ethanporcaro/eric-fulltext-meta huggingface dataset:
Does the Common Core Have a Common Effect? An Exploration of Effects on Academically Vulnerable Students
Author: Bleiberg, Joshua
Date: 2021-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Program Implementation,Program Effectiveness,Mathematics Achievement,Reading Achievement,Achievement Gap,Economically Disadvantaged,At Risk Students,Racial Differences,English Language Learners,Educational Policy,Accountability,Grade 4,Grade 8,National Competency Tests

Policymakers have long sought to raise expectations for students through standards-based reform. I examine the extent to which the Common Core State Content Standards (CC) affected student achievement and the size of achievement gaps. I merge together data on preparation for and implementation of the CC with the National Assessment of Educational Progress student-level data. To identify the effect of CC on student outcomes, I compare early implementors of the CC to late implementors of the CC in a difference-in-differences framework. I find the initial effect of the CC on math scores was positive. The CC had a large positive initial effect on economically advantaged students but no detectable initial effect on economically disadvantaged students. Raising state expectations without addressing the structural issues burdening economically disadvantaged students may result in unintended consequences.
A Comparative Leadership Approach for Decolonising Educational Leadership in Africa: The Case of Two Headteachers in the Democratic Republic of Congo and in England
Author: Elonga Mboyo, Jean Pierre
Date: 2021-09-00
Type: Journal Articles
Subjects: Comparative Analysis,Urban Schools,Elementary School Teachers,Leadership Styles,Instructional Leadership,Personal Narratives,Teacher Attitudes,Administrator Attitudes,Educational Practices,Foreign Policy,Educational Change,Comparative Education,Phenomenology,Foreign Countries,Figurative Language,Cultural Context

This research compares the accounts of two experienced urban primary headteachers based in Kinshasa (Democratic Republic of the Congo-DRC) with two others based in Sheffield/Doncaster (England), in order to make sense of their leadership pathways, challenges and approaches. Engaging these school leaders through leadership conversations within a narrative research tradition, the extracted data were analysed thematically and using phenomenological interpretive analysis. Despite differences in their stories of actions regarding the researched themes, a comparative theory of context(s) emergences which adds to how school leaders can think and act locally and globally and, in the case of African school leaders, decolonise their practice of any dominant normativity as they define what is best for their schools. This involved headteachers being attuned to their personal, professional and comparative dimensions of 'the gospel according to the headteacher' metaphor and ultimately deploying their connect comparative core values to rise above the subjective or objective scope of one's context in order to bring about change that primarily benefits children.
Spending More or Spending Less? Institutional Expenditures and Staffing in the Free-College Era
Author: Odle, Taylor K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Expenditure per Student,Expenditures,Student Diversity,State Programs,Higher Education,Decision Making,College Faculty,Educational Finance,Grants,Access to Education,Diversity (Institutional),Educational Policy,Policy Formation,Institutional Characteristics,Community Colleges,Student Financial Aid,Tuition,Policy Analysis,Student Characteristics

While research has documented outcomes for students served by promise programs, few studies have considered the behavior of institutions themselves in the promise era. A new source of revenue combined with larger and more diverse cohorts is likely to motivate changes in spending and staffing--decisions instrumental to student access and success. We employ complementary difference-in-differences and synthetic control strategies to estimate impacts of the first statewide promise program on these two outcomes. Findings suggest institutions diverted expenditures away from instruction, academic support, and institutional support toward greater institutional grant awards. We find no meaningful impact on staffing levels. While some institutional actions may further support the access and success goals of promise programs, the diversity of programs across the nation suggests not all may follow suit. This study should inform policy makers considering the full extent of outcomes of free-college programs and invigorate further research on institutional responses. [For the corresponding grantee submission, see ED616651.]
Education Law and Policy in the Time of COVID-19: Using a Legal Framework to Expose Educational Inequity
Author: Muñiz, Raquel
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Legislation,Educational Policy,Court Litigation,COVID-19,Pandemics,Low Income Students,Minority Group Students,Equal Education,Elementary Secondary Education,Postsecondary Education,Social Justice,Student Rights,Legal Responsibility

