ethanporcaro/eric-fulltext-meta huggingface dataset:
Behavioral Engagement Shifts among At-Risk High School Students Enrolled in Online Courses
Author: Darling-Aduana, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: At Risk Students,High School Students,Online Courses,Student Behavior,Learner Engagement,Academic Achievement,Attendance,Outcomes of Education

Academic behaviors such as attendance are highly associated with academic outcomes. High schools are also increasingly turning to online courses to educate their most marginalized students. In this study, I explored the extent to which enrollment in an online course improved engagement and allowed students to make course progress online outside the traditional school day by examining within-student changes in academic behaviors. Students completed their online course in fewer class periods than required to complete a comparable course in a traditional, face-to-face instructional setting. At the same time, students attended, on average, three additional days of school when enrolled in an online course as when enrolled in solely face-to-face courses, indicating a potentially positive spillover effect. Results have implications for practitioners and policy makers interested in online learning and understanding what programs might be most effective in reengaging students at risk of course failure or dropping out of high school.
Focused Classroom Coaching and Widespread Racial Equity in School Discipline
Author: Gregory, Anne
Date: 2019-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Discipline,Faculty Development,Secondary School Teachers,African American Students,Equal Education,Teacher Student Relationship,Classroom Environment,Public Schools,Secondary School Students,Racial Differences,Disproportionate Representation,Adolescents

We examined the effects of a teacher coaching program on discipline referrals using records from 7,794 U.S. classrooms in secondary schools. Some classroom teachers took part in a trial: They were randomized to receive intensive coaching in a focal classroom or to form a business-as-usual control group. The remaining teachers taught in the same schools as the teachers in the trial. Previous research suggested that the coaching program was associated with increasing equity in discipline referrals in focal, coached classrooms. The current study addressed whether effects found in the teachers' focal, coached classrooms generalized to diverse classrooms in their course load. Results suggested that the coaching program had no generalized effects on reducing referrals with African American students or racial referral gaps in classrooms with coached teachers, relative to the control teachers and the other teachers in the schools. We offer implications for coaching programs and directions for equity-oriented efforts to reduce racial discipline gaps.
Understanding the Allocation of Student Support Personnel in Public Schools
Author: Bastian, Kevin C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Personnel Services,Public Schools,Resource Allocation,School Counselors,School Psychologists,School Social Workers,Minority Group Students,Disadvantaged Schools,Educational Policy,Equal Education,Expenditure per Student,Student Characteristics,Elementary Secondary Education

In this study, we extend research on the allocation of educational resources to an underdeveloped domain--the distribution of counselors, psychologists, and social workers (i.e., support personnel) to schools. Using administrative data for all North Carolina public schools in the 2007-2008 through 2015-2016 school years, we measure the allocation of support personnel to schools, track secular changes in support personnel ratios during a period in which state budgetary provisions contracted and expanded, and assess the distribution of support personnel to high-poverty and high-minority schools. We calculate more accurate support personnel ratios and show that trends in support personnel ratios differ across school levels. We find that districts concentrate support personnel in high-need schools, however, this compensatory pattern is narrowing over time. Our findings call for further research on the allocation of support personnel and charge states/districts to calculate more accurate and granular support personnel ratios to inform decision making.
Student Insights: Developing T-Shaped Professionals through Work-Integrated Learning
Author: Martin, Andrew J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Experiential Learning,Job Skills,Student Attitudes,Athletics,Athletic Coaches,College Students,Knowledge Level,Reflection,Thinking Skills,Problem Solving,Practicums,Foreign Countries,Program Effectiveness

This research is based on the T-shaped professional model (Gardner, 2017), which advocates developing a breadth of knowledge and skills, and exhibiting boundary-spanning competencies such as teamwork, communication, organizational perspective and networks. This paper describes a thematic content analysis of 271 students' reflections about their main tasks during their sport management and coaching work-integrated learning (WIL) placements. The findings highlight a breadth and depth of WIL activity, which reinforces the notion of developing T-shaped professionals (Gardner, 2017), who are characterized by their deep disciplinary knowledge in at least one area (e.g., event management), and their ability to function as 'adaptive innovators' across boundaries between disciplines (e.g., various business activities). In developing students as 'reflective practitioners', a key finding is the importance of the WIL learning process that facilitates reflective work-based experiences. It provides an ideal environment for encouraging the individual student to develop self-efficacy, analytical, systems and critical thinking skills, and a problem-solving mind-set/approach.
Mentoring in Research-Practice Partnerships: Toward Democratizing Expertise
Author: Ghiso, María Paula
Date: 2019-00-00
Type: Journal Articles
Subjects: Mentors,Theory Practice Relationship,Graduate Students,Democratic Values,Partnerships in Education,College School Cooperation,Immigrants,Power Structure,Equal Education,Doctoral Programs,School Community Programs,Barriers,Knowledge Level,Student Diversity

