ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Relations between Spatial Skills and Mathematical Performance: A Meta-Analysis
Author: Atit, Kinnari
Date: 2021-11-19
Type: Reports - Research
Subjects: Spatial Ability,Mathematics Achievement,Mathematics Skills,Thinking Skills,Verbal Ability,Gender Differences,Age Differences,Correlation,Preschool Education,Elementary Secondary Education,Postsecondary Education,Short Term Memory

Much recent research has focused on the relation between spatial skills and mathematical skills, which has resulted in widely reported links between these two skill sets. However, the magnitude of this relation is unclear. Furthermore, it is of interest whether this relation differs in size based on key demographic variables, such as gender and grade-level, and the extent to which this relation can be accounted for by shared domain-general reasoning skills across the two domains. Here we present the results of two meta-analytic studies synthesizing the findings from 45 articles to identify the magnitude of the relation, as well as potential moderators and mediators. The first meta-analysis employed correlated and hierarchical effects meta-regression models to examine the magnitude of the relation between spatial and mathematical skills, and to understand the effect of gender and grade-level on the association. The second meta-analysis employed meta-analytic structural equation modeling to determine how domain-general reasoning skills, specifically fluid reasoning and verbal skills, influence the relationship. Results revealed a positive moderate association between spatial and mathematical skills (r = 0.36, robust standard error = 0.035, [tau][superscript 2] = 0.039). However, no significant effect of gender or grade-level on the association was found. Additionally, we found that fluid reasoning and verbal skills mediated the relationship between spatial skills and mathematical skills, but a unique relation between the spatial and mathematical skills remained. Implications of these findings include advancing our understanding for how to leverage and bolster students' spatial skills as a mechanism for improving mathematical outcomes. [This is the online version of an article published in &quot;Psychonomic Bulletin &amp; Review.&quot;]
Breaking the Stigma and Changing the Narrative: Strategies for Supporting Expectant and Parenting Youth Involved in Systems of Care
Author: Center for the Study of Social Policy
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Pregnancy,Early Parenthood,Social Bias,Youth,Child Welfare,Juvenile Justice,Human Services,Social Influences,Empowerment,Adolescent Development,Needs,Well Being

Expectant and parenting youth involved in systems of care represent a unique intersection of developmental needs as adolescents, emerging adults, parents, and young people who come into contact with child welfare, juvenile justice, and/or other human services systems. Addressing these parallel roles and respective developmental needs is necessary to improve the health, well-being, and life outcomes of both young parents and their children. But expectant and parenting youth experience numerous challenges navigating their transition to adulthood and parenthood, including negative perceptions, expectations, and judgments about them as young parents. This report will provide an overview and critique of research findings about expectant and parenting youth and the stigma associated with young parenthood. It will also discuss four strategies to break the stigmatization of expectant and parenting youth, and thereby increase the likelihood of improved outcomes for young parents and their children. The strategies are: reframing the causes and outcomes of adolescent pregnancy and parenting, amplifying young parents' voices and positive outcomes, supporting dual transitions to adulthood and parenthood, and building young parents' protective factors. [This report is one in a series about improving outcomes for youth involved in systems of care. For three other reports in this series, see &quot;Protective Factors for Youth Involved in Systems of Care&quot; (ED617197); &quot;Promoting the Well-Being of Black, Native, Latinx, and Asian Youth Involved in Systems of Care&quot; (ED617198); and &quot;Shifting the Perceptions and Treatment of Black, Native, and Latinx Youth Involved in Systems of Care&quot; (ED617199).]
Protective Factors for Youth Involved in Systems of Care
Author: Center for the Study of Social Policy
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: Youth,Resilience (Psychology),Interpersonal Competence,Emotional Intelligence,Personality,Peer Relationship,Parent Child Relationship,Religious Factors,Community Influence,Social Influences,Child Welfare,Social Services,Juvenile Justice

