ethanporcaro/eric-fulltext-meta huggingface dataset:
Design Parameters for Impact Research in Science Education: A Multistate Analysis
Author: Spybrook, Jessaca
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Research,Outcomes of Education,Science Achievement,Reading Achievement,Mathematics Achievement,Design,Instructional Effectiveness,Randomized Controlled Trials,Hierarchical Linear Modeling,Reading Instruction,Mathematics Instruction,Science Instruction,Standardized Tests,Achievement Tests

The Common Guidelines for Education Research and Development were created as a joint effort between the Institute of Education Science and the National Science Foundation in an effort to streamline education research and contribute to an accumulation of knowledge that will lead to improved student outcomes. One type of research that emerged in the guidelines is impact research. In order to achieve the level of rigor expected for an impact study, it is common that a research team will employ a cluster randomized trial (CRT). This article provides empirical estimates of design parameters necessary for planning adequately powered CRTs focused on science achievement. Examples of how to use these parameters to improve the design of science impact studies are discussed.
Trends in Income-Related Gaps in Enrollment in Early Childhood Education: 1968 to 2013
Author: Magnuson, Katherine
Date: 2016-00-00
Type: Journal Articles
Subjects: Achievement Gap,Socioeconomic Influences,Family Income,Early Childhood Education,School Readiness,Academic Achievement,Program Effectiveness,Correlation,Trend Analysis,Enrollment Trends,Preschool Education,National Surveys,Statistical Analysis

We use data from the 1968-2013 October Current Population Survey to document trends in 3- and 4-year-old children's enrollment in center-based early childhood education, focusing on gaps in enrollment among children from low-, middle-, and high-income families. We find that income-related gaps in enrollment widened in the 1970s and 1980s but appear to have plateaued or narrowed for succeeding cohorts. These patterns are consistent with recent trends in income-related gaps in school achievement. [For a related report, see ED567739.]
Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes
Author: Guo, Jiesi
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Concept,Structural Equation Models,Values,Expectation,Theories,Mathematics Instruction,Foreign Countries,Mathematics Achievement,Interaction,Outcomes of Education,Learner Engagement,Grade 9,Predictor Variables

Drawing on expectancy-value theory, the present study examined the unique contributions of the four major value beliefs and self-concept on achievement, self-reported effort, and teacher-rated behavioral engagement in mathematics. In particular, we examined the multiplicative effects of self-concept and task values on educational outcomes using the latent moderated structural equation approach. Participants were 1,868 German ninth-grade students. The data analyses relied on a higher-order structure of value beliefs, which is suited to parsing the differential patterns of predictive relations for different value beliefs. The findings revealed that (a) self-concept was more predictive of achievement, whereas value beliefs were more predictive of self-rated effort; (b) self-concept and value beliefs emerged as equally important predictors of teacher-reported engagement; (c) among the four value beliefs, achievement was more associated with low cost, whereas effort was more associated with attainment value; and (d) latent interactions between self-concept and value beliefs predicted the three outcomes synergistically.
Side Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains
Author: Gaspard, Hanna
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Student Motivation,Intervention,Mathematics Instruction,Grade 9,Program Effectiveness,Value Judgment,Self Concept,German,English (Second Language),Foreign Countries,High School Students

One way to address the leaking pipeline toward STEM-related careers (i.e., science, technology, engineering, and mathematics) is to intervene on students' STEM motivation in school. However, a neglected question in intervention research is how such interventions affect motivation in subjects not targeted by the intervention. This question was addressed through data from a cluster-randomized study in which a value intervention was successfully implemented in 82 ninth-grade math classrooms. Side effects on value, self-concept, and effort in German as students' native language and English as a foreign language were assessed 6 weeks and 5 months after the intervention. Negative effects on value for German, but not for English, were found 5 months after the intervention. The theoretical and educational implications of such effects are discussed.
The Relationship between the Music Teacher Candidates? Computer-Assisted Teaching Attitudes and Exam Anxiety in Computer Literacy
Author: Arici, Ismet
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Music,Music Education,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Computer Assisted Instruction,Student Attitudes,Test Anxiety,Computer Literacy,Music Teachers,Attitude Measures

