ethanporcaro/eric-fulltext-meta huggingface dataset:
Umoja Community: Insights and Feedback from Program Coordinators on Available Supports and Resources
Author: Purnell-Mack, Rogéair
Date: 2018-08-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,African American Students,Culturally Relevant Education,Program Effectiveness,Technical Assistance,Program Evaluation,Outreach Programs,Summer Programs,Coordinators,Conferences (Gatherings),Evaluation Methods

The Research and Planning Group for California Community Colleges (RP Group) partnered with Umoja Community leadership to conduct a study that assesses statewide efforts to support Umoja program coordinators. The purpose of this study is to evaluate the effectiveness of the technical assistance, resources, and trainings offered by the statewide Umoja Community to support local Umoja programs. Umoja program coordinators from a representative sample of statewide programs and institutions were invited to participate. This report summarizes the feedback and insights gleaned from interviews with nine program coordinators and one instructional faculty member (program coordinators) who volunteered to participate. The large majority (70-90%) of program coordinators positively assessed key Umoja Community resources and supports. Fewer program coordinators assessed the case studies and curriculum as effective and/or useful, 50% and 40% respectively, as many were not aware of the availability of these materials. Generally, program coordinators indicated that all Umoja Community events, supports, and resources provided needed guidance on programming and pedagogy, offered safe spaces and opportunities for Umoja staff and students to network and collaborate, and underscored the importance and implementation of the Umoja Practices. [For the report from Phase 2 of the evaluation, see &quot;The Ethic of Love: A Mixed-Methods Analysis of How Umoja Supports Its Students' Academic and Life Success&quot; (ED608922).]
&quot;Through the Gate&quot; Transfer Study: Phase 2 Technical Report
Author: Brohawn, Katie
Date: 2020-07-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,College Transfer Students,Student Characteristics,Student Motivation,Barriers,Financial Problems,Expectation,School Location,Proximity,Family Influence,Information Sources,School Counselors,Capacity Building

In 2016, the Research and Planning Group for California Community Colleges (RP Group) launched the &quot;Through the Gate&quot; transfer study, aimed to identify strategies for increasing transfer among &quot;high-leverage learners&quot; in the California Community Colleges (CCC)--individuals who have completed all or most of their transfer requirements, but who do not make it &quot;through the gate&quot; to a university. Phase 1 of &quot;Through the Gate&quot; included quantitative research to understand the transfer landscape and identify where California is suffering the greatest transfer leaks, determining: (1) how many students in California arrived at the transfer gate, but did not go through; and (2) who they are and where they reside. Building off the wealth of knowledge gained during its first phase, Phase 2 of &quot;Through the Gate&quot; set out to answer the following question: For students whose course-taking indicates they are close to the gate, which factors are most salient as they decide whether or not to transfer to a university? This technical report provides additional detail on the Phase 2 research highlighted in &quot;Students Speak Their Truth about Transfer: What They Need to Get Through the Gate&quot; (Cooper et al., 2020). This report begins with an overview of the methodology for this phase, including: (1) the sampling methods used to arrive at the two main sources of data (the survey of 809 students across 31 colleges and interviews with a subset of 39 survey respondents); and (2) the approach to these two components of the research. Then, the survey and interview findings, including a presentation of the demographics and key characteristics of participants, an outline of transfer motivators and challenges impacting student transfer, a discussion of sources tapped to navigate the transfer journey, and a list of advice from student interviewees to their colleges for improving transfer policies and practices. Following this, the authors outline the research limitations and then summarize the conclusions from this project phase. [For &quot;Through the Gate: Mapping the Transfer Landscape for California Community College Students,&quot; see ED590588. For &quot;Students Speak Their Truth about Transfer: What They Need to Get Through the Gate,&quot; see ED608978.]
Expectations and Aspirations: A New Framework for Education in the Middle East and North Africa
Author: El-Kogali, Safaa El Tayeb, Ed.
Date: 2020-00-00
Type: Books
Subjects: Geographic Regions,Human Capital,Well Being,Educational Change,Academic Aspiration,Expectation,Foreign Countries,Barriers,Early Childhood Education,Access to Education,Outcomes of Education,Labor Market,Cultural Influences,Educational Development,Accountability,Strategic Planning,Stakeholders,Language of Instruction,Equal Education,Lifelong Learning,Political Influences,Conflict,Guidelines,Semitic Languages,Standard Spoken Usage,Teaching Methods,Instructional Leadership,Curriculum Development,Budgets,Educational Finance,Information Technology,Technology Integration,Inclusion,Student Evaluation,Leadership Effectiveness,Elementary Secondary Education,Higher Education

