ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Positive but Nondifferential Gains in Secondary Students' Reading Comprehension: A Focus on Instructional Practices and Differential Benefit
Author: Simmons, Deborah
Date: 2013-00-00
Type: Reports - Research
Subjects: Reading Comprehension,Achievement Gains,Reading Achievement,Comparative Analysis,Middle School Students,High School Students,Teaching Methods,Reading Instruction,Instructional Effectiveness,Fidelity,English Teachers,Middle School Teachers,Secondary School Teachers,Intervention,Reading Tests,Pretests Posttests,Hierarchical Linear Modeling

Adolescents in the United States and their educators face an enormous challenge with respect to reading comprehension. College and career readiness standards outlined in the Common Core State Standards Initiative (2012) place increased emphasis on preparing students to read complex text across a range of content areas. At issue is how to develop the necessary skills to be able to read the texts required of college classes and literacy-demanding occupations when fewer than 35% of students in the secondary grades read proficiently (U.S. Department of Education, 2011). An emerging body of research has identified promising practices to promote reading comprehension among adolescents (Biancarosa &amp; Snow, 2006; Boardman et al., 2008; Edmonds et al., 2009). Dole, Nokes, and Drits (2009) categorized comprehension practices into two categories: teaching practices and self-regulated learning strategies (i.e., strategies students use to gain understanding or knowledge). Findings from meta-analyses (Davis, 2010; Edmonds, 2009) suggest that multicomponent comprehension intervention holds promise. This study expands this evidence base by comparing a theoretically developed set of practices designed to develop knowledge and student-regulated text processing. Extending findings from recent meta-analyses of comprehension strategy instruction (Davis, 2010; Edmonds et al., 2009), the authors investigated effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices on 7-10th grade students' reading comprehension. Three research questions were targeted: (1) What are the statistical and practical effects of knowledge-building and student-regulated practices on 7th to 10th-grade students' reading comprehension? (2) What is the relationship between dimensions of fidelity of implementation (i.e., adherence, quality of instruction, and program differentiation) and reading comprehension? and (3) Do knowledge-building and student-regulated practices differentially benefit subgroups of students with lower entry-level comprehension performance? Two tables are appended.
Examining the Relationship between Physiological Measurements and Self-Reports of Stress and Well-Being in Middle School Teachers over One School Year
Author: Katz, Deirdre A.
Date: 2013-00-00
Type: Reports - Research
Subjects: Stress Variables,Well Being,Middle School Teachers,Correlation,Measurement Techniques,Physiology,Metabolism,Biochemistry,Teacher Burnout,Anxiety,Reliability,Time Perspective,Longitudinal Studies,Questionnaires

Educators are exposed to a variety of stressors, which can lead to poorer teaching performance, burnout, and increased student misbehavior (Jennings &amp; Greenberg, 2009). Although self-report measures of stress are most commonly used in education research, physiological measures of stress may also contribute to the understanding of educators' stress, as well as their responsiveness to interventions designed to reduce stress and promote well-being. Some studies show a relationship between self-reported burnout and cortisol levels. Salivary alpha amylase (sAA) research indicates that it is a highly sensitive indicator of changes caused by psychological stressors (Granger, Kivlighan, El-Sheikh, Gordis &amp; Stroud, 2007). This study employs an innovative measurement design to facilitate the examination of associations between physiological indicators and self-reported measures related to stress and health. The authors examine associations between salivary biomarkers of teachers at the beginning of the school year and their self-reported levels of stress and burnout both concurrently and in the spring of that school year. This short-term longitudinal study was conducted in two middle schools in Central Pennsylvania over the course of one school year. Self-report and physiological data were collected at two time points: fall 2012 and spring 2013. Results show that salivary markers of stress show a modest relationship to self-reported measures in this sample but that measures of cortisol and sAA are not predictive of spring self-reported burnout or stress. Results did reveal that fall reports of high time urgency were associated with less steep awakening responses in both sAA and cortisol. Two tables and two figures are appended.
Estimating Cross-Site Impact Variation in the Presence of Heteroscedasticity
Author: Bloom, Howard S.
Date: 2013-00-00
Type: Reports - Research
Subjects: Research Methodology,Policy,Evaluation Research,Randomized Controlled Trials,Program Evaluation,Models,Computation,Bias,Statistical Significance,Simulation,Statistical Analysis,Research Design,Data Collection,Data Analysis

