ethanporcaro/eric-fulltext-meta huggingface dataset:
How States Can Better Prepare Students for Life after High School
Author: Heyward, Georgia
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: High School Students,College Bound Students,College Preparation,Career Development,Access to Education,Vocational Education,State Policy,Accountability,Barriers,Career Academies,Career Education,Career Exploration,Work Experience Programs,Credits,COVID-19,Pandemics

COVID-19 caused students across the country to postpone or change their plans for college while simultaneously dampening job prospects. Hardest hit are families in poverty and students of color, both educationally and economically. Career pathways that include college and career preparation in high school can benefit students, but for that to happen states must do more. This report examines the weaknesses states share that impede quality of and access to career and technical education, including misaligned credit award and funding policies, and weak career accountability and information systems. Examples from leading states suggest how state policy can better support career education. We recommend states take these four steps to create a more coherent system that prepares students for life after graduation: (1) Support districts to conduct analysis, form industry partnerships, and scale innovation; (2) Revise state policies that pose barriers to real-world and postsecondary learning; (3) Deliver consistent information about available programs and careers; and (4) Hold all providers accountable to academic, professional, and postsecondary outcomes.
A Method of Generating Multivariate Non-Normal Random Numbers with Desired Multivariate Skewness and Kurtosis
Author: Qu, Wen
Date: 2020-00-00
Type: Reports - Research
Subjects: Social Science Research,Statistical Distributions,Multivariate Analysis,Monte Carlo Methods,Sampling,Sample Size,Evaluation Methods

In social and behavioral sciences, data are typically not normally distributed, which can invalidate hypothesis testing and lead to unreliable results when being analyzed by methods developed for normal data. The existing methods of generating multivariate non-normal data typically create data according to specific univariate marginal measures such as the univariate skewness and kurtosis, but not multivariate measures such as Mardia's skewness and kurtosis. In this study, we propose a new method of generating multivariate non-normal data with given multivariate skewness and kurtosis. Our approach allows researchers to better control their simulation designs in evaluating the influence of multivariate non-normality. [This paper was published in &quot;Behavior Research Methods&quot; v52 p939-946 2020.]
Female Student Persistence in STEM College Programs
Author: Aronson, Yaniv
Date: 2019-08-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Females,Academic Persistence,Two Year College Students,Gender Differences,Student Attitudes,Family Influence,Siblings,Role Models,Information Technology,Self Efficacy,Maturity (Individuals),STEM Education,Social Cognition,Student Characteristics,Vocational Education,Dual Enrollment,School Orientation,Communities of Practice,Teacher Role,College Faculty,Internship Programs,Partnerships in Education,Careers,Career Choice

This study focused on understanding female student persistence in a STEM community college program. The researcher conducted a mixed-methods study which utilized a student survey that asked both male and female students questions focused on encouragement received in school and perceived persistence level to complete their STEM program. Interviews were conducted with second-year community college female students in the program who completed the survey. Results found stronger encouragement for males in their school careers while female students reported stronger feelings of persistence in the college STEM program. Interviews showed that female students expressed a recurring theme of family encouragement while growing up as well as an adult or sibling role model who used technology which may have led to stronger program persistence. Self-efficacy and student maturity were also highlighted in interviews as a reason to persist and complete STEM programming. This dissertation recommends further study into support from the home lives of students outside of school as a building block to persistence in STEM as well as the creation of college structures, such as trained advisors who have a deeper knowledge and understanding of STEM, so that students can be directed more effectively to STEM programs.
English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children
Author: Mesa, Carol
Date: 2020-11-20
Type: Reports - Research
Subjects: Bilingual Students,Grade 3,Reading Comprehension,Spanish,Predictor Variables,Kindergarten,Grade 1,Grade 2,English (Second Language),Oral Language,Language Skills,Reading Skills,Longitudinal Studies

