ethanporcaro/eric-fulltext-meta huggingface dataset:
Teen Sport in America: Why Participation Matters. A Women&apos;s Sports Foundation Report. Executive Summary
Author: Zarrett, Nicole
Date: 2018-01-00
Type: Reports - Research
Subjects: Womens Athletics,Females,Adolescents,Well Being,Academic Achievement,Socioeconomic Status,Racial Differences,Ethnicity,Gender Differences,Geographic Regions,Health Behavior,Mental Health,Physical Health,Participation,Grade 12,High School Students,Grade 8,Grade 10

The executive summary is to a report that was commissioned by the Women's Sports Foundation to better understand the impact of sports participation on teen health, well-being and academic achievement. They sought to understand how each sport impacts teen well-being, and whether the number of sports in which a teen participates influences their health. They also sought to better understand whether sports opportunities overall, as well as individual sports, are accessible to all teens across genders, race and ethnicities, levels of family income and regions. Finally, they wanted to identify the unique benefits and opportunities for improvement that exist within each sport to maximize the health benefits for teens. [The policy recommendations were authored by Bruce Y. Lee. Lead funding was provided by the Laureus Sport for Good Foundation USA. Additional funding was provided by Kerry Burrows and Colleen May. For the full report, see ED588346.]
Teen Sport in America: Why Participation Matters. A Women&apos;s Sports Foundation Report
Author: Zarrett, Nicole
Date: 2018-01-00
Type: Reports - Research
Subjects: Womens Athletics,Females,Adolescents,Well Being,Academic Achievement,Socioeconomic Status,Racial Differences,Ethnicity,Gender Differences,Geographic Regions,Health Behavior,Mental Health,Physical Health,Participation,Grade 12,High School Students,Grade 8,Grade 10

This report was commissioned by the Women's Sports Foundation to better understand the impact of sports participation on teen health, well-being and academic achievement. They sought to understand how each sport impacts teen well-being, and whether the number of sports in which a teen participates influences their health. They also sought to better understand whether sports opportunities overall, as well as individual sports, are accessible to all teens across genders, race and ethnicities, levels of family income and regions. Finally, they wanted to identify the unique benefits and opportunities for improvement that exist within each sport to maximize the health benefits for teens. The research is based on an analysis of the Monitoring the Future (MTF) nationwide surveys, a federally funded longitudinal study of American secondary students. The authors evaluated 20 sports most commonly accessible to American teen girls and boys to identify which sports are doing well in promoting health and preventing risk, and which have room for improvement. This included the 13 most popular sports in the U.S. (baseball/softball, basketball, cheerleading, cross-country, football, golf, lacrosse, soccer, swimming/ diving, tennis, track and field, volleyball, and wrestling) and seven emerging youth sports (crew, equestrian, field hockey, gymnastics, ice hockey, water polo, and weight lifting). All data analyses controlled for key sociodemographic variables like sex, race, and socioeconomic status. Key findings of the report include: (1) sports are transformative in the lives of teens; (2) the numbers of sports teens participate in matters; (3) each sport provides a unique impact on health; (4) room for improvement exists in some areas, especially in certain sports; (5) diversity and disparities in sport depend on geographic region and type of sport; and (6) the time for sport-by-sport has come. [The policy recommendations were authored by Bruce Y. Lee. Lead funding was provided by the Laureus Sport for Good Foundation USA. Additional funding was provided by Kerry Burrows and Colleen May. For the executive summary, see ED588345.]
Using State Data Systems to Report Information on Arts Education
Author: von Zastrow, Claus
Date: 2018-09-11
Type: Reports - Descriptive
Subjects: Art Education,Data,Access to Education,Student Participation,Art Teachers,Information Utilization,State Programs,Teacher Qualifications,Accountability,State Policy,Elementary Secondary Education

This Special Report -- drawing on insights from a technical working group of experts in arts education, state data systems and state policy -- offers guidance on key arts-education metrics many states could track by using data they already collect.
Better Questions: A Learning Opportunity. IDEA Paper #71
Author: Anastasio, Daniel
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Critical Thinking,Questioning Techniques,Thinking Skills,Inquiry,Teaching Methods,Teacher Student Relationship,Metacognition

