ethanporcaro/eric-fulltext-meta huggingface dataset:
Rethinking Career Education in Nebraska
Author: Wise, Rachel
Date: 2019-09-00
Type: Journal Articles
Subjects: Vocational Education,Career Education,Models,Career Planning,Educational Legislation,Federal Legislation,Program Implementation,Equal Education

When the Nebraska Department of Education (NDE) began rethinking Career and Technical Education (CTE) in Nebraska in the early 2000s, it first developed the Nebraska Career Education Model to provide a framework for career awareness and for structuring CTE courses and programs. The model defined six major career fields: agriculture, food, and natural resources; business, marketing, and management; communication and information systems; health sciences; human sciences and education; and skilled and technical sciences. These career fields are further broken down by career clusters, which map out the courses a student needs in order to pursue a career. In a second phase, NDE developed Nebraska Career Connections, a free online career planning and information tool for students and teachers to learn about career fields and pathways. It also links to the Nebraska Department of Labor's workforce trends and information. Adult learners looking for a new career or pursuing postsecondary education also use Career Connections. To implement the Career Education Model, NDE developed a process it called reVISION, in which schools and local communities analyze current career education programs, research school and community needs, and make the adjustments needed to prepare students for postsecondary education and careers. The Nebraska State Board of Education began conversations on Perkins V in spring 2019, anticipating the approval of a state plan in the spring of 2020. NDE and the state board must develop and submit a Perkins V state plan that outlines how the state will comply with the provisions of the federal law, passed in 2018. The state board sees this process as an opportunity and responsibility to build a vision and policy framework around CTE. Although NDE used their regulatory authority in the past to address pieces of the CTE puzzle, now is the time to step back and ensure that the state's policies and regulations build a cohesive system of career education from elementary through high school. A good state plan will point Nebraska toward effective use of regulatory authority that will align policy with practice and fill gaps at the policy and practitioner level. Over the next year, Nebraska will be building on the strong foundation of the reVISION effort to address current gaps in the CTE system. The primary challenge will be linking the Perkins V state plan with work to implement the Every Student Succeeds Act (ESSA), the Individuals with Disabilities Education Act (IDEA), and the Workforce Innovation and Opportunity Act (WIOA).
Simulated Workplaces in West Virginia
Author: D'Antoni, Kathy
Date: 2019-09-00
Type: Journal Articles
Subjects: State Departments of Education,School Business Relationship,Educational Cooperation,Classroom Environment,Simulated Environment,Skill Development,Vocational Education,Program Effectiveness,Student Attitudes,Student Empowerment,Apprenticeships,Work Environment,Employment Potential,High School Students,Occupational Tests,State Programs

In order to provide students with demand-driven skills that will set them up for career success, the West Virginia Department of Education (WVDE) and state businesses collaborated to create the Simulated Workplace--powerful learning environments that transform the traditional classroom into student led companies that replicate real-world work experiences. Participating students master high-level technical skills that &quot;stack&quot; along a career pathway, embrace business processes and expectations, and gain soft skills such as leadership, communication, teamwork, critical thinking, a positive work ethic, accountability, and valuing quality work. Students find the program engaging, exciting, and empowering. The program has produced many positive outcomes. Participating schools report increased participation in CTE, increased attendance rates, higher high school graduation rates, fewer discipline referrals, high passing rates at drug screening, increased use of project-based learning models from the Southern Regional Education Board, increased participation of business and industry, and a significant increase in students' safety awareness. Simulated Workplace enhances the state's apprenticeship model, adding value for students and employers. Like all apprenticeships, it helps students gain technical skill sets. It also focuses on the employability skills employers require--critical thinking, problem solving, and communication. Simulated Workplace has changed the learning landscape for West Virginia CTE students, and West Virginia in turn is reaping the benefits of phenomenal changes in student behaviors, achievement, and accountability. This process has reinforced the notion that schools must give students a voice in their education if they want to see increased performance and better outcomes.
Early Elementary Science Instruction: Does More Time on Science or Science Topics/Skills Predict Science Achievement in the Early Grades?
Author: Curran, F. Chris
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Elementary School Science,Science Achievement,Children,Longitudinal Studies,Surveys,Achievement Gap,Models,Kindergarten,Grade 1,Grade 2,Grade 3,Error of Measurement,Educational Policy

