Downloads & Free Reading Options - Results

“Heidegger's Phenomenology Of Perception Learning To See And Hear Hermeneutically Volume II” Metadata:

• Title: ➤  Heidegger's Phenomenology Of Perception Learning To See And Hear Hermeneutically Volume II
• Author: DAVID KLEINBERG-LEVIN
• Language: English

Edition Identifiers:

• Internet Archive ID: ➤  heideggers-phenomenology-of-perception-learning-to-see-and-hear-hermeneutically-volume-ii

“See How Other Photographers Are Learning To Build Their Winning Week” Metadata:

• Title: ➤  See How Other Photographers Are Learning To Build Their Winning Week
• Author: ➤  Business of Photography Podcast

Edition Identifiers:

• Internet Archive ID: ➤  xouaahhegjt4uwknn9d74yksabb2mhsc2zajgcqs

“HEARTBREAKING The Mother Of 14 Month Old Kaiden Lee Welch Spoke Out After Learning Rescue Crews Found Her Son's Body In Union County Flood Waters. I Just Need To See Him One More Time.” Metadata:

• Title: ➤  HEARTBREAKING The Mother Of 14 Month Old Kaiden Lee Welch Spoke Out After Learning Rescue Crews Found Her Son's Body In Union County Flood Waters. I Just Need To See Him One More Time.

Edition Identifiers:

• Internet Archive ID: ➤  HEARTBREAKINGTheMotherOf14MonthOldKaidenLeeWelchSpokeOutAfterLearningRescueCrews

“Github.com-cchen156-Learning-to-See-in-the-Dark_-_2019-05-31_18-36-01” Metadata:

• Title: ➤  Github.com-cchen156-Learning-to-See-in-the-Dark_-_2019-05-31_18-36-01
• Author: cchen156

“Github.com-cchen156-Learning-to-See-in-the-Dark_-_2019-05-31_18-36-01” Subjects and Themes:

• Subjects: GitHub - code - software - git

Edition Identifiers:

• Internet Archive ID: ➤  github.com-cchen156-Learning-to-See-in-the-Dark_-_2019-05-31_18-36-01

“S6U8-PWRL: Learning To See: Convolutional Neural Networks Fo…” Metadata:

• Title: ➤  S6U8-PWRL: Learning To See: Convolutional Neural Networks Fo…

Edition Identifiers:

• Internet Archive ID: perma_cc_S6U8-PWRL

“Learning To See : Renaissance And Baroque Masterworks From The Phoebe Dent Weil And Mark S. Weil Collection” Metadata:

• Title: ➤  Learning To See : Renaissance And Baroque Masterworks From The Phoebe Dent Weil And Mark S. Weil Collection
• Author: ➤  Judith W. Mann, Elizabeth Wyckoff
• Language: English

“Learning To See : Renaissance And Baroque Masterworks From The Phoebe Dent Weil And Mark S. Weil Collection” Subjects and Themes:

• Subjects: ➤  Italian Renaissance and baroque - European art of the 15th to 17th centuries - exhibition catalogue

Edition Identifiers:

• Internet Archive ID: learning-to-see-2017-images

“ERIC ED612309: Programmes To Practices: Results From A Social & Emotional School Survey The Main Aim Of This Report Is To Present The Results Of A Survey Administered To Primary School Staff In England. The Goal Of The Survey Was To Increase Understanding Of How Social And Emotional Learning Is Viewed And Implemented In Schools. This Survey Was Administered Online During March 2019. All Primary Schools In England Were Contacted, But Participation Was Voluntary. A Total Of 621 Schools Agreed To Take Part Out Of 781 That Visited The Survey Website, Making Up A 79.51% Overall Response Rate. The Majority Of Respondents Had The Main Job Title "deputy Head" (48%), Followed By "SENCO (Special Education Needs Coordinator)" (25%) And "head-teacher" (10%), With Other Roles Making Up The Rest Of The Sample. All Nine Regions In England Are Represented In The Sample; However, They Are Not Uniformly Distributed, With Regional Composition Varying From 6.8% To 22.3% Of The Total Sample. Regarding School Characteristics, 78% Of Schools Have Between 101 And 500 Enrolled Pupils And The Average Percentage Of Pupils Currently Eligible For Free School Meals Was 23.87% (s.d. 18.58), With Varying Levels Across Regions. In This Report The Main Results Are Presented And Briefly Discussed. For Details Of The Full Questionnaire, See The Appendix Section. [For The Related Guidance Report, See ED612290. For The Related Evidence Review, See ED612292.]” Metadata:

• Title: ➤  ERIC ED612309: Programmes To Practices: Results From A Social & Emotional School Survey The Main Aim Of This Report Is To Present The Results Of A Survey Administered To Primary School Staff In England. The Goal Of The Survey Was To Increase Understanding Of How Social And Emotional Learning Is Viewed And Implemented In Schools. This Survey Was Administered Online During March 2019. All Primary Schools In England Were Contacted, But Participation Was Voluntary. A Total Of 621 Schools Agreed To Take Part Out Of 781 That Visited The Survey Website, Making Up A 79.51% Overall Response Rate. The Majority Of Respondents Had The Main Job Title "deputy Head" (48%), Followed By "SENCO (Special Education Needs Coordinator)" (25%) And "head-teacher" (10%), With Other Roles Making Up The Rest Of The Sample. All Nine Regions In England Are Represented In The Sample; However, They Are Not Uniformly Distributed, With Regional Composition Varying From 6.8% To 22.3% Of The Total Sample. Regarding School Characteristics, 78% Of Schools Have Between 101 And 500 Enrolled Pupils And The Average Percentage Of Pupils Currently Eligible For Free School Meals Was 23.87% (s.d. 18.58), With Varying Levels Across Regions. In This Report The Main Results Are Presented And Briefly Discussed. For Details Of The Full Questionnaire, See The Appendix Section. [For The Related Guidance Report, See ED612290. For The Related Evidence Review, See ED612292.]
• Author: ERIC
• Language: English

“ERIC ED612309: Programmes To Practices: Results From A Social & Emotional School Survey The Main Aim Of This Report Is To Present The Results Of A Survey Administered To Primary School Staff In England. The Goal Of The Survey Was To Increase Understanding Of How Social And Emotional Learning Is Viewed And Implemented In Schools. This Survey Was Administered Online During March 2019. All Primary Schools In England Were Contacted, But Participation Was Voluntary. A Total Of 621 Schools Agreed To Take Part Out Of 781 That Visited The Survey Website, Making Up A 79.51% Overall Response Rate. The Majority Of Respondents Had The Main Job Title "deputy Head" (48%), Followed By "SENCO (Special Education Needs Coordinator)" (25%) And "head-teacher" (10%), With Other Roles Making Up The Rest Of The Sample. All Nine Regions In England Are Represented In The Sample; However, They Are Not Uniformly Distributed, With Regional Composition Varying From 6.8% To 22.3% Of The Total Sample. Regarding School Characteristics, 78% Of Schools Have Between 101 And 500 Enrolled Pupils And The Average Percentage Of Pupils Currently Eligible For Free School Meals Was 23.87% (s.d. 18.58), With Varying Levels Across Regions. In This Report The Main Results Are Presented And Briefly Discussed. For Details Of The Full Questionnaire, See The Appendix Section. [For The Related Guidance Report, See ED612290. For The Related Evidence Review, See ED612292.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Wigelsworth, Michael Eccles, Alice Mason, Carla Verity, Lily Troncoso, Patricio Qualter, Pamela Humphrey, Neil - Foreign Countries - Social Emotional Learning - Elementary School Students - Institutional Characteristics - Lunch Programs - Elementary School Teachers - Training - Elementary School Curriculum

Edition Identifiers:

• Internet Archive ID: ERIC_ED612309

“ERIC ED438177: Eyes To See And Ears To Hear: Teaching Math In The Childhood Years. Integrating Math In Children's Learning Centers.” Metadata:

• Title: ➤  ERIC ED438177: Eyes To See And Ears To Hear: Teaching Math In The Childhood Years. Integrating Math In Children's Learning Centers.
• Author: ERIC
• Language: English

“ERIC ED438177: Eyes To See And Ears To Hear: Teaching Math In The Childhood Years. Integrating Math In Children's Learning Centers.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Mathematics Activities - Mathematics Instruction - Number Concepts - Preschool Children - Preschool Education - Teaching Methods - Guha, Smita

Edition Identifiers:

• Internet Archive ID: ERIC_ED438177

“Learning To See Like Children: Proof Of Concept” Metadata:

• Title: ➤  Learning To See Like Children: Proof Of Concept
• Authors: Marco GoriMarco LippiMarco MagginiStefano Melacci

“Learning To See Like Children: Proof Of Concept” Subjects and Themes:

• Subjects: ➤  Computing Research Repository - Computer Vision and Pattern Recognition

Edition Identifiers:

• Internet Archive ID: arxiv-1408.2478

“Zen And The Magic Of Photography : Learning To See And To Be Through Photography” Metadata:

• Title: ➤  Zen And The Magic Of Photography : Learning To See And To Be Through Photography
• Author: Rowe, Wayne
• Language: English

“Zen And The Magic Of Photography : Learning To See And To Be Through Photography” Subjects and Themes:

• Subjects: ➤  Photography -- Psychological aspects - Composition (Photography)

Edition Identifiers:

• Internet Archive ID: zenmagicofphotog0000rowe

“Incredible Moments With The Savior : Learning To See” Metadata:

• Title: ➤  Incredible Moments With The Savior : Learning To See
• Author: Gire, Ken
• Language: English

“Incredible Moments With The Savior : Learning To See” Subjects and Themes:

• Subjects: Jesus Christ - Bible

Edition Identifiers:

• Internet Archive ID: incrediblemoment00gire

“ERIC ED625859: Parent And Caregiver Conceptualizations Of Social And Emotional Skill Programs. ACT Research. Data Byte Social And Emotional (SE) Skills Are Interpersonal, Self-regulatory, And Task-related Behaviors That Are Important For Adaption To And Successful Performance In Educational And Workplace Settings (Casillas Et Al., 2015). Students Can Improve These Skills Through Social And Emotional Learning (SEL) Interventions Or Programming Designed To Teach SE Skill Development To Students In School Settings (e.g., Mahoney Et Al., 2018). While Teaching SEL Shows Promising Results And Continues To Gain Traction In The K-12 Education Space, Little Consensus Exists On What Label Should Be Used To Describe This Skill Set (e.g., Berg Et Al., 2017). A Recent Study With Parents Suggests That, Although Support For Social And Emotional Learning (SEL)-related Skills Is Relatively Strong, The Label "social-emotional Learning" Itself Is Unfavorable (Tyner, 2021). This Conclusion Was Based On A Rank Order Item Which Presented Parents With A List Of 12 Undefined, SEL-related Program Titles And Asked Them To Select Three School Programs They Would Most And Least Want Their Child Enrolled In. To Test The Assumption That Respondents Perceived All Program Labels As Teaching SEL, The Authors Conducted A Survey With Parents And Caregivers Of ACT® Test Takers. Results From This Follow-up Study Demonstrate That The Program Label "life Skills" Represents A Far Broader Range Of Skills Than Those We Would Typically Conceptualize As SE Skills. While Skills Such As Financial Management, Completing Taxes, And Taking Care Of Homes And Automobiles Are Undoubtedly Important, They Are Fundamentally Different From SE Skills Such As Persistence, Empathy, And Resilience. [For The 2021 Study "How To Sell SEL: Parents And The Politics Of Social-Emotional Learning," See ED616280.]” Metadata:

