ethanporcaro/eric-fulltext-meta huggingface dataset:
A Summary of the Research on the Effects of Test Accommodations: 2013-2014. NCEO Report 402
Author: Rogers, Christopher M.
Date: 2016-05-00
Type: Information Analyses
Subjects: Testing Accommodations,Students with Disabilities,Elementary Secondary Education,Educational Research,Educational Trends,Trend Analysis,Scores,Preferences,Test Format,Criterion Referenced Tests,Norm Referenced Tests,Mathematics Tests,Reading Tests,Science Tests,Writing Tests,Learning Disabilities,Attention,Emotional Disturbances,Behavior Disorders,Autism,Reading Aloud to Others,Assistive Technology,Calculators,Self Esteem

This report provides an update on the state of the research on testing accommodations as well as to identify promising future areas of research. Previous reports by NCEO have covered research published since 1999. We summarize the research to review current research trends and enhance understanding of the implications of accommodations use in the development of future policy directions, implementation of current and new accommodations, and valid and reliable interpretations when accommodations are used in testing situations. Key issues under investigation include how accommodations affect test scores, how educators and students perceive accommodations, and how accommodations are selected and implemented.
2018-19 Participation Guidelines and Definitions for Alternate Assessments Based on Alternate Academic Achievement Standards. NCEO Report 415
Author: Thurlow, Martha L.
Date: 2019-10-00
Type: Reports - Research
Subjects: Students with Disabilities,Alternative Assessment,Academic Achievement,Academic Standards,Definitions,Guidelines,Decision Making,Individualized Education Programs,Evaluation Criteria,State Policy,Intellectual Disability,Severe Disabilities,Student Participation,Information Dissemination,Parent Education,English Language Learners

States continue to navigate the shift that came with the 1% threshold on participation in alternate assessments based on alternate academic achievement standards (AA-AAAS). This shift, following the reauthorization of the Elementary and Secondary Education Act (ESEA) as the Every Student Succeeds Act (ESSA) in 2015, limited participation in the AA-AAAS to students with the &quot;most significant cognitive disabilities.&quot; Although states need to maintain the threshold on participation in AA-AAAS, they are not allowed to infringe on the decision making of individualized education program (IEP) teams. To assist IEP teams in their decision making, states have attempted to create clear definitions, guidelines, and decision-making tools. This report provides an updated review of state criteria and guidelines for participation in AA-AAAS. The authors analyze state criteria for participation and factors not to use as the basis of decision making, as well as how states define students with the &quot;most significant cognitive disabilities.&quot; As the resources on state websites have increased, topics covered have expanded to include other information found in the criteria and guidelines: information for parents/guardians, English learner (EL) considerations, and exemptions from participation in the AA-AAAS. This report also compares current findings to results from the previous review, conducted in 2017. There was an overall increase in information available for this review, including nearly twice as many states with an explicit definition of students with the &quot;most significant cognitive disabilities&quot; or &quot;significant cognitive disabilities&quot; (N=36, compared to N=17 in 2017). Although findings showed that the top participation criteria states use and listed not to use, as well as the definition components of students taking AA-AAAS, did not substantially change from the previous report, there were additional criteria and factors found that reflected broader topics (e.g., consequences of the decision). This report also addresses whether there are substantive differences between some states' definition of &quot;most significant&quot; cognitive disabilities and other states' definitions of simply &quot;significant&quot; cognitive disabilities. Finally, the authors summarize the growing body of training materials and tools provided by states to help local IEP teams make decisions for student participation in AA-AAAS.
2016-17 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities. NCEO Report 411
Author: Albus, Deb A.
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Disclosure,Test Results,Students with Disabilities,English Language Learners,Information Dissemination,Elementary School Students,Secondary School Students,Grade 4,Grade 8,Testing Accommodations,Alternative Assessment,Reading Tests,Language Arts,Mathematics Tests,Science Tests,Achievement Gap

This is the 20th report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2016-17 assessment data for students with disabilities &quot;to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children,&quot; as required by the Individuals with Disabilities Education Act (IDEA). It also describes how states report assessment participation and performance data to the public online. It summarizes these data for grades 4 and 8, and high school, with additional analyses that focus on average performance gaps across years. The report also summarizes the extent to which states report participation and performance for English Learners (ELs) with disabilities and examines public reporting of accommodations.
Giving Every Puerto Rican Child the Chance for a Bright Future. Issue Brief No. 5001
Author: Butcher, Jonathan
Date: 2019-09-18
Type: Reports - Evaluative
Subjects: Educational Quality,Access to Education,Politics of Education,Low Achievement,Mathematics Achievement,Reading Achievement,Science Achievement,Charter Schools,Educational Policy,Deception,Educational Vouchers,Private Schools,Elementary Secondary Education