Recent evidence points to the early elementary grades as a pivotal point for the development of science learning trajectories and achievement gaps. Using data from the Early Childhood Longitudinal Study, this study estimates the degree to which time spent on science and the breadth of science topics/skills covered predict science achievement in the earliest grades of elementary school. Using regression along with school fixed effects and student fixed effects models, we find suggestive evidence in some models (student fixed effects and regression with observable controls) that time on science instruction is related to science achievement but little evidence that the number of science topics/skills covered are related to greater science achievement. These results are generally consistent across student subgroups. We discuss the implications for early science policy and practice.
Educational and Fun? Parent versus Preschooler Perceptions and Co-Use of Digital and Print Media
Author: Strouse, Gabrielle A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Preschool Children,Childrens Attitudes,Student Attitudes,Multimedia Materials,Electronic Publishing,Printed Materials,Books,Learner Engagement,Preferences,Parent Child Relationship,Handheld Devices,Motivation

This study was designed to assess parental beliefs, motivations, and facilitative co-use of print and digital media with preschoolers and identify differences between parents' and children's perceptions of these media. We surveyed 43 parents and interviewed their 3- to 5-year-old children. Parents reported their child enjoyed print more than digital books and predicted their child would choose a print over a digital book. Parents indicated they believed print was more educational and entertaining than digital media and were motivated to use print for children's learning, relaxation, entertainment, and parent-child bonding. Parents also reported they use fewer facilitative behaviors when co-using digital than print media. Children more often chose to read the digital over the print book and more often selected digital devices across most motives. This study highlights a contrast between how parents and children view media and suggests that parents might better facilitate children's digital media use by creating more interactive digital media co-use opportunities.
Do Student Mindsets Differ by Socioeconomic Status and Explain Disparities in Academic Achievement in the United States?
Author: Destin, Mesmin
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Socioeconomic Status,Grade 9,High School Students,Academic Achievement,Achievement Gap,Role,Academic Ability,Correlation,Social Differences,Intelligence,Self Concept,Psychological Patterns

Students from higher-socioeconomic status (SES) backgrounds show a persistent advantage in academic outcomes over lower-SES students. It is possible that students' beliefs about academic ability, or mindsets, play some role in contributing to these disparities. Data from a recent nationally representative sample of ninth-grade students in U.S. public schools provided evidence that higher SES was associated with fewer fixed beliefs about academic ability (a group difference of 0.22 standard deviations). Also, there was a negative association between a fixed mindset and grades that was similar regardless of a student's SES. Finally, student mindsets were a significant but small factor in explaining the existing relationship between SES and achievement. Altogether, mindsets appear to be associated with socioeconomic circumstances and academic achievement; however, the vast majority of the existing socioeconomic achievement gap in the U.S. is likely driven by the root causes of inequality.
Racial Segregation in the Southern Schools, School Districts, and Counties Where Districts Have Seceded
Author: Taylor, Kendra
Date: 2019-00-00
Type: Journal Articles
Subjects: Racial Segregation,School Districts,Counties,Geographic Regions,Neighborhood Integration,Comparative Analysis,School Segregation,Public Schools,Racial Relations,Enrollment Trends,African American Students,White Students,Asian American Students,Hispanic American Students,Race,Regional Characteristics

The establishment of new school districts in predominantly White municipalities in the South is restructuring school and housing segregation in impacted countywide school systems. This article compares the contribution of school district boundaries to school and residential segregation in the Southern counties that experienced secession since 2000. Merging together several data sets, including Common Core of Data, census data, and shapefiles at multiple geographic scales, we measure segregation of public school students and the entire population over time. We show that school district secession is restructuring school segregation in the counties where secession is occurring, with segregation increasingly occurring because students attend different school districts. Additionally, in the most recent year of analysis, residents were increasingly stratified by race in different school districts. Segregation patterns differ substantially, however, depending on the history of secession in the county.
Decomposition of Practice as an Activity for Research-Practice Partnerships
Author: Resnick, Alison Fox
Date: 2019-00-00
Type: Journal Articles
Subjects: Research and Development,Theory Practice Relationship,Elementary Schools,Principals,Instructional Improvement,Mathematics Instruction,Communities of Practice,Partnerships in Education,Teacher Educators,Faculty Development,Student Centered Learning,Central Office Administrators,Instructional Leadership,Educational Research

