ethanporcaro/eric-fulltext-meta huggingface dataset:
Breaking off Engagement: Readers' Disengagement as a Function of Reader and Text Characteristics
Author: Goedecke, Patricia J.
Date: 2015-06-00
Type: Speeches/Meeting Papers
Subjects: Learner Engagement,Reader Text Relationship,Time,Predictor Variables,Scores,Cognitive Processes,Reading Materials,Difficulty Level,Comprehension,Student Characteristics,Undergraduate Students,Reading Comprehension,Literary Genres,Reading Rate

Engagement during reading can be measured by the amount of time readers invest in the reading process. It is hypothesized that disengagement is marked by a decrease in time investment as compared with the demands made on the reader by the text. In this study, self-paced reading times for screens of text were predicted by a text complexity score called formality; formality scores increase with cohesion, informational content/genre, syntactic complexity, and word abstractness as measured by the Coh-Metrix text-analysis program. Cognitive decoupling is defined as the difference between actual reading times and reading times predicted by text formality. Decoupling patterns were found to differ as a function of the serial position of the screens of text and the text genre (i.e., informational, persuasive, and narrative) but surprisingly not as a function of reader characteristics (reading speed and comprehension). This underscores the importance of mining text characteristics in addition to individual differences and task constraints in understanding engagement during reading. [For complete proceedings, see ED560503.]
Predicting Learning-Related Emotions from Students' Textual Classroom Feedback via Twitter
Author: Altrabsheh, Nabeela
Date: 2015-06-00
Type: Speeches/Meeting Papers
Subjects: Feedback (Response),Social Media,Emotional Response,Teaching Methods,Prediction,Ambiguity (Semantics),Teaching Styles,Learning Processes,Teacher Student Relationship,Foreign Countries,English (Second Language),Second Language Learning,Language of Instruction,College Students,Student Attitudes,Computational Linguistics,Language Usage,Data Analysis

Teachers/lecturers typically adapt their teaching to respond to students' emotions, e.g. provide more examples when they think the students are confused. While getting a feel of the students' emotions is easier in small settings, it is much more difficult in larger groups. In these larger settings textual feedback from students could provide information about learning-related emotions that students experience. Prediction of emotions from text, however, is known to be a difficult problem due to language ambiguity. While prediction of general emotions from text has been reported in the literature, very little attention has been given to prediction of learning-related emotions. In this paper we report several experiments for predicting emotions related to learning using machine learning techniques and n-grams as features, and discuss their performance. The results indicate that some emotions can be distinguished more easily then others. [For complete proceedings, see ED560503.]
An Analysis of Peer-Submitted and Peer-Reviewed Answer Rationales, in an Asynchronous Peer Instruction Based Learning Environment
Author: Bhatnagar, Sameer
Date: 2015-06-00
Type: Speeches/Meeting Papers
Subjects: Peer Teaching,Peer Evaluation,Web Based Instruction,Asynchronous Communication,Multiple Choice Tests,Student Behavior,Outcomes of Education,Error Correction,Gender Differences,Physics,College Freshmen,Abstract Reasoning,Predictor Variables,Success,Scores,Foreign Countries,Scientific Concepts,Mechanics (Physics),Pretests Posttests,Questionnaires,Correlation

