ethanporcaro/eric-fulltext-meta huggingface dataset:
Impacts of UPchieve On-Demand Tutoring on Students&apos; Math Knowledge and Perceptions. Middle Years Math Grantee Report Series
Author: Deacon, Grady
Date: 2023-01-00
Type: Reports - Research
Subjects: High School Students,Grade 9,Grade 10,Tutoring,Mathematics Instruction,Knowledge Level,Student Attitudes,Program Effectiveness,Computer Mediated Communication,Mathematics Achievement,Learning Motivation,Self Esteem,Learner Engagement

UPchieve is a free online and on-demand tutoring platform for students in grades 8 to 12 who attend Title I schools where large shares of students are experiencing poverty. UPchieve matches students with unpaid volunteer tutors one on one and in an online setting. In this setting, students can take advantage of a chat feature and virtual whiteboard to receive assistance with a topic of their choosing, including tutoring in math, science, English, or history; SAT preparation; and college counseling. UPchieve tutors are available 24 hours a day, seven days a week, so that students can receive support at any time during the day or night. This study aims to provide evidence of the impact of on-demand, online tutoring on student math achievement and perceptions about math using a pilot randomized controlled trial. Specifically, it examines the impact of participating in additional UPchieve math tutoring sessions on 9th- and 10th-grade students' math achievement, motivation, confidence, and engagement. This report is one in a series of six reports on math tutoring programs. The goal of this report series is to inform the tutoring field more broadly and support the provision of high-quality tutoring to as many students in the priority communities as possible. [This report was prepared with UPchieve.]
Math Corps&apos; Tutoring Program: Math Knowledge Impacts and Participant Math Perceptions. Middle Years Math Grantee Report Series
Author: Robles, Silvia
Date: 2023-03-00
Type: Reports - Research
Subjects: Tutoring,Mathematics Instruction,Evidence Based Practice,Mathematics Skills,Coaching (Performance),Tutors,Individualized Instruction,Elementary School Students,Middle School Students,Program Descriptions,Numeracy,Minority Group Students,Low Income Students,Mathematics Teachers,Institutional Characteristics,Teacher Student Relationship,Teacher Characteristics,Mathematics Achievement,Comparative Analysis,Attendance,Self Esteem,Educational Quality,Mathematics Tests,Program Effectiveness,Student Attitudes,Student Characteristics,Race,Instructional Program Divisions

Math Corps is an evidence-based tutoring program serving students in grades 4 through 8 that increases opportunities to learn and practice fundamental math skills related to understanding whole and rational numbers. Its intent is that all students, in particular students who are Black, Latino, and/or experiencing poverty, will reach grade-level proficiency in math. AmeriCorps tutors are matched with a school and provide support to approximately 24 students, in pairs or groups of three, for 90 minutes each week in 30- to 45-minute, in-person sessions. The success of the program is built on the collective value of three core features: (1) tutors who share backgrounds or lived experiences with the students they serve; (2) personalized tutoring using evidence-based curriculum; and (3) tutor training and coaching. This study aims to provide evidence of the impact of the Math Corps tutoring program on student math achievement through a regression-adjusted matched comparison design, as well as descriptive evidence about program attendance and participants' math confidence, sense of belonging in Math Corps, and student-tutor relationship quality and focus group data. This report is one in a series of six reports on math tutoring programs. The goal of this report series is to inform the tutoring field more broadly and support the provision of high-quality tutoring to as many students in the priority communities as possible. [This report was prepared with Math Corps.]
Evaluating the Effectiveness of Professional Development Programs for Junior High School Mathematics Teachers in Improving Mathematics Instruction in the K to 12 Curriculum in the Philippines
Author: Dicdiquin, Juana B.
Date: 2023-04-00
Type: Journal Articles
Subjects: Program Evaluation,Program Effectiveness,Faculty Development,Junior High School Teachers,Mathematics Instruction,Mathematics Curriculum,Elementary Secondary Education,Instructional Improvement,Foreign Countries,Mathematics Achievement,Thinking Skills,Teacher Attitudes

