ethanporcaro/eric-fulltext-meta huggingface dataset:
How App Books&apos; Affordances Are Related to Young Children&apos;s Reading Behaviors and Outcomes
Author: Christ, Tanya
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Oriented Programs,Kindergarten,Electronic Publishing,Books,Emergent Literacy,Reading Comprehension,Childrens Literature,Educational Technology,Technology Uses in Education,Cooperative Learning,Vocabulary,Critical Thinking,Recall (Psychology)

Given the increasing use of app books with young children, research is needed to inform their selection and design. Although broad guidelines exist, more fine-grained guidance is needed. To address this need, we explored the relations among app books' digital affordances, readers' behaviors with these affordances during both buddy and individual reading sessions, and their individual outcomes. Fifty-three kindergarteners (ages 5.05-6.46 years; M = 5.60, SD = 0.42) read 12 app books twice each across 24 buddy reading sessions and four app books once each across four individual reading sessions, and their comprehension was assessed after each individual reading session. Multivariate, mixed response analysis found that (a) when a greater number of minimum hotspots were available per page, retelling was better; and (b) availability of word hotspots was linked to better critical thinking/inference outcomes. Implications include choosing app books with affordances that this study showed support particular reading outcomes, in alignment with instructional goals.
Negotiating the Great Recession: How Teacher Collective Bargaining Outcomes Change in Times of Financial Duress
Author: Strunk, Katharine O.
Date: 2019-00-00
Type: Journal Articles
Subjects: Economic Climate,Collective Bargaining,Unions,Teacher Salaries,Class Size,Contracts,Educational Change,Board of Education Policy,Grievance Procedures,Retrenchment

This article examines how teacher collective bargaining agreements (CBAs), teacher salaries, and class sizes changed during the Great Recession. Using a district-level data set of California teacher CBAs that includes measures of subarea contract strength and salaries from 2005-2006 and 2011-2012 tied to district-level longitudinal data, we estimate difference-in-difference models to examine bargaining outcomes for districts that should have been more or less fiscally constrained. We find that unions and administrators change critical elements of CBAs and district policy during times of fiscal duress. This includes increasing class sizes, reducing instructional time, and lowering base salaries to relieve financial pressures and negotiating increased protections for teachers in areas with less direct financial implications, including grievance procedures and nonteaching duties.
Readiness for Autonomy in English Language Learning: The Case of Indonesian High School Students
Author: Cirocki, Andrzej
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Personal Autonomy,English Language Learners,Learning Readiness,Concept Formation,Learning Motivation,English (Second Language),Student Participation,English Teachers,Teacher Attitudes,Urban Schools,Suburban Schools,Public Schools,Private Schools,Self Concept

The notion of learner autonomy has attracted the close attention of scholars, teachers, policy makers and researchers in various countries. In Indonesia, while its scope remains limited, learner independence is one of the highlights of the current curriculum. The purpose of this study was threefold: to investigate how Indonesian secondary school students conceptualized the construct of learner autonomy; to ascertain the extent to which students were motivated to learn English; and to estimate how ready they were to participate in the teaching-learning process as autonomous learners. The study employed a mixed-methods approach and recruited 391 participants--EFL students and teachers--from urban and suburban schools, classified as state and private institutions. The data were collected using questionnaires and focus group interviews. The findings revealed that many students were not familiar with the concept of learner autonomy. They also had fairly low motivation to learn English and generally were not ready to act as autonomous learners, lacking the typical skills and competences. The results indicate that Indonesian students need to be trained in planning their learning process, setting objectives and taking a more active role in negotiating the teaching-learning process
&quot;What the Hell Is This, and Who the Hell Are You?&quot; Role and Identity Negotiation in Research-Practice Partnerships
Author: Farrell, Caitlin C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Researchers,Theory Practice Relationship,Partnerships in Education,Role,Role Perception,Leadership,School Districts,Group Dynamics,Educational Practices,Ambiguity (Context)

In research-practice partnerships (RPPs), the line between researcher and practitioner can be blurred, and the roles for everyone involved may be unclear. Yet little is known about how these roles are negotiated and with what consequences for collaborative efforts. Guided by organizational theory, we share findings from a multiyear case study of one RPP, drawing on observations of partnership leadership meetings and interviews with school district leaders and partners. Role negotiation occurred in more than one third of leadership meetings, as evidenced by identity-referencing discourse. When roles were unclear, collaborative efforts stalled; once partners renegotiated their roles, it changed how they engaged in the work together. Several forces contributed to these dynamics, including the partner's ambitious yet ambiguous identity and the introduction of new members to the group. This study offers implications for those engaged in partnership work and provides a foundation for future research regarding role negotiation in RPPs.
When Average Is Not Enough: A Case Study Examining the Variation in the Influences on Undergraduate Debt Burden
Author: Baker, Dominique J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Debt (Financial),Public Colleges,Income,Student Characteristics,Disadvantaged,Accountability,Educational Policy,Majors (Students),Time to Degree,Strategic Planning,Loan Repayment,Institutional Characteristics,Race,Ethnicity,Federal Aid,Grants

