ethanporcaro/eric-fulltext-meta huggingface dataset:
Latent Structure of Scores from the Emotional and Behavioral Screener
Author: Lambert, Matthew C.
Date: 2018-06-00
Type: Journal Articles
Subjects: Screening Tests,Scores,Emotional Disturbances,Behavior Disorders,Factor Structure,Elementary School Teachers,Elementary School Students,Test Reliability,Rating Scales,Factor Analysis,Goodness of Fit,Statistical Analysis

The Emotional and Behavioral Screener (EBS) is a recently developed teacher-reported brief screening instrument for identifying students who are at-risk of an emotional or behavioral disorder (EBD). Although prior research supports the technical adequacy of scores from the EBS, there is a gap in the literature regarding strong evidence of the factor structure underlying EBS scores. This study investigated the latent structure of scores from the EBS in a sample of 646 elementary students who were rated by their teachers in a 2-week screening period. Single-factor confirmatory factor analysis (CFA) and bifactor models were used to test the hypothesis that EBS scores are a measure of both overall emotional and behavioral risk and students' externalizing and internalizing behaviors. Results supported a bifactor structure, in that scores from the EBS can be considered to represent a general factor (i.e., risk of EBD) and two group factors (i.e., externalizing and internalizing domains). Findings have implications for interpreting scores when using the EBS as a universal screener for the risk of EBD.
Planning as Strategy for Improving Black and Latinx Student Equity: Lessons from Nine California Community Colleges
Author: Felix, Eric R.
Date: 2018-04-23
Type: Journal Articles
Subjects: Community Colleges,Equal Education,Two Year College Students,Policy Analysis,Educational Policy,Higher Education,African American Students,Hispanic American Students,State Policy,Strategic Planning,Financial Support,Barriers,Educational History,Educational Change,Capacity Building,Racial Differences,Educational Practices,Student Personnel Services

In 2014, California policymakers passed the Student Equity Plans (SEP) policy to address disparities in the community college system. The reform effort formalized a campus-wide planning effort that required institutions to examine their data for disparities, develop goals and strategies to mitigate identified inequities, and use new fiscal resources to realize their plans. In recent years, there has been an increase in the enactment of state-level higher education policies, but few, if any, have focused on the notion of equity or explicitly named racial and ethnic groups as policy beneficiaries. This study examines nine student equity plans in the state's largest community college district. Drawing upon critical policy analysis, we place a focus on understanding if, and how, the planning process was used to address inequities facing Black and Latinx students. Based on our analysis we found several themes on how plans identified and address barriers facing Black and Latinx students. After examining 178 equity activities, we found only 28 promising activities that explicitly targeted Black and Latinx students with culturally relevant, data-driven, evidence-based strategies. These findings have compelling implications for policymakers seeking to develop reform efforts and institutions using policy to address current and historic inequities faced by Black and Latinx students. The use of planning for improvement is commonplace in educational policy, but we find that more training and capacity-building efforts are necessary to use planning as an opportunity to address racial inequity in community college.
Afterword: Key Questions for Thought and Action
Author: Anderson, Lorin W.
Date: 2018-04-16
Type: Journal Articles
Subjects: Educational Assessment,Evaluation Methods,Program Design,Program Implementation,Political Influences,Social Influences,Cultural Influences,Economic Factors,Stakeholders,Educational Objectives,Data Collection,Data Interpretation,Mixed Methods Research,Decision Making

