ethanporcaro/eric-fulltext-meta huggingface dataset:
Multi-Informant Assessments of Adolescents&apos; Fears of Negative and Positive Evaluation: Criterion and Incremental Validity in Relation to Observed Behavior
Author: Botkin, Tessa N.
Date: 2021-00-00
Type: Reports - Research
Subjects: Adolescents,Fear,Evaluation,Peer Relationship,Parents,Interpersonal Competence,Measures (Individuals),Familiarity,Validity,Arousal Patterns,Predictor Variables,Observation

Adolescents who experience social anxiety often display distressing fears that unfamiliar individuals evaluate their performance in social settings. These fears typically manifest as fears of negative evaluation (FNE) and/or fears of positive evaluation (FPE). Two well-established survey measures were originally developed to assess these evaluative fears in adults (Brief Fear of Negative Evaluation Scale [BFNE]; Fear of Positive Evaluation Scale [FPES]), and recent work supports their psychometric properties when administered to adolescents and their parents. Yet, do these reports relate to how adolescents behave within anxiety-provoking social interactions germane to their clinical presentations, namely their interactions with unfamiliar peers? We tested this question in a mixed clinical/community sample of 105 adolescents and their parents. Both adolescents and parents completed reports about adolescents' fears on the BFNE and FPES. Further, trained independent observers rated adolescents' social anxiety and social skills during the Unfamiliar Peer Paradigm, a set of tasks designed to estimate how adolescents react to social interactions with unfamiliar peers. At the bivariate level, adolescents' BFNE and FPES reports related to observed social anxiety and social skills, whereas parents' FPES reports related to observed social anxiety. Further, both informants' FPES reports demonstrated incremental validity in relation to observed social anxiety, relative to the other informant. Compared to their BFNE reports, adolescents' FPES reports displayed incremental validity in relation to observed social skills; the reverse was not true for adolescents' BFNE reports. These findings have important implications for screening and treatment planning assessments when delivering services to adolescents experiencing social anxiety. [This paper was published in &quot;Journal of Psychopathology and Behavioral Assessment&quot; v43 n1 p58-69 2021.]
Review of Additional K-2 Reading Instruction Resources: A Supplement to &quot;A Literature Review of Explicit, Systematic Phonics Instruction&quot;
Author: Bartley, Carmen
Date: 2020-08-00
Type: Information Analyses
Subjects: Phonics,Reading Instruction,Kindergarten,Grade 1,Grade 2,Primary Education,Teaching Methods,Direct Instruction,Phoneme Grapheme Correspondence,Qualitative Research,Faculty Development,Best Practices,Social Influences,Culturally Relevant Education

This document was created in response to a request from the Wisconsin Department of Public Instruction to the Wisconsin Minnesota Comprehensive Center (WMCC) Region 10 to provide information on high-quality, qualitative studies about K-2 explicit, systematic phonics instruction. This document is intended to supplement the review document: &quot;Explicit, Systematic Phonics Instruction.&quot; This document contains additional resources and theories that may be useful in creating a comprehensive K-2 reading program. It is meant for internal use by the Department of Public Instruction to inform professional development provided to Wisconsin districts, schools and appropriate stakeholders. [For the original review, see ED612073.]
A Literature Review of Explicit, Systematic Phonics Instruction
Author: Bartley, Carmen
Date: 2020-08-00
Type: Information Analyses
Subjects: Phonics,Reading Instruction,Kindergarten,Grade 1,Grade 2,Primary Education,Teaching Methods,Direct Instruction,Phoneme Grapheme Correspondence,Qualitative Research,Preservice Teacher Education,Faculty Development,Social Influences,Culturally Relevant Education

