ethanporcaro/eric-fulltext-meta huggingface dataset:
Psychometric Properties of Virtual Environment for Social Information Processing, a Social Information Processing Simulation Assessment for Children
Author: Russo-Ponsaran, Nicole M.
Date: 2021-00-00
Type: Reports - Research
Subjects: Computer Assisted Testing,Interpersonal Competence,Computer Simulation,Test Reliability,Elementary School Students,Middle School Students,Factor Structure,Test Validity,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Measures (Individuals)

Virtual Environment for Social Information Processing (VESIP™) is a web-based social information processing assessment developed for youth in grades 3-7. VESIP was developed to address: (1) the broader assessment of social information processing in a variety of socially challenging situations; and (2) the need for technically strong and scalable assessments that can be administered universally in schools as a growing number of states adopt social and emotional learning standards. Consistent with the Crick and Dodge theoretical model of social information processing, VESIP assesses six different dimensions: solution preference, problem identification, emotion response, intent attribution, goal preference, and social self-efficacy. This study summarizes technical properties of VESIP based on the evaluation of two general education samples: a multi-state group of students whose data were part of a large-scale norming study (N = 2,156), and a subset of local students from that group who participated in a validation study (n = 334). Confirmatory factor analyses supported a model that has three distinct facets: (1) one that includes five social information processing factors; (2) one that includes five situational factors; and (3) one overall social information processing factor. This model closely parallels the Crick and Dodge model and suggests that social information processing is somewhat situation specific. Internal consistency and test-retest reliabilities for social information processing factors were good. VESIP scores were consistently associated with an alternate measure of social information processing and other criterion measures. Implications for theory and practice are considered. [This is the online version of an article published in &quot;Social Development.&quot;]
The Shape of the Coronavirus News Story. COVID-19: The First 100 Days of U.S. News Coverage
Author: Head, Alison J.
Date: 2020-09-15
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,News Reporting,Web Sites,Electronic Publishing,Newspapers,Journalism,History,Public Health

This document is the first report in a two-part series that explores U.S. media coverage of the COVID-19 outbreak during the first 100 days of 2020. This first report examines the shape and flow of coronavirus coverage across time and digital spaces by using a large sample of stories from a range of news sources. Included in the report are interactive data visualizations showing the results of a computational analysis of 125,696 news articles from 66 widely-read national, metropolitan, and digital-only news websites. Findings indicate the U.S. coronavirus news story gained momentum in three distinct waves of coverage that culminated in a news tsunami in mid-March that spread through every news section from business and politics to health and sports. Certain stories were amplified and re-circulated across news sites and on social media, thus creating a network of diverse contributors to this vast news ecosystem. [For &quot;The Shape of the Coronavirus News Story: Learning Resources. COVID-19: The First 100 Days of U.S. News Coverage,&quot; see ED613510. For the second report in this series, &quot;Visual Messaging of the Coronavirus News Story. COVID-19: The First 100 Days of U.S. News Coverage,&quot; see ED613518.]
Understanding Leadership in Early Care and Education: A Literature Review. OPRE Report 2021-02
Author: Kirby, Gretchen
Date: 2021-03-00
Type: Information Analyses
Subjects: Child Care,Early Childhood Education,Leadership,Child Care Centers,Participative Decision Making,Early Childhood Teachers,Teacher Participation,Administrators,Administrator Characteristics,Leadership Effectiveness,Educational Quality,Context Effect,Leadership Role,Measures (Individuals),Improvement

Leadership is widely recognized as an essential driver of organizational performance and improvement, but little is known about who participates in leadership in early care and education (ECE) center-based settings and its role in improving quality and outcomes for staff and children. Additionally, information on how to define key constructs associated with leadership and the activities that demonstrate leadership is lacking. The goals of the Early Care and Education Leadership Study (ExCELS) project are to: (1) fill the definitional and measurement gaps to understand what leadership looks like as defined by who participates in leadership in center-based ECE settings and the ways in which leaders can improve quality experiences for children in ECE settings, (2) develop a short-form measure of ECE leadership, and (3) identify actionable leadership quality improvement (QI) initiatives and methods of evaluating them. The purpose of this literature review is to understand what is known about what leadership looks like within center-based ECE settings and how it functions to improve center quality and, in turn, children's experiences and outcomes. The authors look to the literature to understand what evidence exists about the features, practices, and outcomes of ECE leadership so we can build a theory of change that will guide the rest of the work of ExCELS. [This report was prepared by University of Massachusetts Boston, Institute for Early Education Leadership and Innovation.]
Using Innovative Methods to Explore the Potential of an Alerting Dashboard for Science Inquiry
Author: Dickler, Rachel
Date: 2021-00-00
Type: Reports - Research
Subjects: Educational Technology,Science Education,Science Process Skills,Intelligent Tutoring Systems,Technology Uses in Education,Learning Analytics,Inquiry,Network Analysis,Middle School Teachers,Middle School Students

