ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;I&apos;ll Be Right behind You&quot;: Native American Families, Land Debt, and College Affordability
Author: Tachine, Amanda R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Indigenous Populations,American Indian Students,Paying for College,Family Attitudes,Costs,Barriers,Student Financial Aid,Land Settlement,Educational Finance,Socioeconomic Influences,American Indian History,Poverty,Fear,Parent Financial Contribution

Family connections are critical for Native student persistence, yet families' voices are absent in research. Using an Indigenous-specific version of educational debt, land debt, we center familial perspectives by exploring the financial struggles among Native families as their students transition to a Predominately White Institution. Findings indicate that Indigenous families experienced fear and frustration surrounding college affordability and the financial aid process. Regardless, these Native families made extreme sacrifices in paying for college. These findings were contextualized within the economic conditions created by land theft from Indigenous peoples. Returning to land debt, we argue that institutions need to begin from a perspective of what is owed to Native peoples in their policy decisions. That is, such decisions should take account of the benefits historically accrued by institutions residing on forcibly taken Indigenous land, and then examine how that debt can be repaid by supporting Native students, families, and communities.
Beyond Receptivity: Exploring the Role of Identity in Educators&apos; Orientation toward Newcomers in a New Immigrant Destination
Author: Penn, Daphne M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Identification (Psychology),Socioeconomic Background,Teacher Background,High School Teachers,High School Students,Adolescents,Immigrants,Student Needs,Moral Values,Legal Responsibility,Role Perception,English Language Learners,Geographic Regions

Research on education in new immigrant destinations has highlighted the importance of educators' professional missions and expertise in shaping their receptivity toward newcomers. Less attention has been given to how educators' social identities, especially in relation to newcomers, influence how they perceive their role in serving the population. Drawing on the theory of representative bureaucracy, this qualitative study explores how educators' social identities shaped their identification with and orientation toward addressing the needs of immigrant-origin English learners in one new-destination high school. Results indicate that educators framed their orientation toward serving the population as a moral imperative, a professional responsibility, or a legal obligation. These orientations influenced how educators perceived their role in addressing newcomers' needs. This study offers implications for educational practice and provides avenues for future research on education in new immigrant destinations.
Cross-National Variation in School Reopening Measures during the COVID-19 Pandemic
Author: Hoffman, Kate Steed
Date: 2021-00-00
Type: Journal Articles
Subjects: Differences,Regional Characteristics,School Closing,COVID-19,Pandemics,Equal Education,Incidence,Health Promotion

To contain the initial spread of the SARS-CoV2 virus and the COVID-19 disease, many countries opted to close schools. However, the importance of schooling to mitigate inequalities motivated many economies to reopen schools after having formulated various COVID-19 mitigation and containment strategies. Using an exploratory sequential mixed method design, we explore the measures undertaken by countries when reopening schools and how these measures varied cross-nationally. We find that countries formulated a wide number (total: 242) and range of school reopening measures to mitigate the spread of the virus in the early months of the COVID-19 pandemic. From a policy diffusion theoretical perspective, findings from our statistical analyses suggest that cross-national diversity in policies is related to both internal and external country factors such as peer emulation mechanisms, income, and past pandemic experiences. We urge international agencies for more explicit guidelines for effective school reopening measures.
Time Poverty and Parenthood: Who Has Time for College?
Author: Conway, Katherine M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Parents,At Risk Students,College Students,Child Rearing,Parent Child Relationship,Age Differences,Parent Responsibility,Barriers,Gender Differences,Time Management,Part Time Students,Low Income Students,Poverty,Student Characteristics

Student parents are among the least likely student groups to complete college. Regression models were run using 2003-2019 American Time Use Survey data to explore time poverty among college students. Results indicate that students with children under 13 years had significantly less discretionary time and free time, spent significantly less time on their education, enrolled part-time at significantly higher rates, and spent significantly more time studying while simultaneously caring for children, compared with students without children under 13 years. The strength of these relationships was strongest when children were younger. Parents with children under 6 years, and mothers of children of all age-groups, had significantly higher time poverty than other groups, yet spent significantly more time on education after controlling for discretionary time, at the cost of significantly less free time for themselves. Results suggest that improving college outcomes for student parents may require consideration of time poverty.
An Examination of Perceived Reading Strategy Use among University Level Students
Author: Brdarevic Celjo, Amna
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Strategies,Undergraduate Students,Student Characteristics,Correlation,Majors (Students),Metacognition,Problem Solving,Public Colleges,Private Colleges,Foreign Countries

