ethanporcaro/eric-fulltext-meta huggingface dataset:
Cultural Capital at Work: How Cognitive and Non-Cognitive Skills Are Taught, Trained and Rewarded in a Chinese Technical College. WCER Working Paper No. 2017-02
Author: Hora, Matthew T.
Date: 2017-07-00
Type: Reports - Research
Subjects: Foreign Countries,Cultural Capital,Technical Institutes,Employment Potential,School Business Relationship,Thinking Skills,Job Skills,Education Work Relationship,Qualitative Research,Case Studies,College Faculty,Employers,Structured Interviews,Observation,College Curriculum,College Instruction,Organizational Culture,Personnel Selection,Labor Market,Partnerships in Education,Educational Change,Two Year College Students

The employability of college students is one of postsecondary education's most pressing concerns in the United States and China, especially when it comes to the possible over-production of bachelor's trained students and &quot;skills gaps&quot; where jobs go unfilled due to inadequately prepared graduates. In response, policymakers are focusing on developing students' human capital, in the form of credentials and cognitive skills acquired in technical colleges, so that higher education becomes more aligned with workforce needs. However, the focus on completion and pathways overlooks the role that non-cognitive skills and contextual factors may play in student employability. In this exploratory study we use a cultural capital framework to examine how a group of technical college educators and employers in a large eastern Chinese city conceptualize skills, cultivate them via teaching and training, and utilize them when making hiring decisions. Inductive thematic analyses of interviews, classroom observation, and notes from factory tours with eight educators and two employers revealed the importance of a cultural perspective. Findings include a shared view that both cognitive and non-cognitive skills are essential, a cultural predisposition to lecturing but also a growing use of active learning techniques, and the importance of &quot;cultural fit&quot; during the hiring process. The data are used to advance a new cultural framework for conceptualizing college student employability, which indicates that improving students' prospects in the labor market requires integrating non-cognitive skills development in technical college classrooms, and advising students about the cultural underpinnings of the job search process. Finally, implications of different approaches to correcting &quot;skills gaps&quot; in China and the United States, particularly the varying emphases on structural and/or pedagogical reform strategies evident in each country, are considered in light of the need for all students to acquire both cognitive and non-cognitive skills for long-term success.
Including Recently Arrived English Learners in State Accountability Systems: An Empirical Illustration of Models. WCER Working Paper No. 2017-1
Author: Cook, H. Gary
Date: 2017-03-00
Type: Reports - Research
Subjects: State Standards,Accountability,Immigrants,English Language Learners,Reading Skills,Language Arts,Student Evaluation,Evaluation Methods,Elementary Secondary Education,Federal Legislation,Educational Legislation,Models,Standardized Tests,Statistical Analysis,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

The authors develop model analyses based on a U.S. Department of Education guide to illustrate procedures a State could use to compare and contrast school-level overall and English Learner accountability determinations for proficiency in reading/language arts under the options allowed by the Every Student Succeeds Act. As a technical reference, the appendix provides detailed tables and statistical programming code used to compute modelled outcomes under the different accountability options. These model analyses are provided only to illustrate how a State could undertake them as part of its efforts to develop and explore a theory of action for assessment of recently arrived English learners.
Charters as a Driver of Resegregation
Author: Ayscue, Jenn
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Charter Schools,School Resegregation,School Choice,Public Schools,Case Studies,School Districts,Poverty,Migration,Whites,Suburbs,Middle Class,Educational Policy,Politics of Education,Educational Trends

