ethanporcaro/eric-fulltext-meta huggingface dataset:
Study Abroad Health and Safety Annual Report
Author: Krager, Sally
Date: 2022-03-01
Type: Reports - Research
Subjects: Study Abroad,COVID-19,Pandemics,Geographic Location,Hospitals,Health,School Policy,School Safety,Risk Management,Emergency Programs,Well Being,Colleges,International Cooperation,Foreign Countries

The Office of Higher Education is required by the Minnesota Legislature to publish the Study Abroad Health and Safety Annual Report, which serves to inform students and parents about significant health and safety incidents occurring during study abroad. This report provides data for Minnesota colleges and universities for the years 2015-2021. This report also includes discussion of the impact of the COVID-19 pandemic on study abroad participation.
Learning Recovery in Yorkshire and the Humber
Author: Harland, Jennie
Date: 2022-04-00
Type: Reports - Research
Subjects: Foreign Countries,COVID-19,Pandemics,Achievement Gap,Mathematics Achievement,Reading Achievement,Mathematics Skills,Reading Skills,Self Esteem,Interpersonal Competence,Well Being,Student Needs,Elementary Schools,Secondary Schools,School Closing,Attendance,Access to Education,Barriers,Teaching Methods,Electronic Learning,Distance Education

White Rose Maths (WRM) commissioned the National Foundation for Educational Research (NFER) to conduct research to explore evidence that suggested a wider COVID-19 attainment gap in schools in Yorkshire and the Humber region in Autumn 2020, to understand the challenges that schools face, and how recovery in the region can best be supported. This study explores the COVID-19 attainment gap in terms of the difference between attainment before the COVID-19 pandemic compared to during the pandemic. The study concludes that the region should continue to focus on existing learning recovery activities, particularly as there is recent evidence from summer 2021 that the attainment gap is reducing in the region despite additional challenges of the pandemic. However, the region faces exacerbated challenges related to deprivation and a disproportionately adverse impact of COVID-19, and on average pupils remain substantially behind in maths and reading attainment in terms of both comparison to age-related expectations and to prior attainment, as well as being behind where they might be expected to be for their age in terms of skills and confidence.
Understanding SAT® Score Relationships with Career and Technical Education (CTE) Program Outcomes
Author: Westrick, Paul A.
Date: 2022-03-00
Type: Reports - Research
Subjects: College Entrance Examinations,Vocational Education,Outcomes of Education,Grade Point Average,Grade Prediction,Two Year College Students,College Students,Academic Achievement,Academic Persistence

This SAT® validity study focuses on SAT relationships with student outcomes in career and technical education (CTE) programs at two-year postsecondary institutions. This study draws upon two samples, one with 14,357 students initially enrolled at 55 two-year institutions and another with 46,098 students initially enrolled at 580 institutions. Analyses demonstrate that SAT scores are useful for understanding students' academic performance in CTE programs, as well as their persistence to the second year and degree/certificate completion within three years. The findings show: (1) SAT scores are strongly predictive of academic performance in CTE programs--students with higher SAT scores are more likely to have higher grades in these programs; (2) SAT scores are predictive of student persistence to the second year--students with higher SAT scores are more likely to return for their second year of study; (3) SAT scores are positively related to degree/certificate completion in CTE programs; as students' SAT scores increase, so do students' completion rates; and (4) The aforementioned results hold for students across all CTE programs, and also for the STEM-focused and trade-focused CTE programs separately analyzed in this study. Taken together, this study provides strong evidence that the SAT can be a useful tool for understanding and evaluating student readiness for CTE programs and students' subsequent success in these programs. In particular, we can see that many lower performing students on the SAT can still be successful in the CTE programs studied, and as expected, stronger SAT performance is associated with more positive outcomes for these students.
Postsecondary Course Performance of AP Exam Takers in Subsequent Coursework: AP Calculus AB, AP Calculus BC, AP Computer Science Principles, AP European History, AP German Language and Culture, AP Physics 1, AP Physics 2, AP Physics C: Mechanics, AP Physics C: Electricity &amp; Magnetism, AP Psychology, AP Art History
Author: Jagesic, Sanja
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Advanced Placement Programs,High School Students,College Credits,Tests,Scores,Introductory Courses,College Students,Grades (Scholastic),Calculus,Computer Science Education,History Instruction,German,Second Language Instruction,Physics,Science Instruction,Mathematics Instruction,Mechanics (Physics),Energy,Magnets,Psychology,Art History,Geographic Regions,College Attendance,Enrollment,Gender Differences,Racial Differences,Grade Point Average,Parent Background,Educational Attainment,College Entrance Examinations