As a core language skill, reading has always occupied a prominent role in the process of language acquisition, with a strategic approach to its development contributing to greater reading competences and better learning outcomes. The present paper, thus, aims to explore variation in strategy use by study field, year of study and university type among 228 university-level students in Bosnia and Herzegovina employing the Survey of Reading Strategies (SORS). A one-way MANCOVA revealed a significant effect of the study field on the overall use of reading strategies with the age factor being controlled and a univariate ANOVA indicated that the study field significantly affected all strategy subtypes. More specifically, students in the field of psychology seem to be the most frequent users of reading strategies and their two subtypes, namely global and support strategies, whereas the students in the field of English language and literature most frequently use problem-solving strategies. Moreover, a two-way MANOVA showed a significant interaction effect of the university status and the year of study on the metacognitive reading strategy use, even though their main effects were insignificant. The current study findings may contribute to broader understanding of the overall as well as type-specific use of reading strategies by EFL learners of different backgrounds, thus setting out guidelines for the development of corresponding curricula and instructional design.
Systemwide Quality Improvement in Early Childhood Education: Evidence from Louisiana
Author: Bassok, Daphna
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Improvement,Early Childhood Education,Educational Quality,Child Care,Preschool Education,Federal Programs,Low Income Groups,Educational Trends,Educational Policy,School Readiness,Teacher Student Relationship,Accountability,State Aid,Classroom Environment,Educational Change,Data Analysis,Statewide Planning

Despite substantial federal, state, and local investments in improving early care and education (ECE), we know little about whether ECE program quality has improved over time. The lack of data tracking the quality of publicly funded ECE programs at scale creates a substantial evidence gap for policymakers attempting to weigh the returns on, and future of, quality improvement policies. Data from Quality Rating and Improvement Systems (QRIS) provide a promising opportunity to address this problem. Using 4 years of data from a mandatory, statewide QRIS covering subsidized child care, Head Start, and state prekindergarten, we document systemwide quality and improvement trends over a period of targeted investment in quality improvement statewide. We find improvements in quality overall, across sectors and communities over this period. Results also reveal differential growth across sectors such that quality gaps diminished. This study highlights the potential of statewide ECE data for informing quality improvement efforts.
Cognitive and Affective Empathy and Its Relationship to Proactive and Reactive Aggression in Vietnamese Adolescents
Author: Bui, Huyen Thu Thi
Date: 2021-00-00
Type: Journal Articles
Subjects: Empathy,Aggression,Correlation,Vietnamese People,Foreign Countries,Behavior Problems,Prosocial Behavior,Self Control,Measures (Individuals),Scores,Gender Differences,Prediction,Role of Education,Academic Achievement,Secondary School Students,Student Attitudes

While aggression is considered as one of the most common behavior problems among adolescents, empathy can be a predictor of prosocial behaviors and underlines different implications for aggression in children. Empirical studies had proved that there was a negative correlation between empathy and aggression in children and adolescents. Nevertheless, the vast majority of studies on the relationship between aggression and empathy has been well documented in the literature with Western samples. The current study aims to examine the aggression-empathy association in Vietnamese adolescents and to explore whether or not aggression can be predicted by empathy and self-control. A total of 1,236 adolescents aged 12-13 years from 3 regions of Vietnam were asked to answer the survey package including the Reactive and Proactive Aggression Questionnaire, the Basic Empathy Scale and the Self-Control Questionnaire. Findings revealed that there was a statistically significant difference in aggression and empathy scores for gender, in which female adolescents showed a higher level of aggression and empathy than that of male ones. There was a strong negative relationship between aggression and empathy. Aggression can be predicted by empathy and self-control. Of the two variables, empathy was a better predictor of aggression (beta = -0.42) than self-control (beta = -0.37). The results add more valuable evidence to the existing literature on the relationship between aggression and empathy in a diverse population, and proved the role of education in enhancing empathy for adolescents in general and those with high levels of aggression in particular in school settings.
Cracks to Craters: College Advising during COVID-19
Author: Naughton, Meredith R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Advising,COVID-19,Pandemics,Peer Relationship,College Bound Students,Educational Policy,College Students,Computer Mediated Communication,Telecommunications,Social Media,Student Attitudes,Barriers

