ethanporcaro/eric-fulltext-meta huggingface dataset:
Beyond the Research Project: Inquiry Every Day and Every Way
Author: Marino, John
Date: 2018-00-00
Type: Journal Articles
Subjects: Research Projects,Inquiry,Librarian Teacher Cooperation,School Libraries,Problem Solving,Learning Processes,Lifelong Learning,Independent Study,Standards

Instructional collaborations between classroom teachers and school librarians often involve the &quot;research project.&quot; These annual assignments (typically) are opportunities to put the inquiry process into practice and provide a rich context for learning. The National School Library Standards for Learners, School Librarians, and School Libraries (2018) remind us that inquiry happens beyond the research project--inquiry happens every time a student uses information to answer a question, complete an assignment, or solve a problem. Moreover, inquiry will look different in the context of each subject area. The purpose of this article is to offer a new way to see inquiry: as something that happens routinely in solving problems with information, as something that requires a common process but contextualized approach in each situation, and as something that is critical in personalized and lifelong learning.
dAFM: Fusing Psychometric and Connectionist Modeling for Q-Matrix Refinement
Author: Pardos, Zachary A.
Date: 2018-10-00
Type: Journal Articles
Subjects: Q Methodology,Psychometrics,Models,Knowledge Level,Artificial Intelligence,Tests,Measurement,Data Collection,Data Analysis

We introduce a model which combines principles from psychometric and connectionist paradigms to allow direct Q-matrix refinement via backpropagation. We call this model dAFM, based on augmentation of the original Additive Factors Model (AFM), whose calculations and constraints we show can be exactly replicated within the framework of neural networks. In order to parameterize the Q-matrix definition in the model, the associations between questions and knowledge components (KC) need to be represented by adjustable weights. Furthermore, student KC opportunity counts, instead of serving as fixed inputs, need to be calculated dynamically as the Q-matrix changes during training. We describe our solutions to these two modeling challenges and evaluate several variants of our fully realized model on datasets from the Cognitive Tutor and ASSISTments. We compare learning the Q-matrix from scratch vs. refining an expert specified KC model and evaluate various procedures for refinement. In our quantitative predictive analysis, we find that dAFM learns a better generalizing Q-matrix than the original expert model in all our primary datasets. Using a development set, we also find that the dAFM Q-matrix is superior to KC representations extracted from trained Deep Knowledge Tracing and skip-gram models. Examples are shown of questions whose fit was improved by dAFM with depictions of their original and refined KC associations. We consistently find in our experiments that our dAFM variant which attempted to learn the Q-matrix from scratch underperformed models which started with an expert defined Q-matrix that was then refined. This observation continues a theme in EDM of utility found in the enduring value of expert domain knowledge enhanced through data-driven refinement.
The Analysis of Correlation between Depression Symptoms and Their Attitudes towards Addictive Substances of High School Students Who Participate in Regular Exercise and Students Who Do Not Participate in Regular Exercise
Author: Kardas, Nurgul Tezcan
Date: 2018-00-00
Type: Journal Articles
Subjects: Depression (Psychology),Student Attitudes,Substance Abuse,Athletics,Vocational Education,High School Students,Gender Differences,Grades (Scholastic),Parent Influence,Marital Status,Participation,Family Income,Family Structure,Siblings,Foreign Countries,Measures (Individuals)

