ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of After-School Programs on Attendance and Externalizing Behaviors with Primary and Secondary School Students: A Systematic Review and Meta-Analysis
Author: Maynard, Brandy R.
Date: 2015-00-00
Type: Reports - Research
Subjects: After School Programs,Attendance,Student Behavior,Primary Education,Elementary School Students,Secondary School Students,Meta Analysis,At Risk Students,Outcomes of Education,Foreign Countries,Comparative Education,Statistical Analysis,Evidence,Literature Reviews

Over the past two decades, the number and types of after-school programs (ASPs) have increased substantially as a result of increased federal and private spending and because ASPs are perceived to provide wide-ranging and far-reaching benefits to students, families, schools and the public. The purpose of this systematic review and meta-analysis is to synthesize the available evidence on the effects of after-school programs with at-risk primary and secondary students on school attendance and externalizing behavior outcomes. The specific questions guiding this review were: (1) What are the effects of ASPs on school attendance with at-risk students who attend an ASP compared to at-risk students who do not attend an ASP?; (2) What are the effects of ASPs on externalizing behavioral outcomes with at-risk students who attend an ASP compared to at-risk students who do not attend an ASP?; and (3) Are there study, participant or program characteristics that moderate effects of ASPs? Studies included in this review were conducted in any setting that housed an ASP (e.g., school, community organization, church). Due to significant differences in educational systems around the world, this review was limited to studies conducted in the United States, Canada, United Kingdom, Ireland, and Australia. Systematic review methodology, following the Campbell Collaboration procedures and guidelines (Campbell Collaboration, 2014), was used for all aspects of the search, retrieval, selection, and coding of published and unpublished studies meeting study inclusion criteria. Meta-analysis was used to quantitatively synthesize results across studies. Twenty-four studies reported in 31 reports were included in the review. ASPs receive overwhelming positive support and significant resources; however, the overall lack of rigorous studies assessing effects of ASPs and the lack of significant effects of ASPs on attendance and externalizing behaviors found in this review, along with discrepant findings of prior reviews, provide some impetus for us to reconsider the purpose of ASPs and the way ASPs are designed and implemented. For school attendance, the evidence from this review converges with prior quantitative and narrative reviews. Simply, ASPs have not demonstrated significant effects on school attendance. Tables and figures are appended.
Examining the Foundations of Methods That Assess Treatment Effect Heterogeneity across Intermediate Outcomes
Author: Feller, Avi
Date: 2015-00-00
Type: Reports - Research
Subjects: Computation,Statistical Analysis,Statistical Bias,Outcomes of Treatment,Comparative Analysis,Data Analysis,Program Evaluation,Randomized Controlled Trials

The goal of this study is to better understand how methods for estimating treatment effects of latent groups operate. In particular, the authors identify where violations of assumptions can lead to biased estimates, and explore how covariates can be critical in the estimation process. For each set of approaches, the authors first review the assumptions necessary for identification and discuss practical issues that arise in estimation; second, they then examine how covariates allow for improved estimation, and determine the conditions necessary for using covariates to identify causal effects in latent groups; and third, they then compare the different methods using simulation studies built from datasets constructed by imputing missing class membership and potential outcomes from real-world studies. This allows for examining the performance of the different techniques under a variety of plausible circumstances. Analyzed is data from the Job Search Intervention Study (JOBS II), a randomized evaluation of an intervention for unemployed workers consisting of a series of training sessions and also the Head Start Impact Study, a large-scale randomized evaluation of the Head Start program in which children randomized to treatment were offered a seat in a classroom in a Head Start program. The authors conclude that, in practice, randomized trials should attempt to collect such covariates by, for example, having expert assessment of likelihood of compliance collected at baseline and that for identification, many methods require assumptions that are quite strong.
Efficiently Exploring Multilevel Data with Recursive Partitioning
Author: Martin, Daniel P.
Date: 2015-00-00
Type: Reports - Research
Subjects: Data Analysis,Nonparametric Statistics,Feasibility Studies,Educational Research,Statistical Analysis

