ethanporcaro/eric-fulltext-meta huggingface dataset:
Visible School Security Measures and Student Academic Performance, Attendance, and Postsecondary Aspirations
Author: Tanner-Smith, Emily E.
Date: 2015-00-00
Type: Reports - Research
Subjects: School Security,Middle School Students,High School Students,Academic Achievement,Attendance Patterns,Postsecondary Education,Academic Aspiration,School Safety,Adolescents,At Risk Students,Low Income Groups,Scores,National Surveys,Grades (Scholastic),Truancy,Student Characteristics,Gender Differences,Racial Differences,Photography,Educational Environment,Statistical Analysis,Video Technology,Equipment,Regression (Statistics)

Many U.S. schools use visible security measures (security cameras, metal detectors, security personnel) in an effort to keep schools safe and promote adolescents' academic success. This study examined how different patterns of visible security utilization were associated with U.S. middle and high school students' academic performance, attendance, and postsecondary educational aspirations. The data for this study came from two large national surveys--the School Crime Supplement to the National Crime Victimization Survey (N = 38,707 students; 51% male, 77% White, M[subscript Age] = 14.72) and the School Survey on Crime &amp; Safety (N = 10,340 schools; average student composition of 50% male, 57% White). The results provided no evidence that visible security measures had consistent beneficial effects on adolescents' academic outcomes; some security utilization patterns had modest detrimental effects on adolescents' academic outcomes, particularly the heavy surveillance patterns observed in a small subset of high schools serving predominantly low socioeconomic students. The findings of this study provide no evidence that visible security measures have any sizeable effects on academic performance, attendance, or postsecondary aspirations among U.S. middle and high school students. The following are appended: (1) Variables Used in Propensity Score Models (table); and (2) Effects of Visible Security Measures on Academic Outcomes, SCS Student Surveys (N = 38,707) (table). [At time of submission to ERIC this article was in press with &quot;Journal of Youth and Adolescence.&quot;]
Examining School Security Measures as Moderators of the Association between Homophobic Victimization and School Avoidance
Author: Fisher, Benjamin W.
Date: 2015-00-00
Type: Reports - Research
Subjects: Homosexuality,Victims,Social Bias,Public Schools,At Risk Students,Educational Environment,School Safety,School Security,Student Behavior,Surveys,Regression (Statistics),Correlation,Fear,Attendance Patterns,Middle School Students,High School Students,Interviews,Bullying,Student Characteristics,Geographic Location,Social Psychology,Statistical Analysis

Homophobic victimization is a pervasive problem in U.S. schools that leads to negative outcomes for students. Those who experience homophobic victimization are at greater risk for avoiding particular spaces in school because they feel unsafe or afraid. Visible school security measures (e.g., security guards, metal detectors, and cameras) offer spatial guardianship that may reduce students' place-specific avoidance behaviors. To test this moderating effect of school security, we analyzed data from six panels of the School Crime Supplement to the National Crime Victimization Survey (N = 41,229). Logistic regression models were used to examine the moderating effect of three types of school security measures on the association between homophobic victimization and avoidance of six specific locations in school and overall fear of victimization at school. Results suggest that visible security measures did not meaningfully moderate the association between homophobic victimization and school avoidance. [At time of submission to ERIC this article was in press with &quot;Journal of School Violence.&quot;]
Logic Models for Program Design, Implementation, and Evaluation: Workshop Toolkit. REL 2015-057
Author: Shakman, Karen
Date: 2015-05-00
Type: Reports - Descriptive
Subjects: Models,Logical Thinking,Workshops,Program Design,Program Implementation,Program Evaluation,Program Development,Visual Aids,Evaluation Methods,Capacity Building,Policy Formation,Guidance,Case Studies,College Readiness,Blended Learning,Teacher Evaluation,Professional Development,Science Teachers,Preschool Evaluation,Check Lists,Flow Charts,Workbooks

The Logic Model Workshop Toolkit is designed to help practitioners learn the purpose of logic models, the different elements of a logic model, and the appropriate steps for developing and using a logic model for program evaluation. Topics covered in the sessions include an overview of logic models, the elements of a logic model, an introduction to evaluation, uses of a logic model to develop evaluation questions and identify indicators of success, and strategies to determine the right evaluation design for your program or policy. The toolkit, which includes an agenda, slide deck, participant workbook and facilitator's manual, was delivered to three REL-NEI research alliances: the Northeast Educator Effectiveness Research Alliance, the Urban School Improvement Alliance, and the Puerto Rico Research Alliance for Dropout Prevention. Appended are: (1) Simple logic model; (2) Template for simple logic model; (3) Sample logic model for college readiness program; and (4) Example of a logic model for an educator evaluation system theory of action. A list of combined references and resources is also provided.
Online Course Use in Iowa and Wisconsin Public Schools: The Results of Two Statewide Surveys. Stated Briefly. REL 2015-090
Author: Clements, Margaret
Date: 2015-05-00
Type: Reports - Research
Subjects: Online Courses,Public Schools,State Surveys,Use Studies,High Schools,Data Analysis,Educational Opportunities,Credits,Required Courses,Educational Experience,Teacher Education,Educational Quality,Academic Achievement,Outcomes of Education,Enrollment Trends,Educational Objectives,Barriers,Progress Monitoring,Program Implementation,Educational Practices

