ethanporcaro/eric-fulltext-meta huggingface dataset:
The Head-Toes-Knees-Shoulders Revised (HTKS-R): Development and Psychometric Properties of a Revision to Reduce Floor Effects
Author: Gonzales, Christopher R.
Date: 2021-03-25
Type: Reports - Research
Subjects: Child Behavior,Preschool Children,Difficulty Level,Test Reliability,Test Validity,Executive Function,Self Management,Measures (Individuals),Psychometrics,Kindergarten,Low Income Students

Measures of self-regulation may not capture adequate variability in children with low levels of self-regulation. This can limit a measure's ability to accurately demonstrate relations with other variables. The present study addressed this issue with a revised version of the Head-Toes-Knees-Shoulders task (HTKS-R), which includes a new downward extension with reduced task demands. Preschool children (N = 180; 53% Female) enrolled in Head Start programs were tested with the HTKS-R and other self-regulation tasks at four time points between fall of preschool and spring of kindergarten. Results demonstrated a substantial increase in variability in children's performance on the HTKS-R compared to prior versions of the task during the fall of preschool, and significant increases in the relation between the HTKS-R and other measures of self-regulation at all four time points. Additionally, item factor analyses revealed that the new downward extension captured the same underlying construct as the rest of the measure and that a one factor solution was optimal. Together, these findings illustrate that the HTKS-R improves upon prior versions of the task increasing its utility for researchers and practitioners. [This is the in press version of an article published in &quot;Early Childhood Research Quarterly.&quot;]
Of Standardized Student Measurements and Tests in the Dominican Republic
Author: Tavarez Da Costa, Pedro
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Countries,Standardized Tests,Student Evaluation,International Assessment,Achievement Tests,Secondary School Students,Language Tests,English (Second Language),Second Language Learning,Test Validity,Test Reliability,Criticism,Educational Quality

The present work seeks to establish a comparison between two different and distant evaluation tools applied to the Dominican student population in order to measure the efficiency of our educational system in the recent years, one of them measured the quality of Dominican education in three areas (the PISA Test), whereas the other tested the quality of the proficiency of the English language (EF English Proficiency Index), both for the pre-college levels. Although one of our cherished ideas was our having analyzed such tests of extreme relevance for us, the EFL Teachers and Professors at many different levels, as the TOEFL Test, but due to a lack of available data, that purpose has been postponed at the moment, and we have to conform to compare the PISA Test and the EF EPI (which have been applied, analyzed and roughly criticized in the Dominican Republic for both the Ministries of Education and for the opposing non-governing sectors, as well. This research is a comparative study resulting out of the analysis of the two above mentioned measurements entities held in this decade and consequently all of the data available are contained in them, plus a questionnaire submitted to three sections of advanced English students at Universidad Autonoma de Santo Domingo. To that effect a questionnaire is defined as &quot;A questionnaire is a research instrument that consists of a set of questions or other types of prompts that aims to collect information from a respondent.&quot; A research questionnaire is typically a mix of close-ended questions and open-ended questions. Open-ended, long-form questions offer the respondent the ability to elaborate on their thoughts. Research questionnaires were developed in 1838 by the Statistical Society of London. (Question Pro, 2021). The results of the questionnaires submitted to those college students are duly analyzed and converted into a useful data for the corresponding conclusions in the final chapters of this work. Keywords: PISA Test, EF English Index, Pre-College level, Education in the D.R.
Global Partnership for Education in the Indo-Pacific
Author: Global Partnership for Education (GPE)
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Global Approach,Foreign Countries,Low Income,Student Empowerment,COVID-19,Pandemics,Educational Improvement

GPE has significantly increased its footprint in the Indo-Pacific to help partner countries strengthen their education systems and get the most vulnerable girls and boys in school, improve teaching and learning, and build resilient education systems. GPE brings together all key partners at country level to support one national education strategy. Ensuring that children have access to education during conflict and crises is a top priority with over 60% of its global support directed to countries in crisis.
Benchmarks for Staffing Translation Departments in Saudi Arabia
Author: Al-Jarf, Reima
Date: 2008-04-26
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Translation,Teacher Qualifications,Females,College Faculty,Teacher Shortage,Teacher Selection,Benchmarking,Academic Degrees,Faculty Workload,Class Size,Supervision,Teacher Responsibility,Student Projects,Teaching Assistants,English (Second Language),Second Language Instruction,School Policy,Specialization,Language Teachers,Teacher Characteristics

