ethanporcaro/eric-fulltext-meta huggingface dataset:
2021 National First-Year Students and Their Motivation to Complete College Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2021-00-00
Type: Reports - Research
Subjects: College Freshmen,Student Motivation,Academic Persistence,Student Attrition,At Risk Students,School Holding Power,Student Attitudes,Paying for College,Interpersonal Relationship,Career Counseling,Academic Support Services,Value Judgment,Racial Differences,Ethnicity,First Generation College Students,Adult Students,Student Financial Aid,Student Costs,COVID-19,Pandemics

This report captures motivational data from students at the end of 2020--students who were in the thick of the pandemic and the pivot to online and hybrid learning, along with historic levels of social and economic upheaval. Starting strong is crucial to student retention. When entering students get off to a strong start, they are more likely to persist through the first and second years and then continue to complete their degrees. This &quot;2021 First-Year Student Motivations Report&quot; provides insights into how campuses can do that. This study uses data from 85,900 students who completed the Ruffalo Noel Levitz (RNL) College Student Inventory™ (CSI Form B), a college completion risk survey and self-assessment administered during orientation or in the first weeks of classes. This report can provide key insights such as: (1) What are the priorities and needs of first-year students? (2) How should your institution align resources with the needs of your first- and second-year students? (3) How do student motivations and needs differ across different student populations? and (4) How can you best serve the growing group of adult undergraduate learners? [For &quot;2020 National Freshman Motivation to Complete College Report,&quot; see ED606643.]
Special Educators&apos; Experiences of Interpersonal Interactions While Serving Students with Emotional/Behavioral Disorders
Author: Bettini, Elizabeth
Date: 2021-00-00
Type: Reports - Research
Subjects: Special Education Teachers,Students with Disabilities,Interaction,Emotional Disturbances,Behavior Disorders,Self Contained Classrooms,Inclusion,Student Needs,Teacher Attitudes,Teacher Collaboration,Alignment (Education),Teacher Role,Elementary School Teachers,Elementary School Students,Paraprofessional School Personnel,Administrator Role,Time Management,Educational Resources,Advocacy

Students with emotional/behavioral disorders are increasingly included in general education settings, requiring their special educators to coordinate with other educators. Yet, research provides limited insights into their interactions with other educators. Thus, we qualitatively examined how special educators experienced and navigated interactions with other educators when serving students with emotional/behavioral disabilities in self-contained classes that were actively moving students into more inclusive placements. Participants emphasized that their work was interdependent with others; they relied on others for work essential to meeting students' needs. They shared that interactions were shaped by conceptions of students' needs, the division of responsibilities, and resources. They experienced interactions on a continuum from alignment to misalignment; when experiencing alignment, they felt supported to meet student needs, whereas they felt misalignment challenged those efforts. Participants described using varied strategies to promote alignment. Results have implications for coordinating teachers' efforts to serve students with emotional/behavioral disabilities. [This is the online version of an article published in &quot;Remedial and Special Education.&quot;]
Prospective Impact of COVID-19 on Mental Health Functioning in Adolescents with and without ADHD: Protective Role of Emotion Regulation Abilities
Author: Breaux, Rosanna
Date: 2021-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Mental Health,Adolescents,Attention Deficit Hyperactivity Disorder,Predictor Variables,At Risk Persons,Depression (Psychology),Anxiety,Conceptual Tempo,Attention,Behavior Problems,Symptoms (Individual Disorders),Emotional Response,Self Control,Hyperactivity,Family Income,Individual Characteristics