This report examines the importance of intentionally and actively targeting protective factors, in addition to risk factors, in an effort to promote healthy development and well-being in youth involved in systems of care. Protective factors are conditions and characteristics of individuals, interpersonal relationships, communities, and the larger society that are associated with decreased chances of negative outcomes and increased chances of positive outcomes. Key research- and practice-informed protective factors in each domain of the social ecology are described and recommended actions to build protective factors are provided. Individual domain protective factors of focus are resilience, social and emotional competencies, and character strengths. Core relational domain protective factors are positive peer connectedness, peer norms, connectedness with parents and other significant adults, and spiritual connectedness. Protective factors included in the community domain are safe, stable, nurturing, and equitable environments; engagement in social institutions; and the availability, accessibility, and provision of concrete supports. The societal domain protective factors refer to systems-level policies, priorities, and procedures that create and sustain the context for healthy youth development and well-being and the developmentally appropriate and equitable treatment of all youth. Strengthening protective factors of youth involved in systems of care is essential because protective factors help to mitigate the effects of youths' stressful life events and other risk factors, maximize their potential, better navigate difficult circumstances, and put them on a trajectory that leads to positive and productive life outcomes. [This report is one in a series about improving outcomes for youth involved in systems of care. For three other reports in this series, see &quot;Breaking the Stigma and Changing the Narrative: Strategies for Supporting Expectant and Parenting Youth Involved in Systems of Care&quot; (ED617196); &quot;Promoting the Well-Being of Black, Native, Latinx, and Asian Youth Involved in Systems of Care&quot; (ED617198); and &quot;Shifting the Perceptions and Treatment of Black, Native, and Latinx Youth Involved in Systems of Care&quot; (ED617199).]
Promoting the Well-Being of Black, Native, Latinx, and Asian Youth Involved in Systems of Care
Author: Center for the Study of Social Policy
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: African Americans,American Indians,Hispanic Americans,Asian Americans,Youth,Well Being,Racial Bias,Ethnic Groups,Social Bias,Child Welfare,Juvenile Justice,Social Services,Courts,Elementary Secondary Education,Physical Development,Social Development,Emotional Development,Intellectual Development,Behavior Development,Economic Factors,Environmental Influences,Social Influences

This report examines the importance and multidimensional nature of well-being, in general, and the well-being of Black, Native, Latinx, and Asian youth involved in systems of care, in particular. These young people must navigate three significant challenges: typical developmental issues and stressors associated with child and adolescent development; various difficulties associated with their experiences before and during their systems involvement; and experiences of racism and inequitable treatment in their daily living and in their involvement with different systems. For example, those who yield authority over Black, Native, Latinx, and Asian youth-- including educators, social workers, law enforcement, probation officers, prosecutors, and judges--may have explicit or implicit racial or ethnic biases that result in distorted perceptions and unjust treatment of these young people. Evidence underscores the need to strategically focus on fostering the well-being of youth served in systems of care--child welfare, courts, education, social services, juvenile justice, victim services, and health services systems--to increase the likelihood of more positive outcomes. A well-being frame is described that provides strategies to improve practice and policy that address the physical, social, emotional, intellectual, behavioral, and economic domains of well-being, as well as environmental and societal factors that contribute to youth's well-being. The well-being frame highlights the importance of employing diligent and consistent efforts at all levels of the social ecology--individual, interpersonal, community, and systemic--that will promote the equitable and just treatment of Black, Native, Latinx, and Asian youth across all systems of care. [This report is one in a series about improving outcomes for youth involved in systems of care. For three other reports in this series, see &quot;Protective Factors for Youth Involved in Systems of Care&quot; (ED617197); &quot;Breaking the Stigma and Changing the Narrative: Strategies for Supporting Expectant and Parenting Youth Involved in Systems of Care&quot; (ED617196); and &quot;Shifting the Perceptions and Treatment of Black, Native, and Latinx Youth Involved in Systems of Care&quot; (ED617199).]
Shifting the Perceptions and Treatment of Black, Native, and Latinx Youth Involved in Systems of Care
Author: Center for the Study of Social Policy
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: African Americans,American Indians,Hispanic Americans,Youth,Stereotypes,Racial Bias,Elementary Secondary Education,Juvenile Justice,Child Welfare,Adults,Attitude Change

The healthy development and well-being of Black, Native, and Latinx youth are threatened when authority figures, decision makers, and other adult gatekeepers involved in systems of care perpetuate negative racial and ethnic stereotypes and/or hold implicit biases. Often, the outcomes of these perceptions are punishment-based systems that are weighted against Black, Native, and Latinx youth, employ unnecessarily harsh treatment, and contribute to racial and ethnic disparities. The purpose of this report is to examine the nature and impact of distorted racial perceptions of Black, Native, and Latinx youth involved in systems of care; identify the ways in which these systems are failing them due to distorted racial perceptions; and propose strategies that will mitigate the influence of racism in these systems and promote individual and systems decision making and practice that is developmentally appropriate, nurturing, and equitable for all youth. [This report is one in a series about improving outcomes for youth involved in systems of care. For three other reports in this series, see &quot;Protective Factors for Youth Involved in Systems of Care&quot; (ED617197); &quot;Breaking the Stigma and Changing the Narrative: Strategies for Supporting Expectant and Parenting Youth Involved in Systems of Care&quot; (ED617196); and &quot;Promoting the Well-Being of Black, Native, Latinx, and Asian Youth Involved in Systems of Care&quot; (ED617198).]
The Implementation and Effects of the Literacy Design Collaborative (LDC): Early Findings in Eighth-Grade History/Social Studies and Science Courses. CRESST Report 848
Author: Herman, Joan L.
Date: 2015-08-00
Type: Reports - Research
Subjects: Grade 8,History Instruction,Social Studies,Science Education,Intervention,Common Core State Standards,Literacy,Design,Teacher Attitudes,Literacy Education,Interdisciplinary Approach,Language Arts,Reading Achievement,Writing Achievement,Student Characteristics,Reading Skills,Writing Skills,Program Implementation,Program Effectiveness,Scaffolding (Teaching Technique),Low Achievement

