ethanporcaro/eric-fulltext-meta huggingface dataset:
Response to There Are No &quot;Hard-to-Serve&quot; Learners, Only &quot;Ill-Served&quot; Ones by Erik Jacobson, Montclair State University
Author: Schwartz, Joni
Date: 2021-00-00
Type: Journal Articles
Subjects: Labeling (of Persons),Disadvantaged,Adult Education,Access to Education,Educational Quality,Language Usage,Criminals,Correctional Institutions,Social Change,High School Equivalency Programs,Language Fluency,English (Second Language),Second Language Learning,Educational Opportunities,Immigrants,Equal Education,Linguistic Theory,Minority Groups

In this response article, the author agrees with Jacobson that the labeling of individuals as &quot;hard to serve&quot; is unfortunate and misdirected in that it suggests that these students are somehow deficient and are the problem rather than identifying complex systemic issues that make some adult education programs necessary in the first place. Systemically and institutionally, there is disproportional access to quality education, health care, and housing for people of color, the poor, and the immigrant. This disproportionality is often driven by race, class, and immigration policies. Overall, the author agrees with Jacobson's predominant premise -- words matter. And the use of the term hard to serve is at best misinformed and at worst harmful. Unfortunately, Jacobson does make one error when referring to people formerly involved with the criminal justice system as &quot;ex-offenders.&quot; Ex-offender like &quot;'ex-inmate,&quot; &quot;ex-felon,&quot; or &quot;ex-con&quot; is inappropriate and pejorative, defining individuals by perhaps the worst moments in their lives. It is not the totality of who they are. Therefore, using identifiers such as &quot;a person who experienced the criminal justice system,&quot; &quot;person formerly in prison,&quot; or &quot;formerly incarcerated citizen&quot; is better. (Tranet al., 2018). The author concludes that the overarching thrust of Jacobson's article is well articulated and rings true. There is a need to &quot;stress the specific nature of oppressions some learners face ... change the terminology we use, ... call attention to the ways in which some adult learners are disempowered and help prioritize systemic change.&quot; [For Jacobson's article, &quot;There Are No Hard-to-Serve Learners, Only Ill-Served Ones,&quot; see EJ1290190.]
Validation Methods for Aggregate-Level Test Scale Linking: A Case Study Mapping School District Test Score Distributions to a Common Scale
Author: Reardon, Sean F.
Date: 2021-04-00
Type: Journal Articles
Subjects: Equated Scores,Validity,Methods,School Districts,Sample Size,Error of Measurement,Achievement Tests,Educational Testing,National Competency Tests,Grade 4,Grade 8,Reading Tests,Mathematics Tests,Standardized Tests

Linking score scales across different tests is considered speculative and fraught, even at the aggregate level. We introduce and illustrate validation methods for aggregate linkages, using the challenge of linking U.S. school district average test scores across states as a motivating example. We show that aggregate linkages can be validated both directly and indirectly under certain conditions such as when the scores for at least some target units (districts) are available on a common test (e.g., the National Assessment of Educational Progress). We introduce precision-adjusted random effects models to estimate linking error, for populations and for subpopulations, for averages and for progress over time. These models allow us to distinguish linking error from sampling variability and illustrate how linking error plays a larger role in aggregates with smaller sample sizes. Assuming that target districts generalize to the full population of districts, we can show that standard errors for district means are generally less than 0.2 standard deviation units, leading to reliabilities above 0.7 for roughly 90% of districts. We also show how sources of imprecision and linking error contribute to both within- and between-state district comparisons within versus between states. This approach is applicable whenever the essential counterfactual question--&quot;what would means/variance/progress for the aggregate units be, had students taken the other test?&quot;--can be answered directly for at least some of the units.
Expertise, Complexity, and Self-Regulated Engagement: Lessons from Teacher Reflection in a Blended Learning Environment
Author: Stevens, Mark
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Reflective Teaching,Metacognition,Middle School Teachers,Public School Teachers,Teacher Attitudes,Technology Integration,Computer Software,Problem Based Learning,Critical Thinking,Authentic Learning,Pedagogical Content Knowledge,Student Responsibility,Learning Processes,History Instruction,United States History,Units of Study,Cooperative Learning,Reading Skills,Student Attitudes,Middle School Students,Faculty Development,Technological Literacy

