ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of Crowd-Sourcing On-Demand Assistance from Teachers in Online Learning Platforms
Author: Patikorn, Thanaporn
Date: 2020-08-00
Type: Speeches/Meeting Papers
Subjects: Electronic Publishing,Group Experience,Tutoring,Electronic Learning,Educational Technology,Elementary Secondary Education,Feedback (Response),Design,Student Improvement,Mathematics Instruction

It has been shown in multiple studies that expert-created on-demand assistance, such as hint messages, improves student learning in online learning environments. However, there are also evident that certain types of assistance may be detrimental to student learning. In addition, creating and maintaining on-demand assistance are hard and time-consuming. In 2017-2018 academic year, 132,738 distinct problems were assigned inside ASSISTments, but only 38,194 of those problems had on-demand assistance. In order to take on-demand assistance to scale, we needed a system that is able to gather new on-demand assistance and allows us to test and measure its effectiveness. Thus, we designed and deployed TeacherASSIST inside ASSISTments. TeacherASSIST allowed teachers to create on-demand assistance for any problems as they assigned those problems to their students. TeacherASSIST then redistributed on-demand assistance by one teacher to students outside of their classrooms. We found that teachers inside ASSISTments had created 40,292 new instances of assistance for 25,957 different problems in three years. There were 14 teachers who created more than 1,000 instances of on-demand assistance. We also conducted two large-scale randomized controlled experiments to investigate how on-demand assistance created by one teacher affected students outside of their classes. Students who received on-demand assistance for one problem resulted in significant statistical improvement on the next problem performance. The students' improvement in this experiment confirmed our hypothesis that crowd-sourced on-demand assistance was sufficient in quality to improve student learning, allowing us to take on-demand assistance to scale. [This paper was published in: &quot;L@S '20, August 12-14, 2020, Virtual Event, USA,&quot; ACM, 2020, pp. 115-124.]
Toward Personalizing Students&apos; Education with Crowdsourced Tutoring
Author: Prihar, Ethan
Date: 2021-06-00
Type: Speeches/Meeting Papers
Subjects: Electronic Publishing,Group Experience,Tutoring,Individualized Instruction,Instructional Materials,Electronic Learning,Mathematics Instruction,Educational Technology,Video Technology,Middle School Mathematics,Teacher Effectiveness

As more educators integrate their curricula with online learning, it is easier to crowdsource content from them. Crowdsourced tutoring has been proven to reliably increase students' next problem correctness. In this work, we confirmed the findings of a previous study in this area, with stronger confidence margins than previously, and revealed that only a portion of crowdsourced content creators had a reliable benefit to students. Furthermore, this work provides a method to rank content creators relative to each other, which was used to determine which content creators were most effective overall, and which content creators were most effective for specific groups of students. When exploring data from TeacherASSIST, a feature within the ASSISTments learning platform that crowdsources tutoring from teachers, we found that while overall this program provides a benefit to students, some teachers created more effective content than others. Despite this finding, we did not find evidence that the effectiveness of content reliably varied by student knowledge-level, suggesting that the content is unlikely suitable for personalizing instruction based on student knowledge alone. These findings are promising for the future of crowdsourced tutoring as they help provide a foundation for assessing the quality of crowdsourced content and investigating content for opportunities to personalize students' education. [This paper was published in: &quot; L@S '21, June 22-25, 2021, Virtual Event, Germany,&quot; ACM, 2021.]
Using Anticipatory Diagrammatic Self-Explanation to Support Learning and Performance in Early Algebra
Author: Nagashima, Tomohiro
Date: 2021-06-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Mathematics Instruction,Algebra,Middle School Students,Problem Solving,Learning Strategies,Prior Learning,Scaffolding (Teaching Technique),Outcomes of Education,Intelligent Tutoring Systems,Visual Aids,Skill Development,Concept Formation,Evidence Based Practice,Blended Learning,Private Schools,Mathematical Concepts

