ethanporcaro/eric-fulltext-meta huggingface dataset:
Outcomes of a Small Group Program for Early Elementary Students with Self-Regulation Difficulties: Limitations of Transportability from Clinic to School
Author: Murray, Desiree W.
Date: 2021-03-18
Type: Reports - Research
Subjects: Elementary School Students,Mental Health Programs,Behavior Problems,Self Control,Intervention,Evidence Based Practice,Outcomes of Treatment,Grade 1,Grade 2,At Risk Students,Behavior Disorders,Interpersonal Competence,Outcome Measures,Interference (Learning),Color,Reaction Time,Visual Stimuli

Several mental health programs have been developed in clinics and transported into schools, which has great potential for increasing access to intervention for students who may not be otherwise served. However, such programs may lack consideration of the complexity and constraints of schools, including the diversity of student needs and backgrounds, raising questions about their effectiveness in this context. This study evaluates the efficacy an evidence-based clinical program -- the Incredible Years® Dina Dinosaur School small group treatment program -- under such realistic conditions. A total of 138 first and second grade students identified as having self-regulation difficulties were randomized to Business-as-Usual (BAU) or intervention, which included delivery of 34 group and 12 individual recess coaching sessions over 6 months, teacher consultation and inservice presentations, and three parent workshops. Multi-method outcome measures were collected before and after the intervention and at 6-month follow up, evaluating self-regulation, disruptive behavior, social competence, and academic proficiency. Results indicated few significant main effects, with consistently small effect sizes. Effects were generally larger for self-regulation and oppositional defiant disorder (ODD) outcomes. For students at-risk for ODD, several additional effects were observed at follow up including on emotion regulation (d = 0.75) and academic proficiency (d = 0.55). Findings suggest less impact than clinic-based delivery which typically includes a parent program component, although reduced effects may also be related to lower fidelity in some of the child groups. Results contribute to understanding transportability and have useful implications for school mental health programming. [This is the pre-print version of an article published in &quot;School Mental Health.&quot;]
Cost-Effectiveness Analyses on Various Models of the Red Light, Purple Light Self-Regulation Intervention for Young Children
Author: Li, Tao
Date: 2021-10-00
Type: Journal Articles
Subjects: Cost Effectiveness,Early Intervention,Early Childhood Education,Self Control,Models,Program Implementation,Costs,Effect Size,Scores,Resource Allocation,Program Design,School Readiness,Executive Function

Early childhood interventions can improve self-regulation, but there are few economic evaluations of such interventions. This study analyzed the cost-effectiveness of an early childhood self-regulation intervention (&quot;Red Light Purple Light!&quot;; RLPL), comparing three different models of implementation across stages of intervention development: (Model 1) trained research assistants (RAs; graduate students) directly delivered the RLPL intervention to children; (Model 2) RAs trained trainers (e.g., program coaches), who then trained teachers to implement RLPL with children (e.g., train-the-trainer); and (Model 3) program faculty trained teachers to deliver the RLPL intervention to children. We implemented a cost-effectiveness analysis by calculating the incremental cost-effectiveness ratio. We also conducted a series of sensitivity analyses to adjust for parameter uncertainty. Our base-case analysis suggests that Model 2 was the most cost-effective strategy, in that a cost of $23 per child was associated with a one-unit increase of effect size on self-regulation scores. The &quot;train-the-trainer&quot; model remained the optimal strategy across scenarios in our sensitivity analysis. This study fills an important gap in cost-effectiveness analyses on early childhood self-regulation interventions. Our process and results can serve as a model for future cost-effectiveness analyses of early childhood intervention programs and may ultimately inform decisions related to intervention adoption that optimize resource allocation and improve program design.
Jobs at Risk of Automation in the USA: Implications for Community College
Author: Yamashita, Takashi
Date: 2021-01-25
Type: Reports - Research
Subjects: Automation,Job Skills,Community Colleges,College Role,Vocational Education,Access to Education,Occupations,Industry,Risk,Job Training,Age Differences

