ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Predicting Performance of Engineering Students Using Deep Learning
Author: Zualkernan, Imran
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Prediction,Engineering Education,Academic Achievement,Dropouts,Artificial Intelligence,Learning Analytics,Universities,Student Records,Undergraduate Students,Futures (of Society),Grade Point Average,Computer Software,Data Analysis

A significant amount of research has gone into predicting student performance and many studies have been conducted to predict why students drop out. A variety of data including digital footprints, socio-economic data, financial data, and psychological aspects have been used to predict student performance at the test, course, or program level. Fairly good prediction results have been achieved using both traditional machine learning and more recently deep learning methods. While using diverse sets of data has achieved good results, this data is often difficult and expensive to collect, and may have privacy-related issues. This paper explores the extent to which only prior performance data readily available with registrars in most Universities can be used to predict student performance in future terms. Twenty term data from 789 students enrolled an engineering program at an American University were used to train long term short term (LSTM), Bi-directional LSTM and Gated Reference Units (GRU) models to predict student performance in future terms. The results are that all three types of models were able to reasonably predict the next term's performance (F1-score of about 0.70) regardless of the number of terms a student had spent the University. The models generally did not overfit. The prediction was reasonable until about trying to predict performance on seventh term in the future, but the performance dropped beyond this point primarily due to lack of sufficient data (F1-score of about 0.2). [For the full proceedings, see ED621108.]
Rethinking the Role of the Principal
Author: Aspen Institute, Education & Society Program
Date: 2022-06-00
Type: Reports - Evaluative
Subjects: Principals,Administrator Role,Leadership Styles,Leadership Responsibility,Racial Discrimination,Educational History,COVID-19,Pandemics,Educational Environment,Cultural Relevance,Administrator Education

Every line of inquiry on the role of the principal tells us that the role needs an overhaul. Schools are dealing with historic educational disruption associated with the pandemic. Young people face record levels of anxiety and depression, unsustainably high income inequality, a painful reckoning with systemic racism, and a declining commitment to democracy. If school systems are to meet the challenge of this historic moment, they must articulate a new, rich vision that imbues students with a sense of responsible citizenship, prepares them for the world of work, and helps them develop a healthy sense of self. This vision for schooling calls for a shift in what we ask of schools, and that shift starts in the principal's office. Rethinking the Role of the Principal offers actions that education leaders can take for the role of the principal and district systems to make the role more impactful and sustainable, starting with alignment to a vision and research for school leadership to better serve students, schools, and society.
Educational Reforms Worldwide. BCES Conference Books, Volume 18
Author: Popov, Nikolay, Ed.
Date: 2020-00-00
Type: Books
Subjects: Educational Change,Foreign Countries,Comparative Education,Educational History,Educational Development,International Education,International Organizations,Educational Policy,Educational Innovation,Educational Practices,Entrepreneurship,Higher Education,Teacher Education,Laws,Educational Research,School Counseling,Home Schooling,Teaching (Occupation),Career Choice,Principals,Information Technology,Expenditures,Immigrants,Social Emotional Learning,Teacher Student Relationship,Philosophy,Civil Rights,Leadership Role,Quality Assurance,Cognitive Style,Teaching Styles,Medical Students,Administrative Organization,Social Media,Inspection,Mathematics Education,Childrens Rights,Accountability,Teacher Researchers,Inclusion,Disadvantaged,Art Teachers

This volume contains selected papers submitted to the 18th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held virtually in June 2020. The 18th BCES Conference theme is &quot;Educational Reforms Worldwide.&quot; This year's book includes 38 papers written by 73 authors from 19 countries. The volume starts with an introductory piece on school reforms in Bulgaria from the 9th to the 21st century written by the keynote speakers Nikolay Popov and Marina Pironkova. The authors present the cornerstones of school reforms during the First, Second, and Third Bulgarian State. They also discuss various cultural, social and political factors determining school development in Bulgaria. The other 37 papers are divided into six parts: (1) Comparative and International Education &amp; History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices &amp; Entrepreneurship; (4) Higher Education &amp; Teacher Education and Training; (5) Law and Education; and (6) Research Education &amp; Research Practice. [Individual papers are indexed in ERIC.]
360°-Video Reflection in Teacher Education: A Case Study
Author: Tarantini, Eric
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Video Technology,Case Studies,Preservice Teachers,Teacher Education Programs,Reflection,Teaching Skills,Comparative Analysis,Feedback (Response),Teacher Student Relationship,Situated Learning,Learning Processes,Teacher Competencies,Foreign Countries,Teaching Methods