The Advanced Placement® (AP®) Program offers high school students the opportunity to take rigorous coursework in high school and receive college credit for AP Exam scores that meet or exceed the requirements of their attending institution. Students receiving AP credit are typically exempted from an introductory level course or series of courses and are typically able to take more advanced courses in the same subject area. In this study, the authors compare the subsequent course performance of AP Exam takers who placed out of an introductory college course to students who did not take the AP Exam and completed the introductory course at their respective institutions. Results indicate that AP Exam takers, on average, earn the same or statistically significant higher grades in subsequent courses within the same subject area than do students completing the equivalent introductory coursework at their institution. Results provide evidence that AP Exam scores are valid indicators for course credit and placement decisions.
Responding to Young People: An Analysis of Programs Serving Young People Not Connected to School or Work
Author: Alterman, Emma
Date: 2022-03-00
Type: Reports - Research
Subjects: Youth Programs,Transitional Programs,Access to Education,Out of School Youth,Unemployment,Program Implementation,Innovation,Program Evaluation,Outcomes of Education,Employment Level,Secondary Education,Postsecondary Education,Job Training,Job Placement,Mental Health,Health Services,Partnerships in Education,Community Involvement

The Reconnecting Youth project aims to systematically understand what programs and practices are available in the United States to support young people who experience disconnection from school and work during the transition period to adulthood (typically defined as ages 16 to 24). It focuses specifically on services to help them reconnect to education, obtain employment, and advance in the labor market. This population of young people is often referred to as &quot;disconnected youth&quot; or &quot;opportunity youth.&quot; This project has produced two online tools to support these goals. The first is a compendium of programs, the focus of this publication, which provides an overview of 78 programs and the practices they employ. The second is an evidence gap map that looks at the available evidence about these practices to identify what evidence exists and where there are opportunities to build evidence. The study team from MDRC and Child Trends conducted an expansive search to identify programs that met the scope of the compendium and fielded a qualitative questionnaire to all programs from the search. The 78 programs in the compendium together were projected to serve nearly 100,000 young people in 2021. This overview provides high-level findings from the questionnaire and connects these results to findings from the evidence gap map. The findings offer insights into what services and implementation practices are more common or less common, the use of innovative practices, and the breadth of activities programs undertake in support of young people.
High Leverage Practices to Improve Inclusive Educational Environments for Students with IEPs. Research Brief
Author: Choi, J. Hoon
Date: 2021-12-00
Type: Reports - Research
Subjects: Educational Practices,Inclusion,Educational Environment,Students with Disabilities,Individualized Education Programs,Program Implementation

A significant body of research clearly indicates that when students with disabilities are meaningfully included in general education classrooms and schools, academic and social outcomes improve for students with and without disabilities. However, bringing this research to practice poses practical considerations for school leaders, including which practices are likely to make the largest impact on student experiences. The authors investigated the relationship between the SWIFT-Fidelity of Implementation Tool (SWIFT-FIT) items and inclusive education environment for students with IEPs. School leaders who prioritize and allocate resources toward implementing these practices are more likely to see students with IEPs more frequently included in general education classrooms and schools and achieve the associated improvements in academic and social outcomes.
Whack-A-Mole: School Systems Respond to Disrupted Learning in 2021
Author: DeArmond, Michael
Date: 2022-03-00
Type: Reports - Research
Subjects: School Districts,Charter Schools,School Closing,Student Needs,Access to Education,Pandemics,COVID-19,Instructional Program Divisions,Acceleration (Education),Educational Innovation,Behavior Problems,Teacher Supply and Demand,Political Attitudes,Superintendents,Barriers,Public Schools,Distance Education,Social Development,Emotional Development,Academic Achievement,Academic Support Services,Attendance,Teacher Attendance

