ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Self-Efficacy in Terms of Former Experience and Professional Development in the Turkish World Based on TALIS 2018 Data: Sample of Turkey and Kazakhstan
Author: Kaya, Volkan Hasan
Date: 2021-09-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Effectiveness,Teacher Competencies,Teaching Experience,Secondary School Teachers,Preservice Teacher Education,Inservice Teacher Education,Classroom Techniques,Teacher Collaboration,Foreign Countries,Predictor Variables,Faculty Development

The purpose of this study is to determine the teachers' self-efficacy in terms of their former experience and professional development in the Turkish World (Turkey and Kazakhstan) based on TALIS 2018 Data. In this context, this study is conducted with the participation of 6.531 Kazakh and 3.828 Turkish teachers who teach at ISCED level 2. The data for this study are obtained from the official internet website of OECD. The results are obtained by utilizing three separate regression analyses by using IDB Analyzer program based on SPSS. According to the results, it is determined that the variance of teachers' former experience explains 2% of the variance in their self-efficacy in Turkey; 3% in Kazakhstan. On the other hand, the variance of teachers' former experience explains 3% of the variance in their professional development in Turkey; 4% in Kazakhstan. However, the variance of teachers' professional development explains 32% of the variance in their self-efficacy in Turkey; 23% in Kazakhstan. Moreover, there is a positive and significant relationship between both the self-efficacy and professional development of teachers (e.g. 'teaching practice', 'professional cooperation in lessons' and 'effective professional development') in Turkey and Kazakhstan. Therefore, it is important to support teachers' continuous professional development and empowerment to increase their self-efficacy through continuous professional development programs which focus on the practice, especially classroom practices. In addition, to prepare the qualified continuous professional development programs, faculties of education might strengthen their capacity to provide in-service training as well as pre-service training.
We Have Fought Racial Segregation Before, We Can Fight Racial Segregation Again. Statement before the Rhode Island State Legislature
Author: American Enterprise Institute (AEI)
Date: 2021-03-31
Type: Speeches/Meeting Papers
Subjects: State Legislation,Equal Education,National Competency Tests,Racial Segregation,Grade 8,Achievement Gap,Academic Achievement,Reading Tests,Scores,African American Students,White Students,Hispanic American Students,Outcomes of Education

In this statement to the Rhode Island State Legislature, Ian Rowe presents a case for education equality. He acknowledges that America is not perfect, but there is a need to confront the inequities faced united rather than divided. In preparing for this testimony, he pulled 8th grade NAEP reading proficiency scores for Rhode Island students since 1998. As is the case with most other states, in each year since the Nation's Report Card was administered in Rhode Island in 1998, less than half of Rhode Island's white students in the 8th grades scored NAEP proficient in reading. The sad irony is that closing the black or hispanic to white achievement gap, without improving outcomes for all students, would mean black and hispanic student outcomes would grow from sub-mediocrity to full-mediocrity in terms of reading. It is important that kids know they live in a good, if not great country, one that is not hostile to their dreams.
Gender Peer Effects in Post-Secondary Vocational Education. EdWorkingPaper No. 21-480
Author: Ramirez-Espinoza, Fernanda
Date: 2021-10-00
Type: Reports - Research
Subjects: Gender Differences,Peer Influence,Postsecondary Education,Vocational Education,STEM Education,Foreign Countries,Majors (Students),Grade Point Average,Dropout Rate,Teacher Characteristics,College Faculty,College Students,Student Characteristics,Parent Background,Educational Attainment,Student Employment,Student Financial Aid

This paper presents evidence that women and men benefit from having a higher percentage of female peers in post-secondary vocational STEM programs. I use idiosyncratic variation in gender composition across cohorts within majors within branches (campuses) for identification. Having a higher percentage of female peers positively affects students in STEM majors, decreasing women's dropout rates and increasing GPA. The peer effect seems to be mediated by the gender of the instructors: as female students have fewer female instructors, the effect of having more female peers intensifies. For men, a higher percentage of female peers reduces dropouts and increases GPA to a lesser extent, suggesting that policies that increase the representation of women need not entail a trade-off for male STEM students.
Instructional Coaching Personnel and Program Scalability. EdWorkingPaper No. 21-499
Author: Blazar, David
Date: 2021-12-00
Type: Reports - Research
Subjects: Coaching (Performance),Faculty Development,Teacher Education,National Organizations,Records (Forms),Teacher Effectiveness,Teacher Improvement,Instructional Effectiveness,Race,Ethnicity,Prediction,Educational Change,Professional Personnel,Program Effectiveness,Alternative Teacher Certification,Value Added Models,Individual Characteristics,Interpersonal Relationship,Teacher Educators,Observation

