ethanporcaro/eric-fulltext-meta huggingface dataset:
Writing a Dissertation: Tools for Success
Author: Montgomery, Anne E.
Date: 2017-03-00
Type: Speeches/Meeting Papers
Subjects: Doctoral Dissertations,Writing Processes,Writing Strategies,Literature Reviews,Self Management,Data Collection,Computer Software,Computer Uses in Education,Delphi Technique,Spreadsheets,Notetaking

Plenty of material exists to help with the writing process, but sometimes the writer needs tools to help organize the process. This paper reviews some of the tools needed to organize articles and other references. A discussion of keywords, note taking, and document organization provides examples on the choice use of technology tools to support the writing process. The tools described will assist with the literature review, connecting the cloud to the word processor, accessing notes, references materials, and strategies to streamline writing results. Five years ago, one journey ended and another began. One reviews life as a series of ends and beginnings. Writing begins after something else ends, so here is the end of the journey. During doctoral cohort courses, instructors offered manuals on how to write the dissertation, but the books often yielded only the setup of the dissertation, the research, or the proposal. Writing a dissertation takes time, motivation, and perseverance. Covey (2004) emphasized in the Seven Habits of Effective People the need to &quot;be proactive&quot; (p. 66), &quot;begin with the end in mind&quot; (p. 94), and &quot;put first things first&quot; (p. 144) or &quot;[practice] effective self-management&quot; (p. 147). The reflections and ideas here are not related to the setup or proposal format, but rather to the deepseated desire to write and express the passion and conviction of the subject and to keep organized while working through the process. The author invites the reader to play with the tools discussed to support issues with literature, data collection, writing various drafts, and expressing the importance of the results. [For the complete proceedings, see ED576985.]
From &quot;Additive&quot; to &quot;Integrative&quot;: Experiences of Faculty Teaching Developmental Integrated Reading and Writing Courses. CCRC Working Paper No. 96
Author: Bickerstaff, Sarah
Date: 2017-08-00
Type: Reports - Research
Subjects: Developmental Studies Programs,Remedial Reading,Reading Instruction,Writing Instruction,Teacher Attitudes,Interviews,Focus Groups,Interdisciplinary Approach,Literacy Education,Case Studies,College Readiness,Community Colleges,Required Courses,Qualitative Research,College Faculty,College Administration,Administrator Attitudes,Metacognition,Curriculum Design,Writing Assignments,Skill Development

This paper documents the perceptions and experiences of faculty members in the midst of statewide reform efforts in Virginia and North Carolina to integrate developmental reading and writing courses. Using interview and focus group data from 161 faculty and administrators in both states (combined) as well as three detailed case studies of faculty teaching newly integrated courses, we describe how departments and faculty approached the task of course integration. Findings suggest that while instructors had a generally positive impression of integrating the two disciplines, implementing these new courses was not without challenges. A common approach to course design, which we term &quot;additive,&quot; involved combining assignments and activities from the old standalone courses. We identify a range of factors associated with using the additive approach, including conceptions of literacy learning focused on the mastery of discrete skills, professional development aimed at exchanging activities and materials between reading and writing instructors, and lack of a clear framework for an integrated course design. Instructors using the additive approach reported that they could not cover all of the content/activities from the previous courses under the accelerated course structure, and worried they that they were not able to provide students the literacy skills they needed to be successful in college. Yet some faculty used or began to adopt what we call an &quot;integrative&quot; approach to course design in which few standalone components of the previously offered courses remained. Integrative course design tended to emphasize metacognition, extensive text-based writing, and embedded skills and strategy instruction, often offered in a &quot;just-in-time&quot; fashion. Faculty perceived that these more &quot;integrative&quot; course elements were associated with improved literacy learning. The findings presented have implications for creating support resources and professional development for departments and faculty who are new to teaching integrated reading and writing courses. The paper includes several curricular examples which can be adapted and used by faculty teaching integrated developmental courses.
State of the Education Beat 2016: A Field With A Future
Author: Education Writers Association
Date: 2016-05-01
Type: Reports - Research
Subjects: Journalism,Education,National Surveys,Individual Characteristics,Mass Media,Wages,Role,Elementary Secondary Education,Higher Education,Preschool Education,Futures (of Society),Influences,Time,Expertise,Audience Analysis

