ethanporcaro/eric-fulltext-meta huggingface dataset:
Modeling Knowledge Acquisition from Multiple Learning Resource Types
Author: Zhao, Siqian
Date: 2020-07-00
Type: Speeches/Meeting Papers
Subjects: Learning,Knowledge Level,Models,Instructional Materials,Statistical Analysis,Prediction,Computer Uses in Education

Students acquire knowledge as they interact with a variety of learning materials, such as video lectures, problems, and discussions. Modeling student knowledge at each point during their learning period and understanding the contribution of each learning material to student knowledge are essential for detecting students' knowledge gaps and recommending learning materials to them. Current student knowledge modeling techniques mostly rely on one type of learning material, mainly problems, to model student knowledge growth. These approaches ignore the fact that students also learn from other types of material. In this paper, we propose a student knowledge model that can capture knowledge growth as a result of learning from a diverse set of learning resource types while unveiling the association between the learning materials of different types. Our multi-view knowledge model (MVKM) incorporates a flexible knowledge increase objective on top of a multi-view tensor factorization to capture occasional forgetting while representing student knowledge and learning material concepts in a lower-dimensional latent space. We evaluate our model in different experiments to show that it can accurately predict students' future performance, differentiate between knowledge gain in different student groups and concepts, and unveil hidden similarities across learning materials of different types. [For the full proceedings, see ED607784.]
Bridging the Gap: How Wentworth Provides a Personalized and Local Approach to College and Career Readiness
Author: Rennie Center for Education Research and Policy
Date: 2020-00-00
Type: Reports - Research
Subjects: Career Readiness,College Readiness,High School Students,Summer Programs,Transitional Programs,Distance Education,College Bound Students,Pandemics,COVID-19,Active Learning,Student Projects,Partnerships in Education,Mentors,Models,Academic Advising,STEM Education,Holistic Approach,School Orientation

The transition from high school to college is challenging under normal circumstances. But this year--with students ending high school remotely and potentially starting college virtually--this transition may seem nearly impossible for too many students. Young people will need to navigate complex systems of registration, enrollment, and financial aid with limited or no access to on-campus resources. Their transition from the structure of high school to the independence of college will be even more complicated than usual as they confront the potential for remote classes and social distancing. Our latest research looks at how Wentworth Institute of Technology is addressing these challenges through their summer bridge program. RAMP, which has been running since 2011, has welcomed a new group of students amid the pandemic. The program gives students a taste of college life before they start the school year, helping clarify expectations and build confidence. RAMP engages Boston youth in technical training, creative thinking, and career-focused pathways. Open to all Boston residents, it provides an innovative and localized approach to project-based learning, community partnerships, and mentoring, all while offering hourly compensation to participants. As other institutions look to address the obstacles facing students in the COVID era, Wentworth's program serves as a powerful example of how to bridge the gap between high school and college. Read our research brief to learn more about the core components of effective summer bridge programs and how RAMP offers an exemplar of this model for supporting students.
State Support for Local School Construction: Leveraging Equity and Diversity. Policy Brief
Author: Mittman, Lauren
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: School Construction,State Policy,State Aid,Financial Support,School District Wealth,Student Diversity,School Segregation,Equal Education,Desegregation Litigation,Educational Equity (Finance),Elementary Secondary Education

A growing number of states have policies that positively address resource equity in school construction, distributing capital resources based on district wealth (although as addressed in this brief, these policies are not always implemented with actual funding), but almost no states require any consideration of diversity or segregation in their school construction decision-making processes, even though this is a major factor affecting educational equity. This report/analysis provides an overview of the historical relationship of school construction and school segregation, including evidence of school construction policies in key desegregation court cases. It then describes the state role in local school construction today, highlights key trends and themes of this role, and provides two case studies that help to showcase examples of state participation in school construction, including successes and challenges. It ends by providing recommendations for states to better leverage their influence over local school construction to avoid perpetuating school segregation, and actively support school diversity.
Learning in Real Time: How Charter Schools Served Students during COVID-19 Closures
Author: Boast, Lyria
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Closing,COVID-19,Pandemics,Instructional Innovation,Electronic Learning,Internet,Students with Disabilities,Teaching Methods,Synchronous Communication,Computer Assisted Instruction,Distance Education,Student Needs,Virtual Classrooms,Crisis Management,Instructional Design,Wellness

