ethanporcaro/eric-fulltext-meta huggingface dataset:
School Setting Behavior That Characterizes Social Justice: An Empirical Approach to Illustrate the Concept
Author: Mitchell, Ross E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Justice,Educational Environment,Graduate Students,Doctoral Programs,College Faculty,Elementary Secondary Education,Knowledge Level,Behavior,Prevention,Intervention

We used prototype theory to illustrate the concept of social justice in school settings, particularly as it might inform the education of school leaders. Using expert input, we developed descriptions of school setting actions predicted to be perceived as prototypical of social justice in education, as well as of actions that were predicted to be either peripheral or antithetical to the construct. Panels of (a) social justice education faculty and (b) students in social justice-oriented school leadership doctoral programs rated the extent to which each of these resulting 46 actions characterized social justice. Data were analyzed to map the concept.
Facilitating the Transition to Kindergarten: What ECLS-K Data Tell Us about School Practices Then and Now
Author: Little, Michael H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Kindergarten,Preschool Children,School Readiness,Surveys,Longitudinal Studies,Educational Practices,Information Utilization,Public Schools,Transitional Programs,Educational History,Educational Trends,Demography,Disadvantaged Schools,Urban Schools,Poverty,Decision Making

Leveraging data from two nationally representative cohorts from the ECLS-K (Early Childhood Longitudinal Study--Kindergarten), we examine the types of transition practices that schools use to ease children's adjustment to formal schooling. The transition to kindergarten is a critical juncture in a child's life that entails a host of social, behavioral, and academic changes. We find a modest increase between the two cohorts in the number of transition practices that schools offer children and their families, although we also find that fewer of these practices are offered in traditionally underserved schools. We conclude with a discussion of the implications of these findings and suggest areas for future research.
When the Going Gets Tough: Implications of Reactance for Interpretations of Experienced Difficulty in the Classroom
Author: Elmore, Kristen
Date: 2016-00-00
Type: Journal Articles
Subjects: Grade 6,Grade 7,Grade 8,Middle School Students,Intelligence Tests,Difficulty Level,Adolescents,Student Motivation,African Americans,Low Income Students,At Risk Students

The motivational impact of messages about how to interpret experienced difficulty with schoolwork was tested in two studies. Students read that experienced difficulty with schoolwork is a signal either of the importance or of the impossibility of succeeding in school, rated how much they agreed, and completed a difficult task (Raven's Progressive Matrices). In the absence of reactance (Study 1, N = 93), students' performance reflected an assimilation of the interpretation of experienced difficulty message to which they were randomly assigned. In the presence of conditions conducive to reactance (Study 2, N = 181), the effect on performance was more complex, reflecting contrast with or assimilation to message content depending on message acceptance. Contrast (rejecting the message) bolstered performance if the message was that experienced difficulty implies that the task is impossible, whereas assimilation (accepting the message) bolstered performance if the message was that experienced difficulty implies that the task is important.
The Association between Student Reports of Classmates&apos; Disruptive Behavior and Student Achievement
Author: Blank, Carmel
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Peer Relationship,Behavior Problems,Student Behavior,Academic Achievement,Scores,Standardized Tests,Grade 8,Student Attitudes,Discipline Policy,Discipline,Foreign Countries,Teacher Attitudes,Teacher Student Relationship

Classroom disciplinary climate and its correlation to students' performance is a widely debated issue. Policy reports tend to assume that classroom disruptions interfere with the learning experience. Empirical evidence for this assumption, however, which carefully distinguishes classroom climate from the school climate in general, is still wanting. This study examines the relation between student reports regarding disciplinary infractions to student achievement, with a special focus on classroom disruptions. Multilevel regressions were used to estimate the contribution of classroom and school disciplinary infractions on eighth-grade students' test scores. Reports of disruptive behavior proved to correlate negatively with test scores, whereas the effect of other school and classroom characteristics, including teachers' attitudes and school disciplinary policy, were insignificant (controlling for students' prior achievements). We conclude that a disruptive classroom climate can hinder the learning process and lower the achievement of the entire class, regardless of the conduct of any particular student. Therefore, a special focus on disruptions in the classroom, in contradistinction with school disciplinary climate in general--which is lacking in most studies--emerges as instrumental to the understanding of how school climate relates to student achievement.
From the Inside In: Common Core Knowledge and Communication within Schools
Author: Supovitz, Jonathan
Date: 2016-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Capacity Building,Faculty Development,Educational Resources,Knowledge Base for Teaching,Coaching (Performance),Administrators,Expertise,Program Implementation,Elementary Schools,Middle Schools,Urban Schools,Social Networks,Network Analysis,Social Support Groups,Help Seeking,Performance Based Assessment,Knowledge Level,Predictor Variables,Educational Change,Language Arts,Mathematics