This study assessed the effectiveness of a professional development program for junior high school mathematics teachers in the Philippines and analyzed their achievement test results in Mathematics. The study aimed to identify the factors affecting the quality of mathematics instruction and propose solutions to these challenges. The study found that while most teachers were consistent in their lesson planning and content delivery, they need to improve their questioning techniques, differentiated techniques, and strategies to develop higher-order thinking skills. The study suggests that teachers need to enhance their teaching practices to achieve the K to 12 curriculum goals, prepare students for better work opportunities, and contribute to the nation's economy. Professional development programs can provide opportunities for mathematics teachers to increase their knowledge and confidence in the subject. By improving their teaching practices, teachers can help enhance the quality of mathematics education in the Philippines. This study highlights the challenges mathematics teachers face in the country and the need for professional development programs to help them improve their teaching practices. The findings have important implications for mathematics education in the country, which can help raise the quality of education and the nation's economy.
Enhanced Learning Continuity Framework Using Online Teaching as Alternative Delivery Modality
Author: Hermosisima, Mary Chandra R.
Date: 2023-05-00
Type: Journal Articles
Subjects: Web Based Instruction,Online Courses,Videoconferencing,Delivery Systems,Technology Integration,Blended Learning,Educational Environment,Inclusion,Internet,Interaction,Learning Activities,Disadvantaged,High School Students,Virtual Classrooms,Usability,Reliability,Foreign Countries

This study explores the integration of technology platforms in online modular learning and proposes an enhanced learning continuity framework using online teaching as an alternative delivery modality. The study captures participants' experiences related to online modular education through surveys by employing a qualitative approach. The findings demonstrate that integrating technological platforms enhances learning continuity. Online teaching offers flexible and accessible learning experiences, fostering effective teaching and learning. The study emphasizes the significance of comprehensive technical infrastructure, blended learning approaches, pedagogical and learner support services, continuous assessment, and a healthy learning environment in crafting the framework. The framework emphasizes robust technological infrastructure, training programs, blended learning approaches, pedagogical support, diverse assessment strategies, and a healthy learning environment by addressing challenges like the digital divide, technical difficulties, and lack of face-to-face interaction, flexibility, adaptability, and continuous evaluation are emphasized to address specific institutional and learner needs. Implementing the framework requires collaboration among educational institutions, policymakers, and communities to create inclusive online learning environments. Efforts should be made to ensure equitable access to reliable internet connections, support disadvantaged learners, and foster creativity through interactive activities. Monitoring and evaluation play a vital role in tracking progress and making informed decisions for improvement. This study provides a foundation for institutions to develop an enhanced learning continuity framework using online teaching. By optimizing the benefits of online modular learning while addressing challenges, the framework promotes effective teaching and learning in the online education landscape.
Success Gaps Rubric: Addressing Equity, Inclusion, and Opportunity
Author: O'Hara, Nancy
Date: 2021-06-00
Type: Tests/Questionnaires
Subjects: Equal Education,Inclusion,Academic Achievement,Achievement Gap,Scoring Rubrics,School Districts,Preschool Education,Decision Making,Educational Planning,Identification,Guides,Cultural Awareness,Cultural Differences,Discipline Policy,Family School Relationship,Access to Education,Individualized Instruction,Educational Strategies,Screening Tests,Student Evaluation,Intervention,Educational Legislation,Federal Legislation,Students with Disabilities,Elementary Secondary Education

This &quot;Success Gaps Rubric: Addressing Equity, Inclusion, and Opportunity&quot; is designed to help any school district or school identify the root causes for success gaps, which are gaps in performance between groups of children in a district or school. The rubric uses the term children because, although the children may range in age from preschoolers through students at the end of secondary school, addressing the success gaps is the responsibility of the adult professionals in the district or school, not the children. The rubric is part of the larger &quot;Success Gaps Toolkit: Addressing Equity, Inclusion, and Opportunity,&quot; located on the IDEA Data Center (IDC) website. The rubric contains five content areas. Within each content area, there are two or more indicators. The team will rate each indicator separately. For each indicator, there is a set of probing questions, and the answers to the probing questions provide information the team should consider to help it determine the rating for the indicator. The team has four rating options and rates each indicator as planning, partially implemented, implemented, or exemplary. The rubric provides a description below each rating option.
Exploring the Relationship between Mathematics Performance and Learning Style among Grade 8 Students
Author: Ocampo, Evelina N.
Date: 2023-04-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Achievement,Cognitive Style,Student Characteristics,Student Motivation,Cultural Background,Teacher Effectiveness,Grade 8,Measures (Individuals)

