ethanporcaro/eric-fulltext-meta huggingface dataset:
Campus Climate and Students with Disabilities. NCCSD Research Brief. Volume 1, Issue 2
Author: Harbour, Wendy S.
Date: 2017-07-00
Type: Reports - Research
Subjects: Disabilities,Educational Environment,Student Personnel Services,Access to Education,Program Evaluation,Access to Information,Inclusion,Barriers,Social Bias,Student Attitudes,College Students,Foreign Countries,Accessibility (for Disabled)

This research brief summarizes issues related to campus climate issues and disability, to improve social and educational outcomes for students with disabilities, support faculty and staff with disabilities, and increase understanding of disability among nondisabled members of the campus community. Instead of relying on disability services offices to address all aspects of disability on campuses, this report argues for various constituencies beginning a cultural shift on campuses to create a more positive campus climate for people with disabilities. Definitions of campus climate are provided, with examples of barriers for students with disabilities. Policy and practice recommendations include conducting evaluations of existing disability practices, creating diverse ways for the campus community to get information about disability, and supporting campus-wide engagement with disability. Examples of campuses that have implemented research-based recommendations are provided, as well as considerations for future research. (Contains 3 figures and 1 table.) [For Volume 1, Issue 1, see ED574980.]
Who Receives Speech/Language Services by 5 Years of Age in the United States?
Author: Morgan, Paul L.
Date: 2016-05-00
Type: Journal Articles
Subjects: Young Children,Speech Language Pathology,Intervention,Delayed Speech,Minority Group Children,Racial Bias,Whites,Regression (Statistics),Expressive Language,Vocabulary Development,Program Effectiveness,Correlation,Access to Education,Low Income Groups,Socioeconomic Influences,English Language Learners,Body Weight,Infants,At Risk Persons,Children,Longitudinal Studies,Surveys,Parents,Interviews,Measures (Individuals),Language Skills,Receptive Language,Reading Achievement,Birth,Parent Role,Background,Health,Child Care,Statistical Analysis

Purpose: We sought to identify factors predictive of or associated with receipt of speech/language services during early childhood. We did so by analyzing data from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B; Andreassen &amp; Fletcher, 2005), a nationally representative dataset maintained by the U.S. Department of Education. We addressed two research questions of particular importance to speech-language pathology practice and policy. First, do early vocabulary delays increase children's likelihood of receiving speech/language services? Second, are minority children systematically less likely to receive these services than otherwise similar White children? Method: Multivariate logistic regression analyses were performed for a population-based sample of 9,600 children and families participating in the ECLS-B. Results: Expressive vocabulary delays by 24 months of age were strongly associated with and predictive of children's receipt of speech/language services at 24, 48, and 60 months of age (adjusted odds ratio range = 4.32-16.60). Black children were less likely to receive speech/language services than otherwise similar White children at 24, 48, and 60 months of age (adjusted odds ratio range = 0.42-0.55). Lower socioeconomic status children and those whose parental primary language was other than English were also less likely to receive services. Being born with very low birth weight also significantly increased children's receipt of services at 24, 48, and 60 months of age. Conclusion: Expressive vocabulary delays at 24 months of age increase children's risk for later speech/language services. Increased use of culturally and linguistically sensitive practices may help racial/ethnic minority children access needed services.
Are You Ready to Assess Social and Emotional Development? SEL Solutions Decision Tree
Author: American Institutes for Research (AIR)
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Knowledge Level,Student Attitudes,Test Construction,Evaluation Methods,Ethics,Standards,Difficulty Level,Evaluation Utilization,Decision Making,Accountability,Information Dissemination,Student Needs,Program Evaluation,Cost Effectiveness,Skill Development,Educational Assessment

