ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of Middle School 8th Grade Students&apos; Orientations to Mathematical Proof Schemas by Using Artificial Neural Network Model
Author: Kunt, Aygül
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 8,Mathematics Skills,Mathematical Logic,Artificial Intelligence,Cognitive Style,Models

Although the general purpose in this research is to use the artificial neural network model in mathematics education, the main purpose is to show the relationship between students' tendency towards the types of mathematical proof and the learning styles they have by using the artificial neural network model. In addition, SOM-Ward clustering algorithm based on artificial intelligence was used to investigate the relationship between students' tendency towards the types of mathematical proof and the learning styles they have. In the qualitative data collection process, the criterion sampling method was used as the purposeful sampling. In the process of training the artificial neural network model, feed forward back propagation network structure was used. In the study, a lesson hour was given to the students to answer the open ended questions about the proposals and the learning style inventory. As a data collection tool, four questions from four different mathematical fields were asked for that students should be able to rank towards the proposition closest to them and that the reasons underlying the ranking formats were found. The learning styles of the students were tried to be predicted by taking advantage of the verbal expressions of the students. In addition, the results in the learning style inventory were combined with predictive learning styles. During the training of the artificial neural network model, placements that were ranked towards the proposition closest to students were used as input. Also predictive learning styles were used as output. As a result of the research, consistency between the results produced by the model and the predicted learning styles was observed sufficiently. It was seen that the students who placed the inductive proposals in the first place often had the learning style of accommodation. It was seen that the students who placed the perceptual proposals in the first place often had the learning style of assimilating. It was seen that the students who placed the perceptual proposals in the first place often had the learning style of assimilating. It was seen that some of the students who put the algebraic proposal in the first place had the learning style of assimilating and some of the students who put the algebraic proposal in the first place had the learning style of converging. Also it was seen that the students who placed the visual proposals in the first place often had the learning style of diverging. The proportion of girls was found to be higher than that of boys in the learning style of converging, as opposed to the students with other learning styles.
English Language Proficiency and Its Relationship with Academic Performance and the Nurse Licensure Examination
Author: Oducado, Ryan Michael F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Proficiency,English (Second Language),Nursing Students,Nursing Education,Licensing Examinations (Professions),Foreign Countries,Second Language Learning,Academic Achievement

Background: Studies have shown that various factors influence students' success in nursing school and the Nurse Licensure Examination (NLE). Such factors should be studied as foundations of the nursing programs. Problems with proficiency in the language used by the instructor to teach curricular courses may be considered a barrier to effective learning and academic success. Purpose: This study ascertained the influence of English language proficiency on the academic performance of students in professional nursing courses and the NLE. Methods: This study employed a retrospective descriptive correlational study design. Secondary analysis of existing research data sets of 141 nursing students in one nursing school in the Philippines was performed. Pearson's r was used to determine the correlation between variables. Results: Findings showed that there were significant correlations between academic performance and the Verbal Ability subscale of the Nursing Aptitude Test (p=0.003) and the three English courses included in the nursing curriculum (p=0.000). There were also significant correlations between the NLE ratings and Verbal Ability (p=0.000) and the three English courses (p=0.000). Conclusion: English language proficiency is an important factor in determining the academic and licensure success of nursing students. Nursing schools must ensure that approaches in improving students' English language proficiency must be well integrated into the undergraduate nursing program.
Kolawole&apos;s Problem Solving (KPS) Method as a Tool for Quality Teaching and Evaluation in Open and Distance Education
Author: Olofin, Samuel Oluwaseyi
Date: 2020-06-00
Type: Journal Articles
Subjects: Problem Solving,Teaching Methods,Educational Quality,Evaluation Methods,Open Education,Distance Education,Instructional Effectiveness,Foreign Countries,Mathematics Achievement

