ethanporcaro/eric-fulltext-meta huggingface dataset:
Global Inventory of Regional and National Qualifications Frameworks 2019. Volume II: National and Regional Cases
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Global Approach,Regional Characteristics,Qualifications,National Standards,Educational Objectives,Educational Policy,Stakeholders,Partnerships in Education,Program Implementation,Models,Outcomes of Education,Program Validation,Nonformal Education,Informal Education,Alignment (Education),Strategic Planning,Profiles,Lifelong Learning,Foreign Countries

The publication &quot;Global inventory of regional and national qualifications frameworks 2019 -- Volume II: National and regional cases&quot; gathers information on progress in establishing national qualifications frameworks (NQFs), as well as the challenges and success factors in implementation. It shows how countries around the globe are reforming their education systems by improving the quality and relevance of their qualifications.Volume II comprises more than 100 country chapters, from all the continents, plus seven world regions chapters. The country chapters describe the characteristics and analyse the development and implementation of the national frameworks. They provide the educational, social, economic and policy context which shape countries' NQFs; assess the application of learning outcomes in the national education system; summarise the governance, stakeholder and legislative arrangements countries have adopted; examine the links between NQFs and associated policies, instruments and services; and conclude with an assessment of impact, successes and challenges. [For Volume I: Thematic Chapters, see ED604740.]
Evaluation of an Online Tutoring Program in Elementary Mathematics
Author: Roschelle, Jeremy
Date: 2020-04-29
Type: Reports - Research
Subjects: Elementary School Mathematics,Tutorial Programs,Program Effectiveness,Electronic Learning,Educational Games,Game Based Learning,Fractions,Low Income Students,Hispanic American Students,Grade 5

A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20- to 25-minute tutoring sessions twice per week for an average of 18 sessions and also played the game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to a condition after being matched on pretest scores. The same diagnostic assessment was used as a pretest and as a posttest. The planned analysis looked for differences in gain scores (posttest minus pretest scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value &lt; 0.001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g = +0.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g =0 .46 with a 95% confidence interval of [+0.23, +0.70].[Co-written with MenloEDU under a subcontract from Cignition. Additional funding from Schmidt Futures.]
Impact Evaluation of Mathematics &quot;i-Ready Instruction&quot; for Elementary Grades Using 2018-19 Data. Final Report. No. 106
Author: Swain, Matthew
Date: 2020-01-15
Type: Reports - Research
Subjects: Individualized Instruction,Web Based Instruction,Instructional Effectiveness,Public Schools,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Elementary School Students,Sex,English Language Learners,Special Education,Low Income Students,Rural Schools,Urban Schools,Suburban Schools,Mathematics Instruction,Elementary School Mathematics,Mathematics Achievement,Charter Schools,Magnet Schools

Curriculum Associates' &quot;i-Ready® Instruction&quot; is a supplemental, online personalized instruction program available for reading and mathematics. The Human Resources Research Organization (HumRRO), in collaboration with Century Analytics, implemented a quasi-experimental design (QED) using 2018-19 &quot;i-Ready Diagnostic and Instruction&quot; data to evaluate the impact of Curriculum Associates' mathematics &quot;i-Ready Instruction&quot; on student mathematics achievement at grades K-5. It was hypothesized student achievement, as measured by the &quot;i-Ready® Diagnostic,&quot; would be higher for students using &quot;i-Ready Instruction&quot; for mathematics over a comparison group of students who did not use this instruction. Matching was conducted to identify a set of comparison students demographically similar to the &quot;i-Ready Instruction&quot; treatment students for each grade level. First, the sample was stratified by gender, English learner status, disability status, and economic disadvantage status. Next, propensity score matching was used to identify analytic samples of &quot;i-Ready Instruction&quot; and comparison students matched on baseline mathematics student achievement. Students who received the &quot;i-Ready Instruction&quot; and students in the comparison group were administered the mathematics &quot;i-Ready Diagnostic&quot; assessments. To evaluate impact, hierarchical-linear modeling (HLM) was conducted separately for each analytic sample with students at level 1 and school at level 2. Results suggest students using &quot;i-Ready Instruction&quot; with fidelity performed statistically significantly better on mathematics performance than students in grades K-5 who did not use this instruction. The effect sizes fall at the upper end or exceed (in the case of kindergarten) the range for which recent research by Kraft (2019) has found is typical of education interventions. These findings provide support that, when used with fidelity, student use of &quot;i-Ready Instruction&quot; for mathematics is tied to higher student mathematics achievement.
Impact Evaluation of Reading &quot;i-Ready Instruction&quot; for Middle School Grades Using 2018-19 Data. Final Report. No. 108
Author: Swain, Matthew
Date: 2020-01-15
Type: Reports - Research
Subjects: Individualized Instruction,Web Based Instruction,Instructional Effectiveness,Public Schools,Reading Instruction,Reading Achievement,Sex,English Language Learners,Special Education,Low Income Students,Rural Schools,Urban Schools,Suburban Schools,Middle School Students,Grade 6,Grade 7,Grade 8,Charter Schools,Magnet Schools

