ethanporcaro/eric-fulltext-meta huggingface dataset:
To Aggregate or Not? Linguistic Features in Automatic Essay Scoring and Feedback Systems
Author: Crossley, Scott A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Essays,Scoring,Feedback (Response),Writing Evaluation,Computer Software,Formative Evaluation,Reliability,Accuracy,Computational Linguistics,Natural Language Processing,Verbs,Semantics

This study investigates the relative efficacy of using linguistic micro-features, the aggregation of such features, and a combination of micro-features and aggregated features in developing automatic essay scoring (AES) models. Although the use of aggregated features is widespread in AES systems (e.g., e-rater; Intellimetric), very little published data exists that demonstrates the superiority of using such a method over the use of linguistic micro-features or combination of both micro-features and aggregated features. The results of this study indicate that AES models comprised of micro-features and a combination of micro-features and aggregated features outperform AES models comprised of aggregated features alone. The results also indicate that that AES models based on micro-features and a combination of micro-features and aggregated features provide a greater variety of features with which to provide formative feedback to writers. These results have implications for the development of AES systems and for providing automatic feedback to writers within these systems.
Autism Spectrum Disorder and the Student Teacher Relationship: A Comparison Study with Peers with Intellectual Disability and Typical Development
Author: Blacher, Jan
Date: 2014-00-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Autism,Comparative Analysis,Intellectual Disability,Teacher Student Relationship,Behavior Problems,Interpersonal Competence,At Risk Students,Check Lists,Child Behavior,Measures (Individuals),Rating Scales

This study examined relations among behavior problems, social skills, and student-teacher relationships within a sample of children (mean age 8) with autism spectrum disorders or ASD (n = 36) and comparison samples of children with typical development (n = 91) or with intellectual disability (n = 38). Student-teacher relationships (STRs) for children with ASD appeared to be qualitatively different from those of similarly aged children with ID or typical development. The STRs for children with ASD were considerably poorer, with less closeness and more conflict, than in the two comparison groups. Within the group with ASD, teacher-reported child externalizing behavior and social skills accounted for significant variance in the total score on the Student Teacher Relationship Scale. Conflict was predicted only by externalizing behavior, whereas closeness was predicted by social skills; level of autistic mannerisms negatively related to the teacher's perception of closeness. Findings address the implications for transition to early schooling for children with ASD.
Expanding Educational Opportunity in North Carolina: Action Plan and Recommendations. The Public School Forum&apos;s Study Group XVI
Author: Public School Forum of North Carolina
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Public Education,At Risk Students,Trauma,Racial Bias,Equal Education,Low Achievement,Intervention,Success,Elementary Secondary Education,Early Childhood Education,Change Strategies,Educational Improvement,Resource Allocation

The Public School Forum of North Carolina has a long history of tackling difficult problems facing public education in the state. Study Group XVI asks: What would it take to give every child in North Carolina the opportunity to receive a sound basic education? The challenges of poverty, racial isolation, and trauma are huge hurdles that require broad, systemic action. Three study group committees focused on: (1) trauma and learning; (2) racial equality; and (3) support for low-performing schools. The resulting action plans and recommendations contained in this publication aim to pave the way for renewed commitment to these issues, focusing on how to attack these problems in order to create public schools that prepare all students to succeed. Recommendations include: (1) Increase investment in high-quality early childhood education and intervention specifically serving grades K-3 in low-performing schools and districts; (2) Adopt area-wide school improvement strategies; and (3) Improve allocation of vital resources to support interventions that will attract and retain excellent teachers and school leaders in high-need schools.
Making Strategic Choices to Become First in America: An Examination of the Unfinished Business of School Improvement in North Carolina. The Results of the Public School Forum&apos;s Study Group IX
Author: Public School Forum of North Carolina
Date: 2001-03-00
Type: Reports - Evaluative
Subjects: Public Schools,State Aid,Educational Finance,Incentives,Teacher Persistence,Teacher Competencies,Class Size,Elementary Secondary Education,At Risk Students,Educational Improvement,State Standards,School Schedules,Resource Allocation,Compensation (Remuneration),Teacher Recruitment

The Public School Forum of North Carolina Study group has attempted to look at new investments that would use state resources more strategically by focusing them where they can make the most impact on students who most need additional support. In previous studies, the Forum supported, inprinciple, many of the ideas that are being set forth. In making its current recommendations, however, the Forum's Study Group is advocating a more strategic use of state funding. Four recommendations include: (1) Make teaching a year-round job and move toward a 200-day school year, the longest in the nation; (2) Develop incentives that will attract and keep qualified teachers in low-performing schools; (3) Reduce class size sufficiently to make a measurable difference in the critical K-3 years; and (4) Make investments first in schools with high concentrations of at-risk young people.
Our Kids Won&apos;t Wait: They Need World-Class Schools &quot;Today,&quot; Winter 2011 [The Results of the Public School Forum&apos;s Fourteenth Study Group]
Author: Public School Forum of North Carolina
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Educational Policy,School Personnel,Teacher Qualifications,Teacher Education Programs,Administrator Education,Leadership Training,Educational Technology,Technology Uses in Education,Dropout Rate,Intervention,Educational Quality,Equal Education

