ethanporcaro/eric-fulltext-meta huggingface dataset:
Proceedings of International Conference on Research in Education and Science (Antalya, Turkey, March 24-27, 2022). Volume 1
Author: Shelley, Mack, Ed.
Date: 2022-00-00
Type: Collected Works - Proceedings
Subjects: Educational Technology,Technology Uses in Education,Computer Peripherals,Equipment,Mathematics Education,History,Diversity,Inclusion,Human Body,Identification,Secondary Education,Textbooks,Textbook Content,Foreign Countries,Government Role,Artificial Intelligence,Teacher Attitudes,Figurative Language,Concept Formation,Phonetics,Indo European Languages,Computer Assisted Testing,Secondary School Teachers,Teaching Methods,Science Instruction,Anxiety,Preservice Teachers,Gender Differences,Student Motivation,Student Satisfaction,Feedback (Response),Peer Evaluation,Essays,Persuasive Discourse,Energy,Climate Control,Social Studies,Freedom,Justice,Diseases,Prevention,Sexually Transmitted Diseases,Grade 8,Distance Education,Student Attitudes,COVID-19,Pandemics,Tests,Muslims,Islam,Design,Spectroscopy,Genetics,Drug Therapy,Microbiology,Computer Software,Computers,Barriers,Computer Simulation,Tourism,Conservation (Environment),Ceramics,Artists,Misconceptions,Constitutional Law,Photography,Vocabulary,Computer Science,Art Products,Student Centered Learning,Online Courses,Compensation (Remuneration),College Graduates,Art Expression,Information Technology

&quot;Proceedings of International Conference on Research in Education and Science&quot; includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on March 24-27, 2022 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]
Digital SAT® Pilot Predictive Validity Study -- A Comprehensive Analysis of First-Year College Outcomes
Author: Westrick, Paul A.
Date: 2023-09-00
Type: Reports - Research
Subjects: Computer Assisted Testing,Scores,Career Readiness,College Readiness,STEM Education,Majors (Students),High School Students,Grade Point Average,Student Placement,Decision Making,Scholarships,Honors Curriculum,College Freshmen,College Credits,College Entrance Examinations,Test Format,Predictive Validity,Pilot Projects,Student Characteristics,Institutional Characteristics

This pilot study examines digital SAT® score relationships with first-year college performance. Results show that digital SAT scores predict college performance as well as paper and pencil SAT scores, and that digital SAT scores meaningfully improve our understanding of a student's readiness for college above high school grade point average (HSGPA) alone. In this study, there was a 22% improvement in the prediction of college performance when the SAT and HSGPA were used together, instead of using the HSGPA alone. For STEM majors, the added SAT value was 38%. Similar results were found when the outcome examined was course credits earned in the first year, a metric for understanding student progress toward degree completion. Findings from this study show that the SAT remains a powerful tool for understanding students' readiness for college, for course placement and academic major field decisions, scholarship and honors program decisions, and identifying students who may need academic support.
The Consequences of a Low First-Year Grade Point Average on Later College Outcomes
Author: Westrick, Paul A.
Date: 2023-09-00
Type: Reports - Research
Subjects: Grade Point Average,College Freshmen,College Students,Student Characteristics,First Generation College Students,Minority Group Students,Low Income Students,Time to Degree,At Risk Students,Academic Advising,Student Needs,Probability,High School Students,College Entrance Examinations

Traditionally, a college grade point average (GPA) of 2.00 or higher has signified that a student has made acceptable academic progress and avoided academic probation. However, having a 3.00 or higher has signified a level of success that is often required for admission to graduate school, maintaining a scholarship or enrollment in an honors program, and for consideration by corporate recruiters. Focusing on students with a first-year GPA (FYGPA) between 2.00 and 2.99, this study examined degree completion rates and fourth-year cumulative grade point average (CGPA) across a sample of 97,282 students enrolled at 73 four-year institutions. Results showed that for students with FYGPAs between 2.50 and 2.99, just 48% graduated within four years and only 45% had a fourth-year CGPA of 3.00 or higher. For students with FYGPAs between 2.00 and 2.49, just 28% graduated within four years and only 18% had a fourth-year CGPA of 3.00 or higher. These students with a 2.00 to 2.99 FYGPA were also more likely to be first-generation college students, underrepresented minority students, and students from more challenging neighborhood environments. Logistic regression analyses showed that students' chances of graduating within four years and pulling their CGPAs above 3.00 given a FYGPA below 3.00 were quite low. Given the implications of a low but acceptable FYGPA, early identification of students who may benefit from particular academic advising initiatives as they transition to college may be key to keeping all doors open for as many students as possible, doors encountered both throughout and after college.
Digital SAT® Research Summary
Author: College Board
Date: 2023-09-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Psychometrics,Computer Assisted Testing,Best Practices,Culture Fair Tests,Test Construction,Test Use,Evaluation Research,Student Attitudes,Student Surveys,State Standards,Alignment (Education),Reading Tests,Writing Tests,Time Management,Test Validity,College Readiness,Career Readiness,Test Items,High School Students,Thinking Skills

