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In numerous studies, intelligent tutoring systems (ITSs) have proven effective in helping students learn mathematics. Prior work posits that their effectiveness derives from efficiently providing eventually-correct practice opportunities. Yet, there is little empirical evidence on how learning processes with ITSs compare to other forms of instruction. The current study compares problem-solving with an ITS versus solving the same problems on paper. We analyze the learning process and pre-post gain data from N = 97 middle school students practicing linear graphs in three curricular units. We find that (i) working with the ITS, students had more than twice the number of eventually-correct practice opportunities than when working on paper and (ii) omission errors on paper were associated with lower learning gains. Yet, contrary to our hypothesis, tutor practice did not yield greater learning gains, with tutor and paper comparing differently across curricular units. These findings align with tutoring allowing students to grapple with challenging steps through tutor assistance but not with eventually-correct opportunities driving learning gains. Gaming-the-system, lack of transfer to an unfamiliar test format, potentially ineffective tutor design, and learning affordances of paper can help explain this gap. This study provides first-of-its-kind quantitative evidence that ITSs yield more learning "opportunities" than equivalent paper-and-pencil practice and reveals that the relation between opportunities and learning gains emerges only when the instruction is effective.

For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 2 contains 15 papers dealing the practice of instructional technology including instruction and training issues. Papers dealing primarily with research and development are contained in Volume 1. [For Volume 1, see ED617421.]

For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 1, see ED609416.]

The 2019 Central States Conference on the Teaching of Foreign Languages (CSCTFL), held in conjunction with the Ohio Foreign Language Association (OFLA), was held at the Hilton Downtown Columbus from March 14-16, 2019. In accordance with the goals set forth by the founders of CSCTFL, the 2019 conference endeavored "to support language teachers and to advance the study of foreign languages." The conference theme "Breaking Barriers, Building Bridges, Promoting Performance" inspired presenters of 27 workshops and over 200 sessions to focus on three areas: breaking barriers to learning languages, building bridges to new teaching practices and cultures, and promoting and improving student and teacher performance both within and beyond classrooms. A wide variety of sessions and workshop topics offered ideas for infusing world language instruction with music, art, film, literature, technology, current events and much more. Participants explored innovative techniques that integrated technology to enhance student learning. World language educators discovered strategies to engage students to help them take control of their learning. The authors of this year's volume focus on making the U.S. exceptional through language immersion programs, interactive digital technology tools, cross-district and multi-grade collaboration, task-based integrative curriculum and instruction, and more careful mentoring of pre-service teachers during their student teaching practicum.

For the forty-first time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Kansas City, Missouri. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains twenty-seven papers dealing primarily with research and development topics. Twenty-one papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED600552.]

In modern school education, the integration of technology has revolutionized traditional teaching methods and introduced innovative approaches to curriculum design. Class blogs and student blogs have emerged as dynamic web 2.0 tools that hold immense potential to transform the learning experience in schools. This abstract explores the utilization of class blogs and student blogs when both used as a dynamic curriculum strategy, highlighting their benefits, challenges, and implications for enabling active student engagement, collaborative learning, and the development of essential 21st-century skills. Class blogs, often managed by educators, offer a platform for disseminating course content, assignments, and supplementary materials that can be flexibly modified. The ability to integrate multimedia elements such as videos, images, and interactive quizzes further enhances the learning experience, catering to diverse learning styles and promoting deeper understanding. Additionally, student blogs empower learners to become content creators. These blogs provide students with a space to express their thoughts, reflect on their learning experiences, and share their insights with a wider audience. The use of both class blogs and student blogs to build a curriculum, when properly deployed, will promote active engagement and motivation by offering individualized and interactive learning environments. Blogs encourage the development of digital literacy skills and critical thinking, as students learn to navigate online platforms, create multimedia content, and evaluate digital sources. These skills are essential in the 21st-century workforce. However, challenges do exist in the implementation of class blogs and student blogs. Privacy and authentication of student's assignments in their own blogs which require educators to be creative in choosing assignments that promote differentiations. Educators must also devote time to train staff for this technology. [This paper was published in: "Proceedings of ICSES 2023--International Conference on Studies in Education and Social Sciences," ISTES Organization, 2023, pp. 319-333.]

The proposed paper utilizes teacher and student data from the 2014 U.S. National Assessment for Education Progress 8th grade Civics test (NAEP-Civics8) to explore the relationship between teacher pedagogical practices and other factors (i.e., teacher credentials, teacher professional characteristics, individual traits, and teachers' education preparation pathways) that support student short term civic outcomes and access to civic learning opportunities in schools of choice. This study revealed some aspects of teacher pedagogical practice and other limited factors that support student short-term civic outcomes and access to civic learning in these settings. School variance (i.e., schools of choice) did influence not only teacher pedagogical practice but also student access to civic learning opportunities.

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings.

This paper explores how learning analytics data provided by a math problem-solving educational technology platform informed 5th and 6th grade teachers' instructional decisions around socioemotional learning (SEL). MathSpring is an educational technology tool that provides teachers with data on students' effort, progress, and emotions while students are solving math problems. This paper presents findings from qualitative analyses of 11 classroom observations, 10 observation follow-up chats, and 35 teacher interviews that were collected as part of a randomized control trial conducted in the northeastern United States. The analyses include teachers who used the program with their students (treatment group) and teachers who implemented math instruction as usual (control group). Teachers in the treatment group viewed analytic data on students' effort and progress, which informed the discussions they had with their students around SEL topics including setting goals, the importance of effort, and using productive problem-solving strategies. Findings from these analyses suggest that analytic data on effort and progress can inform teachers' discussions of math-related SEL concepts with their students. [This paper was published in: "The 14th Learning Analytics and Knowledge Conference (LAK '24), March 18-22, 2024, Kyoto, Japan," ACM, 2024.]

