ethanporcaro/eric-fulltext-meta huggingface dataset:
A Randomized Field Study of a Teacher Professional Development Program Using Mixed-Reality Simulation to Develop Instructional Practice
Author: Garrett, Rachel
Date: 2020-00-00
Type: Reports - Research
Subjects: Professional Development,Computer Simulation,Middle School Mathematics,Mathematics Teachers,Discussion (Teaching Technique),Student Centered Learning,Mathematics Instruction,Teaching Methods,Technology Uses in Education

Group discussions during mathematics lessons provide important opportunities for students to deeply engage with mathematics content and to develop communication skills and strong understanding aligned with college and career readiness objectives (Walshaw &amp; Anthony, 2008). However, such student-centered discussions are less common than teacher-led lectures in middle grades mathematics (Stigler &amp; Hiebert, 2004). Research has found that lack of training contributes to the challenges in successfully implementing student-driven discourse (Piccolo et al., 2008). Simulated Instruction in Mathematics Professional Development--or SIM PD--is a new program being developed to meet the need for PD focused on mathematical questioning and discourse (NCTM, 2014) using the classroom simulation technology. This study used a school-level random assignment design so that groups of two to six teachers within a school were randomly assigned to either implement the program during the 2018-19 school year, or participate in data collection but wait to participate in the PD until the 2019-20 school year. The authors will share findings from a small-scale, school-level randomization study in 2018-19 to provide an early, rigorous assessment of whether the PD helps teachers develop the targeted instructional practices. Findings indicate that the program was feasible to implement, teachers received the PD positively, and classroom practice may have improved as a result of the PD. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Lesson Learned from an Experience of Teaching Support in Higher Education for a Digital Transition in the New Scenario Created by COVID-19
Author: Bruschi, Barbara
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Teaching Skills,Educational Technology,Computer Assisted Testing,Cooperation,Foreign Countries,Electronic Learning,COVID-19,Pandemics,Teaching Assistants

Teaching skills are fundamental for academic positions, which combine research and teaching activities. Thus, universities should look for candidates with excellent research records and teaching experience or skills; another strategy is the training of teaching staff. On the other hand, when dealing with already in-service teachers, the challenges for universities are completely different and it is often difficult to cope with digital technologies for education. Moreover, roles in the education process assume different perspectives. This is the background of this research, which investigates the measures adopted at the University of Turin to deal with the scenario of the COVID-19 pandemic and subsequent periods. 30 young graduates halfway between students and teachers, one per university department, support teachers and the digital transition. Their role ranges from the didactical support (online teaching methodologies and the use of the Learning Management System) to the preparation, delivery, and monitoring of online assessment and exams. These young assistants received a grant for their role and proper training over all these topics and other themes related to online education, such as accessibility, copyright, video editing. At the start of the second semester, a questionnaire was delivered to these grant holders to receive feedback on their activity during the first semester and exam period. We collected 26 answers from the questionnaire. Results show that, among the different roles, they were more involved with online examinations and students' support, while collaborating more with professors and with their peers. Most of these grant holders would like to participate again in such an experience, it being useful for their future career, the teachers of the future. [For the full proceedings, see ED621108.]
Exploring Students&apos; Computational Thinking for Mathematical Problem-Solving: A Case Study
Author: Hansen, Nils Kristian
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Science Education,Computer Software,Mathematics Instruction,Teaching Methods,Task Analysis,Problem Solving,Logical Thinking,Correlation,Thinking Skills,Learner Engagement,Undergraduate Students,Programming,Case Studies,Cooperative Learning,Student Attitudes,Comparative Analysis

The purpose of this paper is to investigate students' engagement in computational thinking (CT) and programming with MATLAB when solving a mathematical task in a programming course at the undergraduate level. The data collection method is participant observation of three groups of three students presented with a mathematical task to solve. The study uses a deductive-inductive analysis strategy based on the interplay between the theoretical framework and the empirical data. The results reveal that engaging students in CT for mathematical problem-solving is challenging for many reasons: Lack of mathematical thinking (MT), insufficient experience with CT, and more importantly lack of deeper connection between CT and MT. Conclusions are drawn from the results to promote mathematical problem-solving by means of CT and MT at the undergraduate level. [For the full proceedings, see ED621108.]
Mind-Wandering Detection Model with Electroencephalogram
Author: Rungsilp, Chutimon
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Brain Hemisphere Functions,Diagnostic Tests,Artificial Intelligence,Cognitive Processes,Computer Software,Classification,Prediction,Usability,Accuracy,Models,Comparative Analysis,Foreign Countries

