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Virtual production is a big deal. If you have even the most cursory interest in 3D art, then you'll have heard of it, but you might not be aware of [...]

When a child presents with a fever, parents can be overcome with anxiety and lack confidence in managing their child's illness at home. This can lead to the development of 'fever phobia,' which creates anxiety and health care-seeking behavior that often results in an unnecessary trip to the emergency department (Peetoom et al., 2016). Of approximately 30 million hospital visits of children due to fever, nausea, and cough, over 96% were treated and released (McDermott et al., 2018). In this study, an informational pamphlet was created for parents on when to seek medical attention for a fever. A five-question survey was distributed to 31 parent participants in person or through social media to gather their baseline understanding of fevers and treatment. The pamphlet was then distributed to each parent along with an accurate acetaminophen dosing guide. A post-survey was distributed to measure the increase in knowledge. Around 68% of parents felt comfortable handling their children's fever at home after receiving the education, and 93.5% of parents felt moderately to very effective in properly dosing acetaminophen (Tylenol[R]) for their children's fever after the educational. Over 97% of parents found this educational pamphlet helpful.Most parents felt this education would be most beneficial if it were given to them when going home with their first child. These results illustrate the problem of parents' discomfort and anxiety in managing their child's fever at home. A standardized educational pamphlet on fevers and a medication dosing tool may help ease parental anxiety and decrease unnecessary health care visits. Keywords: Fever, children, emergency room visits, fever phobia, acetaminophen., Parents can be overwhelmed with anxiety when their child develops a fever, especially if it is the child's first illness. Anxiety often leads to an unnecessary hospital visit. Some visits [...]

Data quality and speed in data processing profoundly affect service provided to the Educational Resources Information Center's (ERIC's) broad audiences. With these factors in mind, a new technology infrastructure for processing records has been acquired and is scheduled for implementation. The story of how the ERIC database is being constructed is featured in this annual report, as are highlights of recent acquisitions. A review of the year 2000 includes discussion of the ERIC database growth in 2000; database content; database access; document delivery; information sharing; and system-wide improvements. The individual ERIC Clearinghouses and support components also report their accomplishments and provide lists of their best-selling publications and recent ERIC Digest titles. A description of ERIC's users services--which include reference and retrieval services, access to Internet resources, literature searches, bibliographies, identification of popular documents, and referrals to other sources of information--is provided. An ERIC system directory and an outline of the ERIC budget are also included. (AEF)

This 2000 annual report, summarizing the accomplishments of the Educational Resources Information Center (ERIC) system in 1999, begins with a section that highlights progress towards meeting goals, as well as selected statistics. The second section, comprising the bulk of the report, provides an overview of ERIC, including the ERIC database, user services, publications and products, ERIC on the Internet, special projects, outreach and training, and partnerships. Results of two surveys of ERIC customers conducted in 1999 are summarized in the third section; these surveys include an AskERIC user survey showing the types of users who contacted the AskERIC electronic question-answering service and the ERICNews survey showing the professions of subscribers to the ERICNews electronic newsletter. The next section provides an ERIC system directory, and highlights of the ERIC budget are listed in the final section. The ERIC mission, audience, and goals are highlighted on the front inside cover. (AEF)

This 1999 annual report, summarizing the accomplishments of the Educational Resources Information System (ERIC) system in 1998, begins with a section that highlights progress towards meeting goals, as well as selected statistics. The second section, comprising the bulk of the report, provides an overview of ERIC, including the ERIC database, user services, publications and products, ERIC on the Internet, special projects, outreach and training, and partnerships. Results of four ERIC customer surveys conducted in 1998 are summarized in the third section; these surveys include an exploratory study on meeting parents' information needs, a study of ERIC database searches on the Internet, an AskERIC user survey, and a National Clearinghouse for the ESL (English as a Second Language) Literacy Education user survey. The next section provides an ERIC system directory, and highlights of the ERIC budget are listed in the fifth section. The final section looks at what is ahead for ERIC in the 21st Century. The ERIC mission, audience, and goals are highlighted on the back of the cover. (AEF)

