ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of IXL on High School Math and ELA Learning in California
Author: Schonberg, Christina
Date: 2022-02-00
Type: Reports - Research
Subjects: Educational Technology,Secondary School Mathematics,Mathematics Achievement,English Instruction,Language Arts,High School Students,Grade 11,Summative Evaluation,Mathematics Tests,Reading Tests,Pretests Posttests,Student Improvement,Scores,Outcomes of Education

The goal of this study was to examine IXL usage among high school students in California and its relation to academic performance in math and ELA, as measured by the Smarter Balanced Summative Assessment (SBA). At the high school level in California, the SBA is taken only by 11th- grade students each year. We analyzed students' math and ELA SBA performance, using 2019 as the pretest year and 2021 as the posttest year. The key finding is that IXL implementation improves student achievement. Eleventh-grade cohorts that used IXL Math or IXL ELA performed better on SBA Math and SBA ELA, respectively, than comparable cohorts that did not use IXL. Specifically, the proficiency rate was nearly five percentage points higher for IXL Math cohorts and more than ten percentage points higher for IXL ELA cohorts relative to cohorts not using IXL.
Boosting Student Achievement with IXL&apos;s Diagnostic Snapshot
Author: Schonberg, Christina
Date: 2023-06-00
Type: Reports - Research
Subjects: Academic Achievement,Achievement Tests,Computer Uses in Education,Elementary School Students,Middle School Students,Mathematics Achievement,Probability,Scores,Diagnostic Tests,Student Evaluation,Evaluation Methods

IXL is an end-to-end teaching and learning solution that engages learners in grades Pre-K through 12 with a comprehensive curriculum and a first-of-its-kind assessment suite. A core component of IXL's assessment suite is the IXL Diagnostic, an interim assessment designed by a team of educators and mathematicians that uses Item Response Theory (Lord, 1980) to automatically adjust question difficulty based on students' response patterns. The diagnostic can be used in two ways. In &quot;Real-Time&quot; mode, IXL's Diagnostic provides students and educators with in-the-moment information about students' subject area knowledge, which is extremely helpful for daily instruction. In &quot;Snapshot&quot; mode, the diagnostic serves as a flexible, lightweight benchmark assessment that is designed to be used one or more times during the school year to easily assess and track students' grade-level proficiency over time. After completing the diagnostic--either in Real-Time or Snapshot mode--students receive personalized action plans that help them close gaps quickly. The goal of the present study was to investigate the impact of completing IXL's Diagnostic Snapshot on student learning and achievement in grades 3 through 8. Using assessment data from four states (NY, TN, OK, and WI), we compared the math achievement of grade cohorts that completed at least one Snapshot during the 2021-22 school year to comparable grade cohorts that used IXL but did not complete a Snapshot during this time. Using 2021 assessment performance as pretest and 2022 assessment performance as posttest, we found that using IXL's Diagnostic Snapshot improves student math achievement. Grade cohorts that completed IXL's Diagnostic Snapshot performed better on their state math assessments than comparable IXL grade cohorts that did not complete IXL's Diagnostic Snapshot. Specifically, the proficiency rate was about three percentage points higher for Snapshot cohorts, relative to comparable IXL cohorts that did not complete the Snapshot.
Convergence Education: A Guide to Transdisciplinary STEM Learning and Teaching
Author: Executive Office of the President, Office of Science and Technology Policy
Date: 2022-11-00
Type: Information Analyses
Subjects: Interdisciplinary Approach,STEM Education,Educational Practices,Science and Society,Problem Solving,Educational Objectives,Cooperative Learning,Critical Thinking,Creativity,Science Fairs,Design,Misconceptions,Problem Based Learning,Place Based Education,Vocational Education

While much work has been done to promote and advance convergence education over the past decade, a distinct and common framework is beneficial to the concept of convergence education being adopted and universally recognized. Therefore, based on extensive literature review and stakeholder engagement, the IWGC developed a definition and overarching guidance related to convergence education, which are the basis for this report. The intended audience is Federal Agencies and other STEM education stakeholders, with the intended use of this document being to support the understanding and implementation of convergence education. This document is particularly aligned to the IWGC objective to &quot;encourage transdisciplinary learning&quot; because it addresses the key federal action to support research, development, and dissemination on effective transdisciplinary STEM education practices, programs, and policies; and, it ensures Federal activities support the upskilling of educators reflecting transdisciplinary approaches featuring teaching that focuses on local and global community questions. However, it also incorporates connections to the objectives to &quot;advance innovation and entrepreneurship education&quot; and &quot;make mathematics a magnet.&quot;
California Educator Diversity Road Map: Community-Informed Policy Strategies
Author: Garrett-Scott, Dominique
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Diversity (Faculty),Educational Policy,Educational Strategies,Teacher Salaries,Compensation (Remuneration),Career Pathways,Minority Group Teachers,Multilingualism,Race,Ethnicity,Personnel Selection,Minority Group Students,Family School Relationship,Inclusion,School Districts,Teacher Recruitment,Teacher Persistence,State Action,Elementary Secondary Education

