ethanporcaro/eric-fulltext-meta huggingface dataset:
Mapping Inequalities in Local Political Representation: Evidence from Ohio School Boards
Author: Bartanen, Brendan
Date: 2018-00-00
Type: Journal Articles
Subjects: Boards of Education,School Districts,Geographic Distribution,Geographic Information Systems,Place of Residence,Geographic Location,Census Figures,Enrollment,Demography

Elected representatives' place of residence can reveal information about their socioeconomic status, their likely social networks, and potential biases in the constituencies they represent. Using data on home addresses we collected from local elections offices, we investigate the geographic distribution of school board candidates', including winners', places of residence across two election cycles for 610 school districts in Ohio. We employ geographic information systems (GIS) to identify census block group and school enrollment zones associated with each candidate's residence. We document differences among block groups and schools with more and less school board representation, including a robust association between the relative affluence of a neighborhood and the likelihood of school board members residing in that area. We find that more citizens from affluent areas run for school board, and because a large proportion of school board elections feature minimal competition, these higher propensities to run explain disparities in representation.
Transpositions of Function Concept in Mathematics Curricula and Textbooks from the Historical Development Perspective
Author: Gök, Mustafa
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematical Concepts,Mathematics Curriculum,Textbook Content,Secondary School Mathematics,Educational History,Asian History

In the historical process, scientific knowledge is constantly changing and developing. Concepts in curricula and textbooks are also affected by these changes and developments. The function concept is a typical example of this situation. The concept of function gained different meanings in different historical contexts although no clear information was found about the evolution of the concept in curricula and textbooks in Turkey. The purpose of this study is to examine the transposition of function concept in secondary school mathematics curricula and textbooks in Turkey from the perspective of the historical development of the concept from the declaration of the Republic of Turkey until today. In the study, document analysis, which is a qualitative research method, was used. Secondary school mathematics curricula and textbooks, which were entered into force in Turkey from 1924 until 2017, were examined. The findings of the study show that the function concept in mathematics curricula passed through three basic periods: the Eulerian period (1924-1952), the Dirichletian period (1952-1974) and the Bourbakist period (1974-2017).
Trends of Homework in Mathematics: Comparative Research Based on TIMSS Study
Author: Güven, Ufuk
Date: 2019-01-00
Type: Journal Articles
Subjects: Homework,Foreign Countries,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests,Cross Cultural Studies,Study Habits,Trend Analysis,Educational Trends,Correlation,Grade 4,Grade 8

Homework is a common instructional practice that is used to motivate students, develop students' studying skills and habits, inform parents about student learning, and increase student achievement. Homework provides an opportunity for students to revisit daily topics, and improve students' understanding of math concepts and problem-solving skills, helps students learn from their mistakes, and prepare for tests. One of the primary goals of this study was to find the trends of homework frequency. This study used TIMSS [Trends in International Mathematics and Science Study] 2003, 2007, 2011, and 2015 data for Singapore, United States, Slovenia, and Turkey. The study used hierarchical multiple regression analyses to examine the relationship between homework frequency and student achievement in fourth- and eighth-grade mathematics in Slovenia, Singapore, Turkey, and US. The study also sought optimal homework frequencies in those countries. The study found that homework frequency significantly effects student achievement in 8th grade but not in 4th grade. The study also found that trend of the assigning homework from 2003 to 2015 is negative both in 4th and 8th grades in all selected countries, except in Turkey.
Student-Teacher Race Congruence: New Evidence and Insight from Tennessee
Author: Joshi, Ela
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Racial Differences,Ethnicity,Teacher Characteristics,Student Characteristics,Teacher Effectiveness,Race,African American Students,Reading Achievement,Mathematics Achievement,Readiness,Minority Group Teachers,Minority Group Students

Our work aims to substantiate and extend earlier findings on the effects of student-teacher race matching on academic achievement using longitudinal data for students in Grades 3 through 8 in Tennessee. We examine heterogenous effects not only by racial subgroup and student preparedness, as explored in prior literature, but also by levels of teacher effectiveness, drawing on data from the state's teacher evaluation system. We find that student-teacher race congruence does not have a significant overall effect on test scores. However, subgroup analyses reveal a positive, significant race-match effect in elementary school math. We observe meaningful effects for Black students in both reading and math, race-matched students in the bottom-most preparedness quartile in math, and race-matched students assigned to teachers in the middle two teacher performance quartiles in math. Our results align with prior findings, emphasizing that race-match effects transcend state borders. Findings support policy efforts to diversify the educator labor force.
Turkish Academics&apos; Foreign Language Academic Literacy: A Needs Analysis Study
Author: Durmusoglu Köse, Gül
Date: 2019-01-00
Type: Journal Articles
Subjects: College Faculty,Second Language Learning,Academic Discourse,Literacy,English for Academic Purposes,Graduate Students,Needs Assessment,Student Needs,Language Skills,Intellectual Disciplines,Foreign Countries,Student Attitudes,Teacher Attitudes

