ethanporcaro/eric-fulltext-meta huggingface dataset:
The Civics Education Initiative 2015-17. Education Trends
Author: Brennan, Jan
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Civics,Citizenship Education,Citizen Participation,Voting,Skill Development,State Standards,Graduation Requirements,High Schools,High School Students,United States History,Achievement Tests,Knowledge Level

The Civics Education Initiative is a project of the Joe Foss Institute, a nonprofit dedicated to shaping &quot;young Americans for civic engagement as voters and informed members of their community.&quot; The three-year initiative, which launched in September 2015 and concludes in September 2017, has three goals: (1) To ensure students graduate with the tools they need to become informed and engaged citizens; (2) To put civic education back in classrooms across the country; and (3) To serve as the first step in expanding civic awareness and learning for students. Through the Civics Education Initiative, the Joe Foss Institute advocates for state adoption of a requirement that students must pass a civics test as a condition of high school graduation. Specifically, the Joe Foss Institute encourages states to require a civics test with questions drawn from the 100 basic federal historical and civic facts included in the United States Citizenship and Immigration Services (USCIS) naturalization civics test, which immigrants must pass to become legal U.S. citizens. The initiative is premised upon the assumption that &quot;if it is tested, it is taught.&quot; This final report on the Civics Education Initiative provides an update on state adoption of the initiative and looks at how states customized the initiative for their own purposes. In the final section of this report, opportunities are identified for policymakers to build on civic education policy efforts, such as the Civics Education Initiative, to further strengthen civic learning and effective participation in civic life. [For the previous report, &quot;The Civics Education Initiative 2015-2016. Education Trends,&quot; see ED569134.]
Education and the Arts: Educating Every Child in the Spirit of Inquiry and Joy
Author: Hardiman, Mariale M.
Date: 2016-08-00
Type: Journal Articles
Subjects: Art Education,Creative Thinking,Problem Solving,Politics of Education,Social Influences,Educational Benefits,Accountability,Transfer of Training,Integrated Curriculum,Learner Engagement,Retention (Psychology),Science Education,Creativity

This paper explores the political and social forces that have led to the well-documented narrowing of the curriculum, squeezing out arts programming in schools. While not intended to be an exhaustive literature review, this work highlights important findings that correlate arts learning with biological changes as well as cognitive and academic advantages. Further, it explores how the arts may be the key to promoting twenty-first century skills of creative thinking and problem-solving. From this review, we hope that educators and policymakers will reconsider how arts education and arts-integrated learning can influence educational practices and policies.
Closing the Achievement Gap as Addressed in Student Support Programs
Author: Gordon, Vincent Hoover Adams, Jr.
Date: 2012-01-30
Type: Reports - Research
Subjects: Achievement Gap,Educational Change,Academic Support Services,Educational Policy,Influences

This research will focus on three components: (1) factors contributing to the achievement gap, (2) common errors made by policy makers with regard to school reform, and (3) recommendations to educators, policy makers, and parents on closing the achievement gap through results-based student support programs. Examples of each of the three components will be presented with cross-references for further research. The first part of the research will focus on data collected by researchers in the fields of education, psychology, and health who have contributed their ideas to the challenges of education and society. The design of this first part of the research presents information collected from 10-30 years by individuals addressing possible factors contributing to the achievement gap and focuses on that background information in order to establish a foundation of the current information presented. The second part of this research is reflective of current thinking on the modern American school's role in closing the achievement gap as addressed in student support programs.
The Effects of Arts-Integrated Instruction on Students&apos; Memory for Science Content: Results from a Randomized Control Trial Study
Author: Hardiman, Mariale
Date: 2017-04-00
Type: Reports - Research
Subjects: Art Education,Integrated Activities,Memory,Retention (Psychology),Outcomes of Education,Randomized Controlled Trials,Teaching Methods,Hypothesis Testing,Science Instruction,Conventional Instruction,Elementary School Students,Grade 5,Pretests Posttests,Curriculum Based Assessment,Fidelity,Check Lists,Factor Analysis,Instructional Effectiveness,Statistical Analysis

Strong correlational evidence suggests that involvement in the arts improves students' academic outcomes and memory of learning events (e.g., Peppler et al., 2014; Robinson, 2013; Scripps &amp; Paradis, 2014). It is unclear, however, whether the improved outcomes are the result of general exposure to the arts, arts integrated into content instruction, the use of effective instructional practices, or a combination of these factors. Moreover, as a growing number of studies suggest that arts-integrated pedagogy enhances learning, few empirical studies have explicitly examined the direct effect of an arts-integrated curriculum on learning and specifically on students' memory for non-arts academic content. Thus, this study sought to determine the effects of arts-integrated lessons on long-term memory for science content. We hypothesized that embedding arts-based activities into conventionally taught lessons would produce learning outcomes as good as or better than traditional instruction. This paper describes the results of a randomized control trial that measured retention of science content using arts-integrated science units and matched units employing convention science instruction. The study was conducted in 16 fifth-grade classrooms in an urban mid-Atlantic school district.
Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students&apos; Mathematics Achievement Status
Author: Schumacher, Robin F.
Date: 2017-00-00
Type: Reports - Research
Subjects: Error Patterns,Mathematics Instruction,Computation,Mathematics Achievement,Grade 4,Elementary School Students,Elementary School Mathematics,Fractions,Addition,Subtraction,Numbers,Achievement Tests,Bias,Low Achievement,High Achievement,Intervention

