ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Eugenics on Special Education in 1930s San Francisco
Author: Smith, Margot W.
Date: 2008-02-00
Type: Reports - Evaluative
Subjects: Genetics,Special Education,Racial Bias,Selection,Racial Attitudes,Educational History,Educational Diagnosis,Intellectual Disability,Student Placement,Intelligence Tests,Antisocial Behavior,Contraception,Disability Discrimination,Educational Trends,Homogeneous Grouping,Ethnic Groups,Social Attitudes,Social Change,Educational Change

In the 1930s, about 2% of San Francisco's children were diagnosed as intellectually disabled and placed in special education or institutionalized. Most of the children were of Italian descent. Teachers, physicians, psychologists and social workers authorized their placement in San Francisco's special education classes, specified the training that the children were to receive, and on occasion, referred children to Sonoma State Hospital for institutionalization. As professionals, they followed State mandates for compulsory education and were influenced by the prevailing philosophies of the time -- eugenics and social Darwinism. Pupils who fell behind in school were sent to a psychologist for individual testing; the child's 1916 Simon-Binet IQ test score was an important part of the diagnosis. The school psychologist, Olga Bridgeman and the head of special education, Louise Lombard had been trained to use the IQ test by Henry Goddard of Vineland School. The Sonoma State Hospital was headed by Fred Butler who took great pride in his sterilization program. A question asked in 1964 was where did they all go as adults? They were no longer considered intellectually disabled. A follow up study in 1984 partially answers that question.
Multigroup Multilevel Structure of the Child and Parent Versions of the Positive and Negative Affect Schedule (PANAS) in Adolescents with and without ADHD
Author: Eadeh, Hana-May
Date: 2019-00-00
Type: Reports - Research
Subjects: Attention Deficit Hyperactivity Disorder,Individual Differences,Factor Structure,Adolescents,Parent Attitudes,Adolescent Attitudes,Fear,Psychological Patterns,Test Validity,Affective Measures

The Positive and Negative Affect Schedule (PANAS) has been widely used to assess affect expression. Shortened and adolescent versions of the measure have been created, such as the 10-item PANAS for Children (PANAS-C). However, affect expression often involves substantial intraindividual variability, and no research has examined within-person differences using the 10-item PANAS-C. Moreover, intraindividual variability is a key characteristic of attention-deficit hyperactivity disorder (ADHD), and emotion dysregulation is a key feature of ADHD. The present study examined the factor structure of the 10-item PANAS-C in a sample of adolescents (M[subscript age] = 13.17 years) with (n = 156) and without (n = 139) ADHD. A 3-factor (Positive Affect, Fear, Distress) within and a 2-factor (Positive Affect, Negative Affect) between model was found to be best fitting using both parent- and adolescent-report. The model demonstrated configural invariance for the adolescent-report and scalar invariance for the parent-report. These results support the multidimensionality of negative affect in youth with ADHD, even when assessed via the short-version PANAS-C. In future work, it will be important to consider the implications of more discrete types of negative affect expression (fear and distress) found across time at the individual level for assessment and intervention practice. [This paper will be published in &quot;Psychological Assessment.&quot;]
The Story of Scaling Up: Interim Report on the Impact of Success Boston&apos;s Coaching for Completion
Author: Linkow, Tamara
Date: 2019-10-00
Type: Reports - Research
Subjects: Coaching (Performance),Program Effectiveness,Student Participation,Partnerships in Education,Colleges,School Community Programs,At Risk Students,Student Adjustment,College Students,Transitional Programs,Minority Group Students,Low Income Students,Program Implementation,Costs,Disproportionate Representation,Interpersonal Communication,Student Recruitment,High School Graduates,College Attendance,Barriers,College Readiness,Student Financial Aid,Grade Point Average,Academic Achievement,College Credits,High School Seniors,Racial Differences,Ethnicity,Gender Differences,Institutional Characteristics