In this summary article, six recommendations for the design, implementation, and interpretation of educational evaluations are presented and discussed. These recommendations are based on common &quot;threads&quot; that run through most, if not all, of the papers included in this special issue. The recommendations concern (1) the need for awareness of the political, societal, cultural, and economic factors affecting evaluation studies; (2) the importance of knowing and understanding the stakeholder groups; (3) the need to ensure that the purposes of the evaluation are explicit and clear; (4) the importance of allowing flexibility in the implementation of the evaluation when needed to account for issues that arise during the evaluation process; (5) the need to ensure that the data gathered as part of the evaluation process are of the highest technical quality possible; and the (6) importance of ensuring that the results of the evaluation are interpreted correctly and well understood by stakeholders and decision makers.
The Comprehension Problems of Children with Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis
Author: Spencer, Mercedes
Date: 2018-06-00
Type: Journal Articles
Subjects: Reading Comprehension,Decoding (Reading),Language Skills,Developmental Delays,Meta Analysis,Reading Difficulties,Oral Language,Vocabulary Development,Listening Comprehension,Semantics,Syntax,Story Telling,Comparative Analysis,Effect Size,Educational Research,Literature Reviews

The purpose of this meta-analysis was to examine the comprehension problems of children who have a specific reading comprehension deficit (SCD), which is characterized by poor reading comprehension despite adequate decoding. The meta-analysis included 86 studies of children with SCD who were assessed in reading comprehension and oral language (vocabulary, listening comprehension, storytelling ability, and semantic and syntactic knowledge). Results indicated that children with SCD had deficits in oral language (d = -0.78, 95% confidence interval, CI [-0.89, -0.68], but these deficits were not as severe as their deficit in reading comprehension (d = -2.78, 95% CI [-3.01, -2.54]). When compared with reading comprehension age-matched normal readers, the oral language skills of the two groups were comparable (d = 0.32, 95% CI [-0.49, 1.14]), which suggests that the oral language weaknesses of children with SCD represent a developmental delay rather than developmental deviance. Theoretical and practical implications of these findings are discussed.
Professional Counselor Licensure Portability: An Examination of State License Applications
Author: Olson, Seth
Date: 2018-00-00
Type: Journal Articles
Subjects: Counselor Training,Counselor Certification,Statistical Analysis,Standards,Employment Qualifications,Licensing Examinations (Professions),Prerequisites

Although professional counseling licensure portability has been a topic of interest for many years, limited empirical research has been conducted to examine state requirements to become a licensed professional counselor. To bridge this gap, state counseling license applications, including the District of Columbia, were investigated using descriptive statistics to determine similarities and differences. Results of this study determined that many states require coursework beyond Council for Accreditation of Counseling &amp; Related Educational Programs (CACREP) standards, and there are numerous other factors beyond educational prerequisites that licensing boards consider when endorsing an applicant as a licensed professional counselor. Developing a central location to review applications is one recommendation discussed to address many of the individual states' concerns and requirements, organize uniform agreements on comportment behaviors, and improve client and professional counselor protection.
The Policy Filtering Process: Understanding Distinctive State Responses to the National College Completion Agenda in the United States
Author: Rubin, Paul G.
Date: 2018-05-07
Type: Journal Articles
Subjects: State Policy,State Action,College Graduates,Comparative Analysis,Case Studies,Educational Policy,Governance,Regional Characteristics,Educational Attainment,Partnerships in Education,Administrative Organization,Power Structure,Economic Factors,Educational Administration,Qualitative Research,Semi Structured Interviews

The United States has faced stagnant postsecondary education degree completion rates for over a decade. When coupled with improved educational outcomes in other nations, the one-time world leader in higher education attainment has precipitously declined in standing internationally. Coupling this reality with the need for a more educated workforce domestically led President Barack Obama to proclaim improving higher education completion rates a national imperative in 2009. Despite input from the federal government, due to the decentralized nature of American postsecondary education, individual states maintain primary responsibility for governance and policy decisions. Consequently, there has been a range of state responses to improving college completion. Through a comparative case analysis, this study considers a putatively homogenous region to investigate state-level factors that &quot;filtered&quot; the national college completion agenda to distinct responses in Georgia, South Carolina, and Texas.
Teacher Perceptions of Influence, Autonomy, and Satisfaction in the Early Race to the Top Era
Author: Wright, Kim B.
Date: 2018-05-14
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Influence,Professional Autonomy,Job Satisfaction,Elementary School Teachers,Secondary School Teachers,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Hierarchical Linear Modeling,Educational History,Elementary Secondary Education,National Surveys,Predictor Variables,Standardized Tests,Scores,Teacher Evaluation,Compensation (Remuneration),Correlation,Statistical Significance,Factor Analysis,Likert Scales,Teaching Experience,Teacher Salaries,Questionnaires