Intelligent tutoring systems (ITS) can help students learn successfully, yet little work has explored the role of caregivers in shaping that success. Past interventions to support caregivers in supporting their child's homework have been largely disjunct from educational technology. The paper presents prototyping design research with nine middle school caregivers. We ask: (1) what are caregivers' preferences for different prototypes incorporating data-driven recommendations into their math homework support? Integrating caregivers' preferences, we then ask: (2) what are caregivers' perceptions when interacting with a prototype of an intelligent chatbot tool to support students' homework? We found caregivers reported feeling comfortable integrating AI into their practices and appreciated chat-based support for understanding content and effective ITS use. Our results highlight the affordances of ITS data and AI to assist caregivers who would otherwise not be able to support their child's homework, paving the way for more effective and equitable mathematics learning. [This paper will be published in the ISLS2024 proceedings.]

For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 27 papers with respective authors included in Volume 1 are: (1) Information Visualization in Students Eye: An Eye Tracking Study of Rising Sea Levels (Dalia Alyahya, Suzan Alyahya); (2) Interactive eBooks as a Tool of Mobile Learning for Digital-Natives in Higher Education: Interactivity, Preferences and Ownership (Aadil Askar); (3) Recognition of Prior Learning Occurring in Online Informal and Non-Formal Learning Environments: The Case of Higher Education in Turkey (Mesut Aydemir); (4) Open Dialogue: A Content Analysis of the #OpenEducation Twitter Hashtag (Fredrick W. Baker); (5) Enhancing Online Courses with Digital Storytelling (Sally Baldwin, Yu-Hui Ching); (6) Visualizing Learning for the Next Generation: Visual and Media Literacy Research, 2000-2014 (Danilo M. Baylen, Kendal Lucas); (7) Examining the Role of Emotion in Public Health Education Using Multimedia (Sungwon Chung, Kwangwoo Lee, Jongpil Cheon); (8) Students' Online Learning Experiences in Collectivist Cultures (Ana-Paula Correia); (9) Emphasis on Standards: What Do the Interns Report? (Lana Kaye B. Dotson); (10) A Comparison of Learner Self-Regulation in Online and Face-to-Face Problem-Based Learning Courses (Christopher Andrew Glenn); (11) Exploring the Influence of Academic Technology Professionals in Higher Education (Stephanie Glick); (12) Educational Technologies Working in Today's Classrooms: Tech Tools And Apps for Teaching in the Real World (V. Paige Hale); (13) Modeling the Processes of Diagramming Arguments that Support and Inhibit Students' Understanding of Complex Arguments (Allan Jeong, Haeyoung Kim); (14) A Review of Research on Collaboration via Blogs in Online Learning (Habibah Khan, Trey Martindale); (15) Competency of Teachers in Using Technology Based on ISTE NETS.T In Tatweer Schools-Saudi Arabia (Abdulrahman A Kamal); (16) Middle School Teachers' Perspective: The Benefits, Challenges, and Suggestion When Using the iPad (Jeungah Kim); (17) Concept Centrality: A Useful and Usable Analysis Method to Reveal Mental Representation of Bilingual Readers (Kyung Kim, Roy B. Clariana); (18) Adolescents' Internet Use and Usage in a Family Context: Implications for Family Learning (Wilfred W. F. Lau, Allan H. K. Yuen); (19) Leveraging Technology: Facilitating Preservice Teachers TPACK Through Video Self Analysis (James E. Jang, Jing Lei); (20) Use of the Flipped Instructional Model in Higher Education: Instructors' Perspectives (Taotao Long, John Cummins, Michael Waugh); (21) Evaluation of the "Let's Talk: Finding Reliable Mental Health Information and Resources" Pilot Program for Grades 7 and 8 Students in Three Ontarian School Boards and One Independent School in Quebec (Cameron Montgomery, Natalie Montgomery, Christine Potra); (22) Touching Our Way to Better Conversations: How Tablets Impact Cognitive Load and Collaborative Learning Discourses (Christopher Ostrowski); (23) The Effect of Self-Assessment on Achievement in an Online Course (Yasin Özarslan, Ozlem Ozan); (24) Perceptions of the Role and Value of Interactive Videoconferencing and Chat Rooms in Supporting Goals of Cross-Cultural Understanding among Three Educational Nonprofit Organizations (Shilpa Sahay, Pavlo Antonenko); (25) Pre-Service English Teachers' Achievement Goal Orientations: A Study of a Distance English Language Teacher Education Program (Hasan Uçar, Müjgan Bozkaya); (26) Perceptions of Online Program Graduates: A 3-Year Follow-up Study (Michael L. Waugh, Jian Su Searle); and (27) Course Structure Design Decision to Solve Academic Procrastination in Online Course (Yufei Wu, Tiffany A. Koszalka, Lina Souid, Jacob A. Hall). (Individual papers contain references.) [For Volume 2, see ED562048.]

