ethanporcaro/eric-fulltext-meta huggingface dataset:
Enrollment and Employees in Postsecondary Institutions, Fall 2016; and Financial Statistics and Academic Libraries, Fiscal Year 2016. First Look (Provisional Data). NCES 2018-002
Author: Ginder, Scott A.
Date: 2017-12-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Enrollment Rate,Enrollment Trends,Employees,Institutional Characteristics,Human Resources,Educational Finance,Academic Libraries,Student Characteristics,Expenditures,Income,Library Materials,School Statistics,Statistical Data,Tables (Data),Undergraduate Students,School Personnel,Graduate Students,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Electronic Libraries

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This &quot;First Look&quot; presents findings from the provisional data of the IPEDS spring 2017 data collection, which included four survey components: (1) &quot;Fall Enrollment&quot;; (2) &quot;Human Resources&quot; at postsecondary institutions during fall 2016; (3) &quot;Finance&quot;; and (4)&quot;Academic Libraries&quot; for the 2016 fiscal year. Data for all components were collected through the IPEDS web-based data collection system. A brief summary of the spring 2017 survey components is included in this report. This &quot;First Look&quot; provides users with access to provisional IPEDS data that are fully reviewed, edited, and imputed. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2017-18). The purpose of this report is to introduce new data through tables containing descriptive information, such as totals, averages, and percentages. The findings presented here demonstrate the range of information available through IPEDS; they include only a sample of the information collected. A glossary of IPEDS terms is also provided. [For the 2015 version of this report, see ED572585.]
Cyberlearning Community Report: The State of Cyberlearning and The Future of Learning with Technology
Author: Ahn, June
Date: 2017-10-00
Type: Reports - Research
Subjects: Educational Research,Science Course Improvement Projects,Instructional Design,Research Projects,Electronic Learning,Online Courses,Technology Integration,Technology Uses in Education,Educational Technology,Classroom Techniques,Electronic Classrooms,Virtual Classrooms,Computer Interfaces,Cooperative Learning,Distance Education,Educational Methods,Profiles,Educational Opportunities,Graduate Students,Human Factors Engineering,Teamwork,Educational Innovation

Cyberlearning researchers envision and investigate the future of learning with technology. As of summer 2017, the Cyberlearning and Future Learning Technologies (CFTL) program of the National Science Foundation (NSF) had made 279 research grant awards. In addition, several hundred other NSF research projects have cyberlearning themes. Many of these cyberlearning projects are in the exploratory stage or aim at capacity building, consistent with the goal of expanding frontiers. These projects typically do not aim to produce market-ready products or prove efficacy. Rather, the early results are often proof-of-concept designs, along with relevant theoretical insights and advances in methods. This report describes six design insights (community mapping, expressive construction, digital performance spaces, virtual peers and coaches, remote scientific labs, collaborative learning with touch interfaces) and 3 methodological advances (multimodal analysis, analytics for assessment, user- and community-centered design) emerging from cyberlearning research.
Nudging Students beyond the FAFSA: The Impact of University Outreach on Financial Aid Behaviors and Outcomes
Author: Castleman, Benjamin L.
Date: 2017-11-01
Type: Journal Articles
Subjects: Student Financial Aid,Federal Aid,Telecommunications,Handheld Devices,Information Dissemination,Time,Intervention,Enrollment Trends,College Applicants,Outreach Programs,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Grade Point Average,Standardized Tests,Scores,High Schools,College Freshmen,College Entrance Examinations,Regression (Statistics)

