ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning as a Machine: Crossovers between Humans and Machines
Author: Hildebrandt, Mireille
Date: 2017-00-00
Type: Journal Articles
Subjects: Behaviorism,Data Processing,Profiles,Learning Processes,Privacy,Confidential Records,Confidentiality,Intellectual History,Intervention,Identification,Prediction,Data Analysis,Relevance (Education),Behavior Theories

This article is a revised version of the keynote presented at LAK '16 in Edinburgh. The article investigates some of the assumptions of learning analytics, notably those related to behaviourism. Building on the work of Ivan Pavlov, Herbert Simon, and James Gibson as ways of &quot;learning as a machine,&quot; the article then develops two levels of investigation (processing of personal data and profiling based on machine learning) to assess how data driven education affects privacy, non-discrimination, and the presumption of innocence. Finally, the article discusses how data minimization and profile transparency will contribute to the methodological integrity of learning analytics, while protecting the fundamental rights and freedoms of human learners thus safeguarding the creativity, humour, and contestability of human learning. [Paper presented at the LAK '16--International Conference on Learning Analytics and Knowledge (6th, Edinburgh, United Kingdom, April 25-29, 2016).]
Towards Reflective Writing Analytics: Rationale, Methodology and Preliminary Results
Author: Shum, Simon Buckingham
Date: 2017-00-00
Type: Journal Articles
Subjects: Reflection,Writing Assignments,Educational Research,Data Collection,Data Analysis,Foreign Countries,Higher Education,Models,Design,Scoring Rubrics,Content Analysis,College Students,Automation,Educational Technology

When used effectively, reflective writing tasks can deepen learners' understanding of key concepts, help them critically appraise their developing professional identity, and build qualities for lifelong learning. As such, reflective writing is attracting substantial interest from universities concerned with experiential learning, reflective practice, and developing a holistic conception of the learner. However, reflective writing is for many students a novel genre to compose in, and tutors may be inexperienced in its assessment. While these conditions set a challenging context for automated solutions, natural language processing may also help address the challenge of providing real time, formative feedback on draft writing. This paper reports progress in designing a writing analytics application, detailing the methodology by which informally expressed rubrics are modelled as formal rhetorical patterns, a capability delivered by a novel web application. Preliminary tests on an independently human-annotated corpus are encouraging, showing improvements from the first to second version, but with much scope for improvement. We discuss a range of issues: the prevalence of false positives in the tests, areas for future technical improvements, the issue of gaming the system, and the participatory design process that has enabled work across disciplinary boundaries to develop the prototype to its current state. [Paper presented at the LAK '16--International Conference on Learning Analytics and Knowledge (6th, Edinburgh, United Kingdom, April 25-29, 2016).]
Role Modelling in MOOC Discussion Forums
Author: Hecking, Tobias
Date: 2017-00-00
Type: Journal Articles
Subjects: Role Models,Group Discussion,Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Semantics,Information Seeking,Information Dissemination,Social Influences,Social Networks,Network Analysis,Classification,Corporate Education,Environmental Education

To further develop rich and expressive ways of modelling roles of contributors in discussion forums of online courses, particularly in MOOCs, networks of forum users are analyzed based on the relations of information-giving and information-seeking. Specific connection patterns that appear in the information exchange networks of forum users are used to characterize user roles. Additionally, semantic roles are derived by identifying thematic areas in which an actor (learner) looks for information (problem areas) and the areas of interest in which an actor provides information to others (areas of expertise). The interplay of social and semantic roles is analyzed using a socio-semantic blockmodelling approach. The results indicate that social and semantic roles are not strongly interdependent. The methodological contribution is in combining traditional blockmodelling with semantic information to characterize participant roles. Furthermore, we use sequential pattern analysis techniques to analyze the posting activity of users over time in terms of categories of cognitive engagement. The combination of the different approaches reveals that user roles derived from the analysis of engagement patterns are strongly related to socio-semantic user roles. [Paper presented at the LAK '16--International Conference on Learning Analytics and Knowledge (6th, Edinburgh, United Kingdom, April 25-29, 2016).]
Massification and Diversification as Complementary Strategies for Economic Growth in Developed and Developing Countries
Author: Tyndorf, Darryl
Date: 2016-00-00
Type: Journal Articles
Subjects: Economic Development,Developing Nations,Developed Nations,Macroeconomics,Educational Benefits,Role of Education,Growth Models,Access to Education,Postsecondary Education,Enrollment Rate,Educational Policy,Alignment (Education),Human Capital,International Studies,Economic Impact,Knowledge Economy