The goal of the Public School Forum of North Carolina's fourteenth Study Group was to envision and recommend a systems approach in two very broad areas: (1) personnel policies impacting teachers and school administrators and (2) reducing today's dropout rate. Work groups examined how other states and countries approached these two issues. Recommendations include: (1) Learn from countries leading the world in education and create an aligned, strategic system of learning; (2) Increase the pipeline of highly qualified teachers entering the profession; (3) Strengthen teacher and administrator preparation programs; (4) Create a &quot;grow your own&quot; system for insuring highly effective school leadership; (5) Accelerate the establishment of regional leadership academies; (6) Harness technology to fill the current staff development void for school leaders; (7) Reward educators and school systems that are succeeding in the goal of creating a system second to none; (8) Leave no child behind; (9) Understand that time is at the heart of leaving no children behind; and (10) Adopt policies that would enable schools to better cope with current economic downturns.
A Multidimensional Analysis of Essay Writing: What Linguistic Features Tell Us about Situational Parameters and the Effects of Language Functions on Judgments of Quality
Author: Crossley, Scott A.
Date: 2014-00-00
Type: Reports - Research
Subjects: Essays,Writing (Composition),Computational Linguistics,Cues,Instructional Program Divisions,Persuasive Discourse,College Entrance Examinations,Grade 9,Grade 10,Grade 11,High School Students,College Freshmen,Writing Evaluation,Semantics,Word Frequency,Phrase Structure,Form Classes (Languages),Syntax,Readability Formulas,Scores,Accuracy

The study applied the Multi-Dimensional analysis used by Biber (1988) to examine the functional parameters of essays. Co-occurrence patterns were identified within an essay corpus (n=1529) using a linguistic indices provided by Co-Metrix. These patterns were used to identify essay groups that shared features based upon situational parameters. Results revealed that linguistic features reliably co-occurred according to the parameters. Namely, four dimensions were interpreted and associated with essay quality, prompt, and grade level. Confirmatory analyses revealed that the dimensions reliably distinguished among the parameters. Results provide insight into the situational parameters that affect writing, and the extent to which essays vary among between themselves. The results have important implications for composition and between themselves. The results have important implications for composition pedagogy, writing assessment, and writing theory. [This is a contribution from: T. Berber and M. Veirano Pinto (Eds.), &quot;Multi-Dimensional Analysis, 25 Years on. A Tribute to Douglas Biber&quot; (p197-237). John Benjamins Publishing Company, 2012.]
An Investigation of Learning Approaches and Language Learning Strategies: Are They Related?
Author: Erdogan, Tolga
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Strategies,Second Language Learning,Second Language Instruction,Gender Differences,Foreign Countries,Measures (Individuals),Higher Education,Study Skills,Correlation,Cognitive Style,Majors (Students),College Freshmen

In related research, learning approaches and learning strategies have been reported as important variables influencing the quality of student learning. The aim of the present study is to investigate the relationship between the learning approaches and the language learning strategies of higher education students. The research was conducted with the participation of 493 freshmen (M=257, F=236) attending various departments at Balikesir University in Turkey. For research purposes, the Turkish versions of Strategy Inventory of Language Learning (SILL) and the Approaches and Study Skills Inventory for Students (ASSIST) were used. After the reliability of both instruments was computed, descriptive and inferential statistics were used to analyze data. The findings showed that students' learning approaches were associated with their learning strategy use. The results provided further evidence that gender and field of study might have an impact on learning approach adoption and language learning strategy use. One of the more significant findings to emerge from this study was that engineering students had the highest total mean scores in deep and strategic approach and made use of learning strategies the most.
Compulsory English Courses in Higher Education: A Source of Angst or Thrill?
Author: Uzun, Kutay
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Higher Education,Required Courses,Anxiety,Communication (Thought Transfer),Comparative Analysis,College Freshmen,Psychological Patterns,Language Tests,Foreign Countries,Language Teachers,Teacher Student Relationship,College Faculty,Measures (Individuals),Likert Scales

