ethanporcaro/eric-fulltext-meta huggingface dataset:
Hearing Students&apos; Voices: Communication, Interaction and Learning via University Students&apos; Forums in Saudi Arabia
Author: Al-Jarf, Reima
Date: 2006-06-08
Type: Speeches/Meeting Papers
Subjects: Engineering Education,Undergraduate Students,Student Attitudes,College Faculty,Social Problems,Academic Achievement,Dialogs (Language),Instructional Materials,Group Discussion,Information Technology,Computer Mediated Communication,Second Language Learning,Second Language Instruction,Translation,Foreign Countries,Majors (Students),Cultural Influences

In 2004, a Saudi student at the College of Engineering, King Saud University (KSU) designed and launched an informal students' forum that aimed at communicating students' voices to university professors and administrators. Students could register for free, post academic and career problems and suggestions, and participate in the discussion. Soon other student discussion forums appeared at other Saudi universities. The aims of such forums were to help university students discuss their academic, technological and social issues, to give university professors and administrators a chance to know what their points of view are, to exchange ideas and information, to create strong social bonds, to engage students in inter-personal dialog, to collect an archive of learning materials, and to enhance feelings of intimacy and a sense of belonging to the university. The KSU students' forum has several sub-forums for each college, a general, academic, literary, women's, language learning, entertainment, information technology, mobile phones, university news, humor, suggestions, and complaints subforums. Such university forums have become very popular among Saudi male and female students. For example, the King Saud University students' forums have 8,193 registered members, 16,048 threads and a total of 201,916 posts in three years. The present study examined the Languages and Translation students' forum and reports the kinds of topics, issues and problems posted, the advantages and disadvantages of those forums as perceived by a sample of participants, and the linguistic and cultural characteristics of the forums.
Inferencing Skill and Attention Control Account for the Connection between Reading Comprehension and Mathematics
Author: Kim, Young-Suk Grace
Date: 2021-10-00
Type: Journal Articles
Subjects: Inferences,Attention Control,Reading Comprehension,Mathematics Skills,Vocabulary,Decoding (Reading),Short Term Memory,Elementary School Students,Grade 1,Language Skills,Thinking Skills

We examined the relations of inference, vocabulary, decoding, short-term memory, and attentional control to reading comprehension and mathematics performance for first-grade students in the US (N = 83). The students were composed of 75% Hispanics, 15% Whites, and 6% Asian Americans. Students' performance on mathematics and reading comprehension were very strongly related (r = 0.88). Results from path analysis showed that inference (0.27 [less than or equal to] s [less than or equal to] 0.38) was independently and positively related to both reading comprehension and mathematics performance after accounting for short-term memory, attentional control, decoding, and vocabulary. Decoding was independently related to reading comprehension, but not mathematics, whereas vocabulary was independently related to mathematics, but not to reading comprehension. Attentional control was directly related to mathematics, and indirectly related to reading comprehension and mathematics via inference, vocabulary, and decoding, with a substantial total effect on reading comprehension and mathematics (0.56 respectively). Short-term memory was not directly nor indirectly related to reading comprehension and mathematics. Overall these results show that language and cognitive skills are shared resources of reading comprehension and mathematics, and highlight the roles of attentional control and inference skill in reading comprehension and mathematics.
Effectiveness of the Differentiated Instructional Design for Value Education of Gifted: A Mixed Study
Author: Avcu, Yunus Emre
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Individualized Instruction,Values,Education,Academically Gifted,Gifted Education,Grade 6,Student Attitudes,Instructional Design,Program Effectiveness,Cartoons,Biographies,Talent,Educational Technology,Technology Uses in Education,Animation

