ethanporcaro/eric-fulltext-meta huggingface dataset:
Students Serving Our Country. DataPoints. Volume 7, Issue 19
Author: American Association of Community Colleges
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Military Personnel,Military Service,Veterans,Institutional Characteristics,Community Colleges,Proprietary Schools,College Students,Statistical Data

This issue of &quot;DataPoints&quot; shows student military service by institution type. About 6 percent of all undergraduate students indicate that they are currently serving in the military, in the reserves or National Guard, or are a veteran of military service, according to data in the National Postsecondary Student Aid Study of 2015-16.
Deeper in Debt: Women and Student Loans in the Time of COVID
Author: American Association of University Women
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Debt (Financial),Females,Student Loan Programs,College Students,College Graduates,Paying for College,Loan Repayment,Gender Differences,Higher Education,Loan Default,African American Students,Asian American Students,Hispanic American Students,Educational Legislation,Sex Fairness,Federal Aid,Grants,Salary Wage Differentials,Employed Women,White Students,First Generation College Students,Proprietary Schools,Public Colleges,Private Colleges,Public Health,Crisis Management,Economic Climate,Insurance,Unemployment,Federal Legislation,Equal Education,COVID-19,Pandemics

This is an update to the report &quot;Deeper in Debt: Women and Student Loans.&quot; Americans today carry $1.54 trillion in student loan debt. That number has more than doubled over the last decade--increasing at nearly six times the rate of inflation. Women are particularly burdened, holding nearly two-thirds of all outstanding loans--around $929 billion. Even before coronavirus upended the global economy, the gender wage gap made it harder for women to repay their student loans. More women than men reported difficulty making payments during the first year after graduation (23.2% vs 21%, respectively). The global economic shutdown will only exacerbate the student debt problem. Record-high unemployment, the loss of supplementary income and inadequate benefits will make it harder for recent graduates--and for women in particular--to pay back their student loans. [For the original report, see ED580345.]
The Implementation of Mobile Seamless Learning Strategy in Mastering Students&apos; Concepts for Elementary School
Author: Hamid, Abdulloh
Date: 2019-12-00
Type: Journal Articles
Subjects: Learning Strategies,Elementary School Students,Mastery Learning,Instructional Effectiveness,Concept Formation,Foreign Countries,Grade 4,Electronic Learning,Handheld Devices,Telecommunications,Technological Literacy,Religious Education,Islam,Affordances

The aim of this study is to know the effect and implications of the Mobile Seamless Learning Strategy on students' concept mastery ability. The research conducted at an Elementary School in Jepara Central Java, Indonesia. The study was quantitative using a quasi-experimental with non-equivalent control group. The participants were student IV class. Subject were selected by classing cluster random sampling. As a results of study, implementation of the mobile seamless learning strategy had a significant impact on students' concept mastery ability. Mobile seamless learning also has advantages 1) students are able to learn unlimited classrooms and time, 2) students can learn anytime and anywhere, 3) integrated learning between formal education and non-formal education, 4) students are digital native so they are very familiar with the world of mobile phones, 5) students can learn both personally and socially, 6) students are able to learn both digitally and physically.
The Effectiveness of Demonstration Methods Assisting Multiplication Board Tools for Understanding Mathematical Concept in Bandar Lampung
Author: Thahir, Andi
Date: 2019-06-00
Type: Journal Articles
Subjects: Demonstrations (Educational),Instructional Effectiveness,Multiplication,Mathematical Concepts,Foreign Countries,Concept Formation,Observational Learning,Grade 3,Elementary School Students,Children,Instructional Materials

The reduced interest of students in learning mathematics and consider mathematics to be a difficult subject to become a serious problem in Indonesia, especially in one of the provinces in Indonesia, namely in Lampung. The purpose of this study was to determine the effectiveness of the demonstration method assisted by Multiplication Board props to the understanding of the third grade mathematical concept of Bandar Lampung. This type of research is quantitative research with the type of Quasy Experimental Design. The design used is the Pretest-Postest Control Group Design. The population of this study was class III Bandar Lampung students. The sample in this study is class III A as the experimental class with the demonstration method, class III B as the control class using conventional methods. Data analysis techniques used the normality test with Lilifors test and homogeneity test with Bartlett test. Followed by testing the hypothesis that is using independent tests. Based on the results of the analysis and discussion of the research data obtained the results of hypothesis testing manually with t[subscript count] = 4.265 and t (0.025; 38) = 1.960, so that t[subscript count]&gt; t (0.025; 38) then HO is rejected. Based on these results, there is an understanding of the concept of mathematical multiplication between students who are taught using the demonstration method compared to using conventional methods.
Development of Physics-Tier Tests (PysTT) to Measure Students&apos; Conceptual Understanding and Creative Thinking Skills: A Qualitative Synthesis
Author: Putranta, Himawan
Date: 2019-09-00
Type: Journal Articles
Subjects: Physics,Science Tests,Thinking Skills,Concept Formation,Creative Thinking,Problem Solving,Skill Development,Scientific Concepts,Validity,Reliability,High School Students,Foreign Countries,Scores,Multiple Choice Tests