Positive psychology is a significant determiner of successful learning outcomes, in whose absence learning may be negatively affected. In the case of compulsory English courses, it is suspected that negative psychology may outweigh its positive counterpart since many students indicate reluctance to attend those classes. In that respect, the present study aims to measure the levels of Foreign Language Enjoyment and Foreign Language Anxiety and compare two psychological constructs to reveal which one is more dominant in a compulsory English course. The participants are 166 undergraduate freshman students taking the aforementioned course. The results show that, although the course is compulsory and every student has to take it, Foreign Language Enjoyment outweighs Foreign Language Anxiety. The implications of the findings are discussed with reference to current psychological theories in the conclusion section.
Extent of Parent-Teacher Association Involvement in the Implementation of Universal Basic Education Program in Primary Schools in Northern Senatorial District of Ondo State, Nigeria
Author: Nnebedum, Chidi
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Teacher Cooperation,Foreign Countries,Attendance,Educational Facilities,Elementary Schools,Elementary School Teachers,School Districts,Educational Facilities Improvement,Parent Participation,Organizations (Groups),Discipline Policy,School Administration,Parent Attitudes,Likert Scales,Teacher Attitudes

Pupils' absenteeism and lateness to school, dilapidated and shortage of relevant facilities in primary schools in the Northern Senatorial District of Ondo State seems to suggest lapses in parent-teacher association involvement in school affairs. This prompted the researchers to ascertain the extent of parent-teacher association (PTA) involvement in the implementation of universal basic education program in primary schools in the Northern Senatorial District of Ondo State. Three research questions guided the study and three null hypotheses were tested. The descriptive survey research design was adopted for the study. The population of the study was comprised of all 250 head teachers and all PTA members at all 250 primary schools in the Northern Senatorial District. Multiple stage sampling technique was used to sample 205 respondents made up of 75 head teachers and 130 PTA members. The researchers developed an instrument titled &quot;Parent-Teacher Association Involvement in School Questionnaire (PTAISQ)&quot; which was used for data collection. The instrument was validated by three experts. The reliability of the instrument was ascertained using Cronbach alpha and it yielded an overall reliability coefficient value of 0.76. Mean and standard deviation were used to answer the research questions, while t-test was used to test the null hypotheses at .05 level of significance. The findings of the study revealed among others that the extent of PTA involvement in maintenance of facilities in the implementation of universal basic education program in primary schools in the Northern Senatorial District of Ondo State was high. Based on the findings, recommendations were made and conclusions were drawn.
Total Quality Management (TQM) Practices Adopted by Head Teachers for Sustainable Primary Education in Northern Senatorial District of Ondo State, Nigeria
Author: Ehinola, Babatunde Gabriel
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Total Quality Management,Principals,Teamwork,Elementary Schools,Elementary School Teachers,Sustainable Development

The study determined the total quality management (TQM) practices adopted by head teachers for sustainable primary education in Northern Senatorial District of Ondo State. Two specific purposes were formulated and two research questions guided the study. A descriptive survey design was adopted for the study. The population of the study comprised all the 250 head-teachers and teachers in all the 250 primary schools in the six LGAs in Northern Senatorial District of Ondo State. Proportionate stratified sampling technique was used to sample 200 respondents made up of 50 head-teachers and 150 teachers in the six LGAs. The researchers-developed instrument titled ''Total Quality Management Practices adopted by Head Teachers Questionnaire (TQMHQ)'' was used for data collection. The 14 items instrument was validated by three research experts. The reliability of the instrument was ascertained using Cronbach alpha which yielded the overall reliability co-efficients of 0.76. Data analysis was done using mean and standard deviation. The findings of the study revealed among others that both head teachers and teachers' agreed that head teachers adopt most of the teamwork practices for sustainable primary education in Northern Senatorial District of Ondo State by; involving teachers in developing the school vision and mission, encouraging teachers to work in teams to promote continuous improvement, collaborating with teachers to attain the school goals, setting up school committees to enhance teamwork among staff, and encouraging inter personal relationship with teachers to build healthy team spirit in the school. It was recommended among others that School leaders should partner with the State of Ministry of Education in organizing continuous training pragrammes for both teaching and non teaching staff and also sponsor teachers on conferences, ICT proficiency courses, and grant them study leave to update their existing knowledge. Conclusion was drawn based on the finding.
Diversity and Disability in Visual Arts, Children&apos;s Literature, Play and Creative Writing: An Educational Program for Children in Early Childhood Education in a Non-Formal Educational Setting
Author: Pliogou, Vassiliki
Date: 2018-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Visual Arts,Childrens Literature,Play,Creative Writing,Disabilities,Nonformal Education,Foreign Countries,Young Children,Cultural Pluralism,Art Education,Empathy

