ethanporcaro/eric-fulltext-meta huggingface dataset:
Design and Large-Scale Evaluation of Educational Games for Teaching Sorting Algorithms
Author: Battistella, Paulo Eduardo
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Games,Mathematics Curriculum,Mathematics Instruction,Undergraduate Study,Undergraduate Students,Course Evaluation,Curriculum Design,Curriculum Development,Curriculum Implementation,Questionnaires,Student Motivation,Student Experience,Educational Quality,Student Surveys,Student Attitudes,Foreign Countries

The teaching of sorting algorithms is an essential topic in undergraduate computing courses. Typically the courses are taught through traditional lectures and exercises involving the implementation of the algorithms. As an alternative, this article presents the design and evaluation of three educational games for teaching Quicksort and Heapsort. The games have been evaluated in a series of case studies, including 23 applications of the games in data structures courses at the Federal University of Santa Catarina with the participation of a total of 371 students. The results provide a first indication that such educational games can contribute positively to the learning outcome on teaching sorting algorithms, supporting the students to achieve learning on higher levels as well as to increase the students' motivation on this topic. The social interaction the games promote allows the students to cooperate or compete while playing, making learning more fun.
Automatic Content Recommendation and Aggregation According to SCORM
Author: Neves, Daniel Eugênio
Date: 2017-00-00
Type: Journal Articles
Subjects: Metadata,Information Storage,Information Management,Information Retrieval,Integrated Learning Systems,Electronic Learning,Educational Technology,Data Collection,Resource Units

Although widely used, the SCORM metadata model for content aggregation is difficult to be used by educators, content developers and instructional designers. Particularly, the identification of contents related with each other, in large repositories, and their aggregation using metadata as defined in SCORM, has been demanding efforts of computer science researchers in pursuit of the automation of this process. Previous approaches have extended or altered the metadata defined by SCORM standard. In this paper, we present experimental results on our proposed methodology which employs ontologies, automatic annotation of metadata, information retrieval and text mining to recommend and aggregate related content, using the relation metadata category as defined by SCORM. We developed a computer system prototype which applies the proposed methodology on a sample of learning objects generating results to evaluate its efficacy. The results demonstrate that the proposed method is feasible and effective to produce the expected results.
The Experience of Teachers in the Application of &quot;ActivInspire&quot; Interactive Evaluation System in Classroom: A Case of Teachers in Lithuania
Author: Dudaite, Jolita
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Textbooks,Foreign Countries,Teaching Methods,Teacher Surveys,Teacher Attitudes,Evaluation Methods,Information Systems,Technology Uses in Education,Audience Response Systems,Positive Attitudes

New technologies are evidently gaining access to daily school life. Considering new challenges, the educators search for new ways to update educational content in the 21st Century when learning paradigms are changing. Soon, the new technological tools and solutions become predominant and change the traditional approach to teaching and learning. The new technologies not only help the educators to provide the relevant educational content in an easier and diverse way, but also to organise the evaluation of the results. This is particularly important for the educational process, taking into account the relevant issues of the period. The article presents results of a survey. Participants of the survey were teachers who use the &quot;ActivInspire&quot; interactive evaluation system in their lessons. These teachers were the first to use this system in Lithuania. No studies on the experience in the use of the interactive evaluation system in Lithuania have been carried out before. During a school year, the teachers were writing reflections about their experience in using the interactive teaching tools in lessons: interactive whiteboard, electronic textbooks and the audience response system. Generally, the teachers had a positive opinion about the use of the interactive evaluation system in classroom. The teachers emphasized in particular the aspect of usefulness of the audience response system. In addition to the aspect of usefulness, other aspects marked by the teachers as important were those of attractiveness, time management and impact on learning. This experience of teachers in Lithuania in using the &quot;ActivInspire&quot; evaluation system in classroom is similar to the experience of teachers in other countries.
Minding the Gap. Proposing a Teacher Learning-Training Framework for the Integration of Robotics in Primary Schools
Author: Camilleri, Patrick
Date: 2017-00-00
Type: Journal Articles
Subjects: Robotics,Elementary School Curriculum,Active Learning,Student Projects,Teacher Education Curriculum,Teacher Education Programs,Models,Curriculum Design,Curriculum Development,Curriculum Implementation,Learning Activities,Behavioral Objectives,Outcomes of Education,Courseware