This paper is based on the background of the problem of the low high order thinking skills in students, especially in the skills to think creatively and conceptual understanding. Conceptual understanding that students have in relation to physics learning material has an important role in developing students' high order thinking skills in solving problems of daily life creatively. The method used in this research is descriptive qualitative research method with literature studies. The results of this study were obtained a synthesis of physics-tier tests (PysTT) to measure conceptual understanding and students' creative thinking skills, which are the basis for the development of PysTT based on real-life problems experienced by students realistically. In addition, PysTT is also one of the assessment instruments whose development is based on aspects of students' conceptual understanding of physics matter in everyday problems by prioritizing aspects of identifying and formulating problems, identifying scientific evidence and phenomena, arranging conclusions, and communicating conclusions creative. In addition, the results of the validity and reliability physics two-tier tests to measure students' conceptual understanding and creative thinking skills were 0.81 and 98.82%, which were included in the very good and reliable category. The ability to conceptual understanding and creative thinking skills of students who are measured using the physics two-tier test is very good because it is more than the value of the specified minimum completeness criteria.
The Effect of Problem-Based Learning and Tacit Knowledge on Problem-Solving Skills of Students in Computer Network Practice Course
Author: Chamidy, Totok
Date: 2020-06-00
Type: Journal Articles
Subjects: Problem Based Learning,Instructional Effectiveness,Knowledge Level,Problem Solving,Skill Development,Computer Science Education,College Students,Public Colleges,Islam,Foreign Countries,Practicums

This study aims to examine the effect of problem-based learning and tacit knowledge on problem-solving skills when students study in the laboratory. The method employed in this research was Quasi-Experimental Design. Data collection techniques were questionnaires and tests. Seventy-seven students were taken as the research participant and divide into two groups; 35 students in the experimental group with problem-based learning implementation and 42 students in the control group with procedural instruction. Questionnaires were used to measure tacit knowledge adopted from Insch, McIntyre, &amp; Dawley (2008), Chilton &amp; Bloodgood (2007), Somech &amp; Bogler (1999). Data analysis techniques used two-way ANOVA test to determine learning outcomes. The research found that problem-based learning has a significant effect on problem-solving skills, and the use of tacit knowledge depends on the learning model. The results showed that problem-based learning could improve the ability of problem-solving while learning outcomes indicate that students use their tacit knowledge for problem-solving.
Metacognitive Thinking Skills among Talented Science Education Students
Author: Al-Gaseem, Mohammad
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Thinking Skills,Talent,Academically Gifted,Science Education,Preservice Teachers,Preservice Teacher Education,Undergraduate Students,Academic Achievement,Gender Differences

Metacognitive thinking skills in teacher education is very important. Therefore, it is important to focus on understanding education instead of memorization, using knowledge, solving problems related to new situations, being able to explain, synthesize and generalize and develop hypotheses. The purpose of this research was to examine the level of metacognitive thinking skills (MTSs) among talented science education students (TSESs) at Sultan Qaboos University (SQU), Oman. A purposeful sample of 77 TSESs was used to achieve this goal. The TSESs are registered in the Bachelor of Science Education program, and they have a high academic achievement. The TSESs responded to Omani Metacognitive Thinking Scale. This scale consists of 42 items distributed into three domains: Knowledge of cognition, regulation of cognition, and cognitive processing. The results indicated that TSESs possessed a high level of MTSs.
Prevalence of Articulation Errors among Jordanian Gifted Students with Dyslexia
Author: Al-Zoubi, Samer Mahmoud
Date: 2020-03-00
Type: Information Analyses
Subjects: Foreign Countries,Dyslexia,Articulation Impairments,Children,Preadolescents,Incidence,Gender Differences,Error Patterns,Gifted Disabled,Resource Room Programs,Elementary School Students

This research aimed at investigating the prevalence of articulation errors among Jordanian gifted students with dyslexia at Al-Khourah Directorate of Education. The sample consisted of 33 gifted students with dyslexia aged 6-12 years. The resource room teachers applied the articulation errors checklist to the participants to detect the prevalence of these errors according to gender, type of articulation errors, and the position of the error in the word. The results indicated that the prevalence of articulation errors among Jordanian gifted students with dyslexia was 36.36%; 75% of the articulation errors appeared among male students; the most prevalent type of articulation errors was substitution 66.67%, and 75% of the articulation errors in the word position appeared at the beginning of the word.
Reading, Mind Mapping, and Sharing (RMS): Innovation of New Learning Model on Science Lecture to Improve Understanding Concepts
Author: Muhlisin, Ahmad
Date: 2019-06-00
Type: Journal Articles
Subjects: Scientific Concepts,Concept Formation,Mastery Learning,Science Instruction,Academic Ability,Correlation,Pretests Posttests,Taxonomy,Comparative Analysis,Scores,Cognitive Mapping,Science Tests,Teaching Methods,Learning Processes