360°(degree-)-videos inherit interesting potentials for teaching competence development. Reflecting on personal teaching performance from multiple perspectives potentially increases the depth in situated reflection and provides new learning insights for pre-service teachers. In this light, this paper describes a case study conducted at the University of St.Gallen where 360°-videos were used for reflection on personal performance of pre-service teachers in order to clarify, whether they add value to reflective observations compared to classical video recordings. Key findings are that (I): 360°-videos can add value to reflection processes in teacher education when combined with feedback and situated learning processes in a learning design and (II): 360°-videos offer advantages to follow teacher-student-interactions and to reflect upon personal teaching performance from multiple perspectives. [For the full proceedings, see ED621108.]
A Multi-Layer Architecture for an E-Learning Hybrid Recommender System
Author: Roux, Lisa
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Distance Education,Computer Software,Teacher Student Relationship,Supervision,Intelligent Tutoring Systems,Vocational Education,Higher Education,Blended Learning,Prediction,Learning Analytics,Teacher Attitudes,College Faculty,Undergraduate Students,Technology Uses in Education,Foreign Countries,Learning Processes,Task Analysis,Teaching Methods

Distance computer-assisted learning is increasingly common, owing largely to the expansion and development of e-technology. Nevertheless, the available tools of the learning platforms have demonstrated their limits during the pandemic context, since many students, who were used to &quot;face-to-face&quot; education, got discouraged and dropped out of school. In this context, a main issue is to conceive tools that would allow the teachers to supervise their students at a distance, by monitoring their progress and ensuring follow-up action as required. Another issue is to equip the learning platforms with intelligent systems able to guide the students involved in pedagogic activities. In this work, we propose a novel architecture of recommender system for vocational higher education that provides the students with personalized advice and the teacher with suitable information, in order to make the task of monitoring easier and involving them in the machine learning. Our system is supposed to act in a hybrid environment, and, for this purpose, has to explain its predictions in an interpretable and faithful manner, both to the students and the teachers, so that the former can determine the relevance of what is suggested and the latest can act on the future analyses and recommendations. This is a multi-layer architecture, so that each step of the recommendation process is meaningful, thus explicable to the users. The design of this architecture is a preliminary stage of a recommender system. It is designed on top of a learning digital infrastructure exploited since 2018 by the 1000 students of Bayonne Institute of Technology. [For the full proceedings, see ED621108.]
Criterion Validity and Reliability of Perceived Stress Scale (PSS) in a Student Population during COVID-19 Pandemic
Author: Berardi, Anna
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Test Validity,Test Reliability,Stress Variables,Correlation,Gender Differences,Body Composition,Life Style,Health Occupations,Health Personnel,College Students

Background: Because of coronavirus disease 2019 (COVID-19) in Italy, control measures were adopted, such as closure of schools, universities, workplaces, and subsequently lockdown, so everyone's life changed. This is associated with psychological disorders in general public and in particular on students. Objective: To evaluate validity and reliability of the Perceived Stress Scale (PSS) in the assessment of perceived stress of Italian students after the lifestyle changes due to the outbreak of COVID-19. Study Design: Cross-sectional study. Methods: A mailing list was used for the recruitment of students. Internal consistency was examined through Cronbach's Alpha Coefficient; Criterion validity was evaluated comparing PSS scores to SF-12 values, and Pearson Correlation. Coefficient (PCC) was calculated. Correlation analyses were also used to investigate Cross-cultural validity. Results: The PSS scale was administered to 400 medical and health professionals' students in July 2020. Alpha Coefficient's value was statistically significant, and correlation with the SF-12 health survey was good (p&lt;0,01). A correlation was found between Perceived Stress and gender, BMI, and also between PSS scores and time spent sitting and exercising under pandemic. Conclusions: The Italian version of PSS scale is a valid and reliable instrument to assess Perceived Stress among medical and health professionals' students. [For the full proceedings, see ED621108.]
Why Does High School Coursework Matter? The Case for Increasing Exposure to Advanced Courses
Author: Ogut, Burhan
Date: 2021-00-00
Type: Reports - Research
Subjects: Advanced Courses,High School Students,Outcomes of Education,Difficulty Level,Correlation,Educational Quality,Enrollment,Course Selection (Students),Prerequisites,Required Courses,Longitudinal Studies,Student Attitudes,Parent Attitudes,Teacher Attitudes,Mathematics Teachers,Science Teachers,Algebra,Administrator Attitudes,Counselor Attitudes,English,Language Arts,Mathematics Education,Science Education,College Attendance

