ethanporcaro/eric-fulltext-meta huggingface dataset:
Narratives on the Academic Resilience of Former Homeless Students
Author: Aboulhosn, Alia
Date: 2021-08-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Homeless People,High School Seniors,High School Graduates,Resilience (Psychology),Help Seeking,Identification (Psychology),Peer Influence,Teacher Influence,Emergency Shelters,Federal Legislation,Barriers,At Risk Students,Intervention,Success,Student Experience,School Counselors,Counselor Role,Personal Narratives

The number of homeless students in U.S. public schools continues to rise. Although many homeless students drop out due to challenges they face, research is lacking on how some homeless students overcome challenges and graduate high school, which is referred to as being academically resilient. The purpose of this qualitative narrative study was to gain a deeper understanding of the experiences that promoted former students who were homeless during their senior year of high school to graduate despite adversity. Resiliency theory was the theoretical framework. Semistructured interviews with five participants provided insight into the broader sociopolitical and personal contexts in their stories, revealing the importance of speaking up about their homeless identity and asking for help. This common action led participants to finding support systems such as friends, teachers, and homeless shelters, which promoted their academic resilience to graduate high school. Surprisingly, there was a lack of proper McKinney Vento Act (MVA) implementation in schools after participants reported their homeless identity. Further research on schools' response with identified homeless students is suggested. The implications for social change include insights on effective interventions to foster resilience and how places and other people (e.g., homeless shelters providing comfort) can help homeless students graduate. The lack of MVA implementation finding may contribute to positive social change on a policy level, because the U.S Department of Education mandates that schools implement MVA and work to increase high school graduation rates for homeless students. The findings in this study give hope, with proper implications, more homeless students graduate high school for a better future.
Effective Advising for Postsecondary Students: A Practice Guide for Educators. WWC 2022003
Author: Karp, Melinda
Date: 2021-10-00
Type: Guides - Non-Classroom
Subjects: Program Effectiveness,Academic Advising,College Students,College Faculty,Faculty Advisers,Teacher Student Relationship,Academic Support Services,Student Personnel Services,Holistic Approach,Program Development,Role,Technology Uses in Education,Institutional Cooperation,Coaching (Performance),Student Participation,Learner Engagement

Students enter postsecondary institutions to change their lives in some way, with degree pursuits providing opportunities to grow academically, socially, and professionally. However, significant numbers of students are unable to meet the goals they had set for themselves when they entered college. Developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, this guide draws upon studies of effective postsecondary student advising systems and practices. The expert panel believes the impacts of advising are magnified when advising is integrated within a broader structure of holistic student support. Holistic student support provides all students with the types and intensities of information, services, and resources they need to identify, select, and progress on the best pathway to achieve their educational and career goals. This practice guide provides four evidence-based recommendations for designing and delivering comprehensive, integrated advising to support students' educational success: (1) Intentionally design and deliver comprehensive, integrated advising that incorporates academic and non-academic supports to empower students to reach their educational goals; (2) Transform advising to focus on the development of sustained, personalized relationships with individual students throughout their college career; (3) Use mentoring and coaching to enhance comprehensive, integrated advising in ways that support students' achievement and progression; and (4) Embed positive incentives in intentionally designed advising structures to encourage student participation and continued engagement. This guide summarizes the rigorous research evidence on best practices that support its recommendations, which could help identify knowledge gaps that researchers could address in the future. [For the summary to this practice guide, see ED615137.]
Toward a Practical Set of STEM Transfer Program Momentum Metrics. CCRC Working Paper No. 127
Author: Fink, John
Date: 2021-10-00
Type: Reports - Research
Subjects: STEM Education,College Transfer Students,Community Colleges,Equal Education,Educational Change,Academic Achievement,Correlation,Student Records,Educational Indicators,Calculus,Statewide Planning,Higher Education,Prerequisites,Bachelors Degrees,Educational Attainment,Measurement Techniques,Two Year College Students,Formative Evaluation,Outcomes of Education,Classification,Remedial Instruction

Nearly two decades into the &quot;completion agenda&quot; in higher education, many community colleges have adopted collegewide reforms designed to improve stubbornly flat rates of student success and address persistent equity gaps. The longer-term effects of such collegewide reforms may take years to observe. In the meantime, college leaders need to know whether changes they make in the short run are associated with longer-term student success. Measuring the progress and effects of institutional reform is particularly vital in economically important STEM fields. Drawing on administrative records from transfer-intending community college starters across three states, this study develops and explores potential indicators of early STEM program momentum. We find that a relatively simple set of STEM momentum metrics--notably early completion of calculus or non-math STE coursework specified in statewide STEM transfer pathways and, to a lesser degree, the prerequisites to such courses--are reliable indicators of subsequent STEM transfer and bachelor's degree attainment. Our findings provide support for the use of the STEM momentum metrics to formatively evaluate reforms aimed at strengthening STEM transfer outcomes and closing equity gaps in STEM bachelor's degree attainment.
Effective Advising for Postsecondary Students: Practice Guide Summary. WWC 2022003
Author: Karp, Melinda
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Academic Advising,College Students,College Faculty,Faculty Advisers,Teacher Student Relationship,Academic Support Services,Student Personnel Services,Holistic Approach,Program Development,Role,Technology Uses in Education,Institutional Cooperation,Coaching (Performance),Student Participation,Learner Engagement

