ethanporcaro/eric-fulltext-meta huggingface dataset:
Unequal Pay for Equal Work? Unpacking the Gender Gap in Principal Compensation
Author: Grissom, Jason A.
Date: 2021-04-00
Type: Reports - Research
Subjects: Gender Differences,Principals,Salaries,Compensation (Remuneration),Women Administrators,Gender Discrimination,Individual Characteristics,Elementary Secondary Education,National Surveys,Labor Market,Human Capital,Work Environment,Career Pathways,Wages,Occupational Mobility,Administrator Qualifications,Unions

We investigate the male-female gap in principal compensation in state and national data: detailed longitudinal personnel records from Missouri and repeated cross-sections from the nationally representative Schools and Staffing Survey (SASS). In both data sets, we estimate substantively important compensation gaps for school leaders. In Missouri, female principals make approximately $1,450 less annually than their male colleagues with similar characteristics, including experience level and degree attainment, leading the same school in different years. Gaps are present in both base salary and extra duty salary, and are only partially explained by career paths or workplace sorting. SASS analyses show that women make about $1,000 less than men nationally, on average, a gap that even grows larger once accounting for individual and workplace characteristics, teacher-supplied effectiveness ratings, and reported hours worked. The presence of these residual gaps after accounting for many supply-side explanations may signal gender discrimination in school principal compensation. [This paper was published in &quot;Economics of Education Review&quot; v82 Apr 2021.]
MacPhail Center for Music Afterschool Intensive Strings Program: 2017-18 Evaluation Results
Author: Connell, Emma
Date: 2018-12-00
Type: Reports - Research
Subjects: Musical Instruments,After School Programs,Program Effectiveness,Music Education,Skill Development,Musicians,Academic Achievement,Student Attitudes,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Student Participation,Program Implementation,Administrator Attitudes,Parent Attitudes,Attendance,Partnerships in Education,Low Income Students

This report presents findings from the annual evaluation of the MacPhail Afterschool Intensive Strings Program. It covers the 2017-18 school year and looks at student progress reports, academic data, and student and parent satisfaction with the program. [For the 2016-17 report, see ED619344.]
MacPhail Center for Music Intensive Strings Program: 2019-20 Evaluation Results
Author: Connell, Emma
Date: 2020-11-00
Type: Reports - Research
Subjects: Musical Instruments,After School Programs,Program Effectiveness,Music Education,Skill Development,Musicians,Academic Achievement,Student Attitudes,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Student Participation,Program Implementation,Parent Attitudes,Attendance,Partnerships in Education,Low Income Students,COVID-19,Pandemics,Minority Group Students

This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program. It includes satisfaction and outcome data for the 2019-20 school year.
MacPhail Center for Music Intensive Strings Program: 2020-21 Evaluation Results
Author: Connell, Emma
Date: 2021-11-00
Type: Reports - Research
Subjects: Musical Instruments,After School Programs,Program Effectiveness,Music Education,Skill Development,Musicians,Academic Achievement,Student Attitudes,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Student Participation,Program Implementation,Parent Attitudes,Attendance,Partnerships in Education,Low Income Students,COVID-19,Pandemics,Minority Group Students

This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program, specifically at Ascension Catholic School in Minneapolis. It includes satisfaction and outcome data for the 2020-21 school year. [For the 2019-20 report, see ED619376.]
Understanding How Language of Instruction Impacts Early Literacy Growth for Spanish-Speaking Children
Author: Wackerle-Hollman, Alisha
Date: 2021-00-00
Type: Reports - Research
Subjects: Spanish Speaking,Bilingual Students,Preschool Children,Spanish,English (Second Language),Second Language Instruction,Language Usage,Native Language,Culturally Relevant Education,Emergent Literacy,Phonological Awareness,Rhyme,Preschool Education

Multitiered systems of support hold promise for dual language learners when culturally and linguistically responsive practices guide instruction. We modeled growth on Spanish and English early literacy skills and examined the role of language exposure and use at the individual and classroom instruction level in a group of 313 Spanish-English-speaking bilingual preschool-age children from 81 classrooms. Results revealed a significant portion of variance in children's performance was between classrooms. Children demonstrated meaningful growth on all measures except English rhyming. Predominantly Spanish and bilingual instruction produced growth as strong as English instruction on all measures except for first sounds and sound identification where bilingual instruction had a negative impact on growth. Children's language profiles did not interact with their classroom language of instruction. Implications for understanding the role language of instruction and home language exposure in multitiered systems of support with Spanish-speaking preschoolers are discussed. [This is the online version of an article published in &quot;School Psychology Review.&quot;]
Extending Academic Analytics to Engineering Education
Author: DeRocchis, Anthony M.
Date: 2018-10-00
Type: Reports - Research
Subjects: Engineering Education,Data Analysis,Undergraduate Students,Artificial Intelligence,Academic Achievement,School Holding Power,Academic Persistence,Minority Group Students,Females,At Risk Students,Disproportionate Representation,Course Content,Course Objectives,Low Achievement,Integrated Learning Systems,Scheduling,Database Design,Predictor Variables,Student Attitudes,Repetition,Time to Degree,Peer Teaching,Teaching Assistants