This article presents an applied educational program for early years children with three thematic objectives, i.e. empathy, disabilities and visual arts. The program took place in Children's Museum of Thessaloniki and focused on the reflection between the text and image generally. The participants were twenty children from 4-8 years old, as the program was designed for early childhood education students. The program was theoretically based on the principals of Social Pedagogy, the methods and the techniques which were considered appropriate, were related to experiential activities, use of artworks and creative writing. The artworks that were used in the program originate from Greek visual arts of the 19th and 20th century and depict images of disability. The use of literary narration and visual arts especially in early childhood education constitutes an alternative, interactive and effective tool in order to teach issues that are related to social phenomena, to impart the value of respect in diversity and to reinforce the value of inclusion. Teachers can help students develop an understanding of social and cultural meaning in art, and can provide students with the tools to understand their culture, by recognizing art as a cultural carrier, using a critical literacy framework. In this program, children had the chance to create their stories and to talk about diversity, to discover their senses and to express their feelings playing and learning by experience.
Better Identification and Preparation of School Leaders. The Public School Forum&apos;s Study Group XIII
Author: Public School Forum of North Carolina
Date: 2008-01-01
Type: Reports - Descriptive
Subjects: Leadership Training,Instructional Leadership,Public Schools,Administrator Education,Principals,Talent Identification,Planning,Foreign Countries,Student Loan Programs,Experiential Learning,Selective Admission,Coaching (Performance),Online Courses,Masters Programs,School Districts,State Programs,Elementary Secondary Education

The Public School Forum of North Carolina examined how to identify and prepare school leaders who can meet the challenges of the 21st century in the state's public schools, and it made recommendations for making the current system stronger and more productive. In searching for comprehensive approaches that could provide leadership preparation models for North Carolina, the Study Group looked at leadership initiatives underway elsewhere, one in another country, one in a new national program based in New York City, and two in operation in North Carolina. This report summarizes what the Study Group learned from the approaches of others. Key common themes were: (1) talent identification/succession planning; (2) rigorous screening of candidates; (3) a blend of academic and field experience; and (4) coaching components. Recommendations are made for: (1) the Principals' Executive Program; (2) the North Carolina Fellows Program; (3) Regional Leadership Academies; (4) the Center for School Leadership Development; (5) the State Board of Education; (6) LEARN NC, an online service for coursework for teachers; (7) Master's of School Administration Programs; (8) Local Education Agencies; and (9) the North Carolina General Assembly.
Student Engagement, Retention, and Motivation: Assessing Academic Success in Today&apos;s College Students
Author: Caruth, Gail D.
Date: 2018-06-00
Type: Journal Articles
Subjects: Academic Persistence,Learner Engagement,Student Motivation,College Students,Success,Graduation Rate,Higher Education,Two Year Colleges,Private Colleges,Public Colleges,Proprietary Schools,Student Evaluation,Teacher Effectiveness,Teacher Evaluation,Student Attitudes

Despite the attention given to student retention for nearly half a century, college graduation and persistence rates have not improved in over two decades. Furthermore, time to degree rates suggest that it is taking more time to earn degrees. Consequently, there is a significant amount of individual and financial expense required to earn a college degree. Higher education has the responsibility to the society it serves to make postsecondary education a successful experience for students. Is higher education measuring up to meet the learning needs of society? The purpose of this paper was to examine academic success of today's college students. It is important to know if students are graduating from college. Determining whether or not colleges and universities are meeting the learning needs is critical for higher education. This research study was an archival quantitative, data mining study using data from the Integrated Postsecondary Education Data System (IPEDS) of the National Center for Education Statistics. This study identified the graduation numbers during the years 2009 to 2014 according to available data at public, private, and for-profit 2-year and 4-year universities in the United States. Findings revealed that for-profit 2-year and 4-years institutions saw the greatest increase in institutions and students graduating from 2009 until 2014.
Culture and Language Revitalization for Native American Students: An Annotated Bibliography
Author: Fredericks, Linda
Date: 2015-01-00
Type: Reference Materials - Bibliographies
Subjects: American Indian Students,American Indian Education,Cultural Influences,Community Colleges,Partnerships in Education,Culturally Relevant Education,Early Childhood Education,Family Involvement,Community Involvement,Language Maintenance,Mentors,Peer Teaching,Teacher Education Programs,Educational Policy,Alaska Natives

This annotated bibliography has been prepared to inform educators, tribal leaders, researchers,and policymakers about research-based efforts to identify promising practices related to reclaiming and revitalizing Native American language and culture at all stages of education, from early childhood to postsecondary education. The articles described in this bibliography provide examples of how some Native communities approach teaching languages and cultural traditions to their youth while simultaneously preparing students for life in the modern technological age. The 75 articles selected for review are categorized into eight topic areas related to Native American culture and language preservation: (1) Community College Partnerships; (2) Culture-Based Education and Culturally Responsive Teaching; (3) Early Childhood Education; (4) Family and Community Involvement/Engagement; (5) Language Revitalization and Immersion Efforts; (6) Mentoring and Peer Tutoring; (7) Policy Considerations; and (8) Teacher Preparation and Support.