This document was created in response to a request from the Wisconsin Department of Public Instruction to the Wisconsin Minnesota Comprehensive Center (WMCC) Region 10 to provide information on high-quality, qualitative studies about explicit, systematic phonics instruction in grades K-2. It is meant for internal use by the Department of Public Instruction to inform professional development provided to Wisconsin districts, schools, and appropriate stakeholders. The review, with the exception of one research brief from the International Literacy Association, utilizes only material from peer-reviewed journals. Using peer-reviewed articles helps ensure that the articles use rigorous methodology, answer meaningful research questions, and draw valid conclusions. Sources and databases used include Google Scholar; ERIC; &quot;Journal of Early Childhood Literacy;&quot; &quot;Journal of Literacy Research;&quot; &quot;Language Arts;&quot; and the International Literacy Association. [For a supplement to this review, see ED612072.]
Selected Knowledge Base on Interventions for Struggling Adolescent Readers: A Review of the Literature
Author: Bartley, Carmen
Date: 2020-12-00
Type: Information Analyses
Subjects: Intervention,Reading Instruction,Reading Difficulties,Adolescents,Educational Policy,Research Reports,Self Concept,Teaching Methods,Minority Group Students,English Language Learners,Elementary Secondary Education,Statewide Planning,International Organizations,National Organizations,Position Papers

This document summarizes a review of research, evaluation, resources, and stakeholder knowledge related to the topic of interventions for struggling adolescent readers. Databases used for conducting this review included Google Scholar and ERIC. Literature from peer-reviewed, scholarly journals was reviewed, along with national reading and literacy organizations' websites and white papers from state departments of education and national education organizations. The search primarily was limited to studies and sources published from 2000-2020. Search terms used include but are not limited to: &quot;struggling adolescent readers&quot;, &quot;struggling&quot; AND &quot;intervention&quot; AND &quot;adolescent readers&quot;, &quot;struggling&quot; AND &quot;adolescent&quot; AND &quot;intervention&quot; AND &quot;policy&quot;, etc.
Unfamiliar Untrained Observers&apos; Ratings of Adolescent Safety Behaviors within Social Interactions with Unfamiliar Peer Confederates
Author: Rezeppa, Taylor
Date: 2021-00-00
Type: Reports - Research
Subjects: Adolescents,Anxiety,Safety,Behavior,At Risk Persons,Stress Management,Peer Groups,Observation,Interaction,Peer Relationship,Interpersonal Competence,Arousal Patterns,Familiarity,Evaluation Methods,Symptoms (Individual Disorders),Lay People,Depression (Psychology)

Adolescents experiencing social anxiety often engage in safety behaviors--covert avoidance strategies for managing distress (e.g., avoiding eye contact)--that factor into the development and maintenance of their concerns. Prior work supports the psychometric properties of the Subtle Avoidance Frequency Examination (SAFE), a self-report survey of safety behaviors. Yet, we need complementary methods for assessing these behaviors within contexts where adolescents often experience concerns, namely interactions with unfamiliar peers. Recent work indicates that, based on short, direct social interactions with adolescents, individuals posing as unfamiliar peers (i.e., &quot;peer confederates&quot;) and without assessment training can capably report about adolescent social anxiety. We built on prior work by testing whether we could gather valid SAFE reports from &quot;unfamiliar untrained observers&quot; (UUOs), who observed adolescents within archived recordings of these short social interactions. A mixed clinical/community sample of 105 adolescents self-reported on their functioning and participated in a series of social interaction tasks with peer confederates, who also provided social anxiety reports about the adolescent. Based on video recordings of these tasks, &quot;trained independent observers&quot; rated adolescents' observed social skills, and an additional set of UUOs completed SAFE reports of these same adolescents. Unfamiliar untrained observers' SAFE reports (a) related to adolescents' SAFE self-reports, (b) distinguished adolescents on clinically elevated social anxiety concerns, (c) related to trained independent observers' ratings of adolescent social skills within interactions with peer confederates, and (d) related to adolescents' self-reported arousal within these same interactions. Our findings support use of unfamiliar observers' perspectives to understand socially anxious adolescents' interpersonal functioning. [This paper will be published in &quot;Behavior Therapy.&quot;]
Revising Evaluation Metrics for Graduate Admissions and Faculty Advancement to Dismantle Privilege
Author: De Los Reyes, Andres
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: College Admission,Faculty Promotion,Holistic Approach,Evaluation Methods,Social Bias,Disproportionate Representation,Graduate Students,College Faculty

