ethanporcaro/eric-fulltext-meta huggingface dataset:
Spring 2021 NSCAS Phase I Pilot ELA, Mathematics, and Science Technical Report
Author: Nebraska Department of Education
Date: 2021-10-25
Type: Reports - Evaluative
Subjects: Psychometrics,Standard Setting,English,Language Arts,State Departments of Education,Psychological Testing,Academic Standards,Test Validity,Test Reliability,Science Tests,Mathematics Tests,Test Results,Test Construction,Scoring,Information Security,Summative Evaluation,Test Items,Middle School Students,Benchmarking,Career Readiness,College Readiness

This technical report documents the processes and procedures implemented to support the Spring 2021 Nebraska Student-Centered Assessment System (NSCAS) Phase I Pilot in English Language Arts (ELA), Mathematics, and Science assessments by NWEA® under the supervision of the Nebraska Department of Education (NDE). The technical report shows how the processes, methods applied, and results relate to the issues of validity and reliability and to the &quot;Standards for Educational and Psychological Testing&quot; (American Educational Research Association, American Psychological Association, &amp; National Council on Measurement in Education, 2014). The following sections are presented in this technical report: (1) Introduction; (2) Test Design and Development; (3) Test Administration and Security; (4) Scoring and Reporting; (5) Constraint-Based Engine; (6) Psychometric Analyses; (7) Standard Setting; (8) Test Results; (9) Reliability; and (10) Validity.
From Crisis to Recovery: Federal, State, and Institutional Recommendations for Higher Education
Author: New America
Date: 2021-06-00
Type: Reports - Research
Subjects: Higher Education,Educational Change,Educational Policy,Federal Government,State Government,Government Role,COVID-19,Pandemics,Economic Climate,Racial Relations,Social Problems,Educational Finance,Paying for College,Accountability,Access to Computers,Disadvantaged,Federal Aid,Federal Legislation,Federal Programs,Welfare Services,State Aid,Student Financial Aid,Equal Education,Emergency Programs,Transfer Policy

In spring 2020, New America and the State Higher Education Executive Officers Association (SHEEO) partnered on a year-long research project to understand the effect of the confluence of the pandemic, economic crisis, and racial reckoning on America's colleges and universities. We interviewed over 100 college leaders from across higher education sectors, students, and higher education membership organizations to hear, in their own voices, about the difficulties faced by campus communities. As we consider the near- and longer-term future of colleges and universities and the students they serve, New America and SHEEO have reflected on what we have learned over the past year. We believe there is an important role for federal and state governments and for institutions to ensure a robust recovery of America's higher education system, which will be imperative to the growth of the economy. This report details several recommendations for federal, state, and institutional policymakers as we move from crisis to recovery.
Testing Reading for Specific Purposes in an Art Education Course for Graduate Students in Saudi Arabia
Author: Al-Jarf, Reima
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Art Education,Morphemes,English for Special Purposes,Second Language Learning,Second Language Instruction,Language Tests,Scores,Semitic Languages,Sentences,Reading Tests,Foreign Countries,Needs Assessment,Language Proficiency,Student Attitudes,Pretests Posttests,Translation,Native Language

Since most Saudi graduate students are not proficient in English, they are required to take an ESP course to enable them to read and comprehend reference material in English and translate the required information for their assignments and theses. Based on a needs assessment questionnaire and an English Proficiency Test results, an ESP course was especially designed to meet art education students' academic and professional needs. At the end of the semester, the students were posttested. The posttest required the students to locate main ideas and supporting details and to figure out meanings of key art terms from context. It also required them to identify the part of speech of art terms and detach suffixes. They also gave the overall meaning of short paragraphs and single sentences in Arabic. A detailed description of the content sampled, skills tested, sample items, and statistical analyses of the ESP reading test scores are reported.
School Adaptation Problem: Examining Turkish Children Born Abroad
Author: Arslan, Serhat
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Adjustment,Social Adjustment,Foreign Countries,Turkish,Teacher Student Relationship,Counseling,Immigrants,Student Attitudes,Psychological Patterns,High School Students,Peer Relationship,Native Language Instruction