Increasing the rigor of courses taken in high school is a crucial part of education policy. However, existing knowledge about high school coursework is outdated. Using data from a recent nationally representative data set, this brief reports results that expand our knowledge base on the relationship between rigorous coursework and postsecondary outcomes. Findings show that (1) Timing of the course-taking matters; (2) Advanced coursework is important; (3) Students who take diverse courses are likely to have better postsecondary outcomes; and (4) Both the quality and quantity of the coursework matters. The results of this study have implications for students, parents, educators, policymakers, and researchers. Students and their parents who would like to increase students' chances of becoming successful after high school should ensure students do not fall behind in taking the specific courses outlined in this study and enroll in advanced courses after completing the prerequisites for those courses.
Confirming Profiles of Comorbid Psychological Symptoms in Urban Youth: Exploring Gender Differences and Trait Mindfulness
Author: Webb, Lindsey
Date: 2021-00-00
Type: Journal Articles
Subjects: Symptoms (Individual Disorders),Urban Schools,Grade 8,Middle School Students,Psychological Studies,Comorbidity,Mental Health,Gender Differences,African American Students,Hispanic American Students,Well Being,Metacognition,Student Behavior,Depression (Psychology),Teacher Attitudes,Interpersonal Competence

Prior work has identified the need for replication of psychological research; however, validation efforts are rare. The purpose of the current study was to confirm latent profiles of comorbid psychological symptoms in an urban adolescent sample and examine differences in gender and trait mindfulness across these profiles. Cross-sectional data from 201 eighth grade students (63% female; M[subscript age] = 13.24; 86% Black) across nine Baltimore City public middle schools were analyzed. Confirmatory latent profile analyses showed that the previously-identified 3-profile solution with boundary constraints was the best fit for the data, and significant sex and trait mindfulness differences were identified. The current study supports the need for future replication studies using this methodology to improve theory and targeted interventions.
Possible Causes of Leaks in the Transfer Pipeline: Student Views at the 19 Colleges of the City University of New York
Author: Logue, A. W.
Date: 2022-07-18
Type: Reports - Research
Subjects: Community Colleges,College Transfer Students,Disproportionate Representation,Minority Group Students,Student Attitudes,Equal Education,Sense of Community,Financial Support,Associate Degrees,Bachelors Degrees,Educational Attainment,Articulation (Education),Student Characteristics

Only 11% of community college (associate's-degree) students transfer vertically and obtain a bachelor's degree within six years, despite over 80% originally intending to do so. These leaks in the transfer pipeline disproportionately affect students from underrepresented groups, who are more likely to attend community colleges and to leak out of the pipeline. To obtain insights about how to decrease these leaks, a survey was distributed to all City University of New York undergraduates; 31,511 responded. The survey concerned students' life and academic circumstances, as well as their information about and views on transfer. Analyses particularly compared responses of never-transferred associate's and bachelor's students and vertical transfer students. The results suggest multiple actions that higher education can take to decrease the pipeline leaks and increase higher education equity, including by increasing transfer students' belongingness, course availability, credit transfer, financial support, information, and time efficiency.
How States Can Incentivize Districts to Do Away with Master&apos;s Degree Pay Premiums
Author: Malkus, Nat
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: Teacher Salaries,Compensation (Remuneration),Masters Degrees,Income,School Districts,State Legislation,Incentives,Federal Aid,COVID-19,Pandemics,Resource Allocation,School District Spending

Despite compelling evidence that master's degrees don't systematically make teachers more effective for their students, most US school districts provide a pay premium for them. They should stop, the sooner the better, and states should take the lead in pushing them to do so. Education dollars--whether COVID-19 relief funds or predictable annual revenues--should be spent to improve outcomes for students. In this report, the authors do not attempt to argue that spending on pay premiums for master's degrees is largely wasteful, as study after study has made that case. Instead, they argue that despite the preponderance of evidence against them, the vast majority of districts maintain these pay premiums because the incentives to stop are too weak and those to continue are too strong. State legislatures are best suited to alter the incentives districts face, so the authors offer a range of possible mechanisms states could use to help districts make lasting positive changes in teacher compensation.
U.S. Department of Education, Office of Inspector General, FY 2013 Management Challenges
Author: Office of Inspector General (ED)
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Federal Programs,Educational Finance,Information Security,Audits (Verification),Administration,Data Collection,Data Use,Reports,Grants,Student Financial Aid,Student Loan Programs,Federal Aid,Federal Legislation,Educational Legislation,Higher Education,Distance Education,Eligibility,Elementary Secondary Education,Contracts,Expenditures,Deception,Barriers,Accountability,Compliance (Legal)

The Office of Inspector General (OIG) works to promote efficiency, effectiveness, and integrity in the programs and operations of the U.S. Department of Education (Department). Through OIG's audits, inspections, investigations, and other reviews, they continue to identify areas of concern within the Department's programs and operations and recommend actions the Department should take to address these weaknesses. The Reports Consolidation Act of 2000 requires the OIG to identify and report annually on the most serious management challenges the Department faces. Last year, OIG presented four management challenges: improper payments, information technology security, oversight and monitoring, and data quality and reporting. Although OIG noted some progress by the Department in addressing these areas, each remains as a management challenge for fiscal year (FY) 2013. The FY 2013 management challenges are: (1) Improper Payments; (2) Information Technology Security; (3) Oversight and Monitoring; and (4) Data Quality and Reporting.
U.S. Department of Education, Office of Inspector General, FY 2014 Management Challenges
Author: Office of Inspector General (ED)
Date: 2013-11-00
Type: Reports - Descriptive
Subjects: Federal Programs,Educational Finance,Information Security,Audits (Verification),Administration,Data Collection,Data Use,Reports,Grants,Student Financial Aid,Student Loan Programs,Federal Aid,Federal Legislation,Educational Legislation,Higher Education,Distance Education,Eligibility,Elementary Secondary Education,Contracts,Expenditures,Deception,Barriers,Accountability,Compliance (Legal)

