ethanporcaro/eric-fulltext-meta huggingface dataset:
Distributed Retrieval Practice Enhances Primary School Students&apos; Retention of Computational Thinking Concepts
Author: Casanova, Lydia
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Computation,Thinking Skills,Retention (Psychology),Recall (Psychology),Foreign Countries,Memory,Educational Practices,Instructional Effectiveness

Efforts are being made to add Computational Thinking (CT) to the curriculum of primary schools in order to develop student abilities to use computational tools to solve problems and better prepare them for an increasingly digital society. Distributed Practice (DP) and Retrieval Practice (RP) are evidence-based practices that have shown to lead to efficient and durable learning. Studies investigating Distributed Retrieval Practice (DRP), a combination of the two evidence-based practices, have found positive effects of DRP on university student learning of anatomy and vocabulary items. As CT is considered to be a complex thinking skill, one that is acquired over time with practice, we investigated whether DRP had durable effects on primary student learning of CT concepts. We conducted a quasi-experimental study involving 20 primary school students between 11 and 12 years of age. The students participated in 6 weekly sessions on CT and completed two tests -- one at the end of the fifth session (immediate) and the other a week later (delayed). At the end of each of the first 4 sessions, students performed DRP by completing a class-wide review quiz consisting of 5 multiple-choice questions. The results of the study show that students attained higher scores on the delayed test (72.6% ± 19.2) in comparison to the immediate test (67.9% ± 20.7). However, the difference in scores was not significant. The results suggest that DRP may play a role in helping students overcome the natural decay of memory, however, studies with a larger sample size are required. Further, this study demonstrates that DRP can be applied in an authentic classroom environment that involves primary school student learning of a complex subject such as CT.
Federal Student Aid: Strategic Plan Fiscal Year 2023-2027
Author: Federal Student Aid (ED)
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Federal Aid,Student Financial Aid,Strategic Planning,Outcomes of Education,Higher Education,College Graduates,Equal Education,Access to Education,Loan Repayment,Services,Labor Force Development,Objectives,Efficiency,Accountability,College Applicants,Risk Management,Public Agencies,Institutional Mission,Change Strategies

The Federal Student Aid (FSA)'s Five-Year Strategic Plan for Fiscal Years 2023-27 presents tangible goals and objectives to help ensure that Americans can have broad access to higher education, without regard to any perceived limitations of socioeconomic status. The plan incorporates the Next Gen FSA initiative, which is designed to deliver intuitive, self-service tools for students, parents, and borrowers. The overall goals include modernizing FSA's technology, processes, and operations to improve people's experiences and outcomes by working with student aid partners, including postsecondary institutions. Looking beyond the COVID-19 period and its effects, the goals outlined in this plan provide a roadmap for how FSA will successfully operate, respond to change, and execute their mission moving forward. The plan comprises five strategic goals: (1) Improve Customer Service and Outcomes for Students and Borrowers; (2) Advance Equity and Access to Student Financial Assistance; (3) Strengthen Engagement and Accountability for Educational and Financial Institutions; (4) Increase Workforce and Workplace Capabilities; and (5) Boost Operational Efficiency. [For the 2020-2024 report, see ED616143.]
Teacher Education Assistance for College and Higher Education Grant (TEACH Grant) Program: Initial and Subsequent Counseling Guide
Author: Federal Student Aid (ED)
Date: 2022-09-00
Type: Guides - Non-Classroom
Subjects: Student Financial Aid,Federal Aid,Grants,Student Loan Programs,Teacher Education,Paying for College,Teacher Certification,Student Teaching,Eligibility,Teacher Qualifications,Loan Repayment

The Teacher Education Assistance for College and Higher Education Grant (TEACH Grant) Program awards grants to students who intend to teach, to help pay for their postsecondary education. TEACH Grants are available to eligible students who are enrolled at a school that participates in the TEACH Grant Program, in a program of study that the school has designated as TEACH Grant-eligible. Students must agree to teach full time for at least four years in a high-need field at a low-income elementary school, secondary school, or educational service agency. This guide informs students about the TEACH Grant Program and the TEACH Grant service obligation.
What Is This Sound in Decibel? -- We Tried to Determine Students&apos; Comprehension of Sound Levels, Online Ver--
Author: Ueda, Mari
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Acoustics,Undergraduate Students,Evaluation Methods,Knowledge Level,Classroom Environment,Air Transportation,Space Sciences,Online Courses,COVID-19,Pandemics,Evaluation Criteria,Individual Characteristics,Universities,Citizenship,Teaching Methods,Instructional Materials,Visual Aids,Foreign Countries,Information Science Education

