ethanporcaro/eric-fulltext-meta huggingface dataset:
The Discipline-Based Art Education (DBAE) and the Visual Culture Theory
Author: Basak, Rasim
Date: 2017-00-00
Type: Journal Articles
Subjects: Discipline Based Art Education,Theories,Culture,Interdisciplinary Approach,Educational Practices,Integrated Curriculum,Accountability

The Discipline-Based Art Education (DBAE) and the Visual Culture Theory have been two major influences in art education in the last decades. The Discipline-Based Art Education (DBAE) is believed to be a response to the accountability concerns and the common impression that art is not an academic subject. The Discipline-Based Art Education (DBAE) supports sequential, academically oriented, organized contents, which is subject to a reasonable degree of objective evaluation in curriculum. Visual Culture approach started in the mid-1990s as a very diverse field and many of its advocates make connection with power relations in the society. Visual Culture adapts a critical discourse based on imagery and art works within their contexts through political, sociological, cultural, and psychological perspectives. They also put it in a place where Visual Culture plays a role, either it is a starting point or the description of inequalities in power relationships of capitalism. These two major approaches are discussed in this paper from an educational perspective.
2020-2021 Student Performance in the Cambridge Advanced International Certificate of Education Program. Research Brief. Volume 2101
Author: Tirado, Andrea
Date: 2021-10-00
Type: Reports - Research
Subjects: Advanced Placement Programs,High School Students,Hispanic American Students,African American Students,Achievement Tests,Public Schools,Student Participation,Scores,White Students,Racial Differences

This Research Brief summarizes the performance of Miami-Dade County Public Schools (MDCPS) students participating in the Cambridge Advanced International Certificate of Education (AICE) Program. Cambridge courses and assessments were offered at 16 MDCPS high schools in 2020-2021. Over 13,600 assessments were completed by M-DCPS students in 34 subject areas in 2020-2021. The number of AICE assessments completed in M-DCPS increased by 4% from 2019-2020 to 2020-2021. The District's Hispanic students completed 80% of all AICE assessments in 2020-2021. Overall, the percentage of AICE assessments receiving passing scores increased by two percentage points, from 82% in 2019-2020 to 84% in 2020-2021. From 2019-2020 to 2020-2021, the percentage of AICE assessments receiving passing scores increased by one percentage point for White and Hispanic students and by four percentage points for Black students. At the conclusion of the 2020-2021 school year, 90% of eligible M-DCPS students received AICE diplomas, an increase of two percentage points from 2019-2020.
Teacher Practices, Peer Dynamics, and Academic Enablers: A Pilot Study Exploring Direct and Indirect Effects among Children at Risk for ADHD and Their Classmates
Author: Owens, Julie Sarno
Date: 2021-01-00
Type: Journal Articles
Subjects: Classroom Techniques,Peer Relationship,Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),Kindergarten,Elementary School Students,Interpersonal Competence,Academic Achievement,Outcomes of Education,Group Dynamics,At Risk Students,Correlation,Pilot Projects,Inclusion,Peer Evaluation,Teacher Student Relationship,Foreign Countries,Cross Cultural Studies,Sociometric Techniques

Establishing a positive peer climate in elementary school classrooms is an important goal for educators because peer dynamics are thought to affect academic learning. Thus, it is important to: (1) understand the relationship between children's peer dynamics and academic functioning; and (2) identify teacher practices that influence both peer processes and academic outcomes. In this pilot study, we explored whether specific teacher strategies that promote positive behaviors in children and positive peer dynamics influence children's better academic enablers, as well as whether they do so indirectly via improving peer sociometric ratings. Such teacher strategies may be particularly relevant for supporting children who demonstrate impairment in both social and academic domains, such as children at risk for attention-deficit/hyperactivity disorder (ADHD). Thus, we also examined whether these relationships differ for children with elevated ADHD symptoms and peer problems (i.e., target students), relative to classmates (i.e., non-target students). Participants were 194 children in the classrooms of 12 teachers (grades K-4) who participated in an open-trial pilot study of the school-based version of the Making Socially Accepting Inclusive Classrooms (MOSAIC) program. In the fall and spring of a school year, we assessed children's sociometric ratings received from peers, and academic enabler skills as rated by teachers. Throughout one academic year, we obtained assessments of teachers' use of MOSAIC strategies (observed and self-reported). Results showed that, after accounting for fall academic enablers, the teacher strategy of CARE time (involving one-on-one interaction with the student to build the teacher-student relationship) was positively associated with spring academic enablers. However, findings did not support the hypothesized indirect effect of peer sociometric ratings on the relationship between teacher strategy use and academic enablers, or the moderated indirect effect by target student status. Implications for future research and classroom interventions are discussed.
Development of a Tool to Assess Inference-Making and Reasoning in Biology
Author: Cromley, Jennifer G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Tests,Multiple Choice Tests,Logical Thinking,Inferences,Science Process Skills,Biology,College Science,Majors (Students),Student Evaluation,Formative Evaluation,Undergraduate Students,Introductory Courses,Prediction,Grades (Scholastic),School Holding Power,Test Construction,Test Validity,Test Reliability,Field Tests,Correlation,Test Items,Test Bias