The study of mind-wandering is popular since it is linked to the emotional problems and working/learning performance. In terms of education, it impacts comprehension during learning which affects academic success. Therefore, we sought to develop a machine learning model for an embedded portable device that can categorize mind-wandering state to assist people in keeping track of their minds. We utilize a low-channel EEG to record the brain state and to build the predictive model because of its practicality and user-friendly. Most machine learning experiments in mind-wandering using EEG exhibit good individual-level performance. For the group-level technique, only a few research has developed a model. As a result, the goal of this research is to achieve a high-accuracy group-level model. Thus, Leave One Participant Out Cross Validation (LOPOCV) was used to assess the model correctness. This study shows that using a baseline normalization technique assists feature extraction and improves performance. The model was built using a support vector machine (SVM), and the best model achieved an accuracy value of 75.6 percent. [For the full proceedings, see ED621108.]
Understanding Student Slide Reading Patterns during the Pandemic
Author: Ma, Boxuan
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Visual Aids,Electronic Publishing,College Students,Conventional Instruction,Blended Learning,Lecture Method,Reading,Student Behavior,Foreign Countries

The COVID-19 pandemic has resulted in school closures all across the world, and lots of students have shifted from conventional classrooms to online learning. With the help of ICT technologies nowadays, learning online can be more effective in a number of ways. However, most of the online learning environments without instructors' attention may result in different learning patterns compared to the traditional face-to-face classroom. In this paper, we aimed at detecting the slide reading behaviors of the students by analyzing operational event logs from a digital textbook reader for a lecture offered in our university. We compared reading patterns between traditional face-to-face lectures and hybrid online lectures, our results show that online lectures lead to more off-task behaviors. Our analysis provides a rich understanding of e-book reading and informs design implications for online learning during the pandemic. The findings can also be used to improve the instruction designs and learning strategies. [For the full proceedings, see ED621108.]
Experimental Evidence on the Impact of Long-Term Credentials in the Healthcare Sector
Author: Litwok, Daniel
Date: 2020-00-00
Type: Reports - Research
Subjects: Grants,Credentials,Time,Wages,Health Services,Health Personnel,Economically Disadvantaged,Federal Aid,Health Occupations

In 2010, the Administration for Children and Families (ACF) within the U.S. Department of Health and Human Services awarded the first round of five-year HPOG grants (HPOG 1.0) to 32 organizations (including 5 tribal organizations) in 23 states. The purpose of the HPOG Program is to provide education and training to Temporary Assistance for Needy Families (TANF) recipients and other low-income individuals for occupations in the healthcare field that pay well and are expected to either experience labor shortages or be in high demand. This paper examines the relationship between completion of a long-term credential through HPOG and impacts on earnings. To this end, the authors examine whether those who earned longer-term credentials experienced greater impacts on their earnings than those who did not earn long-term credentials. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
The Usage of Blackboard Learn Community of Practice in Higher Education Institutions in UAE
Author: Daouk, Lina
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Integrated Learning Systems,Communities of Practice,Higher Education,Electronic Learning,College Faculty,Adoption (Ideas),Computer Science Education,Departments

UAE Higher education institutions were among the first institutions in the Middle East to adopt Blackboard Learn (BBLearn) as the learning management system for their e-learning activities. Regardless of the large investments spent of BBLearn, the adoption of this system among the faculty is still slow. This qualitative case study research aimed to investigate the need for the creation of a BBLearn community of practice (CoP) in a public higher education institution in the United Arab Emirates, its anticipated benefits and its positive impact on increasing the adoption of BBLearn among the computer department faculty. A qualitative case study research methodology was used, and data was collected from faculty of the public higher education institution. The findings revealed that the faculty support the creation of a BBLearn CoP and they identified its anticipated benefits and listed them. The findings also confirmed that the creation of a BBLearn CoP will have positive impact on the adoption of BBLearn among the computer department faculty. This study confirmed the importance of communities of practice and their roles in sharing and advancing knowledge. It also revealed the need to create a BBLearn CoP to address the slow adoption of BBLearn among faculty. [For the full proceedings, see ED621108.]
Making Cost-Effectiveness Estimates More Useful for Policy: An Argument against Standardization
Author: Holla, Alaka
Date: 2020-00-00
Type: Reports - Research
Subjects: Cost Effectiveness,Educational Practices,Intervention,Educational Finance,Investment,Costs

