ethanporcaro/eric-fulltext-meta huggingface dataset:
Middle School Mathematics PD Study: Study Results. Paper #3
Author: Wayne, Andrew
Date: 2010-00-00
Type: Reports - Research
Subjects: Numbers,Mathematics Instruction,Teaching Methods,Outcomes of Education,Mathematics Curriculum,Curriculum Implementation,Middle School Students,Middle School Teachers,Mathematics Teachers,Inservice Teacher Education,Pedagogical Content Knowledge,Grade 7,Mathematics Education,Program Evaluation,Program Effectiveness,Evaluation Methods,Control Groups,Experimental Groups,Comparative Analysis,Low Achievement,Mathematical Concepts,Mathematics Achievement,Coaching (Performance),Poverty,Institutes (Training Programs),Seminars,Program Descriptions,Summer Programs,Intervention

This paper will describe results concerning the impact of the PD on the three primary study outcomes: teacher knowledge of rational number topics, teacher instructional practices, and student achievement in rational number topics. All analyses are completed. However, the results cannot be shared at this time because the report is currently under peer review in the Institute of Education Sciences. The complete first year report is scheduled to be released fall of 2009, well before the SREE (Society for Research on Educational Effectiveness)conference. [For the accompanying papers, see Paper #1 (ED512819) and Paper #2 (ED512820).]
Improving Intervention Implementation and Fidelity in Evidence-Based Practice: Integrating Teacher Preference into Intervention Selection
Author: Wehby, Joseph H.
Date: 2010-00-00
Type: Reports - Research
Subjects: Intervention,Program Implementation,Teacher Attitudes,Educational Quality,Control Groups,Experimental Groups,Observation,Incidence,Evidence,Inferences,Educational Practices,Teacher Empowerment,Program Effectiveness,Use Studies,Teaching Methods

The purpose of the present study was to examine the effect that teacher choice of intervention has on their level of procedural implementation and quality of implementation. The following research questions helped to guide the study: (1) Do teachers randomly assigned to the intervention "choice" group have higher ratings of procedural fidelity than teachers assigned to the "no choice" group at any of three different time points?; (2) Do teachers randomly assigned to the intervention "choice" group have higher ratings of implementation quality than teachers assigned to the "no choice" group at any of three different time points?; and (3) Are teachers randomly assigned to the intervention "choice" group more likely to adopt the intervention at any of three different time points? A total of 69 teachers (88% female; 68% general education, 32% special education) working with kindergarten through 6th grade students participated in this study. The findings provide evidence that one particular tailoring variable, intervention preference, was related to higher degrees of initial and sustained fidelity and quality of implementation as well as greater numbers of actual implementers across all participants. Future research is needed to examine the impact of a priori decisions to adapt either the actual EBP (evidence-based practice) or the process by which the EBP is disseminated for adoption and implementation based on other tailoring variables (i.e. participant functioning, social-emotional needs, perceived benefit, outcome expectations, intensity/severity of targeted behaviors). (Contains 1 figure.)
Estimating Impacts on Program-Related Subgroups Using Propensity Score Matching: Evidence from the Early College High School Study
Author: Unlu, Fatih
Date: 2010-00-00
Type: Reports - Research
Subjects: Control Groups,High School Students,Graduation Rate,Course Selection (Students),Program Effectiveness,Student Characteristics,Educational Attainment,Research Methodology,Evaluation Methods,Longitudinal Studies,College Preparation,Academic Persistence,Educational Indicators,Program Evaluation,Program Implementation,Experimental Groups,Algebra,Grade 9,Nontraditional Education,Laboratory Schools,Small Schools

This paper addresses methodological issues arising from an experimental study of North Carolina's Early College High School Initiative, a four-year longitudinal experimental study funded by Institute for Education Sciences. North Carolina implemented the Early College High School (ECHS) Initiative in response to low high school graduation rates. The goal of the initiative is to increase the number of students graduating from high school and who continue on and succeed in college. The study has three main goals: (1) Determine the impact of the model on selected student outcomes, including course-taking patterns, achievement, attitudes, and dropout and leaving rates; (2) Determine the extent to which outcomes differ by student characteristics; and (3) Examine the implementation of the model and the extent to which specific model components are associated with positive outcomes. Schools participating in the study identify an eligible pool of student applicants. The research team then randomly assigns students to either the treatment group (attending the ECHS) or the control group (business as usual). The outcomes for students in the two groups are then tracked and compared. The study follows an intent-to-treat model in that once a student is assigned to ECHS, he or she remains in the treatment group regardless of whether he or she ends up enrolling in ECHS, or leaves ECHS. Findings suggest that ECHS has the same impact on pass-rates for the Always-takers as the traditional high school. Where the ECHS are making difference is by increasing the number of students who are taking these courses. (Contains 5 figures, 6 tables and 4 footnotes.)
The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Private Schools,Pilot Projects,Student Participation,Second Language Learning,National Competency Tests,Grade 12,Public Schools,Limited English Speaking,High School Students,Academic Achievement,Racial Differences,Ethnic Groups,Comparative Analysis,Gender Differences,Disabilities,Educational Attainment,Parent Background,Scores,Trend Analysis,Educational Trends,Achievement Gap,School Involvement,Mathematics Achievement,Reading Achievement,Tables (Data)