German primary school students' reading skills have declined between 2016 and 2021, with a deficit of up to one third of a school year. The most significant portion of the decline is attributed to the COVID-19 pandemic experiences. These delays are critical because children have to catch up on skills and knowledge they should already have while continuing to acquire new skills and knowledge. Students who are ill prepared in core readiness skills for secondary schools are simultaneously having to cope with the stressful experiences of school transition. Anxiety generally impedes participation in science classes, but the specific concept of science anxiety is less explored. Mindfulness has been successfully implemented in schools to alleviate stress as well as being somewhat effective in positively supporting student anxiety. This paper presents background to a current study that aims to address the significance of the issue of science anxiety amongst German post-transition students, and whether science anxiety can be improved through the implementation of a mindfulness program. [For the full proceedings, see ED652261.]

In this paper, we explore how students' algebraic noticing's and explanations changed across a two-year period with the introduction of designed instructional material. The data in this report is drawn from n=53 Year 7-8 students' responses to a free-response assessment task across two different years. Analysis focused on how students noticed and explained algebraic relationships in pairs of equivalent equations. Findings indicate that with the introduction of designed instructional material, there was a shift in student noticing of number properties to identify equivalence between pairs of equations. However, identifying the distributive property of multiplication and developing generalisations about the algebraic relationships remained challenging for students.

There has been a lot of media attention about 'out-of-field' teaching, but much of it does not capture the complexities of the term or account for the range of knowledge, experience, and attitudes relevant for teaching mathematics in the middle years. In this paper we report on a survey conducted to better understand the diversity of the profession teaching middle school mathematics (Years 7-10) in South Australia. A preliminary analysis indicates that self-identification as a teacher of mathematics is a key contributing factor to confidence in teaching mathematics. We suggest that looking through an identity lens will better inform planning and support for out-of-field teaching in mathematics.

The phenomenon of teachers designing their own instructional materials is gaining more attention in research. Different aspects of this enterprise have been examined--its potential to reveal the complexity of teachers' instructional planning considerations, the design principles employed by teachers to realise instructional goals, among others. In the study reported in this paper, the focus was on its utility as a form of teacher professional development. In particular, evidence was sought for this claim: not only is teacher-designed instructional materials a useful tool for professional development, it can capture usable knowledge teachers appropriate from professional development.

It is well accepted and understood amongst the mathematics education community that numeracy is the responsibility of all teachers, across all levels of schooling. However, the way numeracy is understood and actioned across the Early Childhood, Primary and Secondary contexts is different. This paper reports on a case study of secondary school teachers seeking to be more intentional in embedding numeracy across the curriculum. The findings indicate that dialogue and support to see, and make, numeracy connections result in greater cohesion in terms of understanding numeracy and making numeracy more visible for students.

South Australia's PISA performance has been in constant decline since 2003 with the proportion of PISA participants meeting the Australian national proficient standard dropping from 73% (in 2003) to 50% (in 2018). In contrast, Singapore is a consistently strong performer. To better understand student readiness in answering PISA questions, this paper reports a curriculum comparison between Australia and Singapore for Years 9 and 10 in Measurement and Geometry. The findings highlight the similarities and differences in the topics covered in both countries' curricula and raise questions about potential implications for student outcomes in PISA.

One of the most significant objectives of the learning and teaching processes is to achieve meaningful learning for the individual; in line with this objective, educators are searching for various methods to accomplish meaningful learning and make it enduring. Following the present age, the sought-after and essential qualified human profile should encompass many diverse skills. While the range of skills aimed to be imparted to individuals of school age has diversified and expanded, knowing history and engaging in historical thinking continues to maintain its relevance and significance. The teaching of historical subjects, as well as the planning, implementation, and evaluation of methods and techniques, presents challenges for the 8th-grade course of The Principles of Atatürk and History of Turkish Revolution due to its structural focus on theoretical knowledge intensity. The emerging generation requires novel techniques. One instructional technique where active learning occurs is through educational games. Educational games are a significant and effective instructional technique that contributes to making the teaching process more efficient and achieving the targeted learning outcomes set by the programs. In Turkey, the number of games designed for history curriculum objectives and the number of studies related to the subject are quite limited. In line with this, this research study aimed to investigate how university students experience the process of designing a history education-themed board game within the scope of the 8th-grade Principles of Ataturk and History of Turkish Revolution course, aiming to impart historical knowledge and historical thinking skills to students. The study focused on the design, development, and evaluation of the board game, exploring the experiences of students throughout this process. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 24-37.]

The study aimed to explore the integration of lesson study into science teacher education programs to enhance preservice science teachers' pedagogical content knowledge (PCK) for STEM. The lesson study cycle encompassed planning, teaching, reflecting, re-teaching, and re-reflecting phases, and the participants' experiences regarding PCK for STEM in these phases were investigated. Lesson study was incorporated into the Practice in a Science Teaching course within the science teacher education program, and four lesson study cycles were completed. Participants designed four research lessons in the format of content representation focusing on different science units and implemented them in middle school classrooms. A case study was employed, and the four preservice science teachers in their final year participated in the study. In-depth data were collected through various sources, including interviews, content representation, and observation protocols, and descriptive analysis was used to analyze the data. The main findings of the study revealed that the phases of lesson study were influential in improving preservice science teachers' PCK for STEM. The collaborative nature of lesson study allowed preservice science teachers to construct knowledge collectively, teach in real classroom environments, observe their peers, and reflect on the lessons. These activities enhanced their understanding of the curriculum, learners, instructional strategies, and assessment in the context of STEM education at the end of the study. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 148-162.]