• Title: ➤  ERIC ED625859: Parent And Caregiver Conceptualizations Of Social And Emotional Skill Programs. ACT Research. Data Byte Social And Emotional (SE) Skills Are Interpersonal, Self-regulatory, And Task-related Behaviors That Are Important For Adaption To And Successful Performance In Educational And Workplace Settings (Casillas Et Al., 2015). Students Can Improve These Skills Through Social And Emotional Learning (SEL) Interventions Or Programming Designed To Teach SE Skill Development To Students In School Settings (e.g., Mahoney Et Al., 2018). While Teaching SEL Shows Promising Results And Continues To Gain Traction In The K-12 Education Space, Little Consensus Exists On What Label Should Be Used To Describe This Skill Set (e.g., Berg Et Al., 2017). A Recent Study With Parents Suggests That, Although Support For Social And Emotional Learning (SEL)-related Skills Is Relatively Strong, The Label "social-emotional Learning" Itself Is Unfavorable (Tyner, 2021). This Conclusion Was Based On A Rank Order Item Which Presented Parents With A List Of 12 Undefined, SEL-related Program Titles And Asked Them To Select Three School Programs They Would Most And Least Want Their Child Enrolled In. To Test The Assumption That Respondents Perceived All Program Labels As Teaching SEL, The Authors Conducted A Survey With Parents And Caregivers Of ACT® Test Takers. Results From This Follow-up Study Demonstrate That The Program Label "life Skills" Represents A Far Broader Range Of Skills Than Those We Would Typically Conceptualize As SE Skills. While Skills Such As Financial Management, Completing Taxes, And Taking Care Of Homes And Automobiles Are Undoubtedly Important, They Are Fundamentally Different From SE Skills Such As Persistence, Empathy, And Resilience. [For The 2021 Study "How To Sell SEL: Parents And The Politics Of Social-Emotional Learning," See ED616280.]
• Author: ERIC
• Language: English

“ERIC ED625859: Parent And Caregiver Conceptualizations Of Social And Emotional Skill Programs. ACT Research. Data Byte Social And Emotional (SE) Skills Are Interpersonal, Self-regulatory, And Task-related Behaviors That Are Important For Adaption To And Successful Performance In Educational And Workplace Settings (Casillas Et Al., 2015). Students Can Improve These Skills Through Social And Emotional Learning (SEL) Interventions Or Programming Designed To Teach SE Skill Development To Students In School Settings (e.g., Mahoney Et Al., 2018). While Teaching SEL Shows Promising Results And Continues To Gain Traction In The K-12 Education Space, Little Consensus Exists On What Label Should Be Used To Describe This Skill Set (e.g., Berg Et Al., 2017). A Recent Study With Parents Suggests That, Although Support For Social And Emotional Learning (SEL)-related Skills Is Relatively Strong, The Label "social-emotional Learning" Itself Is Unfavorable (Tyner, 2021). This Conclusion Was Based On A Rank Order Item Which Presented Parents With A List Of 12 Undefined, SEL-related Program Titles And Asked Them To Select Three School Programs They Would Most And Least Want Their Child Enrolled In. To Test The Assumption That Respondents Perceived All Program Labels As Teaching SEL, The Authors Conducted A Survey With Parents And Caregivers Of ACT® Test Takers. Results From This Follow-up Study Demonstrate That The Program Label "life Skills" Represents A Far Broader Range Of Skills Than Those We Would Typically Conceptualize As SE Skills. While Skills Such As Financial Management, Completing Taxes, And Taking Care Of Homes And Automobiles Are Undoubtedly Important, They Are Fundamentally Different From SE Skills Such As Persistence, Empathy, And Resilience. [For The 2021 Study "How To Sell SEL: Parents And The Politics Of Social-Emotional Learning," See ED616280.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Murano, Dana Daley, Nola Burrus, Jeremy Social Emotional Learning - Emotional Development - Social Development - Skill Development - Interpersonal Competence - Caregiver Attitudes - Parent Attitudes - 21st Century Skills - Emotional Intelligence - Behavior - Programs

Edition Identifiers:

• Internet Archive ID: ERIC_ED625859

“ERIC ED615333: Learning Acceleration Guide: A Compilation Of Learning Acceleration Principles And Practices In New Jersey. Updated To Be More Responsive To Students' Needs, Many Local Education Agencies (LEAs) Are Creating Extended And Summer Learning Opportunities To Facilitate Learning Acceleration. Many LEAs Elected To Leverage Federal Funds To Create Opportunities That Increase The Time Students Spend Engaged In Safe, Inclusive, And Supportive Learning Environments, Particularly For Students Most Impacted By Disruptions In Learning Due To The Pandemic. LEAs May Be Tempted To Revisit The Entirety Of The Previous Year's Content For Fear That It Was Not Mastered By Students. However, Approaches That Result In Wholesale Remediation Or Pull-out Interventions Can Isolate Students And Impede Their Access To Engaging In Grade-level Content. This Could Lead To The Most Vulnerable Students Falling Further Behind Their Peers Who Have Consistent, Uninterrupted Opportunities To Proceed With Grade-level Work (Darling-Hammond Et Al., 2020; Council Of The Great City Schools, 2020). The "Learning Acceleration Guide" Summarizes The Developing Base Of Literature On Learning Acceleration Approaches And Shares Promising Practices From New Jersey Schools. It Has Been Crafted For LEA Administrators With The Goal Of Helping Teachers, Support Staff, Families, And Students Emerge From These Unprecedented Times And Start The New School Year Stronger Than Ever. LEA Leaders Are Encouraged To Consider These Strategies As They Plan For The 2021-2022 School Year. It Has Been Developed Using Principles Derived From The Council Of The Great City Schools Resource Entitled "Addressing Unfinished Learning After COVID-19 School Closures." The Resource Has Been Adapted For New Jersey Schools And Intended To Complement Resources Being Released By The New Jersey Department Of Education (NJDOE) And Various Other Organizations, Including Student Achievement Partners (SAP), The Council Of Chief State School Officers, And The United States Department Of Education That Also Address The Challenges Of Prioritizing Instruction, Accelerating Learning, And Meeting The Social-emotional And Mental Health Needs Of Students. The Common Messages Found Across These Materials Illustrate A Consensus In The Field Around The Importance Of Safeguarding Educational Equity And Access In The Wake Of The COVID-19 Crisis. [For The Guide, "Addressing Unfinished Learning After COVID-19 School Closures," See ED615351. The Guide Was Originally Released In June 2021.]” Metadata:

• Title: ➤  ERIC ED615333: Learning Acceleration Guide: A Compilation Of Learning Acceleration Principles And Practices In New Jersey. Updated To Be More Responsive To Students' Needs, Many Local Education Agencies (LEAs) Are Creating Extended And Summer Learning Opportunities To Facilitate Learning Acceleration. Many LEAs Elected To Leverage Federal Funds To Create Opportunities That Increase The Time Students Spend Engaged In Safe, Inclusive, And Supportive Learning Environments, Particularly For Students Most Impacted By Disruptions In Learning Due To The Pandemic. LEAs May Be Tempted To Revisit The Entirety Of The Previous Year's Content For Fear That It Was Not Mastered By Students. However, Approaches That Result In Wholesale Remediation Or Pull-out Interventions Can Isolate Students And Impede Their Access To Engaging In Grade-level Content. This Could Lead To The Most Vulnerable Students Falling Further Behind Their Peers Who Have Consistent, Uninterrupted Opportunities To Proceed With Grade-level Work (Darling-Hammond Et Al., 2020; Council Of The Great City Schools, 2020). The "Learning Acceleration Guide" Summarizes The Developing Base Of Literature On Learning Acceleration Approaches And Shares Promising Practices From New Jersey Schools. It Has Been Crafted For LEA Administrators With The Goal Of Helping Teachers, Support Staff, Families, And Students Emerge From These Unprecedented Times And Start The New School Year Stronger Than Ever. LEA Leaders Are Encouraged To Consider These Strategies As They Plan For The 2021-2022 School Year. It Has Been Developed Using Principles Derived From The Council Of The Great City Schools Resource Entitled "Addressing Unfinished Learning After COVID-19 School Closures." The Resource Has Been Adapted For New Jersey Schools And Intended To Complement Resources Being Released By The New Jersey Department Of Education (NJDOE) And Various Other Organizations, Including Student Achievement Partners (SAP), The Council Of Chief State School Officers, And The United States Department Of Education That Also Address The Challenges Of Prioritizing Instruction, Accelerating Learning, And Meeting The Social-emotional And Mental Health Needs Of Students. The Common Messages Found Across These Materials Illustrate A Consensus In The Field Around The Importance Of Safeguarding Educational Equity And Access In The Wake Of The COVID-19 Crisis. [For The Guide, "Addressing Unfinished Learning After COVID-19 School Closures," See ED615351. The Guide Was Originally Released In June 2021.]
• Author: ERIC
• Language: English

“ERIC ED615333: Learning Acceleration Guide: A Compilation Of Learning Acceleration Principles And Practices In New Jersey. Updated To Be More Responsive To Students' Needs, Many Local Education Agencies (LEAs) Are Creating Extended And Summer Learning Opportunities To Facilitate Learning Acceleration. Many LEAs Elected To Leverage Federal Funds To Create Opportunities That Increase The Time Students Spend Engaged In Safe, Inclusive, And Supportive Learning Environments, Particularly For Students Most Impacted By Disruptions In Learning Due To The Pandemic. LEAs May Be Tempted To Revisit The Entirety Of The Previous Year's Content For Fear That It Was Not Mastered By Students. However, Approaches That Result In Wholesale Remediation Or Pull-out Interventions Can Isolate Students And Impede Their Access To Engaging In Grade-level Content. This Could Lead To The Most Vulnerable Students Falling Further Behind Their Peers Who Have Consistent, Uninterrupted Opportunities To Proceed With Grade-level Work (Darling-Hammond Et Al., 2020; Council Of The Great City Schools, 2020). The "Learning Acceleration Guide" Summarizes The Developing Base Of Literature On Learning Acceleration Approaches And Shares Promising Practices From New Jersey Schools. It Has Been Crafted For LEA Administrators With The Goal Of Helping Teachers, Support Staff, Families, And Students Emerge From These Unprecedented Times And Start The New School Year Stronger Than Ever. LEA Leaders Are Encouraged To Consider These Strategies As They Plan For The 2021-2022 School Year. It Has Been Developed Using Principles Derived From The Council Of The Great City Schools Resource Entitled "Addressing Unfinished Learning After COVID-19 School Closures." The Resource Has Been Adapted For New Jersey Schools And Intended To Complement Resources Being Released By The New Jersey Department Of Education (NJDOE) And Various Other Organizations, Including Student Achievement Partners (SAP), The Council Of Chief State School Officers, And The United States Department Of Education That Also Address The Challenges Of Prioritizing Instruction, Accelerating Learning, And Meeting The Social-emotional And Mental Health Needs Of Students. The Common Messages Found Across These Materials Illustrate A Consensus In The Field Around The Importance Of Safeguarding Educational Equity And Access In The Wake Of The COVID-19 Crisis. [For The Guide, "Addressing Unfinished Learning After COVID-19 School Closures," See ED615351. The Guide Was Originally Released In June 2021.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Student Needs - Educational Needs - Acceleration (Education) - School Districts - COVID-19 - Pandemics - Educational Methods - Equal Education - Elementary Secondary Education - Well Being - Social Emotional Learning - Educational Quality - Course Content - Mental Health - Family School Relationship - Educational Environment - At Risk Students - Advanced Placement Programs - Culturally Relevant Education - Teaching Methods

