ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of a Heart Rate Measurement System on Student Motivation and Parent Satisfaction
Author: Pascal, Michael Joseph
Date: 2019-02-18
Type: Journal Articles
Subjects: Student Motivation,Parent Attitudes,Satisfaction,Data Collection,Physical Activities,Physical Education,Physical Education Teachers,Feedback (Response),Measurement Equipment,Exercise Physiology,Student Attitudes,Grade 4,Elementary School Students

The purpose of this study was to investigate the effect of a heart rate measurement system on student motivation and parent satisfaction of the information obtained. Participants (n=27) either took a survey as a parent/guardian (n=11) or were interviewed as a student (n=16). The survey was based on a qualitative measure and used to determine the parents' view of the importance of physical activity and physical education (PE) as an academic course. Additionally, feedback that parents received from PE teachers and what feedback they would like to receive in the future was analyzed. The student interview gauged the participants' views on motivation, including if they were motivated intrinsically or extrinsically. Questions were also asked regarding physical activity, the use of a heart rate measurement system in PE classes, and the use of heart rate monitors outside of PE. The results showed that all parental participants completing the survey believed PE to be an important class for their child. However, 64% stated that they received no or little feedback regarding their child's progress in their PE classes. During the interview, 63% of the student participants viewed motivation to be more internal. When asked if they were more concerned with their own heart rate or another student's heart rate, 69% determined that they were solely concerned with their own heart rate. Findings revealed that the use of a heart rate measurement system had an overall positive impact on students' view of physical activity. Students believed it would be beneficial to perform more activities with a heart rate measurement system, and parents viewed PE positively, but would like to receive more feedback and information about the activities being performed.
Using Observational Assessment to Inform Professional Development Decisions: Alternative Scoring for the Danielson Framework for Teaching
Author: Kettler, Ryan J.
Date: 2019-03-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Evaluation,Feedback (Response),Scoring,Poverty,Charter Schools,Faculty Development,Classroom Environment,Planning,Instruction,Teacher Responsibility,Disadvantaged Schools

The Framework for Teaching (FFT) is one of the most widely used observational systems for evaluating teacher effectiveness and driving professional development conversations in schools. This study contrasts reliability and validity evidence relevant to the FFT as traditionally scored with evidence relevant to a composite scoring approach that connects to specific practice feedback. The FFT is typically interpreted at the domain level and at an overall total level using four categories of teacher effectiveness--unsatisfactory, basic, proficient, and distinguished--scored without computational rules governing relationships between the 22 components and four domains. For this study, the composite scoring approach was computed by averaging the components nested within each domain. A sample of 156 teachers and 34 trained school administrators from 12 high-poverty charter schools used the FFT as part of regular evaluation practices, yielding an extant set of de-identified data. Results indicate the composite scores were internally consistent at the domain and total levels. In comparison with traditional scores, the composite scores were more stable across time, as well as more predictive of student growth in reading and mathematics achievement. Implications for professional development and educator evaluation are discussed.
Considering the Anchor Mission Strategy within the Competing &quot;Regimes&quot; of Higher Education Community Engagement
Author: Bergen, Daniel J.
Date: 2019-02-00
Type: Journal Articles
Subjects: Higher Education,Institutional Mission,Competition,Educational Change,Risk,Power Structure,College Role,School Community Relationship,Urban Universities,Community Involvement

The concept of the anchor institution, and its subsequent mission, was first considered in the mid-1990s, a time during which the dominant academic culture of higher education was driven by the &quot;public good regime.&quot; The decades since have seen the emergence of the public engagement knowledge regime, and the academic capitalist regime. This article views the anchor mission strategy through the shifting and competing &quot;regimes&quot; of higher education and considers questions that might arise due to these shifts. Anticipating and understanding these questions increase the self-awareness critical to authentic engagement, lower the risk of reifying historical dynamics of power, privilege, and oppression, and elevate the potential for success in advancing the anchor strategy.
Assessing the Effectiveness and Interactions of Instructional Coaches: Initial Psychometric Evidence for the &quot;Instructional Coaching Assessments--Teacher Forms&quot;
Author: Reddy, Linda A.
Date: 2019-03-00
Type: Journal Articles
Subjects: Coaching (Performance),Rating Scales,Factor Structure,Test Reliability,Test Bias,Test Validity,Psychometrics,Elementary School Teachers,Secondary School Teachers,Goodness of Fit,Usability