A growing body of research indicates that proactive outreach from high schools and college access organizations about college preparation tasks, and specifically focusing on completing the Free Application for Federal Student Aid (FAFSA), results in increased college enrollment. Comparatively less attention has been paid to the role of colleges and universities in this outreach and outreach relating to additional financial aid barriers that students face while applying to college, such as the CSS PROFILE form. In this article we investigated, through an inter-university collaboration, the effect of sending targeted, semi-personalized text messages to students during the college application process about important financial aid deadlines, making salient the specific forms required and prompting students to plan specific times to complete these tasks. The intervention increased CSS PROFILE filing by 3.1-4.3 percentage points, where the estimates and their significance varied depending on the comparison group. Impacts on student enrollment did not accompany these filing impacts. Results from our collaboration support the idea that colleges and universities have an important role to play in outreach to applicants relating to important financial aid tasks. The paper includes a discussion of the promises and challenges of this outreach with recommendations for practitioners. [This paper was published in &quot;Journal of Student Financial Aid&quot; (EJ1160087).]
Coaching Paraprofessionals to Promote Engagement and Social Interactions during Small Group Activities
Author: Ledford, Jennifer R.
Date: 2017-00-00
Type: Reports - Research
Subjects: Paraprofessional School Personnel,Young Children,Autism,Pervasive Developmental Disorders,Interaction,Interpersonal Competence,Feedback (Response),Coaching (Performance),Classroom Environment,Prompting,Positive Reinforcement,Inclusion,Student Behavior,Early Childhood Education,Small Group Instruction,Evidence Based Practice

Paraprofessionals need adequate training and supports to assist young children with autism spectrum disorders to engage in appropriate social interactions during small group activities with their peers. In this study, we used in-situ coaching and brief post-session feedback to improve the use of environmental arrangement, prompting, and praise by three paraprofessionals working in inclusive classrooms. Results suggested the brief coaching intervention was effective for improving target behaviors. In addition, generalized use of behaviors and child outcomes were positive. In-situ feedback is a promising practice for improving use of evidence-based practices by non-certified personnel in early childhood settings. [This paper was published in &quot;Journal of Behavioral Education&quot; v26 n4 p410-432 2017 (EJ1160445).]
Improving the Use of Evidence Based Instructional Practices for Paraprofessionals
Author: Ledford, Jennifer R.
Date: 2017-00-00
Type: Reports - Research
Subjects: Evidence Based Practice,Instructional Improvement,Paraprofessional School Personnel,Elementary Schools,Coaching (Performance),Feedback (Response),Prompting,Autism,Pervasive Developmental Disorders,Intervention,Early Childhood Education,Program Implementation,Student Participation,Fidelity,Training Methods

Coaching has been shown to improve the use of evidence-based instructional practices (EBIPs), but relatively few studies have been conducted to assess the effectiveness of coaching for adults belonging to minority groups and paraprofessionals in public elementary school settings. In this study, a multiple probe design across participants was used to assess the effectiveness of coaching and the provision of feedback on the use of prompting procedures and associated practices for three adults supporting three young students with autism in a self-contained elementary school setting. Results showed improved use of target practices and increased student engagement. More research is needed regarding the training and coaching of teaching teams and the use of evidence-based coaching and feedback practices to assist paraprofessionals in implementing EBIPs with small groups of students and in a variety of educational settings. [At time of submission to ERIC, this article was in press with &quot;Focus on Autism and Other Developmental Disabilities.&quot;]
A Bayesian Beta-Mixture Model for Nonparametric IRT (BBM-IRT)
Author: Arenson, Ethan A.
Date: 2017-09-05
Type: Reports - Descriptive
Subjects: Bayesian Statistics,Item Response Theory,Nonparametric Statistics,Models,Accuracy,Data Analysis,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Achievement,Foreign Countries,Mathematics Tests,Science Achievement,Science Tests,Test Items,Computation

Item response models typically assume that the item characteristic (step) curves follow a logistic or normal cumulative distribution function, which are strictly monotone functions of person test ability. Such assumptions can be overly-restrictive for real item response data. We propose a simple and more flexible Bayesian nonparametric IRT model for dichotomous items, which constructs monotone item characteristic (step) curves by a finite mixture of beta distributions, which can support the entire space of monotone curves to any desired degree of accuracy. A simple adaptive random-walk Metropolis-Hastings algorithm is proposed to estimate the posterior distribution of the model parameters. The Bayesian IRT model is illustrated through the analysis of item response data from a 2015 TIMSS test of math performance. [At time of submission to ERIC this article was in press with &quot;Journal of Modern Applied Statistical Methods&quot; v17 n2 2018.]
On Bayesian Testing of Additive Conjoint Measurement Axioms Using Synthetic Likelihood
Author: Karabatsos, George
Date: 2017-06-06
Type: Reports - Research
Subjects: Bayesian Statistics,Measurement,Statistical Analysis,Statistical Inference,Mathematics,Monte Carlo Methods

