ethanporcaro/eric-fulltext-meta huggingface dataset:
Asynchronous and Synchronous: A Communication Process in Smart Classroom
Author: Roy, Partha
Date: 2021-03-00
Type: Journal Articles
Subjects: Asynchronous Communication,Synchronous Communication,Technology Uses in Education,Electronic Learning,Educational Technology,Computer Mediated Communication

Today our period is marked as the age of science and technology. There is no aspect of human civilization today where the influence of science and technology has not been felt. 'Education' is a very important field of human life. So very naturally and for good reason this technology is being used in many ways in the field of education. The overall education system is now re-emerged from the shackles of the traditional or continuous system. Where the role of teachers is now that of social engineering. Thus, technology means the science of searching for any art or skills. Technology is the application of scientific knowledge to a practical purpose (problem). Synchronous and asynchronous communication tools are used to facilitate collaboration between individuals and groups of people, and are particularly useful for e-learning environments. Where Synchronous communication occurs in real-time and can take place face-to-face, and as technology has evolved, can take place irrespective of distance (ex. Telephone conversations and instant messaging). And Asynchronous communication is not immediately received or responded to by those involved (ex. emails and message board forums which allow people to communicate on different schedules).
Mathematics, Reading, and Selected Cognitive Abilities at the Beginning of Kindergarten
Author: Kidd, Julie K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Reading Skills,Cognitive Ability,Kindergarten,Young Children,Executive Function,Emergent Literacy,Pattern Recognition,Short Term Memory,Inhibition,Phonics,Achievement,Cognitive Tests,Factor Analysis

Cognitive abilities, executive functions (EFs) and patterning, and simple measures of early literacy and mathematics were measured for 275 kindergartners during the second and third month of formal schooling. An exploratory factor analysis revealed four factors. The first was a literacy factor, to which a number series scale made a small contribution. The second was primarily a mathematics scale, but also reflected early literacy. The ability to recognize patterns, working memory, and inhibition also contributed to this factor. A third factor involved cognitive flexibility, patterning, and literacy. Finally, there was a factor that essentially involved phonics. These results indicate that two EFs and patterning are related to early mathematics at the beginning of kindergarten when children have experienced little formal schooling. In addition, very early in kindergarten, there is a general achievement factor that does not reflect any of the cognitive abilities tested here.
Individual Differences in Addition Strategy Choice: A Psychometric Evaluation
Author: Rhodes, Katherine T.
Date: 2018-09-27
Type: Reports - Research
Subjects: Learning Strategies,Addition,Problem Solving,Item Response Theory,Adolescents,Individual Differences,Arithmetic,Models,Time,Accuracy,Learning Problems,Mathematics Instruction

The strategy choice model (SCM) is a highly influential theory of human problem-solving. One strength of this theory is the allowance for both item and person variance to contribute to problem-solving outcomes, but this central tenet of the model has not been empirically tested. Explanatory item response theory (EIRT) provides an ideal approach to testing this core feature of SCM, as it allows for simultaneous estimation of both item and person effects on problem-solving outcomes. We used EIRT to test and confirm this central tenet of the SCM for adolescents' (n = 376) solving of addition problems. The approach also allowed us to identify the strategy choices of adolescents who still struggle with basic arithmetic. The synthesis of SCM theory and EIRT modeling has implications for more fully investigating the sources of individual differences in students' problem solving, and for identifying problem-solving patterns associated with poor academic achievement. [This is the online version of an article published in &quot;Journal of Educational Psychology.&quot;]
Six Ways School Districts Can Leverage the Local Control Funding Formula for Equity in the Early Years
Author: Education Trust-West
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: School Districts,Funding Formulas,Educational Finance,Educational Equity (Finance),Preschools,Kindergarten,Economically Disadvantaged,Minority Group Students,Bilingual Education,Students with Disabilities,Learning Analytics,Parent Participation,Family Involvement,Distance Education,Access to Education

Access to early learning before kindergarten has wide-ranging positive effects for children--effects that are evident from a child's early years into adulthood. Despite these facts being well-known within many education spaces, children from low-income families and children of color lack consistent access to public early learning programs. This report focuses on opportunities to leverage the Local Control Funding Formula (LCFF) along with other funding sources to ensure equity in the California State Preschool Program (CSPP) and Transitional Kindergarten (TK), publicly-funded programs for 3-5-year-olds and 4-year-olds, respectively. The report showcases six promising ways districts are using LCFF funds in the areas to provide increased options for early learning to families of color, families in poverty, and families of dual language learners: (1) Expanding preschool access and duration; (2) Encouraging dual-language learning; (3) Supporting children with disabilities; (4) Collecting and analyzing early learning data; (5) Engaging parents and families; and (6) Making distance learning accessible. [Additional funding for this report was provided by First 5 LA and the Hellman Foundation.]
Tuition &amp; Fees in Public Higher Education in the West, 2021-22. Detailed Data Tables
Author: Western Interstate Commission for Higher Education (WICHE), Policy Analysis and Research Unit
Date: 2021-11-00
Type: Numerical/Quantitative Data
Subjects: Public Colleges,Higher Education,Educational Finance,Tuition,Fees,Two Year Colleges,Full Time Equivalency,Enrollment Trends,In State Students,Out of State Students,Research Universities,Institutional Characteristics,Undergraduate Students,Graduate Students