This paper reports on an analyis of data from a novel &quot;Peer Instruction&quot; application, named DALITE. The Peer Instruction paradigm is well suited to take advantage of peer-input in web-based learning environments. DALITE implements an asynchronous instantiation of peer instruction: after submitting their answer to a multiple-choice question, students are asked to write a rationale for their choice. Then, they can compare their answer to other students' answers, and are asked to choose the best peer-submitted rationale among those displayed. We engaged in an analysis of student behaviour and learning outcomes in the DALITE learning environment. Specifically, we focus our investigation on the relationship between student proficiency, how students change their answers after reading each others' writings, and the peer-votes they earn in DALITE. Key results include: i) peer-votes earned is a significant predictor of success in the course; ii) there are no significant differences between strong and weak students in how often they switch from the correct answer to a wrong answer after consulting peer-rationales, or vice versa; iii) even though males outscore females in conceptual physics questions, females earn as many votes from their peers as males do for the content they produce when justifying their answer choices. [This work has been funded through the Programme d'Aide la Recherche sur l'Education et l'Apprentissage (PAREA), administered by the Ministere d'Education et Loisirs de Quebec.] [For complete proceedings, see ED560503.]
Social Facilitation Effects by Pedagogical Conversational Agent: Lexical Network Analysis in an Online Explanation Task
Author: Hayashi, Yugo
Date: 2015-06-00
Type: Speeches/Meeting Papers
Subjects: Web Based Instruction,Learning Activities,Undergraduate Students,Intelligent Tutoring Systems,Social Networks,Network Analysis,Feedback (Response),Social Influences,Instructional Effectiveness,Student Behavior,Foreign Countries

The present study investigates web-based learning activities of undergraduate students who generate explanations about a key concept taught in a large-scale classroom. The present study used an online system with Pedagogical Conversational Agent (PCA), asked to explain about the key concept from different points and provided suggestions and requests about how to make explanations, and gave social facilitation prompts such as providing examples by other members in the classroom. A total of 314 learner's text based explanation activities were collected from three different classrooms and were analyzed using the social network analysis methods. The main results from the lexical analysis show that those using the PCAs with social feedback worked harder to use more various types of explanations than those without such feedback. Future directions on how to design online tutoring systems are discussed. [For complete proceedings, see ED560503.]
Semantic Similarity Graphs of Mathematics Word Problems: Can Terminology Detection Help?
Author: John, Rogers Jeffrey Leo
Date: 2015-06-00
Type: Speeches/Meeting Papers
Subjects: Semantics,Vocabulary,Mathematics Instruction,Word Problems (Mathematics),Graphs,Metadata,Grade 7,Classification,Educational Technology,Technology Uses in Education

Curricula often lack metadata to characterize the relatedness of concepts. To investigate automatic methods for generating relatedness metadata for a mathematics curriculum, we first address the task of identifying which terms in the vocabulary from mathematics word problems are associated with the curriculum. High chance-adjusted interannotator agreement on manual identification of math terms was achieved by considering terms in their contexts. These terms represent 13% of the vocabulary in one seventh grade mathematics text. Six classification algorithms were compared to classify math terms for this text. To avoid overfitting to this curriculum, we relied on a small number of features that exploit external knowledge sources. [For complete proceedings, see ED560503.]
Developing Materials for Deliberative Forums
Author: Rourke, Brad
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Citizen Participation,Group Discussion,Material Development,Guides,Social Problems,Democracy,Political Issues,Public Opinion

When citizens deliberate together about important issues, they can reach decisions and take action together on problems that confront them. Deliberation does not require a certain kind of guide, or framework, or language, or facilitator, but, because it can be difficult to face such choices, supporting materials can make it easier. In Developing Materials for Deliberative Forums, Brad Rourke explores the important elements involved in going from an initial topic to having a complete issue guide suitable to use in the kinds of deliberative forums that are the hallmark of the National Issues Forums (NIF). Rourke is a Kettering Foundation program officer and executive editor of the NIF issue books as well as other issue books produced for public deliberation. An issue framework, or issue guide, is intended to support deliberation, as people wrestle with options, face trade-offs, and make decisions about how to act. This document describes one way of naming and framing issues for public deliberation with the aim of creating an issue guide that can be used by many kinds of people in deliberative public forums. According to Rourke, &quot;writing an issue guide is just the tip of the iceberg. The earlier work that goes into naming and framing the issue--work that requires time and people--is most important.&quot; This document clearly describes how this work can be accomplished. An appendix provides an annotated example of an issue framework.
Reclaiming Public Education: Common Sense Approaches
Author: Cornett, Bob
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Public Education,Educational Change,Educational Policy,Community Involvement,Citizen Participation,Community Benefits,Community Development,Educational Benefits,Sense of Community

