ethanporcaro/eric-fulltext-meta huggingface dataset:
Pathway to Academic Success Project. Intervention Report Snapshot. English Learners Topic Area. WWC 2022-004
Author: What Works Clearinghouse (WWC) (ED/IES)
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Writing Skills,English Language Learners,Language Proficiency,Writing Instruction,Goal Orientation,Prior Learning,Inquiry,Prediction,Program Effectiveness,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Language Arts,Faculty Development,Coaching (Performance),Instructional Materials,Costs,Literacy Education,Middle School Students,High School Students,Gender Differences,Socioeconomic Status,Racial Differences,Ethnicity,Hispanic American Students,High School Teachers,Middle School Teachers,Reading Skills,Reading Instruction,Student Evaluation

The &quot;Pathway to Academic Success Project&quot; trains teachers to improve the reading and writing abilities of English learners (ELs) who have an intermediate level of English proficiency by incorporating cognitive strategies into reading and writing instruction. This What Works Clearinghouse (WWC) intervention report, part of the WWC's English Learners topic area, explores the effects of the &quot;Pathway to Academic Success Project&quot; on writing quality, writing conventions, and literacy achievement for ELs. The WWC identified five studies of the &quot;Pathway to Academic Success Project.&quot; Three of these studies meet WWC standards. Findings on the &quot;Pathway to Academic Success Project&quot; from three studies that meet WWC standards are shown in this snapshot. The table reports an effectiveness rating, an improvement index, and the number of studies and students that contributed to the findings. [For the Intervention Report, see ED615959. For the Intervention Brief, see ED615958.]
Pathway to Academic Success Project. Intervention Brief. English Learners Topic Area. WWC 2022-004
Author: What Works Clearinghouse (WWC) (ED/IES)
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Writing Skills,English Language Learners,Language Proficiency,Writing Instruction,Goal Orientation,Prior Learning,Inquiry,Prediction,Program Effectiveness,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Language Arts,Faculty Development,Coaching (Performance),Instructional Materials,Costs,Literacy Education,Middle School Students,High School Students,Gender Differences,Socioeconomic Status,Racial Differences,Ethnicity,Hispanic American Students,High School Teachers,Middle School Teachers,Reading Skills,Reading Instruction,Student Evaluation

The &quot;Pathway to Academic Success Project&quot; trains teachers to improve the reading and writing abilities of English learners (ELs) who have an intermediate level of English proficiency by incorporating cognitive strategies into reading and writing instruction. This What Works Clearinghouse (WWC) intervention report, part of the WWC's English Learners topic area, explores the effects of the &quot;Pathway to Academic Success Project&quot; on writing quality, writing conventions, and literacy achievement for ELs. The WWC identified five studies of the &quot;Pathway to Academic Success Project.&quot; Three of these studies meet WWC standards. The evidence presented in this report is from these three studies on ELs--with a sample in which 94% of students are Hispanic--in grades 6 to 12 in three urban and three suburban school districts. This Intervention Brief provides an overview of the full Intervention Report. [For the Intervention Report, see ED615959. For the Intervention Report Snapshot, see ED615957.]
Pathway to Academic Success Project. Intervention Report. English Language Learners Topic Area. WWC 2022-004
Author: What Works Clearinghouse (WWC) (ED/IES)
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Writing Skills,English Language Learners,Language Proficiency,Writing Instruction,Goal Orientation,Prior Learning,Inquiry,Prediction,Program Effectiveness,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Language Arts,Faculty Development,Coaching (Performance),Instructional Materials,Costs,Literacy Education,Middle School Students,High School Students,Gender Differences,Socioeconomic Status,Racial Differences,Ethnicity,Hispanic American Students,High School Teachers,Middle School Teachers,Reading Skills,Reading Instruction,Student Evaluation

The &quot;Pathway to Academic Success Project&quot; trains teachers to improve the reading and writing abilities of English learners (ELs) who have an intermediate level of English proficiency by incorporating cognitive strategies into reading and writing instruction. The cognitive strategies include goal setting, tapping prior knowledge, asking questions, making predictions, articulating and revising understanding of text, and evaluating writing. This What Works Clearinghouse (WWC) intervention report, part of the WWC's English Learners topic area, explores the effects of the &quot;Pathway to Academic Success Project&quot; on writing quality, writing conventions, and literacy achievement for ELs. The WWC identified five studies of the &quot;Pathway to Academic Success Project.&quot; Three of these studies meet WWC standards. The evidence presented in this report is from these three studies on ELs--with a sample in which 94% of students are Hispanic--in grades 6 to 12 in three urban and three suburban school districts. [For the Intervention Brief, see ED615958. For the Intervention Report Snapshot, see ED615957.]
The Multi-Disciplinary Approach to an Interdisciplinary Virtual Exchange
Author: Fonseca, Paula
Date: 2021-08-16
Type: Reports - Descriptive
Subjects: Interdisciplinary Approach,Course Descriptions,Cultural Pluralism,Computer Simulation,Computer Mediated Communication,International Educational Exchange,Undergraduate Students,Program Descriptions,Intercultural Communication,Cooperative Learning,Cultural Awareness,Program Development,Educational Objectives,College Faculty,Global Approach,Sustainability,Videoconferencing,Foreign Countries

