ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Can Drama, through Icelandic Tales, Increase Children's Vocabulary&quot;?
Author: Thorkelsdóttir, Rannveig Björk
Date: 2013-06-00
Type: Reports - Research
Subjects: Teaching Methods,Vocabulary Development,Drama,Questionnaires,Comparative Analysis,Control Groups,Experimental Groups,Folk Culture,Surveys,Instructional Effectiveness,Foreign Countries,Statistical Analysis,Story Telling,Interviews,Pretests Posttests

The article is based on a study, done by Ása Helga Ragnarsdóttir and Rannveig Björk Þorkelsdóttir in 2010-2011 were the authors explored the research question: Can drama, through Icelandic tales, increase children's vocabulary? Methodology of the study was quantitative approach (comparative research). Data was gathered through questionnaires and a word definition part of an Aston Index questionnaire. All the students in the eight groups, four classes in the research group (using drama) and four classes in the control group (not using drama) were asked questions from the stories the teachers were working with, one old Icelandic saga: &quot;Egils saga&quot; and one Nordic myth &quot;Idunn and the apples.&quot; The researchers created two drama programs from the stories which half of the teachers used. All the classes read those books at the same time. The findings of the study showed an increase in vocabulary between the surveys in all eight classes, the greatest increase was observed in the classes where drama was used.
Flashlight™ Cost Analysis Handbook: Modeling Resource Use in Teaching and Learning with Technology. Version 2.0
Author: Ehrmann, Stephen C.
Date: 2003-00-00
Type: Guides - Non-Classroom
Subjects: Educational Technology,Costs,Educational Innovation,Technological Advancement,Case Studies,Foreign Countries,Higher Education,Writing Instruction,Comparative Analysis,Comparative Education,Blended Learning,Engineering Education,Distance Education,Cost Effectiveness,Program Development,Access to Computers

This volume describes for educators how to create simple models of the full costs of educational innovations, including the costs for time devoted to the activity, space needed for the activity, etc. Examples come from educational uses of technology in higher education in the United States and China. Real case studies illustrate the method in use: 1. A comparison of writing instruction using traditional classrooms and computer labs at IUPUI. 2. A comparison of traditional and hybrid engineering education laboratories at the University of Pennsylvania 3. A study of the costs (time) of teaching distant learners versus campus learners at the Rochester Institute of Technology. 4. An elaboration of the method at George Mason University, including revenues. 5.A multi-institution illustration of how the method can be put to continual use in program development 6. Comparing the cost-benefits of three different mini-grant strategies at Washington State University; and 7. Comparing two different strategies for providing students with computer access at the University of Hong Kong. Appended are: (1) Glossary of Terms; and (2) Seven Case Studies. [The economic model for assessing resource use described in this &quot;Handbook&quot; was developed by Indiana University and adapted for use with technology issues by the University under contract with the Annenberg/CPB Project of the Corporation for Public Broadcasting.]
Bridging the Gap: Fraction Understanding Is Central to Mathematics Achievement in Students from Three Different Continents
Author: Torbeyns, Joke
Date: 2015-00-00
Type: Reports - Research
Subjects: Mathematical Concepts,Comprehension,Arithmetic,Numeracy,Symbols (Mathematics),Mathematics Skills,Cross Cultural Studies,Grade 6,Grade 8,Knowledge Level,Mathematics Achievement,Foreign Countries,Cultural Differences,Teaching Methods,Teacher Competencies,Age Differences,Computation,Regression (Statistics)

Numerical understanding and arithmetic skills are easier to acquire for whole numbers than fractions. The &quot;integrated theory of numerical development&quot; posits that, in addition to these differences, whole numbers and fractions also have important commonalities. In both, students need to learn how to interpret number symbols in terms of the magnitudes to which they refer, and this magnitude understanding is central to general mathematical competence. We investigated relations among fraction magnitude understanding, arithmetic and general mathematical abilities in countries differing in educational practices: U.S., China and Belgium. Despite country-specific differences in absolute level of fraction knowledge, 6th and 8th graders' fraction magnitude understanding was positively related to their general mathematical achievement in all countries, and this relation remained significant after controlling for fraction arithmetic knowledge in almost all combinations of country and age group. These findings suggest that instructional interventions should target learners' interpretation of fractions as magnitudes, e.g., by practicing translating fractions into positions on number lines. [This paper was published in: &quot;Learning and Instruction&quot; v37 p5-13 2015.]
Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts
Author: Vaughn, Sharon
Date: 2014-00-00
Type: Reports - Research
Subjects: Intervention,Reading Difficulties,Reading Achievement,Observation,Learning Disabilities,Reading Instruction,Special Education,General Education,Time Factors (Learning),Individualized Instruction,Teaching Methods,Educational Quality,Large Group Instruction,Small Group Instruction,Elementary School Students,Secondary School Students,Effect Size,Program Effectiveness,Academic Standards,Program Length,Barriers,Literature Reviews

