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Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "Concept learning Evaluation"

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Suttrisno, Suttrisno, Nurul Mahruzah Yulia, and Dewi Niswatul Fithriyah. "Mengembangkan Kompetensi Guru Dalam Melaksanakan Evaluasi Pembelajaran Di Era Merdeka Belajar." ZAHRA: Research and Tought Elementary School of Islam Journal 3, no. 1 (March 1, 2022): 52–60. http://dx.doi.org/10.37812/zahra.v3i1.409.

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Анотація:
One of the merdeka belajar (freedom of learning) concepts give teachers the freedom to make fun learning. Teachers must make plans, carry out, and evaluate their learning programs independently. Teacher becomes the determining factor for the success of the learing objectives. And to find out the success of the learningprogram we need to do an evaluation. Evaluation is an important activity, which is carried out to review the success of a program to determine a decision. Teachers must have competence to conduct evaluations. The objectives of this study include; 1) to understand the concept of evaluations. 2) to explain teacher competence in carring out evaluations. The method used in writing this journal is a literature review, where research data obtained from several literary theories are processed and analyzed and then described, so that the results are obtained that in the early stages, teachers must first understand the concept of evaluation, which emphasizes the definition, objectives , the function of the principle and type of evaluation, while the competence of teachers in evaluation activities includes competence in planning evaluation programs, designing evaluation programs, developing evaluation programs, implementing, and evaluating evaluation programs. The evaluation itself requires data processing, reporting and utilization of the evaluation results.
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Slieman, Tony A., and Troy Camarata. "Case-Based Group Learning Using Concept Maps to Achieve Multiple Educational Objectives and Behavioral Outcomes." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051987251. http://dx.doi.org/10.1177/2382120519872510.

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Knowledge integration is an important aspect of education. In clinical education, there is an emphasis on the integration of basic medical science with clinical practice to provide a higher order of comprehension for future physicians. Also of importance in medical education is the promotion and development of professional behaviors (i.e., teamwork and interpersonal professional behavior). We set out to design and implement a weekly, 2 hour educational active learning activity for first-year preclinical medical students to foster knowledge integration and to promote professional development. As part of our case-based curriculum, we used a small-group active-learning approach involving 3 stages: concept mapping, student peer-review, and student group evaluation. Specific learning objectives and behavioral outcomes were designed to focus the learning activities. Rubrics were designed to (1) assess learners’ group generated concept maps, (2) determine effective student peer review, and (3) appropriate evaluation of group dynamics. In addition to assessment data from the rubrics, course evaluations from participating students were collected. Analysis of rubric assessments and student evaluation data confirmed that there was significant statistical achievement in critical thinking and teamwork among students. Furthermore, when analyzing concept mapping scores between the first and last case, the data displayed significant statistical improvement supporting that student groups were further integrating basic science and clinical concepts. Our concept map-based active-learning approach achieved our designated objectives and outcomes.
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3

P., Divya, and Smitha R. "CONCEPT MAPPING AS A TOOL FOR MEANINGFUL LEARNING." International Journal of Advanced Research 8, no. 12 (December 31, 2020): 833–41. http://dx.doi.org/10.21474/ijar01/12221.

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Concept maps have now been used as a research and evaluation tool. It enables students to visualize the structure of knowledge, interrelated concepts and the relationships among various concepts and sub-concepts. Concept mapping has been found to be an effective teaching method which enhances meaningful learning. Concept mapping was significantly more effective than the traditional or expository teaching strategies in enhancing learning. Cognitive mapping differs from traditional methods by making underlying cognitive structures transparent and giving a focus to the set of propositions by which learners construct meaning. Concept map structure correlates with the perceived data. They provide quick summary and help to identify topics to elicit new information. Concept mapping is a strategy that can be used to impart content knowledge with sense within a limited period of time.Concepts learned by rote learning tends to be quickly forgotten. Teaching methods and tools should transform knowledge from short-term memory to long-term memory. Several research studies have supported Concept mapping in academic and non-academic fields. This article describes how the concept mapping can be used to transform abstract knowledge and understanding into concrete visual representations. It is underlined that the Concept maps will serve as a suitable tool to support educators in promoting students comprehension and understanding of new concepts.
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Keogh, Brenda, and Stuart Naylor. "Concept cartoons, teaching and learning in science: an evaluation." International Journal of Science Education 21, no. 4 (April 1999): 431–46. http://dx.doi.org/10.1080/095006999290642.