Deciding whether and how to use assessments to evaluate students' social and emotional (SE) knowledge, attitudes, and skills requires the development and critical appraisal of an assessment plan. At the state, district, and school levels, education leaders and staff can benefit from reviewing best practices and using a structured format to arrive at that decision. The sections in this decision tree describe a process for making decisions about using assessments in consideration of: (1) purpose--the why of assessment; (2) rigor--appropriate for that purpose; (3) practicalities--in consideration of rigor; (4) burden--resulting from practicality; and (5) ethics--the big picture. This document is the second component in American Institutes for Research's suite of resources, &quot;Ready to Assess.&quot; &quot;Ready to Assess&quot; was designed to help decision makers and practitioners make informed and ethical assessment decisions. [For &quot;Are You Ready to Assess Social and Emotional Development? SEL Solutions Brief,&quot; see ED577553. For &quot;Are You Ready to Assess Social and Emotional Development? SEL Solutions Tools Index,&quot; see ED577551.]
Racial and Ethnic Disparities in ADHD Diagnosis from Kindergarten to Eighth Grade
Author: Morgan, Paul L.
Date: 2013-07-00
Type: Journal Articles
Subjects: Racial Differences,Ethnic Groups,Attention Deficit Hyperactivity Disorder,Children,Elementary Secondary Education,Minority Group Children,Clinical Diagnosis,African American Students,Hispanic American Students,White Students,Language Usage,Behavior Problems,At Risk Persons,Gender Differences,Parent Influence,Attention,Academic Achievement,Health Insurance,Drug Therapy,Longitudinal Studies,Surveys,Regression (Statistics),Statistical Analysis

Objective: Whether and to what extent racial/ethnic disparities in attention-deficit/hyperactivity disorder (ADHD) diagnosis occur across early and middle childhood is currently unknown. We examined the over-time dynamics of race/ethnic disparities in diagnosis from kindergarten to eighth grade and disparities in treatment in fifth and eighth grade. Methods: Analyses of the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (N = 17 100) using discrete-time hazard modeling. Results: Minority children were less likely than white children to receive an ADHD diagnosis. With time-invariant and -varying confounding factors statistically controlled the odds of ADHD diagnosis for African Americans, Hispanics, and children of other races/ethnicities were 69% (95% confidence interval [CI]: 60%-76%), 50% (95% CI: 34%-62%), and 46% (95% CI: 26%-61%) lower, respectively, than for whites. Factors increasing children's risk of an ADHD diagnosis included being a boy, being raised by an older mother, being raised in an English-speaking household, and engaging in externalizing problem behaviors. Factors decreasing children's risk of an ADHD diagnosis included engaging in learning-related behaviors (eg, being attentive), displaying greater academic achievement, and not having health insurance. Among children diagnosed with ADHD, racial/ethnic minorities were less likely than whites to be taking prescription medication for the disorder. Conclusions: Racial/ethnic disparities in ADHD diagnosis occur by kindergarten and continue until at least the end of eighth grade. Measured confounding factors do not explain racial/ethnic disparities in ADHD diagnosis and treatment. Culturally sensitive monitoring should be intensified to ensure that all children are appropriately screened, diagnosed, and treated for ADHD.
Are You Ready to Assess Social and Emotional Development? SEL Solutions Tools Index
Author: American Institutes for Research (AIR)
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Knowledge Level,Student Attitudes,Test Construction,Evaluation Methods,Ethics,Standards,Difficulty Level,Evaluation Utilization,Decision Making,Accountability,Information Dissemination,Student Needs,Program Evaluation,Cost Effectiveness,Skill Development,Educational Assessment,Early Childhood Education,Elementary Education,Secondary Education,Middle Schools,High Schools