There is an increasing number of datasets with many participants, variables, or both, in education and other fields that often deal with large, multilevel data structures. Once initial confirmatory hypotheses are exhausted, it can be difficult to determine how best to explore the dataset to discover hidden relationships that could help to inform future research. The purpose of this study is to examine the feasibility of applying Random Forests--a non-pragmatic data mining method that creates ensembles of simple decision trees--to efficiently explore large, multilevel datasets commonly found in educational research. This method has the potential to increase the ability for researchers to perform efficient exploratory data analysis without the common pitfalls and methodological challenges. It is important to note that because this method is non-parametric, there is no need to explicitly model random effects to account for nesting (as there are no standard errors). However, the algorithm does need to be slightly altered in its splitting and re-sampling procedure to ensure error estimates are accurate. This method is both a feasible and relatively easy-to-understand statistical tool for applied researchers to effectively explore their data to help uncover potential hidden relationships and identify variables that might have been overlooked in the confirmatory hypothesis testing phase. Tables and figures are appended.
Brain 3M--A New Approach to Learning about Brain, Behavior, and Cognition
Author: Li, Ping
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Brain Hemisphere Functions,College Students,Comparative Analysis,Visualization,Models,Diagnostic Tests,Puzzles,Telecommunications,Anatomy,Neurology,Animals,Behavior,Cognitive Processes

By combining emerging technologies with cognitive and education theories, we are capitalizing on recent findings from adaptive exploration and embodied learning research to address significant gaps in the education of brain sciences for school children and college level students. Through the development of virtual learning tools in combination with innovative education techniques, we are testing novel ways to train students of all ages about the function, anatomy, and evolutionary history of brains. The approach we are taking focuses on key brain regions that are typically taught in college-level introductory courses, as well as a comparative component that introduces features and specializations of other vertebrate brains. By adopting methods grounded in cognitive and learning science theories, we are studying how technology-rich platforms promote better learning and knowledge about the brain. The first phase of the project is aimed at transforming learning by allowing school students to digitally manipulate brain structures, identify real brain images, and 3D print and assemble brain models of different animals. Our aim is to determine how learning in this technology-rich context compares with traditional classroom learning. To test this, we will use behavioral studies that assess the learner's knowledge and the efficacy of knowledge integration into long-term memory. Understanding the brain is a highly interdisciplinary endeavor that bridges neuroscience, psychology, education, biological and medical sciences. We call this approach Brain3M, because it is a combination of (1) virtual brain interfaces in the form of Mobile device apps (e.g., on smartphones and tablets) and web-based tools for learning; (2) Magnetic resonance images (MRI) that connect with mobile and web interfaces, and (3) 3D printing Models and puzzles of vertebrate brains. The goal is to devise technological tools for learning about brains, as well as understanding the mind through investigating learner experiences with the technology. The research represents a significant step in bringing together technology, learning, and the brain. [For the full proceedings, see ED562093.]
Towards Gathering Initial Requirements of Developing a Mobile Service to Support Informal Learning at Cultural Heritage Sites
Author: Alkhafaji, Alaa
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Informal Education,Electronic Learning,Handheld Devices,Cultural Background,Historic Sites,Focus Groups

Informal learning allows learners to be in charge of their own learning process instead of being a content consumer. Harnessing mobile technology in informal learning field could help learners in taking a learning opportunity whenever they need either individually or in a group. This paper presents a small-scale study to investigate how people may use mobile technology for learning purposes in cultural heritage contexts. A focus group approach was used to capture preliminary results of user requirements. Based on these results, a scenario-based method was used to reflect a tangible picture regarding how people interact with mobile services. This study serves as an initial step of the series of gathering user requirements in developing a mobile location-based learning service. [For the full proceedings, see ED562093.]
Sound as Affective Design Feature in Multimedia Learning--Benefits and Drawbacks from a Cognitive Load Theory Perspective
Author: Königschulte, Anke
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Cognitive Processes,Difficulty Level,Epistemology,Acoustics,Production Techniques,Case Studies,Multimedia Instruction,Photography,Comparative Analysis,Learning Motivation,Instructional Design,Learner Engagement,Measures (Individuals),College Students,Questionnaires