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Huang, Peihan, Shaohui Lin, Junying Yuan, and Haishan Chen. "Course Achievement Evaluation Using Concept Map in Traditional Learning." Journal of Physics: Conference Series 1624 (October 2020): 052014. http://dx.doi.org/10.1088/1742-6596/1624/5/052014.

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Grigorik, Nikita. "Evaluation as a Sociological Concept: Problem Statement." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2021, no. 3 (November 22, 2021): 304–14. http://dx.doi.org/10.21603/2500-3372-2021-6-3-304-314.

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The present research featured the role of evaluation in sociology and the sociological interpretation of its components. Evaluation is a complex perceptive procedure. Social reality is conditioned by the existence of man, who shapes it through evaluation, which includes cognition, evaluative comparison, and the implementation of the resulting information in social interaction. First, people form initial ideas that are chipped into a set of knowledge about social reality. The perception is then transformed into a mental-comparative act. On this basis, people perform actions and choices that correlate with the values. Norms determine the nature of perception and evaluation. Therefore, people embody their social functions through social behavior, relationships, and interactions, thus learning about the world and evaluating various social phenomena on the basis of the obtained assumptions. In that way, people develop and translate stable forms of perception. Evaluation can serve as a measure in sociological studies, i.e. as a means of studying social reality. As a result, the relationship evaluation – cognition – value – norm – public opinion becomes obvious and can act as a methodological basis for sociological research.
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Chavez, Laura Skoronski. "Simulation as a Learning and Evaluation Modality: A Concept Analysis." Journal of Nursing 7, no. 1 (2020): 1. http://dx.doi.org/10.7243/2056-9157-7-1.

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Torre, D. M., B. Daley, Tracy Stark-Schweitzer, Singh Siddartha, Jenny Petkova, and Monica Ziebert. "A qualitative evaluation of medical student learning with concept maps." Medical Teacher 29, no. 9-10 (January 2007): 949–55. http://dx.doi.org/10.1080/01421590701689506.

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Miftha Huljannah. "Pentingnya Proses Evaluasi Dalam Pembelajaran Di Sekolah Dasar." EDUCATOR (DIRECTORY OF ELEMENTARY EDUCATION JOURNAL) 2, no. 2 (December 21, 2021): 164–80. http://dx.doi.org/10.58176/edu.v2i2.157.

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ABSTRACT This article is a theoretical study about the importance of the learning evaluation process. Evaluation is an important activity carried out by teachers in the learning process. With evaluation, teachers can improve their competence in classroom management, be it in the selection of learning methods, media, teaching materials, and so on that can motivate students to learn. In addition, by evaluating the teacher can also find out the level of ability of the students. Therefore, the teacher must carry out evaluation activities properly. However, in reality there are still many teachers who have not carried out the evaluation process properly, especially in elementary schools. One of the causes is the teacher's lack of knowledge about the evaluation itself. So that knowledge is needed about the concept of evaluation, the role of evaluation, and procedures for implementing evaluations in order to obtain evaluation results that can describe the real state of students.
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Mandinach, Ellen B. "The Development of Effective Evaluation Methods for E-Learning: A Concept Paper and Action Plan." Teachers College Record: The Voice of Scholarship in Education 107, no. 8 (August 2005): 1814–35. http://dx.doi.org/10.1177/016146810510700811.

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E-learning is an emerging field as a promising instructional medium as well as a ripe arena in which to conduct research on its impact on teaching and learning activities. The fundamental nature of e-learning as an instructional medium differs substantially from face-to-face delivery, thereby requiring new and hybrid methods for evaluating its impact. This article examines the characteristics of e-learning that make it unique and traces some of the emerging trends in the field. The article then discusses evaluation methodologies that might be potentially informative in the examination of how e-learning is beginning to affect teaching and learning processes.
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Дисертації з теми "Concept learning Evaluation"

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Davenport, Glen. "The Reliability of the Force and Motion Conceptual Evaluation." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/DavenportG2008.pdf.