The Office of Inspector General (OIG) works to promote efficiency, effectiveness, and integrity in the programs and operations of the U.S. Department of Education (Department). Through OIG's audits, inspections, investigations, and other reviews, they continue to identify areas of concern within the Department's programs and operations and recommend actions the Department should take to address these weaknesses. The Reports Consolidation Act of 2000 requires the OIG to identify and report annually on the most serious management challenges the Department faces. Last year, OIG presented four management challenges: improper payments, information technology security, oversight and monitoring, and data quality and reporting. While OIG noted some progress by the Department in addressing these areas, each remains as a management challenge for fiscal year (FY) 2014. OIG also added a new challenge related to the Department's information technology system development and implementation. The FY 2014 management challenges are: (1) Improper Payments; (2) Information Technology Security; (3) Oversight and Monitoring; (4) Data Quality and Reporting; and (5) Information Technology System Development and Implementation. These challenges reflect continuing vulnerabilities and emerging issues faced by the Department as identified though recent OIG audit, inspection, and investigative work. [For the FY 2013 report, see ED621353.]
U.S. Department of Education, Office of Inspector General, FY 2015 Management Challenges
Author: Office of Inspector General (ED)
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: Federal Programs,Educational Finance,Information Security,Audits (Verification),Administration,Data Collection,Data Use,Reports,Grants,Student Financial Aid,Student Loan Programs,Federal Aid,Federal Legislation,Educational Legislation,Higher Education,Distance Education,Eligibility,Elementary Secondary Education,Contracts,Expenditures,Deception,Barriers,Information Technology,Accountability,Compliance (Legal)

The Office of Inspector General (OIG) works to promote efficiency, effectiveness, and integrity in the programs and operations of the U.S. Department of Education (Department). Through OIG's audits, inspections, investigations, and other reviews, they continue to identify areas of concern within the Department's programs and operations and recommend actions the Department should take to address these weaknesses. The Reports Consolidation Act of 2000 requires the OIG to identify and report annually on the most serious management challenges the Department faces. Last year, OIG presented five management challenges: improper payments, information technology security, oversight and monitoring, data quality and reporting, and information technology system development and implementation. Although the Department made some progress in addressing these areas, each remains as a management challenge for fiscal year (FY) 2015. The FY 2015 management challenges are: (1) Improper Payments; (2) Information Technology Security; (3) Oversight and Monitoring; (4) Data Quality and Reporting; and (5) Information Technology System Development and Implementation. These challenges reflect continuing vulnerabilities and emerging issues faced by the Department as identified though recent OIG audit, inspection, and investigative work. [For the FY 2014 report, see ED621354.]
U.S. Department of Education, Office of Inspector General, FY 2016 Management Challenges
Author: Office of Inspector General (ED)
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Federal Programs,Educational Finance,Information Security,Audits (Verification),Administration,Data Collection,Data Use,Reports,Grants,Student Financial Aid,Student Loan Programs,Federal Aid,Federal Legislation,Educational Legislation,Higher Education,Distance Education,Eligibility,Elementary Secondary Education,Contracts,Expenditures,Deception,Barriers,Information Technology,Accountability,Compliance (Legal)

The Office of Inspector General (OIG) works to promote efficiency, effectiveness, and integrity in the programs and operations of the U.S. Department of Education (Department). Through OIG's audits, inspections, investigations, and other reviews, they continue to identify areas of concern within the Department's programs and operations and recommend actions the Department should take to address these weaknesses. The Reports Consolidation Act of 2000 requires the OIG to identify and report annually on the most serious management challenges the Department faces. Last year, OIG presented five management challenges: improper payments, information technology security, oversight and monitoring, data quality and reporting, and information technology system development and implementation. Although the Department made some progress in addressing these areas, each remains as a management challenge for fiscal year (FY) 2016. The FY 2016 management challenges are: (1) Improper Payments; (2) Information Technology Security; (3) Oversight and Monitoring; (4) Data Quality and Reporting; and (5) Information Technology System Development and Implementation. These challenges reflect continuing vulnerabilities and emerging issues faced by the Department as identified through recent OIG audit, inspection, and investigative work. [For the FY 2015 report, see ED621355.]