In the present study, hierarchical linear modeling with random intercept models was used to estimate the impact school and teacher-level factors had on K-12 teachers' perceptions of school influence, curricular and pedagogical autonomy, and job satisfaction in the early years of the Race to the Top Era. The main predictors investigated were whether students' standardized test scores were used as a component of either a teacher's formal teacher evaluation or compensation, as well as whether teachers worked in a Race to the Top state. Additional school- and teacher-level predictors included percentage minority teachers and students, urbanicity of the school, teacher grade band, years teaching experience, and annual base salary. The study's findings include statistically significantly yet small, negative correlations between teaching in a RTTT Phase I or II state at the time of the survey and teachers' perceptions of their school-level influence, curricular autonomy, and pedagogical autonomy. In addition, the use of SGM measures in teacher evaluation, compensation, or both, statistically significantly negatively predicted both teachers' pedagogical and curricular autonomy, as well as job satisfaction. These findings are consistent with previous studies that found teachers' classroom autonomy and job satisfaction to be lessened post-NCLB (Crocco &amp; Costigan, 2007; Faulker &amp; Cook, 2006; Huss &amp; Eastep, 2011).
Managing an NSF-Funded Information Technology Scholarship Program
Author: Mahatanankoon, Pruthikrai
Date: 2018-06-00
Type: Journal Articles
Subjects: Program Administration,Information Technology,STEM Education,Grants,State Universities,Federal Aid,Undergraduate Students,Program Descriptions,Student Recruitment,School Holding Power,Job Placement,Outcomes of Education,Mentors,Field Trips,Social Media,Conferences (Gatherings),Disproportionate Representation,Minority Group Students

Our nation's competitive edge is highly dependent on the success of STEM education and the ability of information technology (IT) graduates to find jobs. The School of Information Technology at Illinois State University (ISU) is strategically positioned to offer S-STEM scholarships to talented, financially disadvantaged students in the IT discipline. This article shares our experience and strategies from managing the ISU CS/IS Scholarship Program, a National Science Foundation (NSF) S-STEM scholarship grant. Leveraging our unique educational setting and multiple student support activities, we were able to provide financial support as well as implement several strategies needed to educate and retain qualified undergraduate IT students.
Exploring the Effect of Supportive Teacher Evaluation Experiences on U.S. Teachers&apos; Job Satisfaction
Author: Ford, Timothy G.
Date: 2018-04-30
Type: Journal Articles
Subjects: Teacher Evaluation,Job Satisfaction,Multiple Regression Analysis,Secondary School Teachers,Teacher Surveys,Teacher Attitudes,Administrator Role,Hierarchical Linear Modeling,Self Determination,Feedback (Response),Educational Practices,Educational Change

Teacher satisfaction is a key affective reaction to working conditions and an important predictor of teacher attrition. Teacher evaluation as a tool for measuring teacher quality has been one source of teacher stress in recent years in the United States. There is a growing body of evidence on how to evaluate teachers in ways which support their growth and development as practitioners. For this study, we inquired: What is the relationship between supportive teacher evaluation experiences and U.S. teachers' overall job satisfaction? To answer this question, we employed a multilevel regression analysis to multiply-imputed data on U.S. lower-secondary teachers' experiences from the 2013 Teaching and Learning International Survey (TALIS). We found a small, positive relationship between the perceptions of supportive teacher evaluation experiences and U.S. secondary teachers' satisfaction after controlling for other important teacher and school characteristics and working conditions. Further, teachers who felt their evaluation led to positive changes in their practice had higher satisfaction. Teachers whose primary evaluator was a fellow teacher as opposed to the principal also had higher satisfaction on average. We discuss the implications of these findings for school leaders as well as future teacher evaluation policy.
Counselor Educators&apos; Teaching Mentorship Styles: A Q Methodology Study
Author: Baltrinic, Eric R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Counselor Educators,Mentors,Graduate Students,Doctoral Programs,Counselor Training,Teacher Student Relationship,Supervisors,College Faculty,Teacher Attitudes,Teacher Characteristics,Statistical Analysis,Factor Analysis,Q Methodology,Questionnaires