Students in Puerto Rico need better education options, and the recurring problems in the government school system have made traditional public schools unreliable places for parents to send their children. While federal officials and policymakers in the commonwealth must continue to clean up waste, fraud, and abuse, they should also lift the caps on charter schools and on the new private school voucher program. Puerto Rican lawmakers should also review the research and academic outcomes of the U.S. mainland children whose parents were allowed to choose their schools. Every child is different, but every child deserves the chance to succeed. [This report was prepared by the Heritage Foundation's Center for Education Policy.]
Teaching about Climate Change with Tartans
Author: Julian, June
Date: 2019-00-00
Type: Reports - Research
Subjects: Teaching Methods,Environmental Education,Climate,Change,Foreign Countries,Art,Painting (Visual Arts),Exhibits,Archaeology,Design,Visualization

An exhibition of paintings from an Art and Archaeology research expedition in the Outer Hebrides of Scotland may seem to be unlikely teaching moment. Yet that collection of images, and the ideas behind them form the core of a novel approach that uses tartan design to teach about the climate crisis. Young people are anxious about climate change and young environmental activists like Greta Thunberg are giving presence and voice to their concerns. Yet what can teachers do to help their students to understand climate data, to personalize it and to make it real? June Julian has developed a method that uses tartan design to visualize climate data. [Paper presented at &quot;Landscape and Culture Exhibition: Expedition Art of the Scottish Hebrides&quot; (New York, NY, Apr 4-May 4, 2019).]
Higher Education Act Reauthorization: Easing the Federal Regulatory Burden. Issue Brief No. 4974
Author: Burke, Lindsey M.
Date: 2019-06-24
Type: Reports - Evaluative
Subjects: Educational Legislation,Federal Legislation,Higher Education,Educational Policy,Educational Change,Educational Quality,Student Costs,Paying for College,Student Loan Programs,Private Colleges,Public Colleges

The higher education system in America is in need of significant reform. Twin challenges of high cost and low quality require attention from federal policymakers--who oversee tens of billions in federal aid to colleges and universities annually. In recent years, some policymakers, most notably during the Obama Administration, have singled out for-profit universities for additional federal regulation. However, targeting for-profit colleges, many of which are meeting the needs of students historically underserved by &quot;traditional&quot; universities, is not the way to improve outcomes sector-wide. The vast amount of taxpayer subsidies that Congress pours into the entire higher education system is the issue that deserves scrutiny, and should be the primary focus of any Higher Education Act (HEA) reauthorization. [This report was prepared by the Heritage Foundation's Center for Education Policy.]
Different Presentations of a Mathematical Concept Can Support Learning in Complementary Ways
Author: Lampinen, Andrew K.
Date: 2018-00-00
Type: Reports - Research
Subjects: Teaching Methods,Mathematics Instruction,Mathematical Concepts,Adult Education,Adults,Concept Formation,Visual Stimuli,Spatial Ability,Mathematical Logic,Arithmetic,Algebra,Generalization

Previous research has found that different presentations of the same concept can result in different patterns of transfer to isomorphic instances of the same concept. Much of this work has framed these effects in terms of advantages and disadvantages of concreteness or abstractness. We note that mathematics is a richly structured field, with deeply interconnected concepts and many distinct aspects of understanding of each concept, and we discuss difficulties with the idea that differences among presentations can be ordered on a concrete-abstract dimension. To move beyond this, we explore how different presentations of a concept can affect learning of subsequent concepts and assess several distinct aspects of understanding. Using the domain of elementary group theory, we teach adult participants a group operation using a visuospatial or an arithmetic presentation. We then teach them concepts that build upon this operation. We demonstrate that our presentations differentially support learning complementary aspects of the system presented. We argue that these differences arise from the fact that each presentation supports learning by connecting to different systems of reasoning learners are already familiar with, and that it is these connections to extant knowledge systems, rather than differences in concreteness vs abstractness that determine whether a presentation will be helpful. Furthermore, we show that presenting both presentations and encouraging participants to recognize the relationship between them improves performance without requiring additional time, at least for some participants. [This paper was published in &quot;Journal of Educational Psychology&quot; v110 n5 p664-682 2018 (EJ1184280).]
Comparative Study of Teaching Mathematics in Two Universities in Latvia
Author: Kopeika, Evija
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Education,College Students,Student Attitudes,Energy,Electronics,Educational Objectives,Mathematics Skills,Labor Market,Universities,Self Evaluation (Individuals),College Mathematics

