ethanporcaro/eric-fulltext-meta huggingface dataset:
Rethinking Completion Analytics to Better Support the Student Experience across Diverse Ecosystems. The AIR Professional File, Fall 2020. Article 150
Author: Cornett, Jeffrey L.
Date: 2020-00-00
Type: Reports - Research
Subjects: Graduation Rate,College Graduates,Student Diversity,College Readiness,College Environment,Student Experience,College Transfer Students,Two Year College Students,Community Colleges,School Holding Power,Dropouts,College Preparation,College Admission,College Entrance Examinations,Academic Achievement,Universities

Single measures of college performance fail to reflect the mix and diversity of students served. First-time students vary widely in terms of their readiness to succeed in college. Higher education environments (ecosystems) also vary widely and afford students differing admission and transfer opportunities. These factors confound college completion analytics when those who define college goals focus only on what is best for the college. A fresh way to rethink completion analytics would be to measure college completion success from the student point of view and how they wish to experience college. Student-focused completion rate scorekeeping would improve research into best practices. Student advising would also improve if completion analytics were disaggregated along a continuum of readiness to succeed.
Treatment Sensitivity of Direct Behavior Rating--Multi-Item Scales in the Context of a Daily Report Card Intervention
Author: Hustus, Chelsea L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Behavior Problems,Intervention,Elementary School Teachers,Elementary School Students,Progress Monitoring,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Learner Engagement,Organization,Student Behavior,Self Control,Behavior Rating Scales,Report Cards

The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating--Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we first evaluated the integrity and effectiveness of the DRC intervention in this sample. Participants included six elementary school teachers, each of whom delivered a DRC intervention with one student from their classroom, while completing DBR-MIS ratings on a daily basis for 2 months. Results confirmed the effectiveness of the DRC intervention (all DRC target behaviors demonstrated improvement, with at least half demonstrating improvement that was moderate to large in magnitude) and revealed a positive relationship between DRC implementation integrity and student outcomes. We found strong evidence for the treatment sensitivity of the DBR-MIS assessing academic engagement, disruptive behavior, and organizational skills. Results for the treatment sensitivity of the DBR-MIS oppositional scale were inconclusive. Implications for progress monitoring using the recently developed DBR-MIS are discussed. [This article was published in &quot;Journal of Emotional and Behavioral Disorders&quot; (EJ1242412).]
Content Validation of Direct Behavior Rating Multi-Item Scales for Assessing Problem Behaviors
Author: Daniels, Brian
Date: 2019-00-00
Type: Reports - Research
Subjects: Behavior Rating Scales,Content Validity,Behavior Problems,Student Behavior,Response to Intervention,Elementary School Teachers,Factor Structure,Primary Education,Elementary School Students,Factor Analysis

Direct Behavior Rating (DBR) is an efficient method for monitoring changes in student behavior in response to intervention. Emerging research on DBR Multi-Item Scales (DBR-MIS) indicates that DBR-MIS has promising characteristics as a progress- monitoring assessment. Specifically, the multiple items within DBR-MIS allow stakeholders to measure specific behaviors at the item level, as well as global constructs at the scale level. In addition, studies have shown that fewer rating occasions are necessary to reach acceptable levels of dependability when using DBR-MIS as opposed to single-item scales (DBR- SIS). The purpose of the study was to develop and validate DBR-MIS problem behavior scales (Disruptive, Oppositional, Interpersonal Conflict, and Conduct Problems) that may be used to evaluate students' response to social-emotional or behavioral intervention. Within the first phase of development, item content was generated and subjected to evaluation by panels of researchers and school-based consumers. Exploratory factor analysis (EFA) was then used in the second phase to identify items that represented the strongest indicators of each construct. Teachers (N = 307) in Grades K-3, from 35 school districts across 13 states in the Northeastern, Midwestern, Southern, and Southwestern United States each completed ratings for one randomly selected student (N = 307). Results of the EFA using a starting pool of nine to 11 items for each DBR-MIS initially indicated one-factor solutions for the Disruptive and Oppositional scales and a two-factor solution for the Interpersonal Conflict scale. Consequently, a new Conduct Problems scale was created from items loading on the second factor. Implications for progress monitoring and future research are discussed. [This is the online first version of an article published in the &quot;Journal of Emotional and Behavioral Disorders.&quot;]
PBL with the Application of Multiple and Nonlinear Linear Regression in Chemical Kinetics and Catalysis
Author: Obaya Valdivia, Adolfo E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Problem Solving,Chemistry,Kinetics,Mathematical Models,Computer Uses in Education,Computer Software,Least Squares Statistics,College Students,Science Instruction,College Science,Foreign Countries