The COVID-19 (coronavirus disease-2019) pandemic disrupted the education of students across the globe in the spring of 2020. Students who were previously at most risk for falling behind their peers and through the cracks because of academic, financial, racial, and/or generational disadvantage faced a wide range of additional obstacles in the pursuit of their college goals. This qualitative study sought to uncover postsecondary advising implications for students through the perspectives of near-peer college advisers (n = 23) serving in high-need schools in two different states as intensive, in-person advising was forced to adapt to virtual formats. Two key thematic findings reveal that advisers faced new communication challenges and existing systemic barriers for marginalized students became even larger. For seniors who had not yet made final postsecondary decisions or who had remaining to-dos, the impact of school closures and distanced advising may have fatally widened existing cracks in the path to college.
Who&apos;s Taking What? &quot;Applied STEM&quot; Coursetaking for High School Students with Learning Disabilities
Author: Gottfried, Michael A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Course Selection (Students),STEM Education,Vocational Education,Enrollment,Students with Disabilities,Learning Disabilities,High School Students,Educational Legislation,Federal Legislation,Student Characteristics,Grades (Scholastic),Academic Achievement,Socioeconomic Status,Individualized Education Programs,Family Characteristics,Grade 8,Grade 9,Credits

Increasing and improving the science, technology, engineering, and mathematics (STEM) educational pipeline has been a point of emphasis for decades, and federal policy in the United States has urged high schools to embed new types of STEM courses into the curriculum. As one example, applied STEM courses--one growing branch within career and technical education (CTE)--are designed to reinforce traditional academic STEM content and to motivate students' interests and long-term pursuits in STEM areas. That said, little is known about who takes these courses, and applied-STEM-CTE enrollment in these courses has not been explored in the research for students with learning disabilities. Using the High School Longitudinal Study (a nationally representative data set of high school students), we asked whether CTE coursetaking differed for students with learning disabilities compared with those without disabilities, and whether there were specific coursetaking differences in applied-STEM-CTE. We found that students with learning disabilities were more likely to earn more units in CTE courses compared with students without disabilities. Yet, when looking at applied-STEM-CTE courses, we see that although students with learning disabilities earn more CTE units than students without disabilities, students with learning disabilities do not take different amounts of applied-STEM-CTE courses. Implications are discussed.
Examining the Relationship between Psychosocial and Academic Outcomes in Higher Education: A Descriptive Analysis
Author: Swanson, Elise
Date: 2021-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Academic Achievement,College Students,Psychological Patterns,Low Income Students,Sense of Community,Self Efficacy,Interpersonal Competence,Predictor Variables,Grade Point Average,Academic Persistence,Social Support Groups

This article estimates the relationship between students' psychosocial and academic outcomes during their first 3 years enrolled at public, 4-year institutions. Our sample comprises students from low-income backgrounds who applied for a competitive scholarship and enrolled at a 4-year public institution. We follow two cohorts of entering students throughout their first 3 years on campus. We observe their cumulative grade point average and persistence decisions each semester, and have annual measures of four psychosocial outcomes: mattering to campus, sense of belonging to campus, academic self-efficacy, and social self-efficacy. We find that psychosocial outcomes are moderately predictive of academic outcomes, with sense of belonging and academic self-efficacy emerging as most predictive of both cumulative grade point average and persistence.
The Effect of Immigration Enforcement on School Engagement: Evidence from 287(g) Programs in North Carolina
Author: Bellows, Laura
Date: 2021-00-00
Type: Journal Articles
Subjects: Immigration,Law Enforcement,Attendance,Federal State Relationship,Hispanic American Students,Limited English Speaking,Federal Legislation,Counties,White Students,African American Students,Elementary Secondary Education,Racial Differences,Ethnicity

During the past 15 years, immigration enforcement increased dramatically in the U.S. interior. There is a growing recognition that immigration enforcement in the U.S. interior has spillover effects onto U.S. citizens. I examine the impacts of a type of partnership between Immigration and Customs Enforcement and local law enforcement, 287(g) programs, on school engagement within North Carolina. In North Carolina, nine counties were approved to establish 287(g) programs, and another 15 applied but were not approved to participate. I use a triple difference strategy in which I compare educational outcomes for different groups of students in these two sets of counties before and after activation of 287(g) programs between 2003/2004 and 2012/2013. I find that 287(g) programs decrease school engagement by decreasing attendance. This effect appears to be driven by increases in chronic absenteeism (missing 15 or more days per year). [For the corresponding grantee submission, see ED616819.]
Curriculum Development in the Kharkov Educational District of the Russian Empire: Best Practices in 1861
Author: Peretyat'ko, Artem Yu.
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Development,Foreign Countries,Educational Change,School Administration,Course Content,Teaching Methods,Learning Processes,Best Practices,Meetings,Educational History,School Districts,Secondary School Students,Inspection,Academic Achievement,Teacher Collaboration