At its most effective, advising is a collaborative process between a student and an advisor designed to help the student realize their educational potential. Most postsecondary institutions have historically used advisors to help students select and register for courses, but postsecondary institutions are increasingly asking advisors to play an instrumental role in helping students progress through college. This summary introduces the recommendations and supporting evidence described in the full practice guide: (1) Intentionally design and deliver comprehensive, integrated advising that incorporates academic and non-academic supports to empower students to reach their educational goals; (2) Transform advising to focus on the development of sustained, personalized relationships with individual students throughout their college career; (3) Use mentoring and coaching to enhance comprehensive, integrated advising in ways that support students' achievement and progression; and (4) Embed positive incentives in intentionally designed advising structures to encourage student participation and continued engagement. [For the full practice guide, see ED615134.]
Psychological Well-Being Levels of Teacher Candidates in the Distance Education Process
Author: Özkul, Ramazan
Date: 2021-00-00
Type: Journal Articles
Subjects: Well Being,Mental Health,Preservice Teachers,Undergraduate Students,Preferences,Correlation,Distance Education,COVID-19,Pandemics,Gender Differences,Access to Computers,Internet,Telecommunications,Handheld Devices,Study Habits,Physical Environment,Rural Urban Differences,Synchronous Communication,Foreign Countries

The expansion of the global communication network with the help of technological developments has undoubtedly shown its greatest impact in the field of education. As a matter of fact, the spread of communication networks between countries and individuals, in the field of education; it has created a global perception of education by accelerating the circulation of information resources, ideas and products. Especially with the COVID-19 epidemic, the transition to distance education has accelerated. In this context, it is considered important to investigate the behaviors and psychological states of students and to contribute to their good management of this process. The aim of this study is to examine the psychological well-being levels of teacher candidates in the distance education process. This research, which aims to examine the psychological well-being levels of teacher candidates in the distance education process, is a quantitative method with a causal comparison model. The study population of the research consists of Inönü University Faculty of Education students. The sample of the study consisted of 584 participants determined by the random stratified sampling method from the population. The data of the study were collected with the &quot;Psychological Well-Being Scale&quot;. Obtained data, independent groups t-test, one-way ANOVA and descriptive statistics tests were performed. Research findings showed that participants had high levels of psychological well-being.
&quot;Follow Me for More Content&quot;: How Does Social Media Use Relate to Activism among Young People? IEA Compass: Briefs in Education. Number 15
Author: Fernández Villà, Guillem
Date: 2021-09-00
Type: Reports - Evaluative
Subjects: Social Media,Activism,Social Problems,Political Issues,Self Efficacy,Student Attitudes,Citizenship,Student Behavior,Intention,Correlation,Compliance (Legal),Cross Cultural Studies,Computer Mediated Communication,Role,Foreign Countries

Results from IEA's International Civic and Citizenship Education Study (ICCS) 2016 show that a notable number of young students use social media to engage with political and social issues regularly. This brief examines how this type of social media use may translate to students' intended political behavior. We find that social media use for engagement with political and social issues among young people is weakly related to intentions to participate in illegal protest activities. However, it is moderately related to feelings of citizenship self-efficacy and intentions to participate in legal forms of activism. We examined these relationships more closely and found that students' increased sense of citizenship self-efficacy partially explains the relationship between social media use for engagement with political and social issues and students' expected participation in legal forms of activism.
Integration of RBL and CLR to Enhance Analytical Thinking Skills of Pre-Service Teachers
Author: Chumsukon, Montha
Date: 2021-00-00
Type: Journal Articles
Subjects: Thinking Skills,Research Skills,Skill Development,Community Resources,Educational Resources,Problem Solving,Learning Activities,Student Satisfaction,Undergraduate Students,Preservice Teachers,Social Studies,Geography Instruction,Foreign Countries

