we also will convene on Day 3 with the WG on Mathematical Play. Our community of scholars will use these sessions to continue to broaden the range of activities, practices, and emerging technologies that contribute to mathematics teaching and learning as well as to research on these phenomena. [This paper was published in: &quot;Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education,&quot; edited by A. I. Sacristán, et al., Cinvestav / AMIUTEM / PME-NA, 2020, pp. 166-168.]
Grounded and Embodied Proof Production: Are Gestures and Speech Enough to Produce Deductive Proof?
Author: Kim, Doy
Date: 2021-00-00
Type: Reports - Research
Subjects: Nonverbal Communication,Geometry,Logical Thinking,Mathematical Logic,Geometric Concepts,Validity,Speech Communication,College Students,Mathematics Instruction,College Mathematics

This study investigates the associations of spontaneous &quot;dynamic gesture&quot; and &quot;transformational speech&quot; with the production of &quot;deductive proofs&quot; in participants' reasoning about geometric conjectures (N=77). Although statistical analysis showed no significant association, the result suggests that purposefully including directed actions and pedagogical language in interventions could promote the production of deductive proofs. [This paper was published in: &quot;ICLS Proceedings,&quot; 2021, pp.1109-1110.]
Louisiana Comprehensive Literacy Plan. Updated
Author: Louisiana Department of Education
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Literacy,Educational Policy,State Policy,State Legislation,Educational Legislation,Guidance,Educational Objectives,Literacy Education,Intervention,Faculty Development,Family Involvement,Evidence Based Practice,State Departments of Education,Best Practices,State Action,Educational Planning,Statewide Planning

This updated Louisiana Comprehensive Literacy Plan contains the following sections: (1) Louisiana's Literacy Pillars; (2) Literacy Data from the Fall 2021 Assessment Reports; (3) Louisiana's Literacy Mission &amp; Goals; (4) Louisiana Believes We Can Achieve Improved Literacy Outcomes; (5) BESE Policies Supporting Literacy; (6) Louisiana State Literacy Actions; and (7) School System Literacy Guidance. [For &quot;Louisiana Comprehensive Literacy Plan, 2021,&quot; see ED618736.]
Remediation in Maryland Higher Education, Part 6: Second-Year Retention
Author: Maryland Higher Education Commission
Date: 2022-06-00
Type: Reports - Research
Subjects: Remedial Instruction,Remedial Programs,Higher Education,School Holding Power,College Readiness,Community Colleges,Public Colleges,Outcome Measures,Program Effectiveness

This report is the culmination of a six-part series designed to provide greater insight into remediation at Maryland postsecondary institutions. Parts 1 through 4 of the research series on remediation at Maryland colleges and universities have evaluated a number of issues. Beginning with defining what remediation is and why it matters (Part 1, ED604255), followed with a first-time, full-time cohort entering in Fall 2017, this research has explored the rates of assessment (Part 2, ED604259), completion (Part 3, ED611937), credit-bearing &quot;gateway&quot; course completion within the first year of enrollment (Part 4, ED611938), and presenting students' first-year academic outcomes by examining their grade point average (GPA) and credits accumulated by the end of the first year (Part 5, ED618789). This report -- the sixth and final report of the series -- will review second-year retention of students by remedial status. This report further expands the data set to examine retention outcomes, by matching a subsequent term of enrollment information to the earlier data set to examine students' continued participation in higher education. This analysis will focus on student enrollment in Fall 2018 compared to their enrollments in their entry term, Fall 2017.
Remediation in Maryland Higher Education, Series Summary
Author: Maryland Higher Education Commission
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Remedial Instruction,Remedial Programs,Higher Education,College Readiness,Identification,College Students,Program Length,College Credits,Mathematics Education,College English,Outcomes of Education,School Holding Power