Purpose: The purpose of this study was to examine the kindergarten, 1st, and 2nd-grade predictors of reading comprehension in bilingual children. Specifically, we evaluated the role that Spanish and English skills play in predicting English reading comprehension in 3rd grade. Method: As part of a longitudinal study, 248 bilingual children were followed from prekindergarten to 3rd grade. Participants completed Spanish and English measures in the spring of each academic year. We reported results on measures of oral language, memory, and literacy skills that were administered in kindergarten, 1st, 2nd, and 3rd grade. Results: Analysis under the Structural Equation Modeling framework indicated that English oral language and word reading are the strongest predictors of English reading comprehension in 3rd grade. Further, results supported previous evidence indicating that Spanish language skills make significant direct and indirect contributions to the English oral language and word reading skills that predict reading comprehension. Discussion: This study provides a comprehensive view of the language resources that Spanish-English bilinguals use for reading comprehension. In light of previous evidence, we discuss our findings and offer theoretical and practical implications. [This paper was prepared by a Task Force of the Language and Reading Research Consortium (LARRC) consisting of M. Adelaida Restrepo (Convener), Kate Cain, Carol Mesa, and Gloria Yeomans-Maldonado. This paper was accepted for publication in &quot;Journal of Speech, Language, and Hearing Research.&quot;]
Towards a Mathematics Textbook for Supporting 21st Century Learning: The Student Perspective
Author: Kristanto, Y. D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Textbooks,Student Attitudes,21st Century Skills,Textbook Content,Foreign Countries,Expectation,Learning Activities,Feedback (Response),Layout (Publications),Thinking Skills,Knowledge Level

There is a need to provide 21st century learning through mathematics textbooks. To give valuable input to such an effort, students' perspective needs to be considered since the students are the ones that get impacted from the effort. Therefore, the present study aims to describe students' perspective regarding the effort in integrating 21st century learning and mathematics textbook. The study employed mixed methods with a survey approach to investigate the students' perspective. The findings of this study uncover critical components that should be considered in designing a mathematics textbook for supporting 21st century learning. Based on the findings, a set of recommendations is proposed for a textbook designer. [Paper presented at ISAMME (2nd, 2020).]
Fixing the Federal Student Lending System: Options for Policymakers in 2021
Author: Chingos, Matthew
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Educational Change,Educational Policy,Student Loan Programs,Student Financial Aid,Federal Programs,Loan Repayment,Debt (Financial)

Federal student loans help many college students access and complete postsecondary degrees that would not have been attainable otherwise. But years of well-intentioned policymaking have left the student loan system a complicated mess that is difficult for borrowers to navigate and leads to unfair and inefficient distributions of taxpayer dollars. Significant structural changes are needed for the program to function equitably and efficiently for today's students. This brief highlights potential changes a new administration and Congress might make to the loan system, focusing on repayment plans, loan limits, public service loan forgiveness, and relief for current borrowers. Examining reforms proposed by policymakers and experts, the brief explores trade-offs, likely outcomes, and potential unintended consequences, providing policymakers a road map to begin thinking about redesigning the student loan program.
Designing an Enhanced Advising Program: Research-Based Advice for Community College Administrators. Ideas and Evidence 2021
Author: Vasquez, Andrea
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Program Design,Academic Advising,Academic Support Services,Program Implementation,Guidelines,Holistic Approach,Outreach Programs,Incentives,Data Use,Progress Monitoring

Millions of students leave college every year before earning a degree. At community colleges, only a third of full-time students graduate within three years. How can school administrators help students stay in school and eventually graduate? Higher education institutions commonly offer students advising services to help them develop the academic skills they need to succeed in school. Some community colleges offer what's known as &quot;enhanced advising.&quot; This practice reduces adviser caseloads and offers students more frequent, comprehensive guidance to help them address both academic and personal issues. Research has shown that this holistic approach can improve academic outcomes -- increasing semester-to-semester retention rates and average credits earned. For over two decades, MDRC has partnered with community colleges across the country to design, implement, and evaluate programs that make enhanced advising an integral part of their efforts to increase student success. This memo provides lessons for higher education professionals interested in implementing this approach. The COVID-19 pandemic has magnified the challenges that students in low-income communities are facing. Investing in proven interventions like enhanced advising can help these students succeed and also help their communities' long-term recovery. [This memo is adapted from &quot;How to Design and Implement Advising Services in Community Colleges: Lessons from Two Decades of Research and Technical Assistance,&quot; for the full brief, see ED609265.]
Using Centralized Lotteries to Measure Preschool Impact: Insights from the DC Prekindergarten Study. Research Report
Author: Monarrez, Tomas
Date: 2020-10-00
Type: Reports - Research
Subjects: Preschools,Preschool Children,Admission (School),Enrollment,Public Schools,Evaluation Methods,Outcomes of Education,Urban Schools