Spatial ability is frequently encountered in professional disciplines and daily life. In general, it includes abilities such as rotating objects, estimating the appearance of objects based on a person's position, and being able to think of open and closed forms of three-dimensional objects. It is essential in learning and teaching geometry. In this research, we tried to examine the spatial abilities of 6th grade students through Visualize-Predict-Check (VPC) heuristic in a computer-based environment (GeoGebra). In the research, we designed the teaching materials according to the topics such as reflection, translation, rotation, view from different directions, and expansion, which are included in the mathematics curriculum. The experimental method was used in the research, and the Spatial Reasoning Instrument (SRI) was used for pre-test and post-test. The research groups were 75 students selected from 223 6th grade students studying in four public secondary schools in a large province of the Black Sea Region during the 2022-2023 academic year. These students were selected according to their pre-test scores and were divided into three heterogeneous groups of 25 students each. The result of the research indicates that through the VPC heuristic, there was no statistically significant difference between the scores of the first group of students in the spatial reasoning instrument when teaching was carried out only according to the visualization component. However, there was a statistically significant difference between the scores of the second and third group students in the spatial reasoning instrument when teaching was carried out, respectively, according to the visualization prediction and visualization-prediction-control components. Based on the findings, suggestions were made for further research. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 538-553.]

The primary objective of this research was to investigate the effects of model-based science instruction on the conceptual development of 7th grade students in the topic of electricity. This qualitative research was conducted during the 2022-2023 academic year, using purposive sampling method. The study comprised 33 7th grade students (18 boys and 15 girls) from a secondary school located in the city center of the Aegean Region. Students' conceptions were introduced as a conceptual framework representing individuals' mental models. In the study, a conceptual understanding test consisting of five open-ended questions was developed as a data collection tool within the framework of the related literature and science curriculum. In order to evaluate the effects of the designed learning environment, this achievement test was administered to students before and after the instruction. Rubric was used in the analysis of the obtained data. Analyzes were carried out by one researcher and their accuracy was checked by another researcher. The effectiveness of the learning environment is based on the comparison of the pre- and post-test findings. The implementation process lasted 12 lesson hours. The data were analyzed descriptively and classified according to their conceptual knowledge levels. Conclusively, the study demonstrated that the implementation of model-based lessons within the 'Electric Circuits' unit had positive impact on the conceptual development of 7th grade students. In addition, model-based learning sequence reduced misconceptions of students about the topic of electric. Based on these results, model-based teaching was recommended to teachers in the instruction processes and researchers were recommended to investigate features of models and the nature of modeling, the relation between students' knowledge about modeling and the quality of the models they create. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 520-537.]

This research aimed to develop a valid and reliable test to be used to detect sixth grade students' misconceptions and errors regarding the subject of fractions. A misconception diagnostic test has been developed that includes the concept of fractions, different representations of fractions, ordering and comparing fractions, equivalence of fractions, representation of fractions on the number line, and addition, subtraction, multiplication and division of fractions. Studies in the literature on misconceptions in fractions were examined and 22 misconceptions were listed. An open-ended test consisting of 23 questions was created in which students justified their answers to the questions. The developed test was applied to 215 sixth grade students studying in a public secondary school in Istanbul. The average item difficulty index of the test was calculated as 0.37. The test was found to be of average difficulty. The average discrimination index of the test was measured as 0.69. This value shows that the test items are quite successful in distinguishing between students who know and those who do not. In addition, when the discrimination values of the test items were taken into consideration separately, there was no need for item removal or item change since there were no items below 0.30. The KR-20 reliability coefficient was calculated for the first stage of the test and was calculated as 0.93. A graded classification system was used for the first part and second part of the test. To determine that the two stages work in harmony, the Cronbach Alpha reliability coefficient was calculated and found to be 0.95. These results prove that the developed test is highly valid and reliable. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 255-272.]

Artificial intelligence (AI) technology is already challenging a variety of societal areas, including education. It is transforming education to data driven. AI-enhanced technologies in education (abbreviated AIinED) will have a significant role in changing the teaching and learning methods, as well as impacting the behavior and organization of the educational system. It is considered that the AIinED will change the paradigm of education in the future. And yet, AIinED is still more in the lab than being practically implemented in education and training. We consider three major players in the implementation of AIinED -- students, teachers, and society. All three can benefit from AIinED and at the same time be a potential target of the risks that AIinED brings along with its promises -- may be one of the reasons why main stakeholders (UNESCO, EC etc.) have been developing guidelines and recommendations for ethical use of AIinED. The literature shows that the center of AIinED system will be the student, but we consider the student not only as a target but also as a source of ideas for AIinED development with the potential to accelerate the process of adoption of AIinED. Hence, one of the big questions should be how the students foresee the role of artificial intelligence in education. To initiate such a question, though, it is important to know the level of understanding among the students about what and where artificial intelligence is. There are three major aspects that AIinED must be considered accordingly -- technological, lawful, and ethical. This paper presents the results of a study on high school students' understanding of AI technologies and their attitudes to their application in education. A survey was used as a tool to elaborate. The conceptual model of the research was developed on the basis of established theories linking attitudes to behavior and the acceptance of artificial intelligence technologies in education. Each element of this concept is explored with a different part of the questionnaire, which contains a total of 12 questions (some of which with sub-questions). The survey was elaborated online within October-November 2021. A link to the questionnaire in Bulgarian was provided to 178 high and vocational high schools educating students aged 14-19 (grades 8-12) across the country (Bulgaria). 766 students submitted their replies through the online survey form. Descriptive statistics and analysis of the frequencies of the respondents' opinions were made based on the data. The results show that the students participating in the survey:(a) understand the essence of AI technologies; (b) they are convinced of the usefulness of the application of artificial intelligence technologies in their daily activities and strongly believe that it improves it; (c) are not entirely clear about the benefits of artificial intelligence enhanced technologies in learning and teaching; (d) do not demonstrate sufficient knowledge and understanding of the necessity of ethical use of AI technologies in education; The latter reduces the positive influence of the perceived usefulness of artificial intelligence technologies in the learning process on students' attitudes. [For the full proceedings, see ED639391.]