For academics, foreign language academic literacy is essential in order to read and analyze academic sources in the foreign language effectively as well as to produce and present their own work in that language. In spite of various studies and trainings on English for academic purposes, it is still questioned why academics and graduate students cannot have the literacy in this area. To address this problem, it is necessary to examine and determine their needs for foreign language academic literacy. Therefore, the present paper reports a large scale needs analysis on the academics and graduate students across different disciplines all over Turkey. Applying quantitative research method, this study adapted a survey model to determine and discuss which academic language skill is the most difficult and what language skill competencies they should improve from their perspective. The results were analyzed in terms of the language skill competencies and the participants' disciplines they studied. The findings indicated that the participants needed most of the competencies questioned in the survey, and their needs were language-skill specific rather than discipline-specific. The participants mostly emphasized academic writing competencies, which supports the assumption in the literature that productive skills are the most difficult skill to improve for learners.
Using the Flipped Classroom Model in the Development of Basic Language Skills and Enriching Activities: Digital Stories and Games
Author: Girmen, Pinar
Date: 2019-01-00
Type: Journal Articles
Subjects: Blended Learning,Turkish,Teaching Methods,Learning Processes,Computer Games,Action Research,Language Skills,Photography,Computer Software,Oral Reading,Telecommunications,Handheld Devices,Video Technology,Grammar,Psychomotor Skills,Grade 4,Elementary School Students,Technology Integration,Educational Games,Toys

The purpose of this research is to enrich the process of developing the basic language skills of 4th grade students with digital story activities and games based on the Flipped Classroom Model (FCM). This study was conducted with 4th grade students in a Turkish course. It was based on action research. The Turkish courses were prepared according to the FCM. The aim was to develop basic language skills of the students with various activities. This study focused on digital story and games. For the digital story activity, the students prepared some scenes of the text they wrote with play dough, took pictures and recorded their voices by reading the text aloud. After that, they sent them to the researcher via WhatsApp. After gathering the material, digital stories were converted into a video. Before the game based activities, some texts and grammar topics were presented to the students. Then, some games were played in the classroom to reinforce the newly acquired knowledge. In conclusion, with the use of FCM, by enriching with digital story and game-based activities teaching-learning processes in Turkish courses, the development of students in many areas, firstly basic language skills, then cognitive, emotional, social and psychomotor skills were contributed.
&quot;Black Genius, Asian Fail&quot;: The Detriment of Stereotype Lift and Stereotype Threat in High-Achieving Asian and Black STEM Students
Author: McGee, Ebony
Date: 2018-00-00
Type: Journal Articles
Subjects: Asian American Students,Ethnic Stereotypes,STEM Education,African American Students,College Students,Racial Differences,Racial Bias,Stress Variables,High Achievement,Student Attitudes,Emotional Response

Asians are typically situated at the top of the STEM educational and career hierarchy and enjoy a host of material benefits as a result. Thus, their STEM lives are often considered problem-free. This article describes the role of race-based stereotypes in shaping the experiences of high-achieving Black and Asian STEM college students. Their experiences exposed the insidious presence of anti-Black and pro-Asian sentiment, operationalized through the frameworks of stereotype threat and stereotype lift. Stereotype threat and stereotype lift situate the racialized experiences of Black and Asian students as opposites, thereby ignoring their shared marginalization and responses to being stereotyped. I argue that both racial groups endure emotional distress because each group responds to its marginalization with an unrelenting motivation to succeed that imposes significant costs. I aim to demonstrate that Black and Asian college students are burdened with being stereotyped and judged unfairly, enduring sometimes debilitating consequences even while they are praised for fulfilling or defying stereotypes. Discussion includes coalition building among racial groups of color in STEM, serving in part to co-construct racialized psycho-social coping skills, and a strategy for more equitable material outcomes for Black STEMers.
The Long-Term Impact of Systemic Student Support in Elementary School: Reducing High School Dropout
Author: Lee-St. John, Terrence J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Dropout Prevention,High School Students,Elementary School Students,Urban Schools,Poverty,Probability,Intervention,Program Effectiveness,At Risk Students,Agency Cooperation,School Community Programs,Educational Attainment,Racial Differences,Ethnicity,English Language Learners,Immigrants