In the resolution of problems in chemical kinetics and catalysis the mathematical models relate the independent variable that is usually time, with the dependent variable which is normally the concentration of a reactant. They conform to linear models, whose parameters such as the ordering to origin and the slope are kinetic parameters, applying linear regression to the experimental data can be obtained linear models that are the simplest to be found. On other side, multiple models can be found with two or more independent variables, however, there are models that are not feasible to linearize and therefore you can make use of nonlinear regression. This paper is exemplified by the Problem-Based Learning (PBL) scheme and the use of software such as Stat graphics and Polymath to solve the resulting mathematical models. The results obtained are compared with traditional methods as multiple linearized least squares, in this way the learning teaching process is strengthened, since the student raises the kinetic model and then solves it with computer tools. Through the PBL cycles generated in the resolution of real problems in chemical kinetics and catalysis, significant learnings are achieved on difficult comprehension topics such as initial rate for the determination of the reaction order, half-life times, temperature effect and heterogeneous catalysis.
District Boundaries Affect Racial Representation at Michigan Community Colleges
Author: Custer, Bradley D.
Date: 2020-10-15
Type: Reports - Descriptive
Subjects: Community Colleges,Access to Education,Equal Education,Minority Group Students,Disproportionate Representation,Racial Composition,African American Students,White Students,Outcomes of Education,Enrollment Trends,Case Studies,Two Year College Students,College Attendance,School Community Relationship,Ethnicity,Tuition

It has long been recognized that Black and Latinx students are underrepresented at America's top public universities and thus deprived of access to the institutions with the best graduation rates and career outcomes. Much less understood is whether these students at least have equitable access to their local community colleges, which are supposed to be where all students can access affordable higher education. In many states, community colleges are intended to serve a specific district that may not reflect a neat radius surrounding their campuses, and there is no data source that makes these attendance zone boundaries readily available for all states. Disparities in representation should raise red flags. Overrepresentation of Black students and the corresponding underrepresentation of white students are problems if colleges are not receiving enough resources to achieve desired outcomes. Many factors might explain the nuances of any one college's enrollment demographics, and different methodologies may contribute to the appearance of overrepresentation or underrepresentation. This issue brief highlights the case of Henry Ford College to demonstrate the uniqueness of community colleges' local characteristics and the sensitivity of measures of representation to the way that attendance zones are analyzed. It should serve as a guidepost for future researchers and policymakers to better judge whether community colleges are truly representative of their communities.
Student Assessment During COVID-19
Author: Jimenez, Laura
Date: 2020-09-10
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Disease Control,Well Being,Academic Achievement,Student Evaluation,Evaluation Methods,Standardized Tests,Educational Assessment,Minority Group Students,At Risk Students,State Policy,Government Role,School Districts,Board of Education Role,Data Collection,Online Courses,Distance Education,Models

Schools face enormous challenges regarding how to operate efficiently and safely for the 2020-21 school year. As part of that response, some state leaders are asking the U.S. Department of Education to waive the annual federal testing and accountability requirements for 2021, which are key to understanding and addressing gaps in education among students. Parents, educators, administrators, and policymakers need more information about how students are doing and being served, not less. These data need to capture multiple aspects of student well-being, including social-emotional needs, engagement, and conditions for learning so that families, educators, and local and state leaders can be responsive to the needs of all students. Just as importantly, there is a need for comparable data to look across schools and student groups to better understand the overall academic performance of children. Therefore, the annual assessment requirement should not be waived; instead, states must adapt and be responsive to the nation's new reality and create a plan to scale back the assessments--not eliminate them. This issue brief discusses why schools should assess students next year using the annual state assessment; the role that other academic assessments should play in providing high-quality instruction; and what states and districts can do to support sound, timely, relevant, and actionable practices for collecting a variety of student information next year.
Assessing Attrition Bias
Author: What Works Clearinghouse (ED)
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Attrition (Research Studies),Statistical Bias,Randomized Controlled Trials,Models,Control Groups,Experimental Groups,Correlation,Educational Research,Responses

