ethanporcaro/eric-fulltext-meta huggingface dataset:
Scholar Transformation Theory: Empowering Students to Get the Job Done Write
Author: Welsh, Benjamin
Date: 2020-11-11
Type: Reports - Evaluative
Subjects: Doctoral Students,Doctoral Dissertations,Minority Group Students,Feedback (Response),Student Attitudes,Barriers,Reader Text Relationship,Critical Reading,Epistemology,Holistic Approach,Scholarship,Locus of Control,Writing Processes,Thinking Skills

Research suggests that writing the dissertation is one of the major barriers to doctoral students completing their degrees (Di Pierro, 2007). Much of the research on dissertation writing focuses on teaching the technical aspects of dissertation writing and fails to address the underlying issues that give rise to students' struggles with conceptualizing and completing their dissertation research. This paper forwards a theoretical perspective, scholar transformation theory (STT), that explains the challenges students face with dissertation writing. Drawing on Kincheloe's theory of cognitive passivity, identity theory, and Adler and Van Doren's (1972) concept of elementary reading, STT provides insight for faculty who are charged to help doctoral students complete their dissertation. This paper begins with a discussion of the practical and theoretical underpinnings of STT. Then we provide a detailed discussion of the five phases of STT, which include: passive information gatherer, active information gatherer, active knowledge gatherer, active knowledge consumer, and active knowledge producer. The paper discusses this theory's benefits and how it can be used to understand doctoral students' progression from student to scholar.
The Effect of a Critical Literacy-Based Program on Enhancing EFL Learners&apos; Reading of Fictional Texts
Author: Abdullah, Abdullah Magdy
Date: 2020-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Critical Literacy,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Fiction,Comparative Analysis,Grade 3,Elementary School Students,Pretests Posttests,Scoring Rubrics,Scores,Self Concept,Literacy Education

The present study aimed at enhancing EFL learners' critical reading of fictional text skills using critical literacy. The study used a quasi-experimental method. The study participants were a group of 30 students from grade 3 (an American Education system). The researcher employed the critical reading of fictional texts pre-post-test and reading of fictional texts rubric as research tools. Results revealed that that there is a statistically significant difference between the mean scores of the study participants in the pre and post-test in terms of critical reading of fictional texts as the main skill in favor of post-testing at the level of 0.01. Moreover, results showed that the students were able to challenge the texts and explore identities presented or marginalized in the text effectively. However, they showed limited ability in going beyond bias and creating whole new parallel texts.
The Impacts of Automatic Scaffolding on Students&apos; Acquisition of Data Collection Inquiry Skills
Author: Sao Pedro, Michael A.
Date: 2014-01-00
Type: Speeches/Meeting Papers
Subjects: Automation,Scaffolding (Teaching Technique),Intelligent Tutoring Systems,Data Collection,Inquiry,Skill Development,Research Design,Hypothesis Testing,Science Instruction,Grade 8,Middle School Students,Instructional Effectiveness,Science Process Skills

We explore in this paper if automated scaffolding delivered via a pedagogical agent within a simulation can help students acquire data collection inquiry skills. Our initial analyses revealed that such scaffolding was effective for helping students who initially did not know two specific skills, designing controlled experiments and testing stated hypotheses, acquire those skills. These results provide evidence towards realizing rigorous, scalable, performance-based assessment of scientific inquiry skills and the efficacy of an automated scaffolding approach.
Can an Alerting Teacher Dashboard Improve How Teachers Help Their Students Learn Science Inquiry Practices?
Author: Sao Pedro, Michael
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Science Instruction,Inquiry,Middle School Teachers,Middle School Students,Formative Evaluation,Intelligent Tutoring Systems,Student Improvement,Access to Information,Instructional Effectiveness

The Next Generation Science Standards (NGSS, 2013) emphasize rich integration of authentic science inquiry practices with science content knowledge to promote deeper understandings and flexible transfer of practices and knowledge (Hilton &amp; Honey, 2011). Meeting this goal poses significant challenges for teachers (Hofstein, &amp; Lunetta, 2004; Shute, 2008), particularly for the science practices (Fadel et al., 2007; Duschl &amp; Gitomer, 1997; Edelson et al., 1999) because there is lack of resources for assessing, monitoring, and scaffolding them. Unless teachers can monitor students individually as they work, it is difficult for them to ascertain where students go awry, particularly if students cannot articulate their difficulties (Aleven &amp; Koedinger, 2000). One way to support teachers is to leverage computer-based learning and assessment environments and augment them with monitoring tools like dashboards (Xhakaj et al., 2018). While recent developments in teacher dashboards enable real-time monitoring of student performance and actions (i.e. teacher dashboards for mathematics; Holstein et al., 2018), the few dashboards that exist for science (i.e. Acosta &amp; Slotta, 2018) are not specifically designed to support science inquiry practices.
Conditions for Change: The School Leadership Initiative
Author: Chiang, Eva
Date: 2021-06-00
Type: Reports - Research
Subjects: Educational Change,School Districts,Educational Improvement,Leadership,Principals,Recruitment,Labor Turnover,Work Environment,Organizational Culture,Performance