Curriculum Associates' &quot;i-Ready® Instruction&quot; is a supplemental, online personalized instruction program available for reading and mathematics. The Human Resources Research Organization (HumRRO), in collaboration with Century Analytics, implemented a quasi-experimental design (QED) using 2018-19 &quot;i-Ready Diagnostic and Instruction&quot; data to evaluate the impact of Curriculum Associates' reading &quot;i-Ready Instruction&quot; on student reading achievement at grades 6-8. It was hypothesized student achievement, as measured by the &quot;i-Ready® Diagnostic,&quot; would be higher for students using &quot;i-Ready Instruction&quot; for reading over a comparison group of students who did not use this instruction. Matching was conducted to identify a set of comparison students demographically similar to the &quot;i-Ready Instruction&quot; treatment students for each grade level. First, our sample was stratified by gender, English learner status, disability status, and economic disadvantage status. Next, propensity score matching was used to identify analytic samples of &quot;i-Ready Instruction&quot; and comparison students matched on baseline reading student achievement. Students who received the &quot;i-Ready Instruction&quot; and students in the comparison group were administered the reading &quot;i-Ready Diagnostic&quot; assessments. To evaluate impact, hierarchical-linear modeling (HLM) was conducted separately for each analytic sample with students at level 1 and school at level 2. Results suggest students using &quot;i-Ready Instruction&quot; with fidelity performed statistically significantly better on reading performance than students in grades 6-8 who did not use this instruction. The effect sizes fall within the range for which recent research by Kraft (2019) has found is typical of education interventions. These findings provide support that, when used with fidelity, student use of &quot;i-Ready Instruction&quot; for reading is tied to higher student reading achievement.
Impact Evaluation of Reading &quot;i-Ready Instruction&quot; for Elementary Grades Using 2018-19 Data. Final Report. No. 107
Author: Swain, Matthew
Date: 2020-01-15
Type: Reports - Research
Subjects: Individualized Instruction,Web Based Instruction,Instructional Effectiveness,Public Schools,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Reading Instruction,Elementary School Students,Reading Achievement,Sex,English Language Learners,Special Education,Low Income Students,Rural Schools,Urban Schools,Suburban Schools,Charter Schools,Magnet Schools

Curriculum Associates' &quot;i-Ready® Instruction&quot; is a supplemental, online personalized instruction program available for reading and mathematics. The Human Resources Research Organization (HumRRO), in collaboration with Century Analytics, implemented a quasi-experimental design (QED) using 2018-19 &quot;i-Ready Diagnostic and Instruction&quot; data to evaluate the impact of Curriculum Associates' reading &quot;i-Ready Instruction&quot; on student reading achievement at grades K-5. It was hypothesized student achievement, as measured by the &quot;i-Ready® Diagnostic,&quot; would be higher for students using &quot;i-Ready Instruction&quot; for reading over a comparison group of students who did not use this instruction. Matching was conducted to identify a set of comparison students demographically similar to the &quot;i-Ready Instruction&quot; treatment students for each grade level. First, our sample was stratified by gender, English learner status, disability status, and economic disadvantage status. Next, propensity score matching was used to identify analytic samples of &quot;i-Ready Instruction&quot; and comparison students matched on baseline reading student achievement. Students who received the &quot;i-Ready Instruction&quot; and students in the comparison group were administered the reading i-Ready Diagnostic assessments. To evaluate impact, hierarchical-linear modeling (HLM) was conducted separately for each analytic sample with students at level 1 and school at level 2. Results suggest students using &quot;i-Ready Instruction&quot; with fidelity performed statistically significantly better on reading performance than students in grades K-5 who did not use this instruction. The effect sizes fall within or exceed (in the case of kindergarten) the range for which recent research by Kraft (2019) has found is typical of education interventions. These findings provide support that, when used with fidelity, student use of &quot;i-Ready Instruction&quot; for reading is tied to higher student reading achievement.
Impact Evaluation of Mathematics &quot;i-Ready Instruction&quot; for Middle School Grades Using 2018-19 Data. Final Report. No. 109
Author: Swain, Matthew
Date: 2020-01-15
Type: Reports - Research
Subjects: Individualized Instruction,Web Based Instruction,Instructional Effectiveness,Public Schools,Sex,English Language Learners,Special Education,Low Income Students,Rural Schools,Urban Schools,Suburban Schools,Mathematics Instruction,Mathematics Achievement,Charter Schools,Magnet Schools,Middle School Students,Middle School Mathematics,Grade 6,Grade 7,Grade 8

