ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender Bias in Medical Images Affects Students&apos; Implicit but Not Explicit Gender Attitudes
Author: Parker, Rhiannon B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Gender Bias,Medical Education,Textbooks,Textbook Content,Anatomy,Visual Stimuli,Association (Psychology),Correlation,Foreign Countries,Medical Students,Sex Stereotypes

Medical education curricula have the potential to impact the gender attitudes of future healthcare providers. This study investigated whether gender-biased imagery from anatomy textbooks had an effect on the implicit and explicit gender attitudes of students. We used an online experimental design in which students (N = 456; 55% female) studying anatomy were randomly assigned to a visual priming task using either gender-neutral or gender-biased images. The impact of this priming task on implicit attitudes was assessed using the Implicit Association Test (IAT) and the impact on explicit attitudes was measured using the Gender Bias in Medical Education Scale. Viewing biased images was significantly positively associated with implicit gender bias as indicated by higher IAT scores in the treatment compared to the control condition (mean IAT difference = 43 milliseconds; Cohen's d = 0.33). In contrast, there was no significant effect of gender-biased images on explicit gender attitudes.
Teachers&apos; Insights into Connected Learning Networks: Emerging Activities and Forms of Participation
Author: Vartiainen, Henriikka
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Kindergarten,Elementary School Teachers,Learning Activities,Teaching Methods,Student Interests,Relevance (Education),Student Participation,Preschool Children,Elementary School Students

The aim of this socioculturally informed study is to explore teachers' insights into connected-learning activities and networks. An instructional approach based on design-oriented pedagogy (DOP) was employed for a teachers' in-service project in Finland. An open-ended design task for the participating teachers and educators from kindergartens (N = 27) and primary schools (N = 2) involved designing and implementing a forest-related learning project with their own students or kindergarten children. A deductive content analysis of openly published project portfolios revealed that the teachers and educators harnessed learner interest as a basis for connecting with peers, family, external experts, and extended environments through diverse physical and digital information resources, tool-mediated activities, and the externalization of the learners' evolving object-oriented ideas. Conclusions are drawn about extended learning networks and activities that afforded inquiry activities to emerge.
Mediating Instructional Reform: An Examination of the Relationship between District Policy and Instructional Coaching
Author: Woulfin, Sarah L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Change,Board of Education Policy,Coaching (Performance),Urban Schools,Alignment (Education),Elementary Schools,Data,Decision Making,English Instruction,Teacher Evaluation

Districts make and implement policies aiming to improve structures, practices, and outcomes. Instructional coaching has become a popular lever to catalyze instructional improvement efforts. However, many questions remain about the alignment between coaching and reforms. This article draws on coupling theory to analyze the relationship between district policy and instructional coaches' work. Using qualitative case study data from a midsized urban district, I illuminate how coaching reflected three reforms: data use, teacher evaluation, and the Elementary English Language Arts program. I argue that cultural-cognitive, normative, and regulative mechanisms shaped the linkages between each reform and coaches' work in schools. I reveal that structures and routines of coaching matter for coupling policy with practice. These findings have implications for policymakers, scholars, and educators concerned with leaders' roles and responsibilities in enacting instructional reform.
Schooling Effects on Literacy Skills during the Transition to School
Author: Kim, Matthew H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Emergent Literacy,Preschool Education,Kindergarten,Grade 1,Preschool Children,Elementary School Students,Decoding (Reading),Expressive Language,Phonological Awareness,Reading Comprehension,Achievement Tests

The current study used a regression discontinuity (RD) design to characterize more precisely the link between schooling and literacy by examining whether and how different grade-level, practice-as-usual schooling experiences uniquely predict specific literacy subskills during the transition to school. Data from 334 children revealed moderate positive effects of prekindergarten, kindergarten, and first grade schooling on decoding, while kindergarten and first grade schooling predicted comprehension skills. There was no significant effect of schooling at any grade level on expressive vocabulary or sound awareness. Results were robust to different RD estimation methods and highlight the heterogeneity of schooling effects on early literacy skill development. Implications for understanding early literacy development in the context of regular, public schooling are discussed.
Does Teaching Quality Cross Subjects? Exploring Consistency in Elementary Teacher Practice across Subjects
Author: Cohen, Julie
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Effectiveness,Reliability,Educational Quality,Mathematics Instruction,English Instruction,Grade 4,Grade 5

