ethanporcaro/eric-fulltext-meta huggingface dataset:
I Pursue Higher Education for Reasons: Exploring the Demand for Higher Education in Cambodia
Author: Dom, Vannak
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Social Mobility,Expectation,Sex Stereotypes,College Students,Student Attitudes,Positive Attitudes,Living Standards,Occupational Aspiration,Scholarships,Housing,Tuition,Poverty,Females,Student Motivation,Foreign Countries,Sex Role

This study was aimed at exploring higher education expectations of young students in Cambodia, one of the fastest economic growths in the region. In specific, the linkages of their expectation with social mobility, knowledge and gender stereotypes were explored. From the in-depth-interviews with 32 university students (12 men and 20 women), findings indicated that students have positive expectations in higher education in achieving broader knowledge, better job opportunity which could result in future upward social mobility and better standard of living. Having recognized the significance of higher education, students suggested that timely measures such as scholarship, housing, lower tuition fee etc. should be taken to assist the poor, especially for women. This paper concludes that social mobility is a strong motivation among the children. However, the social mobility should be fairly facilitated and strongly encouraged by family, state, community and individuals themselves.
The Teaching of Basic Mathematical Concepts to Pre-Service Teachers in Universities: A Case of Mountains of the Moon University, Uganda
Author: Ndungo, Issa
Date: 2019-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Specialization,Introductory Courses,Preservice Teacher Education,Outcomes of Education,Scores,Learning Processes,Foreign Countries,Preservice Teachers,Gender Differences,Comparative Analysis,Student Attitudes

Mathematics is key during teaching and school management; the relevance of teaching introductory mathematics to the pre-service teachers at universities was investigated. A random sample of 80 pre-service teachers and a quantitative experimental design were adopted. The results indicated that there was a significant difference at 0.05 level between the mathematical concepts pre-service-teachers had at entry and at the end of the introductory course in mathematics, there was no significant difference at 0.01 level between the pre-service teachers' scores in introductory mathematics and their subjects of specialization at the start of the course but the difference was significant at 0.01 level at the end of the course. Also, there was a change in the pre-service teachers' mindset about the course over time during the teaching and learning process.
An Introduction to Adaptive Interventions and SMART Designs in Education. NCSER 2020-001
Author: Nahum-Shani, Inbal
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Intervention,Media Adaptation,Instructional Design,Educational Research,Educational Practices,Research Design,Data Use

Education practice often requires teachers and other school personnel to adapt interventions over time in order to address between-student heterogeneity in response to intervention (e.g., what works for one student may not work for the other) or within-student heterogeneity (e.g., what works now may not work in the future for the same student). An adaptive intervention allows education practitioners to do this in a prespecified, systematic, and replicable way through a sequence of decision rules that guides whether, how, and when to modify interventions. In an adaptive intervention, the practitioner modifies the dosage or type of intervention, or the mode of delivery to meet the unique and changing needs of students as they progress over time. The sequential, multiple assignment, randomized trial (SMART) is one type of multistage, experimental design that can help education researchers build high-quality adaptive interventions. Despite the critical role adaptive interventions can play in various domains of education, research about adaptive interventions and about the use of SMART designs to develop effective adaptive interventions in education is in its infancy. This paper defines an adaptive intervention and reviews the components of this design, discusses the key features of the SMART, and introduces common research questions for which SMARTs may be appropriate. [This guide was completed by the Manhattan Strategy Group.]
What Have We Funded? A Summary of Mathematics Research, FY 2006-FY 2014
Author: National Center for Special Education Research (ED)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Mathematics Achievement,Achievement Gap,Teaching Methods,Special Education,Educational Research,Intervention,Measurement,Middle Schools,Elementary Schools,High Schools,Mathematics Instruction,Low Achievement

Students with disabilities (SWD) lag behind their peers without disabilities at all grade levels in mathematics. This gap is more pronounced in Grade 8, with 65 percent of SWD performing below the basic performance level compared to 21 percent of their peers without disabilities (U.S. Department of Education, 2013). Identifying proven instructional practices and strategies that will close these persistent achievement gaps is a challenge facing nearly every school district in the U.S. today. The National Center for Special Education Research (NCSER) has funded 15 projects that focus on mathematics in special education. This report presents a summary of mathematics research funded by NCSER. [This report was summarized by Robert Ochsendorf.]
A Summary of Professional Development Research, FY 2006-FY 2016
Author: National Center for Special Education Research (ED)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Faculty Development,Educational Research,Evidence Based Practice,Decision Making,Language Arts,Reading Instruction,Mathematics Instruction,Early Childhood Teachers,Special Education Teachers,Autism,Educational Practices,Teacher Evaluation,Data Use,Pervasive Developmental Disorders

