ethanporcaro/eric-fulltext-meta huggingface dataset:
Boosting Digital Literacy in the Workplace: How Rapid Prototyping Is Helping Businesses to Upskill Workers and What Policymakers Can Do to Help
Author: Bergson-Shilcock, Amanda
Date: 2020-12-00
Type: Reports - Research
Subjects: Technological Literacy,Job Skills,Job Training,Labor Force Development,Administrator Attitudes,Public Policy,Business,Small Businesses,Barriers,Program Effectiveness,Internet,Access to Computers,Partnerships in Education,Professional Development,Information Technology,Workplace Learning

When it comes to digital literacy, how do we know what kind of skills America's workers need for the workplace, how they can best acquire them, and what competencies or credentials can help them signal their preparedness to employers? Over the past four months, National Skills Coalition staff interviewed business, education, and workforce leaders across the United States to understand how these issues are playing out on the ground. Made possible with support from the Cognizant U.S. Foundation, &quot;Boosting Digital Literacy in the Workplace: How Rapid Prototyping Is Helping Businesses to Upskill Workers and What Policymakers Can Do to Help,&quot; provides an actionable summary of their responses. Among the new findings: (1) A broad base of digital skills is a highly valued asset to business leaders; (2) Small businesses face greater challenges in addressing digital literacy gaps compared to their larger counterparts; (3) Dedicated public investments and integrated training models are crucial to the effectiveness of digital upskilling programs; (4) Investments in industry sector partnerships can help local businesses meet the demand for digital skills; and (5) Lack of access to broadband internet and digital devices makes training difficult and sometimes impossible for workers and small businesses. [Funding for this research was provided by the Cognizant U.S. Foundation.]
Improving Student Learning of Ratio, Proportion, and Percent Problem Solving: A Replication Study of Schema-Based Instruction
Author: Jitendra, Asha K.
Date: 2017-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Mathematical Concepts,Problem Solving,Instructional Effectiveness,Conventional Instruction,Grade 7,Middle School Students,Middle School Teachers,Middle School Mathematics,Intervention,Teaching Methods

The purpose of this study was to replicate and extend the study of the schema-based intervention (SBI) conducted by Jitendra et al. (2015) that demonstrated impact in proportional problem solving for a homogeneous sample of Upper Midwest students and teachers who were predominantly White and middle class. This study was replicated in two geographically diverse locations (Northern Rocky Mountains and Southeast U.S.). The following research question was explored: What are the effects of the SBI intervention compared to business-as-usual instruction on students' proportional problem solving at immediate posttest and after 11 weeks as well as on students' general mathematical problem solving? Students from 52 seventh-grade classrooms (N = 1,379) and their teachers (J = 52) from 30 middle schools in four school districts participated in the study. The study used a randomized cluster design with longitudinal data. Students' proportional problem solving (PPS) performance was tested on three occasions (pre, post, delayed posttest given 11 weeks after the intervention). Results indicated statistically significant differences between treatment and control groups on the total score for fidelity-of-implementation items, with treatment teachers implementing SBI elements with more fidelity than topics implemented by control teachers (t(50) = 7.98, p &lt; 0.001, g = 2.21). [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Using the Student Attrition Lookup Tool (SALT) to Plan for Attrition in School-Based Evaluations
Author: Rickles, Jordan
Date: 2017-00-00
Type: Reports - Research
Subjects: Student Attrition,Attrition (Research Studies),Elementary Secondary Education,Educational Research,Benchmarking,Statistical Analysis,Longitudinal Studies,Student Mobility,Public Schools

This paper describes and demonstrates a new online resource developed to help researchers proactively plan for student attrition: the Student Attrition Lookup Tool (SALT). With SALT, researchers can access student mobility estimates for different student and school subpopulations and for different transition periods from kindergarten to grade 12. The paper has three main objectives: (1) describe the data and methods behind SALT; (2) demonstrate how to navigate SALT; and (3) demonstrate how to use student attrition benchmarks in a power analysis. The paper is primarily intended for applied researchers planning school-based studies that follow students over time. SALT is based on four longitudinal data sets from the National Center for Education Statistics (NCES). With the four NCES surveys, the authors constructed analytic files to examine student mobility across six transition periods. Since applied researchers increasingly utilize data from district or state student information systems, the authors estimated three types of student mobility rates (for each transition period) to reflect three different levels of data coverage: (1) any mobility (left baseline school/outside school data); (2) left the district, state, or public school system (outside district data); and (3) left the state or public school system (outside state data, including dropouts). [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Mathematical Insights in the Pioneering Educational Project FSTF
Author: Bonacci, Enzo
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Plane Geometry,Physics,Mathematics Education,Interdisciplinary Approach,High School Students,Science Education,Active Learning

