ethanporcaro/eric-fulltext-meta huggingface dataset:
STEM Degree Attainment at Hispanic-Serving Community Colleges in California. Hispanic-Serving Community Colleges STEM Pipelines
Author: Zamani-Gallaher, Eboni M.
Date: 2019-00-00
Type: Reports - Research
Subjects: STEM Education,Community Colleges,Hispanic American Students,Two Year College Students,Educational Attainment,Institutional Characteristics,Associate Degrees,Disproportionate Representation,Enrollment Rate,Minority Group Students,Eligibility,Race,Sex,Tables (Data),Interdisciplinary Approach,Information Science Education,Mathematics Education

The Hispanic-Serving Community Colleges STEM Pipelines (HSCC-STEM) study is a research project that explores the transitions to and through Hispanic-serving two-year institutions for underrepresented minoritized STEM students. This brief uncovers the most viable HSCC STEM pathways for Latinxs and other underrepresented minoritized students as well as which fields they are more likely to persist in, and the promising practices at HSCCs that provide transfer pathways leading to further education--on ramps to STEM baccalaureates. It focuses on STEM degrees conferred in California by race and gender at three institutional types: HSCCs, which are two-year institutions with 25% or more Latinx student enrollment; emerging HSCCs, which are two-year institutions with 15% to 24% Latinx student enrollment; and non-HSCCs, which are institutions that have a Latinx enrollment rate of less than 15%.
Memphis Striving Readers Project: Evaluation Report, Year 4
Author: Schenck, Allen
Date: 2011-03-00
Type: Reports - Research
Subjects: Reading Difficulties,Reading Programs,Program Evaluation,Middle School Students,Intervention,Reading Instruction,Computer Assisted Instruction,Independent Reading,Reading Skills,Reading Improvement,Reading Achievement,Reading Tests,Scores,Content Area Reading,Program Implementation,Standardized Tests,Achievement Tests

This report presents the results from an evaluation of the fourth year of the Memphis Striving Readers Project (MSRP) conducted by Research for Better Schools (RBS). MSRP, funded for five years by the United States Department of Education, comprises two interventions aimed at improving adolescent literacy and the quality of literacy instruction across the curriculum. Eight Memphis City Schools (MCS) middle schools were chosen for inclusion in the study. The first intervention component, Scholastic's READ 180 program (Enterprise Edition), has been implemented for four years in the MSRP schools. The 90-minute daily model includes instructional materials to be implemented as four 20-minute rotations in which students use the software program to build skills, engage in teacher-directed whole- and small-group instruction, read independently, and conclude with a 10-minute wrap-up. Students in the sixth through eighth grades who demonstrated the strongest need for reading support--i.e., who performed in the bottom quartile on the reading/language arts portion of a prior Tennessee Comprehensive Assessment Program (TCAP) test --were randomly selected to participate in the supplemental program or to serve as control group students. The second intervention component, the Memphis Content Literacy Academy (MCLA), is a whole-school professional development (PD) program designed by faculty, formerly at the University of Memphis, now at Bellarmine University, in collaboration with MCS staff. The overarching goal of MCLA is to improve literacy integration across the content areas through an intensive two-year PD program designed to develop middle school teachers' use of literacy strategies to improve achievement in reading and in core content area subjects (defined as English language arts, mathematics, science and social studies). Researchers collected information about the implementation and impact of the two interventions using a variety of methods, including surveying, observing, and interviewing participating teachers as well as reviewing program documents and student scores on the Tennessee Comprehensive Assessment Program (TCAP) and Iowa Tests of Basic Skills (ITBS). This report discusses the study background; evaluation of the implementation of the targeted intervention, years 1-4; evaluation of the impacts of the targeted intervention, years 1-4; evaluation of the implementation of the whole-school intervention, year 4; quasi-experimental estimations of the impacts of the whole-school intervention, years 3-4; and the study's conclusions. [This report was prepared for the United States Department of Education's Striving Readers Program.]
Teaching for All? Teach for America&apos;s Effects across the Distribution of Student Achievement
Author: Penner, Emily K.
Date: 2016-00-00
Type: Reports - Research
Subjects: Elementary School Students,Academic Achievement,Teacher Effectiveness,Program Effectiveness,Mathematics Achievement,Reading Achievement,Instructional Effectiveness,Teacher Influence,At Risk Students,Disadvantaged Schools,Low Income Students