Numerous microeconomic studies demonstrate the significant individual returns to tertiary education; however, little empirical evidence exists regarding the effects of higher education massification and diversification agendas on long-term macroeconomic growth. The researchers used the Uzawa-Lucas endogenous growth model to tertiary education massification and diversification agendas in 176 countries using World Bank, EdStats, and UIS data from, 1995-2014. The long-run propensity of economic growth to tertiary education enrollments was found to be positive and significant. Thus, the empirical findings suggest that massification of tertiary education has a significant effect on long-run economic growth when diversification policies complement massification initiatives.
Administrators' Sense of Self-Efficacy in Supervision of Teachers of English as a Second Language
Author: Murphy, Audrey Figueroa
Date: 2012-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Teacher Supervision,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Self Efficacy,Psychometrics,Regression (Statistics),Administrator Education,Principals,Administrator Surveys,Statistical Analysis

English language learners (ELLs) are the fastest growing segment of the U.S. school population, which means schools are hiring significant numbers of new ESL (English as a Second Language) teachers. This burgeoning pool of ESL teachers must be supervised by administrative staff, and the stakes are considerably higher now that teacher-evaluation policies frequently require teachers to make the grade or lose their jobs. But most administrators' educational experiences are remote from ESL instruction; few administrators are former ESL teachers, and supervisory training routinely fails to encompass ESL pedagogy. Hence, it remains unclear whether the administrators who supervise ESL teachers feel competent to do so. It seems plausible that the increasing ESL population is causing a supervision problem in modern schools: more and more ESL teachers whom administrators feel unprepared to supervise. To test this theory, a study was conducted focused on administrators' self-efficacy beliefs in supervision of ESL teachers. We designed a new survey instrument and evaluated its psychometric characteristics with a sample of 75 administrators, with linear regression performed to explore factors that predict administrators' self-efficacy beliefs in ESL teacher supervision. Results indicate that the more ESL teachers an administrator supervises, the lower the self-efficacy the administrator reports in supervising these teachers. So the increasing quantity of ESL teachers is in fact producing a growing problem in schools, indicating an urgent need for more extensive and higher-quality training for administrators in the objectives and methods of ESL instruction.
Key Issues in an International Clinical Experience for Graduate Students in Education: Implications for Policy and Practice
Author: Gaudino, Ann C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Graduate Students,Study Abroad,Focus Groups,Interviews,Educational Benefits,Barriers,Educational Practices,Educational Policy,Student Satisfaction,Clinical Supervision (of Teachers),Field Experience Programs,Preservice Teacher Education,Masters Programs,Foreign Countries

This study examines international clinical experiences in England with graduate education students from The University of Connecticut (UConn) and The University of Virginia (UVA) in the United States of America. Limited research available about international clinical experiences in the field of Education focuses primarily to only describe programs and provide authors' anecdotal evidence about the benefits and challenges of these experiences. This study is significant because it provides data about both the anticipated and actual benefits and challenges of an international clinical experience in education. Focus group interviews were chosen as the method of data collection to best explore and understand the full range of perceptions of the students. Data yielded findings not reported in previous information about international placements: significant differences existed between the benefits and challenges anticipated by the graduate students and the actual benefits and challenges they experienced; and developing skills to self-reflect and reflect with peers and supervisors about their professional practice was a significant actual benefit experienced by all students. Students further reported that they did not anticipate developing reflective skills because it had not been a significant benefit of their undergraduate clinical experiences in the United States. In contrast, literature about teacher and teacher candidate development cites that the ability to reflect on professional practice is one of the most successful means of professional development. Based on information in the literature and analysis of the focus group discussions, the conclusion outlines implications for policy, practice, and future research to improve clinical experiences in education both locally and internationally. The significance of the benefits of developing reflective skills during clinical experiences is also discussed.
The TAMAM Project: Shifting the Paradigm of Educational Reform in the Arab World
Author: Akkary, Rima Karami
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Change,Arabs,Case Studies,Strategic Planning,Educational Objectives,Educational Strategies,Educational Planning,Program Implementation,Grounded Theory,Participant Observation,Interviews,Content Analysis,Meetings,Educational Improvement,Capacity Building,Models,Foreign Countries

