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Shelake M Vijay - One of the best experts on this subject based on the ideXlab platform.

  • a survey and future vision of data mining in Educational field
    International Conference on Advanced Computing, 2012
    Co-Authors: Barahate R Sachin, Shelake M Vijay
    Abstract:

    Educational data mining is an emerging trend, concerned with developing techniques for exploring, and analyzing the huge data that come from the Educational context. EDM is poised to leverage an enormous amount of research from data mining community and apply that research to Educational problems in learning, cognition and assessment. In recent years, Educational data mining has proven to be more successful at many of these Educational Statistics problems due to enormous computing power and data mining algorithms. This paper surveys the history and applications of data mining techniques in the Educational field. The objective is to introduce data mining to traditional Educational system, web-based Educational system, intelligent tutoring system, and e-learning. This paper describes how to apply the main data mining techniques such as prediction, classification, relationship mining, clustering, and social area networking to Educational data.

Gwen Nugent - One of the best experts on this subject based on the ideXlab platform.

  • a comparison of Educational Statistics and data mining approaches to identify characteristics that impact online learning
    Educational Data Mining, 2015
    Co-Authors: Dee L Miller, Leenkiat Soh, Ashok Samal, Kevin A Kupzyk, Gwen Nugent
    Abstract:

    Learning objects (LOs) are important online resources for both learners and instructors and usage for LOs is growing. Automatic LO tracking collects large amounts of metadata about individual students as well as data aggregated across courses, learning objects, and other demographic characteristics (e.g. gender). The challenge becomes identifying which of the many variables derived from tracked data are useful for predicting student learning. This challenge has prompted considerable research in the field of Educational data mining and learning analytics. This work advances such research in four ways. First, we bring together two approaches for finding salient variables from separate research areas: hierarchical linear modeling (HLM) from education and Lasso feature selection from computer science. Second, we show that these two approaches have complimentary and synergistic results with some variables considers salient by both and others salient by only one. Third, and most importantly, we demonstrate the benefits of a combined approach that considers a variable salient when either HLM or Lasso consider that variable salient. This combined approach both improves model predictive accuracy and finds additional variables considered salient in previous datasets on student learning. Lastly, we use the results to provide insights into the salient variables to the learning outcome in undergraduate CS education. Overall, this work suggests a combined approach that improves the identification of salient variables in big data and also improves the design of LO tracking systems for learning management systems.

Roberto J Vichot - One of the best experts on this subject based on the ideXlab platform.

  • the reliability of cuba s Educational Statistics
    Comparative Education Review, 1998
    Co-Authors: Benigno E Aguirre, Roberto J Vichot
    Abstract:

    Afin d'examiner la fiabilite des statistiques sur l'education produites par le gouvernement de Cuba, l'auteur utilise l'Annuaire statistique de l'Unesco de 1969 a 1988 (notamment les chiffres sur les effectifs d'enseignants, d'eleves, la proportion eleves-enseignant et le taux de redoublement) ainsi que des informations provenant de discours publies de Castro et des rapports cites par des journalistes publiant dans Prensa latina (specialisee en education) et d'autres publications : Granma, Bohemia et Juventud rebelde ou emissions radiotelevisees captees par le service d'information sur les emissions etrangeres. Les chiffres presentes concernent tous les niveaux d'enseignement et sont compares a ceux d'autres continents ou d'autres pays d'Amerique latine. Le rappel des initiatives de l'administration scolaire cubaine et du role des organisations professionnelles d'enseignants a Cuba des annees 60 aux annees 80 permet a l'auteur de montrer que les standards de qualite adoptes peuvent entrainer une tendance a l'exageration des resultats de l'education, les statisitques disponibles n'etant pas toutefois denuees de fiabilite.

Nicole Timbrell - One of the best experts on this subject based on the ideXlab platform.