Developing instructional capacity in schools is a central challenge of the Common Core movement. Most conceptualizations of capacity building focus on infusing externally generated professional development into schools. In this article, we explore the professional resources that reside inside schools that might be utilized to develop instructional capacity from within. Overall, we found that an abundance of these resources existed in schools, but they were unevenly distributed across and within schools. We also found that coaches and administrators were more likely to be recipients for requests for assistance and that they tended to have more Common Core subject matter knowledge, on average, than teachers did. We also found that external resource seeking was correlated with Common Core knowledge and with those who were recipients of requests for advice from colleagues. The article concludes with a discussion of the implications of these findings for research and practice.
Social Competence in Urban Alternative Schools
Author: Perzigian, Aaron
Date: 2018-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Urban Schools,Nontraditional Education,High School Students,Nontraditional Students,African American Students,Disproportionate Representation,Disabilities,Emotional Disturbances,Behavior Disorders,Secondary School Teachers,Teacher Attitudes,Educational Practices,Definitions

This exploratory grounded theory study examined teacher perspectives of social competence in urban alternative high schools. Research questions elicited teachers' conceptualizations of social competence and descriptions of how their views on students' social-emotional behaviors influence pedagogy. The specific school context was behavior-focused alternative schools, which serve a disproportionate number of Black students and students with disabilities. Findings indicated urban alternative high school teachers highly value and prioritize within their classrooms the learning and application of specific social competencies perceived to influence post-high school employability. Implications are discussed.
A Randomized Experiment Testing the Efficacy of a Scheduling Nudge in a Massive Open Online Course (MOOC)
Author: Baker, Rachel
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Randomized Controlled Trials,Experimental Groups,Control Groups,Higher Education,Self Control,Academic Persistence,Learner Engagement,Scheduling

An increasing number of students are taking classes offered online through open-access platforms; however, the vast majority of students who start these classes do not finish. The incongruence of student intentions and subsequent engagement suggests that self-control is a major contributor to this stark lack of persistence. This study presents the results of a large-scale field experiment (N = 18,043) that examines the effects of a self-directed scheduling nudge designed to promote student persistence in a massive open online course. We find that random assignment to treatment had no effects on near-term engagement and weakly significant negative effects on longer-term course engagement, persistence, and performance. Interestingly, these negative effects are highly concentrated in two groups of students: those who registered close to the first day of class and those with .edu e-mail addresses. We consider several explanations for these findings and conclude that theoretically motivated interventions may interact with the diverse motivations of individual students in possibly unintended ways.
Supporting Common Core Instruction with Literacy Design Collaborative: A Tale of Two Studies
Author: Herman, Joan
Date: 2016-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Instructional Design,Secondary School Teachers,Language Arts,Communities of Practice,Curriculum Implementation,Grade 8,Grade 6,Reading Instruction,Social Studies,Science Education,Fidelity,Evidence Based Practice,Teacher Effectiveness

The article examines the results of two quasi-experimental studies of the implementation and impact of the Literacy Design Collaborative (LDC), an intervention designed to support secondary teachers' transition to Common Core State Standards in English language arts. The first study examines LDC implementation by eighth-grade social studies and science teachers in districts across Kentucky; the second study is set in sixth-grade advanced reading classes in a large urban district in Florida. Based on teacher surveys, logs, and analysis of classroom artifacts, the LDC was implemented with reasonable fidelity across both studies. Based on available assessment scores, results show statistically significant positive effects in Kentucky for reading but no corollary effect in Florida. There were no significant differences in writing scores in either site. The conclusion shares hypotheses that may explain the differences in results and reflects on implications for evidence-based practice.
Essential Aspects of Science Teacher Professional Development: Making Research Participation Instructionally Effective
Author: Southerland, Sherry A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Teachers,Faculty Development,Teacher Researchers,Teacher Participation,Program Effectiveness,Elementary Secondary Education

Current reform efforts in science place a premium on student sense making and participation in the practices of science. Given the disparity between these activities and current teaching practices, effective means of professional development around such practices must be identified. We use a close examination of 106 science teachers participating in Research Experiences for Teachers (RET) to identify, through structural equation modeling, the essential features in supporting teacher learning from these experiences. Findings suggest that participation in RET shape science teacher practice and beliefs, which in turn influence practice. Essential features of RET include engaging teachers socially in the research context and in research projects that are personally relevant to them. The model suggests ways to maximize the professional development potential of RET intended to support engagement in disciplinary practices.
Adapting Adult Learning Theory to Support Innovative, Advanced, Online Learning -- WVMD Model
Author: Yarbrough, Jillian Ruth
Date: 2018-10-00
Type: Journal Articles
Subjects: Adult Learning,Learning Theories,Andragogy,Adult Education,Online Courses,Educational Innovation,Electronic Learning,Instructional Design,Behaviorism,Social Development,Social Theories,Reflection,Interpersonal Competence,Individual Development,Active Learning,Problem Solving,Distance Education