The educational project &quot;From Soccerene to Fullerene&quot; (FSTF) was a pioneering interdisciplinary experience accomplished by six pupils who discussed it in the 2013 Italian school-leaving examination. The author illustrated the FSTF in the 2014 national conference of the Italian Physical Society (Pisa) eliciting a genuine interest. Here we highlight the FSTF's mathematical aspects.
Investigation of Teachers&apos; Computer Usage Profiles and Attitudes toward Computers
Author: Kutluca, Tamer
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Computer Use,Computer Attitudes,Access to Computers,Gender Differences,Elementary School Teachers,High School Teachers,Age Differences,Teacher Background

The purpose of this study is to determine the status of computer usage and the attitudes toward computers of teachers and to investigate of several variables on their attitudes. For this purpose, &quot;Information form about using computer&quot; and &quot;Scale of the attitudes for computers&quot; was applied to 172 teachers. This study was conducted with survey methods). The data is analyzed through standard deviation and mean value as well as t-test and one way ANOVA for group comparison, besides to find which group causes the difference in the group comparison, a post hoc Tukey HSD test is employed. At the end of the study it is determined that the teachers use computers more at home and internet cafes and their levels of using computer programme are intermediate or upper. It is also determined that there is a significant difference according to the variables of taking computer classes, having a computer, level of using a computer, frequency of using computer, experience of using computer and class of the scores of attitudes toward computers.
Development of Emotional Competence in Exam Situations with Students Who Achieve Different Academic Success and Study Different Study Programs
Author: Pavlovic, Zlatko
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Development,Emotional Intelligence,Testing,Test Anxiety,Academic Achievement,College Students,Student Characteristics,Self Efficacy,Majors (Students),Competence,Foreign Countries

The authors, in the theoretical part of the paper, define and explain the concept of emotional competence, as well as skills that should be developed and strengthened within the mentioned concept. Also, the importance of emotional competence in exam situations for the academic success of students has been presented, which is supported by the presentation of research related to this topic. The aim of the study was to examine whether students with different academic achievement and from different study programs showed different levels of emotional competence in exam situations. The research was conducted on a sample of 115 students from the Faculty of Philosophy, University of East Sarajevo. The paper presents the results of examining the differences in the development of emotional competence in exam situations in students with different academic achievement and the results of examining the differences in the development of emotional competence in students in exam situations depending on the study program they study. The findings show that there are no differences in the development of emotional competence in exam situations in students with different academic achievement, but there are differences when it comes to the development of emotional competence in exam situations depending on the study program that students' study. This research is a contribution to a better understanding of students' emotional competencies in exam situations and may have practical implications in terms of understanding the importance of improving the emotional sphere in all study programs by expanding study objectives so that they include developing of students' emotional competencies.
Connecting Graduate Students across the World with Research Web-Conferences
Author: Al-Jarf, Reima Saado
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Student Attitudes,Videoconferencing,Internet,Seminars,Linguistics,Majors (Students),Online Searching,Research Skills,Language Research,Computer Mediated Communication,Conferences (Gatherings),Training,Cost Effectiveness,Educational Benefits

This article describes a series of training web-conferences in which graduate students majoring in linguistics in Australia, UK, USA and Saudi Arabia participated. The web-conferences aimed at developing graduate students' electronic searching skills in linguistics, to introduce them to latest trends and developments in linguistic research, and to communicate with expert linguists worldwide. They were initiated, organized and hosted by the Saudi Linguists' Society (SAL) created a Saudi graduate student studying in the UK Since SAL has a limited budget, free web-conferencing software, such as PalTalk, Skype, How-to Geek and WEbex, were tried out. Graduate students could register in the web-conferences for free. SAL's web-conferencing coordinator who was a graduate student in Australia invited the speakers, selected the web-conferencing theme, prepared the web-conference poster, announced them in the SAL website and on its Facebook page, scheduled them, and registered the participants. Steps in preparing for and conducting the training web-conferences are given. Participants' views on the benefits and shortcomings of training web-conferences are reported. Recommendations for conducting effective training web-conferences and for extending free web-conferencing and webinar tools to other educational settings in Saudi Arabia are given. In general, the participants found the training web-conferences cost-effective and beneficial.
Evaluating the Implementation of Networked Improvement Communities in Education: An Applied Research Methods Report. REL 2021-075
Author: Margolin, Jonathan
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Educational Improvement,Communities of Practice,Formative Evaluation,Nontraditional Education,Graduation Rate,High School Students,Competency Based Education,Program Implementation,Evaluation Methods,Program Evaluation

