ethanporcaro/eric-fulltext-meta huggingface dataset:
The Influence of Behavior on Performance within a Word-Problem Intervention for Students with Mathematics Difficulty
Author: Benz, Sarah A.
Date: 2021-00-00
Type: Reports - Research
Subjects: Word Problems (Mathematics),Intervention,Mathematics Instruction,Learning Problems,Grade 3,Elementary School Science,Student Behavior,Behavior Problems,Mathematics Skills,Tutoring,Program Effectiveness

Some elementary students may exhibit challenging externalizing or internalizing behaviors in addition to difficulty with mathematics. In this study, we explored the behavioral patterns of 441 3rd-grade students with and without mathematics difficulty (MD). Compared to students without MD, students with MD demonstrated higher rates of externalizing and internalizing behaviors. We then randomly assigned 162 3rd-grade students with MD to receive a 10-week word-problem intervention or to be in a business-as-usual comparison group. Within the word-problem intervention, students with MD who exhibited higher occurrences of externalizing behaviors performed significantly lower on a word-problem measure than students without as many occurrences of externalizing behaviors. Response to the word-problem intervention did not differ based on internalizing behavior patterns. [This paper was published in &quot;Remedial and Special Education&quot; v42 n3 p182-192 2021 (EJ1295309).]
Mixed-Method Report into Chinese Postgraduates&apos; Procrastination Behavior, Academic Engagement and Self-Confidence
Author: Wei, Li-Wei
Date: 2023-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Time Management,Self Esteem,Academic Achievement,Study Habits,Learner Engagement,Family Relationship,Cultural Influences,Educational Experience,Competition,Student Interests,Personality Problems,Mentors,Asians,Anxiety,Employment Potential,Intervention,Foreign Countries,Measures (Individuals),Self Concept Measures,Masters Programs,Student Characteristics

In this mixed-method investigation, the researchers delved into the intricate dynamics underlying Chinese postgraduates' procrastination behavior, academic engagement, and self-confidence, unveiling a multifaceted interplay among these factors. Quantitative findings revealed an intermediate-high level of procrastination, particularly in relation to writing assignments, exam preparations, and weekly reading tasks, while attendance tasks and general school activities elicited lower procrastination levels. Further analysis elucidated a substantial negative correlation between procrastination behaviors and both academic engagement and self-confidence, indicating the pernicious influence of this pervasive phenomenon on students' academic experiences. Qualitative insights garnered through thematic analysis explicated the complex reasons behind procrastination, including being overwhelmed by intricate tasks, lack of genuine interest, competitive milieu, insecurities, distractions, cultural and familial pressures, and struggles with time management, prioritization, and perfectionism. Furthermore, inadequate mentorship and anxiety surrounding future career prospects emerged as significant contributors to procrastination. Evidently, this detrimental factor not only impeded postgraduates' academic immersion but also eroded their self-confidence, exacerbating the detrimental repercussions on their scholarly performance. Thus, the findings underscore the imperative for targeted interventions, encompassing mentorship, time management skills, and emotional support, to mitigate the deleterious effects of procrastination on Chinese postgraduates' academic engagement and self-confidence.
Getting Personal: The Promise of Personalized Learning
Author: Redding, Sam
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Educational Technology,Role,Technology Uses in Education,Learning Processes,21st Century Skills,Student Centered Learning

Personalized learning's basic premise--that instruction should be tailored for each student and that the student should be the prime actor in directing learning. New technology makes possible ways to teach and learn that were unfathomable only a short time ago. Technology is not and should not be the whole of personalized learning lest it fail as an antidote to the tensions in education. To succeed, personalized learning will have to choose its technology judiciously and adhere to sound principles for how students learn. This report presents what exactly personalized learning is, and the role technology plays in personalized learning. [This chapter was published in: &quot;Handbook on Innovations in Learning,&quot; edited by M. Murphy et al., Center on Innovations in Learning, Temple University; Information Age Publishing, 2013, pp. 113-130.]
Supporting Students in Effective Transitions: What Students Have to Say
Author: Region 9 Comprehensive Center (R9CC)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Student Adjustment,Reentry Students,Success,Nontraditional Education,Adults,Traditional Schools,Student Needs,Interpersonal Relationship,Interpersonal Communication,Discipline,Punishment,Educational Environment,At Risk Students