In this study, it is aimed to analyze the correlation between depression levels and the attitudes towards addictive substances of the students participating and not participating in sports who live in Hendek district of Sakarya province and to determine if sports have an effect on depression and attitudes towards addictive substances. Also by using Vocational and Technical High schools and Anatolian High schools, it became possible to see the effect of school type. Furthermore, the effect of sociodemographic variables such as sex, grades, marital status of parents, and branch of sports, duration and frequency of participation in sports, income level, and number of siblings was researched. The study group consists of 326 students and &quot;Demographic Information Form&quot; developed by the researcher, &quot;Beck Depression Inventory&quot; and &quot;Attitude towards Addictive Substances Scale&quot; were used as data collection tools. The obtained data was statistically analyzed by using SPSS 25.00 program. While no difference was observed in depression symptoms for the individuals participating and not participating in sports in the general frame, it is determined that the individuals participating in sports has a higher interest in addictive substances when compared to their peers who do not participate in sports. Moreover, this negative attitude towards addictive substances is higher in male students and in the students who study at Vocational and Technical High schools.
Deep Learning vs. Bayesian Knowledge Tracing: Student Models for Interventions
Author: Mao, Ye
Date: 2018-10-00
Type: Journal Articles
Subjects: Prediction,Pretests Posttests,Bayesian Statistics,Short Term Memory,Scores,Intelligent Tutoring Systems,Models,Nonparametric Statistics,Accuracy,Learning Processes,Teaching Methods,Intervention,Cognitive Processes,Prior Learning,Physics,Science Instruction,Probability

Bayesian Knowledge Tracing (BKT) is a commonly used approach for student modeling, and Long Short Term Memory (LSTM) is a versatile model that can be applied to a wide range of tasks, such as language translation. In this work, we directly compared three models: BKT, its variant Intervention-BKT (IBKT), and LSTM, on two types of student modeling tasks: post-test scores prediction and learning gains prediction. Additionally, while previous work on student learning has often used skill/knowledge components identified by domain experts, we incorporated an automatic skill discovery method (SK), which includes a nonparametric prior over the exercise-skill assignments, to all three models. Thus, we explored a total of six models: BKT, BKT+SK, IBKT, IBKT+SK, LSTM, and LSTM+SK. Two training datasets were employed, one was collected from a natural language physics intelligent tutoring system named Cordillera, and the other was from a standard probability intelligent tutoring system named Pyrenees. Overall, our results showed that BKT and BKT+SK outperformed the others on predicting post-test scores, whereas LSTM and LSTM+SK achieved the highest accuracy, F1-measure, and area under the ROC curve (AUC) on predicting learning gains. Furthermore, we demonstrated that by combining SK with the BKT model, BKT+SK could reliably predict post-test scores using only the earliest 50% of the entire training sequences. For learning gain early prediction, using the earliest 70% of the entire sequences, LSTM can deliver a comparable prediction as using the entire training sequences. The findings yield a learning environment that can foretell students' performance and learning gains early, and can render adaptive pedagogical strategy accordingly.
Most of the Time, It Works Every Time: Limitations in Refining Domain Models with Learning Curves
Author: Goldin, Ilya
Date: 2018-10-00
Type: Journal Articles
Subjects: Predictor Variables,Models,Learning Processes,Matrices,Mastery Learning,Evaluation Methods,Factor Analysis,Computation,Bayesian Statistics

Data from student learning provide learning curves that, ideally, demonstrate improvement in student performance over time. Existing data mining methods can leverage these data to characterize and improve the domain models that support a learning environment, and these methods have been validated both with already-collected data, and in close-the-loop studies that actually modify instruction. However, these methods may be less general than previously thought, because they have not been evaluated under a wide range of data conditions. We describe a problem space of 90 distinct scenarios within which data mining methods may be applied to recognize posited domain model improvements. The scenarios are defined by two kinds of domain model modifications, five kinds of learning curves, and 25 types of skill combinations under three ways of interleaving skill practice. These extensive tests are made possible by the use of simulated data. In each of the 90 scenarios, we test three predictive models that aim to recognize domain model improvements, and evaluate their performance. Results show that the conditions under which an automated method tests a proposed domain model improvement can drastically affect the method's accuracy in accepting or rejecting the proposed improvement, and the conditions can be affected by learning curve shapes, method of interleaving, choice of predictive model, and the threshold for predictive model comparison. Further, results show consistent problems with accuracy in accepting a proposed improvement by the Additive Factors Model, made popular in the DataShop software. Other models, namely Performance Factors Analysis and Recent-Performance Factors Analysis, are much more accurate, but still struggle under some conditions, such as when distinguishing curves from two skills where students have a high rate of errors after substantial practice. These findings bear on how to evaluate proposed refinements to a domain model. In light of these results, historical attempts to test domain model refinements may need to be reexamined.
Adaptation of Teachers&apos; Self-Efficacy towards Teaching Thinking Skills Scale into English
Author: Dilekli, Yalçin
Date: 2018-11-00
Type: Journal Articles
Subjects: Thinking Skills,Teaching Methods,Self Efficacy,Factor Analysis,Construct Validity,Correlation,Turkish,Measures (Individuals),Academic Achievement,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Preservice Teachers,Foreign Countries,Translation,Specialists,Item Analysis

