ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Curricular Reforms on Citizenship: Commitment to Democratic Values of Students before and after NCF (2005) in Kerala
Author: Mumthas, N. S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Curriculum Development,Democracy,Socioeconomic Status,Ethics,Foreign Countries,Outcomes of Education,Secondary School Students,Ideology,Educational Change,Institutional Characteristics,Student Attitudes,National Curriculum,Measures (Individuals),Democratic Values

With the premise that investigation into impact of reforms on the educational outcomes like democratic citizenship is at best inconsistent, this study reports the findings of analyses of how secondary school pass-outs in Kerala from different streams of schools commit to democratic values. In order to judge the impact of post NCF (2005) school reforms on democratic commitment, sample was drawn in 2007 and 2013. A scale of democratic commitment with established factorial validity is applied. Fall in democratic commitment is more pronounced and uniform across school types for ideology and practice of democracy. Fall in commitment to socioeconomic democracy is less for Central than for Kerala stream students. Ethical beliefs related to democracy are the only area where commitment has increased from 2007 to 2013, that too in Central schools. The lead students from Kerala stream had over CBSE students before 2007 in commitment to democracy is almost lost by 2013.
Blogging about Current Global Events in the EFL Writing Classroom: Effects on Skill Improvement, Global Awareness and Attitudes
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Writing Instruction,College Freshmen,Current Events,Electronic Publishing,Web Sites,Instructional Effectiveness,Student Attitudes,Writing Skills,Foreign Countries,Conventional Instruction

A class blog was created and used as a supplement to in-class EFL writing instruction for freshman students. Topics that focused on current global events such as Ramadan in Islamic countries, the Tsunami in Japan, the Royal wedding, and refugees in Europe were posted by the instructor. The students were required to look for videos, photos or articles related to the assigned event and write a short paragraph (blog post) that describes the photo, summarizes the video and article content, or talk about the event in their own words. They also had to write their reaction to the event, and post comments and feedback on their classmates' blog posts. The students worked on their blog posts individually, in pairs or small group. Comparisons of the posttest scores of students who blogged about current global events and those who used paper-and-pencil assignments on the same topics showed significant differences in writing improvement in favor of the blog group. In addition, students in the blog group had positive attitudes towards the blogging activity. They enjoyed interacting and collaborating with their classmates and reflecting on their own writing in response to the feedback and comments they received from other blog members. Blogging about current global events proved to be effective in raising students' global awareness and enhancing their writing skills in EFL.
Developing and Investigating the Promise of Early Measurement Screeners
Author: Clarke, Ben
Date: 2021-00-00
Type: Reports - Research
Subjects: Test Construction,Screening Tests,Curriculum Based Assessment,Grade 1,Elementary School Students,Test Reliability,Test Validity,Mathematics Education,Mathematical Concepts,Psychometrics

This study investigated the technical characteristics of four early measurement curriculum-based measures (EM-CBMs) designed to assess concepts related to linear measurement and iteration. The sample consisted of 221 first grade students. Data were collected at two time points approximately 10 weeks apart. Reliability and concurrent and predictive validity correlations were in the low to moderate range. We discuss study results related to screening for risk status including limitations to the current work and future directions for research. [This is the advance online version of an article published in &quot;School Psychology Review.&quot;]
Conducting a Cost Effectiveness Analysis of an Early Numeracy Intervention
Author: Clarke, Ben
Date: 2020-00-00
Type: Reports - Research
Subjects: Cost Effectiveness,At Risk Students,Kindergarten,Young Children,Numeracy,Response to Intervention,Number Concepts,Early Childhood Education,Small Group Instruction,Effect Size,Mathematics Instruction

This study examined the cost effectiveness of a 50 lesson mathematics intervention program focused on whole number concepts for at-risk kindergarten students, ROOTS. The study utilized a randomized block design with 1,251 at-risk students within 138 classrooms randomly assigned to one of two active treatment conditions (small groups of either two or five students) or control condition. Proximal and distal measures were collected in the fall (pretest) and spring (posttest). The costs per group per effect-size unit change varied from $216 to $736 depending on differing district scenarios and group size. The cost-effectiveness ratios per student varied from $267 to $3,201 depending on district scenario, group size, and the measure. Implications for conducting cost effectiveness evaluations and public policy are discussed. [This article was published in &quot;School Psychology Review&quot; v40 n4 p359-373 2020 (EJ1282375).]
Adapting a Compilation of Implementation Strategies to Advance School-Based Implementation Research and Practice
Author: Cook, Clayton R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Program Implementation,Evidence Based Practice,Youth,Behavior Problems,Mental Health,Models,Change Strategies,School Health Services