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Hunniford, Thomas J. C. "Generating artificial data for the evaluation of concept learning algorithms." Thesis, University of Ulster, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284858.

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Thompson, Angela D. Clark. "Re-Imagining the Learning Model| A Concept Analysis of Competency-Based Education." Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10636447.

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Competency-based education (CBE), a learning model focused on demonstrated proficiency in well-defined competencies rather than on the amount of time students spend in the classroom, influenced niche higher education markets in the United States for decades. However, the lack of a consensus definition limited CBE’s widespread acceptance by the traditional academic community. In the early 21st century, concerns about accessibility and affordability led to renewed interest in and experimentation with CBE models in higher education. Despite this resurgence of interest, defining CBE as a concept remained problematic and underscored the need to clarify the conceptual use and understanding of CBE. Settings for the research included the ERIC online library, resource libraries of three national CBE initiatives, and official policymaker websites. Rodgers’ evolutionary approach to concept analysis, emphasizing the evolution of concepts, shaped the research design of this qualitative study. Documents published in 1973–1983 and 2005–2015, 2 eras of intense postsecondary CBE experimentation, comprised the purposive sample. Using the described method, CBE characteristics were categorized in stakeholder and temporal contexts and common characteristics identified. Although this study confirmed a lack of consensus definition, it also revealed three characteristics fundamental to CBE. At its’ core, CBE is a learning model with (a) explicitly stated competencies; (b) progression determined by demonstrated performance; and (c) an individualized instruction framework well suited to mature learners with life and work experience beyond school. These core characteristics support an adaptable framework providing a foundation for CBE’s enduring presence in the higher education landscape of the United States in the 20th and 21st centuries.

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Chittleborough, Glen. "An evaluation of student learning during a tertiary bridging course in chemistry." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/316.

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A new one-semester tertiary bridging course in chemistry was designed with constructivist concept-learning as a major aim. This aim was monitored by Concept Learning Test Sequences (CLTSs), developed for each of ten fundamental chemical concept-clusters, selected from ten theory-practical work-units of an expressly written book. The concept-clusters were: density, mixture/compound, structure/bonding, base/salt, redox, mole, rate, metal, halogen, hydrocarbon. Each CLTS comprised a pre-instruction item; two-tier multiple-choice item(s); a post-instruction item; each provided data from a class of 21 students of widely different backgrounds. Separate chapters discuss class results and individual results.Concept-learning Improvement Categories that estimated individual improvement in each CLTS were quantified by assigning numerical values. Summation of these numerical values for all ten CLTSs produced individual Concept-learning Improvement Indices (CLIIs). Improvement in concept-learning appears independent of prior academic background. Rankings by CLIIs and by final assessment percentage were strongly correlated. The mean CLII for the class assessed concept-learning improvement (per concept) at Moderate-to-Intermediate.Various probes revealed that factors which influenced learning included: pre-laboratory reports; practical work; learning partnership(s); positive personal qualities; mathematical skills; confidence; visualisation; integration of theoretical and practical studies; bench problem-solving; a relaxed tutorial atmosphere; historical approaches to chemical concepts. Students assessed the course overall as 'good'.
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Foster, Linda Jean. "Is concept mapping an effective tool for evaluation of student learning in science?" CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1838.

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Concept mapping is a metacognitive learning strategy which often improves a learner's ability to construct new knowledge. This action research project was intended to determine the level of effectiveness of concept mapping as a student learning intervention. Students in two high school science classes constructed concept maps before and after instruction during a unit of study about volcanoes. The maps were analyzed for increases in complexity and indications of learning. The concept maps were then compared for differences by groups based on volcano unit test scores. Based on the analysis of the matched pairs of concept maps, those maps which contained a higher amount of prior knowledge of the subject matter were associated with maps which showed greatest amount of increase in knowledge after instruction. These results are supported by the many researchers who contend that the most important factor in learning new information and gaining new knowledge is the amount of prior knowledge a learner brings into the learning situation. The results of this action research project will be applied to the development of future science courses by this researcher.
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Chittleborough, Glen. "An evaluation of student learning during a tertiary bridging course in chemistry." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10586.