This Innovative Practice Category Work In Progress paper presents an application of machine learning and data mining to student performance data in an undergraduate electrical engineering program. We are developing an analytical approach to enhance retention in the program especially among underrepresented groups. Our approach will provide quantitative assessment of student performance in courses. Specifically, by hierarchically mapping the content of assignments to course learning objectives, we can better decipher which concepts a particular student is struggling with and, with the help of peer mentors, create tailored intervention techniques to help the student be successful in the program. These results will also be useful to academic advisors who can work with the student to determine class schedules that promote success in the program. In addition, students can take a proactive approach to their learning. In our approach, data from our learning management system and other available sources will be used to predict several outcomes for individuals such as when a student is beginning to have trouble with the material or if factors outside of the classroom are affecting their success. Here, we present our initial database schema and preliminary results relating number of class re-takes to time-to-graduation. [This paper was published in: &quot;2018 IEEE Frontiers in Education Conference (FIE),&quot; IEEE, 2018, pp. 1-5.]
What Is Important for Female and Minorities to Achieve Success in Academia?
Author: Rodrigues, Debora F.
Date: 2022-05-02
Type: Reports - Research
Subjects: Undergraduate Students,Graduate Students,Doctoral Students,College Faculty,Student Attitudes,Teacher Attitudes,STEM Education,Females,Minority Group Students,School Holding Power,Success,Time Management,Mentors,Gender Differences,Disproportionate Representation,Culturally Relevant Education,Career Awareness,Teaching (Occupation)

Background: The attraction and retention of female and minorities to science, technology, engineering and mathematics (STEM) related academic careers have been a concern for many years. Today, it is still unclear what are the needs of this STEM minority population to encourage them to pursue and be retained in academic career paths. Design/Method: In this study, senior undergraduate and graduate students, post-doctoral students and junior assistant professors were surveyed about topics that many studies have been reporting as essential for their success in academic careers. In this investigation, 123 attendees participated in surveys after a 1.5 day workshops held in three different institutions. The topics discussed and surveyed with the participants involved: Future Faculty Forum: What is Assistant Professorship?; Time management; Mastering the Science of College STEM Teaching; Culturally Responsive Teaching in STEM; Mentoring/career coaching; Graduate school 101; and Transitions: Being Proactive. Networking activities with the participants were also deployed, for example, round table and networking lunches (where all faculty and students in the college were invited to attend). Results: The results of the surveys showed that females and males participants had different opinions on which topic was the most beneficial for their careers. Overall, female and minority participants were more concerned about time management and mentoring; while male participants were more interested on the topic &quot;What is Assistant Professorship?&quot;. Conclusions: This study indicates that different approaches are needed to attract and retain different genre and ethnicities in engineering and other STEM disciplines.
Elevating School Leadership in State Policy. Policy Brief
Author: Pechota, Damion
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Principals,Instructional Leadership,Leadership Training,State Policy,Educational Policy,Policy Formation,State Boards of Education,Educational Legislation,State Legislation,Faculty Mobility,Faculty Recruitment,Certification,Administrator Evaluation,Tenure,Management Development,Diversity,Participative Decision Making

To best train and support school leaders in their evolving roles, they require high-quality preparation and in-service pipelines that both address the changing demands on their positions and acknowledge the cascading effects that well-prepared leaders have on both student outcomes and in school culture and retention. Including school leaders in the policymaking process will help guide state leaders on the most effective approaches for their states and needs. To that end, this Policy Brief explores school leader representation on state and local boards of education and on statewide task forces and commissions. The brief also presents an overview of the school leadership pipeline and examples of recent legislative action in 13 states that supports development along the continuum.
Communities in Schools (CIS) Success Coaches in WCPSS: 2019-20 &amp; 2020-21
Author: Rhea, Anisa
Date: 2022-03-00
Type: Reports - Research
Subjects: Middle Schools,Attendance Patterns,Language Arts,Mathematics,Grades (Scholastic),COVID-19,Pandemics,Coaching (Performance),Program Effectiveness,Program Implementation,Student Behavior,Suspension,At Risk Students,Expenditures,Middle School Students,Grade 9,Success,Faculty Workload,Minority Group Students,African American Students,Hispanic American Students,English Language Learners,Intervention,Spanish Speaking,Bilingualism,Student Needs,Student Attitudes,Social Support Groups,Goal Orientation,Social Development,Emotional Development