This paper examines the effect of Teach For America (TFA) on the distribution of student achievement in elementary school. It extends previous research by estimating quantile treatment effects (QTE) to examine how student achievement in TFA and non-TFA classrooms differs across the broader distribution of student achievement. It also updates prior distributional work on TFA by correcting for previously unidentified missing data and estimating unconditional, rather than conditional QTE. Consistent with previous findings, results reveal a positive impact of TFA teachers across the distribution of math achievement. In reading, however, relative to veteran non-TFA teachers, students at the bottom of the reading distribution score worse in TFA classrooms, and students in the upper half of the distribution perform better. [The paper was published in &quot;Journal of Research on Educational Effectiveness&quot; v9 n3 p259-282 2016 (EJ1106497).]
Attitudes and Perceptions of Pedagogical Formation Physical Education Students about Web 2.0 Tools and Factors for Successful Adaptation of These Tools
Author: Arslan, Kürsat
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,College Students,Student Attitudes,Physical Education,Web 2.0 Technologies,Technology Integration,Gender Differences,Usability,Knowledge Level

Today, use of the Web 2.0 technologies and applications (e.g. text messaging, wikis, personal web pages, social networks, blogs) in many different areas of education have been increasing, and this can be seen as an important development. However, teaching candidates from specific subject matters, such as physical education, still appear unaware of the potential benefits of such tools in a teaching and learning environment. The purpose of this study was to assess pre-service teachers' perceptions about Web 2.0 technologies and to explore the awareness of this technology among students using the Technology Acceptance Modal (TAM). In this context, the descriptive survey method was used and a questionnaire was applied to 79 pre-service students (53 male and 26 female) enrolled in the physical education department in Dokuz Eylul University. The data for this study was collected by the researcher through a questionnaire after 2017-2018 fall semester of the course including weekly web 2.0 activities based on the lesson topic. The results of the study indicate that gender was an important factor that affected the implementation or use of this technology. Accordingly, male students had higher levels of awareness about web 2.0 applications than female students had. The study also showed that usefulness and ease-of-use are two significant factors that affect students' attitude towards this technology.
Investigation of Turkish EFL Teachers&apos; Views about Standard Languages, Dialects and Language Varieties through the Lenses of English and Turkish
Author: Uresin, Ferhat
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,English Teachers,English (Second Language),Language Attitudes,Dialects,Language Variation,Turkish,Foreign Countries,Language Planning,Language Usage

This study was set out to investigate a small number of Turkish EFL teachers' views about the concepts of a standard language, dialects, and other language varieties concerning their mother tongue (Turkish) and the language (English) they are tasked with teaching at schools. The respondents of this research were 12 Turkish EFL teachers working in a small province of Turkey. The data was collected through a questionnaire consisting of closed-ended and open-ended items about standard language, language varieties and dialects, taking Turkish and English as the focal reference points. The data was analysed through descriptive means and grouped under three main sections as, a) perceptions of a standard language, b) perceptions of dialects and other language varieties, and c) perceptions of Standard English and Standard Turkish. The findings indicated that there is some confusion among the EFL teachers as to making sense of the concept of standard language and the functions and the position of dialects and varieties in the society, particularly when it comes to instructional purposes. It was also found that most teachers acted under the influence of standard language ideology when conceptualising these concepts, with a strong attachment to the use of standard languages in formal settings. Overall, the findings imply that most teachers have a lack of awareness about the current sociolinguistic issues around English and Turkish, thereby not willing to give space to non-standard varieties and dialects in their teaching practices and real-life language use.
Creating a Space for Student Voice in Advancing Program Review
Author: Thrill, Chauntee
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Student Attitudes,Two Year College Students,Student Participation,Community Colleges,Participative Decision Making,Learner Engagement,Stakeholders,Student Empowerment,Program Evaluation,Program Improvement,Student Diversity,Change Agents