To date, evaluation research and policy analysis have focused mainly on average program impacts and paid little systematic attention to their variation. Recently, the growing number of multi-site randomized trials that are being planned and conducted make it increasingly feasible to study &quot;cross-site&quot; variation in impacts. Important technical questions arise when one uses data from a multi-site randomized trial to estimate the magnitude of cross-site impact variation and assess the statistical significance of these estimates. Some of these questions arise from the likelihood that variation in &quot;individual&quot; outcomes (which in the context of multi-level models is often referred to as a &quot;level-one residual variance&quot; or &quot;residual variance&quot; for short) might be different for the treatment group and control group members and/or might be different for different sites. In addition, to the extent that different populations and local conditions are represented by different sites, the variance of individual &quot;counterfactual&quot; outcomes (i.e. potential outcomes under no treatment) and therefore the variance of control group members' outcomes will differ across sites. This situation can be exacerbated if &quot;the extent of&quot; individual variation in program impacts also varies across sites because of their differences client populations and local conditions. These &quot;differences in individual outcome variation&quot; represent forms of heteroscedasticity which the authors refer to as: (1) T/C heteroscedasticity; and (2) cross-site heteroscedasticity. In this study, the following methodological questions are addressed through a series of simulations: To what extent are estimators of cross-site impact variation biased and tests of statistical significance incorrect when one does not take into account how the variance of individual outcomes differs between treatment and control group members and/or across sites? In other words, in practice, what are the risks of &quot;estimating too few&quot; residual variances and how does this risk vary under a wide range of conditions? (2) Among different estimators that take heteroscedasticity into account--estimators based on either a random-effects model, on a mixed-effects model or on no model (a method of moments estimator)--how do they compare? and (3) What recommendations can be made for practice?
How Late Is Too Late? The Influence of Summer Outreach on FAFSA Completion and College Enrollment for the Uncommitted High School Graduate
Author: Owen, Laura
Date: 2013-00-00
Type: Reports - Research
Subjects: High School Graduates,Summer Programs,Outreach Programs,College Attendance,Enrollment,Academic Persistence,Urban Schools,Low Income Students,Intervention,Student Financial Aid,Colleges,College Bound Students,Paying for College,School Counselors,Pupil Personnel Services,Control Groups,Experimental Groups,Comparative Analysis,Hispanic American Students,Program Effectiveness

Despite increases in postsecondary enrollment at American universities and colleges, there are still significant gaps in who matriculates to college and persists through graduation. Low-income students and students of color continue to be underrepresented in institutions of higher education; for many of these students, a lack of awareness of available financial funding options remains a substantial barrier to college entry and completion. This study investigates whether, among students who begin the summer without firm college plans in place and who have yet to complete the Free Application for Federal Student Aid (FAFSA), the proactive offer and provision of individualized school counselor support leads to improved rates of FAFSA completion and timely college enrollment. The research was conducted across three large urban school districts, Albuquerque Public Schools (APS), Dallas Independent School District (DISD), and Denver Public Schools (DPS). All three districts serve predominantly low-income Hispanic students. Data come from the U.S. Department of Education's FAFSA completion database and the National Student Clearinghouse database to quantify the impact of summer outreach on FAFSA completion and college enrollment for students who graduated from high school uncommitted to attend college. At the time of this report, the research team is currently working with participating districts to gather de-identified data so they can begin the intervention analysis, looking specifically at any differences between treatment and control group for FAFSA completion and FAFSA initiations. Research and evaluations will be presented at a later date.
Examining the Impact of Using the Science Writing Heuristic Approach in Learning Science: A Cluster Randomized Study
Author: Hand, Brian
Date: 2013-00-00
Type: Reports - Research
Subjects: Science Education,Heuristics,Science Process Skills,Randomized Controlled Trials,Elementary Schools,Workshops,Teaching Methods,Science Instruction,Inquiry,Scores,Reading Tests,Mathematics Tests,Disadvantaged Schools,Conventional Instruction,Socioeconomic Influences,Science Tests,Writing Assignments,Achievement Tests,Standardized Tests,Student Characteristics,Statistical Analysis

