ethanporcaro/eric-fulltext-meta huggingface dataset:
Divided We Fail: Why It's Time for a Broader, More Inclusive Conversation on the Future of Higher Education. A Final Report on the 2013 National Issues Forums
Author: Johnson, Jean
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Trends,Futures (of Society),Public Opinion,Student Costs,Access to Education,General Education,STEM Education,Educational Change,Elementary Secondary Education,Career Readiness,Questionnaires

At state and institutional levels, leaders are discussing and enacting policy changes that could shape the future of higher education for decades-especially public higher education. But when citizens talk about the mission of higher education today, their conversations are different from those of policymakers. How do their values and concerns intersect with the arguments and ideas leaders are putting forward? What are their hopes for-and concerns about-higher education? What do they value? What changes do they need to think about and deliberate? This report to the Kettering Foundation, prepared by Public Agenda, describes the thinking of college students, parents, professors, employers, retirees, and others who gathered in more than 115 public forums, titled &quot;Shaping Our Future,&quot; around the country in 2012-2013 to deliberate on the future of higher education. Using a short issue guide, they considered three alternative options for higher education: Emphasizing science and technology education to help the economy; Offering students a rich, broad education and emphasizing principles such as responsibility, integrity, and working together; Expanding opportunity by helping more students attend college and graduate. The aspirations, observations, and sometimes-conflicted feelings voiced by forum participants are summarized in this report, along with some further questions that arose: What does it mean to be well educated? What does it mean to be prepared for a world of work that changes continually? How do we make higher education affordable-for governments and for students? What do we mean by &quot;equal opportunity&quot; in higher education? The country needs and could benefit from more public deliberation on the future of higher education, bringing leaders together with students, faculty, and citizens in the broader community to engage these questions. [This report was written with Christopher DiStasi. The National Issues Forums Institute, The American Commonwealth Partnership, and The Democracy Commitment were collaborating institutions in the production of this report.]
Connections 2013: Citizens in Democratic Politics. Annual Newsletter
Author: Diebel, Alice, Ed.
Date: 2013-00-00
Type: Collected Works - Serial
Subjects: Newsletters,Citizenship Responsibility,Political Issues,Decision Making,Participation,Citizen Participation,Public Opinion,Experiments,Public Schools,Networks,Partnerships in Education,Foreign Countries,Capacity Building,Computer Mediated Communication,Folk Culture,Music

Each issue of this annual newsletter focuses on a particular area of the Kettering Foundation's research. The 2013 issue focuses on citizens and the importance of the choices they make in politics. In many ways, politics is about choice--not only among policies and candidates in elections, but also among the many actions to address and solve problems. Two difficulties stand out: (1) Too often, people are on the sidelines of the political system. They don't make any choices, or they choose by not choosing at all; and (2) Simply being involved won't result in good choices unless people make informed and wise decisions about what they should do. Kettering research is both about what motivates people to become involved and about what helps them make sound decisions. The articles in this newsletter describe a variety of experiments in how naming and framing problems encourages deliberation. These experiments, and others, offer critical insights into how citizens can get off the sidelines of the political system and make sound choices about their shared future. Individual articles include: (1) Getting Off the Sidelines and Making Good Choices (David Mathews); (2) Deliberative Opportunities in Everyday Political Talk (Amy Lee and Erika Mason-Imbody); (3) Public Deliberation from the Jury Room to Initiative Elections (John Gastil); (4) Issue Guides and Issue Frameworks (Brad Rourke); (5) Learning Exchanges with Centers for Public Life (Alice Diebel and Randall Nielsen); (6) A Public Voice: A Long-Running Experiment Bears Promising Fruit (David Holwerk); (7) Reinventing Hampton (Connie Crockett); (8) Learning Exchanges with Professional Organizations (Phillip D. Lurie); (9) Public Learning in Public Schools: How Networks of Teachers and Public Partners Can Support Civic Learning (Stacie Molnar-Main, with Libby Kingseed); (10) Active Citizenry in Cartagena de Indias, Colombia: A Case of Citywide Deliberation, Collective Acting, and Civic Capacity Building (Germán Ruiz and Ileana Marin); (11) Online Deliberative Decision Making (Amy Lee); and (12) Folk Politics (Randall Nielsen).
Connections 2014: Taking Stock of the Civic Arena. Annual Newsletter
Author: Gilmore, Melinda, Ed.
Date: 2014-00-00
Type: Collected Works - Serial
Subjects: Citizen Participation,Citizenship Education,Capacity Building,Democracy,Private Financial Support,Accountability,Public Schools,School Community Relationship,Community Characteristics,Government Employees,City Government,Social Action,Conflict,Foreign Countries

