ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Induced Orthographic and Semantic Knowledge on Subsequent Learning: A Test of the Partial Knowledge Hypothesis
Author: Adlof, Suzanne
Date: 2016-03-00
Type: Reports - Research
Subjects: Semantics,Familiarity,Adults,Children,Vocabulary Development,Individual Differences,Grammar,Cues,Prior Learning,Teaching Methods,Hypothesis Testing,Learning Processes,Novelty (Stimulus Dimension),Orthographic Symbols,Word Recognition,Spelling,Grade 4,Grade 5,Grade 6,Standardized Tests,Achievement Tests,Reading Tests,Sentences,Stimuli

Word learning can build the high-quality word representations that support skilled reading and language comprehension. According to the partial knowledge hypothesis, words that are partially known, a.k.a. &quot;frontier words&quot; (Durso &amp; Shore, 1991), may be good targets for instruction precisely because they are already familiar. However, studies investigating this question have produced mixed findings, and individual differences in baseline knowledge have complicated results both within and across studies. We present two studies that took a different approach, controlling both familiarity and the nature of the familiarizing episode. We controlled familiarity with novel words through pre-exposure (&quot;pre-familiarization&quot;) in isolation, to induce form-based familiarity, or in sentences that provided few clues to meaning, to induce partial semantic knowledge. The number of pre-exposures varied (0, 1, or 4). After the pre-familiarization phase, we presented the words in several highly informative sentences to support meaning acquisition. Participants included both adults and typically developing children, ages 9-12. Participants' self-rated familiarity with target words, and their knowledge of the words' meanings and orthography were each measured at baseline, immediately after learning, and one week later. Orthographic and semantic word learning showed contrasting effects of pre-familiarization. For orthographic learning, it was the number, rather than the type, of pre-familiarizations that mattered most. By contrast, the number of pre-familiarizations had little impact on word semantic learning; further, pre-familiarization in low-constraint sentences did not consistently boost subsequent learning. These findings suggest that familiarity with a word prior to instruction does not necessarily improve word-learning outcomes, and they highlight the importance of repeated exposures to high quality contexts for robust word learning. [This report was published in &quot;Reading and Writing: An Interdisciplinary Journal&quot; (EJ1091581).]
Culturally Relevant Literature: What Matters Most to Primary-Age Urban Learners
Author: Cartledge, Gwendolyn
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Relevance,Literature,Grade 1,Grade 2,Elementary School Students,Urban Schools,Student Attitudes,Immigrants,African American Students,Emergent Literacy,Reading Fluency,Reading Tests,Scores,Qualitative Research,Statistical Analysis,Correlation,Altruism,Interpersonal Competence,Identification (Psychology),Special Education

The ratings and rationales primary-age urban learners gave culturally relevant reading passages was the focus of this descriptive study. First- and second-grade students each read 30 researcher-developed passages reflecting the students' immediate and historical backgrounds. The students rated the passages and gave a reason for their ratings. A descriptive analysis of these data showed that the students overwhelmingly rated the passages positively and preferred most the stories that they personally identified with, followed by those considered to be altruistic and/or fun. Passages that helped them to learn something also received positive ratings. We discuss these findings in terms of their implications for literacy development. [This article was published in &quot;Reading &amp; Writing Quarterly: Overcoming Learning Difficulties&quot; (EJ1099101).]
Systematic Replication of the Effects of a Supplementary, Technology-Assisted, Storybook Intervention for Preschool Children with Weak Vocabulary and Comprehension Skills
Author: Greenwood, Charles R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Intervention,Teaching Methods,Prompting,Outcomes of Education,Preschool Children,At Risk Students,Oral Language,Effect Size,Story Reading,Correlation,Educational Technology,Vocabulary Skills,Language Processing

In 2013, Spencer, Goldstein, Sherman, et al. reported the promising effects of a supplemental, technology-assisted, storybook intervention (Tier 2) containing embedded instruction targeting the oral language learning of preschool children at risk for delays. We sought to advance knowledge of the intervention by replicating it in a new sample and examining children's responses to the narrator's instructional prompts and associations with learning outcomes. Results indicated that children were highly successful in responding with the narrator's task-management prompts (i.e., &quot;turn the page&quot;), particularly after the first book. Children were much less proficient in correctly responding to the narrator's word-teaching prompts (i.e., &quot;say enormous&quot;), but improved over additional storybooks. Exposure to the intervention accelerated children's weekly oral language learning, and effect sizes were comparable to those of Spencer et al. Children's increased word knowledge was positively correlated with their correct responding to the narrator's word-teaching prompts in particular. Implications for research and practice are discussed. [This report was published in &quot;Elementary School Journal&quot; (EJ1103957).]
Examining Integrated Leadership Systems in High Schools: Connecting Principal and Teacher Leadership to Organizational Processes and Student Outcomes
Author: Sebastian, James
Date: 2017-04-19
Type: Journal Articles
Subjects: Principals,Teacher Leadership,High Schools,Comparative Analysis,Elementary Schools,Urban Schools,Academic Achievement,Administrative Organization,Leadership,Surveys,Hierarchical Linear Modeling,Statistical Analysis,Structural Equation Models

