ethanporcaro/eric-fulltext-meta huggingface dataset:
Graphs Do Not Lead People to Infer Causation from Correlations
Author: Fansher, Madison
Date: 2022-00-00
Type: Journal Articles
Subjects: Graphs,Correlation,Visual Aids,News Reporting,Attribution Theory,Inferences,Validity,Influences,Causal Models,Religion,Psychological Patterns,Beliefs

Media articles often communicate the latest scientific findings, and readers must evaluate the evidence and consider its potential implications. Prior work has found that the inclusion of graphs makes messages about scientific data more persuasive (Tal &amp; Wansink, 2016). One explanation for this finding is that such visualizations evoke the notion of &quot;science&quot;; however, results are mixed. In the current investigation we extend this work by examining whether graphs lead people to erroneously infer causation from correlational data. In two experiments we gave participants realistic online news articles in which they were asked to evaluate the research and apply the work's findings to a real-life hypothetical scenario. Participants were assigned to read the text of the article alone or with an accompanying line or bar graph. We found no evidence that the presence of graphs affected participants' evaluations of correlational data as causal. Given that these findings were unexpected, we attempted to directly replicate a well-cited article making the claim that graphs are persuasive (Tal &amp; Wansink, 2016), but we were unsuccessful. Overall, our results suggest that the mere presence of graphs does not necessarily increase the likelihood that one infers incorrect causal claims.
texSketch: Active Diagramming through Pen-and-Ink Annotations
Author: Subramonyam, Hariharan
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Visual Aids,Natural Language Processing,Reading Strategies,Educational Technology,Content Area Reading,Computer Software,Schemata (Cognition),Notetaking,Reading Comprehension

Learning from text is a &quot;constructive&quot; activity in which sentence-level information is combined by the reader to build coherent mental models. With increasingly complex texts, forming a mental model becomes challenging due to a lack of background knowledge, and limits in working memory and attention. To address this, we are taught &quot;knowledge externalization&quot; strategies such as active reading and diagramming. Unfortunately, paper-and-pencil approaches may not always be appropriate, and software solutions create friction through difficult input modalities, limited workflow support, and barriers between reading and diagramming. For all but the simplest text, building coherent diagrams can be tedious and difficult. We propose &quot;Active Diagramming,&quot; an approach extending familiar active reading strategies to the task of diagram construction. Our prototype, texSketch, combines pen-and-ink interactions with natural language processing to reduce the cost of producing diagrams while maintaining the cognitive effort necessary for comprehension. Our user study finds that readers can effectively create diagrams without disrupting reading.
Causal Theory Error in College Students&apos; Understanding of Science Studies
Author: Seifert, Colleen M.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Comprehension,Attribution Theory,Logical Thinking,Behavioral Sciences,Intervention,Instructional Effectiveness,Correlation

When reasoning about science studies, people often make &quot;causal theory errors&quot; by inferring or accepting a causal claim based on correlational evidence. While humans naturally think in terms of causal relationships, reasoning about science findings requires understanding how evidence supports--or fails to support--a causal claim. This study investigated college students' thinking about causal claims presented in brief media reports describing behavioral science findings. How do science students reason about causal claims from correlational evidence? And can their reasoning be improved through instruction clarifying the nature of causal theory error? We examined these questions through a series of written reasoning exercises given to advanced college students over three weeks within a psychology methods course. In a pretest session, students critiqued study quality and support for a causal claim from a brief media report suggesting an association between two variables. Then, they created diagrams depicting possible alternative causal theories. At the beginning of the second session, an instructional intervention introduced students to an extended example of a causal theory error through guided questions about possible alternative causes. Then, they completed the same two tasks with new science reports immediately and again 1 week later. The results show students' reasoning included fewer causal theory errors after the intervention, and this improvement was maintained a week later. Our findings suggest that interventions aimed at addressing reasoning about causal claims in correlational studies are needed even for advanced science students, and that training on considering alternative causal theories may be successful in reducing casual theory error. [This article was published in &quot;Cognitive Research: Principles and Implications&quot; (EJ1322131).]
When and Why Do People Act on Flawed Science? Effects of Anecdotes and Prior Beliefs on Evidence-Based Decision-Making
Author: Michal, Audrey L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Evidence,Decision Making,Beliefs,Mass Media,Scientific and Technical Information,Educational Research,Information Utilization