Edition Identifiers:

• Internet Archive ID: ERIC_ED615333

“Learning To See : Teaching American Sign Language As A Second Language” Metadata:

• Title: ➤  Learning To See : Teaching American Sign Language As A Second Language
• Author: Wilcox, Sherman
• Language: English

“Learning To See : Teaching American Sign Language As A Second Language” Subjects and Themes:

• Subjects: ➤  American Sign Language -- Study and teaching - Language teachers -- Training of -- United States - Second language acquisition -- United States

Edition Identifiers:

• Internet Archive ID: learningtoseetea0000wilc

“Learning To See : Bringing The World Around You Into Your Home” Metadata:

• Title: ➤  Learning To See : Bringing The World Around You Into Your Home
• Author: Wolf, Vicente
• Language: English

Edition Identifiers:

• Internet Archive ID: learningtoseebri0000wolf

“Blind All The Time I Was Learning To See Favorites” Metadata:

• Title: ➤  Blind All The Time I Was Learning To See Favorites

Edition Identifiers:

• Internet Archive ID: ➤  fav-blind_all_the_time_i_was_learning_to_see

“Blind Spot: Learning To See” Metadata:

• Title: Blind Spot: Learning To See
• Language: English

“Blind Spot: Learning To See” Subjects and Themes:

• Subjects: New City Church of LA - Los Angeles - Tracey Stringer - Luke - The Gospel for Everyone - Blind Spot - Learning to See

Edition Identifiers:

• Internet Archive ID: BlindSpotLearningToSee

“Learning To See The Good In The Bad And Take The Bad With The Good Roger Jimenez” Metadata:

• Title: ➤  Learning To See The Good In The Bad And Take The Bad With The Good Roger Jimenez

Edition Identifiers:

• Internet Archive ID: ➤  learning-to-see-the-good-in-the-bad-and-take-the-bad-with-the-good-roger-jimenez

“ERIC ED636608: Systematic Literature Review Of The Effort Of Gaming Elements On E-Learning Platforms Gamification Is The Use Of Game Elements In A Non-game Context To Encourage Desired Behaviours (Detering 2011a). It Has Been Identified As A Promising Technique For Improving User Motivation On E-learning Platforms. Since Previous Literature Reviews And Meta-analyses Only Considered Gamification And Learning Effort Without Focusing Directly On Gamification Elements, A Research Gap Was Identified. Based On The Studies Analysed, The Most Commonly Used Gamification Elements In The Literature Were Identified And Examined To Determine Whether There Are Any Significant Results In Terms Of Motivational Changes. Three Areas Of Research Questions Were Formulated For This Meta-analysis: Which Gamification Elements Should Be Used To Increase Learning Motivation In Asynchronous E-learning? Which Success Factors Should Be Considered To Increase The Motivation Of The Learners By Using Gamification Elements? Is There A Specific Selection Of Gamification Elements That Significantly Increase Motivation In Asynchronous E-learning? The Literature Search Process Consisted Of A Manual Search For Research Articles In Electronic Libraries With A Pre-defined Search String. Afterwards, The Studies Were Examined To Determine Their Relevance Based On Defined Inclusion And Exclusion Criteria. The Next Step Was Title And Abstract Screening Followed By A Full-text Screening. A Complementary Search Of The Included Literature Was Then Conducted Using Snowballing Techniques. Finally, The Most Relevant Literature Was Reviewed Using Quality Assessment. The Most Promising Gamification Elements Are Badges, Leaderboards, Level Up Systems And Progress Bars. The Combination Of Elements Increases Users' Motivation Significantly, Especially The Combination Of Badges With Leaderboards Or Level Up Systems. These Insights Contribute To The Design Of E-learning Platforms. [For The Full Proceedings, See ED636095.]” Metadata:

• Title: ➤  ERIC ED636608: Systematic Literature Review Of The Effort Of Gaming Elements On E-Learning Platforms Gamification Is The Use Of Game Elements In A Non-game Context To Encourage Desired Behaviours (Detering 2011a). It Has Been Identified As A Promising Technique For Improving User Motivation On E-learning Platforms. Since Previous Literature Reviews And Meta-analyses Only Considered Gamification And Learning Effort Without Focusing Directly On Gamification Elements, A Research Gap Was Identified. Based On The Studies Analysed, The Most Commonly Used Gamification Elements In The Literature Were Identified And Examined To Determine Whether There Are Any Significant Results In Terms Of Motivational Changes. Three Areas Of Research Questions Were Formulated For This Meta-analysis: Which Gamification Elements Should Be Used To Increase Learning Motivation In Asynchronous E-learning? Which Success Factors Should Be Considered To Increase The Motivation Of The Learners By Using Gamification Elements? Is There A Specific Selection Of Gamification Elements That Significantly Increase Motivation In Asynchronous E-learning? The Literature Search Process Consisted Of A Manual Search For Research Articles In Electronic Libraries With A Pre-defined Search String. Afterwards, The Studies Were Examined To Determine Their Relevance Based On Defined Inclusion And Exclusion Criteria. The Next Step Was Title And Abstract Screening Followed By A Full-text Screening. A Complementary Search Of The Included Literature Was Then Conducted Using Snowballing Techniques. Finally, The Most Relevant Literature Was Reviewed Using Quality Assessment. The Most Promising Gamification Elements Are Badges, Leaderboards, Level Up Systems And Progress Bars. The Combination Of Elements Increases Users' Motivation Significantly, Especially The Combination Of Badges With Leaderboards Or Level Up Systems. These Insights Contribute To The Design Of E-learning Platforms. [For The Full Proceedings, See ED636095.]
• Author: ERIC
• Language: English

“ERIC ED636608: Systematic Literature Review Of The Effort Of Gaming Elements On E-Learning Platforms Gamification Is The Use Of Game Elements In A Non-game Context To Encourage Desired Behaviours (Detering 2011a). It Has Been Identified As A Promising Technique For Improving User Motivation On E-learning Platforms. Since Previous Literature Reviews And Meta-analyses Only Considered Gamification And Learning Effort Without Focusing Directly On Gamification Elements, A Research Gap Was Identified. Based On The Studies Analysed, The Most Commonly Used Gamification Elements In The Literature Were Identified And Examined To Determine Whether There Are Any Significant Results In Terms Of Motivational Changes. Three Areas Of Research Questions Were Formulated For This Meta-analysis: Which Gamification Elements Should Be Used To Increase Learning Motivation In Asynchronous E-learning? Which Success Factors Should Be Considered To Increase The Motivation Of The Learners By Using Gamification Elements? Is There A Specific Selection Of Gamification Elements That Significantly Increase Motivation In Asynchronous E-learning? The Literature Search Process Consisted Of A Manual Search For Research Articles In Electronic Libraries With A Pre-defined Search String. Afterwards, The Studies Were Examined To Determine Their Relevance Based On Defined Inclusion And Exclusion Criteria. The Next Step Was Title And Abstract Screening Followed By A Full-text Screening. A Complementary Search Of The Included Literature Was Then Conducted Using Snowballing Techniques. Finally, The Most Relevant Literature Was Reviewed Using Quality Assessment. The Most Promising Gamification Elements Are Badges, Leaderboards, Level Up Systems And Progress Bars. The Combination Of Elements Increases Users' Motivation Significantly, Especially The Combination Of Badges With Leaderboards Or Level Up Systems. These Insights Contribute To The Design Of E-learning Platforms. [For The Full Proceedings, See ED636095.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Tobias Harald Popp Heidi Schuhbauer Literature Reviews - Gamification - Electronic Learning - Learning Management Systems - Student Motivation - Meta Analysis - Asynchronous Communication

Edition Identifiers:

• Internet Archive ID: ERIC_ED636608

“Alphablocks - Draw & Write What You See? | Learn To Read | Phonics For Kids | Learning Blocks” Metadata:

• Title: ➤  Alphablocks - Draw & Write What You See? | Learn To Read | Phonics For Kids | Learning Blocks
• Author: Gharbala Website

Edition Identifiers:

• Internet Archive ID: Laijaebei0nohF2Jiewa

“Learning To See” Metadata:

• Title: Learning To See

“Learning To See” Subjects and Themes:

• Subjects: Trailer - Movie - Documentary

Edition Identifiers:

• Internet Archive ID: turner_video_13146

“Stuck In A Sticky World : Learning To See God's Best In Life's Worst” Metadata:

• Title: ➤  Stuck In A Sticky World : Learning To See God's Best In Life's Worst
• Author: Johnston, Jon
• Language: English

“Stuck In A Sticky World : Learning To See God's Best In Life's Worst” Subjects and Themes:

• Subjects: ➤  Christian life - Interpersonal relations -- Religious aspects -- Christianity

Edition Identifiers:

• Internet Archive ID: stuckinstickywor0000john

“The Photographic Eye Learning To See With A Camera” Metadata:

• Title: ➤  The Photographic Eye Learning To See With A Camera
• Language: English

“The Photographic Eye Learning To See With A Camera” Subjects and Themes:

• Subjects: ➤  photograph - photographic - lens - camera - film - light - photography - shutter - eye - color - photographic eye - student photograph - shutter speed - light meter - lab work - good idea - focal length - negative space - photo paper - eye student

Edition Identifiers:

• Internet Archive ID: ➤  The_Photographic_Eye_Learning_to_See_with_a_Camera

“DTIC ADA499601: Learning To See: Research In Training A Robot Vision System” Metadata:

• Title: ➤  DTIC ADA499601: Learning To See: Research In Training A Robot Vision System
• Author: ➤  Defense Technical Information Center
• Language: English

“DTIC ADA499601: Learning To See: Research In Training A Robot Vision System” Subjects and Themes:

• Subjects: ➤  DTIC Archive - TURING ASSOCIATES INC ANN ARBOR MI - *LEARNING - *COMPUTER VISION - *ROBOTS - LESSONS LEARNED - DISCRIMINATE ANALYSIS - TEACHING METHODS - ROBOTICS - SYMPOSIA - ALGORITHMS - TRAINING

Edition Identifiers:

• Internet Archive ID: DTIC_ADA499601

“ERIC ED652256: Investigation Of Studies On Curriculum Fidelity In Turkey This Study Aims To Examine The Studies On Curriculum Commitment In Turkey. The Descriptive Content Analysis Method Was Used In The Research. Google Scholar And YÖK National Databases Were Searched Using The Keywords "curriculum" And "fidelity." Twenty-four Studies Using These Words In Their Titles Were Included In The Research. Studies Were Classified According To The Variables Of Year, Language, Study Type, Sample Group, Method, Subject, And Analysis Techniques Used. The Results Revealed That The Number Of Studies On Curriculum Commitment Had Increased Significantly In Recent Years. Most Of The Studies Are In The Turkish Language. More Studies Examine The Commitment Of Secondary And High School Teachers To The Curriculum. Many Of The Studies Are In The Article Type, And The Number Of Doctoral Studies Is Limited. The Issue Of Commitment To The Curriculum Was More Associated With Personal And Professional Factors. Curriculum Literacy, Self-efficacy, Curriculum Design Approach, Professional Commitment, Program Orientation, Teacher Autonomy, Philosophy Of Education, Teaching Motivation, And Learning-teaching Process Are Other Issues Associated With Curriculum Commitment. Quantitative Methods Were Used In Most Studies, And Descriptive And Univariate Analyses Were Used More. The Results Revealed A Need To Increase The Number Of Qualitative Studies And Diversify The Methods Used To Understand The Commitment To The Curriculum Better. [For The Full Proceedings, See ED652228.]” Metadata:

• Title: ➤  ERIC ED652256: Investigation Of Studies On Curriculum Fidelity In Turkey This Study Aims To Examine The Studies On Curriculum Commitment In Turkey. The Descriptive Content Analysis Method Was Used In The Research. Google Scholar And YÖK National Databases Were Searched Using The Keywords "curriculum" And "fidelity." Twenty-four Studies Using These Words In Their Titles Were Included In The Research. Studies Were Classified According To The Variables Of Year, Language, Study Type, Sample Group, Method, Subject, And Analysis Techniques Used. The Results Revealed That The Number Of Studies On Curriculum Commitment Had Increased Significantly In Recent Years. Most Of The Studies Are In The Turkish Language. More Studies Examine The Commitment Of Secondary And High School Teachers To The Curriculum. Many Of The Studies Are In The Article Type, And The Number Of Doctoral Studies Is Limited. The Issue Of Commitment To The Curriculum Was More Associated With Personal And Professional Factors. Curriculum Literacy, Self-efficacy, Curriculum Design Approach, Professional Commitment, Program Orientation, Teacher Autonomy, Philosophy Of Education, Teaching Motivation, And Learning-teaching Process Are Other Issues Associated With Curriculum Commitment. Quantitative Methods Were Used In Most Studies, And Descriptive And Univariate Analyses Were Used More. The Results Revealed A Need To Increase The Number Of Qualitative Studies And Diversify The Methods Used To Understand The Commitment To The Curriculum Better. [For The Full Proceedings, See ED652228.]
• Author: ERIC
• Language: English

“ERIC ED652256: Investigation Of Studies On Curriculum Fidelity In Turkey This Study Aims To Examine The Studies On Curriculum Commitment In Turkey. The Descriptive Content Analysis Method Was Used In The Research. Google Scholar And YÖK National Databases Were Searched Using The Keywords "curriculum" And "fidelity." Twenty-four Studies Using These Words In Their Titles Were Included In The Research. Studies Were Classified According To The Variables Of Year, Language, Study Type, Sample Group, Method, Subject, And Analysis Techniques Used. The Results Revealed That The Number Of Studies On Curriculum Commitment Had Increased Significantly In Recent Years. Most Of The Studies Are In The Turkish Language. More Studies Examine The Commitment Of Secondary And High School Teachers To The Curriculum. Many Of The Studies Are In The Article Type, And The Number Of Doctoral Studies Is Limited. The Issue Of Commitment To The Curriculum Was More Associated With Personal And Professional Factors. Curriculum Literacy, Self-efficacy, Curriculum Design Approach, Professional Commitment, Program Orientation, Teacher Autonomy, Philosophy Of Education, Teaching Motivation, And Learning-teaching Process Are Other Issues Associated With Curriculum Commitment. Quantitative Methods Were Used In Most Studies, And Descriptive And Univariate Analyses Were Used More. The Results Revealed A Need To Increase The Number Of Qualitative Studies And Diversify The Methods Used To Understand The Commitment To The Curriculum Better. [For The Full Proceedings, See ED652228.]” Subjects and Themes:

• Subjects: ERIC Archive - ERIC - Eyüp Yurt

Edition Identifiers:

• Internet Archive ID: ERIC_ED652256

“Github.com-cchen156-Learning-to-See-in-the-Dark_-_2018-05-14_21-25-35” Metadata:

• Title: ➤  Github.com-cchen156-Learning-to-See-in-the-Dark_-_2018-05-14_21-25-35
• Author: cchen156

“Github.com-cchen156-Learning-to-See-in-the-Dark_-_2018-05-14_21-25-35” Subjects and Themes:

• Subjects: GitHub - code - software - git

Edition Identifiers:

• Internet Archive ID: ➤  github.com-cchen156-Learning-to-See-in-the-Dark_-_2018-05-14_21-25-35

“This Is Our Story: Learning To See” Metadata:

• Title: ➤  This Is Our Story: Learning To See

“This Is Our Story: Learning To See” Subjects and Themes:

• Subjects: Perception - Seeing

Edition Identifiers:

• Internet Archive ID: ThisIsOurStoryLearningToSee

“Majority And Minority Report On Executive Reorganization Plan No. 2 Of 2000 (submitted By The Governor Under The Provisions Of Article LXXXVII Of The Amendments To The Constitution) Relative To The Department Of Children, Families And Learning (see House, No. 5001 Of 2000)” Metadata:

• Title: ➤  Majority And Minority Report On Executive Reorganization Plan No. 2 Of 2000 (submitted By The Governor Under The Provisions Of Article LXXXVII Of The Amendments To The Constitution) Relative To The Department Of Children, Families And Learning (see House, No. 5001 Of 2000)
• Author: ➤  Massachusetts. General Court. Committee on State Administration
• Language: English

Edition Identifiers:

• Internet Archive ID: majorityminorityr00mass

“ERIC ED609245: TIMSS 2019 U.S. Highlights Web Report. NCES 2021-021 The Trends In International Mathematics And Science Study (TIMSS) Is An International Comparative Study That Measures Trends In Mathematics And Science Achievement At The 4th And 8th Grades Every 4 Years. TIMSS Is Designed To Align Broadly With Mathematics And Science Curricula In The Participating Education Systems And, Therefore, To Reflect Students' School-based Learning. The United States Has Participated In Every Administration Of TIMSS Since Its Inception In 1995, And The Study Provides Valuable Information On How U.S. Students Compare To Students Around The World. As The 2019 TIMSS Results Show, The United States Had Higher Average Scores Than Most Participating Countries In Both Mathematics And Science At Both The 4th And 8th Grades. However, In 2019, The United States Had Relatively Large Score Gaps Between The Top- And Bottom-performing Students In Both TIMSS Subjects And Grades. Looking At Changes Over Time In Mathematics At Both Grades 4 And 8, U.S. Average Scores Have Increased Over The Long Term--with Higher Average Scores In 2019 Than In 1995--but Show No Significant Changes Between 2015 And 2019. The Results In This Web Report Present Descriptive Data On Student Achievement Designed To Provide Useful Information To A Broad Audience, Including Members Of The General Public. [The Intended Use Of This PDF Is To Allow Readers To Easily Print All Report Text; However, For Optimal Figure Viewing, Please View The Web Report. Cover Title Varies: "TIMSS 2019 U.S. Results." For The 2015 Results, See "Highlights From TIMSS And TIMSS Advanced 2015: Mathematics And Science Achievement Of U.S. Students In Grades 4 And 8 And In Advanced Courses At The End Of High School In An International Context. NCES 2017-002" (ED570893).]” Metadata:

• Title: ➤  ERIC ED609245: TIMSS 2019 U.S. Highlights Web Report. NCES 2021-021 The Trends In International Mathematics And Science Study (TIMSS) Is An International Comparative Study That Measures Trends In Mathematics And Science Achievement At The 4th And 8th Grades Every 4 Years. TIMSS Is Designed To Align Broadly With Mathematics And Science Curricula In The Participating Education Systems And, Therefore, To Reflect Students' School-based Learning. The United States Has Participated In Every Administration Of TIMSS Since Its Inception In 1995, And The Study Provides Valuable Information On How U.S. Students Compare To Students Around The World. As The 2019 TIMSS Results Show, The United States Had Higher Average Scores Than Most Participating Countries In Both Mathematics And Science At Both The 4th And 8th Grades. However, In 2019, The United States Had Relatively Large Score Gaps Between The Top- And Bottom-performing Students In Both TIMSS Subjects And Grades. Looking At Changes Over Time In Mathematics At Both Grades 4 And 8, U.S. Average Scores Have Increased Over The Long Term--with Higher Average Scores In 2019 Than In 1995--but Show No Significant Changes Between 2015 And 2019. The Results In This Web Report Present Descriptive Data On Student Achievement Designed To Provide Useful Information To A Broad Audience, Including Members Of The General Public. [The Intended Use Of This PDF Is To Allow Readers To Easily Print All Report Text; However, For Optimal Figure Viewing, Please View The Web Report. Cover Title Varies: "TIMSS 2019 U.S. Results." For The 2015 Results, See "Highlights From TIMSS And TIMSS Advanced 2015: Mathematics And Science Achievement Of U.S. Students In Grades 4 And 8 And In Advanced Courses At The End Of High School In An International Context. NCES 2017-002" (ED570893).]
• Author: ERIC
• Language: English

“ERIC ED609245: TIMSS 2019 U.S. Highlights Web Report. NCES 2021-021 The Trends In International Mathematics And Science Study (TIMSS) Is An International Comparative Study That Measures Trends In Mathematics And Science Achievement At The 4th And 8th Grades Every 4 Years. TIMSS Is Designed To Align Broadly With Mathematics And Science Curricula In The Participating Education Systems And, Therefore, To Reflect Students' School-based Learning. The United States Has Participated In Every Administration Of TIMSS Since Its Inception In 1995, And The Study Provides Valuable Information On How U.S. Students Compare To Students Around The World. As The 2019 TIMSS Results Show, The United States Had Higher Average Scores Than Most Participating Countries In Both Mathematics And Science At Both The 4th And 8th Grades. However, In 2019, The United States Had Relatively Large Score Gaps Between The Top- And Bottom-performing Students In Both TIMSS Subjects And Grades. Looking At Changes Over Time In Mathematics At Both Grades 4 And 8, U.S. Average Scores Have Increased Over The Long Term--with Higher Average Scores In 2019 Than In 1995--but Show No Significant Changes Between 2015 And 2019. The Results In This Web Report Present Descriptive Data On Student Achievement Designed To Provide Useful Information To A Broad Audience, Including Members Of The General Public. [The Intended Use Of This PDF Is To Allow Readers To Easily Print All Report Text; However, For Optimal Figure Viewing, Please View The Web Report. Cover Title Varies: "TIMSS 2019 U.S. Results." For The 2015 Results, See "Highlights From TIMSS And TIMSS Advanced 2015: Mathematics And Science Achievement Of U.S. Students In Grades 4 And 8 And In Advanced Courses At The End Of High School In An International Context. NCES 2017-002" (ED570893).]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Elementary Secondary Education - Achievement Tests - International Assessment - Science Tests - Mathematics Tests - Science Achievement - Mathematics Achievement - Grade 4 - Grade 8 - Scores - Foreign Countries - Low Achievement - High Achievement - Achievement Gains - Gender Differences - Racial Differences - Poverty - Public Schools - Low Income Students

Edition Identifiers:

• Internet Archive ID: ERIC_ED609245

“Healthy Perspectives: Learning To See The World Through God's Eyes” Metadata:

• Title: ➤  Healthy Perspectives: Learning To See The World Through God's Eyes
• Author: Tito Tirado
• Language: English

Edition Identifiers:

• Internet Archive ID: healthyperspecti0000tito

“Learning To See” Metadata:

• Title: Learning To See
• Author: Rowland, Kurt F
• Language: English

“Learning To See” Subjects and Themes:

• Subjects: Visual education -- Textbooks - Art -- Study and teaching - Art -- Étude et enseignement - art education - Visual education

Edition Identifiers:

• Internet Archive ID: learningtosee0002rowl

“Learning To See : Historical Perspective On Modern Popular/commercial Arts” Metadata:

• Title: ➤  Learning To See : Historical Perspective On Modern Popular/commercial Arts
• Author: Gowans, Alan
• Language: English

“Learning To See : Historical Perspective On Modern Popular/commercial Arts” Subjects and Themes:

• Subjects: Popular culture - Kitsch - Commercial art - Visual perception - Kunstgeschiedenis (wetenschap)

Edition Identifiers:

• Internet Archive ID: learningtoseehis0000gowa

“Android - Amplify What You Want To Hear And Minimize What You Don’t With Sound Amplifier On #Android. See How It Uses Machine Learning To Augment Sounds With Two Simple Sliders:” Metadata:

• Title: ➤  Android - Amplify What You Want To Hear And Minimize What You Don’t With Sound Amplifier On #Android. See How It Uses Machine Learning To Augment Sounds With Two Simple Sliders:
• Author: Android

“Android - Amplify What You Want To Hear And Minimize What You Don’t With Sound Amplifier On #Android. See How It Uses Machine Learning To Augment Sounds With Two Simple Sliders:” Subjects and Themes:

• Subjects: Twitter - video - Android

Edition Identifiers:

• Internet Archive ID: twitter-1154066667854417920

“YXW2-LKF7: From Fish Lives To Fish Law: Learning To See Indi…” Metadata:

• Title: ➤  YXW2-LKF7: From Fish Lives To Fish Law: Learning To See Indi…

Edition Identifiers:

• Internet Archive ID: perma_cc_YXW2-LKF7

“Learning To See The Opportunities In Crisis And Catastrophe: A Decision Maker’s Guide To The Issue-attention Cycle” Metadata:

• Title: ➤  Learning To See The Opportunities In Crisis And Catastrophe: A Decision Maker’s Guide To The Issue-attention Cycle
• Author: Kimrey, Christopher M.
• Language: English

“Learning To See The Opportunities In Crisis And Catastrophe: A Decision Maker’s Guide To The Issue-attention Cycle” Subjects and Themes:

• Subjects: issue-attention - crisis emergence - punctuated equilibrium - policy window - congressional attention

Edition Identifiers:

• Internet Archive ID: learningtoseeopp1094547289

“Learning To See Architecturally Waylan And Iesha” Metadata:

• Title: ➤  Learning To See Architecturally Waylan And Iesha
• Author: ➤  Waylan Williams and Irsha Freites
• Language: English

Edition Identifiers:

• Internet Archive ID: ➤  learning-to-see-architecturally-waylan-and-iesha

“ERIC EJ750608: Learning To See With A Third Eye: Working To Address Inequity Effectively” Metadata:

• Title: ➤  ERIC EJ750608: Learning To See With A Third Eye: Working To Address Inequity Effectively
• Author: ERIC
• Language: English

“ERIC EJ750608: Learning To See With A Third Eye: Working To Address Inequity Effectively” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Urban Education - Transformative Learning - Access to Education - Racial Bias - Disadvantaged Youth - Equal Education - High Risk Students - Minority Group Children - Low Income Groups - Social Bias - Urban Areas - Student Diversity - Teacher Attitudes - Cultural Pluralism - Bambino, Debbie

Edition Identifiers:

• Internet Archive ID: ERIC_EJ750608

“ERIC EJ794463: Learning To See: Developing The Perception Of An Expert Teacher” Metadata:

• Title: ➤  ERIC EJ794463: Learning To See: Developing The Perception Of An Expert Teacher
• Author: ERIC
• Language: English

“ERIC EJ794463: Learning To See: Developing The Perception Of An Expert Teacher” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Cues - Inferences - Thinking Skills - Decision Making Skills - Experience - Knowledge Level - High Achievement - Observation - Pattern Recognition - Perception - Competence - Knowledge Base for Teaching - Skill Analysis - Teacher Effectiveness - Critical Thinking - Schempp, Paul G. - Johnson, Sophie Woorons

Edition Identifiers:

• Internet Archive ID: ERIC_EJ794463

“ERIC ED592694: How Deep Is Knowledge Tracing? In Theoretical Cognitive Science, There Is A Tension Between Highly Structured Models Whose Parameters Have A Direct Psychological Interpretation And Highly Complex, General-purpose Models Whose Parameters And Representations Are Difficult To Interpret. The Former Typically Provide More Insight Into Cognition But The Latter Often Perform Better. This Tension Has Recently Surfaced In The Realm Of Educational Data Mining, Where A Deep Learning Approach To Predicting Students' Performance As They Work Through A Series Of Exercises--termed "deep Knowledge Tracing" Or "DKT"--has Demonstrated A Stunning Performance Advantage Over The Mainstay Of The Field, "Bayesian Knowledge Tracing" Or "BKT." In This Article, We Attempt To Understand The Basis For DKT's Advantage By Considering The Sources Of Statistical Regularity In The Data That DKT Can Leverage But Which BKT Cannot. We Hypothesize Four Forms Of Regularity That BKT Fails To Exploit: Recency Effects, The Contextualized Trial Sequence, Inter-skill Similarity, And Individual Variation In Ability. We Demonstrate That When BKT Is Extended To Allow It More Flexibility In Modeling Statistical Regularities--using Extensions Previously Proposed In The Literature--BKT Achieves A Level Of Performance Indistinguishable From That Of DKT. We Argue That While DKT Is A Powerful, Useful, General-purpose Framework For Modeling Student Learning, Its Gains Do Not Come From The Discovery Of Novel Representations--the Fundamental Advantage Of Deep Learning. To Answer The Question Posed In Our Title, Knowledge Tracing May Be A Domain That Does "not" Require 'depth'; Shallow Models Like BKT Can Perform Just As Well And Offer Us Greater Interpretability And Explanatory Power. [For The Full Proceedings, See ED592609.]” Metadata:

• Title: ➤  ERIC ED592694: How Deep Is Knowledge Tracing? In Theoretical Cognitive Science, There Is A Tension Between Highly Structured Models Whose Parameters Have A Direct Psychological Interpretation And Highly Complex, General-purpose Models Whose Parameters And Representations Are Difficult To Interpret. The Former Typically Provide More Insight Into Cognition But The Latter Often Perform Better. This Tension Has Recently Surfaced In The Realm Of Educational Data Mining, Where A Deep Learning Approach To Predicting Students' Performance As They Work Through A Series Of Exercises--termed "deep Knowledge Tracing" Or "DKT"--has Demonstrated A Stunning Performance Advantage Over The Mainstay Of The Field, "Bayesian Knowledge Tracing" Or "BKT." In This Article, We Attempt To Understand The Basis For DKT's Advantage By Considering The Sources Of Statistical Regularity In The Data That DKT Can Leverage But Which BKT Cannot. We Hypothesize Four Forms Of Regularity That BKT Fails To Exploit: Recency Effects, The Contextualized Trial Sequence, Inter-skill Similarity, And Individual Variation In Ability. We Demonstrate That When BKT Is Extended To Allow It More Flexibility In Modeling Statistical Regularities--using Extensions Previously Proposed In The Literature--BKT Achieves A Level Of Performance Indistinguishable From That Of DKT. We Argue That While DKT Is A Powerful, Useful, General-purpose Framework For Modeling Student Learning, Its Gains Do Not Come From The Discovery Of Novel Representations--the Fundamental Advantage Of Deep Learning. To Answer The Question Posed In Our Title, Knowledge Tracing May Be A Domain That Does "not" Require 'depth'; Shallow Models Like BKT Can Perform Just As Well And Offer Us Greater Interpretability And Explanatory Power. [For The Full Proceedings, See ED592609.]
• Author: ERIC
• Language: English

“ERIC ED592694: How Deep Is Knowledge Tracing? In Theoretical Cognitive Science, There Is A Tension Between Highly Structured Models Whose Parameters Have A Direct Psychological Interpretation And Highly Complex, General-purpose Models Whose Parameters And Representations Are Difficult To Interpret. The Former Typically Provide More Insight Into Cognition But The Latter Often Perform Better. This Tension Has Recently Surfaced In The Realm Of Educational Data Mining, Where A Deep Learning Approach To Predicting Students' Performance As They Work Through A Series Of Exercises--termed "deep Knowledge Tracing" Or "DKT"--has Demonstrated A Stunning Performance Advantage Over The Mainstay Of The Field, "Bayesian Knowledge Tracing" Or "BKT." In This Article, We Attempt To Understand The Basis For DKT's Advantage By Considering The Sources Of Statistical Regularity In The Data That DKT Can Leverage But Which BKT Cannot. We Hypothesize Four Forms Of Regularity That BKT Fails To Exploit: Recency Effects, The Contextualized Trial Sequence, Inter-skill Similarity, And Individual Variation In Ability. We Demonstrate That When BKT Is Extended To Allow It More Flexibility In Modeling Statistical Regularities--using Extensions Previously Proposed In The Literature--BKT Achieves A Level Of Performance Indistinguishable From That Of DKT. We Argue That While DKT Is A Powerful, Useful, General-purpose Framework For Modeling Student Learning, Its Gains Do Not Come From The Discovery Of Novel Representations--the Fundamental Advantage Of Deep Learning. To Answer The Question Posed In Our Title, Knowledge Tracing May Be A Domain That Does "not" Require 'depth'; Shallow Models Like BKT Can Perform Just As Well And Offer Us Greater Interpretability And Explanatory Power. [For The Full Proceedings, See ED592609.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Khajah, Mohammad Lindsey, Robert V. Mozer, Michael C. - Bayesian Statistics - Data Analysis - Prediction - Intelligent Tutoring Systems - Knowledge Level - Learning Processes - Models - Individual Differences - Cognitive Ability - Retention (Psychology) - Inferences - Mathematics Instruction - Elementary School Students - Spanish - Middle School Students - Second Language Learning - Second Language Instruction - Language Tests - Mathematics Tests

Edition Identifiers:

• Internet Archive ID: ERIC_ED592694

“ERIC ED625452: COVID-19, "New Normal" And Adult Learning: Challenges And Opportunities In An Agrarian Community Before 2019, Neither SARS-CoV-2 Nor Its Genetic Sequences Had Ever Been Identified. Retrospective Investigations Identified Human Cases With Onset Of Symptoms In December 2019. While Some Of The Earliest Known Cases Had A Link To A Wholesale Food Market In Wuhan, China, Some Did Not. But Eventually, It Spread To All Nations Of The World, And Shutdown Economies, Social Lives, Education, And Other Sectors. This Research Studied The Effects Of COVID-19 On Adult Education In Ibarapa Central Local Government Area Of Oyo State, Nigeria. It Made Recommendations For Sustainable Adult Education In The Circumstances Of COVID-19 And Similar Pandemics In The Community. It Is Descriptive And Drew Data And Information From Primary And Secondary Sources. Through A Self-structured Questionnaire Titled "Coronavirus, New Normal And Impacts On Adult Learning In Ibarapa Central Local Government Area Of Oyo State, Nigeria," The Community Provided Insight Into Its Impact Generally And On Education Particularly. They Also Made Suggestions As Panacea For Sustainable Adult Learning In The Circumstances Of COVID-19 And Similar Pandemics. Records Of Some International And Local Agencies And Organizations Were Perused. There Were No Records Of COVID-19 Cases In The Study Area. But The Halo-effect Was A Great Threat That Devastated Adult Educators And Learners. The Community Believed In And Adhered To Science And Complemented It With Traditional Formulations. The Community Requires Massive Infrastructures To Strengthen Course Delivery And Administration Of Adult Learning At All Levels And In The Circumstances Of COVID-19 And Similar Pandemics. [For The Full Proceedings, See ED625421.]” Metadata:

• Title: ➤  ERIC ED625452: COVID-19, "New Normal" And Adult Learning: Challenges And Opportunities In An Agrarian Community Before 2019, Neither SARS-CoV-2 Nor Its Genetic Sequences Had Ever Been Identified. Retrospective Investigations Identified Human Cases With Onset Of Symptoms In December 2019. While Some Of The Earliest Known Cases Had A Link To A Wholesale Food Market In Wuhan, China, Some Did Not. But Eventually, It Spread To All Nations Of The World, And Shutdown Economies, Social Lives, Education, And Other Sectors. This Research Studied The Effects Of COVID-19 On Adult Education In Ibarapa Central Local Government Area Of Oyo State, Nigeria. It Made Recommendations For Sustainable Adult Education In The Circumstances Of COVID-19 And Similar Pandemics In The Community. It Is Descriptive And Drew Data And Information From Primary And Secondary Sources. Through A Self-structured Questionnaire Titled "Coronavirus, New Normal And Impacts On Adult Learning In Ibarapa Central Local Government Area Of Oyo State, Nigeria," The Community Provided Insight Into Its Impact Generally And On Education Particularly. They Also Made Suggestions As Panacea For Sustainable Adult Learning In The Circumstances Of COVID-19 And Similar Pandemics. Records Of Some International And Local Agencies And Organizations Were Perused. There Were No Records Of COVID-19 Cases In The Study Area. But The Halo-effect Was A Great Threat That Devastated Adult Educators And Learners. The Community Believed In And Adhered To Science And Complemented It With Traditional Formulations. The Community Requires Massive Infrastructures To Strengthen Course Delivery And Administration Of Adult Learning At All Levels And In The Circumstances Of COVID-19 And Similar Pandemics. [For The Full Proceedings, See ED625421.]
• Author: ERIC
• Language: English

“ERIC ED625452: COVID-19, "New Normal" And Adult Learning: Challenges And Opportunities In An Agrarian Community Before 2019, Neither SARS-CoV-2 Nor Its Genetic Sequences Had Ever Been Identified. Retrospective Investigations Identified Human Cases With Onset Of Symptoms In December 2019. While Some Of The Earliest Known Cases Had A Link To A Wholesale Food Market In Wuhan, China, Some Did Not. But Eventually, It Spread To All Nations Of The World, And Shutdown Economies, Social Lives, Education, And Other Sectors. This Research Studied The Effects Of COVID-19 On Adult Education In Ibarapa Central Local Government Area Of Oyo State, Nigeria. It Made Recommendations For Sustainable Adult Education In The Circumstances Of COVID-19 And Similar Pandemics In The Community. It Is Descriptive And Drew Data And Information From Primary And Secondary Sources. Through A Self-structured Questionnaire Titled "Coronavirus, New Normal And Impacts On Adult Learning In Ibarapa Central Local Government Area Of Oyo State, Nigeria," The Community Provided Insight Into Its Impact Generally And On Education Particularly. They Also Made Suggestions As Panacea For Sustainable Adult Learning In The Circumstances Of COVID-19 And Similar Pandemics. Records Of Some International And Local Agencies And Organizations Were Perused. There Were No Records Of COVID-19 Cases In The Study Area. But The Halo-effect Was A Great Threat That Devastated Adult Educators And Learners. The Community Believed In And Adhered To Science And Complemented It With Traditional Formulations. The Community Requires Massive Infrastructures To Strengthen Course Delivery And Administration Of Adult Learning At All Levels And In The Circumstances Of COVID-19 And Similar Pandemics. [For The Full Proceedings, See ED625421.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Aderogba, Kofo A. Foreign Countries - Adult Education - COVID-19 - Pandemics - Barriers - Educational Change - Opportunities - Adult Educators - Adult Students - Emergency Programs - Social Bias - School Closing - Access to Computers - Adjustment (to Environment)

Edition Identifiers:

• Internet Archive ID: ERIC_ED625452

“ERIC ED597469: African Cultures And The Challenges Of Quality Education For Sustainable Development In 2015, The World, Through UNESCO Adopted The 2030 Agenda For Sustainable Development Floated On 17 Sustainable Development Goals (SDGs) To "transform Our World." SDG4 Titled "Quality Education" Seeks To "ensure Inclusive And Equitable Quality Education For All And Promote Lifelong Learning." An Ordinary Look At SDG4 Would Make It Appear As An Extension Of "Education For All." However, There Are Differences. One Difference That Stands Out Is The Undercurrent Of The Need To Connect Education To The Key Indicators Of Existence In Its Context Especially Through Learning And Equity. SDG4, As Indeed Many Policies And Agenda At The Global Level, Tends To Face Challenges Peculiar To The Uniqueness Of The African Continent. Most Governments Struggle To Include Such Goals In Their National Plans In Ways That Connect The Real Context Of Their People. One Major Area Of Concern For Us Is The Area Of Culture Where Most Programmes Introduced Into Africa, Including Into Schools, Are Dressed In Cultures Foreign To The Receiving Communities. The Authors Of This Paper Argue That For SDG4 And Similar Programmes To Fulfill Their Objective; They Must Find Ways Of Embracing And Adapting Authentic African Culture. The Authors Theorise In Literature And Use African Cultures To Drive Its Analysis. We Conclude That African Culture Is The Most Viable Framework For Ensuring Quality Education That Causes And Sustains Development Along The Lines Envisaged By SDG4. [For The Full Proceedings, See ED597456.]” Metadata:

• Title: ➤  ERIC ED597469: African Cultures And The Challenges Of Quality Education For Sustainable Development In 2015, The World, Through UNESCO Adopted The 2030 Agenda For Sustainable Development Floated On 17 Sustainable Development Goals (SDGs) To "transform Our World." SDG4 Titled "Quality Education" Seeks To "ensure Inclusive And Equitable Quality Education For All And Promote Lifelong Learning." An Ordinary Look At SDG4 Would Make It Appear As An Extension Of "Education For All." However, There Are Differences. One Difference That Stands Out Is The Undercurrent Of The Need To Connect Education To The Key Indicators Of Existence In Its Context Especially Through Learning And Equity. SDG4, As Indeed Many Policies And Agenda At The Global Level, Tends To Face Challenges Peculiar To The Uniqueness Of The African Continent. Most Governments Struggle To Include Such Goals In Their National Plans In Ways That Connect The Real Context Of Their People. One Major Area Of Concern For Us Is The Area Of Culture Where Most Programmes Introduced Into Africa, Including Into Schools, Are Dressed In Cultures Foreign To The Receiving Communities. The Authors Of This Paper Argue That For SDG4 And Similar Programmes To Fulfill Their Objective; They Must Find Ways Of Embracing And Adapting Authentic African Culture. The Authors Theorise In Literature And Use African Cultures To Drive Its Analysis. We Conclude That African Culture Is The Most Viable Framework For Ensuring Quality Education That Causes And Sustains Development Along The Lines Envisaged By SDG4. [For The Full Proceedings, See ED597456.]
• Author: ERIC
• Language: English

“ERIC ED597469: African Cultures And The Challenges Of Quality Education For Sustainable Development In 2015, The World, Through UNESCO Adopted The 2030 Agenda For Sustainable Development Floated On 17 Sustainable Development Goals (SDGs) To "transform Our World." SDG4 Titled "Quality Education" Seeks To "ensure Inclusive And Equitable Quality Education For All And Promote Lifelong Learning." An Ordinary Look At SDG4 Would Make It Appear As An Extension Of "Education For All." However, There Are Differences. One Difference That Stands Out Is The Undercurrent Of The Need To Connect Education To The Key Indicators Of Existence In Its Context Especially Through Learning And Equity. SDG4, As Indeed Many Policies And Agenda At The Global Level, Tends To Face Challenges Peculiar To The Uniqueness Of The African Continent. Most Governments Struggle To Include Such Goals In Their National Plans In Ways That Connect The Real Context Of Their People. One Major Area Of Concern For Us Is The Area Of Culture Where Most Programmes Introduced Into Africa, Including Into Schools, Are Dressed In Cultures Foreign To The Receiving Communities. The Authors Of This Paper Argue That For SDG4 And Similar Programmes To Fulfill Their Objective; They Must Find Ways Of Embracing And Adapting Authentic African Culture. The Authors Theorise In Literature And Use African Cultures To Drive Its Analysis. We Conclude That African Culture Is The Most Viable Framework For Ensuring Quality Education That Causes And Sustains Development Along The Lines Envisaged By SDG4. [For The Full Proceedings, See ED597456.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Amponsah, Samuel Omoregie, Chris Olusola Ansah, Boakye Owusu - Sustainable Development - Cultural Influences - Equal Education - Educational Quality - Lifelong Learning - Barriers - Educational Policy - Foreign Countries - African Culture

Edition Identifiers:

• Internet Archive ID: ERIC_ED597469

“ERIC ED617023: Understanding Child Care And Pre-Kindergarten Provisions In The Build Back Better Act. Brief The Most Recent Version Of The Build Back Better (BBB) Act Includes Historic Investments In Child Care And Preschool Totaling $390 Billion. These Investments Create A Child Care Entitlement For Most Children From Birth Through Age Five And Universal Pre-kindergarten For Three- And Four-year-olds, Which Would Provide Significant Increases To Access For Families And Children, Improve The Quality Of The Programs, And Increase Pay And Support For Providers. The U.S. House Of Representatives Passed This Bill On November 19, 2021. The Measure Is Now Being Considered By The Senate. This Brief Outlines Key Provisions Of "Section 23001 Birth Through Five Child Care And Early Learning Entitlement" And "Section 23002 Universal Preschool" Included In The Build Back Better Act. [For The Executive Summary To This Brief, See ED617024.]” Metadata:

• Title: ➤  ERIC ED617023: Understanding Child Care And Pre-Kindergarten Provisions In The Build Back Better Act. Brief The Most Recent Version Of The Build Back Better (BBB) Act Includes Historic Investments In Child Care And Preschool Totaling $390 Billion. These Investments Create A Child Care Entitlement For Most Children From Birth Through Age Five And Universal Pre-kindergarten For Three- And Four-year-olds, Which Would Provide Significant Increases To Access For Families And Children, Improve The Quality Of The Programs, And Increase Pay And Support For Providers. The U.S. House Of Representatives Passed This Bill On November 19, 2021. The Measure Is Now Being Considered By The Senate. This Brief Outlines Key Provisions Of "Section 23001 Birth Through Five Child Care And Early Learning Entitlement" And "Section 23002 Universal Preschool" Included In The Build Back Better Act. [For The Executive Summary To This Brief, See ED617024.]
• Author: ERIC
• Language: English

“ERIC ED617023: Understanding Child Care And Pre-Kindergarten Provisions In The Build Back Better Act. Brief The Most Recent Version Of The Build Back Better (BBB) Act Includes Historic Investments In Child Care And Preschool Totaling $390 Billion. These Investments Create A Child Care Entitlement For Most Children From Birth Through Age Five And Universal Pre-kindergarten For Three- And Four-year-olds, Which Would Provide Significant Increases To Access For Families And Children, Improve The Quality Of The Programs, And Increase Pay And Support For Providers. The U.S. House Of Representatives Passed This Bill On November 19, 2021. The Measure Is Now Being Considered By The Senate. This Brief Outlines Key Provisions Of "Section 23001 Birth Through Five Child Care And Early Learning Entitlement" And "Section 23002 Universal Preschool" Included In The Build Back Better Act. [For The Executive Summary To This Brief, See ED617024.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Hardy, Alycia Schmit, Stephanie - Federal Aid - Federal Legislation - Child Care - Preschool Education - Educational Quality - Access to Education - Salaries - Educational History - Educational Finance - Statewide Planning - Expenditures - State Programs - Resource Allocation - Costs - Child Caregivers - Child Care Centers - Inclusion - Preschool Teachers - Tribes - Trust Responsibility (Government)

Edition Identifiers:

• Internet Archive ID: ERIC_ED617023

“ERIC ED405856: Learning What To See: Comparing Chemical Photographic And Digital Imaging Education.” Metadata:

• Title: ➤  ERIC ED405856: Learning What To See: Comparing Chemical Photographic And Digital Imaging Education.
• Author: ERIC
• Language: English

“ERIC ED405856: Learning What To See: Comparing Chemical Photographic And Digital Imaging Education.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Case Studies - Change - Film Production - Higher Education - Improvisation - Instructional Innovation - Interpersonal Communication - Photographic Equipment - Photography - Social Cognition - Technological Advancement - Video Equipment - Visual Arts - Brown, Katherine E.