Academics are not immune to the biases contributing to persistent inequalities in society. We face an urgent need to overhaul and dismantle current evaluation practices that uphold inequities at multiple points along the academic pipeline. Graduate admissions and faculty advancement are two arenas of gatekeeping in which a reimagining and redistribution of weighting of commonly used evaluation metrics is warranted. We define and promote the use of dynamic, flexible holistic evaluation models that can be implemented by first recognizing and acknowledging the biases that contribute to racial and ethnic disparities in academia. Leaders of academic institutions must step up to drive adoption of these revised evaluation metrics. [This paper will be published in &quot;Nature Neuroscience.]
Improving Preservice Teachers&apos; Feelings of Preparedness to Teach through Recruitment of Instructionally Effective and Experienced Cooperating Teachers: A Randomized Experiment
Author: Ronfeldt, Matthew
Date: 2020-00-00
Type: Reports - Research
Subjects: Preservice Teachers,Readiness,Cooperating Teachers,Experienced Teachers,Teacher Effectiveness,Recruitment,Coaching (Performance)

New studies show that the instructional effectiveness of preservice candidates and their cooperating teachers are positively related. However, we neither know if these relationships are causal nor, assuming they are, if it is possible to significantly increase the instructional effectiveness of the cooperating teacher pool. In this study, we randomly assign districts to receive recommendation lists (generated using administrative data) for the recruitment of more promising cooperating teachers. Districts receiving lists recruited significantly more effective/experienced cooperating teachers, while candidates placed in these districts felt significantly better prepared to teach. As a result, this study offers an innovative, low-cost strategy for recruiting effective/experienced cooperating teachers and presents the first causal estimates that more effective/experienced cooperating teachers improve candidates' preparedness to teach. [This paper was published in &quot;Educational Evaluation and Policy Analysis&quot; v42 n4 p551-575 2020 (EJ1272598).]
The Effects of Game and Student Characteristics on Persistence in Educational Games: A Hierarchical Linear Modeling Approach
Author: Rahimi, Seyedahmad
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Games,Computer Games,Game Based Learning,Problem Solving,Persistence,Difficulty Level,Scientific Concepts,Physics,Student Characteristics,Grade 8,Grade 9,Predictor Variables,Evaluation Methods

Persistence is an important part of student success--both in and out of school. To enhance persistence, we first need to assess it accurately. Digital games can be used as vehicles for measuring and enhancing persistence. The purpose of this study is to test the effects of (a) game-level characteristics (i.e., game mechanics and conceptual difficulty), and (b) student-related characteristics (e.g., students' incoming knowledge and gender) on persistence in a game called &quot;Physics Playground.&quot; The participants in this study were 137, eighth and ninth-grade students from a K-12 school in Florida. We used a Hierarchical Linear Modeling Approach (HLM) to analyze the data. The major findings are (1) the degree of difficulty relating to both the physics concepts and game mechanics of each game problem are significant predictors of persistence, with the former being more effective than the latter in predicting students' persistence, and (2) the number of gold and silver trophies students attained in the game were the only significant student-level predictors of persistence. We conclude by discussing the findings, the implications, limitations, and future research related to this study.
Light Pollution -- An Interesting Context for Teaching and Learning Optics
Author: Haagen-Schützenhöfer, Claudia
Date: 2019-00-00
Type: Journal Articles
Subjects: Lighting,Optics,Science Instruction,Science and Society,Scientific Literacy,Relevance (Education),Introductory Courses,Active Learning,Inquiry,Student Motivation,Student Interests,High School Students,Foreign Countries,Achievement Tests,International Assessment,Interest Inventories,Pollution,Gender Differences

