ethanporcaro/eric-fulltext-meta huggingface dataset:
Change in Number and Types of Postsecondary Institutions: 2000 to 2014. Data Point. NCES 2017-008
Author: Hudson, Lisa
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Public Colleges,Private Colleges,Proprietary Schools,Vocational Education,Institutional Characteristics,Change

This Data Point uses data from the Integrated Postsecondary Education Data System (IPEDS). IPEDS is an annual data collection of all postsecondary institutions in the United States and outlying territories that participate in Title IV federal student financial aid programs. This Data Point presents IPEDS data for U.S. undergraduate institutions in 2000 and 2014, examining changes in institutions overall and among institutions that offer subbaccalaureate occupational education.
The Transition from Preschool to First Grade: A Transactional Model of Development
Author: Goble, Priscilla
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Children,Early Childhood Education,Grade 1,Kindergarten,Early Intervention,At Risk Students,Interaction,Interpersonal Competence,Academic Achievement,Correlation,Learner Engagement,Social Behavior,Program Effectiveness,Longitudinal Studies,Intelligence Tests,Verbal Ability,Vocabulary,Achievement Tests,Preschool Teachers,Questionnaires,Elementary School Students,Peer Relationship,Play,Likert Scales,English (Second Language),Language Proficiency,Second Language Learning,Surveys,Statistical Analysis

Transactional relations between children's positive social interaction skills, school engagement, and academic achievement were examined using a longitudinal panel model across the transition from preschool to first grade. Participants were Head Start children (N = 241; 49% girls, M age = 53 months, range 45-60); 78% were Mexican/Mexican-American; 82% of families were of low socioeconomic status. Head Start children's positive social interaction skills and academic achievement in preschool were positively related to kindergarten school engagement, positive social interaction skills and school engagement influenced one another over time, and academic achievement was positively related to positive social interaction skills to kindergarten. A small, but significant, transactional effect of preschool academic achievement on first-grade school engagement through kindergarten positive social interaction skills was found. Findings from the current study provide support for previously undocumented longitudinal relations between positive social interaction skills, school engagement, and academic achievement for Head Start children.
Investigation of Techno-Stress Levels of Teachers Who Were Included in Technology Integration Processes
Author: Çoklar, Ahmet Naci
Date: 2016-11-00
Type: Reports - Research
Subjects: Stress Variables,Technology Integration,Technology Uses in Education,Educational Technology,Teacher Attitudes,Teacher Characteristics,Internet,Foreign Countries,Gender Differences,Teacher Surveys,Likert Scales,Statistical Analysis

Techno-stress is defined as a modern adaptation disorder resulting from the failure in coping with new technologies in a healthy way. Techno-stress affects many occupational groups, including teachers. FATIH project and many other previous studies conducted in Turkey in recent years have necessitated the use of technology for teachers. The present research investigates the techno-stress levels of teachers in these processes. Techno-stress scale for teachers was conducted on 370 teachers from different levels of education and branches in 2015-2016 school years. According to the findings obtained in the present research, general techno-stress levels of teachers were medium level, and in terms of sub-scales, teachers had medium level learning-teaching process oriented, technical issue oriented and social oriented techno-stress, and low level profession oriented and personal oriented techno-stress. In terms of demographic variables, general techno-stress levels of teachers didn't vary by gender and length of service, and varied by average Internet use time variable.
The Use of an Educational Social Networking Site for English Language Learning beyond the Classroom in a Japanese University Setting
Author: Okumura, Shinji
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Higher Education,Communicative Competence (Languages),Computer Mediated Communication,Student Attitudes,Program Effectiveness,Educational Technology,Technology Uses in Education,Language Skills,Feedback (Response),Writing Assignments