This analysis examines the process of one research-practice partnership (RPP) engaged in the activity of decomposing elementary principal practice in the context of an instructional improvement initiative in mathematics. Decomposing, or breaking apart, complex practice has been used primarily by researchers to inform the design of pre-service teacher education. We argue that decomposition is a rich activity for researchers and practitioners to collaboratively engage in to support improvement efforts where practitioners are expected to transform their day-to-day practice. We examine what can be learned from the process by which one RPP engaged in decomposing practice that might be useful for other RPPs. Our retrospective, qualitative analysis supports understanding of how RPPs might engage in decomposition and the role decomposition might play in supporting RPPs to foster educational transformation in local contexts.
States as Sites of Educational (In)Equality: State Contexts and the Socioeconomic Achievement Gradient
Author: Jang, Heewon
Date: 2019-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Academic Achievement,Achievement Gap,Correlation,Enrollment Trends,Preschool Education,Educational Equity (Finance),School Districts,Social Differences,Middle School Students,Elementary School Students,Teacher Effectiveness,Access to Education,Educational Quality,Archives,Comparative Analysis

Socioeconomic achievement gaps have long been a central focus of educational research. However, not much is known about how (and why) between-district gaps vary among states, even though states are a primary organizational level in the decentralized education system in the United States. Using data from the Stanford Education Data Archive (SEDA), this study describes state-level socioeconomic achievement gradients and the growth of these gradients from Grades 3 to 8. We also examine state-level correlates of the gradients and their growth, including school system funding equity, preschool enrollment patterns, the distribution of teachers, income inequality, and segregation. We find that socioeconomic gradients and their growth rates vary considerably among states, and that between-district income segregation is positively associated with the socioeconomic achievement gradient.
Digital or Print? A Comparison of Preschoolers&apos; Comprehension, Vocabulary, and Engagement from a Print Book and an e-Book
Author: Reich, Stephanie M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Preschool Children,Electronic Publishing,Books,Printed Materials,Reading Comprehension,Vocabulary Development,Learner Engagement,Age Differences,Gender Differences,Handheld Devices,Pretests Posttests,Scores,Emergent Literacy,Video Technology,Parent Background,Educational Attainment,Correlation,Family Income,Ethnicity,Birth Order,Native Language

Increasingly, children are engaging in early literacy experiences through digital devices. This raises questions about how electronic reading compares to print reading. To assess this, we randomly assigned 200 children (3-5 years) to be read the same book (1) with auto-narration on a tablet or (2) by a researcher from a print book. Reading was recorded and coded for behavioral and emotional engagement and vocalizations. Children were also tested on their story comprehension and vocabulary. Children had slightly higher posttest scores in the print condition. Older children and females also scored higher. There was an interaction between weekly tablet use and book platform. Children were equally engaged with the e-book and print book, but vocalized more about the device in the e-book condition. Findings suggest that e-books offer many of the same, but not all, of the educational affordance as print books. Additionally, novelty might be important in supporting comprehension.
Does the Measurement Matter? Assessing Alternate Approaches to Measuring State School Finance Equity for California&apos;s Local Control Funding Formula
Author: Knight, David S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Equity (Finance),Low Income,Funding Formulas,Measurement,State Departments of Education,Census Figures,Poverty,School Districts,Correlation,Change,Educational Finance,Educational Policy,Elementary Secondary Education

Scholars have not reached consensus on the best approach to measure state school finance equity. The regression-based approach estimates the relationship between district poverty rate and funding level, controlling for other district cost factors. A second commonly used approach involves estimating the weighted average funding level for low-income students or other subgroups. Meanwhile, policymakers have preferences for their own data systems and poverty indicators when reading reports and assessing progress. We constructed parallel, district-level panel data sets using data from the California Department of Education and the U.S. Census. We estimated changes over time in district-level school finance equity under California's Local Control Funding Formula, using multiple school finance measurement approaches, with each of the two data sets. Our results show that different methods and analytic choices result in policy-relevant differences in findings. We discuss the implications for policy and future research.
Exploring the Relationship between Kindergarteners&apos; Buddy Reading and Individual Comprehension of Interactive App Books
Author: Wang, X. Christine
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Kindergarten,Reading Comprehension,Computer Oriented Programs,Electronic Publishing,Books,Young Children,Vocabulary,Childrens Literature,Critical Thinking,Cooperative Learning,Story Telling,Technology Uses in Education,Educational Technology,Emergent Literacy,Reading Instruction