Access to middle class jobs increasingly requires a college degree or credential. Individuals with postsecondary education have competitive advantage in the labor market: even when a job does not explicitly require a degree, a candidate with a degree will tend to be hired over an equally qualified candidate without one. Low-income students, in particular, along with first-generation students and racial/ethnic minorities, are underrepresented in postsecondary education Massachusetts is faced with an aging workforce where nearly half of the labor market is 45 or older. In Boston, the six-year college graduation rate for the city's 2011 public high school graduates who enrolled in college was 52 percent. This rate improves upon the 39 percent seven-year rate for 2000 graduates, yet likely is not sufficient to meet the predicted demand for a college-educated workforce. One-on-one coaching from experienced counselors when students are completing their senior year in high school and beginning college can help them succeed. A core strategy of the city-wide &quot;Success Boston&quot; initiative is one-on-one transition coaching. The coaching model is implemented across a network of nonprofit organizations (that provide coaching) in partnership with institutions of higher education. Transition coaching offers students sustained, proactive, and responsive support in their first two years after high school. This report refers to the transition coaching program as Success Boston Coaching (SBC). The report is designed to answer four main research questions about implementation and impact: (1) What is the effect of SBC on student success in college?; (2) How, if at all, do the impacts of SBC vary by student characteristics and features of the coaching?; (3) How is SBC implemented across partner organizations and partner colleges? and (4) What resources are necessary to implement SBC? This report focuses on the effectiveness of coaching on students' persistence and achievement early in college, answering the first and second research questions. [For the previous report, &quot;Success Boston: Coaching for Completion. 2015-16 Implementation Report,&quot; see ED582088. For the companion report, &quot;The Story of Scaling Up: Highlights from the Interim Report on the Impact of Success Boston's Coaching for Completion,&quot; see ED602749.]
The Story of Scaling Up: Highlights from the Interim Report on the Impact of Success Boston&apos;s Coaching for Completion
Author: Linkow, Tamara
Date: 2019-10-00
Type: Reports - Research
Subjects: Coaching (Performance),Program Effectiveness,Student Participation,Partnerships in Education,Colleges,At Risk Students,Student Adjustment,College Students,Transitional Programs,Minority Group Students,Low Income Students,Program Implementation,Costs,Disproportionate Representation,Interpersonal Communication,Student Recruitment,High School Graduates,College Attendance,Barriers,College Readiness,Student Financial Aid,Grade Point Average,Academic Achievement,College Credits,High School Seniors,Racial Differences,Ethnicity,Gender Differences,Institutional Characteristics

The Success Boston initiative was launched in 2008 specifically to improve Boston public high school graduates' access to and success in college, particularly for members of groups traditionally underrepresented in college degree attainment. Higher college graduation rates, in turn, are expected to increase students' access to employment in such local industries as technology, financial services, higher education, and health care that routinely require advanced training. The Success Boston initiative unites several organizations in a concerted effort to improve college completion rates for Boston public school graduates. The partners focus on boosting college persistence and ultimately improving college completion rates for these graduates through a purposeful combination of program, policy, and practice-based activities. It funds and supports the nonprofit organizations that provide one of the core programs within the overall initiative: one-on-one transition coaching, or Success Boston Coaching (SBC). Through this program, students can access one-on-one coaching, starting as early as the last year of high school and continuing for the first two years after high school graduation. This brief highlights findings from the &quot;Success Boston The Story of Scaling Up: Impact of Success Boston's Coaching to Completion&quot; report, which answers two key research questions: (1) What is the effect of SBC on student success in college?; and (2) How, if at all, do the impacts of SBC vary by student characteristics and features of the coaching? The analyses estimate that SBC students have better early college outcomes than do their carefully matched peers not participating in SBC. Additionally, SBC students are more likely to complete FAFSA renewals for their second year of college. [For &quot;The Story of Scaling Up: Interim Report on the Impact of Success Boston's Coaching for Completion,&quot; see ED602748.]
Psychometric Properties and Differential Item Functioning of a Web-Based Assessment of Children&apos;s Emotion Recognition Skill
Author: Dunya, Beyza Aksu
Date: 2019-00-00
Type: Reports - Research
Subjects: Emotional Intelligence,Psychometrics,Test Bias,Computer Assisted Testing,Children,Gender Differences,Ethnicity,Elementary School Students,Kindergarten,Test Validity,Measures (Individuals)

Emotion recognition (ER) involves understanding what others are feeling by interpreting nonverbal behavior, including facial expressions. The purpose of this study is to evaluate the psychometric properties of a web-based social ER assessment designed for children in kindergarten through third grade. Data were collected from two separate samples of children. The first sample included 3,224 children and the second sample included 4,419 children. Data were calibrated using Rasch dichotomous model. Differential item and test functioning were also evaluated across gender and ethnicity. Across both samples, we found consistent item fit, unidimensional item structure, and adequate item targeting. Analyses of differential item functioning (DIF) found six out of 111 items displaying DIF across gender and no items demonstrating DIF across ethnicity. The analyses of person measure calibrations with and without DIF items yielded no evidence of differential test functioning (DTF) across gender and ethnicity groups in both samples. [This is the online version of an article published in &quot;Journal of Psychoeducational Assessment.&quot;]
Assessment of Factors Leading to Early Retirement of Public Secondary School Teachers in Kajiado County, Kenya
Author: Orina, Wilbrodah Adhiambo
Date: 2014-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Foreign Countries,Teacher Retirement,Public School Teachers,Secondary School Teachers,Teacher Characteristics,Teacher Background,Faculty Mobility,Teacher Salaries,Rural Areas,Teacher Administrator Relationship,Teacher Shortage,Teaching Load,Curriculum Implementation,Teacher Promotion,Educational Attainment,Social Discrimination

