ethanporcaro/eric-fulltext-meta huggingface dataset:
Before and during COVID-19: A Cohesion Network Analysis of Students&apos; Online Participation in Moodle Courses
Author: Dascalu, Maria-Dorinela
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Integrated Learning Systems,School Closing,Educational Technology,Technology Uses in Education,Student Participation,Student Behavior,Interaction,Undergraduate Students,Artificial Intelligence,Foreign Countries,Natural Language Processing,Grades (Scholastic),Visual Aids

The COVID-19 pandemic has changed the entire world, while the impact and usage of online learning environments has greatly increased. This paper presents a new version of the ReaderBench framework, grounded in Cohesion Network Analysis, which can be used to evaluate the online activity of students as a plug-in feature to Moodle. A Recurrent Neural Network with LSTM cells that combines global features, including participation and initiation indices, with a time series analysis on timeframes is used to predict student grades, while multiple sociograms are generated to observe interaction patterns. Students' behaviors and interactions are compared before and during COVID-19 using two consecutive yearly instances of an undergraduate course in Algorithm Design, conducted in Romanian using Moodle. The COVID-19 outbreak generated an off-balance, a drastic increase in participation, followed by a decrease towards the end of the semester, compared to the academic year 2018-2019 when lower fluctuations in participation were observed. The prediction model for the 2018-2019 academic year is partially generalizable to the second year, but explains a considerably lower variance (R[subscript 2] = 0.13). In addition to the quantitative analysis, a qualitative analysis of changes in student behaviors using comparative sociograms further supported conclusions that there were drastic changes in student behaviors observed as a function of the COVID-19 pandemic.
Racial, Economic, and Social Justice for the Early Care and Education Workforce: Pre-, During, and Post-COVID-19. January 2021 Convening Summary. Research Report
Author: Schilder, Diane
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Early Childhood Education,Child Care,Early Childhood Teachers,Child Caregivers,Social Justice,Wages,Justice,Teacher Salaries,Well Being,Race,Employed Women,Minority Groups,Comparable Worth

The COVID-19 pandemic caused an unprecedented public health emergency that crippled the child care market in the United States. This crisis highlighted the essential role of the early care and education (ECE) workforce in the nation's economic stability and growth. The pandemic's disproportionate effect on Black, Hispanic, and Native American communities further raised racial and social justice concerns. In January 2021, the Urban Institute, Child Trends, and the Foundation for Child Development sponsored a virtual convening. The convening brought together scholars, along with national, state, and local experts, to discuss key issues affecting the ECE workforce before, during, and after the COVID-19 pandemic. Participants recommended policy and practice solutions to address the challenges of the structural wage and opportunity gaps the ECE workforce faces and to support workforce well-being. This report presents policy and practice recommendations.
Expanding California Districts&apos; Curriculum-Focused Professional Learning. Knowledge Brief
Author: Makkonen, Reino
Date: 2020-05-00
Type: Reports - Research
Subjects: School Districts,Faculty Development,Academic Standards,College Readiness,Career Readiness,Educational Change,Curriculum Development,Teaching Methods,Common Core State Standards,State Policy,Capacity Building,Kindergarten,Elementary Secondary Education,Active Learning,Instructional Materials,Program Descriptions