The aim of this study was to examine the efficiency of the differentiated instructional design for value education of gifted. This research was based according to the embedded experimental design of a mixed research method. The study group consisted of 25 gifted students (13 girls, 12 boys) at the 6th-grade level. Digital differentiation strategy was employed in instructional design. Students were asked to reflect their learning about Turkish talented people on cartoons containing both visual and auditory elements. The activities in the differentiated instructional design were applied to the students online for 8 weeks, 2 hours per week. Quantitative data were collected with the Target Behaviour Development Scale (Kanger, 2007). Quantitative data were analyzed with a dependent samples t-test. The Cohen d effect size was also calculated. In the qualitative part of this research, the views of gifted students, their products, the observations of researchers were evaluated. Qualitative data were analyzed descriptively. As a result of the research, the difference between the pre-test and post-test scores of the target behavior development levels of the gifted students regarding values was found to be statistically significant. This difference was in favor of the post-test and the effect size was high (d=1.047, p&lt;0.05). In other words, the differentiated instructional design for value education increased the values development of gifted students. Gifted students expressed their views on the differentiated instructional design the most frequently with the words &quot;fun, instructive, and the values&quot;. The students were successful in writing cartoon scripts, turning the scripts into a cartoon, and indicated that they had some technical difficulties. Students were happy both to learn of the values and to produce technology-supported products. Comparative studies can be done by establishing experimental and control groups for different grade-level gifted students.
Utilization of Learning Management System (LMS) and Teachers&apos; Perceived Performance in the Online Learning Modality: A Linear Regression Analysis
Author: Medina, Arnold B.
Date: 2021-07-00
Type: Reports - Research
Subjects: Integrated Learning Systems,Technology Uses in Education,Electronic Learning,Predictor Variables,Usability,Faculty Development,COVID-19,Pandemics,High School Teachers,Foreign Countries,Online Courses

Background/Objectives: This study aimed to assess the utilization level of Google Workspace for Education as a Learning Management System (LMS) and its effect on the performance of teachers in the online learning environment. Methods/Statistical Analysis: The research utilized quantitative research approach with a simple linear regression test aimed at explaining whether the utilization of Google Workspace for Education (x) influenced the teachers' performance in the online learning modality (y). Findings: The correlation coefficient between the utilization level of Google Workspace for Education and teachers' performance in the online learning modality is 0.422 which is according to Cohen (1992), can be interpreted as &quot;moderate correlation.&quot; Furthermore, the relative contribution of the predictor variable to the criterion variable is 17.8%. This means that 17.8% of the teachers' performance in the online learning modality can be attributed to utilization level of the Google Workspace for Education. The p-value of the regression is 0.036 which is lower than the level of significance of 0.05. Therefore, regression is significant. Improvements/Applications: Trainings on the utilization of the LMS is crucial in the new normal education. In addition, due to the fast-changing digital age, a continuous professional development program is necessary to ensure the effective and efficient use of technology in education.
Everyday Interactions Support Toddlers&apos; Learning of Conventional Actions on Artifacts
Author: Brezack, Natalie
Date: 2021-00-00
Type: Journal Articles
Subjects: Toddlers,Learning Processes,Interaction,Caregiver Child Relationship,Toys,Positive Reinforcement,Individual Differences,Active Learning,Play

Children learn to perform actions on artifacts in their environments from infancy, but the ways caregivers support this learning during everyday interactions are relatively unexplored. This study investigated how naturalistic caregiver-child teaching interactions promoted conventional action learning in toddlers. Caregivers of 32 24- to 26-month-old children taught their children to perform novel target actions on toys. Afterward, an experimenter blind to the toys children had been taught tested children's action learning. Results indicated that children's propensities to assemble objects and vocabularies were positively associated with learning. Whereas caregivers' speech did not directly support learning, caregivers' action performance negatively related to children's learning. Importantly, children's own actions related to learning: Children who performed proportionally more actions relative to their caregivers with higher action accuracy demonstrated better learning of the taught material. Thus, children who ''drove&quot; the teaching session and were more accurate in their actions learned more. Caregivers contributed by supporting their children's actions: Caregivers who provided more specific instructions and praise had children who were more active during instruction. Importantly, analyses controlled for child-level individual differences, showing that beyond children's own skills, active experience supported by caregiver guidance related to conventional action learning. These findings highlight children as central agents in the learning process and suggest that caregivers contributed by coaching children's actions.
Final Impact Results from the i3 Implementation of &quot;Teach to One: Math&quot;
Author: Ready, Douglas D.
Date: 2019-01-00
Type: Reports - Research
Subjects: Teaching Methods,Mathematics Instruction,Grants,Program Evaluation,Mathematics Achievement,Program Effectiveness,Student Attitudes,Teacher Attitudes,School Districts,Comparative Analysis,Achievement Tests,Achievement Gains,Mathematics Tests,Middle School Students,Student Characteristics,Disadvantaged Schools