Dropping out of high school has adverse consequences, including negative effects on employment, lifetime earnings, and physical health. Students often fail to complete high school for complex reasons that often manifest long before they reach high school. This study examines the link between participation in a comprehensive elementary school student support intervention and high school dropout. In this study, students who attended intervention elementary schools in a large, urban, high-poverty district during 2001-2014 (N=894) were compared to students who did not attend intervention schools (N=10,200). Likelihood of dropping out in grades 9-12 was estimated using propensity score-weighted Discrete Event History Analysis. Intervention students had approximately half the odds of dropout (p&lt;0.001); the probability of dropout for intervention was 9.2%, compared to 16.6% for non-intervention students. Individually tailored student support interventions during elementary school can lead to lasting and meaningful effects.
An Induced Successful Performance Enhances Student Self-Efficacy and Boosts Academic Achievement
Author: Uchida, Akitoshi
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Self Efficacy,Student Improvement,Junior High School Students,Correlation,Scores,Gender Differences,Randomized Controlled Trials,Experimental Groups,Control Groups,Grade 7,Foreign Countries

A growing body of correlational research finds a relationship between self-efficacy--beliefs in one's capabilities--and academic success. But few studies have investigated whether self-efficacy is causally related to academic success. We hypothesized that an experience of success would promote self-efficacy in junior high school students and would lead to academic improvements. To induce an experience of success, we secretly presented easy anagrams to target students (41 males and 43 females; 12-13 years old) who then outperformed their classmates (116 males and 115 females). We assessed students' self-efficacy and academic achievement scores before and after the anagram tasks. We found that the success-induced students raised their self-efficacy, and this elevated self-efficacy persisted for as long as one year. Moreover, success-induced males eventually showed significant improvement in their academic achievement. These results provide a real-world experimental enactment of Bandura's self-efficacy theory and have implications for the practices of educational practitioners.
Broadening Participation in STEM College Majors: Effects of Attending a STEM-Focused High School
Author: Means, Barbara
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Majors (Students),Student Participation,Student Surveys,High School Seniors,Comparative Analysis,Disproportionate Representation,Females,African American Students,Hispanic American Students,Grade 8,Academic Achievement,Academic Persistence,Grade 12,Low Income Students,Economically Disadvantaged

To increase participation in science, technology, engineering, and mathematics (STEM) studies and careers, some states have promoted inclusive STEM high schools. This study addressed the question of whether these high schools improve the odds that their graduates will pursue a STEM major in college. State higher education records were obtained for students surveyed as seniors in 23 inclusive STEM high schools and 19 comparison schools without a STEM focus. Propensity score weighting was used to ensure that students in the comparison school sample were very similar to those in the inclusive STEM school sample in terms of demographic characteristics and Grade 8 achievement. Students overall and from under-represented groups who had attended inclusive STEM high schools were significantly more likely to be in a STEM bachelor's degree program two years after high school graduation. For students who entered two-year colleges, on the other hand, attending an inclusive STEM high school was not associated with entry into STEM majors.
Institutional Effects of Higher Education Acquisitions: The Case of Texas A&amp;M School of Law
Author: Lyke, Austin
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Higher Education,Law Schools,Organizational Change,Tuition,Outcomes of Education

This study analyzes the acquisition of the Texas Wesleyan University School of Law by Texas A&amp;M University. In particular, institution-level effects are examined by measuring selectivity, tuition prices, job outcomes, and bar passage rate before and after the law school changed names from a hyperregional institution to one of statewide eminence and national recognition. Difference-in-differences estimations and synthetic control analysis are used to measure effects of the acquisition on various institutional metrics. Results show an increase on school selectivity and null effects on tuition price and job outcomes, suggesting heterogeneity in response to the acquisition. Implications for higher education and legal education, specifically, are discussed.
Validating and Adapting the Motivated Strategies for Learning Questionnaire (MSLQ) for STEM Courses at an HBCU
Author: Jackson, Caesar R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Questionnaires,Learning Strategies,STEM Education,Black Colleges,Metacognition,Correlation,African American Students,Undergraduate Students,Test Validity,Test Reliability,Academic Achievement,Comparative Analysis,Whites,Institutional Characteristics,Minority Group Students,Self Control