Guidelines for teaching California's students have changed dramatically in recent years, as state leaders have adopted new academic standards, curriculum frameworks, and instructional materials lists in an attempt to better prepare students for college and career. However, adopting high-quality standards and curriculum materials does not guarantee effective instruction in classrooms. Teachers need sustained, job-embedded, content-rich professional learning in order to build their capacity to make the instructional shifts required to engage learners around today's academic expectations and curricula. Moving forward, this brief refers to such professional learning simply as &quot;curriculum-focused professional learning.&quot; As one California district leader recently explained, the state's previous academic expectations &quot;did not call for huge shifts in instructional practice in the way that the Common Core standards are calling for, yet we haven't made that same kind of investment in professional development that we did back in the early 2000s.&quot; This knowledge brief is part of a continuing series, produced by the CA Analysis for Learning &amp; Engagement (CALE) project, designed to inform California education leaders about new research findings on key state policy topics. This brief summarizes recent findings on effective teacher professional learning.
The Design Implementation Framework: Guiding Principles for the Redesign of a Reading Comprehension Intelligent Tutoring System
Author: McCarthy, Kathryn S.
Date: 2020-00-00
Type: Reports - Research
Subjects: Intelligent Tutoring Systems,Reading Comprehension,Educational Games,Program Development,Program Evaluation,Game Based Learning,Computer Uses in Education,Feedback (Response),Student Evaluation,Video Technology,Reading Instruction,Program Design,Educational Technology,Student Attitudes,Usability

The Design Implementation Framework, or DIF, is a design approach that evaluates learner and user experience at multiple points in the development of intelligent tutoring systems. In this chapter, we explore how DIF was used to make system modifications to iSTART, a game-based intelligent tutoring system for reading comprehension. Using DIF as a guide, we conducted internal testing, focus groups, and usability walk-throughs to develop iSTART-3, the latest iteration of iSTART. In addition to these evaluations, DIF highlights the need for experimental evaluation. With this in mind, we describe an experimental evaluation of iSTART-3 as compared to its predecessor, iSTART-ME2. Analyses revealed an interesting tension between system usability and user preference that has important implications for instructional designers. [This chapter was published in: M. Schmidt, A. A. Tawfik, I. Jahnke, &amp; Y. Earnshaw (Eds.), &quot;Learner and User Experience Research: An Introduction for the Field of Learning Design &amp; Technology.&quot; EdTech Books.]
Creating Higher Education Institution Authorizers
Author: National Association of Charter School Authorizers
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Charter Schools,Educational Policy,Access to Education,Transformative Learning,Educational Quality,Educational Administration,Higher Education,Instructional Leadership,State Policy,College School Cooperation,State Standards,Accountability,Educational Finance,School Administration,Selection Criteria,School Effectiveness,Decision Making

Good charter school policy must be part of the solution to address the public education system's greatest problem: too many children lack access to a transformative education. Getting authorizing policy right is critical because good authorizing has the power to transform the lives of not just a few children, but millions. While the quality of authorizing is more important than the quantity, the number of authorizers in a given jurisdiction or state matters: experience shows that the presence of multiple authorizers can strengthen a state's charter school sector. While the National Association of Charter School Authorizers (NACSA) strongly recommends the presence of multiple authorizers, an authorizing structure only works if it creates a quality chartering ecosystem that produces more good schools for children. This report provides recommendations for policymakers and higher education leadership considering creating Higher Education Institution authorizers in their state.
Career Readiness in Public High Schools: An Exploratory Analysis of of Industry Recognized Credentials. Working Paper No. 257-0921
Author: Eagan, Joshua
Date: 2021-09-00
Type: Reports - Research
Subjects: Career Readiness,Public Schools,Credentials,High School Seniors,Academic Achievement,Scores,College Bound Students,Gender Differences,Labor Market,Course Selection (Students),Advanced Placement,High Achievement,Gender Bias