This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in reading and mathematics at grade 12. Results for students in the nation and, for the first time, in the 11 states that volunteered to participate in the 2009 state pilot program are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Results for student demographic groups (e.g., race/ethnicity, gender, and highest level of parental education) are included, as well as sample assessment questions with examples of student responses. The Technical Notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation rates of students with disabilities and English language learners, and additional state-level results. Nationally representative samples of twelfth-graders from 1,670 public and private schools across the nation participated in the 2009 National Assessment of Educational Progress (NAEP). Approximately 52,000 students were assessed in reading, and 49,000 students were assessed in mathematics. National reading results from the 2009 assessment are compared to results from five earlier assessment years going back to 1992. The 2009 mathematics results are compared to those from 2005 when a change in the mathematics framework for the assessment necessitated a new trend line for that subject at grade 12. Highlights of the national results in 2009 show that the overall average reading score for twelfth-graders was 2 points higher than in 2005, but 4 points lower than in 1992. There were no significant changes from 1992 to 2009 in the reading score gaps between White and Black students or between White and Hispanic students. In mathematics, the overall average score was 3 points higher in 2009 than in 2005. There was no significant change from 2005 in the mathematics score gaps between White and Black students or between White and Hispanic students. In the 11 participating states, average reading scores in seven states were higher than the score for the nation, and scores for three states were lower. In mathematics, the average scores for six states were higher than the nation, and scores for three states were lower. (Contains 29 tables and 24 figures.)
The Role Ethnicity Plays in Who Elementary Students Choose as Friends
Author: Waite, Bryan
Date: 2010-11-16
Type: Reports - Research
Subjects: Proximity,Interaction,Ethnicity,Elementary School Students,Cultural Pluralism,Personal Narratives,Friendship,Peer Relationship,Racial Factors,Pretests Posttests,Spanish Speaking,Language Usage,Pictorial Stimuli,Writing Workshops,Reading Aloud to Others,Play,African American Students,Hispanic American Students,White Students,Asian American Students

Friendships and their formation are an important part of the educational experience for K-12 students. With the ever increasing ethnic and racial diversity that is filling our schools, it is paramount that we examine how children choose their friends. This study examined whether or not race and ethnicity play a role in how children choose with whom they will spend their time. In order to determine this, a pre and post test was administers to two groups, treatment group and control group, of elementary students to determine with whom they would choose to be friends. The treatment group was given the opportunity to engage in a personal narrative activity where their stories were translated into Spanish and shared with their classmates. Our hypothesis was that children's baseline choice to interact with another child in close proximity would most often be a child of their own ethnicity. Therefore, our second hypothesis was that introducing children to the first language of their classmate in a literacy context that facilitated connections to similarities between their cultures would increase children's choices to interact with another child in close proximity across ethnic lines. (Contains 2 tables.)
Home Education - The Third Way in Education: Thinking the Unthinkable
Author: Rothermel, Paula
Date: 2000-00-00
Type: Information Analyses
Subjects: Home Schooling,Foreign Countries,Children,Standards,Evaluation,Academic Achievement,Socioeconomic Status,Elementary Education

Should school be a place where children go because they want to go? Yes. Should school be a place where children only go if they want to? Yes. This paper questions the way that we educate our children, taking evidence, not from a school based perspective, but from research (Rothermel 1999a) into those families who choose not to use the system placed there for our benefit by successive British governments: those children who are educated out of school. [This paper was published as: Rothermel, P. (2000) &quot;The Third Way in Education: Thinking the Unthinkable&quot;. Education 3-13, Volume 28, No. 1, March. Staffordshire: Trentham Books.]
Test-Anxiety Program and Test Gains with Nursing Classes
Author: Evans, Ginger
Date: 2010-11-00
Type: Reports - Research
Subjects: Nursing Students,Nursing Education,Exit Examinations,Program Effectiveness,Test Wiseness,Test Anxiety,Intervention,Stress Management,Coping,Grade Point Average,Comparative Analysis,Relaxation Training,Behavior Modification,Cognitive Restructuring

