ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Attitudes of Biology Teachers towards Internet
Author: Mata, Liliana
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Science Teachers,Teacher Attitudes,Student Attitudes,Internet,Computer Uses in Education,Biology,Secondary School Teachers,Secondary School Science,Foreign Countries

The main aim of the research was to identify the attitude of pre-service and in-service Biology teachers towards the use of the Internet. In this research, the Internet Attitude Scale has been applied, a validated and standardized instrument. The scale was applied to 210 Biology teachers, of whom 155 are pre-service teachers and 55 are in-service teachers in secondary and high schools from Romanian education. The research results indicated the existence of positive attitudes of preservice and in-service Biology teachers to the educational use of the Internet. [For the full proceedings, see ED619611.]
Effectiveness in the Development and Acquisition of Mathematical Skills in Children in Rural and Urban Preschools
Author: Nazaruk, Stanislawa K.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Preschool Children,Preschool Education,Rural Schools,Urban Schools,Rural Urban Differences,Mathematics Skills,Geometry,Eye Movements,Measurement Equipment,Place of Residence,School Entrance Age,Foreign Countries

The aim of the research was to determine whether geometric skills of the children in rural preschools are at the same level as those of their peers in urban preschools. The research included 352 preschool-age children (5 to 7 years old) residing in Poland, both in cities and the countryside. The measurements were carried out in the Biala Podlaska Laboratory of Psycho-Motor Skills. A SensoMotoric Instrument (SMI) eye tracking device and the i ViewX platform registering data with a frame rate of 250 Hz were used. The device has a special measurement system which tracks and records eye movements in a sequence and at a pace of an analyzed person. With a view to demonstrate the differences between the correctness of task performance and the place of residence of the children, a Pearson's Chi-squared test was performed. To evaluate the differences in the time of task execution, a single factor analysis of variance (ANOVA) and the Student's t-test for independent samples were employed. In all of the analyzed cases, the level of statistical significance adopted was p=0.05. The results of the research conducted on the studied group of children show that there are differences in the level of geometric skills between the children in rural and urban areas. It was established that a crucial factor which affected both the geometric knowledge and skills of the preschoolers were the place of residence, the age at which they started learning, and the duration of preschool education. [For the full proceedings, see ED619611.]
Effects of a Self-Management with Peer Training Intervention on Academic Engagement for High School Students with Autism Spectrum Disorder
Author: Roberts, Garrett J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Intervention,Program Effectiveness,Learner Engagement,Self Management,Peer Teaching,High School Students,Autism,Pervasive Developmental Disorders

Self-management interventions have been shown to improve behavioral, social, and academic outcomes across age-groups and settings; yet, a dearth of research exists on the impact of self-management interventions on academic engagement of high school students with autism spectrum disorder (ASD). The present study uses an ABAB withdrawal design to examine the effects of a self-management with peer trainer (SM + PT) intervention on the academic engagement of two high school students with ASD. The peer trainer in this study also had ASD. Additionally, the study examines the extent to which the peer trainer with ASD implemented a peer training session with fidelity and the social validity of the SM + PT intervention. Based on the &quot;What Works Clearinghouse Procedures and Standards Handbook&quot; guidelines (Institute of Education Sciences 2017), this study found moderate evidence for a causal relationship of the SM + PT intervention and academic engagement for both students. Data suggest that the peer trainer implemented the peer training component with fidelity. Social validity results suggest that the intervention was feasible, acceptable, and effective. Limitations include the presence of naturally occurring variations in the teacher-assigned tasks, school-imposed time constraints, and data outliers in both students' second baseline phases. Future research is needed to investigate the extent to which SM + PT interventions can be effectively implemented and generalized to more inclusive high school settings. [This article was published in &quot;Journal of Behavioral Education&quot; (EJ1234605).]
A Hitchhiker&apos;s Guide to Thinking about Literacy, Learning Progressions, and Instruction. CPRE Research Reports
Author: Mosher, Fritz
Date: 2017-07-00
Type: Information Analyses
Subjects: Literacy Education,Learning Processes,Reading Instruction,Reading Comprehension,Communication Skills,Reading Strategies,Phoneme Grapheme Correspondence,Syntax,Curriculum,Vocabulary,Educational Assessment,Formative Evaluation,Standards