Each issue of this annual newsletter focuses on a particular area of the Kettering Foundation's research. The 2014 issue focuses on taking stock of the civic arena, which includes organized projects in civic renewal, civic engagement, civic education, and civic capacity building in communities. This issue contains the following articles that address whether any of this civic stocktaking is looking at what is happening in democracy and assesses the implications: (1) What's Going On Here? Taking Stock of Citizen-Centered Democracy (David Mathews); (2) Yes, Our Democracy Is a Mess, and Yes, Our Opportunities Are Real (Richard C. Harwood); (3) Philanthropy at a Crossroads (Brad Rourke); (4) Lost--and Seeking Directions (Steve Farkas); (5) When Communities Work...and Why Citizens Have Work to Do (Keith Melville); (6) From Both Sides Now: A Field Report from New Orleans (Lucas Díaz); (7) Democracy in the Balance: The Complex Dynamics of the Arab World Make Outcomes Far from Certain (Ziad Majed); and (8) Twenty Years Later, Democracy Still Struggles to Take Root in South Africa (Ivor Jenkins). [For the previous newsletter, &quot;Connections 2013: Citizens in Democratic Politics. Annual Newsletter,&quot; see ED560896.]
The Educating Neighborhood: How Villages Raise Their Children. Kettering Foundation Working Paper [2015:01]
Author: McKnight, John
Date: 2015-05-20
Type: Tests/Questionnaires
Subjects: Neighborhoods,Community Involvement,Community Resources,Educational Resources,Clubs,Community Organizations,Business,Nonprofit Organizations,Government (Administrative Body),Nonformal Education,Partnerships in Education,Educational Change

Almost everyone is familiar with the African saying, &quot;It takes a village to raise a child.&quot; However, there are very few &quot;villages&quot; that actually engage in this practice. The educational assets of the village include the knowledge of neighborhood residents, the clubs, groups, and associations that are citizen-based learning environments and the local institutions (businesses, not-for-profits, and government bodies). They all provide incredible learning opportunities. It is these neighborhood educational assets that are activated in a village that raises its children. In most communities, however, these invaluable resources are unused and disconnected from the lives of young people. It appears that in one to two generations, villages have lost their power to raise children. Their functions have largely been transferred to schools. This transfer is reflected by the fact that in the last generation, schools have been asked to take responsibility for the health, safety, food, recreation, behavior, moral values, and entrepreneurial development of young people. This Kettering Foundation working paper by John McKnight, codirector of the Asset-Based Community Development Institute (ABCD), Northwestern University, presents some of ABCD's research in assisting people in local neighborhoods to identify the local teaching knowledge.
So You Want to Be a School Board Member: Guide for School Board Candidates. 2015 Election Edition
Author: Kansas Association of School Boards (KASB)
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Boards of Education,Board Candidates,Elections,Administrator Responsibility,Qualifications,Public Education,State Government,Federal Government,Government Role,Academic Achievement,Institutional Mission,Accountability,Advocacy,Board of Education Policy,Policy Formation,Personnel Selection,Superintendents,Teamwork

The locally-elected school board is entrusted with the responsibility of maintaining, developing and operating local schools. School board members make important decisions with long-lasting implications for their community and its citizens. They establish a vision for the public education system in their community, are responsible for hiring and evaluating the superintendent of schools, adopt policies and monitor district finances, among many other responsibilities. Every school district in Kansas is governed by a locally-elected board of education. In fact, school board members as a whole comprise the largest body of elected officials in this country. The Kansas Association of School Boards (KASB) has developed this booklet to provide tips on how to become a candidate and the responsibilities of the a school board member.
Parental Involvement in Occupational Education of Their Children
Author: Lukaš, Mirko
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Students,Grade 8,Parents,Parent Role,Career Choice,Career Education,Career Guidance,Educational Counseling,Federal Legislation,Parent Attitudes

In this study the emphasis of selecting a school and profession is put onto the family role in educational and professional guidance in order to help the students to obtain the necessary information for further education, by the help of their parents, more efficiently and more functionally. The study was conducted in Virovitica and Podravina County with two groups of subjects and included 1.063 children--555 of them were eighth grade students of elementary school and 508 were first grade students of secondary school--and 1.063 student's parents. The study was used to examine the hypothesis that family is a primary, unquestioned, and efficient factor for making choices of further education or occupation of their children, but at the same time insufficiently informed and concerned with other factors. With this study we wanted to test if the awareness of parents is the basis for making right choices of further education and choosing the appropriate school and occupation if it depends upon the information from various factors. The results of the study confirmed the hypothesis that parents/family are irreplaceable as factors of educational and professional guidance. The parents are successful in carrying out these tasks only when they have enough information to pass on to their children in their process of making choices. [This paper was published in &quot;2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015, Conference Proceedings, Book 1, Psychology &amp; Psychiatry, Sociology &amp; Healthcare, Education&quot; (vol 2, p715-722). Sofia, Bulgaria: STEF92 Technology. doi: 10.5593/SGEMSOCIAL2015/B12/S3.092.]
Admission Requirements for Teacher Education as a Factor of Achievement
Author: Lukaš, Mirko
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Teacher Education,Admission Criteria,College Admission,Schools of Education,Comparative Analysis,Academic Achievement,Correlation,International Assessment,Achievement Tests,Secondary School Students,Teacher Role,Developed Nations,Developing Nations,Teachers

