ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Scientific Creativity Test for Senior Secondary School Students
Author: Bhat, Bilal A.
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Science Tests,Creativity Tests,Secondary School Students,Construct Validity,Content Validity,Test Reliability,Cutting Scores

The paper is based on the construction and evaluation of scientific creativity test devised for the senior secondary school students. It is an attempt that was made to evaluate validity, reliability and to determine the appropriate standards for the interpretation of the scores obtained from the scientific creativity test devised for science students. The test includes 39 items to measure three dimensions of the test which was evaluated in 220 senior secondary school students. The Content validity of the tool was evaluated by more than 20 experts and calculated by the correlation between the score of each dimension to that of the total score of the test. To decide on what items are to be retained and what to be deleted was finalized by t test for two independent samples (i.e. high group and low group based on total scores) as the questions demanded open responses. The reliability of the test has been checked by calculating Alpha Cronbach. To identify those students who are low, high and average in scientific creativities; percentile method was used to determine the adequate cutoff score for every category. The paper dealt with the steps and procedure of how the test was constructed, evaluated, and validated. Overall it was concluded that the test has good construct and discrimination validity. Moreover, all the values of reliability coefficient for each dimension are highly significant.
Trajectories of Teacher-Child Relationships across Kindergarten and First Grade: The Influence of Gender and Disruptive Behavior
Author: Horn, E. Parham
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Conflict,Kindergarten,Grade 1,Elementary School Students,Elementary School Teachers,African American Students,Low Income Students,Urban Areas,Age Differences,Gender Differences,Student Behavior,Behavior Problems,Hispanic American Students,Attachment Behavior,Teacher Characteristics,Student Characteristics

The present study examined whether teacher-child closeness and conflict across kindergarten and first grade varied by gender and disruptive behavior at kindergarten entry within a sample of 324 predominantly Black children from low-income, urban households. Three main findings emerged from the analyses. First, contrary to findings from previous work that revealed stability in closeness and conflict across the first few years of elementary school, this study identified significant changes in closeness across the kindergarten and first grade years. Second, girls experienced more closeness with teachers than boys across both kindergarten and first grade, and the rate of change in teacher-child closeness differed by child gender across time. Finally, across both school years, associations between gender and teacher-child conflict varied by level of disruptive behavior at the beginning of kindergarten, such that boys with high levels of disruptive behavior experienced more overall conflict with teachers than girls with high levels of disruptive behavior.
How States Can Use CARES Act Funds to Promote and Support Educational Choice. Sketching a New Conservative Education Agenda
Author: Schilling, John
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: School Choice,Federal Legislation,Federal Aid,COVID-19,Pandemics,Kindergarten,Elementary Secondary Education,Private Schools,Public Schools,Educational Finance,State Departments of Education,Low Income Groups,School Districts,Disadvantaged,Online Courses,Equal Education,Distance Education,Public Officials,State Legislation

The Coronavirus Aid, Relief, and Economic Security (CARES) Act, signed into law by the president just over six months ago, represents a rare opportunity for governors to leverage federal education funds largely unencumbered by prescriptive federal rules. The bill appropriated $16.2 billion for K-12 education, and Congress astutely set aside $3 billion of that for the Governor's Emergency Education Relief (GEER) discretionary fund. Aside from funding for equitable services--little of which has gone to private schools--most of the non-GEER K-12 funding ($13.2 billion) goes to public schools. So far, around only 10 percent of funds have been drawn down, though it is unclear how much has already been committed by state education agencies (SEAs). Governors should use their remaining CARES Act discretionary GEER funds in bold, innovative ways that directly empower families and students. While many states submitted broad, unspecific plans for using these funds, several states have strategically invested the funding in students rather than simply allowing SEAs to absorb the funding into status quo K-12 programs. This report presents a list of the states and how they are using the funds: (1) South Carolina; (2) Oklahoma; (3) Florida; (4) New Hampshire; and (5) North Carolina.
A Study of Psychological Well-Being of Adolescents in Relation to School Environment and Place of Living
Author: Bhat, Bilal Ahmad
Date: 2018-00-00
Type: Journal Articles
Subjects: Adolescents,Well Being,Mental Health,Place of Residence,Educational Environment,Secondary School Students,Foreign Countries,Stress Variables,Environmental Influences,Rural Areas,Urban Areas