This study explored the relationship between mathematics performance and learning styles among Grade 8 students in the Philippines. The study used a descriptive correlation research design to achieve its objectives, which included determining the profile of Grade 8 students, identifying their learning styles, and examining the relationship between mathematics performance and age, gender, and learning styles. The data was collected through an adapted questionnaire from David Kolb's learning style inventory. The findings revealed no significant relationship between learning styles and academic performance in mathematics. However, it is worth noting that the lack of a significant relationship does not necessarily mean that there is no relationship at all. Motivation, teacher quality, and cultural background may also influence mathematics performance. The findings suggest that educators should consider students' different learning styles when developing effective teaching strategies to enhance mathematics performance among Grade 8 students. This study contributes to the literature on mathematics education and has practical implications for educators seeking to enhance their students' mathematics performance.
BOOSTing Student Success through Equitable and Affordable Transfer Pathways: Lessons Learned for Higher Education Policymakers and Practitioners from the TransferBOOST Initiative
Author: DiBenedetto, Katelyn
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: College Transfer Students,Community Colleges,Universities,Bachelors Degrees,Equal Education,Minority Group Students,Achievement Gap,Educational Policy,Educational Finance,Access to Education,State Programs,Partnerships in Education,Academic Persistence,School Holding Power,Outcomes of Education,College Credits,Transfer Policy,Costs,Time Management,Time to Degree,Educational Attainment,Enrollment Management,Educational Opportunities,Educational Benefits,Institutional Cooperation,Communication Strategies

TransferBOOST (Bachelor's Opportunity Options that are Straightforward and Transparent) is a multi-year state-level initiative developed to provide students with affordable, quality, well-supported two- to four-year pathways. On average, 43 percent of credits are lost nationwide through the transfer process. Recognizing that today's students strive to make good use of their time and money, the TransferBOOST initiative worked to ensure that credits transfer and apply seamlessly from a two-year to four-year institution. The third brief in the series shares lessons learned for higher education policymakers and practioners from the TransferBOOST initiative. The 24 institutions that worked to improve equitable transfer student outcomes during the TransferBOOST initiative have helped formulate lessons that other community college and four-year institutions, state partners for higher education, and leaders might use to increase prospective and current student trust in higher education as well as increase enrollment, retention, and completion. [This report was written with contributions from Katie Hagan and Christine Flanagan. For &quot;BOOSTing Transfer Partnerships to Promote Equitable and Affordable Transfer Pathways,&quot; see ED628655. For &quot;BOOSTing Transfer Pathways through Strategic Finance and Affordability,&quot; see ED628751.]
BOOSTing Transfer Partnerships to Promote Equitable and Affordable Transfer Pathways
Author: DiBenedetto, Katelyn
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Equal Education,College Transfer Students,Bachelors Degrees,Educational Attainment,Strategic Planning,Educational Finance,Costs,Community Colleges,Universities,Partnerships in Education,State Programs,Access to Education,Educational Policy,Transfer Policy,Barriers,Institutional Cooperation,Educational Practices,Advisory Committees,Check Lists,Graduation Rate,School Holding Power,Academic Persistence,Minority Group Students,Achievement Gap,Student Behavior,Outcomes of Education,Communication Strategies

TransferBOOST (Bachelor's Opportunity Options that are Straightforward and Transparent) is a multi-year state-level initiative developed to provide students with affordable, quality, well-supported two- to four-year pathways. For every 100 students who enroll in community colleges, 31 students transfer to a four-year institution. Of those, only 15 complete a bachelor's degree within six years. Too many students are derailed from their higher education goals by unexpected, unaffordable, and untenable--yet solvable--challenges along their transfer journey. A key element of TransferBOOST was the student-centered, data-informed, and equity-driven partnership between community colleges and four-year institutions. The first brief in the series showcases key policy and practice takeaways from the initiative. [For &quot;BOOSTing Transfer Pathways through Strategic Finance and Affordability,&quot; see ED628751. For &quot;BOOSTing Student Success through Equitable and Affordable Transfer Pathways: Lessons Learned for Higher Education Policymakers and Practitioners from the TransferBOOST Initiative,&quot; see ED628654.]
Too Connected to Being Connected? Adolescents&apos; Social Media Emotional Investment Moderates the Association between Cybervictimization and Internalizing Symptoms
Author: Marsh, Nicholas P.
Date: 2022-00-00
Type: Reports - Research
Subjects: Adolescents,Attention Deficit Hyperactivity Disorder,Control Groups,Social Media,Emotional Response,Bullying,Computer Mediated Communication,Victims of Crime,Symptoms (Individual Disorders),Self Concept,Adjustment (to Environment),Values,Cultural Influences,Emotional Experience,Parents,Anxiety,Depression (Psychology)