Numerous researches have demonstrated the enormous role of teachers in achievements of students. Educated and motivated teacher that cares about the success of students devotes more effort to preparing the lesson and thus provides the students better conditions for achieving results. The problem occurs when teachers are not equally qualified, motivated and prepared so it is justified to ask why some people even opt for the teaching profession if they have no motivation for this noble profession. The purpose of this study is to highlight the diversities of the admission requirements to teacher colleges in developed and developing countries. Diversity of admission requirements will show that the selection of candidates can affect students' later academic achievements. Comparative analysis between developed and developing countries, precisely Finland, Japan, Korea, Singapore and Croatia, India, Russia and Turkey, determines if there are any differences in the admission requirements among the selected countries. The analysis and the qualitative approach to the statistical indicators of PISA tests conducted in 2012 show which group of countries achieves better results and points to the correlation of students' achievements and the admission requirements. Research results show that the developed countries have strict entry requirements to teacher colleges and have better understanding of the importance of selecting the best candidates into the teaching profession. Developed countries achieved better results in PISA tests which indicates to a connection between the selection of more capable candidates for teaching profession and student achievement. Research confirms that the role of the teacher is very important and that the future reforms of primary education should be extended to higher education, that is teacher education because teachers play a major role in the educational process. [This paper was published in &quot;2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015, Conference Proceedings, Book 1, Psychology &amp; Psychiatry, Sociology &amp; Healthcare, Education&quot; (vol 2, p17-24). Sofia, Bulgaria: STEF92 Technology. doi: 10.5593/SGEMSOCIAL2015/B12/S3.003.]
Rethinking Peer Feedback on Written Assignments: Perspectives from Teachers and Students
Author: Siu, Fiona Kwai Peng
Date: 2012-06-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Error Correction,Error Analysis (Language),Feedback (Response),Student Attitudes,Teacher Attitudes,Comparative Analysis,Questionnaires,College Freshmen,Qualitative Research,Statistical Analysis

This study surveys the opinions of both teachers and students involved in the Year 1 course &quot;University English&quot; in the Language Centre at City University of Hong Kong. The survey involved 265 students and 37 teachers. The issues studied were: 1) how useful is peer and teacher feedback? And 2) how effective are direct vs indirect approaches to providing teacher feedback? The students fell into two groups: 1) those students required to correct their language errors based on prompts provided by teachers either by pencil and paper comments or through the online software program &quot;turnitin&quot; vs 2) those students whose language errors were corrected by teachers either by pencil and paper comments or by using the Microsoft system &quot;Track Changes&quot;. Major finding across the student population showed that: 1) there was no significant difference between students favoring teacher feedback and those who considered teacher and student feedback to be equally useful; similarly, the teacher population showed null significance in their perceptions of teacher vs peer feedback. And 2) significantly more students preferred teacher corrections with brief explanations than students who preferred making corrections based solely on teacher prompts. The teacher population, however, favored the opposite alternative. Qualitative analysis of questionnaire responses showed the matters students and teachers encountered with direct and indirect approaches to correction. The following are appended: (1) Questionnaire (Student Version); and (2) Questionnaire (Teacher Version).
Building Models to Predict Hint-or-Attempt Actions of Students
Author: Castro, Francisco Enrique Vicente
Date: 2015-06-00
Type: Speeches/Meeting Papers
Subjects: Models,Student Behavior,Intelligent Tutoring Systems,Data Analysis,Problem Solving,Help Seeking,Reliability,Accuracy,College Students,Predictive Validity

A great deal of research in educational data mining is geared towards predicting student performance. Bayesian Knowledge Tracing, Performance Factors Analysis, and the different variations of these have been introduced and have had some success at predicting student knowledge. It is worth noting, however, that very little has been done to determine what a student's first course of action will be when dealing with a problem, which may include attempting the problem or asking for help. Even though learner &quot;course of actions&quot; have been studied, it has mostly been used to predict correctness in succeeding problems. In this study, we present initial attempts at building models that utilize student action information: (a) the number of attempts taken and hints requested, and (b) history backtracks of hint request behavior, both of these are used to predict a student's first course of action when working with problems in the ASSISTments tutoring system. Experimental results show that the models have reliable predictive accuracy when predicting students' first course of action on the next problem. [For complete proceedings, see ED560503.]
Educational Reports That Scale across Users and Data
Author: Rolleston, Rob
Date: 2015-06-00
Type: Speeches/Meeting Papers
Subjects: Reports,Data,Computer Uses in Education,User Needs (Information),Usability,Pilot Projects,Ethnography,Elementary Schools,Layout (Publications),Charts,Tables (Data),Data Analysis