A growing number of US cities are organizing common application systems for families seeking free public preschool for their children, and many use the deferred acceptance (DA) algorithm to assign students to schools that receive more applications than they have seats. In this report, we examine the steps taken to use a common application system and centralized lottery within the District of Columbia's public prekindergarten program. By reconstructing and repeatedly simulating the lottery, we demonstrate that enrollment in the city's public prekindergarten program has a large effect on families' persistence in public schools. We conclude that the lottery evaluation methods used in the District of Columbia can be used by other cities to evaluate their own educational programs and examine the effects of public preschool.
Virtual Internationalization in Higher Education. Innovative University: Digital -- International -- Transformative
Author: Bruhn, Elisa
Date: 2020-00-00
Type: Books
Subjects: International Education,Higher Education,Online Courses,Information Technology,Distance Education,Computer Simulation,Cultural Awareness,International Cooperation,Educational Policy,Student Mobility,Student Recruitment,Foreign Students,College Students,Conferences (Gatherings),Educational Innovation,Study Abroad

Digital media and information and communication technology (ICT) are being used more and more in international contexts at universities. In her English-language dissertation, Elisa Bruhn examines how this technological potential can be used strategically to expand internationalization. The data basis of the thesis is a content analysis of contributions to international conferences on university internationalization, online and distance learning, university management and research, and ICT and internationalization. The selected abstracts were analyzed based on the model of &quot;Comprehensive Internationalization&quot; (CI). From the results, Bruhn outlines a model for Virtual Internationalization (VI) that considers curricula, international cooperation, and distance learning as well as the roles of university strategy, administration, management, and teaching staff. The highly topical dissertation closes a gap in university research and offers universities valuable starting points in research and practice of internationalization.
Who Wins the Preschool Lottery? Applicants and Application Patterns in DC Public Prekindergarten. Research Report
Author: Greenberg, Erica
Date: 2020-08-00
Type: Reports - Research
Subjects: Preschool Education,Selective Admission,Competitive Selection,Admission (School),School Choice,Barriers,Access to Education,Social Bias,Racial Bias,Racial Differences,Immigrants,Language Usage,Family Environment,Disabilities,Employment Level,Poverty,Welfare Services,Educational Attainment,Ownership,Motor Vehicles

Since 2014, the District of Columbia has used an annual common application to place new students from prekindergarten for 3-year-olds (PK3) through 12th grade in DC Public Schools (DCPS) and DC public charter schools. Though K-12 students have the right to attend their in-boundary school, this policy does not extend to students in PK3 or PK4 (prekindergarten for 4-year-olds). Instead, prekindergarten students apply through a common lottery for a spot at one of the District's public school options. In the first comprehensive description of DC public prekindergarten applicants and application patterns, we demonstrate that PK3 and PK4 lotteries differ substantially, both in families' application choices and in outcomes. We find that applicants and matched applicants closely resemble their respective populations of 3- and 4-year-old children in DC, but wait-listed applicants disproportionately represent socioeconomically advantaged 3- and 4-year-old children in DC, as well as families in immigrant communities.
Adventure Therapy with Grieving Children
Author: Renner, Hans-Georg
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Children,Adolescents,Grief,Adventure Education,Therapy,Foreign Countries,Experiential Learning,Games,Environment,Camps,Help Seeking,Group Therapy,Program Descriptions

This paper describes practical examples of Adventure Therapy in the accompaniment of grieving children and adolescents in Germany. The article shows possible ways for colleagues, also in other countries, and wants to encourage professional companions to approach Adventure Therapy, as well as to stimulate exchange.
A Novel Means-End Problem-Solving Assessment Tool for Early Intervention: Evaluation of Validity, Reliability, and Sensitivity
Author: Baraldi Cunha, Andrea
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Early Intervention,Evaluation Methods,Motor Development,Developmental Delays,Infants,Child Development,Scores,Interrater Reliability,Test Reliability,Test Validity,Psychomotor Skills,Screening Tests