The goal of the present study was to describe fraction-calculation errors among 4th-grade students and determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low- vs. average- vs. high-achieving). We specifically addressed whether mathematics-achievement status was related to students' tendency to operate with whole number bias. We extended this focus by comparing low-performing students' errors in two instructional settings that focused on two different types of fraction understandings: core instruction that focused on part-whole understanding vs. small-group tutoring that focused on magnitude understanding. Results showed students across the sample were more likely to operate with whole number bias on problems with unlike denominators. Students with low or average achievement (who only participated in core instruction) were more likely to operate with whole number bias than students with low achievement who participated in small-group tutoring. We suggest instruction should emphasize magnitude understanding to sufficiently increase fraction understanding for all students in the upper elementary grades. [At the time of submission to ERIC this article was in press with &quot;Elementary School Journal&quot;.]
Father Involvement in Early Intervention: Exploring the Gap between Service Providers&apos; Perceptions and Practices
Author: McBride, Brent A.
Date: 2017-06-00
Type: Journal Articles
Subjects: Parent Participation,Fathers,Early Intervention,Parent Role,Barriers,Disabilities,Online Surveys,Professional Personnel,Attitudes,Correlation,Statistical Analysis,Early Childhood Education

The purpose of this exploratory study was to examine early intervention (EI) service providers'perceptions of the roles played by fathers in services, as well as their perceptions of the barriers that limit fathers from being engaged in the services provided for families of children with disabilities. A total of 511 EI service providers participated in an online survey. Findings revealed a significant gap between EI providers' perceptions of the impact fathers can have on their children with disabilities and their perceptions of how useful it is to target fathers for involvement in EI services. In addition, several barriers were identified by participants that limit their ability to successfully engage fathers in the services they provide to their children and families. Results are discussed in terms of implications for future training needs of EI providers. [This paper was published in &quot;Journal of Early Intervention,&quot; (EJ1140022).]
The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students&apos; Decimal Magnitude Understanding
Author: Malone, Amelia Schneider
Date: 2017-00-00
Type: Reports - Research
Subjects: Cognitive Ability,Arithmetic,Fractions,At Risk Students,Elementary School Students,Grade 4,Individual Differences,Language Acquisition,Reading Comprehension,Abstract Reasoning,Concept Formation,Short Term Memory,Cognitive Tests,Mathematics Tests,Predictor Variables,Correlation,Number Concepts,Achievement Tests,Children,Intelligence Tests

The purpose of the study was to determine whether individual differences in at-risk 4th graders' language comprehension, nonverbal reasoning, concept formation, working memory, and use of decimal labels (i.e., place value, point, incorrect place value, incorrect fraction, or whole number) are related to their decimal magnitude understanding. Students (n = 127) completed 6 cognitive assessments, a decimal labeling assessment, and 3 measures of decimal magnitude understanding (i.e., comparing decimals to the fraction benchmark task, estimating where decimals belong on a 0-1 number line, and identifying fraction and decimal equivalencies). Each of the domain-general cognitive abilities predicted students' decimal magnitude understanding. Using place value labels was positively correlated with students' decimal magnitude understanding, whereas using whole-number labels was negatively correlated with students' decimal magnitude understanding. Language comprehension, nonverbal reasoning, and concept formation were positively correlated with students' use of place value labels. By contrast, language comprehension and nonverbal reasoning were negatively correlated with students' use of whole number labels. Implications for the development of decimal magnitude understanding and design of effective instruction for at-risk students are discussed. [At time of submission to ERIC this article was in press with &quot;Learning and Individual Differences.&quot;]
Projections of Education Statistics to 2025. Forty-Fourth Edition. NCES 2017-019
Author: Hussar, William J.
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Elementary Secondary Education,Geographic Location,Enrollment Trends,Racial Differences,Ethnic Groups,Elementary School Teachers,Secondary School Teachers,High School Graduates,Expenditures,Educational Finance,College Attendance,College Freshmen,Academic Degrees,Gender Differences,Statistics,Private Schools,Public Schools,Educational Trends,Prediction

