ethanporcaro/eric-fulltext-meta huggingface dataset:
School-Implemented Interventions for Preschool to High School Students with Autism: An Update on Recent Research
Author: Hugh, Maria L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,Preschool Education,Elementary Secondary Education,Autism Spectrum Disorders,Program Evaluation,Educational Research,Program Implementation,Fidelity,Evidence Based Practice

Purpose of Review: The purpose of this review is to provide an update on the recent research (2016-2021) that evaluates the effectiveness of school-implemented interventions for students with autism (3-21 years old) from preschool to high school. Recent Findings: Overall, the recent literature demonstrated that there are EBPs that help students with autism acquire a variety of skills across domains (academic, social communication). Though many educators and peers were able to achieve high-fidelity implementation, there remains variable fidelity of intervention use in some studies. Summary: Though there is some evidence that educators and peers can successfully implement interventions, there are additional focal areas that are missing from the literature that are needed in schools (e.g., mental health, vocational). Future research should leverage implementation science approaches to support the use of proven efficacious interventions in schools.
Accelerating Reading Gains with One95: Two-Year Efficacy Study for Kindergarten and First Grade (2020-2022)
Author: Schechter, Rachel L.
Date: 2023-06-00
Type: Reports - Research
Subjects: Acceleration (Education),Reading Achievement,Achievement Gains,Phonics,Reading Instruction,Instructional Effectiveness,Kindergarten,Grade 1,Reading Programs

This study explores the efficacy of core phonics and intervention products by 95 Percent Group, LLC (&quot;One95&quot;), drawing on the relationship between technology, the science of reading, and learning sciences. Researchers analyzed data from 440 K-1 students in Maryland that rolled out One95 over two school years, fall 2020 to spring 2022. The sample included students who were 54% Black, 15% ELL, 8% SPED, and 75% Economically Disadvantaged. According to iReady® Diagnostic Reading, One95 students outperformed similar students who did not receive the program in the first year. In the second year, both groups used One95, and students with two years of use showed earlier growth and doubled the effect sizes than those with one year of use (0.64 vs. 0.31). Black One95 students also showed stronger reading outcomes than their comparison group peers by spring 2022. These results support that One95 positively and significantly impacted student literacy achievement.
Celebrating 15 Years of Asian American and Native American Pacific Islander-Serving Institutions: Exploring How Colleges &amp; Universities Become AANAPISIs; Serve Asian American, Native Hawaiian, &amp; Pacific Islander Students; &amp; Institutionalize Their Initiatives
Author: Nguyen, Mike Hoa
Date: 2023-01-00
Type: Reports - Research
Subjects: Asian American Students,American Indian Students,Pacific Islanders,Minority Serving Institutions,Universities,Profiles,Enrollment,School Statistics,Educational Finance,Educational Equity (Finance),Educational Strategies,Capacity Building

Through a case study of 25 funded AANAPISIs, this report explores how colleges and universities become AANAPISIs; serve Asian American, Native Hawaiian, &amp; Pacific Islander students; and institutionalize their initiatives. Implications and recommendations are offered for policy, practice, and research. [This report is a publication of the APIA Scholars.]
Open Observing Users to Gain Insight in Lanna Mural Paintings with Responsive Website for Education
Author: Pichaichanarong, Tawipas
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Web Sites,Painting (Visual Arts),Art Products,Eye Movements,Distance Education,Instructional Design,Buddhism

One of the major effects of COVID-19 upon the entire world from December 2019 onwards were the severe restrictions placed upon global and domestic movements. Adhering to lockdown measures, most individuals around the world were unable to travel, either within their own country or abroad. However, during this unprecedented period, the researcher addressed the issue and devised an alternative opportunity for those wishing to visit the temple Wat Phumin in Nan province, Thailand based on previous research. The outcome was funded by the Office of Contemporary Art and Culture (OCAC), Thailand in 2017 to develop Lanna mural paintings and the narratives they depicted into moving images, with the focus on the tales of the Jataka (a body of literature relating to the Buddha's previous lives). In addition to using the findings of previous research in this study, the researcher designed for use the images of Lanna mural paintings and the moving images of the Jataka tales of Khatthana Kumara Jataka and Nimi Jataka in cooperation with responsive websites to gain a better understanding of Lanna mural paintings at Wat Phumin in Nan province through different platforms. In addition, in the context of distance education design, the use of responsive websites to facilitate the exploration and understanding of Lanna mural paintings at Wat Phumin presents a unique and innovative approach. For methodology, open observation and qualitative study were used by interviewing selected participants.This research study has determined that responsive websites are an effective alternative tool for individuals worldwide to explore and deepen their understanding of Lanna mural paintings at Wat Phumin in Nan province. The accessibility of these websites has become especially valuable during a period of limited travel and restricted mobility experienced in recent years. By utilizing responsive websites, visitors can now gain valuable insights into the rich artistic heritage of Lanna mural paintings, transcending physical limitations and geographical boundaries. This educational resource opens up new avenues for cultural exploration and promotes global appreciation of Wat Phumin's remarkable artistic treasures.
Large Student Enrollments in EFL Programs: Challenges and Consequences
Author: Al-Jarf, Reima
Date: 2006-00-00
Type: Journal Articles
Subjects: Enrollment Trends,Second Language Learning,Second Language Instruction,English (Second Language),Females,College Freshmen,Universities,Language Enrollment,Foreign Countries,Academic Achievement,Student Attitudes,Teaching Methods,Educational Resources,Educational Facilities,Grammar,Language Tests,Scores,Teaching Load,Language Teachers,College Faculty,Department Heads,Administrator Attitudes,College Second Language Programs