Prior research shows that self-explanation promotes understanding by helping learners connect new knowledge with prior knowledge. However, despite ample evidence supporting the effectiveness of self-explanation, an instructional design challenge emerges in how best to scaffold self-explanation. In particular, it is an open challenge to design self- explanation support that simultaneously facilitates performance and learning outcomes. Towards this goal, we designed anticipatory diagrammatic self-explanation, a novel form of self-explanation embedded in an Intelligent Tutoring System (ITS). In our ITS, anticipatory diagrammatic self-explanation scaffolds learners by providing visual representations to help learners predict an upcoming strategic step in algebra problem solving. A classroom experiment with 108 middle-school students found that anticipatory diagrammatic self-explanation helped students learn formal algebraic strategies and significantly improve their problem-solving performance. This study contributes to understanding of how self-explanation can be scaffolded to support learning and performance.
The State of the American Student: Fall 2022. A Guide to Pandemic Recovery and Reinvention
Author: Lake, Robin
Date: 2022-09-00
Type: Guides - General
Subjects: COVID-19,Pandemics,Educational Change,Mental Health,Well Being,Achievement Gains,Students with Disabilities,Achievement Gap,Student Experience,Student Needs,Equal Education,After School Programs,School Closing,Independent Study,Anxiety,Depression (Psychology),Trauma,Resilience (Psychology),Educational Improvement

This report draws on data the Center on Reinventing Public Education (CRPE) has collected and synthesized over the course of the pandemic. It outlines the contours of the crisis American students faced during the COVID-19 pandemic and begins to chart a path to recovery and reinvention for all students--which includes the essential work of building a new and better approach to public education that ensures an educational crisis of this magnitude cannot happen again. This is the first in a series of annual reports CRPE will produce on pandemic recovery and renewal. [For the executive summary to this report, see ED623505.]
The State of the American Student: Fall 2022. A Guide to Pandemic Recovery and Reinvention. Executive Summary
Author: Arizona State University (ASU), Center on Reinventing Public Education (CRPE)
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Achievement Gains,Achievement Gap,Anxiety,Depression (Psychology),Students with Disabilities,Trauma,Equal Education,Minority Group Students,Low Income Students,Student Needs,Resilience (Psychology),Educational Change,Educational Improvement

This executive summary provides highlights of the primary findings and recommendations from the State of the American Student: Fall 2022 report that draws on data the Center on Reinventing Public Education (CRPE) has collected and synthesized during the pandemic. The report outlines the contours of the crisis American students have faced during the COVID-19 pandemic and begins to chart a path to recovery and reinvention for all students--which includes building a new and better approach to public education that ensures an educational crisis of this magnitude cannot happen again. [For the full report, see ED623504.]
Relations of In-Service Science Teachers&apos; Career Motivation with Demographic Variables
Author: Alpaslan, Muhammet Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Reflection,Teacher Motivation,Teacher Characteristics,Foreign Countries

Teachers' career motivation is an important factor affecting the education process. In this study, the relations between science teachers' career motivations and demographic variables (gender, school location and professional experience) were examined. A total of 136 science teachers working at state middle schools in Mugla Province participated in the study. FIT-Choice Scale was used as data collection tool. Data were collected in the Spring 2019 semester. In data analysis, descriptive statistics, independent sample t-test and one-way ANOVA tests were used. The results of the analysis showed that the career motivation of science teachers was at moderate level. In terms of gender, differences were found in the sub-dimensions of expertise, difficulty, social impact, and fallback career. In addition, analysis showed that there was a difference in the sub-dimensions of difficulty, social status, social pressure, enhance social equality, social contribution, determining the future of students and previous experiences in terms of school location. In terms of professional experience, in only the sub-dimension of job security, a statistically significant difference was found. The results of the study suggest that teachers should receive more financial and moral support from their environment.
Selections for Reading by the Direct Method: A Manual for Teachers
Author: Mills, Lewis Sprague
Date: 1920-00-00
Type: Historical Materials
Subjects: Teaching Guides,Direct Instruction,Reading Instruction,Educational History,Teaching Methods,Educational Principles,Spelling,Word Lists,Grade 1,Phonics,Elementary School Students,Visual Aids