Individuals who are born abroad and who live there for a period of time have to encounter many problems when they repatriated. Perhaps the foremost off those problems is the problem of adaptation. Children or the youngsters, especially if they are at school age, adaptation constitutes a significant problem. The purpose of this research is examining the problems encountered in the process of adaptation to school on the basis of Turkish children born abroad. The interview technique, one of the qualitative research methods has been used in this research. I, in the capacity of researcher have created semi-structured interview form. Interviews have been held with 11 students in different schools located in Istanbul and the method of purposeful sampling has been used. The students have been asked questions about the problems that they encounter with respect to the skill of using Turkish language, problems that they encounter in their relations with their teachers, problems that they encounter in their relations with their friends, the interest of the counseling service and whether it is sufficient or not, what their feelings were when they returned to Turkey conclusively. The data obtained from the interviews have been analyzed using the method of descriptive analysis. According to the results of the study, the biggest obstacle to adaptation to the country is the language problem. Individuals coming from abroad have difficulties in social and academic sense because they do not have sufficient command of Turkish language.
Financial Literacy in Education Process: Literature Study
Author: Özdemir, Burku
Date: 2022-00-00
Type: Journal Articles
Subjects: Money Management,Teaching Methods,Educational Benefits,Foreign Countries,Decision Making,Consumer Economics,Literacy,Program Descriptions,Quality of Life,Economic Factors,Elementary Secondary Education

One of the factors affecting the quality of life of individuals is financial decisions. Every activity that individuals do to meet their needs is within the scope of finance. For this reason, Financial literacy is a concept that closely concerns every individual living in society. Financial literacy includes individuals to have information about financial issues and to make the right investment and consumption decisions. Accordingly, having a financial literacy education at early age and to sustain it throughout life. Regarding this importance, the aim of the article is to compile the studies on the importance of financial literacy education and to provide theoretical resources to the literature. For this purpose, this review article consists of three parts. In the first part, the definition and content of the concept of financial literacy are mentioned. In the second part, the place and importance of financial literacy in education, its benefits to the general public and students, and the necessity of financial literacy education are mentioned. In the last part, it is mentioned about the projects that have been realized and are being realized in the field of financial literacy in Turkey.
Psychological Perspectives on Postsecondary Education Returns
Author: Destin, Mesmin
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Outcomes of Education,Psychological Characteristics,College Students,Student Characteristics,Self Concept,School Attitudes,Social Attitudes

Students who pursue postsecondary education are likely to do so in part because of expectations about what benefits a degree will bring to their lives. A wide range of institutional characteristics, such as financial resources, high quality teaching, and effective advising opportunities, shape the postsecondary outcomes of students. These characteristics matter, in part, because they influence how students experience their time in college. The scientific study of this subjective experience of college students demonstrates important psychological factors that affect their outcomes and can be divided into three categories: (1) students' beliefs about themselves; (2) their beliefs about school tasks; and (3) their beliefs about structures and society. These factors are summarized in this report.
Reconsidering the Relationship between Higher Education, Earnings, and Productivity
Author: Darity, William A., Jr.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Education Work Relationship,Income,Productivity,Equal Opportunities (Jobs),Human Capital,Educational Attainment,Gender Discrimination,Racial Discrimination,Job Performance,Outcomes of Education

21st century research, to date, indicates that the private and social returns from higher education are substantial. The subtext of both human capital theory and the signaling model is a belief that higher earnings are an indicator of &quot;earned merit&quot;; an assumption called into question, challenging the meritocratic basis for earnings inequality. In this report, the authors argue that the relationship between individual efficiency or productivity and wages is considerably weaker than economists frequently assume. If this relationship is in fact weaker, then the underlying mechanism behind the correlation between educational attainment and individual wages is also less certain. There are three primary issues with interpreting higher wages among those with higher educational attainment as evidence of increased personal productivity presented: (1) The relationship between education and individual productivity is far from absolute; (2) CEO &quot;super-salaries&quot; raise questions about measuring productivity separately from earnings because these &quot;super-salaries&quot; do not necessarily equate to a CEO's productivity output; and (3) Labor market discrimination directly contradicts human capital theory. The authors explore each of these issues in more detail, with particular attention to their implications for the relationship between higher education, productivity, and earnings. Collectively, these issues suggest that using earnings as a marker of the quality of higher education may be problematic.
Valuing Home and Child Care Workers: Policies and Strategies That Support Organizing, Empowerment, and Prosperity
Author: Lieberman, Abbie
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Child Caregivers,Child Care Occupations,Home Health Aides,Caregiver Attitudes,Barriers,Change Strategies,Federal Legislation,Labor Legislation,Job Security,Work Environment,Financial Support,Public Policy,Empowerment,Labor Conditions,Labor Demands,Unions,Wages,Fringe Benefits,Labor Force Development

From February to April, New America conducted over 30 interviews with experts, care providers, and union representatives, focusing on three states. This report outlines key considerations for improving care worker job quality through organizing. We also include case studies on care worker organizing in California, Illinois, Washington, and the Cooperative Home Care Associates (CHCA) in New York City, selected based on the effectiveness of organizing strategies in each. [Funding for this report was provided by Pivotal Ventures.]
About 70 Years after the Historical &quot;Brown v. Board of Education,&quot; Where Are American Institutions At? An Educator&apos;s Plea for Little Black Girls and Boys to Matter More in the Discourse on Race and Culturally-Connected STEM Teaching
Author: Pinder, Patrice Juliet
Date: 2022-01-20
Type: Reports - Descriptive
Subjects: African American Students,Elementary Secondary Education,Racial Bias,Equal Education,COVID-19,Pandemics,Access to Health Care,Poverty,School Desegregation,Desegregation Litigation,Violence,Culturally Relevant Education,History,Instructional Materials

