ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating Student Answers to Geography Questions Framed According to the Factual and Conceptual Knowledge Levels of the Revised Bloom&apos;s Taxonomy
Author: Ilhan, Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Geography Instruction,Test Items,Knowledge Level,Taxonomy,Correlation,Social Studies,Foreign Countries,Public Colleges,Cognitive Processes,Thinking Skills,Skill Development,College Freshmen,Multiple Choice Tests,Preservice Teachers,Student Reaction

The aim of the study was to determine whether there is a relationship between students' answers to geography questions framed according to the factual and conceptual levels of the knowledge dimension of the Revised Bloom's Taxonomy. The study used a correlational survey design. The data were gleaned from the answers that 52 students studying social studies teaching at the faculty of education of a state university in the Eastern Black Sea Regions in the 2018-2019 academic year gave to 14 questions framed based on the factual and conceptual knowledge levels of the Revised Bloom's Taxonomy. The data collection instrument designed within the scope of the study was administered to the students twice at a 40-day interval through the test-retest method. The reliability of the measurement instrument was tested using the Pearson product-moment correlation coefficient (PPMCC) and found to be 0.82. The research hypotheses were tested using the nonparametric chi-square goodness of fit test and chi-square test of independence. First, the frequency and percentage distributions of students' answers to the factual and conceptual questions were computed. The rate of those who answered the factual knowledge questions correctly ranged from 51.9% to 100%, while the rate of those who answered the conceptual knowledge questions correctly ranged from 5.8% to 78.8%. The results of the chi-square goodness of fit test run to test whether students' answers differ in the factual and conceptual knowledge levels showed that there was a statistically significant difference between the observed and expected values [x[superscript 2] (1, n = 447) = 0.0, p = 0.00]. The results of the chi-square test of independence run to find out whether there is a significant relationship in students' answers to the factual and conceptual knowledge questions showed a significant relationship between students' answers to the factual knowledge questions and those to the conceptual knowledge questions [X[superscript 2](1, n = 447), p = 0.00, Cramer's V = 0.24]. These results show that the students were able to give correct answers to the factual knowledge questions that require a basic level of knowledge of geography, while they had difficulty answering the conceptual knowledge questions that require higher-order learning activities and skills. Therefore, geography classes should incorporate activities aimed at the upper levels of the knowledge and cognitive process dimensions to help students develop higher-order thinking skills. It is hoped that this study will contribute to further research.
The Mediator Role of Cognitive Flexibility and Mindfulness in Relationship between Perceived Stress and Distress Tolerance among University Students
Author: Ozcan, Neslihan Arici
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Foreign Countries,Correlation,Undergraduate Students,Young Adults,Stress Management,Coping,Attention Control

The aim of this study is to examine the mediator role of the cognitive flexibility and mindfulness in the relationship between perceived stress and distress tolerance in university students. The sample of the study consisted of 417 students (306 females: 73,4%, 111 males: 26,6%) at Faculty of Healthy Sciences in Istanbul Medeniyet University in Turkey. Sample's mean of age came to 19,88 (Sd=1.93). The Perceived Stress Scale, Distress Tolerance Scale, Cognitive Flexibility Scale, and Mindfulness Scale have been used. As part of this study, the mediating role of cognitive flexibility and mindfulness in the relationship between perceived stress and distress tolerance has been tested using the Serial Mediator Model. The results have indicated that those with a higher level of perceived stress experience lower degrees of cognitive flexibility and that, given cognitively less flexible individuals experience less mindfulness, thus, lower levels of mindfulness are associated with a decrease in distress tolerance. Moreover, the model in its entirety proved statistically significant (F(3, 420)=33.87, p&lt;0.001), accounting for 19,4% of the total variance. The findings have been discussed in line with relevant literature on the issue and recommendations on their possible application have been given.
The Early Writing Skills of Children Identified as At-Risk for Literacy Difficulties
Author: Thomas, Leiah J. G.
Date: 2020-01-22
Type: Reports - Research
Subjects: Writing Skills,Emergent Literacy,Reading Difficulties,Screening Tests,Disability Identification,Writing Evaluation,Child Development,Writing Instruction,Early Childhood Education,Childrens Writing,Preschool Children,At Risk Persons