This ERIC Annual Report presents both accomplishments and historical perspectives, as 2001 marks 35 years of ERIC service in delivering educational research and information to the public. This annual report describes the developments in the database of educational literature, the growing variety of ERIC Web-based products and user services, and the distinctive focus of each of the ERIC clearinghouses and system support components. ERIC is in an evolutionary stage transitioning from a system relying on paper and microfiche to a digital network. Accomplishments in 2001 have pushed this change forward. For example, publication in paper of the monthly ERIC index, Resources in Education (RIE), was ended in December 2001. Now customers search the database electronically for new accessions to the database of education literature. To further improve quality control for accessions, a new processing technology was implemented that collectively feeds data from the ERIC Clearinghouses to the ERIC Facility, where the database is made accessible through the Internet. This report describes the improvements in editorial tools and error checking along with the anticipated advantages in processing speed. Contents include: improvements in database operations; database growth in 2001; database content; database access; document delivery; ERIC products and user services; the ERIC Clearinghouses; ERIC Support Components; and the ERIC budget. (AEF)

Global Banking News-May 17, 2024-Chase Home Lending Offers Financial, Educational Resources for Homebuyers (C)2024 ENPublishing - http://www.enpublishing.co.uk US-based Chase Home Lending is focused on providing financial resources and homebuyer education, [...]

The Educational Resources Information Center (ERIC) system consists of a network of 16 subject-specific clearinghouses, several adjunct clearinghouses, and three supporting service components. ERIC is sponsored by the United States Department of Education, Office of Educational Research and Improvement, and is administered by the National Library of Education. For over 30 years, ERIC has been an important component of the national education dissemination system, ensuring that education information reaches those who need it. The ERIC bibliographic database contains over 950,000 records of education-related documents, books, and journal articles. In 1997-1998, electronic delivery of ERIC documents by the ERIC Document Reproduction Servicce (EDRS) moved from the test phase to the operation phase; ERIC added an adjunct clearinghouse and an affiliated clearinghouse; and two special projects went online - the Gateway to Educational Materials catalog, and the Virtual Reference Desk's AskA+ Locator. Highlights, with illustrations, include the ERIC mission, audience and goals; an overview of the ERIC Database, user services, publications, and products; ERIC Clearinghouses' 1997 Bestsellers; internet access; special projects; outreach and training; partnerships; trends; an ERIC system directory; the U.S. Department of Education's Seven Priorities; and the ERIC budget. (DLS)

This annual report highlights many recent achievements in the Educational Resources Information Center (ERIC) system. The ERIC system encompasses the world's largest and most frequently used education database as well as a network of 16 subject-specific clearinghouses, several adjunct clearinghouses, and three supporting service components. ERIC is sponsored by the United States Department of Education, Office of Educational Research and Improvement, and is administered by the National Library of Education. For 30 years, ERIC has been an important component of the national education dissemination system, ensuring that education information reaches those who need it. The ERIC database now contains more than 920,000 records of education documents and journal articles, including abstracts of more than 6,000 published books. ERIC is accessible from virtually anywhere in the world. In 1996, ERIC distributed more than 1.4 million copies of their publications. ERIC works cooperatively with other organizations to reduce duplication of efforts and ensure cost-effective service. More than 500,000 copies of ERIC-produced publications were distributed by other organizations in 1996. Highlights, with illustrations, include an overview of the ERIC Database, user services, and ERIC publications and products; accessibility; ERIC Clearinghouses' 1996 Bestsellers; electronic communication; web site users; partnerships; an ERIC system directory; the ERIC Document Reproduction Service (EDRS) electronic ERIC resources; online ERIC document delivery; document availability; digital collections; products and services; clearinghouse and support component highlights; the ERIC budget; and the future outlook. (AEF)