Advancing technology such as artificial intelligence and robots is steadily replacing jobs in the USA. Continuous skill-upgrading and re-skilling are critical for workers to remain employable throughout their careers. In these social and economic contexts, community colleges play significant roles to provide workforce education and training because of their open admission, lower tuition, and shorter and more specific occupational programs compared to four-year universities. However, the detailed data of jobs at risk of automation are currently unavailable. This study used the national occupation and risk-of-automation data (Frey &amp; Osborne, 2017) to estimate specific numbers of jobs at risk by industries and age groups. Results showed that approximately 48% of the jobs could be replaced within two decades. Four industries (1) service; (2) sales and office; (3) natural resources, construction and maintenance; and (4) production, transportation, and material moving were at a particularly higher risk (up to 75%). At the same time, computer, engineering, and health care occupations had a lower risk (up to 12%). The estimated numbers of jobs at risk informs community colleges' strategic planning. [This is the advance online version of an article published in &quot;Community College Journal of Research and Practice.&quot;]
Understanding the Barriers: How Microaggressions, Equity &amp; Perception Affect Black Female CTE Students
Author: Phillips, Anuli I.
Date: 2022-02-00
Type: Journal Articles
Subjects: Females,African American Students,Racial Bias,Vocational Education,Disproportionate Representation,STEM Education,Equal Education,Social Attitudes,Course Selection (Students),Gender Bias,Identification (Psychology),Barriers,Federal Legislation,Educational Legislation,Gender Discrimination,Sex Fairness

This is a review of the literature that focuses on the gap in the available scholarly inquiry into Black females' participation in Career and Technical Education and their underrepresentation in non-traditional, high-paying career clusters, and those Science, Technology, Engineering, and Math (STEM) fields broadly. Through an initial review of the literature, variables such as perception, equity, and microaggressions are analyzed for their effect on the population in question. This study will seek to explain how these variables affect the course taking habits of Black females in CTE. The literature that concerns Black CTE students and the literature that concerns Female CTE students are explored individually and is beneficial to developing an understanding of the multifaceted nature of the general population of interest, Black female CTE students. Race and gender are separated in hopes of highlighting the lived experience of this group, Black females, and how their identities within these two groups and unique challenges as a result of those identities comingle, intersect, and synergistically create compounded issues and barriers as a part of and participant in a CTE program.
Improving Teachers&apos; Instruction: The Impact of Project EQuIPD. Final External Evaluation Report
Author: Edmunds, Julie
Date: 2022-01-00
Type: Reports - Research
Subjects: Teacher Improvement,Professional Development,Program Evaluation,Outcomes of Education,Active Learning,Inquiry,Technology Uses in Education,Academic Achievement,Teacher Persistence,Teaching Methods,Knowledge Level,Elementary School Teachers,Secondary School Teachers,Teacher Characteristics,Teacher Attitudes,Program Implementation,Coaching (Performance),School Business Relationship,Credentials,Teacher Attendance