Expanding school choice through charter schools is among the top education priorities of the current federal administration as well as many state legislatures. Amid this push to expand the charter sector, it is essential to understand how charter schools affect students who attend them, as well as the ways charter schools impact traditional public schools in their communities. Building upon existing research that finds charter schools tend to be more segregated than traditional public schools, this report describes how charter schools also contribute to resegregation in traditional public schools. The authors explore the direct and indirect ways in which this occurs through a case study of Charlotte-Mecklenburg Schools (CMS) in North Carolina. In 2016, CMS was considered the most racially segregated large school system in North Carolina. Consistent with national trends, charter schools are more segregated than traditional public schools in CMS. Moreover, while national discourse presents charter schools as an alternative to underperforming schools of poverty, in the Charlotte region, the majority of charter schools are located in suburban areas and serve primarily academically proficient, middle-class students who are largely white or Asian. This report illustrates how charter schools undermined the capacities of CMS leaders to effectively redesign student assignment boundaries to achieve the district's goal of breaking up high concentrations of poverty. Two central findings emerge in the report: (1) the departure of some middle-class, academically proficient students who are white or Asian from traditional public schools for charters directly made the task of socioeconomic and racial desegregation mechanically more difficult because their departure to the charters leaves fewer middle class white and Asian students in the traditional school, thereby contributing to more segregated schools in both sectors; and (2) the proliferation of charters in Mecklenburg County was the reason for the political activism of suburban parents who threatened a middle-class exodus from CMS to the charter sector if new assignment boundaries did not honor their current neighborhood school assignments. These threats indirectly undermined policy actors' initial willingness to reassign boundaries to curb socioeconomic segregation.
Using Multi-Component Consultation to Increase the Integrity with Which Teachers Implement Behavioral Classroom Interventions: A Pilot Study
Author: Owens, Julie Sarno
Date: 2017-00-00
Type: Reports - Research
Subjects: Intervention,Behavior Modification,Consultation Programs,Classroom Techniques,Skill Development,Elementary School Teachers,Feedback (Response),At Risk Students,Attention Deficit Hyperactivity Disorder,Randomized Controlled Trials,Comparative Analysis,Knowledge Base for Teaching,Teaching Skills,Teacher Attitudes,Beliefs,Barriers,Program Implementation,Positive Reinforcement,Teacher Competencies,Elementary School Students,Interviews,Questionnaires

The goal of this pilot study was to evaluate the effectiveness of a multi-component consultation package in improving teachers' classroom management skills, particularly among teachers with lower baseline levels of knowledge, skills, and intervention-supportive beliefs. Participants were 58 elementary school teachers (93% female; 50% Non-Hispanic White) who received up to eight biweekly consultation sessions focused on general classroom management strategies and implementation of a daily report card (DRC) intervention with one target student with or at-risk for ADHD. Teachers were randomly assigned to either a comparison consultation condition designed to mirror current best practices (Frank &amp; Kratochwill, 2014; Noell &amp; Gansle, 2014) or a multi-component condition designed to simultaneously address teacher knowledge, skills, and beliefs as possible barriers to implementation of classroom interventions. Teachers in both conditions showed significant improvements in labeled praise, appropriate response to student rule violations, and general competence in classroom management. In support of the hypotheses, teachers with lower baseline levels of knowledge, skills, and intervention-supportive beliefs demonstrated more improvement in key outcomes in response to multi-component consultation, as compared to the comparison consultation (Cohen's &quot;d&quot; ranged from 0.33 to 1.12). Implications for research and practice in school consultation are discussed. [This paper was published in &quot;School Mental Health&quot; v9 p218-234 2017.]
Grade Increase: Tracking Distance Education in the United States
Author: Seaman, Julia E.
Date: 2018-00-00
Type: Reports - Research
Subjects: Distance Education,Educational Trends,Enrollment Trends,Data Collection,Postsecondary Education,School Statistics,School Location,Graduate Study,Undergraduate Study,Online Courses

Distance education enrollments increased for the fourteenth straight year, growing faster than they have for the past several years. From 2002 to 2012 both distance and overall enrollments grew annually, but since 2012 distance growth has continued its steady increase in an environment that saw overall enrollments decline for four straight years and the largest for-profit distance education institutions continue to face serious issues and lose their enrollments. This report uses data collected under the U.S. Department of Education's National Center for Educational Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) Fall Enrollment survey. Key findings include: (1) the most recent year-to-year addition of 337,016 distance education students, a 5.6 percent increase, exceeds the gains seen over the past three years; (2) six percent of all students now take at least one distance education course (a total of 6,359,121 students); (3) distance students are fairly evenly split between those who take both distance and non-distance courses (3,356,041 students) and those who take exclusively distance courses (3,003,080); (4) public institutions command the largest portion of distance education students, with 67.8 percent of all distance students; (5) distance education enrollments are highly concentrated, five percent of institutions account for almost half of all distance education students; (6) distance enrollments remain local: 52.8 percent of all students who took at least one distance course also took a course on-campus, and 56.1 percent of those who took only distance courses reside in the same state as the institution at which they are enrolled; (7) virtually no distance enrollments are international: only 0.7 percent of all distance students are located outside of the United States; and (8) the number of students studying on a campus has dropped by over one million (1,173,805, or 6.4 percent) between 2012 and 2016.
Agency, Socialization, and Support: A Critical Review of Doctoral Student Attrition
Author: Rigler, Kenneth L., Jr.
Date: 2017-00-00
Type: Information Analyses
Subjects: Graduate Students,Doctoral Programs,Student Attrition,Academic Persistence,School Holding Power,Department Heads,Teacher Student Relationship,Socialization,Social Support Groups,Readiness,Financial Support,Doctoral Dissertations,Literature Reviews

