ethanporcaro/eric-fulltext-meta huggingface dataset:
Towards Automated Support for Small-Group Instruction: Using Data from an ITS to Automatically Group Students
Author: Mendiburo, Maria
Date: 2013-00-00
Type: Reports - Research
Subjects: Educational Research,Data Collection,Data Analysis,Teaching Methods,Computer Software,Technology Uses in Education,Grouping (Instructional Purposes),Student Needs,Intervention,Intelligent Tutoring Systems,Models,Mathematics Instruction,Middle School Students,Mathematical Concepts,Program Effectiveness,Small Group Instruction

In this paper, the authors explore the use of learning analytics as a method for easing the cognitive demands on teachers implementing the HALF instructional model. Learning analytics has been defined as &quot;the measurement, collection, analysis and reporting of data about learners and their contexts for the purposes of understanding and optimizing learning and the environments in which it occurs&quot; (Vatrapu, Teplovs, &amp; Fujita, 2011). When used in a classroom setting in conjunction with teachers, learning analytics systems leverage both the expertise of the teacher and the capabilities of the technology to synergistically optimize the learning resources available for students (Segedy, Sulcer, &amp; Biswas, 2010). By automatically analyzing data generated as students' work through the fractions ITS, the HALF software should be able to provide the teacher with immediately actionable suggestions for effectively grouping (i) students who need remediation about related concepts, and (ii) students who have already mastered related concepts and are ready for an additional challenge. As an initial step in developing this technology, the authors report the results of a study that explored how to automate the instructional decisions made by a researcher with content expertise and in-depth knowledge of the HALF intervention program using data generated by the fractions ITS. A table and a figure are appended.
Ten Texts to College: Can Text Messages Mitigate Summer Attrition among College-Intending Low-Income High School Graduates?
Author: Castleman, Benjamin L.
Date: 2013-00-00
Type: Reports - Research
Subjects: High School Graduates,College Bound Students,Low Income Students,Handheld Devices,Written Language,Telecommunications,Computer Mediated Communication,Student Attrition,Urban Schools,School Districts,School Counselors,School Counseling,Enrollment,Randomized Controlled Trials,Minority Group Students,Technology Uses in Education

Despite decades of policy intervention to increase college entry among low-income students, considerable gaps by socioeconomic status remain. To date, policy makers have largely overlooked the summer after high school as an important time period in students' transition to college. In Summer 2012, the authors designed a randomized trial to investigate the efficacy of text messaging as a strategy to mitigate summer attrition. In collaboration with five urban school districts, implemented was a text messaging campaign in which the authors sent students (and in four school districts, their parents) a series of 8-10 text message reminders of key tasks to complete over the summer. The reminders were customized to the institutions at which students intended to enroll and provided recipients with the option of requesting help from a counselor. Approximately 25 percent of treatment group students clicked through at least one of the customized links included in the messages, while 35-50 percent of recipients responded to at least one message. Of these respondents, a considerable share requested a counselor meeting. In addition, counselors commonly indicated that the text messaging campaign allowed them to focus more time on providing students with college-related services rather than doing outreach. These findings are relevant both to ongoing policy efforts to increase college-going among low-income students, and more generally to efforts to harness technology to improve students' educational outcomes.
Why African American College Students Miss the Perfect Test Score
Author: Gentry, Ruben
Date: 2016-02-00
Type: Speeches/Meeting Papers
Subjects: African American Students,College Students,Scores,Academic Achievement,Preservice Teachers,Student Teacher Attitudes,Achievement Need,Etiology,Student Surveys,Performance Factors,Study Habits,Individual Characteristics,Educational Resources,Instructional Effectiveness

Many African Americans were imbued with the cliché that they must work twice as hard as others to be a success in life. Entering college, students with this belief put extensive effort into earning top grades to ensure quality preparation for their chosen career; yet, some fail to earn top scores. Why? This is the million dollar question, but the answer may not be completely elusive. To investigate the problem students in a teacher preparation program were surveyed to gain their perceptions as to why they did not earn perfect scores on chapter quizzes (comprehension digests--CD, as known in the course). Additionally, the students were requested to specify their plan for improving their CD performance. The responses were sorted into major categories. The results showed that the students had challenges in the areas of test preparation, test-taking strategies, acquiring resources, benefiting from instruction, and dealing with personal problems. Plans to improve test performance fell into the areas of better test preparation, improved test-taking strategies, greater commitment to instruction, and acquisition of appropriate resources. Implications are provided as to how both the instructor and the students can help ensure better, if not perfect, scores on tests in their area of study.
Violence against Teachers--Rule or Exception?
Author: Lokmic, Maja
Date: 2013-00-00
Type: Journal Articles
Subjects: Violence,Teacher Student Relationship,Student Behavior,Elementary School Teachers,Secondary School Teachers,Elementary School Students,Secondary School Students,Foreign Countries,Victims,Gender Differences,Age Differences,Computer Mediated Communication,Aggression,Correlation,Surveys,Questionnaires,Statistical Analysis,Parent Role