Early writing is a foundational skill related to young children's literacy development and later reading and writing achievement. Examining children's early writing skills, particularly for those who have been identified as at-risk for later literacy difficulties, is critical to understanding potential differences in the early writing of these children and supports children need as their writing skills develop. Yet, we have an unclear understanding of the writing skills of young children at risk for literacy difficulties. In this study, we comprehensively assessed the early writing skills of 3- to 5.5-year old children (n = 128) to characterize the writing of young children identified as at-risk for later literacy difficulties and to compare the early writing skills of these children to their non-at risk peers. Results indicated that children who are considered at risk for later literacy difficulties lag behind their peers in a range of early writing skills, including name writing, letter writing, invented spelling, and story composition in preschool. Findings also suggest that early literacy screeners may identify children experiencing writing difficulties in addition to early reading challenges. Given the generally low writing ability of preschool-aged children, practical implications are discussed. [This paper was published in &quot;Early Childhood Research Quarterly&quot; Jan 2020.]
&quot;But I&apos;ve Never Had to Study or Get Help Before!&quot;: Supporting High School Students in Accelerated Courses
Author: Suldo, Shannon M.
Date: 2018-00-00
Type: Reports - Research
Subjects: High School Students,Acceleration (Education),Advanced Placement Programs,Student Records,Grade Point Average,Achievement Tests,Scores,Risk,Stress Variables,Difficulty Level,Outcomes of Education,Case Studies,Measurement Techniques,Student Attitudes,Mental Health,Life Satisfaction,Burnout,Well Being,Academic Achievement,Mental Disorders,Academic Support Services,Identification,Time Management

Although Advanced Placement and International Baccalaureate (AP/IB) students may not be the most obvious group of adolescents in need of extra supports, this population has salient and unique risk factors in need of specialized services, such as elevated perceived stress levels. The heightened academic demands placed on these students is an inescapable byproduct of the curriculum. To further examine the variability in student outcomes and determine what intrapersonal and environmental features promote positive outcomes among AP/IB students, the research team examined a large, diverse sample of 1,150 students in AP classes (from 10 schools) and more than 1,200 students from IB programs (from 10 schools; Suldo et al., in press). In this cross-sectional study, data were collected from self-report measures and school records from a total of 2,379 AP/IB students in grades 9-12. The authors examined five student outcomes in two domains: mental health (life satisfaction, psychopathology, school burnout) and academic (GPA, AP/IB exam scores). The sizable percentages of students with low emotional well-being as seen on measures of life satisfaction, mental health problems, or academic burnout, and/or academic challenges as reflected in end-of-year performance that is below AP/IB program standards, illustrate that students in accelerated curricula need supports despite their history of academic success that led to enrollment in AP/IB classes. In this article, the authors discuss the specific needs of this underserved group and outline strategies to consider in universal and targeted supports tailored to the specific risk and protective factors that research has identified are particularly relevant to AP/IB students. [This paper was published in &quot;Communiqué&quot; v46 n6 p18-21 2018 (EJ1172633).]
Comparing the Achievement of Students in Virtual Virginia and Face-to-Face Courses
Author: Mislevy, Jessica
Date: 2020-02-00
Type: Reports - Research
Subjects: Academic Achievement,Electronic Learning,Middle School Students,High School Students,Online Courses,Achievement Tests,Advanced Placement Programs,Conventional Instruction,Student Characteristics,Instructional Effectiveness

The Virginia Department of Education's Virtual Virginia (VVA) program delivers more than 90 supplemental online courses to more than 10,000 middle and high school students each year. The department partnered with Regional Educational Laboratory (REL) Appalachia to examine the relationship between students' participation in a subset of 31 VVA online courses and their performance on end-of-course Virginia Standards of Learning (SOL) and Advanced Placement (AP) exams during the 2015/16 and 2016/17 school years. Relying on administrative records available through the Virginia Longitudinal Data System, REL Appalachia researchers conducted descriptive analyses and regression analyses with statistical controls. After controlling for demographic and prior achievement differences, students in face-to-face courses were more likely to score higher and demonstrate proficiency on SOL and AP exams than students taking the same courses through VVA across most subject areas. Because the study design was correlational, additional research is needed to determine whether the difference in performance is due to the characteristics of the students in online courses, aspects of the VVA program itself, or some other factor such as students' reasons for enrolling in the course or the supports available in their local schools.
Mental Health Interventions
Author: Suldo, Shannon
Date: 2019-00-00
Type: Reports - Research
Subjects: Mental Health,Intervention,School Health Services,Access to Health Care,Social Development,Emotional Development,Cognitive Restructuring,Behavior Modification,Behavior Problems,Learner Engagement,Barriers,High School Students,Adolescents,Well Being,Prevention,Mental Disorders,Coping,Student School Relationship,Interpersonal Relationship,Extracurricular Activities,Advanced Placement Programs,Inquiry,Student Motivation,Planning,At Risk Students,Program Effectiveness