Assessing individuals' social and emotional (SE) knowledge, attitudes, and skills is a complex task. It requires careful consideration of the assessment purpose, rigor, practicality, burden, and ethics. Once you have considered these factors and have determined that you are, in fact, &quot;Ready to Assess,&quot; you are ready to act and choose an assessment tool to achieve your desired outcome. The purpose of this &quot;Tools Index&quot; is to help you make an informed decision on the best tool to explore these outcomes. The elements included in this document were selected to provide a brief overview of the selected outcomes tools identified by American Institutes for Research (AIR) for exploring SE knowledge, attitudes, and skills. The tables are organized according to four developmental areas: early childhood, elementary school, middle and high school, and workforce. The measures identified within each table are organized alphabetically. This document is the third component in AIR's suite of resources, &quot;Ready to Assess.&quot; &quot;Ready to Assess&quot; was designed to help decision makers and practitioners make informed and ethical assessment decisions. [For &quot;Are You Ready to Assess Social and Emotional Development? SEL Solutions Brief,&quot; see ED577553. For &quot;Are You Ready to Assess Social and Emotional Development? SEL Solutions Decision Tree,&quot; see ED577466.]
Are You Ready to Assess Social and Emotional Development? SEL Solutions Brief
Author: American Institutes for Research (AIR)
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Knowledge Level,Student Attitudes,Test Construction,Evaluation Methods,Ethics,Standards,Difficulty Level,Evaluation Utilization,Decision Making,Accountability,Information Dissemination,Student Needs,Program Evaluation,Cost Effectiveness,Skill Development,Educational Assessment

Education in the 21st century is awakening to a call for students who are not only proficient with academic content but who also have developed the social and emotional (SE) knowledge, attitudes, and skills that are necessary for success in college and careers. This brief refers to that combination of knowledge, attitudes, and skills as SE competencies. SE competencies enable students to harness their academic knowledge and turn that knowledge into action. Research suggests that the development of academic knowledge and SE competencies is inextricably linked and the two elements mutually reinforce one another (Farrington et al. 2012). Leaders in education have recognized the critical need to support students developing SE competencies and, increasingly, have turned their attention to assessments to ensure accountability to standards that emphasize them (Dusenbury, Zadrazil, Mart, &amp; Weissberg 2014). Although this shift in focus toward a more holistic approach to student success may be a significant and positive advance for education, it begs certain questions about policy and practice. This brief and the accompanying &quot;Ready to Assess Decision Tree&quot; and &quot;Tools Index&quot; aim to provide policymakers and leaders in education with (1) an overview of the developing assessment landscape and (2) a framework and guidance for deciding if and when they are ready to assess SE competencies. [For &quot;Are You Ready to Assess Social and Emotional Development? SEL Solutions Decision Tree,&quot; see ED577466. For &quot;Are You Ready to Assess Social and Emotional Development? SEL Solutions Tools Index,&quot; see ED577551.]
Transition to Adulthood: Employment, Education, and Disengagement in Individuals with Autism Spectrum Disorders
Author: Wei, Xin
Date: 2015-02-00
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Longitudinal Studies,Postsecondary Education,Enrollment,College Attendance,Employment Level,Unemployment,Barriers,Gender Differences,Family Income,Cognitive Ability,Communication Skills,Disproportionate Representation,Disabilities,Special Education,Transitional Programs,High School Graduates,Dropouts,Surveys

Relatively little is known about the pathways youth with Autism Spectrum Disorders (ASDs) take in the transition to adulthood in terms of employment and postsecondary education. Applying life course sequence analysis to a nationally representative sample of youth with ASDs (n = 120), this study clustered various longitudinal sequences into three typical transition groups in the 6 years after high school exit: primarily focused on postsecondary education (57.4%), continuously or increasingly disengaged (i.e., not employed nor in postsecondary education, 29.0%), and primarily focused on employment (13.6%). All three groups experienced unique struggles in the transition to adulthood. We found variations in disproportionate transition patterns by gender, family income, functional cognitive skills, and conversational skills. Policy implications are discussed. [This paper was published in &quot;Emerging Adulthood&quot; v3 n1 p37-45 Feb 2015.]
Who Are the Persistently NEET Young People? NCVER Research Report
Author: Stanwick, John
Date: 2017-00-00
Type: Reports - Research
Subjects: Research Reports,Late Adolescents,Individual Characteristics,Longitudinal Studies,National Surveys,Incidence,Demography,Social Differences,Youth Problems,Youth Opportunities,Dropout Characteristics,Socioeconomic Background,Early Parenthood,Economic Impact,Outcomes of Education,Labor Force Nonparticipants,Social Indicators,Foreign Countries,Regression (Statistics),Interviews,Statistical Analysis