Bob Cornett, a former state budget director for Kentucky, describes himself as a &quot;retired bureaucrat.&quot; But as a parent, grandparent, and a person who has been involved in education reform for more than 20 years, he's come to understand that, if public education policies are to be corrected, the impetus has to come from the citizenry. In &quot;Reclaiming Public Education: Common Sense Approaches,&quot; Cornett describes his journey to this realization, formed in part by observing how the small communities in Eastern Kentucky learn and educate. In Linefork, Kentucky, for example, an intergenerational community project aims to restore the American chestnut tree to the surrounding forests and has allowed the older community members to share their cultural legacy with the young people growing up there. Bob and his family have put on the Festival of the Blue­grass in Lexington, Kentucky, for more than 40 years, and he writes of the opportunities such festivals can provide by making use of traditional music in the education of young people. The Wise Village Pickers, from Stanton, Kentucky, is a bluegrass group made up of school children, from kindergarten to fifth grade. Every year, the group performs at the festival. Cornett writes, &quot;Our rural musical legacy can be a powerful tool for strengthening communities. . . . young people learn much better when they are active participants in things that matter in their communities.&quot; Seeing the failure of top-down approaches to education reform, Cornett advises, &quot;We citizens need to do everything we can at the community level to encourage and support professional educators who are committed to making students active partners in learning. . . . with our support, those educators will be better able to resist the pressures from the top-down hierar­chies. But there is another reason for citizens to work hard to connect with educators. The field of education, at its best, has much to offer to the learning that communities need to do. The Linefork community, to use my favorite example once again, is being educated. It is learning about itself. The best of our nation's educators have know-how that can contribute to a community's learning about itself.&quot;
How the States Got Their Rates. Graduation Requirements
Author: Achieve, Inc.
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: Graduation Rate,College Readiness,Career Readiness,Parents,High School Students,Outcomes of Education,State Policy,Credentials

Even as graduation rates rise, policymakers and families wonder: Does a high school diploma mean that students are ready for what comes next? Graduates wonder: Did I take the right classes and have the experiences I need to pursue the future I envision for myself? State leaders should be reflecting too: Do our state policies set the right expectations so that all students graduate college and career ready? Do we tell parents and students what they need to know so that families can make choices about their children's futures? To try to understand these questions, Achieve analyzed the 93 diploma options available across all 50 states and the District of Columbia for the class of 2014. The analysis looked at how many diplomas a state offered, whether a state offered a diploma that met college- and career-ready (CCR) expectations in English language arts (ELA)/literacy and mathematics course requirements, assessment requirements associated with earning a diploma, and if or how student outcomes were reported by diploma type. The analysis reveals that while many states have multiple diploma options for students, many of these states do not publicly report how many students earn which diploma.
Higher Education Exchange, 2014
Author: Brown, David W., Ed.
Date: 2014-00-00
Type: Collected Works - General
Subjects: Higher Education,College Faculty,Teaching Conditions,Citizenship,Democracy,Liberal Arts,Interviews,School Involvement,Citizenship Responsibility,Teacher Role,Service Learning,College Students,Citizenship Education,Foreign Countries