This chapter reviews youth mental health interventions that promote behavioral, emotional, and cognitive engagement among school-aged youth within a three-tier framework. We first summarize empirical relationships between positive indicators of student engagement (e.g., subjective well-being; SWB) and negative indicators (e.g., internalizing and externalizing symptoms of psychopathology) of mental health. Then, we describe interventions that can be implemented in the school context to target the specified mental health indicators. At Tier 1, universal schoolwide and classwide prevention strategies that promote students' SWB and emotional health and demonstrate positive improvements on student engagement are reviewed. At Tier 2, we describe how selective mental health interventions utilizing a motivational interviewing approach can promote students' engagement. At Tier 3, we present cognitive-behavioral therapy as an evidenced-based approach to treating externalizing and internalizing symptoms that pose barriers to student engagement. We illustrate interventions within each tier through providing a case study based on our work with adolescents enrolled in in rigorous accelerated high school courses. [This chapter was published in J. Fredricks, A. Reschly, and S. Christenson (Eds.), &quot;Handbook of Student Engagement Interventions: Working with Disengaged Youth&quot; (p199-216). Cambridge, MA: Elsevier.]
Brief 1: The Technology Challenge on Campus from the Perspective of Chief Academic Officers. New England Resource Center for Higher Education Publications. Paper 25
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2000-01-01
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Deans,College Administration,Administrator Role,Technology Integration,Educational Finance,Costs,Teacher Role,College Faculty,Educational Needs

The wonders of the information technology (IT) revolution have landed hard and fast on college campuses bringing with them a myriad of challenges for academic leaders. A group of Chief Academic Officers met to discuss the challenges of technology on their campuses. They identified three categories that have implications for organization and planning: 1) Finances and Economic Capacity, 2) Priority Setting and Assessment of Value and 3) The Role of the Faculty.
First 5 Kern Annual Report: Fiscal Year 2018-2019
Author: Wang, Jianjun
Date: 2020-02-05
Type: Reports - Research
Subjects: Early Childhood Education,Child Care,State Programs,Parent Education,Child Health,Wellness,Integrated Services,Family Programs,Program Effectiveness,State Aid,State Legislation,Grants

This report delineates evaluation findings from 43 programs that received over $8 million of state investment through Proposition 10 to support early childhood services in Kern County, California during Fiscal Year 2018-2019. To address results-based accountability of the state investment from a 50 cent-per-pack tax on cigarette and other tobacco products, this report incorporates qualitative analyses of in-depth success stories and statistical reports of quantitative data from extensive assessments of program effectiveness and service integration. A five-chapter structure is adopted to support dissemination of the multilevel findings: Chapter 1 highlights features of the impact of grant administration at the Commission level; Chapter 2 provides program-specific findings in Child Health, Family Functioning, and Child Development; Chapter 3 describes results of partnership collaboration to strengthen the system building for service integration; Chapter 4 includes longitudinal results from the Core Data Elements (CDE) survey and Family Stability Rubric (FSR) to summarize the ongoing service improvements. This report ends with Chapter 5: Conclusions and Future Directions to review past recommendations and introduce new recommendations for next year. Netdraw, Quanteda in R, SAS and SPSS packages are employed to support data visualization, text analytics, and statistical computing. The report includes two appendices, 31 figures, 78 tables, and 129 reference items. [For &quot;First 5 Kern Annual Report: Fiscal Year 2017-2018,&quot; see ED593233.]
Brief 15: Developing Students--Associate Academic Deans Weigh In. New England Resource Center for Higher Education Publications. Paper 39
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2002-11-01
Type: Reports - Evaluative
Subjects: Deans,Administrator Attitudes,Remedial Programs,Remedial Instruction,College Students,Developmental Studies Programs,Competency Based Education,Faculty Development,Academic Advising,Alignment (Education),Best Practices,College Readiness

Perhaps more than most academic issues, remedial education evokes fervent emotions and unyielding opinions. Consensus is hard to reach even about the nomenclature, with remedial conveying a sense of deficiency in need of correction pitted against the developmental approach that focuses on change and growth. On campus, the many aspects of the controversy often get voiced in questions rather than answers: What can we do to help these students? Why were these students accepted? Who should and who will teach in these remedial programs? Should we in higher education, at the beginning of the twenty-first century, still be talking about this issue?
Brief 4: Department Chairs Discuss Post-Tenure Review. New England Resource Center for Higher Education Publications. Paper 28
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2001-01-01
Type: Reports - Descriptive
Subjects: Tenure,Job Performance,Personnel Policy,Department Heads,Administrator Attitudes,Faculty Evaluation,College Faculty