In the present age of stress and strain, the science of well-being tries to focuses on what makes an individual flourish. It studies how human assets rather than deficits are contributing toward goodness of an individual, as a promising new area of research. Advances in understanding the behavioral, biological, and social pathways to well-being will benefit individuals, organizations, and society. The life of individuals particularly the students in their schools, coming from different places of living, needs to be studied to have the vision of influence on psychological well-being of students. The study was carried on a sample of 519 senior secondary school students from different senior secondary schools of Kulgam and Anantnag districts of Kashmir valley. The sample was drawn by using multi stage stratified sampling technique. The data obtained from these students were then analyzed by using appropriate statistical techniques with the help of SPSS version 22. The paper analyzes the influence of the school environment and the effect of place of living and type of school on the psychological well-being of senior secondary school students. It also makes some suggestions, keeping the findings of the study in mind to enhance the psychological well being of our budding human resource.
Replace the Federal Student Loan System with an Income Share Agreement Program. Sketching a New Conservative Education Agenda
Author: Akers, Beth
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Federal Programs,Student Loan Programs,Educational Change,Loan Repayment,Debt (Financial),Income Contingent Loans

The higher education narrative has been dominated by the student loan crisis as of late. While the magnitude of this problem is often oversold, borrowers do sometimes need help. However, debt forgiveness plans, such as those proposed by Sens. Bernie Sanders (I-VT) and Elizabeth Warren (D-MA), deliver the biggest benefits to those who need it least. The author suggests that a better solution would be a government-sponsored income share agreement, in which the amount due each month depends only on how much the borrower is earning, and a simplified IRS-managed income withholding repayment system. Together, these would help borrowers who find themselves struggling to make ends meet after college not be on the hook for payments they cannot afford.
Within and across Language Predictors of Word Learning Processes in Dual Language Learners
Author: Pace, Amy
Date: 2020-00-00
Type: Reports - Research
Subjects: Preschool Children,Bilingual Students,Vocabulary Development,Grammar,Reading Comprehension,Spanish,English,Predictor Variables,Learning Processes

This study investigated the relation between Dual Language Learners' (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (1) performance in Spanish correlated with performance in English within each domain; and (2) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchical linear modeling revealed stronger predictive associations within each language than across languages. Across languages, results varied by experience and domain. Structural sensitivity theory suggests exposure to two languages heightens awareness of parameters along which languages vary and provides a framework for interpreting complex associations within and across languages. Knowledge from one language may influence learning in both. [This is the online version of an article published in &quot;Child Development&quot; (ISSN 0009-3920). For the final published version of this article, see EJ1281437.]
Personality and Job Stress: A Comparative Study of Physical Education Teachers and General Line Teachers
Author: Bhat, Bilal Ahmad
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Stress Variables,Teaching Conditions,Personality Traits,Physical Education Teachers,Teacher Responsibility,Males,General Education

The aim of the present study was to find out the stress level and personality type among the physical education teachers and general line teachers and then to compare these teachers on the above said variables. For this a sample of 120 school teachers was selected by using multistage stratified sampling. The sample was taken from the schools of Kulgam district of Jammu and Kashmir state affiliated to Jammu and Kashmir Board of School Education. The principals of schools were requested to allow the investigator for the data collection of said nature. The data were collected by using job stress questionnaire by Dr. A. K. Srivastav and Dr. A. P. Singh and personality inventory named as Big five Personality Inventory by Dr Tom Buchanan. The collected data were then analyzed by using t test and it was found out that the general line teachers are more stressful than physical education teachers in the schools. The study highlights the stressful life of teachers who are teaching subjects except physical education. The study investigates the possible causes of this stressful life of teachers.
Pickup of Causal Language and Inference during and after Reading Scientific Text
Author: Cromley, J. G.
Date: 2020-00-00
Type: Reports - Research
Subjects: Inferences,Protocol Analysis,Undergraduate Students,Attribution Theory,Biology,Science Instruction,Verbs,Recall (Psychology),Reading Processes,Learning Processes,Evolution,Nouns,Reading Comprehension,Word Lists