Curriculum Associates' &quot;i-Ready® Instruction&quot; is a supplemental, online personalized instruction program available for reading and mathematics. The Human Resources Research Organization (HumRRO), in collaboration with Century Analytics, implemented a quasi-experimental design (QED) using 2018-19 &quot;i-Ready Diagnostic&quot; and Instruction data to evaluate the impact of Curriculum Associates' mathematics &quot;i-Ready Instruction&quot; on student mathematics achievement at grades 6-8. It was hypothesized student achievement, as measured by the &quot;i-Ready® Diagnostic,&quot; would be higher for students using &quot;i-Ready Instruction&quot; for mathematics over a comparison group of students who did not use this instruction. Matching was conducted to identify a set of comparison students demographically similar to our &quot;i-Ready Instruction&quot; treatment students for each grade level. First, the sample was stratified by gender, English learner status, disability status, and economic disadvantage status. Next, propensity score matching was used to identify analytic samples of &quot;i-Ready Instruction&quot; and comparison students matched on baseline mathematics student achievement. Students who received the &quot;i-Ready Instruction&quot; and students in the comparison group were administered the mathematics &quot;i-Ready Diagnostic&quot; assessments. To evaluate impact, hierarchical-linear modeling (HLM) was conducted separately for each analytic sample with students at level 1 and school at level 2. Results suggest students using &quot;i-Ready Instruction&quot; with fidelity performed statistically significantly better on mathematics performance than students in grades 6-8 who did not use this instruction. The effect sizes fall at the upper end of the range for which recent research by Kraft (2019) has found is typical of education within the interventions. These findings provide support that, when used with fidelity, student use of &quot;i-Ready Instruction&quot; for mathematics is tied to higher student mathematics achievement.
Self-Study Guide for Evidence-Based Practices in Adult Literacy Education. REL 2020-025
Author: Smith, Kevin G.
Date: 2020-05-00
Type: Guides - General
Subjects: Adult Education,Literacy Education,Evidence Based Practice,Program Improvement,Program Implementation,Information Sources,Educational Planning,Program Development,Scoring,Rating Scales,Records (Forms),Adult Literacy

The purpose of this self-study guide is to help adult literacy education providers collect, organize, and analyze evidence that they can use to improve program performance. It was designed to help educators consider which types of evidence to collect and which components of adult education instruction may be important for evaluating implementation. Sources of evidence for this review include records and data such as lesson plans, rosters, and student results confirming that processes are in place to monitor teacher and student success. The components important to evaluation of implementation were determined based on a thorough review of the literature on adult education. The guide was developed in partnership with the Regional Educational Laboratory Southeast's Florida Career Readiness Research Alliance. It was pilot tested with Florida adult literacy educators through the support of the Institute for the Professional Development of Adult Educators.
Virtual Conference on the Future of TVET Teaching and Learning: Virtual Conference Report. UNESCO-UNEVOC TVeT Forum, 7 to 14 October 2019
Author: Subrahmanyam, Gita
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Computer Simulation,Conferences (Gatherings),Technical Education,Vocational Education,Teaching Methods,Learning Processes,Futures (of Society),Educational Trends,21st Century Skills,Lifelong Learning,Job Training,Faculty Development,Student Centered Learning,Intervention,Educational Improvement,Work Environment,Employment,Competition,Partnerships in Education

The virtual conference on the future of TVET teaching and learning was held October 7-14, 2019. It was open to all members of the UNESCO-UNEVOC TVeT Forum, an online community with more than 6100 members. The conference sought to gather knowledge, insights, experiences and practices from the international TVET community on the future of TVET teaching and learning in the context of these global disruptions. Key reflections from the virtual conference include: (1) The future of work will likely be characterized by rapid technological advancement, heightened competition for jobs and a demand for new and specialized skills, which will require parallel shifts in the world of learning; (2) Teachers and trainers need 21st century skills, a lifelong learning mindset and the ability to impart information in a demand-driven, learner-centred way; (3) TVET teachers and trainers need support to deliver future-oriented training; and (4) Partnerships are key to delivering future-oriented skills. [The conference was moderated by Gita Subrahmanyam.]
Hegemonic Practices of Upperclassmen to Freshmen within College Life
Author: Syukur, Muhammad
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Influences,College Freshmen,Undergraduate Students,College Environment,Public Colleges,Foreign Countries,Power Structure,Moral Values,Compliance (Psychology),Student Organizations,Leadership,Socialization,Social Control