The conceptual foundation and initial psychometric evidence are provided for the &quot;Instructional Coaching Rating Scales&quot; and &quot;Interaction Style Scales--Teacher Forms.&quot; These forms are part of a multicomponent online assessment system designed to evaluate the effectiveness of coaching skills and interactions that support the needs of teachers and students. Specifically, the article presents the theory, evidence, and measurement framework for the system. Findings indicate that the &quot;Rating Scales&quot; and Interaction Style Scales--Teacher Forms have very good internal structures based on multiple fit statistics for confirmatory factor analyses, high internal consistency, good item-to-scale total correlations, and freedom from item bias. Collectively, this promising statistical evidence is supportive of valid score inferences. Study limitations and directions for research are discussed.
Developing the Student Anchor Engagement Framework
Author: Kebea, Jennifer Johnson
Date: 2019-02-00
Type: Journal Articles
Subjects: Learner Engagement,Models,Metropolitan Areas,Urban Universities,Citizen Participation,Higher Education,Democracy,Delphi Technique,School Community Relationship,Community Involvement,Civics,Citizenship Education,College Students

Modern urban and metropolitan universities are increasingly obliged to recognize their role as anchor institutions. These same institutions of higher education (IHEs) also have a responsibility to educate students to be responsible and participatory citizens in society. An increasing number of IHEs recognize these distinct commitments as central to the public purpose of higher education. However, few intentionally involve students in anchor mission work. This misalignment denies students a rich opportunity for civic learning and democratic engagement. Furthermore, it prevents IHEs and their surrounding communities from realizing the benefits of harmonizing these two commitments. This mixed-methods research study resulted in the development of the Student Anchor Engagement Framework, a 36-item strategic framework designed to identify how IHEs can intentionally involve students in anchor strategy. The framework derives from The Democracy Collaborative's Anchor Institution Community Benefit Dashboard. Expert participants ranked all items included in the framework as to their potential to influence student civic learning and democratic engagement. Implications of this research study include the potential for IHEs to consider, strategically, ways to align student civic learning with anchor institution practices for the advancement of both pursuits.
Improving Universal Classroom Practices through Teacher Formative Assessment and Coaching
Author: Dudek, Christopher M.
Date: 2019-03-00
Type: Journal Articles
Subjects: Classroom Techniques,Faculty Development,Elementary School Teachers,Formative Evaluation,Coaching (Performance),Control Groups,Experimental Groups,Teaching Methods,Student Behavior,Teacher Attitudes,Educational Improvement,Check Lists

This article presents the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that uses teacher formative assessment data to drive improvements in universal practices. The classroom strategies assessment system (CSAS), a formative assessment of evidence-based instructional and behavioral management practices was used to facilitate the coaching process. Results from 32 elementary school teachers who received brief coaching after participating as waitlist controls in a randomized controlled trial are presented. Teachers' practices remained stable across baseline periods. Following coaching, teachers displayed improvements toward their behavioral management goals (e.g., ds = 0.50-0.83). Results also showed meaningful reductions in the overall need for change in instruction (d = 0.88) and in behavior management practices (d = 0.68) at postintervention. Findings illustrate the benefits of integrating teacher formative assessment in coaching to improve teaching practices. Implications for practice and future directions are outlined.
Use of an Online Platform to Facilitate and Investigate Data-Driven Instructional Coaching
Author: Glover, Todd A.
Date: 2019-03-00
Type: Journal Articles
Subjects: Coaching (Performance),Data,Decision Making,Computer Uses in Education,Program Implementation,Problem Solving,Consultation Programs,Educational Research

This article presents theoretical and empirical support for a data-driven instructional coaching approach and emerging evidence for the contributions of an online platform in operationalizing, assessing, and facilitating the implementation of key coaching actions for both research and practice. The contributions of an online platform in guiding the implementation and investigation of key coaching actions (i.e., modeling, facilitation of practice, and feedback) throughout a five-phase coaching sequence are presented. The article outlines initial research to demonstrate the utility of the online platform for advancing an understanding of how coaching actions predict teacher and student outcomes. This research suggests that there are predictive relationships between coaching actions and the fidelity of implementation of teacher interventions, reductions in instructional gaps, and student achievement. The implications of this work for advancing coaching practices and future empirical investigations are described.
Bringing Together Assessment and Learning Improvement: Dreaming Big for an Inaugural Summit
Author: Horst, S. Jeanne
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Improvement,International Assessment,Accountability,Academic Achievement,Conferences (Gatherings),Higher Education,National Competency Tests,College Faculty,College Students

In April 2017, a three-day Learning Improvement Summit, held in Washington, DC, brought together a broad array of national and international assessment stakeholders. The purpose of the summit was to empower a diverse group of faculty and assessment leaders to develop, refine, discuss, and address evidence-based learning improvement initiatives within higher education. In this short note, we provide a brief discussion of the need for the summit, the summit events, emerging themes, and lessons learned.
Considerations and Resources for the Learning Improvement Facilitator
Author: Smith, Kristen L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Outcomes of Education,Leaders,Leadership,Educational Improvement,Organizational Culture,College Faculty,Teacher Participation,College Students,Higher Education,Facilitators (Individuals)