Edition Identifiers:

• Internet Archive ID: ERIC_ED405856

“Sermon, Pentecost III, Year B, 17 June 2012 - Wisdom - Learning To See Through Samuel And Two Parables” Metadata:

• Title: ➤  Sermon, Pentecost III, Year B, 17 June 2012 - Wisdom - Learning To See Through Samuel And Two Parables
• Author: The Rev. Daniel P. Richards

“Sermon, Pentecost III, Year B, 17 June 2012 - Wisdom - Learning To See Through Samuel And Two Parables” Subjects and Themes:

• Subjects: ➤  sermon - pentecost - daniel - richards - grace - episcopal - church - traverse city - spirit - holy spirit - spiritual life - spiritual - holy trinity - advocate - spirit - spiritual - seed - parable - mustard

Edition Identifiers:

• Internet Archive ID: ➤  SermonPentecostIiiYearB17June2012-Wisdom-LearningToSeeThrough

“20090424 MIT - Carol Gilligan - Learning To See” Metadata:

• Title: ➤  20090424 MIT - Carol Gilligan - Learning To See
• Author: ➤  Archiving for Future Generation

Edition Identifiers:

• Internet Archive ID: ➤  20090424Mit-CarolGilligan-LearningToSee

“ERIC EJ1149355: How Do Students Learn To See Concepts In Visualizations? Social Learning Mechanisms With Physical And Virtual Representations” Metadata:

• Title: ➤  ERIC EJ1149355: How Do Students Learn To See Concepts In Visualizations? Social Learning Mechanisms With Physical And Virtual Representations
• Author: ERIC
• Language: English

“ERIC EJ1149355: How Do Students Learn To See Concepts In Visualizations? Social Learning Mechanisms With Physical And Virtual Representations” Subjects and Themes:

• Subjects: ➤  ERIC Archive - High School Students - Charter Schools - STEM Education - Knowledge Representation - Visualization - Cooperative Learning - Chemistry - Hands on Science - Discourse Analysis - Metacognition - Learning Strategies - Social Environment - Case Studies - Grounded Theory - Computer Simulation - Object Manipulation - Rau, Martina A.

Edition Identifiers:

• Internet Archive ID: ERIC_EJ1149355

“ERIC ED630220: Federal And State Resources For Students Experiencing Homelessness. Research Brief Approximately 1.3 Million Public School Students In The United States Were Identified By Their Schools Or Districts As Experiencing Some Form Of Homelessness In 2019-20. The Housing Instability Faced By These Students Is Associated With A Range Of Acute Needs, Including Transportation, Food Security, Health Care, And Emotional And Mental Health. These Challenges Have Negative Impacts For Student Learning And Are Associated With Lower Academic Achievement And Attainment. This Brief Reviews Major Federal And State Sources Of Funding For Students Experiencing Homelessness. It Finds That Federal Funding Is Insufficient To Achieve The Goals Of Federal Law And Is Unevenly Distributed. Further, Only Four States Provide Dedicated Funding To Support Students Experiencing Homelessness. Recommendations Include Increases In Funding And An Entitlement Formula For The McKinney-Vento Act, As Well As Expansion Of Allowable Uses Of Funds To Cover Acute Needs, And More Informative Data About Resource Use. [For The Full Report, See ED630219.]” Metadata:

• Title: ➤  ERIC ED630220: Federal And State Resources For Students Experiencing Homelessness. Research Brief Approximately 1.3 Million Public School Students In The United States Were Identified By Their Schools Or Districts As Experiencing Some Form Of Homelessness In 2019-20. The Housing Instability Faced By These Students Is Associated With A Range Of Acute Needs, Including Transportation, Food Security, Health Care, And Emotional And Mental Health. These Challenges Have Negative Impacts For Student Learning And Are Associated With Lower Academic Achievement And Attainment. This Brief Reviews Major Federal And State Sources Of Funding For Students Experiencing Homelessness. It Finds That Federal Funding Is Insufficient To Achieve The Goals Of Federal Law And Is Unevenly Distributed. Further, Only Four States Provide Dedicated Funding To Support Students Experiencing Homelessness. Recommendations Include Increases In Funding And An Entitlement Formula For The McKinney-Vento Act, As Well As Expansion Of Allowable Uses Of Funds To Cover Acute Needs, And More Informative Data About Resource Use. [For The Full Report, See ED630219.]
• Author: ERIC
• Language: English

“ERIC ED630220: Federal And State Resources For Students Experiencing Homelessness. Research Brief Approximately 1.3 Million Public School Students In The United States Were Identified By Their Schools Or Districts As Experiencing Some Form Of Homelessness In 2019-20. The Housing Instability Faced By These Students Is Associated With A Range Of Acute Needs, Including Transportation, Food Security, Health Care, And Emotional And Mental Health. These Challenges Have Negative Impacts For Student Learning And Are Associated With Lower Academic Achievement And Attainment. This Brief Reviews Major Federal And State Sources Of Funding For Students Experiencing Homelessness. It Finds That Federal Funding Is Insufficient To Achieve The Goals Of Federal Law And Is Unevenly Distributed. Further, Only Four States Provide Dedicated Funding To Support Students Experiencing Homelessness. Recommendations Include Increases In Funding And An Entitlement Formula For The McKinney-Vento Act, As Well As Expansion Of Allowable Uses Of Funds To Cover Acute Needs, And More Informative Data About Resource Use. [For The Full Report, See ED630219.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Espinoza, Daniel Griffith, Michael Burns, Dion Shields, Patrick M. Students - Public Schools - Homeless People - Student Experience - Resources - Federal Aid - State Aid - Federal Legislation - Educational Legislation - Elementary Secondary Education - Policy

Edition Identifiers:

• Internet Archive ID: ERIC_ED630220

“ERIC EJ1112498: Now You See It: Using Documentation To Make Learning Visible In LCs” Metadata:

• Title: ➤  ERIC EJ1112498: Now You See It: Using Documentation To Make Learning Visible In LCs
• Author: ERIC
• Language: English

“ERIC EJ1112498: Now You See It: Using Documentation To Make Learning Visible In LCs” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Documentation - Communities of Practice - Heuristics - Learning Processes - Reflection - Instructional Design - Assignments - Scaffolding (Teaching Technique) - Educational Practices - Evaluation Methods - Research Methodology - Data Collection - Metacognition - Educational Research - Faculty Development - Interdisciplinary Approach - College Faculty - College Students - Mino, Jack J.

Edition Identifiers:

• Internet Archive ID: ERIC_EJ1112498

“ERIC ED590356: 1-Day MOOC On Mobile Learning: An Experience Report On The Module 'Educational Contexts' Smartphones And Tablets Have Become Essential Tools In Users' Daily Life, As They Include A Whole Range Of Digital Services, Enlarging The Connection To The Virtual World. Nonetheless, The Use Of These Tools In The Educational Context, Known As Mobile Learning, Is Still A Recent And Scarcely Embraced Practice. A 1-day MOOC (massive Open Online Course) Was Devised To Raise Awareness Of The Potential Of Mobile Devices In The Teaching-learning Process, Aiming At Increasing Lower Secondary Education Teachers´ Adhesion To This Approach. This Article Is Intended To Present The Experience Of Creating The First Out Of Four Course Modules/units. This Module, Entitled "Contexts", Is Focused On The Change Of Paradigm In Educational Contexts Due To The Fact That Mobile Devices Enable Ubiquitous Learning. The Pedagogical Strategies Adopted In The Development Of The Module, The Technologies Used To Meet The Needs And The Purposes Are Described. Participants' Comments On The Debate Activities Were Analysed And They Reinforce The Need To Invest In Infrastructures, To Promote Teachers' Proactivity And To Ensure Preconditions For A Success Of The Integration Of Mobile Devices. Participants Pointed Out Both Teachers And Schools As Barriers To The Introduction Of Mobile Learning, Highlighting Teachers' Lack Of Motivation And Commitment As Well As School Infrastructure Problems. Conclusions Drawn From This Experience Point To An Increasing Interest In Mobile Learning And Participants' Awareness Of Both Its Advantages And The Obstacles To Implementing It. [For The Complete Proceedings, See ED590271.]” Metadata:

• Title: ➤  ERIC ED590356: 1-Day MOOC On Mobile Learning: An Experience Report On The Module 'Educational Contexts' Smartphones And Tablets Have Become Essential Tools In Users' Daily Life, As They Include A Whole Range Of Digital Services, Enlarging The Connection To The Virtual World. Nonetheless, The Use Of These Tools In The Educational Context, Known As Mobile Learning, Is Still A Recent And Scarcely Embraced Practice. A 1-day MOOC (massive Open Online Course) Was Devised To Raise Awareness Of The Potential Of Mobile Devices In The Teaching-learning Process, Aiming At Increasing Lower Secondary Education Teachers´ Adhesion To This Approach. This Article Is Intended To Present The Experience Of Creating The First Out Of Four Course Modules/units. This Module, Entitled "Contexts", Is Focused On The Change Of Paradigm In Educational Contexts Due To The Fact That Mobile Devices Enable Ubiquitous Learning. The Pedagogical Strategies Adopted In The Development Of The Module, The Technologies Used To Meet The Needs And The Purposes Are Described. Participants' Comments On The Debate Activities Were Analysed And They Reinforce The Need To Invest In Infrastructures, To Promote Teachers' Proactivity And To Ensure Preconditions For A Success Of The Integration Of Mobile Devices. Participants Pointed Out Both Teachers And Schools As Barriers To The Introduction Of Mobile Learning, Highlighting Teachers' Lack Of Motivation And Commitment As Well As School Infrastructure Problems. Conclusions Drawn From This Experience Point To An Increasing Interest In Mobile Learning And Participants' Awareness Of Both Its Advantages And The Obstacles To Implementing It. [For The Complete Proceedings, See ED590271.]
• Author: ERIC
• Language: English