Today, improving instructional technologies have increased at a significant pace particularly with the introduction of computers in education. Computers have contributed greatly to every field of education. Computers have supported the preparation of powerful audio-visual materials with multiple-media features and have also empowered the education sector with the software options intended for different fields. Consequently; computer-assisted education (CAE) has come into its own. As the use of computers has become widespread and computers have found an important place in education, attitudes about computer-assisted education have become important, as well. Particularly the empowerment of the attitudes of teacher candidates, as the educators of the future, toward computer-assisted education, is a significant gain for education. Computer literacy lessons provided for in education faculties are significant in that they may help teacher candidates to prepare computer-assisted education materials and to use computers effectively in education process. Finding out whether the attitudes toward computer-assisted education have positive impact on exam anxiety in computer lessons, analysing the factors which determine the attitudes, and understanding the reasons for anxiety will be useful in carrying out new researchers in order to make significant contributions to education processes. This research included 46 teacher candidates studying Computer-Assisted Music Teaching in the Department of Music Teaching Education at Marmara University. The students completed the exam anxiety inventory and CAE attitude scale prior to administration of the computer-assisted music education exam. The results of the research indicated a significant negative relationship between the students? CAE attitude levels and their anxiety levels. Findings of the scales showed that, CAE attitudes were high and anxiety levels were low. Findings of the study indicated that the computer education they received contributed positively to their computer experiences and their attitudes towards CAE.
Toward the Next Generation of U.S. National Longitudinal Surveys: Ideas from Researchers for the National Center for Education Statistics
Author: Gamoran, Adam
Date: 2016-00-00
Type: Journal Articles
Subjects: National Surveys,Longitudinal Studies,Educational Research,Workshops,Educational Change,Researchers,Statistics

In fall 2013, the National Center for Education Statistics (NCES) hosted a group of researchers to provide input into its program of longitudinal surveys. Organized by the National Academy of Education with a grant from the Institute of Education Sciences, the Workshop to Examine Current and Potential Uses of NCES Longitudinal Surveys by the Education Research Community addressed issues of new designs, new measures, persisting issues, and technologies that could introduce new approaches. Findings from the workshop have appeared in AERA Open and on the National Academy of Education's website and have been discussed at the American Educational Research Association annual meeting. This paper provides a background to the workshop, highlights key findings, and discusses the responses of NCES to researcher input in the context of constraints that limit NCES's ability to introduce change. These issues deserve widespread attention in light of the importance of NCES longitudinal surveys as a resource for education research.
Navigating the Problem Space of Academic Work: How Workload and Curricular Affordances Shape STEM Faculty Decisions about Teaching and Learning
Author: Hora, Matthew T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Faculty Workload,STEM Education,Decision Making,Teacher Effectiveness,College Faculty,Undergraduate Study,Educational Change,Curriculum Design,Cognitive Science,Instructional Design,College Instruction

Despite an increasing focus on the quality of teaching in postsecondary institutions, little research exists that examines how faculty actually plan their courses in real-world settings. In this study the idea of the &quot;problem space&quot; from cognitive science is used to examine how faculty construct mental representations for the task of planning undergraduate courses. Using data from free lists and retrospective interviews, I report the factors that most shape the planning space and subsequent strategies and curricular artifacts used by a group of 58 faculty. Results indicate the primacy of fixed affordances, such as workload constraints, course content, and class size, and that these constraints contribute to the routine maintenance of preexisting lecture notes and PowerPoint slides. I recommend that educational leaders consider these cultural practices when designing instructional reforms and enact policies that require faculty to engage in brief, postclass reflection that results in minor updates to these artifacts.
Dimensional Comparison Theory: Perceived Subject Similarity Impacts on Students&apos; Self-Concepts
Author: Helm, Friederike
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Concept,Comparative Analysis,Academic Achievement,Individual Differences,Mathematics,German,Physics,English (Second Language),High School Students,Foreign Countries,Intellectual Disciplines

Dimensional comparison theory (DCT) defines dimensional comparisons as intraindividual comparisons that a person draws between his or her own achievements in two domains or subjects. DCT assumes that dimensional comparisons influence students' academic self-concepts, causing stronger self-concept differences between subjects perceived as dissimilar, such as math and English, than between subjects perceived as more similar, like math and physics. However, there have been no experimental studies testing the causal effect of perceived subject similarity on domain-specific self-concepts. In the present research, three experimental studies analyzed the effects of experimentally induced higher or lower perceived subject similarity on academic self-concept differences: Study 1 (N = 351), with math and German; Study 2a (N = 148), with math and physics; and Study 2b (N = 161), with English and German, show that, in line with expectations, induced lower perceived subject similarity led to stronger self-concept differences than did higher perceived similarity. Some implications of the results for DCT are discussed.
STEM Certification in Georgia&apos;s Schools: A Causal Comparative Study Using the Georgia Student Growth Model
Author: Proudfoot, David E.
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Certification,Elementary Schools,Problem Based Learning,Grade 4,Grade 5,Growth Models,Language Arts,Mathematics,Sciences,Social Studies,Educational Change