In this report, we complement our latest fall 2021 survey research from the American School District Panel with in-depth interviews of leaders on the ground in five school systems. Our goal with these interviews was to learn from system leaders about the academic needs of children as they return to school, how districts and charter schools are addressing those needs, and how the pandemic has affected schools. In Brief: (1) Education leaders across the country recognize that students are falling behind academically during the pandemic. Some districts are responding by emphasizing grade-level instruction and just-in-time supports rather than remediation. We interviewed top leaders in five school systems committed to this approach to learn more about its implementation; (2) We found that implementing acceleration required school systems to work with schools in new ways, but the strategy was complicated by a host of factors that made getting to instruction difficult: challenging student behaviors, staffing shortages, and the politicization of health, safety, and education. All these pressures have made leading school districts in 2021-22 like playing a game of Whack-A-Mole; and (3) School districts across the country are working hard to catch students up. But the Whack-A-Mole experience of leading during the pandemic raises questions about how these pressures will affect system leaders and leadership and whether, in the future, schools alone will be able to do enough to help all students get the help they need to recover. [For latest fall 2021 survey research from the American School District Panel, &quot;Flux in the Educator Labor Market: Acute Staff Shortages and Projected Superintendent Departures. Selected Findings from the Fourth American School District Panel Survey. Data Note: Insights from the American Educator Panels. Research Report. RR-A956-9,&quot; see ED617372.]
Pods in Action: Southern Nevada Urban Micro Academy. A Microschool Offered Personalized Learning for Students, Support for Educators--and a Glimpse into Gaps in Policy
Author: Gilliam, Paola
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Pandemics,COVID-19,School Closing,Nonprofit Organizations,Partnerships in Education,Elementary Secondary Education,Nontraditional Education,Federal Aid,Federal Legislation,Independent Study,Electronic Learning,Models

In response to concerns about the children of first responders needing a safe, supervised place to learn in the midst of COVID-19 school closures, the City of North Las Vegas funded education nonprofit Nevada Action to set up a microschool. Students left the school district to learn at the microschool, which received from the city facilities, funding for personnel, support from city employees, and marketing support. The microschool created small, personalized learning environments for children in grades 1-6, with a curriculum that provides individualized support and a focus on creating strong relationships with parents and families (grades 7-8 were added in 2021). It was open to all North Las Vegas residents and children of first responders--healthcare workers, police, and firefighters--throughout the greater Las Vegas Valley (which includes areas outside of North Las Vegas). This report offers a glimpse into the Southern Nevada Urban Micro Academy (SNUMA). This program presented a unique example of how local governments can use technology to create new learning options outside of local school districts that meet the needs of their communities.
Making Connections among Multiple Graphical Representations of Fractions: Sense-Making Competencies Enhance Perceptual Fluency, but Not Vice Versa
Author: Rau, Martina A.
Date: 2017-00-00
Type: Reports - Research
Subjects: Elementary School Students,Grade 3,Grade 4,Grade 5,Visual Aids,Graphs,Fractions,Comprehension,Problem Solving,Mathematics Instruction,Learning Processes,Learning Activities,Laboratory Experiments,Hypothesis Testing,Intelligent Tutoring Systems,Outcomes of Education,Perception,Path Analysis,Elementary School Mathematics

Prior research shows that representational competencies that enable students to use graphical representations to reason and solve tasks is key to learning in many science, technology, engineering, and mathematics (STEM) domains. We focus on two types of representational competencies: (1) &quot;sense making&quot; of connections by verbally explaining how different representations map to one another, and (2) &quot;perceptual fluency&quot; that allows students to fast and effortlessly use perceptual features to make connections among representations. Because these different competencies are acquired via different types of learning processes, they require different types of instructional support: sense-making activities and fluency-building activities. In a prior experiment, we showed benefits for combining sense-making activities and fluency-building activities. In the current work, we test how to combine these two forms of instructional support, specifically, whether students should first work on sense-making activities or on fluency-building activities. This comparison allows us to investigate whether sense-making competencies enhance students' acquisition of perceptual fluency (sense-making-first hypothesis) or whether perceptual fluency enhances students' acquisition of sense-making competencies (fluency-first hypothesis). We conducted a lab experiment with 74 students from grades 3-5 working with an intelligent tutoring system for fractions. We assessed learning processes and learning outcomes related to representational competencies and domain knowledge. Overall, our results support the sense-making-first hypothesis, but not the fluency-first hypothesis. [This paper was published in &quot;Instructional Science&quot; v45 n3 p331-357 2017 (EJ1142102).]
Impact of Conversational Formality on the Quality and Formality of Written Summaries
Author: Li, Haiying
Date: 2020-00-00
Type: Reports - Research
Subjects: Intelligent Tutoring Systems,Writing Instruction,Writing Skills,Language Styles,Teacher Student Relationship,Language Variation,Pretests Posttests,Writing Evaluation,Teaching Methods,Instructional Effectiveness,Reading Materials,English (Second Language),Second Language Learning,Second Language Instruction,Text Structure,Comparative Analysis,Dialogs (Language)