“ERIC ED590356: 1-Day MOOC On Mobile Learning: An Experience Report On The Module 'Educational Contexts' Smartphones And Tablets Have Become Essential Tools In Users' Daily Life, As They Include A Whole Range Of Digital Services, Enlarging The Connection To The Virtual World. Nonetheless, The Use Of These Tools In The Educational Context, Known As Mobile Learning, Is Still A Recent And Scarcely Embraced Practice. A 1-day MOOC (massive Open Online Course) Was Devised To Raise Awareness Of The Potential Of Mobile Devices In The Teaching-learning Process, Aiming At Increasing Lower Secondary Education Teachers´ Adhesion To This Approach. This Article Is Intended To Present The Experience Of Creating The First Out Of Four Course Modules/units. This Module, Entitled "Contexts", Is Focused On The Change Of Paradigm In Educational Contexts Due To The Fact That Mobile Devices Enable Ubiquitous Learning. The Pedagogical Strategies Adopted In The Development Of The Module, The Technologies Used To Meet The Needs And The Purposes Are Described. Participants' Comments On The Debate Activities Were Analysed And They Reinforce The Need To Invest In Infrastructures, To Promote Teachers' Proactivity And To Ensure Preconditions For A Success Of The Integration Of Mobile Devices. Participants Pointed Out Both Teachers And Schools As Barriers To The Introduction Of Mobile Learning, Highlighting Teachers' Lack Of Motivation And Commitment As Well As School Infrastructure Problems. Conclusions Drawn From This Experience Point To An Increasing Interest In Mobile Learning And Participants' Awareness Of Both Its Advantages And The Obstacles To Implementing It. [For The Complete Proceedings, See ED590271.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Leite, Carla V. Almeida, Ivone Corcini, Luiz Fernando Telecommunications - Handheld Devices - Educational Technology - Technology Uses in Education - Large Group Instruction - Online Courses - Context Effect - Barriers - Technology Integration - Teacher Attitudes - Foreign Countries - Secondary School Teachers

Edition Identifiers:

• Internet Archive ID: ERIC_ED590356

“ERIC ED596845: Working With Online Communities: Translating TED Talks This Project Aimed To Explore How Online Open Communities And Resources Could Be Used For Language Learning In A Higher Education Context. Advanced Language Learners Were Introduced To Translation And Subtitling, And The Use Of Open Content To Maintain Their Language Skills Post-graduation Whilst Engaging In A Meaningful Activity, Namely Sharing Knowledge Through Translation In A Volunteer Project. Students Were Asked To Translate The Subtitles Of A Technology, Entertainment, And Design (TED) Or TEDx Talk Of Their Choice And To Review And Provide Feedback On Two Of Their Peers' Translations. Most Students Enjoyed The Activity, Particularly Being Able To Choose The Talk They Would Be Translating And Having Access To Other Students And Volunteers To Ask Questions And Get Support With The Linguistic And Technical Aspects Of Subtitling. A Small Number Of Students Found The Technical Aspects Of The Activity Challenging And Did Not Enjoy The Unpredictability Of Working In An Open Community. [For The Complete Volume, "New Case Studies Of Openness In And Beyond The Language Classroom," See ED596829.]” Metadata:

• Title: ➤  ERIC ED596845: Working With Online Communities: Translating TED Talks This Project Aimed To Explore How Online Open Communities And Resources Could Be Used For Language Learning In A Higher Education Context. Advanced Language Learners Were Introduced To Translation And Subtitling, And The Use Of Open Content To Maintain Their Language Skills Post-graduation Whilst Engaging In A Meaningful Activity, Namely Sharing Knowledge Through Translation In A Volunteer Project. Students Were Asked To Translate The Subtitles Of A Technology, Entertainment, And Design (TED) Or TEDx Talk Of Their Choice And To Review And Provide Feedback On Two Of Their Peers' Translations. Most Students Enjoyed The Activity, Particularly Being Able To Choose The Talk They Would Be Translating And Having Access To Other Students And Volunteers To Ask Questions And Get Support With The Linguistic And Technical Aspects Of Subtitling. A Small Number Of Students Found The Technical Aspects Of The Activity Challenging And Did Not Enjoy The Unpredictability Of Working In An Open Community. [For The Complete Volume, "New Case Studies Of Openness In And Beyond The Language Classroom," See ED596829.]
• Author: ERIC
• Language: English

“ERIC ED596845: Working With Online Communities: Translating TED Talks This Project Aimed To Explore How Online Open Communities And Resources Could Be Used For Language Learning In A Higher Education Context. Advanced Language Learners Were Introduced To Translation And Subtitling, And The Use Of Open Content To Maintain Their Language Skills Post-graduation Whilst Engaging In A Meaningful Activity, Namely Sharing Knowledge Through Translation In A Volunteer Project. Students Were Asked To Translate The Subtitles Of A Technology, Entertainment, And Design (TED) Or TEDx Talk Of Their Choice And To Review And Provide Feedback On Two Of Their Peers' Translations. Most Students Enjoyed The Activity, Particularly Being Able To Choose The Talk They Would Be Translating And Having Access To Other Students And Volunteers To Ask Questions And Get Support With The Linguistic And Technical Aspects Of Subtitling. A Small Number Of Students Found The Technical Aspects Of The Activity Challenging And Did Not Enjoy The Unpredictability Of Working In An Open Community. [For The Complete Volume, "New Case Studies Of Openness In And Beyond The Language Classroom," See ED596829.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Comas-Quinn, Anna Fuertes Gutiérrez, Mara - Speeches - Translation - Second Language Learning - Second Language Instruction - Teaching Methods - Student Attitudes - Program Descriptions - Advanced Students - Learning Activities - Native Language - Layout (Publications) - Feedback (Response) - Undergraduate Students - French - German - Spanish - Open Universities - Outcomes of Education - Foreign Countries - Communities of Practice

Edition Identifiers:

• Internet Archive ID: ERIC_ED596845

“Art and Heart” Metadata:

• Title: Art and Heart
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1883

Edition Specifications:

• Format: Audio
• Number of Sections: 38
• Total Time: 1:10:42

Edition Identifiers:

• libriVox ID: 147

“Solitude (Wilcox)” Metadata:

• Title: Solitude (Wilcox)
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1883

Edition Specifications:

• Format: Audio
• Number of Sections: 16
• Total Time: 00:25:51

Edition Identifiers:

• libriVox ID: 3300

“Poems of Passion” Metadata:

• Title: Poems of Passion
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1883

Edition Specifications:

• Format: Audio
• Number of Sections: 85
• Total Time: 2:17:59

Edition Identifiers:

• libriVox ID: 3308

“Worth While” Metadata:

• Title: Worth While
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1910

Edition Specifications:

• Format: Audio
• Number of Sections: 15
• Total Time: 0:22:14

Edition Identifiers:

• libriVox ID: 4190

“Hidden Gems” Metadata:

• Title: Hidden Gems
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 0

Edition Specifications:

• Format: Audio
• Number of Sections: 17
• Total Time: 0:21:19

Edition Identifiers:

• libriVox ID: 4299

“In The Long Run” Metadata:

• Title: In The Long Run
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1914

Edition Specifications:

• Format: Audio
• Number of Sections: 14
• Total Time: 0:26:08

Edition Identifiers:

• libriVox ID: 4499

“Past” Metadata:

• Title: Past
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 0

Edition Specifications:

• Format: Audio
• Number of Sections: 21
• Total Time: 0:23:33

Edition Identifiers:

• libriVox ID: 5240

“True Culture” Metadata:

• Title: True Culture
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 0

Edition Specifications:

• Format: Audio
• Number of Sections: 14
• Total Time: 0:13:01

Edition Identifiers:

• libriVox ID: 7330

“Age of the Motored Things” Metadata:

• Title: Age of the Motored Things
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 0

Edition Specifications:

• Format: Audio
• Number of Sections: 13
• Total Time: 00:22:42

Edition Identifiers:

• libriVox ID: 8247

“Poems of Purpose” Metadata:

• Title: Poems of Purpose
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1919

Edition Specifications:

• Format: Audio
• Number of Sections: 44
• Total Time: 02:07:40

Edition Identifiers:

• libriVox ID: 9235

“Poems of Power” Metadata:

• Title: Poems of Power
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1918

Edition Specifications:

• Format: Audio
• Number of Sections: 90
• Total Time: 02:42:45

Edition Identifiers:

• libriVox ID: 9342

“Poems of Optimism” Metadata:

• Title: Poems of Optimism
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1919

Edition Specifications:

• Format: Audio
• Number of Sections: 64
• Total Time: 2:01:52

Edition Identifiers:

• libriVox ID: 9725

“Poems of Cheer” Metadata:

• Title: Poems of Cheer
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1914

Edition Specifications:

• Format: Audio
• Number of Sections: 78
• Total Time: 02:47:34

Edition Identifiers:

• libriVox ID: 9823

“Six Bad Husbands and Six Unhappy Wives” Metadata:

• Title: ➤  Six Bad Husbands and Six Unhappy Wives
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1912

Edition Specifications:

• Format: Audio
• Number of Sections: 6
• Total Time: 00:52:14

Edition Identifiers:

• libriVox ID: 9838

“Beauty Making” Metadata:

• Title: Beauty Making
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1919

Edition Specifications:

• Format: Audio
• Number of Sections: 15
• Total Time: 00:23:29

Edition Identifiers:

• libriVox ID: 10001

“Camping in the Canadian Rockies” Metadata:

• Title: ➤  Camping in the Canadian Rockies
• Author: Walter Dwight Wilcox
• Language: English
• Publish Date: 1896

Edition Specifications:

• Format: Audio
• Number of Sections: 15
• Total Time: 06:58:00

Edition Identifiers:

• libriVox ID: 10070

“Poems of Sentiment” Metadata:

• Title: Poems of Sentiment
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1919

Edition Specifications:

• Format: Audio
• Number of Sections: 66
• Total Time: 02:07:32

Edition Identifiers:

• libriVox ID: 10078

“Poems of Experience” Metadata:

• Title: Poems of Experience
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1917

Edition Specifications:

• Format: Audio
• Number of Sections: 51
• Total Time: 01:56:37

Edition Identifiers:

• libriVox ID: 10212

“Cuisine” Metadata:

• Title: Cuisine
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1910

Edition Specifications:

• Format: Audio
• Number of Sections: 6
• Total Time: 00:14:16

Edition Identifiers:

• libriVox ID: 10264

“Kingdom of Love” Metadata:

• Title: Kingdom of Love
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1909

Edition Specifications:

• Format: Audio
• Number of Sections: 59
• Total Time: 02:38:37

Edition Identifiers:

• libriVox ID: 10428

“Yesterdays” Metadata:

• Title: Yesterdays
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1910

Edition Specifications:

• Format: Audio
• Number of Sections: 111
• Total Time: 03:00:36

Edition Identifiers:

• libriVox ID: 10575

“New Thought Pastels” Metadata:

• Title: New Thought Pastels
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1906

Edition Specifications:

• Format: Audio
• Number of Sections: 27
• Total Time: 00:34:00

Edition Identifiers:

• libriVox ID: 10739

“Custer, and Other Poems” Metadata:

• Title: Custer, and Other Poems
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1896

Edition Specifications:

• Format: Audio
• Number of Sections: 64
• Total Time: 02:24:42

Edition Identifiers:

• libriVox ID: 10788

“Go Plant A Tree” Metadata:

• Title: Go Plant A Tree
• Author: Ella Wheeler Wilcox
• Language: English
• Publish Date: 1912

Edition Specifications:

• Format: Audio
• Number of Sections: 10
• Total Time: 00:20:50

Edition Identifiers:

• libriVox ID: 10883