Physics as a school subject is in general very unpopular. This fact is especially true for the situation in Austria. PISA results show that motivation, interest and self-efficacy of Austrian highschool students are significantly lower than the OECD average. In addition, a significant gender-gap in disadvantage for girls was shown. In general, one reason for low interest which was identified by previous research is that physics instruction is frequently decontextualized and students can hardly see any relevance of understanding physics for their lives. On the contrary, science and technology play a crucial and increasingly important role in our lives and in our globalized society. At the same time, edutainment focusing on science topics is booming. Interest studies like the ROSE-study may give reasons for this discrepancy: the choice of contexts does often not meet students' interests. This contribution reports the development of a context-oriented learning environment on light pollution to stimulate learning processes and at the same time interest in introductory optics. [Paper presented at GIREP-MPTL (2018).]
Education Freedom and Student Achievement: Is More School Choice Associated with Higher State-Level Performance on the NAEP?
Author: Wolf, Patrick J.
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: School Choice,National Competency Tests,Academic Achievement,Private Schools,Charter Schools,Home Schooling,Achievement Gains,Elementary Secondary Education,Grade 4,Grade 8,Access to Education

Since the start of the new millennium, many states have launched or expanded private school choice options, permitted and expanded independently operated public charter schools, eased restrictions on homeschooling, and enacted policies that allow and encourage various forms of public school choice. One thing that is not on the rise, unfortunately, is average student scores on the National Assessment of Education Progress (NAEP). Student performance on the assessments, typically called &quot;The Nation's Report Card,&quot; were flat from 2001 until 2015 and have dropped slightly in both 2017 and 2019. While it is impossible to determine the causal effect on student achievement of all the deliberate decisions of state policymakers to expand or restrict the various forms of school choice, it is possible to describe the extent to which more educational freedom does or does not correlate with state-level changes in student academic performance. In this study the authors construct a comprehensive index of educational freedom that measures the availability and accessibility of private, charter, homeschool, and public school choice across the 50 U.S. states and the District of Columbia (DC). It is called the 2021 Education Freedom Index (EFI), as it is modeled after a similar measure of comparative educational freedom introduced in 2000. The authors present the rankings of the 50 states plus DC on each of the four major components of the 2021 EFI, individually, as well as their rankings on the complete index. Findings show that higher levels of education freedom are significantly associated with higher NAEP achievement levels and higher NAEP achievement gains in all statistical models. This descriptive analysis supports the idea that expanding parental options in education, in all its forms, is consistent with improvements in average student performance for U.S. states. [Funding for this report was provided by the American Federation for Children.]
Matthew Effects in Writing Productivity during Second Grade
Author: Wood, Carla
Date: 2020-00-00
Type: Reports - Research
Subjects: Grade 2,Writing (Composition),Productivity,Elementary School Students,Writing Achievement,Achievement Gains,Achievement Gap,Student Development,Grammar,Accuracy

The primary aims of this study were two-fold: (1) to describe average change in the written narrative performance of second grade students from the fall and spring of the school year; and (2) examine patterns of individual growth to test for Matthew effects. Participants included 299 children in second grade. Microstructural measures were derived from students' written narratives including: number of different words (NDW), total number of words (TNW), and accuracy of spelling and grammar. Significant increases in NDW, TNW, and spelling accuracy were evidenced from fall to spring. Students averaged 55 total words in the fall and averaged 69 words in the spring, with a statistically significant increase of 14 words t(299)=8.4, p&lt;0.0001). The variance in TNW from fall to spring increased from Var=791 to Var=1005, which was a significant increase and the correlation of initial Fall TNW and growth in TNW was also significant (r = 0.39). Additionally, results from a two-level hierarchical linear model with students nested within teachers indicated that initial level of TNW predicted the change in TNW from fall to spring, with higher levels of initial TNW being related to larger gains in TNW. Significant predictors of Matthew effects included teacher or classroom and free/reduced lunch eligibility. Written personal narrative measures are sensitive to developmental change across a school year. Evidence of Matthew effects in lexical productivity suggests additional support may be warranted to ameliorate gaps in writing achievement. [This paper was published in &quot;Reading and Writing&quot; v33 p1377-1398 2020 (EJ1254289).]
Intrinsic Integration in Learning Games and Virtual Instruction
Author: Walkington, Candace
Date: 2020-11-17
Type: Reports - Evaluative
Subjects: Educational Games,Teaching Methods,Educational Technology,Technology Uses in Education,Video Games,Game Based Learning,Design,Nonverbal Communication,Course Content,Concept Formation,Learning Processes,Program Development,Student Motivation,Alignment (Education),Scaffolding (Teaching Technique),Cues