Research shows that not only does higher education not see the public; when the public, in turn, looks at higher education, it sees mostly malaise, inefficiencies, expense, and unfulfilled promises. Yet, the contributors to this issue of the &quot;Higher Education Exchange&quot; tell of bright spots in higher education where experiments in working with and for the public are taking place. In different ways, these experiments reveal the public that is visible when seen through the lens of a citizen-centered democracy. Following a foreword by Deborah Witte, contents of this issue include: (1) Faculty Happiness and Civic Agency (Claire Snyder-Hall); (2) Blind Spots in Academe (David W. Brown); (3) Faculty, Citizens, and Expertise in Democracy (Theodore R. Alter, Jeffrey C. Bridger, and Paloma Z. Frumento); (4) A Vision for the Liberal Arts: An Interview with Adam Weinberg (Adam Weinberg); (5) University Civic Engagement: A Global Perspective (Lorlene Hoyt); (6) Beyond Service and Service Learning: Educating for Democracy in College (Richard M. Battistoni); (7) Beyond Enclosure: Pedagogy for a Democratic Commonwealth (Romand Coles and Blase Scarnati); (8) &quot;We Are the Ones We Have Been Waiting For: The Promise of Civic Renewal in America&quot; by Peter Levine (Marietjie Oelofsen); and (9) Who Are the Citizens We Serve? A View from the Wetlands of Democracy (David Mathews). Individual articles contain references. [For &quot;Higher Education Exchange, 2013,&quot; see ED560890.]
Higher Education Exchange, 2013
Author: Brown, David W., Ed.
Date: 2013-00-00
Type: Collected Works - General
Subjects: Higher Education,School Community Relationship,Democracy,Citizenship Education,Citizen Participation,Interviews,College Role,College Students,Colleges,Democratic Values,Public Policy,Role of Education,Citizenship,Educational Change,Educational Philosophy,Institutional Mission,Outcomes of Education,Problem Solving,Curriculum Design,College Curriculum,College Faculty,Graduate Students,Graduate Study,Partnerships in Education,Scholarship,Foreign Countries

The Kettering Foundation's research has been focused on putting the public back into the public's business for more than thirty years. Some questions that have recently been useful to Kettering researchers as the foundation focuses on its work with institutional actors--especially higher education and its relationship with the public--have emerged. They include: (1) Why doesn't higher education see the public we see? (2) How can higher education learn to see the public? and (3) How can the public become more visible to higher education? One answer to these questions is that higher education isn't looking for what Kettering is seeing. Instead, higher education is accustomed to seeing and relating to many publics. They see students and their parents as one public, focused--much like clients--on a return-on-investment metric. They also see the neighborhood or community around the university as another public, usually an adversary, rarely a partner. Increasingly, there appear to be exceptions to this sort of blindness to the public on the part of higher education. Stories from those who are committed to and wrestle with making the public more visible fill this issue of the &quot;Higher Education Exchange.&quot; Following a foreword by Deborah Witte, articles include: (1) Reconstructing America's Public Life: An Interview (Thomas Bender); (2) Reinventing Citizenship As Public Work: Civic Learning for the Working World (Harry C. Boyte); (3) &quot;Civic Work, Civic Lessons: Two Generations Reflect on Public Service&quot;: An Interview (Thomas Ehrlich and Ernestine Fu); (4) Rethinking Civic Engagement on Campus: The Overarching Potential of Deliberative Practice (Martin Carcasson); (5) Deliberative Pedagogy and the Community: Making the Connection (Nicholas V. Longo); (6) The Medium is the Message: An Israeli Experience with Deliberative Pedagogy (Edith Manosevitch); (7) Today's Civic Mission for Community Colleges (Sean Creighton); (8) &quot;Real Social Science: Applied Phronesis&quot; Edited by Bent Flyvbjerg, Todd Landman, and Sanford Schram (Alex Lovit); and (9) Engaging the Work Of Democracy (David Mathews). Individual articles contain references. [For &quot;Higher Education Exchange, 2012,&quot; see ED539331.]
Dynamics of Faculty Engagement in the Movement for Democracy's Education at Northern Arizona University: Backgrounds, Practices, and Future Horizons. Kettering Foundation Working Paper: [2015:02]
Author: Coles, Romand
Date: 2015-00-00
Type: Reports - Research
Subjects: College Faculty,Democracy,Democratic Values,Higher Education,Civics,Citizenship Responsibility,Citizen Participation,Teacher Role,School Culture,Teaching Methods,Interviews,Interdisciplinary Approach,Art Activities,Activism,School Community Relationship,College School Cooperation,Teacher Attitudes,Communities of Practice

