ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Staffing Challenges in California: Examining the Uniqueness of Rural School Districts
Author: Goldhaber, Dan
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Schools,School Districts,Teacher Recruitment,Rural Urban Differences,Teacher Shortage,Teacher Distribution,Labor Turnover,Credentials,Institutional Characteristics

Using unique data from California on teacher job vacancies, we investigate staffing challenges across the urbanicity spectrum, focusing on the extent to which the characteristics of rural school systems explain the differences in staffing challenges as measured by vacancy rates and emergency credentialed teachers, relative to other urbanicities. We find that rural districts have significantly and substantially higher staffing challenges than districts from different urbanicity classifications (urban, suburban, and towns). Some of these differences are explained by district-level attributes, such as the proportion of students in poverty in the district. The geography of rural districts itself also explains the high levels of staffing challenge as rural districts are more likely to be located on a state border and far from teacher education programs, both of which are strongly associated with staffing challenge measures. Even after controlling for a rich set of observable covariates, there is evidence that rural districts are still somewhat more likely to face staffing challenges, suggesting that there are unobserved aspects of being rural associated with the desirability of employment that are not readily captured by quantitative data.
Feedback in Computer-Assisted Language Learning: A Meta-Analysis
Author: Saad Mohamed, Adnan F.
Date: 2020-08-00
Type: Journal Articles
Subjects: Feedback (Response),Computer Assisted Instruction,Second Language Instruction,Second Language Learning,Native Language,Instructional Effectiveness,Educational Research,Graduate Students,Undergraduate Students,Intervention,Effect Size,Context Effect

Feedback is a well-known advantage for language learning. Primary studies on feedback in computer-assisted language learning (CALL) demonstrates that feedback has a significant effect on student language learning. Previous reviews (e.g., Azevedo &amp; Bernard, 1995; Kang &amp; Han 2015; Li, 2010) provided important insights on language learning. However, these reviews showed that there has never been a meta-analysis synthesizing the effectiveness of feedback in CALL studies and the moderators moderating the effect of feedback in CALL. With the aim of summarizing years of research on feedback in CALL studies and identifying the moderators of feedback in CALL, a meta-analysis was conducted. By establishing rigorous inclusion and exclusion criteria, the investigator located 21 primary studies that met the inclusion and exclusion criteria. The findings indicated under the Random-Effects (RE) model that feedback in CALL has a significant medium effect size on student language learning outcomes (g = 0.56). The results also showed that the effect of feedback is moderated by a host of variables, including learners' mother tongue, intervention provider (i.e., teacher, researcher), target language, and so on. The study concluded that feedback in CALL is a promising field for language learning and provided implications for teachers and future research.
Measuring School Climate: Validating the Education Department School Climate Survey in a Sample of Urban Middle and High School Students
Author: Ryberg, Renee
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Environment,Student Surveys,Middle School Students,High School Students,Urban Schools,Learner Engagement,School Safety,Test Validity,Factor Structure,Public Schools

The U.S. Department of Education's School Climate Survey (EDSCLS) is a free, open-source school climate survey available for any local or state education agency to use to measure three domains of school climate: engagement, safety, and environment. The present study leverages EDSCLS data from 3,416 students from 26 middle and high schools in Washington, DC to confirm the factor structure of the survey using both single-level and multilevel confirmatory factor analyses. At the individual level, our findings paralleled those from the original validation study conducted by the U.S. Department of Education. At the school level, our findings suggested a simpler factor structure for the engagement and environment domains, and could not identify a reasonable well-fitting model for the safety domain. Particularly, as more states are considering school climate measurement for accountability systems, these findings suggest that simply using the individual-level structure may not yield valid measurement.
Relationships between Narrow Personality Traits and Self-Regulated Learning Strategies: Exploring the Role of Mindfulness, Contingent Self-Esteem, and Self-Control
Author: Opelt, Felicitas
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Personality Traits,Self Management,Learning Strategies,Metacognition,Self Esteem,Self Control,Emotional Response,Academic Achievement,Well Being,Undergraduate Students,Young Adults,Foreign Countries,Questionnaires