The increase in demand for college and career ready students has driven the need for education reform to ensure K-12 schools can support student learning across all content areas and grade levels. A STEM Certification process was established by the Georgia Department of Education as part of an effort to reform public school STEM education. Additionally, an international STEM Certification procedure developed by AdvancED has been implemented in several Georgia schools. As a significant component of STEM certification guidelines, problem based learning has been incorporated to stimulate student interest in science, facilitate self-regulation, and increase pedagogical and content knowledge. As Georgia schools become STEM certified, it is important to understand how certification has influenced achievement in math and science as well as important non-STEM disciplines such as English language arts and social studies. This causal comparative study examined if the STEM certification process altered student achievement in participating schools as compared to schools that have not participated. Student achievement was measured by the median growth percentiles (MGPs) between STEM certified and non-STEM schools in the content areas of English language arts, mathematics, science, and social studies at the fourth and fifth grade levels using a Mann-Whitney U test. The study found only the MGPs for fourth grade ELA were significantly higher (p = 0.004) in STEM certified schools. Overall, inconsistent differences in MGPs for ELA, math, science, and social studies were found between STEM certified and non-STEM schools.
A Study on Science Achievement and Motivation Using Computer-Based Simulations Compared to Traditional Hands-On Manipulation
Author: Hannel, Stacey L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Achievement,Student Motivation,Computer Simulation,Hands on Science,Manipulative Materials,Conventional Instruction,Computer Assisted Instruction,Middle School Students,Grade 6,Retention (Psychology),Control Groups,Experimental Groups,Achievement Gains

This study was conducted to investigate whether or not computer-based simulations had a greater impact on science achievement compared to traditional hands-on methods for middle school students in an on-level science course. The study also sought to determine if either method had an impact on retention as well as motivation. The participants in the study were 6th grade students attending a public middle school in suburban metro-Atlanta. A variety of statistical analyses were utilized to measure science achievement, retention, and motivation. Results indicated that there was no significant difference on science achievement between the traditional hands-on method and the computer-based simulation method. While the control group and the experimental group both had academic gains, the control group experienced a statistically significant difference in gains on the density concept. There was no significant difference for the greenhouse effect concept in academic gains. Results further indicated statistically significant correlations between self-efficacy and science learning value, self-efficacy and active learning strategies, self-efficacy and achievement goal, and self-efficacy and performance goal.
Using Discourse Analysis to Understand the Relationships and Practices of Pre-Service Co-Teachers
Author: Strieker, Toni
Date: 2017-07-02
Type: Journal Articles
Subjects: Discourse Analysis,Preservice Teachers,Team Teaching,Student Teaching,Mentors,Educational Change,Interpersonal Communication,Expertise,Teacher Responsibility,Accountability,Power Structure,Supervision

Early in 2016, the Council on Accreditation of Educator Providers (CAEP) (caepnet.org, 2016) published a new set of standards that called for increased collaboration of university-school partners by means of coconstruction clinical experiences. In designing the new models, pre-service co-teaching, conducted by the teacher candidate and collaborating teacher, emerged as a promising practice in teacher education (Arshavskaya, 2014; Perry, 2016). However, even with the current enthusiasm for the establishing the new practices, a working definition of pre-service co-teaching remains elusive. Thus, the study of the voices of educators who are involved in co-teaching is essential as universities make the transition from single-taught to co-taught clinical experiences. This study presents a discourse analysis of the voices of 21 teacher candidates who were enrolled in a year-long, co-taught clinical experience, along with the voices of 29 mentor teachers. The findings of this study describe the terms and language used by our candidates and mentor teachers to describe their relationships and practices. The implications for these findings are discussed in terms of our new understandings of the nuances of co-teaching and how they may be used to shape a common definition of pre-service co-teaching.
The Influence of the CSU Robert Noyce Teacher Scholarship Program on Undergraduates&apos; Teaching Plans
Author: Ticknor, Cindy S.
Date: 2017-07-00
Type: Journal Articles
Subjects: Scholarships,Undergraduate Students,Student Teachers,Student Teaching,Career Choice,Occupational Aspiration,STEM Education,Disadvantaged Schools,Case Studies,Teacher Recruitment,Internship Programs,Motivation,Decision Making