The research aims to explain: 1) Forms of hegemonic practices of upperclassmen to freshmen in college life at the State University of Makassar and 2) Levels of hegemonic practices of upperclassmen to freshmen at the State University of Makassar. This research is qualitative descriptive with snowball sampling technique used to determine the participants which consist of 25 upperclassmen and 20 freshmen class of 2018 and 2019 academic year. Data collection methods included observation, interview and documentation. Data analysis technique consists of three stages, namely: data reduction, data presentation and conclusion drawing. Data verification was conducted through observation perseverance and source and time triangulation. The results show that 1) forms of hegemonic practices of the upperclassmen to freshmen at the State University of Makassar include agreement, domination and intellectual leadership and moral and 2) the level of hegemony conducted by the upperclassmen at the State University of Makassar is in the decadent hegemony level. Relationship between upperclassmen and freshmen is good but only few freshmen who established intimacy. There is awkwardness between the upperclassmen and the freshmen during interaction. Freshmen are active in supporting the upperclassmen in student clubs at the department, faculty as well as university levels. It is because the freshmen feel reluctant if they do not carry out the upperclassmen direction. In addition there is also a sense of compulsion due to sanction used by the upperclassmen.
Establishing School as a Dialogue Space: A Case Study at Kolese Gonzaga High School
Author: Afriansyah, Anggi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dialogs (Language),High Schools,Educational Environment,Teaching Methods,Communication Skills,Interpersonal Communication,Cooperation,Peace,Social Justice,Cultural Awareness,Interpersonal Relationship,Catholic Schools

Dialogue is an important part of strengthening democratization. However, dialogue has not been fully practiced and prioritized in schools. Schools become important institutions to promote tolerance and dialogue from various traditions or cultural backgrounds. Strengthening dialogue is an important part of the humanist education approach. This research discussed how Kolese Gonzaga High School established a learning system that provides a large space for dialogue. In each activity, the school tries to develop communication skills, learn to understand each other, and also collaborate with various communities. This research focused on two things: (i) the practice of establishing school as a space for dialogue, and (ii) how school can promote dialogue for peace. This research was qualitative research with a case study approach. Informants were selected using a purposive sampling technique. Meanwhile, the data collection techniques used are in-depth interviews, observation, and literature study. Interviews were conducted with school principals, teachers, students, and parents. Dialogue activities are strengthened in various activities at school. Kolese Gonzaga High School establishes dialogue spaces in various fields in the school such as in classrooms, daily activities, and activities outside of school.
Theoretical and Methodological Issues in the Study of Conceptual and Procedural Knowledge: Reflections on a Series of Studies on Greek Secondary Students&apos; Knowledge of Fractions
Author: Vamvakoussi, Xenia
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Students,Mathematics Instruction,Fractions,Concept Formation,Mathematical Concepts,Foreign Countries,Definitions,Student Attitudes,Task Analysis,Correlation,Knowledge Level,Measures (Individuals),Reliability,Individual Differences

In this article we present an overview of four studies investigating Greek secondary students' conceptual and procedural knowledge of fractions. We discuss the problem of defining conceptual and procedural knowledge, and the implications of adopting one particular definition over others. We draw on the studies and their results to discuss the problem of measuring conceptual and procedural knowledge; the issue of inter-individual differences in conceptual and procedural fraction knowledge; and related educational implications.
Modeling Different Variables in Flipped Classrooms Supported with Learning Analytics Feedback = Ögrenme Analitigi Geribildirimleri ile Desteklenmis Ters-Yüz Ögrenme Ortaminin Çesitli Degiskenler Açisindan Modellenmesi
Author: Karaoglan Yilmaz, Fatma Gizem
Date: 2020-00-00
Type: Multilingual/Bilingual Materials
Subjects: Blended Learning,Learning Analytics,Feedback (Response),Individualized Instruction,Integrated Learning Systems,Correlation,Inquiry,Communities of Practice,Self Efficacy,Reflection,Thinking Skills,Problem Solving,Metacognition,Computer Science Education,College Students,Foreign Countries,Public Colleges

The aim of this research is to examine the relationships between students' community of inquiry, academic self-efficacy, reflective thinking skills, problem-solving skills, and metacognitive awareness in a flipped learning environment supported by personalized recommendation and guidance messages based on learning analytics. For this purpose, personalized recommendation and guidance were made based on the weekly learning analytics results of the students through the learning management system. In the research, the status of community of inquiry, academic self-efficacy, reflective thinking skills, problem-solving skills and metacognitive awareness were determined and the structural relationships between them were tried to be revealed. The research was carried out in the Computer I course, carried out with the flipped learning approach. The research was carried out on 117 university students. As a result of the research, students' community of inquiry levels are high; academic self-efficacy, reflective thinking skills, problem-solving skills and metacognitive awareness levels were found to be moderate. It has been observed that community of inquiry has a significant effect on academic self-efficacy. Academic self-efficacy was found to significantly affect reflective thinking skills and problem-solving skills. It was demonstrated that reflective thinking skills and problem-solving skills significantly affect metacognitive awareness. This research is important in terms of revealing the relationships between structural variables in a flipped learning supported by personalized recommendation and guidance feedbacks based on learning analytics.