This report represents the final results of an evaluation of Project EQuIPD--Engaging Quality Instruction through Professional Development. The project provided two years of intensive professional development to help teachers learn to think more strategically about how to improve student outcomes using technology-based inquiry instruction. The project also prepared participating teachers to train their colleagues. Led by the University of Florida, Project EQuIPD was a three-year grant awarded through the U.S. Department of Education's Supporting Effective Educator Development (SEED) Program. The project was implemented in 121 schools in ten counties in Florida. The impact of the project was studied with a randomized controlled trial. Key findings from the evaluation include: (1) The program was able to implement all intended activities, modifying some of the delivery methods in response to the COVID-19 pandemic; (2) On a survey, treatment teachers reported statistically significantly higher levels of knowledge and higher implementation of EQuIPD instructional practices than control teacher; (3) Observations of teachers' instruction showed no statistically significant overall differences between treatment and control teachers, although treatment teachers scored higher on implementation of inquiry practices than control teachers; (4) There was no significant difference in teacher retention or overall attendance between the treatment and control groups; and (5) There were no differences between treatment and control groups on overall measures of student achievement. The COVID-19 pandemic likely impacted the project's impacts and it is possible that results would have been different if the context had been different. [For the summary report, see ED626193.]
Effects of Early Mathematics Intervention for Low-SES Pre-Kindergarten and Kindergarten Students: A Replication Study
Author: Starkey, Prentice
Date: 2021-00-00
Type: Reports - Research
Subjects: Socioeconomic Influences,Low Income Students,Achievement Gap,Mathematics Achievement,Preschool Education,Program Effectiveness,Mathematics Instruction,At Risk Students,Kindergarten,Achievement Gains,Student Characteristics,Attention,Executive Function,Disadvantaged Youth,Early Intervention,Mathematics Skills

A socioeconomic status- (SES-) related achievement gap in mathematics emerges prior to school entry, and increases as children move through elementary school. This gap makes implementation of demanding mathematics standards (e.g., the Common Core State Standards) an ongoing challenge. Early educational intervention is a strategy for addressing this challenge. A randomized controlled trial was conducted in public American preschools (1) to replicate the efficacy of an intervention, &quot;Pre-K Mathematics,&quot; for low-SES children, and (2) test the combined impact of this intervention and a Common-Core aligned kindergarten intervention, &quot;Early Learning in Mathematics.&quot; Forty-one clusters of pre-kindergarten and kindergarten classrooms, containing a sample of 389 low-SES children from an agricultural region, were randomly assigned to treatment and control conditions. The original impact findings were replicated: Child mathematics outcomes in prekindergarten were positive and significant. Gains were maintained in kindergarten. Thus, the gap can be reduced and gains maintained by sustained early intervention. [This paper was published in &quot;Educational Research and Evaluation.&quot;]
Principals&apos; Integration of Technology in Education at Sharjah City Governoment Schools
Author: Alsaleh, Samer Husni Abdel Khaleq
Date: 2014-12-00
Type: Dissertations/Theses - Masters Theses
Subjects: Principals,Teacher Attitudes,Administrator Attitudes,Educational Technology,Technology Integration,Gender Differences,Barriers,Public Schools,Foreign Countries,Leadership Responsibility

School leadership includes several elements; one of them is technology leadership that is necessary for the success of technology integration in education. The purpose of this study is to describe the state of technology integration in Sharjah City Government Schools based on a juxtaposition and comparison of principals' perceived practices of technology integration and teachers' perceptions. This technique of study would help in reaching a more trusted image of technology integration at Sharjah schools. The second purpose was to investigate the influence of the principals' gender on integrating technology in their schools, in addition to identify the main challenges that faced Sharjah government schools' principals in integrating technology in their schools. The descriptive approach was used to collect the quantitative data through administering the Educational Technology Survey for principals and teachers. A sample of 34 government school principals and 344 teachers responded to the survey. The findings indicated that a difference exists between principals' and teachers' perceptions of Sharjah City government school principals' ability to integrate technology in their schools based on National Educational Technology Standards for Administrators (NETS-A). Standard I (Visionary Leadership) was the least level achieved in comparison to the other standards. Moreover, gender had a significant difference just in Standard II &quot;Digital Age Learning Culture&quot; in the favor of female. The high cost of integrating technology and lack of funding, continuous production of new technology tools and the inability to cope with them, lack of professional development programs, and lack of skilled and qualified teachers in integrating technology were the most important challenges that faced Sharjah City principals in integrating technology in their schools.
Developing the Evaluation Scale of Female School Administrators
Author: Tüzel Iseri, Emel
Date: 2021-09-00
Type: Journal Articles
Subjects: Females,Women Administrators,Elementary Schools,Foreign Countries,Sex Stereotypes,School Organization,Administrator Attitudes,Personality Traits,Teacher Administrator Relationship,Interpersonal Relationship,Family Life,Validity,Reliability,Measures (Individuals),Factor Analysis,Administrator Effectiveness