Nursing programs can be highly stressful, and nursing students have been found to be more test-anxious than other students. The present investigation examines a practical program to reduce test-anxiety impairment and improve academic performance for a significant number of highly anxious nursing students. Incoming nursing students were screened using the Westside Test Anxiety scale, and half (42 of 84) were identified as having high- or moderately-high anxiety and were randomly assigned to an "active control" Treatment or an information Control group. Students in both groups were introduced to their material and encouraged to review it. Students took the comprehensive Evolve/HESI exit exam in the early spring. The Treatment group showed a significant 12+ percentile gain over the Control group on the HESI (p less than 0.05), and a 9 percentile gain over the Controls on their spring GPAs. The active control treatment protocol used here is seen to provide a cost-effective intervention to improve test performance. Circumstances permitting, the authors recommend that nursing programs include provisions for highly anxious students. (Contains 1 table.)
A Design for Professional Development of Teachers--Need for New Policy Framework
Author: Vasumathi, T.
Date: 2010-11-01
Type: Reports - Evaluative
Subjects: Professional Development,Teaching Methods,Instructional Design,Best Practices,Curriculum Design,Curriculum Development,Mental Health Programs,Educational Policy,Policy Formation,Health Needs,Psychological Needs,Teacher Education Programs

Teachers' professional development is not exclusively concerned with supporting teaching and knowledge. Support is required for teachers to reflect on their existing practice and adapt new knowledge and beliefs to their own teaching milieu. Therefore, design policies that support teachers are very vital for professional development. Knowledge on the environment through which teachers' attainment and use of new knowledge and skills helps to develop effective models for teachers' professional development. The responsibility of teacher as learners and teachers, effective design for professional development, culture and the relation with the critical inquiry and aspects of curriculum frame work are the key factors that help to design and promote learner centered professional development. Success of professional development depends on how teachers are able to learn the new skills and recognize the disadvantages of previous beliefs and practices. Teachers must be in a position to see the methods from the pupils' perspective and therefore existing pre-packed trainings are not always helpful. The effective professional development require engaging the teachers in practical tasks and provide opportunities to observe, assess and reflect on the new practices, participant driven and grounded in enquiry, reflection, experimentation, collaborate and associate in sharing of knowledge, connect provide support through modeling, coaching as well as collective solving of problems and has to connect other aspects of the change. The professional development programme also have to focus on the physical and mental well being of teachers. New policy framework exploring above aspects involving teacher as both learner and teacher for professional development are discussed in this paper.
Noncognitive Skills in the Classroom: New Perspectives on Educational Research
Author: Rosen, Jeffrey A.
Date: 2010-09-00
Type: Books
Subjects: Motivation,Self Efficacy,Self Concept,Antisocial Behavior,Prosocial Behavior,Coping,Resilience (Psychology),Academic Achievement,Self Management,Student Behavior,Learner Engagement,Educational Research,Measures (Individuals),Measurement Techniques,Research Methodology

This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). The authors focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not &quot;cognitive&quot;--that is, not specifically intellectual or analytical in nature. They examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved. Following &quot;Acknowledgements&quot;, this book contains the following chapters: (1) Introduction; (2) Motivation (Ben W. Dalton); (3) Effort (Robert N. Bozick and Terri L. Dempsey); (4) Self-Regulated Learning (Jean M. Lennon); (5) Self-Efficacy (Jean M. Lennon); (6) Academic Self-Concept (Jeffrey A. Rosen); (7) Antisocial and Prosocial Behavior (Ben W. Dalton); (8) Coping and Resilience (Elizabeth J. Glennie); and (9) Conclusion. About the Authors is also included. Research methodology is appended. (Individual chapters contain tables, figures, footnotes, and references.)
Higher Education: Stronger Federal Oversight Needed to Enforce Ban on Incentive Payments to School Recruiters. Report to Congressional Committees. GAO-11-10
Author: Iritani, Katherine M.
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Incentives,Student Financial Aid,Student Recruitment,Enrollment Management,Accountability,Compliance (Legal),Benchmarking,Sanctions,Federal Legislation,Federal Regulation,Audits (Verification),Content Analysis,Interviews,Public Officials,Admission Criteria,College Admission