Education, which has been at the heart of the Middle East and North Africa (MENA) region's history and civilizations for centuries, has a large untapped potential to contribute to human capital, well-being, and wealth. The region has invested heavily in education for decades, but it has not been able to reap the benefits of its investments. Despite a series of reforms, MENA has remained stuck in a low-learning, low-skills level. &quot;Expectations and Aspirations: A New Framework for Education in the Middle East and North Africa&quot; identifies four key sets of tensions that are holding back education in the region: credentials and skills, discipline and inquiry, control and autonomy, and tradition and modernity. These tensions are shaped by society and are reflected in classrooms. If they are not addressed, MENA will continue to operate at a level below its potential. This report outlines a new framework with a three-pronged approach that can help address these tensions and unleash the potential of education in MENA: (1) a concerted &quot;push&quot; for learning that starts early for all children regardless of background, with qualified and motivated educators, and that leverages technology, uses modern approaches, and monitors learning outcomes; (2) a stronger &quot;pull&quot; for skills by all stakeholders in the labor market and society that involves coordinated multisystem reforms within and beyond the education system; (3) a new &quot;pact&quot; for education at the national level with a unified vision, shared responsibilities, and accountabilities. Education is not just the responsibility of the education system--it is everyone's business. The push, pull, and pact framework offers an opportunity for MENA to move forward to reclaim its heritage of a learned region and to meet the expectations and aspirations of its people. The current situation in MENA requires a renewed focus on education, not just as a national priority for economic growth and social development, but as a national emergency for stability, peace, and prosperity.
Computer Literacy Course with Distance Education: Students&apos; Views on the Procedure, Content and Benefits
Author: Avci, Ümmühan
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Literacy,Distance Education,Course Content,Required Courses,Online Courses,Affordances,Instructional Effectiveness,Preferences,Value Judgment,Student Participation,Attendance,Preservice Teachers,Video Technology,Synchronous Communication,Private Colleges,Foreign Countries,Student Attitudes

The aim of this study is to examine the views of students about the procedure, content and benefits of the computer literacy course conducted by distance education in terms of active and passive participants and non-participating students. Sixty-one faculty of education students, who had taken the Computer Literacy course at a private university, participated in this qualitative study. The data obtained from the opinion form consisting of open-ended questions were analyzed by content analysis. According to the results, the students found live course recording videos most useful and generally had a positive views about the course being given by distance education. When asked about their preferences, it was seen that half of the active participant students preferred distance education and the other half preferred face-to-face education, the majority of the passive students preferred distance education and non-participant students preferred more face-to-face education. It was seen that watching the recorded course videos for active students and preparing homework for passive or non-participating students help them learn the course more easily. In order for the course to be learned more effectively, it is necessary to have attendance requirement according to the passive students and face-to-face education according to the non-participant students.
Supplement to the What Works Clearinghouse Procedures Handbook, Version 4.1
Author: What Works Clearinghouse (ED)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Research,Evaluation Methods,Effect Size,Research Design,Error of Measurement,Regression (Statistics),Outcome Measures

This supplement concerns Appendix E of the &quot;What Works Clearinghouse (WWC) Procedures Handbook, Version 4.1.&quot; The supplement extends the range of designs and analyses that can generate effect size and standard error estimates for the WWC. This supplement presents several new standard error formulas for cluster-level assignment studies, in addition to introducing a needed bias correction term to the cluster design effect size formula. However, some extensions also expand options for computing standard errors for individual-level assignment studies. This supplement introduces a general approach, for both individual- and cluster-level assignment studies, that leverages the study-reported standard errors for regression coefficients. These enhancements were identified after the initial publication of the &quot;WWC Procedures Handbook, Version 4.1,&quot; in January 2020. No reviews were conducted under Version 4.1 prior to the publication of this supplement. This supplement is specific to Version 4.1, and its content will be directly integrated into future versions of the &quot;WWC Procedures Handbook.&quot; [For &quot;What Works Clearinghouse™ Procedures Handbook, Version 4.1,&quot; see ED602035.]
Improving STEM Curriculum and Instruction: Engaging Students and Raising Standards. STEM Smart Brief
Author: Community for Advancing Discovery Research in Education (CADRE)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Curriculum Development,Academic Standards,Best Practices,Teaching Methods,Instructional Effectiveness