The objective of this study is to examine the prevalence of violence against teachers by students. The study included 175 teachers, five primary and five secondary schools. The age of respondents (teachers) ranges from 20 to 65, with average age being 44,33 years. The used instrument has assessed violence against teachers and has consisted of data about the characteristics of respondents, frequency and type of violence experienced from students. The results suggest that violence against teachers in primary and secondary schools in Zagreb taken in to sample is very much present. Since 74,3% teachers has experienced violence from their students during the year that kind of behavior is more of a rule than an exception. Students in primary and secondary schools show violent behavior against their teachers at an equal level. Male teachers, as opposed to female teachers, are more frequently victims of violent behavior (posting inappropriate content online) from their students. Also, there is a statistically significant correlation (negative) between age (years of service in school) and frequency of experienced violence from students.
The Efficiency of Computer-Aided Instruction and Creative Drama on Academic Achievement in Teaching of Integers to Seventh Grade Students
Author: Kaplan, Abdullah
Date: 2013-03-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Drama,Creativity,Academic Achievement,Mathematical Concepts,Grade 7,Teaching Methods,Conventional Instruction,Comparative Analysis,Elementary School Students,Quasiexperimental Design,Achievement Tests,Statistical Analysis,Instructional Effectiveness,Foreign Countries

This study aims to compare computer-aided instruction, creative drama and traditional teaching methods in teaching of Integers to the seventh grade students. The study was conducted in a primary school with eighty-seven students (N=87) in a county of Agri, in spring term of academic year 2011-2012. A non equivalent control group quasi experimental research design was used for the evaluation. Data of study were obtained through educational achievement test. SPSS 16.0 software program was used for two-way ANOVA analysis. At the end of the study, most successful group was computer-aided instruction group, while there was no significant difference between creative drama and conventional education group.
Leisure Time of Young Due to Some Socio-Demographic Characteristics
Author: Ðuranovic, Marina
Date: 2014-00-00
Type: Journal Articles
Subjects: Leisure Time,Student Surveys,Questionnaires,Recreational Activities,Age Differences,Student Characteristics,Correlation,Foreign Countries,Elementary School Students,Middle School Students,Gender Differences,Statistical Analysis,Social Influences

The aim of this paper is to explore the prevalence of activities in leisure time of the young. A survey was conducted on 1062 students in 8 primary (n=505; 47,6%) and high schools (n=557; 52,4%) in Sisak - Moslavina County in the Republic of Croatia. The questionnaire of spending leisure time used was made up of 30 variables on a five-degree scale of ordinal type. Descriptive values indicated a low prevalence of activities in spending leisure time. The hypothesis of the existence of statistically significant difference between the students in primary and high school was confirmed from the sample on the following variables of leisure time: electronic media, sports, going out and relaxing activities. Students in high school spend more of their leisure time using electronic media and doing sports, while primary school students spend more of their leisure time hanging out, going out and doing relaxing activities. As part of partial correlations (while controlling variables age and time of studying), correlation between school achievement and cultural and relaxing activities was found to be low and positive, while negative correlation was found with the composite variable: hanging out and going out.
Code-Switching as a Result of Language Acquisition: A Case Study of a 1.5 Generation Child from China
Author: Zhou, Yalun
Date: 2007-03-00
Type: Reports - Research
Subjects: Code Switching (Language),Language Acquisition,Case Studies,Chinese Americans,Chinese,English,Bilingual Students,Sociolinguistics,Immigrants,English (Second Language),Language Dominance,Language Fluency,Vocabulary Development

Despite individual differences, all bilinguals share the ability to act in their native language, in their second language, and to switch back and forth between the two languages they know (Van Hell, 1998). Chinese is the largest Asian American ethnic group in the United States. Their use of code-switching is an increasingly important issue in understanding their language choice and language development. This study on code-switching between a 1.5 generation Chinese child and her parents will add perspectives on the growing literature of Chinese American families, their language interaction and language development.
E-Content Development for Languages: Success Factors and Pitfalls
Author: De Paepe, Liesbeth
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Indo European Languages,Adult Education,Second Language Instruction,Foreign Countries,Electronic Learning,Technology Uses in Education,Distance Education,Computer Mediated Communication,Course Content,Barriers,Online Courses,Educational Technology