Increasingly governments and donors seek to invest in programs and policies that are cost-effective rather than those that just maximize impact. Cost-effectiveness analysis aims to estimate how much an intervention costs per outcome delivered and benchmark this against similar metrics estimated for alternative interventions targeting the same outcome. In this paper, the authors argue that this approach is problematic. This paper proposes an alternative way of presenting the main components of cost-effectiveness -- namely, unit costs and average treatment impacts -- that avoids out-of-sample estimates of either impact or cost, that preserves information about the distribution of impacts coming from experimental or quasi-experimental studies, and that presents a menu of options for different country contexts. In particular, the authors propose replacing league tables with charts like the following that display unit cost alongside estimated average treatment effects. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Annual Statistical Report of the Public School of Arkansas and Education Service Cooperatives [2020-2021]
Author: Arkansas Department of Education
Date: 2022-02-10
Type: Reports - Evaluative
Subjects: Public Schools,Charter Schools,Education Service Centers,School Districts,Expenditure per Student,Average Daily Attendance,Elementary Secondary Education,Full Time Equivalency,School Personnel,Salaries,School Statistics,State Aid,Educational Finance

The public schools of Arkansas, open enrollment public charter schools, and education service cooperatives annual statistical report (ASR), 2020-2021 actual and 2021-2022 budgeted, is presented here. The rankings of selected items of the public schools, 2020-2021 actual, are also included. The school districts are listed according to Local Education Agency (LEA) number in the Rankings report, and are ranked from highest to lowest on the following data: (1) Per Pupil Expenditures; (2) Average Daily Attendance (ADA); (3) Average Daily Membership (ADM); (4) K-12 Licensed Full-Time Equivalent (FTE); (5) Average Salary of K-12 Licensed (FTE); (6) Licensed (FTE); and (7) Average Salary of Licensed (FTE). [For the 2019-2020 report, see ED613773.]
Towards a User Focused Development of a Digital Study Assistant through a Mixed Methods Design
Author: Schurz, Katharina
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Foreign Countries,Artificial Intelligence,Independent Study,Electronic Learning,College Students,Student Attitudes,Educational Technology

Digital Study Assistants (DSA) aim to support individual learning processes by designing them appropriately and efficiently based on recommendations. In this paper we present a prototype of a DSA for students in higher education of three German universities. The digital data driven DSA is integrated into the local learning management system and consists of recommender modules with a certain kind of recommendation for a specific purpose, e.g., recommending Academic Contacts that fit an expressed academic interest. The modules implemented so far use a wide range of methods: Classic rule-based Artificial Intelligence (AI) or Neural Networks, that can detect complex features and patterns in large data sets. To evaluate the current prototype of the DSA we used a mixed methods design approach with concurrently collected user data and qualitative data. A first insight in the user data suggests that recommender modules providing personalized recommendations are more likely to be used by students. A focus group discussion with students confirmed these findings with the suggestion to make the DSA more personal, individual, interactive, supportive, and user-friendly. In conclusion we present ideas for the further development of the prototype based on these findings. [For the full proceedings, see ED621108.]
Guidance Note: Admissions (Coursework). Version 2.0
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2022-05-04
Type: Reports - Descriptive
Subjects: College Students,Foreign Students,College Admission,Admission Criteria,Standards,Accountability,Student Diversity,Foreign Countries,Documentation

The &quot;Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework)&quot; sets out the admissions standards for all registered higher education providers. The &quot;National Code of Practice for Providers of Education and Training to Overseas Students&quot; 2018 (National Code) includes admissions standards where higher education providers offer courses of study to overseas students. An effective admissions framework requires transparency, is applied consistently and fairly, and accommodates student diversity and contributes to creating equivalent opportunities for academic success. This report presents the following guidance for Admissions (Coursework) from the Australian Government Tertiary Education Quality and Standards Agency (TEQSA): (1) What does admissions (coursework) encompass?; (2) What TEQSA will look for; and (3) Common issues.
Implement Adaptation in a Case Based ITS
Author: Graf von Malotky, Nikolaj Troels
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Artificial Intelligence,Instructional Development,Instructional Improvement,Data,Student Characteristics