Education journalists have the critically important task of informing the public about education at the local, state, and national levels. Little is known however about this sector of the news media. What does this workforce look like? Do education journalists believe their work matters? Are they satisfied in their jobs? What challenges does the field face to better informing public dialogue on education? Last fall, the Education Writers Association (EWA) teamed up with the Education Week Research Center to answer these and other questions in a first-of-its-kind online national survey and follow-up interviews. The result is this report, &quot;State of the Education Beat 2016.&quot; The report offers comprehensive new data that provides the field with important baseline information. The findings can be used to inform decisions about resources devoted to the education beat, and for assessments by media outlets of how they cover--or do not cover--education. This report also tells a compelling story, and a hopeful one. Two-thirds of respondents say education journalism is going in the right direction at their news outlets. A majority hold that view of the field as a whole. The report challenges the widely accepted narrative that education is a steppingstone beat with negligible prestige. Two messages in particular stand out: Education journalists want more time for in-depth coverage and colleagues with more education expertise.
Examining Positive and Negative Interdependence in an Elementary School CSCL Setting
Author: Hartmann, Christian
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Computer Uses in Education,Cooperative Learning,Intelligent Tutoring Systems,Language Usage,Group Dynamics,Dialogs (Language),Grade 4,Grade 5,Preferences,Competition,Correlation,Pretests Posttests,Achievement Gains

Social interdependence is a key concept in CSCL research. However, investigations of students' positive and negative interdependence during collaborative activities have often relied on self-report, rather than dialogue analysis. Bringing together politeness and social interdependence theory, we assessed &quot;dialogue indicators&quot; of positive and negative interdependence from behavioral data (namely, face-saving and face-threatening dialogue moves) and compared the results with those of self-report scales. We analyzed a data set of 30 elementary students learning fractions with an intelligent tutoring system (ITS). Our initial analyses focus on the link between use of language that is face-saving (e.g., marking identity with statements such as &quot;we are great&quot;) or face-threatening (e.g., insulting), and students' preferences to collaborate and compete. We found only non-significant correlations between these two broad categories, but found significant correlations between dialogue indicators, such as the use of identity markers and joking, that suggest directions for subsequent studies.
Use of an Accessible iPad App and Supplemental Graphics to Build Mathematics Skills: Feasibility Study Results
Author: Beal, Carole R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Algebra,Assistive Technology,Braille,Computer Graphics,Courseware,Elementary School Students,Feasibility Studies,Feedback (Response),Handheld Devices,Interviews,Mathematics Skills,Middle School Students,Program Effectiveness,Student Attitudes,Teacher Attitudes,Teaching Methods,Technology Uses in Education,Telephone Surveys,Usability,Visual Impairments,Word Problems (Mathematics)

Introduction: The present study evaluated the feasibility of using an iPad application or &quot;app&quot; for algebra-readiness mathematics, with accompanying braille materials and accessible graphics, when used in authentic educational settings. Methods: Twenty-nine students with visual impairments in grades 4-11 used the materials under the direction of their teachers of students with visual impairments (N = 19). Twenty percent of the mathematics problems included graphics such as maps, line graphs, and bar graphs. Students and teachers of students with visual impairments provided feedback about the feasibility of using the app with supplemental materials, and made suggestions for additional features to improve the instructional package. Results: Students completed 984 word problems and solved 80% of them correctly within three attempts. The use of some features such as hints and &quot;worked-example&quot; videos was low. Participants provided suggestions for improvement of the app features and accessible graphics. Discussion: Students and teachers of students with visual impairments were able to use the materials successfully, and comments were generally positive. Participants' comments and suggestions were used to revise the app and materials. Implications for practitioners: The study results contribute to the growing body of knowledge about the potential value of tablet-type devices for use by visually impaired students. [This article was published in &quot;Journal of Visual Impairment &amp; Blindness&quot; (EJ1114434).]
Partner-Language Learning Trajectories in Dual-Language Immersion: Evidence from an Urban District
Author: Burkhauser, Susan
Date: 2016-00-00
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,Immersion Programs,Bilingualism,Academic Achievement,Spanish,Japanese,Mandarin Chinese,Elementary School Students,Middle School Students,Language Proficiency,Language Tests,Standards,Elective Courses,Scores,Comparative Analysis,Native Language,English (Second Language),English,Reading Skills,Writing Skills,Listening Skills,Oral Language,Urban Areas,Outcomes of Education