With innovations in technology, adult educators can begin to create learning opportunities in very expansive terms. But, innovative, technologically advanced learning environments still benefit from a solid foundation in adult learning theory, instrumental theories like John B. Watson's Behaviorism, Lev Vygotsky's Social Development Theory, Jack Mezirow's Critical Reflection and John M. Dirkx's Nurturing Soul in Adult Learning. These theories should serve as the foundation for an enriched online learning experience. The following paper will discuss and demonstrate how to build an innovative online course that has a significant foundation in key adult learning theories. Specifically illustrating what Behaviorism, Social Development Theory, Critical Reflection and Nurturing the Soul looks like in the online classroom and how to merge established learning knowledge with advancing technology so adult educators can implement a broad vision of opportunity.
Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry
Author: Reardon, Sean F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Kindergarten,School Readiness,Achievement Gap,Low Income Students,White Students,Hispanic American Students,African American Students,Children,Surveys,Longitudinal Studies,Educational Trends,Reading Achievement,Mathematics Achievement

Academic achievement gaps between high- and low-income students born in the 1990s were much larger than between cohorts born two decades earlier. Racial/ethnic achievement gaps declined during the same period. To determine whether these two trends have continued in more recent cohorts, we examine trends in several dimensions of school readiness, including academic achievement, self-control, externalizing behavior, and a measure of students' approaches to learning, for cohorts born from the early 1990s to the 2000-2010 midperiod. We use data from nationally representative samples of kindergarteners (ages 5-6) in 1998 (n = 20,220), 2006 (n = 6,600), and 2010 (n = 16,980) to estimate trends in racial/ethnic and income school readiness gaps. We find that readiness gaps narrowed modestly from 1998 to 2010, particularly between high- and low-income students and between White and Hispanic students.
The Professional Development Needs of Tenure Track Faculty at a Regional University
Author: Hott, Brittany L.
Date: 2018-10-00
Type: Journal Articles
Subjects: Faculty Development,College Faculty,Tenure,Rural Areas,Teacher Attitudes,Teacher Surveys,Conferences (Gatherings),Intellectual Disciplines,Barriers,Educational Quality,Financial Support,Faculty Workload,Preferences,Teacher Evaluation,Academic Rank (Professional)

Faculty professional development is critical to support effective teaching, research, and service contributions. Sequential mixed methods were used to develop an understanding of tenure track faculty professional development needs at a rural, regional institution of higher education in the southern United States. Results from a faculty survey and follow-up focus groups indicated faculty prefer content-specific professional development delivered through conferences related to their field of study and by peers who are experts in areas of teaching and research interests. Barriers to accessing quality professional development included time, monetary support, and competing interests of teaching and learning center and individual faculty interests. Implications for practice and future research directions are reported.
Changes in Income-Based Gaps in Parent Activities with Young Children from 1988 to 2012
Author: Kalil, Ariel
Date: 2016-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Family Income,Socioeconomic Influences,Cognitive Ability,Child Rearing,Parent Influence,Educational Attainment,Preschool Children,Books,Ownership,Libraries,Parent Child Relationship,Reading Aloud to Others,Story Telling,Parents as Teachers,Emergent Literacy,Numbers,Cultural Awareness,Recreational Activities

Numerous studies show large differences between economically advantaged and disadvantaged parents in the quality and quantity of their engagement in young children's development. This &quot;parenting gap&quot; may account for a substantial portion of the gap in children's early cognitive skills. However, researchers know little about whether the socioeconomic gap in parenting has increased over time. The present study investigates this question, focusing on income- and education-based gaps in parents' engagement in cognitively stimulating activities with preschool-aged children. We draw on data from four national studies conducted over 25 years. We found a decrease in income-based gaps in children's book ownership and library attendance but increasing income-based gaps for several other parent behaviors, including reading and telling stories to children and teaching children letters, words, and numbers. Income-based gaps in children's participation in out-of-home cultural activities also increased. Results for education-based gaps were similar. These gaps largely arose from top-income families pulling away from their middle- and low-income counterparts.
The &apos;Imaginary Existence&apos; of Black Male Students
Author: Jordan, Valin S.
Date: 2018-00-00
Type: Journal Articles
Subjects: African American Students,Males,Teacher Student Relationship,Preservice Teacher Education,Imagination,Negative Attitudes