Reconceiving relationships between universities, schools, and community organizations through research-practice partnerships, and building capacity for partnership work, necessarily entails rethinking the mentorship of graduate students. In this article, we describe our findings on what mentorship looks like in a now 9-year RPP focusing on educational equity through participatory approaches. The authors include the two project principal investigators and three doctoral students who participated at different stages of the project, one of whom is now a faculty member. In our analysis, we identify dimensions of a more horizontal form of mentorship, involving qualities and skills that extend beyond traditional practices of academic apprenticeship: universalizing who is an intellectual, cultivating community responsiveness, implementing collective structures and protocols, and constructing a shared vision. Our findings shift conceptions of mentorship from individual apprenticeship into a narrowly defined discipline to a collective undertaking that aims to democratize expertise and enact a new vision of the public scholar.
Toward a Framework for Classifying Teachers&apos; Use of Assessment Data
Author: Farley-Ripple, Elizabeth N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Data Use,Elementary School Teachers,Teacher Educators,Teaching Methods,Decision Making,Achievement Tests,Norm Referenced Tests,Educational Strategies,Lesson Plans,Curriculum

Research consistently has found teachers' use of assessment data for instructional purposes challenging and inconsistent. To support teachers' use of data, we need to develop shared knowledge about how data are and can be used to advance teaching and learning. However, the literature on the specific actions teachers take is inconsistent, creating challenges for both research and practice. As part of a larger project examining data use in instructional decision making, we developed a framework to classify teachers' instructional responses to data. Then, we used quantitative and qualitative data from educators across 5 districts and 20 schools to evaluate the utility of the framework. This article documents the process and outcomes of our multistage, mixed-methods approach to these tasks. We conclude with the potential uses of this framework for research and practice.
Psychometric Considerations and a General Scoring Strategy for Assessments of Collaborative Problem Solving. Research Report. ETS RR-19-41
Author: Hao, Jiangang
Date: 2019-12-00
Type: Journal Articles
Subjects: Scoring,Psychometrics,Cooperation,Problem Solving,21st Century Skills,Standardized Tests,Test Construction,Automation,Natural Language Processing,Statistical Analysis,Science Tests,Measurement

Collaborative problem solving (CPS) is an important 21st-century skill that is crucial for both career and academic success. However, developing a large-scale and standardized assessment of CPS that can be administered on a regular basis is very challenging. In this report, we introduce a set of psychometric considerations and a general scoring strategy around assessing CPS, summarized based on the results of the extensive empirical studies we conducted at Educational Testing Service (ETS) over the past 6 years. Using the ETS Collaborative Science Assessment Prototype as an example, we show how these psychometric considerations have been incorporated into the development of the assessment prototype and how the scoring strategy has been implemented.
Immigration Enforcement and Student Achievement in the Wake of Secure Communities
Author: Bellows, Laura
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigration,Law Enforcement,Academic Achievement,Undocumented Immigrants,Stress Variables,Income,Student Mobility,Hispanic American Students,African American Students,White Students,Racial Differences,Language Arts,Mathematics,Educational Policy,Policy Analysis

Over the past decade, U.S. immigration enforcement policies have increasingly targeted unauthorized immigrants residing in the U.S. interior, many of whom are the parents of U.S.-citizen children. Heightened immigration enforcement may affect student achievement through stress, income effects, or student mobility. I use one immigration enforcement policy, Secure Communities, to examine this relationship. I use the staggered activation of Secure Communities across counties to measure its relationship with average achievement for Hispanic students, as well as non-Hispanic Black and White students. I find that the activation of Secure Communities was associated with decreases in average achievement for Hispanic students in English Language Arts as well as Black students in English Language Arts and math. Similarly, I find that increases in removals are associated with decreases in achievement for Hispanic and Black students. I note that the timing of rollout is potentially correlated with other county trends affecting results.
Homophobia in Catholic Schools: An Exploration of Teachers&apos; Rights and Experiences in Canada and Australia
Author: Callaghan, Tonya D.
Date: 2019-12-00
Type: Journal Articles
Subjects: Catholic Schools,LGBTQ People,Civil Rights,Catholic Educators,Cross Cultural Studies,Social Bias,Teacher Attitudes,School Culture,Educational Policy,Teacher Characteristics,Freedom,Religious Factors