Educational technologies, such as teacher dashboards, are being developed to support teachers' instruction and students learning. Specifically, dashboards support teachers in providing the just-in-time instruction needed by students in complex contexts such as science inquiry. In this study, we used the Inq-Blotterteacher-alerting dashboard to investigate whether teacher support elicited by the technology influenced students' inquiry performance in a science intelligent tutoring system, Inq-ITS. Results indicated that students' inquiry improved after receiving teachers' help, elicited by the Inq-Blotteralerts. This inquiry improvement was significantly greater than for matched students who did not receive help from the teacher in response to alerts. Epistemic network analyses were then used to investigate the patterns in the discursive supports provided to students by teachers. These analyses revealed significant differences in the types of support that fostered (versus did not foster) student improvement; differences across teachers were also found. Overall, this study used innovative tools and analyses to understand how teachers use this technological genre of alerting dashboards to dynamically support students in science inquiry. [This is the online version of an article published in &quot;Journal of Learning Analytics (ISSN 1929-7750).&quot;]
Building Better Futures for Learners: A 50-State Analysis of Area Technical Centers
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-02-00
Type: Reports - Research
Subjects: Vocational Education,Secondary Education,Postsecondary Education,Governance,Educational Finance,Labor Force Development,School Role,Access to Education,Credentials,Educational Attainment,Accreditation (Institutions),Articulation (Education),Regional Schools,Vocational Schools

States face transformational disruptions in education and work that have further widened skill and equity gaps. Area technical centers (ATCs) are under-utilized public educational institutions that are powerful tools in expanding equitable pathways for learners to gain postsecondary credentials that lead to meaningful careers while helping states meet their statewide attainment goals. Advance CTE embarked on a 50-state journey, exploring ATCs across the country and their role in the CTE delivery system. This national study establishes a first-of-its kind baseline of information about these vital public institutions, seeking to raise awareness among learners, the public, and policymakers about ATCs, their current position within state and postsecondary and workforce development systems, and how they can be better leveraged to advance postsecondary attainment and credentials of value, as well as learner access and equity. Specifically, assets supporting this work include: (1) A microsite that allows users to explore where ATCs are located throughout the country; (2) A 50-state report that explains more about ATCs, where they exist, who they serve, how states leverage these institutions to support postsecondary credential and skill attainment, and what limitations exist to expanding access to ATCs; and (3) Five state policy profiles highlighting ways Delaware, Florida, Ohio, Oklahoma, and Utah leverage ATCs to serve postsecondary learners.
Opportunities to Advance Statewide Industry Collaboration and Engagement in Career Technical Education
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: School Business Relationship,Vocational Education,Educational Legislation,Federal Legislation,Labor Force Development,Labor Legislation,State Programs

Business and industry leaders have an essential role to play in the design and delivery of high-quality Career Technical Education (CTE) programs. They bring unique perspectives on the foundational competencies and qualifications for entry-level work in their respective industries and can provide input into the design of programs of study, learning standards and classroom-based curriculum. The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) provides the perfect opportunity for leveraging ongoing sector strategies and scaling up engagement with business and industry leaders in CTE. Many states established statewide advisory councils with representatives from critical state industries to inform the design of their Perkins V plans. This report explores state strategies to systematically engage business and industry leaders in support of CTE. The information draws on research from Advance CTE's review of Perkins V state plans as well as key informant interviews with CTE leaders in Delaware, Georgia, Maryland, Ohio and South Carolina.
Additional Efficacy Evidence for the ACT Certified Educator Program Following Its Expansion to Other Subject-Specific Courses. ACT Research &amp; Policy. Issue Brief
Author: Radunzel, Justine
Date: 2021-02-00
Type: Reports - Research
Subjects: Teacher Certification,Faculty Development,Program Descriptions,Teaching Methods,Instructional Improvement,Course Content,Test Preparation,Teacher Attitudes,Learning Processes,Mathematics Tests,Science Tests,Reading Tests,Writing Tests,Credibility,College Entrance Examinations,Professionalism,Student Centered Learning,Program Effectiveness,Individualized Instruction

