ethanporcaro/eric-fulltext-meta huggingface dataset:
Voices from California Higher Education: Recommendations for Centering Equity amidst Campus Re-Openings
Author: Muñoz, Yvonne
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Higher Education,COVID-19,Pandemics,Equal Education,Student Needs,Health,Wellness,College Students,Access to Computers,Disadvantaged,Student Personnel Services,School Holding Power,College Instruction,Faculty Development,College Faculty,Data Use,Decision Making,Educational Planning,Organizational Communication

Higher education systems and institutions are often viewed as resistant to change or slow to adapt, particularly by advocates and communities urging equity-minded reform of colleges and universities. Yet the COVID-19 pandemic jolted California's colleges and universities into drastically changing course to meet students' basic, mental, and academic needs by centering students in new and innovative ways. As higher education leaders plan for students' returns to California college campuses, they have a unique opportunity to sustain this responsive and innovative approach to supporting students, especially as they receive historic amounts of federal and state funding during the 2021-22 budget year. COVID-19 has amplified the needs of students already marginalized well before the pandemic. This brief outlines eight sets of recommendations -- grounded in voices from the field -- that higher education leaders should implement to center students and make their campuses more equitable as students return in person. For each set of recommendations, the brief also uplifts concrete examples from California colleges and universities and list available state and federal funding sources to support the implementation of these recommendations. [The University of California Student Association (UCSA) and California State Student Association (CSSA) contributed to this report.]
Strengthening Knowledge Creation and Research in Entrepreneurship: Inclusion Matters
Author: Kolavalli, Chhaya
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Entrepreneurship,Research Training,Research Administration,Diversity,Researchers,Correlation,Inclusion,Self Concept,Ideology,Disadvantaged,Cultural Awareness,Scholarship,Social Problems,Economic Factors,Social Bias,Barriers,Faculty Publishing,Financial Support,Higher Education,College Faculty,Diversity (Faculty)

Inclusion in research systems (specifically, research training, universities, and the publishing and funding environment within higher education) is increasingly identified as a problem. An inclusive body of researchers is better equipped to produce relevant, actionable scholarship that accounts for diversity and difference. Why? There's a strong link between the background, interests, and life experiences of a researcher and the questions and research topics they pursue. Inclusion does not just mean incorporating phenotypically different researchers into existing mechanisms of knowledge production. Researchers with unique life experiences will bring with them unique ways of thinking, identifying problems and questions, developing models of research, and contributing to the field. True inclusion efforts move beyond &quot;representing&quot; diversity and instead will create space for diverse ways of observing, thinking, theorizing, hypothesizing, testing, interpreting, and validating in research systems. This report discusses how inclusion affects knowledge production, societal and economic consequences of non-inclusion in research systems, factors that can shape inclusion, and inclusion in the researcher pipeline.
Building Partnerships in Mathematics and Science: Challenges, Leadership, and Promises of an Interdisciplinary University-School Partnership
Author: Ellington, Roni
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Interdisciplinary Approach,Partnerships in Education,State Universities,College School Cooperation,Public Schools,Mathematics Instruction,Trust (Psychology),Science Education,Capacity Building,Meetings,Workshops,Mathematics Teachers,Science Teachers,Faculty Development,Kindergarten,Elementary Secondary Education,Proposal Writing,Teacher Attitudes,Parent Attitudes,Student Attitudes,Achievement Tests,Biology,Algebra,Race,High School Students,Mathematics Tests,Science Tests,Science Fairs,Parent Teacher Conferences

This paper highlights some of the challenges and milestones inherent in building partnerships between institutions of higher education and public-school systems from an interdisciplinary approach. It discusses lessons learned from a Mathematics Science Partnership (MSP)-Start Partnership that was funded by the National Science Foundation from 2008 to 2011. The core partners of the partnership were Morgan State University and the Baltimore City Public Schools. One of the lessons learned was that it took a strong and committed leadership team working together to maintain and sustain this interdisciplinary partnership.
Using Promotion Power to Identify the Effectiveness of Public High Schools in the District of Columbia. REL 2021-098
Author: Gross, Max
Date: 2021-09-00
Type: Reports - Research
Subjects: Public Schools,High Schools,School Effectiveness,Student Characteristics,Student Promotion,Accountability,College Readiness,Career Readiness,High School Graduates,College Attendance,Academic Achievement,College Entrance Examinations,Graduation Rate,Enrollment Rate,Grade 8,Outcomes of Education,Standardized Tests,Scores

