ethanporcaro/eric-fulltext-meta huggingface dataset:
District Practices Associated with Successful SWPBIS Implementation
Author: George, Heather Peshak
Date: 2018-05-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Intervention,Outcomes of Education,Fidelity,Semi Structured Interviews,Program Implementation,School Districts,Emotional Disturbances,Behavior Disorders,Mixed Methods Research

Schoolwide positive behavior interventions and supports (SWPBIS) is a widely implemented model for systematically supporting the social and behavioral development of students with and without disabilities, including those with and at risk for emotional and behavioral disorders. Identifying district factors associated with SWPBIS implementation fidelity and improved student outcomes can assist district personnel with appropriate allocation of resources, including professional development and school-based implementation support. Due to the limited empirical support for district-level factors that influence school practices and student outcomes, this exploratory study was conducted with the goal of identifying characteristics associated with school districts that have a high proportion of schools implementing SWPBIS with fidelity and sustained positive student discipline outcomes. Six high-implementing districts were identified, and semi-structured interviews with district staff were then conducted to identify common features staff attributed to their district's positive outcomes. Analysis of those interviews revealed eight themes including District Coordinator, Coaches, District Teaming, Internal Implementation Drivers, Leadership Buy-In and Support, District Data Infrastructure, Direct Support to Schools, and Communication. Limitations and implications are discussed.
Longitudinal Associations between SWPBIS Fidelity of Implementation and Behavior and Academic Outcomes
Author: Kim, Jerin
Date: 2018-05-00
Type: Journal Articles
Subjects: Longitudinal Studies,Positive Behavior Supports,Fidelity,Program Implementation,Outcomes of Education,Academic Achievement,Elementary School Students,Secondary School Students,Educational Trends,Discipline,Referral,Suspension,Predictor Variables,Mathematics Achievement,Data Analysis

The purpose of this study was to examine associations between implementation fidelity of school-wide positive behavioral interventions and supports (SWPBIS) and student outcomes over time. The sample included 477 K-12 schools across 10 states implementing SWPBIS for varying numbers of years and at varying levels of fidelity (but with 78% of schools at or above established fidelity criteria). Results indicate that, in general, schools showed a decline in office discipline referrals (ODRs) and out-of-school suspensions (OSSs) over 3 years. SWPBIS fidelity of implementation was positively associated with initial levels of ODRs and OSSs, and the relations between fidelity and OSSs varied based on years of SWPBIS implementation. Levels of fidelity did not predict change in ODRs or OSSs. Despite no statistically significant associations between fidelity and student academic outcomes, schools that had implemented SWPBIS for 3 years or more had higher achievement in mathematics after controlling for prior achievement.
How Much Do Test Scores Vary among School Districts? New Estimates Using Population Data, 2009-2015
Author: Fahle, Erin M.
Date: 2018-05-00
Type: Journal Articles
Subjects: School Districts,Scores,Academic Achievement,Population Groups,Evidence,Standardized Tests,Mathematics Achievement,Language Arts,Elementary School Students,Middle School Students,Public Schools,Annual Reports,Comparative Analysis,Trend Analysis,Hierarchical Linear Modeling,Correlation,Statistical Analysis

This paper provides the first population-based evidence on how much standardized test scores vary among public school districts within each state and how segregation explains that variation. Using estimates based on roughly 300 million test score records in math and English Language Arts (ELA) for Grades 3 through 8 from every U.S. public school district during the 2008-09 to 2014-15 school years, we estimate intraclass correlations (ICCs) as a measure of between-district variation. We characterize the variation in the ICCs across states as well as the patterns in the ICCs over subjects, grades, and cohorts. Further, we investigate the relationship between the ICCs and measures of racial and socioeconomic segregation. We find that between-district variation is greatest, on average, in states with high levels of both White-Black and economic segregation.
Prescribed Distributed Leadership in the Era of Accountability: The Experiences of Mentor Teachers
Author: Holloway, Jessica
Date: 2018-07-00
Type: Journal Articles
Subjects: Accountability,Mentors,Peer Evaluation,Focus Groups,Leadership Role,Models,Teacher Leadership,Instructional Leadership,Interviews,Teacher Effectiveness,Faculty Development