Making inferences and reasoning with new scientific information is critical for successful performance in biology coursework. Thus, identifying students who are weak in these skills could allow the early provision of additional support and course placement recommendations to help students develop their reasoning abilities, leading to better performance and less attrition within biology courses. Researchers across universities partnered to develop a measure to assess students' inference-making abilities in biology. We describe the development of the inference-making and reasoning in biology assessment (IMRB). The IMRB is a 15-item multiple-choice assessment that uses short paragraphs of content--from the most-used textbook--taught at the end of a semester of survey biology courses designed for science majors. Based on our research, when the IMRB is conducted at the beginning of a semester, it measures deductive reasoning with new biology information, is fair across various student groups, and is reliable. The IMRB can be used with or without SAT or ACT scores to place students into regular undergraduate introductory biology courses, to predict grades in such courses, and/or to identify students who may need extra support or remediation in reasoning with new biology information. The IMRB is available free of charge to interested faculty and researchers.
Collaborative Mobile eBook Reading for Struggling EFL College Readers
Author: Al-Jarf, Reima
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Electronic Publishing,Second Language Learning,Second Language Instruction,English (Second Language),Language Proficiency,Student Interests,Group Discussion,Integrated Learning Systems,Teaching Methods,Comparative Analysis,Feedback (Response),College Freshmen,Printed Materials,Books,Reading Material Selection,Videoconferencing,Cooperative Learning,Learning Activities,Reading Improvement,Computer Software,Reading Instruction,Foreign Countries

Background: Mobile e-books together with Blackboard LMS and Elluminate were integrated and used as extensive reading activities, i.e., as a supplement to in-class reading instruction. The aim of the activity was to develop EFL struggling freshman student readers enhance their reading skills through short, simplified e-books. Materials and Methods: Two groups of freshman students participated in the study. The experimental group used extensive collaborative e-book reading activities whereas the control group read paper books of their choice on their own out of class. Students in the experimental group were divided into small groups and were assigned a free e-book. The e-books selected matched the students' proficiency level and interests. Each group read a chapter (2-3 pages) and had to write an outline and a summary and post them on the Blackboard Discussion Forum. Each group generated questions about each other's chapters. The questions had to ask about the topic, details, meanings of difficult words, pronouns and their referents and so on. The rest of the students had to answer the questions online, give feedback and comments on each other's posts, summaries, and answers. Discussions were held via Elluminate web conferences. The control group was given questions on paper to answer and discussions with the instructor were held in class. Results: Post-test results showed significant differences between the experimental and control groups in their reading skill level. Experimental students made higher gains in reading skills. A post-treatment survey showed several factors that led to reading improvement such as student-centered activities, active participation and practice, interaction among the students, a secure environment for making mistakes, and instructor and peer support. Conclusion: Extensive collaborative e-book reading activities in used as a supplement to in-class reading instruction proved to be effective in improving EFL freshman students reading skills.
2020 Marketing and Recruitment Practices for Graduate Students Report: Effective Practices for Graduate Enrollment as Rated by Campus Officials
Author: Ruffalo Noel Levitz (RNL)
Date: 2020-01-00
Type: Reports - Research
Subjects: Graduate Students,Enrollment,Marketing,Student Recruitment,Advertising,Budgets,College Admission,Admission Criteria,College Applicants,Enrollment Management,Best Practices,Benchmarking,Electronic Mail

Graduate student enrollment has become increasingly important for universities. At the same time, competition for graduate students has increased, and the way those students search for programs of study has changed dramatically in the digital era. How can your program adapt and reach its graduate enrollment goals? This benchmark survey report provides data to showcase best practices and trends in graduate student marketing and recruitment. Ruffalo Noel Levitz (RNL) polled nearly 80 institutions about their enrollment practices for graduate students. This report summarizes and analyzes the findings while also highlighting opportunities for programs to elevate and evolve their enrollment efforts. The report covers topics such as: (1) top 10 most effective advertising practices and strategies for generating inquiries; (2) organization and personnel responsibilities for graduate student recruitment; (3) budget metrics for marketing and recruitment; (4) communication channels used by campuses as well as frequency of use; and (5) timelines for follow-up, appointments, and admissions decisions.
2021 Admitted Student Family Report: A Survey of 1,200 Families about College Financing and Borrowing
Author: Ruffalo Noel Levitz (RNL)
Date: 2021-00-00
Type: Reports - Research
Subjects: Higher Education,Educational Finance,Costs,Student Financial Aid,Paying for College,Student Costs,Loan Repayment,Debt (Financial),College Students,Student Attitudes,Federal Aid,Scholarships,Knowledge Level,Enrollment Influences,Ethnicity,Family Income,Labor Market