The role of mathematical education in everyday life, professional activities, attitude towards the role of mathematical knowledge in the labour market is widely discussed in the literature. To improve the studies of mathematics according to the trends in society development, it is necessary to find out the mathematics teaching philosophy as well as to reflect views of the students on the issues of mathematics learning experience and mathematics teaching at university. The structure of mathematical study process for energy and electronics specialties at the RTU and LLU and the survey results, which was carried out at the Latvia University of Life Sciences and Technologies (LLU) and at the Riga Technical University (RTU), are analysed in this article. The questionnaire includes three diagnostic blocks: the role of mathematics in everyday life; in professional work / in relation to the labour market, and mathematics for the general development of a person. The total sample of the research included 887 cases. The results showed that the RTU students were more confident about their mathematical knowledge. They were ready to apply the acquired knowledge of mathematics in a new context and situation, while students of the LLU had more developed ability to use the acquired knowledge and apply in specific situations. A self-assessment method was used in the study; the results were based on respondents' opinion. Since this was a case study and it only reflects the views of the students who participated in the survey, the results did not provide generalizations, however, the study was conducted to identify problems, to carry out a more in-depth study of them and to search for solutions. [For the complete proceedings, see ED600498.]
Empowering University Students with Blockchain-Based Transcripts
Author: Arndt, Timothy
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: Undergraduate Students,Educational Technology,Information Storage,Student Records,Testing Accommodations,Student Empowerment,Transfer Students,Electronic Publishing,College Admission,Admission Criteria,Transcripts (Written Records)

Blockchain has emerged as a transformative technology, from its beginning as the basis of cryptocurrencies to wider applications in areas such as property registration and insurance due to its characteristic as a distributed ledger which can remove the need for a trusted third party to facilitate transaction. This spread of the technology to new application areas has been driven by the development of smart contracts -- blockchain-based protocols which can automatically enforce a contract. One area where the types of problems being considered for blockchain exists is higher education. Students in higher education are increasingly mobile, and in an ever more agile world, the friction and delays caused by multiple levels of administration in higher education can cause many anxieties and hardships for students. primary platform for higher education promises to open up higher education to a wider range of learners than ever before. In this reflection paper, we give our initial considerations on the use of blockchain technology as a primary platform on which to base university transcripts in order to empower students and better fit today's ever more agile society. [For the complete proceedings, see ED600498.]
Challenges for Russian Students in Computer-Based Tests
Author: Barsukova, Anastasia A.
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Barriers,Computer Assisted Testing,Universities,English (Second Language),Second Language Learning,Second Language Instruction,Language Skills,Reading Tests,Vocabulary Development,Undergraduate Students,Listening Comprehension Tests,Language Usage,Cloze Procedure,Multiple Choice Tests,Guidelines,Rating Scales,Language Tests,Foreign Countries,Language Proficiency

The article aims to outline and analyze the most demanding parts of computer-based exams for the students of the Ural Federal University named after the first President of Russian B.N. Yeltsin (Ekaterinburg, Russia) during one exam session of spring of 2016-2017. For this research, a quantitative method of mean scores for reading, listening, and use of English (for levels A2, B1, B2 CEFR) was used. The data expressed in mean percentages were processed and several conclusions were drawn, trying to account for the results. The results revealed that at the A2 level there are more difficulties with the Reading part (Reading and identifying appropriate vocabulary) for the first-year students than for the second-year students, 46% and 54% respectively. By contrast, in Listening (Gap-fill) students of the second year showed lower scores (50%) than those of the first one (67%). At B1 level, the greatest challenge was Reading part (Sentence transformation) for students of both years of education (38% for the first and 50% for the second year students). B2 level students demonstrated the most considerable number of issues, among them Use of English (Keyword transformation 0 for both years of education, open cloze, word-formation), Reading (gapped text), Listening (Gap-fill, dialogue/monologue 6 multiple choice questions). [For the complete proceedings, see ED600498.]
Digital Quantitative Assessment of Question-Asking-Based Exploration
Author: Tor, Noam
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: 21st Century Skills,Information Technology,Computer Games,Computer Simulation,Student Attitudes,Teaching Methods,Graphs,Validity,Learning Motivation