New communication technologies are changing the way we work and communicate with people around the world. Given this reality, students in Higher Education (HE) worldwide need to develop knowledge in their area of study as well as attitudes and values that will enable them to be responsible and ethical global citizens in the workforce they will soon enter, regardless of the degree. Different institutional and country-specific requirements are important factors when developing an international Virtual Exchange (VE) program. Digital learning environments such as ProGlobe -- Promoting the Global Exchange of Ideas on Sustainable Goals, Practices, and Cultural Diversity -- offer a platform for collaborating with diverse students around the world to share and reflect on ideas on sustainable practices. Students work together virtually on a joint interdisciplinary project that aims to create knowledge and foster cultural diversity. This project was successfully integrated into each country's course syllabus through a common global theme; sustainability. The focus of this paper is to present multi-disciplinary perspectives on the opportunities and challenges in implementing a VE project in HE. Furthermore, it will present the challenges that country coordinators dealt with when planning and implementing their project. Given the disparity found in each course syllabus, project coordinators uniquely handled the project goal, approach, and assessment for their specific course and program. Not only did the students and faculty gain valuable insight into different aspects of collaboration when working in interdisciplinary HE projects, they also reflected on their own impact on the environment and learned to listen to how people in different countries deal with environmental issues. This approach provided students with meaningful intercultural experiences that helped them link ideas and concepts about a global issue through the lens of their own discipline as well as other disciplines worldwide. [For the complete volume, &quot;Virtual Exchange: Towards Digital Equity in Internationalisation,&quot; see ED614868.]
Creating a Prototype for a Seawater Farm through an American-Tunisian Virtual Exchange
Author: Cheikhrouhou, Nadia
Date: 2021-08-16
Type: Reports - Descriptive
Subjects: Foreign Countries,International Programs,Entrepreneurship,College Students,Cooperative Learning,Water,Agricultural Occupations,Student Centered Learning,Barriers,Interpersonal Communication,Teamwork,Social Problems,College Faculty,Student Projects,Conservation (Environment),Student Attitudes,Teacher Role

This paper will discuss a Virtual Exchange (VE) between the University of Michigan (USA) and the High Institute of Technological Studies of Béja (Tunisia) that took place between October and December 2019. Students from Tunisia and USA were enrolled in two entrepreneurship courses in their respective universities and joined together to work in groups on an innovative project on 'creating a prototype for a seawater farm in the region of Khniss' to be presented at the end of the semester. As this project was student-centered, the main focus was to show its impact on the students through their testimonials on what challenges they encountered and what benefits they gained from this experience at an academic and personal level. These testimonials showed that despite differences in intercultural communication competencies between American and Tunisian students and the use of English as a lingua franca, students gained valuable skills in team communication, collaboration, and coordination in a large team spread over two continents. Students taught each other and learned from each other while working toward solving a social and environmental problem the world is struggling with. Another light was shed on the impact of this VE on the instructors, the pedagogy adopted to conduct the project, as well as the contribution of the instructional support staff. Moving from a directive to a student-driven approach was rewarding for the Tunisian instructor who learned how to push students out of their comfort zone, dive into uncertain areas, and ask questions rather than accepting the norms. On his part the American instructor learned that it is possible to create meaningful, unconventional student-led projects across languages, cultures, and geography as long as the teams (students and faculty) are excited and committed to the project. He also learned that students get inspired to be brave, thoughtful, and resourceful when they can witness what effective professional collaboration by faculty looks like. [For the complete volume, &quot;Virtual Exchange: Towards Digital Equity in Internationalisation,&quot; see ED614868.]
Building Empathy through a Comparative Study of Popular Cultures in Caracas, Venezuela, and Albany, United States
Author: Jiménez, José Luis
Date: 2021-08-16
Type: Reports - Research
Subjects: Empathy,Student Projects,Popular Culture,Cultural Differences,Teamwork,Foreign Countries,Spanish,Cooperative Learning,College Students,International Cooperation,Computer Mediated Communication,Educational Technology,Technology Uses in Education,Collaborative Writing,Video Technology