Empirical data show that the COVID-19 pandemic deepened and exacerbated social inequalities, to the detriment of low-income communities of color. Using the law as a conceptual framework and legal research methodology, this study examines education law against the exacerbated social inequalities low-income students of color faced during the pandemic. Considering the bounds of the law against the exacerbated social inequalities surfaces the limitations of the law in a time of large-scale crisis and thereby exposes issues of educational inequity. In this context, policymakers bear the responsibility to adopt policies that promote educational equity. The study brings educational law and policy issues in the COVID-19 context to the fore of the educational equity discourse within the educational research community and has implications for policy and practice as well. The study is of import as educational researchers continue to examine the impact of COVID-19 across numerous social contexts and disciplines.
A Multilateral Model for Decolonising African Educational Leadership: Addressing Conceptual Problems and Integrating the Past-Present Continuum across the Local-Global Axis
Author: Loomis, Colleen
Date: 2021-09-00
Type: Journal Articles
Subjects: Instructional Leadership,Indigenous Knowledge,School Readiness,Educational Quality,African Culture,Foreign Countries,Early Childhood Education,Cultural Differences,Cultural Context,Postcolonialism,Nongovernmental Organizations,Leadership Styles,Educational Change,Models,Western Civilization

In studies on educational leadership across African countries, researchers are using different concepts that do not have the same meanings or similar histories, including variations in involvement by local, national, and international leaders. In the first part of this article, we problematize conceptualizing globally minded school leadership in Africa and attempt to understand the way local and global actors apply these concepts to and from within African contexts. In the second part, we present research working at the intersection of the NGO-Postcolonial border working with educational leaders in Madagascar. The findings show that early childhood education makes a difference on school readiness and that quality matters. In the third part, we propose a multilateral model for decolonising educational leadership in Africa by working on the past-present continuum and holding the tension between &quot;border-specific&quot; and &quot;cross-border&quot; perspectives.
Male Teacher Assignment and Teacher Turnover in Elementary Schools
Author: Hwang, NaYoung
Date: 2021-00-00
Type: Journal Articles
Subjects: Males,Gender Differences,Behavior Problems,Teacher Placement,Elementary School Teachers,Suspension,Student Behavior,Labor Turnover,Predictor Variables,Student Characteristics,Sex Stereotypes,Elementary School Students,Teacher Characteristics

Parents and educators commonly assume that male teachers serve as more effective disciplinarians for boys than female teachers. Do schools tend to assign male teachers to teach boys with perceived behavioral issues? Our study uses administrative data in Indiana to investigate male teacher assignment in elementary school. We find that boys with at least one suspension record in the previous year are 12% more likely to be assigned to a male teacher than boys without suspensions, whereas girls' suspension histories do not predict assignments to male teachers. In addition, teachers who have 10% or more of students with suspension histories are 19.5% more likely to migrate to another school and 16.2% more likely to leave the state's teacher workforce. Our study suggests that male teachers have an elevated risk of being assigned to teach male students with suspension histories, which may contribute to teacher turnover.
Leveraging Integrated Student Support to Identify and Address COVID-19-Related Needs for Students, Families, and Teachers
Author: Pollack, Courtney
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Family Needs,Student Needs,Urban Schools,Disadvantaged Schools,Intervention,School Closing,Program Effectiveness,Integrated Services

As COVID-19 shuttered schools, it created widespread student and family needs and exacerbated challenges stemming from long-standing racial and economic inequities. Here, we examine how an evidenced-based, integrated student support intervention responded to systematically identify and address the academic and nonacademic needs of students and families in 94 high-poverty, urban schools. We conduct thematic analysis of open-ended survey responses about intervention personnel's work in spring 2020 and triangulate findings with descriptive analyses of service provision records and mid-spring estimates of crucial needs. We find that intervention schools developed specific processes to respond to immediate needs, which included resource, academic, and socioemotional support. To accomplish this, the intervention leveraged existing processes and relationships to maintain intervention-specific practices, facilitate referrals and connections to resources, and expand direct intervention for education stakeholders. Findings elucidate practices for meeting academic and nonacademic needs that affect student learning and that may arise in future schooling disruptions.
Going to College with a Posse: How Having High School Peers on Campus Supports College Achievement
Author: Binning, Kevin R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Friendship,Academic Achievement,Social Support Groups,Student Adjustment,Undergraduate Students,Predictor Variables,Peer Influence,First Generation College Students,Hierarchical Linear Modeling,Social Capital,Sense of Community,School Holding Power