Background: The impact of chronic stressors like the COVID-19 pandemic is likely to be magnified in adolescents with pre-existing mental health risk, such as attention-deficit/hyperactivity disorder (ADHD). This study examined changes in and predictors of adolescent mental health from before to during the COVID-19 pandemic in the Southeastern and Midwestern United States. Methods: Participants include 238 adolescents (132 males; ages 15-17; 118 with ADHD). Parents and adolescents provided ratings of mental health symptoms shortly before the COVID-19 pandemic and in spring and summer 2020. Results: Adolescents on average experienced an increase in depression, anxiety, sluggish cognitive tempo, inattentive, and oppositional/defiant symptoms from pre-COVID-19 to spring 2020; however, with the exception of inattention, these symptoms decreased from spring to summer 2020. Adolescents with ADHD were more likely than adolescents without ADHD to experience an increase in inattentive, hyperactive/impulsive, and oppositional/defiant symptoms. Adolescents with poorer pre-COVID-19 emotion regulation abilities were at-risk for experiencing increases in all mental health symptoms relative to adolescents with better pre-COVID-19 emotion regulation abilities. Interactive risk based on ADHD status and pre-COVID-19 emotion regulation abilities was found for inattention and hyperactivity/impulsivity, such that adolescents with ADHD and poor pre-COVID-19 emotion regulation displayed the highest symptomatology across timepoints. Lower family income related to increases in inattention but higher family income related to increases in oppositional/defiant symptoms. Conclusions: The early observed increases in adolescent mental health symptoms during the COVID-19 pandemic do not on average appear to be sustained following the lift of stay-at-home orders, though studies evaluating mental health across longer periods of time are needed. Emotion dysregulation and ADHD increase risk for sustained negative mental health functioning and highlight the need for interventions for these populations during chronic stressors. Results and clinical implications should be considered within the context of our predominately White, middle class sample. [This paper was published in &quot;Journal of Child Psychology and Psychiatry&quot; v62 p1132-1139 2021.]
Prospective Examination of Adolescent Sleep Patterns and Behaviors before and during COVID-19
Author: Becker, Stephen P.
Date: 2021-00-00
Type: Reports - Research
Subjects: Adolescents,Sleep,COVID-19,Pandemics,Attention Deficit Hyperactivity Disorder,Health Behavior,Attention,Affective Behavior,Secondary School Students,Grade 8,Grade 10,Stress Variables,Individual Characteristics,Change

Study Objectives: To prospectively examine changes in adolescent sleep before and during the COVID-19 pandemic in adolescents with and without ADHD. Methods: Participants were 122 adolescents (ages 15-17; 61% male; 48% with ADHD). Parents reported on adolescents' sleep duration and difficulties initiating and maintaining sleep (DIMS); adolescents reported on sleep patterns, sleep duration, delayed sleep/wake behaviors, and daytime sleepiness before (September 2019-February 2020) and during (May-June 2020) COVID-19. Adolescents also reported on their health behaviors, COVID-19-related negative affect, and difficulties concentrating due to COVID-19. Results: Parents reported adolescents had more DIMS during COVID-19 than before COVID-19, with clinically-elevated rates increasing from 24% to 36%. Both bedtimes and waketimes shifted later during COVID-19, and adolescents reported more delayed sleep/wake behaviors. Adolescents also reported less daytime sleepiness and longer school night sleep duration during COVID-19. In considering differences between adolescents with and without ADHD, adolescents with ADHD did not experience an increase in school night sleep duration and were less likely to obtain recommended sleep duration during COVID-19. In the full sample, controlling for ADHD status, COVID-19-related sadness/loneliness was associated with increases in DIMS, and spending less time outside and more COVID-19-related worries/fears were associated with increases in delayed sleep/wake behaviors during COVID-19. Conclusions: COVID-19 had negative and positive impacts on adolescent sleep. Adolescents with ADHD did not experience the benefit of increased school night sleep duration during COVID-19 like adolescents without ADHD. Negative affect and health behaviors may be useful intervention targets for reducing negative impacts of COVID-19 for adolescent sleep. [This paper was published in &quot;SLEEP&quot; v44 Article zsab054 2021.]
The Role of Professional Development on Teachers&apos; Organizational Citizenship Behavior and Motivation
Author: Barghani, Zahra Sonia
Date: 2021-07-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Professional Development,Program Effectiveness,Teacher Motivation,Teacher Behavior,Teacher Empowerment,Organizational Climate,Work Environment,School Effectiveness,Industrial Psychology,Psychological Needs,Preschool Teachers,Foreign Workers,International Schools,Teacher Collaboration,Recognition (Achievement),Professional Autonomy,Expectation,Incentives,Job Satisfaction,Job Performance,Altruism,Compliance (Psychology),Collegiality,Organizational Communication,Foreign Countries