This manual for teachers sets forth in some detail the direct method of teaching children to read. It has proved successful to a very large degree in the hands of teachers with no experience or teaching preparation. This manual includes: (1) History of the Method; (2) The Method Explained; (3) Principles Underlying the Method; (4) Material Needed and Suggested; (5) Selections and Work for September-June; (6) Phonic Chart; (7) Words for Spelling; (8) List of Words Found in the Thirty-Seven Selections; and (9) Method for Teaching Grade I to Read as Applied to Selection XVI, The Wind.
Sketches of Niagara Falls and River
Author: George, Cousin
Date: 1846-00-00
Type: Historical Materials
Subjects: Foreign Countries,Textbooks,History Instruction,Natural Resources

This textbook is a natural-history reader on Niagara Falls and its tributaries. The following chapters are included: (1) The Cataract and its connection with other waters -- the Great Lakes; (2) Buffalo -- Niagara River -- the Great Lakes -- their situation -- River above the Falls and below it -- Grand Island; (3) Journey to the Falls -- Railroads and Stages -- the Fort -- Fort Erie -- Niagara River -- the Sail Boat -- Tonawanda -- Schlosser Landing; (4) The Cataract Hotel -- Sights, Sounds, and Earth-tremblings -- Morning Ramble -- the American Fall -- the Bridge -- Red Jacket; (5) The Falls continued -- First Impressions -- Further Description of them -- Lockport Minerals -- Indian Work -- Canes -- Bath Island -- Hog's Back -- Prospect Island -- the Three Profiles; (6) The Falls continued -- the Fish Pond -- the stroll on the River bank -- the Water Lily -- the Water Flies -- the Captive Eagle -- the Pagoda --the Black Squirrel; (7) Ramble round Iris Island -- the Biddle Stairs -- Cave of the Winds - -the Canadian Fall -- the suspended Rocks --Flying Rainbows -- Sam Patch; (8) Ramble around the Island continued -- Terrapin Tower -- the Rapids -- the Three Sisters -- the head of the Island; (9) Night Ramble on the Island -- former Name--Remains of Animals--Moonlight Scenery -- the Lunar Bow -- the Island in Winter; (10) Iris Island continued -- Bows and Arrows -- Wild Plants -- the Detroit -- the Hermit; (11) Descending the American Stairs -- the Clifton House -- the Ferry -- Floating Fishes -- the Canadian side of the River -- Camera Lucida -- Museum; (12) The Camera Lucida -- the Museum -- the Porcupine -- Water Fowl -- the Rapids above Table Rock -- the Crane; (13) The Rapids -- Table-Rock -- Gulls -- Table-Rock from below-- going behind the Sheet -- the Eel; (14) View from the Canadian Cliff -- the Ferry -- the Fisherman -- the Night Hawk -- projected Improvements -- Ice Bridges; and (15) Koshoko and Nehawa -- an Indian Tale. Conclusion.
Digital Resilience in the American Workforce: Findings from a National Landscape Scan on Adult Digital Literacy Instruction
Author: McDonnell, Rachel Pleasants
Date: 2022-08-00
Type: Reports - Research
Subjects: Adult Students,Adult Learning,Technological Literacy,Computer Literacy,Resilience (Psychology),Educational Resources,Technology Education,Computer Science Education,Adult Educators,Skill Development

With the urgency of adult digital skill development as a backdrop, the Digital Resilience in the American Workforce (DRAW) initiative, funded by the U.S. Department of Education's Office of Career, Technical, and Adult Education (OCTAE), conducted a national landscape scan to identify existing resources and effective approaches for digital skills development, skill definitions and frameworks, assessment, and practitioner professional development. This report's findings will inform the design of forthcoming professional development for adult educators by answering this primary research question: &quot;What training resources and approaches are most relevant for educators seeking to increase digital literacy and digital resilience for an adult learner population?&quot; [An additional partner of the report is Safal Partners.]
Using Artificial Intelligence (AI) to Improve Math Accessibility for Students with Visual Impairments. Technical Brief
Author: Xue, Kang
Date: 2022-05-00
Type: Reports - Research
Subjects: Distance Education,Online Courses,Mathematics,Visual Impairments,Assistive Technology,Achievement Tests,Accessibility (for Disabled),Natural Language Processing,Educational Technology,Middle School Students,Middle School Mathematics