The Bill and Melinda Gates Foundation invested in the Literacy Design Collaborative (LDC) as one strategy to support teachers' and students' transition to the Common Core State Standards (CCSS) in English language arts. This report provides an early look at the implementation of LDC in eighth-grade history/social studies and science classes in two states, and the effectiveness of the intervention in these settings. The study found that across states and subjects, teachers understood LDC and implemented it with fidelity. Teachers also generally reported positive attitudes about the effectiveness of LDC and its usefulness in introducing literacy instruction into content area classrooms. Quasi-experimental analyses using Coarsened Exact Matching (CEM) techniques and hierarchical linear modeling (HLM) found a small statistically significant positive effect on reading scores in the one state where suitable data were available, but no effects on writing scores. However, students generally performed at low levels on assessments designed to align with the intervention, suggesting the challenge of meeting CCSS expectations. Exploratory analyses suggest that LDC may have been most effective for higher achieving students. However understandable, the findings thus suggest that, in the absence of additional scaffolding and supports for low-achieving students, LDC may be gap enhancing.
Pima Community College&apos;s Pathways to Healthcare Program: Three-Year Impact Report. OPRE Report 2020-43
Author: Litwok, Daniel
Date: 2020-03-00
Type: Reports - Research
Subjects: Community Colleges,Career Pathways,Allied Health Occupations Education,Adult Students,Program Effectiveness,Outcomes of Education,Employment,Income,Well Being,Credentials,Enrollment,College Credits,Education Work Relationship,Demand Occupations,Two Year College Students,Low Income Students

This report documents the impacts three years after random assignment for the Pathways to Healthcare program, operated by Pima Community College and Pima County One Stop in Tucson, Arizona. The program aimed to help low-income, low-skilled adults access and complete occupational training that could lead to increased employment and higher earnings. This research was undertaken to evaluate whether Pathways to Healthcare was successful in providing training to low-income, low-skilled adults and whether the program's efforts led to impacts on credentials, earnings, healthcare employment, and other life outcomes. This report sought to answer the following research questions: (1) Three years after random assignment, what were the effects of Pathways to Healthcare on educational outcomes?; (2) Three years after random assignment, what were the effects of Pathways to Healthcare on entry into career-track employment and higher earnings?; and (3) Three years after random assignment, what were the effects of Pathways to Healthcare on individual and family well-being, including income and other life outcomes?
Group Work Is Not Cooperative Learning: An In-Depth Look at the 2014-2015 Academic Year. A Working Paper from the Investing in Innovation (i3) Evaluation
Author: Rappaport, Shelley
Date: 2017-06-00
Type: Reports - Research
Subjects: Cooperative Learning,Mathematics Instruction,Program Implementation,Fidelity,Middle School Students,Middle School Mathematics,Program Effectiveness,Teaching Models,Grade 6,Grade 7,Grade 8,Mathematics Achievement,Gender Differences,Limited English Speaking,Low Income Students,High Achievement,Low Achievement,Ethnicity