The National Center for Special Education Research (NCSER) supports research that contributes to the identification of effective strategies for improving the performance of current teachers and other instructional personnel, and related services providers in ways that increase student learning and achievement, social and behavioral skills, and high school transition outcomes for students with or at risk for disabilities. This report presents highlights of NCSER-funded research that: (1) targets teacher data-based decision-making; (2) content area professional development in language, reading and math; (3) professional development for early childhood teachers; (4) professional development for teachers of children with autism spectrum disorders; and (5) tools for evaluating special education teachers. [This report was summarized by Robert Ochsendorf and Katherine Taylor.]
Greening the Curriculum for Sustainable Development
Author: Perez, Renante B.
Date: 2019-08-00
Type: Reports - Research
Subjects: Conservation (Environment),Curriculum Development,Environmental Education,Foreign Countries,Sustainable Development,Climate,Change,Sanitation,Biodiversity,Science Curriculum,Agency Cooperation,Educational Improvement,Educational Resources,Course Content,Community Programs,Organizations (Groups),Community Leaders,Elementary Secondary Education

With the harsh environmental problems the world is experiencing today, it is high time to enhance environmental education offered by schools. Hence, the main goal of this research study was to determine the effectiveness of the integration of environmental education to formal basic education curriculum in the Educational District I, Schools Division of Bulacan, Philippines. The research utilized the mixed-methods approach through document analysis, interview, SWOT analysis, and survey. Accordingly, important environmental concepts like climate change, waste management, biodiversity, and disaster risk reduction are integrated in the Science curriculum. However, the concept of sustainable development is not yet included in the current curriculum. Co-curricular projects can be tapped to enhance the environmental integration. Likewise, the growing interest in environmental education among members of the community, and the possible cooperation and coordination with different agencies were viewed as opportunities for further improvement. On the other hand, unclear sustainability of environmental projects, and lack of resources were the identified problems. In addition, there may be problems with mobility of various resources managed by residents, continuation of projects due to shifting of interest of community leaders, and sources of fund provided by the community members. Therefore, the inclusion of the concept of sustainable development, and the enhancement of the integration of environmental concepts supplemented by co-curricular projects through the Youth for Environment in Schools Organization (YES-O), and community involvement are highly recommended to every school in the locality.
Understanding the Cognitive Processes Involved in Writing to Learn
Author: Arnold, Kathleen M.
Date: 2017-04-00
Type: Reports - Research
Subjects: Cognitive Processes,Writing (Composition),Writing Across the Curriculum,Writing Assignments,Essays,Recall (Psychology),Notetaking,Individual Differences,Schemata (Cognition),Undergraduate Students,Writing Ability

Writing is often used as a tool for learning. However, empirical support for the benefits of writing-to-learn is mixed, likely because the literature conflates diverse activities (e.g., summaries, term papers) under the single umbrella of writing-to-learn. Following recent trends in the writing-to-learn literature, we focus on the underlying cognitive processes. We draw on the largely independent writing-to-learn and cognitive psychology learning literatures to identify important cognitive processes. The current experiment examines learning from three writing tasks (and one non-writing control), with an emphasis on whether or not the tasks engaged retrieval. Tasks that engaged retrieval (essay writing and free recall) led to better final test performance than those that did not (note-taking and highlighting). Individual differences in structure building (the ability to construct mental representations of narratives; Gernsbacher, 1990) modified this effect; skilled structure builders benefited more from essay writing and free recall than did less skilled structure builders. Further, more essay-like responses led to better performance, implicating the importance of additional cognitive processes such as reorganization and elaboration. Our results highlight how both task instructions and individual differences affect the cognitive processes involved when writing-to-learn, with consequences for the effectiveness of the learning strategy. [This paper was published in &quot;Journal of Experimental Psychology: Applied&quot; v23 n2 p115-127 Apr 2017.]
A Search to Capture and Report on Feasibility of Implementation
Author: Hauk, Shandy
Date: 2019-00-00
Type: Information Analyses
Subjects: Scoring Rubrics,Program Implementation,Program Evaluation,Feasibility Studies,Evaluation Criteria,Check Lists

This brief report describes the conception, development, and use of a rubric in evaluating the feasibility of a new program. The evaluators searched for a meta-analytic tool to help organize ideas about what data to collect, and why, in order to create a detailed story of feasibility of implementation for the client. The main advantage of using the rubric-based tool is that it lays out key evaluative criteria that are defined as concretely as possible. The article gives a brief overview of the literature on the use of rubrics in evaluation, illustrates the use of a feasibility of implementation rubric as a tool for development, analysis, and reporting, and concludes with recommendations emergent from the use of the rubric. [This is the online version of an article published in &quot;American Journal of Evaluation.&quot;]
Quality Teaching and Learning in Pre-K Classrooms: What It Takes
Author: Baron, Kathryn
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Preschool Education,School Readiness,Educational Quality,Educational Policy,Preschool Teachers,State Policy,Access to Education,Teacher Education Programs,Educational Finance,Educational Change,Academic Achievement,Social Development,Emotional Development,Program Effectiveness,Curriculum,Elementary Secondary Education,Teacher Competencies,Faculty Development,Teacher Salaries

