ethanporcaro/eric-fulltext-meta huggingface dataset:
SSD 5-4-3: A Dialogical Writing Warm-Up
Author: Mulder, Tom
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Questioning Techniques,Writing Instruction,College Students,Correlation,Reading Skills,Writing Skills,Thinking Skills,Dialogs (Language),Student Attitudes,Community Colleges,Prompting,Writing Assignments,Audiences,Student Diversity,Writing (Composition)

The Silent Socratic Dialogue (SSD) writing warm-up technique places college students in a dialogic setting in which they construct the texts that explore, inform, and challenge each other through a succession of questions and answers. It validates students' voices, ideas, and interactions as worthy of study while engaging them in the interrelationships of reading, writing, thinking, and communicating (Elbow 369). Students engage in dialogue internally with themselves as they select and explore appropriate topics, such as choosing and promoting a favorite outdoor place. And they interact externally with one another as they write to respond to a variety of texts and purposes as their writing prompts, partners, and questions change daily. Their personal conversations empower students to try new roles, express their voices, construct new meanings, reflect on their understandings, respond to each other's experiences and perspectives, and pose challenging questions (Fecho 6). In this article, Grand Rapids Community College (Grand Rapids, Michigan) adjunct instructor Tom Mulder describes how in his class he uses a daily writing warm-up exercise the follows the same SSD 5-4-3 format: 5 sentences (write five sentences initiated by a writing prompt)--partner question (switch journals with an assigned partner, read the five sentences, and write a one-sentence question to continue the conversation)--4 sentences (write a four-sentence response to your partner's question)--partner question (switch journals again, read the four sentences, pose another question)--3 sentences (write a three-sentence answer). As they interact, students apply thinking skills to adapt questions and responses to real audiences for Silent Socratic Dialogue. They have to communicate clearly, consider unanticipated questions, and address diverse perspectives. The SSD approach gives students an immediate, live audience that brings real-world issues to classroom writing. GRCC's student population is diverse racially, ethnically, economically, vocationally, socially, and generationally, so each new pairing requires adaptations for audience. Mulder has successfully used SSD 5-4-3 with developmental composition students as well as advanced composition, education, and content-delivery classes.
Covering (Up?) Katrina: Discursive Ambivalence in Coverage of Hurricane Katrina
Author: Berger, Aimee
Date: 2007-00-00
Type: Journal Articles
Subjects: Natural Disasters,Neoliberalism,Social Attitudes,Poverty,Racial Bias,Social Bias,Social Class,United States History,Political Issues,African Americans,Mass Media Effects

Long before Katrina, the South functioned in the social imaginary to contain racism and poverty, and the Mason-Dixon acts then in the national imagination as a buffer to safeguard the nation from the taint of such undemocratic realities. More and more, in many countries of America, a system known as &quot;neoliberalism&quot; prevails; based on a purely economic conception of the human person….At times this system has become the ideological justification for certain attitudes and behavior in the social and political spheres leading to the neglect of the weaker members of society. Indeed, the poor are becoming ever more numerous, victims of specific policies and structures which are often unjust. The uniform overlay of social neoliberalism on public discourse as reflected in mainstream media results in a &quot;tightly controlled visual landscape&quot; (Giroux 172) in which people living in poverty in the U.S. most often emerge as antagonists in the broad narrative of contemporary American life. Narrative can not exist without antagonism and conflict, good guys and bad guys, a sense of &quot;us vs. them.&quot; While Hurricane Katrina's devastating appearance on the physical landscape of the Gulf Coast held the potential to disrupt the visual and narrative landscape created in the post-Reagan U.S., and to open up difficult, long overdue discussions about race and class in the U.S. in short order, the dominant discourse soon reverted to familiar patterns. In this article, the authors analyze the facts that have been represented of social neoliberalism and Hurricane Katrina.
OUR READING TOOLBOX: The Reading-Thinking Connection in a Community College Developmental Reading Class
Author: Garcia-Navarrete, Sylvia
Date: 2012-00-00
Type: Journal Articles
Subjects: Community Colleges,College Students,Developmental Programs,Reading Instruction,Instructional Effectiveness,Intervention,Critical Thinking,Critical Reading,Reading Skills,Reading Comprehension,Learning Strategies,Reading Programs,Program Implementation,Reading Tests,Pretests Posttests,Program Evaluation,Educational Practices,Self Esteem,Educational Strategies,Classroom Design,Questionnaires,Qualitative Research,Statistical Analysis