Research has demonstrated that students in dual-language immersion programs perform as well as, or better than, their peers in core academic content areas by late elementary school. The extent to which immersion education fosters bilingualism, however, has received less attention in the literature. Using data from a four-year efficacy study of dual-language immersion education in the Portland Public Schools in Oregon, this study reports the skill levels that 1,284 dual-language immersion students achieved in their classroom partner languages (Spanish, Japanese, and Mandarin Chinese) between 3rd and 8th grades. The authors find that by 8th grade, the average dual-language immersion student, regardless of language, performs at least at the Intermediate Low sub-level, and often higher, on STAMP assessments of nearly all language skills tested (listening, reading, writing, and speaking). In comparison, 8th graders in the Portland Public Schools who began taking Spanish as an elective in upper elementary or middle school scored only at about the Novice Mid sub-level. After four years of immersion learning (Grades K-3), 4th grade students whose home language was Spanish scored similarly in reading and speaking to their immersion peers whose home language was not Spanish; they outperformed their immersion peers, however, in listening and writing. [This paper was published in &quot;Foreign Language Annals&quot; (EJ1115027).]
Reducing Risk through a Supplementary Reading Intervention: A Case Study of First- and Second-Grade Urban Students
Author: Council, Morris R, III.
Date: 2016-08-00
Type: Journal Articles
Subjects: Observation,Educational Technology,Student Attitudes,Questionnaires,At Risk Students,Reading Skills,Reading Tests,Emergent Literacy,Reading Fluency,Culturally Relevant Education,Program Effectiveness,Females,Social Behavior,Computer Assisted Instruction,Reading Instruction,Intervention,Elementary School Students,Urban Schools,Grade 2,Grade 1,Generalization,Computer Software

This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories intervention utilized culturally relevant reading passages for repeated readings delivered through computer software to increase the reading fluency of the young learners. Single-subject data collection procedures (AB designs) were used to measure student performance in reading and behavior during the intervention. Reading and behavioral outcomes improved following implementation of the intervention for all three participants. The benefits of systematic, intensive, and culturally relevant intervention to reduce risk in beginning learners are discussed. [This article was published in &quot;Behavioral Disorders&quot; (EJ1113091).]
Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention
Author: Bennett, Jessica
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 2,Elementary School Students,Intervention,Reading Fluency,Culturally Relevant Education,Reading Comprehension,Oral Reading,Computer Assisted Instruction,Reading Tests,African American Students,Urban Schools,Reading Programs,Program Effectiveness,Educational Technology,Comparative Analysis,Repetition,Reading Materials,Pretests Posttests,Emergent Literacy

This study investigated the effects of a multicomponent, supplemental intervention on the reading fluency of second-grade African-American urban students who showed reading and special education risk. The packaged intervention combined repeated readings and culturally relevant stories, delivered through a novel computer software program to enhance oral reading fluency and comprehension. A concurrent multiple probe experimental design across seven participants was used to assess intervention effects. Results showed a positive effect on both practiced and novel passages during intervention and on the 2-week and 1-month maintenance probes. Further, reading growth rates for the participants exceeded the growth rates for comparison peers on AIMSweb assessments. This study supports previous research on the beneficial effects of repeated reading strategies and computer delivered instruction. The link between fluency and comprehension was further supported in these findings. The possible relative effects of the use of culturally relevant material as well as study limitations are discussed. [This report was published in &quot;Education and Treatment of Children&quot; (EJ1145196).]
Investigating Effects of Embedding Collaboration in an Intelligent Tutoring System for Elementary School Students
Author: Olsen, Jennifer K.
Date: 2016-06-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Cooperative Learning,Elementary School Students,Elementary School Mathematics,Mathematics Instruction,Fractions,Comparative Analysis,Learning Processes,Independent Study,Time on Task,Grade 4,Grade 5,Quasiexperimental Design,Pretests Posttests,Hierarchical Linear Modeling,Statistical Analysis

Intelligent Tutoring Systems (ITSs) are beneficial for individual students learning in several domains, including mathematics where they have been used to support both secondary and elementary students. Collaborative learning may be beneficial to include in ITSs, particularly for conceptual knowledge. There is little work on collaborative ITSs, and it has mostly focused on older students. We aim to extend this work to elementary school students, by extending an ITS for fractions so it supports collaborative learning. We also build upon our previous work to further investigate the complementary strengths of collaborative and individual learning. In our study, 189 elementary school students worked with a conceptual or a procedural fractions ITS, and either individually or collaboratively. Students in both ITS conditions learned, but there were no differences in learning between individual and collaboration. However, the students working collaboratively spent less time on the tutor, indicating potential benefits of collaborative learning on efficiency in this setting.
Carving Metacognition at Its Joints: Protracted Development of Component Processes
Author: O'Leary, Allison
Date: 2017-00-00
Type: Journal Articles
Subjects: Adults,Cognitive Processes,Feedback (Response),Instruction,Metacognition,Self Control,Self Management,Thinking Skills,Young Children,Statistical Analysis