Contemporary accountability frameworks position school leaders as being essential to improving school performance and driving innovation. Simultaneously, new accountability demands have forced the restructuring of school leadership, both in terms of form and function. In this paper, we look at the growing trend of distributed leadership among teachers who are tasked to assume leadership roles while maintaining their (sometimes reduced) teaching responsibilities. In the US, federally backed programs have incentivized schools to bolster teacher leadership opportunities, often predicated on claims of teacher empowerment and leadership democratization. Given the rise in distributed leadership as a prescribed local governance structure, we examined one popular distributed leadership model in the US to better understand how the teacher leaders are experiencing their dual roles and responsibilities. Drawing on focus group interviews with mentor teachers, we found tension between the teachers' expectations with regard to increased collegiality and mentoring opportunities, and their actual experiences of bureaucratic control and finding that their expectations were unrealistic. We argue that prescribed, incentive-driven forms of distributed leadership can place teacher leaders in precarious positions that demand more of their time, while limiting their capacities to participate in the leadership practices they deem most valuable.
Rethinking Connections between Research and Practice in Education: A Conceptual Framework
Author: Farley-Ripple, Elizabeth
Date: 2018-05-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Accountability,Decision Making,Educational Policy,Educational Change,Policy Analysis,Research Utilization,Evidence Based Practice

Recent efforts to improve the quality and availability of scientific research in education, coupled with increased expectations for the use of research in practice, demand new ways of thinking about connections between research and practice. The conceptual framework presented in this paper argues that increasing research in educational decision-making cannot be simplified to an issue of dissemination or of motivating practitioners to access evidence-based research but rather is a bidirectional problem in which characteristics of both the research and practice communities must be understood and addressed in order to strengthen ties between research and practice in education.
Experimental Effects of Program Management Approach on Teachers&apos; Professional Ties and Social Capital
Author: Quinn, David M.
Date: 2018-06-00
Type: Journal Articles
Subjects: Social Capital,Decision Making,Summer Programs,Reading Programs,Elementary Schools,Outcomes of Education,Social Networks,Literacy,Fidelity,Educational Change,Reading,Comparative Analysis,Instructional Improvement,Intervention,Network Analysis,Improvement Programs,Elementary School Teachers,Grade 4,Elementary School Students,Program Implementation,Statistical Analysis

Theory and empirical work suggest that teachers' social capital influences school improvement efforts. Social ties are prerequisite for social capital, yet little causal evidence exists on how malleable factors, such as instructional management approaches, affect teachers' ties. In this cluster-randomized trial, we apply a decision-making perspective to compare a literacy intervention managed under a &quot;fidelity-focused&quot; approach, in which teachers were expected to implement researcher-designed procedures faithfully, versus a &quot;structured adaptive&quot; approach, in which teachers collaboratively planned program adaptations. In the short term, the adaptive approach increased teachers' accessing of intervention-related social capital, but decreased their accessing of social capital unrelated to the intervention. Short-term effects varied based on participants' role in the intervention. No group differences were found on social capital measures one year later, suggesting that the structured adaptive approach did not make teachers more likely to form ties that would be useful outside of the intervention.
Adding It Up: How the Florida College and Career Readiness Initiative Impacted Developmental Education
Author: Mokher, Christine G.
Date: 2018-06-00
Type: Journal Articles
Subjects: Career Readiness,College Readiness,Regression (Statistics),High School Students,Comparative Analysis,Outcomes of Education,Academic Achievement,Achievement Tests,Standardized Tests,State Standards,State Policy,Statistical Significance,Statistical Analysis

The Florida College and Career Readiness Initiative (FCCRI) was a statewide policy requiring college readiness testing and participation in college readiness courses for high school students. We used regression discontinuity to compare outcomes for students scoring just above and below test score cutoffs for assignment to FCCRI. We also examined impacts for students from a wider range of academic performance by using a before-after regression analysis to compare outcomes for targeted students before and after their schools implemented the FCCRI. The FCCRI increased the likelihood of enrolling in nondevelopmental courses for some targeted students, although results differ by academic performance. However, smaller differences in the likelihood of passing nondevelopmental courses suggest that some students were not prepared for these courses.
Peer Group Ethnic Diversity and Social Competencies in Youth Attending Rural Middle Schools
Author: Williams, Joanna L.
Date: 2018-06-00
Type: Journal Articles
Subjects: Middle School Students,Longitudinal Studies,Peer Relationship,Racial Composition,Ethnic Diversity,Interpersonal Competence,Academic Achievement,African American Students,Hispanic American Students,American Indian Students,White Students,Grade 6,Rural Schools,Hierarchical Linear Modeling,Correlation,Racial Differences,Ethnicity,Bullying,Student Diversity,Early Adolescents,Social Capital,Teacher Surveys,Social Cognition,Statistical Analysis