There has been a noted trend of Kenyan Public Secondary school teachers opting out of teaching profession. This may affect quality of teaching, examination performance, as well as planning by the Ministry of Education and Teachers Service Commission to achieve their objectives. Therefore this study assessed factors leading to early retirement of teachers of public secondary school teachers in Kajiado County, Kenya. The study was guided by five research questions and Adams' Equity theory of motivation. The study adopted descriptive survey research methodology. The target population comprised all teachers who worked in public secondary schools in Kajiado County, all the TSC staff and all teachers who retired early from Kajiado County. The sample was made up of 180 participants. Data was obtained by using questionnaires and interview guides. The instruments were pilot tested to improve on validity and reliability. Quantitative Data were coded and analyzed using Statistical Package for Social Sciences (SPSS) version 16. Qualitative data were subjected to thematic analysis. Findings of the study were that the number of teachers retiring early from their jobs was increasing; majority had a Masters degree and above, and were female teachers in the middle of their career. Factors that influenced early retirement of teachers included low salary, posting to remote hardship areas, stagnation in job groups, conflict between teachers and principals, joining their spouses, and affinity for further studies. Early retirement of teachers influenced teaching/learning by increasing teacher shortage, increasing teachers' workload, affecting curriculum implementation, contributing to poor KCSE performance, and interfering with teacher balancing in schools. Teacher promotion policy discriminates against teachers who have attained Masters and PhD thereby influencing them to retire early. Strategies for teacher retention centered on dealing with hardship conditions, aligning teacher salaries with those of civil servants, encouraging professionalism among school administrators and promoting teachers regularly.
Uncovering Hidden Talent: Community College Internships That Pay and Pay Off for Students and Employers
Author: Kazis, Richard
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,State Policy,Internship Programs,Program Development,Program Implementation,Program Effectiveness,School Business Relationship,Student Needs,Capacity Building,Information Technology,Information Dissemination,Experiential Learning,Job Skills,Labor Force Development

This paper asks the question: Is now the right time to consider a statewide policy initiative to support increased access for Massachusetts community college students to paid internships that can help them improve their employment and earnings trajectory? Is this something that employers, colleges, and state leaders would see as a welcome component of a comprehensive approach to strengthening the state's talent pipeline and reducing inequities in access to good jobs? The authors approach this important question in several steps. First, they report on the experience in Massachusetts and other states in designing and implementing paid internship programs for two- and four-year college students. There is some exciting experience with such initiatives around the country and in Massachusetts state, though programs for students at four-year schools tend to dominate. The report describes each program and summarizes its design, scale, and impact. Each description ends with key takeaways from the program about design, implementation, and cost. The authors draw out lessons about how to: (1) target a statewide program (by region, sector, and population); (2) organize the business community to participate and level-set their expectations about intern capabilities; (3) design programs that meet community college students where they are and accommodate their needs for income, transportation help, and work readiness support; (4) strengthen regional and college capacity to organize and manage a large-scale internship program; and (5) combine online technology and human outreach to improve the matches between potential internships and interested students. The authors interviewed more than two dozen leaders from business, the community colleges, state government, and students. They asked them whether they thought a paid internship initiative could help solve some of the problems they and their peers were facing. Although their answers reflect their own personal views and cannot be interpreted as representative, their enthusiasms and concerns paint a fairly clear picture of design priorities and pitfalls to avoid.
Moving Forward with Flexible Pre-Majors in the BC Transfer System
Author: McQuarrie, Fiona
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Majors (Students),Associate Degrees,Higher Education,Institutional Cooperation,Required Courses,College Transfer Students,Two Year College Students,Foreign Countries,Information Dissemination,Web Sites,Guides,Articulation (Education)