This study estimated the promotion power of public high schools in the District of Columbia. Promotion power is a measure of school effectiveness that distinguishes a school's contributions to student outcomes from the contributions of the background characteristics of the students it serves. Promotion power scores are distinct from status measures such as graduation rate and college enrollment rate because they account for prior student achievement and other student background characteristics in measuring schools' contributions. They complement value-added measures by using similar methods to examine additional, longer-term outcomes. The study found wide variation in high schools' promotion power for college-ready SAT scores, high school graduation, and college enrollment. Schools with high promotion power for high school graduation were also more likely to have high promotion power for college enrollment. Student background characteristics were less strongly related to promotion power scores than to status measures, suggesting that high schools serving differing student populations can show strong promotion power. [For the Study Snapshot, see ED614578. For the appendixes, see ED614581.]
Digital Assessment Environments for Scientific Inquiry Practices
Author: Gobert, Janice D.
Date: 2017-00-00
Type: Reports - Research
Subjects: Educational Assessment,Electronic Learning,Science Process Skills,Intelligent Tutoring Systems,Inquiry,Hands on Science,Middle School Students,Data Analysis,Computer Assisted Testing,Scoring,Formative Evaluation,Scaffolding (Teaching Technique),Earth Science,Biological Sciences,Physical Sciences

In this chapter, we provide an overview of the design, data-collection, and data-analysis efforts for a digital learning and assessment environment for scientific inquiry / science practices called &quot;Inq-ITS&quot; (&quot;I&quot;nquiry &quot;I&quot;ntelligent &quot;T&quot;utoring &quot;S&quot;ystem; www.inqits.org). We first present a brief literature review on current science standards, learning sciences research on students' difficulties with scientific inquiry practices, and modern assessment design frameworks. We then describe how we used pilot data from four case studies with hands- on inquiry tasks for middle school students to better understand these difficulties and design various components of the Inq-ITS system to support students' inquiry accordingly. Lastly, we describe how we used key computational techniques from knowledge-engineering and educational data mining to analyze data from students' log files in this environment to (1) automatically score students' inquiry skills, (2) provide teachers with fine-grained, rich, classroom-based formative assessment data on these practices, and (3) react in real time to scaffold students as they engage in inquiry. [This paper was published in: Rupp, A.A. &amp; Leighton, J.P (Eds.) &quot;The Wiley Handbook of Cognition and Assessment: Frameworks, Methodologies, and Applications.&quot; West Sussex, UK (pp. 508-534).]
Using Promotion Power to Identify the Effectiveness of Public High Schools in the District of Columbia. Study Snapshot. REL 2021-098
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Public Schools,High Schools,School Effectiveness,Student Characteristics,Student Promotion,Accountability,College Readiness,Career Readiness,High School Graduates,College Attendance,Academic Achievement,College Entrance Examinations,Graduation Rate,Enrollment Rate,Grade 8,Outcomes of Education,Standardized Tests,Scores

This Study Snapshot highlights key findings from a study that explores the promotion power of public high schools in the District of Columbia. Promotion power is a measure of school effectiveness that distinguishes a school's contributions to student outcomes from the contributions of the background characteristics of the students it serves. Focusing on schools' power to promote college- and career-ready SAT scores, high school graduation, and college enrollment, the study team constructed promotion power scores for 36 traditional public and charter high schools in DC. Promotion power accounted for test scores and other student characteristics as of grade 8. The study found wide variation in high schools' promotion power for college-ready SAT scores, high school graduation, and college enrollment. Schools with high promotion power for high school graduation were also more likely to have high promotion power for college enrollment. [For the full report, see ED614575. For the appendixes, see ED614581.]
Using Promotion Power to Identify the Effectiveness of Public High Schools in the District of Columbia. Appendixes. REL 2021-098
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-09-00
Type: Reports - Research
Subjects: Public Schools,High Schools,School Effectiveness,Student Characteristics,Student Promotion,Accountability,College Readiness,Career Readiness,High School Graduates,College Attendance,Academic Achievement,College Entrance Examinations,Graduation Rate,Enrollment Rate,Grade 8,Outcomes of Education,Standardized Tests,Scores

The &quot;Using Promotion Power to Identify the Effectiveness of Public High Schools in the District of Columbia&quot; study examined the promotion power of public high schools in the District of Columbia. This study examined public District of Columbia (DC) high schools' promotion power for three outcomes: meeting the College Board's college and career readiness benchmarks for both subjects on the SAT (college-ready SAT scores), high school graduation, and college enrollment. The study found wide variation in high schools' promotion power for college-ready SAT scores, high school graduation, and college enrollment. Schools with high promotion power for high school graduation were also more likely to have high promotion power for college enrollment. Student background characteristics were less strongly related to promotion power scores than to status measures, suggesting that high schools serving differing student populations can show strong promotion power. This document presents the following two appendixes that accompany the study: (1) Methods; and (2) Supporting analysis. [For the full report, see ED614575. For the Study Snapshot, see ED614578.]
Communicating and Interacting with College Students through a Website Chatbox
Author: Al-Jarf, Reima
Date: 2011-04-00
Type: Speeches/Meeting Papers
Subjects: College Students,College Faculty,Language Teachers,Females,Teacher Student Relationship,Interaction,Computer Mediated Communication,Web Sites,Teacher Attitudes,Student Attitudes,Affordances,Barriers,Foreign Countries

