ethanporcaro/eric-fulltext-meta huggingface dataset:
The Contributions of Digital Concept Maps to Assessment for Learning Practices
Author: Filiz, Mehmet
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Concept Mapping,Web Sites,Formative Evaluation,Student Evaluation,Feedback (Response),Teaching Load,Thinking Skills,Misconceptions,Equal Education,Problem Solving,Computer Assisted Testing

We have been developing a digital concept maps website (www.conceptmapsforlearning.com) based on the principles of effective assessment for learning. The purpose of this paper is to reveal its promising contributions to formative evaluation practices. The website reduces the workload of teachers as well as provides immediate and delayed feedback on the weaknesses of students in different forms such as graphical and multimedia. For the following study, we will examine whether these promising contributions to assessment for learning are valid in a variety of subjects. [For the full proceedings, see ED562107.]
Model of Emotional Expressions in Movements
Author: Rozaliev, Vladimir L.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Psychological Patterns,Emotional Response,Human Body,Motion,Self Expression,Sign Language,Disabilities,Hearing Impairments,Natural Language Processing,Nonverbal Communication,Models

This paper presents a new approach to automated identification of human emotions based on analysis of body movements, a recognition of gestures and poses. Methodology, models and automated system for emotion identification are considered. To characterize the person emotions in the model, body movements are described with linguistic variables and a fuzzy hypergraph for temporal events, which are transformed into the expression in a limited natural language. [For the full proceedings, see ED562107.]
The Configuration Process of a Community of Practice in the Collective Text Editor
Author: Zank, Cláudia
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Communities of Practice,Collaborative Writing,Editing,Web 2.0 Technologies,Group Dynamics,Data Analysis,Questionnaires,Graduate Students,Simulated Environment

The various tools available on Web 2.0 enable the interactions in a Community of Practice (CoP) to be optimized and may discourage the participation of members. Thus, the choice of the tools is fundamental for the growth and maintenance of a CoP. With a focus on this and, from the analysis of the characteristics of the group and the activities which will be developed, this article deals with the configuration process of a Community of Practice in the CTE - Collective Text Editor. As such, the article discusses the CoP and presents the CTE as the meeting place and use of this community, since it corresponds to the demands and needs of the group. [For the full proceedings, see ED562107.]
Demonstrable Competence: An Assessment Method for Competency Domains in Learning and Leadership Doctoral Program
Author: Rausch, David W.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Doctoral Programs,Leadership Training,Competence,Administrator Education,Learning,Leadership,Research,Measurement,Organizational Effectiveness,Technology,Innovation,Communication (Thought Transfer),Experiential Learning,Electronic Publishing,Portfolios (Background Materials),Portfolio Assessment,Technology Uses in Education

Through this paper, we describe how a doctoral program in Learning and Leadership combines the best of both worlds from theory based programs and applied programs. Participants work from their embedded professional practice underpinned with the theoretical constructs of the program's seven foundational competency domains. Competencies are characterized as behaviors, knowledge, skills and abilities, exhibited in professional practice, and can be objectively measured, enhanced, and improved through learning, both formal and informal. Demonstration of competency (or lack thereof) directly impacts the success of individuals and organizations. Core competencies, for purposes of our program, are areas of focus upon which future learning and professional practice will be developed. Using core competencies as the baseline for a degree program enhances knowledge acquisition and performance. Competencies should not be static, but are continually enhanced through academic engagement, experiential learning and ongoing professional development, and serve as progress indicators for the evaluation and assessment process. The Learning and Leadership Doctoral Program is grounded in the following seven competency areas. Upon completion of the coursework, participants are expected to exhibit demonstrable competence in each area, as well as the ability to synthesize the connections between the seven domains: (1) Learning; (2) Leadership; (3) Research; (4) Measurement; (5) Organizational Effectiveness; (6) Technology and Innovation; and (7) Communication. Using a process of weaving experiential learning with theoretical constructs throughout the program's core coursework, participants demonstrate their competence in the program domains in an ongoing manner that culminates with the Comprehensive Assessment; a presentation of a Digital Portfolio cataloguing their demonstration of competence through Critical Reflections on each of the program domains including artifacts to support the demonstration of competence and related experiential learning. This Comprehensive Assessment is held with a team of at least three faculty members and includes both written and oral components. The session concludes by reviewing lessons learned, best practices, and opportunities for further program development. [For the full proceedings see ED562107.]
Using Loop Learning and Critical Dialogue in Developing Innovative Literature Reviews
Author: Simon, Marilyn K.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Learning Processes,Literature Reviews,Peer Evaluation,Innovation,Doctoral Dissertations,Models,Scholarship,Dialogs (Language),Problem Solving,Knowledge Management,Debate,Annotated Bibliographies