The Educational Resources Information Center (ERIC) system encompasses the world's largest and most frequently used education database as well as a network of 16 subject-specific clearinghouses and supporting services. ERIC is sponsored by the U.S. Department of Education, Office of Educational Research and Improvement, and is administered by the National Library of Education. For 30 years, ERIC has been an important component of the national education dissemination system, ensuring that education information reaches those who need it. The ERIC database now contains nearly 900,000 records of education documents and journal articles, including abstracts of 6,000 published books. This annual report highlights many recent achievements in the ERIC system. ERIC is accessible from virtually anywhere in the world. In 1995, ERIC Clearinghouses distributed more than 1.5 million copies of their publications, many of them at no cost. ERIC works cooperatively to reduce duplication of effort and ensure cost-effective service. More than 625,000 copies of ERIC-produced publications were distributed by other organizations in 1995. Highlights, with illustrations, include the ERIC Database; ERIC publications; ERIC's accessibility; ERIC World Wide Web sites; ERIC Digests; ERIC Partnerships; ERIC-sponsored listservs; the ERIC budget; the ERIC system directory; and what's ahead from ERIC. (AEF)

The Educational Resources Information Center (ERIC) is a federally funded, nationwide network designed to provide ready access to education information. Managed by the United States Department of Education's National Library of Education, ERIC consists of 16 clearinghouses, each devoted to a particular area of education, several adjunct clearinghouses, and additional support components. ERIC is the largest education database in the world, with over 900,000 records of journal articles, research reports, curriculum and teaching guides, conference papers, and books. This annual report highlights many recent achievements of the ERIC system. These include a tremendously expanded audience, with nearly two million people contacting ERIC components in 1994; providing exemplary services by utilizing technological innovations such as CD-ROM distribution of the ERIC database and ERIC Digests, and Internet access to the ERIC database, digests, clearinghouses, adjunct clearinghouses, and support components; providing support products and services for parents, with a new adjunct clearinghouse specializing in child care information; partnerships with corporations and organizations; providing efficiency and economy to the education community by maintaining a well-organized central repository of information and allowing reproduction and distribution of ERIC-produced documents; and recognition by users and the media as being service-oriented and client-centered. Fourteen exhibits illustrate some ERIC services and advances. (SWC)

This study aimed to investigate the educational resources and needs of mothers of children aged 60 to 72 months and the differences between those of high and low socioeconomic status (SES). Parents have a crucial impact on their children's development in the preschool years. Mothers are especially challenged by the variety of information sources available and struggle with parenting decisions. Thirty‐three structured interviews with mothers were carried out in one private and one public school, representing high and low SES, respectively. Between the two SES groups, both similarities and differences were observed in terms of their educational resources and needs. The following themes emerged in the study: general sources of parenting information, challenges, the first source to consult when problems occur, topics preferred in a parent education program, and the phase of maternity in which they preferred to receive training. The two SES groups were similar in terms of their main challenges, the topics preferred in a parent education program, and the phase of maternity in which they preferred to receive education. Differences were observed in terms of the sources of parenting information, the first source to consult when problems occur, and some of the preferred topics of a parent education program. These findings may be useful in revisiting existing parent education programs, or in creating new ones, for the caregivers of preschool children.

The article focuses on Western North Carolina's appeal, combining urbanity in the mountains with a unique blend of sophistication and natural serenity, making it an attractive destination for both tourists and businesses. It mentions the region's significant reliance on tourism, with Buncombe County recording 2.6 billion U.S. dollar in tourist spending in 2021.

The words 'summer night' call to mind a distinct set of happenings in the natural world. Crickets sound their nightly chorus in darkened yards and thickets, fireflies flash their whereabouts, [...]

The ineffective digitization of core English course resources, due to limited autonomy, fragmentation, and inadequate management, has prompted the development of digital teacher libraries using multimedia and Internet technologies. Fuzzy neural networks (FNNs), combining fuzzy and neural network controls, have emerged as a promising approach for mathematical modeling. This paper presents an FNN-based model for sharing digital English educational resources and proposes an effective guidance mechanism for sharing digital science education resources. Experimental results show that the FNN outperforms the Apriori algorithm in training sample error by 0.02069 and reduces running time by 0.0034 seconds on average. This indicates the FNN's superior approximation capabilities with appropriate initial fuzzy rules. Consequently, the FNN-based model enhances the value and quality of educational resources, expands the capacity of information resource libraries, and effectively mitigates the creation of low-quality resources.

The anatomic changes (i.e., longer ocular axial length) associated with myopia increase a patient's risk of uncorrectable visual impairment developing throughout life, especially with advanced age. Higher degrees of myopia [...]