In 1992, Congress banned schools participating in federal student aid programs from paying commissions, bonuses, or other financial incentives to individuals based on their success in enrolling students or securing their financial aid. The ban applies to all postsecondary schools, including private for-profit, public, and private nonprofit schools. Congress instituted this incentive compensation ban to eliminate deceptive recruiting practices and to protect federal student aid funds from fraud and abuse. However, the author recently found evidence of deceptive or fraudulent recruitment practices at certain postsecondary schools in which school officials misrepresented programs or encouraged students to falsify their financial aid applications to obtain federal student aid. Questions have been raised about whether schools are consistently acting in the best interest of students during the recruitment process, and whether the federal investment in student aid is adequately protected. The U.S. Department of Education (Education) is responsible for monitoring schools participating in federal student aid programs and enforcing compliance with the incentive compensation ban. Education has the authority to assess fines or take other actions against schools found violating the ban. In the Higher Education Opportunity Act, Congress mandated that GAO conduct a study on Education's oversight of the incentive compensation ban. In February 2010, she issued a report which provided information on incentive compensation violations substantiated by Education from January 1998 through December 2009, the nature of these violations, and the names of the institutions involved. This report provides additional information on Education's oversight of the ban during this time period. Specifically, she examined (1) how Education monitors schools for potential violations of the incentive compensation ban, and (2) the extent to which Education has used its authority to enforce the incentive compensation ban. Appended are: (1) Briefing Slides; (2) Department of Education Safe Harbor Regulations; (3) Objectives, Scope, and Methodology; (4) Comments from the Department of Education; and (5) GAO Contact and Staff Acknowledgments. (Contains 5 footnotes.)
District of Columbia Public Education: Agencies Have Enhanced Internal Controls over Federal Payments for School Improvement, but More Consistent Monitoring Needed. Report to Congressional Requesters. GAO-11-16
Author: Ashby, Cornelia M.
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: Expenditures,Charter Schools,Educational Finance,Educational Change,Public Education,Educational Improvement,Audits (Verification),Accountability,Grants,Federal Aid,Educational Policy,Benchmarking,Change Strategies,Organizational Change,Operations Research,Educational Facilities,Educational Administration,Finance Reform

Between fiscal years 2004 and 2009, Congress appropriated nearly $190 million in federal payments for school improvement to the District of Columbia (D.C.). This includes $85 million to the state education office--currently the Office of the State Superintendent of Education (OSSE)--to expand public charter schools and $105 million to D.C. Public Schools (DCPS) to improve education in public schools. Over the years, US Government Accountability Office (GAO) and others have identified challenges that DCPS and OSSE face in managing federal monies. This report identifies, on the basis of available information, activities for which OSSE and DCPS used federal payments between 2004 and 2009 and describes how OSSE and DCPS monitored grant and contract recipients, respectively. GAO reviewed expenditure data and interviewed and collected documentation from OSSE and DCPS, among others. GAO reviewed all available grants awarded by OSSE in 2008 and 2009 and 14 of the largest contracts awarded by DCPS during that time. To improve internal controls, GAO recommends that the Mayor direct OSSE and DCPS to establish and implement written policies and procedures for monitoring use of federal payments for school improvement, and DCPS to maintain contract files and other expenditure documentation. The District agreed with GAO's recommendations and provided additional information on steps taken to improve internal controls. Appended are: (1) Scope and Methodology; (2) Information on DCPS File Review of Selected Contracts from 2008-2009; (3) Comments from the D.C. Mayor's Office and District Education Offices; and (4) GAO Contact and Staff Acknowledgments. (Contains 3 tables and 5 figures and 24 footnotes.)
Recruiting Trends, 2009-2010
Author: Michigan State University, Collegiate Employment Research Institute
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Internet,Majors (Students),Salaries,Personnel Selection,Labor Market,College Graduates,National Surveys,Trend Analysis,Demand Occupations,Employment Patterns,Employment Opportunities,Recruitment,Occupational Surveys,Occupational Clusters,Employment,Employment Potential,Reading Lists,Small Businesses,Economic Climate,Employment Qualifications

This paper presents the recruiting trends for 2009-2010. This year's report is based on over 2,500 respondents, of which approximately 2,259 provided useable information with 1,846 including complete hiring figures used for the projections. The researchers continued their focus on fast-growth companies and expanded their efforts to ensure a representative sample of employers, assuming the prevailing economic situation would reduce responses. Employers seem to have several messages this year: (1) Flexibility. They seek candidates across all majors who can slide into a variety of positions as needed or can adapt quickly to changing conditions. Their focus is on candidates with a mix of technical aptitude and essential soft skills; (2) Technical disadvantage. Except for computer science (IT), the market for technical graduates is somber. Traditional hiring sectors for engineers such as manufacturing, architectural and engineering services, engineering design and development are all reducing their hiring; and (3) Business shift: Demand for business majors is holding steady, except for accounting, which is down. Companies are repositioning themselves for more internet business and seek candidates with acumen in this area. What majors are employers seeking that pop-out with positive hiring news? E-commerce, entrepreneurialism, environmental sciences, information science, information systems (management and computer), interactive computer design, statistics, nursing, and social work. Students seeking employment will face fierce competition. Hiring levels per company are at the lowest levels in several decades, even after adjusting for the number of small employers who responded. [For "Recruiting Trends, 2008-2009", see ED512842.]