Almost universally, residential doctoral programs have reported attrition rates of up to 50% for face-to-face programs and 50-70% for online doctoral programs. The purpose of this critical review was to explore current literature for doctoral attrition and persistence to explore reasons and attributes for improved persistence to completion. We analyzed a final sample of 79 studies for context with doctoral attrition and persistence and, following coding, pattern matching, and synthesis, four final constructs emerged: (a) chair agency and chair-candidate relationship; (b) candidate socialization and support systems; (c) candidate preparedness; and (d) financial considerations. These constructs indicated that internal factors from within the doctoral program have affected attrition and we encourage doctoral educational leadership to implement strategies to improve dissertation chair practices through professional development, increased candidate support and socialization opportunities, creation of clearer pathways from academic to dissertation research coursework, and improved financial opportunities and support for candidates. We recommend quantitative explanatory studies to further examine the four factors within the doctoral program to examine the effects on doctoral candidate completion.
Kindergarten Readiness in Wisconsin. WCER Working Paper No. 2017-3
Author: Grodsky, Eric
Date: 2017-09-00
Type: Reports - Research
Subjects: Kindergarten,School Readiness,Minority Group Students,Low Income Students,Emergent Literacy,Reading Tests,African American Students,Hispanic American Students,White Students,Racial Differences,Young Children

Wisconsin's gaps between Black and White student high school graduation rates (Richards, 2016) and Black and White fourth-grade math and reading scores (U.S. Department of Education, 2015) are the largest in the nation. These inequalities have led to criticisms of Wisconsin's schools and teachers as ineffective in bolstering the success of students of color and those who are economically disadvantaged. However, serious attention to disparities in school readiness has largely been absent from these conversations. The authors know that nationally, students of color and children who are poor enter Kindergarten substantially behind their peers (Reardon &amp; Portilla, 2016) and that disparity can account for much, if not most, of the achievement gap seen later in primary and secondary school (Bradbury, Corak, Waldfogel, &amp; Washbrook, 2015). This report describes differences in school readiness as reflected by literacy skills at Kindergarten entry among children in Wisconsin. The authors document inequalities in literacy skills by race/ethnicity, family income and place. Results show that teachers and schools in Wisconsin face a daunting challenge in producing equitable educational outcomes for children.
Equity Audit: Focusing on Distance Education Students and Students with Individualized Educational Plans
Author: Dupree, Almecia
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Distance Education,Equal Education,Disabilities,Individualized Education Programs,Racial Differences,Socioeconomic Status,Gender Differences,Barriers,Professional Development,Intervention,Achievement Gap,Special Education,School Districts,Stakeholders,Attitude Measures,Student Needs,Surveys,Statistical Analysis,Academically Gifted,Speech Impairments,Language Impairments,Educational Technology,Technology Uses in Education

Problem: Many inequities frequently have been found to exist in representations of students and access to school programs in public schools. Theory: The purpose of this equity audit is to utilize theoretical positioning and conduct an empirical study involving student representations and access to educational opportunities. The audit focuses on special education including speech or language impaired students, students with learning disabilities, gifted students, and talented students. Students participating in distance learning opportunities in a Louisiana school district are a second focus of this audit. The audit uses Bernhart's theory of crossing multiple measures. Implications: An understanding of school processes, demographics, student learning and stakeholder perceptions has implications that can pave the way to research based interventions and improved educational success for all students. This study has implications for stakeholders who are interested in the quality of school programs. Stakeholders include students, parents, funding sources, and those responsible for accountability. Objectives: 1. Understand factors contributing to achievement inequities in school programs and identify areas of significant achievement differences (race, socio economic, gender, etc.). This includes identification of home, school, classroom, and individual level barriers to high performance. 2. Assist in identifying professional development and educational interventions to reduce achievement gaps and enhance district wide success of all students. Conclusions &amp; Recommendations: Findings showed that students in special education were not represented equitably in school programs. Little evidence exists relating to equity of students enrolled in distance education. Recommendations include more research, considerations of distance education at student assistance team meetings, faculty and parent education, equitable ethnic representations of faculty in classes and during team meetings.
Interpretation and Use of K-12 Language Proficiency Assessment Score Reports: Perspectives of Educators and Parents. WCER Working Paper No. 2016-8
Author: Kim, Ahyoung Alicia
Date: 2016-11-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Language Proficiency,English (Second Language),English Language Learners,Measures (Individuals),Scores,Language Teachers,Teacher Attitudes,Parent Attitudes,Qualitative Research,Language Tests,Semi Structured Interviews,Coding