Blended learning has been touted to have substantial benefits for both teachers and learners. Enacting blended instruction with students provides data and other information sources to support teacher reflection. However, reflective accounts from practicing teachers in these blended environments are missing from research literature. With these understandings in mind, I, a practicing teacher in a public middle school, collaborated with two researchers serving as critical friends to form a research team that reflected on blended learning in my class. By engaging in this study, reflection served my goal to integrate Google Tools into reading support, use authentic problem based learning (aPBL) to develop critical thinking, and increase student responsibility for learning. Findings center on my development of expertise in subject matter and technology, the complexity of the gathering and interpreting data produced in this blended environment, and engagement that changed through self-regulation used by myself and my students.
Students with Specific Learning Disabilities&apos; Experiences with Instructional Materials and Programs in a Blended High School History Classroom: A Phenomenological Study of Accessibility
Author: Alvarado-Alcantar, Rebecca
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Learning Disabilities,History Instruction,Blended Learning,Accessibility (for Disabled),Instructional Materials,Student Attitudes,Course Content,Integrated Learning Systems,Educational Technology,Technology Uses in Education,Online Courses,High School Seniors,Special Education,Technological Literacy

Students with specific learning disabilities (SLD) who are participating in blended learning courses are a vulnerable population due to the rapid increase in use of online learning environments at the K-12 level. As more classroom teachers begin using a blended learning framework and serving as both the teacher and course designer, it is important to ask how students with SLD in the K-12 blended learning setting experience accessibility in the instructional materials teachers use. Using a phenomenological research design, interviews were conducted with participants identified as having SLD who were also enrolled in a high school, senior level blended history course. Participants provided the researcher with insights related to taking future blended courses, accessibility of course content, and accessibility of the learning management system. Generally, the participants were working to be successful, but found the instructional materials lacking in accessibility features. Information about the perceptions of participants with SLD can be used to help teachers, and course designers, create blended courses that are perceived by participants to be informative, educational, and accessible.
Mattering Is Motivating: Special Education Students&apos; Experiences with an Online Charter School
Author: Tonks, Delaina
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,Special Education,Student Experience,Virtual Schools,Charter Schools,Elementary School Students,Secondary School Students,Student Attitudes,Parent Attitudes,Self Determination,Caring,Teacher Student Relationship,Individualized Instruction,Peer Relationship

In the United States, K-12 special education students are increasingly enrolling in online schools in hopes of improved opportunities and outcomes. In this study, researchers interviewed five special education students enrolled in a targeted online school along with their parents to better understand their motivations for enrolling and their experiences of what worked for them in the unique setting. Students and parents explained how their prior schools had not worked for them and how the online school better met their needs for self-determination, mattering, differentiation, and positive socialization. Results are intended to inform policymakers and stakeholders in online schools to provide the best learning opportunities for special education students.
Perceptions of Accessibility in Online Course Materials: A Survey of Teachers from Six Virtual Schools
Author: Rice, Mary F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Instructional Materials,Teacher Surveys,Virtual Schools,Accessibility (for Disabled),Students with Disabilities,Elementary Secondary Education,Educational Quality,Standards

Ensuring accessibility is an important concern for students with disabilities in online learning environments, including virtual schools. Previous research suggests that there is widespread confusion about what constitutes accessibility when designing instructional materials and who should be in charge of ensuring materials are accessible. Also, accessibility is often conflated with concepts like personalization, aesthetic appeal, and engagement. Accessibility is a critical issue as state educational agencies enable fully asynchronous classes with low levels of interaction between learners and teachers. As virtual schools come under corrective action failing to provide appropriate services to students with disabilities, learning about accessibility in those contexts is particularly vital. Moreover, states may begin to consider policies they made many years ago and determine their efficacy. In this study, 111 teachers from six virtual schools that were facing corrective action due to low graduation rates participated in a survey about their perceptions of the accessibility of the instructional materials for their online courses. The survey yielded a 42% response rate. Responding teachers perceived that their instructional materials were &quot;somewhat&quot; accessible with a wide dispersion of response data. Implications for these findings in light of previous research and in light of their corrective action status are offered. The study also stands as an example of a state reconsidering policies made before there was sufficient research to support a decision and the implications for critical data points like graduation rate.
The Effects of an Online Psychoeducational Workshop to Decrease Anxiety and Increase Empowerment in Victims of Trolling and Cyberbullying
Author: Jeffrey, Christina
Date: 2020-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Workshops,Online Courses,Coping,Anxiety,Empowerment,Victims,Intervention,Internet,Elementary Secondary Education,Social Media,Children,Adolescents,Mental Disorders,Behavior Problems,Antisocial Behavior,Cognitive Processes,Behavior Modification,Metacognition,Trauma,Psychoeducational Methods,Adults,Program Effectiveness