To examine the appropriate information disclosure method of noise as the final goal, we firstly set the goal to grasp the degree of understanding of the dB values of the sound sources among people other than acoustic experts. In this paper, first, in order to measure the degree of understanding of the dB in university students without expert knowledge, we developed a loudness chart kit and evaluated the understanding of loudness in the classes. As a result, they commonly regarded the sound volumes of the rocket and the take-off of the airplanes as first or second loudest, but the subjective ranks of other sound sources were completely different among them. Some of the students who seem to have no knowledge at all about the sound source answered unreality values entirely. Furthermore, since the university class was brought online due to the influence of the new coronavirus, we developed an online version of this teaching material. In the future, we will measure the changes in the evaluated dBs after learning the dB values. Then, we also accumulate more data about the differences of the understanding degree in dB values among the individual characteristics including their university, nationality, and whether they are environmental officials, to discuss the diagnostic criteria of the volume of the sound. Moreover, we will discuss how to learn a sense of loudness and dB. This reports on the online version of the teaching materials developed as university class are now online due to the impact of the novel coronavirus.
Prototyping a Retrospective Review Support Function for a Fill-In Workbook System
Author: Abe, Kousuke
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Educational Improvement,Instructional Materials,Learning Management Systems,Learner Engagement,Learning Analytics,Attention Control,Student Participation,Visual Aids,Attitude Change,Lecture Method,Computer Science Education,College Faculty,Undergraduate Students,Foreign Countries

The authors are developing and using a fill-in workbook system that allows faculty members to ascertain the attitude of all students to classes including students who are not active, and to improve lectures through well-timed and appropriate actions. In this paper, in order to help teachers improve lessons and teaching materials, and to help students review their own learning attitude, we propose functions for retrospective review. We focus on unfocused time, page transitions, number of keyboard operations and number of mouse clicks to extract the learning attitude of each student during the class. This function divides student's learning attitude into five categories, i.e. following the class and concentrated on it, following but not concentrated, jumping ahead, falling behind, and not participating. The system also provides visualization of changes in learning attitude during the class. It can be used for teacher's and students' retrospective review after the lecture.
Longitudinal Co-Teaching Projects--Scoping Review
Author: Veteska, Jaroslav
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Team Teaching,Teaching Methods,Teacher Collaboration,Teacher Effectiveness,Barriers,Teacher Role,Special Education,Regular and Special Education Relationship

The main orientations of education policy with a view to the next decade include, inter alia, promoting educational innovation and verifying it through further professional development of teaching staff and exploring the effectiveness of learning. One of the possibilities of achieving this goal is co-teaching and its forms, which are constantly evolving. The aim of this study is to provide an overview of approaches not only to the actual implementation of co-teaching, but also to the whole process of preparation in order to evaluate the experience gained in a number of researches already carried out, in the form of an overview study. An inductive thematic analysis of published articles in 2005-2020, with a predominance of attention for the period 2019 and 2020, was used in 16 databases such as ERIC, Scopus®, Complementary Index, etc. As a result, 19 articles were finally included in the analysis of the issues examined. Inductive thematic analysis identified six themes: (1) &quot;co-teaching effectiveness&quot;, (2) &quot;problems and obstacles&quot;, (3) &quot;methods of and with co-teaching&quot;, (4) &quot;teachers' roles and relationships&quot;, (5) &quot;teachers' cooperation&quot;, and (6) &quot;special educational needs&quot; (SEN). The scoping review study covers the theoretical basis of co-teaching issues, the results of research surveys or experiments on the procedures, advantages or barriers of various co-teaching models. The study serves as a basic framework supporting the creation and application of a virtual component as a new part of the educational method of co-teaching solved by the TACR project.
Time to Acclimate: Examining the Influence of Cognitive Ability on Situating to a Video Game
Author: McCreery, Michael P.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Video Games,Cognitive Ability,Correlation,Adjustment (to Environment),Prediction,Race,Gender Differences,Intelligence Tests,Vocabulary Development,Participant Characteristics

The current study was designed to examine the relationship between cognitive ability and player experience in shaping how players think within, and acclimate to, video games as complex systems. Specifically, researchers examined the relationship between player's cognitive ability and gameplay outcomes within a video game (i.e., The Deed). Outcomes were evaluated and contrasted after two discrete playthroughs, each lasting approximately 30 minutes. Logistic regression indicated that cognitive ability predicted individual outcomes for both the first and second playthrough, but did not predict growth between playthroughs (i.e., outcome change). Findings are then discussed in terms of an acclimation stage.
Impact of Programming Workshop on Impression Regarding Computer Programming
Author: Maruyama, Yukiko
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Parents,Workshops,Programming,Programming Languages,Parent Attitudes,Positive Attitudes,Parent Participation,Student Participation,Foreign Countries,Difficulty Level