This report grew out of an effort by the Consortium for Policy Research in Education's (CPRE's) Center on Continual Instructional Improvement (CCII) to extend its evaluation of the usefulness of the concept of &quot;Learning Progressions&quot; for the fields of mathematics and science education, to include literacy teaching and learning. Herein, the authors offer a relatively simple graphic model describing how literate communication seems to work, in order to identify the functions or the dimensions along which change and improvement might be observed as students become more effective and sophisticated in using the tools of literate communication. They go on to consider whether the idea of progressions is relevant to understanding this learning, and, if so, what that implies for instruction. Finally, they offer suggestions about what thinking about literate communication in this way may imply more generally for instruction, for education policy, and for assessment. [Additional funding for this research was provided by Pearson Educational Foundation. This document is a reissue of the May 2017 CPRE Research Report RR 2017-2 under the same title.]
Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education
Author: Hampton, Cathy, Ed.
Date: 2022-05-30
Type: Books
Subjects: Instructional Innovation,Teaching Methods,Second Language Learning,Second Language Instruction,Modern Languages,Pandemics,COVID-19,Educational Change,Case Studies,Public Policy,Higher Education,Refugees,Study Abroad,Employment Potential,German,Films,Computational Linguistics,Translation,Literature,Learner Engagement,Interdisciplinary Approach,Faculty Development,Student Centered Learning,Formative Evaluation,Online Courses,Metacognition,Spanish,Task Analysis,Student Placement,Sociocultural Patterns,Foreign Countries

Modern languages have always been about transition -- as practitioners, we challenge our students constantly to move between their own cultural and linguistic reference points and those of others. Our dynamic, interactive teaching methodologies have had to adapt to the pandemic context, necessitating the interrogation of past practice and transition to new approaches. This volume presents case studies showcasing practical initiatives to promote creative, dialogic learning in the fluid contexts that modern foreign language students are currently experiencing as they transition to higher education post-COVID and to residence abroad post-Brexit, between online and face-to-face learning spaces and between machine- and person-centred learning. [This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]
Illinois Teacher Recruitment, Retention, and Recognition Project: Summary of Findings from Illinois Student Focus Groups and Teacher Interviews
Author: Colyott, James
Date: 2021-09-00
Type: Reports - Research
Subjects: Teacher Recruitment,Teacher Persistence,Teacher Shortage,Career Choice,Teacher Attitudes,Student Attitudes,High School Teachers,High School Students,Teacher Characteristics,Teacher Student Relationship,Faculty Mobility

Region 9 Comprehensive Center (R9CC) and Illinois State Board of Education (ISBE) collaboratively collected and analyzed teacher workforce data to identify barriers for recruiting and retaining an effective and diverse teacher workforce. R9CC and ISBE used the Teacher Shortage Tool from the Center on Great Teachers and Leaders to identify equity and diversity gaps within the teacher pipeline and created problem statements that characterize the teacher shortage in Illinois. R9CC conducted an extensive series of high school and college student focus groups and interviews with current and former teachers across the state to better understand the causes of these problem statements. Region 9CC analyzed the data and prepared this summary report to ISBE.
Evaluation of the i3 Scale-Up of Reading Recovery: Year Two Report, 2012-13. CPRE Research Reports
Author: May, Henry
Date: 2014-12-00
Type: Reports - Research
Subjects: Reading Programs,Program Evaluation,Early Intervention,Low Achievement,Reading Achievement,Elementary School Students,Grade 1,Reading Instruction,Acceleration (Education),Educational Finance,Grants,Reading Teachers,Teacher Education,Program Effectiveness,Program Implementation,Fidelity,Educational Assessment