While teacher coaching is an attractive alternative to one-size-fits-all professional development, the need for a large number of highly skilled coaches raises potential challenges for scalability and sustainability. Collaborating with a national teacher training organization, our study uses administrative records to estimate the degree of heterogeneity in coach effectiveness at improving teachers' instructional practice, and specific characteristics of coaches that explain these differences. We find substantial variability in effectiveness across individual coaches. The magnitude of the coach-level variation (0.2 to 0.35 standard deviations) is close to the full effect of coaching programs, as identified in other research. We also find that coach-teacher race/ethnicity-matching predicts changes in teacher practice, suggesting that the relational component of coaching is key to success.
The Role of State Education Regulation: Evidence from the Texas Districts of Innovation Statute. EdWorkingPaper No. 21-479
Author: Anglin, Kylie L.
Date: 2021-10-00
Type: Reports - Research
Subjects: State Regulation,Public Schools,School Districts,School District Autonomy,Class Size,Academic Achievement,Teacher Certification,Elementary School Teachers,Elementary Schools,Elementary School Students,Middle School Students,High School Students,School Schedules,Contracts,Student Behavior,Attendance,Transfer Students

Traditional public schools in the United States must comply with a variety of regulations on educational inputs like teacher certification, maximum class sizes, and restrictions on staff contracts. Absent regulations, policymakers fear that troubled districts would make inappropriate decisions that would harm students. However, it is also possible that strict regulations hinder schools from optimizing student learning. This paper tests the salience of these two hypotheses within the context of a widespread deregulation effort in Texas which allows traditional public school districts to claim &quot;District of Innovation&quot; status and opt out of regulations not related to health, safety, and civil rights. Using a novel dataset of administration data merged with implementation information scraped from district websites, I estimate the impact of District of Innovation status with a difference-in-differences strategy where later implementers act as the comparison group for early implementers. I find that, despite the breadth of regulations exempted, regulatory autonomy does not significantly impact either math or reading achievement nor does it impact hiring or class sizes. Together, the results offer strong evidence against the hypothesis that regulation hinders school improvement and suggests that state input regulations play only a limited role in determining school decision-making or student achievement.
Using Video Documentation in Out-of-School Lab Days as an ICT Learning and Diagnostic Tool
Author: Gross, Katharina
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Video Technology,Documentation,Disability Identification,Student Characteristics,Student Needs,Extracurricular Activities,Foreign Countries,Science Laboratories,Science Experiments,Laboratory Experiments,Teacher Attitudes,Program Effectiveness,Teacher Education Programs,Chemistry,Science Instruction

The use of ICT in science education offers many opportunities to promote students' learning and experimenting comprehensively. Considering that, it is important not simply to replace traditional media, but to explicitly identify the added value of ICT tools for students and teachers. Especially alternative forms of documenting experiments, particularly video documentation, provide both the possibility to diagnose students' individual learning conditions, abilities and difficulties as well as the opportunity to cope with students' cognitive and epistemological conceptions adequately. Apart from the school context, extracurricular activities (informal learning-settings, like out-of-school lab-days) can be used to explore the potential of video documentations. The following paper presents the use of video documentation as an ICT learning and diagnostic tool in the out-of-school lab &quot;ELKE&quot;. Based on a qualitative examination, the video documentations give insight into students' professional and formal strengths and weaknesses - an added value that a traditional experiment protocol is not able to provide in this way.
Traditional Environmental Knowledge and Gifted Students as Two Important Sources of Social Memory: Gifted Students&apos; Attitudes towards Traditional Knowledge
Author: Ugulu, Ilker
Date: 2021-00-00
Type: Journal Articles
Subjects: Academically Gifted,Student Attitudes,Knowledge Level,Age Differences,Gender Differences,Instructional Program Divisions,Ecology,Environment,Foreign Countries,Gifted Education,Grade 5,Grade 6,Grade 7,Grade 8