A number of English language proficiency exams target grades K-12 English language learners (ELLs) because of the rising need to identify their needs and provide appropriate support in language learning. A good example is the WIDA ACCESS for ELLs (hereafter ACCESS), designed to measure the English language proficiency of students identified as ELLs. Every year approximately two million K-12 ELLs in the WIDA Consortium take ACCESS. After students complete the exam, score reports are provided to relevant stakeholders, including teachers and parents of the students. Because score reports are widely used by stakeholders for many purposes (e.g., placement, reclassification of ELLs), it is necessary to understand how they are interpreted and used in educational and home settings. Such information could be used to understand the usefulness of score reports and also to enhance their quality. However, there is little research on stakeholders' interpretation and use of score reports, especially in the context of K-12 ELL exams in the Unites States. Existing research is limited to teachers' interpretation of score reports (Impara, Divine, Bruce, Liverman, &amp; Gay, 1991; Luecht, 2003; Underwood, Zapata-Rivera, &amp; VanWinkle, 2007). For example, Impara et al. (1991) investigated the extent to which teachers were able to interpret student-level results on a standardized state assessment and the extent to which interpretive information provided on the reverse side of the student score report improved teacher understanding. Findings suggest that interpretive material helped facilitate teachers' understanding of student scores on the assessment. However, few studies have examined how stakeholders actually use the interpreted information. Moreover, very few (Miller &amp; Watkins, 2010) have examined score reports from the parents' perspective. To gain a deeper understanding of the meaningfulness and utility of score reports, it is necessary to examine both educators' and parents' perspectives. The study on which this paper is based investigated how two stakeholder groups--K-12 ELL educators and parents--interpret and use ACCESS score reports. Findings from qualitative interviews offer implications for score report development in general and how to further enhance the quality of ACCESS score reports. In the study, the authors addressed the following research questions: (1) How do K-12 ELL educators and parents interpret the information in an English proficiency exam score report?; and (2) How do K-12 ELL educators and parents use the information in an English proficiency exam score report?
Mohammed Al-Bussairi: A Towering Linguistic Figure from Sudan
Author: Siddiek, Ahmed Gumaa
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Educational Experience,Work Experience,Lexicography,Dictionaries,Supervision,Translation,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,College Faculty,Recognition (Achievement),Books,Semitic Languages,Psycholinguistics,Islam,Laws

This paper sheds light on the late Mohammed Al-Busairi's affluent academic journey. I will trace his education and his work experience in teaching, supervision, translation, literature, with special focus on his writings on lexicography and dictionary making. We will read some of his works with critical clues. The man had a massive contribution to education in the Sudan, in general, and the Education of English Language in particular. Many Sudanese students, as well as others from abroad, at both graduate and post-graduate levels, were/are indebted to him as a teacher and supervisor of their work. With his great knowledge, experience, craftsmanship in his trade, Al-Busairi was a highly distinguished figure among his colleague in the trade, at the local and regional levels. This paper is appreciating his efforts as a talented teacher, educator and a highly gifted translator and lexicographer.
A Research Focused on Improving Vocalisation Level on Violin Education
Author: Parasiz, Gökalp
Date: 2018-00-00
Type: Reports - Research
Subjects: Music Education,Musical Instruments,Music Techniques,Preservice Teachers,Pretests Posttests,Statistical Analysis,Experimental Groups,Control Groups,Student Improvement,Performance,Instructional Effectiveness,Foreign Countries

The research aimed to improve vocalisation levels of music teacher's candidates on performance works for violin education moving from difficulties faced by prospective teachers. At the same time, it was aimed to provide new perspectives to violin educators. Study group was composed of six 3rd grade students studying violin education in a State University. The study group that determined by the random method was composed of six violin students totaling three experiments and three control groups. An experimental model with pre- and post-test control groups was used in the study. The obtained data were evaluated on the performance scale and analyzed by Man Whitney U test and Independent samples t Test. Data were statistically evaluated and the results showed that difference between pre- and post-test scores of experimental and control groups was in favour of experimental group. It can be argued that vocalisation levels have a significant effect on increasing the performance related to students' musical and technical skills, also the research makes it clear that performance works is one of the major factor of that.