ethanporcaro/eric-fulltext-meta huggingface dataset:
Region-Wise Page Difficulty Analysis Using Eye Movements
Author: Minematsu, Tsubasa
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Eye Movements,Difficulty Level,Reading Processes,Instructional Materials,Material Development,Correlation,Reading Difficulties,Comparative Analysis,Foreign Countries,Networks,College Students,Student Attitudes,Electronic Learning,Learning Processes,Visualization,Computer Software

In this study, we investigated which section of a page was difficult for students to read, based on eye movement data and subjective impressions of the page's difficulty, with the aim of helping teachers revise teaching materials. It is problematic to manually model relationships between eye movements and subjective impressions of the page's difficulty. Therefore, in this study, we used a neural network to model the relationships automatically. Our method generated relevance maps representing locations where students found difficulty, in order to visualize region-wise page difficulty. To evaluate the quality of the relevance maps, we compared them with a distribution of gaze points and highlights added by the students. In addition, we administered a questionnaire to evaluate whether the relevance maps were useful to teachers when revising teaching materials. Results imply that our method can provide useful information for teachers making revisions to teaching materials. [For the complete proceedings, see ED608557.]
Lockdown Area of COVID-19: How Does Cartoon Based E-Contents Effect on Learning Performance of Indian Elementary School Students with ADHD
Author: Jena, Ananta Kumar
Date: 2020-10-00
Type: Journal Articles
Subjects: Cartoons,Elementary School Students,Intervention,COVID-19,Pandemics,Teaching Methods,Information Technology,Indians,Animation,Instructional Effectiveness,Comparative Analysis,Environmental Education,Foreign Countries,Attention Deficit Hyperactivity Disorder,Rating Scales,Achievement Tests,Pretests Posttests,Computer Assisted Instruction

In the context of the lockdown area of COVID-19, animated and gag cartoon-based intervention has a significant role in promoting students' learning performance at elementary levels. ICT-based intervention on students with ADHD mostly uses in UK, USA, Greece, Iran, and Poland. Still, recent researches are conducting in India,especially in the Northeastern region, to assess its effectiveness. Based on the literature and research questions,the current study aimed to evaluate the effect of animated and gag cartoon-based e-contents intervention on experimental groups' learning performance with those in the comparison group in Silchar town, Assam. 90 students with ADHD were assigned to experimental groups and a comparison group. The experimental group I (n=30, age ranged 10.5-11.5 SD= 11) was exposed to animated cartoon based e-contents instruction, and experimental group II (n=30, age ranged 10.5-11.5 SD= 11) was assigned to gag cartoon based e-contents in Environmental studies. Simultaneously, the traditional approach was used in the comparison group (n=30, age ranged 10.5-11.5 SD= 11). The quasi-experimental design was used to examine the effect of animated and gag cartoon-based e-contents intervention on experimental groups' learning performance with those in the comparison group. It resulted in animated cartoon-based e-contents and gag cartoon-based e-content intervention that significantly affected participants' performance over the comparison group.
The Kantian Effect: Reconceiving the Integration of Knowledge in Interdisciplinary Theory
Author: Dennis, Jeremy K.
Date: 2020-11-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Systems Approach,Educational Change,Educational Philosophy,Constructivism (Learning),Correlation,Higher Education,Logical Thinking,Teaching Methods,Information Technology

In interdisciplinary studies, multiple definitions and practices proliferate. Interdisciplinarians such as William H. Newell claim that complex systems theory provides the rationale that we need to guide reform. However, complex systems theory alone cannot rationalize interdisciplinarity and inform what Ernest Boyer calls the scholarship of integration. Language and texts also play a key role. This claim is just as significant today as it was when Immanuel Kant noted the importance of texts in his controversial blueprint for higher education. Not only is Kant one of the fathers of modern philosophy and constructivism, but he is also a key architect of the disciplinary silos that instrumentalists such as Newell claim to oppose but indirectly reinforce through reductionist practices. A dialogic conceptual framework recalibrates these practices and their correlates, thus improving interdisciplinary education in the digital age. This article reveals that a study of Kantian architectonics and its dialogic reinterpretation by Mikhail Bakhtin has much to teach educators about interdisciplinarity as an agent for integrative learning and higher education reform.
Developing Preschool Children&apos;s Computational Thinking with Educational Robotics: The Role of Cognitive Differences and Scaffolding
Author: Georgiou, Kyriakoula
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Thinking Skills,Scaffolding (Teaching Technique),Preschool Children,Robotics,Skill Development,Computer Software,Cognitive Style,Comparative Analysis,Abstract Reasoning,Problem Solving,Scoring Rubrics,Instructional Effectiveness