The Robert Noyce Teacher Scholarship Program offers academic and financial support for students pursuing secondary teaching certificates in STEM fields. In return, students commit to teaching in high-need K-12 school districts. The Noyce Program has had uneven results in increasing the number of teachers in high needs schools. Large scale studies of its impact indicate the program is not likely to influence decisions to teach but may persuade participants to initially teach in high needs schools. To better understand the influence of the Noyce Program, we offer case studies of two Noyce scholarship recipients at different stages: (1) a former scholarship recipient who has graduated and is currently teaching, and (2) a second-year recipient who is currently pursuing a teaching certificate. This qualitative analysis provides insights that may have implications for optimizing scholarship programs for recruiting and retaining highly qualified STEM teachers.
The Impact of Inclusive STEM High Schools on Student Achievement
Author: Gnagey, Jennifer
Date: 2016-04-00
Type: Journal Articles
Subjects: Inclusion,STEM Education,High School Students,Academic Achievement,Science Achievement,Social Studies,Outcomes of Education,Problem Based Learning,Individualized Instruction,Prior Learning,Scores,Grade 10,Racial Differences,Gender Differences

This study is one of the first to estimate the impact of &quot;inclusive&quot; science, technology, engineering, and mathematics (STEM) high schools using student-level data. We use multiple statistical strategies to estimate the effect on student achievement from 2 years of attendance at six such high schools in Ohio. The results indicate that two schools had positive effects on science achievement that appear to come at the expense of achievement in social studies. The other schools had negligible or, often, negative effects across both STEM and, particularly, non-STEM subjects. These results are consistent with studies indicating that inclusive STEM schools typically focus on problem-based, personalized learning rather than science and mathematics content. The analysis also reveals the importance of accounting for students' prior test scores in science, in addition to math and reading, when estimating models that use only 1 year of prior test score data--something that existing studies fail to do.
Georgia &apos;s Senior Citizen Tuition Waiver Program: Literature Review, Pilot Study, Evaluation Proposal, and Recommendations for Future Research
Author: Ariail, Donald L.
Date: 2017-07-00
Type: Journal Articles
Subjects: Older Adults,Tuition,Program Implementation,Intergenerational Programs,Adult Education,Retirement,Older Workers,Adult Programs

Georgia's Senior Citizen Tuition Waiver Program (SCTWP) became law in 1976. This program allows senior citizens age 62 and older to attend University System of Georgia (USG) institutions tuition free. With the ultimate aim of improving the current program, the purpose of the proposed evaluation of the SCTWP is to determine the ongoing implementation of the program including the status of the promotion of the program, the assistance being provided to seniors aimed at facilitating entry into the program, and the level of satisfaction of program participants. Preliminary research indicates that information about the program may be difficult to obtain or misleading, that the program is not actively promoted, that there is a relatively low rate of participation and graduation, and that USG institutions differ in the way they administer the program. Suggestions are provided for conducting a more thorough investigation of the SCTWP's current implementation and efficacy: e.g., by acquiring data through individual interviews, surveys, and/or focus group sessions with current and former program participants and admissions officers; by reviewing the SCTWP content of all USG Web sites and catalogues; and, by determining the awareness by Georgia's senior citizens of the availability of the SCTWP.
Evaluation of Physical and Physiological Characteristics of the Olympic Champion Turkish Deaf Men&apos;s National Handball Team
Author: Gümüs, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Males,Deafness,Athletics,Young Adults,Body Composition,Physiology,Body Weight,Muscular Strength,Body Height,Hearing Impairments,Athletes

The aim of this study is to evaluate physical and physiological characteristics of the Olympic Champion Turkish Deaf Men's National Handball Team. A total of 20 athletes participated in the study with age average of 27 ± 6.26 years, sports age average of 11.45±5.35 years, average height of 180.3±6.70 cm and an average body weight of 82.49±10.38 kg. In the evaluation of the data SPSS 19.0 program was used, frequency and distribution is observed, average standard deviation, maximum, and minimum values were taken. The average Body Mass Index (BMI) of the athletes were determined as 25.01±1.48 kg/m2, average Baseline Metabolic Rate (BMD) were 8643±924.06 (kJ), average Body Fat Percentage (%) were 12.86± .79%, average Fat Free Weight (FFM) were 71.59±7.37 kg, Visceral Fat Rating was 2.75±1.39, average right-left handgrip strength were 47.5±7.38-46.6±7.14 kg, average double foot jump with fixed-free hand values were 30.1±3.62 - 36.5±4.45 cm, average right-left hand visual reaction rate were 258.9±17.77 - 261.8±23.04 msec, average pro-agility agility test were 5.22±0.18 sec, and the average flexibility were 11.9±5.22 cm. As a result, physical and physiological characteristics of the Olympic Champion Turkish Deaf Men's National Handball Team is compared to the evaluated literature; While the height, body weight, BMI, reaction speed, agility and body fat ratio values is parallel to other handball players, the flexibility and jumping values were found to be lower than other hearing-impaired athletes and handball players. In particular, grip strength values are higher than other hearing-impaired athletes, and parallel to the values of handball players.