In an era of increased accountability for colleges and concerns about an affordable education, it is useful to understand whether students can adequately manage the debt burden they hold after leaving higher education. In 2015, Texas called for cumulative undergraduate debt to be 60% or less of public institution graduates' first-year earnings by 2030. I investigate the student-level characteristics that are associated with a debt-to-income ratio above 60%. The data come from five cohorts of undergraduate students who attended Texas public 4-year institutions. I find that if sanctions were attached to the cumulative debt goal, historically disadvantaged groups of students and institutions that serve these students likely would be disproportionately affected by this type of accountability goal even after controlling for prior income, parental education, major choice, and time to degree. Policy implications are discussed.
Principal Sorting and the Distribution of Principal Quality
Author: Grissom, Jason A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Administrator Effectiveness,Low Income Students,Minority Group Students,Low Achievement,Administrator Qualifications,Labor Turnover,Suburban Schools,Rural Schools,Work Experience,Administrator Evaluation,Urban Schools,Disadvantaged Schools,Disproportionate Representation,Faculty Recruitment

Numerous studies document the inequitable distribution of teacher quality across schools. We focus instead on the distribution of principal quality, examining how multiple proxies for quality, including experience, teachers' survey assessments of leaders, and rubric-based practice ratings assigned by principals' supervisors, vary by measures of school advantage, using administrative data from Tennessee. By virtually every quality measure, we find that schools serving larger fractions of low-income students, students of color, and low-achieving students are led by less qualified, less effective principals. These patterns persist across urban, suburban, and rural settings. Both differential hiring/placement and differential turnover patterns by principal quality across school characteristics contribute to these patterns. Simulation evidence suggests that hiring and turnover vary in relative importance to principal sorting patterns according to the measure of quality examined and that differential principal improvement across contexts may matter as well. Complementary analyses of national survey data corroborate our main results.
The Effects of English Learner Classification on High School Graduation and College Attendance
Author: Johnson, Angela
Date: 2019-00-00
Type: Journal Articles
Subjects: Outcomes of Education,English Language Learners,Classification,High School Graduates,College Bound Students,Graduation,Enrollment,Language Tests,Language Proficiency,Achievement Gap,School Districts,Scores,College Entrance Examinations

Descriptive evidence shows that English learners (ELs) have lower high school graduation and 4-year-college attendance rates than monolingual and fluent English users. Applying the regression discontinuity design to rich administrative data from a large district in California, this study identifies the first causal effects of initial EL classification on high school graduation and college enrollment. I also report the effects of maintaining EL status, or not reclassifying, after testing in each grade between third and eighth grades. I find no statistically significant impact of initial EL classification on high school graduation or college enrollment. Reclassification just before school transition (fifth and eighth grades) significantly affected the probabilities of on-time graduation and, conditional on college attendance, starting at a 4-year university and starting full-time.
Toward a More Complete Understanding of Writing Enjoyment: A Mixed Methods Study of Elementary Students
Author: Zumbrunn, Sharon
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Writing Attitudes,Self Management,Positive Attitudes,Educational Environment,Literary Genres,Psychological Patterns,Self Efficacy,Student Motivation,Public Schools,Writing Achievement,Student Interests,Personal Autonomy,Creative Writing,Teacher Behavior

This mixed methods study explored elementary students' (N = 263) writing enjoyment, their perceptions of teacher writing enjoyment, self-regulation, and grades. In the quantitative strand, we examined how student perceptions of teacher writing enjoyment and student writing enjoyment relate to student writing self-regulation and writing grades using structural equation modeling. Findings revealed a positive relationship among student-perceived teacher writing enjoyment, student writing enjoyment, and student writing self-regulation and grades. In the qualitative strand, we explored responses of students with high or low writing enjoyment ratings to understand aspects of the instructional environment that contribute to students' affective experiences with writing. Much of what determines students' enjoyment of or aversion to writing fell in to one of two categories, regardless of the degree to which they enjoy writing: writing preferences (e.g., topic/genre selection, writing environment) or mood and motivation (e.g., student mood at the time of writing, self-efficacy for writing).
Do Schools Promote Executive Functions? Differential Working Memory Growth across School-Year and Summer Months
Author: Finch, Jenna E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Executive Function,Short Term Memory,Elementary School Students,Low Income Students,Family Income,Outcomes of Education,Equal Education,Child Development