This study examines concurrent and short-term longitudinal (i.e., academic year) relations between peer network racial/ethnic diversity and indicators of social and academic competence in a sample of African American, Latino, Native American, and White sixth-grade students attending rural schools (N = 481; 50% female). Results from two-level hierarchical linear models indicated that in the fall of sixth grade, peer network diversity was positively related to teacher-rated interpersonal competence for Native American youth and to peer protection from bullying for White youth. Students in more diverse peer groups had higher teacher-reported social and academic competence in the spring of sixth grade; these associations were moderated by racial/ethnic group, emerging most consistently for students of color. Results suggest benefits of peer network diversity in early adolescence and also highlight a need to understand mechanisms through which these benefits are incurred.
Detecting Fraudulent Erasures at an Aggregate Level
Author: Sinharay, Sandip
Date: 2018-06-00
Type: Journal Articles
Subjects: Deception,Identification,Testing Problems,Cheating,Evaluation Methods,Student Evaluation,Error Patterns,Statistical Distributions,Simulation,Computation

Wollack, Cohen, and Eckerly suggested the &quot;erasure detection index&quot; (EDI) to detect fraudulent erasures for individual examinees. Wollack and Eckerly extended the EDI to detect fraudulent erasures at the group level. The EDI at the group level was found to be slightly conservative. This article suggests two modifications of the EDI for the group level. The asymptotic null distribution of the two modified indices is proved to be the standard normal distribution. In a simulation study, the modified indices are shown to have Type I error rates close to the nominal level and larger power than the index of Wollack and Eckerly. A real data example is also included. [For the corresponding grantee submission, see ED581642.]
Predicting U.S. College Students&apos; Interest in Studying in China: Social Influence, Personal Experiences, Country Reputation, and Media Coverage
Author: Yang, Hongwei
Date: 2018-04-00
Type: Journal Articles
Subjects: Online Surveys,Student Surveys,Student Attitudes,Reputation,Mass Media Effects,Student Interests,Study Abroad,Statistical Analysis,Intention,Social Attitudes,Foreign Countries,Hypothesis Testing,Undergraduate Students,Family Income,Maximum Likelihood Statistics,Structural Equation Models,Factor Analysis

An online survey of 374 US college students was conducted in April, 2015 to examine whether and how subjective norm, direct and indirect experiences related to China, their perceptions of China (China's country reputation), and media coverage of China influence their interests of studying in China. Statistical results show that their subjective norm, China's reputation, and media coverage of China positively predicted their attitudes toward studying in China (R[superscript 2] = 51.5), whereas their intent to study in China (R[superscript 2] = 35.2) was determined by their attitudes, subjective norm, and China experiences. The study indicates that social influence or normative pressure is a much more important factor to shape their attitudes toward studying in China than their overall perceptions of China and media coverage of China. Social influence is also the second most significant predictor of their intent to study in China. The important theoretical and practical implications are discussed.
Joe&apos;s Laundry: Using Critical Incidents to Develop Intercultural and Foreign Language Competence in Study Abroad and Beyond
Author: Engelking, Tama Lea
Date: 2018-04-00
Type: Journal Articles
Subjects: Second Language Learning,Critical Incidents Method,Foreign Countries,Intercultural Communication,Correlation,Study Abroad,Teaching Methods,Language Proficiency,Critical Thinking,Thinking Skills,Cultural Awareness,Best Practices,College Students,Cultural Differences,Student Attitudes,Family Environment,Stress Variables,World Views,Second Language Instruction,French,Culture Conflict

The development of intercultural competence and foreign language skills in study abroad and the foreign language (FL) classroom is often seen as an either/or proposition due to lack of time, training or the availability of materials in the target language. The Critical Incident method (CI) provides an example of an intercultural training tool that can link these competencies in ways that are developmentally appropriate for the FL and IC levels of the students. This method uses authentic intercultural mishaps to develop critical thinking skills as students reflect on the cultural values and attitudes underlying the experience. Drawing on research in study abroad FL pedagogy, this paper describes the CI method, provides a review of best practices in the context of study abroad, and develops an example of a CI from a study abroad program in France to illustrate how cultural incidents can be used to promote both intercultural and foreign language competence.
Second Language Writing in a MOOC: Affordances and Missed Opportunities
Author: Gilliland, Betsy
Date: 2018-05-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,College Students,Second Language Learning,English (Second Language),Academic Discourse,Writing (Composition),Diaries,Teaching Methods,Educational Technology,Technology Uses in Education,Interaction,Peer Influence,Writing Instruction,English for Academic Purposes,Video Technology,College Faculty

MOOCs (massive open online courses) promise higher education to participants who cannot travel to or pay for face-to-face classes. In 2013, a new MOOC introduced second language (L2) learners to concepts of English language academic writing. The authors of this article participated in the course as students and kept a reflective diary, which we analyzed qualitatively from a perspective of multimodal design. We describe the instructional modes present in the course and discuss the ways the course utilized affordances of those modes. We argue that while the course design provided linguistic input and fostered interaction among participants, it missed opportunities to utilize some multimodal affordances of the MOOC platform for supporting peer response and developing a learner community, thus limiting students' potential to learn English academic writing.
Humanising Language Testing
Author: Hamid, M. Obaidul
Date: 2018-05-00
Type: Journal Articles
Subjects: Language Tests,High Stakes Tests,Testing,Humanization,Second Language Learning,English (Second Language),Policy,Experience,Test Wiseness,Test Content,Feedback (Response),Global Approach,Student Surveys,Interviews,Focus Groups,Questionnaires,Foreign Countries,College Students,Qualitative Research