We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education classrooms, and findings from intensive intervention studies for students with reading disabilities. Results of these data sources indicate that students with disabilities are not making progress in reading at the same rate as students without disabilities, reading instruction for students with reading disabilities is comprised of excessive amounts of low level tasks, and findings from intensive intervention studies suggest positive impacts for students with reading disabilities. We argue that students with reading disabilities require ongoing intensive interventions that are likely to require schools to change the contexts and practices for these students. [This paper was published in &quot;Learning Disabilities Research &amp; Practice&quot; (EJ1029988).]
College Enrollment Patterns for Rural Indiana High School Graduates. REL 2015-083
Author: Burke, Matthew R.
Date: 2015-06-00
Type: Reports - Research
Subjects: College Attendance,Enrollment Trends,Rural Areas,High School Graduates,Travel,Eligibility,Two Year Colleges,Trend Analysis,Selective Admission,Institutional Characteristics,College Admission,Student Characteristics,Longitudinal Studies,Geographic Information Systems,Geographic Location,Hierarchical Linear Modeling,Rural Urban Differences,Higher Education,Educational Attainment,College Preparation,Lunch Programs,College Choice,Research Needs,Statistical Analysis,Regression (Statistics)

This study examined (1) average distances traveled to attend college, (2) presumptive college eligibility, (3) differences between two-year and four-year college enrollment, (4) differences in enrollment related to differences in colleges' selectivity, and (5) degree of &quot;undermatching&quot; (i.e., enrolling in a college less selective than one's presumptive eligibility suggested) for rural and nonrural graduates among Indiana's 2010 high school graduates. &quot;Presumptive eligibility&quot; refers to the highest level of college selectivity for which a student is presumed eligible for admission, as determined by academic qualifications. The researchers obtained student-level, school-level, and university-related data from Indiana's state longitudinal data system on the 64,534 students who graduated from high school in 2010. Of the original sample, 30,624 graduates entered a public two-year or four-year college in the fall immediately after high school graduation. Data were analyzed using Chi-square tests, GIS analysis, and hierarchical generalized linear models. Rural and nonrural graduates enrolled in college at similar rates, but rural graduates enrolled more frequently in two-year colleges than nonrural graduates. About one third of rural graduates enrolled in colleges that were less selective than colleges for which they were presumptively eligible. Rural graduates travel farther to attend both two-year and less selective four-year colleges than nonrural graduates. More information is needed about how students learn about their college options, what support structures are in place in order to assist students in enrolling in college, and how these processes and supports differ between rural and nonrural schools. The following are appended: (1) Literature review; (2) Data and methodology; (3) Additional results; and (4) Additional results from regression analyses.
What about the Non-Completers? The Labor Market Returns to Progress in Community College. A CAPSEE Working Paper
Author: Zeidenberg, Matthew
Date: 2015-02-00
Type: Reports - Research
Subjects: Labor Force Development,Dropouts,Graduates,Community Colleges,Two Year College Students,Classification,Outcomes of Education,Computation,Student Records,Academic Degrees,College Credits,Certification,Employment Level,Wages,Associate Degrees,Models

Of the copious research on the labor market returns to college, very little has adequately modeled the pathways of non-completers or compared their outcomes with those of award holders. In this paper, we present a novel method for linking non-completers with completers according to their program of study. This method allows us to calculate the labor market returns to programs of study, accounting both for those who obtain an award and those who do not. We use a large dataset of community college transcripts matched with earnings data. We find that different classification systems--by algorithm, intent, or goal--yield very different enrollment patterns across programs. These classifications make a substantial difference to earnings patterns. Our results show that returns vary not only by program completion, but they also vary by program non-completion. Consequently, combining completers and non-completers yields a new pattern of returns. For some awards, this leads to wider earnings differentials. However, we find that the variance in returns by subject of study is reduced when we combine data on completers and non-completers. Finally, we find that progression in a program per se does not lead to higher earnings for students who do not complete (even as it demonstrably does for students who complete their program). If validated, these findings have significant implications for policies on program choice and on student retention policies. A supplementary figure is appended.
Career-Technical Education and Labor Market Outcomes: Evidence from California Community Colleges. A CAPSEE Working Paper
Author: Stevens, Ann
Date: 2015-05-00
Type: Reports - Research
Subjects: Vocational Education,Education Work Relationship,Community Colleges,Outcomes of Education,Income,Two Year College Students,Associate Degrees,Certification

