ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of High School Organization on Dropping Out: An Exploratory Investigation. CPRE Research Reports
Author: Bryk, Anthony S.
Date: 2017-08-21
Type: Reports - Research
Subjects: Attendance,Disadvantaged Youth,Dropout Characteristics,Dropout Prevention,Dropout Programs,Dropout Research,Educational Environment,At Risk Students,High Schools,Institutional Characteristics,Private Schools,Public Schools,Teacher Student Relationship

This paper examines the effects of school characteristics on both the probability of dropping out and the strongest predictor of dropping out -- absenteeism. The authors employ a sub-sample from the High School and Beyond (HS&amp;B) database which contains results of background questionnaires and standardized achievement tests given in 1980 to approximately 30,000 sophomores in 1,100 public and private schools. The students, both those still in school as well as those who had dropped out, were resurveyed two years later. Supplemental data were also obtained from principal questionnaires. The analysis reveals: (1) absenteeism is less prevalent in schools where faculty are interested and engaged with students, and where there is an emphasis on academic pursuits; (2) schools that respond to diversity in the student body by differentiating program and curriculum have higher absenteeism rates; and (3) students are more likely to graduate from schools where there is an emphasis on academic pursuits, an orderly environment, and less internal differentiation. [This document is a reissue of the February 1989 CPRE Research Report RR-012 under the same title (ED304755).]
Promoting Female Primary School Leadership in Ethiopia: Countering Culture
Author: Melka, Tizita Lemma
Date: 2020-00-00
Type: Journal Articles
Subjects: Women Administrators,Instructional Leadership,Elementary Schools,School Districts,Foreign Countries,Disproportionate Representation,Females,Gender Differences,Leadership Role,Principals,Administrator Attitudes,Assistant Principals,Teacher Attitudes,Cultural Influences,Sex Role,Socialization,Career Development,Equal Opportunities (Jobs),Barriers,Family Work Relationship

This study sought to identify the factors contributing to the ongoing under-representation of women in primary school leadership in Ethiopia with the larger aim of developing recommendations for interventions to rectify this situation. A qualitative research plan was adopted that sought to identify factors through an examination of the lived experiences of women principals in primary schools in Bahir Dar, Ethiopia's third largest city. Data were collected from interviews with 20 women serving as principals, vice-principals and teachers, analysis of documents at the national, regional and district level and observations at seven primary schools in Bahir Dar. Findings suggest that cultural factors including gender bias regarding leadership, and socialisation of girls for domestic roles and responsibilities that limit aspirations, combine with structural and institutional factors that make leadership positions difficult to access for women. These include gender bias in appointment and transfer procedures, lack of support and training at district education office level, the lack of a transparent career path, and appointments to schools that present greater challenges specifically to women.
How to Make Learning in STEM Meaningful for the Millennium Generation
Author: Cedere, Dagnija
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Foreign Countries,Student Attitudes,Grade 10,Grade 11,Grade 12,Secondary School Students,Curriculum,Teaching Methods,Educational Strategies,Evaluation,Educational Environment

The education of today more and more encounters the teaching and learning problems of young adults therefore it is topical to find out how to make the teaching/learning of the Millennium generation meaningful. This issue is especially important in STEM education. The survey involved Grade 10-12 students of Latvia, in total 256 students. Spearman's correlations and Kruskal-Wallis test were used in the data analysis. The obtained results showed that students- millennials as regards the learning of STEM subjects can be described as real-life oriented, digitally educated who want to participate actively in the teaching/learning process and who want to receive the feedback. [For the full proceedings, see ED619611.]
Analysis of Some Selected Force Concept Inventory Tasks Using Eye-Tracking and Correlation with Scientific Reasoning Skills
Author: Holubová, Renata
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Science Instruction,Scientific Concepts,Physics,College Science,College Freshmen,Eye Movements,Attention,Concept Formation,Mechanics (Physics),Misconceptions,Thinking Skills,Logical Thinking,Foreign Countries

The aim of the research was the analysis of the problem dealing with solving of six Force concept inventory tasks by first-year university students using obtained eye-tracking data. Some characteristics like attention maps and sequences of fixations provide a deeper insight into the students' approaches to the tasks verifying their conceptual understanding to Newtonian mechanics. It can be confirmed the correctly answering students found the correct solutions more straightforwardly making their decision between fewer options. This is also supported by the analysis of fixation numbers and fixation times. The results show differences in the way novices and experts process questions and enable to identify some persistent misconceptions. [For the full proceedings, see ED619611.]
Combined Measures of Students&apos; Success: Recent Trends and Developments in Science Education Research
Author: Rodic, Dušica D.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Science Education,Student Evaluation,Student Behavior,Eye Movements,Time on Task,Secondary School Students,Foreign Countries,Performance,Problem Solving,Chemistry