The U.S. began a new national standards movement in the area of K-12 science education curriculum reform in the 1980s known as &quot;Science for All&quot; to develop a population that is literate in economic and democratic agendas for a global market focused on science, technology, engineering, and mathematics (STEM) (Duschl, 2008). The National Research Council (NRC) report, Rising above the Gathering Storm (RAGS, NRC, 2007), describes four areas of needed proficiency for science students: generate and evaluate scientific evidence and explanations; know, use, and interpret scientific explanations of the natural world; understand the nature and development of scientific knowledge; and participate productively in scientific practices and discourse. The Science Writing Heuristic (SWH) approach shifts teaching from memorizing facts about science to focusing on argumentation as a means of learning the big ideas and theories of topics studied. This method, developed by Hand and Keys (1999), focuses on the student's ability to construct and critique ideas by actively participating in negotiating questioning, claims and evidence. This study was conducted with students in grades 3-5 at 48 elementary schools in Iowa. A cluster randomized experimental design was employed, with random assignment of participating elementary school buildings to SWH treatment (24 schools) or control condition (24 schools). The treatment schools were involved in a 2-year workshop and implementation program to use the SWH approach as the primary teaching and learning approach for the teaching of science. Standardized test scores were obtained for all students from the years immediately prior to the start of the SWH study. Findings showed that the inquiry-based SWH approach to teaching science is associated with a demonstrable reduction in Mathematics and Reading test score disadvantages for students in many traditionally disadvantaged groups. Further, over the two years of learning about science with the SWH approach, the Mathematics and Reading scores for students in disadvantaged schools recovered to the level of their peers who were learning from a traditional approach in more advantaged schools. It is important to note that the disappearance of SWH-exposed students' initial disadvantage in Mathematics and Reading scores following the intervention was not replicated with Science scores. One table is appended.
Estimating Causal Effects of Teacher-Child Relationships on Reading and Math Achievement in a High-Risk Sample: A Multi-Level Propensity Score Matching Approach
Author: McCormick, Meghan P.
Date: 2013-00-00
Type: Reports - Research
Subjects: Teacher Student Relationship,Reading Achievement,Mathematics Achievement,Correlation,At Risk Students,Probability,Elementary School Students,Resilience (Psychology),Intervention,Kindergarten,Grade 10,Grade 1,Regression (Statistics),Models,Urban Schools,Elementary School Teachers,Parents,Measures (Individuals),Statistical Distributions

A robust body of research has identified associations between positive teacher-child relationships--characterized by high levels of closeness and low levels of conflict--and children's academic achievement in elementary school (e.g. Roorda, 2012). Additional studies find that high-quality teacher-child relationships may promote academic resilience among lower-income, racial/ethnic minority children at-risk for poor achievement (Crosnoe et al., 2010; Murray &amp; Zvoch, 2011). This work suggests that interventions designed to boost academic achievement in lower-income urban schools should consider targeting teacher-child relationship quality. Research, however, has yet to use multi-level models to infer causal impacts of high-quality teacher-child relationships on academic achievement within this high-risk population of students and schools. The current study uses a multi-level propensity score matching approach to estimate causal effects of a high-quality teacher-child relationship in kindergarten on student math and reading achievement at the transition to first grade. In this study, the researchers compare effects from these models to multi-level regressions, and conduct sensitivity analyses of continuous effects using generalized propensity score matching procedures. The results revealed sizeable, positive impacts of high-quality teacher-child relationships in kindergarten on a standardized measure of math achievement in first grade for a low-income, racial/ethnic minority population of students attending urban schools. However, no effects of high-quality teacher-child relations were detected for reading outcomes in first grade. Two tables are appended.
Validity of the SAT for Predicting FYGPA: 2007 SAT Validity Sample. Statistical Report No. 2009-1
Author: Patterson, Brian F.
Date: 2009-12-30
Type: Reports - Research
Subjects: College Entrance Examinations,Predictive Validity,Test Validity,Scores,Grades (Scholastic),Grade Point Average,Correlation,Institutional Characteristics,Student Characteristics,Public Colleges,Private Colleges,High School Students,College Freshmen,Tables (Data)