This study, which is part of a larger project that aims to make online math more accessible to students with visual impairments (VI), examines the text quality of math assessment items for students with VI who use screen readers. Using data from about 29.5 million students taking standard versions of the MAP Growth math assessment, and 48,845 students taking accessible versions, we identified high-quality items, those that measured achievement for both students with and without VI equally well, and low-quality items, which showed differences between the two groups of students. The researchers introduced three word embedding methods and three classifiers to predict item quality for accessible assessments. This work advanced our understanding of barriers, and used cutting-edge technologies to develop a new way to better present math content online to improve accessibility and increase the opportunity to learn math for students for students with VI.
Exploring Common Trends in Online Educational Experiments
Author: Prihar, Ethan
Date: 2022-07-00
Type: Speeches/Meeting Papers
Subjects: Educational Trends,Electronic Learning,Educational Experience,Educational Experiments,Intelligent Tutoring Systems,Randomized Controlled Trials,Skill Development,Mastery Learning,Individualized Instruction,Design

As online learning platforms become more ubiquitous throughout various curricula, there is a growing need to evaluate the effectiveness of these platforms and the different methods used to structure online education and tutoring. Towards this endeavor, some platforms have performed randomized controlled experiments to compare different user experiences, curriculum structures, and tutoring strategies in order to ensure the effectiveness of their platform and personalize the education of the students using it. These experiments are typically analyzed on an individual basis in order to reveal insights on a specific aspect of students' online educational experience. In this work, the data from 50,752 instances of 30,408 students participating in 50 different experiments conducted at scale within the online learning platform ASSISTments were aggregated and analyzed for consistent trends across experiments. By combining common experimental conditions and normalizing the dependent measures between experiments, this work has identified multiple statistically significant insights on the impact of various skill mastery requirements, strategies for personalization, and methods for tutoring in an online setting. This work can help direct further experimentation and inform the design and improvement of new and existing online learning platforms. The anonymized data compiled for this work are hosted by the Open Science Foundation and can be found at https://osf.io/59shv/. [This paper was published in: &quot;Proceedings of the 15th International Conference on Educational Data Mining,&quot; edited by A. Mitrovic and N. Bosch, International Educational Data Mining Society, 2022, pp. 27-38.]
Pedagogical Affordance Analysis: Leveraging Teachers&apos; Pedagogical Knowledge to Elicit Pedagogical Affordances and Constraints of Instructional Tools
Author: Nagashima, Tomohiro
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Pedagogical Content Knowledge,Mathematics Instruction,Middle School Students,Algebra,Case Studies,Instructional Design,Visual Aids,Teacher Attitudes,Educational Strategies,Validity

When designing an instructional tool and using it in pedagogical activities, it is essential that designers and users understand what pedagogical affordances and constraints the tool provides to support its successful integration into targeted pedagogical activities. Toward this end, we developed &quot;Pedagogical Affordance Analysis (PAA).&quot; PAA involves analyzing teachers' Pedagogical Content Knowledge and/or Technological Pedagogical Content Knowledge to elicit pedagogical affordances and constraints that are specific to a given instructional goal. Information obtained through PAA can help in designing, refining, and/or evaluating instructional tools. We present a case study in which we used PAA to successfully design a visual representation for middle-school algebra. To the best of our knowledge, PAA is the only available systematic method that leverages teachers' pedagogical knowledge in identifying pedagogical affordances and constraints. PAA can be used across a wide range of existing tools and prototypes of to-be-designed tools. [This paper was published in: &quot;ICLS 2020 Proceedings,&quot; ISLS, 2020, pp. 1561-64.]
Study Shows the Benefits of Walmart Education Effort: Retail Giant&apos;s Live Better U Program Is Proving Its Value. Lumina Issue Paper
Author: Glover, Haley
Date: 2021-09-00
Type: Reports - Research
Subjects: Retailing,Corporations,Workplace Learning,Employees,Minority Groups,Educational Benefits,Labor Force Development,Labor Turnover,Promotion (Occupational),Personnel Evaluation,Credentials,Corporate Education,Recognition (Achievement)