Based on Boekaerts' dual-processing self-regulation model, our study seeks to examine to what extent narrow personality traits are associated with different aspects of self-regulated learning. We approach this research question by examining the relationships of the narrow personality traits mindfulness, contingent self-esteem (domain academic competence), and self-control with various self-regulated learning strategies, emotion regulation strategies, and affective well-being during learning in a sample of N = 588 university students. Path analysis revealed the selected narrow personality traits to be significantly related to a variety of the investigated self-regulated learning variables, with more relationships to self-control and the contingent self-esteem domain academic competence than to mindfulness. Our study overall contributes to the understanding of how the selected narrow personality traits of students are associated with various aspects of their self-regulated learning behavior. Practical implications for promoting self-regulated learning via training (self-control) and counseling services (contingent self-esteem) are discussed.
Assessing Color-Neutral Racial Attitudes of Faculty at Hispanic-Serving Institutions
Author: Garcia, Gina A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Racial Attitudes,Teacher Attitudes,College Faculty,Minority Group Students,Hispanic American Students,Teacher Characteristics,Gender Differences,Racial Differences,Intellectual Disciplines,Multicultural Education,Culturally Relevant Education,Inclusion,Teacher Competencies,Public Colleges

The purpose of this exploratory quantitative study was to assess the color-neutral racial attitudes of faculty at Hispanic-Serving Institutions (HSIs) and to investigate the connection to knowledge and skills for teaching minoritized students. HSIs enroll a large percentage of racially minoritized students, and faculty must be able to assess their attitudes about institutional discrimination and blatant racial issues, which may affect how they teach students of color. We used The Color-Blind Racial Attitudes Scale and Multicultural Teaching Competency Scale to collect data from faculty at 10 HSIs across the United States. Results show that faculty in our sample have low levels of color-neutral racial attitudes, meaning they are aware of racial issues facing students, with slight differences by race, gender, and academic discipline. Moreover, higher color-neutral racial attitudes are associated with lower knowledge and skills for teaching minoritized students. Implications for enhancing &quot;servingness&quot; at HSIs are offered.
Content Analysis of Textbooks via Natural Language Processing: Findings on Gender, Race, and Ethnicity in Texas U.S. History Textbooks
Author: Lucy, Li
Date: 2020-00-00
Type: Journal Articles
Subjects: Textbooks,United States History,History Instruction,Textbook Content,Minority Groups,Hispanic Americans,Whites,Racial Bias,Ethnicity,African Americans,Females,Stereotypes,Political Issues,Counties,Social Bias,Gender Bias,Artificial Intelligence,Vocabulary

Cutting-edge data science techniques can shed new light on fundamental questions in educational research. We apply techniques from natural language processing (lexicons, word embeddings, topic models) to 15 U.S. history textbooks widely used in Texas between 2015 and 2017, studying their depiction of historically marginalized groups. We find that Latinx people are rarely discussed, and the most common famous figures are nearly all White men. Lexicon-based approaches show that Black people are described as performing actions associated with low agency and power. Word embeddings reveal that women tend to be discussed in the contexts of work and the home. Topic modeling highlights the higher prominence of political topics compared with social ones. We also find that more conservative counties tend to purchase textbooks with less representation of women and Black people. Building on a rich tradition of textbook analysis, we release our computational toolkit to support new research directions.
Museums as Classrooms: The Academic and Behavioral Impacts of &quot;School in the Park&quot;
Author: Lacoe, Johanna
Date: 2020-00-00
Type: Journal Articles
Subjects: Museums,Outdoor Education,Low Income Students,Program Effectiveness,Elementary School Students,Grade 3,Grade 4,Grade 5,Academic Achievement,Student Behavior,High School Students,Outcomes of Education,Middle School Students,Student Characteristics,Institutional Characteristics

Access to community cultural institutions such as museums, zoos, and theaters has the potential to improve students' educational experiences. This article estimates the impact of School in the Park, a museum-based educational program for low-income students that takes place within the cultural institutions and museums of San Diego's Balboa Park. We identify the impact of participation in the program on short- and long-term academic and behavioral outcomes using longitudinal, student-level data since 1996; natural variation in the timing of program implementation at two elementary schools; and control groups of students from schools that did not receive the program. Findings indicate that participation in the program has positive short-term impacts, but program impacts were insignificant in the long run.
Exploring Oral Mediation in a Teacher&apos;s Interaction with EFL Learners: A Socio-Cultural Perspective
Author: Ebadi, Saman
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Interaction,Teacher Student Relationship,Females,Help Seeking,Foreign Countries,Language Teachers,Intervention,Teacher Role,Young Adults,Video Technology,Oral Language,Teacher Behavior