To outline the resources deemed most beneficial to medical students during their general surgery clerkship, as well as to examine their link to students' general surgery scores and the usage of artificial intelligence in general surgery study.

ABSTRACTA promising solution for reducing costs for students, especially textbook costs, is Open Educational Resources (OER). We explored community college faculty members’ perceptions of using OER compared with publisher textbooks. In this comparative context, we investigated how OER impacted faculty, their instructional decisions, and their students as well as other aspects of OER faculty considered beneficial. The data is from a larger mixed-methods research study conducted in one large community college with multiple campuses in the Virginia Community College System (VCCS). Interviews were conducted with four faculty members who taught both an OER and non-OER section of the same course in the same semester. Three interconnected themes emerged from faculty responses. The first theme was the customizable content and format of OER facilitated access to and for diversity. The second theme was the ease of access with OER supported student engagement with the content and with each other. The third theme was faculty engagement with OER promoted transformative and reflective pedagogies. Findings provide important insight into the contribution of OER materials to equity, diversity, and inclusion beyond the barrier of financial costs. Practitioners should be encouraged by OER’s potential benefits to students and instructors.

The article offers information on the centennial of "L'Heure Joyeuse", France's first children's library, established in Paris, France, in 1924 to bring joy and educational resources to children after World War I. Topics discussed include its American-influenced origins and innovations in children's librarianship; its dedication to inclusivity and interactive learning; and its lasting influence on children's libraries in France.

Who knew there would be a pandemic and that a cohort of school librarians from North Dakota, South Dakota, and Wyoming would inadvertently work almost 2 years responding to it? [...]

Background: Evidence for how to best train surgical residents for robotic bariatric procedures is lacking. We developed targeted educational resources to promote progression on the robotic bariatric learning curve. This study aimed to characterize the effect of resources on resident participation in robotic bariatric procedures. Methods: Performance metrics from the da Vinci Surgical System were retrospectively reviewed for sleeve gastrectomy (SG) and Roux-en-Y gastric bypass (RYGB) cases involving general surgery trainees with a single robotic bariatric surgeon. Pictorial case guides and narrated operative videos were developed for these procedures and disseminated to trainees. Percent active control time (%ACT)—amount of trainee console time spent in active instrument manipulations over total active time from both consoles—was the primary outcome measure following dissemination. One-way ANOVA, Student’s t-tests, and Pearson correlations were applied. Results: From September 2020 to July 2021, 50 cases (54% SG, 46% RYGB) involving 14 unique trainees (PGY1-PGY5) were included. From November 2021 to May 2022 following dissemination, 29 cases (34% SG, 66% RYGB) involving 8 unique trainees were included. Mean %ACT significantly increased across most trainee groups following resource distribution: 21% versus 38% for PGY3s (p= 0.087), 32% versus 45% for PGY4s (p= 0.0009), and 38% versus 57% for PGY5s (p= 0.0015) and remained significant when stratified by case type. Progressive trainee %ACT was not associated with total active time for SG cases before or after intervention (pre r= − 0.0019, p= 0.9; post r= − 0.039, p= 0.9). It was moderately positively associated with total active time for RYGB cases before dissemination (r= 0.46, p= 0.027) but lost this association following intervention (r= 0.16, p= 0.5). Conclusion: Use of targeted educational resources promoted increases in trainee participation in robotic bariatric procedures with more time spent actively operating at the console. As educators continue to develop robotic training curricula, efforts should include high-quality resource development for other sub-specialty procedures. Future work will examine the impact of increased trainee participation on clinical and patient outcomes. Graphical abstract:

In order to overcome the problems of low accuracy and long processing time of personalised recommendation of educational resources in traditional personalised recommendation methods of educational resources, a personalised recommendation method of educational resources based on collaborative filtering is proposed. First, the membership relationship between knowledge points and educational resources are calculated. Then educational resources are modelled with the help of fuzzy set theory, a learner model is created by using four models, a learner interest matrix is established, and learner characteristics are extracted. Finally, learner similarity based on learner collaborative filtering recommendation algorithm is calculated, and the latest learner set is selected. The score of the nearest neighbour learner on the item is used to predict the score of the target learner, so as to generate recommendation results. The simulation results show that the proposed method has higher accuracy and shorter recommendation time for personalised recommendation of educational resources.