Purpose: To evaluate the validity, reliability, and sensitivity of the novel Means-End Problem-Solving Assessment Tool (MEPSAT). Methods: Children with typical development and those with motor delay were assessed throughout the first 2 years of life using the MEPSAT. MEPSAT scores were validated against the cognitive and motor subscales of the Bayley Scales of Development. Intra- and interrater reliability, developmental trends, and differences among groups were evaluated. Results: Changes in MEPSAT scores positively related to changes in Bayley scores across time for both groups of children. Strong intra- and interrater reliability was observed for MEPSAT scoring across all children. The MEPSAT was sensitive to identify change across time and differences in problem-solving among children with varying levels of motor delay. Conclusions: The MEPSAT is supported by validity and reliability evidence and is a simple tool for screening early problem-solving delays and evaluating change across time in children with a range of developmental abilities. What this adds to the evidence: The novel MEPSAT is supported by validity and reliability evidence. It is sensitive to detect problem-solving differences among young children with varying motor ability and to capture changes in problem-solving across time. It requires minimal equipment and time to administer and score and, thus, is a promising tool for clinicians to screen for early problem-solving delays or to track intervention progress in young children with or at risk for problem-solving delays.
Prevention Science as a Platform for Solving Major Societal Problems and Improving Population Health
Author: Herman, Keith C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Prevention,Problem Solving,Social Problems,Public Health,Youth,Mental Health,Health Promotion,Intervention,Social Change,Cultural Context,Barriers

The article describes a prevention science approach to impacting population health. We use activities of the Missouri Prevention Science Institute that address youth mental health concerns with a public health approach to illustrate the approach. In particular, we focus on several lessons that may be relevant for advancing the success of prevention and health promotion scholars in addressing major societal problems: connecting small ideas to big solutions, matching intervention targets with goals, developing reliable and systemic monitoring data streams, ensuring data and prevention efforts account for cultural context, and helping people/systems change.
Investing in the Early Care and Education Workforce. Ideas and Evidence 2021
Author: Maier, Michelle
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Early Childhood Teachers,Access to Education,Career Development,Well Being,Teaching Conditions,Evidence Based Practice,Faculty Development,COVID-19,Pandemics,Stress Variables,Labor Force Development

High-quality, stable early care and education can have long-lasting benefits for both children and society. The COVID-19 pandemic has reaffirmed the importance of the role early educators play as an essential source of support that anchors communities. It also has exposed the underlying fragility and economic vulnerability of the early care and education workforce. Even before the current COVID-19 crisis, early care and education providers faced challenges attracting and retaining well-trained, qualified early educators who reflect the racial, ethnic, and linguistic diversity of the children being served. This deficit of well-trained teachers and staff undermines the ability of early care and education providers to support working families and children's learning and development. Inadequate compensation; demanding, often stressful working conditions; and limited opportunities for education and professional development imperil the stability of the early care and education workforce, which already had high rates of stress, burnout, and turnover that are exacerbated by the pandemic. Innovations at state, local, and provider levels are emerging to meet these challenges. More evidence is needed to understand the effectiveness of these approaches, but many appear promising. This brief focuses on three ways to support the workforce: (1) increasing access to education and career growth; (2) reinforcing workers' overall economic well-being; and (3) improving working conditions. It integrates evidence-based practices and operational insights from MDRC's research in early care and education, as well as years of testing workforce development and training programs, which may help inform the selection and implementation of promising approaches to supporting the workforce. The end of this brief offers some recommendations on effectively supporting the early care and education workforce.
Supporting Successful Student Transitions through State Financial Aid Reform. Policy Brief
Author: Pingel, Sarah
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: State Aid,Student Financial Aid,COVID-19,Pandemics,College Applicants,Financial Aid Applicants,College Bound Students,Emergency Programs,Eligibility,Federal Aid,Federal Legislation,Merit Scholarships,State Legislation,Finance Reform

The COVID-19 pandemic has created and will continue to create uncertainty in all facets of everyday life, exacerbating current challenges -- and generating new ones -- for every sector of the economy, including postsecondary education. As the pandemic continues, postsecondary education faces increasing pressures as concerns about health and well-being, decreasing individual and family earnings, and questions about quality come to the fore. This Policy Brief is part of a series dedicated to various facets of the transition from secondary to postsecondary education, now complicated by the COVID-19 pandemic. This Policy Brief draws on four principles of redesigning state financial aid to better support the Classes of 2020 and 2021 as they seek to enter college or university during the pandemic. It focuses on the populations already underserved in the nation's education system. The series -- which builds upon &quot;A State Policymaker's Guide to Equitable Transitions in the COVID-19 Era&quot; (ED606369) -- provides actionable steps and examples for state policymakers to consider as they address the transition from high school to college and the workforce.