Schools, like other service sectors, are confronted with an implementation gap, with the slow adoption and uneven implementation of evidence-based practices (EBP) as part of routine service delivery, undermining efforts to promote better youth behavioral health outcomes. Implementation researchers have undertaken systematic efforts to publish taxonomies of implementation strategies (i.e., methods or techniques that are used to facilitate the uptake, use, and sustainment of EBP), such as the Expert Recommendations for Implementing Change (ERIC) Project. The 73-strategy ERIC compilation was developed in the context of healthcare and largely informed by research and practice experts who operate in that service sector. Thus, the comprehensibility, contextual appropriateness, and utility of the existing compilation to other service sectors, such as the educational setting, remain unknown. The purpose of this study was to initiate the School Implementation Strategies, Translating ERIC Resources (SISTER) Project to iteratively adapt the ERIC compilation to the educational sector. The results of a seven-step adaptation process resulted in 75 school-adapted strategies. Surface-level changes were made to the majority of the original ERIC strategies (52 out of 73), while five of the strategies required deeper modifications for adaptation to the school context. Six strategies were deleted and seven new strategies were added based on existing school-based research. The implications of this study's findings for prevention scientists engaged in implementation research (e.g., creating a common nomenclature for implementation strategies) and limitations are discussed.
Longitudinal Predictors of Bilingual Language Proficiency, Decoding, and Oral Reading Fluency on Reading Comprehension in Spanish and in English
Author: Baker, Doris Luft
Date: 2022-01-28
Type: Reports - Research
Subjects: Longitudinal Studies,Reading Comprehension,Spanish,Reading Fluency,Decoding (Reading),Oral Reading,Bilingualism,Language Proficiency,English (Second Language),Second Language Learning,Second Language Instruction,Bilingual Education Programs,Hispanic American Students,Grade 1,Elementary School Students,Grade 2,Predictor Variables,Scores,Transfer of Training,Achievement Tests,Language Tests,Reading Tests,Literacy Education,Emergent Literacy,Reading Achievement,Achievement Gains

This study examined the longitudinal prediction of decoding, oral reading fluency (ORF), and bilingual language proficiency (BLP) on student reading comprehension (RC) outcomes in Spanish and in English. Participants were first-grade Latinx students attending bilingual programs. Findings indicated that BLP initial status and gains were significant predictors of Spanish and English RC at the end of second grade. English and Spanish decoding in first grade, in addition to BLP, explained 27 percent of the variance in English reading comprehension. However, only Spanish decoding was a significant predictor of Spanish reading comprehension. Once English and Spanish second grade ORF scores were added to the model, decoding no longer explained any of the variance in RC. BLP, English ORF initial status and gains, and Spanish gains explained 47 percent of the variance in English reading comprehension. BLP and Spanish ORF initial status explained 46 percent of the variance in Spanish RC. [This is the online first version of an article published in &quot;School Psychology Review.&quot;]
Effects of Postsecondary Grant Aid on College Student Outcomes: Briefing of Results from a Systematic Review and Meta-Analysis
Author: LaSota, Robin R.
Date: 2022-01-00
Type: Information Analyses
Subjects: Postsecondary Education,Student Financial Aid,Grants,Outcomes of Education,Academic Achievement,College Graduates,Employment Patterns,Enrollment,College Credits,Academic Persistence,Federal Aid,State Aid,Merit Scholarships,Effect Size,Educational Policy

The purpose of this study was to report on the effects of a comprehensive set of postsecondary grant aid programs on outcomes from initial college enrollment to post-college employment, based on a systematic review of the literature from January 2002 to January 2020. Studies that used randomized-controlled trials, regression discontinuity designs, difference-in-differences analyses, and quasi-experimental studies with student-level data were eligible for inclusion. Included studies also have comparison groups that did not receive the specified grant aid that the intervention group was eligible to receive or received, present baseline information for treatment and control groups, and provide sufficient information to calculate effect sizes. The results of the systematic searching and screening yielded 86 studies, across seven outcome domains, and the meta-analysis synthesized findings from 709 effect sizes from study samples representing 7,656,062 individuals. The meta-analytic results found small but meaningful positive average effects on college enrollment, credit accumulation, persistence, and completion. Available evidence did not show grant aid intervention effects for college academic achievement or post-college employment outcomes. We also found that grants had larger positive effects on credit accumulation for studies with samples of students at two-year institutions and that did not differentiate between two-year and four-year students than for studies with samples of students at four-year institutions only. Using a relatively new method called an evidence gap map, we illustrate where researchers should focus on producing new evidence. The study team encourages financial aid policymakers and practitioners to work with researchers to further advance research-based knowledge of the effects of grant programs with different characteristics on outcomes of interest for different groups of students.
The Influence of Housemaids on Saudi Young Children&apos;s Arabic Language Acquisition from the Perspective of Mothers
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Child Development,Language Usage,Semitic Languages,Pronunciation,Grammar,Language Skills,Mothers,Language Proficiency,Family Environment,Service Occupations,Housework,Language Acquisition,Interpersonal Communication,Preschool Children,Vocabulary,English (Second Language)