The development of computational thinking is as important as writing, reading and arithmetic, and, it should start as early as kindergarten (Wing, 2008). However, little has been done in terms of investigating the factors influencing the development of computational thinking in preschool education (Bers et al., 2014; Ching et al., 2018; Kazakoff et al., 2013; Sullivan et al., 2013). Accordingly, the study herein investigated how young children's computational thinking could be developed using the Bee-Bot and two scaffolding techniques, while children's field-dependence/independence (FDI) was taken into consideration. The study has practical significance for classroom teachers, as they can use the results of this research to integrate the teaching of computational thinking skills in their lessons. [For the complete proceedings, see ED608557.]
Putting Early Algebra in the Hands of Elementary School Teachers: Examining Fidelity of Implementation and Its Relation to Student Performance
Author: Stylianou, Despina A.
Date: 2019-00-00
Type: Reports - Research
Subjects: Algebra,Mathematics Instruction,Elementary School Teachers,Teaching Methods,Intervention,Mathematics Achievement,Grade 3,Grade 4,Grade 5,Longitudinal Studies,Video Technology,Mathematics Tests,Correlation,School Districts,Instructional Effectiveness,Fidelity

Guided by a theoretical framework emphasizing the importance of fidelity of implementation (FOI), this paper explores how teachers of grades 3, 4 and 5 implemented an early algebra intervention, and the relationship between FOI and student learning. The data shared in this paper come from a longitudinal experimental research project in which 3,208 students from 46 schools were followed for three years. Videotaped classroom observations, our primary source of FOI data, were coded to capture teachers' instructional practices, and an algebra assessment was given to assess student performance in response to the teachers' implementation of our instructional intervention. Results revealed a significant positive relationship between aspects of teachers' implementation and their students' performance. [This paper was published in &quot;Journal for the Study of Education and Development&quot; v42 n3 p523-569 2019.]
The Impact of COVID-19 on Initial Teacher Training: Implications for Teacher Supply in England. Report
Author: Worth, Jack
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Foreign Countries,COVID-19,Pandemics,Preservice Teacher Education,Teacher Supply and Demand,Economic Climate,College Applicants,Labor Market,Student Teachers,Teacher Placement,Teacher Persistence,Teacher Recruitment

Before the COVID-19 pandemic, England's school system was facing an increasingly severe challenge of recruiting enough trainees to initial teacher training (ITT) to meet growing teacher demand. The pandemic has had a number of impacts on the ITT sector and on teacher supply more broadly. This report highlights some of the main opportunities and challenges brought by COVID-19, drawing on applications data from the Universities and Colleges Admissions Service (UCAS) and nationally-representative surveys of teachers and senior leaders.
Opinions of Parents on Fencing Trainers Whose Children Are Fencing Athletes: Qualitative Study
Author: Kalkan, Naci
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Athletics,Athletes,Athletic Coaches,Competition,Communication Skills,Coaching (Performance),Networks,Phenomenology,Individual Characteristics,Altruism

The aim of this research is to approach the characteristics in fencing coaches through the opinions of the parents of the athletes. The pattern of the research is phenomenon. A total of 10 parents, whose children participated in fencing competitions, participated in the study. In the study, the data were collected by using the &quot;Personal Information Form&quot; containing questions for parents and the semi-structured &quot;Parental Interview Form&quot; consisting of open-ended questions. In the study 'Personal Characteristics Required by the Coach, Professional Skills the Coach Should Have, Communication Skills The Coach Should Have, Training Performance Expected from the Coach, Tournament Performance Expected from the Coach' themes were reached. As a conclusion of the results obtained in the study, it is recommended that coaches take part in continuous development activities and establish a strong communication network with parents and athletes.
Optimizing Practice Scheduling Requires Quantitative Tracking of Individual Item Performance
Author: Eglington, Luke G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Scheduling,Drills (Practice),Memory,Testing,Microeconomics,Test Items,Difficulty Level,Efficiency,Computation,Japanese,English,Vocabulary,Statistical Analysis

Decades of research has shown that spacing practice trials over time can improve later memory, but there are few concrete recommendations concerning how to optimally space practice. We show that existing recommendations are inherently suboptimal due to their insensitivity to time costs and individual- and item-level differences. We introduce an alternative approach that optimally schedules practice with a computational model of spacing in tandem with microeconomic principles. We simulated conventional spacing schedules and our adaptive model-based approach. Simulations indicated that practicing according to microeconomic principles of &quot;efficiency&quot; resulted in substantially better memory retention than alternatives. The simulation results provided quantitative estimates of optimal difficulty that differed markedly from prior recommendations but still supported a desirable difficulty framework. Experimental results supported simulation predictions, with up to 40% more items recalled in conditions where practice was scheduled optimally according to the model of practice. Our approach can be readily implemented in online educational systems that adaptively schedule practice and has significant implications for millions of students currently learning with educational technology. [Published in partnership with The University of Queensland.]
Diversity as an Advantage: An Analysis of Career Competencies for IT Students
Author: Brockmann, Patricia
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Employment Qualifications,At Risk Students,Job Skills,Foreign Countries,Computer Science Education,College Graduates,Disproportionate Representation,Computer Science,Occupations,21st Century Skills,Soft Skills

