ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptional Evaluation of the Obese Children in Terms of Body, Nutrition and Exercise
Author: Pulat Demir, Halime
Date: 2020-00-00
Type: Journal Articles
Subjects: Obesity,Child Health,Nutrition,Human Body,Body Composition,Exercise,Preadolescents,Foreign Countries,Self Concept,Childrens Attitudes,Bullying,Body Weight,Body Height,Eating Habits,Physical Activity Level,Exercise Physiology,Health Behavior

In this study, it was aimed to evaluate the perception of body, nutrition and exercise of obese children and their situations causing obesity. This study was carried out on 14 children aged 10 years old living in Avcilar district of Istanbul, who were classified as obese according to the World Health Organization (WHO) percentiles. Since the research was aimed at evaluating the perspectives of the participants who experienced obesity in detail, the case, which is one of the qualitative research models, was planned in the science (phenomenology) pattern. Phenomenological research has been specifically chosen to emphasize participants' perspectives and to understand them better. Body image scale consisting of 14 figures has been used for body perception in the age group of 10. A semi-structured interview form consisting of 20 questions was used to evaluate the perception of nutrition and exercise. Face to face interviews were made with the participants and voice recordings were obtained with their permission. After the sound recordings were transferred to the text and listened to, they were categorized with the content analysis method. Fourteen obese children, nine boys, and five girls participated in the study. Three topics were determined by the content analysis method. These are the participants' body image, perception of nutrition, and perception of exercise. As a result of the study, it was found that obese participants were not satisfied with their appearance and wanted to appear slim. They expressed some of the reasons why they wanted to be slimmer as being able to run and move faster. Most of the participants stated that they were mocked by their friends because of their appearance. It was determined that they define healthy and unhealthy nutrition in the right way and interpret them as &quot;sports activities for getting slim rather than health&quot; in their perceptions about exercise.
A Study on the Impact of Socioeconomic Status on Emergency Electronic Learning during the Coronavirus Lock Down
Author: Cuisia-Villanueva, Marie Camille
Date: 2020-07-25
Type: Reports - Research
Subjects: Foreign Countries,Socioeconomic Status,Electronic Learning,COVID-19,Pandemics,Distance Education,Access to Education,High School Students,Access to Computers,Internet,Videoconferencing,Student Attitudes,Barriers,Student Motivation,Online Courses,Family Financial Resources,Parent Participation

This research paper tackles the relationship of socioeconomic status (SES) to students' emergency electronic learning (e-Learning) during the Coronavirus (COVID-19) lock down period in the Philippines. The study investigates the impact of accessibility to the students' performance in distance learning. By looking at these variables, the researchers seek to answer the research question, &quot;what is the impact of the students' family socioeconomic status on their accessibility to emergency e-Learning.&quot;
Relational Suasion
Author: Williams, Mark
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Trust (Psychology),Teacher Student Relationship,Teacher Influence,Educational Research

This topic brief is one in a series on personalized learning prepared for Conversations with Innovators, 2018. The term relational suasion describes a common, human phenomenon: a person is open to guidance from someone he trusts. Any relationship of trust has this potential, and within formal education, it describes a student's openness to a teacher's influence, an openness that increases as the student grows in mastery and in successful learning habits. The teacher's ability to positively influence a student because of the teacher's relationship with the student and the student's family is the cornerstone of personalization. This influence is a professional asset the teacher uses to develop the learning habit in students which persists beyond the immediate teacher-student relationship.
Understanding Rater Behavior in Observations of Special Education Teachers
Author: Johnson, Evelyn S.
Date: 2020-00-00
Type: Reports - Research
Subjects: Interrater Reliability,Teacher Evaluation,Special Education Teachers,Item Response Theory,Evaluation Criteria,Direct Instruction,Scoring Rubrics,Protocol Analysis,Teacher Effectiveness

In this study, we investigated factors that influence raters' application of the scoring criteria of an Explicit Instruction (EI) observation protocol using many-faceted Rasch measurement (MFRM) and think aloud analysis. Specifically, we investigated the extent to which raters are able to consistently represent the scoring criteria in the EI rubric, how raters discriminate among levels of performance on each instructional element, and the consistency with which the raters applied evidence to support their scoring decisions. Video observations of instruction from 30 special education teachers across three states were collected. External raters (n = 15) observed and scored videos, providing rationales for item level scores. MFRM analyses showed that raters differed in their severity, but each individual rater was able to apply scoring criteria in a consistent manner. Think aloud analyses showed that raters varied in how they interpreted items and in the evidence they used to support their scores. Implications for research are discussed. [This paper was published in &quot;Studies in Educational Evaluation&quot; v64 Article 100827 2020.]
Association between Literacy Skills, Language Use, and Online Health Information Seeking among Hispanic Americans
Author: Millar, Roberto J.
Date: 2020-06-00
Type: Reports - Research
Subjects: Hispanic Americans,Information Seeking,Literacy,Language Usage,Limited English Speaking,Adults,Spanish Speaking,Health,Computer Use,Internet,Predictor Variables