In 2018 the Office of Community College Research and Leadership (OCCRL) conducted an evaluation of the Illinois Community College Board's (ICCB) program review process, focusing on the career and technical education (CTE) programs. The purpose of program review is to support community colleges in decisionmaking and planning as related to institutional programming. OCCRL therefore framed the study to explore the use of the program review process as a tool for supporting student-centered, equity-minded, evidence-driven change within the Illinois community college system. In conducting the evaluation, members of the research team focused on seven environmental and institutional factors derived from various literature sources to include leadership, strategic investments, equity-guided processes, engagement, statewide guidance and governance, data literacy, and infrastructure and information technologies (Arenth, Bennett, Bernadotte, Carnahan, Dube, Thompson, &amp; Walton, 2017; Bragg, Bennett, &amp; McCambly; Copland, Knapp, &amp; Swinnerton, 2009; Spurlock &amp; Johnston, 2012). This brief focuses specifically on the engagement factor and introduces student voice as an area of advancement within the program review process.
Autism Collaboration, Accountability, Research, Education, and Support Act of 2019 (Public Law 116-60)
Author: US Congress
Date: 2019-09-30
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Legislation,Educational Legislation,Autism,Pervasive Developmental Disorders,Developmental Disabilities,Identification,Intervention,Pediatrics,Best Practices,Health Promotion,Clinical Diagnosis

The Autism Collaboration, Accountability, Research, Education, and Support Act of 2019 was put in place to amend the Public Health Service Act to enhance activities of the National Institutes of Health (NIH) with respect to research on autism spectrum disorder and enhance programs relating to autism, and for other purposes. The Act includes the following sections: (1) Short Title; (2) Expansion, Intensification, and Coordination of Activities of the NIH with Respect to Research on Autism Spectrum Disorder; and (3) Programs Relating to Autism.
U.S. Government Strategy on International Basic Education, Fiscal Years 2019-2023
Author: USAID
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Access to Education,Foreign Policy,Developing Nations,Outcomes of Education,Educational Quality,Disadvantaged,Partnerships in Education,Capacity Building,Government Role,Holistic Approach,Public Agencies,International Programs,Foreign Countries

Equal access to relevant, quality education creates pathways for greater economic growth, improved health outcomes, sustained democratic governance, and more peaceful and resilient societies. Education promotes positive socio-economic progress and enhances standards of living. Strengthening education systems--the people, public and private institutions, resources, and activities whose primary purpose is to improve, expand, and sustain education outcomes--in developing countries advances U.S. foreign policy goals, promotes U.S. and international security, and helps accelerate economic growth at home and abroad. Congress passed the Reinforcing Education Accountability in Development (READ) Act, (Division A, Public Law 115-56), in 2017 to demonstrate the United States Government's commitment to helping ensure that individuals around the world have the education and skills needed to be productive members of society. By calling for a comprehensive, integrated U.S. Government Strategy to promote basic education, the READ Act recognizes the important role the United States plays in working with partner countries to strengthen their education systems and create a foundation for sustained economic growth that places partner countries on a trajectory toward graduation from assistance. The READ Act provides an opportunity for the U.S. Government to improve the effectiveness and efficiency of its international basic education programs and partnerships by increasing coordination and leveraging each department, agency, and official's unique experience and expertise at the global and country level. The goal of the U.S. Government Strategy on International Basic Education for Fiscal Years 2019 - 2023 (the Strategy) is to achieve a world where education systems in partner countries enable all individuals to acquire the education and skills needed to be productive members of society. To accomplish this goal, the U.S. Government has two principal objectives: (1) Improve learning outcomes; and (2) Expand access to quality basic education for all, particularly marginalized and vulnerable populations. [Numerous organizations co-wrote this work. The full list can be seen on the document.]
What Does It Mean to Provide the Right Level of Support during Tutorial Dialogue?
Author: Katz, Sandra
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Teacher Role,Physics,Science Instruction,Small Group Instruction,Tutoring,Educational Technology,Technology Uses in Education,Feedback (Response),Video Technology,Discussion (Teaching Technique)