Research shows that students derive both social-emotional and academic benefits from a diverse educator workforce. The state has taken notable steps to prioritize a more diverse educator workforce in recent years. These include: (1) convening a California Department of Education (CDE) Educator Diversity Advisory Group, tasked with offering recommendations on recruiting and retaining greater numbers of educators of diverse backgrounds; (2) establishing coursework alternatives to standardized tests that have historically served as a barrier to access for candidates of diverse backgrounds who want to enter the teaching profession; and (3) making significant investments in teacher residencies and financial supports for teacher candidates. Nonetheless, the state has not yet established a clear vision and comprehensive action plan to recruit, prepare, and sustain an educator workforce whose diversity reflects that of California's students. To help set a statewide agenda, Californians for Justice (CFJ), The Education Trust--West (ETW), and Public Advocates (PA) partnered to develop a community-informed educator diversity road map. We reviewed research about educator diversity, including the recommendations issued by the CDE Educator Diversity Advisory Group, and compiled a list of proposals for the state on how to recruit, prepare, and retain educators of diverse backgrounds. Next, we recruited students, parents, educators, and administrators to participate in focus groups to discuss these proposals and offer insight and feedback. Although the focus group participants, particularly students, highlighted the need for and importance of an educator workforce that reflects the myriad identities that students hold, the primary foci of their input, and thus of this road map, were about how to recruit and retain more educators of color and multilingual educators. In addition, we use the term &quot;educator&quot; to primarily focus on teachers but also include school leaders, classified staff, and other adults who work with students in our public schools. After conducting focus groups and reviewing community feedback, we distilled six key recommendations that emerged from our conversations and offer several ways that the state, LEAs, and schools may implement these recommendations. [This report was produced with Public Advocates Inc.]
The CUPA-HR 2023 Higher Education Employee Retention Survey
Author: Bichsel, Jacqueline
Date: 2023-09-00
Type: Reports - Research
Subjects: Higher Education,Labor Turnover,Supervisors,Barriers,Employee Attitudes,Work Attitudes,Work Environment,Supervisory Training,Social Support Groups,Administrator Surveys

The CUPA-HR Higher Education Employee Retention Survey (ERS) was created to better understand the factors underlying the retention crisis that continues in the wake of the COVID-19 pandemic -- the reasons higher ed employees are looking for other employment, the characteristics of those at risk for leaving, and what higher ed leaders can do to retain their employees. Given the fact that voluntary turnover remains on an increasing trajectory, we administered the ERS for the second time in 2023 to assess the proportion of the workforce that remains at risk for leaving, understand how the retention picture has changed, and provide a model for higher ed employee retention that helps leadership target and prioritize their resources, policies, training, and initiatives to improve retention. Results of the survey showed that more than half of higher ed employees are at least somewhat likely to look for other employment within the next year. In addition, although employees say that a pay increase is the primary reason they're looking, our model shows that the strongest predictor of retention by far is basic job satisfaction. [For the 2022 survey results, see ED621580 and ED625512.]
Enhancing Assertiveness through Traditional Turkish Folk Dance
Author: Avsar, Züleyha
Date: 2023-09-00
Type: Journal Articles
Subjects: Foreign Countries,Folk Culture,Dance,Assertiveness,Training,High School Students,Program Effectiveness,Human Posture,Speech Communication,Singing,Criticism,Leadership Training,Interpersonal Communication,Nonverbal Communication,Emotional Response

The present study investigates the effects of assertiveness training programs through folk dances on high school students' assertiveness levels. Pre-test post-test with control group design has been used to examine. Furthermore, a questionnaire including one open-ended question asked students to learn their opinion on training and its effects on themselves. Experiment and control group participants were administered the Rathus Assertiveness Inventory, and experiment group participants received a two-hour assertiveness training program through folk dances per week over eight weeks. The study sample included 203 students who were in first grade in the same school. Results revealed that students in the experiment group had significantly higher assertiveness levels than those in the control group (P&lt;0.05), and experiment group students defined that this assertiveness training program positively affected them and increased their awareness about themselves.
Equity Alert: Keeping California&apos;s Promise: Investing Equitably in California College Affordability
Author: Education Trust-West
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Equal Education,Investment,Paying for College,Student Costs,Low Income Students,Minority Group Students,Community College Students,Student Financial Aid,Educational Change,Grants