&quot;Projections of Education Statistics to 2025&quot; is the 44th report in a series begun in 1964. It includes statistics on elementary and secondary schools and degree-granting postsecondary institutions. This report provides revisions of projections shown in Projections of Education Statistics to 2024 and projections of enrollment, graduates, teachers, and expenditures to the year 2025. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2025 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. They are not intended to supplant detailed projections prepared for individual states. Assumptions regarding the population and the economy are the key factors underlying the projections of education statistics. NCES projections do not reflect changes in national, state, or local education policies that may affect education statistics. Appendix A of this report outlines the projection methodology and describes the models and assumptions used to develop the national and state projections. The enrollment models use enrollment data and population estimates and projections from NCES, the U.S. Census Bureau, and the economic forecasting service IHS Global Inc. The models are based on the mathematical projection of past data patterns into the future. The models also use projections of economic variables from IHS Global Inc. The projections presented in this report are based on assumptions for the fertility rate, internal migration, net immigration, and mortality rate from the Census Bureau. [For &quot;Projections of Education Statistics to 2024. Forty-Third Edition. NCES 2016-013,&quot; see ED569143.]
Asymdystopia: The Threat of Small Biases in Evaluations of Education Interventions That Need to Be Powered to Detect Small Impacts. NCEE 2018-4002
Author: Deke, John
Date: 2017-10-00
Type: Reports - Research
Subjects: Intervention,Educational Research,Research Problems,Statistical Bias,Statistical Inference,Error of Measurement,Research Design,Randomized Controlled Trials,Regression (Statistics),Attrition (Research Studies),Sample Size,Monte Carlo Methods,Error Patterns,Mathematical Formulas,Effect Size

Evaluators of education interventions are increasingly designing studies to detect impacts much smaller than the 0.20 standard deviations that Cohen (1988) characterized as &quot;small.&quot; While the need to detect smaller impacts is based on compelling arguments that such impacts are substantively meaningful, the drive to detect smaller impacts may create a new challenge for researchers: the need to guard against smaller biases. The purpose of this paper is twofold. First, we examine the potential for small biases to increase the risk of making false inferences as studies are powered to detect smaller impacts, a phenomenon we refer to as asymdystopia. We examine this potential for two of the most rigorous designs commonly used in education research--randomized controlled trials (RCTs) and regression discontinuity designs (RDDs). Second, we recommend strategies researchers can use to avoid or mitigate these biases.
Repayment of Student Loans as of 2015 among 1995-96 and 2003-04 First-Time Beginning Students. First Look. NCES 2018-410
Author: Woo, Jennie H.
Date: 2017-10-00
Type: Numerical/Quantitative Data
Subjects: Loan Repayment,Student Financial Aid,Student Loan Programs,College Students,Longitudinal Studies,Postsecondary Education,Federal Aid,Student Characteristics,Loan Default,Socioeconomic Status,Family Income,Institutional Characteristics,Dependents,Attendance,Educational Attainment,Academic Persistence,Grants,Undergraduate Study,Graduate Study,Employment Level,Salaries

This &quot;First Look&quot; report presents selected findings about the repayment of federal student loans using data from the 2015 Federal Student Aid Supplements to two Beginning Postsecondary Students Longitudinal Studies (BPS) administered by the National Center for Education Statistics (NCES). The report examines two cohorts of borrowers: those who began their postsecondary education in the 1995-96 academic year (BPS:96/01) and those who began in the 2003-04 academic year (BPS:04/09). The report presents estimates of both cohorts' cumulative borrowing and repayment statuses as of June 30, 2015, some 20 years after the 1995-96 cohort and 12 years after the 2003-04 cohort began postsecondary education. In both of these cohorts of beginning postsecondary students, approximately 60 percent had taken out federal loans to finance their education by 2015. This report presents estimates concerning students' cumulative borrowing and the loan repayment milestones of entering repayment, defaulting, and paying off loans. The report compares these experiences across varied demographic, enrollment, and employment characteristics.
Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011): User&apos;s Manual for the ECLS-K:2011 Kindergarten-Second Grade Data File and Electronic Codebook, Public Version. NCES 2017-285
Author: Tourangeau, Karen
Date: 2017-02-00
Type: Reports - Research
Subjects: Children,Longitudinal Studies,Surveys,Early Childhood Education,Kindergarten,Guides,Grade 1,Grade 2,Parents,Interviews,Questionnaires,Teacher Surveys,General Education,Special Education Teachers,Administrator Surveys,Student Evaluation,Reading Skills,Mathematics Skills,Science Process Skills,Scores,Executive Function,Cognitive Tests,Interpersonal Competence,Measures (Individuals),Teacher Student Relationship,Rating Scales,Coding,Age Differences,Gender Differences,Racial Differences,Ethnicity,Body Height,Body Weight,Body Composition,Language Usage,Disabilities,Family Structure,Family Income,Poverty,Employment Level,Socioeconomic Status,Teacher Characteristics,Student Characteristics,Family Characteristics,Institutional Characteristics,Enrollment,Geographic Location,School Districts