Over the past several years, content experts, psychometricians, and researchers have been hard at work developing, refining, and studying the digital SAT. The work is grounded in foundational best practices and advances in measurement and assessment design, with fairness for students informing all of the work done. This paper shares learnings from key research studies that have informed the design and development of the digital SAT and the current understanding of how well the assessment is working for its intended uses.
The Effect of Foreign Language Learning on the Use of Mother Tongue
Author: Kana, Fatih
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Second Language Learning,Language Teachers,Native Language,Language Usage,Student Attitudes,Language Attitudes,Foreign Countries,English (Second Language),German,Japanese,Turkish

The aim of this study is to reveal the effect of foreign language learning on mother tongue use. Case study design, one of the qualitative research designs, was used in the study. In order to keep the sample large, 70 pre-service teachers were selected using simple random sampling method among the 4th year undergraduate students studying in three different foreign language education departments in 2016-2017. The research data were analysed using deductive analysis method. As a result of the research, the pre-service teachers who participated in the research think that language learning is a necessity and that individuals learn languages out of necessity. The pre-service teachers state that interest in the target language is an important condition for language learning, that if there is no interest, the language cannot be learnt, and that belonging to a common language family increases interest in the language and facilitates language learning. The desire to communicate with other individuals in the world, to improve oneself, to learn the culture of the target language and to live abroad are among the reasons for learning a foreign language. Learning the education system and sound harmony of the target language and economic concerns are among the reasons for language learning. The pre-service teachers who participated in the study stated that they had the most difficulty in learning basic language skills in foreign language learning and that they made comparisons with their mother tongue while learning a foreign language. The pre-service teachers who participated in the research stated that they pay attention to the use of the mother tongue while learning a foreign language; they pay attention to the use of the mother tongue while learning a foreign language because they benefit from the love of the mother tongue and translations. [This research was presented as a summary paper at the RESSCONGRESS International Educational Sciences Social Sciences Symposium held in Bandirma.]
Long-Term Impacts of KIPP Middle and High Schools on College Enrollment, Persistence, and Attainment. Final Report
Author: Demers, Alicia
Date: 2023-09-12
Type: Reports - Research
Subjects: Middle Schools,Networks,High Schools,Charter Schools,Public Schools,College Enrollment,Academic Persistence,Educational Attainment,Time Perspective,Program Effectiveness,Disproportionate Representation,Achievement Gap,College Attendance,Academic Achievement,Graduation Rate

The Knowledge Is Power Program (KIPP) is the nation's largest network of public charter schools. KIPP began as a network of charter middle schools designed to serve underserved communities, with the goal of closing achievement gaps and preparing students to succeed in college. KIPP has since expanded its model to include elementary and high schools in most regions, and expanded its goals to include preparing students to persist in multiple postsecondary pathways. In this report, we present the results of the second phase of a long-term tracking study that follows 2,066 students who applied to enter 21 oversubscribed KIPP middle schools through an admission lottery in 2008, 2009, or 2011. [For the first phase study &quot;Long-Term Impacts of KIPP Middle Schools on College Enrollment and Early College Persistence,&quot; see ED603636.]
Pathway to College Achievement: A Mixed-Methods Evaluation of the Male Student Success Initiative for Men of Color
Author: Richburg-Hayes, Lashawn
Date: 2023-09-00
Type: Numerical/Quantitative Data
Subjects: Minority Group Students,Race,Males,Community Colleges,College Attendance,Success,Program Effectiveness,Academic Achievement,Program Implementation,Student Attitudes,Student Experience,Costs,Academic Support Services,Culturally Relevant Education,Program Evaluation,Blacks,African American Students,Hispanic American Students