Many factors affect student learning, including school culture to teacher ability to parent support. U.S. schools are trying new ways to improve math and science education by focusing on a variety of these areas. At the core of the efforts are the age-old questions of what to teach and how to teach it--curriculum and instruction. Recent research funded by the National Science Foundation to identify best practices in STEM education shows that students in all types of schools, regardless of size or specialty, can and do engage in high-quality science, mathematics, and engineering. But the extent to which students actually do learn these subjects is a different issue. For effective K-12 STEM instruction to become the norm, schools and districts must be transformed. This brief is presented for readers to learn more about curriculum and instructional methods that engage students in the learning process.
Preliminary Study of the Effects of BEST in CLASS--Elementary on Outcomes of Elementary Students with Problem Behavior
Author: Sutherland, K. S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Outcomes of Education,Elementary School Students,Behavior Problems,Positive Behavior Supports,Behavior Disorders,Emotional Disturbances,At Risk Students,Academic Achievement,Teacher Student Relationship,Classroom Environment,Urban Schools,African American Students,Low Income Students,Screening Tests,Achievement Tests,Rating Scales,Measures (Individuals),Young Children

Student problem behaviors in early elementary school are associated with fewer learning opportunities, poor relationships with teachers, and academic and behavioral problems, including increased risk of emotional/behavioral disorders (EBDs). This study examined the effect of BEST in CLASS--Elementary (BEST in CLASS-E), a Tier 2 intervention delivered by teachers, on student problem behavior, academic achievement, teacher-student relationships, and classroom quality using a randomized controlled trial design. Participants were 45 kindergarten to grade 3 students identified at risk of development of EBDs and their 26 teachers from three elementary schools located in an urban school district. BEST in CLASS-E was found to decrease teacher-reported student problem behavior and increase teacher-student closeness; no effects were noted for academic achievement or overall classroom quality. Results suggest the promise of BEST in CLASS-E as a Tier 2 intervention delivered by teachers in elementary classrooms. Implications and limitations of the study are discussed. [This article was published in &quot;Journal of Positive Behavior Interventions&quot; (EJ1265201).]
Informing Language Training with Multimodal Analysis: Insights from the Use of Gesture in Tandem Interactions
Author: Debras, Camille
Date: 2020-11-16
Type: Reports - Research
Subjects: Undergraduate Students,Interaction,Native Speakers,French,English,Interpersonal Communication,Nonverbal Communication,Sociolinguistics,Second Language Learning,Second Language Instruction,Intercultural Communication

In this article, Camille Debras explores face-to-face tandem interactions between undergraduate university students who are native speakers of French and English and the role multimodality plays in these. Drawing from linguistics research on the multimodality of tandem interactions, four multimodal interactional linguistics studies based on the annotation and/or qualitative analysis of data from a corpus made of audio- and video-recorded face-to-face tandem interactions provide evidence for the crucial communicative functions of gesture during exolingual interactions. Findings underscore the need to involve the nonverbal dimension in language learning and teaching and professionalization in higher education, so as to prepare L2 learners for the (international) workplace. [For the complete volume, &quot;Language Learning and Professionalization in Higher Education: Pathways to Preparing Learners and Teachers in/for the 21st Century,&quot; see ED608931.]
Needs Analysis for the Design of a Professional English Curriculum: Insights from a French Lifelong Learning Context
Author: Zoghlami, Naouel
Date: 2020-11-16
Type: Reports - Research
Subjects: Needs Assessment,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Curriculum Design,Course Descriptions,Higher Education,English for Special Purposes,Language Proficiency,Foreign Countries,Teacher Researchers,Graduate Students,Undergraduate Students,Program Descriptions,Professional Education

In this article, Naouel Zoghlami draws on needs analysis as a fundamental approach to inform the design of a professional English curriculum at the Cnam, a unique French research institution of higher education dedicated to lifelong learning. While needs analysis is still not widely used in the development of English for specific purposes programs in French higher education contexts, this study attempts to fill this gap by revealing the kinds of tasks adult professional learners studying at the Cnam say they need to perform in English at work. One of the strengths of this study thus lies in relying on data provided by domain insiders rather than assumptions held by the researcher-teacher about what adults need to learn to inform a professional English curriculum. Study data provide the information needed to improve the existing syllabus and the basis on which to build relevant pedagogical tasks. [For the complete volume, &quot;Language Learning and Professionalization in Higher Education: Pathways to Preparing Learners and Teachers in/for the 21st Century,&quot; see ED608931.]
Barriers and Facilitators to Implementation of BEST in CLASS
Author: Granger, K. L.
Date: 2020-00-00
Type: Reports - Research
Subjects: At Risk Students,Emotional Disturbances,Behavior Disorders,Student Behavior,Barriers,Program Implementation,Program Effectiveness,Preschool Education,Elementary Education,Evidence Based Practice,Early Intervention,Classroom Environment,Student Adjustment,Teacher Student Relationship,Faculty Development,Behavior Modification,Social Development,Emotional Development