This report presents the findings from a replication of the Kobrin et al. (2008) and Mattern et al. (2008) reports. Students who were missing at least one of the following were excluded from the analyses: SAT scores, a self-reported high school grade point average (HSGPA), and a valid first-year GPA (FYGPA); this resulted in a final sample size of 159,286. Based on Powers (2004), the analytical procedure for computing multiple correlations was modified slightly from what was done in the two original reports. This document presents the updated tables for the 2007 sample, and the findings are largely the same. A list of participating institutions is appended.
Validity of the SAT® for Predicting First-Year Grades: 2010 SAT Validity Sample. Statistical Report 2013-2
Author: Patterson, Brian F.
Date: 2013-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Predictive Validity,Test Validity,Scores,Grades (Scholastic),Grade Point Average,Correlation,Institutional Characteristics,Student Characteristics,Public Colleges,Private Colleges,High School Students,College Freshmen,Tables (Data)

The continued accumulation of validity evidence for the core uses of educational assessments is critical to ensure that proper inferences will be made for those core purposes. To that end, the College Board has continued to follow previous cohorts of college students and this report provides updated validity evidence for using the SAT to predict first-year college grade point average (FYGPA) for the 2010 cohort. Colleges and universities (henceforth, &quot;institutions&quot;) provided data on the cohort of first-time, first-year students enrolling in the fall of 2010. The College Board combined those college outcomes data with official SAT scores and SAT Questionnaire response data. In particular, 160 institutions provided data on 287,881 students with 211,403 having complete data on high school grade point average (HSGPA), SAT critical reading (SAT-CR), mathematics (SAT-M), and writing (SAT-W), and FYGPA. As has been shown in previous work (Kobrin, Patterson, Shaw, Mattern, &amp; Barbuti, 2008; Patterson, Mattern, &amp; Kobrin, 2009; Patterson &amp; Mattern, 2011; Patterson &amp; Mattern, 2012), the correlation of SAT section scores and HSGPA with FYGPA was strong (r = 0.63). When compared with the correlation of HSGPA alone with FYGPA (r = 0.54), the addition of the SAT section scores to HSGPA represented a substantial increase (?r = 0.09) in the correlation with FYGPA. The patterns of differential validity by institutional and student characteristics and differential prediction by student characteristics also follow the same general patterns, as has been shown in previous work (Mattern, Patterson, Shaw, Kobrin, &amp; Barbuti, 2008; Patterson, et al., 2009; Patterson &amp; Mattern, 2011; Patterson &amp; Mattern, 2012). The following are appended: (1) Institutions Providing First-Year Outcomes Data for the 2010 Cohort; (2) Raw Correlations of SAT and HSGPA with FYGPA by Institutional Characteristics; and (3) Raw Correlation of SAT Scores and HSGPA with FYGPA by Subgroups.
Persistence and Attainment of 2011-12 First-Time Postsecondary Students after 3 Years. First Look. NCES 2016-401
Author: Ifill, Nicole
Date: 2016-01-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,Postsecondary Education,Academic Persistence,Educational Attainment,Undergraduate Students,College Freshmen,Time to Degree,Enrollment Trends,Student Characteristics,Public Colleges,Two Year Colleges,College Transfer Students,Graduation Rate,Student Attrition,Interviews,Student Records,Gender Differences,Racial Differences,Ethnic Groups,Age Differences,Institutional Characteristics