Educators, policymakers, philanthropists, and others have worked for decades to improve education by implementing new policies and practices to better serve students. But the desired improvement has been elusive -- more sporadic (and anecdotal) than systemic. Success can be difficult to sustain, and what works in one school may not work on the campus down the street. Research-based initiatives should drive what happens in classrooms and schools. However, too often we see that new education initiatives fade away or have mixed results over time. The author's recent research with four district partners revealed certain conditions that need to be in place for practice and policy change to occur. These conditions are: (1) Leadership Conditions; (2) Capacity Conditions; (3) Cultural Conditions; and (4) Performance Conditions. While the research is specific to Principal Talent Management (PTM), what the authors describe as the practices and policies for recruiting, supporting, and retaining effective principals, they believe these conditions may also apply to other efforts to improve schools for students and families. [Additional funding was provided by the BNSF Railway Foundation, Carstens Family Funds, and Sammons Enterprises, Inc.]
What We Learned Yesterday Will Guide Us Today: How Family Literacy Programs Can Address the COVID-19 Slide. Practitioner&apos;s Guide #8
Author: McLean, Elisabeth L.
Date: 2021-08-00
Type: Guides - General
Subjects: COVID-19,Pandemics,School Closing,Family Literacy,Adult Education,Parent Education,English (Second Language),Second Language Instruction,Distance Education,Interaction,Parent Participation,Blended Learning,Parents as Teachers,Educational Technology,Access to Computers,Internet,Elementary Secondary Education,At Risk Students,Minority Group Students,Low Income Students,Family School Relationship

Families have been faced with new challenges and uncertainties during the unprecedented times when the world came to a standstill due to COVID-19 in March 2020. The pandemic caused a shut-down of schools and a shift to a remote learning environment with little chance to prepare and understand learning expectations from schools and other educational programs. As a result, family literacy programs were in a position to simultaneously support adult and young learners during this time. The purpose of this guide is to highlight changes in education due to the pandemic and to discuss how to support families now and in the future. Recommendations are provided for family literacy programs related to sustaining and adapting adult education, parent education , and interactive literacy in a blended learning environment, while simultaneously supporting the adult's and child's learning.
Students&apos; Academic Language Use When Constructing Scientific Explanations in an Intelligent Tutoring System
Author: Li, Haiying
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Academic Language,Language Usage,Intelligent Tutoring Systems,Middle School Students,Science Education,Content Area Writing,Evidence,Logical Thinking,Grade 7,Grade 8

In the present study, we first examined the formality and use of academic language in students' scientific explanations in the form of written claim, written evidence, and written reasoning (CER). Middle school students constructed explanations within an intelligent tutoring system after completing a virtual science inquiry investigation. Results showed that students tended to use more formal, academic language when constructing their evidence and reasoning statements. Further analyses showed that both the number of words and pronouns used by students were significant predictors for the quality of students' written claim, evidence, and reasoning statements. The quality of claim statements was significantly reduced by the lexical density (type-token ratio) of student writing, but quality of reasoning significantly increased with lexical density. The quality of evidence statements increased significantly with the inclusion of causal and temporal relationships, verb overlap as captured by latent semantic analysis, and inclusion of descriptive writing. These findings indicate that students used language differently when constructing their claim, evidence, and reasoning statements. Implications for instruction and scaffolding within intelligent tutoring systems are discussed in terms of how to increase students' knowledge of and use of academic language.
COVID, Climate, Children, and Schools. National Healthy Schools Summit Report
Author: Healthy Schools Network, Inc.
Date: 2021-00-00
Type: Reports - Research
Subjects: COVID-19,Climate,Pandemics,Educational Environment,At Risk Persons,Disadvantaged Schools,Minority Group Students,African American Students,American Indian Students,Hispanic American Students,Social Justice,Pollution,Public Health,Disproportionate Representation,Low Income Students,Ventilation,Sanitation,Energy Conservation,Elementary Secondary Education