Teacher evaluation systems treat instructional quality as generic. Principals often observe elementary teachers in one subject and generalize assessments to all subjects. However, there is little empirical work to justify these decisions. This study provides needed evidence about whether elementary teachers engage in comparable instruction across the school day. We draw on data from the Measures of Effective Teaching (MET) project, including student survey and classroom observational data from more than 500 elementary teachers. Findings indicate that there is moderate within-teacher, cross-subject consistency on the Tripod and Classroom Observation Scoring System (CLASS). Cross-subject correlations are higher on the Tripod scales (r values from 0.55 to 0.73) than the CLASS dimensions and domains (r values from 0.25 to 0.55). These findings suggest that teaching quality is not a uniform construct across subjects, even though current teaching evaluation systems largely treat it as such. Implications for elementary teacher preparation, professional development, and evaluation are discussed.
Addressing School District Readiness for Elementary Health Education Using the Transtheoretical Model
Author: Toth, Sarah E.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Districts,Health Education,Elementary Education,School Readiness,Public Schools,Self Efficacy,Models,Elementary School Teachers,Administrators,Teacher Administrator Relationship

The elementary classroom offers a potentially favorable setting to impact student health. However, research indicates that Elementary Health Education (EHE) is frequently omitted or haphazardly delivered. Traditional efforts in educational change have had limited success and lack a theoretical foundation. Purpose: The purpose of this study was to investigate the organizational readiness of a public school district in Alabama for the delivery of 60 minutes of weekly Elementary Health Education (EHE) using constructs of the Transtheoretical Model (TTM). The current study was intended to identify the stage of readiness; determine decisional balance, self-efficacy, and the extent to which the school district was engaging in behaviors and practices that may facilitate EHE; and to inform the development of a customized intervention. Methods: A quantitative, non-experimental case study of a large Alabama school district was utilized for this research. A total of 161 school district faculty and administrators completed the Elementary Health Education District Assessment Tool (EHE-DAT). Scales and subscales included current delivery, readiness, decisional balance (pros, cons), self-efficacy, beliefs, and practices within the context of the TTM framework. Results: Results indicated that the school district is not fulfilling the state requirements for EHE. Most of the respondents were classified in the two earliest stages of readiness for EHE: Precontemplation and Contemplation. Self-efficacy, beliefs, and practices were related to EHE readiness. Conclusions: The current study enhanced understanding applicable to improving and sustaining health education policy and practice. It contributed to the limited research in addressing the integration of TTM theory, change processes of schools, and readiness for EHE. Further, this work addressed the dearth of literature investigating the organizational change process of school districts relative to integrating EHE. Recommendations: To facilitate increased readiness, the school district should gather and disseminate information about how EHE and its delivery are defined; who is responsible; and how it is related to student achievement, health outcomes, and accountability. School district supportive practices that may facilitate readiness level progression include providing EHE teachers manuals, textbooks, curriculum materials, and professional development.
Problem Orientation in Art and Technology
Author: Jespersen, Line Marie Bruun
Date: 2018-00-00
Type: Journal Articles
Subjects: Art Education,Science Education,Technology Education,Teaching Methods,Problem Solving,Interdisciplinary Approach,Foreign Countries,Problem Based Learning,Student Projects,College Students

Art and Technology is an interdisciplinary art program at AAU that involves knowledge and methods ranging from the humanities, to engineering sciences. Art and Technology is a hybrid program that combines science and technology with the artistic imagination, and thus combines both artistic and academic methodologies. The main question this paper addresses is: &quot;What is a problem in art?&quot; The paper discusses what defines a problem as in the PBL Aalborg Model, in the field of Art and Technology, by analysing the problem formulations of the 2017 BA projects through Mogens Pahuus three types of problem orientation. The paper discusses the potentials and pitfalls of PBL in art and technology education.
Prevention and Treatment of Problem Behaviors in Young Children: Clinical Implications from a Randomized Controlled Trial of BEST in CLASS
Author: Conroy, Maureen A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Prevention,Positive Behavior Supports,Intervention,Behavior Problems,Young Children,Randomized Controlled Trials,At Risk Students,Emotional Disturbances,Behavior Disorders,Outcomes of Treatment,Interpersonal Competence,Program Effectiveness