Almost immediately after schools closed due to the coronavirus outbreak in spring 2020, we began to see anecdotal evidence that charter schools were reacting quickly and serving students well. This paper offers evidence that smaller networks and schools that represent over 65% of the charter school landscape were able to respond quickly and take advantage of the freedom and flexibility that are built into the charter school model to respond to families. Vignettes in this report highlight some of the charter school leaders who exemplify the very best of resourcefulness. These profiles of a geographically and racially diverse group of schools include stories from communities in New York and Washington state that were at the epicenter of COVID-19 infection, as well as schools in other communities that were affected differently. Before the coronavirus struck, public charter schools were already innovative, finding better ways to serve students who have traditionally been underserved--and delivering exceptional results. In the months and years ahead, we will learn more about how public schools responded to closures during the pandemic and what should be done in the future to better serve students who were all impacted in some way.
Boosting Children&apos;s Language and Literacy Skills through Blueprint: An Evaluation of Children&apos;s Literacy Initiative&apos;s Blueprint for Early Literacy, 2017-2019
Author: Turner, Alyn
Date: 2020-03-00
Type: Reports - Research-practitioner Partnerships
Subjects: Language Skills,Reading Skills,Preschool Children,Preschool Education,Vocabulary Development,Program Evaluation,Intervention,Outcomes of Education,Educational Improvement,Program Implementation,Emergent Literacy,Reading Instruction,Teaching Methods,Faculty Development,Preschool Teachers,Fidelity,Oral Reading,Writing Skills,Coaching (Performance),Best Practices

RFA's three-year mixed methods evaluation of Children's Literacy Initiative's language and literacy supports found positive impacts despite higher-than-typical teacher turnover. In pre-K centers receiving CLI supports, teachers were more able to implement effective instructional practices and created richer classroom literacy environments, and children's vocabulary grew faster by an order of magnitude of two-and-a-half months, relative to teachers and children in similar pre-K centers. We observed these impacts consistently throughout the study even though year-to year teacher turnover was higher than national averages. We found that challenges associated with the high turnover inhibited consistently robust implementation of the CLI's intervention. Fewer than one in five teachers received the full intended level of support, and less than half of surveyed teachers reported implementing with fidelity all three of the key instructional approaches of the Blueprint for Early Literacy curriculum supplement (Message Time Plus, Intentional Read Aloud, and Power of Three). Despite variable dosage, the study finds statistically significant positive impact for student learning and teacher practice. This, along with teacher and center director descriptions of ease of use, suggests that CLI's early language and literacy supports are particularly well-suited for improving quality and outcomes in high-need pre-K environments. [Additional funding for Blueprint implementation was provided by Boeing Company Charitable Trust, the 25th Century Foundation, the Caroline Alexander Buck Foundation, and the Capital Group Companies.]
Responses to COVID-19 School Closures: A Scan of Continuity of Education Plans for Allegheny County Public Schools
Author: Eddins, Mary
Date: 2020-07-08
Type: Reports - Research-practitioner Partnerships
Subjects: COVID-19,Pandemics,School Closing,Elementary Secondary Education,School Districts,Counties,Online Courses,Distance Education,Charter Schools,Asynchronous Communication,Grading,Attendance,Educational Quality,Access to Computers,Educational Technology,Electronic Learning,Planning,Special Education,Student Needs,Racial Differences,Ethnicity,Poverty,Socioeconomic Status,Equal Education,Teaching Methods,Synchronous Communication,Public Schools,Teacher Student Relationship,Students with Disabilities,Special Needs Students

In March 2020, when the coronavirus pandemic caused schools to close for the remainder of the school year, all Pennsylvania school districts and charter schools were required to &quot;make good faith efforts to implement continuity of education plans for the duration of the 2019-20 school year.&quot; RFA analyzed these plans for each of the 43 districts and for 13 charter schools located in Allegheny County. During these months of remote instruction in Allegheny County: (1) Districts and charters relied heavily on asynchronous (work at your own pace) instruction and alternative grading and attendance tracking; (2) Students missed significant amounts of formal instruction time; (3) The overall quality of remote instruction varied widely, with students experiencing inequitable access to devices and other technology; (4) Most plans provided only vague descriptions of how they would provide special education and student support services; and (5) Access to quality remote instruction varied by student race and poverty. [This is a publication of Allegheny County Education Research (ACER).]
Caregiver Report of the Utilization of School-Based Services and Supports among Clinically Anxious Youth
Author: LoCurto, Jamie
Date: 2020-00-00
Type: Reports - Research
Subjects: School Counseling,School Health Services,Mental Health Programs,Children,Adolescents,Elementary School Students,Secondary School Students,Anxiety Disorders,Student Characteristics,Gender Differences,Behavior Problems,Predictor Variables,Symptoms (Individual Disorders),Caregivers,Referral,Clinical Diagnosis,Check Lists,Child Behavior