This paper presents a descriptive case study of the TAMAM project as a new school reform initiative in the Arab world. The case addresses goals, strategies and assumptions of the project, its distinctive and promising design features, and the cultural and contextual factors critical to its successful implementation. The work adopted grounded theory procedures for collecting and analyzing data. The study provides researchers interested in cross cultural transfer of conceptual knowledge insights into the aspects of widely accepted reform models that need to be emphasized if those western models are to be successfully adapted to the Arab Schools cultural context.
Cultivating a Global Mindset in Leadership Preparation: Contextual Implications
Author: Jenkins, Chris
Date: 2012-00-00
Type: Journal Articles
Subjects: Leadership Training,Cultural Awareness,International Programs,Educational Innovation,Foreign Students,Program Descriptions,Group Dynamics,Ethics,Individualism,Authoritarianism,Collectivism,Intelligence,Creativity,Models,Foreign Countries,Context Effect

We live in a global society with demands to respond to global needs. Many higher educational institutions are attempting to integrate international components in their curricula. However, in this endeavor, some institutions are more successful than others. This paper presentation will explain how global mindsets can be cultivated through innovative international preparation programs that benefit both domestic and international students, as well as other stakeholders in the international community.
Assessment of GenNEXT Learning Outcomes at the University of Brunei Darussalam: A Qualitative Review of Selected Opportunities, Benefits and Challenges in Human Resource Development
Author: Mundia, Lawrence
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,College Outcomes Assessment,Qualitative Research,Educational Change,Standards,Educational Testing,Norm Referenced Tests,Criterion Referenced Tests,Formative Evaluation,Summative Evaluation,Grades (Scholastic),Test Items,Scores,Evaluators,Educational Quality,Teacher Education Programs,Educational Improvement,College Curriculum

The commentary and overview explored how curriculum and assessment reforms are being used by a small university and small country to improve the quality of education and gain international recognition. Although the reforms are potentially beneficial to the students, university, and country, there are dilemmatic factors that may either enhance or harm the quality of the assessments. Eight problems discussed in this review report are: standards in educational testing and rights of test takers; norm-and-criterion referenced tests; relationship between formative and summative evaluations; moderation of marks for borderline students; use of optional questions in examinations; types and quality of the assessments; use of raw and standard scores in selection; and role of external assessors. Strategies to use these effectively are suggested. Lessons drawn from these initiatives might be of concern and interest to other small universities and countries. Further reviews of educational quality addressing other setbacks are encouraged and invited.
Response to Intervention: Employing a Mnemonic-Strategy with Art Media to Help Struggling Writers
Author: Dunn, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Response to Intervention,Mnemonics,Scores,Learning Strategies,Teaching Methods,Mixed Methods Research,Participatory Research,Action Research,Interviews,Writing (Composition),Student Interests,Grade 4,Elementary School Students,Writing Difficulties,Writing Attitudes,Student Attitudes,Surveys,Writing Instruction

With the implementation of response to intervention (RTI) in many schools across the United States and Canada, many educators have a renewed focus on intervention and assessment programming for students who struggle with academics. One format to manage interventions is for educators to provide these children with mnemonic-strategy instruction. In this study, mixed methods included experimental design, participatory action research, and arts-based data. Four 4th-grade struggling writers at a pacific-northwestern US school completed a writing-interest survey, learned the Ask, Reflect, Text (ART) story-writing mnemonic strategy which included the use of art, received story content and quality progress-monitoring scores at selected sessions, and completed a final exit interview about the intervention. All four participants improved with content; improving quality was more of a challenge. Results and implications are discussed.
The Kenyan School Systems' Impact on Public Higher Education Access: Examination of Growth, Access, and Challenges
Author: Yakaboski, Tamara
Date: 2011-00-00
Type: Journal Articles
Subjects: Public Schools,Access to Education,Higher Education,Foreign Countries,Educational Policy,Economic Development,Labor Force Development,Foreign Students,Graduation,Elementary Secondary Education,Educational Finance,Trend Analysis,Educational Trends

The Kenyan educational system is an example of how increasing demand, external policies, and lack of resources have hindered access into Kenya's highest level of education. While it is possible to view higher education as the problem and the solution as a means to an educated workforce and economic development, the issues stem from growth, access, and challenges at the lower levels of education, primary and secondary. In order to improve Kenya's higher education access, educators and leaders should first examine the issues hindering primary and secondary education. The trends imply that if United States educators and leaders can better understand the challenges in Kenyan education, then we can better educate the Kenyan international students with the tools and knowledge to improve the Kenyan system when they return home after graduation.
&quot;When You Come Here, It Is Still Like It Is 'Their' Space&quot;: Exploring the Experiences of Students of Middle Eastern Heritages in Post-9/11 U.S. Higher Education
Author: Neider, Xyanthe N.
Date: 2011-00-00
Type: Journal Articles
Subjects: Terrorism,Arabs,College Students,Higher Education,Political Issues,Social Influences,Ethnography,Observation,Interviews,College Faculty,Misconceptions,Cultural Awareness,Social Attitudes,Identification (Psychology),Social Bias,Student Experience,Qualitative Research