In an era of escalating higher education costs, students and families need to be aware of all of their options for financing college and how those financing options work. Financing remains one the top factors for choosing a college, especially for students with greater financial need. Those who do not receive the award packages and financial resources they need may pass on a college or university. For many families, loans also play a big role in financing college. However, students and families may be reluctant to borrow because of fear of debt--and that fear may dissuade them from attending college. Loan Repayment Assistance Programs (LRAPs) help assuage that fear and provide a valuable financial resource for students and families. If a student's income after graduation is modest, their LRAP helps repay their student loans--including federal student, private alternative, and parent PLUS loans. LRAPs work like student loan insurance, providing a significant safety net for students and families. They benefit colleges and universities by helping them enroll and retain students who may feel college is not affordable by resolving the fear of loans and student debt. This survey of 1,200 families of admitted college students polled them on several key topics related to college financing: (1) the importance of financial aid and scholarships; (2) concerns about college cost; (3) attitudes and likelihood of borrowing; and (4) knowledge and opinions about LRAPs. [This report was co-published with Ardeo Education Solutions.]
Serving the Underrepresented: Understanding the Needs and Decision Making Priorities of Underrepresented Graduate Students
Author: Ruffalo Noel Levitz (RNL)
Date: 2022-00-00
Type: Reports - Research
Subjects: Disproportionate Representation,Student Needs,Decision Making,Graduate Students,Asian American Students,African American Students,Hispanic American Students,White Students,Sexual Identity,Acceleration (Education),Distance Education,Blended Learning,College Admission

In fall 2021, Ruffalo Noel Levitz (RNL) published its first &quot;Graduate Student Recruitment Report&quot; (ED618011), a survey of 1,500 prospective graduate students that explored their program demands and preferences, search processes, enrollment decision making priorities, and key expectations of the institutions to which they inquire, apply, and enroll. This summary report presents that survey data organized by the self-reported race and ethnicity of respondents. All respondents were permanent residents of the United States; therefore, these data provide a template of demand for understanding how to grow domestic graduate student enrollment. This report presents key insights about underrepresented graduate students, including: (1) type of graduate program students desire; (2) preferred course length and modality; (3) the influence of digital marketing and social media during the program search process; (4) how quickly students expect programs to respond to inquiries and make admission decisions; and (5) the most import features that determine if they will enroll in a graduate program.
Patterns of Adults with Low Literacy Skills Interacting with an Intelligent Tutoring System
Author: Fang, Ying
Date: 2021-08-13
Type: Reports - Research
Subjects: Intelligent Tutoring Systems,Educational Technology,Technology Uses in Education,Reading Comprehension,Adult Literacy,Student Behavior,Interaction,Reading Skills,Skill Development,Reaction Time,Accuracy,Reading Instruction,Blended Learning,Foreign Countries,Achievement Tests,Student Characteristics,Reading Difficulties,Program Effectiveness

A common goal of Intelligent Tutoring Systems (ITS) is to provide learning environments that adapt to the varying abilities and characteristics of users. This type of adaptivity is possible only if the ITS has information that characterizes the learning behaviors of its users and can adjust its pedagogy accordingly. This study investigated an intelligent tutoring system with computer agents (&quot;AutoTutor&quot;) designed to improve comprehension skills in adults with low reading literacy. One goal of this study was to classify adults into different clusters based on their behavioral patterns (accuracy and response time to answer questions) while they interacted with AutoTutor to help them improve their reading comprehension skills. A second goal was to investigate whether adults' behaviors were associated with different reading components. A third goal was to assess improvements in reading comprehension skills, based on psychometric tests, of different clusters of readers. Performance on AutoTutor was collected in a targeted 100-hour hybrid intervention for adult readers (n = 252) that included both human teachers and the AutoTutor system. The adults' average accuracy and response time in AutoTutor were used to cluster the adults into four categories: higher performers (comparatively fast and accurate), conscientious readers (slow but accurate), under-engaged readers (fast at the expense of somewhat lower accuracy) and struggling readers (slow and inaccurate). Two psychometric tests of comprehension were used to assess comprehension. Gains in comprehension scores were highest for conscientious readers, lowest for struggling readers, with higher performing readers and under-engaged readers in between. The results provide guidance to enhance the adaptivity of AutoTutor. [This is the online version of an article published in &quot;International Journal of Artificial Intelligence in Education.&quot;]
Teacher Mobility in Allegheny County, 2014-15 through 2019-20
Author: Eddins, Mary
Date: 2021-09-00
Type: Reports - Research-practitioner Partnerships
Subjects: Counties,School Districts,Faculty Mobility,Labor Turnover,Teacher Characteristics,Institutional Characteristics,Charter Schools,Teacher Persistence,Racial Differences,Teacher Competencies,Teaching Experience,Minority Group Teachers,Minority Group Students,Low Income Students,Disproportionate Representation,Public Schools,Geographic Location,Educational Quality,Ethnicity,Teacher Promotion,Teacher Transfer