We use statewide administrative data from Missouri to document the prevalence of Industry Recognized Credential (IRC) programs in public high schools and understand the characteristics of students who complete IRCs. We show that 9 percent of Missouri students complete an IRC during their senior year of high school. IRC completers have lower achievement and are more likely to be disadvantaged along several measurable dimensions relative to their peers who complete analog college-ready programs, on average. Noting these average relationships, there is substantial heterogeneity among individual IRCs in terms of the types of students served: some IRCs attract students with high test scores who mostly go on to attend college, whereas others serve low-scoring students who mostly forego college. There is strong gender segregation across individual IRCs that aligns with gender segregation across occupations in the labor market.
Using Multiple Measures to Predict Success in Students&apos; First College Math Course: An Examination of Multiple Measures under Executive Order 1110 in the California State University System
Author: Bracco, Kathy Reeves
Date: 2021-05-00
Type: Reports - Research
Subjects: State Universities,State Legislation,College Readiness,State Policy,Remedial Programs,Writing (Composition),Remedial Mathematics,Student Placement,Summer Programs,Grade Point Average,Standardized Tests,Student Evaluation,Evaluation Criteria,Mathematics Tests,Scores,College Entrance Examinations,Predictor Variables,Mathematics Achievement,Placement Tests

This report concludes a multiyear series of implementation studies intended to inform the California State University (CSU) system about the implementation of Executive Order 1110 (EO 1110). A major policy established in 2017, EO 1110 requires CSU campuses to eliminate noncredit developmental courses (often known as &quot;remedial&quot; courses) in Written Communication and Mathematics/Quantitative Reasoning, change the process for how students are placed into those courses, and improve how students are supported to succeed. Following up on earlier reports in the series which have described course models and instructional approaches adopted as a result of EO 1110, examined student progress since the policy has been implemented, and reported on initial outcomes of revamped summer Early Start programs, this fifth and final report of the series focuses on how students are placed into entry-level math courses. Specifically, it focuses on the use of multiple measures for placing students and examines the predictive power of the measures for anticipating students' success in their first college math course. The report discusses implications of its findings for policy issues such as determining the appropriate grade point average cutoffs for placing students into different levels of math courses, the role of standardized testing in determining college math placements, and whether additional measures should be used to inform student placement.
School District Collaboration: Lessons from Districts Participating in California Education Partners&apos; California Language &amp; Learning Initiative (CALLI)
Author: Bugler, Daniel
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: School Districts,Partnerships in Education,Instructional Improvement,Educational Change,Rural Schools,Second Language Instruction,English Language Learners,COVID-19,Pandemics,Educational Planning,Educational Strategies,Evidence Based Practice,Sustainability

Improving student performance, especially that of those learners who experience poverty, disabilities, language barriers, or some combination of these factors, is an ongoing challenge for many, if not all, school districts. It can be particularly so for smaller or more geographically isolated districts that, compared to their larger urban counterparts, are likely to have fewer resources at hand, including content specialization. To assist small- to medium-sized districts working to improve instruction, California Education Partners (Ed Partners), an education reform nonprofit organization, launched a cross-district collaboration called the California Language &amp; Learning Initiative (CALLI). From 2016-2019, Ed Partners supported twenty-five, predominantly rural California districts in three focal areas: High School Math, Academic Language and Early Literacy. CALLI also built a structure through which participating districts could collaborate on their improvement efforts. This brief draws from interviews with participating districts' team members about what they and their districts gained and learned from the CALLI experience.
Vodcasting: A Tool to Aid Modular Learning in English
Author: Javier, Rica Mae B.
Date: 2021-05-00
Type: Dissertations/Theses - Masters Theses
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Instructional Materials,Pretests Posttests,Audio Equipment,Student Attitudes,Instructional Effectiveness,Low Achievement,Secondary School Students,Language Usage,Learner Engagement,Distance Education,Educational Change,Foreign Countries,Language Teachers,Achievement Gains,COVID-19,Pandemics