Formally launched in September 2018, the ACT® Certified Educator™ program is a professional learning and credentialing program designed to help educators improve their teaching and tutoring strategies and skills and be fully equipped to support student learning in the core content areas of the ACT® test. In this study, participants' views of the program were examined following its expansion to math, reading, science, and writing subject-specific courses. Perceptions of the program's value and effectiveness were generally positive across courses. In addition, participants reported that their professional credibility was enhanced after earning certification and that they learned new information from the program that would benefit their students.
The Evidence Base for Afterschool and Summer. Research Brief
Author: Afterschool Alliance
Date: 2021-04-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,After School Programs,Access to Education,School Closing,Online Courses,Distance Education,Blended Learning,Summer Programs,Barriers,Program Effectiveness,Achievement Gains,Attendance,Skill Development,Well Being,21st Century Skills,Early Childhood Education,Student Behavior,Child Health,Teacher Student Relationship,Middle School Students,High School Students,Elementary School Students,College Readiness,Career Readiness,STEM Education

Prior to the pandemic, close to 8 million young people in kindergarten through 12th grade were in afterschool programs where they had the opportunity to engage in academically enriching activities, take part in physical activities, build friendships, gain confidence, learn how to make responsible decisions, and seek advice and support from caring adults and mentors. At the time of the release of this brief, many students have been participating in remote or hybrid school schedules for a full year and all students stand to benefit from additional enrichment and learning opportunities that afterschool and summer programs afford. Through the pandemic, afterschool programs have been an instrumental partner for schools and families--programs remained connected to their students, complemented school-day lessons, and provided essential supports for families. As the country now looks to reopening and recovery, afterschool and summer programs will continue to be a valuable resource. This brief includes a small sampling of evaluations--including randomized and quasi-experimental studies--that demonstrate the evidence of the positive impact programs have on academics, social and emotional skills and competencies, and overall well-being to help students re-engage in learning and emerge from the pandemic strong, resilient, and hopeful.
Employer-Sponsored Student Loan Repayment Programs. Alaska Postsecondary Policy Brief
Author: Becker, Gretchen
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Fringe Benefits,Loan Repayment,Labor Turnover,Recruitment,Costs

Employers have rapidly adopted student loan repayment programs in recent years. An estimated 4% of employers had a student loan repayment benefit in 2015 and 20% were projected to have one by 2018 (Kilgour, 2017). Offered as an employee benefit, employer loan repayment programs contribute to paying down student loans either by matching the employee's payments or by paying a fixed monthly amount. Research is limited on employee outcomes with employer-sponsored student loan repayment programs because their national expansion is relatively recent. However, these programs are designed to support recruitment and retention of educated workers by reducing the financial burden of employees' educational attainment. This brief explores the potential value of implementing student loan repayment programs to prospective employees and employers depending on the design of the program.
Classification of Negative Charge Discriminate Hybridization with Aromatic and Anti-Aromatic Behavior of Organic Compounds - Innovative Mnemonics
Author: Das, Arijit
Date: 2021-00-00
Type: Journal Articles
Subjects: Organic Chemistry,Mnemonics,Classification,Mathematical Formulas,Learning Strategies,Scientific Concepts,College Students

In this approach, formulae-based mnemonics by using the classification of negative charge (localized or delocalized) have been highlighted by innovative and time economic way to enhance interest of students' who belong to paranoia zone of chemistry for the prediction of hybridization state of carbon atom containing negative charge (one or more) and aromatic, anti-aromatic, non-aromatic behavior of different organic compounds. Here, I have tried to hub three (03) time economic mnemonics by including three (03) formulae for the prediction of hybridization state of carbon atom (containing negative charge), aromatic, anti-aromatic, and non-aromatic behavior of organic compounds. Educators can use these mnemonics in their teaching style in the classroom lectures after discussing conventional methods and its limitation to make chemistry intriguing. This article encourages students to solve multiple choice type questions (MCQs) on 'Aromaticity of negative charge containing organic compounds' at different competitive examinations in a time economic ground.
The Shape of the Coronavirus News Story: Learning Resources. COVID-19: The First 100 Days of U.S. News Coverage
Author: Bull, Alaina C.
Date: 2020-09-15
Type: Guides - Classroom - Teacher
Subjects: COVID-19,Pandemics,Public Health,Information Literacy,News Media,Media Literacy,News Reporting,Learning Activities