This paper uses Crystal Laura's &quot;Being Bad: My Baby Brother and the School-to-Prison-Pipeline&quot; as the central text for exploring a term I refer to as &quot;imaginary existence.&quot; The &quot;imaginary existence&quot; confines Black boys and other students of color to a particular narrative that prevents teachers from being able to teach with love and continues to set up schools as sites of exclusion. This paper concludes with a call to teacher education to improve pre-service teacher training in order to begin shifting the narrative of Black boys as bad.
Can We Measure the Transition to Reading? General Outcome Measures and Early Literacy Development from Preschool to Early Elementary Grades
Author: McConnell, Scott
Date: 2016-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Student Evaluation,Emergent Literacy,Preschool Children,Preschool Education,Elementary School Students,Kindergarten,Grade 1,Grade 2,Primary Education,Age Differences,Language Skills,Alphabets,Phonological Awareness,Beginning Reading,Oral Language,Reading Tests,Reading Fluency,Achievement Tests

This study evaluated the extent to which existing measures met standards for a continuous suite of general outcome measures (GOMs) assessing children's early literacy from preschool through early elementary school. The study assessed 316 children from age 3 years (2 years prekindergarten) through Grade 2, with 8 to 10 measures of language, alphabetic principle, phonological awareness, and beginning reading. We evaluated measures at each grade group against six standards for GOMs extracted from earlier work. We found that one measure of oral language met five or six standards at all grade levels, and several measures of phonological awareness and alphabetic principle showed promise across all five grade levels. Results are discussed in relation to ongoing research and development of a flexible and seamless system to assess children's academic progress across time for effective prevention and remediation, as well as theoretical and empirical analyses in early literacy, early reading, and GOMs.
Assurance of Learning at the Graduate Level: An Innovative Roadmap for MBA Program Assessment
Author: De'Armond, De'Arno
Date: 2018-10-00
Type: Journal Articles
Subjects: Graduate Students,Masters Programs,Business Administration Education,Educational Quality,Portfolios (Background Materials),Student Attitudes,Student Evaluation,Teacher Attitudes,College Faculty,Program Evaluation,Educational Innovation,Course Descriptions

One of the critical components of achieving and maintaining business school AASCB accreditation is the collection of assessment data that provides evidence that a program is meeting its assurance of learning (AOL) goals. Although turnkey assessment solutions are available from outside vendors, customized approaches to gathering quality data can be more feasible than program directors might currently believe as well as offer significant value-add to an MBA program. In this paper, a customized process used to collect the entirety of the assessment data needed within an MBA program is discussed. Specifically, detailed processes are examined regarding how indirect reflective student data from an MBA portfolio course is collected and combined with more direct objective data from faculty assessments of student work. The work also discusses the strengths, limitations, and effectiveness of the prescribed data collection processes.
The Simpsons and the Savior Teacher/Deficit Parent in Popular Culture
Author: Shafer, Rowan
Date: 2018-00-00
Type: Journal Articles
Subjects: Popular Culture,Teaching Methods,Television,Programming (Broadcast),Parent Child Relationship,Teacher Student Relationship,Neoliberalism,Working Class,Disadvantaged,Barriers,Academic Achievement,Teacher Role

The savior teacher/deficit parent narrative has become a public pedagogy in America, evidenced by the rise of Teach for America, and the threat of extreme neoliberal education reforms by the Trump administration. In this paper, I examine how the popular television show, &quot;The Simpsons,&quot; upholds and challenges familiar tropes of the savior teacher/ deficit parent narrative. Drawing on Michael Apple's theory of the enterprising individual as a trait of neoliberal education ideology, I analyze the ways in which the episode &quot;Lisa's Substitute&quot; strays from predictable narratives through a focus on parent/child relationship vs. teacher/student relationship. I conclude that while this episode highlights and satirizes tropes of the savior teacher/deficit parent narrative, ultimately, the resolution does not challenge assumptions about working class parents as a barrier to their children's success or the missionary role of teacher saviors.
The Road to Graduation: On-Line or Classroom
Author: Galbraith, Diane
Date: 2018-10-00
Type: Journal Articles
Subjects: Graduation Rate,Online Courses,Universities,Business Schools,Grade Inflation,Educational Trends,Trend Analysis,Time to Degree,Educational Benefits,Higher Education,Undergraduate Students,Grade Point Average,Student Characteristics

Research is available on the graduation rates among primarily on-line institutions and traditional universities, but not much on the effect of on-line classes within a university setting. According to Pew Research Center surveys conducted in spring 2011, 89% of four-year public colleges and universities offered online classes, and 46% of recent college graduates report that they had taken an online course (Parker, Lenhart &amp; Moore, 2011). With the proliferation of online classes, this study aims to analyze the evolution of the class offerings in the business school of a four-year public university over the past seven years. In addition to examining the current trend regarding on-line classes, the project further investigates whether such offerings are related to graduation rates and/or graduation in 4 years. A discussion on grade inflation and other benefits and consequences of online course offerings in higher education are provided.