This research aims to examine 1) analytical thinking skills of pre-service teachers by using research-based learning (RBL) and community learning resources (CLR), and 2) satisfaction of learning activities among the pre-service teachers. The one-shot case study was implemented in the research design. The research sample included 3rd year Social Studies students of Faculty of Education Khon Kaen University, (n =35). Research tools included 4 sets of a lesson plan, an evaluation form of student's analytical thinking skills, and a satisfaction questionnaire. Descriptive statistics: Mean, Percentage, and Standard Deviation were applied to analyze the obtained data. Research results showed 1) positive development of analytical thinking skills of the students through RBL integrated with CLR. 28 students out of 35 students (80 percent) passed the test with an average score of 20.46 (75.79 percent). 2) Pre-service teachers had overall satisfaction in RBL integrated with CLR at a high level ([x-bar]= 3.94, S.D. = 0.34).
Issues in Designing English for Islamic Studies Courses
Author: Al-Jarf, Reima
Date: 2005-09-00
Type: Speeches/Meeting Papers
Subjects: Islam,Religious Education,Single Sex Colleges,Females,Undergraduate Students,Majors (Students),English for Special Purposes,Second Language Instruction,Second Language Learning,Reading Materials,Instructional Materials,Instructional Effectiveness,Curriculum Design,Vocabulary Development,Translation,Course Content,Foreign Countries

Undergraduate students majoring in Islamic Studies at the women's colleges in Saudi Arabia need to take an English-for-Specific-Purposes (ESP) course each year of the B.A. program. The material for all four courses was developed in-house by a group of instructors at those colleges. An examination of the course material in general and reading texts, in particular, revealed many weaknesses. It was found that each course material consists of 6 units, each of which consisting of a reading text, few vocabulary items and their dictionary definition and comprehension questions that students can answer by just matching the words of the question with those of the text. Vocabulary exercises required the students to fill in the blanks with the words that were defined or to look up the meanings in the dictionary. The reading passages lacked gradation in length and difficulty level and lacked variety in theme. They contained no context clues to develop the students' ability to infer meaning of unknown words from context. English passages were simply a literal translation of Arabic sentences rather than connected discourse. The texts lacked cohesion, coherence, and an organizational structure (enumeration, cause-effect, comparison-contrast, definition, sequencing, classification…etc.). No devices signaling the text structure and no transitional words between sentences and paragraphs were used. Ideas are abstract, vague and have insufficient details. Stories had no theme, no setting, and no sequence of events. The passages lacked the stylistic features of English texts. Although the students are required to translate the same reading passages, translation skills and techniques were not mentioned. English for Islamic Studies courses need to be re-designed by a team of subject-matter, curriculum design and native English language experts. Discourse structure, stylistic features, register and specific reading and vocabulary skills should be taken into consideration in the course design. A model for designing English for Islamic Studies courses is provided.
Navigating Youth Media Landscapes: Challenges and Opportunities for Public Media
Author: Davison, Patrick
Date: 2020-00-00
Type: Reports - Research
Subjects: Preadolescents,Early Adolescents,Mass Media,Mass Media Effects,Mass Media Role,Video Technology,Data Use,Games,Social Media,Handheld Devices,Use Studies

The tween and teen years are critical as youth explore and begin to form their identities. With &quot;By/With/For Youth: Inspiring Next Gen Public Media Audiences,&quot; the Joan Ganz Cooney Center at Sesame workshop and the Corporation for Public Broadcasting seek to more deeply understand the current media habits of tweens and teens in order to envision a future of public media that equips young people to participate and thrive in today's complex world. How can public media reach young people when there are so many platforms and brands competing for their attention? &quot;Navigating Youth Media Landscapes: Challenges and Opportunities for Public Media&quot; curates and distills some of the most critically important quantitative and qualitative work from highly respected organizations and individuals in this constantly evolving space in order to learn more about current tween and teen media practices and to identify opportunities for public media to reach this young audience. The authors dive into YouTube and influencer culture, the blurring lines between consuming and creating content, and how youth use media to accomplish specific goals, and identify key areas that warrant further investigation by youth media researchers and public media stakeholders alike. If public media is to succeed in winning over young audiences, producers will want to consider the entire range of the landscape of media that is created by, with, and for young people and to ensure that their voices are part of these conversations. [This report is the first publication of an initiative called &quot;By/With/For Youth: Inspiring Next Gen Public Media Audiences.&quot;]
Bridging the Evidence to Policy Gap: A Learning Partnership Approach to Research
Author: Fitzpatrick, Rachael
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Partnerships in Education,Pandemics,COVID-19,Leadership Effectiveness,Leadership Responsibility,School Closing,Equal Education,Educational Policy,Policy Formation,Decision Making,School Community Relationship,Information Dissemination,Leadership Qualities,Family School Relationship,Competence