This &quot;Stated Briefly&quot; report is a companion piece that summarizes the results of another report of the same name. The purpose of the study conducted by REL Midwest in partnership with the Midwest Virtual Education Research Alliance was to develop and administer a survey to describe online course use in Iowa and Wisconsin brick-and-mortar public high schools during the 2012-13 school year. The Iowa Department of Education and the Wisconsin Department of Public Instruction administered the survey to representative random samples of 168 public high schools in each state at the start of the 2013-14 school year. Researchers analyzed survey data collected from 117 schools in Iowa and 96 schools in Wisconsin to produce statewide estimates of online course use. Results indicate that the primary uses of online courses in both states were to provide students with opportunities for credit recovery and opportunities to complete core requirements for courses covering the primary academic subjects. Schools cited concerns about the educational experiences of students taking online courses, including the lack of teacher training in Iowa and online course quality in Wisconsin. Further research is needed to examine the short-term and long-term academic outcomes for students enrolled in online courses. [To see the full report see ED553644.]
Research Facts on Homeschooling
Author: Ray, Brian D.
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Home Schooling,Educational Practices,Educational Research,Educational Trends,Motivation,Academic Achievement,Social Development,Emotional Development,Gender Differences,Success,Outcomes of Education,Evidence,Psychological Characteristics

Homeschooling--that is, parent-led home-based education--is an age-old traditional educational practice that a decade ago appeared to be cutting-edge and &quot;alternative&quot; but is now bordering on &quot;mainstream&quot; in the United States. It may be the fastest-growing form of education in the United States. This article describes the following findings regarding home education: (1) General facts and trends regarding homeschooling; (2) Reasons for home educating; (3) Academic performance comparisons between institutionally-schooled and home-educated students; (4) Social, emotional, and psychological development; (5) Gender differences in children who are home educated; and (6) Success in the &quot;Real World&quot; of adulthood. Research designs to date do not conclusively &quot;prove&quot; that homeschooling causes these statistical findings. At the same time, there is no empirical evidence that homeschooling causes negative results compared to institutional schooling. Future research may better answer the question of causation.
A Model of Translator's Competence from an Educational Perspective
Author: Eser, Oktay
Date: 2015-01-00
Type: Journal Articles
Subjects: Models,Translation,Foreign Countries,Language Proficiency,Program Design,Second Languages,Competence,Job Skills,Educational Change,Universities,Educational Objectives,Student Attitudes,Statistical Analysis,Business,Interpersonal Competence,Occupational Aspiration

Translation as a business is a service. The concept of translation competence is a term covering the various skills and knowledge that a translator needs to have in order to translate functionally. The term which is often studied as a multi-componential concept in literature may not cover the necessary skills if it is taken from an organizational point of view. Program designs at the departments of Translation Studies at universities can be seen as a model for students to acquire translation competence. One of the primary purposes of translation education is to measure and assess the acquisition of translation competence. Despite the fact that the concept of translation competence consists of knowledge and skills needed to translate, the job description of a translator in the translation sector may well go beyond the proper translation process from an organizational perspective. This study focuses on the need for a change from translation competence to translator's competence. The need was observed through a scale of translation competence conducted at the states universities in Turkey, which resulted in the proposed model of translator's competence. A scale of translation competence concerning student perceptions was used as an empirical data collection tool in quantitative research in Translation Studies, the reliability statistics of which was tested as ,951 with 448 participants. The scale consists of 50 statements and measures 8 sub-competencies. This paper proposes a model of translator's competence from an educational perspective, thus paving the way for more effective translator education required to meet the expectations in the translation sector. The concept of translator's competence was proposed as an umbrella term to cover the needs of translation business. It is based on the three different skills of technical skills, conceptual skills and interpersonal skills in which the technical skills represent the translation competence as one of the constituents of the translator's competence. Program designs at tertiary education can be more effective in that it takes this aspect into consideration.
Redesigning State Financial Aid: Principles to Guide State Aid Policymaking
Author: Pingel, Sarah
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: State Aid,Educational Policy,Postsecondary Education,Paying for College,Student Financial Aid,Student Loan Programs,Goal Orientation,Time Perspective,College Students,Inclusion,Student Needs,Enrollment,Academic Persistence