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Анотація:
A new one-semester tertiary bridging course in chemistry was designed with constructivist concept-learning as a major aim. This aim was monitored by Concept Learning Test Sequences (CLTSs), developed for each of ten fundamental chemical concept-clusters, selected from ten theory-practical work-units of an expressly written book. The concept-clusters were: density, mixture/compound, structure/bonding, base/salt, redox, mole, rate, metal, halogen, hydrocarbon. Each CLTS comprised a pre-instruction item; two-tier multiple-choice item(s); a post-instruction item; each provided data from a class of 21 students of widely different backgrounds. Separate chapters discuss class results and individual results.Concept-learning Improvement Categories that estimated individual improvement in each CLTS were quantified by assigning numerical values. Summation of these numerical values for all ten CLTSs produced individual Concept-learning Improvement Indices (CLIIs). Improvement in concept-learning appears independent of prior academic background. Rankings by CLIIs and by final assessment percentage were strongly correlated. The mean CLII for the class assessed concept-learning improvement (per concept) at Moderate-to-Intermediate.Various probes revealed that factors which influenced learning included: pre-laboratory reports; practical work; learning partnership(s); positive personal qualities; mathematical skills; confidence; visualisation; integration of theoretical and practical studies; bench problem-solving; a relaxed tutorial atmosphere; historical approaches to chemical concepts. Students assessed the course overall as 'good'.
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Szijarto, Barbara. "Mediating Social Change: Building Adaptive Learning Systems through Developmental Evaluation." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39159.

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Complex social problems are at the forefront of our awareness. We are witnessing intensifying political, social and environmental challenges and waning confidence in our ability to engineer solutions. We are also seeing a proliferation of large scale, multi-agency interventions that seek change at the level of systems, and through which actors pursue adaptive learning as a means to develop effective solutions. Proponents assert that the prediction and control on which conventional program design and evaluation are based are not available under complex conditions. They propose instead that learning through experience in a program’s own context can create more responsive, impactful and sustainable interventions. These ideas offer a potentially transformative opportunity. However, they need to be complemented with a better understanding of implementation - the ‘ways of doing things’ that bring them to life. This study focused on developmental evaluation as an example of an adaptive learning (AL) approach for the development of innovative social interventions. The study was informed by ‘sensemaking’ theories and research in organizational learning, knowledge mobilization and program evaluation. Through an exploratory lens and a mixed methods design, this study sheds light on the role of specialized intermediaries in an AL process; how the role is performed in practice; and what this implies for adaptive learning in the domain of social interventions. The study documents how an intermediary can help actors navigate recognized challenges of developing interventions under complex and dynamic conditions. The findings have implications for how an AL process is understood and implemented. They provide an empirical contribution to an emerging field of study on the design of AL systems, to support future research and real-world practice as AL approaches become mainstream.
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Giordanella, Kathleen B. "Self-concept in individuals with learning disabilities : influence of educational placement /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974783.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Typescript; issued also on microfilm. Sponsor: Linda Hickson. Dissertation Committee: Dennis Mithaug. Includes bibliographical references (leaves 100-107).
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Kim, Sara Nan-Soon. "The role of visual concept acquisition, outcome measure, and interface design in the evaluation of a computer-based multimedia tutorial, Urinalyasis Tutor /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7550.

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Dyer, Brian Jay. "How Does Student Understanding of a Concept Change Throughout a Unit of Instruction? Support Toward the Theory of Learning Progressions." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1528.