This study describes an attempt of using an educational social networking platform, which is called Edmodo, for English language learning outside classrooms at tertiary level. Considering the notion of communicative competence, the instructor incorporated Edmodo into his English classes as a project which is a formal assignment. In the project, the students posted their self-introduction in English and replied to other students' postings on Edmodo and they then wrote feedback on their tasks. The students' feedback demonstrated that the use of Edmodo held a number of positive aspects which support the previous studies identified that students can develop their communication networks with other students. In English language learning Edmodo also had an opportunity to enhance the development of the students' communicative competence. The current Edmodo project enabled the instructor to acknowledge the importance of authentic opportunities to use English with new technology.
What Is Design-Based Causal Inference for RCTs and Why Should I Use It? NCEE 2017-4025
Author: Schochet, Peter Z.
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Design,Randomized Controlled Trials,Quasiexperimental Design,Research Methodology,Educational Research,Intervention,Measures (Individuals),Equations (Mathematics),Computation,Program Evaluation,Program Effectiveness,Evaluation Methods,Experiments,Models,Regression (Statistics),Hierarchical Linear Modeling,Least Squares Statistics

Design-based methods have recently been developed as a way to analyze data from impact evaluations of interventions, programs, and policies. The impact estimators are derived using the building blocks of experimental designs with minimal assumptions, and have good statistical properties. The methods apply to randomized controlled trials (RCTs) and quasi-experimental designs (QEDs) with treatment and control (comparison) groups. Importantly, design-based estimators are acceptable for What Works Clearinghouse (WWC) evidence reviews (Scher and Cole, 2017). Although the fundamental concepts that underlie design-based methods are straightforward, the literature on these methods is technical, with detailed mathematical proofs required to formalize the theory. Thus, the daunting task of wading through this literature might discourage some education researchers from using design-based methods in favor of more traditional &quot;model-based&quot; methods, such as hierarchical linear modeling (HLM) (Raudenbush and Bryk, 2002). This brief aims to broaden knowledge of design-based methods by providing intuition on their key concepts and how they compare to model-based methods as typically implemented. Using simple mathematical notation, the brief is geared toward education researchers with a good knowledge of evaluation designs and HLM. The discussion synthesizes Schochet (2016), omitting details for brevity and accessibility. The focus is on RCTs, although key concepts apply also to QEDs. [For related reports see: &quot;Comparing Impact Findings from Design-Based and Model-Based Methods: An Empirical Investigation. NCEE 2017-4026&quot; (ED575021) and &quot;Multi-Armed RCTs: A Design-Based Framework. NCEE 2017-4027&quot; (ED575022).]
Prevalence, Motives, and Views of Academic Dishonesty in Higher Education
Author: Balbuena, Sherwin E.
Date: 2015-05-00
Type: Journal Articles
Subjects: Higher Education,Ethics,Student Behavior,College Students,Incidence,Student Motivation,Student Attitudes,Cheating,Plagiarism,Tests,Homework,Teacher Competencies,Educational Environment,School Policy,Student Surveys,Questionnaires,Check Lists,Qualitative Research,Statistical Analysis

Academic dishonesty in educational institutions is a cause for concern at present. In this paper, the prevalence and severity of various types of dishonest academic behaviors were determined based on the experiences and perceptions of college students. Self-reports on reasons for engaging in a type of cheating or plagiarism were also collected and analyzed to identify certain themes. Findings suggest that cheating on exams and homework is still prevalent, students view these dishonest behaviors as ordinary school acts, and their actions are a product of several factors--teacher's and student's incompetence, unfavorable environment, and lenient imposition of school policy. Certain ethical dilemmas were deduced from the results of the study, such as the varying perceptions on the morality of unfair academic manners and the relative importance of deceit over success.
A Finite Abelian Group of Two-Letter Inversions
Author: Balbuena, Sherwin E.
Date: 2015-11-00
Type: Journal Articles
Subjects: Algebra,Symbols (Mathematics),Mathematics Instruction,Multiplication,Mathematical Formulas,Mathematics Skills,Teaching Methods