Youth returning to traditional school settings from non-traditional settings, such as alternative schools, face significant barriers to successful transition. After conducting several student focus groups with students at West40--a center in Illinois that supports students who are considered &quot;at risk&quot; for dropping out or have been suspended or expelled--in addition to a literature review, the Region 9 Comprehensive Center Advisory Board gained perspective on effective practices to help students feel successful and supported. Alternative settings by design, as evidenced by West40 student experiences, offer strategies that merit consideration in traditional settings. Youth-serving adults in traditional school settings can consider the four recommendations presented in this report to better support students who are transitioning from an alternative school or are at-risk of dropping out of their traditional school: (1) Provide one significant adult for each student; (2) Improve communication with and for students; (3) Re-evaluate punitive disciplinary measures; and (4) Create positive learning environments.
Systems Reviews: An Approach to Building Coherence, Increasing Efficiency, and Improving Workflow at State Education Agencies
Author: Mattson, Heather
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: State Departments of Education,Efficiency,Change,Improvement,Systems Approach,Capacity Building

The challenges state education agencies (SEAs) must address are exceedingly complex, requiring sophisticated levels of thinking and problem-solving as well as the ability to leverage disparate points of view in finding impactful solutions. These challenges are technical, requiring specific and known solutions to achieve desired results. To provide more coherent, integrated services to the field in the face of complex challenges, SEAs need to engage in systems change. This brief from the Region 15 Comprehensive Center shares its iterative Systems Review approach that assists SEAs in considering new and more effective ways to build coherence, increase efficiency, and improve workflow--all in the service of effectively supporting local education agencies (LEAs) in implementing state priorities.
Educational Equity for Rural Students: Out of the Pandemic, but Still Out of the Loop. A Five-Part Series. Part 1: Growing Diversity of Rural Students
Author: National School Boards Association (NSBA), Center for Public Education (CPE)
Date: 2023-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Rural Education,Public Education,Educational Policy,Educational Practices,Enrollment Trends,Pandemics,COVID-19,Equal Education,Student Diversity,Rural Schools,Student Characteristics,Social Isolation,Poverty,Differences,Regional Characteristics

Nearly 1 in 5 U.S. students attend rural schools. Researchers report that at least half of public schools are rural in 12 states (i.e., Montana, South Dakota, Vermont, North Dakota, Maine, Alaska, Oklahoma, Nebraska, Wyoming, New Hampshire, Iowa, and Mississippi) (Showalter et al., 2019). Providing quality education to all rural students is a daunting task and needs the support of policy and research. In 2018, the Center for Public Education (CPE) of the National School Boards Association published &quot;Out of the Loop: Rural Schools Are Largely Left out of Research and Policy Discussions, Exacerbating Poverty, Inequity, and Isolation&quot; (ED608842), a comprehensive report on U.S. rural K-12 public education. Today, the data and research presented in the report are about five years old. However, the facts, together with the suggested policies and practices about rural education, are still valid and accurate. After a two-year pandemic, issues related to funding, teacher recruitment and retention, and serving disadvantaged students have become more severe in rural school districts. This five-part series is a data-driven study to inform policymakers, school leaders, educators, and parents. The primary research goal was to examine educational equity for rural students. In Part 1, the report discusses enrollment changes in rural schools and the growing diversity of rural students. Overlooking the broad diversity of rural students can lead to oversimplifying issues in rural schools. To illustrate the diversity of rural students, it not only presents data about the demographic changes of rural students, but also report isolation levels, poverty concentration, regional differences in poverty, and other challenges.
Educational Equity for Rural Students: Out of the Pandemic, but Still Out of the Loop. A Five-Part Series. Part 2: An Urgent Need to Fix the Digital Divide
Author: National School Boards Association (NSBA), Center for Public Education (CPE)
Date: 2023-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Rural Education,Public Education,Educational Policy,Educational Practices,Enrollment Trends,Pandemics,COVID-19,Equal Education,Student Diversity,Rural Schools,Internet,Access to Computers,Disadvantaged,Students,Barriers

Nearly 1 in 5 U.S. students attend rural schools. Researchers report that at least half of public schools are rural in 12 states (i.e., Montana, South Dakota, Vermont, North Dakota, Maine, Alaska, Oklahoma, Nebraska, Wyoming, New Hampshire, Iowa, and Mississippi) (Showalter et al., 2019). Providing quality education to all rural students is a daunting task and needs the support of policy and research. In 2018, the Center for Public Education (CPE) of the National School Boards Association published &quot;Out of the Loop: Rural Schools Are Largely Left out of Research and Policy Discussions, Exacerbating Poverty, Inequity, and Isolation&quot; (ED608842), a comprehensive report on U.S. rural K-12 public education. Today, the data and research presented in the report are about five years old. However, the facts, together with the suggested policies and practices about rural education, are still valid and accurate. After a two-year pandemic, issues related to funding, teacher recruitment and retention, and serving disadvantaged students have become more severe in rural school districts. This five-part series is a data-driven study to inform policymakers, school leaders, educators, and parents. The primary research goal was to examine educational equity for rural students. In Part 2, the report addresses how the persistent digital divide--often referred to as the homework gap--causes underserved rural students to face more challenges and disadvantages (NSBA, 2020). The COVID-19 pandemic highlighted the urgency of building equal access to internet services in rural areas. To fix the digital divide, we suggest that policymakers look at data about internet accessibility and affordability in rural areas and prioritize specific strategies to close the homework gap caused by the inadequate broadband access of rural students. [For &quot;Educational Equity for Rural Students: Out of the Pandemic, but Still Out of the Loop. A Five-Part Series. Part 1: Growing Diversity of Rural Students,&quot; see ED628330.]
Educational Equity for Rural Students: Out of the Pandemic, but Still Out of the Loop. A Five-Part Series. Part 3: Thinking Broadly and Deeply about Rural Student Achievement and Teacher Pipelines
Author: National School Boards Association (NSBA), Center for Public Education (CPE)
Date: 2023-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Rural Education,Public Education,Educational Policy,Educational Practices,Enrollment Trends,Pandemics,COVID-19,Equal Education,Student Diversity,Rural Schools,Students,Achievement Gap,Teacher Shortage,Academic Achievement,Grade 4,Grade 8