Besides measures of students' performances, a valid assessment of students' efficiency in a teaching process should also include measures of invested mental effort. The research presented herein covers several approaches in measuring students' mental effort including 5, 7 and 9-point Likert type scales, time on task, as well as eye tracking technique which in combination with performance measures provide valid information on students' success. Results of the research showed good correlation between mental effort assessed by 7 and 5-point Likert type scales and students' performance, while the use of the 9-point scale showed a low degree of correlation, thus recommending the use of a scales with 5 and 7 points for educational purposes over 9-point scales. The research presented herein illustrates how eye tracking can be used to support the evaluation of invested mental effort. Additionally, this method enabled the identification of some student difficulties in the analyzed area -- Stereochemistry. [For the full proceedings, see ED619611.]
Students&apos; Abilities of Reading Images in General Chemistry: The Case of Realistic, Conventional and Hybrid Images
Author: Roncevic, Tamara N.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Science Instruction,Chemistry,Textbooks,Secondary School Students,Textbook Content,Visual Aids,Photography,Illustrations,Scientific Concepts,Concept Formation,Misconceptions,Foreign Countries

This research deals with students' abilities to read chemistry textbook images about dispersed systems. Secondary school students were included as the research participants, and their abilities to propose the titles of the realistic, conventional, and hybrid textbook images about dispersed systems, were analyzed. Additionally, their written interpretations about images contents were also analyzed. The collected data provided information about students' misunderstandings about dispersed systems. These misunderstandings, some of which are the original outcome of this research, provided the significant results. In addition, it was found that students had the most difficulties with reading realistic textbook images. Namely, they relied on what they literally saw on the realistic image (i.e. photography) without providing proper connection with chemical contents about dispersed systems. [For the full proceedings, see ED619611.]
Multiple Representations in Development of Students&apos; Cognitive Structures about the Saponification Reaction
Author: Baptista, Mónica
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Instructional Effectiveness,Grade 12,High School Students,Secondary School Science,Chemistry,Scientific Concepts,Concept Formation,Foreign Countries,Cognitive Structures

The purpose of this research was to know what the effect of the use of multiple representations (MR) was in the development of the students' cognitive structures. This research was conducted in three Grade 12 classes, in a total of 68 students. A Word Association Test (WAT) was used as data collection instrument. The results from WAT show that students' cognitive structures progressed from pre-test to pos-test, with an increase in the number of response words and connections between words. [For the full proceedings, see ED619611.]
Strategies to Support Higher Education Learners with Anxiety in Digital Formats
Author: Wells, Melissa Beck
Date: 2022-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Stress Variables,Anxiety,Depression (Psychology),Electronic Learning,Instructional Design,Online Courses,Learning Strategies

Higher Education students that have identified themselves as experiencing stress and/or anxiety and depression have risen. Also, with many students opting for online or digital learning opportunities, identifying and fulfilling adult learners' needs is critical. Quality instructional design aimed at enhancing their achievement and self-empowerment, specifically in a time where students are experiencing anxiety, is essential to support students in learning content, and ultimately increase graduation rates. Students with anxiety often demonstrate behaviors such as inconsistency, poor relationships, lack of engagement and motivation, and lower working memory. A connection is made between the educational behaviors of students with anxiety and specific supports that can be implemented in digital formats.
Using Inquiry-Based Learning to Enhance Primary Stage Students&apos; 21st Century EFL Literacy
Author: Gindya, Nevien Hussein Mohamed Shafeeq
Date: 2022-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Inquiry,Active Learning,Elementary School Students,Second Language Learning,English (Second Language),Foreign Countries,Second Language Instruction,Instructional Effectiveness,Information Literacy,Media Literacy,Multiple Literacies