In abstract algebra, the study of concrete groups is fundamentally important to beginners. Most commonly used groups as examples are integer addition modulo n, real number addition and multiplication, permutation groups, and groups of symmetry. The last two examples are finite non-abelian groups and can be investigated with the aid of concrete representations. This study presents a finite abelian group of inversions of two letter symbols with vertical and horizontal axes of symmetry and whose binary operation is established through motions like alternation, rotation, reflection, and a combination of two or all motions.
A Critical Analysis of the Design and Implementation of Formative Assessment
Author: Green, Rhiannon
Date: 2017-01-01
Type: Reports - Evaluative
Subjects: Formative Evaluation,Criticism,Curriculum Implementation,Program Design,Summative Evaluation,Secondary School Students,Educational Practices,Student Evaluation,Achievement Rating,Foreign Countries

The objectives of this article are to critically analyse the impact of formative and summative assessment in an informal secondary school environment. The informality reflects the work of The Anne Frank Trust UK and their practices in evaluating student progress through a two-week workshop programme. The preference for formative assessment is strongly manifested throughout this article whilst simultaneously exploring the shortfalls and disapproval of summative assessment. A large focus on institutionalisation and the assumptions of hierarchy within education systems shines through this article resulting in the application of sociological theory. Recommendations were made to The Anne Frank Trust UK on how to better implement peer assessment and to schools and policy-makers on recognising the importance of both formative and summative assessment as a route to progression and development in subject learning.
Approaches to Learning and School Readiness in Head Start: Applications to Preschool Science
Author: Bustamante, Andres S.
Date: 2017-05-00
Type: Journal Articles
Subjects: School Readiness,Preschool Children,Preschool Education,Learning Strategies,Science Education,Science Achievement,Structural Equation Models,Low Income Students,At Risk Students,Statistical Analysis

Approaches to learning are a set of domain-general skills that encompass curiosity, persistence, planning, and engagement in group learning. These skills play a key role in preschoolers' learning and predict school readiness in math and language. Preschool science is a critical domain for early education and facilitates learning across domains. However, no studies to date have examined how approaches to learning affect science outcomes in preschoolers. This study addressed this gap in the literature by testing predictive associations between approaches to learning and gains in science, as well as, math, vocabulary, and listening comprehension, across the school year, in a sample of preschoolers from low-income families. Results indicated that approaches to learning significantly predicted gains in science, and trended towards predicting gains in math, but not vocabulary or listening comprehension. These findings highlighted the potential of approaches to learning to facilitate early science learning for children from low income families.
Smoothing the Transition to Postsecondary Education: The Impact of the Early College Model
Author: Edmunds, Julie A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Longitudinal Studies,College School Cooperation,Comparative Analysis,Selective Admission,Admission (School),Experimental Groups,Control Groups,College Credits,Graduation Rate,Transitional Programs,High Schools,Higher Education,College Preparation,Advanced Placement Programs,High School Students,College Students,Dual Enrollment,College Bound Students,High School Graduates

Developed in response to concerns that too few students were enrolling and succeeding in postsecondary education, early college high schools are small schools that blur the line between high school and college. This article presents results from a longitudinal experimental study comparing outcomes for students accepted to an early college through a lottery process with outcomes for students who were not accepted through the lottery and enrolled in high school elsewhere. Results show that treatment students attained significantly more college credits while in high school, and graduated from high school, enrolled in postsecondary education, and received postsecondary credentials at higher rates. Results for subgroups are included. [This paper was published in the &quot;Journal of Research on Educational Effectiveness&quot; (EJ1135800)]
Generating Language Activities in Real-Time for English Learners Using Language Muse
Author: Burstein, Jill
Date: 2017-04-20
Type: Speeches/Meeting Papers
Subjects: Language Acquisition,Learning Activities,English Language Learners,Web Based Instruction,Database Management Systems,Language Skills,Intervention,Instructional Innovation,Elementary Secondary Education