The prevention science approach to emotional/behavioral disorders (EBD) focuses on early intervention targeting risk and resilience factors (e.g., early problem behaviors, teacher-child interactions, classroom climate). The current study investigates the effectiveness of BEST in CLASS, a classroom-based indicated preventive intervention targeting young children at risk for EBD, in terms of producing clinically meaningful reductions of problem behaviors and improvements in social skills. A total of 185 early childhood teachers (92 in the treatment condition) and 462 young children (230 in treatment) participated in the study. Teachers completed rating scale measures of problem behaviors and social skills. The clinical significance of the findings indicated that the BEST in CLASS condition had a lower percentage of children with clinical or borderline range scores at posttest when compared with children in the control classrooms. The BEST in CLASS prevention model, clinically significant intervention outcomes, and prevention of EBD are discussed.
Enhancing the Impact of Professional Development in the Context of Preschool Expansion
Author: Hamre, Bridget K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preschool Education,Faculty Development,Educational Research,Federal Programs,State Programs,Educational Practices,Program Effectiveness,Educational Policy,Research and Development,Theory Practice Relationship,Partnerships in Education

Among all the factors that influence the success of preschool programs, none is more important than the quality of the teaching workforce. The design and delivery of effective approaches to professional development (PD) are central to the support of the early childhood education workforce. In this article, we provide a model outlining the PD features that help to ensure that PD is effective, as well as the program- and policy-level supports needed to implement this type of PD as a part of local, state, and federal preschool programs. Throughout the article, we summarize recent research that is refining our understanding of the characteristics of effective PD, and we draw from research as well as our own experience in working with Head Start and state preschool programs across the country to illuminate challenges and promising practices in implementing effective PD at scale.
Examining the Factor Structure Underlying the TAP System for Teacher and Student Advancement
Author: Sloat, Edward
Date: 2017-00-00
Type: Journal Articles
Subjects: Factor Structure,Teacher Evaluation,Value Added Models,Elementary Secondary Education,Goodness of Fit,Classroom Observation Techniques,Factor Analysis,Validity

In this study, we investigated the factor structure underlying the TAP System for Teacher and Student Advancement using confirmatory and exploratory factor-analytic methods and under conditions of multilevel (nested) data structures and ordinal measurement scales. We found evidence of generally poor fit with the system's posited first-order, three-factor structure with relatively large correlations among measured dimensions. Exploratory analysis suggests one to two interpretable factors, one of which accounts for the majority of explained variance (i.e., a general or common underlying factor). Higher-order modeling confirms the presence of a bifactor structure composed of a single general trait supported by one or two subscales. We use this evidence to question the validity of the inferences drawn from TAP subscale scores. We accordingly discuss implications for low- and high-stakes applications of TAP output, especially when consequential decisions are attached to subscale-level estimates (i.e., teacher compensation based on latent performance as rated through weighted subscales).
Long-Term Trends in Private School Enrollments by Family Income
Author: Murnane, Richard J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Trends,Enrollment Trends,Private Schools,Family Income,Socioeconomic Status,Racial Differences,Regional Characteristics,Differences,Suburban Schools,Rural Schools,Equal Education,Costs,Educational Quality,Middle Class,Geographic Regions,School Segregation,Elementary School Students,Catholic Schools

We use data from multiple national surveys to describe trends in private elementary school enrollment by family income from 1968 to 2013. We find several important trends. First, the private school enrollment rate of middle-income families declined substantially over the past five decades while that of high-income families remained quite stable. Second, there are notable differences in private school enrollment trends by race/ethnicity, urbanicity, and region of the country. Although racial/ethnic differences in private school enrollment are to a large extent explained by income differences, the urban/suburban and regional differences in private school enrollment patterns are large even among families with similar incomes. Factors contributing to these patterns may include trends in income inequality, private school costs and availability, and the perceived relative quality of local schooling options.
The Impact of Action Video Game Training on Mathematical Abilities in Adults
Author: Libertus, Melissa E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Video Games,Adults,Teaching Methods,Attention,Brain Hemisphere Functions,Mathematics Skills,College Students,Program Effectiveness,Achievement Tests,Intelligence Tests

Playing action video games has previously been linked to improvements in attentional control, the ability to choose what to attend and what to ignore that relies on a frontoparietal network of the brain. Here we asked whether action video game training would impact a range of mathematical abilities that rely on similar brain regions. Twenty-four adults completed extensive cognitive testing before, after 25 hr, and after 40 hr of video game training. Half of the participants trained on an action video game, the other half trained on a nonaction video game. Action video game training yielded no significant improvements in foundational number-processing skills and attentional control in this study but some improvements on standardized assessments of complex mathematics. Thus, although action video game play is clearly not an intervention of choice when considering mathematical skills, the present study suggests its use as a recreational activity may support, albeit weakly, complex mathematical skills.
How an Artificially Intelligent Virtual Assistant Helps Students Navigate the Road to College
Author: Page, Lindsay C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Educational Technology,Technology Uses in Education,College Bound Students,College Freshmen,Enrollment,Program Effectiveness,Student Characteristics,Information Dissemination