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Анотація:
This study documented the changes in understanding a class of eighth grade high school-level biology students experienced through a biology unit introducing genetics. Learning profiles for 55 students were created using concept maps and interviews as qualitative and quantitative instruments. The study provides additional support to the theory of learning progressions called for by experts in the field. The students' learning profiles were assessed to determine the alignment with a researcher-developed learning profile. The researcher-developed learning profile incorporated the learning progressions published in the Next Generation Science Standards, as well as current research in learning progressions for 5-10th grade students studying genetics. Students were found to obtain understanding of the content in a manner that was nonlinear, even circuitous. This opposes the prevailing interpretation of learning progressions, that knowledge is ascertained in escalating levels of complexity. Learning progressions have implications in teaching sequence, assessment, education research, and policy. Tracking student understanding of other populations of students would augment the body of research and enhance generalizability.
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Книги з теми "Concept learning Evaluation"

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Rendell, Larry. Empirical concept learning as a function of data sampling and concept character. Urbana, Ill. (1304 W. Springfield Ave., Urbana 61801): Dept. of Computer Science, University of Illinois at Urbana-Champaign, 1988.

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2

Hunniford, Thomas J. C. Generating artificial data for the evaluation of concept learning algorithms. [S.l: The Author], 1998.

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3

Rendell, Larry. Concept acquisition from examples: Measurement of system performance and suggestions for improved design. Urbana, IL (1304 W. Springfield Ave., Urbana 61801): Dept. of Computer Science, University of Illinois at Urbana-Champaign, 1987.

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4

1979-, Nashat Bidjan, and World Bank, eds. The black box of governmental learning: The learning spiral -- a concept to organize learning in governments. Washington, D.C: World Bank, 2010.

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5

Talking to yourself: Learning the language of self-affirmation. [San Francisco, Calif.]: HarperSanFrancisco, 1991.

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6

Väisänen, Pertti. Concept map in statistics education: A collection of haphazard links or a tool for active learning? Joensuu: Joensuun yliopisto, Kasvatustieteiden tiedekunta, 2004.

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7

Erickson, H. Lynn. Stirring the head, heart, and soul: Redefining curriculum, instruction, and concept-based learning. 3rd ed. Thousand Oaks, CA: Corwin Press, 2008.

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8

Erickson, H. Lynn. Stirring the head, heart, and soul: Redefining curriculum, instruction, and concept-based learning. 3rd ed. Thousand Oaks, CA: Corwin Press, 2008.

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Erickson, H. Lynn. Stirring the head, heart, and soul: Redefining curriculum, instruction, and concept-based learning. 3rd ed. Thousand Oaks, CA: Corwin Press, 2008.

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10

Leonardo, Plantamura Vito, Souček Branko, and Visaggio Giuseppe, eds. Frontier decision support concepts: Help desk, learning, fuzzy diagnoses, quality evaluation, prediction, evolution. New York: Wiley, 1994.

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Частини книг з теми "Concept learning Evaluation"

1

Prasetya, D. D., A. Pinandito, Y. Hayashi, and T. Hirashima. "Investigating the memory retention in extension concept mapping." In Improving Assessment and Evaluation Strategies on Online Learning, 101–7. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003261346-16.

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Melzer, Philipp. "Towards a Holistic Evaluation Concept for Personalised Learning in Flipped Classrooms." In A Conceptual Framework for Personalised Learning, 101–16. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-23095-1_5.

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Naidoo, Indran A. "Evaluation for Transformational Change: Learning from Practice." In Transformational Change for People and the Planet, 17–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78853-7_2.

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AbstractThe COVID-19 crisis has challenged the evaluation profession by altering the framework within which it operates. Evaluators must embrace new realities and respond to changes while not altering their principles, norms, and standards.A review of how evaluation networks and offices have responded to changing demands showed lack of recognition for the long-term implications to the profession. Commissioners and users of evaluation now have new priorities, and nontraditional actors have entered the traditional evaluation space, offering similar expertise and meeting the demands of evaluation commissioners and users. The extensive development challenges posed by COVID-19 require a comprehensive response capacity from evaluation if it is to be transformative as a profession.This chapter draws on national and international case studies, examining the concept of transformation from a contextual perspective and noting the relativism in the concept. It draws links between aspects, suggesting that this period is an opportunity for evaluators to learn from practice around transformation, and suggests that flexibility provides an opportunity to remain relevant and advance transformational goals.
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Wulandari, P. A., I. W. Dasna, and Nazriati. "STEM-PBL and its effect on improving students' concept understanding in high school chemistry learning." In Improving Assessment and Evaluation Strategies on Online Learning, 135–40. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003261346-21.