The field of education is undergoing fundamental change with the growing use of data. Fine-scale data collection at the item-response level is now possible. Xerox has developed a system that bridges the paper-to-digital divide by providing the well-established and easy-to-use paper interface to students, but digitizes the responses for scoring, validating, reporting, and managing data using a range of digital technologies. The Ignite™ system supports written responses, shading, connecting lines, multiple choice selections, and other question types. For some users, monitoring is at a very fine-grain level in both time and skill, while for others the data is used for more summative evaluations and strategic planning; one users' details may be another user's overview. All the reports presented in this document use the same basic atomic data elements and associated meta-data. The hierarchical nature of the organization of users requires that these atomic elements be combined in different ways for specialized visual representations, dependent upon the needs of the user. [For complete proceedings, see ED560503.]
Improving Student Performance Using Nudge Analytics
Author: Feild, Jacqueline
Date: 2015-06-00
Type: Speeches/Meeting Papers
Subjects: Student Improvement,Performance,Feedback (Response),Assignments,Data Analysis,College Students,Time Factors (Learning),Web Based Instruction,Integrated Learning Systems

Providing students with continuous and personalized feedback on their performance is an important part of encouraging self regulated learning. As part of our higher education platform, we built a set of data visualizations to provide feedback to students on their assignment performance. These visualizations give students information about how they are doing compared to the rest of the class, and allow them to compare the time they spent on assignments across their courses. Included in the feedback are &quot;nudges&quot; which provide guidance on how students might improve their performance by adjusting when they start or submit assignments. In order to understand what nudges to provide to students, we analyzed historical data from over 1.4 million students on over 27 million assignment submissions to find student performance trends. The data confirmed that student performance significantly decreases when assignments are started on the same day they are due and when they are submitted after the due date. We used these findings and the past and current performance of each student to display nudges relevant for them in their visualizations, highlighting actionable strategies for improving future performance. [For complete proceedings, see ED560503.]
Mining Login Data for Actionable Student Insight
Author: Agnihotri, Lalitha
Date: 2015-06-00
Type: Speeches/Meeting Papers
Subjects: Data Analysis,Web Based Instruction,Student Behavior,Correlation,Scores,Multivariate Analysis,College Students,Trend Analysis,Academic Achievement,Regression (Statistics),High Achievement,Low Achievement,Persistence

Student login data is a key resource for gaining insight into their learning experience. However, the scale and the complexity of this data necessitate a thorough exploration to identify potential actionable insights, thus rendering it less valuable compared to student achievement data. To compensate for the underestimation of login data importance, in this paper we performed an exploratory data analysis of a large educational dataset consisting of 100 million instances of login data from 1.5 million unique students who attempted 783 thousand assignments. The data were from a McGraw-Hill Education web-based assessment platforms called Connect. Different data mining methods were employed to answers our initial questions regarding students' login behavior. Most of the findings were consistent with the intuitive expectations of student login patterns such as a considerable decline of activity on Saturdays, a visible peak on Sunday evenings, a high activity in September and February, and an increased activity toward later hours of the day. However, we also discovered an unexpected result while investigating the effects of the login activity, the performance scores, and the attempts. Surprisingly, this analysis showed a high positive correlation between login activity and performance scores, only up to a certain threshold. This provided us a new hypothesis on student groupings, which we explored through a cluster analysis. As a result of our exploratory efforts, a significant amount of patterns emerged that not only confirmed previously set forth expectations but also provided us new hypotheses, which can be leveraged to improve student outcomes. [For complete proceedings, see ED560503.]
Modeling Students' Memory for Application in Adaptive Educational Systems
Author: Pelánek, Radek
Date: 2015-06-00
Type: Speeches/Meeting Papers
Subjects: Memory,Models,Students,Intelligent Tutoring Systems,Accuracy,Predictive Validity

Human memory has been thoroughly studied and modeled in psychology, but mainly in laboratory setting under simplified conditions. For application in practical adaptive educational systems we need simple and robust models which can cope with aspects like varied prior knowledge or multiple-choice questions. We discuss and evaluate several models of this type. We show that using the extensive data sets collected by online educational systems it is possible to build well calibrated models and get interesting insight, which can be used for improvement of adaptive educational systems. [For complete proceedings, see ED560503.]