To investigate the effects previous experience on the impressions of parents regarding computer programming, a survey was carried out before and after parent-children workshops were conducted. The results of the survey showed that the impressions of the participants regarding computer programming after the workshops became more positive than before the workshops.
Learning Analytics to Evaluate the Effectiveness of Higher Education Student Failure Prevention
Author: Floris, Francesco
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Analytics,Academic Failure,Universities,Student Adjustment,Secondary Education,Undergraduate Students,Student Attitudes,Correlation,Comparative Analysis,Foreign Countries,Learning Management Systems,Higher Education,Prevention,MOOCs,Identification

Open Online Courses can serve different purposes: in the case of Orient@mente at the University of Torino, they aim at facilitating the transition from secondary to tertiary education with automatic evaluation tests that students can try in order to understand their capabilities in - and their attitude towards - certain disciplines, and with remedial courses to fill the gaps in their knowledge. The university strategy of Orient@mente first started in 2014 and, after six years of deployment of the online platform, it has collected many data from students that were interested in starting a university course. The natural comparison and correlation analysis juxtapose the academic results of students who practice self-assessment in Orient@mente with the other university students. The measurable that we considered in this comparison is the average number of ECTS acquired during the first year, since this is a number that is considered for the university evaluation system -- stakeholders in particular check the number of students who obtain more than 40 first-year ECTS. According to specific rules, we put together dataset from different origins, the platform logs, and users with the university record system. The results of this analysis, presented in this work, confirm the positive impact of Orient@mente on students, with statistical significance.
The Analysis of PISA Test 2018 on Student Perception of Reading Objective, How Is Indonesian Students?
Author: Safari, Safari
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Secondary School Students,Achievement Tests,International Assessment,Reading Tests,Student Attitudes,Scores,Cross Cultural Studies,Reading Attitudes,Recreational Reading

The purposes of the study are to know the students' perceptions of reading objective among students, which have above and below the average score of the OECD countries, and to know the Indonesian student achievement among other countries. The study uses a quantitative method as a research method, and to determine the position of Indonesian students, it used M-Plus and Winsteps program. PISA 2018 data which has been released are used for research development purposes. The data were taken from questionnaires who were answered by 15th -year-students of 80 countries. The data consist of 612.004 international students and 12.098 Indonesian students. The results of the Analysis of Variance states that there was a significant difference (P &lt;0,000) of students' perceptions of reading objectives among students in countries which have above and below the average score of the OECD. While based on the analysis of Rasch Model, the reliability of Indonesian students was 0.36 while international data 0.51. Although they both are low, the reliability of Indonesian students is lower. The study concludes that the most students' states both (upper and below group) &quot;Disagree&quot; if the purpose of reading is only to fulfill obligations, merely hobbies, and spend time. Afterwards, students state &quot;Agree&quot; to discuss books with others and obtain the required information.
A Graphic Organizer for Supporting Summary Writing in Web-Based Investigative Learning
Author: Harada, Oriko
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Instructional Materials,Web Based Instruction,Web Sites,Learning Experience,Case Studies,Scaffolding (Teaching Technique),Expository Writing,Teaching Methods,Writing (Composition),Reports,Learning Processes,Graduate Students,Undergraduate Students,Majors (Students),Computer Science Education,Comparative Analysis,Text Structure

Web-based investigative learning is a form of learning where learners investigate Web resources to construct knowledge on a question. In our previous work, we have designed a learning model and a cognitive tool named iLSB to support learners in expanding the initial question into sub-questions so as to deepen and widen their investigation, and in creating their own learning scenario. The learning model consists of two processes of &quot;knowledge construction&quot; and &quot;knowledge linearization&quot;. Learners are expected to construct knowledge using iLSB in the former process, and to linearize their knowledge to prepare a paper for report on their investigation in the latter process In this paper, we focus on how to help learners to make a summary of the paper by means of graphic organizers, which embed five types of information structure in expository text. This paper demonstrates how iLSB allows learners to build text structure of a summary with graphic organizers. We also report a case study whose purpose was to assess the effectiveness of it. The results suggest that graphic organizers function effectively as a scaffold for building comprehensive summary with fewer efforts.
2022 National Student Satisfaction and Priorities Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2022-00-00
Type: Reports - Research
Subjects: National Surveys,Student Surveys,Student Attitudes,Student Satisfaction,Student Experience,Benchmarking,COVID-19,Pandemics,Educational Trends,Attitude Change,Expectation,College Environment,Undergraduate Students,Graduate Students,Adult Students,Nontraditional Students,Student Characteristics,Institutional Characteristics,Private Colleges,State Universities,Community College Students,Online Courses,Public Colleges,Enrollment,Tuition,Student Financial Aid