Access to affordable preschool programs is a crucial issue for improving kindergarten readiness for 3- to 5-year-olds, but research shows that the quality of teaching and learning in those programs is just as essential. Across the country, states are boosting preschool policy standards and strengthening educational requirements for preschool teachers. California has not been at the forefront of this effort. But newly elected Governor Gavin Newsom is making preschool quality a signature issue of his administration. He, along with the legislature and other policymakers, are calling for more funding, access, and teacher preparation. This brief focuses on their proposals, examples of successful reforms, and ongoing challenges that were discussed at PACE's annual conference in February 2019.
Self-Management Skills and Student Achievement Gains: Evidence from California&apos;s CORE Districts. Working Paper
Author: Claro, Susana
Date: 2019-09-00
Type: Reports - Research
Subjects: Self Management,Predictor Variables,Longitudinal Studies,Grade 5,Grade 4,Grade 6,Grade 7,Academic Achievement,Achievement Gains,English,Language Arts,School Districts,Partnerships in Education,Standardized Tests,Scores,Elementary School Students,Middle School Students,Social Development,Emotional Development,Metacognition,Student Surveys,Student Attitudes,Interpersonal Competence,Correlation,Race,Ethnicity,Student Characteristics,Mathematics Achievement

Existing research on self-management skills shows that measures of self-management predict student success. However, these conclusions are based on small samples or narrowly defined self-management measures. Using a rich longitudinal dataset of 221,840 fourth through seventh grade students, this paper describes self-management gaps across student groups, and confirms, at a large scale, the predictive power of self-management for achievement gains, even with unusually rich controls for students' background, previous achievement, and measures of other social-emotional skills. Self-management is a better predictor of student learning than are other measures of socio-emotional skills. Average growth in English language arts due to changing from a low to a high level of self-management is between 0.091 and 0.112 standard deviations, equivalent to almost 80 days of learning.
Who&apos;s Missing? Exploring the Magnitude and Impact of Student Opt-Outs on School Accountability Systems. Working Paper
Author: Cremata, Edward
Date: 2019-09-00
Type: Reports - Research
Subjects: Standardized Tests,Accountability,Student Evaluation,Student Attitudes,Incidence,Predictor Variables,Academic Achievement

The number of students opting out of standardized tests has grown in recent years. This phenomenon represents a potential threat to our ability to accurately measure student achievement for schools and districts. This working paper documents the extent to which opting out is observed in the CORE districts. It then models the extent to which various accountability measures would be impacted by growth in the rate of opting out. The growth of opting out could significantly impact some accountability measures in use in California, but the CORE growth measure is largely unaffected. In contrast, accountability metrics that track student achievement by cohort are at risk of becoming biased even with relatively low absolute levels of opting out, and districts should consider explicitly adjusting for the characteristics of the students that actually sit for tests when designing school accountability systems.
The Properties of Non-Academic School Performance Measures. Working Paper
Author: White, Rachel S.
Date: 2019-05-00
Type: Reports - Research
Subjects: Educational Indicators,Elementary Schools,Educational Quality,School Effectiveness,Urban Schools,Social Development,Emotional Development,School Culture,Educational Environment,English Language Learners,Attendance,Suspension,Expulsion,Institutional Characteristics

Although there is a robust body of literature studying targets for academic indicators within school quality systems few studies explore target setting for non-academic indicators. Focusing on elementary schools within the CORE districts, we investigate how moving performance targets for non-academic indicators affects school quality ratings. We ask: (1) How does school performance on CORE's school quality improvement measures vary across schools and over time?; and (2) How does the setting of targets on CORE's non-academic indicators at various levels impact the number and types of schools that make progress toward or reach the target? We find that non-academic measures of school quality are less stable over time than static academic achievement measures, school demographics are not consistently associated with schools' ratings on non-academic measures, and schools' ratings on non-academic measures of school quality are sensitive to even very small changes in rating category thresholds.
Building Better Need-Based Aid in Ohio. Budget
Author: Jackson, Victoria
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Low Income Students,State Aid,Grants,State Programs,College Students,State Policy,Racial Discrimination,Equal Education,Eligibility,Community Colleges,Two Year College Students,Program Improvement,Financial Needs,Student Costs