Research on school leadership suggests that both principal and teacher leadership are important for school improvement. However, few studies have studied the interaction of principal and teacher leadership as separate but linked systems in how they relate to student outcomes. In this study, we examine how leadership pathways are related in the context of high schools and compare findings to research in elementary schools. Using survey and administrative data from high schools in a large urban context, the paper explores direct and indirect pathways from leadership to student achievement growth. The results indicate that there are 2 pathways through which principal leadership is related to student learning in high schools. One pathway is mediated by teacher leadership, whereas the second pathway does not include teacher leadership. We find that similar to elementary schools, the learning climate is the only organizational factor that links principal and teacher leadership with student achievement. [This article was published in &quot;School Effectiveness and School Improvement,&quot; (EJ1149257).]
Transformative Learning Following Job Loss: A Dissertation Renewal
Author: Benway, Robert
Date: 2017-03-00
Type: Reports - Research
Subjects: Transformative Learning,Job Layoff,Comparative Analysis,Corporations,Leadership,Adult Education,Futures (of Society),Change,Employees,Interviews,Doctoral Dissertations

This study renews a doctoral dissertation written in 2003 on transformative learning following job loss. An abbreviated literature review compares corporate and worker circumstances from the original study to the present time. Findings show that corporations choose reductions in force due to pressure from investors instead of productivity, and worker victims of job loss typically have a much more difficult time re-entering the workforce now than previously. [For the complete proceedings, see ED576985.]
Preserving the Voices of Adult Educators
Author: Bogner, Len A.
Date: 2017-03-00
Type: Speeches/Meeting Papers
Subjects: Adult Educators,Interviews,Adult Education,Personal Narratives,History,Books,Teaching Experience,Teacher Characteristics

The Adult Education Interview Series (AEIS) started at the University of Central Oklahoma (UCO) and was inspired by the use of TED talks and other similar videos in online and distance education courses. It is a collaboration between the Adult Education and Safety Science Department and the Center for eLearning and Connected Environments at UCO. The intent of the AEIS is twofold: to preserve the history and stories of adult educators and to analyze the interviews to determine common or contradictory themes that provide insight into perspectives of professionals in the field. By understanding the perspectives of the field, we can better ascertain where the field was, is and where it might be going. The AEIS is to be an open resource that can be accessed by any member of AHEA for their Adult Education courses. [For the complete proceedings, see ED576985.]
Exploratory Study of Perceived Barriers to Learning in an Urban Educational Opportunity Center
Author: Lee, Jung Min
Date: 2017-03-00
Type: Speeches/Meeting Papers
Subjects: State Universities,Barriers,Adult Students,Adult Education,Urban Education,Student Motivation,Statistical Analysis,Student Participation,Self Evaluation (Individuals),Adult Educators,Student Attitudes,Teacher Attitudes,College Programs,Adult Programs,Student Surveys,Teacher Surveys

The purpose of this study was to identify the perceived barriers of adult learners to program in the State University of New York (SUNY) Manhattan Educational Opportunity Center (MEOC) from the perspectives of students and teachers. The study also sought to determine teachers' insights regarding means of motivating adult students to continue program participation. This study was primarily quantitative and employed the Professional Standards for Teachers in Adult Education: Self-assessment (PSTAE; 2008) as well as a program survey designed to assess the impact of situational, institutional, and dispositional deterrents. Data were collected through SurveyMonkey. The data resulting from this comparison between teachers' and students' perceived barriers to program participation were consistent with prior research in this area. The MPSTAE selfassessment results identified that use of technology was rated lowest in terms of mastery among the six standards related to helping adult learners. [For the complete proceedings, see ED576985.]
Promoting Engagement and Community in Online Courses: It&apos;s All about the Writing
Author: Schwehm, Jeremy
Date: 2017-03-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Adult Students,Writing (Composition),Learner Engagement,Writing Assignments,Adult Education,Learning Strategies,Integrated Learning Systems