Over the past two years, the Maryland Higher Education Commission has produced a series of reports concerning remediation in Maryland public higher education institutions. The research conducted in this report series addresses a number of policy concerns connected to remediation, as well as a number of national, state, and institutional initiatives currently underway that have been designed to increase student success. Beginning with defining what remediation is and why it matters (Part 1, ED604255), followed with a first-time, full-time cohort entering in Fall 2017, this research has explored the rates of assessment (Part 2, ED604259), completion (Part 3, ED611937), credit-bearing &quot;gateway&quot; course completion within the first year of enrollment (Part 4, ED611938), presenting students' first-year academic outcomes by examining their grade point average (GPA) and credits accumulated by the end of the first year (Part 5, ED618789), and reviewing second-year retention of students by remedial status (Part 6, ED624217). The briefs further include data analyses surrounding questions regarding remedial education in Maryland: who is assessed to need remediation, who enrolls in and completes both remedial and credit-bearing courses, how first-year outcomes vary by developmental status, and how persistence and completion rates vary across those same populations. This report provides a summary of the questions answered in the six reports.
Autonomous Learning Ability of Chinese Language Learners in Cameroon
Author: Maguatcher, Jeremie
Date: 2022-00-00
Type: Journal Articles
Subjects: Independent Study,Foreign Countries,Chinese,Second Language Learning,Second Language Instruction,College Students,Learning Theories,Goal Orientation,Learning Processes,Learning Strategies,Student Attitudes

Since the end of the 20th century, autonomous learning has become a popular research topic in education and has received much attention from researchers. The acquisition of Chinese as a second language requires learners to practice autonomous learning and develop their language learning ability. The present study used the theory of autonomous learning proposed by (Holec H., 1981), in addition to questionnaires and interviews to study the general trend of autonomous learning ability of Chinese language learners in Cameroonian universities and institutions. The results of this study show that Cameroonian Chinese language learners have a certain level of autonomous learning ability in Chinese language, which is demonstrated by their ability to control the learning process and evaluate its effectiveness but they still encounter some problems, such as lack of the ability to achieve learning goals and develop reasonable learning plans, lack of the ability to select properly learning content and apply learning strategies, and most students are not aware of the importance of autonomous learning. Finally, this study suggests some main ways to develop the autonomous learning ability of Cameroonian Chinese language learners.
Using Psychometric Analysis to Improve Soft-Skill Assessments
Author: Yang, Edith
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Soft Skills,Psychometrics,Evaluation,Community Colleges,Credentials,Program Evaluation,Measurement Techniques,Measures (Individuals)

Postsecondary institutions, and particularly community colleges, are positioned well to train more and more of the nation's entry- and middle-skill workers. The New World of Work (NWoW), a program that promoted teaching and learning soft skills, was designed in 2012 and operated briefly in over 75 community colleges in California. The program consisted of a classroom component, a work-based learning component, and a credential-granting component. A companion brief, &quot;Implementing Soft-Skills Programs in a Postsecondary Setting: Lessons from the New World of Work&quot; (ED623411), details lessons from its implementation. This brief focuses on the development and refinement of the credential-granting component. Specifically, it describes how psychometric analysis can inform the design of assessments used to grant credentials so that soft skills can be more accurately measured and employers and educators can recognize the credentials' value. Curriculum designers might find that psychometric analysis, in combination with other information (such as the perspectives of instructors, employers, and students), can help them determine how well their assessments capture the mastery of the soft skills students need to thrive in today's labor market.
Rethinking Initial Teacher Training Model of Secondary School Chinese Language Teachers in Cameroon
Author: Hulda, Grâce
Date: 2022-00-00
Type: Journal Articles
Subjects: Chinese,Foreign Countries,Second Language Instruction,Secondary Schools,Teacher Competencies,Linguistic Competence,Inservice Teacher Education,Curriculum Development

Chinese language teaching and learning in Cameroon has developed rapidly. Teaching Chinese as a foreign language in secondary schools in Cameroon requires teachers' professional training. Due to the complexity and challenges of the Chinese language teaching, teachers need to be equipped with the necessary linguistic, didactic, communicative, and cultural competencies. Based on a critical and in-depth analysis of documents, statistical analysis and interviews, this study has analysed the current situation of the initial teacher training (ITT) model for secondary school Chinese language teachers in Cameroon in various aspects, including the training objective, duration, curriculum methods and lecturers. The results of this study show that the initial teacher training of secondary school Chinese language teachers in Cameroon has undergone many steps in its development. At the same time, it faces some challenges such as, the limited number of Chinese language lecturers, outdated training curriculum and insufficient practical courses. To address these issues, the authors made some practical recommendations such as the urgent need to recruit and train more cameroonian lecturers, strengthen and diversify cooperation with other international higher education institutions, follow up on cameroonian students who are studying in China, set up a system which will encourages graduates to come back home after their studies to participate in the country's development, enrich the training curriculum by revising the current programme, focus more on practical courses and cultural animations and finally set up a micro-teaching programme.