Ohio provides need-based aid through a program called the Ohio College Opportunity Grant (OCOG), which is essential to helping students from low-income backgrounds attend college. Unfortunately, OCOG excludes over 110,000 community college and regional campus students, who are more likely to come from low-income families. Because of OCOG policy, too many students attend institutions ineligible for full state need-based aid. Regardless of intent, the outcome is a greater share of black and Latino students are excluded from full OCOG awards than white students. This report discusses how OCOG policies result in racial disparities and provides four recommendations to improve equity and make the program meet the needs of Ohio's growing college population.
America&apos;s Skills Gap: Why It&apos;s Real, and Why It Matters
Author: Craig, Ryan
Date: 2019-03-00
Type: Opinion Papers
Subjects: Job Skills,Employment Qualifications,Skill Development,Personnel Selection,Employers,Supply and Demand,Technological Literacy,Information Technology,Work Experience,Paying for College,Alignment (Education),Economic Development

At the start of 2019, 7 million U.S. jobs remained unfilled, and American employers consistently cite trouble finding qualified workers. While some liberals insist a &quot;skills gap&quot; doesn't exist, all evidence points to the contrary. These gaps are moreover made worse by a higher education system that ill-equips graduates for the workforce. America's economy has digitized over the past decade and the nation's legacy infrastructure -- postsecondary education institutions and workforce development boards -- have not come close to keeping up. Moreover, the digitization of the economy has also changed hiring practices, with real implications for the workforce. In this whitepaper, Ryan Craig explains that employers are leaving middle and high-skill positions unfilled for two reasons: (1) They are failing to find enough candidates with the requisite digital skills; and (2) They are dissatisfied with the &quot;soft skills&quot; (such as teamwork, communication, organization, creativity, adaptability, and punctuality) presented by candidates, even those with digital skills. None of these missing skills are surprising to candidates or employers. So why does the skills gap persist? Craig indicates there are two reasons: (1) &quot;Education Friction&quot;--because of the time, the cost and -- most important -- the uncertainty of a positive employment outcome, many individuals fail to upskill themselves; and (2) &quot;Hiring Friction&quot;--a growing reluctance of employers to hire candidates who haven't already proven they can do the job. In this paper, he explains how the skills gap is real, why it has not been close, and why it matters.
Stability of School Contributions to Student Social-Emotional Learning Gains. Working Paper
Author: Fricke, Hans
Date: 2019-05-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Value Added Models,Measurement Techniques,Instructional Program Divisions,Correlation,Mathematics,Language Arts,Academic Achievement,School Effectiveness,Urban Schools,Self Efficacy,Self Management,Student Characteristics,Racial Differences,Ethnicity,Socioeconomic Status,Students with Disabilities,English Language Learners,Foster Care,Homeless People

School value-added models are increasingly used to measure schools' contributions to student success. At the same time, policymakers and researchers agree that schools should support students' socialemotional learning (SEL) as well as academic development. Yet, the evidence regarding whether schools can influence SEL and whether statistical growth models can appropriately measure this influence is limited. Recent work shows meaningful differences across schools in changes in SEL scores by grade (Loeb, Christian, Hough, Meyer, Rice, &amp; West, 2019), but whether these differences represent the effects of schools is still unclear. The current paper builds upon this earlier work by examining the stability of the estimated school-by-grade effects on SEL across two years, using a large-scale SEL survey administered in California's CORE districts. We find that correlations among school effects in the same grades across different years are positive, but they are lower than those for math and English Language Arts (ELA). Schools in the top or the bottom of the school effect distribution are more persistent in their impacts across years than those in the middle of the distribution. Overall, the results provide evidence that these school effects measure real contributions to SEL. However, the low stability of effects from one year to the next draw into question whether including these school value-added measures of self-reported SEL in school performance frameworks and systems would be beneficial.
Ohio Need-Based Aid Falls Short. Issue Brief
Author: van Lier, Piet
Date: 2019-09-16
Type: Reports - Evaluative
Subjects: Access to Education,Student Financial Aid,Postsecondary Education,Grants,State Aid,Low Income Students,State Legislation,Budgets,Tuition,Fees,Colleges,Costs,State Policy

One of the main ways that states provide opportunities to people and build a strong economy is by making education affordable to everyone. Ohio provides need-based aid to students pursuing postsecondary education through a program called the Ohio College Opportunity Grant (OCOG). This is essential to helping students from low-income backgrounds continue their education after high school. As college becomes increasingly essential to finding family-supporting employment, making sure young people can afford college will help build a better future and stronger economy. Ohio's world-class system of public colleges and universities will not meet its potential unless policymakers shift course and update the state's financial aid system to meet today's challenges. This report looks at how Ohio's need-based aid falls short and offers recommendations to address the disparities built into OCOG.