For adult learners in online courses, writing is the predominant means by which all interaction takes place. As those participating in online education rely heavily on engagement with content, peers, and instructors, special attention should be given to include various activities that promote written communication to foster a positive and engaging classroom experience. By providing engaged writing assignments for online adult learners, instructors can increase student learning, promote a sense of belonging to the institution, and increase persistence. In this interactive session, the presenters introduced attendees to online learning strategies that match types of writing (expository, persuasive, descriptive, narrative) and assignments with learning management system tools to enhance adult student engagement with course content, peers, the instructor, and self. [For the complete proceedings, see ED576985.]
Teaching Learning Concepts to Graduate Students through Writing
Author: Coberly-Holt, Patricia G.
Date: 2017-03-00
Type: Speeches/Meeting Papers
Subjects: Graduate Students,Writing Assignments,Adult Students,Andragogy,Teaching Styles,Adult Education,Education Courses,Instructional Effectiveness,Student Attitudes

Over a period of four years, the instructor of History and Theory of Adult Education monitored and recorded graduate students' reactions to the experiences of learning through writing assignments that incorporate diverse methods associated with stringent pedagogical and andragogical methods. After experiencing the two divergent teaching styles and completing the writing assignments paired with each, adult learners discussed and determined the efficacy of the two different approaches, and their reactions to the divergent styles. [For the complete proceedings, see ED576985.]
Writing: Collaborating for Increasing Success
Author: Lockhart, Marilyn S.
Date: 2017-03-00
Type: Speeches/Meeting Papers
Subjects: Writing (Composition),Models,Higher Education,Adult Education,College Faculty,College Students,Writing Strategies

Writing is critical for faculty and student success in higher education. This paper presents a writing model designed by participants during a collaborative session at the Adult Higher Education Alliance Annual Conference. The Gray (2010) model used by the author at her home institution to create faculty writing groups served as a foundation. While the initial goal of the session was to create a model for faculty use, participants at the session wanted to design a model that could be used by faculty and students. The discussion and design proceeded with this as the revised goal. The model consists of 20 strategies that are divided into the categories of: (a) preparation, (b) beginning, (c) in process, and (d) ending. The model can be used by individuals and on-going writing groups. [For the complete proceedings, see ED576985.]
Professional Development. Issue Brief
Author: Keleher, Julia
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Faculty Development,Delinquency,Child Neglect,Youth Programs,Juvenile Justice,Institutionalized Persons,Correctional Institutions,Individual Characteristics,At Risk Persons,Disproportionate Representation,Mental Disorders,Trauma,Stress Variables,Poverty,Learning Problems,Learning Disabilities,Course Content,Program Evaluation,Achievement,Data Analysis,Instructional Effectiveness,Motivation,Expertise,Intervention,Family Involvement,Networks,Communities of Practice,Transitional Programs

In this professional development research brief, the author sets forth the overarching considerations that should be kept in mind when conceptualizing professional development for educators working with neglected or delinquent youth (N or D). The brief begins by defining professional development and demonstrating why it is a critical support for educators and practitioners working in juvenile correctional settings. Next, the author presents the unique characteristics of the N or D population and highlight how having additional professional development could enable juvenile justice center staff to better understand and respond to the population's needs. The brief concludes with a summary of ideas for professional development suggested by coordinators. This section also includes a description of some practices currently being implemented in the field.
Professional Development: Focusing on Transition. Issue Brief
Author: de Azúa, Ramón L.
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Faculty Development,Delinquency,Child Neglect,Youth Programs,Juvenile Justice,Institutionalized Persons,Correctional Institutions,Individual Characteristics,At Risk Persons,Disproportionate Representation,Mental Disorders,Trauma,Stress Variables,Poverty,Learning Disabilities,Program Evaluation,Achievement,Data Analysis,Instructional Effectiveness,Motivation,Expertise,Intervention,Family Involvement,Networks,Communities of Practice,Transitional Programs,Planning,Cooperation,Teamwork,Civil Rights Legislation,Federal Legislation,Educational Legislation,Gender Discrimination,Sex Fairness,Disabilities,Equal Education,Elementary Secondary Education,Compliance (Legal)

In 2017, the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) released its first in a series of professional development briefs that focus on the professional development needs and interests of Neglected or Delinquent (N or D) State coordinators, correctional educators, and providers of Title I, Part D (Part D) programs and services. This second professional development brief seeks to increase practitioners' knowledge about effective transition planning for youth moving into, through, and out of the juvenile justice system, as well as to present ideas for professional development offerings that focus on the topic of transition. The brief also presents insights that emerged during conversations with N or D State Coordinators and Part D subgrantees and examples of effective approaches to transition planning and implementation across the various stages and components that play a role in providing high-quality transition services. [For the first issue brief (Jan 2017), see ED577000.]
The Mentoring Toolkit 2.0: Resources for Developing Programs for Incarcerated Youth. Guide
Author: Zaugg, Nathan
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Mentors,Guides,Program Development,Institutionalized Persons,Correctional Institutions,Juvenile Justice,Delinquency,Intervention,Literature Reviews,Individual Characteristics,At Risk Persons,Learning Problems,Social Development,Emotional Problems,Behavior Problems,Child Neglect,Youth Programs,Special Education,Trauma,Brain,Adolescent Development,Program Effectiveness,Information Dissemination,Recruitment,Supervision,Program Evaluation,Financial Support