Teaching thinking skills is core of the curriculum in many cultures. Although curricula have mutual points, the results were different from each other. Having different results of teaching thinking curriculums applied in different countries indicates importance of personal differences of teachers. Defining level of teacher's self-efficacy makes a contribution to determining success level of curriculum. Developing a global scale contributes both researchers and practitioner while teaching thinking. The aim of this study is to adapt Teachers' Self-efficacy towards Teaching Thinking Skills Scale (TSTS), developed in Turkish, into English. The scale consists of 20 items. Each item has 5 point Likert type. It has 3 factors as Design, Practice and Academic Competence. For this purpose, firstly linguistic equivalence was analyzed. For linguistic equivalence, both versions of the scale were applied to 28 candidate teachers of English with 20 day intervals. In the second step, Confirmatory Factor Analyses was administrated to data taken from 144 native English teachers. After the analysis, good level fitting indices were found. Cronbach Alpha coefficient value is .94. Construct validity (Convergence and Discriminating validity) study on correlations between sub-dimensions and average explained variance value has good sufficient level. Scale items were found discriminating. Results showed that English version of the scale was statistically valid and reliable.
Creating a Virtual World for Mathematics
Author: Kim, Young Rae
Date: 2018-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Preservice Teachers,Video Games,Computer Games,Computer Simulation,Teaching Methods,Student Attitudes,Technology Integration,Pedagogical Content Knowledge,Algebra,Geometry,Geometric Concepts,Educational Games

A virtual world was created using the popular sandbox game Minecraft to support the development of preservice teachers' knowledge for teaching mathematics. Preservice teachers explored the virtual world for a geometry activity involving area and volume problems. They then discussed how this integration of technology could support students' effective learning of mathematics in a meaningful way. The findings of the study demonstrated that to a certain extent the Minecraft activity supported the transfer of knowledge from preservice teachers' mathematics content knowledge to their mathematics pedagogical and instructional practice knowledge. Preservice teachers appreciated the usefulness and effectiveness of the Minecraft activity in enhancing the teaching and learning of mathematics by visualizing mathematical concepts in the virtual world. This integration of technology also gave them an opportunity for professional growth. Although this study focuses on preservice teachers' perspectives on the Minecraft activity, the technology integration using Minecraft will also be beneficial for students because it engages them in active and discovery learning.
The Contributions of Informal Home Literacy Activities to Specific Higher-Level Comprehension Processes
Author: Hannon, Brenda Ann Marie
Date: 2018-12-00
Type: Journal Articles
Subjects: Family Literacy,Preschool Children,Language Skills,Predictor Variables,Reading Comprehension,Family Environment,Decoding (Reading),Phonemic Awareness,Kindergarten,Correlation,Vocabulary Development