Today's citizens are expected to use evidence, frequently presented in the media, to inform decisions about health, behavior, and public policy. However, science misinformation is ubiquitous in the media, making it difficult to apply research appropriately. Across two experiments, we addressed how anecdotes and prior beliefs impact readers' ability to both identify flawed science and make appropriate decisions based on flawed science in media articles. Each article described the results of flawed research on one of four educational interventions to improve learning (Experiment 1 included articles about having a tidy classroom and exercising while learning; Experiment 2 included articles about using virtual/augmented reality and napping at school). Experiment 1 tested the impact of a single anecdote and found no significant effect on either participants' evidence evaluations or decisions to implement the learning interventions. However, participants were more likely to adopt the more plausible intervention (tidy classroom) despite identifying that it was unsupported by the evidence, suggesting effects of prior beliefs. In Experiment 2, we tested whether this intervention effect was driven by differences in beliefs about intervention plausibility and included two additional interventions (virtual reality = &quot;high plausible,&quot; napping = &quot;low plausible&quot;). We again found that participants were more likely to implement &quot;high plausible&quot; than &quot;low plausible&quot; interventions, and that evidence quality was underweighed as a factor in these decisions. Together, these studies suggest that evidence-based decisions are more strongly determined by prior beliefs than beliefs about the quality of evidence itself. [This article was published in &quot;Cognitive Research: Principles and Implications&quot; (EJ1292623).]
Education&apos;s Long COVID: 2022-23 Achievement Data Reveal Stalled Progress toward Pandemic Recovery
Author: Lewis, Karyn
Date: 2023-07-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Academic Achievement,Public Schools,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Students,Middle School Students,Achievement Gap,Racial Differences,Ethnicity,At Risk Students,Reading Achievement,Mathematics Achievement,Achievement Gains,School Closing,Achievement Tests

This research brief examines the continuing impact of the COVID-19 pandemic on student achievement and progress toward academic recovery. Using data from 6.7 million U.S. public school students currently in grades 3-8, the study examined academic gains in the 2022-23 school year relative to pre-pandemic years. It also tracked the gap in achievement between the COVID year student group compared to their pre-pandemic peers. Key findings show that while learning did continue, progress toward academic recovery stalled in the 2022-2023 school year. Significant achievement gaps persist at the end of the 2022-2023 school year, and the average student will need the equivalent of 4.1 additional months of schooling to catch up in reading and 4.5 months in math. [For the technical appendix, see ED630209.]
Technical Appendix For: Education&apos;s Long COVID--2022-23 Achievement Data Reveal Stalled Progress towards Pandemic Recovery. Technical Brief
Author: Isaacs, Jazmin
Date: 2023-07-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Academic Achievement,Public Schools,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Students,Middle School Students,Achievement Gap,Racial Differences,Ethnicity,At Risk Students,Reading Achievement,Mathematics Achievement,Achievement Gains,School Closing,Poverty,Achievement Tests,Grade 2

This is the technical index for the research brief &quot;Education's Long COVID: 2022-23 Achievement Data Reveal Stalled Progress toward Pandemic Recovery.&quot; Using data from 6.7 million U.S. public school students currently in grades 3-8, the study examined academic gains in the 2022-23 school year relative to pre-pandemic years. It also tracked the gap in achievement between the COVID year student group compared to their pre-pandemic peers. Key findings show that while learning did continue, progress toward academic recovery stalled in the 2022-2023 school year. Significant achievement gaps persist at the end of the 2022-2023 school year, and the average student will need the equivalent of 4.1 additional months of schooling to catch up in reading and 4.5 months in math. [For the full report, see ED630208.]
Critical Dissonance and Resonant Harmony. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, Tennessee, November 17-20, 2022)
Author: Lischka, Alyson E., Ed.
Date: 2022-00-00
Type: Collected Works - Proceedings
Subjects: Educational Psychology,Mathematics Education,Conferences (Gatherings),Conference Papers,Educational Research,Educational Change,Social Justice,Educational Improvement,Learning Processes,Mathematics Curriculum,Algebra,Equal Education,Geometry,Measurement,Pedagogical Content Knowledge,Mathematics Instruction,Teaching Methods,Number Concepts,Mathematics Skills,Thinking Skills,Educational Policy,Instructional Leadership,Mathematics Teachers,Teacher Educators,Calculus,Preservice Teacher Education,Faculty Development,Inservice Teacher Education,Statistics,Statistics Education,Probability,Data Science,Class Activities,Technology Uses in Education,Instructional Design,Educational Environment,Meetings,Consortia,Doctoral Programs