This study focused on the use of vodcasting as a teaching aid in providing English lessons to students who are into modular distance learning. It aimed to identify the level of students' perceptions using vodcast in terms of teacher focused variables such as: voice quality, language use, knowledge of the subject; determine the level of students' engagement using vodcast in terms of learning engagement, learning satisfaction and viewing willingness; provide students' performance during pre-test and post-test using vodcasting; and find out if there is a significant difference between the pre-test and post-test upon the implementation of vodcasting. The study utilized quantitative method research to find out the effectiveness of vodcasting as a tool in language teaching. The researcher administered a pre-test before the use of vodcasting as a teaching innovation, after the second grading period and the use the of vodcast in delivering the lessons in English, the posttest was given. Also, a self-made questionnaire was given to identify the level of perceptions of the students in using vodcast. The respondents of the study were the forty (40) low-achieving students from Grade 7-10 of Suba National High School Gagalot Annex in the district of Majayjay, for the school year 2020-2021. The data gathered were tallied and interpreted using Weighted Average Mean (WAM) and Paired T-test. Hence, the result revealed that the level of perceptions of the students to the teacher who used vodcast were given the weighted average mean of 3.63, 3.72 and 3.72 in terms of voice quality, language use and knowledge of the subject respectively. On the other hand, the level of perceptions of students in learning engagement obtained a weighted average mean of 3.67, 3.75, and 3.69 when it comes to learning engagement, learning satisfaction and viewing willingness particularly. Therefore, students who are in the mode of modular distance learning find it motivating and enjoyable when viewing vodcast as an instrument in presenting lessons in English. The findings revealed a significant difference between the students' performance based on the pre-test and post- test scores. The computed t= -14.476, -9.100, -11.665 and -9.611 and p= 0.00 means that lower than 0.05 level of significance, thus the null hypothesis was rejected.
The Multidimensional Knowledge in Text Comprehension Framework
Author: McCarthy, Kathryn S.
Date: 2021-02-05
Type: Reports - Research
Subjects: Reading Comprehension,Prior Learning,Knowledge Level,Accuracy,Reader Text Relationship,Reading Processes

Prior knowledge is one of the strongest contributors to comprehension, but there is little specificity about different aspects of prior knowledge and how they impact comprehension. This article introduces the Multidimensional Knowledge in Text Comprehension framework, which conceptualizes prior knowledge along four intersecting dimensions: amount, accuracy, specificity, and coherence. &quot;Amount&quot; refers to how many relevant concepts the reader knows. &quot;Accuracy&quot; refers to the extent to which the reader's knowledge is correct. &quot;Specificity&quot; refers the degree to which the knowledge is related to information in the target text. &quot;Coherence&quot; refers to the interconnectedness of prior knowledge. Conceptualizing prior content knowledge along these dimensions deepens understanding of the construct and lends to more specific predictions about how learners process information. Considering knowledge across multiple dimensions is crucially important to the development and selection of prior knowledge assessments and, in turn, educators' ability to capitalize on learners' strengths across various comprehension tasks. [This is the online version of an article published in &quot;Educational Psychologist.&quot; For the final published version of this article, see?EJ1305845.]
Contract Cheating in Canada: How It Started and How It&apos;s Going
Author: Eaton, Sarah Elaine
Date: 2021-06-22
Type: Reports - Descriptive
Subjects: Foreign Countries,Cheating,Contracts,Outsourcing,Crime,Court Litigation,Authors,Plagiarism,Integrity,Incidence,Educational Policy,Theses,Writing Assignments,Educational History,Prevention