During our six-week Collaborative Online International Learning (COIL) module (Oct.-Nov. 2019), 58 students jointly developed task-based projects on expressions of popular culture in Albany (USA) and Caracas (Venezuela). In teams of seven to eight participants, learners from both countries reflected on variations of popular culture through assignments to be resolved in teams that included summaries and critical assessments of readings, contextualization of theoretical concepts, the drafting of a joint video script, and finally creation of a ten-minute video that focused on popular expressions in both cities. All learners were native, fluent, or near-native speakers of Spanish. We experienced the topic of popular culture to be exceptionally well poised to help students engage with each other from the beginning, represent everyday realities and build empathy and transcultural understanding through written reflections and joint creative final projects in the form of documentaries that included slices of life from the two different realities. The small-scale, everyday popular cultural productions allowed for a connection beyond cultural divides, helped students discover novel terrain within their own contexts, and vice versa, find common ground in the new context, thus fostering empathy toward transcultural awareness and equitable collaboration. In their exchange students actively created a shared 'third' culture of collaboration. [For the complete volume, &quot;Virtual Exchange: Towards Digital Equity in Internationalisation,&quot; see ED614868.]
Educational Innovation in Times of Crisis: Learner Voices from the Albany-Caracas COIL Exchange
Author: Ruiz, Sofía
Date: 2021-08-16
Type: Reports - Descriptive
Subjects: Educational Innovation,Internet,Access to Education,Online Courses,International Educational Exchange,Stress Variables,Trauma,Barriers,Universities,Communications,Undergraduate Students,Cooperative Learning,Cultural Awareness,Intercultural Communication,Student Attitudes,Foreign Countries,Program Descriptions,Computer Mediated Communication

In the digital era, where everything seems to move at the speed of light, unfortunately certain regions and countries are limited by economic, political, social, or cultural circumstances, as is the case for Venezuela. New technologies are particularly fundamental in the educational field, and every day Venezuelan students need to deal with the second worst Internet in the world (according to a study conducted by Speedtest in 2019), sporadic blackouts, a hyperinflation that makes almost impossible to upgrade equipment, and all the stress and trauma that come along. Despite these challenges, at the Andrés Bello Catholic University (UCAB), ranked number one in the country, a class of communications students were assigned a crucial task: take a joint 100% online Collaborative Online International Learning (COIL) program with students from the State University of New York (SUNY) located in Albany, United States. The final product was a meta-documentary, while the real outcome was an enriching cross-cultural experience. This chapter complements Jiménez and Kressner's (this volume) chapter, and presents the learner voice from UCAB. [For Jiménez and Kressner's chapter, &quot;Building Empathy through a Comparative Study of Popular Cultures in Caracas, Venezuela, and Albany, United States,&quot; see ED615964. For the complete volume, &quot;Virtual Exchange: Towards Digital Equity in Internationalisation,&quot; see ED614868.]
Improving Convergence in Growth Mixture Models without Covariance Structure Constraints
Author: McNeish, Daniel
Date: 2021-04-01
Type: Reports - Research
Subjects: Growth Models,Classification,Posttraumatic Stress Disorder,Sample Size,Accuracy,Attrition (Research Studies)

Growth mixture models (GMMs) are a popular method to uncover heterogeneity in growth trajectories. Harnessing the power of GMMs in applications is difficult given the prevalence of nonconvergence when fitting GMMs to empirical data. GMMs are rooted in the random effect tradition and nonconvergence often leads researchers to modify their intended model with constraints in the random effect covariance structure to facilitate estimation. While practical, doing so has been shown to adversely affect parameter estimates, class assignment, and class enumeration. Instead, we advocate specifying the models with a marginal approach to prevent the widespread practice of sacrificing class-specific covariance structures to appease nonconvergence. A simulation is provided to show the importance of modeling class-specific covariance structures and builds off existing literature showing that applying constraints to the covariance leads to poor performance. These results suggest that retaining class-specific covariance structures should be a top priority and that marginal models like covariance pattern GMMs that model the covariance structure without random effects are well-suited for such a purpose, particularly with modest sample sizes and attrition commonly found in applications. An application to PTSD data with such characteristics is provided to demonstrate (a) convergence difficulties with random effect models, (b) how covariance structure constraints improve convergence but to the detriment of performance, and (c) how covariance pattern GMMs may provide a path forward that improves convergence without forfeiting class-specific covariance structures. [This paper was published in &quot;Statistical Methods in Medical Research&quot; v30 n4 p994-1012 Apr 2021.]
What Early Algebra Knowledge Persists 1 Year after an Elementary Grades Intervention?
Author: Stephens, Ana
Date: 2021-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Intervention,Comparative Analysis,Elementary School Students,Grade 3,Grade 4,Grade 5,Mathematics Tests,Item Analysis,Teaching Methods,Grade 6,Middle School Students,Longitudinal Studies,Thinking Skills,Mathematics Skills,Achievement Gains