Reading Recovery is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery teacher every school day for 30-minute lessons over a period of 12 to 20 weeks. The purpose of these lessons is to support rapid acceleration of each child's literacy learning. In 2010, The Ohio State University received a Scaling Up What Works grant from the U.S. Department of Education Investing in Innovation (i3) Fund to expand the use of Reading Recovery across the country. The award was intended to fund the training of 3,675 new Reading Recovery teachers in U.S. schools, thereby expanding service to an additional 88,200 students. The Consortium for Policy Research in Education (CPRE) was contracted to conduct an independent evaluation of the i3 scale-up of Reading Recovery over the course of five years. The evaluation includes parallel rigorous experimental and quasi-experimental designs for estimating program impacts, coupled with a large-scale mixed-methods study of program implementation. This report presents the findings of the second year of the evaluation. The primary goals of this evaluation are: (1) to provide experimental evidence of the impacts of Reading Recovery on student learning under this scale-up effort; (2) to assess the success of the scale-up in meeting the i3 grant's expansion goals; and (3) to document the implementation of the scale-up and fidelity to program standards. This document is the second in a series of three reports based on the external evaluation of the Reading Recovery i3 Scale-Up. The report represents results from the impact and implementation studies conducted over the 2012-2013 school year--the third year of the scale-up effort and the second full year of the evaluation. [This document is a reissue of the December 2014 CPRE Research Report RR-79 under the same title. For the Year One Report, see ED547669.]
STEM Pathways Student Survey for 2014-15 School Year. Summary of Results
Author: Mueller, Dan
Date: 2015-08-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Grade 4,Grade 5,Elementary School Students,Public Schools,Student Attitudes,Student Interests,Attitude Change,Program Effectiveness,Instructional Program Divisions,Gender Differences,Socioeconomic Status,English Language Learners,Racial Differences,Ethnicity,Knowledge Level,Careers,Self Efficacy,Activities,Vocational Interests,Problem Solving

STEM Pathways aims to increase youths' long-term interest, learning, and achievement in STEM through a deliberate and interconnected system of STEM learning opportunities. In fall 2014 and spring 2015, a survey was administered to fourth- and fifth-grade students at the six STEM Pathways schools in Minneapolis Public Schools (MPS). Most of the survey items were the same in the fall and spring, permitting analysis of changes in students' responses to the items from the beginning to the end of the 2014-15 school year. The survey assessed students' STEM awareness, attitudes, interests, and activities. Changes in students' responses in these areas from fall to spring may be associated with participation in STEM Pathways. Of 829 eligible fourth and fifth graders from the six STEM Pathways schools, 705 completed all or most of the survey in both the fall and spring for a response rate of 85 percent. Of the 705, 353 were fourth graders and 352 were fifth graders. Results for the 16 close-ended survey items included in both the fall and spring surveys are the subject of this report and are summarized in this report. Differences in survey results were examined by grade and by student demographic characteristics: gender, eligibility for free- or reduced-price lunch (an indicator of students' family income), English Language Learner (ELL) status, and race/ethnicity (white students, students of color). [For &quot;STEM Pathways Student Survey Results for the 2014-15 School Year. Summary,&quot; see ED619878.]
Standardizing School Dropout Measures. CPRE Research Reports
Author: Williams, Patricia A.
Date: 2017-08-21
Type: Reports - Evaluative
Subjects: Dropouts,Dropout Research,Dropout Rate,Definitions,Age Grade Placement,Attendance,Elementary Secondary Education,High School Equivalency Programs,Measurement Techniques,Nontraditional Education