Several factors create a challenging environment for individuals seeking financial support to complete a postsecondary degree program. In recognition of the challenges of paying for higher education, decision-makers at the federal and state levels support college-going with public policy. Through direct institutional allocations, need and merit-based financial aid programs, and the provision of student loans, government policy has provided access to funds to reduce the price of participating in postsecondary education for many individuals. This is particularly true at the state level. This article presents four principles for state aid redesign that seek to guide state aid policy formation: (1) Financial aid programs should be student centered; (2) Financial aid programs should be goal driven and data informed; (3) Financial aid programs should be timely and flexible; and (4) Financial aid programs should be broadly inclusive of all students' educational pathways. ?Separately, each of the principles addresses a specific area for states to make incremental policy change. Taken together, they provide the opportunity for states to make fundamental shifts in how state financial aid programs are designed and awarded. This article contains endnotes.
The Case for Coherent High Schools
Author: Hill, Paul T.
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: Educational Change,High Schools,Instructional Leadership,Institutional Autonomy,Comprehensive Programs,Educational Policy,Educational History,Charter Schools,School Turnaround,Educational Improvement,Principals,High School Students,Secondary School Teachers,Parents,Private Financial Support,Financial Support

High school redesign is one of the most elusive reform challenges to date. This paper explains why personalized high schools are hard to get and keep in a traditional school district, and shows how they can be made much more broadly available through changes in policy and philanthropic investments. Drawing from examples of successful and unsuccessful high school redesign efforts, this paper argues that stable leadership, school-level autonomy, and choice for both staff and families are necessary to support high school redesign at scale. One appendix is included: Impediments to Coherency. Endnotes are also included.
Improving EFL Writing through Study of Semantic Concepts in Formulaic Language
Author: Schenck, Andrew D.
Date: 2015-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Asians,Phrase Structure,Semantics,Pragmatics,College Students,Foreign Countries,Linguistic Input,Educational Change,Writing (Composition),Teaching Methods,Writing Improvement,Writing Instruction,Grammar,Translation,Course Descriptions,Qualitative Research,Statistical Analysis

Within Asian EFL contexts such as South Korea, large class sizes, poor sources of input and an overreliance on the Grammar-Translation Method may negatively impact semantic and pragmatic development of writing content. Since formulaic language is imbued with syntactic, semantic and pragmatic linguistic features, it represents an ideal means to evaluate the influence of Asian EFL contexts on writing. Thus, formulaic language within academic texts from Korean university students was compared to that found in essays written by American university students. Results revealed that Korean EFL learners overused transitions to define the organization of academic texts at the expense of developing content. Moreover, they used repetition, general lists,and all-purpose formulaic language to &quot;pad&quot; content, neglecting to consider semantic or pragmatic purposes of the text. In contrast to their Korean EFL counterparts, American university students used formulaic language for a variety of pragmatic purposes such as involving the reader, putting examples into a larger perspective, adding connotation, and addressing the perspective of the reader. It appears that EFL contexts such as South Korea require pedagogical and curricular reforms which foster the development of writing composition for semantic and pragmatic purposes.
Investigating Ways to Reform International Education in Confucian Contexts: A Case Study of South Korean Higher Education
Author: Schenck, Andrew
Date: 2013-07-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Change,International Education,Confucianism,Higher Education,College Students,Universities,Interviews,Educational Experience,Educational Philosophy,College Faculty,Student Diversity,Foreign Students,Qualitative Research,Measures (Individuals),Case Studies,Questionnaires

The purpose of this study was to explore issues of international education within a Confucian context. Fifteen international learners were purposively sampled from a Korean university; these participants were then given an extensive open-ended interview to elicit information about educational experiences. Data analysis revealed five main issues: a dichotomy between Korean and international learners, a dichotomy between Chinese and other international students, a &quot;sink-or-swim&quot; philosophy toward international education, cultural/behavioral differences, and a lack of cultural understanding. Review of the issues revealed an underlying conflict between Confucian and other diverse philosophical perspectives. Although international learners from Confucian backgrounds understood and followed the existing hierarchical social system, other international learners appeared to have difficulty adjusting, which left them isolated from their peers. The data suggests that new forms of pedagogy and extracurricular activities are needed to promote intercultural communication. Because efforts to increase communication may be hampered by strict hierarchical relationships and an emphasis on harmony mandated by the Confucian philosophy, a tripartite system of behavioral training is needed for professors,Confucian learners, and other diverse learners. Such reform may significantly increase the effectiveness of international education within Asian countries that embrace a Confucian philosophical paradigm.
Korea's &quot;Model Minority&quot;: A Case Study of an American-Korean Bilingual Student's Challenges Learning English in South Korea
Author: Schenck, Andrew D.
Date: 2013-00-00
Type: Reports - Research
Subjects: Minority Groups,Pronunciation,Literacy,English (Second Language),Second Language Learning,Foreign Countries,Korean,Self Concept,Case Studies,Elementary School Students,Bilingualism,Metacognition,Teaching Methods,Korean Americans,Ethnicity,Stereotypes,Educational Change,Correlation,Second Language Instruction,Learning Strategies,Qualitative Research,Suprasegmentals