This manual provides guidance and documentation for users of the longitudinal kindergarten-second grade (K-2) data file of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It mainly provides information specific to the second-grade rounds of data collection. Users should refer to the &quot;Early Childhood Longitudinal Study, Kindergarten Class of 2010-11&quot; (ECLS-K:2011), User's Manual for the ECLS-K:2011 Kindergarten Data File and Electronic Codebook, Public Version&quot; (NCES 2015-074) (Tourangeau et al. 2015), hereinafter referred to as the base-year User's Manual, for information about the general study methodology and the kindergarten rounds of data collection and to the &quot;Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLSK:2011), User's Manual for the ECLS-K:2011 Kindergarten-First Grade Data File and Electronic Codebook, Public Version&quot; (NCES 2015-078) (Tourangeau et al. 2015) for information about the first-grade rounds of data collection. The first chapter of this report provides an overview of the ECLS-K:2011. Subsequent chapters provide details on the second grade data collection instruments and methods, including a description of how the second grade data collections differ from the kindergarten and first grade rounds; the direct and indirect child assessments; the sample design; weighting procedures; response rates; and data file content, including composite variables.
Using Dual Eye-Tracking Measures to Differentiate between Collaboration on Procedural and Conceptual Learning Activities
Author: Belenky, Daniel
Date: 2013-06-15
Type: Speeches/Meeting Papers
Subjects: Eye Movements,Cooperative Learning,Hypothesis Testing,Learning Activities,Concept Formation,Skill Development,Fractions,Mathematics Instruction,Elementary School Mathematics,Technology Uses in Education,Educational Technology,Intelligent Tutoring Systems,Grade 4,Problem Solving

Dual eye-tracking measures enable novel ways to test predictions about collaborative learning. For example, the research project we are engaging in uses measures of gaze recurrence to help understand how collaboration may differ when students are completing various learning activities focused on different learning objectives. Specifically, we hypothesize that collaboration may be particularly beneficial for facilitating the development of conceptual knowledge, but perhaps less optimal for the development of procedural skills. As one test of this hypothesis, we anticipate that dyads working on a conceptual problem should show longer, more sustained periods of gaze convergence, as opposed to dyads working on procedural problems. We present preliminary data from one dyad that supports this hypothesis. Additionally, we discuss other potential uses for dual eye-tracking data in the context of our larger research project.
Intelligent Tutoring Systems for Collaborative Learning: Enhancements to Authoring Tools
Author: Olsen, Jennifer K.
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Intelligent Tutoring Systems,Teaching Methods,Educational Technology,Technology Uses in Education,Grade 4,Grade 5,Elementary School Mathematics,Problem Solving

Collaborative and individual instruction may support different types of knowledge. Optimal instruction for a subject domain may therefore need to combine these two modes of instruction. There has not been much research, however, on combining individual and collaborative learning with Intelligent Tutoring Systems (ITSs). A first step is to expand ITSs for collaborative learning. This paper investigates the expansion of the Cognitive Tutor Authoring Tools to include collaborative components for example-tracing tutors. The tools were enhanced to support flexible use of collaboration scripts so different learning goals can be supported. We introduce the collaboration features supported and describe an initial pilot study using the new features in a fractions ITS.
&quot;Falling through the Cracks&quot;: Challenges for High School Students with Autism Spectrum Disorder
Author: Hedges, Susan H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Autism,High School Students,Barriers,Focus Groups,Qualitative Research,Educational Environment,Interpersonal Relationship,Knowledge Level,Student Needs,Postsecondary Education,College Students,Parent Attitudes,Student Attitudes,Student Characteristics,School Personnel,Secondary School Teachers,Special Education Teachers,Coding,Teacher Expectations of Students,Family Environment,Communication Problems,Teacher Role

High school students with autism spectrum disorder (ASD) often struggle in the complex social and academic secondary environment. Current literature suggests postsecondary success is limited for adults with ASD, but little is known about the high school experiences of individuals with ASD that may be impacting their postsecondary outcomes. Focus groups with multiple stakeholders were used to examine challenges facing high school students with ASD and their service providers. Through qualitative analysis, three themes emerged that illuminate challenges posed in the high school setting for students with ASD: (1) inconsistencies, many of which are intrinsic to the secondary environment, (2) difficulties with interpersonal connections,and (3) knowledge/process breakdowns. The findings demonstrate the misalignment or &quot;crack&quot; that exists between the nature of high schools and the needs of students with ASD as they prepare for success in postsecondary environments. [This report was published in &quot;The High School Journal,&quot; (EJ1043498).]