New Classrooms Innovation Partners was awarded an Investing in Innovation (i3) grant from the U.S. Department of Education to implement its &quot;Teach to One: Math&quot; (TtO) model in five schools in Elizabeth, New Jersey, for three academic years, beginning in September 2015 and continuing through June 2018. The Consortium for Policy Research in Education (CPRE) at Teachers College, Columbia University, recently concluded a four-year evaluation of these efforts. The evaluation had two primary strands: (1) a methodologically rigorous quantitative study of TtO's impact on student mathematics performance; and (2) a systematic qualitative analysis of TtO's implementation processes, combined with yearly New Classrooms and school staff interviews, student focus groups, and classroom observations in each of the five TtO schools. This report describes the results of the first strand, focusing exclusively on the quantitative impact results. Performance patterns across the five TtO treatment schools were quite inconsistent, and the TtO estimates for each of the three implementation years were statistically non-significant.
In School for After School: The Relationship between Extracurricular Participation and School Engagement
Author: Gorski, Karlyn J.
Date: 2021-03-00
Type: Journal Articles
Subjects: Student Participation,After School Programs,Learner Engagement,Student Attitudes,Academic Achievement,Ethnography,Debate,Clubs,Cognitive Development,Peer Relationship,Learning Processes,Skill Development,Educational Benefits,Teamwork,Student Behavior,Public Schools,Extracurricular Activities,High School Students,Neighborhood Schools,Minority Group Students,Adults,Interpersonal Relationship

School engagement predicts academic achievement and attainment, yet remains under-theorized in the sociological literature. While psychologists describe three distinct yet mutually reinforcing categories of school engagement (behavioral, emotional, and cognitive engagement), sociologists have largely neglected to analyze cognitive engagement. Drawing on ethnographic observations and interviews with members of two debate teams in Chicago Public Schools, I demonstrate that behavioral engagement in the form of debate team participation helped foster debaters' cognitive and emotional engagement in school. Through the activity, debaters developed strong relationships with peers and their adult coaches, and strengthened their appreciation for challenging aspects of the learning process. Although many debaters felt that the learning environment of the debate context was more stimulating than the learning environments of their classes, they nevertheless applied the skills and attitudes they acquired in the activity to the &quot;core&quot; curriculum of the school. These factors help explain why debaters have been shown to outperform comparable peers in terms of academic achievement and attainment. These findings suggest that cognitive engagement is one mechanism driving the positive impact of certain extracurricular activities on students' school performance.
Contextual Definition Generation
Author: Yarbro, Jeffrey T.
Date: 2021-06-15
Type: Speeches/Meeting Papers
Subjects: Definitions,Learning Processes,Models,Context Effect,Evaluators,Sentences,Computational Linguistics,Accuracy,Textbooks,Vocabulary Development,Collaborative Writing,Multiple Choice Tests,Higher Education,Computer Software,Interrater Reliability,Editing,Web 2.0 Technologies,Web Sites