Children's working memory (WM) skills, which support both academic and social success, continue to improve significantly through the school years. This study leverages the first nationally representative data set with direct assessments of elementary school students' WM skills to examine whether WM grows more during the school year or summer months and whether WM growth rates differ by household income. Results demonstrate that WM skills grow more during the school-year months compared to the summer months, suggesting that school environments provide children with unique opportunities to improve and practice their WM skills. Further, lower-income children have significantly faster WM growth rates in the first 2 years of school and the intervening summer, compared to their peers from higher-income families, leading to an overall narrowing in WM disparities by household income during the early school years. However, there was no evidence that schools equalize or exacerbate differences in WM skills between children from lower-income and higher-income households.
The Problems of Gender Equality: A Reconstruction of Islamic Doctrine
Author: Supriyadi, Tedi
Date: 2019-00-00
Type: Journal Articles
Subjects: Sex Fairness,Islam,Females,Leadership,Religious Factors,Hermeneutics,Sex Role,Foreign Countries

Women are born to be leaders, yet there still have been many disputations which grounding their arguments based on Al-Qur'an and Sunnah. However, the study on women's leadership needs to be reconstructed arguing that the traditional interpretations are no longer suitable in this changing times. Hence, this paper aims at advocating women position and their leadership in Islam. In addition, this paper also serves as a re-actualisation of the concept of Islam and also interpretation and re-understanding of the Qur'an and al-Hadith to provide opportunities for women associated with the concept of their equality with men. Furthermore, this paper attempts to reconstruct the Islamic doctrine of women's leadership seen from the perspectives of the Qur'an, al-Hadith, &quot;fiqh,&quot; &quot;tasawwuf,&quot; &quot;siyasah,&quot; and history. The consideration of hermeneutical aspect of normativity and historicity is a necessity in the contextual, comprehensive, and holistic interpretation of the text, since it can be stated that there is no compelling reason or argument that can reject women's leadership. Thus, it is found that principally there was no strict prohibition in Islam that could reject women's leadership in various fields.
Effect of Local Norms on Racial and Ethnic Representation in Gifted Education
Author: Peters, Scott J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academically Gifted,Student Diversity,Racial Differences,Ethnicity,Disproportionate Representation,Talent Identification,Educational Policy,State Policy,Public Policy,Standards,Grade 3

Educators have sought to understand and address the disproportional representation of students from certain student subgroups in gifted education. Most gifted identification decisions are made with national comparisons where students must score above a certain percentage of test takers. However, this approach is not always consistent with the overall goal of gifted education. Scholars have long argued for the use of local normative criteria to increase the diversity of students identified for gifted services, and although some districts across the country have applied such recommendations, little research has been carried out. In this study, we use a large data set to assess the extent to which identifying gifted students with either school-level norms or a combination of national and school-level norms would improve gifted education representation rates for students who are from African American and Latinx families. A preprint of this registered report and this project's preregistration documentation are available at https://osf.io/z2egy/.
Translating Javanese Culture Expressions in a Novel: Techniques and Quality
Author: Nugrahani, Dyah
Date: 2019-00-00
Type: Journal Articles
Subjects: Indonesian Languages,Translation,Novels,Cultural Influences,Cultural Awareness,Language Usage,Language Patterns,English

Translating cultural terms from Javanese is an area of interest because this language has numerous various cultural fixed expressions that challenge the translator in conveying the intended message to target readers. This study investigates the Javanese fixed expressions, as well as the translation techniques employed to translate them, for three novels: &quot;Burung-Burung Manyar (The Weaverbirds),&quot; &quot;Pengakuan Pariyem (Pariyem's Confession),&quot; and &quot;Para Priyayi (Javanese Gentry).&quot; Relying on content analysis design and a qualitative approach, this study analyzed 32 Javanese expressions obtained from the above three novels. The data was analyzed using domain, taxonomy, componential, and thematic analysis, as well as through an evaluation by experts in a focus group discussion. The results reveal that seven types of Javanese fixed expressions are used in the studied novels. When translating these expressions, translators tend to employ the description and deletion techniques, while the use of modulation, adaptation, established equivalent, and explicitation techniques tend to produce the best translations.
Understanding the Racial Discipline Gap in Schools
Author: Gopalan, Maithreyi
Date: 2019-00-00
Type: Journal Articles
Subjects: Racial Differences,Discipline,African American Students,White Students,Hispanic American Students,Public Schools,Disproportionate Representation,Elementary School Students,Secondary School Students,Suspension,Expulsion,Probability