Due to increasing digitization in all aspects of life, the demand for qualified software development professionals continues to increase. Students from underrepresented groups, such as first generation students from non-academic families, minorities, single parents and women represent an underutilized pool of untapped potential talent. The question arises as to which unique perspectives computer science graduates from underrepresented groups can bring to software development companies. In addition to programming skills, non-technical competencies, such as foreign language abilities, intercultural communication, creativity, conflict management, team-building and organizational skills are vital for success in diverse, international project teams. A large job market database for new graduates, developed for a consortium of universities in Bavaria, Germany, is analyzed using machine learning tools. Career competencies desired by recruiting companies are compared to potential advantages offered by computer science graduates from underrepresented groups. [For the complete proceedings, see ED608557.]
Relationship between Learning Time and Dimensions of a Learning Organisation
Author: Zubr, Vaclav
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Organizational Learning,Time Factors (Learning),Foreign Countries,Information Technology,Secondary Schools,Employees,Skill Development,Job Skills,Business

The introduction of a learning organisation model brings many benefits to organisations. To evaluate whether it is a learning organisation, the Marsick and Watkins Dimensions of a Learning Organisation Questionnaire can be used. In the Czech Republic, only a few studies have been conducted using this questionnaire. The aim of this paper is to compare the IT sector and the education sector in terms of learning time and assessment of the individual dimensions of the learning organisation by Marsick and Watkins. In 2018 and 2019, studies with the Dimensions of a Learning Organisation Questionnaire focusing on the IT sector and the education sector (secondary schools) were conducted in the Czech Republic. In total, 201 respondents from the IT sector and 121 respondents from secondary schools participated in the study. When comparing the time spent on self-education in both sectors, it is clear that the employees spend 1 to 20 hours per month with self-education, while in the IT sector common employees dedicate more to self-education, executives dedicate more to self-education in the education system. When comparing the average values of the dimensions of a learning organisation in relation to the time spent on self-education, the results in both sectors are very similar. It can be argued that the assessment of individual dimensions increases with the time spent on self-education up to 20 hours per month. The biggest difference in average values can be seen in Dimension 4, while the smallest difference on average dimension can be seen in Dimension 7. [For the complete proceedings, see ED608557.]
Schools&apos; Responses to COVID-19: The Challenges Facing Schools and Pupils in September 2020
Author: Sharp, Caroline
Date: 2020-09-00
Type: Reports - Research
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,School Schedules,Preschool Education,Elementary Education,Disease Control,Hygiene,Sanitation,Educational Environment,Space Utilization,Teacher Student Ratio,Barriers,Blended Learning,Distance Education,Online Courses,At Risk Students,Academic Achievement,Disadvantaged Youth,Achievement Gap,Educational Quality,Teacher Competencies,Emergency Programs,Government Role,Parent Role,School Role,Access to Computers

The COVID-19 pandemic continues to impact on all areas of society, including education. On 20 March 2020, schools closed their gates to all pupils apart from vulnerable pupils and children of keyworkers. In June, primary schools opened to selected year groups (Nursery, Reception, Year 1 and Year 6) and secondary schools invited pupils in Years 10 and 12 to have at least some face-to-face contact with their teachers. On 23 June, the Prime Minister confirmed that primary and secondary schools in England would return with full attendance in September (Danechi and Roberts, 2020). The Government (DfE, 2020e) acknowledged the challenge of achieving a balance between the priority of fully opening schools and controlling the spread of the COVID-19 virus. Schools are asked to ensure high standards of hygiene (for example through regular hand sanitising, deep cleaning and avoiding pupils sharing equipment). They are also asked to promote social distancing as far as possible (for example by splitting classes into smaller groups and keeping these separate from one other, and by separating year groups, reducing movement around the school, arranging desks in forward-facing rows, asking staff to socially distance and minimising the number of staff working with each group). This research investigates the impact of COVID-19 on mainstream primary and secondary schools in England. It follows an earlier National Foundation for Educational Research (NFER) survey of schools' responses to COVID-19 in May (ED608586) and focuses on the challenges schools will face from September. It considers the extent to which pupils are behind in their curriculum learning in relation to teachers' normal expectations for the end of the school year; the impact of COVID-19 on the 'disadvantage gap'; the need for catch-up support from September; and the logistical issues and resource implications of opening schools fully while taking measures to reduce the risk of infection. It also considers schools' experiences of offering remote learning from March, and blended learning (remotely and in-school) from June, in order to inform decisions about the support and resources that schools will need in the event of future lockdowns.
The Learning Design for Mediation Training through Online Environments: Getting to the Fifth Language Skill
Author: Rico Garcia, Mª Mercedes
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Language Skills,Instructional Design,Guidelines,Rating Scales,Second Language Learning,Second Language Instruction,Intercultural Communication,Virtual Classrooms,Computer Mediated Communication,Learning Activities,Foreign Countries,Teaching Methods,Critical Incidents Method,Skill Development,Cooperation,Problem Solving,Cultural Awareness