This article introduces a Bayesian method for testing the axioms of additive conjoint measurement. The method is based on an importance sampling algorithm that performs likelihood-free, approximate Bayesian inference using a synthetic likelihood to overcome the analytical intractability of this testing problem. This new method improves upon previous methods because it provides an omnibus test of the entire hierarchy of cancellation axioms, beyond double cancellation. It does so while accounting for the posterior uncertainty that is inherent in the empirical orderings that are implied by these axioms, together. The new method is illustrated through a test of the cancellation axioms on a classic survey data set, and through the analysis of simulated data. [At time of submission to ERIC this article was in press with &quot;Psychometrika.&quot;]
Research Catalog, FY 2017
Author: Atchison, E. S.
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Financial Support,Intellectual Disciplines,Public Colleges,Research,Research Universities,State Universities,Economic Development,Federal Aid,State Aid,Private Financial Support,Corporate Support,Resource Allocation

The Mississippi Public Universities Research Catalog is mandated by the State through the University Research Center Act of 1988 (§ 37-141-17). The publication lists the funding amounts by the sources of funding and by the university disciplines receiving the funding. It is designed for use by state policy makers, the educational community, economic developers, and the general public as a resource to: (1) Assist in developing strong legislative funding support for research; (2) Improve the regional, national, and international image of Mississippi universities as research institutions; (3) Encourage continued and expanded external funding support for state university research and sponsored programs; and (4) Enhance further development of technology transfer and practical applications of research which impact the state's economy. The Research Catalog includes only external awards and non-appropriated state awards for research and sponsored programs. The external resources identified in the Research Catalog are an indication of the national competitiveness of the universities in the state of Mississippi and of the quality research and sponsored programs they conduct. These resources provide essential funds to the state's public universities which strengthen the research, teaching, and service missions of the universities.
State Civic Education Policy: Framework and Gap Analysis Tool. Special Report
Author: Baumann, Paul
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Educational Policy,Civics,College Readiness,Career Readiness,Guidelines,Models,State Policy,State Programs,Achievement Gap,Instruction,Educational Improvement,Accountability,Policy Formation,Citizenship Education,Educational Administration,Educational Change,Elementary Secondary Education,Postsecondary Education

The civic education policy framework and gap analysis tool are intended to guide state leaders as they address the complexities of preparing students for college, career and civic life. They allow for adaptation to state- and site-specific circumstances and may be adopted in whole or in piecemeal fashion, according to states' individual circumstances. In addition to the civic education policy framework and gap analysis tool, this resource includes examples to demonstrate how current state efforts are leading to significant, positive changes in civic education for all students, P-20.
Prevalence, Patterns, and Predictors of Sleep Problems and Daytime Sleepiness in Young Adolescents with Attention-Deficit/Hyperactivity Disorder
Author: Langberg, Joshua M.
Date: 2017-02-04
Type: Reports - Research
Subjects: Sleep,Early Adolescents,Attention Deficit Hyperactivity Disorder,Drug Therapy,Comorbidity,Predictor Variables,Parents,Incidence,Symptoms (Individual Disorders),Fatigue (Biology),Grade 6,Grade 7,Grade 8,Questionnaires,Interviews,Achievement Tests,Cognitive Tests,Children,Intelligence Tests,Rating Scales,Child Behavior,Statistical Analysis