The focus of this paper is on the problem of appropriate teaching in the open/distance education and the need to practically employ effective evaluative tools for improving the academic achievement of learners involved in these modes of education. This paper introduced KPS method that was formulated on the basis of well stated assumptions as a viable tool at this period of economic recession for checkmating possible challenges capable of being encountered, so as to maximize the opportunities available in open/distance education. The e-module was designed in various packages using the 5-steps of KPS. The teaching/evaluative verbs for each of the ability levels in the packages were coded into the following passwords i.e. 'D,I[superscript 2],R[superscript 3],E,C[superscript 2],T[superscript 2], D,E,V,E,C[superscript 3],Q[superscript 2],U,I,T[superscript 2], S[superscript 3],C[superscript 3],R,I,P,T[superscript 3], A,P,P,R,A,I,S.E[superscript 2]'. Experimenting by juxtaposing KPS with that of the conventional method on 120 selected learners in a quasi-experimental design yielded an empirical data that shows KPS method as a better teaching/evaluative tool than the conventional method. The paper recommends that KPS method should be incorporated into the curriculum of the nation's open/distance educational system as one of the veritable teaching/evaluative tool for improving the academic achievement of all categories of learners.
State of Student Aid and Higher Education in Texas, 2020
Author: Fletcher, Carla
Date: 2020-05-00
Type: Reference Materials - General
Subjects: Student Financial Aid,Higher Education,Student Loan Programs,Federal Aid,Grants,Paying for College,Costs,Loan Repayment,Educational Policy,Demography,College Readiness,College Students,Student Characteristics,College Preparation,State Aid,Financial Needs,Educational Attainment,Wellness,Need Analysis (Student Financial Aid),Evidence Based Practice,Intervention,Loan Default,Debt (Financial),Public Colleges,Two Year Colleges,Resource Allocation,COVID-19,Pandemics

The &quot;State of Student Aid and Higher Education in Texas&quot; (&quot;SOSA&quot;) annual report from Trellis Research provides information helpful in informing policy and programs for higher education student financial aid. The report serves as a reference for colleges, universities, and policymakers, and provides a comparison of Texas state and federal student aid programs. A primary goal of the SOSA is to serve as a resource for generating healthy discussions based on a common understanding of the facts. For more than two decades, Trellis has made this complimentary report available to lawmakers and higher education institutions to help inform their work as they shape policies and programs affecting Texas students. As a straightforward reference report, the SOSA highlights data on a variety of student finance topics, including higher education, demographic projections, college costs, student loan repayment outcomes, and higher education policy. It is the hope that this report useful in planning and discussions. [For the 2019 report, see ED594869.]
Should Schools Be Conducting Lockdown Drills?
Author: Schildkraut, Jaclyn
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Emergency Programs,School Safety,Drills (Practice),School Security,Mental Health,Evidence Based Practice,Psychological Patterns,Well Being,Program Effectiveness,Best Practices,Violence,Weapons

Although the COVID-19 pandemic closed schools and directed attention to other matters, one issue which had raised concern prior to the pandemic -- the role of lockdown drills in schools -- remains to be addressed as education leaders prepare for the return of students and adults to gathering daily in large groups in schools. By one estimate, 95 percent of U.S. schools perform lockdown drills as part of their emergency response plans each year. Their widespread use has been one response to calls for improved safety and security in schools, as the drills aim to help prevent future attacks or, in the event that one occurs, to minimize the loss of life. Nonetheless, calls to end the use of lockdown drills have been raised, often based on concerns about their effects on the safety and psychological well-being of students and adults who participate. Despite the widespread use of lockdown drills, research on the impact of such practices is sparse. Nonetheless, the question of whether to end the practice of lockdown drills should be decided based on evidence. Accordingly, this research brief summarizes arguments for and against lockdown drills, as well as available research and best practices, to provide better context to address questions about the use of such drills in schools.
Mindfulness-Based Practices for Schools
Author: Browning, A.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Metacognition,Self Concept,Best Practices,Self Control,Stress Management,Teaching Methods,Educational Policy,Learning Activities

There is an emerging evidence base demonstrating the benefits of mindfulness for people of all ages in domains related to physical and mental health. Mindfulness practices essentially cultivate attention, including self-awareness and self-knowledge of thoughts, feelings, sensations, and how they affect one's actions. Such practices are a promising approach to helping educators and students develop self-awareness and self-regulation skills that are associated with success in school and through adulthood. Additionally, mindfulness skills are complementary to social and emotional learning (SEL), as self-awareness and self-management are among the five core skills of SEL identified by the Collaborative for Academic, Social, and Emotional Learning. This WestEd brief, developed for the California Department of Education, describes what administrators and teachers can do now to promote the benefits of mindfulness and stress management.
Mindfulness in Education: An Approach to Cultivating Self-Awareness That Can Bolster Kids&apos; Learning
Author: Browning, Andrea
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Metacognition,Self Concept,Elementary Secondary Education,Educational Environment,Stress Management,Self Control,Learning Strategies,Teaching Methods,Educational Objectives,Learning Activities