Despite the high prevalence of and documented impairment associated with pediatric anxiety disorders, less than half of youth access mental health services. This study examined: (1) the utilization of eight school services and supports (e.g., seen a school counselor for a mental health reason, placement in a special class for a behavior or emotional difficulty); and (2) demographic (gender, age) child clinical (anxiety severity and impairment) and family (parent psychopathology, caregiver strain) predictors of service utilization. Participants included 208 anxious youth between ages 6 to 18 years (M = 10.92, SD = 3.29, 51% male, 64% White) who were enrolled in a school-based randomized controlled trial for anxiety treatment; only baseline data were used for this study. Parents, children, teachers and independent evaluators completed measures of the above predictors. Results indicated that less than half (48%) of youth received school services for anxiety. Several predictors of higher total service utilization were identified. Youth with comorbid externalizing behaviors were more likely to be referred for and receive school-based services. Consistent with published data in community samples, less than half of anxious youth received needed services. Results suggest a need for improvements in school assessments and service referral mechanisms for students with anxiety. [This is the online version of an article published in &quot;Journal of Emotional and Behavioral Disorders.&quot;]
The Intersection of Contract Academic Work and Contract Cheating: Policy Brief
Author: Eaton, Sarah Elaine
Date: 2020-10-00
Type: Information Analyses
Subjects: College Faculty,Adjunct Faculty,Part Time Faculty,Cheating,Contracts,Outsourcing,Deception,Teacher Discipline,Teacher Dismissal,Teaching Conditions

Purpose: The goal of this report is to provide substance for an evidence-informed discussion about the intersection of precarious academic employment and the contract cheating industry. Methods: This is a qualitative report informed by the extant literature. It synthesizes available source material relating to academic staff who also supply services (e.g., essay writing, assignment completion, etc.) to the commercial contract cheating industry. Results: A summary and synthesis are provided of issues relating to precariously employed academic staff and the contract cheating industry. A key outcome of this work is to highlight how the commercial cheating industry preys on underemployed academic staff. Predatory practices of the contract cheating industry are highlighted including false promises of high pay and meaningful work. Consequences such as disciplinary action and dismissal of academic staff who moonlight as suppliers to the industry are discussed, along with possible counter-measures to raise awareness and protect academic staff. Implications: This guide is intended to provide guidance on methods used by the commercial contract cheating industry to exploit contract academic staff. Recommendations are provided on how to build awareness about the issue and also consider protections for the precariously employed.
Five Direct Behavior Rating Multi-Item Scales: Sensitivity to the Effects of Classroom Interventions
Author: Matta, Michael
Date: 2020-00-00
Type: Reports - Research
Subjects: Behavior Rating Scales,Student Behavior,Progress Monitoring,Psychometrics,Behavior Change,Evaluation Methods,Interpersonal Competence,Behavior Problems,Response to Intervention,Effect Size,Self Management

Direct Behavior Rating (DBR) is a tool designed for the assessment of behavioral changes over time. Unlike methods for summative evaluations, the development of progress monitoring tools requires evaluation of sensitivity to change. The present study aimed to evaluate this psychometric feature of five newly developed DBR Multi-Item Scales (DBR-MIS). Teachers identified students with behaviors interfering with their learning or the learning of others and implemented a Daily Report Card (DRC) intervention in the classroom settings for two months. The analyses were performed on 31 AB single case studies. Change metrics were calculated at an individual level by using &quot;Tau&quot;-&quot;U&quot;[subscript A vs. B + trend B] and Hedges' &quot;g&quot; and at a scale-level by using Mixed Effect Meta-Analysis, Hierarchical Linear Models (HLMs), and Between-Case Standardized Mean Difference (BC-SMD). HLMs were estimated considering both fixed and random effects of intervention and linear trend within the intervention phase. The results supported sensitivity to change for three DBR-MIS (i.e., Academic Engagement, Organizational Skills, and Disruptive Behavior), and the relative magnitudes were consistent across the metrics. Sensitivity to change of DBR-MIS Interpersonal Skills received moderate support. Conversely, empirical evidence was not provided for sensitivity to change of DBR-MIS Oppositional Behavior. Particular emphasis was placed on the intervention trend in that responses to behavioral interventions might occur gradually or require consistency over time in order to be observed by raters. Implications for the use of the new DBR-MIS in the context of progress monitoring of social-emotional behaviors are discussed. [This paper was published in &quot;Journal of School Psychology.&quot;]
Looking to the Next Decade: Strengthening Asian American and Native American Pacific Islander Serving Institutions through Policy and Practice
Author: Nguyen, Mike Hoa
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Institutional Characteristics,College Attendance,Pacific Islanders,Educational Quality,Asian American Students,Access to Education,Equal Education,American Indian Students,Culturally Relevant Education,Citizen Participation,Learner Engagement,Academic Achievement,Federal Aid,Student Characteristics,Educational Practices,Educational Policy,Enrollment Trends,Educational Finance,Minority Group Students,Educational Resources,Academic Support Services,Mentors,Leadership Training,School Community Relationship,Higher Education