The study aimed to examine the effect of using inquiry-based learning on enhancing 4th primary stage students' 21st century EFL literacy. The study begins with a review of the literature and previous studies about inquiry-based learning and 21st century EFL literacy. The researcher prepared a list of specifications of the 21st century EFL literacy components and performance indicators to guide the researcher to design study instruments. The researcher also designed a pre/post 21st century EFL literacy test and a rubric. The researcher developed the proposed program. Then, she nominated a random group of participants n=30 4th primary stage students at Manaret Heliopolis International School, Nasr City, Cairo, Egypt to participate in the study and its activities. Their ages ranged between 9 and 10 years old. The participants were submitted to a pre and post-test, and results were analyzed using the T-test and the effect size factor. Then, the scores were analyzed qualitatively and quantitatively, describing students' performance while conducting the study program and the pre/post-test. The results showed that inquiry-based learning effectively enhanced 4th primary stage students' 21st century EFL literacy.
Teaching Systems That Can Mimic Different Teaching-Learning Environments
Author: Saastamoinen, Kalle
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Intelligent Tutoring Systems,Artificial Intelligence,Usability,Virtual Classrooms,Physics,Science Instruction,Student Attitudes,Peer Teaching,Learning Processes,Cognitive Style,Student Centered Learning

Conventional learning guidance systems are typically automated machines for creating teaching materials: quizzes, exercises, examinations etc. In the future, systems will also offer ease of use, attention to sociality, ability to adapt to the pupil's needs and skill levels, and time savings. Ease-of-use and adaptation can be sought using systems based on Artificial Intelligence (AI). Chatbots would save teachers time by talking with students about their problems automatically. The virtual classroom would release people from the physical state and offer the opportunity to play with different roles. For the teaching of physics, the virtual classroom provides an opportunity to try out things that are not practically possible. AI could enable automatically identify students' strengths and weaknesses and utilize them. On the other hand, AI also could allow pupils to gain strength through peer learning by bringing students of the same level from all over the world to discuss their own views and could automatically filter out sub-standard and clearly false answers. AI can also be capable of automatically creating tailor-made materials based on student-level learning using deep learning. Finally, AI can also be used to treat pupils' reviews to a large extent. In this research we will evaluate how well new technology powered by AI could respond to the demands of different teaching-learning environments. We will present a learning system that is in use and discuss its differences between opportunities of Artificial Intelligence (AI) can support different teaching-learning environments and discuss little how AI could support different learning styles. [For the full proceedings, see ED619611.]
The Students&apos; Opinions toward Interactive Lectures
Author: Sadykov, Timur
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Student Attitudes,Secondary School Students,Educational Technology,Interaction,Grade 8,Lecture Method,Computer Uses in Education,Chemistry

The research purpose was to create and test the interactive lectures for lower secondary schools based on the characteristics of interactive ICT-supported education. First verification was carried out in the December 2018 on specialized school-board information technologies in Karaganda (Kazakhstan). The sample included two of eighth grade classes chosen, in total 26 respondents participated. The students' opinions toward interactive lectures in this study were tested using simple questionnaire survey. The results showed that more than 70 % of the students enjoy working in an interactive environment and this positively affects their opinions towards the subject. Keywords: interactive lecture, secondary school, students' opinions. [For the full proceedings, see ED619611.]
The Usage of STEAM Program in Developing and Improving of Students&apos; Experimental Skills
Author: Šlekiene, Violeta
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Art Education,Grade 9,High School Students,Knowledge Level,Natural Sciences,Inquiry,Science Experiments,Student Research,Science Process Skills,Skill Development,Foreign Countries

The research analyzes the usage of STEAM program &quot;Cognition of Energy and Thermal Processes&quot; for students of ninth (1st Gymnasium) classes in order to deepen and broaden the knowledge of natural science education, develop practical abilities of students and their scientific researcher's competence. Students were advised to do five experimental works in this field. The program engages a basic educational strategy -- inquiry based learning. The results of the pedagogical experiment and the questionnaire survey are discussed. Summarizing the results of the research, it can be stated that educational experimental activities are necessary and useful for students. By using the experiment, students can be provided with educational material in an attractive form, which stimulates the interest in the subject. Program participants have deepened and expanded their knowledge of energy and thermal processes in nature. Students improved their competence in natural science research. They learned how to plan and perform experiments, acquired the ability to formulate hypotheses, to make assumptions, to analyze and explain results, and to formulate reasoned conclusions. Students acquired practical skills to work properly and safely with devices and tools (computer systems Nova 5000 and Xplorer GLX, temperature, humidity sensors, caliper, scales, etc.) Students liked to be young researchers; they felt the joy of discovery by practically experimenting and independently exploring natural phenomena. [For the full proceedings, see ED619611.]
Diversity amidst Standardization: State Differential Treatment of Districts. CPRE Research Reports
Author: Fuhrman, Susan H.
Date: 2017-08-22
Type: Reports - Research
Subjects: Comparative Analysis,Educational Finance,Educational Policy,Elementary Secondary Education,Federal State Relationship,Grants,State School District Relationship,State Standards,State Surveys