We describe and illustrate factors that specify what it means for a tutor to provide different &quot;levels of support&quot;, based on our analyses of models of the levels of support provided during human tutoring and teacher-led small group work. We then show how we used these factors to implement contingent scaffolding in a tutorial dialogue system for physics.
Providing Proactive Scaffolding during Tutorial Dialogue Using Guidance from Student Model Predictions
Author: Albacete, Patricia
Date: 2018-06-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Scaffolding (Teaching Technique),Physics,Science Instruction,Prediction,High School Students,Models,Educational Technology

This paper discusses how a dialogue-based tutoring system makes decisions to proactively scaffold students during conceptual discussions about physics. The tutor uses a student model to predict the likelihood that the student will answer the next question in a dialogue script correctly. Based on these predictions, the tutor will, step by step, choose the granularity at which the next step in the dialogue is discussed. The tutor attempts to pursue the discussion at the highest possible level, with the goal of helping the student achieve mastery, but with the constraint that the questions it asks are within the student's ability to answer when appropriately supported; that is, the tutor aims to stay within its estimate of the student's zone of proximal development for the targeted concepts. The scaffolding provided by the tutor is further adapted by adjusting the way the questions are expressed.
Report of Intent to Treat Estimates of Program Impacts on Student Achievement: Gates-MacGinitie Reading Tests. Striving Readers Project
Author: Newman, Dianna L.
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Intention,Middle School Students,Reading Difficulties,Student Needs,Literacy Education,Intervention,Grade 7,Word Recognition,Reading Fluency,Vocabulary,Reading Comprehension,Writing Skills,Content Area Reading,Discussion (Teaching Technique),Student Motivation,Learner Engagement,Program Implementation,Fidelity,Program Evaluation,Program Effectiveness,Reading Achievement

In October 2009, The New York State Education Department (NYSED), in partnership with the New York City Department of Education (NYCDOE), was granted funding as part of the &quot;Striving Readers Project&quot; to address the literacy needs of adolescent struggling readers early in middle school. The goal of the project was to implement and examine the impact of a one-year, comprehensive supplemental literacy intervention that was provided to seventh grade students across 11 New York City middle schools. The supplemental literacy intervention used in this study was the REWARDS Program (REWARDS Secondary-Multisyllabic Word Reading Strategies; REWARDS Plus; REWARDS Writing). The REWARDS Program provides comprehensive instruction in word analysis, fluency, vocabulary, reading comprehension and writing, and uses content-related text and extended discussion of text meaning and interpretation to enhance student motivation and engagement in literacy learning. The three components in the REWARDS Program were taught in an integrated sequence with careful attention to fidelity, by specially trained teachers who were assisted throughout the year with skilled coaching and expert support. This report summarizes the examination of the impact of the REWARDS reading intervention on student achievement. Specifically, this evaluation examined differences between the treatment and control groups on reading achievement as measured on the Gates-MacGinitie Reading Tests (GMRT). [This report received assistance by Richard F. Haase and Tierney A. Gifford.]
The Grey Area: Towards a Computational Approach for Modeling the Zone of Proximal Development
Author: Chounta, Irene-Angelica
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Learning Theories,Sociocultural Patterns,Intelligent Tutoring Systems,Physics,Science Instruction,Prior Learning,Accuracy,Prediction,High School Students,Teaching Methods,Science Achievement,Instructional Design,Course Content,Models,Classification