Professional development is an essential element in teachers' growth, and subsequently, students' success. Moreover, teachers' sense of motivation and their sense of organization citizenship behavior are factors that can greatly benefit organizational success by empowering teachers and increasing workplace productivity. The purpose of this study was to examine how professional development could increase teachers' motivation and their organizational citizenship behavior. This study was a qualitative case study with descriptive statistics, which studied 28 teachers employed at two international kindergartens in Shanghai, China. The study was structured in two phases with subject area professional development opportunities offered between the two phases. In each phase, participants completed two surveys with a total of 96 Likert-items regarding their organizational citizenship behavior and sense of motivation. Eleven participants also shared their ideas in semistructured interviews. The interview transcripts were examined using the tenets of thematic analysis as set forth by Braun and Clarke (2008). Triangulation of the results indicated that professional development can increase teachers' organizational citizenship behavior and motivation if five overarching categories are fostered in the workplace; namely, clear communication, collaborative opportunities, value and recognition, professional development expectations, and incentives. The limited number of participants, a narrow population scope, and the researcher being an insider researcher at one of the participating schools were acknowledged as limitations for this study. For future studies, the researcher recommends widening the participant pool, reducing the quantitative portion of the study, and expanding the length and depth of the professional development opportunities. It can be concluded from the study that a school climate that fosters the five categories of communication, collaboration, value, professional development, and incentives while also offering specialized and relevant professional development can increase teachers' motivation and organizational citizenship behavior, leading to greater job satisfaction and a more productive workplace.
The Overall Effects of Choice-Based Art Education on First-Year Teachers and Students
Author: Marrone, Kelly
Date: 2021-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Art Education,Elementary Secondary Education,Postsecondary Education,Program Effectiveness,Selection,Student Interests,Student Attitudes,Art Activities,Teaching Methods,Barriers,Beginning Teachers,Art Teachers,Student Centered Learning,Cooperation,Student Projects,Outcomes of Education,Educational Environment

In this autoethnographic study, the long-term effects of students who have been exposed to a Choice Based Art Education approach, also known as CBAE, at some point in their kindergarten through college academic career were investigated. The effects CBAE has had on teachers during their first year of teaching were also investigated. The participants in this study included two teachers who have incorporated CBAE in their first year of teaching art and a former student participant who was exposed to a choice-based method throughout most of their kindergarten through twelfth grade experience. Data was collected through interviews, a weekly journal, and the collection of artifacts. Collecting data through these methods allowed an insight into the importance of CBAE and the support it provides for students in the art classroom. The results of the study found countering, yet most times, similar outcomes when it comes to classroom environments, student behaviors, student outcomes, and teacher implementation. Overall, students found a CBAE classroom to be a comfortable environment, but some still found it difficult to come up with ideas for their art projects. As with everything in education, no approach runs flawlessly in the classroom. These participants shared their successes but were not shy in expressing their difficulties.
Field of Daydreams? Integrating Mind Wandering in the Study of Sluggish Cognitive Tempo and ADHD
Author: Becker, Stephen P.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Conceptual Tempo,Attention Deficit Hyperactivity Disorder,Attention,Phenomenology,Research Methodology,Correlation,Theories,Intervention

In this editorial perspective we consider the potential conceptual and empirical overlap between the research on mind wandering, particularly in its pathological extreme, and that on sluggish cognitive tempo (SCT) as it has diverged from research on attention-deficit/hyperactivity disorder (ADHD). The more advanced state of research findings on the nature and correlates of mind wandering relative to that of SCT is used to suggest a variety of avenues of investigation into SCT, such as its phenomenology, positive and negative correlates, research methods, theory building, and potential to inform interventions. These and other avenues drawn from the field of mind wandering are likely to prove fruitful in further revealing the nature of SCT and its relationship to mind wandering. [This paper was published in &quot;JCPP Advances&quot; v1 e12002 2021.]
Assessment of Sluggish Cognitive Tempo over the Past Decade
Author: Becker, Stephen P.
Date: 2021-00-00
Type: Information Analyses
Subjects: Conceptual Tempo,Test Reliability,Test Validity,Attention Deficit Hyperactivity Disorder,Rating Scales