This guide provides a wide variety of information literacy and news literacy lessons. It offers activities and discussion prompts that support learning in virtual or physical classes based on the first report, &quot;The Shape of the Coronavirus News Story.&quot; The ideas and prompts in the guide are for different steps of inquiry and were designed to build news literacy and strengthen information agency using the report as a platform for discussions, activities, and assignments. They can be adapted to work across a variety of online or in-person synchronous or asynchronous learning situations. In addition, there is a set of Learning Activity slides with full instructions that are ready to integrate into online materials. While the resources are geared toward COVID-19, the learning ideas can be adapted to other topics. [Illustrations by Jessica Yurkofsky. For &quot;The Shape of the Coronavirus News Story. COVID-19: The First 100 Days of U.S. News Coverage,&quot; see ED613497.]
Women Administrators in Segregated Higher Educational Institutions in Saudi Arabia
Author: Al-Jarf, Reima
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Females,Women Administrators,College Administration,Power Structure,Gender Bias,Work Environment,Administrator Role,Participative Decision Making,Educational History,Single Sex Colleges,Coeducation

Since the 1970's, national universities in Saudi Arabia have created closed centers for women off their main campuses. Though segregated, women study and work in accordance with the same structure and regulation of &quot;mother&quot; universities. This study investigates women administrators work conditions, their role in decision-making, the hierarchical power structures established between males and females; tensions underpinning the current administrative 'traditions'. In all state universities, male administrators are in control of higher administrative positions, colleges, deanships, and all academic as well as service departments. Women serve as deputies and have a limited role in decision-making. The present study reports results of interviews with 36 female administrators at 12 higher education institutions representing a variety of administrative structures, and locations.
How to Teach Liaison Interpreting to Beginners
Author: Al-Jarf, Reima
Date: 2007-10-18
Type: Speeches/Meeting Papers
Subjects: Translation,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Semitic Languages,Phrase Structure,Language Processing,Undergraduate Students,Novices,Memory,Relaxation Training,Sentences,Language Usage,Interviews,Language Laboratories,Teamwork,Role Playing,Course Objectives,Course Descriptions

The author is presenting a program that she designed for teaching liaison interpreting to translation students in their fifth semester of the translation program at the College of Languages and Translation (COLT), who are starting their training in liaison interpreting. The students never had any interpreting or translation training before. The course was taught two hours a week for 14 weeks. At the end of the course, the students are expected to be able to act as an interpreter in an interview in which the interviewer and the interviewee speak different languages (in our case English and Arabic). The program aims to train students to listen to a question in Arabic and render the meaning in English, then listen to the answer in English and render the meaning in Arabic, without any previous preparation or knowledge of the topic and without taking notes. To achieve the above objectives, the author followed the following graded exercises: (1) breathing exercises. (2) memory training exercises at the word, sentence, and paragraph level. (3) shadowing exercises. (4) sentence paraphrase exercises. (5) substituting exercises. (6) liaison interpretation from English into English without any notes. (7) providing summaries sentences, then whole paragraphs. (8) Listening to single words, sentences, then short conversations and interpreting them. (9) listening to easy interviews with familiar topics, then with more difficulty and vary in topic. Every week, the author devoted one class session (50 minutes) to practice in the language laboratory, the second session to working in teams of three (role playing). The course objectives, series of graded exercises, text materials and training modes are described in detail.
The Adequacy of School District Spending in the U.S. Research Brief
Author: Baker, Bruce D.
Date: 2021-03-00
Type: Reports - Research
Subjects: School Districts,School District Spending,School District Wealth,Expenditure per Student,Elementary Secondary Education,Mathematics Achievement,Reading Achievement,Scores,Costs,Educational Finance,Geographic Regions,Regional Characteristics,Differences

We present an overview of spending adequacy among individual K-12 school districts in the U.S. Our results are from a new database of over 12,000 public school districts that allows users to compare each district's actual per-pupil spending levels to estimates of adequate spending levels--i.e., spending required to achieve the common goal of national average math and reading scores. The data are for the 2017-18 school year. Predictably, we find substantial heterogeneity, with many districts spending well above our estimated adequacy targets and many others spending well below, in some cases shockingly below. Districts with negative (i.e., inadequate) funding gaps are especially prevalent in the southeast and southwest, but they are also found throughout the entire U.S., including in states, such as Massachusetts and Connecticut, which include generally high-spending districts. The sum of these negative gaps across all districts (ignoring districts with positive gaps) is $104 billion, and the average negative gap is $4,254 per-pupil. Conversely, even in states where underfunding is widespread and typically severe, there are numerous districts in which resources exceed our adequate spending estimates. Finally, we show that the extent of funding inadequacy increases with district child poverty rates and with the proportion of Black and especially Hispanic (Latinx) students served by districts. These results illustrate that most states are failing in their job of filling the holes between districts' costs and their capacity to pay those costs, as well as how, even in states that are more successful, many districts slip through the cracks. An effort to rectify these discrepancies could consist of a strategic expansion of the federal role in education finance, as well as a recalibration of how states fund their schools. High-quality district adequacy measures can help guide this process by identifying where resources are needed most.