From the skills needed to adjust for the current mismatch between labor market demands and higher education training, collaboration and the development of communication strategies stand out. To improve communication as a whole, &quot;The Common European Framework of Reference for Languages (CEFR),&quot; constitutes a body of reference which adds to the traditional skills new descriptors such as mediation and online interaction. The study constitutes a step towards the identification and design of online training to develop foreign languages mediation competences through virtual environments; that is, the reconstruction of meaning through online production, reception, culture and interaction practices. The contextualization for doing so is a unique one that is relevant to intercultural competences: critical incidents, which will form the basis of the contextualization of learning activities for the proposal. The learning proposal, resulting in the active involvement of students after previous phases of practical experimentation in virtual environments, and the set of parameters guiding the design constitute the main implications of the study. [For the complete proceedings, see ED608557.]
Preservice Teachers&apos; Adoption of a Makerspace
Author: Yamamoto, Junko
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Technology Integration,Shared Resources and Services,Educational Technology,Technology Uses in Education,Teacher Attitudes,Creativity

Innovation includes new inventions, new ideas, or new methods. Everett Rogers' Diffusion of Innovations framework, however, suggests not all are willing to adopt innovation. Technology Acceptance Model (TAM) indicates that perceived usefulness and perceived ease of use influence one's choice to use available technology. Since the nature of work is rapidly changing, the future workforce needs to be prepared to innovate or adopt innovation. This means that educators also need to be innovators or early adopters. In this study, education majors in an instructional technology class in the United States were introduced to the idea of a makerspace. When they were given choices, some participants tried new tools or methods without the instructor's assistance, and some tried with the assistance. However, there was also a group of education majors who chose not to try out new tools or methods, even they knew that the help was available. This finding implies that Rogers' theory about people's aptitude of adopting innovation and TAM are applicable to future educators. [For the complete proceedings, see ED608557.]
Financial Literacy as a Part of Lifelong Education
Author: Mohelska, Hana
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Money Management,Consumer Education,Lifelong Learning,Elementary School Students,Foreign Countries,Educational Policy,High School Students,Program Evaluation

This article is focused on the financial literacy of elementary students as a part of a lifelong education. The introduction covers the concept of financial literacy and the development of financial education in EU countries and in the Czech Republic. It also presents the strategic documents that have been gradually published. It turns out that there is a gap for research in the field of financial education strategy for elementary and school students and its coherence with lifelong education. The national strategic plan focuses mainly on the high school students, but the practice show that it should start with students that are in the compulsory education. The results of the OECD's research called Program for International Student Assessment (PISA) show educators and policy makers the quality and equity of learning outcomes achieved elsewhere and allow them to learn from the policies and practices applied in other countries. The goal of this article is to evaluate the project of financial education and analyze the current situation in the financial literacy of the elementary school students in Czech Republic in comparison with foreign countries. The article searches for the strengths, opportunities and threats using the method of SWOT analysis. Based on the obtained results it formulates conclusions and recommendations. [For the complete proceedings, see ED608557.]
A Field Study about the Impact of a VR Learning Unit
Author: Keller, Thomas
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Computer Uses in Education,Teaching Methods,Outcomes of Education,Educational Attainment,Gender Differences,Instructional Effectiveness,Experimental Groups,Control Groups

This paper examines the learning success of the Virtual Reality course unit &quot;So small! -- So big!&quot; compared to conventional teaching. In the form of a field experiment and three random sample tests, the learning success of 67 subjects was examined. In the analysis of the collected data, the differences between the educational levels and the sexes were examined in addition to the overall comparison. In addition, the individual questions of the random sample tests were checked for anomalies. The analysis showed that the two learning units are to be regarded as equivalent. The subjects achieved short and medium-term learning success with both teaching methods. However, no differences could be found between the two teaching methods; they must be regarded as equivalent. The only exception is the difference between the educational levels in terms of medium-term learning success. [For the complete proceedings, see ED608557.]