Almost every upper- and middle-class family in Saudi Arabia has a foreign housemaid who does the housework and takes care of the children. This study aims to find out whether foreign housemaids have an impact on children's acquisition of Arabic, the children's first language. Surveys with 300 mothers with children under the age of six revealed that most housemaids speak neither English nor Arabic upon arrival in Saudi Arabia. The housemaids learn to speak Arabic by immersion. However, their language is characterized by faulty pronunciation and grammatical forms, production of incomplete sentences, and limited vocabulary. Mothers surveyed asserted that about half the children imitate the housemaid all the time when they first start to learn to speak Arabic at age two and three years. Those children cannot produce Arabic sounds correctly and make grammatical mistakes, but when they go to kindergarten, traces of foreign accent resulting from imitating the housemaid's foreign Arabic accent disappear, and the child is able to speak Arabic correctly and natively. This means that housemaids have a temporary influence on Saudi children's acquisition of Arabic as the children get older. It seems that the housemaid's influence depends on how much time the child spends with her, how much time the mother spends with the child, and whether the child has siblings and playmates.
Positive Psychology in the Foreign Language and Translation Classroom
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Translation,Anxiety,Coping,Stress Management,Positive Attitudes,Resilience (Psychology),Language Skills,Psychology,Foreign Countries

Results of surveys with a sample of EFL and translation instructors and students showed that many instructors feel that their role is limited to preparing the teaching material, in-class instruction, writing exams, grading assignments and other paperwork. They declared that students have many academic problems in EFL and translation and interpreting course. They added that they are unaware of positive psychology and how to apply its principles in their courses. Students' responses and comments on social media showed that they have a negative image of themselves. They feel inadequate and are always afraid of failing their courses. If they fail, they blame it on their bad luck, on the instructor or exams. Some are not willing to try, hate school and studying. They are under stress if they have a writing or translation assignment, a class presentation, or a test. They cram and lose sleep. Based on findings of the surveys, this study proposes a model for applying the principles of positive psychology in EFL and language classrooms to help the students become happy and relaxed learners, overcome stress and anxiety, develop positive attitudes, positive affirmations, emotional resilience, positive thinking and make more achievements and improvements. The model consists of strategies and tips for improving students' English language and translation skills, providing psychological help (e.g., student-instructor communication, giving moral support, feedback, reading simplified self-help books, watching motivational videos), and developing students' pragmatic skills (goal setting, time management, study skills, presentation, and note-taking skills). In addition, it provides some strategies for effective teaching.
Technological Dimensions of Globalization across Organizations: Inferences for Instruction and Research
Author: Pentang, Jupeth T.
Date: 2021-07-00
Type: Journal Articles
Subjects: Global Approach,Technology Education,Technology Uses in Education,Educational Trends,Trend Analysis,Artificial Intelligence,Robotics,Automation,Computation,Computer Simulation,Internet,Computer Security

Globalizations across organizations are impacted by economic, political, legal, security, social, cultural, ecological, and technological dimensions among others. This paper presents the readings from relevant articles and studies pertaining to the relationship between technology and its dimensions with globalization. Globalization and technological advancement are indeed interrelated where the success or failure of one is associated with the other. With this, Technology Education and Globalization, as intertwined disciplines, must be inculcated across curriculums and program offerings to address the demand of the changing and challenging times. Besides, research on technology and globalization are encouraged among educators.
You Are Admitted! Early Evidence on Enrollment from Idaho&apos;s Direct Admissions System
Author: Odle, Taylor K.
Date: 2022-01-05
Type: Reports - Research
Subjects: College Admission,High School Graduates,Enrollment,Barriers,Enrollment Rate,Public Colleges,State Policy,Low Income Students