The aftermath of September 11, 2001 complicated how students of Middle Eastern heritages are perceived, treated, and constructed in U.S. institutions of higher education. However, research and scholarship has ignored how students of Middle Eastern heritages experience higher education in the current socio-political United States context. Borrowing from Wolcott's (2001) ethnographic fieldwork methodology, I collected data through observations and interviews with 12 student and 2 staff participants to explore the experiences of students of Middle Eastern heritages enrolled in a research extensive university. Three themes emerged from the data to explain how members of this student group experienced higher education in this particular historical moment. First, students had to re/negotiate their misconceptions about &quot;America&quot; and &quot;Americans&quot; in order to navigate the U.S. higher education spaces, thus, rupturing mythical understandings. Second, these changing understandings influenced how they chose to re/construct their identities for themselves, each other, and dissimilar others, sometimes accepting and other times, resisting identities ascribed to them. Third, spaces were both claimed by students and claimed students in particular circumstances. Although described as if independent from one another, these three themes influenced each other. For example, as students re/negotiated mythical understandings, they revealed different aspects of their identities, in various spaces and for varying purposes. Findings from this study suggest that placing the onus on multicultural/international student groups to educate the dominant campus community is problematic. Through educating others, students develop valuable skills, yet are forced to justify their existence, in this space, at this time. Universities need to take a more proactive stance to collaborate with student groups who have experienced negative identity construction on a global scale. Findings from this study suggest that both domestic and international students need more focused opportunities to engage with one another in order to disrupt their mythical understandings of one another. Thus, I propose the development of a multi-layered program through which students can gain college credit for participation in multicultural and international groups and events leading to a certification in addition to and in conjunction with their academic degree.
An Investigation into Instructor Implementation of Alternative Course Offerings in Education Departments in One Private Liberal Arts University
Author: Miranda, Twyla
Date: 2015-00-00
Type: Journal Articles
Subjects: Program Implementation,Nontraditional Education,Schools of Education,Private Colleges,Universities,Liberal Arts,Web Based Instruction,Blended Learning,Distance Education,Teleconferencing,Online Courses,College Students,Educational Practices,Learner Engagement,Reflection,Mentors,Student Attitudes,Feedback (Response),Instructional Design,Qualitative Research,Semi Structured Interviews

In order to understand whether a &quot;personal&quot; education found in the mission of a private liberal arts university could be delivered in alternative formats, an investigation into the teaching practice of eight instructors in newly designed alternative delivery courses was conducted during the fall and spring semesters of 2013-2014. The faculty taught in education departments across three levels--undergraduate teacher certification, masters and doctoral studies in education. The alternative delivery courses for the study included online, hybrid and one web-camera distance learning course, so that students were in the classroom with the instructor on alternative weeks, and teleconferencing with him through a web camera during the other weeks. Qualitative data indicated that all instructors met the challenges of training, student bias, course design, yet raised questions of interaction, rigor and workload. Personal mentoring of students was not evidenced. Student feedback established that students were amenable to alternative deliveries, but that they wanted a choice or prior knowledge of such delivery. Particularly, both instructors and students missed the discussion rich environment found in face-to-face environments. Recommendations that would help meet the &quot;personal&quot; education mission in alternative delivery courses were continued instructor training, advanced advertisement of alternative delivery, intentional effort for student legal accommodations and mentorship, and continued assessment of such courses.
Exploring Cultural Effects on Teaching Styles of Chinese and American Professors
Author: Zhan, Ginny Q.
Date: 2015-00-00
Type: Journal Articles
Subjects: Cultural Influences,Teaching Styles,College Faculty,Foreign Countries,Global Approach,Comparative Analysis,Teacher Student Relationship,Higher Education,Confucianism,Western Civilization,Likert Scales,Surveys

The current study examines cultural effects on college professors' teaching styles. Ninety-four Chinese university instructors participated in the study. A 40-item teaching style inventory was used in the study. The responses were compared with American professors' teaching styles reported by Grasha (2006). Results show that the Chinese participants are no more likely than their American counterparts to use the authority-based, top-down teaching style cluster. However, they are more likely to report using student-centered teaching styles. These findings suggest that with globalization and westernization, Chinese teaching styles in higher education continue to evolve, and Chinese professors may be employing both the traditional Confucian style and the Western democratic teaching styles.