This paper discusses the success factors and pitfalls in development of e-content for languages. The factors discussed draw on several years of experience in developing and implementing 95% distance courses for Dutch as a second language in the adult education sector in Flanders and on PhD research at VUB. The CEFR [Common European Framework of Reference for Languages] provides language centres with a profound pedagogical framework necessary when developing language courses. The 10 success factors and 5 pitfalls in the development of e-content for languages discussed in this text comprise practical guidelines, which can affect the process of creating qualitative e-content for languages positively.
Identifying Head Start and Public Pre-K Participation in NSECE Data on Center-Based ECE Programs. NSECE Technical Report Supplement. OPRE Report 2015-92b
Author: Goerge, Robert
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Preschool Education,Early Intervention,Public Schools,Child Care Centers,Financial Support,Educational Finance,Enrollment,Institutional Characteristics,Geographic Location,Research Methodology

The analyses presented in the Technical Report, &quot;Which Centers Participate in Head Start or Public Pre-Kindergarten&quot; characterize centers that have at least one child whose enrollment is funded through Head Start or Public Pre-K funds. This supplement to the technical report provides interested readers with technical details of the analyses, including additional information about tabulations and definitions used, as well as discussion of features of the data that affect how additional analyses might be undertaken. [For &quot;Which Early Care and Education Centers Participate in Head Start or Public Pre-Kindergarten? National Survey of Early Care &amp; Education. Technical Report. OPRE Report 2015-92a,&quot; see ED564119.]
Which Early Care and Education Centers Participate in Head Start or Public Pre-Kindergarten? National Survey of Early Care &amp; Education. Technical Report. OPRE Report 2015-92a
Author: Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation
Date: 2015-09-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Preschool Education,Early Intervention,Public Schools,Child Care Centers,Financial Support,Educational Finance,Enrollment,Institutional Characteristics,Geographic Location,Poverty Areas,National Surveys

This report draws on newly available data from the National Survey of Early Care and Education (NSECE) to describe early care and education (ECE) centers that participate in two prominent publicly-funded ECE initiatives: Head Start and publicly-funded pre-kindergarten. Although a great deal is known about Head Start programs, and there are sources of information about Public Pre-K, there has been no available data source that documents how centers participating in these publicly-funded initiatives fit within the full spectrum of center-based ECE. This report identifies the number of centers nationally that had enrollment funded by Head Start or Public Pre-K funds in 2012, and describes some characteristics of these programs. In the NSECE data, a &quot;center&quot; refers to all ECE services to children under age 13 years provided by one organization in a single location. An accompanying technical supplement provides details on the methodology for identifying programs as participating in these two ECE initiatives, and explains some issues pertaining to analyses of NSECE data regarding programs' participation in Head Start and Public Pre-K. [For &quot;Identifying Head Start and Public Pre-K Participation in NSECE Data on Center-Based ECE Programs. NSECE Technical Report Supplement. OPRE Report 2015-92b,&quot; see ED564118.]
Engineering Emergency: African Americans and Hispanics Lack Pathways to Engineering. Vital Signs: Reports on the Condition of STEM Learning in the U.S.
Author: Change the Equation
Date: 2014-02-00
Type: Reports - Evaluative
Subjects: African American Education,Engineering Education,Educational Opportunities,Equal Education,Developmental Studies Programs,STEM Education,Elementary Secondary Education,Hispanic American Students,Academic Degrees,Educational Attainment,Change Strategies,Disproportionate Representation,Racial Distribution

A quality education that leads to good jobs offers a reliable pathway to economic security, yet the first step on that pathway remains inaccessible to far too many Americans, especially Americans of color. Nowhere is this inequity more apparent than in engineering. On average, people with engineering bachelor's degrees earn higher salaries than people with bachelor's degrees in any other field, and the Bureau of Labor Statistics projects 690,000 engineering job openings by 2022. This report on Change the Equation's analysis of U.S. Department of Education data reveals that African Americans and Hispanics remain much less likely than white Americans to reap these rewards, presenting both a moral and an economic crisis that deepens income inequality in the U.S. while leaving the creative potential of millions of Americans untapped. We cannot address these inequities through college programs alone. This report discusses the strategy of strengthening the pipeline to engineering and other STEM fields in our elementary and secondary schools by setting high academic expectations for all students while greatly expanding minorities' access to advanced STEM learning opportunities.
State Pre-K Funding for 2015-16 Fiscal Year: National Trends in State Preschool Funding. 50-State Review
Author: Parker, Emily
Date: 2016-01-00
Type: Reports - Research
Subjects: Preschool Education,State Aid,Annual Reports,Trend Analysis,Funding Formulas,Educational Finance,Access to Education,Relevance (Education),Tables (Data),Cost Indexes,Statistical Data