If the state of California finds the funds, the Cal Grant Reform Act--as enacted in the 2022 Budget Act--is to be implemented in 2024 to support hundreds of thousands of Californians in affording, accessing, and succeeding in higher education. Instead, the state has proposed adding more funding to the less equitable Middle Class Scholarship (MCS) program. This Equity Alert provides an overview of why Cal Grant Reform is needed; describes the limitations of the Middle Class Scholarship program in serving low-income, BIPOC, and community college students in California; and provides recommendations that state policymakers can act on this year to advance equity-centered financial aid reforms.
How Situational Competence Beliefs and Task Value Relate to Inference Strategies and Comprehension during Reading
Author: Tonks, Stephen M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Inferences,Reading Processes,Reading Strategies,Community Colleges,Community College Students,Correlation,Student Attitudes,Reading Comprehension,Task Analysis,Reading Tests,Predictor Variables,Path Analysis,Reading Motivation,Protocol Analysis,Universities,Undergraduate Students,Vignettes,Student Characteristics,Self Efficacy

In two studies, we explored the associations among situational reading-related competence beliefs and task value, inference strategies, comprehension during reading, and foundational skills in college age students. In Study 1, 93 participants from a community college completed assessments of comprehension and two types of inference strategies (elaboration and bridging), each immediately followed by a survey of their competence beliefs and task value regarding the task. Results showed that competence beliefs and task value related positively to reading comprehension. In addition, task value was positively associated with both elaborating and bridging inferences, and competence beliefs correlated positively with bridging inferences. In Study 2, we investigated these associations further in a group of 418 students studying at three different colleges. Participants completed the same assessments for competence beliefs, task value, and inference strategies, as well as assessments of comprehension and foundational reading skills. Study 2 analyses revealed that foundational reading skills were a strong predictor of both types of inferencing and also comprehension. Further, when controlling for foundational reading skills, task value predicted elaboration and bridging inferences, whereas competence beliefs did not predict inferencing, but were trending as a predictor of comprehension. Finally, we created a path model to explore mediational effects, and found that task value positively predicted comprehension performance through increased elaborations while thinking aloud.
Computerized Text Analysis: Assessment and Research Potentials for Promoting Learning
Author: Lee, Hee-Sun
Date: 2019-06-00
Type: Speeches/Meeting Papers
Subjects: Computational Linguistics,Written Language,Computer Assisted Testing,Scoring,English Language Learners,Formative Evaluation,Revision (Written Composition),Web Based Instruction,Sciences,Essays,Persuasive Discourse,Research Methodology,Teacher Developed Materials,Faculty Development,Writing Evaluation,Feedback (Response),Peer Evaluation

Rapid advancements in computing have enabled automatic analyses of written texts created in educational settings. The purpose of this symposium is to survey several applications of computerized text analyses used in the research and development of productive learning environments. Four featured research projects have developed or been working on: (1) equitable automated scoring models for scientific argumentation for English Language Learners; (2) a real-time, adjustable formative assessment system to promote student revision of uncertainty-infused scientific arguments; (3) a web-based annotation tool to support student revision of scientific essays; and (4) a new research methodology that analyzes teacher-produced text in online professional development courses. These projects will provide unique insights towards assessment and research opportunities associated with a variety of computerized text analysis approaches. [This paper was published in: &quot;13th International Conference on Computer Supported Collaborative Learning Proceedings,&quot; 2019, pp. 743-750.]
Deciphering Academic Emotions
Author: Nair, Harshith B.
Date: 2023-00-00
Type: Books
Subjects: Psychological Patterns,Education,Context Effect,Emotional Response,Physical Health,Mental Health,Interpersonal Relationship,Social Behavior,Interdisciplinary Approach,Motivation,Learner Engagement,Performance,Evidence Based Practice,Intervention,Educational Practices

This book offers a comprehensive exploration of emotions in the context of education, aiming to shed light on their multifaceted roles and implications. Employing a who, what, when, where, why, how, and &quot;so what&quot; approach, this work delves into various aspects of emotions within educational settings. The book sets out to define emotions, providing an extensive examination of different perspectives and contemporary theories. It explores the intricate relationship between emotions and cognition, tracing their pivotal role in human evolution and adaptation. The book also critically addresses criticisms and controversies in the study of emotions. Drawing on research from diverse fields, this book employs a multidisciplinary approach. It utilises data and analysis methods to explore the types and causes of emotions, categorising them into basic and complex emotions, as well as positive and negative emotions. The book presents key findings related to emotions in education. It highlights the benefits of positive emotions for physical and mental health and their impact on interpersonal relationships and social behavior. Conversely, it examines the costs of negative emotions and their role in stress, anxiety, and depression. Strategies for promoting positive emotions and coping with negative ones are discussed. The book underscores the importance of understanding academic emotions and their impact on academic motivation, engagement, and performance. It delves into the role of educators in fostering positive academic emotions and managing negative ones. Additionally, it explores evidence-based interventions and the ethical considerations in addressing these emotions in education. This book is supplemented with a wealth of resources, including valid and reliable measures of academic emotions, discussions on cultural and contextual factors, and research opportunities in the field. It also explores current trends, interdisciplinary collaborations, and implications for policy, practice, and social justice. &quot;Understanding Emotions in Education&quot; offers a comprehensive overview of emotions in educational contexts. It provides valuable insights and practical strategies for educators, researchers, and policymakers, emphasizing the significance of emotions in shaping the educational experience.
Automated Summary Scoring with Readerbench
Author: Botarleanu, Robert-Mihai
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Testing,Scoring,Natural Language Processing,Computer Software,Reading Comprehension,Reading Strategies,Models,Algorithms,Semantics,Artificial Intelligence,Accuracy