Mentoring is an important practice to prepare doctoral students for future graduate teaching, yet little is known about the teaching mentorship styles used by counselor educators. This study identifies the teaching mentorship styles of counselor educators with at least one year of experience as teaching mentors (N = 25). Q methodology was used to obtain subjective understandings of how counselor educators mentor. Our results suggest three styles labeled as Supervisor, Facilitator, and Evaluator. Specifically, these styles reflect counselor educators' distinct viewpoints on how to mentor doctoral students in teaching within counselor education doctoral programs. Implications and limitations for counselor educators seeking to transfer aspects of the identified mentorship styles to their own practice are presented, and suggestions for future research are discussed.
A Mixed Methods Evaluation of the &quot;Aged-Up&quot; STAC Bullying Bystander Intervention for High School Students
Author: Johnston, April D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Program Evaluation,Bullying,Intervention,Audiences,High School Students,Training,Student Responsibility,Fear,School Counselors,Counselor Role,Program Implementation,Psychoeducational Methods,Likert Scales,Pretests Posttests,Self Efficacy,Student Empowerment,Focus Groups,Grounded Theory

This mixed methods study assessed the appropriateness of an &quot;aged-up,&quot; brief bullying bystander intervention (STAC) and explored the lived experiences of high school students trained in the program. Quantitative results included an increase in knowledge and confidence to intervene in bullying situations, awareness of bullying, and use of the STAC strategies. Utilizing the consensual qualitative research methodology, we found students spoke about (a) increased awareness of bullying situations, leading to a heightened sense of responsibility to act; (b) a sense of empowerment to take action, resulting in positive feelings; (c) fears related to intervening in bullying situations; and (d) the natural fit of the intervention strategies. Implications for counselors include the role of the school counselor in program implementation and training school staff to support student &quot;defenders,&quot; as well as how counselors in other settings can work with clients to learn the STAC strategies through psychoeducation and skills practice.
A Tribute to Bart Longenecker: An IS Education Maverick and Visionary
Author: Landry, Jeffrey P.
Date: 2018-06-00
Type: Journal Articles
Subjects: Information Systems,Biographies,Curriculum Development,Models,Systems Analysis,Design,Interpersonal Competence

Bart Longenecker was one of the most influential Information Systems (IS) educators ever. Renowned for his decades of work on IS model curricula, Bart died in 2016 after a 44-year career. This paper traces the life's work of this EDSIG Fellow and Professor Emeritus to capture his IS education legacy.
Administrative or Faculty Control of Online Course Development and Teaching: A Comparison of Three Institutions
Author: Tannehill, Darcy B.
Date: 2018-06-00
Type: Journal Articles
Subjects: Online Courses,Higher Education,Administrator Role,Teacher Role,Enrollment,Universities,Comparative Analysis,Marketing,Admission Criteria,Integrated Learning Systems,Educational Technology,Program Evaluation,Student Personnel Services,Academic Support Services,Instructional Design,Faculty Development,College Faculty,College Students,Accountability,Alignment (Education),Student Satisfaction,Expectation