This paper estimates the earnings returns to vocational, or career-technical, education programs in the nation's largest community college system. While career-technical education (CTE) programs have often been mentioned as an attractive alternative to four-year colleges for some students, very little systematic evidence exists on the returns to specific vocational certificates and degrees. Using administrative data covering the entire California Community Colleges system and linked administrative earnings records, this study estimates returns to CTE education. We use rich pre-enrollment earnings data and estimation approaches including individual fixed-effects and individual trends, and find average returns to CTE certificate and degrees that range from 12 to 23 percent. The largest returns are for programs in the healthcare sector; among non-health related CTE programs estimated returns range from 5 to 10 percent. An appendix provides a supplementary figure and two supplementary tables.
Examining the Earnings Trajectories of Community College Students Using a Piecewise Growth Curve Modeling Approach. A CAPSEE Working Paper
Author: Jaggars, Shanna Smith
Date: 2015-04-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Income,Outcomes of Education,Education Work Relationship,Statistical Analysis,Economics,Models

Policymakers have become increasingly concerned with measuring--and holding colleges accountable for--students' labor market outcomes. In this paper we introduce a piecewise growth curve approach to analyzing community college students' labor market outcomes, and we discuss how this approach differs from Mincerian and fixed-effects approaches. Our results suggest that three assumptions underpinning traditional approaches may not be well founded. We then highlight how insights gained from the growth curve approach can be used to strengthen evolving econometric analyses of labor market returns, as well as to improve the accuracy and usefulness of the relatively simple models required by policymakers and practitioners.
Labor Market Returns to Community College Awards: Evidence from Michigan. A CAPSEE Working Paper
Author: Bahr, Peter Riley
Date: 2015-03-00
Type: Reports - Research
Subjects: Community Colleges,Outcomes of Education,Education Work Relationship,Two Year College Students,Income,Employment,Associate Degrees,Certification,Gender Differences

We examine the relative labor market gains experienced by first-time college students who enrolled in five community colleges in Michigan in 2003 and 2004. We track credentials, credits, earnings, and employment for these students through 2011. We compare labor market outcomes of those who earned a credential (associate degree or certificate) to those who enrolled but did not earn a credential. The data sources consist of administrative records data from the colleges, Unemployment Insurance earnings data from the State of Michigan, and enrollment and graduation data from the National Student Clearinghouse. Our analytic sample consists of 20,581 students. We find that students who were awarded a long-term certificate (referred to as a &quot;diploma&quot; in some states, including North Carolina) earned $2,500 to $3,600 more per year than did those without a credential, with the larger returns concentrated among men. For associate degrees, the estimated returns were $9,400 for women and $5,600 for men. Women saw little gain when awarded a short-term certificate, while men gained $5,200 per year. Estimated returns were highest in health-related and technical fields. Two appendices are included: (1) Analysis of Non-Credit Courses and Awards; and (2) Coding of Fields and Subfields of Study.
The Labor Market Returns to Math Courses in Community College. A CAPSEE Working Paper
Author: Belfield, Clive
Date: 2015-03-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Mathematics Instruction,College Mathematics,Gender Differences,Racial Differences,Ethnic Groups,Transcripts (Written Records),Correlation,Wages,Academic Achievement,Mathematics Skills,Secondary School Mathematics,High Schools,Awards,Outcomes of Education,Student Records