The nature and role of developmental education classes are under tremendous scrutiny across the nation today. Specifically, students are entering community college and four-year institutions of higher education unprepared to understand and apply much of the reading material presented to them in college-level classes. This article describes the effectiveness of using OUR READING TOOLBOX: The Reading-Thinking Connection as a thinking-centered approach in community college developmental reading classes. This faculty-created intervention consists of a set of twelve specially designed tools that are systematically used with highinterest readings to engage the students' minds in critical-thinking activities. The tools are designed to help students acquire and generalize the skills they need to understand readings that they encounter in college-level academic courses that are reading-intensive. Three strategies for teaching and learning that proved to be particularly essential to effectively carrying out lessons using OUR READING TOOLBOX will be presented. Preliminary research on results and benefits of using this thinking-centered intervention will be discussed.
Classrooms for the Millennials: An Approach for the Next Generation
Author: Gerber, Lindsey N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Oriented Programs,Tutorial Programs,Computer Mediated Communication,Electronic Learning,Video Technology,Graphing Calculators,Audience Response Systems,Handheld Devices,Educational Technology,Virtual Classrooms,Formative Evaluation,Technology Integration

The purpose of this paper is to introduce educators to three types of applets that are compatible with smartphones, tablets, and desktop computers: screencasting applets, graphing calculator applets, and student response applets. The applets discussed can be seamlessly and effectively integrated into classrooms to help facilitate lectures, collect assessment data, and provide students with additional instructional support. While three specific applets will be discussed, there are many applets available, each with diverse features, varying capabilities, and different price points. In addition to discussing various applications of each type of applet, the authors will share their experiences with using these technologies in the classroom and disclose some tricks-of-the-trade.
Dual Rubrics and the Process of Writing: Assessment and Best Practices in a Developmental English Course
Author: Pireh, Diane Flanegan
Date: 2014-00-00
Type: Journal Articles
Subjects: Essays,Writing Assignments,Scoring Rubrics,Developmental Studies Programs,Remedial Instruction,Writing (Composition),Check Lists,Evaluation Methods,Student Participation,Feedback (Response),College Students,Qualitative Research

This article presents strategies for using two types of essay-writing rubrics in a developmental English class of students transitioning into college-level writing. One checklist rubric is student-facing, designed to serve as a guide for students throughout the writing process and as a self-assessment tool. The other checklist rubric is instructor-facing, designed to serve as an assessment tool for instructors to provide enhanced feedback while streamlining the grading process. Additionally, this article includes some student-centered best practices for integrating the assessment process into the before, during, and after stages of the writing process.
Assessing Developmental Students' Number Sense: A Case Study
Author: Ali, Parveen
Date: 2014-00-00
Type: Journal Articles
Subjects: Numeracy,Numbers,Algebra,Remedial Mathematics,Developmental Studies Programs,Mathematics Skills,Problem Solving,College Students,Student Characteristics,At Risk Students,Concept Formation,Mathematical Concepts,Benchmarking,Scores

The data for this study were gathered from an assignment consisting of 10 number sense related mathematics problems completed in an algebra course at developmental level. The results of the study suggest that a majority of developmental mathematics students use routine algorithmic procedures rather than mathematical reasoning to solve problems. They lack quantitative judgment or estimation skills. Only a small percentage of students utilize benchmarks to mentally compare numbers and are unable to use numbers in convenient ways to simplify calculations. A socio-constructive approach to teaching that encourages multiple procedures for problem-solving and invites students to invent and discuss ways to solve a numerical situation is recommended in this study. Educators are encouraged to question, facilitate, and engage rather than model solutions to their students.
Promoting Student Learning and Productive Persistence in Developmental Mathematics: Research Frameworks Informing the Carnegie Pathways
Author: Edwards, Ann R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Persistence,Developmental Programs,Mathematics Education,Mathematics Instruction,Educational Opportunities,Student Attitudes,Community Colleges,College Students,Educational Practices,Learning Strategies

This paper focuses on two research-based frameworks that inform the design of instruction and promote student success in accelerated, developmental mathematics pathways. These are Learning Opportunities--productive struggle on challenging and relevant tasks, deliberate practice, and explicit connections, and Productive Persistence--promoting students' academic and social mindsets, and good strategies. These frameworks are the foundations of the highly successful Carnegie Pathways (Statway and Quantway), two distinct pathways that take students who place into developmental mathematics through college-level mathematics in one year. In this paper, we describe these research-based frameworks and discuss examples of high impact practices derived from them.
ACLT 052: Academic Literacy--An Integrated, Accelerated Model for Developmental Reading and Writing
Author: Hayes, Sharon Moran
Date: 2016-00-00
Type: Journal Articles
Subjects: Developmental Programs,Integrated Activities,Acceleration (Education),Critical Thinking,Barriers,College English,Program Effectiveness,Participant Satisfaction,Literacy,Writing Skills,Reading Skills,Writing Improvement,Reading Improvement