Purpose: The goal of this session is to provide an in-depth account of the history and development of contract cheating in Canada over the past 50+ years. You will also learn about the one and only (failed) attempt at legislation to make ghostwritten essays and exams illegal in Canada. Method: The content of this session is drawn from Eaton's book chapter on contract cheating in the forthcoming edited volume, &quot;Academic Integrity in Canada: An Enduring and Essential Challenge&quot; (Eaton &amp; Christensen Hughes) that involved over a thousand hours of historical research and digging into archival material to uncover that the contract cheating industry in Canada has been operating successfully for longer than most of us ever realized. Results: Get the details on a criminal case in the 1980s, noted as being the first of its kind in Canada, and possibly the Commonwealth, that made history when an essay mill owner and his wife were charged with fraud and conspiracy. The case was dismissed by the judge, leaving the contract cheating industry to flourish in Canada, which it has done with a vengeance. Then learn about an exposé in a major US magazine in the 1990s that presented in-details about the experiences of writers who supplied services to the contact cheating industry. Now that we are in the 21st century, find out what's being done across the country today to take action against contract cheating. Implications: I share previously undiscovered evidence and insights that shows how the contract cheating industry has been proliferating in Canada for at least half a century. Even if you thought you knew about contract cheating in Canada, you'll almost certainly learn something new in this session. I conclude with strong calls to action for educators, advocates, and policy makers.
Community-Powered Efforts Aim to Transform Systems to Advance Black Student Success. Case Study No. 20
Author: Otto, Rafael
Date: 2021-10-00
Type: Reports - Research
Subjects: African American Students,Success,Community Involvement,Academic Achievement,Social Justice,Racial Bias,Equal Education,State Legislation,Resource Allocation,Grants,Achievement Gap,Elementary Secondary Education,Postsecondary Education,Barriers,Disproportionate Representation,Discipline,Mathematics Achievement,Reading Achievement,Culturally Relevant Education,Private Financial Support,Community Organizations,Philanthropic Foundations

What does it take to create a statewide ecosystem to support Black student success? Our 2021 case study explores the Black Student Success Initiative at the Oregon Community Foundation. The initiative uses a community-led and trust-based approach to attract funding partners, establish a grantee network, and serve as a driver for systemic change in both education and philanthropy.
Skewed History: Textbook Coverage of Early America and the New Deal
Author: Randall, David
Date: 2021-04-00
Type: Reports - Research
Subjects: United States History,Textbooks,History Instruction,High Schools,Advanced Placement Programs,Textbook Bias,Textbook Content

The study in this report focuses on four historical periods and five textbooks. The four historical periods are: (1) The European Settlement of North America (1492-1660); (2) Colonial America (1660-1763); (3) The Nation's Founding (1763-1789); and (4) The New Deal (1933-1940). Three of the 5 textbooks are intended for regular high school American history classes and the remaining 2 are intended for Advanced Placement American history classes. While the study does not provide a comprehensive judgment of how American history textbooks cover American history, but its selective analysis provides a window into the general operations of American history textbooks.
Teaching Higher Education Faculty about the TEACH Act: Using Federal Copyright Law to Design Online Courses
Author: Lorenzen, Michael
Date: 2021-01-06
Type: Speeches/Meeting Papers
Subjects: Educational Legislation,Federal Legislation,Copyrights,Online Courses,Teacher Education,College Faculty,Teacher Workshops,Intellectual Property,Distance Education,Curriculum Design,Instructional Materials

The TEACH Act of 2002 was passed into American Federal law to give educators guidance for the use of copyrighted material in online courses. It gives broad leeway to a variety of uses and protects educators from copyright holders who do not want their work used without compensation even if the work is clearly allowed under previous provision of copyright exemption under fair use. This session will examine the literature surrounding the topic of teaching copyright in higher education to faculty. It will also look at how this topic (in particular the TEACH Act of 2002) was taught to faculty at Western Illinois University and also cover some of the material that was highlighted in the workshop curriculum.
Lived Experience of Overcoming the Feeling of Isolation in Distance Learning: A Phenomenological Study
Author: Núñez, Jayrome Lleva
Date: 2020-12-12
Type: Reports - Research
Subjects: Distance Education,Social Isolation,Electronic Learning,Open Universities,Graduate Students,Student Experience,Coping,Context Effect,COVID-19,Pandemics,Sense of Community,Foreign Countries

In this research, the author presents the lived experience of a distance learner and how the participant have overcome the feeling of isolation. The participant of this qualitative phenomenological study is a graduate student from Visayas State University -- Open University (VSU-OU). This qualitative phenomenological study seeks to measure in-depth experience of a distance learner and systematically analyze the culture of distance learning in order to understand phenomenon and be able to share to the future studies.