This report examines the group of young people aged 15-24 that are not engaged in education, employment, or training (NEET). In particular, it examines those who are NEET for six or more months consecutively, known here as persistently NEET. Using data from the Longitudinal Survey of Australian Youth (LSAY), the report investigates the incidence of persistently NEET in this data, the socio-demographic characteristics associated with being persistently NEET, the activities of the group, and the outcomes at age 20­-24 of those who have a persistently NEET period at ages 15-19. The analysis found that non-completion of year 12, having children, and coming from a lower socio-economic background are associated with being persistently NEET. It also found that having a persistently NEET period at ages 15-19 is associated with a greater likelihood of being persistently NEET at ages 20-24, and a lower likelihood of undertaking or completing a certificate III or higher level qualification by age 24. The Global Financial Crisis also appears to have had an impact on this group of young people. Appendices are included. [For &quot;Who Are the Persistently NEET Young People? Literature Overview Support Document,&quot; see ED577565.]
Associations between Predictive Indicators and Postsecondary Science, Technology, Engineering, and Math Success among Hispanic Students in Texas. REL 2018-279
Author: Borman, Trisha
Date: 2017-11-00
Type: Reports - Research
Subjects: Predictor Variables,Educational Indicators,Postsecondary Education,STEM Education,Academic Achievement,Hispanic American Students,Disproportionate Representation,Majors (Students),Enrollment,Science Interests,Prior Learning,Grade Point Average,Scores,Standardized Tests,Mathematics Tests,Science Tests,College Entrance Examinations,Cohort Analysis,Regression (Statistics),High School Graduates,Statistical Analysis

Nationwide, Hispanic students continue to be underrepresented among students who complete a four-year degree in science, technology, engineering, and math (STEM) fields (National Center for Education Statistics, 2016) and among workers in STEM fields. This discrepancy is a concern, especially in light of the projected growth in employment in STEM fields and in light of the fact that wages for jobs in STEM fields are 26 percent higher on average than wages for jobs in non-STEM fields. Concern is particularly acute in Texas, where Hispanic students account for 51 percent of the K-12 student population. The Texas Hispanic STEM Research Alliance, made up of representatives from Regional Education Service Centers, school districts, postsecondary institutions, and state education agencies, partnered with the Regional Educational Laboratory Southwest on a series of studies of predictors of postsecondary STEM success (defined as enrolling in, persisting in, or completing a postsecondary STEM major or degree) for Hispanic students in Texas. The first study reviewed the research literature to identify indicators (malleable factors that can be measured in K-12 settings) that predict students' postsecondary STEM success. Among the indicators identified were the number of math courses taken, the number of science courses taken, the level of math or science courses taken, interest or confidence in STEM, achievement in middle school and high school (for example, grade point average and scores on standardized math and science assessment tests), and SAT and ACT math scores. This report presents the findings of the second study, which examined the associations between some of the indicators identified in the first study and postsecondary STEM success among Texas students. The current study used data on seven cohorts of students who entered grade 9 in 2000-06, were enrolled in a Texas public high school for at least three years, and enrolled in a two-year Texas public college or a four-year Texas public or private college or university by spring 2011.
Who Are the Persistently NEET Young People? Literature Overview Support Document
Author: Stanwick, John
Date: 2017-00-00
Type: Information Analyses
Subjects: Literature Reviews,Research Projects,Late Adolescents,Heterogeneous Grouping,Individual Characteristics,Policy Formation,Design Preferences,Unemployment,Dropout Characteristics,Labor Force Nonparticipants,Profiles,Dropouts