Proposes the establishment of a uniform definition of school dropout which would help to more accurately measure the extent of the dropout problem. The report describes elements of dropout measures and examines factors that account for variation in measures from city to city and state to state. [This document is a reissue of the October 1987 CPRE Research Report RR-003 under the same title (ED298184). Information on original record varies. The original content in ERIC contains additional pages that provide sponsor and audience information.]
Increasing Educational Productivity through Improving the Science Curriculum. CPRE Research Reports
Author: Raizen, Senta A.
Date: 2017-08-21
Type: Reports - Evaluative
Subjects: Science Education,Science Curriculum,Educational Research,Best Practices,Foreign Countries,Productivity,Course Content,Secondary School Science,Elementary School Science,Time,Sequential Approach,Teaching Methods,Technology Uses in Education

A number of recent policies have tried to improve science learning by increasing the number of science courses required for high school graduation or admission to higher education institutions. But it is highly unlikely that these mandates alone will materially affect the amount and quality of science education for students. Any effort to improve the outcome of science education must carefully consider the effectiveness of the science curriculum. This paper examines options for improving the science curriculum based on research, best extant practices and experience in other countries. Although the word &quot;curriculum&quot; has acquired many different meanings, both in the professional literature and in lay usage, this paper defines curriculum as the intended substantive and pedagogic content of science education to be presented to students in order to develop their knowledge and skills. [This document is a reissue of the July 1988 CPRE Research Report RR-006 under the same title (ED297956).]
Changes in School Mathematics: Curricular Changes, Instructional Changes and Indicators of Change. CPRE Research Reports
Author: Romberg, Thomas A.
Date: 2017-08-21
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Educational Change,Change Strategies,Mathematics Skills,Mathematics Curriculum,Mathematics Tests,Program Implementation,Knowledge Level,Mathematical Concepts,Mathematical Logic,National Standards,Elementary Secondary Education,Teaching Methods

This paper addresses the demands for change in the teaching and learning of mathematics in the schools of America. Many of the demands stem from the way rapid changes in information technology have altered our economic and social culture. In particular, these technological changes have changed both mathematics and its applications. Given these circumstances, this report outlines the National Council of Teachers of Mathematics proposal, &quot;Curriculum and Evaluation Standards&quot; (1987). Also discussed are the implications for instruction of the adoption of a curriculum based on these Standards. Next, the problem of developing appropriate indicators to determine the effectiveness of a school mathematics program based on these curricular and instructional changes is presented, and a domain knowledge strategy proposed. Finally, the problems of implementing these changes in the schools are identified. While not easy to accomplish, a professional development strategy is described which, if followed, has promise in bringing about the reforms in the teaching and learning of mathematics which are being proposed. [This document is a reissue of the September 1988 CPRE Research Report RR-007 with a slight title variation (ED300278).]
School Turnaround in North Carolina: A Regression Discontinuity Analysis
Author: Heissel, Jennifer A.
Date: 2018-00-00
Type: Reports - Research
Subjects: School Turnaround,Elementary Schools,Middle Schools,Program Effectiveness,Outcomes of Education,Mathematics Achievement,Reading Achievement,Low Income Students,Faculty Development,Low Achievement,Principals,Educational Quality,Educational Improvement,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This paper examines the effect of a federally supported school turnaround program in North Carolina elementary and middle schools. Using a regression discontinuity design, we find that the turnaround program did not improve, and may have reduced, average school-level passing rates in math and reading. One potential contributor to that finding appears to be that the program increased the concentration of low-income students in treated schools. Based on teacher survey data, we find that, as was intended, treated schools brought in new principals and increased the time teachers devoted to professional development. At the same time, the program increased administrative burdens and distracted teachers, potentially reducing time available for instruction, and increased teacher turnover after the first full year of implementation. Overall, we find little evidence of success for North Carolina's efforts to turn around low-performing schools under its Race to the Top grant. [This paper was published in &quot;Economics of Education Review&quot; v62 p302-320 2018.]
Accelerated Schools for At-Risk Students. CPRE Research Reports
Author: Levin, Henry M.
Date: 2017-08-21
Type: Reports - Evaluative
Subjects: Acceleration (Education),At Risk Students,Classroom Techniques,Curriculum Design,Disadvantaged Environment,Disadvantaged Youth,Educational Strategies,Mastery Learning,Montessori Method,Time Management