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Egloffstein, Marc, and Dirk Ifenthaler. "Tracing Digital Transformation in Educational Organizations." In Digital Transformation of Learning Organizations, 41–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55878-9_3.

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AbstractThis chapter describes the quantitative approaches for assessing various aspects of digital transformation from the joint research and development project #ko.vernetzt. In an application-oriented case study approach, the operationalization of a maturity model of digital transformation for educational organizations (MMEO) and the design and implementation of a multi-perspective evaluation concept are outlined. While the MMEO provides a state perspective on the digital transformation of an educational organization and its employees, the evaluation concept aims at tracing developments of media-related professional competencies. MMEO has been implemented in a study with N = 222 participants, while N = 59 learners were subject to the evaluation polls. The results provide the necessary evidence for implementing and continuously improving a qualification program in the regarded research context. However, the methodology can also be transferred to other organizations in the education sector and beyond.
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Standl, Bernhard, Anette Bentz, Mattias Ulbrich, Annika Vielsack, and Ingo Wagner. "Design- and Evaluation-Concept for Teaching and Learning Laboratories in Informatics Teacher Education." In Informatics in Schools. Engaging Learners in Computational Thinking, 133–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63212-0_11.

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Raynaut, William, Chantal Soule-Dupuy, and Nathalie Valles-Parlangeau. "Meta-mining Evaluation Framework: A Large Scale Proof of Concept on Meta-learning." In AI 2016: Advances in Artificial Intelligence, 215–28. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-50127-7_18.

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Markantonatos, Stavros, Chris Panagiotakopoulos, and Vassilios Verykios. "Design, Implementation, and Evaluation of an Educational Software for the Teaching of the Programming Variable Concept." In Research on e-Learning and ICT in Education, 315–22. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95059-4_19.

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Wohlgenannt, Gerhard. "A Comparison of Domain Experts and Crowdsourcing Regarding Concept Relevance Evaluation in Ontology Learning." In Lecture Notes in Computer Science, 243–54. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49397-8_21.

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Kennedy, H. C., C. Chinniah, P. Bradbeer, and L. Morss. "The contruction and evaluation of decision trees: A comparison of evolutionary and concept learning methods." In Evolutionary Computing, 147–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/bfb0027172.

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Тези доповідей конференцій з теми "Concept learning Evaluation"

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Ismail, Khairul Nurmazianna, and Zainab Abu Bakar. "DuriO concept evaluation." In 2015 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2015. http://dx.doi.org/10.1109/ic3e.2015.7403497.

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La Vecchia, Loredana, and Marco Pedroni. "Concept Maps as a Learning Assessment Tool." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3106.

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Over recent decades, the process of teaching/leaming has become ever more complex. The increasing school population, and the advent of new IT applications and of networking, together with the requirement for continuous training, have comprehensively overturned the simplistic approach to the process that had previously been pursued. As a result, the evaluation of the process has also been overhauled - having once been a selective practice, it is now considered to be an activity that generates quality in teaching. However, it appears that the tools used to carry out evaluations have been lagging behind in terms of innovation. In an effort to close this gap, the authors here offer a study of the possibility of using closed tests that can be analysed in terms of rigorous algorithms, are replicable through automated software and use the concept map structure in a variety of ways.
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Varshneya, Saurabh, Antoine Ledent, Robert A. Vandermeulen, Yunwen Lei, Matthias Enders, Damian Borth, and Marius Kloft. "Learning Interpretable Concept Groups in CNNs." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/147.

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We propose a novel training methodology---Concept Group Learning (CGL)---that encourages training of interpretable CNN filters by partitioning filters in each layer into \emph{concept groups}, each of which is trained to learn a single visual concept. We achieve this through a novel regularization strategy that forces filters in the same group to be active in similar image regions for a given layer. We additionally use a regularizer to encourage a sparse weighting of the concept groups in each layer so that a few concept groups can have greater importance than others. We quantitatively evaluate CGL's model interpretability using standard interpretability evaluation techniques and find that our method increases interpretability scores in most cases. Qualitatively we compare the image regions which are most active under filters learned using CGL versus filters learned without CGL and find that CGL activation regions more strongly concentrate around semantically relevant features.
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Mohamed Arip, Mohammad Aziz Shah, Nazariah Abd. Samad, Samsiah Md. Jais, Syed Sofian Syed Salim, and Aslina Ahmad. "VALIDITY AND RELIABILITY ANALYSIS OF QUESTIONNAIRE FOR SELF CONCEPT EVALUATION SCALE – PEER OBSERVATION (SCES-PO)." In Annual International Conference on Education & e-Learning. Global Science & Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/2251-1814_eel07.