This report presents findings of the implementation of Communities in Schools (CIS) Success Coaches within five Wake County Public School System (WCPSS) middle schools during the 2019-20 and 2020-21 school years. End-of-year outcomes, including attendance rates and English language arts and mathematics grades, are examined and compared between the students on the Success Coaches' caseloads and similar students. Trends in outcomes across the years are largely inconclusive due to the onset of the COVID-19 pandemic during the 2019-20 school year, which significantly impacted the way students received services and connected with the school environment. Data collected from Success Coaches, students on their caseloads, and school principals suggest variability in implementation and services that could be due to a coach's skill set and the school's needs. Individual student reports indicate ways Success Coaches have made positive impacts, though the quantitative analyses show no discernable differences in outcomes between students on the coaches' caseloads and their counterparts. Recommendations are presented to continue progress monitoring and create a Memorandum of Understanding between CIS and WCPSS. [Cover title varies: &quot;CIS Success Coaches in WCPSS, Implementing School Years 2019-20 and 2020-21.&quot;]
Lessons Learned from Men of Color Programs: A Roadmap to Guide Program Development and Beyond
Author: Huerta, Adrian H.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Males,Ethnic Groups,Racial Differences,Persistence,Racial Bias,Peer Relationship,Teacher Student Relationship,College Environment,Barriers,Minority Group Students,Success,Intervention,Higher Education,College Role,Student Needs,Programs,Academic Support Services,Networks,Social Support Groups,School Community Programs,Workshops,School Culture,Administrator Role,Teacher Role,Equal Education,Recruitment,Mentors,Data Use

The collegiate experiences of men of color--Black, Latino, multiracial, Native American, Southeast Asian, and Pacific Islander men--are influenced by a wide variety of factors that determine if and how they persist to reach college graduation. Subtle and overt acts of racism and microaggressions from peers and faculty often shape experiences in college classrooms and are two examples of the many hurdles that prevent a smooth transition into campus-based resources for men of color. This roadmap aims to present areas of engagement for all stakeholders--internal and external--to create environments for men of color to succeed through the specific development, design, and implementation of both men of color programs and systems of support in higher education.
The Effect of Movement Training on Balance Skills in Children with Intellectual Disability
Author: Seker, Faruk Salih
Date: 2021-00-00
Type: Journal Articles
Subjects: Movement Education,Training Methods,Psychomotor Skills,Intellectual Disability,Students with Disabilities,Special Education,Elementary School Students,Rehabilitation Centers,Foreign Countries,Measurement Techniques,Scores,Skill Development,Outcomes of Education,Sensory Integration

Our study tried to assess the effect of the Special Movement Education Program on the balance skills of children with intellectual disabilities. We used the experimental design of 23 children with intellectual disabilities between the ages of seven and ten in a special education and rehabilitation center in Burdur, Turkey formed the study group. We applied the Basic Movement Training Program designed to develop balance skills to the experimental group. We practiced 22 courses of 45 minutes two days a week for 11 weeks before and after the application. The study continued for 13 weeks. We used Sensory Profile Test, Pediatric Balance Scale, Flamingo Balance Test, Balance Test on Walking Device, Standing Test on Balance Device, and Balance Measurement Device data collection tools. Mann Whitney U Test and Wilcoxon Test, which are non-parametric tests, were used in this study. We found a significant difference between the pre-test and post-test scores of the experimental group. The finding results revealed that children with intellectual disabilities improved their balance skills with movement training.
Specific Features of Universal Competences of Higher Education in Russia in the Context of Competence-Based Education: Conceptual Analysis
Author: Gilyazova, Olga. S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Competency Based Education,Comparative Analysis,Etymology,Diachronic Linguistics,Discourse Analysis,Soft Skills,21st Century Skills,Institutional Mission,College Role,Career Readiness,Language Usage,Foreign Countries,Educational Policy,Student Mobility,Educational Cooperation,International Cooperation