Objective: The primary objective of this study was to evaluate the prevalence of multiple types of sleep problems in young adolescents with ADHD. Method: 262 adolescents comprehensively diagnosed with ADHD and their caregivers completed well-validated measures of sleep problems and daytime sleepiness. Participants also completed measures related to medication use, comorbidities, and other factors that could predict sleep problems. Results: Daytime sleepiness was by far the most common sleep problem, with 37% of adolescents meeting the clinical threshold according to parent report and 42% according to adolescent report. In contrast, prevalence rates for specific nighttime sleep problems ranged from 1.5-7.6 percent. Time spent in bed, bedtime resistance, ADHD inattentive symptoms, and SCT symptoms were significant in the final model predicting daytime sleepiness. Conclusion: Adolescents with ADHD commonly experience problems with daytime sleepiness that may significantly impact their functioning, but this may not be directly attributable to specific sleep problems. [This paper was published in the &quot;Journal of Attention Disorders&quot; Feb 2017.]
PIRLS 2016 International Results in Reading
Author: Mullis, Ina V. S.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Achievement Tests,Grade 4,Foreign Countries,International Assessment,Reading Achievement,Reading Tests,Gender Differences,Benchmarking,Reading Comprehension,Family Influence,Language Usage,Emergent Literacy,Preschool Children,Parent Influence,Family Environment,Preschool Education,Educational Environment,Institutional Characteristics,Reading Skills,Reading Instruction,School Libraries,Access to Computers,Parent Attitudes,Job Satisfaction,Elementary School Teachers,Student School Relationship,School Safety,Bullying,Discipline,Teacher Education,Teaching Experience,Faculty Development,Principals,Administrator Education,Experience,Computer Assisted Instruction,Student Characteristics,Attendance Patterns,Hunger,Learner Engagement,Student Attitudes,Self Esteem

PIRLS (Progress in International Reading Literacy Study) was inaugurated in 2001 as a follow-up to International Association for the Evaluation of Educational Achievement's 1991 Reading Literacy Study. Conducted every five years, PIRLS assesses the reading achievement of young students in their fourth year of schooling--an important transition point in their development as readers. Typically, by this time in their schooling, students have learned how to read and are now reading to learn. Fifty countries from around the world participated in the PIRLS 2016 international assessment of reading comprehension at the fourth grade, and in every country there was a wide range of reading achievement from basic skills to advanced comprehension. The &quot;PIRLS 2016 International Results in Reading&quot; includes 10 chapters or sections providing overviews in the form of infographics and numerous exhibits summarizing student achievement distributions, performance at the PIRLS International Benchmarks, achievement trends over time, and achievement in relation to students' home, school, and classroom educational contexts for learning to read.
Profiles of Select Clinically Oriented Teacher Preparation Programs
Author: Regional Educational Laboratory Midwest (ED)
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Teacher Education Programs,Student Teaching,College School Cooperation,Partnerships in Education,Rural Schools,Urban Schools,Integrated Curriculum,Teacher Education Curriculum,Student Diversity,Mentors,Cooperating Teachers,Student Financial Aid,Undergraduate Study,Graduate Study,Admission Criteria,Profiles