Higher education has enrolled an increasing number of students in recent years through programs utilizing online delivery. This increase has occurred at both non-profit and for-profit institutions. Almost every department at every institution has some involvement with online education. A comparison of three quite different institutions, all offering fully online programs, will be provided. This paper will highlight the differences in administrative versus faculty control of the online course development process and the teaching of online courses.
Evidence for Use of a Psychometric Inventory of New College Student Adjustment with Ghanaian Students: Implications for the Professional Globalization of Counseling
Author: Pester, Danielle
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Student Adjustment,Likert Scales,Psychometrics,Social Support Groups,Self Efficacy,Statistical Analysis,Correlation,Test Validity,Scores,Goodness of Fit

As the counseling profession continues its globalization onto Ghanaian college campuses, there is an increased need for psychometric assessments that support programming and interventions that promote degree matriculation and general student well-being. A sample of 696 young adult Ghanaian college students completed the Inventory of New College Student Adjustment (INCA) and related measures to estimate evidence of internal structure and relationships with conceptually related constructs. Confirmatory factor analyses were completed and inspection of fit indices revealed strong evidence for internal structure, and bivariate correlations indicated statistically significant positive associations with related medium effect sizes between the INCA subscales (Supportive Network and Belief in Self) and related measures. Implications for use of the INCA to support the professional activities of Ghanaian counselors working on college campuses are provided.
Harnessing Business Analytics: Analyzing Data Analytics Programs in U.S. Business Schools
Author: Parks, Rachida F.
Date: 2018-06-00
Type: Journal Articles
Subjects: Data Analysis,Business Schools,Masters Programs,College Curriculum,Program Content,Geographic Regions,Online Courses,Interdisciplinary Approach,Skills

Companies are collecting data at a greater pace and volume than ever before. However, they are struggling to develop expertise and the know-how to aggregate, analyze and more importantly provide executives and managers with the insights needed for informed decision making. As a result, the need for data analysts has never been higher. In fact, the shortage of data analysts is expected to reach 1.5 million within the next two years. As demand for data analysts continues to grow, colleges and universities are rushing to offer programs to equip their graduates with the necessary analytical skills to meet today's data-centric workplace. This study explores masters in business analytics programs from top ranked business schools in the United States and investigates the content of these programs. Our results offer interesting perspectives covering data analytics, interdisciplinary skills, online versus on-campus programs, as well as different geographical areas. Implications and future research opportunities are also discussed.
The Research Identity Scale: Psychometric Analyses and Scale Refinement
Author: Jorgensen, Maribeth F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Qualitative Research,Counseling Services,Counselor Training,Psychometrics,Test Reliability,Test Validity,Item Response Theory,Item Analysis,Student Research,Student Projects,Student Evaluation,Outcome Measures,Undergraduate Students,Questionnaires,Evaluation Methods

The 68-item Research Identity Scale (RIS) was informed through qualitative exploration of research identity development in master's-level counseling students and practitioners. Classical psychometric analyses revealed the items had strong validity and reliability and a single factor. A one-parameter Rasch analysis and item review was used to reduce the RIS to 21 items. The RIS offers counselor education programs the opportunity to promote and quantitatively assess research-related learning in counseling students.
Increasing Advocacy for Information Systems Students with Disabilities through Disability Film Festivals at a Major Metropolitan University
Author: Joseph, Anthony
Date: 2018-06-00
Type: Journal Articles
Subjects: Disabilities,Information Science Education,Information Systems,Films,Knowledge Level,Intelligence,Advocacy,Student Diversity,Skills,Focus Groups,Likert Scales,Self Efficacy,Student Satisfaction,College Students

College does not bestow enough engagement of computer science and information systems students with higher-functioning people with disabilities. Information systems students without disabilities do not have enough experiences in diversity with equivalently skilled students with disabilities. In this paper, the authors expand the knowledge of information systems students without disabilities through &quot;Disability Film Festivals&quot; depicting not the impairments but the intelligence of those with disabilities. The authors learn that features of the films are facilitating engagement and facilitating advocacy of the information systems students for the diversity of those with disabilities having inherent information systems skills. The findings of this study from 2015 will be beneficial to information systems professors and students in encouraging more receptivity to higher-functioning students with disabilities.