Notwithstanding the hype surrounding the enthusiasm and rush that characterises the employment of robotics in formal educational contexts, their use is described as nothing less than fragmented. In the circumstances that processes of adoption and application of digital tools are clearly outpacing their accommodation and enactment in formal educational settings, a teacher-training framework for the integration of robotics in primary schools is being proposed. Anticipated to be editable in context by teachers, a mediating tool whose actions are defined by the Activity Theory is presented to provide a framework for activities, aims, learning outcomes and suggestive complementing hardware. Thematically built around a constructionist approach, and having a long-standing tradition in early childhood education, it should simultaneously enhance the student and teacher learning experience towards robotics in a meaningful manner.
Financial Resource Allocation in Higher Education
Author: Ušpuriene, Ana
Date: 2017-00-00
Type: Journal Articles
Subjects: Resource Allocation,Higher Education,Planning,Paying for College,Credit (Finance),Income,Expenditures,Foreign Countries,Budgets,Universities,Tuition,Computation,Costs,Scholarships,Models,Educational Finance

The paper considers a problem of financial resource allocation in a higher education institution. The basic financial management instruments and the multi-stage cost minimization model created are described involving financial instruments to constraints. Both societal and institutional factors that determine the costs of educating students are examined and involved into the model, too. A financial flow planning model of an education institution (e.g., university) has been created, using two-stage or four-stage stochastic programming algorithms, with easily selected education institution's accounting data. The created model has been adapted to solve the two-stage and multi-stage financial flow optimization problem of the branch of university, and the obtained results of two-stage and multi-stage tasks have been compared. A mixed integer programming algorithm, realized in the model using CPLEX Studio 126 for optimization, can be flexibly adapted for practical needs of financial planning of education institutions.
Moving the Needle: Dual Enrollment Is Fast Becoming the Norm
Author: Loveland, Elaina
Date: 2017-00-00
Type: Journal Articles
Subjects: Dual Enrollment,Educational Trends,College Bound Students,High School Students,First Generation College Students,Educational Benefits,Models,Home Schooling,Academic Achievement,Risk,Transcripts (Written Records),School Counseling

Dual enrollment programs offer a wide range of students many advantages, and many families would say cost savings is at the top of the list. There is a huge cost savings to students and families, students have the opportunity to experience college in high school, and it shortens their path to their degree. Students, particularly those who are preparing to be first-generation college students, gain a great deal of confidence by being successful in these courses, knowing that they can negotiate challenging texts and ideas and take more ownership over their own learning. The most remarkable benefit of dual enrollment is that it cultivates a college-centric perspective--one rooted in success. Dual enrollment programs are no longer just for high achieving students like they were several decades ago. There are now several models of postsecondary education that dual enrollment fits into. Dual enrollment programs are also a good fit for home schooled students. One major risk to these programs is that students participating in these programs do generate a college transcript, so poor performance in a course can have some negative impact in the longer run. School counselors are advised to work with and make sure students and families are aware that there is some risk to having a poor grade in a course, however many dual enrollment programs closely monitor and support their student's academic performance to mitigate the risk of a student earning a poor grade.
Muslims on Campus: College-Bound Students, Schools Contend with Rising Intolerance
Author: Stegmeir, Mary
Date: 2017-00-00
Type: Journal Articles
Subjects: Muslims,Social Bias,College Environment,School Safety,Student Recruitment,Student Diversity,Parent Role,Intervention,Access to Information,Decision Making,School Choice,Social Justice,Stereotypes,College Bound Students

Hate crimes and incidents of bias against US Muslims have soared to their highest levels since the aftermath of the Sept. 11, 2001 attacks, according to data collected by the FBI and other organizations. As Muslim youth search for a sense of security, counselors on both sides of the desk are called to ensure their institutions remain safe and welcoming for all students. This article details 5 things colleges should remember if they are looking to recruit more Muslim students to their campus: (1) America's Muslim population is racially and ethnically diverse; (2) Parents play a crucial role in college discussions; (3) Little gestures go a long way; (4) Good information can help families make good decisions; and (5) Statements of support make a difference. Battling stereotypes, and confronting hate are topics that are also discussed.
Trauma Aware &amp; Safety Ready
Author: Paterson, Jim
Date: 2017-00-00
Type: Journal Articles
Subjects: Trauma,College Students,School Safety,College Applicants,At Risk Students,Identification,Symptoms (Individual Disorders),School Counseling,Campuses,Crime,College Admission

The interwoven issues of trauma and safety have swept through college campuses over the last decade, and they've arrived at doors of admission offices, encouraging officials to think more carefully about those concerns and take a closer look at how they handle them. Experts recommend in this atmosphere that admission offices discuss these topics openly, educate and train themselves, and have clear policies that guide their handling of students who might be suffering from trauma or might be unsafe--and handling the worry associated with them. Admission offices can play a large role because because they are the first to meet students and often they gather extensive personal information through conversations or student essays. They have the potential through these conversations to recognize cues of trauma and share resources that could be helpful, or they might identify students with great potential who could otherwise go unnoticed or be erroneously and negatively categorized. This article provides a list of indications a student is suffering from trauma, or had in the past, according to the National Child Traumatic Stress Network. Also discussed is a list of recommendations for colleges developed by the US Department of Education regarding the use of criminal history information provided in college applications.
Like, Love, Delete: Social Media&apos;s Influence on College Choice
Author: Turner, Marcia Layton
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,College Choice,College Admission,Student Recruitment