This document was produced by the authors based on their research for the report, &quot;Who Are the Persistently NEET Young People? NCVER Research Report,&quot; and is an added resource for further information. The purpose of this document is to review some of the main research and literature on young people aged 15-24 that are not engaged in education, employment, or training (NEET) to help inform the research project. The review is not intended to be comprehensive but rather provide a baseline of understanding for the current project. [For &quot;Who Are the Persistently NEET Young People? NCVER Research Report,&quot; see ED577563.]
How Technology and Collaboration Promote Formative Feedback: A Role for CSCL Research in Active Learning Interventions
Author: Wu, Sally P. W.
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Formative Evaluation,Feedback (Response),Active Learning,STEM Education,Technology Uses in Education,Educational Technology,Cooperation,Learner Engagement,Undergraduate Students,Chemistry,Group Discussion,Observation,Interviews,Expertise,Evaluation Methods,Cooperative Learning

Recent evidence for the effectiveness of active learning interventions has led educators to advocate for widespread adoption of active learning in undergraduate science, technology, engineering, and mathematics courses. Active learning interventions implement technology and collaboration to engage students actively with the content. Yet, it is unclear how these features contribute to their effectiveness. Research suggests that these features may enhance learning by providing formative feedback. To understand how technology and collaboration support learning by providing formative feedback, we conducted an observational study in a traditional and an active learning version of an undergraduate chemistry course. Results suggest that technology-provided feedback in the active learning intervention enhanced collaboration. We identify specific challenges and opportunities in technology design and active learning interventions for computer-supported collaborative learning research to address.
Developing Appropriate Workforce Skills for Australia&apos;s Emerging Digital Economy: Working Paper
Author: Gekara, Victor
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Skill Development,Job Skills,Technological Literacy,Case Studies,Transportation,Correctional Institutions,Mixed Methods Research,Training,Instructional Materials,Content Analysis,Data Collection,Data Analysis,Employment Opportunities,Advertising,Web Sites,Occupational Information,Employment Qualifications,Elective Courses

This working paper is the first publication coming out of a project investigating the role of vocational education and training (VET) in developing digital skills in the Australian workforce, using two sectors as case studies--Transport and Logistics, and Public Safety and Correctional Services. The study employs a mixed method approach, combining both qualitative and quantitative analyses. It involves industry training package content analysis, content extraction and analysis from online job vacancy advertisements, and key industry interviews, as well as a quantitative employer survey. In the online job vacancy analysis, a total of 1,708 job advertisements covering 74 occupations/job titles were analysed to explore digital skills requirements. In addition, a detailed content analysis was conducted of 11 training packages, with a specific focus on the qualifications for these occupations. In this analysis, 758 units of competency were analysed to examine how and the extent to which digital skills provision is embedded into qualifications. Findings showed that only a small number mentioned digital skills as a requirement. The training packages for these industries contained significant digital training content but with the majority of these units of competency occurring as electives. These findings raise questions about whether employers are making assumptions about the digital skills of potential employees.
Employers&apos; Use and Views of the VET System 2017. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Employer Attitudes,Use Studies,Participant Satisfaction,Job Skills,Labor Needs,Apprenticeships,Trainees,Accreditation (Institutions),Training Methods,Employment Qualifications,Recruitment,Employment Problems,Employment Practices,Educational Practices

This publication presents information on employers' use and views of the vocational education and training (VET) system. The findings relate to the various ways in which Australian employers use the VET system and unaccredited training to meet their skill needs, and their satisfaction with these methods of training. Australian employers can engage with the VET system in three main ways, by: (1) having jobs that require vocational qualifications; (2) having apprentices and trainees; and (3) using nationally recognised training. Information is also presented on employers' views of the proficiency of their employees and whether they have experienced any recruitment difficulty.