Drawing on a review of literature and telephone interviews of state agency staff in 25 states, the paper identifies traditional and emerging forms of state differential treatment of districts. The author discusses potential benefits and disadvantages of various approaches to differential treatment and suggests areas for further research. [This report was written with assistance from Patti Fry. It was presented at the La Follette Conference on Choice and Control in American Education held at the University of WIsconsin-Madison, May 17-19, 1989. It is a reissue of the December 1989 CPRE Research Report RR-016 under the same title (ED315903).]
Higher Technical Education: The Current System and the Case for Change
Author: Department for Education (DfE) (United Kingdom)
Date: 2019-07-00
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Technical Education,Educational Practices,Educational Change,Qualifications,Program Effectiveness,Academic Degrees,Apprenticeships,Standards,Student Attitudes,Preferences

This document is part of the review of higher technical education in England. It is intended to be read alongside the main consultation document. Further data about student characteristics can be found in the impact assessment that also accompanies this consultation. It is a comprehensive review of higher technical education is the first for many years, working in partnership with Further Education (FE) and Higher Education (HE) providers, Awarding Bodies, employers and others. This review is looking at level 4 and 5 qualifications in subjects aligned to technical routes, from accounting to engineering, management to laboratory science. The evidence base developed throughout the review suggests that there are a number of interrelated challenges within the current system that are likely reducing the effectiveness and take-up of level 4-5 education. This document describes these challenges and provides the case for reform. [For &quot;Higher Technical Education Consultation--Analysis. Research Report,&quot; see ED619874.]
State Strategies for Building Capacity in Education: Progress and Continuing Challenges. CPRE Research Reports
Author: Massell, Diane
Date: 2017-08-18
Type: Reports - Research
Subjects: Educational Improvement,Elementary Secondary Education,Instructional Effectiveness,Instructional Improvement,State Programs,Teacher Effectiveness,Teacher Improvement

Acknowledging that clear standards and strong incentives alone are not sufficient to dramatically change teaching and learning, policymakers and policy analysts have started to talk about and implement &quot;capacity-building&quot; strategies. &quot;Capacity&quot; in this policy context refers to the wherewithal needed to translate high standards and incentives into effective instruction and strong student performance. This study examines capacity-building strategies used in eight states and analyzes their promise and continuing challenges. The eight states represent various approaches to systemic improvement. They include California, Colorado, Florida, Kentucky, Maryland, Michigan, Minnesota, and Texas. The study asks the following questions: (1) What are common patterns in the ways states currently build capacity for education reform, and why? (2) What are promising directions, as well as challenges, that emerge from these policy strategies? and (3) What related matters should policymakers consider when they use these strategies? [This document is a reissue of the 1998 CPRE Research Report RR-41 under the same title (ED426490).]
Preparing for Tomorrow&apos;s Middle-Skill Jobs: How Community Colleges Are Responding to Technology Innovation in the Workplace
Author: Cormier, Maria
Date: 2022-04-00
Type: Reports - Research
Subjects: Community Colleges,Job Skills,College Faculty,College Administration,Employers,Employment Qualifications,Job Training,Allied Health Occupations,Information Technology,Manufacturing Industry,College Role,Access to Education,African American Students,Hispanic American Students,Low Income Students,21st Century Skills,Experiential Learning,Work Experience Programs,Equal Education,Curriculum Development,Student Needs,Technological Literacy,Alignment (Education),Academic Advising,Student Recruitment,Diversity,Access to Computers,COVID-19,Pandemics,At Risk Students

This report describes a study conducted by the Community College Research Center (CCRC) and the Massachusetts Institute of Technology's Task Force on the Work of the Future to understand how community colleges are adapting their workforce programs to changing skill demands, diversifying pathways to certificates and degrees, and grappling with equity concerns. Over 200 administrators, faculty, and staff at eight community colleges were interviewed to learn about each college's recent experiences with employers and students in the context of workforce programming in three occupational fields: allied health, information technology, and advanced manufacturing. These fields are growing in importance in many areas of the country, and they are undergoing rapid technological innovation. Focusing on these fields, representatives from the study colleges spoke on: (1) how skill demands are changing for good-quality entry-level jobs; (2) how colleges are modifying their instruction and support services to help students acquire essential skills; (3) how colleges are helping students who are in short-term programs get into more advanced programs that lead to better jobs; and (4) what steps the colleges are taking to promote access to high-opportunity programs for Black and Latinx students and low-income students.