The aim of the study was to examine the effect of the educational practice including growth-mindset strategies on the self-efficacy, self-regulation, academic achievement and mind development scores of 8th grade students who are continuing their secondary education in Turkey. In order to examine the effect of the use of growth-mindset strategies on the self-efficacy, self-regulation, academic achievement and mindset scores of the 8th grade students, the results obtained as a result of the four-week pilot application carried out with the participation of 42 eighth grade students (experimental group: 21, control group: 21). In this study, which was designed in accordance with the nested mixed pattern, data were obtained through Mindset Scale, Self-Efficacy Scale, and Metacognitive Skills Scale before and after the application. In the qualitative aspect of the research, the data obtained from the interviews with the students, reflection reports filled by the students, self-evaluation forms, peer assessment forms and course observations were subjected to content analysis. The categories and codes that emerged as a result of the analysis were structured under three themes that also constituted the interview questions. Within the scope of the research, semi-structured one-to-one interviews were conducted with 4 students in the experimental group, and after the application, self-assessment, peer assessment forms and reflection reports were filled by the students. Before the application, no significant difference was observed between the experimental and control groups in terms of the average scores showing academic success in mathematics, metacognitive skills and self-efficacy skills. A significant difference was observed only between the average scores of mind development among the posttest scores performed after the mind development training. A positive change was observed between the mindset scores of the experimental group students before and after the application. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 383-401.]

Anchored in the researchers' investigation and experience during the internship at a middle school in Nanjing, Jiangsu Province, this dissertation, carried out under the guidance of the theory of chunk teaching method, sorts out the current research results and findings on chunk teaching method, and then analyzes the differences between the chunk teaching method and other traditional writing teaching methods from the perspectives of contents and functions, which draws a conclusion that the utilization of chunk teaching method in China is of great significance to the improvement of middle school students' abilities in English writing. Before writing this paper, researchers conducted a series of preliminary preparations such as questionnaires, interviews and the same-topic writing tests. With that in mind, this dissertation reveals the chunk teaching method's capability of more or strengthening middle students' English writing ability, and thus demonstrates the effectiveness of chunk recitation in English writing teaching in China's middle schools, which provides reference and critical materials for scholars in this field. [For the full proceedings, see ED654100.]

Recent research seeks to develop more comprehensive learner models for adaptive learning software. For example, models of reading comprehension built using data from students' use of adaptive instructional software for mathematics have recently been developed. These models aim to deliver experiences that consider factors related to learning beyond performance in the target domain for instruction. We investigate the extent to which generalization is possible for a recently developed predictive model that seeks to infer students' reading comprehension ability (as measured by end-of-year standardized test scores) using an introductory learning experience in Carnegie Learning's MATHia intelligent tutoring system for mathematics. Building on a model learned on data from middle school students in a single school district in a mid-western U.S. state, using that state's end-of-year English Language Arts (ELA) standardized test score as an outcome, we consider data from a school district in a south-eastern U.S. state as well as that state's end-of-year ELA standardized test outcome. Generalization is explored by considering prediction performance when training and testing models on data from each of the individual school districts (and for their respective state's test outcomes) as well as pooling data from both districts together. We conclude with discussion of investigations of some algorithmic fairness characteristics of the learned models. The results suggest that a model trained on data from the smaller of the two school districts considered may achieve greater fairness in its predictions over models trained on data from the other district or both districts, despite broad, overall similarities in some demographic characteristics of the two school districts. This raises interesting questions for future research on generalizing these kinds of models as well as on ensuring algorithmic fairness of resulting models for use in real-world adaptive systems for learning. [This paper was published in: "Proceedings of the 16th International Conference on Educational Data Mining," edited by M. Feng et al., International Educational Data Mining Society, 2023, pp. 207-16.]

School rating websites are increasingly used by parents to assess the quality and fit of U.S. K-12 schools for their children. These online reviews often contain detailed descriptions of a school's strengths and weaknesses, which both reflect and inform perceptions of a school. Existing work on these text reviews has focused on finding words or themes that underlie these perceptions, but has stopped short of using the textual reviews as leading indicators of school performance. In this paper, we investigate to what extent the language used in online reviews of a school is predictive of changes in the attributes of that school, such as its socio-economic makeup and student test scores. Using over 300K reviews of 70K U.S. schools from a popular ratings website, we apply language processing models to predict whether schools will significantly increase or decrease in an attribute of interest over a future time horizon. We find that using the text improves predictive performance significantly over a baseline model that does not include text but only the historical time-series of the indicators themselves, suggesting that the review text carries predictive power. A qualitative analysis of the most predictive terms and phrases used in the text reviews indicates a number of topics that serve as leading indicators, such as diversity, changes in school leadership, a focus on testing, and school safety.