Ten years ago, NACAC published a report showing that 61 percent of college admission offices were using social media to recruit prospective students. The authors--and many people in college admission--could see the writing on the wall: Social media was becoming indispensable. One of the study's authors, Nora Ganim Barnes, recently observed, &quot;Social media is omnipresent on the campus. It would surprise me if you found a campus that was not heavily invested in their social media. Enrollments are generally down and competition is fierce. [Ignoring social media] is simply no longer an option.&quot; Colleges have gotten on board, wanting to meet students where they are. Barnes also reported finding that 41 percent of school officials &quot;believe they can directly attribute an increase in enrollments to their social media efforts.&quot; This article discusses ways admission professionals can leverage social media to influence college choice.
John Dewey in the 21st Century
Author: Williams, Morgan K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Change Agents,Educational Theories,Fundamental Concepts,Progressive Education,Classroom Techniques,Montessori Method,Place Based Education,Developmental Psychology

John Dewey was a pragmatist, progressivist, educator, philosopher, and social reformer (Gutek, 2014). Dewey's various roles greatly impacted education, and he was perhaps one of the most influential educational philosophers known to date (Theobald, 2009). Dewey's influence on education was evident in his theory about social learning; he believed that school should be representative of a social environment and that students learn best when in natural social settings (Flinders &amp; Thornton, 2013). His ideas impacted education in another facet because he believed that students were all unique learners. He was a proponent of student interests driving teacher instruction (Dewey, 1938). With the current educational focus in the United States being on the implementation of the Common Core standards and passing standardized tests and state exams, finding evidence of John Dewey's theories in classrooms today can be problematic (Theobald, 2009). Education in most classrooms today is what Dewey would have described as a traditional classroom setting. He believed that traditional classroom settings were not developmentally appropriate for young learners (Dewey, 1938). Although schools, classrooms, and programs that support Dewey's theories are harder to find in this era of testing, there are some that still do exist. This paper will explore Responsive Classroom, Montessori Schools, Place-Based Education, and Philosophy for Children (P4C), all of which incorporate the theories of John Dewey into their curricular concepts.
Reading with Understanding: A Global Expectation
Author: Shea, Mary
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Etiology,Reading Strategies,Comparative Education,Reading Achievement,Low Achievement,Reading Skills,Teaching Methods,Reading Fluency,Word Study Skills,Metacognition,Intervention,Achievement Tests,Foreign Countries,International Assessment,Grade 4,Reading Tests,Secondary School Students,Gender Differences

This article outlines the complexity of reading with understanding, what is required for full and deep comprehension, the state of affairs with regard to reading comprehension in developed countries, possible etiologies for low performances, and suggestions for instruction in specific skills and strategies to improve students' demonstrated achievement in daily lessons as well as on global assessments. Recognizing the commonality of this concern among nations, a need to examine universally accepted tenets for successful reading comprehension as well as local etiologies that impede it becomes increasingly important. Such tenets are skills and strategies that address all of Irwin's micro and macro aspects of reading for understanding as well as Bloom's revised taxonomy for higher-level thinking.
The Impacts of Preservice Action Research in a Rural Teaching Residency
Author: Schulte, Ann
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Action Research,Program Evaluation,Rural Areas,Residential Programs,Masters Degrees,Focus Groups,Graduate Surveys,Student Teaching,Student Teacher Attitudes,Reflection,Self Efficacy,Teaching Skills,Capacity Building,Teaching Methods,Instructional Effectiveness

Preliminary data was collected as part of the program assessment of a yearlong teaching residency program in rural California where preservice teachers conducted action research as the culminating activity for a Masters degree. Focus groups and survey data from program graduates were analyzed and compared to findings from the research literature. Themes from the data indicate that the residency program prepared graduates to feel confident about their ability to reflect on their teaching and to collaborate with other professionals. Graduates report that having conducted action research in their preservice program had many benefits to their experiences as a teacher of record, including analyzing data, sharing their knowledge with others, and to ask for assistance when needed. Challenges of conducting action research during a preservice program were also cited by a few participants.
Pre-Service Teachers&apos; Use of Multicultural Literature
Author: Lawrence, Salika A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Multicultural Education,Qualitative Research,Elementary School Curriculum,Culturally Relevant Education,Childrens Literature,Reading Skills,Student Teaching,Action Research,Research Reports