When reading scientific text, readers must draw inferences when the author does not make relations explicit; readers also need to pick up on causal relations that the author &quot;does&quot; make explicit. We collected think-aloud protocols from 86 undergraduate biology students reading 7 brief, illustrated passages about the immune system. After reading, participants typed a free recall. Both think-aloud and recall were transcribed and coded for two types of causal language--specific action verbs and explicit causal terms (forms of the word &quot;cause&quot;)--as well as inferences. Inferences in recalls were significantly related to action verbs picked up and during reading, as evidenced by the think-alouds. Action verbs in recalls were significantly facilitated by inferences and pick up of action verbs articulated by the participants while reading, as evidenced by the think-alouds. Explicit causal terms in recalls were significantly facilitated by pick up of action verbs while reading. Results suggest a very important role for pick-up of specific action verbs while reading, and risks associated with learners substituting vague verbs of class membership ('is a,' 'has a') for highly specific action verbs ('activates,' 'binds') when learning biology. One possible implication is that prompting students to pick up on specific action verbs while reading biology texts--in addition to making inferences during reading--could prompt more benefit from reading these types of texts. [This paper was published in &quot;Reading Psychology&quot; v41 n3 p157-182 2020 (EJ1261280).]
The Growing Urgency of Attending to the State of Education Research in Australian Higher Education. Report to the AARE Executive and Members from the Working Party &apos;Protecting and Extending Research in Education in Australia&apos;
Author: Brennan, Marie
Date: 2020-05-00
Type: Reports - Research
Subjects: Educational Research,Higher Education,Professional Associations,Educational Researchers,Workshops,Conferences (Gatherings),Faculty Workload,College Faculty,Politics,Teacher Attitudes,Time Management,Foreign Countries,Institutional Characteristics,Teacher Surveys

The Australian Association for Research in Education (AARE), as the peak professional body for education researchers in Australia, has strong interest in supporting high quality research and research capacity in the field of education in the Australian higher education sector. In this report, the 'Protecting and extending research in education in Australia' Working Party, established at the AARE Annual General Meeting in 2017, reports on results of the &quot;Mapping Research Opportunities in the Field of Education in Australia Survey&quot; as part of a symposium workshop at the AARE Annual Conference 2019, and also at the 2019 Annual General Meeting (AGM) of the Association. Key findings from the survey include: (1) 46% of respondents were dissatisfied or very dissatisfied with their research workload allocation, even without taking into account invisible work that reduced that allocation; and (2) 48% of respondents found their workloads unmanageable. Implications for education research futures are also discussed in this report. These implications raise questions about both the short and longer-term viability of research in education. Thus there must be consideration of an inter-generational academic politics that pursues: workload justice; keeping teaching and research connected (against trends that separate them); and broadening the numbers and range of education academics with time and opportunity to grow as researchers.
The Dynamic Nature of Transfer Partnerships: Catalysts and Barriers to Collaboration. Data Note 8. Transfer Partnerships Series
Author: Yeh, Theresa Ling
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Community Colleges,College Transfer Students,Two Year College Students,Institutional Cooperation,Partnerships in Education,Sustainability,Program Development,School Policy,State Policy,School Culture,Barriers,Leadership Responsibility,Interpersonal Relationship,Cooperation,Interpersonal Communication

Institutional collaborations between community colleges and baccalaureate-degree granting universities are becoming an increasingly popular strategy to improve transfer and degree completion outcomes. Many promising cases of these collaborative efforts are described in the literature, and draw attention to some of their critical components. However, fewer resources are available to inform the process of developing transfer partnerships. This Data Note draws upon qualitative findings from the High-Performing Transfer Partnerships (HPTP) study to explore many of the factors and conditions that can impact the creation and sustainability of transfer partnerships. [For Data Note 7, see ED608154. For more information on the HPTP study, see Data Note 1 (ED608148).]
Transfer Partnerships: The Importance of a Culture of Collaboration. Data Note 9. Transfer Partnerships Series
Author: Wetzstein, Lia
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Institutional Cooperation,Partnerships in Education,College Transfer Students,Two Year College Students,Equal Education,At Risk Students,College Faculty,Teacher Attitudes,College Students,Student Attitudes,School Culture,Cooperative Planning,Student Needs,Administrator Attitudes

In Data Note 6 (ED608153), we described a variety institutional transfer partnership typologies (Yeh &amp; Wetzstein, 2018), differentiating those with increasing levels of collaboration and describing aspects of their culture, policy and practices. This Data Note draws upon qualitative findings from the High-Performing Transfer Partnerships (HPTP) study to more fully elucidate a construct described by an interviewee as a &quot;culture of collaboration&quot;, which we found in partnerships that demonstrated the highest level of collaboration. The HPTP study focuses on institutional partnerships between community colleges and baccalaureate-degree granting institutions that promote more equitable transfer outcomes for underserved student populations. The data for this brief consists of interviews with faculty, staff, and students at seven institutional pairs across three states. A more detailed explanation of the High-Performing Transfer Partnership (HPTP) study is provided in Data Note 1 (Yeh, 2018). [For Data Note 8, see ED610356. For more information on the HPTP study, see Data Note 1 (ED608148).]
Identifying Effective and Equitable Institutions for Transfer Students: Exploring the Contribution of the Pair in Multilevel Models. Data Note 10. Transfer Partnerships Series
Author: Blume, Grant
Date: 2019-02-00
Type: Reports - Research
Subjects: Community Colleges,College Transfer Students,Two Year College Students,Institutional Cooperation,School Policy,College Role,Partnerships in Education,Probability,Bachelors Degrees,Educational Attainment,Student Characteristics,Racial Differences,Ethnicity,Gender Differences,Student Records,Socioeconomic Influences,Income