This report presents an approach to evaluating networked improvement communities (NICs) and describes the tools used to apply the approach to a formative evaluation of the Minnesota Alternative Learning Center Networked Improvement Community (Minnesota ALC NIC). In fall 2019 leaders at the Minnesota Department of Education requested support from the Regional Educational Laboratory (REL) Midwest to address low high school graduation rates among students in alternative learning centers (ALCs). In partnership with five ALCs, the department and the REL Midwest participated in the Minnesota ALC NIC to raise graduation rates at ALCs by improving their use of competency-based credit recovery practices. REL Midwest researchers then developed an approach for evaluating networked improvement communities (NICs) and applied it to the Minnesota ALC NIC. This report shares the findings from the evaluation, using them to illustrate the process of analyzing and interpreting the data collected on NIC implementation, and discusses the limitations of the tools. The approach can be adapted to evaluate other NICs in prekindergarten-grade 12 education. The tools require basic quantitative and qualitative analysis skills, and evaluators or facilitators can adapt them to provide formative feedback on whether an NIC is operating as intended.
K-12 Funding Policy Responses to COVID-19. Policy Snapshot
Author: Syverson, Eric
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,COVID-19,Pandemics,Educational Legislation,State Legislation,Educational Finance,Financial Support,Attendance,Enrollment,Income,Educational Equity (Finance),Resource Allocation

This Policy Snapshot provides examples of legislation in 13 states that have proposed or enacted legislation addressing the following principles of K-12 funding models: attendance and enrollment, revenue, and equity-based initiatives. All 50 states allocate K-12 funding in different ways. Refer to this two-page reference guide, which defines and illustrates common models and terms, and this 50-State Comparison, which captures how all states approach funding generally and for specific student populations.
&quot;Building Better Bridges to Life after High School: Experimental Evidence on Contemporary Career Academies&quot;
Author: Hemelt, Steven
Date: 2017-00-00
Type: Reports - Research
Subjects: Career Academies,High School Students,College Readiness,Outcomes of Education,Academic Achievement,Course Selection (Students),Learner Engagement,Graduation,Enrollment,Postsecondary Education,College Choice

Inequality in academic, financial, and social outcomes for children in the United States has grown over the past decade. Interest by policymakers in strengthening social and economic mobility has focused on points of transition in students' life trajectories. A key transition point is the shift from secondary school to postsecondary pursuits, including college and work. Though much recent discussion has centered on college-going and improving the &quot;match&quot; between a student and an institution, many students never confront college choices because they fail to complete high school. This paper focuses on one part of the dual-goal of modern career academies: the capacity to improve students' transitions from high school to some form of postsecondary training. The authors examine the causal effects of participation in a contemporary career academy on measures of high school performance, course-taking, engagement, and graduation, as well as on postsecondary enrollment and choice. To do so, the authors use administrative data from the Wake County Public School System (WCPSS), the largest district in the state of North Carolina, and exploit the fact that enrollees in one particular career academy, the Academy of Information Technology (AOIT) within Apex High School, were admitted by lottery. The authors employ data on a total of four cohorts of applicants whose on-time high school graduation time-points range from 2012-2013 to 2015-2016. In 2013, AOIT was recognized by the National Academy Foundation (NAF) as an &quot;academy of excellence.&quot; Thus, while focused on one academy, the study of this career academy will serve as a severe test: that is, if the authors find little effects of participation in a modern career academy with well-developed program components and solid implementation on outcomes of interest, the authors should be skeptical that less well-developed programs would lead to meaningful effects. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Evidence from Career Pathway and Acceleration Strategies in Public Two-Year Colleges. SREE 2017 Symposium
Author: Society for Research on Educational Effectiveness (SREE)
Date: 2017-00-00
Type: Collected Works - General
Subjects: Career Pathways,Acceleration (Education),Community Colleges,Educational Innovation,Labor Force Development,Program Effectiveness,Competency Based Education,Adult Students,Federal Government,Educational Policy,Two Year College Students

In recent years, two-year colleges have tried various strategies to improve student outcomes and remediate skill deficits in order to promote academic and employment success. Promising approaches include career pathways, dual-enrollment, competency-based credentialing, sectoral strategies, wrap-around services, and acceleration. Taken together, the papers on this panel provide important insights into these innovations in higher education. Four abstracts comprise the content of this Society for Research on Educational Effectiveness (SREE) 2017 symposium. The abstract titles include: (1) Accelerating Connections to Employment: A Collaborative Approach to Career Pathways Training and Workforce Development (Yvette Lamb and Christina McHugh); (2) Final Impact Findings from Accelerating Opportunity (Theresa Anderson, Lauren Eyster, Daniel Kuehn, Burt Barnow, and Robert I. Lerman); (3) College Count$: Evidence of Impact (Michael Scuello and Robert Harrington); and (4) A Summative Outcomes Evaluation of TAACCCT-Funded Competency-Based Education Programs at Three Community Colleges (Ann Person and Jaime Thomas). [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
The Impact of Achieve3000 on Elementary Literacy Outcomes: Final Results from a Three-Year Randomized Trial
Author: Hill, Darryl V.
Date: 2017-00-00
Type: Reports - Research
Subjects: Emergent Literacy,Elementary School Students,Grade 2,Grade 3,Grade 4,Grade 5,Computer Uses in Education,Reading Instruction,Individualized Instruction,Instructional Effectiveness,Reading Fluency,Reading Tests,Reading Achievement