Traditional ecological knowledge (TEK) can be defined as cumulative knowledge, beliefs, and practices transmitted from generation to generation, related to people's relationship with the environment. This study aims to determine the attitudes of gifted students towards traditional environmental knowledge and to examine them in terms of various variables such as age, class and gender. The study group of the research consists of 120 gifted/talented students (67 girls, 53 boys) studying at Manisa Science and Art Center. &quot;Traditional Knowledge Attitude Scale (TKAS)&quot; developed by Ugulu (2013) was used in the study. The t-test and ANOVA test were used to determine whether students' attitudes towards science showed a significant difference in terms of independent variables of the study. According to the results of the research, when the average of the students' attitudes towards traditional knowledge according to their grade levels were evaluated, it was seen that the eighth-grade students' attitude scores were the highest. In terms of gender, it was concluded that the attitude scores of female students were higher than male students. As a result of the statistical comparison of the attitude scores of the gifted students according to the independent variables of the study, it was concluded that the difference between the averages in terms of grade level and age variables was not significant, but there was a significant difference in favour of girls in terms of gender (p &lt; 0.05).
College Major Restrictions and Student Stratification. EdWorkingPaper No. 21-502
Author: Bleemer, Zachary
Date: 2021-12-00
Type: Reports - Research
Subjects: Disproportionate Representation,Minority Group Students,Majors (Students),Educational Attainment,College Students,Academic Degrees,Social Differences,State Universities,Social Stratification,Grade Point Average,Barriers,Educational Policy,Educational History,Student Records,Trend Analysis,College Preparation,Enrollment Trends,Ethnicity,Labor Market,Outcomes of Education,STEM Education,Salary Wage Differentials

Underrepresented minority (URM) college students have been steadily earning degrees in relatively less-lucrative fields of study since the mid-1990s. A decomposition reveals that this widening gap is principally explained by rising stratification at public research universities, many of which increasingly enforce GPA restriction policies that prohibit students with poor introductory grades from declaring popular majors. We investigate these GPA restrictions by constructing a novel 50-year dataset covering four public research universities' student transcripts and employing a staggered difference-in-difference design around the implementation of 29 restrictions. Restricted majors' average URM enrollment share falls by 20 percent, which matches observational patterns and can be explained by URM students' poorer average pre-college academic preparation. Using first-term course enrollments to identify students who intend to earn restricted majors, we find that major restrictions disproportionately lead URM students from their intended major toward less-lucrative fields, driving within-institution ethnic stratification and likely exacerbating labor market disparities. [Financial support for this research was provided by Opportunity Insights. Additional support was provided by UC Humanities Research Institute.]
Effects of Middle School Teachers&apos; Praise-to-Reprimand Ratios on Students&apos; Classroom Behavior
Author: Caldarella, Paul
Date: 2021-00-00
Type: Reports - Research
Subjects: Teacher Student Relationship,Correlation,Prosocial Behavior,At Risk Students,Emotional Disturbances,Behavior Disorders,Grades (Scholastic),Middle School Teachers,Middle School Students,Comparative Analysis,Intervention,Time on Task,Classroom Techniques,Identification,Screening Tests,Positive Reinforcement,Student Behavior

Middle school teachers frequently struggle with positively managing student behavior. However, praise-to-reprimands ratios (PRRs) have received little research attention. PRRs studied in elementary school have been associated positively with improvements in on-task and prosocial behavior, but limited research has been conducted on optimal PRRs in middle schools. We conducted this study in the context of a randomized control trial of Class-wide Function-related Intervention Teams Middle School (CW-FIT MS) to isolate the effects of one of the main components of the intervention, PRR. After controlling for the intervention, we examined the effects of PRRs in 28 middle school classrooms on: (1) on-task behavior class wide; (2) on-task behavior of students at risk for emotional and behavioral disorders (EBD); and (3) disruptive behavior of students at risk for EBD. Multivariate regressions revealed a statistically significant linear relationship between middle school PRRs and the variables of interest: As PRRs increased, on-task behavior of the entire class improved, on-task behavior and grades of students at risk for EBD increased, and disruptive behavior of students at risk for EBD decreased. We discuss the implications of our findings and suggest areas for future research. [This paper will be published in &quot;Journal of Positive Behavior Interventions.&quot;]
What Is Data Science? An Operational Definition Based on Text Mining of Data Science Curricula
Author: Zhang, Zhiyong
Date: 2021-00-00
Type: Journal Articles
Subjects: Statistics Education,Definitions,Course Descriptions,Computer Science Education,Information Security,Privacy,Ethics,Database Management Systems,Algebra,Mathematical Models,Probability,Statistical Inference,Artificial Intelligence,Data Collection,Network Analysis,Data Analysis,Computer Software,College Curriculum,Visual Aids