This short essay was written during this time of: &quot;rising coronavirus cases, particularly among Blacks and other minorities,&quot; &quot;increased racial tension,&quot; and the call for &quot;justice and fairness in all systems within the UNITED States of America (U.S.).&quot; As a highly concerned educator, I am here renewing the &quot;call for more equality and the addressing of the needs of Black People within the U.S. systems, specifically focusing my attention on Little Black Girls and Boys (our children/our students) within the American K-12 Educational system. . .&quot;
Teaching Online: STEM Education in the Time of COVID
Author: Seaman, Jeff
Date: 2021-00-00
Type: Reports - Research
Subjects: STEM Education,COVID-19,Pandemics,Distance Education,Web Based Instruction,Student Motivation,Instructional Effectiveness,Electronic Learning,College Faculty,Teacher Surveys,Teacher Attitudes,Undergraduate Study,Graduate Study,Barriers,Learning Activities,Equal Education

The COVID-19 pandemic sparked a disruptive shift from face-to-face instruction to distance-learning, impacting academia in the U.S. across undergraduate and graduate levels. This study explores the impact these changes have had on higher education faculty in STEM fields. The results presented in this report are based on 896 responses from STEM (Science, Technology, Engineering, and Mathematics) faculty teaching at the graduate and undergraduate level. Data collection was conducted during the last week of October, 2020. Respondents represented multiple STEM disciplines, with faculty from the biological sciences making up the single largest group, followed by engineering, and those teaching in the physical sciences. COVID-19 has caused a significant shift in how faculty view online education within the STEM fields. As with any sudden change, the experience of faculty teaching online has been varied -- some good, and some bad. Overall, results suggest that faculty are cautiously optimistic about the future of online STEM education. This optimism suggests that individuals and institutions will use their experience in response to the COVID-19 pandemic as an opportunity to reassess how STEM education is currently delivered, and will be more open to new approaches that incorporate online education and digital learning into their curricula. Understanding how to better develop, deploy, and evaluate the tools and strategies faculty could employ for successful outcomes in online learning could prove crucial in the years to come. [This report was commissioned by the National Survey on the State of Online STEM Education (NSSOSE) with sponsorship from Carolina Distance Learning, HHMI Biointeractive, and DigitalEd.]
Youth Apprenticeship Data Framework: A Tool from the Partnership to Advance Youth Apprenticeship
Author: Hwang, Joyce
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Apprenticeships,High School Students,Partnerships in Education,Data Analysis,Data Collection,Program Evaluation,Outcomes of Education,Information Dissemination,Capacity Building

Youth apprenticeship is a strategy for building a more inclusive economy by creating affordable, reliable, and equitable pathways from high school to good jobs and college degrees. As youth apprenticeship programs develop and expand across the U.S., it is critical that practitioners develop plans for capturing, analyzing, and leveraging data at every stage of program development. After extensive consultation with leading youth apprenticeship practitioners and education and workforce experts, the Partnership to Advance Youth Apprenticeship (PAYA) has developed the PAYA Data Framework. This framework is designed to help program leaders identify relevant, actionable information and data they can collect to document their processes, monitor apprentice progress, and track outcomes for apprentices, employers, and other key stakeholders. Based on stakeholder feedback, the Framework has been organized into three categories--Partnership Data, Pathway Data, and Participant Data. The Youth Apprenticeship Data Framework is intended to be a practical and adaptable guide to support youth apprenticeship partnerships' efforts to build data systems that monitor the effectiveness of youth apprenticeship programs and inform continuous improvement activities. The framework can be used as a foundation that supports the data capacity of leaders and organizers working together to identify, develop, and scale up effective, equitable youth apprenticeship programs around the country. Programs should use this Framework to start conversations with partners about what data are being collected and by whom; to identify and address gaps in data collection; to develop and expand data sharing agreements; and to determine what data infrastructure will be needed to improve data capacity as programs expand.
Equations, Functions, and Modeling with Real-World Problems in Algebra I
Author: McAllister, Deborah A.
Date: 2021-11-18
Type: Reports - Research
Subjects: Algebra,Mathematics Instruction,Mathematics Teachers,State Standards,Faculty Development,Teaching Skills,Pedagogical Content Knowledge,Mathematics Achievement,Teacher Attitudes,Problem Solving,Learning,Secondary School Mathematics,Program Effectiveness