This study examined whether the association between cybervictimization and internalizing symptoms was moderated by adolescents' emotional connectedness to their social media. Participants were 288 adolescents (54.9% male participants) with (n = 151) and without (n = 137) attention-deficit/hyperactivity disorder (ADHD) between the ages of 13 and 15 years (M = 14.09, SD = 0.36). Adolescents reported on social integration and emotional connection (SIEC) to social media and parents reported on their impression of their adolescent's SIEC to social media. Adolescents also reported on cybervictimization experiences and internalizing symptoms. Adolescents with ADHD had higher cybervictimization scores than adolescents without ADHD and were also more likely to report multiple experiences of cybervictimization over the past month. Emotional investment in social media moderated the relations between cybervictimization and internalizing symptoms such that cybervictimization was associated with higher anxiety and depression symptoms at higher levels of emotional investment in social media. Results were consistent across both parent and adolescent report of social integration and emotional connection to social media. These findings indicate that cybervictimization may be associated with negative outcomes specifically among adolescents with a strong emotional connection to their social media use. [This paper was published in &quot;Research on Child and Adolescent Psychopathology&quot; v50 p363-374 2022.]
Annual Report on People with Disabilities in America: 2023
Author: Houtenville, A.
Date: 2023-00-00
Type: Reports - Research
Subjects: Disabilities,Institutionalized Persons,Postsecondary Education,Employment Level,Students with Disabilities,Wages,Poverty,Health Insurance,Transportation,Environmental Influences,Educational Attainment,Housing,Adults,High School Graduates,College Graduates,Incidence

The &quot;Annual Report on People with Disabilities in America&quot; is a companion volume to the &quot;2023 Annual Disability Statistics Compendium&quot; (ED628628) and &quot;Supplement&quot; (ED628631). Indicators were in the following areas of interest: employment, educational attainment, health and health care, financial status and security, leisure recreation, personal relationships, and crime/safety. [For the 2021 Annual Report, see ED620438.]
Implementing Caring Campus: Strategies College Presidents Use to Improve Culture and Support Reform
Author: Barnett, Elisabeth A.
Date: 2023-05-00
Type: Reports - Research
Subjects: Caring,College Presidents,Human Resources,Administrator Attitudes,Evidence Based Practice,Educational Change,School Culture,Community Colleges,Program Implementation,Educational Strategies,Teacher Administrator Relationship,Campuses,Strategic Planning,Alignment (Education)

Developed by the Institute for Evidence-Based Change (IEBC), Caring Campus is at once a reform effort that colleges engage in to improve the daily experience of their students and an approach aimed at influencing the norms, values, practices, beliefs, and assumptions that comprise the culture of a college. Drawing on interviews with the presidents of nine community colleges that are implementing Caring Campus and with four IEBC coaches, this report presents a set of strategies used by the presidents to build a more positive college culture and support reform efforts. The seven strategies are as follows: (1) Communicating the vision of Caring Campus; (2) Modeling the behavioral commitments central to Caring Campus; (3) Aligning new and existing work; (4) Establishing effective human resource practices; (5) Creating relevant structures; (6) Staying in touch with faculty, staff, and the college community; and (7) Celebrating wins. The report unpacks each of these strategies and cites specific examples of their implementation at the nine community colleges. Select reflections from the college presidents are also featured. The report illuminates the role of college presidents in supporting culture-focused reform and offers guidance for leaders at other colleges as they consider how best to initiate and nurture Caring Campus and other culture-focused reforms.
Pedagogical Competence towards Technology-Driven Instruction on Basic Education
Author: Mariscal, Liza L.
Date: 2023-05-00
Type: Journal Articles
Subjects: Teacher Competencies,Elementary School Teachers,Educational Technology,Technology Integration,Teacher Attitudes,Technological Literacy,Teacher Role,Technology Uses in Education,Self Efficacy,Foreign Countries

This study investigates the pedagogical competence of elementary school teachers in integrating educational technology in the classroom. Pedagogical competence involves creating effective learning environments, designing activities that cater to different learning styles, and using appropriate teaching strategies. Technology integration in education has opened up new opportunities for interactive learning experiences. The study found that elementary school teachers had a positive attitude towards educational technology, and most reported having high levels of competence in its use. However, the level of pedagogical competence toward educational technology varied significantly among teachers. Hence, the study emphasizes the need for programs and interventions to improve teachers' pedagogical competence in integrating educational technology into their teaching practices. Teachers must identify appropriate technological tools and resources to effectively incorporate educational technology to support their teaching objectives and engage students in meaningful learning experiences. Teachers must also assess students' technical skills and design activities appropriate for their technological competency level. The study recommends that elementary school teachers undergo training to improve their pedagogical competence in using educational technology. Thus, integrating technology into education is crucial in providing high-quality education in the 21st century. Programs are needed to improve teachers' pedagogical competence in incorporating it into their teaching practices.