This qualitative study framed within socio-cultural theory explored a teacher's oral mediation in her classroom interactions with English as a Foreign Language (EFL) learners. It investigated the teacher's mediation time on the basis of the classification of proactive, reactive, and ongoing mediation, her mediation types were also analyzed based on implicit and explicit mediation. The participants included six female advanced EFL learners and their teacher participated in four videotaped sessions of the classroom interactions. They were interviewed regarding the mediation time and type, and then the teacher was interviewed using stimulated recall protocol. Observation, field-notes, and analysis of the videos were carried out by one of the researchers, too. The results indicated that student hints for receiving help from their teacher in classroom interactions were the best representative of the suitable time for proactive mediation. Furthermore, an increase in the students' hints for receiving more help would change the type of mediation from implicit to explicit. These findings highlighted the importance of teachers' mediations in learners' language development and their contributions to classroom discourse research.
What Is the Stanford Education Data Archive Teaching Us about National Educational Achievement?
Author: Ho, Andrew D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Archives,Scores,Public Schools,School Districts,Data Use,Educational Research,Data Analysis,Correlation

The Stanford Education Data Archive (SEDA) launched in 2016 to provide nationally comparable, publicly available test score data for U.S. public school districts. I introduce a special collection of six articles that each use SEDA to lend their questions and findings a national scope. Together, these articles demonstrate a range of uses of SEDA for educational research. I review their contributions and discuss next steps for SEDA-based research as more years and levels of data become available.
Development and Standardization of Information Processing Skills Scale for Higher Secondary Students
Author: Kumaravelu, G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Test Construction,Information Skills,Secondary School Students,Foreign Countries,Information Literacy,Test Validity,Test Reliability

The present study is an attempt to construct an information processing skills scale for higher secondary students. Information processing skills scale was developed and standardized based on the theoretical concept &quot;Information skills in the school&quot; engaging learners in constructing knowledge by State of New South Wales, Department of Education and Training (2007) by administering 325 randomly selected higher secondary school students of Puducherry region, thereby conducting item analysis to eliminate the inconsistent items in the tool. The final form of information processing skills scale consists of 47 items classified into six dimensions, namely-defining, locating, selecting, organizing, presenting, and assessing. All the items of information processing skills scale are likert type with five point rating.
Building Virtual Bridges: Engaging Online Learners through an Interactive Webinar Series
Author: Gautreau, Cynthia
Date: 2020-07-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Learner Engagement,Interpersonal Relationship,Student Attitudes,Seminars,Web Based Instruction,Self Determination,College Students,Program Development,Program Effectiveness,College Faculty

This research presents findings of a College of Education Pilot Webinar Series designed to promote online students' engagement with classmates, faculty presenters, and the university. Student attendees participated in a pilot webinar series that included active discussions and options to synchronously communicate and engage with others. Findings suggest that student attendees increased their sense of engagement with other students, faculty presenters, and the university based on their active participation during webinars. In addition, student attendees reported a sense of increased connection with others during the webinars. Future recommendations are to continue the COE Webinar Series because the online interactions address the students' need to increase engagement and relatedness with other students, faculty, and the university.
Comparing Disability Accommodations in Online Courses: A Cross-Classification
Author: Terras, Katherine
Date: 2020-07-00
Type: Journal Articles
Subjects: Academic Accommodations (Disabilities),Students with Disabilities,Graduate Students,Student Experience,Attention Deficit Hyperactivity Disorder,Visual Impairments,Chronic Illness,Mental Disorders,Learning Disabilities,Individualized Instruction,Inclusion,Self Advocacy,Public Colleges

This study shares similarities and differences in the experiences of graduate students with disabilities receiving accommodations in online courses based on their disability classifications. Data were collected using semistructured interviews and analyzed to identify core ideas through constant comparison, and propositions were formulated according to disability classification. The results indicated that all the participants were self-accommodated in online courses and were successful. The participants with ADHD were most impacted by their disability while those with visual impairments and chronic health impairments appeared least impacted in the online learning environment. Individualized, inclusive approaches for accommodating students in online programs are critical to supporting the development of the learner.
The Correlation between Female Veteran Mental Health and Branch of Military Service
Author: Shields, Margaret
Date: 2020-00-00
Type: Journal Articles
Subjects: Females,Veterans,Armed Forces,Military Service,Mental Health,Mental Disorders,At Risk Persons,Posttraumatic Stress Disorder,Suicide,Depression (Psychology),Prevention,Self Destructive Behavior,Attitudes