This study shows that home literacy activities contribute to kindergarten children's higher-level comprehension processes, namely knowledge integration and knowledge access. Kindergarten children completed measures assessing literacy and language skills and then their performances on these measures were correlated with home literacy activities, which were assessed via a parental questionnaire. Consistent with previous research, the results revealed that informal home literacy activities were positively related to language comprehension and vocabulary but not to letter-word decoding and phonemic decoding skills. The results also revealed that home literacy activities were positively related to knowledge integration and knowledge access, two strong predictors of language and reading comprehension. Finally, the present results suggest that the contributions that home literacy activities make to language comprehension are the same contributions that home literacy activities make to higher-level comprehension processes. In other words, the contributions that home literacy activities make to language comprehension are not independent of the contributions that home literacy activities make to higher-level comprehension processes.
Supporting Effective Youth Work: Job-Embedded Professional Development in OST
Author: Wiedow, Jocelyn S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Youth Employment,Youth,Education Work Relationship,Supervisors,Models,After School Programs,Staff Development,Professional Development

Challenges to developing staff quality include limited staff hours and lack of funding for training. However, even organizations that have enough time and money still may not develop their people effectively. Traditionally, organizations send staff to trainings without offering follow-up support to enable them to apply the learning (Hirsh, 2009; National Staff Development Council, 2001; Senge, 1990). To effectively develop youth worker expertise, supervisors must create a culture that allows staff to integrate their learning into practice and reflect on its application. This article outlines how supervisors can create a culture of learning by employing job-embedded professional development. It offers three models for staff learning, each supported by practical tips and real-world examples.
Investigation of the Relation between Core Muscle Strength, Durability and Reaction Performance for Swimmers
Author: Biyikli, Türker
Date: 2018-11-00
Type: Journal Articles
Subjects: Correlation,Muscular Strength,Aquatic Sports,Reaction Time,Males,College Athletics,Body Weight,Team Sports,Athletes

Investigation of the relation between reaction time performances and core muscle strength and durability of the swimmers is aimed in the research. 21 elite male sportsmen with 21,92 ± 5,03 years of age average, 174,14± 4,27 cm of length average and 75,02 ±6,61 kg of body weight from College swimming team participate the research. Right-left hands audio and visual reaction times and plank and side plank performance values of the sportsmen are received. The data achieved provides minimum and maximum values, average and standard deviation values. Moreover Pearson correlation test is applied to determine the relation between the variants. According to the findings of the research, medium-level positive relation is detected between right hand visual reactions and plank measurement values, and poor-level positive relation is detected between right hand audio reactions of the swimmers (r=,692, p&lt;,021; r=,277, p&lt;,039). In conclusion, relation is detected between core muscle strength and durability and visual and audio right hand reaction time. It may be stated that development of core muscle strength and durability may improve reaction time.
A New Way to Assess Nutrition Knowledge: The Healthy Plate Photo Method
Author: Walther, Ashley
Date: 2018-00-00
Type: Journal Articles
Subjects: After School Programs,Nutrition,Eating Habits,Youth,Grade 4,Grade 5,Elementary School Students,Food Service,Knowledge Level,Nutrition Instruction,Physical Activities,Health Promotion

Out-of-school time (OST) programs serve youth from diverse demographic backgrounds. OST programs, whose informal settings provide opportunities for experiential learning, can address this problem by implementing nutrition and food-preparation programming to improve participants' dietary knowledge and behaviors. In this article, the authors describe WeCook: Fun with Food and Fitness, an OST curriculum for fourth- and fifth-grade students focusing on food preparation, nutrition, and physical activity. In the process of piloting this program, they discovered the need for a nutrition assessment that would be time-efficient, developmentally appropriate, and user-friendly. Their solution was to develop a novel tool called the Healthy Plate Photo (HPP) method, based on the U.S. Department of Agriculture (USDA) MyPlate guidelines (USDA, 2017). They used this tool, in conjunction with a conventional paper survey, to assess nutrition knowledge before and after children participated in WeCook. HPP's innovative approach is appropriate in OST settings because it is hands-on and fun for students; it is also easy for staff to conduct. To demonstrate their nutrition knowledge, children build a healthy plate (as defined by USDA) using plastic food models. The results of the authors' pilot study suggest that the HPP method can be a practical and useful nutrition assessment tool for OST programs to use with youth from varied socioeconomic and racial/ethnic backgrounds.
A Seat at the Table: Listening to Adolescent Black Girls
Author: Kayser, Abigail Amoako
Date: 2018-00-00
Type: Journal Articles
Subjects: Adolescents,African American Students,Females,Mentors,After School Programs,Parents,Family Relationship,Self Advocacy,Racial Identification,Partnerships in Education,Parent Participation,Interpersonal Relationship,Cultural Relevance,Community Programs