Climate change and the pandemic have brought new attention to the dire conditions of the nation's schools and schools' lack of preparedness for both, especially to the terrible state of ventilation and indoor air quality. There are renewed calls at all levels for clean air and water, better ventilation and sanitation, and improved oversight of the nation's K-12 schools. Also laid bare is the inequitable impact of the COVID and climate disasters: Black, Latinx, and Native American children are suffering disproportionately because the poorest schools are already in the worst condition and have the fewest resources to adapt or to recover. In January 2021, Healthy Schools Network hosted &quot;COVID, Climate, Children, and Schools,&quot; a facilitated national summit. Over two afternoons, more than 120 individuals heard from experts and considered new strategies and actions on the twin crises of COVID-19 and climate mitigation and resiliency in schools and the disproportional impacts on Black, Indigenous, and Latinx children. As the summit revealed, the two crises are intimately linked, especially as they impact the most vulnerable. Participants came from 25 states plus Washington, DC; they included representatives of federal agencies including the Environmental Protection Agency (EPA), the Centers for Disease Control (CDC), the Department of Education, and 65 other organizations. [Additional sponsors of the summit include: New Jersey Education Association, Perkins Eastman, Perkins &amp; Will, and Green Seal.]
The Relationship between Scientific Explanations and the Proficiencies of Content, Inquiry, and Writing
Author: Li, Haiying
Date: 2018-06-00
Type: Speeches/Meeting Papers
Subjects: Science Process Skills,Inquiry,Knowledge Level,Writing Skills,Predictor Variables,Evidence,Thinking Skills,Scaffolding (Teaching Technique),Scientific Concepts,Middle School Students,Grade 7,Grade 8

Examining the interaction between content knowledge, inquiry proficiency, and writing proficiency is central to understanding the relative contribution of each proficiency on students' written communication about their science inquiry. Previous studies, however, have only analyzed one of these primary types of knowledge/proficiencies (i.e. content knowledge, inquiry proficiency, and writing proficiency) at a time. This study investigated the extent to which these proficiencies predicted students' written claims, evidence for their claims, and reasoning linking their claims to the evidence. Results showed that all three types of proficiencies significantly predicted students' claims, but only writing proficiency significantly predicted performance on evidence and reasoning statements. These findings indicate the challenges students face when constructing claim, evidence, and reasoning statements, and can inform scaffolding to support these challenges. [This paper was published in: &quot;L@S '18: Proceedings of the Fifth Annual ACM Conference on Learning at Scale.&quot; ACM. (978-1-4503-5886-6).]
State-Funded Preschool in the Last Frontier: Alaska&apos;s Pre-Elementary Grant Program. REL 2021-093
Author: Pierson, Ashley
Date: 2021-08-00
Type: Reports - Research
Subjects: State Aid,Preschool Education,Grants,School District Autonomy,Minority Group Students,Program Evaluation,School Readiness,Program Implementation,Educational Finance,Disadvantaged,Rural Schools,Alaska Natives,Low Income Students,English Language Learners,Special Needs Students,Individualized Education Programs,Language Proficiency,Attendance,Mathematics Achievement

Created in 2016, Alaska's Pre-Elementary Grants (PEGs) allow school districts to design, develop, and expand affordable and accessible preschool in their communities. PEGs aim, in particular, to serve historically disadvantaged students. This study aimed to help Alaska stakeholders better understand how districts implemented the grants and what were the characteristics and outcomes of children who participated in PEG programs. Based on analyses of documents, interviews, and administrative data, the study found that PEG districts served a higher proportion of Alaska Native students, English learner students, and students in rural remote schools than did non-PEG districts and that these differences increased between 2016/17 and 2018/19 as more districts received funding. PEG districts used the program's flexibility primarily to provide or support part-day preschool. In addition, students' participation in state-funded preschool between 2013/14 and 2017/18, including PEG participation, was positively related to kindergarten readiness, kindergarten and grade 2 English language proficiency, kindergarten and grade 1 attendance, and grade 3 assessment scores in math but not to grade 3 assessment scores in reading. The study findings have important implications for Alaska's efforts to expand preschool and might also be of interest to other predominantly rural states that are considering similar efforts. Specifically, the implementation findings can help practitioners, program directors, and state agency staff members in Alaska provide more targeted support to districts and modify the grant program in future years. The promising findings on the relationship between PEG participation and student outcomes point to the need for more rigorous research on this topic--an effort that would benefit from improved data collection. [For the Study Snapshot, see ED614561. For the appendixes, see ED614563.]
State-Funded Preschool in the Last Frontier: Alaska&apos;s Pre-Elementary Grant Program. Study Snapshot. REL 2021-093
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: State Aid,Preschool Education,Grants,School District Autonomy,Minority Group Students,Program Evaluation,School Readiness,Program Implementation,Educational Finance,Disadvantaged,Rural Schools,Alaska Natives,Low Income Students,English Language Learners,Special Needs Students,Individualized Education Programs,Language Proficiency,Attendance,Mathematics Achievement