Teacher mobility, or teacher turnover, has long garnered attention as a critical educational equity gap. This attention is warranted as, within schools, teachers have the single greatest impact on student achievement. The unprecedented interruptions to school-based learning and the trials of navigating remote and hybrid instruction due to the COVID-19 pandemic heightened concerns about the stability of the teacher workforce and the potential of a pending teacher shortage across the U.S., state of Pennsylvania, and locally in Allegheny County. This study takes a closer look at teacher mobility in the region by examining six years of data leading up to the pandemic. Specifically, this study: (1) Identifies teacher mobility trends in Allegheny County public schools from 2014-2015 to 2019-2020; (2) Describes the destinations of mobile teachers; and (3) Identifies key characteristics of mobile teachers and the schools they exited and entered within the county to determine if potential equity gaps exist. This report concludes with implications for policy and practice including a list of suggestions for educational leaders to reduce mobility and eliminate consequential disparities for students.
Access to Experienced Teachers in Allegheny County
Author: Eddins, Mary
Date: 2021-12-00
Type: Reports - Research-practitioner Partnerships
Subjects: Experienced Teachers,Equal Education,Teacher Effectiveness,Teacher Distribution,Public Schools,Charter Schools,Minority Group Students,Faculty Mobility,Access to Education,Disadvantaged Schools

Definitions of teacher experience vary by state and research study. Most states consider a teacher inexperienced if they have between 1-5 years of experience in the classroom as full-time educator. Pennsylvania's 2015 plan identified inexperienced teachers as those with one or less years of teaching experience, but the federal Civil Rights Data Collection definition for inexperienced teachers includes first or second year teachers. Using personnel records from the Pennsylvania Department of Education (PDE), this Allegheny County Education Research (ACER) report, takes a closer look at teacher experience in Allegheny County, examining whether equity gaps exist between district and charter schools and between student subgroups.
Combating the COVID-19 Hate and Racism Speech on Social Media
Author: Al-Jarf, Reima
Date: 2021-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Social Media,Computer Mediated Communication,Racial Bias,Bullying,Violence,Antisocial Behavior,Stranger Reactions,Student Attitudes,Arabs,Intervention,Cultural Awareness,Reflection,Critical Reading,Consciousness Raising,Islam,Sociolinguistics

The spread of COVID-19 worldwide has been associated with hate and racism speech on social media which sometimes encourages violence and bullying in the different communities. Some officials, public figures and even common people, including students, have been expressing hate, racism, negative, hostile, and intolerant attitudes towards certain groups of people based on their color, origin, race, religion or social/political stance. This study surveys students and instructors' views of COVID-19 five months after the outbreak of the pandemic, and whether they consider it a punishment from God to certain countries or not. Based on the findings, it proposes the creation of an anti-hate Twitter page to teach students tolerance rather than negative sentiment associated with COVID-19.
Investigating the Teachers&apos; Application of Socio-Cognitive Theory to Promote EFL Students&apos; Autonomy Case Study: Third-Year Students in Kasdi Merbah University, Ouargla, Algeria
Author: Bougherara, Rim
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Social Cognition,Personal Autonomy,Teaching Methods,Teacher Attitudes,Language Teachers,Undergraduate Students,Student Attitudes,Metacognition,Foreign Countries

This paper aimed to investigate the teachers' implication of Socio-Cognitive Theory to promote EFL students' autonomy. It was significant in the sense that it attempted at investigating the teachers' implication of Socio-Cognitive Theory in promoting their students' autonomy and indicating the usefulness of Socio-Cognitive Theory in assisting teachers to promote their students' autonomy. The descriptive method was the one used in this research in which a teachers' questionnaire was addressed to both EFL teachers at Ouargla University and EFL third- year students from the same university for data collection. It was found that EFL teachers implemented Socio-Cognitive Theory in their classrooms and were aware of it. In addition, this theory was workable for boosting autonomous learning. But, on the other hand, it was revealed that teachers confirmed their students' disinterest for becoming autonomous. Then, it was recommended to make a good rapport with students to enhance their students' autonomy.