In Fall 2020, at the height of the pandemic, the World Innovation Summit for Education (WISE), the Education Commission, and Education Development Trust came together with the aim of generating new evidence on effective leadership during COVID-19. A learning partnership was developed with the Rwanda Basic Education Board (REB), which was already focused on improving the country's school leaders, to undertake rapid research on school and system leadership during COVID-19. The aim of the project was threefold: to shed light on the role that effective school and system leaders played during school closures and reopening in mitigating inequalities for the most vulnerable; to ascertain what essential leadership skills, competencies and behaviors leaders demonstrated to promote equity in delivery during and after the crisis; and to contribute to the emerging body of evidence of case studies in school leadership in the Global South. As the first in a series of case studies, Rwanda was chosen because of its commitment to improving school leadership and management, and its work embedding collaborative structures to implement change. The learning partnership approach consists of three stages: Co-designing, data gathering and reflection, and influencing decision-making. A critical element of the learning partnership approach was immediate feedback and discussion of findings as they emerged at each stage of the research (survey, interviews, case study schools) to influence policy and decision-making so they could be acted on in real time and create live impact. The findings suggest three overarching ways in which leaders were able to provide learning continuity and other support during closures and reopening, especially for the most marginalized. These are: (1) engagement with caregivers, communities and other sectors; (2) school leader and teacher collaboration; and (3) tracking, sharing information, and providing targeted support for vulnerable learners. From the findings, a set of skills, competencies, and behaviors can be inferred that could be useful for policies aiming to support leadership now and in the future. [This report was produced in partnership with the Education Commission, the Rwanda Basic Education Board (REB), and the World Innovation Summit for Education (WISE). For the accompanying report, &quot;Rwanda Learning Partnership: Insights on School and System Leadership during COVID-19,&quot; see ED615112.]
Springboard Summer Reading Program Evaluation Report
Author: Piccinino, Kelly
Date: 2020-06-00
Type: Reports - Research
Subjects: Reading Programs,Summer Programs,Program Effectiveness,Reading Achievement,Reading Improvement,Kindergarten,Elementary School Students,Grade 1,Grade 2,Grade 3,Grade 4

Over the past eight years, through examinations of school-administered reading assessments, Springboard has demonstrated internally that the average Springboard Summer scholar improves in reading during the program. Several partner school districts have compared Springboard scholars to their non-participating counterparts and found that, on average, Springboard scholars grow faster in reading than their peers. This promising evidence prompted Springboard to seek an external evaluation, with a focus on comparing Springboard Summer scholars to their non-participating counterparts. Building on Springboard's prior internal and district-led evaluations, this external evaluation is the next step on the path to validating Springboard's efforts at improving student literacy outcomes. This evaluation is a valuable opportunity to learn about Springboard Summer scholar outcomes by examining district-administered reading assessment data with select districts (those implementing Springboard Summer with efficacy). Additionally, it uses a rigorous methodology - propensity score matching, which controls for differences between students who get Springboard Summer versus those who do not. For these reasons, this study is an important extension of prior work. It serves as an external test of the Springboard Summer model, specifically focusing on districts where the program is implemented as intended, reducing the chance of findings being a result of poor implementation. This study's main research objectives are to determine: 1) How participation in Springboard Summer is associated with reading growth. 2) How Springboard Summer scholars' reading achievement compares to that of non-participating Springboard Summer students. [This report was prepared by the Springboard Collaborative with McClanahan Associates and University of Pennsylvania's ImpactED.]
Co-Occurring Mental Health Symptoms in Urban Adolescents: Comorbidity Profiles and Correlates
Author: Webb, Lindsey
Date: 2021-00-00
Type: Reports - Research
Subjects: Comorbidity,Urban Youth,Mental Disorders,Grade 8,Public Schools,Symptoms (Individual Disorders),Trauma,Behavior Problems,Coping,Substance Abuse,At Risk Students,Early Adolescents,Student Behavior

Objective: To identify subgroups of urban youth based on their self- and teacher-reported mental health symptoms, and to explore characteristics of these subgroups. Methods: Cross-sectional data from 426 eighth-grade students (M[subscript age] = 13.22 years; 70.1% Black/ African American; 58.7% female) across 20 Baltimore City public schools were analyzed using latent profile analysis and latent regressions. Variables for latent profile analysis included self-reported symptoms (i.e., anxiety, depression, trauma, interpersonal issues, social problems, and behavioral dysfunction) and teacher-reported symptoms (i.e., externalizing, internalizing, and problems in social and emotional competence). Regressions used profile membership to predict trauma exposure, coping mechanisms, and substance use. Results: A 3-profile solution was found from the latent profile analysis. The profile with high student- and teacher-reported symptoms had more trauma exposures, greater use of maladaptive coping mechanisms, and higher substance use. Conclusions: The current study may help in the identification of urban youth who are at risk of developing multiple co-occurring psychological disorders to target for prevention efforts. [This is the online version of an article published in &quot;Journal of Clinical Child and Adolescent Psychology.&quot;]