Problem and goal. Amid the currently advancing (technological, social, techno-social) trends, prominent attention is drawn to skills and competences, which are universal for all spheres of activity -- soft skills, key competences. They are known as universal competences in Russian higher education. The aim of the article is to pinpoint universal competences (UCs) and to analyze their specific features in the context of competence-based education. Materials and methods. The authors use methods of etymological, conceptual and comparative analysis combined with dialectical and diachronic approaches and discursive reflection. The study was based on competence-based education-related documents and projects of EU, OECD, UNESCO, the World Bank as well as on monographs and articles of top experts and research groups. Results. During the study, the term of universal competences was differentiated from the associated terms (soft skills, key competencies, generic competencies, and 21st century skills); the role of universal competences was identified as a balancer in higher education for equilibrating its two missions: Preparing students for successful career and helping them become well-rounded personalities. It has been found that the terminological confusion and the lack of consensus on many aspects of competence-based education have an ambivalent character. The idea of universal competences was identified as a Russian version of a tool (and the outcome) of the integration of two opposite intentions of the national educational policy: Blending in the mainstream of the competence-based approach and retaining its uniqueness. A contribution was made to expanding the conception of universalism as the foundation for competence-based education, including the one in Russia. Conclusion. We acknowledge that the concept of universal competences can make competence-based education more balanced in Russian environment or, on the contrary, it can aggravate its inherent imbalance.
Proper Noun Pronunciation Inaccuracies in English by Educated Arabic Speakers
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Arabs,Second Language Learning,English (Second Language),Nouns,Pronunciation,Accuracy,Error Patterns,Vowels,Dialects,Phonics,Phoneme Grapheme Correspondence,Pronunciation Instruction,Video Technology

Analysis of a corpus of errors in pronouncing Proper Nouns used in English collected from the spontaneous speech of a sample of Arab informants showed that Arabic speakers have the following problems: (i) mispronouncing English vowels in &quot;Google,&quot; &quot;Moodle,&quot; &quot;Uber,&quot; &quot;Nixon,&quot; &quot;London;&quot; (ii) replacing consonants absent in L1 (&quot;p v&quot;) by their equivalents (bebsi, jafa); (iii) germinating consonants in city and country names (&quot;Peking&quot;; &quot;Venezuela,&quot; &quot;Minnesota&quot;); (iv); inserting a vowel in consonant clusters in Proper Nouns and acronyms (&quot;Zelinsky&quot;, &quot;Logansk&quot;, &quot;SNAS&quot;, &quot;GMC&quot;); (v) breaking words into two sub-words (&quot;Kasper&quot;+&quot;sky&quot;, &quot;Sky&quot;+&quot;pe&quot;); (vi) pronouncing words the way they are spelled (Nazi, Nike, Huawei, Hyundai, Wednesday); and (vii) transferring Arabic stress rules to English words (McDonald, Mayflower). Pronunciation errors made by Arab students are attributed to transfer from the native language, i.e., Modern Standard Arabic (MSA) or the local dialect, insufficient mastery of English pronunciation rules, phonics and phone-grapheme correspondences and lack of knowledge of the differences between English and Arabic phonology. To correct pronunciation problems, the study recommends that students watch pronunciation practice videos that focus on a single error or rule at a time; raising students' awareness of English pronunciation rules, phonics, phoneme-grapheme correspondences and comparing English and Arabic vowels, consonants, syllable structure, pause, juncture and stress rules; providing direct pronunciation instruction, graded lessons and remedial exercises. Future research needs to investigate Arab students' pronunciation problems in assimilation, elision, and others.
MacPhail Online School Partnership: 2015-16 Evaluation Results
Author: Connell, Emma
Date: 2016-11-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Program Implementation,Partnerships in Education,Student Satisfaction,Program Effectiveness,Attendance,Music Education,Skill Development,Knowledge Level,Online Courses,Music Techniques,Musical Instruments,Student Interests,Student Motivation,Rural Schools,Music Teachers,Musicians

MacPhail's Online School Partnership has been providing lessons and working with schools outside the Twin Cities metro region since 2011. This report looks at how well the program is being implemented, how well the collaboration between MacPhail and schools functions, and how it can be strengthened.
Fall 2020 Enrollment: Challenges and Opportunities. Research Report 21-1
Author: Washington State Board for Community and Technical Colleges
Date: 2021-01-13
Type: Reports - Research
Subjects: College Students,Enrollment Rate,Enrollment Trends,Distance Education,COVID-19,Pandemics,Attendance Patterns,Enrollment Management,Declining Enrollment,Full Time Students,Part Time Students,Racial Differences,Student Personnel Services,Low Income Students,Barriers

The COVID-19 pandemic has caused significant disruption to enrollment in higher education. The overall shut down of the nation in March of 2020 forced colleges and universities to shift their content delivery primarily online, a context which continued for the remainder of the 2019-20 academic year. As the pandemic stretched on through the summer, many institutions remained mainly closed to in-person instruction and planned to begin the 2020-21 academic year in remote operations. The impact of these decisions on fall semester/quarter of 2020 enrollment was uncertain until preliminary census enrollment counts were gathered in late September/early October. This report: (1) Summarizes observations about enrollment patterns in the 2020-21 academic year both nationally and in Washington state; (2) Provides in depth analysis into the key components of enrollment challenges in fall quarter 2020 for the community and technical college (CTC) sector; and (3) Details possible opportunities for removing barriers to enroll more students and support those already in the midst of their studies.