For more than 25 years, thousands of colleges and universities have used the Ruffalo Noel Levitz (RNL) Satisfaction-Priorities Surveys to assess their students, strengthen the student experience, increase student success and completion, and prioritize campus planning initiatives. The surveys are valued so highly because they reveal where institutions are succeeding and where they should focus their attention and resources. By asking students to rate their satisfaction and priorities, campuses can quickly uncover strengths and challenges. The RNL surveys take a comprehensive look at the student experience, asking students for their feedback on issues inside and outside the classroom, and then provide peer institution benchmarks for specific student groups. This year's national report reflects cumulative data for three academic years: 2019-20, 2020-21, and 2021-22, with the majority of the responses collected following the onset of the pandemic in the spring of 2020. In addition, this report looks at the overall satisfaction scores by academic year for the most recent five-year trends to provide a better understanding of how perceptions have shifted in recent years. It also examines how institutions are performing on high priority items to show which institution types are meeting or failing to meet student expectations. Finally, the report takes a deeper dive into satisfaction levels for items related to the important category of campus climate to see how institutions are performing. [For &quot;2021 National Student Satisfaction and Priorities Report,&quot; see ED618012.]
Promoting Formative Assessment in Mathematics Teacher Education: An Experience of Distance Teaching
Author: Cusi, Annalisa
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Formative Evaluation,Mathematics Teachers,Teacher Education Programs,Information Technology,Preservice Teachers,Mathematics Instruction,Asynchronous Communication,Synchronous Communication,Student Attitudes,Feedback (Response),Evaluation Methods,Distance Education,Teaching Methods,Foreign Countries

We discuss a distance teaching-learning approach, developed within two courses for prospective mathematics teachers, exploiting digital technologies to activate formative assessment practices. In particular, we analyse excerpts, from synchronous and asynchronous activities within the courses, to highlight the formative assessment processes that were activated, the feedback provided by prospective teachers to each other and their meta-reflections that testify learning in the domain of teacher education.
Defining &quot;Distance Education&quot; in Policy: Differences among Federal, State, and Accreditation Agencies
Author: Kerensky, Kathryn
Date: 2023-03-00
Type: Reports - Research
Subjects: Definitions,Distance Education,Educational Policy,State Policy,Accreditation (Institutions),Agencies,Policy Formation,Higher Education,Educational Legislation

Online learning, hybrid learning, correspondence education, hyflex learning, blended learning, and distance education are terms that have been used by institutions, scholars, policymakers, accreditors, and more to describe the variety of course delivery options that are available today. These terms may often be used interchangeably or in ways that conflate their meaning. This creates a lack of clarity and understanding. The definitions of these terms have important policy implications as institutions must manage multiple and sometimes conflicting definitions and interpretations from regulators and accreditors. This paper reviews the definitions of just one of these terms, &quot;distance education,&quot; as it is the most commonly used in policy references. The purpose of this review is to highlight the challenges and risks associated with navigating multiple sources of &quot;distance education&quot; definitions in policy. There are an increasing number of terms (e.g., hybrid, blended, hyflex) used to describe the use of digital instructional tools. The focus on the definitional difficulties in policies for this one term serves as an indicator of how difficult oversight and compliance can become when additional terms come into play. [Contributing authors to this report include: Russ Poulin and Van Davis.]
Linking Adult Education to Workforce Development in 2018-19: Early Implementation of the Workforce Innovation and Opportunity Act at the Local Level. Evaluation Report. NCEE 2023-001r
Author: Cronen, Stephanie
Date: 2023-03-00
Type: Reports - Research
Subjects: Adult Education,Labor Force Development,Program Implementation,Federal Legislation,Labor Legislation,Career Pathways,Adult Literacy,Job Skills,Vocational Education,Basic Skills,Career Exploration

For more than 70 years, the federal government has supported efforts to improve adult literacy and other basic skills. Many adults need help with basic skills like reading, writing, mathematics, and English proficiency to succeed in the American workforce. Congress has long provided resources to help individuals address these educational challenges, most recently through Title II of the Workforce Innovation and Opportunity Act (WIOA) of 2014. But WIOA includes new requirements and incentives to strengthen the link between adult education and the overall workforce development system, to move adults into and along a career pathway. This report from a national evaluation of Title II examines the extent to which local adult education providers' instructional approaches and coordination with other agencies reflect this link and highlights the challenges providers experience in collecting related performance data. The report describes providers' reported experiences in program year 2018-19, the first year when the more than 1,600 providers receiving federal Title II funds were expected to operate under WIOA's rules and before the COVID-19 pandemic disrupted provider operations. [For the appendices to this report, see ED626772. For the supplemental compendium, see ED626773.]