This study aims to present a measurement tool that will be used to measure the female stereotypes faced by women managers in the school organization, how women managers are perceived and how teachers evaluate the school administrators. The study group consisted of 221 teachers working in primary schools in Ankara. As a result of the analysis, a measurement tool consisting of 45 items and five sub-factors including &quot;General Management Success,&quot; &quot;Authority Provision and Impact on Interpersonal Relations,&quot; &quot;Personality Characteristics,&quot; &quot;Family Life,&quot; and &quot;Objectivity and Equal Treatment&quot; has been introduced. The Cronbach Alpha reliability coefficients of the factors were calculated as 0.96, 0.94, 0.93, 0.94, 0.90 and 0.98 for all items. The variances explained by the factors were 19.797%, 13.190%, 12.529%, 12.127% and 11.122% respectively. The total variance of the five factors was determined as 68.765%. The results show that the scale structure has been validated and can be used as a valid and reliable tool in determining teachers' evaluations among female school administrators.
A Program Based on Cloud Computing Platform for Developing the Assessment Strategies for EFL for the Primary Stage Teachers
Author: Salem, Walaa Abdel Fattah
Date: 2021-09-27
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Elementary School Teachers,Pretests Posttests,Foreign Countries,Computer Software,Language Teachers,Communities of Practice,Language Tests,Computer Assisted Testing,Social Media,Online Courses,Evaluation Methods,Scores,Peer Evaluation,Self Evaluation (Individuals),Feedback (Response),Integrated Learning Systems,Validity,Reliability,Student Evaluation

The study aim was examining the effect of a program based on Cloud-computing platform on developing assessment strategies for EFL primary school teachers. The study reviewed the literature and previous studies dealing with assessment strategies (self-assessment, peer-assessment, strategic use of Questioning and reflection), professional learning communities, cloud computing and finally some platforms for assessment (Google Classroom, Kahoot, Quizizz, Quizlet, Wordwall, Padlet). The researcher prepared a list of assessment strategies and cloud-computing platforms as guides for the design of the instruments. The researcher also designed a pre/post assessment strategies test, a questionnaire, and a rubric, to obtain data for developing the trainees' performance, the researcher designed the proposed program. Then, after a Facebook announcement, the researcher nominated the Egyptian primary teachers (n=25) who intended to study the online assessment course for developing their assessment strategies. These participants were submitted to a pre and posttest. The scores were analyzed both quantitatively and qualitatively. Results showed that the cloud-computing platform was highly effective in developing the assessment strategies for EFL primary school teachers.
Eportfolio in Ireland: A Landscape Snapshot of Current Practice
Author: Farrell, Orna
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Foreign Countries,Higher Education,College Faculty,Teaching Experience,Curriculum Implementation