Deep reinforcement learning using convolutional neural networks is the technology behind autonomous vehicles. Could this same technology facilitate the road to college? During the summer between high school and college, college-related tasks that students must navigate can hinder successful matriculation. We employ conversational artificial intelligence (AI) to efficiently support thousands of would-be college freshmen by providing personalized, text message-based outreach and guidance for each task where they needed support. We implemented and tested this system through a field experiment with Georgia State University (GSU). GSU-committed students assigned to treatment exhibited greater success with pre-enrollment requirements and were 3.3 percentage points more likely to enroll on time. Enrollment impacts are comparable to those in prior interventions but with substantially reduced burden on university staff. Given the capacity for AI to learn over time, this intervention has promise for scaling personalized college transition guidance.
When Teacher Enthusiasm Is Authentic or Inauthentic: Lesson Profiles of Teacher Enthusiasm and Relations to Students&apos; Emotions
Author: Keller, Melanie M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Motivation,Teacher Behavior,Teacher Influence,Teacher Student Relationship,Student Reaction,Well Being,Teacher Effectiveness,Secondary School Teachers,Secondary School Students,Foreign Countries

It was recently proposed that teacher enthusiasm encompasses an experienced component as well as a behaviorally displayed component. Aiming to validate this proposition, the present study utilized lesson diaries to explore patterns of teacher-reported experienced enthusiasm and student-reported enthusiastic teaching behaviors and to investigate whether those patterns were related to students' enjoyment and boredom. Findings imply that the two enthusiasm components do not always co-occur. Four lesson profiles were identified: (1) experienced enthusiasm and enthusiastic teaching coinciding at a high level, (2) teachers reporting high levels of experienced enthusiasm but not being perceived as enthusiastic, (3) teachers being perceived as enthusiastic but not reporting high levels of experienced enthusiasm, and (4) low levels of experienced enthusiasm and enthusiastic teaching. The first pattern was superior to the other profiles regarding students' emotions. Study findings are discussed with respect to teachers' emotional well-being and teaching effectiveness. [Note: The issue number (4) shown on the PDF is incorrect. The correct issue number for this article is 2.]
Are Content-Specific Curricula Differentially Effective in Head Start or State Prekindergarten Classrooms?
Author: Nguyen, Tutrang
Date: 2018-00-00
Type: Journal Articles
Subjects: Early Intervention,Preschool Education,School Readiness,Low Income Students,At Risk Students,Program Effectiveness,Public Schools,Preschool Curriculum,Course Content,Vocabulary,Verbal Ability,Early Childhood Education,Educational Quality,Student Characteristics,Literacy,Mathematics Skills,Interpersonal Competence

Head Start and state prekindergarten (pre-K) programs can boost the school readiness of low-income children through the use of effective preschool curricula. Encouraging results from some studies suggest that children who receive targeted or content-specific curricular supplements (e.g., literacy or math) during preschool show moderate to large improvements in that targeted content domain, but recent research also suggests differences in children's school readiness among different preschool program settings. We examine whether children in Head Start or public pre-K classrooms differentially benefit from the use of randomly assigned classroom curricula targeting specific academic domains. Our results indicate that children in both Head Start and public pre-K classrooms benefit from targeted, content-specific curricula. Future research is needed to examine the specific mechanisms and classroom processes through which curricula help improve children's outcomes.
Race and Stratification in College Enrollment over Time
Author: Baker, Rachel
Date: 2018-00-00
Type: Journal Articles
Subjects: Racial Differences,Ethnicity,College Attendance,Enrollment Trends,Selective Admission,Hispanic American Students,White Students,African American Students,High School Graduates,Graduation,Economic Factors,Social Stratification,College Choice,Academic Achievement,Family Influence,Institutional Characteristics,Educational Attainment

We measure college enrollment selectivity gaps by race-ethnicity using a novel method that is sensitive to both the level (2- vs. 4-year) and selectivity of the college in which students enroll. We find that overall Hispanic-White and Black-White enrollment selectivity gaps closed in the United States between 1986 and 2014. This overall closing of gaps appears to be related to the closing of high school graduation gaps. However, this contraction was driven almost entirely by students at the margin between no college and college enrolling in non-degree-granting programs. Among students who enrolled in degree-granting schools, Black students have enrolled at increasingly less selective institutions than White students, whereas Hispanic-White gaps remained relatively unchanged over the nearly 30 years of our study. These gaps are concerning because of their implications for long-term economic inequality.