The current trend in postsecondary literacy is to offer developmental reading and writing coursework in an integrated, (and in most cases) accelerated, format. This move toward integration and acceleration is definitely in line with the research literature; however, many of these new courses do not reflect the curricular and pedagogical reforms necessary for student success. This article outlines ACLT 052, an integrated, accelerated developmental reading and writing course that emphasizes critical thinking. Using an academic literacy model, this course allows students to sharpen their college-level literacy skills, while also addressing the affective barriers to their academic success. The specifics of the curricular, pedagogical and assessment practices of the course are provided, along with data demonstrating the positive impact it is having on student success.
Adapting the ALP Model for Student and Institutional Needs
Author: Sides, Meredith
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Colleges,Acceleration (Education),Models,Student Needs,Academic Achievement,Success,Educational Change,Dual Enrollment,Instructional Design,Developmental Programs,English,Teaching Load,Teacher Salaries,College Entrance Examinations,Scores

With the increasing adoption of accelerated models of learning comes the necessary step of adapting these models to fit the unique needs of the student population at each individual institution. One such college adapted the ALP (Accelerated Learning Program) model and made specific changes to the target population, structure and scheduling, and faculty course loads and salary, all with the motivation of making the program work for the students' and institution's needs. The college discovered that the participating students had good success in their college-level course and had higher retention rates than those students who were eligible for, but did not participate in, the program.
Process Model Improvement for Source Code Plagiarism Detection in Student Programming Assignments
Author: Kermek, Dragutin
Date: 2016-00-00
Type: Journal Articles
Subjects: Plagiarism,Programming,Assignments,Cheating,Models,Improvement,Identification,Computer Science Education

In programming courses there are various ways in which students attempt to cheat. The most commonly used method is copying source code from other students and making minimal changes in it, like renaming variable names. Several tools like Sherlock, JPlag and Moss have been devised to detect source code plagiarism. However, for larger student assignments and projects that involve a lot of source code files these tools are not so effective. Also, issues may occur when source code is given to students in class so they can copy it. In such cases these tools do not provide satisfying results and reports. In this study, we present an improved process model for plagiarism detection when multiple student files exist and allowed source code is present. In the research in this paper we use the Sherlock detection tool, although the presented process model can be combined with any plagiarism detection engine. The proposed model is tested on assignments in three courses in two subsequent academic years.
Affect Recognition through Facebook for Effective Group Profiling towards Personalized Instruction
Author: Troussas, Christos
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Media,Educational Technology,Technology Uses in Education,Computer Software,Automation,Intelligent Tutoring Systems,Affective Behavior,Emotional Response,Profiles,Classification,Heuristics,Second Language Instruction

Social networks are progressively being considered as an intense thought for learning. Particularly in the research area of Intelligent Tutoring Systems, they can create intuitive, versatile and customized e-learning systems which can advance the learning process by revealing the capacities and shortcomings of every learner and by customizing the correspondence by group profiling. In this paper, the primary idea is the affect recognition as an estimation of the group profiling process, given that the fact of knowing how individuals feel about specific points can be viewed as imperative for the improvement of the tutoring process. As a testbed for our research, we have built up a prototype system for recognizing the emotions of Facebook users. Users' emotions can be neutral, positive or negative. A feeling is frequently presented in unpretentious or complex ways in a status. On top of that, data assembled from Facebook regularly contain a considerable measure of noise. Indeed, the task of automatic affect recognition in online texts turns out to be more troublesome. Thus, a probabilistic approach of Rocchio classifier is utilized so that the learning process is assisted. Conclusively, the conducted experiments confirmed the usefulness of the described approach.
Bebras--A Sustainable Community Building Model for the Concept Based Learning of Informatics and Computational Thinking
Author: Dagiene, Valentina
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Science,Computation,Competition,Models,Sustainability,Community,Democratic Values,Inclusion,Foreign Countries,Elementary School Students,Secondary School Students,Information Science Education,Computer Science Education,Informal Education