The current staffing status at translation departments in Saudi Arabia is inadequate in terms of instructor qualifications, areas of specialization, teaching load, course assignment, and preparation future translators and interpreters. Since the employment of qualified instructors who are specialized in translation is one of the triad in the preparation of competent female translators and interpreters, this study aims to investigate the current staffing status at translation departments at the College of Languages and Translation (COLT) King Saud University, causes of instructor shortage and current searching and hiring practices. It also aims to establish benchmarks for staffing translation departments in terms of instructor qualifications, the percentage of B.A., M.A. &amp; P.h.D. degree holders and distribution of courses among instructors. At COLT, shortage is temporarily solved by merging classes, by raising the teaching load of instructors, by local recruits who have a B.A. degree, and who are sometimes inadequately qualified. 33% of those work at the department on a temporary hourly basis and this percentage goes up each semester. Classes are over-crowded classes (50-75 students per section), female faculty are over-loaded, over-stressed (20-30 hours per week), instructors supervise 6-7 students with a 25,000 word-translation project each. Translation courses and the translation project are sometimes assigned to B.A. holders who do not, have an adequate qualifications training or experience in translation. Some TAs with a translation degree teach general English courses rather than courses at the translation department. To assure quality in preparing future translators and interpreters, the staffing status and policies at colleges of languages and translation were surveyed and benchmarks for instructor qualifications, areas of specialization, teaching load, percentage of B.A., M.A. and Ph.D. holders are established.
Mixed-Methods Research: A Discussion on Its Types, Challenges, and Criticisms
Author: Dawadi, Saraswati
Date: 2021-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Statistical Analysis,Qualitative Research,Data Collection,Research Design,Criticism,Research Problems

The article positions mixed-method research (MMR) as a principled complementary research method to the traditional quantitative and qualitative research approaches. By situating MMR in an analysis of some of the common research paradigms, the article presents it as a natural choice in order to complement and cater to the increasingly complex needs of contemporary researchers. It proffers MMR as a flexible and adaptive conceptual framework for designing and conducting mixed methods research in a simplified manner. By explaining fundamental principles and major theoretical tenets of a mixed-methods approach, which involves both quantitative and qualitative data collection in response to research questions, it elucidates several benefits of adopting MMR since it integrates post-positivism as well as interpretivism frameworks. There is abundant literature around this research design aiming to provide researchers an understanding of the approach. Yet there is limited literature that provides illustrative guidance to research novices in comprehending mixed methods, understanding reasons for choosing it, and selecting an appropriate mixed methods design. Based on an analysis of some notable works in the field, this article provides an overview of mixed methods designs, discusses its main types, and explains challenges one can potentially encounter when in using them with a view to assisting early career researchers in particular and other researchers in general.
PPOHA Project Evaluation: Promoting Program Quality and Accessibility for STEM Graduate Degree Completion (Evaluator Report on Year 1 Operation)
Author: Wang, Jianjun
Date: 2021-03-15
Type: Reports - Descriptive
Subjects: State Universities,STEM Education,Graduate Study,Graduate Students,Hispanic American Students,Program Implementation,Program Effectiveness,Graduation,Program Evaluation

California State University, Bakersfield (CSUB) was awarded a five-year grant, &quot;Promoting Excellence in Graduate Education and Increasing Hispanic STEM Related Degree Completion&quot;, that began in Fall 2019. Despite the COVID-19 impact during the first year of grant implementation, the institution has established a co-director leadership structure to complete seven tasks committed in the grant proposal: (1) Establishing physical space for a Graduate Research Center (GRC), (2) Purchasing computers and software for the GRC, (3) Hiring the essential personnel (Project Assistant), (4) Creating mechanism for fiscal management, (5) Organizing the Advisory Committee, (6) Hosting the First Grad Fair, and (7) Facilitating 11 Graduate Student Center workshops. The evaluation outcomes, as illustrated by attainment of the seven milestones, indicate that the program expectation has been met for the first year. Additional accomplishment in formative evaluation is demonstrated by development of a &quot;Rate of Progress&quot; to track student performance toward degree completion. The conclusion section includes three recommendations for improving &quot;program quality,&quot; expanding &quot;STEM education capacity,&quot; and strengthening &quot;graduate school-going culture&quot; in Year 2 of the grant administration.
An Examination of Mathematically Gifted Students&apos; Learning Styles by Decision Trees
Author: Aksoy, Esra
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Academically Gifted,Mathematics Achievement,Cognitive Style,Measures (Individuals),Multiple Intelligences,Gender Differences