Interactive app books are increasingly part of young children's literacy ecosystem. However, most previous studies examined buddy reading with traditional print books or CD-ROM books. Little is known about whether and how buddy reading with app books might be related to subsequent individual reading. To address this, informed by multimodal literacy and sociocultural theories, we investigated how 53 kindergarteners' (ages 5--6 years) buddy reading behaviors were related to their subsequent individual reading behaviors and comprehension outcomes while reading app books. Multivariate mixed response analysis yielded these findings: (1) buddy reading monitoring behaviors (asked questions, drew attention to book content, debated, or negotiated) were associated with higher inference/critical thinking and vocabulary meaning generation scores; (2) buddies who read in triads had lower individual-prompted retelling scores than buddies who read in dyads. The findings highlight the importance of promoting monitoring during buddy reading and paying attention to group size.
Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis
Author: Låg, Torstein
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Student Improvement,Academic Achievement,Student Satisfaction,Meta Analysis,Comparative Analysis,Program Implementation,Active Learning,Student Evaluation of Teacher Performance,Teacher Effectiveness,Intervention,Educational Technology

We searched and meta-analyzed studies comparing flipped classroom teaching with traditional, lecture-based teaching to evaluate the evidence for the flipped classroom's influence on continuous-learning measures, pass/fail rates, and student evaluations of teaching. Eight electronic reference databases were searched to retrieve relevant studies. Our results indicate a small effect in favor of the flipped classroom on learning (Hedges' g = 0.35, 95% confidence interval [CI] [0.31, 0.40], k = 272). However, analyses restricted to studies with sufficient power resulted in an estimate of 0.24 (95% CI [0.18, 0.31], k = 90). Effects on pass rates (odds ratio = 1.55, 95% CI [1.34, 1.78], k = 45) and student satisfaction (Hedges' g = 0.16, 95% CI [0.06, 0.26], k = 69) were small and also likely influenced by publication bias. There is some support for the notion that the positive impact on learning may increase slightly if testing student preparation is part of the implementation.
Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K-2 Literacy Intervention with Personalized Print Texts and App-Based Digital Activities
Author: Kim, James S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Oriented Programs,Educational Technology,Technology Uses in Education,Randomized Controlled Trials,Intervention,Achievement Tests,Kindergarten,Grade 1,Grade 2,Preschool Teachers,Elementary School Teachers,Emergent Literacy,Printed Materials,Reading Comprehension,Program Implementation,Summer Programs,Outcomes of Education,Parents,Educational Games,Individualized Instruction,Reading Instruction,Parent Child Relationship,Reading Programs,Learning Activities

This study employs a sequential multiple assignment randomized trial (SMART) design to develop an adaptive intervention with personalized print and digital content for kindergarten to Grade 2 children (n = 273). In Stage 1, we ask whether it is better for children to receive an adaptive intervention based on (a) 10 conceptually coherent texts or (b) 10 leveled texts on a range of topics. In Stage 2, we ask how best to encourage nonresponding children. Findings indicate that children who received either conceptually coherent texts or leveled texts performed similarly on reading comprehension posttests, while augmenting and intensifying follow-up with gamification of the app and text messages to parents improved comprehension outcomes for nonresponders. Descriptively, we find that only 26% (n = 71) of parents accessed the app, highlighting the need for better implementation procedures to increase take up of app-based digital activities.
What Makes Them Persist? Expectancy-Value Beliefs and the Math Participation, Performance, and Preparedness of Hispanic Youth
Author: Safavian, Nayssan
Date: 2019-00-00
Type: Journal Articles
Subjects: Achievement Need,Expectation,Values,Theories,Educational Attainment,Academic Persistence,Student Attitudes,Beliefs,Mathematics Instruction,Student Participation,Hispanic American Students,Grade 9,Mathematics Achievement,Gender Differences,Secondary School Mathematics,Surveys,High School Students,College Readiness,High School Graduates,College Bound Students,Youth

This study examined the longitudinal associations of Hispanic youths' 9th-grade math expectancy-values and their subsequent participation (course taking and advanced course taking), performance, and preparedness (high school graduation and university eligibility) across 9th to 12th grades. Gender moderation associations of expectancy-value and participation, performance, and preparedness were evaluated. Students' socio-demographic characteristics and previous math experiences (achievement and curricular track) were controlled. The study sample (n = 1,116) was 53% female, 46% English learner, and 84% low income. Males reported higher expectancy, interest, attainment, and cost values. Females completed more math courses and advanced courses, achieved stronger course grades, and were more likely to complete math preparation requirements for high school graduation and college. Associations of expectancy-value, and participation and performance were observed along with gender-moderated associations with preparedness. The odds of graduation preparedness were increased for females with high attainment value, whereas the odds of university preparedness were increased for males with high utility value.