As scholarship has become increasingly narrow and disconnected from public life, Kettering research has documented an intense sense of malaise in higher education, what Harry Boyte has called a loss of civic agency. Surprisingly, however, faculty at a few campuses have begun to self-organize to integrate civic work into their teaching and research. This study, by Blase Scarnati and Romand Coles, documents such efforts at Northern Arizona University. Rather than making civic engagement a specific project of one or two faculty, what makes this campus special is that civic engagement has taken hold across the university. Building on research by KerryAnn O'Meara, this working paper shows that civic engagement is not only fulfilling to faculty at an individual level but is starting to impact the civic culture of their institutions.
An Ongoing Experiment: State Councils, the Humanities, and the American Public
Author: Lynn, Elizabeth
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Humanities,Public Agencies,Democracy,Humanities Instruction,Citizenship Education,Citizen Participation,Legislation,United States History,Federal Programs,State Programs,Public Policy,Volunteers

In 1965, President Johnson signed the National Foundation on the Arts and Humanities Act, giving birth to the National Endowment for the Humanities and the National Endowment for the Arts. The act declared, &quot;Democracy demands wisdom and vision in its citizens. It must therefore foster and support a form of education, and access to the arts and the humanities, designed to make people of all backgrounds and wherever located masters of their technology and not its unthinking servants.&quot; In this monograph, author Elizabeth Lynn describes the subsequent creation of state humanities councils, beginning in 1971, as &quot;an ongoing experiment.&quot; The result has been a continually evolving attempt to work out, on the ground, just what the humanities can and should be to the American public and what kinds of citizens a democracy needs. Lynn writes that the humanities' answer to the latter question has evolved over the past half-century. In the 1950s and 1960s, democracy needed autonomous individuals; in the 1970s, informed voters; the 1980s, prepared pluralists; the 1990s, thoughtful Americans; and the 2000s, engaged citizens. State humanities councils are still exploratory organizations. They are still asking--and seeking to answer in new ways from year to year--what the humanities can do to enhance American public life. There are lessons to be drawn from this ongoing experiment in bringing the humanities to the public, both for those who worry about the health of the humanities and for those who seek to strengthen American public life. Elizabeth Lynn is the founder of the Center for Civic Reflection and director of the Institute for Leadership and Service at Valparaiso University, where she also teaches about philanthropy and conducts research on the role of the humanities in American life. The monograph includes a foreword by Peter Levine, director of CIRCLE, The Center for Information and Research on Civic Learning and Engagement.
Ships Passing in the Night?
Author: Mathews, David
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Natural Disasters,Citizenship Education,Faculty,Citizen Participation,Civics,Student Participation,Democracy,Democratic Values,School Community Relationship,Colleges,College Role,College Faculty,Social Justice

Marguerite Shaffer, director of American Studies at Miami University, is one of a surprisingly large number of faculty members who are at odds with an academic culture that isn't hospitable to their efforts to combine a public life with a scholarly career. She is concerned about what is happening in her field and about the world her two children will inherit. The Shaffers of academe are one of the forces driving a civic engagement movement on campuses across the country. Not so long ago, the civic education of college students was of little concern. Now, thanks to educators like Shaffer, that indifference is giving way. Leadership programs are common, and students are taught civic skills, including civil dialogue. Faculty, who were once &quot;sages on the stage,&quot; have learned to be more effective in communities by being &quot;guides on the side.&quot; All in all, there is much to admire in the civic engagement movement on campuses. Another civic engagement movement is occurring off campus. People at the Kettering Foundation have seen it clearly in communities on the Gulf Coast that are recovering from Hurricane Katrina. They have combined what they learned from several communities into a fictional composite in order to report from across the region. In this article, the author discusses this off-campus civic movement by illustrating the story of &quot;Don&quot; and his wife &quot;Mary&quot; and their neighbors in their goal of restoring their community and their way of life after the Hurricane Katrina disaster. [This report was first published in &quot;A Different Kind of Politics: Readings on the Role of Higher Education in Democracy,&quot; (Kettering Foundation Press, 2009). It has also been published in the &quot;Journal of Community Engagement and Scholarship&quot; and the &quot;Journal of Higher Education Outreach and Engagement&quot; (EJ905399).]