The aim of this study was to examine mathematically gifted students' learning styles through data mining method. 'Learning Style Inventory' and 'Multiple Intelligences Scale' were used to collect data. The sample included 234 mathematically gifted middle school students. The construct decision tree was examined predicting mathematically gifted students' learning styles according to their multiple intelligences and gender and grade level. Results showed that all the variables used in the study had a significant effect on mathematically gifted students' learning styles, but the most effective attribute found was intelligence type.
Effects of Consultation-Based Family-School Engagement on Student and Parent Outcomes: A Meta-Analysis
Author: Smith, Tyler E.
Date: 2020-04-00
Type: Information Analyses
Subjects: Family School Relationship,Meta Analysis,Intervention,Consultation Programs,Interpersonal Competence,Social Emotional Learning,Mental Health,Child Behavior,Academic Achievement,Parent Attitudes,Educational Benefits,Parenting Styles,Parent Child Relationship,Child Development,Documentation,Preschool Education,Elementary Secondary Education

Given that consultation has consistently yielded benefits for clients and consultees, it is likely an effective method of promoting family-school engagement. Thus, this meta-analysis examined the effects of consultation-based family-school engagement on child and parent outcomes, and complementary intervention methods used in conjunction with consultation. This study also sought to advance consultation research via a contemporary meta-analytic technique, robust variance estimation (RVE). Analyses yielded significant effects of consultation-based family-school engagement on children's social-behavioral competence ([delta] = 0.34), mental health ([delta] = 0.37), and academic achievement ([delta] = 0.27). Significant effects for parent practices ([delta] = 0.53), parent attitudes ([delta] = 0.49), and relational outcomes ([delta] = 0.37) were also found. Complementary intervention methods revealed significant effects across various child, parent, and relational outcomes. Results indicate benefits of consultation-based family-school engagement for key outcomes and have implications for utilizing complementary methods to augment the net effects of consultation for valuable stakeholders. [This paper will be published in &quot;Journal of Educational and Psychological Consultation.&quot;]
Michigan Teachers Who Are Not Teaching: Who Are They, and What Would Motivate Them to Teach? REL 2021-076
Author: Lindsay, Jim
Date: 2021-04-00
Type: Reports - Research
Subjects: Teacher Shortage,Teacher Recruitment,Teacher Certification,Unemployment,Public School Teachers,Teacher Characteristics,Incentives,Teacher Salaries,Teacher Motivation,Costs,Part Time Employment,Class Size,Faculty Workload,Age,Ethnic Groups,Career Change,Demography,Noninstructional Responsibility,Teacher Surveys

Statewide teacher shortages in Michigan are impeding efforts to ensure all students equitable access to qualified teachers. To alleviate shortages, education leaders have considered recruiting certified teachers who are not currently teaching (both those who have never taught and those who left teaching). This study analyzed teacher certification and employment data and data from a survey of certified teachers who were not teaching in a Michigan public school in 2017/18 to gather information on the viability of this recruitment option. The report describes the characteristics of these nonteaching certified teachers, the three most important reasons why they are not teaching, and the three most important incentives that would motivate them to teach in a public school in the state. The study found that approximately 61,000 teachers certified in Michigan were not teaching in the state's public schools in 2017/18. A survey of nonteaching certified teachers found that they most frequently selected wanting a higher salary as one of the three most important reasons why they were not teaching and that they most frequently selected an increase in salary as one of the three most important incentives that would motivate them to teach. Respondents also frequently selected financial incentives, such as allowing retirees to retain their retirement benefits, improving other benefits, and forgiving student loans, as one of their three most important incentives. Nonteaching certified teachers might consider becoming a public school teacher if it were easier and less costly to earn or renew a teaching certificate, if they could more easily obtain a full-time or part-time position, and if they were assured of school leadership support and smaller class sizes or a lighter student load. [For the study brief, see ED611791; for the study snapshot, see ED611792; and for the appendixes, see ED611794.]
Michigan Teachers Who Are Not Teaching: Who Are They, and What Would Motivate Them to Teach? Study Brief. REL 2021-076
Author: Lindsay, J.
Date: 2021-04-00
Type: Reports - Research
Subjects: Public School Teachers,Teacher Shortage,Teacher Characteristics,Unemployment,Age,Ethnic Groups,Teacher Salaries,Career Choice,Teacher Certification,Noninstructional Responsibility,Faculty Workload,Demography,Teacher Surveys