The study presented in this paper investigates the potential effects of including non-speech audio such as sound effects into multimedia-based instruction taking into account Sweller's cognitive load theory (Sweller, 2005) and applied frameworks such as the cognitive theory of multimedia learning (Mayer, 2005) and the cognitive affective theory of learning with media (Moreno, 2006). Proceeding from the assumption that sound is an incisive means to affect people's emotional state it is argued that sound may also be well suited to stimulate involvement and motivation in learning situations, thereby bringing the learner to invest more mental effort into learning, which finally leads to better learning performance. This paper refers to an experimental case study, which was carried out within the framework of a Master's Thesis at the University of Applied Sciences Bremerhaven (Germany). In order to investigate the cognitive effects of including sound into multimedia learning, two groups of 1st semester Digital Media students were asked to learn about a historic subject using two different experimental designs: One version of a prototypical learning application consists of a photo slideshow with accompanying audio narration and another version consists of the same material supplemented with environmental sounds that illustrate the content of the lesson. Comparing both groups, the results don't reveal significant differences in learning performance. However, the subjective mental effort ratings of the participants are identified as a positive predictor for the performance score and are thus hypothetically discussed as being an indicator for learner motivation. The analysis finally confirms that the learner involvement, which is a measure relating the performance score and the mental effort ratings (Paas et al., 2005), during the subsequent achievement test is significantly higher when sounds were presented during instruction. These results suggest that the inclusion of sound may have positive effects on motivation and learning, which is according to a cognitive-motivational theory. [For the full proceedings, see ED562093.]
E-Learning System for Learning Virtual Circuit Making with a Microcontroller and Programming to Control a Robot
Author: Takemura, Atsushi
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Engineering Education,Electronics,Equipment,Robotics,Computer Simulation,Programming,Program Evaluation,Program Effectiveness,Usability,Undergraduate Students,Science Experiments,Foreign Countries

This paper proposes a novel e-Learning system for learning electronic circuit making and programming a microcontroller to control a robot. The proposed e-Learning system comprises a virtual-circuit-making function for the construction of circuits with a versatile, Arduino microcontroller and an educational system that can simulate behaviors of robots based on programs written by individual experimenters. The proposed system is useful and effective for comprehensive studies on electronic circuits with sensors and for programming robot control. The usefulness and effectiveness of the proposed system were evaluated by five university students. Results showing positive responses, which indicate the usefulness of the proposed system, were obtained from all students. [For the full proceedings, see ED562093.]
TagAlong: Informal Learning from a Remote Companion with Mobile Perspective Sharing
Author: Greenwald, Scott W.
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Informal Education,Learning Motivation,Handheld Devices,Electronic Learning,Distance Education,Teacher Student Relationship,Comparative Analysis,Visual Environment,Qualitative Research,Telecommunications,Pilot Projects,Synchronous Communication,Video Technology,Expertise,Novices,Art Education,Instructional Effectiveness

Questions often arise spontaneously in a curious mind, due to an observation about a new or unknown environment. When an expert is right there, prepared to engage in dialog, this curiosity can be harnessed and converted into highly effective, intrinsically motivated learning. This paper investigates how this kind of situated informal learning can be realized in real-world settings with wearable technologies and the support of a remote learning companion. In particular, we seek to understand how the use of different multimedia communication mediums impacts the quality of the interaction with a remote teacher, and how these remote interactions compare with face-to-face, co-present learning. A prototype system called TagAlong was developed with attention to features that facilitate dialog based on the visual environment. It was developed to work robustly in the wild, depending only on widely-available components and infrastructure. A pilot study was performed to learn about what characteristics are most important for successful interactions, as a basis for further system development and a future full-scale study. We conclude that it is critical for system design to be informed by (i) an analysis of the attentional burdens imposed by the system on both wearer and companion and (ii) a knowledge of the strengths and weaknesses of co-present learning. [For the full proceedings, see ED562093.]
Technology Goes Bush: Using Mobile Technologies to Support Learning in a Bush Kinder Program
Author: Masters, Jennifer
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Technology Uses in Education,Educational Technology,Telecommunications,Ethnography,Case Studies,Early Childhood Education,Participant Observation,Outdoor Education,Natural Resources,Kindergarten,Teaching Methods,Qualitative Research

A &quot;bush kinder&quot; is the Australian equivalent of a European forest kindergarten. Although it is not usual for technology to be used in the type of program, the authors suggest that mobile technologies can be used creatively and sensitively to support learning in the bush kinder context. This paper describes an ethnographical case study where two early childhood researchers participated in a bush kinder program in &quot;active participant-observer&quot; roles and used a mini-iPad with cellular data access to extend investigations with the children. The advantages of this approach are that information about the natural environment can be accessed &quot;just in time&quot; and experiences can be captured for future reflection and presentation to a wider audience. [For the full proceedings, see ED562093.]
The Will, Skill, Tool Model of Technology Integration: Adding Pedagogy as a New Model Construct
Author: Knezek, Gerald
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Integration,Teaching Styles,Models,Outcome Measures