A comprehensive literature review that integrates and synthesizes peer-reviewed research surrounding a problem is a prerequisite for making an original contribution to a field and profession. The literature review in a doctoral dissertation is a required component, but most of these reviews suffer from bounded, linear thinking, limited scope, and little effort to go outside of the existing literature on a topic, either in content or in analysis. The intent of this paper is to explore concepts of loop learning, dialogic processes, generativity, and methods of communication to reveal common perceptions regarding the review of the literature, widen the process and perspective of selecting, review, and critically evaluating the literature, and present models that could improve both the process and the outcome of scholarly research. [For Full Proceedings, see: ED562107.]
The Ancestor Project: Aboriginal Computer Education through Storytelling
Author: Weston, Marla
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Story Telling,Computer Science Education,Canada Natives,American Indian Education,Summer Programs,Middle School Students,Grade 6,Learner Engagement,Imagination,Student Interests,Cultural Literacy,Culturally Relevant Education,Curriculum Development,Secondary Schools,Cooperation,Instructional Effectiveness,Tribally Controlled Education,American Indian Culture

The goal of the ANCESTOR program is to use digital storytelling as a means of promoting an interest in technology careers for Aboriginal learners, as well as increasing cultural literacy. A curriculum was developed and first tested with Aboriginal students at the LÁU,WELNEW Tribal School near Victoria, British Columbia, Canada. Based on feedback from both teachers and students, the curriculum was updated and then tested with non-Aboriginal students. Following more refinements, the curriculum was then delivered to Aboriginal learners using two different approaches. The first was a summer camp that took place within a First Nations community over three weeks, and the second was a special elective for grade 6 Aboriginal students at Shoreline Middle School in Victoria. The results from all these deliveries highlight student engagement, cooperation and imagination plus an increased interest in technology. However, in spite of a rich First Nations storytelling tradition, youth were unable to provide cultural perspective in their stories which demonstrates the lack of cultural transference. Next steps will include more emphasis on the integration of technology with the use of traditional language(s), as well as experiential components such as the inclusion of elders and time &quot;on the land&quot;. [For the full proceedings, see ED562107.]
Data Challenges of Leveraging a Simulation to Assess Learning
Author: Gibson, David
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Databases,Computer Games,Learning Processes,Teaching Skills,Computer Software,Thinking Skills,Skill Development,Teacher Role,Student Role,Teaching Methods,Correlation,Multivariate Analysis,Data Analysis

Among the unique affordances of digital simulations are changes in the possibilities for targets as well as the methods of assessment, most significantly, toward integration of thinking with action, embedding of tasks-as-performance of knowledge-in-action, and unobtrusive observational methods. This paper raises and briefly defines key data challenges of assessing learning in a complex domain of performance within a digital simulation, which at the atomistic level include time and event segmentation, cyclic dynamics, multicausality, intersectionality, and nonlinearity. At the summary level, the key challenge is model building. An example of a simulation designed to develop teachers--simSchool--is integrated with an adaptive content delivery and analytics database--Leverage--which grounds the discussion. [For the full proceedings, see ED562107.]
Suggestions for the Design of E-Learning Environments to Enhance Learner Self-Efficacy
Author: Hodges, Charles B.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Self Efficacy,Instructional Design,Electronic Learning,Teaching Methods,Feedback (Response),Student Attitudes,Educational Technology,Information Systems,Learning Theories,Academic Achievement,Metacognition,Physiology,Affective Behavior,Faculty Development

In this paper e-learning is used as an umbrella term for all types of learning involving technology. Graesser et al (2007) note that technologies for learning exist that allow for e-learning systems to be much more than information delivery systems, but &quot;unfortunately, the learning strategies of most students are extremely limited, so the systems must provide modeling of effective strategies, intelligent scaffolding, and accurate feedback&quot; (p. 211). Self-efficacy is one area of human functioning where well-designed e-learning systems may be able to enhance performance. This paper was written to propose the intentional application of established instructional design practices and learning theory concepts for the purpose of creating e-learning environments that support the development of positive self-efficacy beliefs. Positive self efficacy beliefs should, in turn, lead to enhanced achievement. [For the full proceedings see ED562107.]
Journey of Exploration on the Way Towards Authentic Learning Environments
Author: Meriläinen, Merja
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Educational Environment,Pedagogical Content Knowledge,Relevance (Education),Transformative Learning,Interdisciplinary Approach,Educational Change,Skills,Foreign Countries