This research focuses on the retention of students' algebraic understandings 1 year following a 3-year early algebra intervention. Participants included 1,455 Grade 6 students who had taken part in a cluster randomized trial in Grades 3-5. The results show that, as was the case at the end of Grades 3, 4, and 5, treatment students significantly outperformed control students at the end of Grade 6 on a written assessment of algebraic understanding. However, treatment students experienced a significant decline and control students a significant increase in performance relative to their respective performance at the end of Grade 5. An item-by-item analysis performed within condition revealed the areas in which students in the two groups experienced a change in performance. [This article was published in &quot;Journal for Research in Mathematics Education&quot; (EJ1298112).]
The Toolkit before the Toolkit: Centering Adaptive and Relational Elements of Restorative Practices for Implementation Success
Author: Trout, Lauren
Date: 2021-00-00
Type: Guides - General
Subjects: Social Emotional Learning,Justice,Discipline,Punishment,Program Implementation,Social Capital,Educational Strategies,Educational Change,Interpersonal Relationship,Interpersonal Competence,Attitude Change

Restorative practices hold significant promise for school transformation. However, because of the widespread popularity of their restorative justice component, many educators mistakenly assume that restorative practices are merely responsive, focused on repairing harm to relationships as an alternative to traditional disciplinary approaches that focus on punitive responses to rule infractions. On the contrary, restorative practices are characterized by proactive relationships, connection, and community transformation. As such, effective implementation of restorative practices rests not merely on getting their technical aspects right, but far more on the often overlooked adaptive and relational elements that are necessary to achieve authentic, meaningful, and sustainable implementation. By highlighting the mindsets, values, social capital, and structural supports that bind and hold together restorative practices, this guide provides educators, school leaders, and district administrators with the strategies, tools, and structural supports they need to successfully implement restorative practices and transform their schools into strong communities with meaningful relationships, a sense of authentic belonging, and equitable whole-person outcomes.
Understanding the Experiences of LGBTQ High School Students in California by Race/Ethnicity
Author: Cerna, Rebeca
Date: 2021-09-00
Type: Reports - Research
Subjects: LGBTQ People,High School Students,Well Being,Student Experience,Student Attitudes,Student Needs,Racial Differences,Ethnicity,Sexual Identity,Sexual Orientation,Asian American Students,Mental Health,Mental Disorders,Violence,Bullying,School Safety,Student Motivation,Student School Relationship,Fear,Attendance,Grades (Scholastic),Parent Participation

To better understand the intersections of race, ethnicity, gender identity, and sexual orientation, this report presents data drawn from the California Healthy Kids Survey (2017-2019) regarding high school students' social and emotional well-being, school experiences, engagement, and their perceptions of the supports they received at school. With over 559,120 student responses, results are disaggregated by race and ethnicity as well as by gender identity and sexual orientation. The report also further disaggregates the data for Asian students by Asian group to reveal differences often masked by aggregate data. Educators can use this report to better understand how the provision of key supports may help mitigate disparities in student outcomes and promote positive student experiences in school for LGBTQ students and students of color.
Implementing Degrees When Due within a Complex Institutional and Policy Context: Anoka-Ramsey Community College. Degrees When Due: Case Study
Author: Kauppila, Sheena A.
Date: 2021-10-00
Type: Reports - Research
Subjects: Community Colleges,Case Studies,Suburban Schools,COVID-19,Pandemics,Awards,Excellence in Education,Dual Enrollment,Partnerships in Education,High School Students,Academic Achievement,Graduation Rate,Alignment (Education),State Programs,Educational Attainment,Higher Education,College Role,Reentry Students,Stopouts,Program Descriptions,State Colleges

Located in Minnesota, Anoka-Ramsey Community College (ARCC) is an inspiring example of what a suburban community college can do to expand its ability to serve and reengage students with &quot;some college, but no degree.&quot; As a finalist for the prestigious Aspen Prize for Community College Excellence in 2017, ARCC fulfills many roles common to community colleges in the U.S. The college has two campuses in the suburbs of the Twin Cities, that together offer over 100 degree, certificate, and transfer programs across its two campuses and also partners with area high schools to provide an extensive program for high school students that offers opportunities to take college-level courses in their secondary schools. ARCC joined the first cohort of IHEP's Degrees When Due (DWD) based on three factors: internal evaluation of student success and completion; alignment with state and system-wide initiatives; and pilot program alignment. This case study about ARCC, offers insights into how a suburban community college develops and adopts an initiative to reach students with some college, but no degree in the face of the COVID-19 pandemic.