This article serves to help reduce patient burden in searching for credible information about parasomnias—abnormal behaviors during sleep—including sleepwalking, night terrors, and rapid eye movement sleep behavior disorder. It exhibits a compiled list of accessible online resources about parasomnias as well as detailed descriptions about each resource. By increasing patient accessibility to clinically validated resources, patients are more empowered to take an active role in managing their conditions, collaborating with their health-care practitioners in clinical management, enrolling in registries, and joining newsletters sponsored by these resources.

The Educational Resources Information Center (ERIC) is a federally funded, nationwide network designed to provide ready access to education information. Managed by the Office of Educational Research and Improvement of the Department of Education, ERIC consists of 16 clearinghouses, each devoted to a particular area of education, a number of adjunct clearinghouses, and additional support components. ERIC is the largest education database in the world, with over 850,000 records. This annual report highlights many recent achievements of the ERIC system. These include dramatically improved access due to the availability and use of new technology, as well as an increased number of full-text resources for teachers through ERIC-sponsored electronic libraries. ERIC has expanded its coverage of the educational literature by adding books. The addition of three new adjunct clearinghouses brings the total number of such adjuncts to eight. ERIC has also enhanced and expanded its document reproduction service. Outreach to parents and the public has been increased, and the system has improved its efforts to make its resources known to the public. Eleven exhibits illustrate some ERIC services and advances. (SLD)

As teaching and learning experiences broaden to include more technological innovations, methods of instruction and resource flexibility are becoming increasingly important for educators and students. Open educational resources (OER) have gained international appeal for such flexibility, and post-secondary institutions are at the forefront of creating access to them. Although research related to OER has increased, few researchers have focused on OER in music instruction. In my cross-sectional survey of music faculty in the United States (N = 409), I found that music faculty were generally unaware of OER although most participants would consider adopting an open textbook for a course. Motivating factors for adoption included ease of use and decreased costs for students, whereas time and financial support would be necessary for adoption to be feasible. [ABSTRACT FROM AUTHOR]

This is the fifth in a series of annual reports summarizing the activities and accomplishments of the Educational Resources Information Center (ERIC) program, which is funded and managed by the Office of Educational Research and Improvement in the U.S. Department of Education. The eight main sections cover: (1) highlights of the year in the areas of database building, electronic communication, and outreach and user services; (2) an overview of the ERIC system, including the clearinghouses, support components, funding, staffing, and the ERIC database; (3) electronic communication, including network access to the ERIC database, AskERIC (an Internet-based service for K-12 educators), ERIC resources on other online services, and other uses of networks by the ERIC system; (4) database building, including increasing quality acquisitions, expanded coverage, and full-text products; (5) user services, including training sessions to promote ERIC and responding to user needs; (6) publications and outreach; (7) collaborations and professional liaisons with other federally funded programs and ERIC Partners, as well as international activities; and (8) management and operations. Future directions are summarized. Exhibits present an OERI/ERIC organizational chart; staffing and funding for 1992; total number of records for the ERIC database; document acceptance versus rejection, 1988-1992; methods used to contact ERIC components, 1988-1992; analysis of ERIC users, 1988-1992; searches completed by ERIC clearinghouses, 1988-1992; and popular ERIC publications. (MES)

This report, which covers fiscal years 1990 and 1991, is the fourth in a series summarizing the activities and accomplishments of the Educational Resources Information Center (ERIC) program, which is funded and managed by the Office of Educational Research and Improvement in the U.S. Department of Education. Highlights of the 2 years include a major systemwide effort to develop and promote publications addressing the six National Education Goals established by the President and the Governors; working with University Microfilms International (UMI) to develop and field-test two ERIC CD-ROM prototype products--the Compact ERIC and ERIC SchoolDisc--which contain the full text of hundreds of carefully selected documents and over 100 core education journals; a proposal to integrate ERIC with the educational databases produced in the other English-speaking countries, i.e., the British, Canadian, Australian, and New Zealand Education Indexes; and the participation of the ERIC Clearinghouse on Higher Education in the development of a worldwide bibliographic database on higher education by the International Association of Universities in Paris. This report includes a profile and an overview of the ERIC systems and reports on the ERIC clearinghouses, the ERIC Processing and Reference Facility, ACCESS ERIC, and the ERIC Document Reproduction Service, as well as examples of ERIC system initiatives during the year. Three tables and a statistical report are attached. (BBM)

As a mathematics professor who teaches at a public four-year university in the US, my office resembles the typical professor's: a desk with computer, a whiteboard, file cabinets, a table [...]