This report provides comprehensive data about the tuition and fees prices published by public higher education institutions in the West for academic year 2021-22, including changes in tuition and fee rates over the past one-, five-, and 10-year periods. Key takeaways from this year's report include: (1) Average resident undergraduate tuition and fees at public four-year institutions are $10,028 in 2021-22, an increase of 1.2% compared to the year prior; (2) Average resident tuition and fees at public two-year institutions (excluding California) are $4,217 in 2021-22, an increase of 3.4% from 2020-21; and (3) The average increase in tuition and fees at public four-year institutions was the lowest reported annual change over the past decade. [For the 2020-21 report, see ED617640.]
Educational Success of Colorado Students in Foster Care: What We Have Learned and Future Directions for Actionable Research. Report No. 102
Author: Clemens, Elysia V.
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Foster Care,Outcomes of Education,Action Research,Child Welfare,Placement,Student Mobility,Potential Dropouts,Family Environment,Student Transportation,Health Services,Labor Market,High School Students,Credentials,At Risk Students

This report summarizes the results to date of the ongoing Colorado Study of Students in Foster Care. The Colorado Study is a longitudinal study of educational outcomes of students in foster care and factors that affect these outcomes, which is intended to inform systems-level reform. The research is conducted in partnership with the Colorado Department of Education and the Colorado Department of Human Services using state administrative data from 2007-08 to the present. The report concludes with outlining a multi-year actionable research agenda through a child welfare lens.
Academic and Behavior Combined Support: Evaluation of an Integrated Supplemental Intervention for Early Elementary Students
Author: Gettinger, Maribeth
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,Reading Fluency,Oral Reading,Primary Education,Grade 2,Reading Instruction,Positive Behavior Supports,Learner Engagement,Evidence Based Practice,Outcomes of Education

In current multi-tier models, students who are not responsive to universal instruction receive supplementary support. Despite most students having co-occurring academic and behavior challenges, their needs are often addressed through separate academic or behavior interventions. This approach may not only be costly for schools, but it also fails to acknowledge the well-documented link between behavior and academic performance. The purpose of this study was to evaluate &quot;Academic and Behavior Combined Support&quot; (&quot;ABC Support&quot;), a newly developed supplemental intervention that merges a combined focus on reading fluency and engagement. Six teachers implemented the intervention for 6-8 weeks with Grade 2 students. Students' oral fluency on standard and training reading passages and occurrence of engagement and disruptive behaviors during classroom reading instruction were measured repeatedly across baseline and intervention phases in a multiple-baseline design. Visual and statistical analyses revealed significant improvement from baseline to intervention for both reading and behavior outcomes. Post-intervention surveys and interviews revealed a high level of acceptability among teachers and students. Theoretical and empirical contributions as well as practice implications are addressed.
Development and Implementation of an Integrated Academic-Behavior Intervention
Author: Gettinger, Maribeth
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Program Development,Program Implementation,Intervention,Elementary School Students,Learning Disabilities,Behavior Disorders,Reading Fluency,Reading Instruction

The relationship between learning disabilities and behavior disorders is well documented and has led to the development of integrated interventions that target both academic and behavior deficits in elementary students. This paper describes the rationale, development, and implementation of an integrated academic-behavior intervention called &quot;academic and behavior combined support&quot; (&quot;ABC Support&quot;). The intervention was developed by integrating the critical intervention elements from two single-focus interventions (i.e., repeated reading and check-in/check-out) into a single comprehensive intervention designed to improve reading fluency for early elementary students with reading disorders while also strengthening their engagement and compliance with behavior expectations. [This is the online version of an article published in &quot;Intervention in School and Clinic.&quot;]
Examining the Impact of Professional Development on the Self-Determined Learning Model of Instruction for General and Special Educators
Author: Bojanek, Erin K.
Date: 2021-06-00
Type: Reports - Research
Subjects: Faculty Development,Special Education Teachers,Self Determination,Teaching Methods,Teaching Models,Outcomes of Education,Knowledge Base for Teaching,Inclusion,Regular and Special Education Relationship,Secondary Education,Training