Text summarization is an effective reading comprehension strategy. However, summary evaluation is complex and must account for various factors including the summary and the reference text. This study examines a corpus of approximately 3,000 summaries based on 87 reference texts, with each summary being manually scored on a 4-point Likert scale. Machine learning models leveraging Natural Language Processing (NLP) techniques were trained to predict the extent to which summaries capture the main idea of the target text. The NLP models combined both domain and language independent textual complexity indices from the ReaderBench framework, as well as state-of-the-art language models and deep learning architectures to provide semantic contextualization. The models achieve low errors -- normalized MAE ranging from 0.13-0.17 with corresponding R2 values of up to 0.46. Our approach consistently outperforms baselines that use TF-IDF vectors and linear models, as well as Transfomer-based regression using BERT. These results indicate that NLP algorithms that combine linguistic and semantic indices are accurate and robust, while ensuring generalizability to a wide array of topics. [This paper was published in: A. I. Cristea and C. Troussas (Eds.), &quot;ITS 2021: Intelligent Tutoring Systems proceedings,&quot; pp. 321-332, 2021. Springer, Cham Switzerland.]
Emergent Online Teaching Effect on International Graduate Students&apos; Academic Performance in Japan during COVID-19
Author: Jung, Jiwon
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Distance Education,Online Courses,COVID-19,Pandemics,Academic Achievement,Program Effectiveness,Foreign Students,Grade Point Average,In Person Learning,Interaction,Interpersonal Relationship,Blended Learning

International graduate students reluctantly partook in the distance learning with the closure of national borders with the outbreak of COVID-19. Different instructional modes (in-person, online, and hybrid) and timing of the online learning exposure would play a role in international students' academic achievement considering the expectations and motivations to learn abroad. Based on 267 course-based panel data, for the same courses, online-mode teaching yielded worse Grade Point Averages (GPAs) and less of a sense of class community compared to the in-person mode. Similarly, students who started the program after COVID-19 (i.e., Class of 2022) performed worse than those who changed their mode of study during their study due to COVID-19 (i.e., Class of 2021). The more frequent interactions with schoolmates and professors partially mediated this detrimental effect of international online learning. Online learning, on average, decreases the GPA by 0.2 standard deviations (p&lt;0.05). However, this effect became insignificant in the model with the frequency of interacting with classmates or professors that raise the GPA by 0.686 and 0.216 standard deviations (p,0.05), respectively. As the study sheds light on the predicament of emergent distance learning, the study addresses some cautious notes on designing effective and sustainable international education in the post-pandemic era.
The Utilization of Virtual Learning Environment in Malaysian Non-Arabic Speaking Learners&apos; Classroom
Author: Kassim, Noorafini
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Arabic,Language Teachers,Higher Education,Second Language Learning,Learning Experience,Case Studies,Computer Simulation,Teaching Methods,Second Language Instruction,Instructional Effectiveness,Teacher Attitudes,Online Courses,Teacher Responsibility,College Students

This study aimed to understand the utilization of VLE in Non-Arabic Speaking Learners' classrooms from the perspective of Arabic teachers in higher education institutions. Purposive sampling was utilized to pick the research sample for this study. Then, the sample used for this study consisted of 3 Arabic language teachers. One-to-one in-depth interviews were conducted with the three informants. Semi-structured interviews were used to gather the data to allow the informants to express their experiences in an accessible manner. A case study was used in this study to create a qualitative design. The researcher used a method called thematic analysis (TA) and followed a few steps, including: (1) word-by-word transcription; (2) interview transcription; (3) coding; and (4) labeling. The findings illustrated the Arabic teachers' perspectives on using VLE, the approaches when implementing VLE, and how VLE can effectively teach the Arabic language. The responses of the three informants would illustrate the main themes found using the thematic analysis (TA) method. The analysis of this study helps provide such information to universities on the perspectives of Arabic teachers on the use of VLE, their approaches when implementing VLE, and how VLE can be effective in their language teaching in a virtual learning context. This study allows us to understand better how Malaysian Arabic teachers adapt to virtual language learning environments by utilizing VLE at the university level.