These proceedings are a written record of the research presented at the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Nashville, Tennessee, and virtually. This year's conference theme is &quot;Critical Dissonance and Resonant Harmony.&quot; The aim of this theme is to reflect not only the time and place that of gathering, but also the time and place in which to conduct academic work. Dissonance can be jarring to experience, whereas harmony can be pleasing. Nashville -- Music City -- which is no stranger to both dissonance and harmony. The papers accepted comprised 101 research reports, 140 brief research reports, 84 Posters, and 16 Working Groups or Research Colloquia. [Individual papers are indexed in ERIC.]
Creating the Conditions for Children to Learn: Oakland&apos;s Districtwide Community Schools Initiative
Author: Klevan, Sarah
Date: 2023-05-00
Type: Reports - Research
Subjects: Community Schools,Holistic Approach,Educational Change,Child Development,Partnerships in Education,Educational Needs,Professional Development,Family Involvement,Educational Resources,School Districts,Educational Practices,Agency Cooperation

Across the United States, policymakers, educators, and community members increasingly support community schools as a method of supporting whole child outcomes. Oakland Unified School District (Oakland Unified) in California has made whole child education central to its community schools initiative. Oakland Unified's community schools provide a wide range of services for children and promote practices that enhance child development. This study finds that Oakland Unified intentionally created infrastructure to support its community schools, including: (1) coordination of partnerships between schools and county-level agencies; (2) management of partnerships between schools and service providers; (3) training for specialized personnel, such as community school managers and student support teams; (4) professional learning for school staff; and (5) resources for family engagement. The study illustrates how these district-level supports enabled whole child educational practices within three case study schools. [For related research briefs, see ED630212 and ED630419.]
Creating the Conditions for Children to Learn: Oakland&apos;s Districtwide Community Schools Initiative. Research Brief
Author: Klevan, Sarah
Date: 2023-05-00
Type: Reports - Research
Subjects: Community Schools,Holistic Approach,Educational Change,Child Development,Partnerships in Education,Educational Needs,Professional Development,Family Involvement,Educational Resources,School Districts,Educational Practices,Agency Cooperation,Educational Research

Across the United States, policymakers, educators, and community members increasingly support community schools as a method of supporting whole child outcomes. Oakland Unified School District (Oakland Unified) in California has made whole child education central to its community schools initiative. Oakland Unified's community schools provide a wide range of services for children and promote practices that enhance child development. This research brief presents the highlights of a study which finds that Oakland Unified intentionally created infrastructure to support its community schools, including: (1) coordination of partnerships between schools and county-level agencies; (2) management of partnerships between schools and service providers; (3) training for specialized personnel, such as community school managers and student support teams; (4) professional learning for school staff; and (5) resources for family engagement. The study illustrates how these district-level supports enabled whole child educational practices within three case study schools. [For the full report, see ED630211.]
Developing State Assessment Systems That Support Teaching and Learning: What Can the Federal Government Do? Policy Brief
Author: Badrinarayan, Aneesha
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Educational Assessment,Federal Government,Government Role,State Government,Educational Strategies,Educational Change,Federal Legislation,Elementary Secondary Education,Educational Legislation,Barriers,Peer Evaluation,Innovation

The Every Student Succeeds Act (ESSA) invited states to use multiple measures of &quot;higher-order thinking skills and understanding,&quot; including &quot;extended-performance tasks,&quot; to create state assessment systems that support teaching for deeper learning. However, few states have been able to navigate federal assessment requirements in ways that result in tests with these features that can support high-quality instruction. This brief describes three ways that federal executive action can help states realize their visions for more meaningful assessments: (1) Better align technical expectations for assessment quality with ESSA's intentions; (2) Enable ESSA's Innovative Assessment Demonstration Authority to better support innovation; and (3) Create additional pathways to higher-quality assessments through existing or new funding mechanisms. [This report was written in collaboration with Michael DiNapoli, Tara Kini, Tiffany Miller, and Julie Woods. For the full report, see ED630214.]
Developing State Assessment Systems That Support Teaching and Learning: What Can the Federal Government Do?
Author: Badrinarayan, Aneesha
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Educational Assessment,Federal Government,Government Role,State Government,Educational Strategies,Educational Change,Educational Legislation,Elementary Secondary Education,Federal Legislation,Peer Evaluation,Guidance,Summative Evaluation,Innovation,Barriers,State Action