PowerTeaching is an evidence-based, structured cooperative learning program. It aims to prepare students to meet the stringent demands of new state math standards, both the knowledge standards and the 21st-century skills standards, such as around communication and collaboration. Awarded a scale-up grant in 2012 by the federal government, the program expanded to more than 100 high-need middle schools to train their math teachers how to implement cooperative learning in their classrooms. The evaluation of this expansion effort found that while program teachers learned to organize their students into long-standing mixed-ability groups, which are conducive of cooperative learning, teachers did not consistently implement the instructional supports necessary to transform group work into cooperative learning. The experimental impact study found that students' math performance did not differ dramatically between program and non-program schools. A likely cause for the weak implementation was that the ongoing professional development that is an integral part of PowerTeaching mostly did not occur or was more focused on how to teach the new content required by recently adopted education standards rather than how to implement cooperative learning. The impacts were not large and significant (as earlier studies had found), in part because students in the control schools were also working in groups in response to the communication and collaboration standards embedded in the new standards. Indeed, this study is one of the first to document this shift toward group work. Given that prior studies have shown that cooperative learning teams increase the academic performance of students more than group work does, the evaluation points to the potential for increasing math performance if teachers, who are now routinely using groups, can be trained to consistently provide the supports needed to transform groups into cooperative learning teams. This type of ongoing support, missing in this trial of PowerTeaching, is likely to be key to shifting teachers' instructional practices. [This report was written with Deni Chen, Ashley Kennedy, and Joseph Quinn.]
The Value of Credentials for Disadvantaged Workers: Findings from the Sector Employment Impact Study
Author: Grossman, Jean
Date: 2015-00-00
Type: Reports - Research
Subjects: Credentials,Disadvantaged,Job Applicants,Employment Qualifications,Postsecondary Education,Job Training,Employees,Income,Employment Level,Socioeconomic Background,Employment Potential,Labor Market,Labor Force Development,Labor Legislation,Federal Legislation,Educational Attainment,Attendance,Allied Health Occupations Education,Construction (Process),Accounting,School Business Relationship

As policy makers have placed an increasing focus on training and preparing workers to obtain postsecondary credentials, questions remain about the value to various actors, especially for job seekers and workers who often invest time and money to obtain a credential with the hopes of improving their employment prospects and raising their earnings. This report begins to address this issue. Drawing on data from the randomized control trial of the Sectoral Employment Impact Study (SEIS), which included three sector-focused training programs, the authors explore whether individuals who obtain credentials work more and earn more over time than they would without such credentials. In Section 1, the authors describe sector-focused training programs, the individuals in the study. In Section 2, the authors describe the specific credentials provided to the program participants and explore the value of credentials using a statistical technique called instrumental variable (IV) and highlight three findings. Section 3 outlines conclusions and some essential caveats. All values stated in this report are in 2014 dollars, unless explicitly noted. [This report was co-produced by the Workforce Strategies Initiative (WSI) at the Aspen Institute.]
The LASER Model: A Systemic and Sustainable Approach for Achieving High Standards in Science Education. Summative Report Section 1: Executive Summary
Author: Alberg, Marty
Date: 2015-07-15
Type: Reports - Descriptive
Subjects: Science Education,Educational Change,Elementary Schools,Middle Schools,Science Achievement,Program Effectiveness,Program Implementation,Scientific Attitudes,Student Attitudes,Elementary School Students,Middle School Students,Inquiry,Active Learning

In August 2010, the Smithsonian Science Education Center (SSEC) received a grant of more than $25 million from the U.S. Department of Education's Investing in Innovation (i3) program for a five-year study to validate its Leadership Assistance for Science Education Reform (LASER) model in three very diverse regions of the United States: rural North Carolina, northern New Mexico, and the Houston Independent School District (HISD). This document presents overall findings, conclusions, and recommendations in summary form based on analysis of all years of available quantitative and qualitative data.
The LASER Model: A Systemic and Sustainable Approach for Achieving High Standards in Science Education. Summative Report Section 2: Overview
Author: Rowe, Michael
Date: 2015-07-15
Type: Reports - Descriptive
Subjects: Science Education,Educational Change,Elementary Schools,Middle Schools,Inquiry,Active Learning,Science Curriculum,Faculty Development,Instructional Leadership,Teacher Administrator Relationship,Elementary School Teachers,Middle School Teachers,Principals,Instructional Materials,Hands on Science,Science Materials,Student Evaluation,Elementary School Students,Middle School Students

The Leadership and Assistance for Science Education Reform (LASER) Model is a systemic approach to science learning and teaching based on five infrastructure pillars: research-based curriculum, differentiated professional development, administrative and community support, materials support, and assessment. This model uses the Science and Technology Concepts (STC) program, an inquiry-based curriculum with connections to mathematics and language arts. In August 2010, the Smithsonian Science Education Center (SSEC) received a grant of more than $25 million from the U.S. Department of Education's Investing in Innovation (i3) program for a five-year study to validate LASER model in three very diverse regions of the United States: rural North Carolina, northern New Mexico, and the Houston Independent School District (HISD). This report will provide a short description of each pillar, summarized from SSEC (Smithsonian Science Education Center) documentation, information gleaned from CREP's instruments and surveys, and general interpretations of that information.