A long-standing purpose of assessment is to help faculty improve student learning; unfortunately, evidence of improved learning is rare. Learning improvement evidence in its most simple form requires practitioners to assess, intervene, and re-assess a student learning outcome. Of course, achieving evidence of learning improvement is not so simple. Technically, assessment expertise is needed to assist with the assess and re-assess components of the model and pedagogical and curricular expertise is needed for the intervene part. Involvement, however, is not limited to faculty within a program, department, area, unit, etc. Other stakeholders and leaders are often involved, such as department heads and other administrators, assessment practitioners, educational developers, industry experts, students, alumni, etc. Coordinating such a diverse group towards a common improvement goal requires a new type of skillset. A practitioner who develops this skillset is considered a &quot;Learning Improvement Facilitator&quot; (LIF). LIFs possess excellent facilitation skills and are attuned to group dynamics, organizational nuances, and interpersonal communication. That is, the LIF analyzes and accounts for &quot;situational factors&quot; related to learning improvement projects. Situational factors are variables that influence one's environment (e.g., the environment in which a learning improvement project is being implemented). Fink (2013) discusses situational factors as the first step of &quot;integrated course design&quot; (p. 68). Based on Fink's work, the authors explore organizational culture, leadership, and faculty experiences--as situational factors--related to learning improvement projects. LIFs consider such situational factors prior to facilitating learning improvement projects.
Building Capacity as Anchor Institutions: Infrastructure, Structure, and Strategy
Author: Norris, Kristin
Date: 2019-02-00
Type: Journal Articles
Subjects: Colleges,School Community Relationship,Capacity Building,Institutional Mission,Administrative Organization,Higher Education,College Athletics

As campuses seek to advance community engagement, and embrace their role as anchor institutions within their community, questions emerge regarding how this role connects to and informs priorities within larger institutional mission and goals. Welch &amp; Saltmarsh (2013) have noted that, historically, infrastructure--a center or office that supports and coordinates community engagement--has been a key component to institutionalizing community engagement. This article differentiates between infrastructure and organizational structure. It identifies some implications of this, as institutions build a foundation for their anchor institution mission--who, how, and to do what. The article calls attention to what is necessary if we are to fulfill our public missions and is useful as campuses consider who is involved in conversations about their anchor work, why this is important for the community and the campus, and who should be involved.
Example of a Program-Level Learning Improvement Report
Author: Lending, Diane
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Improvement,Program Implementation,Computer Science Education,Information Systems,Teacher Participation,College Students,College Faculty,Intervention,Scoring Rubrics

Few examples of demonstrable program learning improvement projects exist. To provide guidance for those seeking to report program learning improvement, we offer a real example of an implemented learning improvement project for a Computer Information Systems major curriculum. The example follows a six-criteria model and the subsequent standards for assessment outlined in the literature. The six-criteria model includes faculty involvement, readiness for improvement, baseline data, investigating existing curriculum and diagnosing issues, learning intervention, and reassessment. The learning improvement report is written by the faculty in the program. The report is then reviewed and assessed by the university's office of assessment, who provides critical feedback using an assessment rubric. The example learning improvement program provides sample critical traits, curriculum maps, and content tables for before and after the implementation of the intervention, and the modifications made to each course in the curriculum to improve learning.
Why Assessment and Faculty Development Need Each Other: Notes on Using Evidence to Improve Student Learning
Author: Reder, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Educational Improvement,Academic Achievement,Evidence,Academic Support Services,Partnerships in Education,College Faculty,College Students

At institutions of higher education, assessment findings should inform decisions about where to target curricular improvements, course (re)design, academic support resources, and effective teaching practices. In order for the data gathered by many assessment offices or institutional researchers to have an impact on student learning, faculty members must be involved. Centers or programs for faculty teaching and learning can connect assessment professionals to faculty members already concerned with improving student learning. Together they can support and guide faculty in their efforts, helping to shape assessment questions that are meaningful and use the assessment findings to inform improvement efforts.
Purpose-Driven Partnerships That Transform People and Places: Cal State LA&apos;s Anchor Mission
Author: Gomez, Jose A.
Date: 2019-02-00
Type: Journal Articles
Subjects: Institutional Mission,Partnerships in Education,Social Mobility,Social Differences,Best Practices,Educational Principles,Instructional Leadership,Strategic Planning,Advisory Committees,Trust (Psychology),Urban Universities,Measurement,School Community Relationship,Report Cards,College Graduates,Success,Social Change,Holistic Approach,Outcomes of Education