Nearly 1 in 5 U.S. students attend rural schools. Researchers report that at least half of public schools are rural in 12 states (i.e., Montana, South Dakota, Vermont, North Dakota, Maine, Alaska, Oklahoma, Nebraska, Wyoming, New Hampshire, Iowa, and Mississippi) (Showalter et al., 2019). Providing quality education to all rural students is a daunting task and needs the support of policy and research. In 2018, the Center for Public Education (CPE) of the National School Boards Association published &quot;Out of the Loop: Rural Schools Are Largely Left out of Research and Policy Discussions, Exacerbating Poverty, Inequity, and Isolation&quot; (ED608842), a comprehensive report on U.S. rural K-12 public education. Today, the data and research presented in the report are about five years old. However, the facts, together with the suggested policies and practices about rural education, are still valid and accurate. After a two-year pandemic, issues related to funding, teacher recruitment and retention, and serving disadvantaged students have become more severe in rural school districts. This five-part series is a data-driven study to inform policymakers, school leaders, educators, and parents. The primary research goal was to examine educational equity for rural students. In Part 3, this report focuses on the student achievement gap and teacher shortages in rural areas. It first looks at the diversity of rural students on the Nation's Report Card and examines whether there is any regional, demographic, or geographical pattern of student academic performance in fourth and eighth grade reading and math. Based on the findings, it also discusses five unique learning opportunities that rural students often miss and encourage education leaders to consider providing more policy and practice support in those fields. [For &quot;Educational Equity for Rural Students: Out of the Pandemic, but Still Out of the Loop. A Five-Part Series. Part 2: An Urgent Need to Fix the Digital Divide,&quot; see ED628332.]
How States Seek Waivers of the Assessment and Accountability in the 2020-21 School Year. Research Brief
Author: National School Boards Association (NSBA), Center for Public Education (CPE)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Student Evaluation,Accountability,COVID-19,Pandemics,Federal Legislation,Federal Regulation,Standardized Tests,Educational Finance,Alternative Assessment,Elementary Secondary Education

COVID-19 has been a challenging issue for America's public schools and students. The pandemic highlights many issues that already impacted education but have now become far more transparent as the forced school building shutdowns and transition to online learning have spread across the nation. For the 2020-21 school year, the concern is not only operating schools efficiently and safely but also mitigating the learning loss caused by the pandemic. Some state leaders have asked the U.S. Department of Education to waive the annual federal testing and accountability requirements for 2021. This call follows the mass request and granting of waivers of the federal annual standardized test requirements in the spring of 2020, when schools physically closed, and tests could not be administered. To inform school leaders of waivers of assessment and accountability in 2020, the NSBA's Center for Public Education (CPE) gathered data from the U.S. Department of Education (ED) and compiled this brief. The following report is a summary of the data (as of December 2020) about ED responses to State requests for waivers from requirements under Title I, II, III, and IV-B of the Elementary and Secondary Education Act (ESEA) during the COVID-19 pandemic for both the 2019-20 and 2020-21 school year.
Identification of New College Students&apos; Problems in Riverbank
Author: Makaria, Eklys Cheseda
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,School Counseling,School Counselors,Student Adjustment,Time Management,Self Esteem,Psychological Patterns,Stress Variables,Parent Child Relationship,Friendship,Peer Relationship,Antisocial Behavior,Student Motivation,Majors (Students),Interpersonal Competence,Parent Influence