Online health information is underutilized among Hispanics with low English proficiency in the U.S. This study examines the association between a unique measure of general English literacy, language use, and online health information seeking among Hispanic adults. Data for Hispanics ages 25 to 65 (N = 700) come from the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC). Binary logistic regression models were used to predict online health information seeking as a function of literacy skill scores (0-500 points) and primary language use (Spanish vs. other). Literacy (Odds-Ratio = 1.012, p &lt; 0.001) was a positive predictor, while speaking Spanish at home (Odds-Ratio = 0.352, p &lt; 0.01) was a negative predictor of online health information seeking. Literacy skills and language use appear to be separate contributors of online health information seeking among Hispanic adults. Adult educational research and practice should consider literacy skills and English language use as separate and important predictors of online health information seeking among Hispanics in the U.S. [This paper was published in: J. P. Egan (Ed.), &quot;Proceedings of the Adult Education in Global Times Conference.&quot; Ottawa, ON: Canadian Association for the Study of Adult Education.&quot; (ISBN 978-0-920056-53-0).]
Variation: Ways and Means to Personalize Learning
Author: Twyman, Janet S.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Time on Task,Pacing,Educational Practices,Educational Opportunities,Competency Based Education,Learning

This topic brief is one in a series on personalized learning prepared for Conversations with Innovators, 2018. Historically, the configuration of public education has been antithetical to variation for and across learners. The structure and process of today's educational system, having cut its teeth during the industrial revolution, emphasizes mass production. Students are to learn the same curriculum, at the same time, and in the same place, within the same prescribed time period. If some students don't learn, or learn more quickly, various attempts may be made to differentiate or individualize instruction; occasionally, these attempts even occur outside the typical school day. However, the basic premise of public education has remained the same for more than a century: large swatches of students doing specific things at a specific time, in a designated place, along one path, at a prescribed pace. In this brief the author describes how the variation of time, place, path, pace, practice, and trace for individual learners is fundamental to true personalization.
Examining Complexity in Student Homelessness: The Educational Outcomes of HISD&apos;s Homeless Students. Research Brief for the Houston Independent School District. Volume 9, Issue 3
Author: Pavlakis, Alexandra
Date: 2020-04-00
Type: Reports - Research
Subjects: Homeless People,At Risk Students,Correlation,Attendance,Dropouts,Academic Achievement,Student Behavior,Family Structure,Place of Residence,Elementary Secondary Education,Student Mobility,Emergency Shelters,Federal Legislation,Educational Legislation,Educational Attainment

In this report, we examined the educational outcomes of Houston Independent School District's (HISD) students who are homeless from 2012-13 to 2016-17, the years immediately preceding Hurricane Harvey. We found that, compared to non-homeless students with similar characteristics, homeless students were at elevated risk of a range of adverse educational outcomes. However, our findings also highlight the complexity of the relationship between homelessness and student outcomes. While homeless students attended fewer days of school and were more likely to drop out than non-homeless students, they had slightly higher levels of achievement on the State of Texas Assessment of Academic Readiness (STAAR) and similar rates of disciplinary infractions. In addition, homeless students' educational outcomes varied depending on who they live with and where they live. Taken together, our findings highlight the importance of practices that are refined and tailored to homeless students' unique situations and needs. [Funding for this research was provided by the Moody Foundation and the Southern Methodist University (SMU) University Research Council.]
Overview of the Poverty-Alleviation by Supporting Education in China
Author: Zhang, Li
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Poverty,Poverty Programs,Vocational Education,Equal Education,Low Income Students,Technology Uses in Education,Information Technology,Poverty Areas,Educational Research,Bibliometrics

Poverty is a complex social problem, which has always attracted attention. 2020 is the year of a decisive victory for the Chinese government to alleviate poverty. Education plays a fundamental role in the fight against poverty and is the foundation for eradicating poverty and stabilizing poverty alleviation. Based on the literature in the CNKI database, this study took &quot;poverty-alleviation by supporting education&quot; as the subject, and conducted a bibliometrics analysis of the publications in the field of China's poverty alleviation by education during 1988-2020. Through analyzing the research time distribution and keyword, the results of poverty-alleviation by supporting education were sorted out and analyzed around three hotspots: the main framework of poverty alleviation, key models, and technical support. It is proposed that the research and development of China's poverty-alleviation by supporting education should pay more attention to its evaluation and sublimation of empirical theory.
Institutional Grant Aid at California Colleges: A Primer
Author: Ahlman, Lindsay
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Paying for College,Higher Education,State Aid,Access to Education,Grants,Federal Aid,Undergraduate Students,Low Income Students,Eligibility,Debt (Financial),Student Loan Programs,Community Colleges,Public Colleges,Private Colleges,Nonprofit Organizations