School districts across the United States have increasingly adopted information and communications technology (ICT) in an attempt to improve student achievement across a wide range of educational settings. This paper examines the impacts of Achieve3000, an early literacy program that differentiates non-fiction reading passages based on individual students' Lexile scores. To estimate the causal impact of Achieve3000, the authors randomly assigned the program in 2013-14 in grades 2-5 among 32 elementary schools in the Wake County Public School System (WCPSS). The analytic sample of 32 representative schools includes those that expressed a high level of interest in the program. These schools were sorted on the percentage of students proficient in reading based on 2011-12 End-of-Grade (EOG) data and Achieve3000 was randomly assigned to one school within each ranked pair. Results suggest that Achieve3000 had mixed impacts across the range of outcomes and models. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
How Positive Outlier Districts Create a Strong and Stable Teaching Force. Research Brief. Positive Outliers Series
Author: Burns, Dion
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: School Districts,Minority Group Students,Racial Differences,Ethnicity,Academic Achievement,High Achievement,Language Arts,Mathematics Achievement,Socioeconomic Status,Family Income,Educational Attainment,Predictor Variables,Teacher Certification,Teacher Competencies,Correlation,Teaching Experience,Teacher Qualifications,African American Students,Hispanic American Students,White Students,Standardized Tests,Teacher Selection,Teacher Education Programs,Partnerships in Education,College School Cooperation,Teacher Collaboration,Faculty Development,Communities of Practice,Coaching (Performance),Teacher Persistence,Educational Policy,English Language Learners

This brief summarizes successful strategies for creating a strong and stable teaching force. These strategies are drawn from &quot;positive outlier&quot; districts in California that have excelled at helping African American, Latino/a, and White students achieve at high levels on assessments of academic standards in English language arts and mathematics. Case studies of seven of these districts indicate several effective strategies for recruiting, developing, and retaining high-quality teachers. These strategies include a clear philosophy and effective process for teacher hiring, a well-developed teacher pipeline, a strategic long-term commitment to professional growth, and a focus on teacher retention. [This brief is based on the full report, &quot;Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning. Positive Outliers Series&quot; (ED610874).]
Mixed Methods Systematic Review and Multilevel Meta-Analysis of a Teacher Classroom Management Programme: Effectiveness and Stakeholders&apos; Experiences
Author: Nye, Elizabeth
Date: 2017-00-00
Type: Reports - Research
Subjects: Classroom Techniques,Teacher Education Programs,Intervention,Student Behavior,Behavior Problems,Program Effectiveness,Educational Research,Early Childhood Education,Primary Education,Foreign Countries,Experience,Stakeholders

Research shows correlations between children's problematic behaviours and reduced academic performance, stressed teacher-child relationships, poorer peer interactions, higher involvement in deviant behaviours, lower school adjustment, and increased chances of dropping out of school. Problematic behaviour is a source of stress for teachers and predictive of teacher burnout. The Incredible Years (IY) Teacher Classroom Management (TCM) Programme is one intervention developed to address problematic behaviours via training teachers to use positive and proactive management strategies. Ultimately, by changing teachers' classroom management strategies, the programme aims to affect children's behaviours. This systematic review utilises advanced statistical analyses and cross-synthesises evidence from both quantitative trials and qualitative studies to answer the research question: What is known about the effectiveness of the Incredible Years Teacher Classroom Management (IY TCM) Programme and how do people experience/perceive the programme and its effects? This review searched electronic databases, websites related to the IY Series, and reference lists of included studies. Fourteen records were included in this review and jointly described nine studies that fit into the quantitative, qualitative, or both sections of this paper. The nine included studies took place across five different countries: one study in England and two studies each in Ireland, Jamaica, the United States, and Wales. Decisions about which programmes to implement in schools are based on a variety of factors, including effectiveness of a given programme and how acceptable/appropriate it is for the context. By systematically reviewing effectiveness trial evidence alongside data on stakeholders' experiences with the IY TCM Programme, and then cross-synthesising the findings from both strands, this study provides the most comprehensive picture for both decision-makers and researchers in understanding if the IY TCM Programme benefited children and teachers and the processes of how people experience it. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]