The 1860s was a time of intense development of the system of education in the Kharkov Educational District. The achievements were given a high assessment by the Administration, with the District's Trustee, Lieutenant General D.S. Levshin, going on to be later appointed in charge of the Moscow Educational District. However, to date there has been no dedicated research on D.S. Levshin's role in the management of education at the time. This paper seeks to fill this gap by exploring the activity of the District Administration in the area of curriculum development by way of circulars issued in the Kharkov Educational District in 1861. It was established that D.S. Levshin, working in association with well-known pedagogue N.A. Lavrovsky, advocated a shift from direct regulation and introduction of curricula from above to creation of an environment in which teachers are not afraid to display initiative and curricula are designed at the grassroots level. The major undertakings in the area at the time included the following: 1) overhaul of the school control system (with school inspectors encouraged to focus on a direct link between the curriculum and the student's academic progress, acting more as advisers rather than controllers); 2) introduction of teacher's congresses at which to consider issues associated with course content and delivery; 3) modification of the format of teachers' meetings (with such meetings turning into &quot;teachers' colloquies&quot; intended to inspire discussion about relevant issues concerning teaching and learning). These best practices aimed at building a democratic pedagogical environment remain perfectly relevant today.
Teacher&apos;s Reasons for Trust and Distrust in Scientific Evidence: Reflecting a &quot;Smart but Evil&quot; Stereotype?
Author: Rosman, Tom
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Trust (Psychology),Evidence,Educational Research,Educational Researchers,Expertise,Integrity,Scores

We investigate in-service teachers' reasons for trust and distrust in educational research compared to research in general. Building on previous research on a so-called &quot;smart but evil&quot; stereotype regarding educational researchers, three sets of confirmatory hypotheses were preregistered. First, we expected that teachers would emphasize expertise--as compared with benevolence and integrity--as a stronger reason for trust in educational researchers. Moreover, we expected that this pattern would not only apply to educational researchers, but that it would generalize to researchers in general. Furthermore, we hypothesized that the pattern could also be found in the general population. Following a pilot study aiming to establish the validity of our measures (German general population sample; N = 504), hypotheses were tested in an online study with N = 414 randomly sampled German in-service teachers. Using the Bayesian informative hypothesis evaluation framework, we found empirical support for five of our six preregistered hypotheses.
Youth Critical Data Practices in the COVID-19 Multipandemic
Author: Calabrese Barton, Angela
Date: 2021-00-00
Type: Journal Articles
Subjects: Justice,Youth Programs,Data Collection,Participatory Research,Data Analysis,Grounded Theory,Statistics Education,COVID-19,Pandemics,Low Income Students,Minority Group Students,After School Programs,Student Research

This study investigates how youth from two cities in the United States engage in critical data practices as they learn about and take action in their lives and communities in relation to COVID-19 and its intersections with justice-related concerns. Guided by theories of critical data literacies and data justice, a historicized and future-oriented participatory methodological approach is used to center the lived lives and communities of participants through dialogic interviews and experience sampling method. Data were co-analyzed with participants using critical grounded theory. Findings illustrate how youth not only aimed to reveal the dynamic and human aspects of and relationships with data as they engage with/in the world as people who matter but also offered alternative infrastructures for counter data production and aggregation toward justice in the here and now and desired possible futures. Implications for studies of learning with/through data practices in everyday life in relation to issues of justice are discussed.
Determinants of Dual Enrollment Access: A National Examination of Institutional Context and State Policies
Author: Spencer, George
Date: 2021-00-00
Type: Journal Articles
Subjects: Dual Enrollment,Access to Education,Student Participation,State Policy,Student Characteristics,Institutional Characteristics,High School Students,Racial Differences,Socioeconomic Status,High Schools

Despite considerable growth in rates of participation in recent years, concerns remain about disparities in access to dual enrollment programs. On one hand, there are questions regarding who has access, which students are most disadvantaged, and which schools fail to offer the opportunity at all? On the other hand, there has been little clarity about what helps to improve access--in particular, what is the role of state policies in this effort? Using nationally representative data sources, this study uses a multilevel approach to understand how dual enrollment participation varies at the level of states, schools, and students. The findings reveal that policy mandates are among the strongest predictors of dual enrollment participation. Furthermore, schools serving greater proportions of racially minoritized students are the least likely to offer dual enrollment, but within schools, students from lower socioeconomic backgrounds have a lower probability of participating relative to their more affluent peers.