Mindfulness is the practice of cultivating attention to foster greater self-awareness and self-knowledge about thoughts, feelings, and sensations, and how they can affect one's actions. It is complementary to other Social and Emotional Learning (SEL) approaches related to positive learning outcomes for pre-K-12 students and educators. This Center to Improve Social and Emotional Learning and School Safety brief: (1) introduces mindfulness as a strategy for facilitating social and emotional learning in school; (2) explains the potential benefits for both students and educators; (3) provides examples of mindfulness strategies; and (4) lists resources for learning more about mindfulness. [This report was produced by the Center to Improve Social and Emotional Learning and School Safety at WestEd.]
Does the Writing Argumentative Text Ability Correlate to Writing Motivation and Grammatical Competence?
Author: Muhyidin, Asep
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Persuasive Discourse,Secondary School Students,Writing Assignments,Writing (Composition),Correlation,Student Motivation,Grammar,Writing Skills,Foreign Countries,Language Skills,Written Language,Grade 10

This research focused on the ability of writing argumentative text correlate to writing motivation and grammatical competence. This research used survey method through correlational study. It was conducted on the students of grade X in SMA Negeri 3 Serang in academic year 2016/2017 using simple random sampling technique. The data collection in this research were tests to get the data of writing argumentation ability and grammatical competence, while the questionnaire with Likert scale is used to get the data of students' writing motivation. The collected data were analyzed descriptively and inferentially. The data was analyzed using SPSS program version 22.00. Prior to hypothesis testing, several requirements were done: 1) normality test by using Lilliefors technique; 2) linearity test using F test; and 3) correlation test of product moment correlation from Pearson. The results prove: 1) the correlation coefficient (rx1y) shows that the r[subscript count] is higher than the r[subscript table] (0.585&gt; 0.245). Therefore the first hypothesis is accepted; 2) the correlation coefficient (rx2y) shows that the r[subscript count] is higher than the r[subscript table] (0.786&gt; 0.245). This means that the second hypothesis is accepted; and 3) the F[subscript count] coefficient 9,421&gt; F[subscript table] 4.07. Based on the test results, Pvalue 0.000 is lower than 0.05. The conclusion is that the motivation of writing (X[subscript 1]) and grammatical competence (X[subscript 2]) has a positive and significant relationship with the ability to write argumentative text (Y). [This paper was published in: &quot;Advances in Social Science, Education and Humanities Research, Volume 263&quot; (pp. 239-243). Atlantis Press.]
New York State Testing Program: 2020 Grades 6-8 Mathematics Computer-Based Tests. Teacher&apos;s Directions (April 20-27, 2020)
Author: New York State Education Department
Date: 2020-00-00
Type: Guides - Classroom - Teacher
Subjects: Mathematics Tests,Computer Assisted Testing,Scheduling,Testing,Middle School Mathematics,Middle School Teachers,Grade 6,Grade 7,Grade 8

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2020 Grades 3-8 Mathematics Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2020 Grades 6-8 Mathematics Tests are administered in two sessions on two consecutive days. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For all three grades, the tests consist of multiple-choice (1-point) and short- (2-point) and extended-response (3-point) questions. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students select their responses in the Nextera™ Test Delivery System. The short- and extended-response questions require students to type (rather than select) appropriate responses in the Nextera™ Test Delivery System. This document provides guidelines to help teachers ensure that the tests are valid, reliable, and equitable for all students. A series of instructions helps teachers organize the materials and the testing schedule. [For &quot;New York State Testing Program: 2020 Grades 3-5 Mathematics Computer-Based Tests. Teacher's Directions (April 20-27, 2020),&quot; see ED606080.]
New York State Testing Program: 2020 Grades 3-5 Mathematics Computer-Based Tests. Teacher&apos;s Directions (April 20-27, 2020)
Author: New York State Education Department
Date: 2020-00-00
Type: Guides - Classroom - Teacher
Subjects: Mathematics Tests,Computer Assisted Testing,Scheduling,Testing,Elementary School Mathematics,Elementary School Teachers,Grade 3,Grade 4,Grade 5