Test-takers' voices in relation to high-stakes language tests have received growing attention in recent years. While the perspectives of this stakeholder group can be utilised to improve test quality, test-taking experience, and test impact, we argue that this goal needs to be achieved by considering a fundamental shift in our conceptualisation of language tests based on test-takers' experiential and perceptual data. This is a shift towards humanising language testing in a globalised world which has witnessed growing expansion, commercialisation, and potential dehumanising of high-stakes tests such as IELTS (International English Language Testing System). Drawing on data from two larger studies, we illustrate the call for humanising the test in seven areas including test purpose, test policy, test-taking experience, test administration, test-taker background, test content and task, and feedback on test performance. Although humanisation has accumulated specific meanings and contentions in the past few decades, test-takers' call for a friendly, responsive, and closer-to-life test and a less stressful test-taking experience may appear more legitimate than controversial in a globalised world.
Exploring the Impact of Global Studies Experiences on Undergraduate Student Development: Some Curricular Considerations
Author: Stephens, Christopher J.
Date: 2018-04-00
Type: Journal Articles
Subjects: Study Abroad,Undergraduate Students,Student Development,Interdisciplinary Approach,Student Experience,Adjustment (to Environment),Communities of Practice,Documentation,Community Colleges,Foreign Countries

In this manuscript, the authors detail the initial evaluations of the effects of participation in two iterations of an interdisciplinary learning community with a short-term study abroad opportunity on undergraduate student learning and behavior. The results suggest that the CHE (Cultural, Historical, and Environmental) log tool may be useful in capturing information about students' interactions with their native and foreign environments and how their experiences further affect their later interactions with their native environment. These findings are discussed in terms of methodological revisions made to the procedures and experimental methods to strengthen the reliability and validity of the conclusions and the implications for integrating teaching and scholarship in mutually beneficial ways.
Language Learning While Negotiating Race and Ethnicity Abroad
Author: Quan, Tracy
Date: 2018-04-00
Type: Journal Articles
Subjects: Second Language Learning,Study Abroad,College Students,Race,Ethnicity,Asian American Students,African American Students,Hispanic American Students,Mexican Americans,Foreign Countries,Racial Identification,Journal Writing,Interviews,Student Surveys,Language Tests,Oral Language,Spanish,Inclusion,Self Efficacy,Case Studies,Qualitative Research

Despite institutional and national focus on the importance of study abroad (SA) in U.S. higher education, the number of students of color abroad is still disproportionately low (Institute of International Education, 2017). Moreover, there is limited literature examining how race and ethnicity shapes experiences abroad, despite SA research highlighting how identity negotiation influences language learning in the SA context (Kinginger, 2013). This study presents the cases of two U.S. students--an Iranian-American and an African- and Mexican-American--studying in Spain. Through journals, interviews, surveys, and the &quot;Versant for Spanish&quot; oral test, this study illustrates how these participants rejected negative racial and ethnic positionings by withdrawing from host country nationals and eventually re-evaluating experiences to align with their desired identities. Both learners improved their &quot;Versant&quot; post-SA but their linguistic confidence in their Spanish language capabilities did not increase. The study concludes with implications for creating more inclusive and supportive SA programs.
&quot;I Have a Better Sense of How Interconnected the World Is&quot;: Student Perceptions of Learning and Global Engagement during Study Abroad
Author: Vandermaas-Peeler, Maureen
Date: 2018-04-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Attitudes,Learner Engagement,Study Abroad,College Students,Foreign Countries,Practicums,Pretests Posttests,Scores,Student Surveys,Global Approach,Child Development,Civics,Rating Scales,Reflection,Attitude Change

The study purpose was to examine U.S. college students' perceptions of their engagement and learning after studying abroad for a semester in Denmark. All students participated in a course focusing on children and adolescents in Scandinavian contexts, a semester-long practicum experience in a Danish educational institution, and two course-embedded travel experiences within and outside of Denmark. Although there were no significant differences in students' pre- and post-test scores on the Global Engagement Survey (Hartman et al., 2015), responses to open-ended prompts provided evidence that students developed knowledge and understanding of themselves and others in multiple cultural and educational contexts. They worked to make meaning of their observations throughout the semester, and established strong relationships with the host community. The practicum and study tour experiences provided ample opportunities for global learning; many students reported that they gained knowledge about diversity and considered issues from the perspectives of local and global communities.