Statewide teacher shortages in Michigan are impeding efforts to ensure all students equitable access to qualified teachers. To alleviate shortages, education leaders have considered recruiting certified teachers who are not currently teaching (both those who have never taught and those who left teaching). This study analyzed teacher certification and employment data and data from a survey of certified teachers who were not teaching in a Michigan public school in 2017/18 to gather information on the viability of this recruitment option. The report describes the characteristics of these nonteaching certified teachers, the three most important reasons why they are not teaching, and the three most important incentives that would motivate them to teach in a public school in the state. The study found that approximately 61,000 teachers certified in Michigan were not teaching in the state's public schools in 2017/18. A survey of nonteaching certified teachers found that they most frequently selected wanting a higher salary as one of the three most important reasons why they were not teaching and that they most frequently selected an increase in salary as one of the three most important incentives that would motivate them to teach. Respondents also frequently selected financial incentives, such as allowing retirees to retain their retirement benefits, improving other benefits, and forgiving student loans, as one of their three most important incentives. Nonteaching certified teachers might consider becoming a public school teacher if it were easier and less costly to earn or renew a teaching certificate, if they could more easily obtain a full-time or part-time position, and if they were assured of school leadership support and smaller class sizes or a lighter student load. [For the full report, see ED611790; for the study snapshot, see ED611792; and for the appendixes, see ED611794.]
Michigan Teachers Who Are Not Teaching: Who Are They, and What Would Motivate Them to Teach? Study Snapshot. REL 2021-076
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Public School Teachers,Teacher Shortage,Teacher Recruitment,Teacher Certification,Teacher Salaries,Teacher Motivation,Teacher Surveys

Michigan education leaders would like to know whether recruiting certified teachers who are not teaching would be an effective way to fill teacher vacancies in public schools. The study examined the characteristics of these teachers, their reasons for not teaching, and incentives that would motivate them to teach in public schools. Michigan education leaders could use the information to determine whether recruiting these nonteaching teachers is a viable option for alleviating teacher shortages and, if so, to guide a recruitment strategy tailored to teachers' preferences and needs. Key findings include: (1) About 61,000 teachers certified in Michigan were not teaching in the state's public schools in 2017/18; (2) Respondents to a survey of certified teachers who were not teaching in public schools in 2017/18 most frequently selected salary as one of the three most important reasons for not teaching; (3) Respondents most frequently selected a higher salary as one of the three most important incentives that would motivate them to teach in a Michigan public school; and (4) The majority of survey respondents indicated that they would consider becoming a public school teacher. [For the full report, see ED611790; for the study brief, see ED611791; and for the appendixes, see ED611794.]
Supporting Preschool Children with Developmental Concerns: Effects of the Getting Ready Intervention on School-Based Social Competencies and Relationships
Author: Sheridan, Susan M.
Date: 2019-00-00
Type: Reports - Research
Subjects: Preschool Children,Developmental Delays,School Readiness,Intervention,Interpersonal Competence,Parent Participation,Low Income Students,At Risk Students,Social Development,Emotional Development,Peer Relationship,Teacher Student Relationship,Parent Teacher Cooperation

The current study reports the results of a randomized controlled trial examining the impact of the Getting Ready parent engagement intervention on young children's social-emotional competencies and the quality of the student-teacher and parent-teacher relationships. Participants were 267 preschool-aged children and their parents, as well as 97 preschool teachers. All children attended publicly funded preschool programs and were low income. In addition, all were considered educationally at risk due to developmental concerns in the areas of language, cognition and/or social-emotional development. Parent and teacher surveys were administered twice per academic year (fall and spring) for two academic years. Findings indicated that children in the treatment group were rated by their teachers to have greater improvement in social skills over two years of preschool as compared to their peers in the comparison condition. Teachers in the treatment condition reported significantly greater increases in their relationships with children as compared to children in the comparison group. Teachers in the intervention group also reported significant increases in their overall relationships with parents. The current findings illustrate the efficacy of Getting Ready at improving the social skills and important relationships for preschool children experiencing developmental risk. [This paper was published in &quot;Early Childhood Research Quarterly&quot; v48 n3 p303-316 2019.]
Michigan Teachers Who Are Not Teaching: Who Are They, and What Would Motivate Them to Teach? Appendixes. REL 2021-076
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-04-00
Type: Reports - Research
Subjects: Public School Teachers,Teacher Motivation,Teacher Characteristics,Teacher Certification,Teacher Recruitment,Incentives,Demography,Noninstructional Responsibility,Research Methodology,Regression (Statistics),Teacher Surveys

These are the appendixes for the report, &quot;Michigan Teachers Who Are Not Teaching: Who Are They, and What Would Motivate Them to Teach?&quot; This study analyzed teacher certification and employment data and data from a survey of certified teachers who were not teaching in a Michigan public school in 2017/18 to gather information on the viability of this recruitment option. The report describes the characteristics of these nonteaching certified teachers, the three most important reasons why they are not teaching, and the three most important incentives that would motivate them to teach in a public school in the state. This appendix includes detailed information about the data used in this study and describes the methods used in the analyses. Appendixes in this document include: (1) Methods; (2) The Michigan Department of Education's Survey of Teachers Who Do Not Teach; and (3) Detailed findings. [For the full report, see ED611790; for the study brief, see ED611791; and for the study snapshot, see ED611792.]