Little is known about the experiences of non-heterosexual educators in Catholic schools. This international analysis reveals previously unreported data from Australian and Canadian qualitative studies that examine the experiences of lesbian, gay, bisexual, transgender and intersex (LGBTI) teachers, and LGBTI Allies from Australia and Canada who are currently teaching or have taught in Catholic schools. Bringing their work together for the first time, the two lead researchers compare their investigations and reveal disheartening similarities with religiously inspired homophobia despite differing legal and policy contexts of the two countries. These two studies demonstrate that LGBTI teachers, and LGBTI Allies, rely on their personal beliefs and local school community culture and policies to understand their equality rights and this has significant implications for the field of education.
The Formation of the Eurasian Research-and-Education Ecosystem and the Internationalization of Educational Platforms: The Case of Russia and China
Author: Pesterva, Nina
Date: 2019-00-00
Type: Journal Articles
Subjects: International Education,International Cooperation,Program Development,Higher Education,Institutional Cooperation,Risk,Classification,Student Attitudes,College Students,Comparative Analysis,Foreign Countries,Educational Development,Information Technology,Online Courses,Educational Trends,Trend Analysis,Competition,Efficiency,Marketing,Electronic Learning

The object of this study is to assess the potential for the development of the Russian market for educational services as a component part of the present-day process of internationalization of science and higher education in the countries of Eurasia, above all China and Russia. The paper describes Russia's and China's unique unifying and coordinating role in the development of a common educational space, which must result in the creation of a Eurasian research-and-education ecosystem. The authors conducted an analysis of the current structure of the ecosystem. The authors conducted an analysis of the current structure of the education ecosystem. The authors conducted an analysis of the currents structure of the sector of joint Russian-Chinese education institutions. The paper describes the current state of affairs regarding, and prospects for, the development of the government's digitalization program that is based on the concept of Digital 4.0, a paradigm that is increasingly becoming a natural environment for society to function and develop in. The authors explore some of the key trends and risks inherent in the development of the global market for educational platforms. The paper provides a rationale for the need to create a joint Russian-Chinese educational platform -- one can hardly overestimate its role in the implementation of the Belt and Road Initiative transnational project. The study employed a set of traditional methods of research, including classification, comparative analysis, summarization, juxtaposition, and forecasting. In addition, it incorporates a sociological survey of students at Russia's leading universities. The authors made use of data from the Ministries of Education of China and Russia and various open-access statistics websites, as well as data from a sociological study of their own. The authors' assessments of the current potential of and trends exhibited by the Russian market for online education, as well as the fact that Russian students are interested in and prepared for active participation in online projects, helped put together a set of recommendations for boosting the competitiveness and efficiency of the Russian market for educational services and those for developing an international educational platform as part of the Eurasian educational ecosystem.
A Path to Greater Credibility: Large-Scale Collaborative Education Research
Author: Makel, Matthew C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Credibility,Cooperation,Educational Research,Replication (Evaluation),Educational Researchers,Hypothesis Testing,Problem Solving,Research Design

Concerns about the replication crisis and unreliable findings have spread through several fields, including education and psychological research. In some areas of education, researchers have begun to adopt reforms that have proven useful in other fields. These include preregistration, open materials and data, and registered reports. These reforms offer education research a path toward increased credibility and social impact. In this article, we discuss models of large-scale collaborative research practices and how they can be applied to education research. We discuss five types of large-scale collaboration: participating teams run different studies, multiteam collaboration projects, collaborative analysis, preregistered adversarial collaboration, and persistent collaboration. The combination of large-scale collaboration with open and transparent research practices offers education researchers opportunity to test theories, verify what is known about a topic, resolve disagreements, and explore new questions.
Elementary Students&apos; Understanding of Geometrical Measurement in Three Dimensions. Research Report. ETS RR-19-14
Author: Kim, Eun Mi
Date: 2019-12-00
Type: Journal Articles
Subjects: Elementary School Students,Geometry,Measurement,Grade 3,Grade 4,Grade 5,Geometric Concepts,Elementary School Mathematics,Comprehension,Cognitive Processes,Mastery Learning,Learning Processes

In this study, we investigated the potential of a hypothesized geometrical measurement learning progression (LP) to examine students' thinking and understanding in this domain.We interviewed 30 third to fifth graders using 3 LP-based cognitive tasks that asked the students to find the length, perimeter, area, surface area, and volume measurement of a given object.We analyzed the students' responses to the tasks to examine variation in levels of the students' geometrical measurement understanding and found evidence of understanding at 5 successive levels of a geometrical measurement LP in 1, 2, and 3 dimensions. From these findings, we concluded that an LP can be a practical tool for understanding students' existing thinking and understanding in a targeted domain and has the potential to support students' further learning in the domain.
Designing Accessible Formative Assessment Tasks to Measure Argumentation Skills for English Learners. Research Report. ETS RR-19-15
Author: Guzman-Orth, Danielle
Date: 2019-12-00
Type: Journal Articles
Subjects: Formative Evaluation,Test Construction,Test Items,Persuasive Discourse,English Language Learners,Middle School Students,Computer Assisted Testing,Grade 7,English (Second Language),Test Validity