Access to college has increased substantially over the last 50 years, but student success--defined as the combination of academic achievement and degree or certificate completion--has largely remained stagnant. The gap between access and success is particularly noteworthy for male Black and Hispanic students, whose college completion rates lag those of White students and female students of any race or ethnicity. To address these patterns, the Community College of Baltimore County (CCBC) created the Male Student Success Initiative (MSSI) in 2014. The program was designed to support male students of color throughout their academic journeys. In partnership with CCBC, MDRC, through it's Men of Color College Achievement (MoCCA) project, evaluated a redesigned MSSI program that provided a culturally relevant student success course as well as comprehensive support services such as mentoring and academic development workshops. An earlier report presented findings on how MSSI was implemented in 2019 (ED599692), the first year of the MoCCA study. This report presents findings from a mixed-methods evaluation that covered the entire program period from 2019 to spring 2022. The evaluation consisted of: (1) a randomized controlled trial to estimate the effects of MSSI on student academic progress, using a sample of 514 students; (2) implementation research that focused on how the program was put into effect; (3) qualitative research to obtain a deeper understanding of the student perspective and context; and (4) cost analyses. This report provides the first causal estimates of the effects of a college program targeting male students of color on academic outcomes.
The Path Forward for School Accountability: Practical Ways to Improve School Accountability Systems Now
Author: Domaleski, Chris
Date: 2023-06-00
Type: Reports - Descriptive
Subjects: Accountability,Elementary Secondary Education,Improvement,Problems,Change Strategies,Schools

The last few years have produced a groundswell of interest in improving our school accountability systems. Some suggest it's necessary to fine-tune current practices, while others advocate sweeping reforms that pave the way for entirely different approaches. A range of perspectives fall between these ends of the continuum, but support for the status quo is rare. Criticism of accountability isn't new; it emerged shortly after No Child Left Behind was enacted in 2001, and continued after its successor, the Every Student Succeeds Act (ESSA), passed in 2015. That criticism intensified in 2020, driven by two unprecedented crises: COVID-related school closures and a national reckoning with systemic racism. Together, those forces fueled a collective urgency to improve current school accountability practices. Without refuting calls for sweeping reforms, this paper explores practical strategies for improving accountability now, within or alongside ESSA's requirements. The paper describes the problems with accountability and details five ways to improve it: (1) Developing a comprehensive theory of action; (2) Employing a principled design process; (3) Supporting customized approaches; (4) Measuring more of what matters; and (5) Connecting information to support. By focusing on improvements that are possible right now, the authors affirm the urgency of taking swift action to improve accountability.
An Approach to Teaching Modes
Author: Soycan, Merve
Date: 2023-00-00
Type: Journal Articles
Subjects: Music Education,Teaching Methods,Music Activities,Music Theory,Musical Composition

Modes have historically been at the centre of music until the end of the Renaissance period, and were ignored for a while with the tonal system in the Baroque period and afterwards. However, in the contemporary period, with the search for new music, they started to gain popularity again and continued to be used as major and minor tonalities. Modes, which have their own unique interval structure, have a different sound scale and feeling compared to major and minor tonalities. For this reason, it takes some time for students who have tonal sensation and practice habits to learn and understand the modes. In many written sources, the concept of mode is explained by associating it with the major scale degrees. This way of expression increases the possibility of making mistakes because it is an indirect way. In this study, it is aimed to present a different approach to the teaching of modes, and examples of the way to be followed are given.
SoCal Urban Wildlife Refuge Project: Realizing the U.S. Fish &amp; Wildlife Service&apos;s Urban Wildlife Conservation Program Mission through Community Engagement and Education. 2016 Impact Report
Author: Marshall, James
Date: 2017-01-31
Type: Reports - Research
Subjects: Wildlife,Conservation (Environment),Urban Areas,Agency Cooperation,Community Involvement,Diversity,Ecology,Outreach Programs,Environmental Education,Service Learning,Consciousness Raising,Interests,STEM Careers,Laboratories,Grants

The SoCal Urban Wildlife Refuge Project team responded to a national challenge and regional needs by developing integrated programs and services chiefly through partnerships with organizations throughout Southern California. The San Diego National Wildlife Refuge Complex has put a $1 million annual funding award to work by supporting a suite of partners who are deeply rooted in local communities, use multiple engagement strategies, and serve a demographic reflecting the nation's changing racial and ethnic mix. As a result, the Project serves the second largest metropolitan area in the United States, with over 17 million people who represent the projected racial and ethnic mix expected in the nation by 2060. Since 2014, in collaboration with our many partners described in detail below, the Project has been closely aligned with the national charge to &quot;get the word out&quot; about urban refuges and the importance of conservation, and deliver a message that conserving wildlife and natural habitats sustains healthy human communities, too. Project leaders also recognize that innovative, varied strategies and approaches are necessary for success, especially in connecting Southern California's urban communities to nature. During the 2016 funding period, the Project provided over $900,000 to 10 partner organizations. Through these investments, over 32,000 students, community members, teachers, refuge visitors, and volunteers were engaged through more than 1,700 education, outreach, and community service opportunities. This report highlights project impacts that include increased environmental discourse, knowledge of local animals and habitats, increased conservation behaviors, and heightened interest in STEM-careers.
MCPS Schools at a Glance, 2022-2023
Author: Montgomery County Public Schools (MCPS), Office of Shared Accountability
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Enrollment,School Personnel,Outcome Measures,Costs,Elementary Schools,Middle Schools,High Schools,Special Schools,Salaries,Fringe Benefits,Educational Facilities,County School Districts,School Activities,Student Characteristics,Institutional Characteristics