As an international informatics contest, or challenge, Bebras has started the second decade of its existence. The contest attracts more and more countries every year, recently there have been over 40 participating countries. From a single contest-focused annual event Bebras developed to a multifunctional challenge and an activities-based educational community building model. This paper aims to introduce the Bebras model using ten years of observations in implementing the contest in different countries. The model is essentially based on democratic and inclusive education values. Systematic literature review of research papers concerning Bebras activities has made an integral background for this model. The model is represented both at international and national levels and consists of several components where the development of Bebras tasks has taken a very significant role. Reasoning on innovated learning informatics and strengthening computational thinking by utilising carefully selected informatics concepts is discussed as well.
An Automatic and Dynamic Approach for Personalized Recommendation of Learning Objects Considering Students Learning Styles: An Experimental Analysis
Author: Dorça, Fabiano A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Resource Units,Cognitive Style,Automation,Individualized Instruction,Artificial Intelligence,Classification,Students

Content personalization in educational systems is an increasing research area. Studies show that students tend to have better performances when the content is customized according to his/her preferences. One important aspect of students particularities is how they prefer to learn. In this context, students learning styles should be considered, due to the importance of this feature to the adaptivity process in such systems. Thus, this work presents an efficient approach for personalization of the teaching process based on learning styles. Our approach is based on an expert system that implements a set of rules which classifies learning objects according to their teaching style, and then automatically filters learning objects according to students' learning styles. The best adapted learning objects are ranked and recommended to the student. Preliminary experiments suggest promising results.
MEMORE: An Environment for Data Collection and Analysis on the Use of Computers in Education
Author: Goldschmidt, Ronaldo
Date: 2016-00-00
Type: Journal Articles
Subjects: Data Collection,Data Analysis,Computer Uses in Education,Foreign Countries,Laptop Computers,Longitudinal Studies,Public Schools,Computer System Design,Databases,Models,Elementary Education,Questionnaires

The use of computers as teaching and learning tools plays a particularly important role in modern society. Within this scenario, Brazil launched its own version of the &quot;One Laptop per Child&quot; (OLPC) program, and this initiative, termed PROUCA, has already distributed hundreds of low-cost laptops for educational purposes in many Brazilian schools. However in spite of the numerous studies conducted in the country since PROUCA was launched, Brazil shows a lack of proficiency in basic information crucial for managing and improving any OLPC initiative (e.g., number of effectively used laptops, use time and distribution per subject, use location and school performance of users, and others). Therefore, the focus of this article is to introduce MEMORE, a computational environment for longitudinal on-line data collection, integration and an analysis of how PROUCA laptops are used by schools. Technical details about MEMORE's architecture, database and functional models are supplied and the results from real data collected from Brazilian public schools are presented and analyzed. They elucidate how MEMORE can be a valuable management tool in OLPC contexts.
Investigating Parents' Attitudes towards Digital Technology Use in Early Childhood: A Case Study from Croatia
Author: Mikelic Preradovic, Nives
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Computer Use,Young Children,Kindergarten,Early Childhood Education,Parent Surveys,Ownership,Technology Uses in Education,Telecommunications,Handheld Devices,Technological Literacy,Information Literacy,Questionnaires,Likert Scales

The aim of this study is to investigate perceptions of parents in Croatia towards advantages and disadvantages of computer use in general as well as their children's computer use and to reveal parents' concerns and opinions about digital technology (DT) education in kindergarten. The paper reports on research findings from one of the large public kindergartens in the capital city of Croatia. A total of 152 parents of the children aged 3 to 7 enrolled at this early childhood education institution filled in the survey. Results show that although being very well equipped with digital technology hardware at home (99% of surveyed parents owns a computer, tablet or smartphone), parents feel anxious and are not always willing to allow their children to use DT. Results of our survey reveal young children's ability to use DT, but they also show that mere possession of DT at home and enabling children to use computers does not guarantee development of computer literacy and/or information literacy skills.
Data Mining of Undergraduate Course Evaluations
Author: Jian, Yuheng Helen
Date: 2016-00-00
Type: Journal Articles
Subjects: Course Evaluation,Undergraduate Students,Engineering Education,Data Collection,Information Retrieval,Student Evaluation of Teacher Performance,Regression (Statistics),Data Analysis,Models,Educational Quality,Prediction,Teacher Effectiveness,Questionnaires,Foreign Countries

In this paper, we take a new look at the problem of analyzing course evaluations. We examine ten years of undergraduate course evaluations from a large Engineering faculty. To the best of our knowledge, our data set is an order of magnitude larger than those used by previous work on this topic, at over 250,000 student evaluations of over 5,000 courses taught by over 2,000 distinct instructors. We build linear regression models to study the factors affecting course and instructor appraisals, and we perform a novel information-theoretic study to determine when some classmates rate a course and/or its instructor highly but others poorly. In addition to confirming the results of previous regression studies, we report a number of new observations that can help improve teaching and course quality.