The city of Banjarmasin is one of the riverbank areas, which every year accepts new college students from various regions every day. Adjustment to the new learning environment and system creates problems for new college students. This study describes the problems new college students face from the class of 2021 at Lambung Mangkurat University. This research was conducted using mixed methods with an explanatory sequential design. The research sample was selected by purposive sampling technique. Quantitative data was collected using DCM, and qualitative data were obtained using counseling interviews. Quantitative data shows that in group analysis, new college students face problems in personal 44.9%, social 59.5%, career 59.5%, and academic 60.3%. Qualitative data collected using counseling showed that these students experienced personal and social problems. The social issues are 1) difficulty managing time; (2) lack of confidence; (3) harboring issues on their own, so they get stressed quickly, (4) overthinking, (5) relationships with parents that are not good; (6) unhealthy friendships or toxic relationship; (7) there is a misunderstanding with peers; and (8) difficulty adapting to the class schedule and new environment. Problems in these two fields have an impact on the academic field, making students less motivated to learn because of the mismatch between the desires and the majors studied, difficulty dividing time, and difficulty adapting to a new environment, coupled with problems that make new students feel stressed and depressed with their study activities.
Meta-Analysis Study: The Effect of Android-Based Learning Media on Student Learning Outcomes
Author: Romadiah, Hikmah
Date: 2022-12-00
Type: Journal Articles
Subjects: Meta Analysis,Handheld Devices,Telecommunications,Computer Assisted Instruction,Outcomes of Education,Computer Software,Databases,Effect Size,Correlation,Classification,Teaching Methods,Learning Processes,Comparative Analysis,Elementary Secondary Education

This research is motivated by the increasing number of users of android-based learning media it impacts the learning outcomes obtained. This study aims to determine the effect of android-based learning media on improving student learning outcomes. This research is a meta-analysis study. Data collection techniques are taken from indexing databases such as Google Scholar. The filtered data results from research that contains the value of the number of data (N), correlation test (r), and classification, then analyzed using meta-analysis through effect size and standard error to see the summary effect size. The results of data analysis research using JASP software show that the estimation of the summary effect or mean effect size and publication bias test uses a random effect approach. The results of the effect size analysis using the random effects model show that there is a significant positive correlation between the effect of android-based learning media to improve student learning outcomes (z = 4.383; p &lt; 0.001; 95%CI [0.213; 0.559]). Therefore, the influence of android-based learning media on student learning outcomes is included in the low category (rRE = 0.386). In this study, it can be concluded that there is an influence of android-based learning media to improve student learning outcomes where at the 95% confidence level, the p-value &lt;0.05.
Investigating Direct Speaking Strategies of Non-English-Majored Students at a University in Dong Nai Province
Author: Loan, Nguyen Thi
Date: 2022-09-00
Type: Journal Articles
Subjects: Nonmajors,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Speech Communication,Language Proficiency,Vietnamese People,Universities,Foreign Countries,Teaching Methods,Pronunciation,Learning Strategies,Classification,Metacognition,Affective Behavior,Interpersonal Communication,Communication Strategies

English communication skills are now considered a passport-like requirement for students seeking a secure profession with a higher wage. Additionally, English proficiency is considered one of the variables affecting the success of foreign businesses investing in Vietnam and Vietnamese businesses looking to collaborate internationally to develop their brands into new markets abroad. The integration of various linguistic skills demonstrates the value of speaking. The main objective of this study was to investigate the frequency and importance of using direct speaking strategies by non-English-majored students at Dong Nai Technology University. The study involved 90 second-year undergraduate students at Dong Nai Technology University in Bien Hoa city, Dong Nai province. At the time of the study, the participants were 18-19 and had already attained elementary level. This research uses questionnaires and interviews using the SPSS application to analyze the main points relating to the research questions. According to research, direct speaking strategies significantly affect the English speaking skills of Dong Nai Technology University students. At the same time, the difficulties and orientations when learning speaking skills using direct speaking strategies were revealed in the study's conclusion. To maximize direct speaking strategies and advance the field of study, recommendations have been made for non-English-majored students.
Educators&apos; Perspective on the Progressivist Approach in Teaching Science Online
Author: Florungco, Jastine Kent E.
Date: 2022-09-00
Type: Journal Articles
Subjects: Teacher Attitudes,Science Instruction,Online Courses,Teaching Methods,Progressive Education,Student Centered Learning,Learner Engagement,Student Interests,Cooperative Learning,Educational Benefits,Educational Objectives,Internet,Access to Education,Barriers,Computer Games,Pandemics,COVID-19,Junior High School Teachers,High School Teachers,Foreign Countries

Progressivism is the trend in the modern education system since it aims to focus and develop the skills and abilities of the learners. Educators play a vital role in the learning setup because they are the facilitator of learning in the class session. In the time when most schools employ online learning, problems arise as to how teachers can make every session student-centered. This qualitative study aims to provide ways as to how teachers can make an online class more interesting and engaging for the students. The teacher respondents mentioned that giving group works to students and letting them engage in collaborative learning is beneficial since the objectives are being met and at the same time, learners are enjoying. It is also recognized that the internet connection is the main problem in this set-up, while it was also mentioned that games help maintain the interest of these learners.