This Study Snapshot highlights key findings from a study looking at implementation of Pre-Elementary Grant (PEG) programs, the characteristics of PEG districts and the students served, and the student outcomes related to participating in state-funded preschool, including participating in a PEG program. Data sources included documents submitted by PEG districts to the Alaska Department of Education &amp; Early Development (DEED), interviews with PEG district program directors, and DEED administrative data. The analyses also examined the relationship between participating in state-funded preschool programs in 2013/14, 2014/15, and 2015/16 and student outcomes. The study findings have important implications for Alaska's effort to expand preschool and might also be of interest to other predominantly rural states that are considering similar efforts. [For the full report, see ED614560. For the appendixes, see ED614563.]
State-Funded Preschool in the Last Frontier: Alaska&apos;s Pre-Elementary Grant Program. Appendixes. REL 2021-093
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-08-00
Type: Reports - Research
Subjects: State Aid,Preschool Education,Grants,School District Autonomy,Minority Group Students,Program Evaluation,School Readiness,Program Implementation,Educational Finance,Disadvantaged,Rural Schools,Alaska Natives,Low Income Students,English Language Learners,Special Needs Students,Individualized Education Programs,Language Proficiency,Attendance,Mathematics Achievement

The &quot;State-Funded Preschool in the Last Frontier: Alaska's Pre-Elementary Grant Program&quot; study examined the implementation of Pre-Elementary Grant (PEG) programs in Alaska, the characteristics of PEG districts and the students served, and the student outcomes related to participating in state-funded preschool, including participating in a PEG program. Based on analyses of documents, interviews, and administrative data, the study found that PEG districts served a higher proportion of Alaska Native students, English learner students, and students in rural remote schools than did non-PEG districts and that these differences increased between 2016/17 and 2018/19 as more districts received funding. The study findings have important implications for Alaska's efforts to expand preschool and might also be of interest to other predominantly rural states that are considering similar efforts. Specifically, the implementation findings can help practitioners, program directors, and state agency staff members in Alaska provide more targeted support to districts and modify the grant program in future years. This document presents the following four appendixes that accompany the study: (1) About the study; (2) Methods; (3) Supporting analysis; and (4) Interview and document analysis. [For the full report, see ED614560. For the Study Snapshot, see ED614561.]
People-Centered Infrastructure. Industry Recovery Panel Perspectives
Author: National Skills Coalition
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Unemployment,Public Policy,Federal Legislation,Investment,Civil Engineering,Employment Opportunities,Job Skills,National Organizations,Business,Industry,Specialists,Labor,Education,Construction Industry,Utilities,Transportation,Energy,Labor Force,Apprenticeships,Sustainability,Job Development,Community Involvement,Federal Aid,Educational Finance,Access to Education,Local Issues,Presidents,Community Development

The need to invest in our nation's crumbling infrastructure goes back decades. But today, with millions of people unemployed, there is unprecedented momentum to act. Women, immigrants, and people of color are disproportionately represented in these numbers as are young adults. President Joe Biden and Congress are counting on infrastructure investments to spur job creation and an equitable economic recovery. To realize these goals, federal leaders must invest in training and supports to ensure that local workers can access new infrastructure jobs in their communities. National Skills Coalition (NSC) and Business Leaders United (BLU) convened an Infrastructure Industry Recovery Panel of leading experts working in local communities to learn what an effective, equitable, people-centered infrastructure plan should include. Panelists represent business, labor, education and training organizations, and others working in construction, utilities, transportation, and clean energy fields. Key recommendations in this brief offered by the Panel to President Biden and Congress include: (1) Include local resident training and employment in plans for federal infrastructure projects; (2) Invest in local industry partnerships to develop local workforce solutions; (3) Invest in equitable infrastructure career pathways; (4) Expand short-term training and flexible apprenticeship; (5) Help infrastructure workers and employers adapt to new technologies; and (6) Support sustainable community outcomes beyond bricks, mortar, and jobs. [This report was co-written by Business Leaders United.]
Supporting the Attainment of Native American Students in Higher Education: Approaches Taken by Five Native American-Serving Nontribal Institutions
Author: Western Interstate Commission for Higher Education (WICHE)
Date: 2021-03-00
Type: Reports - Research
Subjects: Educational Attainment,Higher Education,College Students,American Indian Students,Alaska Natives,Institutional Characteristics,American Indian Education,School Holding Power,Mentors,Evidence Based Practice,Culturally Relevant Education,Holistic Approach

The goal of this case study is to shed light on how some NASNTIs have succeeded in eliminating gaps in graduation outcomes between AI/AN students and other student groups. It builds on emerging scholarship and policy analysis -- much of which has been pursued by Native American scholars -- that seek solutions to the persistent disparities in higher education attainment for AI/AN students. This work is part of WICHE's Native-Serving Institutions Initiative, which is committed to supporting American Indian/Alaska Native student educational attainment in higher education by working in partnership with two and four year institutions, tribal colleges and universities, tribal education offices, higher education organizations, and state and federal policy makers to strengthen practices and policies that lead to successful outcomes of AI/AN students.