Each faculty member at King Saud University University has a website where he/she posts course descriptions, tests, publications, resources and others. Some instructors have added a Chatbox (Cbox) widget to their website (or blog) to be able to instantly communicate with their students. A Cbox is an advanced web messaging/commenting/tagging widget and a unique chat and messaging application that brings the best features of traditional chat and tagging systems to the social web. The present study aims to find out the percentage of language instructors who have added a Cbox to their websites, types of issues and concerns that students communicate to their instructors and students and instructors' views on the advantages and disadvantages of using a Cbox as a communication tool. Data were collected using interviews and a content analysis of the students and instructors' posts. It was found that only 14% of the instructors at the College of Languages and Translation use a Cbox. Between 3 and 600 messages were posted. Participants reported that a Cbox is a quick and easy way of communication. Students post questions about the course content, difficulties, administrative issues, rules and regulations, registration and drop-add issues, grades, exams, personal and social issues and college events. Instructors provide advice, reassurance, clarify difficulties and respond to queries in a maximum of 4 hours. They post messages and responses at their own convenience. However, Cboxes have no terms and conditions of use, cannot be monitored, are open to the public, i.e., anybody can post a message, are not user-friendly, and whatever is posted is disclosed to the public.
Does Teacher Self-Efficacy Predict Writing Practices of Teachers of Deaf and Hard of Hearing Students?
Author: Graham, Steve
Date: 2021-00-00
Type: Reports - Research
Subjects: Elementary School Teachers,Deafness,Hearing Impairments,Students with Disabilities,Writing Instruction,Teacher Attitudes,Beliefs,Self Efficacy,Teacher Effectiveness,Epistemology,Teaching Methods,Writing Strategies,Skill Development,Writing Skills,American Sign Language,English

Forty-four elementary grade teachers of deaf and hard of hearing students were surveyed about how they taught writing and their beliefs about writing. Beliefs about writing included their self-efficacy to teach writing, attitude towards writing, and epistemological beliefs about writing. These teachers from 15 different states in the United States slightly agreed they were efficacious writing teachers and they were slightly positive about their writing. They slightly agreed that learning to write involves effort and process, moderately disagreed that writing development is innate or fixed, slightly disagreed that knowledge about writing is certain, and were equally split about whether writing knowledge comes from authorities and experts. On average, teachers applied the 22 instructional writing practices surveyed at least once a month. They reported their students wrote weekly, and their writing was supported through goal setting, feedback, and prewriting activities. Writing instruction mostly focuses on teaching grammar and how to plan compositions. Teacher self-efficacy uniquely and statistically predicted reported teaching practices after attitude towards writing and epistemological beliefs were first controlled. Recommendations for future research and implications for practice are presented. [This paper was published in &quot;Journal of Deaf Studies and Deaf Education&quot; v26 n3 p438-450 2021.]
Written Language Outcomes of Deaf Elementary Students Engaged in Authentic Writing
Author: Wolbers, Kimberly A.
Date: 2020-00-00
Type: Reports - Research
Subjects: Deafness,Writing Instruction,Writing Skills,Syntax,Case Studies,Skill Development,Trend Analysis,Writing Strategies,Teaching Methods,Writing Improvement,Program Implementation,Identification,Elementary School Students,Evaluation Methods,Comparative Analysis,Outcomes of Education,Authentic Learning

This study explores the impact of Strategic and Interactive Writing Instruction (SIWI) on six students' written language skills through the application of a multiple-baseline probe single case design with embedded condition. This was part of a larger Institute of Education Sciences (IES)-funded project focused on the development and feasibility of implementation of SIWI. For the majority of skills analyzed, there were improvements in the mean level of performance with the implementation of SIWI, as well as more consistent responding and positive trends in the data. The study also revealed that teachers are in need of additional tools to aid the systematic identification and tracking of syntax skills in children's written language development, and to distinguish these from other writing skills such as convention or handwriting. [This paper was published in &quot;Journal of Deaf Studies and Deaf Education&quot; v25 n2 p224-238 2020 (EJ1252378).]
Scaffolding during Science Inquiry
Author: Li, Haiying
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Scaffolding (Teaching Technique),Questioning Techniques,Performance Factors,Active Learning,Inquiry,Science Activities,Transfer of Training,Instructional Effectiveness,Virtual Classrooms,Electronic Learning,Individualized Instruction,Intelligent Tutoring Systems,Cytology,Animals,Plants (Botany),Middle School Students,Grade 6,Investigations