This program focused on improving mathematics content and pedagogy for Algebra I teachers, including regular classroom teachers and exceptional education teachers, as they implemented the Tennessee Mathematics Standards. Concentrating work on a few topics allowed for tightening breadth while increasing depth of content, as well as devoting study to the mathematics required for career choices. A major focus of Algebra I content is working with equations, functions, and modeling of real-world problems. All activities were correlated to Tennessee Standards for Algebra I. The eight Mathematical Practices were woven throughout the activities. The Tennessee Educator Acceleration Model was reviewed with teachers, and activities were presented and analyzed, with regard to the rubric. The 19 TEAM categories meshed with the program objectives. Participants included 24 teachers from across southeast Tennessee. The program timeline included one spring Saturday session, a 5-day summer academy, and two follow-up Saturday sessions in the fall (50 contact hours), and online discussion throughout the spring, summer, and fall. Hands-on activities, using mathematics manipulatives and technology, and constructivist strategies for teaching and learning, were emphasized. Participants demonstrated a significant increase in algebra content knowledge. The program was funded through the Tennessee Higher Education Commission (THEC) Improving Teaching Quality Program.
Crosslinguistic Transfer of Higher Order Cognitive Skills and Their Roles in Writing for English-Spanish Dual Language Learners
Author: Kim, Young-Suk Grace
Date: 2021-10-21
Type: Reports - Research
Subjects: Transfer of Training,Second Language Learning,Native Language,Bilingualism,Spanish,English (Second Language),Writing (Composition),Factor Analysis,Inferences,Perspective Taking,Correlation,Language Processing,Thinking Skills,Poverty,Gender Differences,English Language Learners,Literacy,Immersion Programs,Instructional Program Divisions,Schemata (Cognition),Writing Skills,Elementary School Students,Writing Evaluation,Institutional Characteristics,Grade 1,Grade 2

We investigated the dimensionality and relations between L1 (a speaker's first language) and L2 (a speaker's second language) writing skills in narrative and informational genres and higher order cognitive skills--inference, perspective taking, and comprehension monitoring--for Spanish-English dual language learners in primary grades. Dimensions of written composition and higher order cognitive skills were examined, comparing nine alternative models. Data from 317 dual language learners in Grades 1 and 2 were used in confirmatory factor analysis and structural equation modeling. For the dimensionality of written composition, a unidimensional model, where writing was characterized as a single underlying construct across languages (Spanish and English) and genres (narrative and opinion), fit the data best. With regard to the dimensionality of higher order cognitive skills, data supported a bifactor model with: (1) a general factor that captures common variance across languages and across inference, perspective taking, and comprehension monitoring skills; and (2) specific factors by language (Spanish and English). The higher order cognition general factor was fairly strongly related to writing quality (0.59), and the relation remained even after accounting for sex, poverty status, grade level, English learner status, school, and biliterate status. These relations were similar for students in an English immersion program and in Spanish-English dual immersion programs. These results indicate potential cross-language transfer of higher order cognitive skills and the roles of higher order cognitions in written composition for Spanish-English dual language learners. [This is the online version of an article published in &quot;Journal of Educational Psychology.&quot; For the final published version of this article, see?EJ1324910.]
Validation of the Mathematics Motivation Questionnaire (MMQ) for Secondary School Students
Author: Fiorella, Logan
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Validity,Mathematics Education,Student Motivation,Questionnaires,Secondary School Students,Factor Analysis,Self Control,Self Efficacy,Test Anxiety,Test Reliability

Background: Motivation is critical for supporting persistence and achievement in science, technology, engineering, and mathematics (STEM) disciplines. In this study, we focus on the assessment of mathematics motivation among secondary school students. We provide validity and reliability evidence for the Mathematics Motivation Questionnaire (MMQ)--adapted from the Science Motivation Questionnaire designed for college students--using data from 2551 secondary students from seven states across the United States. Results: Exploratory and confirmatory factor analyses confirmed five latent factors of the MMQ indicated by 19 items: intrinsic value, self-regulation, self-efficacy, utility value, and test anxiety. The nonlinear SEM reliability coefficients of the five constructs ranged from 0.76 to 0.91. To assess criterion validity, analyses using a subset of the data that included students' mathematics standardized scores (n = 536) indicated that intrinsic value, self-regulation, and self-efficacy were significantly positively correlated with mathematics achievement, whereas test anxiety was significantly negatively correlated with mathematics achievement. Conclusions: The MMQ provides a reliable, valid, and feasible measure of the specific factors underlying mathematics motivation among secondary students. [This article was published in &quot;International Journal of STEM Education&quot; (EJ1307604).]