There is a growing call to reconsider current approaches to national and state assessment system policies and practices. State and local education agency leaders, educators, community leaders, and advocates have voiced concerns that current state assessment systems--defined primarily by end-of-year multiple-choice tests--are unable to meet contemporary needs for information that supports teaching and learning. More than 20 states are involved in efforts to transform one or more aspects of their assessment systems; however, the process of securing federal assistance and approval to make transitions to substantially improved systems poses numerous challenges. This report synthesizes policy analyses and findings from legal and research analyses, as well as consultations with national, state, and local leaders, to (1) outline the history of federal testing guidance and state responses that have shaped the current context, (2) describe strategies states and districts are pursuing to evolve their assessment programs into high-quality systems that both signal and support better teaching and learning processes for all students, and (3) identify key ways that the federal government could support assessment reforms that enable thoughtful assessment of meaningful skills in ways that also better support teaching and learning. [This report was written in collaboration with Michael DiNapoli, Tara Kini, Tiffany Miller, and Julie Woods. For the Policy Brief, see ED630213.]
Strengthening Pathways into the Teaching Profession in Texas: Challenges and Opportunities. Research Brief
Author: Bland, Jennifer A.
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Teaching (Occupation),Career Pathways,Teacher Shortage,Teacher Persistence,Labor Turnover,Teacher Salaries,Teaching Conditions,Teacher Education Programs,Scholarships,Student Loan Programs,Loan Repayment,Beginning Teacher Induction,Mentors,Teacher Certification,Enrollment Rate,Mathematics Education,Alternative Teacher Certification,Language Arts,Intervention,Incentives,Intellectual Disciplines,Preschool Education,Elementary Secondary Education

Systemic challenges for the Texas teacher workforce result from a large yearly demand for new teachers, exacerbated by high and climbing teacher attrition rates. As a result of these challenges, a large majority of new teachers are now hired before they complete preparation. Assigned disproportionately to students from low-income families and students of color, these less-prepared teachers are demonstrably less effective and less likely to stay than fully prepared teachers, stimulating further shortages. This study examines these conditions; describes the substantial work underway in Texas to address teacher shortages and stabilize the teacher workforce; and synthesizes evidence about policy interventions that can help address the key factors influencing workforce stability. These include investing in high-quality preparation models; reducing financial barriers to entry for teacher candidates; increasing teacher compensation; supporting improvements to teacher induction and working conditions; and improving state educator workforce data. [Funding for this report was provided by the Charles Butt Foundation. For the full report, see ED630218.]
Strengthening Pathways into the Teaching Profession in Texas: Challenges and Opportunities
Author: Bland, Jennifer A.
Date: 2023-02-00
Type: Reports - Research
Subjects: Teaching (Occupation),Career Pathways,Teacher Shortage,Teacher Persistence,Labor Turnover,Teacher Salaries,Teaching Conditions,Teacher Education Programs,Scholarships,Student Loan Programs,Loan Repayment,Beginning Teacher Induction,Mentors,Teacher Certification,Enrollment Rate,Mathematics Education,Alternative Teacher Certification,Language Arts,Intervention,Incentives,Intellectual Disciplines,Preschool Education,Elementary Secondary Education,Preservice Teacher Education

This report summarizes teacher workforce challenges and recent initiatives in Texas that are shaping the state of the educator workforce in important ways. Ongoing teacher shortages have led to the creation of a wide range of pathways into the profession, featuring varying types and amounts of training. A growing body of research demonstrates that these differences in pathways are associated with meaningful differences in teachers' knowledge, skills, and effectiveness, as well as the rates at which they enter and leave the profession. These differences have implications for student learning, school management, and equity, since the districts that have the most difficulty hiring fully prepared teachers are those that serve the most students of color and students from low-income families. This report reviews the emerging research; describes the substantial efforts Texas leaders and institutions are making to address concerns about workforce preparation and stability; and provides additional actionable, research-based policy recommendations. [Funding for this report was provided by the Charles Butt Foundation. For the Research Brief, see ED630217.]
Federal and State Resources for Students Experiencing Homelessness
Author: Espinoza, Daniel
Date: 2023-03-00
Type: Reports - Research
Subjects: Homeless People,At Risk Students,Student Needs,Barriers,Federal Aid,State Aid,Federal Legislation,Educational Legislation,Elementary Secondary Education,Emergency Programs,COVID-19,Pandemics,Place of Residence

Approximately 1.3 million public school students in the United States were identified as experiencing some form of homelessness in 2019-20. Due to their unstable living situations, students experiencing homelessness often have additional educational, social, emotional, and material needs compared to their stably housed peers. Housing instability can result in increased absences from school and can lead to students changing schools midyear. Each school move can disrupt students' education and limit opportunities to learn. The multiple challenges associated with homelessness negatively impact student learning outcomes. Reading, mathematics, and science scores for students experiencing homelessness tend to be lower than those of their peers, including those from economically disadvantaged but residentially stable families. While there is a need to focus attention on students experiencing homelessness, school districts may face barriers supporting them. These barriers include unstable funding or funding that is inadequate to meet student needs, and restrictions on the allowable uses of federal funds, which limits district ability to support noneducational expenses, such as for emergency housing. In addition, prior research has found that funding may help districts identify students experiencing homelessness, and without sufficient funding, fewer students are able to be identified as needing support, leading to inadequate services. The purpose of the report is to examine the federal and state funding sources directed to schools to support students experiencing homelessness. [For the research brief, see ED630220.]