Trolling and cyberbullying are predominant behaviors in an internet culture often motivated by a desire to create discord or distress. Despite significant effort, the verbal, psychological, and emotional abuse spurred by individuals who troll or cyberbully is impossible to fully monitor and control. In addition, psychological interventions for distress caused by these negative online interactions are limited, leaving victims struggling to find coping mechanisms for traumatic, yet intangible, encounters. Given society's increasing use of the internet for social interaction, this negative affect merits exploration of an effective therapeutic intervention specifically for online harassment. This study used a single-case experimental design to examine a functional relation between a brief psychoeducational workshop and three adult participants' feelings of internet-related anxiety and empowerment. Results indicate that this workshop may beneficial for victims of trolling and cyberbullying, particularly for web forum moderators. Possible implications include the development of a digital K-12 schoolbased intervention for primary and secondary school-aged students that restores positive affect from online harassment and fortifies them against future attacks. This may be particularly helpful for children and adolescents who meet criteria for mental health or learning disabilities that already leave them at risk for anxiety, depression, and interpersonal difficulties.
What Is Psycho-Semiotic Language Use and Its Parser, as a New Concept? How Can the Example Modeling for Use in Digital Media and the Process of Creating Digi-Slave Proceed?
Author: Algul, Nevin
Date: 2021-01-00
Type: Journal Articles
Subjects: Psycholinguistics,Semiotics,Public Relations,Attitude Change,Language Processing,Persuasive Discourse,Information Technology,Consciousness Raising,Psychological Patterns,Social Media

This article has two main objectives. 1. To open a new concept to scientific views by presenting it to the field. 2. To show how the digi-slave creation process can work with the Use of Psycho-Semiotic Language; causing someone to develop a particular attitude in the desired direction and changing the existing one, in other words, changing the existing point of view, giving a new perspective, hence a new thought formation management and concluding it in the desired direction should be added to these. Although not by this name, it is one of the methods used in public relations. What are the tools for Psycho-Semiotic Language Use? What is the Psycho-Semiotic Language Usage Parser? Which disciplines does it take advantage of? In conclusion in this article which focuses on these issues, it is possible to manipulate the target and captures its mind through the Psycho-Semiotic Language use. This article introduces the Psycho-Semiotic Language Use, which is a new concept and definition based on Ronald Barthes's 'narrative strategy', and deals with the misuse of this language. Mind manipulation can also be achieved through narrative strategies formed through psychological analysis. In the psychological analysis, the effect of digital environments and the issue of raising awareness and taking measures in response to the process leading to become digi-slave are dwelled on. Wishing you to take this into consideration, the subject of the article has been written as a subject that is still being studied and developed.
Compare Teachers and Students Attitudes According to Mobile Educational Applications
Author: Eryilmaz, Selami
Date: 2021-01-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Computer Oriented Programs,Satisfaction,Program Effectiveness,Value Judgment,Motivation,Preservice Teachers

Many definitions of education have been made from past to present. The definition of education, which is generally defined as the process of creating behaviour change in the desired direction in individuals, has a history as old as human history. From another point of view, education is the sum of the process that takes the individual from birth to death and develops talent, attitude and other behaviours that have value in the community where he lives. It is possible to talk about the use of mobile education application increasing day by day, although it is not at the desired level in the field of education. It is seen as the pervasive use of mobile devices and a part of life; it is not possibleto say that the advantage of continuous transport is fully utilized. In this context, in this study that we carried out to measure the attitudes of teachers in the field towards mobile education applications and to compare these attitudes with the students in the education faculty, it was made to determine how much teachers and students continuously use the smart devices they carry with them in the field of education and training, and whether they use the advantages they provide. To find answers to the research questions, the study was designed with a &quot;quantitative research method&quot; and was carried out with &quot;descriptive research design&quot;. According to Sönmez and Alacapinar (2014), &quot;descriptive researchcan be considered as a description of what is happening, what already exists, what is happening, and explained&quot; (p: 47). From this point of view, it was tried to determine what the opinions of teachers and teacher candidates in the profession about mobile education applications and whether the difference between these views is meaningful or not. As a result, the attitudes of teachers and prospective teachers towards mobile education devices are positive in this research, which aims to determine what opinions of teachers and prospective teachers about mobile education practices and whether the difference between these views is meaningful. The fact that the difference between these views is not significant is similar in the literature. These results suggest that attitudes towards new education applications to be used on mobile devices are also positive. Mobile technologies support individual and collaborative learning thanks to their rapidly developing applications and easy network access, allowing individuals to research, share information and access information at any time. The use of new technologies and software in education creates new learning opportunities for students and teachers. This explains the importance of individuals being open to using new technologies and accepting these technologies.
Effects of Technology on Student Learning
Author: Carstens, Kaite J.
Date: 2021-01-00
Type: Journal Articles
Subjects: Influence of Technology,Technology Integration,Educational Technology,Motor Development,Psychomotor Skills,Problem Solving,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Learner Engagement,Student Motivation,Time Management,Technological Literacy