Curiosity is one of the 21st century skills and is especially paramount in the digital age. However, curiosity is multifaceted and can be expressed in many ways. Furthermore, assessment of curiosity is often based on self-report or subjective observations. We present work in progress for the development of a digital quantitative assessment game for question-asking based exploration. The student selects her question-based exploration in a simulated alien world, wherein the game extracts several important quantitative measures which are derived from graph theory and compute different values of questions, e.g. novel information, exposed uncertainty and uniqueness. To evaluate the tool, we aim to conduct a large study with Youth University students who will play with the game and administer a curiosity-based questionnaire to their class guides, as an external validation. [For the complete proceedings, see ED600498.]
Cognitive Energy Flow Model Concept for Virtual Student
Author: Zagorskis, Viktors
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Learning Processes,Cognitive Ability,Electronic Learning,Brain,Memorization,Models,Ecology,Computer Simulation

Complex mathematical approaches exist in biological, social, and educational sciences, creating models to understand and explain cognition processes in human brain. Yet, the logged raw data is just an initial learners' behavior footprint in Virtual Learning Environments. Exploratory Data analysis would help to deepen the understanding of cognition processes in students' brain. The challenge is: the evaluation of usability of e-learning courses before the large-scale implementation. With this aim, we combine knowledge elements explored from logged learners behavior data and cognitive theories to formulate a computer model for Virtual Student's evolution. We assume that some of the brains energetic expenses in learning and memorization are due to energy-extraction skills from cognitive abilities, knowledge, information, etc. We also assume that the Virtual Student model can perform energy flow modeling by extracting energy from the environmental learning objects and losing the power in a tedious learning process. The research shows that on a Virtual Student's cognitive energy flow model based approach can potentially improve the model compliance with real student's behavior model and can be applied to predictive analytics classification problems in both inexpensive small and large-scale applications. [For the complete proceedings, see ED600498.]
The Narrative of the Facebook Scandal from Tweets: Narrative Analysis of #DeleteFacebook
Author: Khosrowshahi, Yasmine
Date: 2018-10-00
Type: Reports - Research
Subjects: Social Media,Content Analysis,Users (Information),Privacy,Trust (Psychology)

This paper offers an analysis of the narrative emerging from nearly 11,000 tweets related to the scandal surrounding Cambridge Analytica and Facebook. The narrative analysis demonstrates that the users were annoyed with the way their information was used but were also unhappy with the fact that users need to be more mindful and attentive of the way in which they use Facebook. The methodology used a text analytic process to analyze the content of the tweets which serve as narrative bits or narbs. [For the complete proceedings, see ED600498.]
Mixed Digital Messages: The Ability to Determine News Credibility among Swedish Teenagers
Author: Nygren, Thomas
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Credibility,Information Sources,Information Literacy,News Reporting,Computer Assisted Testing,Evidence,Bias,Deception,Racial Bias,Body Weight,Media Literacy,Foreign Countries,Multiple Choice Tests,Secondary School Students

In this study we investigate the abilities to determine credibility of digital news among 532 teenagers. Using an online test we assess to what extent teenagers are able to determine the credibility of different sources, evaluate credible and biased uses of evidence, and corroborate information. Many respondents fail to identify the credibility of false, biased and vetted news. We identify a digital divide between people with and without the ability to determine credibility. We also find that a large proportion of the respondents struggle to identify the source of information in Sweden's most read online newspaper. Respondents struggle to determine the bias of news reports regarding racism and weight loss, but are better at debunking manipulated images. Respondents who value the importance of credible news and who indicate that they have learned media literacy in school seem to hold a mind-set helping them to determine credibility better than other respondents. Our findings provide a basis for further research of how to better understand and support digital civic literacy in classrooms and society. [For the complete proceedings, see ED600498.]
The Use of Spaced Learning as a Pedagogical Strategy in Enhancing Student Learning
Author: Mat-jizat, Jessnor Elmy
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Learning Strategies,Long Term Memory,Repetition,Intervals,Cognitive Style,Generational Differences,Recall (Psychology),Retention (Psychology),Physical Activities,Attention

This conceptual paper attempts to explore the use of Spaced Learning technique as a teaching and learning method. Amidst the rapidly changing technological environment, creating long-term memories is still at the core of education. Spaced Learning is a learning method in which highly condensed learning content is repeated three times, with two 10-minute breaks during which distractor activities such as physical activities are performed by the students. It was suggested that spacing learning over time helps people learn more quickly and remember better. This discussion can serve as a starting point for further dialogues and studies among researchers and educators interested in implementing alternative technique in their teaching and learning activities. [For the complete proceedings, see ED600498.]