California State University, Los Angeles (Cal State LA) has committed to becoming Los Angeles' premier educational anchor institution, forging meaningful partnerships that contribute to the overall well-being of the region. Cal State LA ranks number one in the nation for the upward mobility of its students (Chetty, Friedman, Saez, Turner, &amp; Yagan, 2017). The Democracy Collaborative (TDC) developed the Anchor Dashboard Learning Cohort to create a critical mass of colleges and universities committed to addressing economic, educational, and health disparities through engaged anchor mission strategies (Sladek, 2017). TDC identified five Thematic Anchor Dashboard Success Indicators as elements for establishing an engaged anchor mission mindset and structure. The Cal State LA example illustrates the importance of the themes and offers support for establishing field-wide best practices based on the principles outlined by TDC (Dubb, McKinley, &amp; Howard, 2013; Sladek, 2017). The university's experience suggests that successful implementation of its engaged anchor mission strategy will benefit from a comprehensive approach. The course and manner of its strategy consists of the five TDC indicators: (1) leadership support at the university's highest level; (2) incorporation of the anchor mission into the institution's strategic plan, and universitywide identity or brand-building initiatives; (3) establishment of anchor mission committees and structures to coordinate work; (4) promotion and advancement of place-based cohesive narratives and expectations to embed an institutional anchor mission culture and build trust; and (5) development and support for anchor mission coordinating and support catalysts to manage anchor projects. These require two additional elements, added to the list: (6) implementing data collection protocols, including the measurement of local community student success after graduation using Mobility Report Cards (Chetty et al., 2017); and (7) continuous and faithful relationship building with external partners. Urban and metropolitan public comprehensive universities, such as Cal State LA and many of CUMU's member institutions have gained the experience and resources to serve and help transform struggling communities. CUMU and TDC's Higher Education Anchor Mission Initiative collaboration can provide a coordinated structure for supporting institutions that have committed to an anchor mission strategy and for developing best practices and guidance to those considering an anchor mission.
The More Things Change, the More They Stay the Same: New Challenges to Using Evidence to Improve Student Learning
Author: Blaich, Charles
Date: 2018-00-00
Type: Journal Articles
Subjects: Information Utilization,Evidence Based Practice,Educational Assessment,Outcomes of Education,Educational Practices,Data Collection,Educational Objectives,Educational Improvement

The Wabash National Study was created by the authors of this article in the early 2000s as a response to increasing pressure for institutions to get serious about assessment. The Wabash National Study was a multimillion dollar, 40-plus-institution, longitudinal research and assessment project that measured liberal learning outcomes and the good practices that promoted the development of those outcomes. Five years into the study, the authors were grappling with the question of why there was so little utilization of data after so much data collection. They realized that most institutions were not using data from their study to drive improvements in student learning. This article addresses the following questions: (1) When does data make a difference?; and (2) What is the goal of assessment? The authors state that is is worth considering how often people use the term assessment to refer to processes of collecting, making sense of, and acting on data related to student learning, and then testing to learn whether those actions had the intended effect, or whether they are referring to keeping an eye on its data collection.
Refining an Approach to Assessment for Learning Improvement
Author: Stitt-Bergh, Monica
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Improvement,Accountability,Academic Achievement,Outcomes of Education,Universities,Colleges,Educational Assessment,Student Evaluation

Assessment of student learning is typically undertaken with at least two goals in mind, accountability and improvement. This dichotomy of purpose has dogged assessment from the outset (Ewell, 2009) and contributed to conflicted or incomplete ends. As Banta and Palomba (2015) concluded, assessment undertaken primarily to comply with accountability demands does not usually result in campus improvements. Although the accountability aim of assessment is self-evident, the improvement goal is more elusive. It is well established that the greatest challenge in the assessment cycle is in &quot;closing the loop,&quot; or taking action on assessment results and then measuring the difference on the intended outcome (Banta &amp; Blaich, 2011; Kuh, et al., 2015). Moreover, opinion pieces have questioned whether assessment activities make any difference to student learning at all (e.g., Gilbert, 2018). Although the authors concede that there is limited evidence of improved student learning as a result of assessment, evidence exists that assessment has informed changes in colleges and universities. In a nationwide survey of assessment practice about two thirds of provosts (64%) provided examples of changes made in policies, programs, or practice informed by assessment results (Jankowski, Timmer, Kinzie, &amp; Kuh, 2018). In addition, most accreditation self-studies, annual assessment reports, and volumes of case studies on assessment practice document that assessment results inform course, program, and institutional changes. Yet, these documented changes do not necessarily equate to evidence of improvement in student learning. In this article they take up a particular aspect of assessment for improvement by asserting the need for greater attention to the strategies for realizing and documenting learning improvement.