We explore the discipline gap between Black and White students and between Hispanic and White students using a statewide student-level panel data set on Indiana public school students attending prekindergarten through 12th grade from 2008-2009 through 2013-2014. We demonstrate that the Black-White disciplinary gaps, defined in a variety of ways and robust to a series of specification tests, emerge as early as in prekindergarten and widen with grade progression. The magnitude of these disciplinary gaps attenuates by about half when we control for many student- and school-level characteristics, but it persists within districts and schools. In contrast, we find that Hispanic-White gaps are initially null and statistically insignificant at the prekindergarten/kindergarten level and attenuate substantially after adjustment for cross-school (district) variation and other covariates. We further disentangle the discipline gap using a decomposition technique that provides empirical support for the hypothesis that Black students nonrandomly sort into more punitive disciplinary environments.
Relationships between ICT Implementation at Schools and Factors Related to Transformational Leadership: A Case of Primary School in Mongolia
Author: Yamamoto, Yukiko
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Transformational Leadership,Leadership Qualities,Administrator Attitudes,Teaching Methods,Resource Allocation,Professional Development,Motivation,Teacher Collaboration,Financial Support,Elementary Schools

In recent years, Information Communication Technology (ICT) has played an essential part in the delivery of quality education. With this trend, a number of efforts have been implemented in Mongolia; however, strategic implementation is still needed to fully utilize ICT in education practice. As school leadership is one of the most influential factors for school reform, this study paid close attention to school leadership. Specifically, it looked at leadership factors related to four components of transformational leadership (Charisma or idealized influence, Inspirational motivation, Intellectual stimulation, and Individualized consideration). Correlation analysis was utilized to find how these factors are related to ICT implementation at schools in Mongolia; namely, school leaders' perceptions of ICT use in classroom teaching and funding allocation for ICT training. The data was collected from 222 school leaders from five regions in the country. The study found that the component of inspirational motivation is especially important for ICT use in classroom teaching. Teachers' collaborations which stimulate innovation is associated with both teachers' ICT use in teaching, and funding allocation for ICT training. In addition, the results support the relevance of transformational leadership for implementing ICT at the school level in the Mongolian context.
A Digital Early Spelling Game: The Role of Auditory and Visual Support
Author: Elimelech, Adi
Date: 2019-00-00
Type: Journal Articles
Subjects: Spelling,Auditory Stimuli,Visual Stimuli,Preschool Children,Computer Games,Educational Technology,Technology Uses in Education,Preschool Education,Low Income Students,Foreign Countries

We constructed a computer game to support preschoolers' early word spelling without an adult's assistance. The study explored the relative influence of auditory and visual digital supports on children's performance. Participants were 96 preschoolers who were randomly assigned into one of three groups: no support, auditory only support, or auditory + visual support. Children in each group played the digital game during eight meetings, and the computer recorded their activity. The auditory + visual support group scored significantly higher than the no support group on all letter tasks. We did not find significant differences between the two groups that received support, nor did we find differences between the auditory only support compared to the no support group, except for writing the last letter. The study shows that a digital game can help preschoolers progress in their spelling skills without the support of an adult. Auditory support is important, and the visual support significantly adds to children's spelling performance.
Teachers&apos; Perspectives on Professional Development in the Use of SCL Approaches and ICT: A Quantitative Case Study of Eduardo Mondlane University, Mozambique
Author: Muianga, Xavier Justino
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Faculty Development,College Faculty,Educational Technology,Technology Uses in Education,Student Centered Learning,Pedagogical Content Knowledge,Technological Literacy,Program Effectiveness,Teacher Attitudes,Teaching Methods,Technology Integration

Eduardo Mondlane University (UEM) has carried out curricular reform since 2000 to introduce Student Centered Learning (SCL) as well as the use of Information and Communication Technology (ICT). To meet the demands of this reform, UEM has introduced professional development training for teachers. The Technological Pedagogical Content Knowledge (TPACK) model was used as a theoretical framework to design the training and to evaluate how, if at all, professional development training has changed pedagogical practice. This quantitative study has its focus on teachers who followed the training over a period of 3 years. 147 teachers returned a questionnaire, from which 92 who used SCL and ICT for teaching and learning purposes - were selected for this study. Results indicate that professional development has an impact on teachers' beliefs and practices. It supports the shift from traditional teacher-centered instruction to SCL. Teachers who attended the training are more likely to use ICT and SCL, having changed their perception of the impact of professional development on their day-to-day work and the lives of students. In addition, teachers who participated and used ICT believe that ICT contributes to changes in students' learning outcomes and the quality of educational processes.