In 2015, Idaho adopted the nation's first direct admissions system and proactively admitted all high school graduates to a set of public institutions. This reimagination of the admissions process may reduce barriers to students' enrollment and improve access across geographic and socioeconomic contexts by removing many human capital, informational, and financial barriers in the college search and application process. Despite a lack of evidence on the efficacy of direct admissions systems, the policy has already been proposed or implemented in four other states. Using synthetic control methods, we estimate the first causal impacts of direct admissions on institutional enrollment outcomes. We find early evidence that direct admissions increased first-time undergraduate enrollments by 4-8% (50-100 students per campus on average) and in-state levels by approximately 8-15% (80-140 students) but had minimal-to-no impacts on the enrollment of Pell-eligible students. These enrollment gains were concentrated among two-year, open-access institutions. We discuss these findings in relation to state contexts and policy design given the emergence of literature highlighting the varied efficacy of similar college access policies. [This paper was published in &quot;Research in Higher Education.&quot;]
Writing Instruction Improves Students&apos; Writing Differentially Depending on Instruction and Child Characteristics: A Meta-Analysis for Primary Grade Students
Author: Kim, Young-Suk Grace
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Instruction,Instructional Effectiveness,Writing Improvement,Writing (Composition),Elementary School Students,Primary Education,Effect Size,Writing Skills

We investigated the effect of writing interventions on written composition for students in primary grades (K-G3) with a focus on whether effects vary as a function of different dimensions of composition outcomes (i.e., quality, productivity, fluency, and other), instructional focus (e.g., transcription, self-regulation strategies such as Self-Regulated Strategy Development [SRSD]), and student characteristics (i.e., initially weak writing skills). A total of 24 studies (number of effect sizes, k = 166; N = 5589 participants) met inclusion criteria. The overall mean effect size was moderate and positive (ES = 0.31) with some variation across the dimensions of composition: 0.32 in writing quality, 0.31 in writing productivity, 0.15 in writing fluency, and 0.34 in writing: other. SRSD had large and consistent effect sizes across the outcomes (0.59-1.04) whereas transcription instruction did not yield statistically significant effects on any dimensions of composition due to large variation of effects across studies. Variation in instructional dosage (total length of instruction) did not explain variation in the effect sizes. Lastly, the average effect on writing quality was larger for writers with weaker writing skills compared to those with typical skills.
Using Topic Modeling for Code Discovery in Large Scale Text Data
Author: Cai, Zhiqiang
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Coding,Artificial Intelligence,Models,Probability,Information Retrieval,Barriers,Data Analysis,Man Machine Systems,Classification

When text datasets are very large, manually coding line by line becomes impractical. As a result, researchers sometimes try to use machine learning algorithms to automatically code text data. One of the most popular algorithms is topic modeling. For a given text dataset, a topic model provides probability distributions of words for a set of &quot;topics&quot; in the data, which researchers then use to interpret meaning of the topics. A topic model also gives each document in the dataset a score for each topic, which can be used as a non-binary coding for what proportion of a topic is in the document. Unfortunately, it is often difficult to interpret what the topics mean in a defensible way, or to validate document topic proportion scores as meaningful codes. In this study, we examine how keywords from codes developed by human experts were distributed in topics generated from topic modeling. The results show that (1) top keywords of a single topic often contain words from multiple human-generated codes; and conversely, (2) words from human-generated codes appear as high-probability keywords in multiple topic. These results explain why directly using topics from topic models as codes is problematic. However, they also imply that topic modeling makes it possible for researchers to discover codes from short word lists. [This paper was published in: &quot;ICQE 2021,&quot; edited by A. R. Ruis and S. B. Lee, Springer Nature Switzerland AG, 2021, pp. 18-31.]
Using AutoTutor to Track Performance and Engagement in a Reading Comprehension Intervention for Adult Literacy Students
Author: Graesser, Arthur C.
Date: 2021-00-00
Type: Reports - Research
Subjects: Reading Achievement,Learner Engagement,Reading Comprehension,Intervention,Adult Students,Electronic Learning,Intelligent Tutoring Systems,Foreign Countries,Program Effectiveness,Reading Instruction

A large percentage of adults throughout the world have low reading skills. Computer technologies can potentially help these adults improve their literacy in addition to instructors at literacy centers. AutoTutor was designed to teach comprehension strategies by implementing conversational &quot;trialogues&quot; in which two computer agents (tutor and peer) hold spoken interactions with the adult about words, sentences, and text in digital lessons. The agents model comprehension strategies, ask questions, and give feedback on adult answers. AutoTutor records in log files the adults' performance, namely the time and accuracy of answering questions in the conversation. We assessed the value of AutoTutor in a study with 52 adult literacy students in the United States and Canada who interacted with AutoTutor as part of a 4-month intervention with human instructors. Performance in AutoTutor was tracked at four theoretical discourse levels (words, explicit textbase, conceptual situation model, rhetorical structure) and also engagement, with an objective psychometric measure of comprehension skill both before and after the intervention. The results showed that AutoTutor provides nuanced performance and engagement measures that predicted comprehension improvements and can be used to guide formative assessment for instructors. [This paper was published in &quot;Revista Signos&quot; v54 n107 p1089-1113 2021.]