Prior studies on scaffolding for investigative inquiry practices (i.e. forming a question/hypothesis, collecting data, and analyzing and interpreting data [21]) revealed that students who received scaffolding were better able to both learn practices and transfer these competencies to new topics than were students who did not receive scaffolding. Prior studies have also shown that after removing scaffolding, students continued to demonstrate improved inquiry performance on a variety of practices across new driving questions over time. However, studies have not examined the relationship between the &quot;amount of scaffolding received&quot; and transfer of inquiry performance; this is the focus of the present study. 107 middle school students completed four virtual lab activities (i.e. driving questions) in Inq-ITS. Students received scaffolding when needed from an animated pedagogical computer agent for the first three driving questions for the Animal Cell virtual lab. Then they completed the fourth driving question without access to scaffolding in a different topic, Plant Cell. Results showed that students' performances increased even with fewer scaffolds for the inquiry practices of hypothesizing, collecting data, interpreting data, and warranting claims; furthermore, these results were robust as evidenced by the finding that students required less scaffolding as they completed subsequent inquiry activities. These data provide evidence of near and far transfer as a result of adaptive scaffolding of science inquiry practices. [This paper was published in: &quot;Proceedings of the Sixth Annual ACM Conference on Learning at Scale.&quot;]
The Development and Evaluation of Literacy Interventions for Deaf and Hard-of-Hearing Children
Author: Dostal, Hannah
Date: 2021-01-00
Type: Reports - Research
Subjects: Deafness,Hearing Impairments,Students with Disabilities,Literacy Education,Intervention,Design,Evidence Based Practice,Educational Research,Innovation,Research Design,Research Methodology,Feasibility Studies,Pilot Projects,Researchers,Expertise,Resources,Case Studies,Writing Instruction,Teamwork

Literacy intervention research tests our best ideas about instruction and forges a pathway forward toward deeper and more nuanced understandings of how children think, communicate, and learn. This chapter describes the components of the development of literacy interventions, explaining how to construct and evaluate each component in sequence to generate robust, reliable evidence for practice. In doing so, the chapter discusses some of the specific contexts of, and challenges for, literacy intervention research in deaf education. In order to illustrate important considerations for designing and interpreting literacy intervention studies in this context, two case studies of interventions developed or applied with deaf and hard-of-hearing children are included. [This chapter was published in S. R. Easterbrooks and H. M. Dostal (Eds.), &quot;The Oxford Handbook of Deaf Studies in Literacy.&quot; Oxford, UK: Oxford University Press.]
Evaluation of the Whole School Restorative Practices Project: One-Year Implementation and Impact on Discipline Incidents
Author: Gregory, Anne
Date: 2021-00-00
Type: Reports - Research
Subjects: Educational Practices,Discipline,Disproportionate Representation,Elementary Schools,Middle Schools,High Schools,Program Effectiveness,Fidelity,Program Implementation,African American Students,Males,Students with Disabilities,Intervention

There is a need for rigorous experimental research on restorative practices in schools as a means to reduce exclusionary discipline and the disproportionate sanctioning of Black students, male students, and students with disabilities. The current study addressed this need in its evaluation of Morningside Center for Teaching Social Responsibility's Whole School Restorative Practices (RP) Project. The study was conducted in a large Northeastern city using a cluster randomized control experimental design in 18 elementary, middle, and high schools. The RP Project was a 2-year initiative which was interrupted in its second year of implementation given the global health pandemic and the shift to remote schooling. After two years, it was anticipated that the nine RP project schools, relative to nine comparison schools, would have lower discipline incidents and narrowed discipline disparities across subgroups. Given the pandemic disruption, the effects of one year of implementation were examined despite that change was anticipated after two years. The 5,878 student sample was drawn from discipline incident record data provided by the public school district. After only one year of implementation, the study found that overall, students in the RP Project schools were less likely to receive a discipline incident record (11.1%) compared to students in the comparison schools (18.2%). In the single year of the two-year project, no differential effects of the intervention were noted based on student race, gender, or disability status. Given the project anticipated change after two years, the reduction in discipline incidents was striking. Future research will need to examine whether reducing incidents in year one of implementation sets the stage for narrowed discipline disparities in year two.