In this study, we investigated the challenges and opportunities in developing a computer-delivered English language arts (ELA) task intended to improve the accessibility of the task for middle school English learners (ELs). Data from cognitive labs with 8 ELs with varying language proficiency levels provided rich insight to student-- task interaction and how the accessibility of the task could be improved to enhance student understanding and to support valid integration of the task as a part of students' formative assessment process. In this paper, we share the results from our research and discuss our iterative approach to improving ELA task accessibility for ELs' formative assessment process.
Measures of Agreement versus Measures of Prediction Accuracy. Research Report. ETS RR-19-20
Author: Haberman, Shelby J.
Date: 2019-12-00
Type: Journal Articles
Subjects: Measurement Techniques,Classification,Prediction,Accuracy,Equations (Mathematics),Error of Measurement

Measures of agreement are compared to measures of prediction accuracy within a general context. Differences in appropriate use are emphasized, and approaches are examined for both numerical and nominal variables. General estimation methods are developed, and their large-sample properties are compared.
Observed Scores as Matching Variables in Differential Item Functioning under the One- and Two-Parameter Logistic Models: Population Results. Research Report. ETS RR-19-06
Author: Guo, Hongwen
Date: 2019-12-00
Type: Journal Articles
Subjects: Scores,Test Bias,Statistical Analysis,Item Response Theory,Computation,True Scores

We derive formulas for the differential item functioning (DIF) measures that two routinely used DIF statistics are designed to estimate. The DIF measures that match on observed scores are compared to DIF measures based on an unobserved ability (theta or true score) for items that are described by either the one-parameter logistic (1PL) or two-parameter logistic (2PL) item response theory (IRT) model. We use two different weighting schemes (uniform weights and item discrimination weights) to construct the observed score matching variable. Our results show that (a) under the 1PL item response model, the observed score-based DIF measures always approximate the true score-based DIF measures very closely; (b) under the 2PL model, when the observed score is the simple sum score, the observed score-based DIF measures underestimate or overestimate the true score-based DIF measures under the null hypothesis of no DIF when the groups are different in ability, and this bias is related to the degree to which the average discrimination parameter underestimates or overestimates the studied discrimination parameter; and (c) under the 2PL model, when the item discrimination weights are used to define the observed score, the observed score-based DIF measures always approximate the true score-based DIF measures very closely. These results will hold for any sets of item responses that are described by either the 1PL or 2PL IRT model
Organizing Shared Digital Reading in Groups: Optimizing the Affordances of Text and Medium
Author: Hoel, Trude
Date: 2019-00-00
Type: Journal Articles
Subjects: Affordances,Young Children,Group Activities,Picture Books,Reading Strategies,Story Reading,Instructional Design,Preschool Teachers,Student Reaction,Interactive Video,Foreign Countries,Sharing Behavior,Handheld Devices,Verbal Communication,Dialogs (Language),Nonverbal Communication,Kindergarten,Reader Text Relationship

Children develop their language when they explore and talk about literary texts. In this study, we explore the design of shared digital reading as a basis for critical reflection on the reading situation in an institutional context with its given opportunities and limitations. We examine six videotaped readings of one specific picture book app, with a focus on the strategies used by teachers in early childhood education and care institutions to control children's access to the medium and the types of verbal engagement (about the story and about the medium) that are generated by these different strategies. We use qualitative and quantitative analysis of video data. A qualitative categorization of the readings reveals the strategies Show, Show &amp; Share, and Share. In analyzing the participants' verbal and multisensory engagement, we find that the Show strategy generates more utterances, especially about the story, as well as more time spent on dialogue.
Child Care Subsidy Use and Children&apos;s Outcomes in Middle School
Author: Zanoni, Wladimir
Date: 2019-00-00
Type: Journal Articles
Subjects: Child Care,Middle School Students,Early Adolescents,Federal Aid,Outcomes of Education,Family Income,Reading Achievement,Mathematics Achievement,Attendance,Elementary School Students,Scores,Grade 3,Grade 7,Grade 8,Child Care Centers,Family Environment,Low Income Students,Young Children,Public Schools,Family Programs,Federal Programs,Welfare Services,Correlation

This article examines associations between child care subsidy use in early childhood and children's middle school outcomes. Using a unique database linking administrative records of child care subsidy receipt with parental earnings, social assistance data, and students' public school outcomes, we generate quasi-experimental estimates of subsidy effects on children's reading and math test scores and school absences in third through eighth grades. Findings suggest that subsidies are associated with reduced absenteeism in seventh and eighth grades and with increased reading and math scores in third grade, but only for the subset of children whose subsidies were used to attend licensed center- or home-based care. Results provide initial evidence for longer term impacts of the child care subsidy program on children's school performance.