An expansion of the Will, Skill, Tool Model of Technology Integration to include teacher's pedagogical style is proposed by the authors as a means of advancing the predictive power for level of classroom technology integration to beyond 90%. Suggested advantages to this expansion include more precise identification of areas to be targeted for teacher professional development, and the prospect for aligning teaching-with-technology style with student learning styles, in order to better serve educational system goals such as student engagement, learning and achievement. Initial findings are that pedagogical preference or style with old and new technologies accounts for approximately 30% of level of classroom technology integration. The authors contend this is worthy of retaining as a fundamental model improvement. [For the full proceedings, see ED562093.]
Studies Relating to Computer Use of Spelling and Grammar Checkers and Educational Achievement
Author: Radi, Odette Bourjaili
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Technology Integration,Student Attitudes,Statistical Analysis,Spelling,Literacy Education,Literature Reviews,Reading Skills,Writing Skills,Computer Literacy,Grammar,Computer Software,Error Correction,Mixed Methods Research,Observation,Interviews,Vocabulary,Handwriting,Internet,Grade 9

The content of this paper will focus on both language and computer practices and how school age students develop their literacy skills in the two domains of &quot;language&quot; and &quot;computers.&quot; The term literacy is a broad concept that has attracted many interpretations over the years. Some of the concepts raised by the literature apply to both language and computer literacy issues. Hence, this paper is intended to review the literature in areas: such as the definitional and conceptual issues of literacy; the development of language literacy (formally assessed in the areas of reading, vocabulary and comprehension) skills, but which also incorporates handwriting practices; computer literacy which applies to the acquisition and development of computer skills, particularly those associated with spelling and grammar checkers; the evolution of computer literacy to include new technological components emerge and interlock in computer usage to encompass Information and Communication Technology (ICT) literacy and its applications; in conjunction with the revelations of studies relating to computer use of spelling and grammar checkers and educational achievement. [For the full proceedings, see ED562093.]
University and Flipped Learning TIC &amp; DIL Project: Framework and Design
Author: Pinnelli, Stefania
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Technology Uses in Education,Blended Learning,Video Technology,Homework,Foreign Countries,Higher Education,College Students,Teacher Education Programs,Workshops,Integrated Learning Systems

The flipped classroom approach (FC) is for the educational world a chance of recovery and improvement of pedagogical student-centered model and collaborative teaching methods aimed at optimizing the time resource and to promote personalization and self-learning in a perspective of autonomy. The paper moving from a pedagogical reflection on innovative methodology for the improvement of teaching in schools and universities, presents the model of Flipped Classroom activated during 2014-2015 at the University of Salento in the experimentation of the E -Learning in the University by focusing on the pedagogical model implemented: theoretical framework, research objectives, development phases and testing. [For the full proceedings, see ED562093.]
A Model for Ubiquitous Serious Games Development Focused on Problem Based Learning
Author: Dorneles, Sandro Oliveira
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Educational Games,Problem Based Learning,Educational Technology,Relevance (Education),Teacher Role,Case Studies,Models,Technology Uses in Education,Teaching Methods,Telecommunications

The possibility of using serious games with problem-based learning opens up huge opportunities to connect the experiences of daily life of students with learning. In this context, this article presents a model for serious and ubiquitous games development, focusing on problem based learning methodology. The model allows teachers to create games based on problems. Besides, such games can be adapted to real-world scenarios, using context-aware information to enable interaction with real situations in that environment. The main scientific contribution of this work is related to teachers' autonomy, creating a motivating learning environment and fostering the relationship between theory and practice. To evaluate the model, we developed a use case, detailing the processes of game creation by the teacher, in an adaptive environment, and its use by the student. As a result, we expect greater student engagement in the proposed activities and to promote the development of higher order skills. [For the full proceedings, see ED562093.]
An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Study
Author: Wang, Ling
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Integration,Web 2.0 Technologies,Secondary Education,Phenomenology,Technological Literacy,Pedagogical Content Knowledge,Qualitative Research

Web 2.0 tools may be able to close the digital gap between teachers and students if teachers can integrate the tools and change their pedagogy. The TPACK framework has outlined the elements needed to effect change, and research on Web 2.0 tools shows its potential as a change agent, but little research has looked at how the two interrelate. Using a rigorous phenomenological research methodology, the &quot;lived experiences&quot; of seven teachers successfully adapting pedagogy with Web 2.0 tools were examined giving an in-depth qualitative analysis of how and why teachers integrate Web 2.0 to change pedagogy. The research validated the use of TPACK as a framework as well as the use of phenomenological research methodology in researching about educational technology. [For the full proceedings, see ED562107.]