A key focus area for the Michigan Department of Education (MDE) is ensuring equitable access to effective teachers for all students in the state (MDE, 2016, 2017b). To achieve this vision, however, MDE recognizes that it must first address persistent teacher shortages in regions of the state and in specific subject areas (U.S. Department of Education, 2016a, 2016b) that have worsened because of declining enrollment in the state's teacher preparation programs. Ten clinically oriented teacher preparation programs are profiled in this brief. All were selected based on characteristics that a recent study of newly emerging teacher residency programs suggests are associated with high-quality programming (Guha, Hyler, &amp; Darling-Hammond, 2016). These characteristics include the following: (1) Strong district/university partnerships; (2) Coursework about teaching and learning tightly integrated with clinical practice; (3) Full-year residency teaching alongside an expert mentor teacher; (4) High-ability, diverse candidates recruited to meet specific district hiring needs, typically in fields where there are shortages; (5) Financial support for residents in exchange for a three- to five-year teaching commitment; (6) Cohorts of residents placed in &quot;teaching schools&quot; that model good practices with diverse learners and that are designed to help novices learn to teach; (7) Expert mentor teachers who coteach with residents; and (8) Ongoing mentoring and support for graduates. The first eight programs represent a variety of structures, implementation experiences, and efforts to overcome common implementation challenges. The remaining two profiles are of Michigan-based teacher residency programs that illustrate the residency-building efforts that are ongoing in the state. This report provides capsule descriptions of these programs, including at-a-glance summaries of each program's key characteristics. Publicly available information was used to create each profile, including program websites, press releases, research reports, and other searchable data sources.
The Latent Structure of Spatial Skills and Mathematics: A Replication of the Two-Factor Model
Author: Mix, Kelly S.
Date: 2017-00-00
Type: Reports - Research
Subjects: Spatial Ability,Mathematics Instruction,Kindergarten,Grade 3,Grade 6,Factor Analysis,Correlation,Visualization,Visual Perception,Familiarity,Novelty (Stimulus Dimension),Children,Intelligence Tests,Age Differences,Pictorial Stimuli,Mathematics Tests,Problem Solving,Fractions,Cognitive Ability,Statistical Analysis,Achievement Tests

In a previous study, Mix et al. (2016) reported that spatial skill and mathematics were composed of 2 highly correlated, domain-specific factors, with a few cross-domain loadings. The overall structure was consistent across grade (kindergarten, 3rd grade, 6th grade), but the cross-domain loadings varied with age. The present study sought to replicate these patterns. Using the data from Wave 1 (n = 854) and data collected from a 2nd sample of kindergarten (n = 251), 3rd-grade (n = 247), and 6th-grade students (n = 241) with the same measures as in Wave 1, we carried out a multigroup confirmatory factor analysis to compare the 2 waves. We also completed several analyses of the Wave 2 data alone. The overall pattern obtained in Wave 1-2 highly correlated domain-specific factors--was clearly replicated in Wave 2. However, more subtle effects involving cross-domain loading were only partially replicated and generally appear fragile and context-specific. In Wave 2, we also included 2 new measures (i.e., proportion matching and fraction identification) that were analyzed in a separate model. Including these new measures did not change the overall pattern of factors and domain-specific factor loadings but did alter some of the cross-domain loadings. [This article was published in &quot;Journal of Cognition and Development&quot; v18 n4 p465-492 2017 (EJ1155171).]
Teacher Perceptions of School Consultant Social Influence Strategies: Replication and Expansion
Author: Owens, Julie Sarno
Date: 2017-00-00
Type: Reports - Research
Subjects: Change Strategies,Consultants,Elementary School Teachers,Group Dynamics,Hierarchical Linear Modeling,Interpersonal Relationship,Measurement Techniques,Observation,Partnerships in Education,Power Structure,Predictive Validity,Psychometrics,Rating Scales,Replication (Evaluation),Social Influences,Statistical Analysis,Student Behavior,Teacher Attitudes,Teacher Behavior,Teacher Response

The goals were to (a) replicate the findings of Erchul, Raven, and Whichard (2001) with regard to the Consultee/Teacher Version of the Interpersonal Power Inventory (IPI; Raven, Schwarzwald, &amp; Koslowsky, 1998), and (b) advance the literature by examining IPI scores about a current consultation relationship. Sample 1 included 99 elementary school teachers (44.4% Hispanic) who completed the IPI. Results replicated Erchul et al. Sample 2 (N = 37; 45.9% Hispanic) represented a subset of Sample 1 who participated in a consultation project and completed the IPI about influence in their current consultation relationship. The results advance the literature by offering evidence for convergent and predictive validity of the IPI soft power bases. Importantly, teachers who reported being influenced by soft power strategies experienced greater change in their behaviors and their students' behaviors than those who reported being not influenced by such strategies. Implications for research and practice in school consultation are discussed. [This paper was published in &quot;Journal of Educational &amp; Psychological Consultation&quot; v27 n4 p411-436 2017 (EJ1158335).]