Flexible pre-major agreements (FPMs) have been a feature of the British Columbia (BC) Transfer System since the early 2000s. A flexible pre-major is a discipline-specific transfer agreement whose content and structure is developed by an articulation committee and accepted by participating institutions. FPMs consist of &quot;a set of flexible requirements that is (1) deliverable by sending institutions and acceptable to receiving institutions; and (2) deemed to fulfill the lower level requirements for the major [in that specific discipline]. At present, there are seven active FPMs in the BC Transfer System, in the disciplines of Anthropology, Biology, English, Economics, Mathematics, Psychology, and Sociology. This report explores how participants in the BC Transfer System can facilitate the effective functioning of the currently active FPM agreements. The report first reviews the current operations and status of FPMs in the BC Transfer System, and identifies operational issues that policy and practice will need to address. It then reviews research from other jurisdictions on transfer arrangements similar to FPMs, to identify policies or practices around these arrangements that could be adapted for FPMs. It then examines how information on FPMs is communicated on the BC Transfer Guide website, and on the websites of programs and institutions that currently participate in FPM agreements. Finally, it presents recommendations for how the participants in the BC Transfer System can best support FPM agreements.
Nursing Educational Programs Report 2019
Author: Weber, Sheneui
Date: 2019-04-23
Type: Reports - Research
Subjects: Community Colleges,Nursing Education,Two Year College Students,Educational Resources,Equipment,Enrollment,Financial Support,State Aid,Student Attrition,Full Time Equivalency,Academic Persistence,Nursing Students,Educational Finance,Grants,Graduation Rate,Admission Criteria,Resource Allocation

Seventy-seven California community colleges offer nursing programs with a total enrollment of 12,960 full-time equivalent students in 2017-18, a decrease of 7.4% from the previous fiscal year. Seventy-two colleges received grants to expand or maintain enrollment by 1,439 students. The colleges are using these funds to provide support for nursing program enrollment and equipment needs. The equipment purchased is only intended to be used for increasing the number of nursing students served. Colleges with nursing programs receive funding through general apportionment. This apportionment funding is based upon the number of full-time equivalent students in each program at each college. This report presents information on categorical funding beyond this apportionment funding awarded through an application process to the Chancellor's Office for nursing programs in fiscal year 2017-18. Also included in this report is a summary on Nursing Program Support provided in the Budget Act of 2017 to expand or maintain community college nursing enrollments and improve student retention [required by Provision (23) of Item 6870-101-0001 of the Budget Act of 2017. For the 2018 report, see ED596543.]
Physics PhDs Ten Years Later: Success Factors and Barriers in Career Paths. Results from the PhD Plus 10 Study
Author: Porter, Anne Marie
Date: 2019-12-00
Type: Reports - Research
Subjects: Career Development,Physics,Doctoral Degrees,Barriers,College Faculty,Private Sector,Government Employees,Gender Differences,Comparative Analysis,Work Experience,Employment,Success,Social Influences,Family Work Relationship,Work Environment,Interpersonal Competence,Problem Solving,Work Ethic,Mentors,Peer Relationship,Educational Experience,Educational Background,Social Support Groups,Achievement Need,Organizational Culture,Networks,Personality Traits,Scientists

Using data from the 2011 PhD Plus 10 Study of mid-career physics PhD recipients, researchers explored the supporting factors and barriers to success experienced by PhD physicists throughout their careers. The study examined the career experiences of respondents working in three different sectors (academia, government, and the private sector) and compared experiences between men and women. This report presents the data in two sections: (1) Career Success Factors and (2) Career Barriers. PhD physicists in mid-career have encountered a wide range of experiences that have helped or hindered their success during the past 10-15 years of their careers. Their experiences reveal that personal, social, organizational, and societal factors all play roles in professional careers, and the impact of these factors depends on whether one pursues a career in the private sector, academia, or government.
Women Among Physics and Astronomy Faculty: Results from the 2018 Academic WorkForce Survey. Focus On
Author: Helba, Cynthia
Date: 2019-12-00
Type: Reports - Research
Subjects: College Faculty,Women Faculty,Science Teachers,Physics,Astronomy,Science Departments,Beginning Teachers,Experienced Teachers,Tenure,Nontenured Faculty,Educational Attainment,Disproportionate Representation,Teacher Surveys

The Academic WorkForce Survey has been conducted every two years since 1986. Between March and June 2018, researchers contacted 797 physics and astronomy departments (including 39 astronomy-only departments) that award a bachelor's degree or higher in physics or astronomy. Responses were received from 720 institutions, a 90% response rate. This Focus On series uses data from the 2018 Academic WorkForce Survey, in addition to the 2014 and 2010 surveys. This is due to the difference in data collected in each two-year cycle of the survey. This report provides results regarding the number of women among newly hired physics faculty, the number of female professors in physics departments, and the number of women in astronomy departments.