Prior studies identified effective, but mainly non-digital, homework aids. This research involved 18 middle school students in a lo-fi prototyping study to integrate traditional homework support tools with intelligent tutoring systems (ITS), leveraging rich log data for personalized learning. Feature investigations in standardized diaries, goal setting, homework graphing, and reminders revealed a preference for goal-setting, informing a refined prototype exploring students' attitudes towards self-set versus system-generated goals. Results indicate students prefer system-recommended goals, express goals by problem count and time, and value goal difficulty feedback to foster autonomy. Providing data-driven feedback and fading system-set goals in ITS could improve self-regulation during homework practices and equity.

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546877.]

For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546876.]

For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546875.]

Foreign language teaching achieves best learning outcomes when individual differences of learners are taken into account. While it is difficult for teachers to support internal differentiation in the classroom, digital tools can adaptively propose individual learning paths through activities so that students can practice with appropriately challenging exercises. But how can sufficiently varied, systematically parametrized exercises be provided to enable a system to match them to individual learner needs? We present an approach for high-variability exercise generation that transforms a single specification into a multitude of exercises varying in complexity. The approach is currently being evaluated in a randomized controlled study in regular German seventh grade English classes, facilitating a systematic empirical exploration of adaptive exercise complexity in relation to learning outcomes. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

The present exploratory study investigated the efficacy of secondary face-to-face classroom-based English as a Foreign Language (EFL) instruction digitally supported by the FeedBook, an interactive computer assisted language learning web-based suite of exercises providing item-level scaffolded feedback. Seventy-seven native (L1) German seventh-grade students used the FeedBook during four two-week training periods (cycles, here we analyse Cycle 2 and 3). Classroom and FeedBook practice occurred in parallel, except for grammar constructions for which only FeedBook practice was provided (controls). At the end of Cycle 3, students engaged in a classroom-based communicative task for which the practised constructions were relevant. Custom-designed pre- and post-tests, administered via the FeedBook, assessed language accuracy in each cycle. Mixed-effect models revealed significant pre-/post-test accuracy gains independent of the learners' proficiency in English, but not in controls. Gains from digitally supported instruction were also positively related to accurate use of EFL grammar constructions in the communicative task. Overall, the results indicate learning benefits for face-to-face classroom-based instruction supported by the FeedBook, evidenced both in grammar tests and in communicative activities. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Incorporating climate change into education is critical for building a sustainable future and empowering the next generation to take action. This study aims to explore how a project-based club program influences middle school students' action competency in responding to climate change. For this aim, ten students who participated in a project-based club program in a boys' middle school were selected. A pre-test on relevant knowledge was surveyed, students' behaviors during the program were observed, and in-depth interviews were conducted after the program. The results revealed that students showed a better understanding of climate change and carbon neutrality concepts, increased sensitivities to climate change, deepened reflections on climate change activities, improved communication and decision-making abilities, and improved willingness to take action in climate change mitigation activities. It was concluded that the project-based club program has positively influenced students' action competency in responding to climate change. [For the full proceedings, see ED629086.]

The construction of a concept can be developed from the students' prior knowledge. Regarding deaf students, it is considered their conceptions conceived through vision. Given this, the present research was conducted with a group of deaf students in the 7th year of elementary school with the aim of verifying what ideas these students had about science. The research was carried out with a qualitative approach, using action research. For data collection, an activity was proposed with the elaboration of drawings, carried out in three stages: (1) initial conversation and elaboration of the drawings; (2) explanation of the drawings (in Libras); (3) closure of the activity. Drawings were prepared, speeches (in Libras) transcribed and notes from the logbook were used for analysis. The analyzed data revealed three categories in which students conceived decontextualized views, also demonstrating a distance from science and applications in everyday life. In relation to the visuality of the deaf student, the difficulty was evidenced in selecting and interpreting the various information that was conveyed around them. [For the full proceedings, see ED629086.]

This paper emerges from a broader study that investigated the strategies employed by teachers to continue mathematics teaching and learning during South Africa's COVID-19 lockdowns and through subsequent phased and partial re-opening of schools. In this paper, we focus on teacher views of the role of parents in these efforts gathered through two questionnaires administered from 2020 to 2021. Twenty-five Grade 4-7 mathematics teachers from schools in the Eastern Cape province took part in the study. We address the question: What were teacher perspectives on the role of parents in the continuation of mathematics teaching and learning during COVID-19 and the gradual reopening of schools? We explore the teacher responses and show how the pandemic context provided a stimulus to forge stronger teacher-parent relationships and opened opportunities for productive ways of extending mathematics learning almost exclusively undertaken in the classroom into homes.

It is particularly important to identify and address issues of fairness and equity in educational contexts as academic performance can have large impacts on the types of opportunities that are made available to students. While it is always the hope that educators approach student assessment with these issues in mind, there are a number of factors that likely impact how a teacher approaches the scoring of student work. Particularly in cases where the assessment of student work requires subjective judgment, as in the case of open-ended answers and essays, contextual information such as how the student has performed in the past, general perceptions of the student, and even other external factors such as fatigue may all influence how a teacher approaches assessment. While such factors exist, however, it is not always clear how these may introduce bias, nor is it clear whether such bias poses measurable risks to fairness and equity. In this paper, we examine these factors in the context of the assessment of student answers to open response questions from middle school mathematics learners. We observe how several factors such as context and fatigue correlate with teacher-assigned grades and discuss how learning systems may support fair assessment. [This paper was published in: "Proceedings of the 30th International Conference on Computers in Education," edited by S. Iyer et al., Asia-Pacific Society for Computers in Education, 2022.]