In this paper, we propose a computational approach to modeling the Zone of Proximal Development of students who learn using a natural language tutoring system for physics. We employ a student model that predicts students' performance based on their prior knowledge and their activity when using a dialogue tutor to practice with conceptual, reflection questions about high-school physics. Furthermore, we introduce the concept of the &quot;Grey Area&quot;, the area in which the student model cannot predict with acceptable accuracy whether a student has mastered the knowledge components or skills present in a particular step. We envision that our approach will contribute to the way we design learning content for ITSs and the way we author dialogues for natural-language tutoring systems. We further discuss the impact of our approach on student modeling and discuss future work in systematically and rigorously evaluating the approach.
A Concept Map for Teaching-Learning Logic and Methods of Proof: Enhancing Students&apos; Abilities in Constructing Mathematical Proofs
Author: Issa, Ndungo
Date: 2019-09-00
Type: Journal Articles
Subjects: Mathematical Logic,Concept Mapping,College Students,Mathematics Skills,Public Colleges,Foreign Countries,Knowledge Level,Persuasive Discourse,Problem Solving,College Mathematics,Mathematical Concepts,Instructional Effectiveness

The study aimed at describing university students' ability in constructing mathematical proofs using logical arguments and constructing an effective teaching-learning map. The study adopted a correlational research design. An open-ended mathematics assessment involving questions on mathematical logic and construction of mathematical proofs was administered to fifteen University students of mathematics (control group) at Mountains of the Moon university. The students' responses were analyzed and their ability to construct valid mathematical proofs was measured and correctness of their solutions was discussed. A concept map for teaching-learning mathematical logic and methods of proof was developed and shared with a different group of fifteen students of mathematics (assumed to have same level of mathematical knowledge). The group was assessed using the similar assessment tool. The mean level of knowledge of mathematical logic and method of proof was from to be 2.2 (between moderate and average) for the first assessment teat and 3.4 (between average and high level), while the mean score for test 1 and test 2 were 48 and 70 respectively. The Chi square test at 0.01 level indicated a statistically significant difference between the two sets of results with p&lt;0.05. The students' knowledge level increased as they made use of the teaching-learning map. The teaching-learning concept map was evaluated to be an effective teaching-learning guide for logic and methods of proof.
Culturally Responsive Practices and Positive Behavioral Interventions and Supports (PBIS): Annotated Bibliography
Author: Gadd, Sonja
Date: 2019-00-00
Type: Reference Materials - Bibliographies
Subjects: Culturally Relevant Education,Positive Behavior Supports,Intervention,Students with Disabilities,At Risk Students,Racial Differences,Racial Bias,Ethnicity,Discipline,Disproportionate Representation,Cultural Relevance,Planning,Transitional Programs,Gender Differences,Disabilities,Federal Legislation,Equal Education,Educational Legislation

Positive Behavioral Intervention and Supports (PBIS) arose from the need to respond to the pervasive racial disparities in behavioral outcomes for students with, and at-risk, for disabilities. Initially, the use of culturally appropriate interventions was indirectly emphasized through PBIS (Sugai et al., 2000b). Researchers have often critiqued the framework as being culturally neutral (Cramer &amp; Bennett, 2015). McIntosh and colleagues (e.g., 2014, 2019) have been working to address issues of disproportionality and culturally responsive in PBIS to ensure schools understand the complexities of these issues to ensure equity for all students. Leverson, Smith, McIntosh, Rose, and Pinkelman (2019) define culturally responsive PBIS as including: (1) Identity, (2) Voice, (3) Supportive Environment, (4) Situational Appropriateness, and (5) Data for Equity (p. 2). The purpose of this annotated bibliography is to synthesize relevant research and resources on Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS). The implementation of CRPBIS and its associated outcomes are briefly summarized. To conclude, additional resources on CRPBIS are provided.