There is limited research examining professional development for general and special education teachers implementing self-determination interventions. This study presents outcomes of a 2-day professional development training for the Self-Determined Learning Model of Instruction (SDLMI) for general and special educators guided by key elements of professional development. Results suggested teachers had positive perceptions of the training and showed improvements in knowledge and skills related to self-determination, but reported no change in perceived usefulness for students. Findings suggested teachers already perceived self-determination to be important and relevant to their students and that this professional development training was successful in improving teachers' knowledge and skills. Further research is needed to examine how this training impacts teacher implementation of the SDLMI and student outcomes. [This paper was published in &quot;Inclusion&quot; v9 n2 p118-133 2021.]
Student Perception on Nature of Subjects: Impact on Difficulties in Learning High School Physics, Chemistry and Biology
Author: Sarabi, M. K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Learning Processes,Difficulty Level,Chemistry,Physics,Biology,Science Education,Teaching Methods,Cognitive Ability,Classification,High School Students,Science Instruction,Course Content,Educational Change,Foreign Countries,Secondary School Science

In the wake of increasing evidence that students' positive attitudes towards science particularly in chemistry and physics change strikingly as they move up in school, this study explores student perception of intrinsic and extrinsic factors that make them feel cognitive load in learning physics, chemistry and biology resulting in difficulty to learn these subjects. A four-fold classification of student perception of factors related to nature of subjects and their teaching learning with varying level of control over them for teachers is designed to develop a questionnaire, which was used to obtain student rating on difficulties. The sample is 300 high school students from Kerala. The differences among student difficulty in science disciplines is more due to the nature of subject matter and is minimal from factors related to teaching-learning over which teachers have a high degree of control. Results indicate that intrinsic cognitive load inherent in the nature of physics and to a fair extent in chemistry interacts with extrinsic factors in teaching and especially in students' effort to learn them to make these subjects more difficult to learn. A good proportion of variation in student perception of difficulties in physics, chemistry and biology originates from what students feel generally about the nature of content included in school science and the way it is taught which calls for school science curriculum reforms.
Impact of Certain Cognitive Strategies on Chemistry Outcomes in Organic Chemistry among Standard IX Students
Author: Shilna, V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Organic Chemistry,Cognitive Processes,Difficulty Level,Learning Strategies,Science Achievement,Student Attitudes,Self Efficacy,Grade 9,Foreign Countries,Teaching Methods

Chemistry has been looked upon as a challenging subject by teachers, students and researchers because of the abstract nature of content in chemistry, teaching styles applied in class, and the difficulty of the language of chemistry. Cognitive load for the novice learner has a significant role in creating difficulties in chemistry learning. Cognitive strategies that teachers use as part of instruction may reduce the cognitive load and enhance learning the novel chemistry concepts. The sample sizes were 48 in experimental group and 48 in control group. The experimental group was taught by cognitive strategies like analogies, concept map, concept cartoons, story lines, worked examples, and puzzles to teach organic chemistry which is unfamiliar to them so far. The control group received constructivist mode of teaching. The impact of cognitive strategies was measured on chemistry outcomes like achievement, attitude and self-efficacy. Results showed that cognitive strategies have significantly enhanced the achievement, attitude and self-efficacy in organic chemistry.
Secondary School Students&apos; Beliefs Concerning Mathematics and Its Learning
Author: Gafoor, K. Abdul
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Education,Student Attitudes,Cognitive Ability,Mathematics Achievement,Learning Processes,Difficulty Level,High School Students,Affective Behavior,Teaching Methods,Outcomes of Education,Academic Persistence,Learning Strategies,Learning Motivation,Student Interests,Mathematics Anxiety,Foreign Countries

Mathematics education usually concentrates on achievement in cognitive domain. As the subject triggers many negative emotions among students, research in mathematics education needs attention on affective outcomes. Learning goals, perseverance, learning strategy and decision regarding future learning may influence students' affect. Students hold many false beliefs regarding the nature of mathematics and learning of it. This study analyzes select affective beliefs held by high school students regarding mathematics and its learning. A survey was conducted on a random sample (n=500) of high school students to obtain their beliefs on learning mathematics. Despite recognizing importance of the subject, most of the students perceive mathematics as difficult and boring, possess beliefs like mathematics is not in their reach, only people with high intelligence can learn mathematics, and also ability to learn the same is an inborn ability. Based on the student beliefs, the study counsels educators for managing the affective issues in mathematics teaching- learning process, with focus on motivational beliefs, interest and anxiety.
Women&apos;s Career Barriers and Profesional Alienation: The Teachers&apos; Case in Turkey
Author: Inandi, Yusuf
Date: 2018-00-00
Type: Journal Articles
Subjects: Females,Career Choice,Barriers,Alienation,Equal Opportunities (Jobs),Sex Stereotypes,Family Work Relationship,Teacher Attitudes,Teaching (Occupation),Working Hours,Age Differences,Economic Factors,Marital Status,Gender Differences,Sex Fairness,Foreign Countries,Secondary School Teachers,Measures (Individuals),Sex Role,Career Development