Year after year, EFL and translation programs at King Saud University are experiencing significant increases in female freshman student enrollments. This study aims to investigate the effect of female freshman student enrollment figures in EFL programs on student achievement and attitudes, program staffing, classroom instruction, management, assessment, resources and facilities utilization on the basis of female faculty demographic, female faculty teaching load, number of courses and total number of credit hours offered by the department, freshman students' enrollment statistics, grammar test scores. Female students, instructors, department head and program coordinators' perceptions of the causes and outcomes of large female freshman student enrollments will be reported.
Information, Incentives, and Goals in Election Forecasts
Author: Gelman, Andrew
Date: 2020-00-00
Type: Journal Articles
Subjects: Presidents,Elections,Incentives,Public Opinion,Prediction,Periodicals,Political Attitudes,Economic Climate,Probability

Presidential elections can be forecast using information from political and economic conditions, polls, and a statistical model of changes in public opinion over time. However, these &quot;knowns&quot; about how to make a good presidential election forecast come with many unknowns due to the challenges of evaluating forecast calibration and communication. We highlight how incentives may shape forecasts, and particularly forecast uncertainty, in light of calibration challenges. We illustrate these challenges in creating, communicating, and evaluating election predictions, using the Economist and Fivethirtyeight forecasts of the 2020 election as examples, and offer recommendations for forecasters and scholars.
Factors Affecting Effective Online Teaching Transition in Asian Universities during COVID-19
Author: Das, Rajib
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Change,COVID-19,Pandemics,Online Courses,College Instruction,College Faculty,College Students,Professional Education,Student Evaluation,Cheating,Barriers,Technological Literacy,Classroom Techniques,Teacher Effectiveness,Educational Policy,Instructional Design

Educational institutions, especially the higher education institutions in Asian countries such as Bangladesh and Thailand, have had to stop face-to-face educational activities during the period of COVID-19 pandemic. Online classes have been the only alternative to carry on academic activities. Teachers were suddenly compelled to transition their teaching and learning methodology from a face-to-face to an online model. Employing a quantitative research method, this study identifies factors in teacher's effective transition for successful online teaching. A total of 68 teachers experienced in higher education in Bangladesh, Thailand, India and Indonesia were interviewed by a structured questionnaire. The instrument was scrutinized and approved by a panel of 5 expert educators in higher educational institutes in both Bangladesh and Thailand. The statistical analysis indicated that professional training, students' performance evaluation, cheating concerns in exam perceived by teachers, infrastructure difficulties, lack of students' technological knowhow and difficult online classroom management influenced success in online teaching. A set of inspectional recommendations has been made that might be utilized in policy making by the educational policy makers, institutional authorities and by the practising teachers for designing effective procedures of online teaching and learning.
Promoting Positive Education through Constructivist Digital Learning Heutagogy: An Intervention Outcome
Author: Khan, Tanuja
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Constructivism (Learning),Learner Engagement,Models,Mathematics Instruction,Mathematics Teachers,Psychological Patterns,Academic Achievement,Peer Relationship,Empathy,Validity,Reliability,Educational Strategies,Student Attitudes