The study discussed in this article is aimed towards carrying out an analysis of the perception of the academic community on open educational resources and creative commons in India. This has been done using a questionnaire study that was administered to representative universities which cover all types of universities that have been recognized by different regulatory bodies—international, central, open, state, deemed, and private universities. The responses were collected from three stakeholders—students, faculty members, and library professionals. The questionnaire was divided into five sections: awareness; acceptance; integration in the learning management system; policy framework; and pedagogy of the blended learning model. The questionnaire was analyzed to assess the awareness and intensity of awareness of the respondents using the Chi-square test and Kappa index of agreement, respectively. The analysis reveals that the awareness level amongst the library professionals was maximum, followed by faculty members and students. The students found awareness about creative commons (CC) and Intellectual Property Rights to be less. The faculty members were found to have a higher intensity of awareness relative to students and library professionals. All three stakeholders were found to agree on the integration of OER with the learning management systems and to have a strong OER policy framework in higher education institutions.

Background:Educators report needing relevant and authentic climate change educational resources (CCER). National parks are informal education centers that can provide CCER for educators. However, little is known about the CCER that exist across the national parks in the United States. Purpose:To increase the knowledge in this area, this study uncovered which CCER are offered by national parks in the US, what content is covered in these resources, and their perceived affordances and constraints. Methodology/Approach:Park employees completed an online survey regarding the CCER available within their national park. The survey included closed-ended and open-ended questions. Closed-ended responses were analyzed for descriptive statistics regarding the types of CCER. Open-ended responses were analyzed for content in the CCER, perceived affordances and constraints, and future directions. Findings/Conclusions:Results show that the national parks in this study collectively offer a variety of CCER that cover a range of climate change topics. In addition to the material resources provided, national parks also provide social resources for educators. Collectively, these resources offer many educational affordances. Implications:This study suggests that science educators should consider leveraging the CCER available from national parks. In addition, national parks should consider collaborating in the development of CCER.

2022 OCT 15 (NewsRx) -- By a News Reporter-Staff News Editor at Obesity, Fitness & Wellness Week -- Research findings on cardiothoracic are discussed in a new report. According to [...]

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Supporting Diverse Students." Contents include: (1) Federal Departments of Education and Justice Release Discipline Resources for Schools (Morgan Craven); (2) School Voucher Schemes Continue to Grow in the South (Terrence Wilson); (3) Immigrant Students' Rights to Attend Public Schools; (4) Students' Racial Diversity Should be Celebrated, Not Minimized or Erased; and (5) Court Sides with UNT by Reversing Anti-Immigrant Tuition Challenge.

Open Educational Resources (OER), higher education course materials that are freely available for use, reuse, adaptation, and sharing, were already gaining popularity before COVID-19, owing to the high cost of [...]

Im Rahmen eines mehrwöchigen fachlichen Austausches in Japan untersucht der Autor die Ausgangslage und die Bedeutung von OER (Open Educational Resources) in Japan. Einige japanische Universitäten setzen sich seit fast 20 Jahren intensiv mit dem Thema Open Educational Resources (OER) auseinander. Massive Open Online Courses (MOOCs) werden als besonders vorteilhafte Form von OER angesehen, trotzdem ist eine strukturierte Verwendung in Klassensettings selten. Als wichtige Gelingensbedingung für eine breitenwirksame Erstellung und Nachnutzung von OER wird auch in Japan eine strategische Verankerung auf Hochschulebene gesehen.