This paper explores the concept of dynamically generating definitions using a deep-learning model. We do this by creating a dataset that contains definition entries and contexts associated with each definition. We then fine-tune a GPT-2 based model on the dataset to allow the model to generate contextual definitions. We evaluate our model with human raters by generating definitions using two context types: short-form (the word used in a sentence) and long-form (the word used in a sentence along with the prior and following sentences). Results indicate that the model performed significantly better when generating definitions using short-form contexts. Additionally, we evaluate our model against human-generated definitions. The results show promise for the model, showing that the model was able to match human-level fluency. However, while it was able to reach human-level accuracy in some instances, it failed in others. [This paper was published in: &quot;Proceedings of the Third International Workshop on Intelligent Textbooks,&quot; Vol. 2895, CEUR-WS.org, 2021, pp. 74-83.]
2013 Collaborative Regional Education (CORE) i3 Study: Implementation and Impact Study Results. Final Report
Author: ICF International
Date: 2018-12-00
Type: Reports - Research
Subjects: Program Effectiveness,Program Implementation,College Readiness,Career Readiness,Technology Uses in Education,Student Projects,Active Learning,Program Evaluation,Technology Integration,Rural Schools,Student Attrition,Faculty Mobility,Learner Engagement,Self Efficacy,Scores,Dual Enrollment,Fidelity,Educational Indicators,Formative Evaluation,Summative Evaluation

The purpose of this report is to provide an overview of evaluation findings at the culmination of the Collaborative Regional Education (CORE) i3 2013 grant, including implementation and impact results from the local and national study phases. The goal of CORE is to have a positive impact on students' college and work readiness outcomes by improving teachers' use of classroom technology and project-based learning (PBL). This report provides details on data collection procedures and results obtained during school year (SY) 2017-18, which represents the second year of the national-phase study and final year of the evaluation. Impact and implementation study findings from all grant years are presented separately in the report.
WikiMorph: Learning to Decompose Words into Morphological Structures
Author: Yarbro, Jeffrey T.
Date: 2021-06-14
Type: Speeches/Meeting Papers
Subjects: Morphology (Languages),Computational Linguistics,Computer Software,Morphemes,Etymology,Definitions,Web Sites,Editing,Collaborative Writing,Web 2.0 Technologies,Models,Accuracy,Multilingualism,Context Effect

This paper presents WikiMorph, a tool that automatically breaks down words into morphemes, etymological compounds (morphemes from root languages), and generates contextual definitions for each component. It comes in two flavors: a dataset and a deep-learning-based model. The dataset was extracted from Wiktionary and contains over 450k entries. We then used this dataset to train a GPT-2 model to generalize and decompose any word into morphemes and their definitions. We find that the model accurately generates complex breakdowns when given a high-quality initial definition. [This paper was published in: &quot;Proceedings of the 22nd International Conference on Artificial Intelligence in Education,&quot; edited by I. Roll, D. McNamara, S. Sosnovsky, R. Luckin, and V. Dimitrova, Springer International Publishing, 2021, pp. 406-11.]
Changes in Digital Learning during a Pandemic -- Findings from the ICILS Teacher Panel
Author: Strietholt, Rolf
Date: 2021-00-00
Type: Reports - Research
Subjects: Educational Change,Electronic Learning,COVID-19,Pandemics,Computer Literacy,Information Literacy,Information Technology,Longitudinal Studies,Technology Uses in Education,Foreign Countries,Comparative Education,Computer Attitudes,Equal Education,School Closing