ITSs have the requirement to be adaptive to the student with AI. The classical ITS architecture defines three components to split the data and to keep it flexible and thus adaptive. However, there is a lack of abstract descriptions how to put adaptive behavior into practice. This paper defines how you can structure your data for case based systems in a way that adaptivity is easier to achieve while maintaining the classical splitting of the system and reducing the data footprint. Building a case based system from a collection of exchangeable steps is also possible with this approach. Two variants of adaptivity based on the data structure are explored and both can be used in conjunction. [For the full proceedings, see ED621108.]
Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Porto, Portugal, July 16-19, 2019)
Author: Nunes, Miguel Baptista, Ed.
Date: 2019-00-00
Type: Collected Works - Proceedings
Subjects: Educational Technology,Technology Uses in Education,Mathematics Instruction,Cooperation,Audience Response Systems,Integrated Learning Systems,Higher Education,Computer Mediated Communication,Electronic Learning,Computer Assisted Testing,High Schools,Developing Nations,Technological Literacy,Readiness,Music Education,Foreign Countries,Teacher Attitudes,Game Based Learning,Elementary Secondary Education,Programming,Online Courses,Distance Education,Computer Science Education,Teamwork,Creativity,Flipped Classroom,Faculty Development,Mathematics Teachers,Telecommunications,Handheld Devices,Social Capital,Driver Education,Academic Achievement,Handwriting,Elementary Education,Computer Simulation,English (Second Language),Gender Differences,Interaction,Instructional Design,Trainers,Mechanics (Physics),Health,Climate,Science Education,Educational Games,Political Science,Problem Based Learning,21st Century Skills,Graduate Study,Student Attitudes,Laboratories,Teaching Methods,Business Administration Education,Learning Strategies,Social Networks,Computer Security,Information Security,Student Projects,Test Construction,Cognitive Ability,Brain,Training,Communicative Competence (Languages),Graphs,Military Training,Philosophy,Cognitive Style,College Students,Story Telling,Spanish,Second Language Instruction,Grammar,Teacher Competencies

These proceedings contain the papers and posters of the International Conference on e-Learning (EL) 2019, which was organised by the International Association for Development of the Information Society and co-organised by the Instituto Superior de Engenharia do Porto, in Porto, Portugal, July 17-19, 2019. The EL 2019 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. [Individual papers are indexed in ERIC.]
Internal Consistency, Responsiveness and Minimal Detectable Change of the TECO in the Bachelor&apos;s Degree Course in Pediatric Nursing at the &quot;Sapienza&quot; University of Rome: A Cross Sectional Study
Author: Galeoto, Giovanni
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Nursing Education,Psychometrics,Longitudinal Studies,Foreign Countries,Outcomes of Education,Pediatrics,Skill Development,Comparative Analysis,Test Use,Computer Assisted Testing,Multiple Choice Tests,Test Reliability,Educational Quality,Goal Orientation,Test Items,Competence

The Italian Disciplinary section of Test of Competences (TECO-D) project is an important longitudinal study used to analyze learning outcomes of ungraded students and to measure quality of the educational process. The aim of the present study was to evaluate the psychometric properties of the TECO-D in students enrolled in the Bachelor's Degree in Pediatric Nursing at &quot;Sapienza&quot; University of Rome. The other aim was to evaluate if TECO-D is able to assess the changes in skills between students of I and III year of the university course and to calculate the minimal detectable change. The sample was composed by 35 pediatric nursing students and was recruited in October 2019. The test was administered using a digital platform with multiple choice questions (MCQs). The reliability, as internal consistency, was excellent ([alpha]= 0.938). The responsiveness evaluated by t-test for independent samples, the Standard Error of Measurement (SEM) and Minimal Detectable Change (MDC) was supported by significant differences between two cohorts of pediatric nursing students, and adequate TECO-D is a reliable instrument for assessing the skills of pediatric nursing student evaluating the achievement of university goals and improving the quality of the training provided by the university. [For the full proceedings, see ED621108.]