The present day school system curtails children's natural growth and interferes with their freedom to explore. It is here that teachers have an opportunity to engage meaningfully with the student community, and make them and society aware of the importance to explore and become self-determined and autonomous learners. Sustained engagement of students in an online class is only possible with continuous efforts from teachers. Constructivist Digital Learning Heutagogy could be the effective solution to break the monotony in online classes, and also to break away from teacher-centric classes and to bring about constructive engagement among the learners in online classes. Online education has very much changed the needs of education. Today we need an education system which is self-driven and facilitated by a teacher or a more knowledgeable other. The study throws light on CDLH (Constructivist Digital Learning Heutagogy) Model. Four-week training (how to teach with the use of the CDLH Model) was given to TGT mathematics teachers and then an intervention at six months will be provided by the same mathematics teachers to their students to assess the psychological indicators like Positive Emotions (Expression, Emotion Management, Expressing Gratitude), Academic Achievement (Focus and Persistence), Learning Engagement (Love of Learning) and Positive Relationship (Peer Relationships and Empathy) taught by the CDLH Model. CDLH model has been validated and tested for reliability (PLS SEM software) in the pilot test conducted. Results revealed that learning through constructivist Digital Learning Heutagogy supported academic achievement, learning engagement and positive emotions, whereas it also showed that the peer relationship was not supported by the intervention. Very importantly it helped to break the monotony of the class.
A Partnership-Based Approach to Operationalizing Learning Behaviours Using Event Data
Author: Krumm, Andrew
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Management Systems,Data Analysis,Electronic Learning,Student Behavior,Middle School Students,High School Students,Learning Strategies,Researchers,Secondary School Teachers,Cooperation,Data Use,Learning Analytics

This paper describes a partnership-based approach for analyzing data from a learning management system (LMS) used by students in grades 6-12. The goal of the partnership was to create indicators for the ways in which students navigated digital learning activities, referred to as playlists, that were comprised of resources, pre-assessments, and summative assessments. To develop various indicators, the collaboration gathered school practitioners' perspectives on desirable and undesirable student actions within and across playlists, jointly explored and made sense of LMS data, and examined the relationships between behavioural indicators and outcomes that were important to practitioners. The approach described in this paper is intended to provide an example for future researcher-practitioner collaborations to build upon when seeking to jointly analyze data from digital learning environments. The widespread use of playlists and LMSs in K-12 schools throughout the United States means that the collaborative process described in this paper may have broad applicability to large numbers of digital environments, schools, and collaborations.
A Comparison of Type I Error and Power Rates in Procedures Used Determining Test Dimensionality
Author: Guler, Gul
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Error of Measurement,Decision Making,Factor Analysis,Accuracy,Psychological Testing,Computer Software,Simulation,Sample Size,Evaluation Methods,Construct Validity

The purpose of this study was to investigate the Type I Error findings and power rates of the methods used to determine dimensionality in unidimensional and bidimensional psychological constructs for various conditions (characteristic of the distribution, sample size, length of the test, and interdimensional correlation) and to examine the joint effect of the conditions (effect of the interaction of conditions) as well as the main effect of each condition. The simulative data were generated for the study using the SAS program. Within the scope of the study, the data were analyzed using the DIMTEST T statistic and the Dimensionality DETECT IDN index, which is one of the non-parametric methods. The Nonlinear Factor Analysis (NOHARM) method was preferred from among parametric methods. As a result of the study, it was noted that the most consistent results in making the unidimensionality decisions belong to the Nonlinear Factor Analysis method showing standard normal distribution according to the shape of the distribution. When the power study results were examined, it was noted that the DIMTEST T statistic gave more accurate results in conditions with large samples, consisting of data with standard normal distribution. On the other hand, while results of the DETECT IDN index and Nonlinear factor analysis were more internally consistent, it was noted that in conditions where the sample size was 1000 and above, the DIMTEST T statistic also made the right decisions in determining dimensionality.
Anyone Else Tired of Pivoting? Unmasking Student Learning and Community Assessment Needs
Author: Ising, Tara K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,COVID-19,Pandemics,Distance Education,Electronic Learning,Learning Management Systems,College Faculty,College Students,Teacher Attitudes,Student Attitudes,Web Based Instruction

Prior to the pandemic, Bellarmine University, a mid-sized liberal arts institution had few online courses offerings. Due to COVID-19, panicked faculty began learning, many for the first time, how to use a learning management system. Members of the Academic Affairs team worked day and night to leverage as many resources for displaced students and faculty to transition to new modalities. To understand how they were handling the &quot;new normal&quot;, a Pulse Survey was launched to assess efforts. Results indicated that there is a gap between university and student perceptions and expectations. In addition, support for student learning assessment in a remote environment is needed.
Navigating Postcolonial Predicaments in/through Comparative and International Educational Research: A Reflection on Komatsu and Rappleye&apos;s Interventions
Author: Takayama, Keita
Date: 2022-03-00
Type: Journal Articles
Subjects: Comparative Education,International Education,Teaching Methods,Foreign Countries,Criticism,Postcolonialism,Cultural Differences,Asian Culture,Power Structure,Best Practices,Western Civilization,International Organizations