The social experience of transitioning to a 4-year university varies widely among students. Some attend with few or no prior contacts or acquaintances from their hometown; others attend with a large network of high school alumni. Using a sample (N = 43,240) of undergraduates spanning 7.5 years at a public university, we examine what factors predict high school peer prevalence (HSPP) on campus and whether HSPP predicts college achievement above and beyond such factors. Analyses found that HSPP was predicted by variables associated with societal privilege (e.g., being White, continuing generation). Above and beyond these variables, HSPP independently predicted higher grades in gateway STEM (science, technology, engineering, and mathematics) courses and, among first-generation college students, higher retention. The role of HSPP in fostering equity and inequity is discussed. A preprint of this article is available at https://psyarxiv.com/xhpuc/.
Data Sharing in Education Science
Author: Logan, Jessica A. R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Data,Shared Resources and Services,Educational Research,Information Processing

Many research agencies are now requiring that data collected as part of funded projects be shared. However, the practice of data sharing in education sciences has lagged these funder requirements. We assert that this is likely because researchers generally have not been made aware of these requirements and of the benefits of data sharing. Furthermore, data sharing is usually not a part of formal training, so many researchers may be unaware of how to properly share their data. Finally, the research culture in education science is often filled with concerns regarding the sharing of data. In this article, we address each of these areas, discussing the wide range of benefits of data sharing, the many ways by which data can be shared; provide a step by step guide to start sharing data; and respond to common concerns.
Overcoming the &quot;Trash Talk in Your Head&quot;: Extending an Ethic of Care to Students Experiencing Intersectional Stigma in Community College
Author: Brower, Rebecca L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethics,Caring,Student Experience,Community Colleges,Two Year College Students,Racial Bias,Social Bias,Self Concept,Foster Care,Institutionalized Persons,Homeless People,Student Attitudes

Intersectional stigma is experienced by individuals who share both a minoritized identity and a socially stigmatized identity. This study examines not only both types of intersectional stigma (e.g., homelessness, addiction, history of incarceration) that exist among students but also how campus personnel have extended an ethic of care to assist these students in changing their self-perceptions or &quot;looking glass selves&quot; to persist and succeed in community college. Recommendations for institutional improvement include flexibility in hiring staff with the expertise of lived experience, extending social support, improving access to campus and community resources, and horizontal peer mentoring for students with stigmatized identities.
Student Learning in Online College Programs
Author: Cellini, Stephanie Riegg
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Foreign Countries,Exit Examinations,Student Evaluation,Undergraduate Students,Instructional Effectiveness,Scores

We draw on administrative data from the country of Colombia to assess differences in student learning in online and traditional on-campus college programs. The Colombian context is uniquely suited to study this topic, as students take a compulsory exit examination at the end of their studies. We can therefore directly compare the performance on the exit exam for students in online and on-campus programs both across and within institutions, degrees, and majors. Using inverse probability weighting methods based on a rich set of background characteristics coupled with institution--degree--major fixed effects, our results suggest that bachelor's degree students in online programs perform worse on nearly all test score measures (including math, reading, writing, and English) relative to their counterparts in on-campus programs. Results for shorter technical certificates are more mixed. While online students perform significantly worse than on-campus students on exit exams in private institutions, they perform better in SENA--the main public vocational institution in the country.
Assessing Reflection as a Tool of Female Teacher&apos;s Professional Development in Saudi EFL Post-Observation Conferences
Author: Algraini, Farah Nasser
Date: 2021-09-00
Type: Journal Articles
Subjects: Reflective Teaching,Language Teachers,English (Second Language),Teacher Supervision,Supervisors,Females,Professional Development,Conferences (Gatherings),Observation,Teacher Evaluation,Reflection,Foreign Countries

This qualitative study investigated the effect of Saudi EFL post-observation conferences on female teachers' professional development through assessing teachers' reflection. It also examined to what extent these conferences are considered reflection-enhancing. Moreover, it contributed towards filling the gap in the literature regarding this area because of two reasons. The first is that there is a paucity of research on functional and thematic analyses of post-observation conferences either internationally or in the Arab world. The second is that most studies conducted in this area have only been surveyed. The sample consisted of 30 Saudi EFL female participants divided into 10 supervisors and 20 teachers. They voluntarily recorded the post-observation conferences conducted by them in Saudi schools in Riyadh region. Two analytic systems are used to analyze the recordings: a functional analytic system and a thematic one. The findings showed that post-observation conferences do not contribute towards enhancing teachers' reflective skills as a key element of teachers' professional development.
Promoting Azerbaijani Students&apos; Intercultural Competence through Distance Education of Foreign Languages
Author: Imanova, Sevda
Date: 2021-09-00
Type: Journal Articles
Subjects: Intercultural Communication,Cultural Awareness,Communicative Competence (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,College Faculty,Learning Motivation,Electronic Learning,Distance Education,Affordances,Barriers,Foreign Countries