Little is known about the processes that foster positive development specifically in adolescent Black girls from low-income backgrounds (Kirshner &amp; Ginwright, 2012). Scholars (Larson &amp; Ngo, 2017; Simpkins, Riggs, Ngo, Ettekal, &amp; Okamoto, 2017) have called for investigation into how the cultural assets of adolescents of color contribute to their positive development and into the ways in which race, ethnicity, and culture influence this development. The research reported in this article responds to this call by examining mentoring programs situated in a community that have an abundance of programs for adolescent Black girls. The authors conducted in-depth interviews with adolescent Black girls, parents, program leaders and staff, and mentors to learn--from the people most deeply involved--what Black girls need to succeed. Three themes emerged from these interviews: that programs for adolescent Black girls need to involve families, that the girls themselves need advocates who will teach them to advocate for themselves, and that mentors should share the girls' racial identity.
Creating High-Performance Afterschool Programs
Author: Toledo, Sonia
Date: 2018-00-00
Type: Journal Articles
Subjects: After School Programs,Educational Development,Models,School Culture,Cooperation,Capacity Building,Educational Objectives,Accountability,Staff Development

One of the greatest challenges supervisors face is developing and retaining their staff. Site supervisors are in a continuous struggle to develop and train new employees on the fundamental skills--managing groups, dealing with disruptive behavior, and so on--that youth workers need before they can successfully implement learning activities. One way to break this cycle of continual on-boarding is to support site supervisors in implementing processes to build a high-performance culture in their afterschool programs. The intention is to build a culture in which staff collaborate and learn together to reach program goals. This essay recommends a model, borrowed from the corporate sector, for building a high-performance culture in afterschool programs at the site level. If implemented with fidelity, this model can support afterschool programs in stabilizing their workforce, improving their performance, and delivering quality services to children and youth.
Comparison of Physical Parameters of the Individuals Who Have Received NASM-OPT Model &amp; EMS Training in Combination with Traditional Fitness Training Applications Regularly as Personal Training (PT) for 20 Weeks
Author: Biyikli, Türker
Date: 2018-12-00
Type: Journal Articles
Subjects: Comparative Analysis,Models,Foreign Countries,Pretests Posttests,Physical Fitness,Recreational Facilities,Performance,Measurement,Training,Exercise,Physical Education,Muscular Strength,Athletics

In the study, it is aimed to determine whether there is any improvement in the physical performance development of the individuals, who have made exercise with OPT MODEL -EMS mix. and traditional PT models within the 20-week exercise program. In the study, pre-test, posttest, experimental screening by pattern methods are used. Study groups consist of 30 individuals, who are healthy and voluntary, continuing the fitness centers in Netherlands (OPT-EMS; n=30) and in Turkey (PT; n=30). After the data obtained is entered in computer environment; the arithmetic means (X), standard deviations (ss) of the research groups are taken and the Paired Samples t-test is applied for the differences between the pre-test and posttest. Significance level is examined at p&lt;0.05 level. When the study findings are examined, statistically significant differences are observed in the push-up, squat, crunch, plank and Max Vo2 performance measurements of the participants in 20-week OPT-EMS group (p&lt;0.05). Also, a statistically significant difference is found in the left hand grip and plant test performance measurements of the participants in 20-week PT group (p&lt;0.05). As a result, the OPT model, which is an innovative approach and has five different training phases, and the continuation of training with EMG for a certain period of time can be said to contribute to the physical performance. In addition, in case PT training content is prepared according to the individual, it is considered that it will contribute to physical performance.