In the study of focus in this paper, I analyze the curricular experiences of fifth- through eighth-grade culturally and linguistically diverse (CLD) Latina learners in their English Language Arts (ELA) dual language gifted and talented education (GATE) program. This research aims to understand the curricular experiences of CLD students participating in DL GATE coursework to comprehend how to support the ELA academic achievement of CLD students in GATE. In this paper, I discuss student experience with the coursework and contemplate how the inclusion of culturally sustaining practices (CSP) might improve CLD student engagement as well as language and literacy in GATE programming.

Solving mathematical problems is cognitively complex, involving strategy formulation, solution development, and the application of learned concepts. However, gaps in students' knowledge or weakly grasped concepts can lead to errors. Teachers play a crucial role in predicting and addressing these difficulties, which directly influence learning outcomes. However, preemptively identifying misconceptions leading to errors can be challenging. This study leverages historical data to assist teachers in recognizing common errors and addressing gaps in knowledge through feedback. We present a longitudinal analysis of incorrect answers from the 2015-2020 academic years on two curricula, Illustrative Math and EngageNY, for grades 6, 7, and 8. We find consistent errors across 5 years despite varying student and teacher populations. Based on these Common Wrong Answers (CWAs), we designed a crowdsourcing platform for teachers to provide Common Wrong Answer Feedback (CWAF). This paper reports on an in vivo randomized study testing the effectiveness of CWAFs in two scenarios: next-problem-correctness within-skill and next-problem-correctness within-assignment, regardless of the skill. We find that receiving CWAF leads to a significant increase in correctness for consecutive problems within-skill. However, the effect was not significant for all consecutive problems within-assignment, irrespective of the associated skill. This paper investigates the potential of scalable approaches in identifying Common Wrong Answers (CWAs) and how the use of crowdsourced CWAFs can enhance student learning through remediation. [This paper was published in: "Proceedings of the Tenth ACM Conference on Learning @ Scale (L@S '23)," July 20-22, 2023.]

For the twenty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Anaheim, CA. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with instruction and training issues are contained in volume 2 which also contains over 60 papers. The papers contained in this document represent some of the most current thinking in educational communications and technology. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED496303. For Volume 1 of the 2002 proceedings, see ED496300. For Volume 2 of the 2002 proceedings, see ED496301.]

For the twenty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Dallas, TX. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with instruction and training issues are contained in Volume 2. Volume 2 contains over 60 papers. (Individual papers contain references and tables.) [For Volumes 1 and 2 of the 2001 proceedings, see ED470066.]

This brief research report examines the discursive shifts of a secondary mathematics teacher participating in a collaborative learning community centered on culturally responsive mathematics teaching. We draw on two frameworks to analyze the teacher's discursive moves. The first framework comes from Lefstein et al. (2020) on generative discourse practices in learning communities. The second framework -- FAIR (Louie et al., 2021) -- offers noticing practices for deficit versus anti-oppressive mathematics teaching. Through these lenses, we found that the teacher's initial discourse practices were marked by deficit framing and noticing. The teacher's discourse practices begin to shift towards a culturally responsive pedagogy in response to a particular artifact that captured student noticing and reframed the teacher's problem of practice. [For the complete proceedings, see ED657822.]

Mathematical representation includes the process of transforming problems or ideas into new forms, including changing pictures or physical models into symbols, words, or sentences that can facilitate students in solving mathematical problems. Pythagorean Theorem material is widely used in analytic geometry, so this material becomes important for students in understanding geometric concepts which makes this material a prerequisite material. Therefore, the purpose of this research is to describe the ability of students' mathematical representations in solving mathematical problems in the Pythagorean theorem material. The research method used in this study was qualitative with the subject of the research being class IX students at one of the junior high schools in Bandung City, totaling 28 people. From the research that has been done, it is concluded that the description of the most dominant mathematical representation ability lies in the low ability of students to present mathematical ideas contained in the problem in the form of image representation so that students are not facilitated in solving a problem presented. In addition, there are still students who experience errors in solving problems involving arithmetic symbols (symbolic representation). In answering questions related to contextual problems, there are still students who have not been able to optimally use representations to model and interpret mathematical phenomena. [For the full proceedings, see ED652261.]

In modern school education, the integration of technology has revolutionized traditional teaching methods and introduced innovative approaches to curriculum design. Class blogs and student blogs have emerged as dynamic web 2.0 tools that hold immense potential to transform the learning experience in schools. This abstract explores the utilization of class blogs and student blogs when both used as a dynamic curriculum strategy, highlighting their benefits, challenges, and implications for enabling active student engagement, collaborative learning, and the development of essential 21st-century skills. Class blogs, often managed by educators, offer a platform for disseminating course content, assignments, and supplementary materials that can be flexibly modified. The ability to integrate multimedia elements such as videos, images, and interactive quizzes further enhances the learning experience, catering to diverse learning styles and promoting deeper understanding. Additionally, student blogs empower learners to become content creators. These blogs provide students with a space to express their thoughts, reflect on their learning experiences, and share their insights with a wider audience. The use of both class blogs and student blogs to build a curriculum, when properly deployed, will promote active engagement and motivation by offering individualized and interactive learning environments. Blogs encourage the development of digital literacy skills and critical thinking, as students learn to navigate online platforms, create multimedia content, and evaluate digital sources. These skills are essential in the 21st-century workforce. However, challenges do exist in the implementation of class blogs and student blogs. Privacy and authentication of student's assignments in their own blogs which require educators to be creative in choosing assignments that promote differentiations. Educators must also devote time to train staff for this technology. [For the full proceedings, see ED652261.]