The main aim of this study is to determine the advantages and disadvantages of distance teaching and promoting Intercultural Competence in learning foreign languages in the Azerbaijani higher education system. Nowadays the growing tendency of remote education proves that, education has become more reachable in comparison to the past decades. At the same time, distance education has brought new demands and regulations to the education system. The COVID-19 outbreak has necessitated the online teaching process resulting in specific problems, including the maintenance of interaction in online teaching. Thus, this study explores both benefits and drawbacks of teaching foreign languages through distance learning in Azerbaijan. In this research, a quantitative research method in the form of a survey has been utilized to explore the tendency of teaching intercultural competence in foreign language classes at universities. Finally, it may be concluded that distance education provides enormous opportunities to practice intercultural communicative competence by using modern information technologies and does not differ much from face-to-face learning.
Helping Students FIG-ure It Out: A Large-Scale Study of Freshmen Interest Groups and Student Success
Author: Aulck, Lovenoor
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,First Year Seminars,Graduation,School Holding Power,Minority Group Students,Outcomes of Education,Academic Achievement,Student Attitudes

Freshman seminars are a ubiquitous offering in higher education, but they have not been evaluated using matched comparisons with data at scale. In this work, we use transcript data on over 76,000 students to examine the impact of first-year interest groups (FIGs) on student graduation and retention. We first apply propensity score matching on course-level data to account for selection bias. We find that graduation and re-enrollment rates for FIG students were higher than non-FIG students, an effect that was more pronounced for self-identified underrepresented racial minority students. We then employ topic modeling to analyze survey responses from over 12,500 FIG students to find that social aspects of FIGs were most beneficial to students. Interestingly, references to social aspects were not disproportionately present in the responses of self-identified underrepresented racial minority students.
Understanding Public Sentiment about Educational Reforms: The Next Generation Science Standards on Twitter
Author: Rosenberg, Joshua M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Public Opinion,Educational Change,Educational Policy,Academic Standards,Science Education,Social Media,Computer Mediated Communication,Discourse Analysis,Positive Attitudes,Negative Attitudes

System-wide educational reforms are difficult to implement in the United States, but despite the difficulties, reforms can be successful, particularly when they are associated with broad public support. This study reports on the nature of the public sentiment expressed about a nationwide science education reform effort, the Next Generation Science Standards (NGSS). Through the use of data science techniques to measure the sentiment of posts on Twitter about the NGSS (N = 565,283), we found that public sentiment about the NGSS is positive, with only 11 negative posts for every 100 positive posts. In contrast to findings from past research and public opinion polling on the Common Core State Standards, sentiment about the NGSS has become more positive over time--and was especially positive for teachers. We discuss what this positive sentiment may indicate about the success of the NGSS in light of opposition to the Common Core State Standards.
Reading Habits and Their Correlation with Reading Achievement among ESL Learners in Selected Malaysian Secondary Schools
Author: Hassan, Isyaku
Date: 2021-09-00
Type: Journal Articles
Subjects: Reading Habits,Reading Achievement,Reading Motivation,Time Management,Correlation,Secondary School Students,English (Second Language),Second Language Learning,Foreign Countries

Reading is a complex process that involves cognitive, physical, intellectual, cultural, and linguistic processes. Research shows that learners who read extensively tend to accomplish a high level of academic achievement. In Malaysia, the educational goal has shifted from simply forming literate citizens to nurturing a well-educated and intellectual society. Promoting efficient reading habits can be an effective approach to realizing this goal. This study, therefore, aims to examine reading habits and ascertain their correlation with reading achievement among final-year English as a Second Language (ESL) learners in selected Malaysian secondary schools. The study utilized a cross-sectional survey in which data were gathered from a sample of 351 ESL learners using questionnaires and written tests as data-gathering instruments. The analysis was conducted by means of descriptive statistics, Pearson correlation, and simple linear regression. The findings revealed a significant relationship between ESL learners' reading habits and their reading achievement. Additionally, ESL learners' reading habits contribute significantly to their reading achievement. These findings highlight the significance of reading habits in determining ESL learners' reading achievement itself. However, this study is limited to reading habits and reading achievement among students in selected secondary schools. Thus, further research may replicate this study in the context of computer-assisted or blended learning.