The IEA International Computer and Information Literacy Study (ICILS) Teacher Panel is an international comparative study that investigates changes in the use of information and communication technology (ICT) in schools before and during the global pandemic. The ICILS Teacher Panel marks the first time in 40 years that IEA has conducted a panel study and collected longitudinal data. Building on ICILS as the baseline, the panel study collected longitudinal data on computers and technology use in education from school principals, ICT-coordinators, and teachers, in Denmark, Finland, and Uruguay. The ICILS Teacher Panel explores differences among and within countries in the changes of ICT-related resourcing within schools and responses to issues such as, respondents' attitudes towards technology, the use of ICT in teaching and learning, and whether social inequality in educational opportunity increased during the COVID-19 pandemic. Schools that participated in ICILS 2018 were asked to support the collection of data from the same individual teachers that participated in ICILS 2018. In addition, the currently serving principals and ICT coordinators from those schools were invited to complete questionnaires to collect school-level information. The international report first describes the responses to the COVID-19-reated educational disruption in the participating countries at national level, followed by the analyses on changes in the use of ICT between 2018 and 2020, and changes in social inequality of educational opportunity. The report also provides a comprehensive account of the conceptual, methodological, and analytical implementation of the study. It details information on the methods and procedures including instruments and data collection, sample, computation of weights, and variance estimation. The results of the ICILS Teacher Panel will support policymakers and education systems to develop a better understanding of the effective use of information and communication technology in education to better support ICT-based remote teaching and learning.
Valuing Curriculum-Based International Large-Scale Assessments: Ensuring Alignment with National Curricula in IEA Studies. IEA Compass: Briefs in Education. Number 16
Author: Wagner, Jan-Philipp
Date: 2022-03-00
Type: Reports - Evaluative
Subjects: International Assessment,International Studies,Curriculum Based Assessment,National Curriculum,Alignment (Education),Achievement Tests,Elementary Secondary Education,Foreign Countries,Science Achievement,Mathematics Tests,Science Tests,Mathematics Achievement

Most national assessments in education focus on the curriculum to identify the knowledge and skills students should have acquired. Applying this approach to international assessments poses several challenges that need to be addressed in the design and implementation of international studies. This Compass Brief explains the advantages and challenges of a curriculum-based approach and outlines solutions implemented in IEA studies.
The i3 Validation of SunBay Digital Mathematics. CPRE Research Reports
Author: Sirinides, Philip
Date: 2018-03-31
Type: Reports - Research
Subjects: Mathematics Instruction,Mathematical Concepts,Middle School Students,Intervention,Teaching Methods,Mathematics Achievement,Instructional Effectiveness,Program Effectiveness,Teacher Attitudes,Program Evaluation,Comparative Analysis,Program Implementation,Concept Formation,Access to Education,Faculty Development

Decades of research have emphasized the need for engaging, accessible ways to help students learn fundamental mathematical concepts. Research also shows that teacher beliefs about teaching and learning have an outsized influence on the quality and effectiveness of curricular interventions. This article reports results of an independent evaluation of the i3 implementation of SunBay Digital Mathematics, a middle-school math intervention, and examines the program's impacts on both student progress and teachers' beliefs about math instruction. Prior studies have demonstrated the efficacy of SunBay Math for students of varied levels of prior achievement. This independent evaluation included a randomized controlled trial in 60 Florida middle schools during the 2015-16 school year and a mixed-methods implementation study. No impact on student achievement was observed overall; however, the evaluation did reveal positive impacts on teachers' classroom practices and beliefs about the use of technology in math instruction. Inadequate implementation of instructional units and lack of impact on teachers for targeted beliefs about math instruction likely contributed to lack of overall program effects.
Paraphrasing Academic Text: A Study of Back-Translating Anatomy and Physiology with Transformers
Author: Olney, Andrew M.
Date: 2021-06-14
Type: Speeches/Meeting Papers
Subjects: Translation,Language Processing,Error Analysis (Language),Grammar,Writing Skills,Models,Anatomy,Physiology,Textbooks,Science Instruction,Language Fluency,Computational Linguistics,Second Languages,Language Usage,Computer Software,Slavic Languages,Russian,English (Second Language),Welsh,Turkish,Indo European Languages,Chinese,Semitic Languages,Contrastive Linguistics,Written Language

This paper explores a general approach to paraphrase generation using a pre-trained seq2seq model fine-tuned using a back-translated anatomy and physiology textbook. Human ratings indicate that the paraphrase model generally preserved meaning and grammaticality/fluency: 70% of meaning ratings were above 75, and 40% of paraphrases were considered more grammatical/fluent than the originals. An error analysis suggests potential avenues for future work. [This paper was published in: &quot;Proceedings of the 22nd International Conference on Artificial Intelligence in Education,&quot; edited by I. Roll, D. McNamara, S. Sosnovsky, R. Luckin, and V. Dimitrova, Springer International Publishing, 2021, pp. 279-284.]