Data science has maintained its popularity for about 20 years. This study adopts a bottom-up approach to understand what data science is by analyzing the descriptions of courses offered by the data science programs in the United States. Through topic modeling, 14 topics are identified from the current curricula of 56 data science programs. These topics reiterate that data science is at the intersection of statistics, computer science, and substantive fields.
Birds of a Feather Flock Together and Opposites Attract: The Nonlinear Relationship between Personality and Friendship
Author: Liu, Haiyan
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Traits,Friendship,Interpersonal Attraction,Correlation,Social Psychology,Social Networks,Network Analysis,Interpersonal Relationship,Psychological Studies,Individual Characteristics,Factor Analysis,Undergraduate Students,Foreign Countries,Personality Measures,Likert Scales,Drinking,Academic Achievement,Gender Differences

Whether birds of a feather flock together or opposites attract is a classical research question in social and personality psychology. In most existing studies, correlation-based techniques are commonly used to study the similarity/dissimilarity among social entities. Social network data comprises two primary components: actors and the possible social relations between them. It, therefore, has observations on both the dyads with and without social relations. Because of the availability of the baseline group (dyads without social relations), it is possible to contrast the two groups of dyads using social network analysis techniques. This study aims to illustrate how to use social network analysis techniques to address psychological research questions. Specifically, we will investigate how the similarity or dissimilarity of actor's characteristics relates to the likelihood for them to build social relations. By analyzing a college friendship network, we found the quadratic relations between personality similarity and friendship. Both very similar and very dissimilar personalities boost friendship among college students.
The Uncertain Role of Educational Software in Accelerating Student Learning: Regression Discontinuity Evidence from Three Local Education Agencies. EdWorkingPaper No. 21-484
Author: Baloch, Sidrah
Date: 2021-11-00
Type: Reports - Research
Subjects: Educational Technology,Computer Software,Computer Uses in Education,Acceleration (Education),Mathematics Education,Mathematics Achievement,Mathematics Curriculum,Remedial Mathematics,At Risk Students,Elementary School Students,Middle School Students

Educators must balance the needs of students who start the school year behind grade level with their obligation to teach grade-appropriate content to all students. Educational software could help educators strike this balance by targeting content to students' differing levels of mastery. Using a regression discontinuity design and detailed software log and administrative data, we compare two versions of an online mathematics program used by students in three education agencies. We find that although students assigned the modified curriculum did progress through content objectives more quickly than students assigned the default curriculum, they did not perform better on pre- and post-objective quizzes embedded in the software, and most never progressed far enough to reach the grade-level content. Furthermore, there was no statistically significant effect of the modified curriculum on formative test scores. These findings suggest policymakers and practitioners should exercise caution when assigning exclusively remedial content to students who start the school year behind grade level, even though this is a common feature of many math educational software programs.
A Simple Nudge Increases Socioeconomic Diversity in Undergraduate Economics. EdWorkingPaper No. 21-485
Author: Pugatch, Todd
Date: 2021-11-00
Type: Reports - Research
Subjects: Student Diversity,Undergraduate Students,Economics Education,Intervention,Majors (Students),First Generation College Students,Minority Group Students,Program Effectiveness

We assess whether a light-touch intervention can increase socioeconomic and racial diversity in undergraduate Economics. We randomly assigned over 2,200 students a message with basic information about the Economics major; the basic message combined with an emphasis on the rewarding careers or financial returns associated with the major; or no message. Messages increased the proportion of first generation or underrepresented minority (URM) students majoring in Economics by five percentage points. This effect size was sufficient to reverse the gap in Economics majors between first generation/URM students and students not in these groups. Effect sizes were larger and more precise for better-performing students and first generation students. Extrapolating to the full sample, the treatment would double the proportion of first generation and underrepresented minority students majoring in Economics.
Teachers&apos; Knowledge about and Preparedness for Retirement: Results from a Nationally Representative Teacher Survey. EdWorkingPaper No. 21-489
Author: Fuchsman, Dillon
Date: 2021-11-00
Type: Reports - Research
Subjects: Teacher Retirement,Readiness,Knowledge Level,Retirement Benefits,Public School Teachers,Elementary Secondary Education

Adequately saving for retirement requires both planning and knowledge about available retirement savings options. Teachers participate in a complex set of different plan designs and benefit tiers, and many do not participate in Social Security. While teachers represent a large part of the public workforce, relatively little is known regarding their knowledge about and preparation for retirement. We administered a survey to a nationally representative sample of teachers through RAND's American Teacher Panel and asked teachers about their retirement planning and their employer-sponsored retirement plans. We find that while most teachers are taking steps to prepare for retirement, many teachers lack the basic retirement knowledge necessary to plan effectively. Teachers struggled to identify their plan type, how much they are contributing to their plans, retirement eligibility ages, and who contributes to Social Security. These results suggest that teacher retirement reform may not be disruptive for teachers and that better, simpler, and clearer information about teacher retirement plans would be beneficial.