In this study, the relationship between career barriers of women teachers and their alienation to the teaching is examined. Although the number of women teachers was close to the male teachers in the study, the reasons leading to the decrease in the number of women teachers in the administrational career steps were taken as career barriers. The study group consists of 728 teachers working in public schools in central districts (Mezitli, Yenisehir, Toroslar and Akdeniz) of Mersin. Data were collected through &quot;Women Employees' Career Barriers Scale&quot; (WECBS) by Inandi (2009) and &quot;Alienation Scale&quot; (AS) by Elma (2003). It was revealed that there is a linear relationship between women teachers' career barriers and alienation, and also, career barriers have predictive power on alienation, though at a low level. Research results show that all the women teachers accept the presence of career barriers. Women teachers' career barriers are sorted according to their predictive power as &quot;domestic barriers, social gender stereotypes, women's viewpoint of career, education, working hours, age, economic reasons and marital status, and school-environment barriers&quot;. Women teachers are most influenced by domestic barriers. In other words, women teachers are expecting the most support from their families during career development. On the other hand, social gender stereotypes are still influential in teaching profession, which brings about negative consequences for women.
Student and Teacher Perspectives in Kerala on Integration of Instructional Strategies in Higher Secondary Physics
Author: Narayanan, Mini
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physics,Science Instruction,Teaching Methods,Inquiry,Secondary School Science,Teacher Attitudes,Student Attitudes,Secondary School Students,Secondary School Teachers,Active Learning

Physics educators generally seek the best approach to make learning process effective for learners. The major objective of this study is to verify the extent of using inquiry-based instructional strategies in higher secondary physics classrooms, and to support the use of inquiry-based instructional strategies to effectively describe the nature of physics. Typical instructional strategies implemented in the higher secondary physics classrooms are explored, and their effectiveness is verified for improved conceptual understanding and positive attitude. Differences between perceptions of students and teachers about the currently adopted classroom practices, and lack of effective implementation of inquiry-based strategies are evidenced. Responses further reveal that most of the key issues that teachers face can be controlled by teachers themselves. Authors analyze perception, preference, and pros and cons of current instructional strategies qualitatively, and indicate the need of a modified strategy for better learning.
Analysis of Doctoral Researches in Education in the University of Calicut from 1988 to 2009
Author: Gafoor, K. Abdul
Date: 2014-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Universities,Educational Research,Research Methodology,Foreign Countries

This study categorizes the thrust areas of doctoral researches in education in University of Calicut from 1988 to 2009 in terms of (a) Areas of educational research carried out, (b) Variables studied, (c), Method of research employed and (d) Method of analysis used, and pinpoints the gaps existing in the research areas, in topics and variables taken up for doctoral research. Conclusions are drawn and implications are added.
Examination of the Opinions of Turkish Teacher Candidates on Listening Education Course Conducted through Emergency Distance Education
Author: Öztürk, Ismail Yavuz
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Listening Skills,Skill Development,Preservice Teachers,Student Attitudes,Educational Technology,Technology Uses in Education,Synchronous Communication,Program Effectiveness,Video Technology

Due to the COVID-19 pandemic, face-to-face education practices at all levels of formal education institutions in Turkey were suspended for precautionary purposes, and distance education was started urgently. Many studies have been conducted on this form of education, which has been implemented for a long time and will be replaced by face-to-face education in the 2021-2022 academic year. Among these, there are also those who examined the effectiveness of courses through emergency distance education in listening education during the pandemic period, very few studies could be identified that focused on examining the views or attitudes of teacher candidates in the field of language education towards the development and education of listening skill. Based on the idea that the process should also be addressed from the perspectives of the teacher candidates, this research examines the views of them on the &quot;listening education&quot; course in the Turkish Teaching Undergraduate Curriculum and conducted with EDE. For this purpose, a focus group interview was conducted through a semi-structured form with 17 teacher candidates who were studying at Mersin University Faculty of Education Turkish Teaching Undergraduate Curriculum in the 2020-2021 academic year and selected by criterion sampling method. When the interview data were analyzed, it was determined that the sessions were watched by most of the teacher candidates because they were seen as important, participation in the sessions was mainly hindered by problems with the Internet connection, although not as much as face-to-face sessions, they were seen beneficial in some degree, recordings to be seen beneficial were watched infrequently and to make up for missed synchronous sessions, teacher candidates were of the opinion that more emphasis should be placed on practices. Some suggestions were presented to curriculum developers, distance education platform designers and course instructors at the end of the study.