&quot;The Mentoring Toolkit 2.0: Resources for Developing Programs for Incarcerated Youth&quot; provides information, program descriptions, and links to important resources that can assist juvenile correctional facilities and other organizations to design effective mentoring programs for neglected and delinquent youth, particularly those who are incarcerated. Section 1, &quot;Mentoring: A Promising Intervention Strategy,&quot; contains a review of the literature on effective mentoring strategies. Information on the limited body of knowledge available on programs designed specifically for incarcerated youth is included. Section 2, &quot;Characteristics of Juvenile Offenders,&quot; describes the learning, social-emotional, and behavioral characteristics of youth residing in juvenile facilities. Section 3, &quot;Designing Effective Mentoring Programs for Neglected and Delinquent Youth,&quot; explores the challenges that should be considered and the major benefits of establishing mentoring programs for these youth. It also describes the critical elements that should be included in juvenile justice mentoring. Section 4, &quot;Tools for Developing Mentoring Programs,&quot; presents links to specific tools and resources that can be used by program developers to design and implement effective programs, to minimize the duplication of this information in this document. Finally, section 5, &quot;Program Overviews,&quot; contains brief descriptions of selected mentoring programs that serve youth who are delinquent and involved in the juvenile justice system. [Nathan Zaugg and Roger Jarjoura updated the Mentoring Toolkit initially published in 2008.]
Roster of Physics Departments with Enrollment and Degree Data, 2016: Results from the 2016 Survey of Enrollments and Degrees. Roster
Author: Nicholson, Starr
Date: 2017-09-00
Type: Numerical/Quantitative Data
Subjects: Physics,Enrollment Trends,Enrollment Rate,School Statistics,Bachelors Degrees,Masters Degrees,Doctoral Degrees,State Surveys,Graduation Rate,Academic Achievement,Statistical Distributions

The physics bachelor's class of 2016 represents yet another all-time high. There were 8,432 bachelor's degrees conferred, an increase of 4% from the previous year and a 131% increase from the recent low in 1999. First-year graduate physics student enrollments have remained at about 3,200 students for the last 5 years. The number of physics PhDs conferred in the class of 2016 represented a 2% decline from the previous year, but degree production has been increasing in recent years, up 67% from 12 years earlier. This roster contains detailed data from the annual Survey of Enrollments and Degrees. The survey was conducted in the fall of 2016 and covers all degree-granting physics departments in the United States.
Roster of Astronomy Departments with Enrollment and Degree Data, 2016: Results from the 2016 Survey of Enrollments and Degrees. Roster
Author: Nicholson, Starr
Date: 2017-09-00
Type: Numerical/Quantitative Data
Subjects: Astronomy,Bachelors Degrees,Doctoral Degrees,Graduate Students,Enrollment Trends,Physics,Departments,Masters Degrees,Geographic Location,Undergraduate Students

The number of both astronomy bachelor's degrees and PhDs awarded in the class of 2016 represent all-time highs. Astronomy bachelors have been increasing steadily for the last 15 years, with 469 degrees awarded in the class of 2016. With undergraduate astronomy enrollments continuing to grow, the trend is expected to continue for at least the next couple of years. The 41 PhD-granting astronomy departments conferred 170 astronomy PhDs in the class of 2016. There were 250 first-year students enrolling in US astronomy graduate programs in the fall of 2016. This roster contains detailed data from the annual Survey of Enrollments and Degrees. The survey was conducted in the fall of 2016 and includes all degree-granting astronomy departments in the United States.
Writing Between the Lines
Author: Holtz, Jennifer K.
Date: 2017-03-00
Type: Speeches/Meeting Papers
Subjects: Hidden Curriculum,Teacher Promotion,Tenure,College Faculty,Cultural Influences,Educational Administration,Expectation,Teacher Role,Teacher Evaluation,Work Environment,Collegiality,Standards,Writing (Composition),Vignettes

Working toward promotion and tenure (P&amp;T) is a large part of working as a faculty member at an institution of higher education. Through this process one provides evidence of contribution to the overall scholarly body of knowledge. However, this is affected by changes to cultural norms, administrative processes, and institutional expectations. Each of these items influences the P&amp;T process and how individual faculty members must navigate this process. Based on the literature and described through perspectives from different universities, key strategies are identified to help others find success in an ever-changing environment. These include an awareness of the hidden curriculum, norms, beliefs, and perceptions. [For the complete proceedings, see ED576985.]