A study from Lumina Foundation and Walmart shows how Walmart's Live Better U employee education initiative improves outcomes for associates and for Walmart. The report focuses on measurable impact for participating associates and includes disaggregated outcomes by race and ethnicity. Specifically, it shows how Walmart's employees of color use and benefit from the program alongside white colleagues. The analysis narrows in on Walmart's hourly associates, who constitute 94 percent of its total workforce. [Additional assistance for this research was provided by Guild Education.]
Enhancing Conceptual Knowledge in Early Algebra through Scaffolding Diagrammatic Self-Explanation
Author: Nagashima, Tomohiro
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Teaching Methods,Visual Aids,Concept Formation,Mathematical Concepts,STEM Education,Scaffolding (Teaching Technique),Grade 5,Grade 6,Intelligent Tutoring Systems,Prior Learning,Equations (Mathematics),Problem Solving,Comparative Analysis,Instructional Effectiveness,Learning Processes,Mathematics Instruction

Many studies have shown that visual representations can enhance student understanding of STEM concepts. However, prior research suggests that visual representations alone are not necessarily effective across a broad range of students. To address this problem, we created a novel, scaffolded form of diagrammatic self-explanation in which students &quot;explain&quot; their problem-solving steps in the form of diagrams. We used contrasting cases to support students' sense-making between algebraic equations and diagrams in the self-explanation activity. We conducted a classroom experiment with 41 students in grades 5 and 6 to test the effectiveness of this strategy when embedded in an Intelligent Tutoring System for algebra. We found that scaffolded diagrammatic self-explanation enhanced conceptual knowledge for students who did not have prior knowledge of formal equation-solving strategies. The study is the first experimental study showing that visual representations can enhance conceptual knowledge in early algebra. [This paper was published in: &quot;ICLS 2020 Proceedings,&quot; ISLS, 2020, pp. 35-42.]
Teacher&apos;s Manual for Beginner&apos;s German. First Book
Author: Langhanke, Otto L. W.
Date: 1917-00-00
Type: Historical Materials
Subjects: High School Students,Textbooks,German,Second Language Learning,Teaching Guides

This textbook is the teacher's manual for &quot;Beginner's German. First Book.&quot; It is intended to cover one year of 40-minute periods or one and one-half years of 30-minute periods. After a year and a half the average student should be able to read such plays as Mosers &quot;Bibliothekar&quot;, to memorize any part thereof, to write a synopsis of the same in German and to produce the play on the stage to the full satisfaction of a German audience. [For &quot;Beginner's German. First Book,&quot; see ED623106.]
The Effect of State Appropriations on College Graduation Rates of Diverse Students. Policy Report
Author: Horn, Aaron S.
Date: 2021-12-00
Type: Reports - Research
Subjects: State Aid,Educational Finance,Student Financial Aid,Higher Education,Undergraduate Students,Graduation Rate,Minority Group Students,African American Students,Hispanic American Students,White Students,Racial Differences,Minority Serving Institutions

This report examines whether levels of state funding for higher education are associated with college graduation rates, particularly among underrepresented racial and ethnic groups. The assessment is based on an analysis of state appropriations and the six-year graduation rates of all students as well as the graduation rates of three subgroups, including Black, Latinx, and White students. Using a 12-year panel dataset of entering freshman cohorts at most public four-year institutions in the nation, the analyses show how graduation rates can be expected to change as a function of varying levels of state appropriations revenue both between and within institutions. The first analysis examined the average effect of appropriations on graduation rates within institutions over the 12-year period. The results indicated that a 10% increase in appropriations would yield a modest percentage point increase in graduation rates. While state appropriation levels have a positive effect on graduation rates on average, the second analysis demonstrated that the effect on graduation rates varies by institution. The third analysis estimated the association between appropriations and graduation rates by examining change within and between institutions over time (rather than only within institutions). This analysis provided the expected percentage point difference in graduation rates between institutions if one has 10% greater appropriations. [For the summary brief, &quot;Linking State Appropriations and College Completion among Diverse Students. Research Brief,&quot; see ED623571.]