This study investigated the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for minority students enrolled in STEM courses at a historically black college/university (HBCU). Confirmatory factor analysis was used to test the third-order factor structure and to respecify the model. An adequate fit to the study sample data was achieved for the respecified MSLQ (MSLQ-R), and measurement invariance was verified on four groups within the HBCU sample. The highest correlates with EOC grade on the MSLQ-R were self-efficacy, task value, effort regulation, and time and study environment. Metacognitive self-regulation and strategy use variables were found to not correlate with EOC grade. A useful capability to discriminate on the basis of academic performance was exhibited by the MSLQ-R.
Answering the Bell: High School Start Times and Student Academic Outcomes
Author: Bastian, Kevin C.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Schedules,Academic Achievement,High School Students,Learner Engagement,Urban Schools,Economically Disadvantaged,Minority Group Students,Suspension,Grades (Scholastic),Sleep,Attendance Patterns,Grade Point Average,Predictor Variables

We contribute to the school start time literature by using statewide student-level data from North Carolina to estimate start time effects for all students and for traditionally disadvantaged students. Descriptively, we found that urban high schools were likely to start very early or late. Later start times were associated with positive student engagement outcomes (reduced suspensions, higher course grades), especially for disadvantaged students. Achievement results were mixed, with positive and negative associations between start times and high school students' test scores. Continued research is necessary to evaluate the efficacy of later start times as a scalable and cost-effective approach for boosting engagement and achievement.
School Climate, Student Engagement, and Academic Achievement: A Latent Variable, Multilevel Multi-Informant Examination
Author: Konold, Tim
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Environment,Learner Engagement,Academic Achievement,High School Students,Institutional Characteristics,School Effectiveness,Graduation Rate,Standardized Tests,Outcomes of Education,Models

This study tested the authoritative school climate theory that schools characterized by high structure and student support have greater levels of student engagement and that these factors are associated with higher academic achievement, as indicated by school graduation rates and school performance on state-mandated testing. The model was tested through a multilevel multi-informant structural model on a statewide sample of 60,441 students and 11,442 teachers in 298 high schools. Consistent with the authoritative school climate model, both structure and student support were associated with higher student engagement in schools. Moreover, student engagement was directly associated with academic achievement and operated as an intervening factor. Results provide new evidence that an authoritative school climate is associated with high school academic achievement.
Analysis of Pragmatic Items in an ESL Online Adaptive Placement Test
Author: Carrió-Pastor, María Luisa
Date: 2018-00-00
Type: Journal Articles
Subjects: Pragmatics,Test Items,Language Tests,College Freshmen,Vocabulary Skills,Student Attitudes,Content Validity,Student Placement,Computer Assisted Testing,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries

The work at hand is part of a wider study the aim of which was to determine what kind of factors influence failures in pragmatic items of an online adaptive placement test taken by a group of 34 Spanish students in their first year at university. A preceding analysis (Carrió &amp; Martín, 2016) showed the type of personal factors, such as lack of vocabulary, that caused the exam takers failures in the pragmatic part of the test according to their own perception. In this paper, we go deeper and analyze those specific items holding higher percentage of failures so that we can reach some conclusions about its content validity and also about the degree of relationship between these and the pragmatic categories dealt with in the most relevant research carried out in the field of pragmalinguistic testing and assessment.
Geometric Thinking of Malaysian Elementary School Students
Author: Md. Yunus, Aida Suraya
Date: 2019-01-00
Type: Journal Articles
Subjects: Geometric Concepts,Thinking Skills,Computer Software,Foreign Countries,Elementary School Students,Teaching Methods,Learning Processes,Conventional Instruction,Geometry,Mathematics Tests,Intervention

Geometry is one of the basic skills to be mastered in Malaysian mathematics education. However, there is not much information on geometry attainment of the elementary school students based on van Hiele's levels. The purpose of this study was to determine the van Hiele's levels of geometric thinking among the elementary school learners. Three different instructional strategies based on modules were tested on three groups of students; (i) van Hiele's phases of learning (VH-PL) module that guides students through the van Hiele's learning process, (ii) van Hiele's theory which is integrated with the Google SketchUp software (VH-GSU) module and (iii) use of conventional instruction (NVH-CI) module which refers to teaching strategy without the use of van Hiele's theory of learning or any software in the teaching. This true experimental study involved 96 Year Five students of a Malaysian public school. Data were collected using Wu's Geometry Test (WGT) and sample responses identified by Fuys, Geddes, and Tischler (1988). Results showed that at the onset of the experiment, the students were operating at the lower levels of van Hiele's levels of geometric thinking. After the intervention, results of the WGT showed that most of the students in all three groups achieved a higher level of van Hiele's geometric thinking.