Millions of college students, across the nation and in California, benefit from financial aid that reduces the amount students and families must pay for tuition and fees, supplies, and living expenses like food, housing, and transportation while enrolled. In California, concerns about college costs and affordability have in recent years expanded into debates about how to reform the state's Cal Grant program. Awarding $2.1 billion in 2018-19, the Cal Grant program is the largest state grant program in the nation and is available to low- and middle-income students who meet certain eligibility criteria. Students, advocates, and policymakers working to increase college affordability in California have traditionally focused the bulk of their efforts on strengthening the Cal Grant program and, just prior to the economic fallout from the COVID-19 pandemic, major reform was moving forward. Institutional grant aid is a significant source of financial aid that helps reduce California students' financial barriers to college, yet it is relatively less understood than the state Cal Grant program. This report sheds light on the role institutional grants play in supplementing federal and state aid to support affordable and equitable college opportunity in California, highlighting the scale and diversity of these programs in the state's public and private nonprofit colleges. The author uses the most recent available public data, which reflect pre-pandemic funding and enrollment levels, to explore for each type of college: (1) The amount of institutional aid colleges allocate to students with financial need, versus those without need for financial aid; (2) The share of undergraduate students receiving federal Pell Grants, the vast majority of whom have incomes under $40,000, which is a marker of accessibility for low-income students; (3) The net price for low-income students; and (4) Levels of debt that college graduates leave school with.
Voice in Student-Driven Personalization
Author: Murphy, Marilyn
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Student Attitudes,Teaching Methods,Decision Making,Student Role,Teacher Student Relationship,Writing Instruction,Figurative Language,Instructional Design,Poetry,Grade 5,Elementary School Students,Individualized Instruction,Metacognition

This topic brief is one in a series on personalized learning prepared for Conversations with Innovators, 2018. Student voice is a critical element in implementing student-driven personalized learning. Yet it is one that is often marginalized or ignored. Student-driven personalization is a critical concept in the pursuit of a personalized learning environment. Individual student performance plays a central role in each student's learning; to make the most of the student as an individual, the volume needs to be turned up on student voice so those orchestrating this concept are well aware of the needs, aspirations, and abilities of the recipients of teaching--the students. Ideally, student-driven personalization invites students to play an active role in making decisions regarding their learning choices. How can one find opportunities for self-revelatory processes and activities during the course of a busy school day? There are many outlets to access student voice for the teacher who is creative and aware of the opportunities. Instructional episodes, when carefully constructed, are one way to provide opportunities for hearing the learner's voice. In this brief, the author considers the use of an instructional episode on writing with metaphor as a pathway to student voice.
COVID-19 Response Parent Survey Results, 2020-2021. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-08-07
Type: Reports - Research
Subjects: COVID-19,Pandemics,Online Courses,Distance Education,Disease Control,Parent Attitudes,Preschool Education,Elementary Secondary Education,Information Dissemination,School Schedules,Class Size,Educational Technology,Technology Uses in Education,Access to Computers,Educational Needs,Hunger,Food,Employment Level,Transportation,Barriers,School Closing

In response to the COVID-19 pandemic, the Houston Independent School District (HISD) closed its campuses and district offices on March 12, 2020. On March 30, 2020, HISD moved to remote learning, which included distance learning, independent study, live online meetings, and completing assignments online or paper-based packets mailed to the home. HISD has prioritized the health and safety of students, staff, and the community during the COVID-19 pandemic. As such, HISD extended its remote learning through the end of the 2019-2020 school year and then through the 2020 summer school session. HISD gathered feedback through the COVID-19 Response Parent Survey, which was active from June 15 through July 2, 2020. Survey respondents were asked to complete the survey online, and those without internet service were asked to respond to the survey by phone by calling the HISD @ H.O.M.E hotline. Although respondents had the option to complete the survey over the phone, it is likely that families without internet access may be underrepresented in these results. This report analyzes survey responses collected from June 15, 2020 to July 2, 2020.
The Relationship of Special Education Teacher Performance on Observation Instruments with Student Outcomes
Author: Johnson, Evelyn S.
Date: 2020-00-00
Type: Reports - Research
Subjects: Special Education Teachers,Teacher Effectiveness,Teacher Evaluation,Direct Instruction,Observation,Scoring Rubrics,Instructional Effectiveness,Item Response Theory,Evidence Based Practice,Test Construction,Test Validity,Test Reliability,Interrater Reliability