Learning should make information meaningful to the students. We can all agree with that --but the messages coming from schools will tell us a different story. Instead of enthusiasm, happiness and joy of learning, the echo repeats problems, ill behaving and indisposition. This makes us wonder: has the traditional school come to its end? This article examines pedagogical changes in different learning contexts with the help of the model of Contextual pedagogical approach towards learning (Meriläinen &amp; Piispanen 2012; Meriläinen, Piispanen &amp; Valli 2013). When working in learning environments based on Contextual pedagogical approach towards learning, the teacher will emphasize trans- disciplinary approach to curriculum, enhance student's individuality and creativity in different learning situations and support both content knowledge as well as 21st Century civil skills knowledge to develop hand in hand. The 21st Century Civil Skills Pedagogical Content Knowledge -framework, introduced in this article, will help teachers to create learning environments where 21st century civil skills will meet the modern pedagogy and core curriculum standards. With the help of the framework, together with the model of Contextual pedagogical approach towards learning, one is able to build a strong pedagogical foundation to create transformational 21st century learning environments. [For the full proceedings, see ED562107.]
Research on the E-Textbook and E-Schoolbag in China: Constructing an Ecosystem of E-Textbook and E-Schoolbag
Author: Wu, Yonghe
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Electronic Publishing,Standards,Textbooks,Electronic Learning,Instructional Materials,Information Storage,Computer Software

The e-Textbook and e-Schoolbag initiatives have received wide attention and have been seen as the trend towards future education. This paper describes the framework of e-Textbook and e-Schoolbag including its conceptual model and system model. It further discusses the five interconnected categories that form the main parts of this Ecosystem construct. The five categories include the overall standards, e-textbook standards, learning terminal standards, learning tools standards, and learning services standards. [For the full proceedings see ED562107.]
Designing Learning Object Repositories as Systems for Managing Educational Communities Knowledge
Author: Sampson, Demetrios G.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Resource Units,Knowledge Management,Communities of Practice,Electronic Libraries,Management Systems,Design,Educational Resources

Over the past years, a number of international initiatives that recognize the importance of sharing and reusing digital educational resources among educational communities through the use of Learning Object Repositories (LORs) have emerged. Typically, these initiatives focus on collecting digital educational resources that are offered by their creators for open access and potential reuse. Nevertheless, most of the existing LORs are designed more as digital repositories, rather than as systems for organizing and sharing educational communities' explicit knowledge (depicted in digital educational resources constructed by teachers and/or instructional designers) and tacit knowledge (depicted in teachers' and students' experiences and interactions of using digital educational resources available in LORs). Within this context, in this paper we present an approach for designing LORs as systems for facilitating the organization and sharing of different types of educational communities' knowledge. [For the full proceedings see ED562107.]
Meaningful Effect Sizes, Intra-Class Correlations, and Proportions of Variance Explained by Covariates for Planning 3 Level Cluster Randomized Experiments in Prevention Science
Author: Dong, Nianbo
Date: 2015-00-00
Type: Reports - Research
Subjects: Effect Size,Correlation,Multivariate Analysis,Statistical Analysis,Prevention,Randomized Controlled Trials,Benchmarking,Program Effectiveness,Elementary Schools,Positive Behavior Supports

Cluster randomized experiments are now widely used to examine intervention effects in prevention science. It is meaningful to use empirical benchmarks for interpreting effect size in prevention science. The effect size (i.e., the standardized mean difference, calculated by the difference of the means between the treatment and control groups, divided by the pooled standard deviation of the two groups) provides one way to interpret the substantive or practical significance as compared to the statistical significance of interventions. The purpose of this study is to provide reference values of design parameters by analyzing data from four large scaled intervention studies. In particular, to estimate: (1) the empirical benchmark of meaningful effect sizes regarding the developmental annual growth, and policy-relevant demographic performance gaps (race/ethnicity, gender, and SES); (2) ICC for schools or/and teacher/class; and (3) R-squared at different levels (school, teacher/class, and student). The authors will focus on 3-level cluster randomized experiments. The data structure of a 3-level cluster randomized experiments can be students (level 1) nested within classrooms (level 2), and classrooms nested within schools (level 3). Data for this study came from four separate cluster randomized trials (RCTs) evaluating the effectiveness of school-based prevention interventions. Two of the cluster RCTs evaluated the efficacy of the Incredible Years Teacher Classroom Management (IY TCM) program. Data from two additional cluster RCTs investigated the impact of a school-level prevention intervention called Positive Behavior Intervention and Support (PBIS). Findings included: (1) Normative expectations for change; (2) Demographic performance gaps among subgroups; and (3) Intraclass correlations (ICCs) and proportions of variance explained by the covariates (R-squared). Tables are appended.
Small-Sample Adjustments for Tests of Moderators and Model Fit in Robust Variance Estimation in Meta-Regression
Author: Tipton, Elizabeth
Date: 2015-00-00
Type: Reports - Research
Subjects: Randomized Controlled Trials,Sample Size,Effect Size,Hypothesis Testing,Regression (Statistics),Robustness (Statistics),Mathematical Models,Simulation,Statistical Bias,Sampling,Economics,Hierarchical Linear Modeling,Meta Analysis