  • the new literacies of online research and comprehension rethinking the reading achievement gap
    Reading Research Quarterly, 2015
    Co-Authors: Elena Forzani, Christopher Rhoads, Cheryl Maykel, Clint Kennedy, Nicole Timbrell
    Abstract:

    Is there an achievement gap for online reading ability based on income inequality that is separate from the achievement gap in traditional, offline reading? This possibility was examined between students in two pseudonymous school districts: West Town (economically advantaged) and East Town (economically challenged; N = 256). Performance-based assessments were used within a simulation of the Internet developed as part of a larger project. Seventh graders completed two online research and comprehension assessments, which evaluated four skill areas (locate, evaluate, synthesize, and communicate) and two knowledge domains in science. Students also completed an assessment of prior domain knowledge and a short Internet use questionnaire. Standardized state reading and writing test scores served as measures of offline literacy skills. Results indicated that there was a significant achievement gap favoring West Town students in offline reading scores, offline writing scores, and online research and comprehension scores. A significant gap persisted for online research and comprehension after we conditioned on pretest differences in offline reading, offline writing, and prior knowledge scores. The results of the questionnaire indicated that West Town students had greater access to the Internet at home and were required to use the Internet more in school. These results suggest that a separate and independent achievement gap existed for online reading, based on income inequality. Current estimates of this gap, which rely solely on measures of offline reading, may underrepresent the true nature of the U.S. reading achievement gap in an online age. Policy implications are explored. Education and opportunity have long been linked to public policy in the United States ( Brown v. Board of Educ. , 1954 ; Mann, 1855 ; National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA Center & CCSSO], 2010 ). Intertwined with this history, the ability to read at high levels has always been considered important, permitting an essential pathway to advancement for everyone, especially the least privileged (cf. Chall, 1967 ; Huey, 1908 ). Despite attempts at policy remedies, a substantial gap based on income inequality continues to exist in students’ reading achievement levels (National Center for Educational Statistics [NCES], 2011b , 2013 ), and evidence indicates that it is growing, over time (Reardon, 2013 ). In a society that professes egalitarian ideals and equal opportunity through education, a reading achievement gap based on income inequality should be a concern of every citizen. Reading has been shifting from page to screen (Goldman, Braasch, Wiley, Graesser, & Brodowinska, 2012 ; Hartman, Morsink, & Zheng, 2010 ), but analyses of reading achievement gaps have only evaluated Donald J. Leu

  • the new literacies of online research and comprehension rethinking the reading achievement gap
    Reading Research Quarterly, 2015
    Co-Authors: Donald J Leu, Elena Forzani, Christopher Rhoads, Cheryl Maykel, Clint Kennedy, Nicole Timbrell
    Abstract:

    Is there an achievement gap for online reading ability based on income inequality that is separate from the achievement gap in traditional, offline reading? This possibility was examined between students in two pseudonymous school districts: West Town (economically advantaged) and East Town (economically challenged; N = 256). Performance-based assessments were used within a simulation of the Internet developed as part of a larger project. Seventh graders completed two online research and comprehension assessments, which evaluated four skill areas (locate, evaluate, synthesize, and communicate) and two knowledge domains in science. Students also completed an assessment of prior domain knowledge and a short Internet use questionnaire. Standardized state reading and writing test scores served as measures of offline literacy skills. Results indicated that there was a significant achievement gap favoring West Town students in offline reading scores, offline writing scores, and online research and comprehension scores. A significant gap persisted for online research and comprehension after we conditioned on pretest differences in offline reading, offline writing, and prior knowledge scores. The results of the questionnaire indicated that West Town students had greater access to the Internet at home and were required to use the Internet more in school. These results suggest that a separate and independent achievement gap existed for online reading, based on income inequality. Current estimates of this gap, which rely solely on measures of offline reading, may underrepresent the true nature of the U.S. reading achievement gap in an online age. Policy implications are explored. Education and opportunity have long been linked to public policy in the United States ( Brown v. Board of Educ. , 1954 ; Mann, 1855 ; National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA Center & CCSSO], 2010 ). Intertwined with this history, the ability to read at high levels has always been considered important, permitting an essential pathway to advancement for everyone, especially the least privileged (cf. Chall, 1967 ; Huey, 1908 ). Despite attempts at policy remedies, a substantial gap based on income inequality continues to exist in students’ reading achievement levels (National Center for Educational Statistics [NCES], 2011b , 2013 ), and evidence indicates that it is growing, over time (Reardon, 2013 ). In a society that professes egalitarian ideals and equal opportunity through education, a reading achievement gap based on income inequality should be a concern of every citizen. Reading has been shifting from page to screen (Goldman, Braasch, Wiley, Graesser, & Brodowinska, 2012 ; Hartman, Morsink, & Zheng, 2010 ), but analyses of reading achievement gaps have only evaluated Donald J. Leu