This report highlights significant investments made by both Republican and Democratic policymakers in state-funded pre-k programs for the fourth year in a row. In the 2015-16 budget year, 32 states and the District of Columbia raised funding levels of pre-k programs. This increased support for preschool funding came from both sides of the aisle--22 states with Republican governors and 10 states with Democratic governors, plus the District of Columbia. In contrast, only five states with Republican governors and three states with Democratic governors decreased their pre-k funding. Overall, state funding of pre-k programs across the 50 states and the District of Columbia increased by nearly $755 million, or 12 percent over 2014-15. While this progress is promising, there is still work to be done to set children on the path to academic success early in life. Still, less than half of preschool-aged students have access to pre-k programs. Increasing the number of students in high-quality preschool programs is broadly viewed as a way to set young learners on a path to a secure economic future and stable workforce. This report includes several state examples and an overview of the pre-k programs they have in place. Data tables on total state pre-K funding and state pre-kindergarten funding by program are appended. [Megan Carolan contributed to this publication.]
The Rhode Island Labor Market in Recovery: Where Is the Skills Gap? Current Policy Perspectives. No. 15-7
Author: Burke, Mary A.
Date: 2015-12-00
Type: Reports - Research
Subjects: Labor Market,Skill Analysis,Achievement Gap,Job Skills,Occupational Surveys,Economic Impact,Economic Development,Employment Patterns,Labor Force,Labor Demands,Labor Supply,Unemployment,Comparative Analysis,Statistical Analysis,Evidence,Cost Indexes,Salary Wage Differentials,State Surveys,Education Work Relationship

This paper assesses the extent to which Rhode Island's workforce lacks skills that are in demand among the state's current and potential employers and, if so, whether such a skills gap or labor market &quot;mismatch&quot; significantly restrains employment growth in the state. Using an index developed by Sahin et al. (2014), we find that occupational mismatch in Rhode Island increased leading up to and during the Great Recession and fell back to pre-recession levels by mid-2013. In 2015:Q2, occupational mismatch restrained quarterly employment growth in Rhode Island by an estimated 0.03 percentage points. However, since 2013 Rhode Island's employment growth rate has exceeded its long-run average, suggesting that the current extent of mismatch in the state is no greater than its long-run average level. Nonetheless, the share of Rhode Island-based jobs filled by out-of-state workers has increased significantly since 2001, a trend driven by jobs that employ college-educated workers. This evidence agrees with some Rhode Island employers' claims that they have trouble filling skilled jobs with Rhode Island resident workers. While this finding suggests that at the broader regional level, occupational mismatch is not a serious problem, regional welfare might yet be improved by training Rhode Island workers to fill such positions. An appendix presents: &quot;Missed Hires Mismatch Index&quot; (Basic and Adjusted).
Within-School Spillover Effects of Foreclosures and Student Mobility on Student Academic Performance. Working Papers. No. 15-6
Author: Bradbury, Katharine
Date: 2014-07-00
Type: Reports - Research
Subjects: Student Mobility,Academic Achievement,Real Estate,Performance Based Assessment,Economic Impact,Student Records,Scores,Demography,Place of Residence,Neighborhoods,Public Schools,Disadvantaged Environment,Disadvantaged Schools,Enrollment Trends,Test Score Decline,Regression (Statistics),Tables (Data),Statistical Analysis,Peer Influence,Robustness (Statistics),Predictor Variables,Transfer Students

Aside from effects on nearby property values, research is sparse on how foreclosures may generate negative externalities. Employing a unique dataset that matches individual student records from Boston Public Schools--including test scores, demographics, home address moves, and school changes--with real estate records indicating whether the student lived at an address involved in foreclosure, we investigate the degree to which the test scores of students attending high-foreclosure schools suffer, even among students not directly experiencing foreclosure. We also explore the impact on individual test scores of school-level (by grade and year) student mobility--that is, inflows of new students to a school during the school year--including mobility induced by residential moves (in some cases caused by foreclosures) and mobility arising for other reasons. We find fairly robust evidence that higher student mobility at a school, induced by residential moves, imposes significant negative effects on test scores of students at the receiving school. Beyond this channel, school-level foreclosure prevalence does not appear to generate externalities. Since we also find that residential-move-induced school changes appear to harm the outcomes of the school-changers themselves, policies that seek to limit such changes within the academic year may uniformly raise test scores, at least in the short run. The following are appended: (1) Math Test Score Regressions, (2) ELA Test Score Regressions; and 14 tables.