Within any college and university, it is in the academic department where most of the work is accomplished in educating students and carrying out the institution's academic mission. Department chairs are at the front lines of policy implementation. At a recent meeting members of [New England Resource Center for Higher Education's] NERCHE's Department Chairs Think Tank weighed in on what they have learned from their experiences with post-tenure review (PTR) policies.
Brief 16: In Search of Equity--An Institutional Response. New England Resource Center for Higher Education Publications. Paper 40
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2003-04-01
Type: Reports - Evaluative
Subjects: Equal Education,School Policy,College Admission,Higher Education,Affirmative Action,Minority Group Students,White Students,Student Rights,Court Litigation,Student Diversity,College Role,School Responsibility

The United States Supreme Judicial Court is currently deliberating the University of Michigan Affirmative Action lawsuits involving three white students who claim they were discriminated against because of race-conscious admissions policies. Organizations, such as the Center for Individual Rights, which sponsored the Michigan plaintiffs, and the Center for Equal Opportunity, have spearheaded drives to evaluate affirmative action programs in light of equal protection under the law. Viewed in this light, these policies appear to be unfair to white candidates. Examined more closely, concerns about equitability are missing from arguments about fairness. NERCHE's Multicultural Affairs Think Tank members discussed the changed environment brought about by these lawsuits and its implications for colleges and universities.
Brief 5: For Funders of Multi-Institutional Collaborations in Higher Education--Support Partnership Building. New England Resource Center for Higher Education Publications. Paper 29
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2001-02-01
Type: Reports - Descriptive
Subjects: Educational Finance,Financial Support,Institutional Cooperation,Higher Education,Partnerships in Education,College School Cooperation,Grants,School Community Relationship,Government Role,Budgets

This brief was derived from the discussions of [New England Resource Center for Higher Education's] NERCHE's think tank for coordinators of GEAR UP school-college partnerships. The insights of these coordinators point to the principle that it is the quality of the relationships among the partners that determines the effectiveness of multi-institutional collaborations. This means then that those who support and invest in multi-institutional collaborations should also focus on supporting the process of partnership building. But what does this mean in practical terms? It means being strategic right from the beginning in the design of grant structures, and throughout the relationship with the grantees. This brief provides examples of the kinds of structures and purposeful actions that build effective partnerships. The examples and the recommendations that follow are intended primarily for project funders but are relevant for all those involved in higher education collaborations. Both the funders and the grantees need to advocate for partnership building as a sound investment strategy.
Brief 18: Creating a Culture of Inquiry. New England Resource Center for Higher Education Publications. Paper 42
Author: University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
Date: 2005-04-01
Type: Reports - Descriptive
Subjects: Inquiry,Community Colleges,Two Year College Students,Student Personnel Workers,Data Collection,Decision Making,Accountability,College Faculty,Teacher Role,Administrator Role,Deans,Educational Change

The Community College Student Success Think Tank, part of the Community College Student Success Project, funded by Lumina Foundation for Education, brings student and academic affairs officers together with institutional researchers to reflect on trends and issues surrounding data-driven decision making in community colleges. Participants consider various forms of accountability data, processes and analyses to bring about institutional transformation. At a recent meeting, Think Tank members discussed ways to create a culture of inquiry at community colleges.
Challenges and Contributors to Self-Efficacy for Parents of Toddlers with Autism
Author: Schertz, Hannah H.
Date: 2020-00-00
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Mothers,Parent Attitudes,Self Efficacy,Toddlers,Parent Role,Early Intervention,Socialization,Parent Child Relationship,Personal Autonomy

In this qualitative study, 11 mothers of toddlers with autism participated in interviews to investigate how they perceived their roles and their competency to support toddlers' social learning in the context of both professional-implemented and parent-mediated early intervention models. The authors conducted a thematic analysis with multiple layers of independent coding. Four resulting themes highlighted challenges and contributors to parent self-efficacy. First, related to child characteristics, challenges were most prominent in the early period as participants adjusted to the diagnosis and reached to connect when social challenges emerged. Second, having a peripheral role in early intervention challenged participants' confidence in their abilities, while receiving guidance to assume an active leadership role supported their sense of efficacy for facilitating toddlers' social learning. In a third theme, participants described specific and general examples of their expertise. Fourth, participants considered the transactional context of parent-child interaction and largely viewed their toddlers' independent wills, natures, and preferences as strengths upon which to build social engagement. The results support the need for early interventionists to promote and leverage family capacity for facilitating toddler learning as social challenges begin to appear for toddlers with autism. [This paper will be published in &quot;Autism: The International Journal of Research and Practice.&quot;]