In this study, we examined the relationship of special education teachers' performance on the RESET Explicit Instruction observation protocol with student growth on academic measures. Special education teachers provided video recorded observations of three instructional lessons along with data from standardized, curriculum-based academic measures at the beginning, middle and end of the school year for the students in the instructional group. Teachers' lessons were evaluated by external, trained raters. Data were analyzed using many-faceted Rasch measurement (MFRM), correlation and multiple regression. Teacher performance on the overall protocol did not account for statistically significant variance in student growth beyond that of students' beginning of the year academic performance. Teacher performance on an abbreviated protocol comprised of items that had average or higher item difficulties on the MFRM analysis accounted for an additional 4.5% of variance beyond that of beginning of the year student performance. Implications for further research are discussed. [This paper will be published in the &quot;Journal of Learning Disabilities.&quot;]
A Quasi-Experimental Study on the Use of Secondary Teacher Development Specialists to Improve Teachers&apos; Instructional Competencies and Student Achievement, 2019-2020. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2020-05-27
Type: Reports - Research
Subjects: Faculty Development,Specialists,Coaching (Performance),Teaching Skills,Teacher Attitudes,Secondary School Teachers,Secondary School Students,Urban Schools,Academic Achievement,Program Effectiveness,Teacher Effectiveness,Disadvantaged Schools,Language Arts,Mathematics,Sciences,Social Studies,Literacy,Educational Technology

This program evaluation examined the perceptions of secondary Teacher Development Specialists (TDS) regarding their coaching competencies in English language arts (ELA), mathematics, science, social studies, literacy, and instructional technology. Moreover, the study assessed the extent secondary TDS' coaching practices improved teachers' instructional competencies to support student achievement. The study samples were comprised of 53 TDS and 254 teachers at 41 struggling schools in the Houston Independent School District (HISD). Intensive coaching was provided, with at least 80% to 90% of TDS' time spent delivering coaching services in the targeted schools during the 2019-2020 academic year. Pearson correlations revealed a strong positive association between TDS' listening behavior and their ability to be objective and provide clear and effective communication to teachers. Teachers, overwhelmingly, expressed that TDS displayed expertise and credibility, listening, objectivity, and clear and effective communication skills as coaches. Moreover, teachers consistently noted that TDS were knowledgeable about curriculum and instruction, pushed them to change and expand their practices, and helped them meet the individual needs of their students. Propensity score matching allowed for measurement of intensive TDS treatment effects at targeted schools using non-randomized District-level Assessment (DLA) data, while controlling for students' background characteristics (economic status, gender, at risk, gifted/talented, special education, and eighth-grade performance on content-related State Assessment of Academic Readiness (STAAR)) tests. The effects of intensive TDS treatment led to mostly comparable or higher performance of students in schools with large proportions of at-risk students compared to schools with considerably less at-risk students based on students' fall DLA results in Algebra 1, Biology, ELA, and U.S. History, with passing rates advancing closer to the STAAR Meets Grade level standard. Consequently, intensive TDS treatment appeared to have benefits for students in struggling schools.
Untangling the Web: How to Monitor the Risks of Online Education
Author: Robertson, Brett
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: Online Courses,Electronic Learning,Distance Education,Educational Quality,Data Collection,Accreditation (Institutions),Educational Change,Accountability,Educational Policy,Information Dissemination,Higher Education

One lasting legacy of the COVID-19 pandemic may be more students attending online classes at both traditional and fully online colleges. The efficacy of online education remains unproven, especially for students with academic or other challenges. And yet, both students and policymakers lack the data they need to assess whether online classes are serving students well. Online classes are the best, and often only, option in the midst of a pandemic. Some online programs have shown promise at expanding access, helping more students learn at a lower cost. However, most online programs remain unproven, particularly on a large scale, and for students with gaps in academic preparation or other needs. Despite the risks, it is challenging to assess the quality of online education. Key sources of data on colleges do not identify whether programs are online, making it impossible for students to make informed choices or for regulators to identify potential problems. Changes in data collection are needed to protect students, including data on the graduation rates, loan defaults, and other outcomes of online students. The author recommends that the U.S. Department of Education: (1) Track colleges that move online through pandemic-related regulatory waivers to allow future oversight; (2) Collect data on online students in key student aid and higher education databases and publish key findings; and (3) Identify potentially problematic online programs and institutions by monitoring rapid growth, low student retention rates, and predatory recruiting practices in order to subject them to further scrutiny.