Two experiments investigated the development of metacognitive monitoring and control, and conditions under which children engage these processes. In Experiment 1, 5-year-olds (N = 30) and 7-year-olds (N = 30), unlike adults (N = 30), showed little evidence of either monitoring or control. In Experiment 2, 5-year-olds (N = 90) were given performance feedback (aimed at improving monitoring), instruction to follow a particular strategy (aimed at improving control), or both. Across conditions, feedback improved children's monitoring, and instruction improved both monitoring and control. Thus, children's poor metacognitive performance likely reflects a difficulty engaging the component processes spontaneously rather than a lack of metacognitive ability. These findings also suggest that the component processes are distinct, with both undergoing protracted development. [This article was published in &quot;Child Development&quot; (EJ1140517).]
Learning Alone or Together? A Combination Can Be Best!
Author: Olsen, Jennifer K.
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Grade 4,Grade 5,Elementary School Students,Independent Study,Comparative Analysis,Intelligent Tutoring Systems,Educational Technology,Technology Uses in Education,Achievement Gains,Teaching Methods,Age Differences,Student Interests,Mathematics Instruction,Fractions,Problem Solving,Quasiexperimental Design,Pretests Posttests,Hierarchical Linear Modeling

Collaborative and individual learning are both frequently used in classrooms to support learning. However, little research has investigated the benefits of combining individual and collaborative learning, as compared to learning only individually or only collaboratively. With our study, we address this research gap. We compared a combined condition to individual-only or collaborative-only learning conditions using intelligent tutoring systems for fractions. The study was conducted with 382 4th and 5th grade students. Students across all three conditions had significant learning gains. However, the combined condition had higher learning gains than the individual or collaborative condition. This difference was more pronounced for 4th grade students than for 5th grade students. In addition, we found that students in the combined condition expressed higher situational interest in the activity compared to those working individually and the same as students working only collaboratively. Through a combination, we may support better student learning.
Measuring Executive Function in Early Childhood: A Case for Formative Measurement
Author: Willoughby, Michael T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Children,Kindergarten,Executive Function,Formative Evaluation,Longitudinal Studies,Predictor Variables,Academic Ability,Cognitive Ability,Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),Academic Achievement,Scores,Pretests Posttests,Test Reliability,Factor Analysis,Home Visits,Cognitive Tests,Cognitive Development,Intelligence Tests,Young Children,Achievement Tests,Surveys,Statistical Analysis

This study tested whether individual executive function (EF) tasks were better characterized as formative or reflective indicators of the latent construct of EF. EF data that were collected as part of the Family Life Project (FLP), a prospective longitudinal study of families who were recruited at the birth of a new child (N = 1,292), when children were 3, 4, and 5 years old. Vanishing tetrad tests were used to test the relative fit of models in which EF tasks were used as either formative or reflective indicators of the latent construct of EF in the prediction of intellectual ability (at Age 3), attention-deficit hyperactivity disorder symptoms (at Ages 3 to 5 years), and academic achievement (at kindergarten). Results consistently indicated that EF tasks were better represented as formative indicators of the latent construct of EF. Next, individual tasks were combined to form an overall measure of EF ability in ways generally consistent with formative (i.e., creating a composite mean score) and reflective (i.e., creating an EF factor score) measurement. The test-retest reliability and developmental trajectories of EF differed substantially, depending on which overall measure of EF ability was used. In general, the across-time stability of EF was markedly higher when represented as a factor score versus composite score. Results are discussed with respect to the ways in which the statistical representation of EF tasks can exert a large impact on inferences regarding the developmental causes, course, and consequences of EF. [This article was co-authored by The Family Life Project Investigators.]
Formative versus Reflective Measurement of Executive Function Tasks: Response to Commentaries and Another Perspective
Author: Willoughby, Michael T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Executive Function,Formative Evaluation,Cognitive Measurement,Factor Analysis,Statistical Analysis,Goodness of Fit,Reliability,Models

The focus article (Willoughby et al., 2014) (1) introduced the distinction between formative and reflective measurement and (2) proposed that performance-based executive function tasks may be better conceptualized from the perspective of formative rather than reflective measurement. This proposal stands in sharp contrast to conventional measurement wisdom, in which confirmatory factor models are routinely used to represent individual differences in executive function ability. Here, I respond to the many thoughtful commentaries on my proposal. In addition, I draw on a philosophical distinction between formative and reflective latent variables that was made by Borsboom, Mellenbergh, and van Heerden (2003) to further challenge the current tendency to view executive function tasks from the perspective of reflective measurement.