The education system in China's education industry has been undergoing continuous reform. The current educational resources integration and sharing system is inefficient and needs a lot of time to find resources, which greatly affects the efficiency of education. The integration and sharing of educational resources have become unavoidable problems in teaching. In order to solve this problem, this paper takes the rational planning of educational resources as the research object, analyzes the problems faced by the integration and sharing of educational resources, discusses the main direction of the integration and sharing of educational resources, designs the integration and sharing system of educational resources based on big data fusion, compares it with the traditional ant colony algorithm and cloud computing teaching resources integration and sharing system, and analyzes the performance and efficiency of this system. The educational resources integration and sharing system designed in this paper is closer to the ideal value and has stronger integration and sharing ability.

In recent decades, with the rapid marketization of educational resources in K–12 education, private tutoring has become extremely popular in China, yet the previous research has not yet reached a consensus on the impact of private tutoring on academic outcomes, and has also overlooked the influence of individual choice under the exam-oriented educational system in China. By using data drawn from the China Education Panel Survey, this study examines the heterogeneous treatment effect of private tutoring on 8th graders’ academic performance from the perspective of individual choice. The results show that a propensity to attend private tutoring can differentiate the class disparities among middle school students in terms of individual, family, school, and other factors. Furthermore, the results indicate that private tutoring generally has limited impacts on academic achievement, net of all background factors. However, students whose propensity to attend private tutoring lies in the intermediate range tend to benefit the most from private tutoring. For both students from socioeconomically disadvantaged families with a low propensity and their advantaged counterparts with a high propensity, private tutoring has little effect on their academic performance. Sensitivity analysis further shows that the heterogeneous effects of private tutoring differs across cognitive ability, subject types, and tutoring periods. The finding has important implications for understanding the consequences of China's policy interventions in terms of reducing educational inequality.

English proficiency is increasingly vital in the modern globalized and competitive world, especially for jobs that need cross-cultural communication. Using online educational tools wisely leads to improved English proficiency. Digital learning tools are constantly being improved owing to the emergence of new technologies. An essential problem in academic circles is categorizing and assisting in investigating different forms of digital learning resources. This research proposes an efficient intelligent system for the classification of English educational resources information based on mobile learning (CEERI-ML). The suggested design classifies English educational resources into different categories, applying a Classification based on Marzano and Kendall Taxonomy (CMKT). The system further implements a Classification based on Gagne Learning Categorization Theory (CGLCT) to classify the different levels of complexity in learning.

Aiming at the problems of low recommendation accuracy and low user preference in traditional methods, a personalised recommendation method of online educational resources on social media platform is proposed. Firstly, the crawler technology is used to obtain the online educational resources data, and the resource data features are extracted. Then, the similarity of data features is calculated through cosine similarity, and the feature data with high similarity is fused to complete the feature preprocessing of educational resources data. Finally, the user's demand for resource data and preference degree are determined through the user interest model, so as to construct the online educational resources personalised recommendation model, and take the educational resources data and user preference degree as the input data to complete the educational resources personalised recommendation. The experimental results show that the proposed method has high accuracy and user preference.

ABSTRACTIn this article, we present how educational resources for zoology designed by undergraduate students help to propose means of action for teaching diversity and animal evolution in basic education. We realised that activities of creation and analysis of educational resources, in the context of didactic planning, have the potential to approximate epistemic and pedagogical dimensions of evolutionary thinking. These dimensions are relevant to the design of teaching-learning sequences, since they allow pre-teachers to cross the subject-object border and to appropriate cultural tools necessary for their professional activity. We argue about the development of evolutionary thinking, meaning, among other things, tree-thinking as a mediating tool in socio-scientific decision-making and the teaching-learning problems of the coexistence of antagonistic paradigms in biological classification. Our results emphasise that phylogeny is a structuring subject in teaching and preservice teacher education, mediating the debate on the nature of science, such as evolutionary inference, hypothesis elaboration, transience in science, and the social role of science for the conservation of biodiversity.

The article focuses on the use of artists' books as primary source materials to engage students in meaningful ways amidst the challenges of remote and hybrid learning environments. Topics include the definition and significance of artists' books as contemporary primary sources, strategies for incorporating them into classroom discussions to foster student engagement and critical thinking, and examples of successful implementation in educational settings.