This article investigates the incorporation of loose parts as a means to enhance student creativity within educational environments. Loose parts refer to flexible, movable objects that can be manipulated, combined, and repurposed in various ways. The study delves into the theoretical underpinnings that support the connection between loose parts and creativity, highlighting the significance of hands-on, interactive learning experiences. The research employed a quantitative approach to assess the improvement in students' creativity, utilizing t-test as the measurement tool. The analysis technique employed non-parametric inferential statistics and involved a sample of 20 students from Junior High School 4 in Malang. The findings of this study indicated a notable increase in student creativity through the implementation of loose parts in the learning process. Consequently, based on these results, it is recommended that educators consider incorporating loose parts to foster creativity among students. [For the full proceedings, see ED652261.]

In today's technology, there are rapid advances in the field of artificial intelligence. With the increasing involvement of artificial intelligence in daily activities, great changes are taking place in our habits. At this point, the necessity of educating students in accordance with the age of artificial intelligence emerges. Students' acquaintance with current technologies requires that the education provided is up to date. From these developments artificial intelligence, and its effects on society should be conveyed to students. The aim of the study is to implement the curriculum developed for middle school students to learn about the ethical dimension of artificial intelligence and to reveal students' views on the subject. Within the framework of the Artificial Intelligence and Ethics curriculum, 25 sixth grade students were trained. At the end of the training, a semistructured interview form was applied to the students. Students' views on the ethical dimension of artificial intelligence were revealed. As a result, education has been contributed with an artificial intelligence and ethics curriculum suitable for middle school students. In general, the approach of including the ethical dimension of artificial intelligence in education shows that middle school students can evaluate artificial intelligence as a personal and social issue beyond just having knowledge about its functioning. [For the full proceedings, see ED652261.]

Understanding a student's problem-solving strategy can have a significant impact on effective math learning using Intelligent Tutoring Systems (ITSs) and Adaptive Instructional Systems (AISs). For instance, the ITS/AIS can better personalize itself to correct specific misconceptions that are indicated by incorrect strategies, specific problems can be designed to improve strategies and frustration can be minimized by adapting to a student's natural way of thinking rather than trying to fit a standard strategy for all. While it may be possible for human experts to identify strategies manually in classroom settings with sufficient student interaction, it is not possible to scale this up to big data. Therefore, we leverage advances in Machine Learning and AI methods to perform scalable strategy prediction that is also fair to students at all skill levels. Specifically, we develop an embedding called MVec where we learn a representation based on the mastery of students. We then cluster these embeddings with a non-parametric clustering method where we progressively learn clusters such that we group together instances that have approximately symmetrical strategies. The strategy prediction model is trained on instances sampled from these clusters. This ensures that we train the model over diverse strategies and also that strategies from a particular group do not bias the DNN model, thus allowing it to optimize its parameters over all groups. Using real world large-scale student interaction datasets from MATHia, we implement our approach using transformers and Node2Vec for learning the mastery embeddings and LSTMs for predicting strategies. We show that our approach can scale up to achieve high accuracy by training on a small sample of a large dataset and also has predictive equality, i.e., it can predict strategies equally well for learners at diverse skill levels. [For the complete proceedings, see ED630829.]

Spatial analytics receive increased attention in educational data mining. A critical issue in stop detection (i.e., the automatic extraction of timestamped and located stops in the movement of individuals) is a lack of validation of stop accuracy to represent phenomena of interest. Next to a radius that an actor does not exceed for a certain duration to establish a stop, this study presents a reproducible procedure to optimize a range parameter for K-12 classrooms where students sitting within a certain vicinity of an inferred stop are tagged as being visited. This extension is motivated by adapting parameters to infer teacher visits (i.e., on-task and off-task conversations between the teacher and one or more students) in an intelligent tutoring system classroom with a dense layout. We evaluate the accuracy of our algorithm and highlight a tradeoff between precision and recall in teacher visit detection, which favors recall. We recommend that future research adjust their parameter search based on stop detection precision thresholds. This adjustment led to better cross-validation accuracy than maximizing parameters for an average of precision and recall (F1 = 0.18 compared to 0.09). As stop sample size shrinks with higher precision cutoffs, thresholds can be informed by ensuring sufficient statistical power in offline analyses. We share avenues for future research to refine our procedure further. Detecting teacher visits may benefit from additional spatial features (e.g., teacher movement trajectory) and can facilitate studying the interplay of teacher behavior and student learning. [For the complete proceedings, see ED630829.]

We explore multi-modal machine learning-based approaches (facial expression recognition, auditory emotion recognition, and text sentiment analysis) to identify "negative moments" of teacher-student interaction during classroom teaching. Our analyses on a large (957 videos, each 20min) dataset of classroom observations suggest that: (1) Negative moments occur sparsely and are laborious to find by manually watching videos from start to finish; (2) Contemporary machine perception tools for emotion, speech, and text sentiment analysis show only limited ability to capture the diverse manifestations of classroom negativity in a fully automatic way; (3) Semi-automatic procedures that combine machine perception with human annotation may hold more promise for finding authentic moments of classroom negativity; Finally, (4) even short 10 sec negative moments contain rich structure in terms of the actions and behaviors that they comprise. [For the complete proceedings, see ED630829.]