Randomized experiments are commonly used to evaluate the effectiveness of educational interventions. The goal of the present investigation is to develop small-sample corrections for multiple contrast hypothesis tests (i.e., F-tests) such as the omnibus test of meta-regression fit or a test for equality of three or more levels of a categorical moderator. Drawing on work that addresses related, simpler problems and special cases of cluster-robust variance estimation, the authors develop three small-sample tests based on different approximations to the distribution of a robust Wald test statistic. In the remainder of the study, the authors describe their modeling assumptions, proposed tests, and some initial simulation result. These approximations are drawn from a wide array of areas within statistics, ranging from econometrics to survey sampling. The paper presents both new analytic work describing these small-sample corrected test statistics and the results of a large simulation study that compares these potential solutions, as well as a discussion of the implications of our findings for practice. Tables and figures are appended.
School-Based Mentoring Programs: Using Volunteers to Improve the Academic Outcomes of Underserved Students
Author: Bayer, Amanda
Date: 2015-00-00
Type: Reports - Research
Subjects: Mentors,Volunteers,Academic Achievement,Outcomes of Education,Randomized Controlled Trials,Youth Programs,Effect Size,Disadvantaged Youth,Educationally Disadvantaged,Disproportionate Representation,Interpersonal Relationship,Surveys

Prior research on mentoring relationships outside of school does point toward relationship closeness and related indicators of the emotional quality of the mentor-protégé tie as important influences on youth outcomes. There is preliminary evidence that this may also be the case for School Based Mentoring (SBM), or at least that closeness promotes protégé and mentor perceptions of relationship quality. The overarching aim of this paper is to enrich the field's understanding of how volunteer mentors can best support the academic mission of schools. The central empirical analysis investigates whether emotionally closer relationships between mentors and protégés lead to better academic outcomes. The sample for the study consists of the students who participated in the randomized control trial of the Big Brothers Big Sisters of America (BBBSA) SBM program during the 2004-2005 school year. Study participants were recruited by 10 BBBSA study agencies across the country, each with four or more years of experience in SBM. Evidence is found that a close mentoring relationship positively affects academic performance. Effect sizes, obtained by dividing the impact coefficients reported in the table by the standard deviation of the appropriate outcome measure, range from 0.13 standard deviations (for overall academic performance and scholastic efficacy) to 0.18 standard deviations (for completeness of schoolwork), and are consistent across alternative specifications. A table is appended.
Impacts of Multidimensionality and Error: Simulating Explanations for Weak Correlations between Measures of Teacher Quality
Author: Chin, Mark
Date: 2015-00-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Correlation,Teacher Evaluation,Value Added Models,Observation,Error of Measurement,Scores,Simulation

Over the past decade, states and districts have updated teacher evaluation systems in response to federal incentives, such as waivers to No Child Left Behind and grants from Race to the Top. The use of multiple measures, however, raises an important issue for policymakers and practitioners: to what extent should different measures of a teacher's performance align with one another? Chin and Goldhaber explore this issue for two measures commonly used to evaluate performance: classroom observations of teacher practices and value-added. Specifically, Chin and Goldhaber explore levels of correlation between simulated value-added and observation scores when varying two factors: the correlation of each measure of performance to one or more unobserved dimensions of &quot;teacher quality,&quot; and the amount of error in value-added or observation scores. By examining the multiple causes for low correlations between the two measures, it is hoped to provide researchers and policymakers a better understanding of the components of new teacher evaluation systems and how they might be expected to relate to one another. Tables and Figures are appended.
How Can Digital Online Educational Resources Be Used to Bridge Experimental Research and Practical Applications? Embedding in Vivo Experiments in &quot;MOOClets&quot;
Author: Williams, Joseph Jay
Date: 2015-03-00
Type: Reports - Research
Subjects: Online Courses,Educational Resources,Electronic Learning,Educational Research,Research and Development,Theory Practice Relationship,Experiments

Given the worldwide spread of digital technology and the Internet throughout modern life, students' everyday education increasingly includes components or activities that use digital software or online resources. While more extensive data collection is certainly a novel and valuable feature of online environments, the authors place their attention and effort on a less frequently cited but tremendously important feature of incorporating digital online resources alongside in-person instruction. This abstract describes the design and implementation of illustrative examples of three kinds of experimental approaches the authors have taken with collaborators. While the extent to which the designs seem obvious and natural is a positive indicator of the quality of their design, it should be noted that these are selected from a wide range of other possible approaches that might have seemed reasonable but would not have been possible or successful in implementation. Tables are appended.