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2020 Grades 3-8 Mathematics Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2020 Grades 3-5 Mathematics Tests are administered in two sessions on two consecutive days. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For all three grades, the tests consist of multiple-choice (1-point) and short- (2-point) and extended-response (3-point) questions. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students select their responses in the Nextera™ Test Delivery System. The short- and extended-response questions require students to type (rather than select) appropriate responses in the Nextera™ Test Delivery System. This document provides guidelines to help teachers ensure that the tests are valid, reliable, and equitable for all students. A series of instructions helps teachers organize the materials and the testing schedule. [For &quot;New York State Testing Program: 2020 Grades 6-8 Mathematics Computer-Based Tests. Teacher's Directions (April 20-27, 2020),&quot; see ED606079.]
Considerations for District and School Administrators Overseeing Distance Learning for Students with Disabilities. Crisis Response Resource
Author: Herburger, Debra
Date: 2020-05-00
Type: Guides - Non-Classroom
Subjects: Distance Education,Students with Disabilities,Learning Disabilities,School Administration,Crisis Management,Coordination,Special Education Teachers,Regular and Special Education Relationship,Paraprofessional School Personnel,Special Education,Individualized Education Programs,Educational Planning,Faculty Development,School Schedules,Teacher Collaboration,Grading,Academic Accommodations (Disabilities),Compensatory Education,Privacy,COVID-19,Pandemics,School Closing

This brief, produced by WestEd as part of a collection of Crisis Response Resources, provides guidance and resources to help district and school leaders ensure students with disabilities are well supported through distance learning prompted by the coronavirus crisis. The brief begins with key questions to guide adminis­trators as they consider how to address the varied needs of students with disabilities that range from mild to low-incidence. The brief then provides suggestions and resources to address the following critical areas: (1) Creating a supportive distance teaching and learning environment for educators; (2) Using support staff effectively; and (3) Understanding the legal requirements of special education during school closures.
Strategic Litigation Impacts: Equal Access to Quality Education
Author: Skelton, Ann
Date: 2017-00-00
Type: Reports - Research
Subjects: Equal Education,Access to Education,Educational Quality,Court Litigation,Childrens Rights,Advocacy,Foreign Countries,Educational Improvement,Constitutional Law,Educational Change

Children's right to education is key to unlocking global human and economic development. The right is protected by multiple human rights norms and treaties, but inadequate state spending and discrimination prevent millions from going to school, while keeping others trapped in substandard schools without textbooks, adequately trained teachers, seats, or even toilets. Poor children, ethnic minorities, girls, and children with disabilities are especially hard hit. In response, students, teachers, parents, and education rights advocates are increasingly turning to the courts for justice. This comparative study, based on scores of interviews in Brazil, India, and South Africa, sheds light on the innovative ways that education advocates and social movements are harnessing the power of the judiciary to demand adequate basic education for all. It finds that strategic litigation has been a helpful tool, leading to material improvements in education infrastructure as well as positive changes in government policy and jurisprudence, and that it has been an effective ally for student movements and global education policy-makers alike in Brazil and South Africa. It also interrogates whether strategic litigation has been under-used in India, where one of the world's largest and fastest-growing youth populations is struggling to reach its educational potential. This study--the second in a five-part series examining the impacts of strategic litigation--shows that strategic litigation is no panacea: it can be slow, costly, and risky. But it also finds that strategic litigation has been effective--especially when combined with other forms of advocacy--in opening schools doors that were previously closed. It suggests specific further action in Brazil and South Africa, and calls for robust experimentation with this tool to unlock stalled processes in India. [This report was prepared as part of the Open Society Justice Initiative and the Open Society Foundations Education Support Program. For the first of the five studies, &quot;Strategic Litigation Impacts: Roma School Desegregation,&quot; see ED606038.]
Factors Affecting the Motivation Levels of Secondary School Students for Science Learning
Author: Benzer, Semra
Date: 2020-00-00
Type: Reports - Research
Subjects: Student Motivation,Science Instruction,Grade 5,Grade 6,Grade 7,Grade 8,Gender Differences,Parent Background,Educational Attainment,Family Income,Secondary School Students,Age Differences,Family Environment,Occupations,Family Structure,Socioeconomic Status,Middle School Students,Mothers,Fathers

The aim of this study is to determine the effect of variables such as gender, class and parental education level, family income level on motivation levels of students to learn science and do research, performance, communication, collaborative work and participation. The study group of the study was in the 2015-2016 academic year, public schools in 5th, 6th, 7th and 8th grades. And it consists of 400 students studying in 8th grades. In order to collect data, &quot;Motivation Scale for Learning Science&quot; developed by Dede and Yaman (2008) was used. [This chapter was published in: I. Dokme and S. Benzer (Eds.), &quot;Special Topics In Science Education Research&quot; (pp. 117-129). Ankara, Turkey: Akademisyen. (ISBN 978-625-710-641-2)]