The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in CLASS-Elementary) are reviewed in relation to barriers and facilitators of high quality implementation. The importance of taking into account factors associated with teacher delivery of interventions in classrooms, particularly for children with and at-risk for emotional and behavioral disorders, when designing and evaluating interventions is discussed. Implications for future research and practice are provided. [This is the online version published in &quot;Exceptionality&quot; (ISSN 0936-2835).]
Looking inside the Education Black Box
Author: Johnson, William L.
Date: 2019-00-00
Type: Reports - Research
Subjects: Educational Policy,Public Schools,Dropouts,State Standards,Outcomes of Education,Academic Achievement,Factor Analysis,Evidence Based Practice,Effect Size,Meta Analysis,Research Reports,Teaching Methods,Statistical Analysis,Elementary Secondary Education,At Risk Students,High Achievement,High Stakes Tests,Academic Failure

Student state testing, annual teacher evaluation, and A-to-F campus and school district rating are here. And all of these have real policy implications for every school system. With seven thousand students a day dropping out of the public schools in the United States at a rate of one student every 26 seconds, what might be done to help these struggling students? The authors always answer: &quot;what is the research evidence&quot;? We have observed that state pass-fail score report formats, often not being grouped by content domains, call into question the system's capability to really help educators improve student outcomes. And there are often low statistical relationships between teaching strategies and student outcomes. The presenters addressed several changes they have made in their classrooms and noted the outcome has been exemplary student achievement. The authors have also documented their student's achievements using a variety of statistical procedures: independent samples t-tests, one-way analysis of variance (ANOVA), confidence intervals, and primary-and-secondary factor analyses. The presenters have also referenced successful educational practices linked to effect sizes (ESs). The presenters research findings have implications for both policy and classroom practices. Future studies in education should incorporate much more evidence-based research pertaining to student achievement and examine additional ways to prepare students for high achievement. This will necessitate research studies using more complex statistical procedures: Z-form effect sizes, confidence intervals, and meta analysis. The document contained 32 references.
CTE Pathways to STEM Occupations. STEM Smart: Lessons Learned from Successful Schools
Author: Community for Advancing Discovery Research in Education (CADRE)
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Vocational Education,STEM Education,Career Readiness,College Readiness,Secondary Education,Community Colleges,Job Skills,Job Training,Labor Force Development,Partnerships in Education,College School Cooperation,School Business Relationship,Employers,Alignment (Education),Academic Standards,Career Exploration,Dual Enrollment

This brief, the ninth in a series, explores issues and promising practices in paving career and technical education (CTE) pathways to high-STEM occupations--a key piece of the STEM college and career readiness puzzle. Other briefs focus on related parts of the puzzle, such as the role that math and science standards play in students' college and career readiness, providing rich STEM learning in preschool and out-of-school time programs, and strategies to ensure all students enjoy a successful STEM education. This brief offers examples of promising programs and recommendations for realizing the full potential of secondary CTE and community colleges in preparing students for college &quot;and&quot; careers.
The Importance of Belonging and Acceptance to Black Student Success. Umoja Phase II Evaluation. Research Brief 1
Author: RP Group
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: African American Students,Two Year College Students,Culturally Relevant Education,College Environment,Academic Achievement,Program Effectiveness,Student Attitudes,Academic Persistence,College Readiness,College Transfer Students,English Instruction,Grade Point Average,Mathematics Achievement,Academic Degrees

The Umoja Community seeks to enhance the cultural and educational experiences of African-American and other students in California Community Colleges. Launched in 2006, over half of colleges across the system now involve students with this approach, which embraces an ethic of love and the deliberate engagement of participants in culturally-relevant construction of knowledge and critical thought. How does Umoja participation impact students' success? What can be learned from students themselves about the role this community plays in their sense of belonging and acceptance on campus? This two-part study is designed to explore these and other questions--particularly salient given current drive to dramatically increase equitable outcomes across the system. This brief summarizes the RP Group's approach in Phase 2 of this evaluation, highlights the difference Umoja makes to students' academic and social success, and outlines additional opportunities for future research. [For the report from Phase 2 of the evaluation, see &quot;The Ethic of Love: A Mixed-Methods Analysis of How Umoja Supports Its Students' Academic and Life Success&quot; (ED608922).]