Alan Seidman - One of the best experts on this subject based on the ideXlab platform.

  • college student retention formula for student success
    Greenwood Press, 2005
    Co-Authors: Alan Seidman
    Abstract:

    Although access to higher education is virtually universally available, many students who start in a higher education program drop out prior to completing a degree or achieving their individual academic and/or social goals. In response to student attrition, colleges have developed intervention programs and services to try to retain students. In spite of all of the programs and services to help retain students, according to the U.S. Department of Education, Center for Educational Statistics, only 50% of those who enter higher education actually earn a bachelor's degree. Enrollment management and the retention of students remain a top priority of federal and state government, colleges, universities, and parents of students who are attending college and of students themselves. This book offers a formula for student success intended to assist colleges and universities in retaining and graduating students. Contributors: Some of the leading educators who study college student retention contributed to this book. All are truly dedicated to helping students achieve their individual academic and personal goals. A list of each and their affiliation follows: Alexander W. Astin: Allan M. Cartter Professor of Higher Education at the University of California, Los Angeles, and Director of the Higher Education Research Institute. Elizabeth Barlow: Executive Director of Institutional Research at the University of Houston, Houston, Texas. John Bean: Associate Professor of Higher Education at Indiana University, Bloomington. Joseph B. Berger: Associate Professor of Education and Chair of the Department of Educational Policy, Research, and Administration in the School of Education at the University of Massachusetts, Amherst. John Braxton: Professor of Education in the Higher Education Leadership and Policy Program in the Department of Leadership, Policy and Organizations at Peabody College, Vanderbilt University. Kurt Burkum: Doctoral student and Ostar Fellow in the Center for the Study of Higher Education at Penn State Univ

  • college student retention formula for student success
    Greenwood Press, 2005
    Co-Authors: Alan Seidman
    Abstract:

    Although access to higher education is virtually universally available, many students who start in a higher education program drop out prior to completing a degree or achieving their individual academic and/or social goals. In response to student attrition, colleges have developed intervention programs and services to try to retain students. In spite of all of the programs and services to help retain students, according to the U.S. Department of Education, Center for Educational Statistics, only 50% of those who enter higher education actually earn a bachelor's degree. Enrollment management and the retention of students remain a top priority of federal and state government, colleges, universities, and parents of students who are attending college and of students themselves. This book offers a formula for student success intended to assist colleges and universities in retaining and graduating students. Contributors: Some of the leading educators who study college student retention contributed to this book. All are truly dedicated to helping students achieve their individual academic and personal goals. A list of each and their affiliation follows: Alexander W. Astin: Allan M. Cartter Professor of Higher Education at the University of California, Los Angeles, and Director of the Higher Education Research Institute. Elizabeth Barlow: Executive Director of Institutional Research at the University of Houston, Houston, Texas. John Bean: Associate Professor of Higher Education at Indiana University, Bloomington. Joseph B. Berger: Associate Professor of Education and Chair of the Department of Educational Policy, Research, and Administration in the School of Education at the University of Massachusetts, Amherst. John Braxton: Professor of Education in the Higher Education Leadership and Policy Program in the Department of Leadership, Policy and Organizations at Peabody College, Vanderbilt University. Kurt Burkum: Doctoral student and Ostar Fellow in the Center for the Study of Higher Education at Penn State Univ