Community college is a gateway to postsecondary education for millions of college students in the United States yet only 13% of those intending to earn a bachelor's degree do so within six years of enrolling (Shapiro et al., 2017). The process of transferring from one postsecondary institution to another is fraught with structural, financial, and information barriers that have attracted attention from researchers, practitioners, and policymakers (see, for example, Humphries, McCambly, &amp; Ramaley, 2015; Wheatle, Taylor, Bragg, &amp; Ajinkya, 2017; and Western Interstate Commission on Higher Education, 2016). The literature on the postsecondary transfer process tends to examine either the policies and practices of the sending community college or, less frequently, the receiving baccalaureate-granting university, but rarely looks at policies and practices that transcend both levels (Jenkins &amp; Fink, 2016; Taylor &amp; Jain, 2017). Recognizing the transfer student's experience begins at the community college and continues to and through the four-year university, Bahr, Toth, Thirolf, and Masse (2013) recall the adage that &quot;it takes two to tango&quot; to wittily point out that extant transfer research minimally acknowledges &quot;both the community college and the four-year institution share responsibility for the outcomes of community college transfer students&quot; (p. 461). Like Fink and Jenkins (2017), this Data Note contends that the &quot;effectiveness of partnerships between community colleges and universities in supporting transfer student success is critically important&quot; (p. 308). [For Data Note 9, see ED610357.]
Transfer Partnerships: Lessons to Improve Student Success during and after COVID-19. Data Note 11. Transfer Partnerships Series
Author: Bragg, Debra
Date: 2020-05-00
Type: Reports - Research
Subjects: College Transfer Students,Community Colleges,Two Year College Students,COVID-19,Pandemics,At Risk Students,Racial Bias,Partnerships in Education,Equal Education,Data Collection,Data Use,Access to Information,Transformational Leadership,Cooperative Planning

Transferring from a community college to a university is a time of uncertainty for students. Leaving a familiar environment to attend another school where everything and everyone is new creates stress. Navigating a college journey that requires cutting ties during COVID-19 is especially daunting, yet this is exactly what we expect transfer students to do. We empathize with these students, and we write this brief to share research on transfer partnerships that focuses on improving transfer student outcomes. [For Data Note 10, see ED610358.]
Coming Back to Climate: How Principals Use School Climate Data to Lead Improvement
Author: Aspen Institute, Education & Society Program
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Educational Environment,Data Use,Educational Improvement,Equal Education,Outcomes of Education,Principals,Evaluation,Data Collection

Even in &quot;routine&quot; years, the principal's attention to climate matters for wellness, and it matters for outcomes. School climate is a critical factor supporting the quality of student learning, particularly in times of stress. As a result, districts across the nation have dedicated considerable resources to tools used to assess climate, most often surveys that ask how students, parents, or staff are experiencing the school. Climate data has untapped potential as a tool not only to describe perceptions, but also to energize improved experiences. This toolkit is for principals, rooted in the experiences of fellow school leaders who are taking concrete, accessible action with climate data. The Aspen Education &amp; Society Program convened principals, districts, and research partners to identify opportunities to enhance that action. The initial series of school visits and interviews ran into the COVID-19 detour, but continued virtual collaboration has strengthened the belief that climate data is useful for building transparency and insight, deepening relationships, and inspiring collective action. Several strategic themes emerged as valuable opportunities for principals: (1) using climate data to drive toward equitable outcomes; (2) creating routines to lead with data; and (3) choosing the right starting points. The strategies and tools offered under each theme are based on in-school observations and input from research partners, consulting experts, students, and faculty. Each reference and link points principals to research and tools that can be used in school this fall. The year ahead will be rich with opportunities to deepen principals' repertoire for welcoming students into school. [This report was produced in collaboration with Cleveland Metropolitan School District, Tulsa Public Schools, Turnaround For Children, EduDream, and National Equity Project.]