Purpose: While military mental health has been a topic of interest in recent years, the relationship between branch of military service and female veteran mental health outcomes has been under-explored. Female veterans are six times more likely to commit suicide than civilian counterparts, and present posttraumatic stress (PTS) rates that sit at approximately 20% (with some studies reporting statistics up to 50%), along with 20-30% for depressive disorders. Seeking to more fully understand what contributes to these issues is a necessary step in creating programming designed to improve outcomes and prevent death by suicide in women veterans. Methods: Researchers conducted a secondary analysis of data collected by the Service Women's Action Network (SWAN) in their 2017 needs assessment of women veterans. Quantitative analyses included multinomial regression tests and one-way ANOVA tests of dependent variables, with branch of military service as the independent variable. Results: Statistically significant differences between branches of service were found in respondent questions asking about the following: impact of service on mental health, impact of service on physical health, and existing depression diagnoses. Additional analyses of questions regarding stress injury, self-harm, and attitudes toward mental health treatment did not show significant difference. Conclusions: Many factors impact the mental wellbeing of service women. The experiences of unit cohesion, the incidence of trauma, or the availability of a network of peers on which to rely all change the operating environment for a military woman. To date, insufficient research has examined the role of service branch on mental health outcomes in veteran women, a knowledge gap the present study sought to fill. Recommendations: The results of the study provide important feedback for service branches and the veteran care sector as they consider predictors for adverse health outcomes in women veterans. Tailoring culturally-competent outreach to service women in indicated, as is continuing to increase understanding of the military woman's transition experience.
Building Blocks and Coloring Away Stress: Utilizing Lego® and Coloring as Stress Reduction Strategies among University Students
Author: Shields, Margaret
Date: 2020-00-00
Type: Journal Articles
Subjects: Stress Management,Anxiety,College Students,Art Therapy,Play Therapy,Program Effectiveness

Purpose: Anxiety disorders are a common mental health problem on college campuses. Underused creative programs offer intrinsic value to the successful integration of college students. The purpose of this study was to determine the efficacy of the use of building block therapy (LEGO® ) in stress management/reduction in comparison to traditional art therapy through the use of coloring books. Methods: Researchers conducted an intervention over for one-month with eight 1-hour sessions of coloring (n=5) or building (n=5) and compared to a control group (n=6). Students completed pre- and post-study surveys as well as pre- and post-session surveys. Descriptive statistics and the Wilcoxon Signed-ranks test were used for the pre- and post-study data of the control, coloring and building block groups to assess and compare changes in the individuals or between the groups. Results: Building block therapy was found to be non-inferior to the proven stress reduction method of coloring. The coloring group was found to be significant in the perceived reduction of stress (p [less than or equal to] 0.001) with an initial mean of 3.43 and final mean of 1.62, and the building block group was found to be significant (p [less than or equal to] 0.001) with an initial mean of 2.75 and final mean of 1.48. Conclusions: This pilot study sheds light on the importance of creativity in stress reduction. Looking beyond the conventional and enjoying the art of play, adults are able to use &quot;toys&quot; as a method of escape and relaxation. This research will help to elaborate on the anecdotes of pop-culture icons such as David Beckham, Trey Parker and Ed Sheeran to the efficacy of building block activities in stress reduction and help university students better understand alternative methods to mental health therapy and stress reduction. Recommendations: Through building blocks and art therapy students have an opportunity to socialize with other students. This adds significance to the beneficence of building blocks as a stress management tool and may increase possibilities for building social support networks. This study may help faculty and staff of similar universities to explore similar methods to help improve student success and retention.
Validation of Iranian EFL Teachers&apos; Technological Pedagogical Content Knowledge (TPACK) Scale
Author: Bagheri, Mohammad
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Likert Scales,Test Construction,Construct Validity,Test Reliability,English Teachers,Technological Literacy,Pedagogical Content Knowledge,Questionnaires,Factor Analysis,Web Based Instruction,Technology Integration,Computer Assisted Instruction

The present study reports the process of developing and validating a self-report questionnaire that can be employed to examine technological pedagogical content knowledge (TPACK) perceptions of Iranian EFL teachers. To conduct the study, a survey instrument consisting of items adapted from two existing TPACK-based survey instruments was generated. The content validity of the items was evaluated by two ELT experts who were experienced in teaching English with technology. The resulting survey was then administered to a group of participants (N = 206), its construct validity was established using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), and its reliability was calculated using Cronbach's alpha method. The results of statistical analyses indicated that responding teachers could distinguish six out of seven constructs in the original TPACK framework. Moreover, items associated with the knowledge required for teaching with the Web and the Internet loaded on a separate factor. Therefore, a seven-factor solution comprising of 31 items was proposed, and it was concluded that the constructed survey instrument was a valid and reliable tool for measuring perceived level of technology integration literacy among Iranian English instructors. Implications for validating future TPACK surveys and planning ICT courses in Iran's EFL settings are discussed.