Established in 2007, Asian American and Native American Pacific Islander Serving Institutions (AANAPISI) have worked to improve the availability and quality of higher education for Asian Pacific Islander Desi American (APIDA) college students across the United States. Through culturally-relevant curriculum and services, AANAPISIs promote and strengthen APIDA student engagement and civic participation while increasing their academic achievement and success. As the fastest growing population in the nation, APIDAs are expected to attend college in greater numbers, with the likelihood of enrolling at an AANAPISI. Thus, greater attention towards AANAPISIs is necessary to ensure that equitable access and educational opportunity exists for APIDA college students. Toward that effort, the purpose of this brief is to provide the most current data on AANAPISIs, with specific attention towards federal funding, institutional and student characteristics, and student success initiatives. Additionally, recommendations and implications are offered for policy, practice, and research, in order to improve the operations and delivery of AANAPISIs. [This report was published by the National Council of Asian Pacific Americans (NCAPA).]
Influence of the Characteristics of Competences on the Employability of Graduates of Higher Education Institutions
Author: Zavala, Miguel Cueva
Date: 2020-00-00
Type: Journal Articles
Subjects: Competency Based Education,Higher Education,Job Skills,Education Work Relationship,Labor Market,Employment Potential,College Graduates,Foreign Countries,Professional Personnel

This research has a singular and notable importance, because if something should concern a Higher Education Institution, it is knowing what is the destiny within society of the human resource trained in its classrooms, that product that the institution delivers to the community who are its graduates and professionals. For the Institutions of Higher Education it is satisfactory on the part of employers, that the training received in the Institution of Higher Education is indicated, that the majority of graduates and professionals are incorporated into the occupational market; that is to say; some exercise their profession and others do it in occupations that do not correspond to their profession, which is justified, being aware that one of the great problems of the contemporary world is undoubtedly the lack of demand for human resources for stable work, which according to Authorized and reliable studies of every 10 people who join the economically active population, only 3 have real possibilities of fully joining the labor market, either in the private or public sector.
School-Based Clinicians Sustained Use of a Cognitive Behavioral Treatment for Anxiety Disorders
Author: LoCurto, Jamie
Date: 2020-00-00
Type: Reports - Research
Subjects: School Personnel,School Health Services,Allied Health Personnel,Behavior Modification,Cognitive Restructuring,Anxiety Disorders,Evidence Based Practice,Intervention,Therapy,Counselor Attitudes,Screening Tests,Barriers,Counseling Techniques

Dissemination and use of cognitive behavioral therapy (CBT), the primary evidence-based psychosocial treatment for pediatric anxiety disorders, in school settings has been slow, occurring primarily in the context of randomized controlled trials (RCT). No data are available on the sustained use of CBT by school clinicians after research support ends. Filling this gap, the current study examined clinicians: (1) recall and attitudes toward a modular CBT (M-CBT), (2) sustained use of anxiety screening measures, (3) sustained use of M-CBT and modifications made, (4) perceived reasons and barriers to sustained use and (5) an exploratory examination of predictors of the sustained use of M-CBT. Participants included 43 school-based clinicians (77% of those originally trained in an RCT; 90% female, 73% White) who were contacted 3.43 years after their initial training to complete an online sustainability questionnaire. The results indicated that while most clinicians recalled and had positive attitudes about the M-CBT training (90%), 63% reported they continued to use M-CBT and a majority made modifications to the content, length and format. Predictors of the sustained use, based on 22 single predictor regression models, included greater perceived acceptability and benefits (for youth and clinicians) of the intervention and lower perceived difficulty of administering M-CBT components. Fewer administrative demands were also associated with greater sustained use. Findings suggest that additional efforts are needed to enhance the sustained use of M-CBT for anxiety in school settings. Targeting specific aspects of the intervention materials (difficulty, benefits) as well as lowering administrative demands might facilitate the sustained use of M-CBT by school clinicians. [This is the online version of an article published in &quot;School Mental Health.&quot;]