This article reports on a study that explored eportfolio practice in Irish higher education. The aim of this research was to gain a landscape snapshot of eportfolio practice and technologies across Irish Higher Education Institutes (HEI) and to address a gap in the literature that there is little empirical evidence about how Irish HEIs engage and adopt eportfolio in practice. The project adopted a mixed method approach and was framed by two research questions: RQ1: &quot;What are the features of eportfolio practice in Irish higher education?&quot; RQ2: &quot;What are the experiences of Irish higher education practitioners in adopting eportfolio?&quot; Data was collected from seventy-nine participants from a range of Irish HEIs using an anonymous online survey. The four central themes that make up the study's findings highlight key issues related to institutional engagement with eportfolio including features of eportfolio practice; technology underpinning eportfolio practice; enablers of eportfolio adoption and barriers to eportfolio adoption. The findings of this study indicate that Irish teaching staff use eportfolios with their students primarily for assessment, reflection, to support placement experiences and to develop student employability skills. There was also evidence that staff are using eportfolios for personal and/or professional purposes. Furthermore, it is particularly noteworthy that hardly anyone in the study reported evaluating their eportfolio practice. In addition, our findings indicate that the implementation and adoption of eportfolio by Irish HEIs has been quite uneven, the majority of institutions were reported to be at the early stages of adoption. While this study provides useful insight regarding the institutional and staff perspective, the research team do acknowledge that the student voice was not captured in this instance.
PPOHA Project Evaluation: Strengthening STEM Education of Latinx Students for Graduate Degree Completion (Evaluator Report on Year 2 Operation)
Author: Wang, Jianjun
Date: 2022-02-20
Type: Reports - Research
Subjects: STEM Education,Hispanic American Students,Graduate Students,Graduate Study,Program Effectiveness,Graduation,Program Evaluation,State Universities

This report is developed with dual foci: (1) justifying attainment of the grant milestones in Year 2; and (2) supporting ongoing improvement of the program performance, to evaluate the second year operation of a five-year grant, &quot;Promoting Excellence in Graduate Education and Increasing Hispanic STEM Related Degree Completion&quot;. Well-rounded findings from quantitative and qualitative approaches are gathered in four sections: Fulfillment of Year 2 benchmark is addressed in Section I to match the original milestones in the grant proposal. Based on conceptualization of a &quot;Rate of Progress&quot; indicator in Year 1 report, Section II is devoted to description of student tracking across program pipelines toward degree completion. Impact stories are gathered in Section III to provide in-depth faculty assessment of profound outcomes in &quot;teaching,&quot; &quot;research,&quot; and &quot;mentorship&quot; domains. The qualitative inquiry is further expanded in Section IV to support social network analyses of faculty collaboration across academic disciplines. Triangulation of the evaluation findings consistently indicates satisfactory performance of the PPOHA grant in Academic Year 2020-2021. The report concludes with three recommendations for future improvement. [For &quot;PPOHA Project Evaluation: Promoting Program Quality and Accessibility for STEM Graduate Degree Completion (Evaluator Report on Year 1 Operation),&quot; see ED611787.]
How Adults Learn
Author: Baskas, Richard S.
Date: 2022-03-07
Type: Reports - Research
Subjects: Adult Learning,Learning Processes,Learning Theories,Adult Development,Aging (Individuals),Intelligence,Adult Education

Adults learn simply through life experience and possibly by pursuing an education. Pursuing an education would depend on the setting of the experience. This project aimed to explore the theories and frameworks that inform the field of adult learning today. A course project was constructed of seven individual projects, each exploring different aspects of how adults learn. A literature review was conducted to determine their relevance in the study. Analysis revealed that research supported the theories and frameworks of how adults learn.
Review of Existing Data Reporting Mandates: Pursuant to House Resolution 0014
Author: Illinois State Board of Education
Date: 2021-12-27
Type: Reports - Evaluative
Subjects: State Boards of Education,Reports,Information Systems,Student Records,Data Collection,Enrollment Trends,Educational Indicators,State Legislation,Teacher Salaries,Bilingual Education Programs,Salaries,School Personnel,Census Figures,Educational Legislation,Elementary Secondary Education,Federal Legislation,Profiles,Student Characteristics,Health,Employment,Teacher Characteristics

The Illinois State Board of Education (ISBE) is urged to submit a report to the General Assembly by December 31, 2021, with information on the reviewed areas and recommendations on how to streamline the school data reporting and collecting systems of the State of Illinois. ISBE supports more than 200 software applications that were created in response to state and federal requirements for data collection and reporting. The Student Information System (SIS) captures demographic, enrollment, program indicators, and assessment data for all students. This report presents an overall analysis of the review of data collection systems. Overall, nine redundancies were found. In those instances, multiple data collection is necessary to link data across data collection systems.