The purpose of this study was to analyze the effects of technology on student learning. With the ever-changing world of technology, classrooms are gaining more technology and having to incorporate it into student learning. Although technology can benefit student learning, it can also be detrimental to the educational process. Technology enhances many learning opportunities and allows for student comfort but can also be a tool that is too heavily relied on and can potentially effect student fine motor development and problem-solving skills. In this research study, the researchers surveyed to K-12 educators to get feedback on how technology effects their classroom. This research helped determine how technology effects student learning. The findings showed that more training for teachers and students are necessary to better implement technology in the classroom. Furthermore, this research pointed out that students are more engaged and comfortable with technology, yet they can become a management concern.
Secondary School Mathematics Teacher Training in Austria
Author: Kadunz, Gert
Date: 2021-01-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Teacher Education,Foreign Countries,Mathematics Teachers,Educational Change,Educational History,Teacher Education Programs

After a brief overview of the Austrian education system, the teacher education system is reviewed in sections. The differences before and after 2015, when significant changes were enacted, is highlighted. Central to the pedagogical changes was the influence of Hans Werner Heymann.
Game Development on Unity
Author: Torun, Berkay
Date: 2021-01-00
Type: Journal Articles
Subjects: Educational Games,Instructional Design,Computer Games,Computer Simulation,Animation,Programming,Program Implementation

In this paper we present the result of our work on implementation of an interactive environment that can be used to develop adaptive games with animating characters. The environment is designed to run in design and run mode, whereas certain design mode characteristics are still applicable in run mode so that the player can enhance the game and keep the features for future playing sessions. In design mode, the designer, can create a whole new world with animating characters, define rules using a predefined syntax to set certain features, restrictions and conditions. The designer can run the game in simulation mode, visualize the results, make corrections, package and deploy the game when satisfied with no need to write even a single line of code. The approach presented here provides much more flexibility comparing with static games fixed at compile time. Interactive development environment with combination of modifiability gives the player the power to let the game be evolved in time without waiting the game developers to deploy a new version. Additionally, this flexibility reduces the stress on the game vendors arises from dealing with high and varying expectations of players within a limited time and development resources. Finally, the environment can be used to design special purpose games for teaching, healing, or any other gamification case study.
Pre-Service Teachers&apos; Views about Effective Use of the Whatsapp Application in Online Classrooms
Author: Alubthane, Fawzia
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Oriented Programs,Preservice Teachers,Student Attitudes,Educational Technology,Technology Uses in Education,Online Courses,Program Effectiveness,Barriers,Teaching Methods,Social Media,Telecommunications,Handheld Devices

This study applied a qualitative method to investigate Saudi students' perspectives on the effectiveness of using the WhatsApp application to support their learning and interaction in online courses. A purposive sample including eight Saudi pre-service teaching students (three males, five female) was selected from the College of Education at King Faisal University (KFU) in Saudi Arabia. These participants were interviewed face-to-face using a semistructured interview technique. Member-checking and peer review strategies were used to check the trustworthiness of the findings. After the data was analyzed, two themes emerged: (1) the effectiveness of using the WhatsApp application and (2) the critical challenges involved in the usage of the WhatsApp application in an academic context. The effectiveness of using the WhatsApp application in this context includes (1) convenience and practice, (2) communication, (3) material sharing, (4) course information sharing, and (6) ease of use. The tendency for instructors to ignore student questions and a lack of interaction rules represent the critical challenges involved in the usage of WhatsApp in an educational context. Several recommendations were made based on the results of this study.