This report provides a &quot;first look&quot; at selected findings from the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14). It is based on final data describing a nationally representative sample of undergraduates who entered postsecondary education for the first time during the 2011-12 academic year. BPS:12/14 covers the experiences of these first-time beginning students over 3 academic years, 2011-12, 2012-13, and 2013-14, and provides information about the rates at which students completed degrees or certificates as well as the rates at which they persisted at the same institution, transferred to other institutions, or left postsecondary education without completing degrees or certificates. The findings presented in this report have been chosen to demonstrate the range of information available when using BPS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. The first-time postsecondary students in the BPS:12/14 study were identified in the 2011-12 National Postsecondary Student Aid Study (NPSAS:12). NPSAS:12 is a nationally representative sample of about 95,000 undergraduate and 16,000 graduate students attending about 1,500 Title IV eligible postsecondary institutions in the 50 states and the District of Columbia. First-time beginners in the BPS:12/14 study participated in two interviews: in 2012, at the end of their first year in postsecondary education, and 3 years after they had started postsecondary education in 2014. The following are appended: (1) Glossary; and (2) Technical Notes and Methodology.
From Elementary to University Students' Ideas about Causes of the Seasons
Author: Bostan Sarioglan, Ayberk
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Astronomy,Science Instruction,Scientific Concepts,Interviews,Statistical Significance,Misconceptions,Mixed Methods Research,Student Surveys,Middle School Students,High School Students,College Students,Grade 4,Grade 5,Grade 7,Student Characteristics,Statistical Analysis

This research was a cross-age study that sought to determine and compare students' ideas about the causes of the seasons. Toward this aim, the research was carried out with 974 students at different educational levels and across the various age groups. First, the data obtained from the responses to the open-ended question was categorized according to a rubric formulated in line with the goal of the study.The methodology used in analyzing the data derived from the interviews was a grouped categorization of those responses that were construed as having similar intended meanings. Statistically, a significant difference was found between the groups of university students aged 20-22 and the other groups of students who were between the ages of 10-19. In addition, whereas the frequency of encountering some misconceptions decreased with age, on the other hand, the frequency of other misconceptions showed an increase in older students. At the same time, there were some misconceptions which did not vary significantly in frequency across the age groups and still others that did show changes.
Self-Efficacy and IPS: An Empirical Study
Author: McLeod, Linda P.
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Questionnaires,Self Efficacy,Rating Scales,Statistical Analysis,Correlation,Gender Differences,Preservice Teachers,Identification (Psychology),Self Concept,Reliability,English Teachers,English (Second Language),Second Language Instruction,Second Language Learning

The fact that some learners learn language more successfully than others who are at the same level of aptitude and capabilities is inevitable. To understand why, the researcher has focused her attention on individual differences among learners. The ones that have been taken into account in this study are namely called self-efficacy and identity processing styles and the relationship between them in EFL learners. In addition, the difference between the identity processing styles among male and female participants is investigated. A group of 20 MA students from the Ontario College of Teachers, Canada participated in the study. Quantitative data were collected through two questionnaires namely the Revised Identity Style Inventory (ISI-4) which was developed by Berzonsky et al. (2011) and a general self-efficacy scale. Getting benefit of SPSS, the researcher first coded and then analyzed the data were coded. In order to determine the relationship between Canadian EFL learners' identity style and self-efficacy, the Spearman's rank order correlation formula was used. Secondly, to show the existence of a significant difference between the identity processing styles of male and female participants of the study, the Mann-Whitney U test was run. Statistical analyses indicated that there was a meaningful relationship between self-efficacy and identity processing styles among Canadian EFL learners and no difference was seen between the identity processing styles of both groups of male and female participants of the study.