In contemporary South Korean society, there is a strong emphasis on cultural homogeneity and, simultaneously, the development of English proficiency as a human resource. Since language is inextricably linked to identity, bilingual learners from English speaking countries may feel pressure to conform to Korean cultural and linguistic norms, leading to negative identity practices that discourage the use of English. Like the &quot;model minority&quot; stereotype which has been assigned to Asian learners in the United States, the pervasive belief that learners from English speaking countries are highly proficient in English may have adverse effects on students who do not meet the conceptualized standard. To explore educational problems associated with the English-Korean bilingual learner, a case study was conducted on an American-Korean elementary school student. Results revealed that the learner avoided speaking English in public, learning English in formal contexts, and talking about American ethnic traditions, which has resulted in significant deficiencies in English pronunciation and literacy. The avoidance of explicit instruction appears to have precluded the development of cognitive and metacognitive strategies useful in overcoming language deficiencies in an English as a Foreign Language (EFL) context. Recommendations for educational reform have been suggested.
Expanding College Opportunity: An Annual Report on Dual Credit and Other Post Secondary Opportunities for Stark County High School Students
Author: Rochford, Joseph A.
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,College Credits,Postsecondary Education,High School Students,Advanced Placement,Vocational Education,College Attendance,Labor Force Development,Partnerships in Education,Educational Opportunities,High Schools,Acceleration (Education),College Preparation,Articulation (Education),Access to Education,Paying for College,Student Financial Aid,Academic Persistence,Educational Attainment

This is the eighth annual report by the Stark Education Partnership on dual enrollment and other post secondary opportunities (PSOs) for the county's high school students. In addition to dual enrollment, this report looks at a portfolio of the county's PSOs that includes Canton Early College High School, and the opportunity to bank future college credit through Advanced Placement (AP) and Career Technical Education (CTE) coursework. Together, these options represent an ongoing local commitment to increase college attainment and build a workforce best suited to meet the future needs of Stark County and Ohio. Post secondary opportunities (PSOs) for high school students continued to grow in Stark County during the 2013-14 academic year. School districts increased their focus on developing a college-going culture through Advanced Placement and Career Technical courses, as well as through local partnerships with higher education that expanded dual credit offerings.
A Level Playing Field? How College Readiness Standards Change the Accountability Game
Author: Dahlin, Michael
Date: 2013-01-00
Type: Reports - Research
Subjects: College Readiness,Accountability,Academic Standards,Longitudinal Studies,High Achievement,Benchmarking,Elementary School Students,Middle School Students,Socioeconomic Status,Achievement Gains,Achievement Gap,Mathematics Achievement,Reading Achievement,Trend Analysis,Cohort Analysis,Racial Differences,Predictor Variables,Gender Differences,Predictive Validity,Achievement Rating,Disadvantaged,Research Needs,Educational Policy

In this follow-up to &quot;Do High Flyers Maintain Their Altitude? Performance Trends of Top Students,&quot; the academic growth of 35,000 elementary and middle school students in 31 states, all of them high achievers within their own schools, were followed over a three-year period. Their achievement scores were matched with their associated probability of being on track to meet ACT® college readiness benchmarks. The study yielded several major findings and policy implications. Of particular interest were the growth and performance of students from high-poverty schools relative to their peers from wealthier schools. Researchers also found immense variance in the amount of growth that all schools, both high- and low-poverty, produced with their top tenth percentile of students. The need to find ways to reduce the achievement gap between the top tenth percentile in high- and low-poverty schools remains compelling if schools are to meet the commitment to offer all students, including the best students, the opportunity to reach their full potential. [See: &quot;Do High Flyers Maintain Their Altitude? Performance Trends of Top Students&quot; in ERIC at ED524344. See: &quot;For Whom the Pell Tolls: How Financial Aid Policies Widen the Opportunity Gap&quot; in ERIC at ED556245.]