Outlines features of an &quot;Accelerated School,&quot; a transitional elementary school designed to bring disadvantaged students up to grade level by the end of sixth grade. Several schools across the nation are piloting the model. [This document is a reissue of the September 1988 CPRE Research Report RR-010 under the same title (ED300143).]
Teacher Prep Review: Preparation for Teaching Elementary Mathematics
Author: Walsh, Kate
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Elementary School Mathematics,Teacher Education Programs,Time,Program Content,Undergraduate Study,Pedagogical Content Knowledge,Graduate Study,Program Effectiveness,Knowledge Level,College Credits,Geographic Location,State Standards,State Policy

Improving instruction in elementary mathematics is critical to supporting better academic and life outcomes for our students. While weak elementary math instruction is not a new challenge, the COVID-19 pandemic appears to have exacerbated the issue. Many states have reported that students have lost more learning in math than in reading over the past two years, and pre-existing gaps in math achievement between low-poverty and high-poverty schools and between majority-White and majority-Black schools have worsened since 2020. In a new NCTQ report, &quot;Teacher Prep Review: Preparation for Teaching Elementary Mathematics,&quot; we examine over 1,100 teacher preparation programs to determine how much time programs dedicate to mathematics as well as how that time is spent. The NCTQ analysis evaluates programs for their coverage of both the key mathematics content that elementary teachers need as well as how to teach those concepts. The NCTQ data shows that undergraduate programs now require an average of 19% more time for elementary math coursework than they did in 2014, a sizable increase. However, in spite of allocating more time to overall math preparation, many programs do not make optimal use of this instructional time, failing to ensure that required courses cover the math content knowledge essential for fully preparing new elementary teachers. [For a list of sponsors of &quot;Teacher Prep Review,&quot; see page 26 of the full text.]
Automatic Interpretable Personalized Learning
Author: Prihar, Ethan
Date: 2022-06-00
Type: Speeches/Meeting Papers
Subjects: Individualized Instruction,Educational Technology,Technology Uses in Education,Electronic Learning,Instructional Effectiveness,Simulation,Educational Environment,Teaching Methods

Personalized learning stems from the idea that students benefit from instructional material tailored to their needs. Many online learning platforms purport to implement some form of personalized learning, often through on-demand tutoring or self-paced instruction, but to our knowledge none have a way to automatically explore for specific opportunities to personalize students' education nor a transparent way to identify the effects of personalization on specific groups of students. In this work we present the Automatic Personalized Learning Service (APLS). The APLS uses multi-armed bandit algorithms to recommend the most effective support to each student that requests assistance when completing their online work, and is currently used by ASSISTments, an online learning platform. The first empirical study of the APLS found that Beta-Bernoulli Thompson Sampling, a popular and effective multi-armed bandit algorithm, was only slightly more capable of selecting helpful support than randomly selecting from the relevant support options. Therefore, we also present Decision Tree Thompson Sampling (DTTS), a novel contextual multi-armed bandit algorithm that integrates the transparency and interpretability of decision trees into Thomson sampling. In simulation, DTTS overcame the challenges of recommending support within an online learning platform and was able to increase students' learning by as much as 10% more than the current algorithm used by the APLS. We demonstrate that DTTS is able to identify qualitative interactions that not only help determine the most effective support for students, but that also generalize well to new students, problems, and support content. The APLS using DTTS is now being deployed at scale within ASSISTments and is a promising tool for all educational learning platforms. [This paper was published in: &quot;Proceedings of the Ninth ACM Conference on Learning @ Scale (L@S '22), June 1-3, 2022, New York City, NY, USA,&quot; ACM, 2022.]