Schools at a Glance provides, in a single document, information about enrollment, staffing, facilities, programs, outcome measures, and personnel costs for each school. Information on personnel costs for each school includes position salaries for professional and supporting services employees and employee benefits costs related to positions. Summaries of the data for the county and by level (elementary, middle, high, and special schools) also are included. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Office of the Chief Operating Officer, Office of the Chief of Staff, Office of the Chief of Strategic Initiatives, Office of Shared Accountability, Office of Student Data Systems, Office of the Chief of School Support and Well-Being, Office of the Chief Academic Officer, and Office of Curriculum and Instructional Programs. For the 2021-2022 report, see ED623566.]
SoCal Urban Wildlife Refuge Project: 2017-2019 Project Impact Report
Author: Marshall, James
Date: 2020-01-15
Type: Reports - Evaluative
Subjects: Urban Areas,Wildlife,Ecology,Program Effectiveness,Knowledge Level,Conservation (Environment),Community Involvement,Values,Intention,Diversity,Individual Characteristics,Interests,Interpersonal Communication,Vocational Interests,STEM Careers

In 2014, urban wildlife refuge managers throughout Southern California responded to a challenge issued by United States Fish and Wildlife Service's (USFWS) leadership to connect the urban dwelling population in the region with wildlife and urban refuges. Five years later, the SoCal Urban Wildlife Refuge Project's reach and impact are significant. Program evaluation results established promising evidence of Project effects--including increases in nature-related talk, knowledge about local animals and their conservation, and intents to engage in conservation-specific behaviors. This summary report highlights the collective impact of the Project's work between 2017 and 2019 and accomplished through community partnerships across the region. These accomplishments are made possible through the work of 13 funded partners and their USFWS mission-aligned programs.
SoCal Urban Wildlife Refuge Project: 2020-2021 Project Impact Report. Pivot to Virtual Delivery
Author: Marshall, James
Date: 2021-12-01
Type: Reports - Evaluative
Subjects: Urban Areas,Wildlife,Ecology,Program Effectiveness,Knowledge Level,Conservation (Environment),Community Involvement,Values,Intention,Diversity,Individual Characteristics,Interests,Interpersonal Communication,Vocational Interests,STEM Careers,COVID-19,Pandemics,Online Courses,Electronic Learning,Educational Technology

When schools swiftly transitioned to virtual learning, program partners across this established out-of-doors environmental education project were challenged to rethink and retool the learning experiences from place-based programs to virtual learning, as most Project-supported programs were delivered outside of the traditional classroom. Meeting these COVID-related challenges head-on, program partners worked to modify programs and continue their efforts to connect community members of all ages with nature. While the delivery has changed during this extraordinary time, the Project's impact has been sustained. This summary report highlights the Project's collective impact during the COVID-19 pandemic. The featured accomplishments are made possible through the work of 13 funded partners and their USFWS mission-aligned programs. It also summarizes actions taken by the Project and its partners to sustain this work during the pandemic. The intent is to highlight high-potential strategies for virtual delivery while also identifying best practice that can be leveraged for program success regardless of the learning space.
A Case Study of College Community School District: Cedar Rapids Prairie, Iowa. Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education
Author: AASA, The School Superintendent's Association
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: School Districts,Student Centered Learning,Equal Education,Public Schools,Educational Innovation,Long Range Planning,School Culture,Social Emotional Learning,Educational Resources,Mental Health,Student Needs,Inclusion,Elementary Secondary Education,Community Resources,Educational Technology,Partnerships in Education,Social Justice,Diversity,Progress Monitoring,Early Childhood Education

&quot;AASA Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education&quot; is a movement that calls for a holistic redesign of the public school system by 2025. This initiative is grounded in the foundational work of the AASA Learning 2025 National Commission, comprised of thought leaders in education, business, community, and philanthropy. The work of AASA Learning 2025 is guided by the commission's report, &quot;An American Imperative: A New Vision of Public Schools&quot; (ED613412). To demonstrate the power and effectiveness of participating AASA Learning 2025 school districts, AASA is sharing with members the educational community case studies showcasing exemplary school systems that are a part of this network. This case study demonstrates how the College Community School District (Cedar Rapids Prairie, Iowa) is implementing a ten-year strategic planning process to create a personalized learning system built on a guaranteed and viable curriculum. The plan emphasizes a multi-tiered system of supports to sustain an organizational culture that is student-centered, equity-focused, and future-driven.