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Morisse, M., P. Drews, D. Rick, and A. Sagawe. "Encouraging Students through Reflective Dialogues: A Teaching Concept Based on DialogueMaps and Its Evaluation." In 2013 Learning and Teaching in Computing and Enginering (LaTiCE). IEEE, 2013. http://dx.doi.org/10.1109/latice.2013.45.

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Švec, Peter, Štefan Balogh, and Martin Homola. "Experimental Evaluation of Description Logic Concept Learning Algorithms for Static Malware Detection." In 5th International Workshop on FORmal methods for Security Engineering. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010429707920799.

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Santamarina-Campos, Virginia, María-Ángeles Carabal-Montagud, Maria-Victoria Esgueva-Lopez, and José-Manuel Taroncher-Ballestero. "Evaluation of discovery learning in the field of cultural heritage." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10025.

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The theory of constructivist learning, also known as discovery learning is a learning methodology in which the student instead of receiving the content passively, discovers the concepts and their relationships and rearranges them to adapt them to their cognitive scheme . This method transforms students into protagonists of the learning process, who develop research skills through an inductive method. Therefore, it is configured as an ideal tool to situate students in a sociocultural dimension, favoring the understanding of the appearance and socio-historical construction of the concept of cultural heritage taking into account the transformations of late modernity and the new current situation defined as globalization This work aims to assess the degree of acceptance and satisfaction of students, in relation to the process of implementation of learning by discovery, through anonymous surveys in which the different strategies and tools used in this methodology are analyzed, with the aim of improving and optimize the design of the programming.
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Reilly, Joseph. "Automatic Evaluation of Concept Maps From an Immersive Virtual World for Ecosystem Science Learning." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1438628.

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De Moraes, Matheus B., and André L. S. Gradvohl. "Performance Evaluation of Feature Selection Algorithms Applied to Online Learning in Concept Drift Environments." In XV Encontro Nacional de Inteligência Artificial e Computacional. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/eniac.2018.4438.

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Data streams are transmitted at high speeds with huge volume and may contain critical information need processing in real-time. Hence, to reduce computational cost and time, the system may apply a feature selection algorithm. However, this is not a trivial task due to the concept drift. In this work, we show that two feature selection algorithms, Information Gain and Online Feature Selection, present lower performance when compared to classification tasks without feature selection. Both algorithms presented more relevant results in one distinct scenario each, showing final accuracies up to 14% higher. The experiments using both real and artificial datasets present a potential for using these methods due to their better adaptability in some concept drift situations.
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"How and When Presenting a Concept Map for Learning and an Accurate Self-evaluation?" In 5th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004414401880193.

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Звіти організацій з теми "Concept learning Evaluation"

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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.

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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.
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Higdon, Grace Lyn. Nested Theories of Change for Adaptive Rigour. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.010.

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This learning brief provides illustrative examples of three major adaptations the Coalition for Religious Equality and Inclusive Development (CREID) programme has undertaken while working within fragile contexts to promote freedom of religion or beilief (FoRB). These examples highlight how the programme has utilised embedded monitoring, evaluation, and learning (MEL) strategies to encourage what Ramalingam et al. (2019) refer to as ‘adaptive rigour’, a concept which underscores the importance of transparent documentation of programmatic decision making processes during programme adaptations. In particular this learning brief discusses the use of nested theories of change as a mechanism to enable adaptive rigour within the 'multitude of smalls' approach in the CREID programme.
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Van Hemelrijck, Adinda. Urban WASH Governance in Pakistan: Impact Evaluation of the Improving Urban WASH Governance and Accountability (IUWGA) project. Oxfam GB, November 2019. http://dx.doi.org/10.21201/2019.5259.