This paper examines the returns to math courses relative to courses in other subjects for students in community college. Using matched college transcript and earnings data on over 80,000 students entering community college during the 2000s, we find that college-level math coursework has an indirect positive effect on award completion that is stronger than that of coursework in other subjects. In terms of direct effects, we find mixed evidence on the direct effect of enhanced math skills on earnings over other college-level skills. Overall, the combined direct and indirect effect appears to be adverse: compared with other courses or college pathways, more math coursework in community college is modestly associated with relatively lower earnings in later adulthood. However, this association is sensitive to modeling, and we do find heterogeneous results by gender, race/ethnicity, and initial college ability, as well as by math field and level. Two supplementary tables are appended.
The Growing Convergence of Community Schools and Expanded Learning Opportunities
Author: Jacobson, Reuben
Date: 2013-12-00
Type: Reports - Research
Subjects: Community Schools,Educational Opportunities,Educational Change,Partnerships in Education,School Community Relationship,Best Practices,Alignment (Education),Educational Quality,Educational Finance,Leadership,Case Studies,Elementary Secondary Education

From statehouse to schoolhouse, interest in community schools and expanded learning opportunities (ELO) has grown. This report captures the interaction between these two mutually beneficial education reforms in local communities and draws important lessons that will help schools, districts, community partners, and others. It illustrates the prevalence of expanded learning opportunities in community schools across the country. Findings from this study showed that expanded learning opportunities are a core component of the community schools strategy. Community schools are providing learning experiences across various time dimensions and provide intentional, structured, and coordinated partnerships at the school site that put children at the center of learning. This study also highlights best practices for implementing expanded learning opportunities through the community schools strategy. Community schools have successfully aligned learning opportunities with the school's core mission and offer collaborative platforms at the community and school levels for crafting a comprehensive ELO strategy. Community schools also ensure the provision of high-quality ELO programs as a responsibility of all partners and sustain ELO efforts through innovative blending of funds. As more localities continue to explore new ways for providing ELO for their students to prepare them for college, career, citizenship, and life, the community schools strategy will provide a vehicle and vision for creating and sustaining partnerships for successful learning opportunities. Looking into the future, it will be essential for community schools and expanded learning opportunities advocates and practitioners to work together. Five appendices include: (1) Data Sources; (2) Lincoln Case Study--Expanding Learning Opportunities through Partnership; (3) Baltimore Case Study--Strategic Alignment of Community Schools and ELO; (4) Community Schools Superintendents Leadership Council; and (5) Coalition for Community Schools Partners.
Teachers Know Best: Making Data Work for Teachers and Students
Author: Bill and Melinda Gates Foundation
Date: 2015-06-00
Type: Reports - Research
Subjects: Data,Elementary School Teachers,Secondary School Teachers,Secondary School Students,Elementary School Students,Educational Opportunities,Elementary Secondary Education,Educational Innovation,Teacher Attitudes,Computer Uses in Education,Educational Technology,Instructional Improvement,Student Needs,Student Interests,Skill Development,Teacher Surveys,Qualitative Research,Individualized Instruction,Traditional Schools,Public Schools,Information Utilization

As part of the Bill &amp; Melinda Gates Foundation's broader efforts to improve educational opportunities for all students, the &quot;Teachers Know Best&quot; research project seeks to encourage innovation in K-12 education by helping product developers and those who procure resources for teachers better understand teachers' views. The original &quot;Teachers Know Best&quot; report, released in 2014, was an attempt to share with educators and product developers detailed information about how K-12 teachers and students view digital instructional tools as a whole. This follow-up study focuses on the potential of a specific subset of digital instructional tools: those that help teachers collect and make use of student data to tailor and improve instruction for individual students. The use of data is a crucial component in personalized learning, which ensures that student learning experiences--what they learn and how, when, and where they learn it--are tailored to their individual needs, skills, and interests and enable them to take ownership of their learning. Personalized learning is critical to meeting all students where they are, so they are neither bored with assignments that are too easy nor overwhelmed by work that is too hard. The intent of &quot;Making Data Work&quot; is to drill down to help educators, school leaders, and product developers better understand the challenges teachers face when working with this critical segment of digital instructional tools. More than 4,600 teachers from a nationally representative sample were surveyed about their use of data to drive instruction and the use of these tools. They were asked to talk about their behaviors and beliefs, to discuss specific occasions in which they use data to guide student learning, to describe and rate current tools, and to talk about the challenges they face, and offer advice on ways to make digital tools more effective for teachers and students. In addition, the study included qualitative research in innovative schools that are at the forefront of personalizing learning for students, as well as in more traditional public schools. The results of the study as well as recommendations for product developers, teachers, district and school leaders, and funders are included in the report.