Objective: To conduct a systematic review of the measures designed to assess sluggish cognitive tempo (SCT) since the first SCT scale using careful test-construction procedures was published in 2009. Methods: The MEDLINE (PubMed), Embase, PsychINFO, and Web of Science databases were searched from September 2009 through December 2019. Articles reporting on the reliability (internal consistency, test-retest, and inter-rater reliability), structural validity (an aspect of construct validity focused on items' convergent and discriminant validity), concurrent and longitudinal external validity, invariance, or intervention/experimental findings were included. Results: Seventy-six studies met full criteria for data extraction and inclusion. Nine measures for assessing SCT were identified (seven assessing parent-, teacher-, and/or self-report in children and two assessing self- and/or collateral-informant report in adults). Each measure has demonstrated acceptable to excellent reliability. All or at least the majority of SCT items on each measure also had structural validity (high loadings on an SCT factor and low loadings on an ADHD inattention factor). Studies have supported the invariance of SCT across sex and time, and there is also initial evidence of invariance across informants, ADHD and non-ADHD youth, and ADHD presentations. The Child and Adolescent Behavior Inventory (CABI), Child Concentration Inventory, Second Edition (CCI-2), and the Barkley Adult ADHD Rating Scale-IV (BAARS-IV) have particularly strong support for assessing parent/teacher-reported, youth self-reported, and adult self-reported SCT, respectively. Conclusion: The SCT measures included in this review share numerous positive properties, have promising psychometric support, and have proven useful for examining the external correlates of SCT across the life span. Although substantial progress has been made over the last decade, work remains to be done to further improve the assessment of SCT and key directions for future research are provided. [This paper was published in &quot;Journal of the American Academy of Child and Adolescent Psychiatry&quot; v60 p690-709 2021.]
Capacity to Protect: A Survey of State Authorization Agencies and Offices
Author: Hall-Martin, Molly E.
Date: 2021-07-00
Type: Reports - Research
Subjects: Higher Education,State Agencies,Agency Role,Administrative Organization,Employees,Budgets,State Government,Government Role,Educational Quality,Quality Assurance

In the regulation of higher education in the United States, there are three key players: the United States Department of Education, accrediting agencies, and the states--collectively known as the regulatory triad. States play the important role of authorizer--the consumer protection leg of the triad. In 2019, the State Higher Education Executive Officers Association (SHEEO) published a paper with recommendations for improving state authorization. To expand on that work and better understand the authorization capacity landscape, SHEEO conducted a survey of state authorization offices regarding their funding, staffing, and responsibilities in 2020. The results of the survey indicate wide variation in the capacity of these offices. This paper examines the capacity of state authorization offices to do the work they are tasked with: protecting students from unscrupulous actors and ensuring a baseline level of educational quality. [For the 2019 report, &quot;Improving State Authorization: The State Role in Ensuring Quality and Consumer Protection in Higher Education,&quot; see ED598662.]
Mission Driven, Community Focused: Tribal Colleges &amp; Universities and the COVID-19 Pandemic
Author: Hall-Martin, Molly E.
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Tribally Controlled Education,American Indian Education,American Indian Students,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Access to Education,Equal Education,Educational Policy,Internet,Access to Computers,Federal Aid,Federal Legislation

In March 2020, college campuses across the country scrambled to transition to online learning as the COVID-19 pandemic began to spread across the United States. While some were able to transition to virtual learning with relative--though not completely seamless--ease due to existing virtual infrastructure, other institutions were essentially starting from scratch. Tribal Colleges and Universities (TCUs) fall into the latter category, with the majority transitioning from 100% in-person to 100% virtual in a matter of weeks. Staying true to their mission to serve their tribal communities, TCUs acted to ensure that their students, and their entire communities, maintained access to their education in the face of a pandemic. As colleges and universities begin to imagine a post-pandemic future, it is important that policymakers do not forget the inequities the COVID-19 pandemic laid bare. These inequities were not caused by the pandemic itself, but the pandemic made them more visible. Inequities in funding and technological infrastructure threatened the success of students across the country and especially those students served by TCUs. Federal policymakers should focus on developing equitable funding mechanisms for institutions of higher education. Infrastructure programs should emphasize tribal communities and encourage partnerships between the federal government, state governments, and tribal governments to increase access to reliable, affordable, high-speed internet. Policymakers at every level should maintain open lines of communication with TCUs. TCUs are resilient and will continue to work to serve their entire communities, but they should not have to do it alone.
Investigating the Impacts of State Higher Education Appropriations and Financial Aid
Author: Cummings, Kristen
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,State Aid,Educational Finance,Higher Education,Public Education,Financial Support,Grants,Financial Policy,Educational Policy,Outcomes of Education

States invest in public higher education in two primary ways: through direct funds to institutions (general operating support) and direct funds to students in the form of state financial aid programs (student grant aid). General operating support is the larger of the two funding categories, totaling $80.8 billion in 2019, while state financial aid allocations totaled $12.3 billion. To gain a deeper understanding of the impacts this state investment in higher education has on student outcomes, we examine the historical data and empirical literature on state support for higher education. We find clear evidence that increased financial investments--specifically, increased state general operating and student financial aid--are directly tied to student success in higher education. These findings suggest that states will not meet their attainment goals or the workforce demands of the modern economy without sustained investment in the public higher education sector. We conclude with finance policy solutions that states and the federal government can adopt to support their efforts to reach state postsecondary attainment goals and close equity gaps in degree attainment and college completion.