K-12 education standards in the U.S. require all students to read complex texts across many subject areas. The &quot;Language Muse™ Activity Palette&quot; is a web-based language-instruction application that uses NLP algorithms and lexical resources to automatically generate language activities and support English language learners' content comprehension and language skills development. The system's online platform for activity generation, scoring, and feedback is scalable for MOOCs, as well as for other online learning settings. [This paper was published in: &quot;Proceeding L@S '17 Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale&quot; Cambridge, Massachusetts, p213-215. ACM New York, NY. 2017.]
Multi-Armed RCTs: A Design-Based Framework. NCEE 2017-4027
Author: Schochet, Peter Z.
Date: 2017-08-00
Type: Reports - Research
Subjects: Design,Randomized Controlled Trials,Quasiexperimental Design,Research Methodology,Educational Research,Intervention,Measures (Individuals),Equations (Mathematics),Computation,Program Evaluation,Program Effectiveness,Evaluation Methods,Experiments,Models,Regression (Statistics),Hierarchical Linear Modeling,Least Squares Statistics

Design-based methods have recently been developed as a way to analyze data from impact evaluations of interventions, programs, and policies (Imbens and Rubin, 2015; Schochet, 2015, 2016). The estimators are derived using the building blocks of experimental designs with minimal assumptions, and are unbiased and normally distributed in large samples with simple variance estimators. The methods apply to randomized controlled trials (RCTs) and quasi-experimental designs (QEDs) with comparison groups for a wide range of designs used in social policy research. The methods have important advantages over traditional model-based impact estimation methods, such as hierarchical linear model (HLM) and robust cluster standard error (RCSE) methods, and perform well in simulations (Schochet, 2016). The free &quot;RCT-YES&quot; software (www.rct-yes.com) estimates and reports impacts using these design-based methods. This report discusses several key topics for estimating average treatment effects (ATEs) for multi-armed designs. The report is geared toward methodologists with a strong background in statistical theory and a good knowledge of design-based concepts for the single treatment-control group (two-group) design. The report builds on Schochet (2016), referencing key results and formulas to avoid repetition, and serves as a supplement to that report. The focus is on RCTs, although key concepts apply also to QEDs with comparison groups. The report is in three sections. Section 1 discusses how design-based ATE estimators for the two-group design need to be modified for the multi-armed design when comparing pairs of research groups to each other. Section 2 discusses multiple comparison adjustments when conducting hypothesis tests across pairwise contrasts to identify the most effective interventions. Finally, Section 3 shows that the assumptions required to identify and estimate the complier average causal effect (CACE) parameter using an instrumental variable (IV) framework become much more complex in the multi-armed context, and may not be possible in some cases. While Sections 2 and 3 are germane to multi-armed designs regardless of the impact estimation methods used for the analysis, these sections emphasize approaches that align with the non-parametric underpinnings of the design-based framework. [For related reports see: &quot;Multi-Armed RCTs: A Design-Based Framework. NCEE 2017-4027&quot; (ED575014) and &quot;Comparing Impact Findings from Design-Based and Model-Based Methods: An Empirical Investigation. NCEE 2017-4026&quot; (ED575021).]
Toward a Blueprint for Trauma-Informed Service Delivery in Schools
Author: Chafouleas, Sandra M.
Date: 2016-00-00
Type: Information Analyses
Subjects: Trauma,Educational Methods,Positive Behavior Supports,Program Implementation,Program Evaluation,Response to Intervention,Stress Variables,Delivery Systems,Prevention,Intervention,Emotional Disturbances,Behavior Problems,Models,Educational Practices,Questionnaires,Screening Tests,Posttraumatic Stress Disorder,Planning,Professional Development,Allied Health Personnel,Mental Health