This paper responds to a 2016 systematic literature review of the research on learning games by Ke (2016). The review paper unpacked the idea of intrinsic integration in learning games, analyzing important emergent themes. The key ideas and the value of this review are discussed in the context of the recent shift to virtual instruction. The limitations, impact, and future implications are also described, with the perspective of this response focused on education theory. Intrinsic integration is an important consideration when designers create the next generation of digital games, and as researchers try to untangle the affordances of different educational games for student learning. [This paper was published in &quot;Educational Technology Research and Development&quot; Nov 2020. For Ke's &quot;Designing and Integrating Purposeful Learning in Game Play: A Systematic Review,&quot; see EJ1094502.]
Children&apos;s Self-Regulation in Norway and the United States: The Role of Mother&apos;s Education and Child Gender across Cultural Contexts
Author: Lenes, Ragnhild
Date: 2020-09-29
Type: Journal Articles
Subjects: Self Management,Cultural Influences,Individual Characteristics,Cultural Differences,Parent Background,Educational Attainment,Mothers,Gender Differences,Foreign Countries,Socioeconomic Influences,Preschool Children,Minority Groups

Self-regulation develops rapidly during the years before formal schooling, and it helps lay the foundation for children's later social, academic, and educational outcomes. However, children's self-regulation may be influenced by cultural contexts, sociodemographic factors, and characteristics of the child. The present study investigates whether children's levels of self-regulation, as measured by the Head-Toes-Knees-Shoulders (HTKS) task, are the same in samples from Norway (M[subscript age] = 5.79; N = 243, 49.4% girls) and the United States (U.S.) (M[subscript age] = 5.65; N = 264, 50.8% girls) and whether the role of mother's education level and child gender on children's self-regulation differ across the two samples. Results showed that Norwegian and U.S. children had similar levels of self-regulation. Mother's education level significantly predicted children's self-regulation in the U.S. sample but not in the Norwegian sample, and this difference across samples was significant. Girls had a significantly higher level of self-regulation than boys in the Norwegian sample, but there were no gender differences in the U.S. sample. However, the effect of child gender on self-regulation did not differ significantly across the two samples. Results highlight the importance of cross-cultural studies of self-regulation.
Teacher Shortage Areas Nationwide Listing: 1990-1991 through 2017-2018
Author: Office of Postsecondary Education (ED)
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Teacher Shortage,Teacher Selection,Employment Opportunities,Elementary Secondary Education,Geographic Regions,Intellectual Disciplines,Teacher Supply and Demand,Student Financial Aid,Loan Repayment,Federal Aid,Scholarships,Grants,Early Childhood Education

The nationwide Teacher Shortage Area (TSA) lists for the 2017-2018 school year have been completed. This report shows the nation's teacher shortage areas by State. It is a reference document that is intended to serve three primary purposes: (1) Notify the nation that States and schools may potentially hire academic administrators, licensed teachers, and other educators and school faculty of specific disciplines/subject areas, grade levels, and/or geographic regions; (2) Serve as a useful resource for recent graduates of Schools of Education and trained, experienced teaching professionals aspiring to serve school districts with shortages about potential opportunity areas in each State's and territory's Pre-Kindergarten through Grade 12 classrooms; and (3) Serve as a useful resource in the process of advising Federal student financial aid recipients of the potential to reduce, defer, or discharge student loan repayments by teaching in certain areas. [For &quot;Teacher Shortage Areas Nationwide Listing: 1990-1991 through 2016-2017,&quot; see ED585483.]