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This evaluation is presented as part of the Effectiveness Review Series 2017/18. The Improving Urban WASH Governance and Accountability (IUWGA) project in Pakistan was selected for review under the ‘Sustainable Water’ thematic area. The overall objective of the project was to develop and pilot-test a local urban governance model that builds on a concept of collaborative rights and accountability relations as the basis for developing a new social contract between local authorities and citizens in new urban settlements. The model was piloted over a period of two years (April 2015 - March 2017) in two Union Councils in the Sindh and Punjab Province. This assessment focused on the effectiveness and likely sustainability of the participatory governance model relative to ‘equitable and sustainable access to water’. Participatory Impact Assessment and Learning Approach (PIALA) was used to rigorously assess the impact of system change and engage stakeholders in its processes. Find out more by reading the full report now.
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Clement, Timothy, and Brett Vaughan. Evaluation of a mobile learning platform for clinical supervision. University of Melbourne, 2021. http://dx.doi.org/10.46580/124369.

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Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, impact, and return on investment. Data were collected through interviews with key informants, document analysis, an embedded student survey, learning analytics data, financial data, and an audit against ‘best practice’ standards for online course design. Findings: The findings suggest that course development was driven by both a financial imperative and genuine concern to meet training needs of clinical supervisors. Two hundred and four students enrolled on the course in its first 18 months. This has been enough to cover its developmental costs. In relation to 64 quality standards for online course design, the level of performance was rated as ‘meets’ for 44 items; ‘exceeds’ for one item; ‘developing for 13 items’; and, ‘non-existent’ for six items. An additional 33 items were identified as ‘not applicable’ for the ‘light touch’ course design. Significance: From a learning design perspective there is much to like about the CSO course and the outcome of assessing it against the standards for ‘best practice’ online course design suggests that an evolutionary approach - making incremental changes - could improve the course whilst retaining its existing ‘light touch’ format. The CSO course on its own is unlikely to realise the depth of achievement implied in the course aims and learning outcomes. The CSO course may best be seen as an entrée into the art of clinical supervision.
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Wachen, John, and Steven McGee. Qubit by Qubit’s Middle School Quantum Camp Evaluation Report for Summer 2021. The Learning Partnership, August 2021. http://dx.doi.org/10.51420/report.2021.5.

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Qubit by Qubit’s Middle School Quantum Camp is one of the first opportunities for students as young as eleven to begin learning about the field of quantum computing. In this week-long summer camp, students learn about key concepts of quantum mechanics and quantum computing, including qubits, superposition, and entanglement, basic coding in Python, and quantum gates. By the end of the camp, students can code quantum circuits and run them on a real quantum computer. The Middle School Quantum Camp substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. Students experienced a significant increase in their sense of belonging in STEM and quantum computing following the camp. The camp substantially increased students’ interest in taking additional coursework in STEM and quantum, as well as pursuing careers in STEM and quantum computing.
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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Vakaliuk, Tetiana A., Olha V. Korotun, and Serhiy O. Semerikov. The selection of cloud services for ER-diagrams construction in IT specialists databases teaching. CEUR Workshop Proceedings, June 2021. http://dx.doi.org/10.31812/123456789/4371.

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One of the main aspects of studying databases in higher education institutions by future IT specialists is database design and software product development. This, in turn, is the most important problem of the developer’s interaction with the customer. To facilitate the process of database design, ER-diagrams are used, which are based on the concepts of “Entity” and “Relationship”. An ER diagram allows you to present a database in the form of visual graphical objects that define a specific subject area. The article considers the available cloud services for the construction of ER-diagrams for learning databases of future IT specialists and their selection the method expert evaluation. For this purpose, the criteria and indicators for the selection of cloud services for the construction of ER-diagrams of databases by future information technology specialists have been determined. As a result, it was found that the cloud services Dbdesigner.net and Lucidchart are the most convenient to learn. It is determined that for a teacher of a higher education institution the use of cloud services is an opportunity to use licensed software in education without additional costs.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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