Recognition of the benefits to trauma-informed approaches is expanding, along with commensurate interest in extending delivery within school systems. Although information about trauma-informed approaches has quickly burgeoned, systematic attention to integration within multitiered service delivery frameworks has not occurred yet is essential to accurate, durable, and scalable implementation. In addition, there is a critical need to concurrently build a strong evidence base regarding trauma-informed service delivery in schools. In this paper, the literatures on trauma-informed approaches and multitiered frameworks for school-based service delivery are connected with the goal to provide suggestions toward building blueprints for trauma-informed service delivery in schools. Drawing from the literature on implementation blueprints for school-wide positive behavior supports, sections are organized around current knowledge about trauma-informed approaches with regard to blueprints for (a) implementation, (b) professional development, and (c) evaluation. Critical issues, strategy recommendations, and directions for research are discussed. [This article was published in &quot;School Mental Health&quot; v8 p144-162 2016.]
Applicability of Balanced Scorecard System in Primary Schools According to Opinions of Education Inspectors, Managers and Teachers
Author: Gündüzalp, Seda
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary Schools,Elementary School Teachers,Administrators,Surveys,Evaluation Methods,Performance Based Assessment,Attitude Measures,Gender Differences,Individual Characteristics,Educational Attainment,Employment Level,Foreign Countries,Scoring,Urban Areas,Rural Areas,Responsibility,Statistical Analysis

This study was carried out in order to specify the opinions of the staff working as manager, teacher and educational inspectors at primary schools about the implementation of balanced scorecard in education institutions. To perform that aim the staffs serving as manager, teacher and inspector at the primary Schools nearby center of Elazig Province was determined as the population. In the research, the descriptive survey model was used. The sampling subjects consisted of 110 managers, 340 teachers, 20 inspectors, which was specified by the Random Sampling Method. For the purpose of reflecting the viewpoint of participants, a balanced score card was prepared. In order to determine the reliability and validity of the scale analysis was been done and it was found to be reliability coefficient was Cronbach Alpha = 0.963, standardize reference value was = 0,965. The data shows that scale was very reliable and valid that feature was. The researcher personally kept track of this scale and collected by going to the schools. At the end of this research, it was realized that the participants generally approve the implementation of the balanced score card. That the participants attend the matters in the balanced scorecard scale and that the matters are implemented will be effective in terms of specifying the school performance and development.
White Flight and the Endless Cycle of Poverty for Urban People of Color in America
Author: Wade, Oscar Syed
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Urban Areas,Poverty,Minority Groups,Racial Bias,Social Class,Racial Differences,Middle Class,Geographic Regions,Economic Factors,Neighborhoods,Social Problems,Remedial Instruction,Educational Finance,African Americans,Hispanic Americans,Migration,Whites,Racial Distribution

The United States continues to evolve as a divided collection of states, divided by class and race. Despite public policy, legislation and even social unrest, the cycle continues to roll over those disenfranchised populations. This essay is a reflection of the Los Angeles poverty trap, yet applicable to the perpetual poverty faces by blacks and Hispanics in Houston, Chicago, Cincinnati, Boston, New York and Atlanta, to name a few. Being &quot;caught between the freeways&quot; serves as an unfortunate metaphor of continual poverty. In conclusion, even the escape route through education seems truncated with the most recent considerations that limit access and preparation for America's most vulnerable population.
Cycle-Based Budgeting Toolkit: A Primer
Author: Yan, Bo
Date: 2016-08-31
Type: Reports - Descriptive
Subjects: Program Budgeting,Budgets,Resource Allocation,School Districts,Urban Schools,Models,Accountability,Expectation,Decision Making,Money Management

At the core, budgeting is about distributing and redistributing limited financial resources for continuous improvement. Incremental budgeting is limited in achieving the goal due to lack of connection between outcomes and budget decisions. Zero-based budgeting fills the gap, but is cumbersome to implement, especially for large urban school districts. Additionally, it could potentially create frequent disruptions and break continuity in improvement efforts. To overcome these issues, the author proposes a cycle-based budgeting model, which combines the strengths of grant and zero-based budgeting. The key is to use cycle, which can be one or multiple years, to set accountability and expectations to nudge people into good decisions and behaviors.