The course of science is considered to boring and difficult course to be understood by students of science education program. The aims of this research are examine the effect of RMS learning model in mastering the students concepts; 2) examine the effect of difference academic ability in mastering students concept; 3) examine the effect of interaction between RMS learning model and different academic abilities on mastering students concepts. The method of this research is using quasi experimental design method with pretest and postest of non equivalent group design with factorial 2x2. The instrument of this study was essay test with high level of reliability 0.712. The Essay Test was developed based on Bloom's taxonomy i.e. remember, understand, apply, analyze, evaluate, and create. The data analysis used ANCOVA. The result showed that the average score for posttest in RMS learning model with high and low academic level are higher than posttest in conventional class with high and low academic level. The result of mastery of students concepts are higher, 16.233 compared to conventional learning models.
Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia
Author: Al-Zoubi, Suhail Mahmoud
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Multiple Intelligences,Academic Achievement,Learning Activities,Grade 3,Grade 4,Elementary School Students,Mathematics Instruction,Teaching Methods,Resource Room Programs,Instructional Effectiveness,Learning Disabilities,Mathematics Skills

This study aimed at identifying the effects of instructional activities based on Multiple Intelligences Theory (MIT) on the academic achievement of the Omani students with dyscalculia (OSD). The sample consisted of 14 male and female students in third and fourth grades enrolled in the resource room at Al-Ahed Primary School, Sultanate of Oman. The sample was randomly distributed to control and experimental groups each group included 7 students. The mathematics test (MT) was applied to both groups as pretest and posttest. The students in the experimental group were enrolled in instructional activities based on MIT at resource room for ten weeks, while the students in the control group were received their individual instruction at resource room at the same period. The results indicated that there were statistically significant differences between the performance of the two groups on post-MT in favour of the OSD in the experimental group.
The Construction of Explicit Warrant Derived from Implicit Warrant in Mathematical Proof
Author: Faizah, Siti
Date: 2020-04-01
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Logic,Validity,Algebra,Protocol Analysis,Cognitive Processes,Problem Solving,College Students

This study aims to describe how subjects construct explicit warrant derived from implicit warrant when completing mathematical proof. This research was conducted on seventeen students of mathematics education study programs by providing tests on vector material in elementary linear algebra courses. The test results show that there are four students who can solve the evidentiary questions correctly using warrant, but there is only one student who can be the subject of research. The selection of subjects is based on students' ability to communicate verbally about the thought process carried out in constructing implicit warrant to explicit warrant when conducting proof. Data in this study were obtained from think aloud, tests, and interviews conducted by researchers to subjects. The results showed that the explicit warrant constructed by the subjects was obtained from an implicit warrant based on the thought process carried out. The subject constructs an explicit warrant derived from an implicit warrant through four steps, namely identifying problems,determining warrant, doing algebraic manipulation, and making conclusions. Warrant is a guarantor used to get the correct conclusions from a mathematical proof, thus further research needs to be done related to warrant. [This paper was published in: &quot;AIP Conference Proceedings&quot; v2215, p060005-1-060005-5, 2020. AIP Publishing (ISBN 978-0-7354-1968-1).]
Alaska Performance Scholarship Outcomes Report 2020. 2011-Fall 2019
Author: Becker, Gretchen
Date: 2019-12-30
Type: Reports - Descriptive
Subjects: Scholarships,Outcomes of Education,Postsecondary Education,High School Graduates,Eligibility,Enrollment,Graduation Rate,Colleges,College Graduates,College Freshmen,High School Students,Employment,Public Schools,College Attendance,Vocational Education,Attendance Patterns,Developmental Studies Programs,Academic Degrees,Certification,Paying for College,Academic Persistence,Wages,Geographic Regions,College Choice,Student Attitudes

The Alaska Performance Scholarship (APS) is beginning its tenth year rewarding students who strive to excel in high school and continue their education in degree and certificate programs in Alaska. This report covers the high school, postsecondary, Alaska residency, and workforce outcomes of the APS program between 2011-Fall 2019. [For &quot;Alaska Performance Scholarship Outcomes Report 2019. 2011-Fall 2018,&quot; see ED596211.]
Physics Teacher Efforts of Islamic High School in Yogyakarta to Minimize Students&apos; Anxiety When Facing the Assessment of Physics Learning Outcomes
Author: Putranta, Himawan
Date: 2019-06-00
Type: Journal Articles
Subjects: Physics,Science Teachers,Islam,High School Students,Anxiety,Mastery Learning,Foreign Countries,Learning Motivation,Outcomes of Education,Talent,Teaching Methods,Educational Technology