This paper begins by revisiting my earlier critical review of the international scholarship on Japanese schooling (Takayama, 2011). In this work, I critiqued three books on Japanese schooling, by Ryoko Tsuneyoshi (2001), Nancy Sato (2004), and Peter Cave (2007), along with other English-language scholarships on Japanese education. Drawing on a postcolonial critique of culture and difference, my work identified the underlying culturalist logic of the existing literature, where the cultural binary of Japan (East) vs West was unproblematically accepted and reinforced, the homogeneity of Japan was assumed, and culture was conceptualized as the predominant force shaping Japanese pedagogic practices. Erased from the discussion of Japanese education, it was suggested, were power and domination and the role of culture in perpetuating the ideology of cultural homogeneity and uneven relations in/through Japanese schooling. More than ten years later, this paper reassesses this critique in light of the emerging scholarship of Hikaru Komatsu and Jeremy Rappleye. who draw on a similar culturalist discourse of Japanese pedagogy and explicitly mobilize the 'Japanese difference' thus generated to peculiarize and parochialize the Western cultural premises of 'best practices' promoted by international organizations. Through critical engagement with their research, I identify five themes/challenges around which the broader implications of their research are explored, while demonstrating how doing so has also forced me to rethink my earlier critique.
Linking Experiential Learning and Real Life: A Design Case Featuring Immersive Learning
Author: Alfaro, Sarah M. Angne
Date: 2022-00-00
Type: Journal Articles
Subjects: Experiential Learning,Teaching Methods,Curriculum Implementation,College Students,Student Experience,Curriculum Design,Interior Design,Academic Libraries

This paper defines the value and best practices of immersive learning and how a Midwest University initiative implements immersive learning practices to enhance students' educational experience. Literature reveals that immersive, or experiential, learning experiences are critical because &quot;experiential learning provides the necessary link between formal education and adult life; it is a mechanism for integrating education and work, for recognizing the validity of all learning that is relevant to a college degree and for actively fostering recurrent education&quot; (Kolb, 2014, pg. 3). Immersive learning is an essential component to ensure that students are fully equipped with the skills and knowledge needed in their future careers. Using a design case, the concept of an immersive learning is explored. Findings reveal that this immersive program is well-implemented and well-executed, allowing community partners to support the University, students to obtain real-world design experience, and allows educators to stay connected to design while teaching; it is a winning partnership for all three stakeholders.
Usage of Informal Learning Spaces among Students from Academic Units with versus without Dedicated Buildings on Campus
Author: Hsu, Cathy H. C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Space Utilization,Colleges,Academic Libraries,Student Behavior,School Buildings,Student Needs,Foreign Countries,College Environment,Preferences,Dining Facilities,Geographic Location,Student School Relationship

This paper examines Informal Learning Spaces (ILS) usage among students from colleges with versus those without a dedicated building in a university, using a mixed method approach. The library is the most visited ILS, while convenience and locales of colleges determine student traffic behavior and ILS usage. Students from dedicated buildings that have ILS, such as a resource center, are more likely to be diverted from the library. Despite 60% of students favoring a decentralized ILS development, a two-prong strategy is recommended to satisfy the diverse needs of students. Food is an important ILS driver to keep students on campus.
Non-Academic Assessment in the Era of COVID-19: Utilizing Bolman and Deal&apos;s Four Frames
Author: Mullins, Kadie Hayward
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Assessment,Colleges,Institutional Evaluation,School Personnel,School Effectiveness,School Closing,Work Environment,Educational Technology,Human Resources

Amidst unprecedented challenges in the era of COVID-19, using assessment to determine the effectiveness and efficiency of higher education institutions is more important than ever. Striking the delicate balance between compassionately understanding colleagues' capacity to fulfill their duties during a crisis and maintaining high expectations requires careful consideration, forethought, and strategic thinking. Even in the face of this new environment of uncertainty, the author's university made the decision to move forward with a plan to assess their non-academic units. The annual assessment process engages all administrative and student services units across three distinct campuses in a comprehensive analysis of performance and opportunities, assessment planning, and reporting on established benchmarks and metrics. Before the pandemic, the assessment office provided resources to unit leadership, including a webinar, tutorial videos, and a series of print resources such as a platform user guide and navigation tool. While this foundation of resources and support had been established before the pandemic, the non-academic assessment office directed additional efforts for the assessment process in response to this crisis by leveraging Bolman and Deal's (2013) four frames. This framework is used to lead organizations through change and growth and includes the human resource, symbolic, political, and structural frames. Each frame provides a different lens for how to approach leadership, either for entire systems or the processes within systems. This framework is especially useful in crisis response due to its comprehensive nature and holistic consideration of the complexity of organizational systems (Goswick, 2016). The non-academic assessment office opted for this model due to previous success in leveraging the four frames in prior crisis response and change management scenarios.
Why Open Teaching Matters! Harnessing the Power of Leadership, Culture and Service
Author: Olcott, Don, Jr.
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Change,Open Education,Open Educational Resources,Leadership Responsibility,School Culture,College Faculty,Advocacy,Educational Practices

'Institutionalising open education-open teaching in the university culture is about leadership envisioning and leading sustainable change.' This article seeks to provoke a dialogue and we welcome your feedback in our social media spaces.