Attrition occurs when members of the initial research sample are not part of the final analysis sample, such as due to missing data or leaving the study. Both the overall sample attrition and the differences in attrition between the groups can affect the statistical equivalence of the sample and create potential for bias. The WWC has given careful thought to the ways in which attrition in randomized controlled trials can cause treatment and control groups to be dissimilar and possibly affect study findings. The WWC has determined how much attrition is &quot;too much&quot; by using a researcher-developed model that considers the effects of both overall and differential attrition. This attrition white paper (version 2.1) describes the model of attrition bias that informs the current WWC standard against which studies are assessed. It describes the working assumptions about the correlation between response and outcomes and examines whether the model parameters are generally consistent with data from three randomized trials. The attrition white paper addendum (version 3.0) provides additional empirical information and sensitivity analyses that support the use of the existing attrition bounds articulated in the white paper. [For &quot;Assessing Attrition Bias -- Addendum&quot; (version 3.0), see ED610409.]
Assessing Attrition Bias -- Addendum
Author: What Works Clearinghouse (ED)
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Attrition (Research Studies),Statistical Bias,Randomized Controlled Trials,Models,Control Groups,Experimental Groups,Correlation,Educational Research,Responses

Attrition occurs when members of the initial research sample are not part of the final analysis sample, such as due to missing data or leaving the study. Both the overall sample attrition and the differences in attrition between the groups can affect the statistical equivalence of the sample and create potential for bias. The WWC has given careful thought to the ways in which attrition in randomized controlled trials can cause treatment and control groups to be dissimilar and possibly affect study findings. The WWC has determined how much attrition is &quot;too much&quot; by using a researcher-developed model that considers the effects of both overall and differential attrition. The attrition white paper (version 2.1) describes the model of attrition bias that informs the current WWC standard against which studies are assessed. It describes the working assumptions about the correlation between response and outcomes and examines whether the model parameters are generally consistent with data from three randomized trials. This attrition white paper addendum (version 3.0) provides additional empirical information and sensitivity analyses that support the use of the existing attrition bounds articulated in the white paper. [For &quot;Assessing Attrition Bias&quot; (version 2.1), see ED610408.]
First 5 Kern Annual Report 2019-2020
Author: Wang, Jianjun
Date: 2021-02-03
Type: Reports - Research
Subjects: Early Childhood Education,Child Health,State Legislation,Program Evaluation,State Programs,County Programs,State Aid,Educational Finance,Accountability,Program Effectiveness,Integrated Services,Family Programs,Child Development,Well Being,Resource Allocation

California ranks on top of the nation for supporting health and wellbeing of young children with statewide comprehensive programs. As part of the backbone support, voters passed Proposition 10 in 1998 to fund early childhood services with a 50 cent-per-pack tax on cigarette and other tobacco products. This report delineates evaluation findings from 39 programs that received over $10 million of state investment through Proposition 10 in Kern County, California during Fiscal Year 2019-2020. To address results-based accountability of the state funding, this report incorporates qualitative and quantitative analyses to present in-depth success stories and statistical results from extensive assessments of program effectiveness and service integration. A five-chapter structure is adopted to support dissemination of the multilevel findings. More specifically, built on description of the Commission leadership in Chapter 1, Chapter 2 contains assessment findings to address the results-based accountability across programs in Child Health, Family Functioning, and Child Development. Chapter 3 clarifies service partnership building in Systems of Care. Improvement of child wellbeing and family functioning is summarized in Chapter 4 to document the turning the curve process on 26 indicators. Chapter 5 includes the result aggregation to conclude the report with a review of past recommendations and an introduction to new recommendations for next year. Netdraw, Quanteda in R, SAS and SPSS packages are employed to support data visualization, text analytics, and statistical computing. The report includes two appendices, 33 figures, 82 tables, and 157 reference items. [For &quot;First 5 Kern Annual Report: Fiscal Year 2018-2019,&quot; see ED602896.]
A Study on the Examination of the Relationship between Lifelong Learning Tendency and Digital Literacy Level
Author: Öteles, Ülkü Ulukaya
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Lifelong Learning,Technological Literacy,Information Literacy,Knowledge Level,Preservice Teachers,Undergraduate Students,Social Studies,Student Characteristics,Public Colleges,Gender Differences,Instructional Program Divisions,Socioeconomic Status,Foreign Countries