This study aims to determine the anxiety experienced by Islamic high school students in Yogyakarta and find out the efforts of Islamic high school physics teachers in Yogyakarta in minimizing the anxiety that occurs in their students when facing assessment of physics learning outcomes. This study uses qualitative research methods and descriptive approaches. The subjects of this study were Islamic high school physics teachers and Islamic Senior High School students of class X natural science until the XII natural science class in Yogyakarta. The subject of this study was determined using purposive sampling method. The results of this study indicate that the anxiety experienced by Islamic high school students in Yogyakarta when facing the assessment of physics learning outcomes in the form of a lack of mastery of the concept of learning material. Therefore, the efforts made by Islamic high school physics teachers in Yogyakarta to minimize the anxiety experienced by their students when facing assessment of physics learning outcomes is by conveying the concept of physics material that is clear and easy to understand, provides regular practice questions, provides motivation, and applying learning using existing technology. Therefore, it is expected that teachers can minimize students 'anxiety when facing exams so that students' talents in the academic field are good.
10 Things Everyone Should Know about American History
Author: Guelzo, Allen
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: History Instruction,United States History,Higher Education,Governance,Conflict,Democracy,Religion,Political Issues,Civil Rights,Power Structure,Freedom,Land Settlement,Communications,Slavery,War,Economic Change,Economic Impact,Weapons,World History

Why do we teach U.S. history and government to students? The answer is simple: to prepare students for engaged and informed citizenry, the essential ingredient for preserving the American republic. Unfortunately, ACTA's most recent &quot;What Will They Learn?&quot;® survey of the core curricula at over 1,100 colleges and universities found that only 18% of institutions require students to take a single course in U.S. history or government. &quot;10 Things Everyone Should Know About American History&quot; takes readers through pivotal moments in American history and illustrates the contemporary importance of our past. From our nation's remarkably unique Founding to America's victory in the Cold War, Professor Allen C. Guelzo, the senior research scholar in the Council of the Humanities and director of the Initiative on Politics and Statesmanship in the James Madison Program at Princeton University, identifies what he deems to be 10 critical moments in United States history. [Foreword by Wilfred M. McClay.]
Using Data from Schools and Child Welfare Agencies to Predict Near-Term Academic Risks. REL 2020-027
Author: Bruch, Julie
Date: 2020-07-00
Type: Reports - Research
Subjects: At Risk Students,Data Use,Child Welfare,Predictor Variables,Academic Achievement,Student Behavior,Social Services,Human Services,Homeless People,Juvenile Justice,School Districts,Elementary Secondary Education,Attendance,Enrollment,Student Characteristics,Health Services,Early Intervention,Public Housing,Nutrition,Family Programs,Federal Programs,Welfare Services,Suspension,Grade Point Average,Academic Failure,Standardized Tests,Scores,Foster Care,Racial Differences,Ethnicity,Gender Differences,Charter Schools

This report provides information for administrators, researchers, and student support staff in local education agencies who are interested in identifying students who are likely to have near-term academic problems such as absenteeism, suspensions, poor grades, and low performance on state tests. The report describes an approach for developing a predictive model and assesses how well the model identifies at-risk students using data from two local education agencies in Allegheny County, Pennsylvania: a large local education agency and a smaller charter school network. It also examines which types of predictors--in-school variables (performance, behavior, and consequences) and out-of-school variables (human services involvement and public benefit receipt)--are individually related to each type of near-term academic problem to better understand why the model might flag students as at risk and how best to support these students. The study finds that predictive models using machine learning algorithms identify at-risk students with moderate to high accuracy. In-school variables drawing on school data are the strongest predictors across all outcomes, and predictive performance is not reduced much when out-of-school variables drawing on human services data are excluded and only school data are used. However, some out-of-school events and services--including child welfare involvement, emergency homeless services, and juvenile justice system involvement--are individually related to near-term academic problems. The models are more accurate for the large local education agency than for the smaller charter school network. The models are better at predicting low grade point average, course failure, and scores below the basic level on state tests in grades 3-8 than at predicting chronic absenteeism, suspensions, and scores below the basic level on high school end-of-course standardized tests. The findings suggest that many local education agencies could apply machine learning algorithms to existing school data to identify students who are at risk of near-term academic problems that are known to be precursors to school dropout. [For the appendixes, see ED606232; for the study snapshot, see ED606233.]