This qualitative study examines how pre-service teachers in urban elementary classrooms develop student literacy with multicultural literature. By evaluating the action research reports of three pre-service teacher candidates, the authors determine how reading experiences with texts align to Bloom's Taxonomy and expectations for Common Core State Standards. Findings indicate that multicultural literature engages students with authentic connections to learning. Results also show that teachers relied on guided questioning to measure reading comprehension, though the types of questions varied. The implications of this study for teachers to consider are: how to incorporate multicultural texts into the curriculum to encourage critical thinking, and the types of questions that promote text analysis. [This article was written with Tabora Johnson, Mirna Baptiste, Asfa Caleb, Camille Sieunarine, and Clorene Similien.]
Assessing Teacher Concerns Regarding Response to Instruction and Intervention
Author: McKinney, Darlene
Date: 2017-00-00
Type: Journal Articles
Subjects: Response to Intervention,Teacher Attitudes,Adoption (Ideas),Questionnaires,Teacher Effectiveness,Learning Disabilities,Special Needs Students,At Risk Students,Tenure,Value Added Models,Accountability,Likert Scales,Program Attitudes,Elementary School Teachers

All individuals go through a process of change when implementing a new innovation. This descriptive study determines there is a difference in the stages of concern regarding Response to Instruction and Intervention (RTI), Tennessee's design model for Response to Intervention, (RTI) for 87 teachers from 8 different schools in a county in Middle Tennessee. The Concerns Based Adoption Model (CBAM) and the Stages of Concern Questionnaire (SoCQ) were used to gather results for this study. These differences in the stages of concern are described between faculty position sub-groups, teachers receiving Teacher Effect Data and those teachers not receiving Teacher Effect Data from the Tennessee Department of Education, and between teacher effectiveness levels, levels 1, 2, 3, 4, and 5 as reported by the Tennessee Value Added Assessment System.
Visual Thinking Routines: A Mixed Methods Approach Applied to Student Teachers at the American University in Dubai
Author: Gholam, Alain
Date: 2017-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,International Schools,Teaching Methods,Foreign Countries,Preservice Teachers,Surveys,Critical Thinking,Thinking Skills

Visual thinking routines are principles based on several theories, approaches, and strategies. Such routines promote thinking skills, call for collaboration and sharing of ideas, and above all, make thinking and learning visible. Visual thinking routines were implemented in the teaching methodology graduate course at the American University in Dubai. The following study used mixed methods. It was guided by two research questions: 1) To what extent did visual thinking routines implemented in the Math/Science methodology course offered at the Graduate School of Education at the American University in Dubai inspire learning in the classroom and made time for students' questions, contributions, and thinking? 2) How do visual thinking routines inspire learning in the classroom and make time for students' questions, contributions, and thinking? Eight student teachers enrolled in the teaching methodology course at the American University in Dubai (Spring 2017) participated in the following study. First, they completed a survey that measured to what degree they believed visual thinking routines inspired learning in the classroom and made time for students' questions, contributions, and thinking. In order to build on the results from the quantitative phase, the student teachers were next involved in a qualitative data collection phase, where they had to answer the question: How do visual thinking routines inspire learning in the classroom and make time for students' questions, contributions, and thinking? Results revealed that the implementation of visual thinking routines in the classroom strongly inspired learning in the classroom and made time for students' questions, contributions, and thinking. In addition, student teachers explained how visual thinking routines allowed for visibility and reinforced thinking skills and questioning. As with all new and novel resources, visual thinking routines are not free of challenges. To make the most of this useful resource, visual thinking routines need to be highly valued at all academic levels starting from early stages. It is essential that such routines become embedded in the curriculum to allow for a rich meaningful learning journey that incorporates questioning, thinking, and deep understanding.
Dialogic Ground: The Use of &quot;Teaching Dilemmas&quot; with Prospective Teachers
Author: Hallman, Heidi
Date: 2017-00-00
Type: Journal Articles
Subjects: Story Telling,Methods Courses,Language Arts,Assignments,Beginning Teachers,Teaching Methods,Preservice Teacher Education,Professional Identity,Praxis,Teaching Experience,Teaching Skills,Practicums,Teacher Education,Teacher Education Programs

This article describes a method of storytelling that can assist novice teachers in moving toward &quot;re-seeing&quot; their stories of teaching not just as narratives of experience, but as sites for work to be done. The assignment novice teachers undertook as part of a methods class in the teaching of English language arts has the potential to be a catalyst for problem solving and decision making as teachers. We argue that telling one's teaching stories in such a fashion helps novice teachers discover the layered and context-specific nature of schools and classrooms, as well as assists them in moving toward envisioning multiple possible solutions to the challenges they face in the classroom. Also, through this assignment, novice teachers were able to forge new understandings or build on ones already held by interacting with their peers about the dilemmas they faced as teachers.