This study investigated the impact of conversational agent formality on the quality of summaries and formality of written summaries during the training session and on posttest in a trialog-based intelligent tutoring system (ITS). During training, participants learned summarization strategies with the guidance of conversational agents who spoke one of the following three styles of language: (1) a formal language for both the teacher agent and the student agent, (2) an informal language for both agents, and (3) a mixed language with a formal language for the teacher agent and the informal language for the student agent. Results showed that participants wrote better quality summaries during training than pretest and/or posttest in each condition. Results also showed that agent informal language caused participants to write more informal summaries during training than on pretest. Implications are discussed for the potential application of adaptive design of conversational agents in the ITS. [This paper was published in: &quot;AIED 2020, LNAI 12163,&quot; edited by I. I. Bittencourt et al., Springer Nature Switzerland AG, 2020, pp. 321-332.]
A Conceptual Replication of a Kindergarten Math Intervention within the Context of a Research-Based Core
Author: Clarke, Ben
Date: 2022-04-05
Type: Reports - Research
Subjects: Replication (Evaluation),Kindergarten,Mathematics Education,Intervention,Number Concepts,Mathematics Achievement,Achievement Gains,At Risk Students,Achievement Gap,Response to Intervention,Mathematics Instruction,Instructional Effectiveness,Mathematics Skills

The purpose of this study was to conduct a replication study of a kindergarten mathematics intervention, ROOTS, delivered within the context of a research base core program. In the study, sixty two classrooms were randomly assigned to treatment (ROOTS) or a business as usual control. All classrooms implemented a research based core program (Early Learning in Mathematics). Participants included 163 treatment students and 145 control students nested within classrooms. Key differences between the current replication study and the original study included geographical region, instructional context, and student initial skill. In contrast to the significant positive effects (Hedges' g values of 0.30 to 0.38) found in the original study, no significant differences were found between the treatment and control conditions. Pretest skills did not moderate treatment effects. Implications for replication research and evaluating intervention efficacy are discussed. [This is the online first version of an article published in &quot;Exceptional Children.&quot;]
Genetic Nature or Genetic Nurture? Introducing Social Genetic Parameters to Quantify Bias in Polygenic Score Analyses
Author: Trejo, Sam
Date: 2019-00-00
Type: Journal Articles
Subjects: Genetics,Individual Characteristics,Nature Nurture Controversy,Heredity,Environmental Influences,Predictor Variables,Evolution,Models,Correlation

Results from a genome-wide association study (GWAS) can be used to generate a polygenic score (PGS), an individual-level measure summarizing identified genetic influence on a trait dispersed across the genome. For complex, behavioral traits, the association between an individual's PGS and their phenotype may contain bias (from geographic, ancestral, and/or socioeconomic confounding) alongside the causal effect of the individual's genes. We formalize the introduction of a different source of bias in regression models using PGSs: the effects of parental genes on offspring outcomes, known as genetic nurture. GWAS do not discriminate between the various pathways through which genes become associated with outcomes, meaning existing PGSs capture both direct genetic effects and genetic nurture effects. We construct a theoretical model for genetic effects and show that the presence of genetic nurture biases PGS coefficients from both naïve OLS (between-family) and family fixed effects (within-family) regressions. This bias is in opposite directions; while naïve OLS estimates are biased away from zero, family fixed effects estimates are biased toward zero. We quantify this bias using two novel parameters: (1) the genetic correlation between the direct and nurture effects and (2) the ratio of the SNP heritabilities for the direct and nurture effects.
Fostering Critical Cultural Awareness among Prospective Teachers of English via Virtual Exchange Project
Author: Öztürk, Samed Yasin
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Lesson Plans,Intercultural Communication,Communicative Competence (Languages),Foreign Countries,Computer Mediated Communication,Preservice Teachers,Teacher Education Programs,Exchange Programs,Teaching Methods,Student Attitudes,Computer Simulation

This study aimed to explore critical cultural awareness improvement of prospective teachers with a transnational virtual exchange project. Within the scope of this study, prospective teachers of English studying at English Language Teaching (ELT) department in Turkey attended a virtual exchange project that was organized with other prospective teachers of English from Germany and Israel. The prospective teachers weekly interacted with each other via online meetings, and they collaborated on assigned tasks to come up with a final product, which is an English teaching lesson plan. The research was designed as a qualitative study and the data were analyzed according to the the principles of directed qualitative content analysis. Directed qualitative content analysis is used when researchers start with a theory to code the qualitative data. In this study, Byram's (1997) framework was used as a theory to direct analysis of the data. The participants' weekly interactions were transcribed verbatim and were analyzed according to the principles of qualitative content analysis and Intercultural Communicative Competence (ICC) framework's critical cultural awareness dimension. The analysis of the data revealed that the prospective teachers' critical cultural awareness was significantly improved.