Today societies think that it is important to raise individuals having the desire for lifelong learning and digital literacy skill. The fact that current information has lost its validity and the dominance of digital tools and materials in accessing information has increased as well as the rapid change experienced in science and technology prompts societies to contemplate in this way. Education process and the teachers who are the guides of this process are essential in raising individuals having the desire for lifelong learning and digital literacy skill. In this study employing relational screening model, the relation between the social studies teacher candidates' lifelong learning tendencies and their digital literacy level is investigated and lifelong learning tendencies and digital literacy levels of the candidates are determined according to several variables. The research population is composed of 188 teacher candidates studying in the department of social studies teaching of a state university in Marmara Region of Turkey in fall semester of 2019-2020 academic years. As data collection tool &quot;Lifelong learning scale&quot;, &quot;Digital literacy scale&quot; and &quot;Personal information form&quot; are used. In order to determine the source of the difference among the data obtained, T-Test, Single-Factor Variance Analysis (ANOVA) and in determining the relation between the scales, Regression Analysis and Pearson's correlation coefficient are used. The findings indicate that lifelong learning tendencies of the teacher candidates are high while their digital literacy skills are at a medium level. Another finding of the research is that the candidates' lifelong learning tendencies vary according to gender and class level while these tendencies do not vary according to socio-economic level. Digital literacy level of the teacher candidates varies according to gender, class and socio-economic levels. The findings regarding the relation between the lifelong learning tendencies and digital literacy level indicate that there is a moderate, positive and significant relationship.
Play Like a Woman! An Overview of Gender from the Perspective of Physical Education Football Players&apos; Female Students
Author: Kalkan, Naci
Date: 2020-12-00
Type: Journal Articles
Subjects: Females,Athletes,Team Sports,Physical Education,Masculinity,Gender Bias,Barriers,Sex Stereotypes,College Students,Equal Opportunities (Jobs),Foreign Countries,Social Support Groups,Mass Media Effects,Aesthetics,Performance

In this study, by determining the thoughts of women footballers about their experiences in football fields; aims to reveal female footballers and social reactions, and to take steps towards solving the problems. A semi-structured interview form created by the researchers consisting of a total of five questions was used in the interviews with the female football players who are studying at the Physical Education and Sports Department. In the process of creating the questions in the interview forms, a literature review was conducted, and expressions describing the existing situation were included. As a result of the interviews, the concept of &quot;hegemonic masculinity&quot; formed our main theme. There are three sub-themes under the main theme of hegemonic masculinity, which are &quot;negative discrimination, discourses, and expectation&quot;. These main and sub-themes that are determined contain various codes. In the light of the data obtained, it could be noted that female football players have not yet earned their rights adequately compared to male football players in 2020, and they have not, however, overcome the barriers of the male-dominated football world in the field and their social lives.
Reflective Practicum Class: Somebody&apos;s Watching You
Author: Kazazoglu, Semin
Date: 2015-08-00
Type: Journal Articles
Subjects: Reflective Teaching,Practicums,Preservice Teachers,Preservice Teacher Education,Video Technology,Student Attitudes,Attitude Change,Feedback (Response),Critical Thinking,Language Teachers,Second Language Instruction,English (Second Language)

Reflective teaching is a contemporary issue in foreign language teacher education. This paper reports on the use of video-taped lessons as a tool for reflective practices. Two full-length lessons taught by the prospective teachers of English that are enrolled in the practicum program were recorded by the researchers, and the reflections of the participants were examined through a qualitative approach. The results showed that the prospective teachers' attitudes and in-class practices changed significantly after video-taped reflection feedback. Furthermore, it has been suggested that teacher candidates learn to make analogies by watching entirely different models. In this respect, reflective video-taped activity can be defined as a step-by-step process and at the same time an active element for critical thinking.
COVID-19 Recovery - Key Considerations for Providers
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,School Schedules,Higher Education,Standards,Well Being,Safety,Curriculum Design,Student Attitudes,Student Experience,Delivery Systems,Accountability,Governance,Educational Quality

COVID-19 has led to unprecedented disruption and many providers have swiftly adapted their normal business operations in response to the challenges and changed environment. The focus of government and the sector has now shifted to the COVID-19 recovery period. The guidance in this report sets out key, high-level, principles-based considerations that providers should remain mindful of in their planning during the COVID-19 recovery period. It focuses on identified standards and risk areas pertinent in the COVID-19 and recovery period context, with an emphasis on obligations under the National Code of Practice for &quot;Providers of Education and Training to Overseas Students 2018 (National Code)&quot; and the &quot;Higher Education Standards Framework (Threshold Standards) 2015.&quot; Many providers have made a number of changes to their business operations in order to comply with government advice and protect the health of their students and staff. While the response to COVID-19 was sudden, such as moving swiftly to online delivery, the recovery transition period should be measured. The Australian Government Tertiary Education Quality and Standards Agency (TEQSA) has set out key considerations for providers that are pertinent during the recovery period, as temporary changes transition back to business-as-usual activities or form the basis for on-going changes to a provider's business model. [For &quot;Higher Education Standards Framework (Threshold Standards) 2015 -- TEQSA Contextual Overview. Version 1.1,&quot; see ED606470.]