Questions form the core of both the learning experience and the teaching experience. Because of their importance in the educational enterprise, questions (i.e., their structure and use) should receive more attention from educators. The authors construct what they call productive questions (those questions that produce meaningful responses) and describe effective approaches for using them. They provide examples of productive questions from multiple disciplines and offer standard question formats, so that educators can create their own productive questions to use in their classrooms. The best practices and question formats that they present are applicable to any learning environment, be it small, discussion-focused classrooms; online courses; or large lecture-style classes. The authors conclude by outlining next steps for educators to increase and assess the impact of questions in their classrooms.
Gathering Mid-Semester Feedback: Three Variations to Improve Instruction. IDEA Paper #67
Author: Payette, Patricia R.
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Feedback (Response),Formative Evaluation,College Faculty,Evaluation Methods,College Students,Student Evaluation of Teacher Performance,Teacher Improvement,Student Attitudes,Observation,Questionnaires,Surveys

A valuable supplement to student evaluations of teaching (SETs) is the mid-semester feedback (MSF) technique, an intervention that can facilitate meaningful improvement of the teaching and learning experience. Scheduling time for an MSF enables a systematic, formative evaluation of instruction on a specific student population in a given semester. The authors introduce and provide an overview of the MSF, unpack the procedure step-by-step, share research on the MSF, and offer guidance for implementing several variations for instructors who find themselves short on resources and time.
Now Streaming: Strategies That Improve Video Lectures. IDEA Paper #68
Author: Inman, Johanna
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Video Technology,Higher Education,Blended Learning,Lecture Method,College Instruction,Teaching Methods,Best Practices,Instructional Effectiveness

Recent trends in higher education, including online learning and the flipped classroom, have led to a large increase in the creation and use of video lectures in college teaching. Although the literature suggests that video lectures can be an essential pedagogical tool in 21st-century teaching, research is still emerging regarding best practices to maximize their effectiveness for student learning. The authors provide a broad overview of the research that is currently available and practical applications for these findings. They discuss common recording methods, as well as appropriate contexts for each, then synthesize the research to identify five strategies that increase the effectiveness of video lectures.
Developing Test Items for Course Examinations. IDEA Paper #70
Author: Haladyna, Thomas M.
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Test Construction,Multiple Choice Tests,Test Items,Higher Education,College Students,Test Format,Test Content,Objective Tests,Reading Comprehension,Mathematics Tests,Reading Tests,Problem Solving,Science Tests,Language Usage,Tests

Writing multiple-choice test items to measure student learning in higher education is a challenge. Based on extensive scholarly research and experience, the author describes various item formats, offers guidelines for creating these items, and provides many examples of both good and bad test items. He also suggests some shortcuts for developing test items. All of this advice is based on extensive scholarly research and experience. Creating valid multiple-choice items is a difficult task, but it contributes greatly to the teaching and learning process for undergraduate, graduate, and professional-school courses.
Best Practices in the Evaluation of Teaching. IDEA Paper #69
Author: Benton, Stephen L.
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Student Evaluation of Teacher Performance,Feedback (Response),Teacher Improvement,Summative Evaluation,Formative Evaluation,Evaluation Methods,Best Practices,School Policy,Expectation,Scheduling,Accuracy,Cultural Differences

Effective instructor evaluation is complex and requires the use of multiple measures--formal and informal, traditional and authentic--as part of a balanced evaluation system. The student voice, a critical element of that balanced system, is appropriately complemented by instructor self-assessment and the reasoned judgments of other relevant parties, such as peers and supervisors. Integrating all three elements allows instructors to take a mastery approach to formative evaluation, trying out new teaching strategies and remaining open to feedback that focuses on how they might improve. Such feedback is most useful when it occurs in an environment that fosters challenge, support, and growth. Rather than being demoralized by their performance rankings, faculty can concentrate on their individual efforts and compare current progress to past performance. They can then concentrate on developing better teaching methods and skills rather than fearing or resenting comparisons to others. The evaluation of teaching thus becomes a rewarding process, not a dreaded event.
Note This: How to Improve Student Note Taking. IDEA Paper #73
Author: Kiewra, Kenneth A.
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Notetaking,Skill Development,Writing Skills,Teacher Role,Teaching Methods,Student Needs,Cues,Repetition,Time,Laptop Computers,Telecommunications,Educational Technology,Computer Software

Students are incomplete note takers who routinely record just one third of a lesson's important information in their notes. This is unfortunate, because the number of lesson points recorded in notes is positively correlated with student achievement. Moreover, both the activity of recording notes and the subsequent review of notes are advantageous. The authors offer instructors a menu of research-based advice for bolstering student note taking: provide complete notes, provide partial notes, provide note-taking cues, re-present the lesson, provide pauses and revision opportunities, control laptop usage, control &quot;cyber slacking,&quot; use PowerPoint slides effectively, and teach note-taking skills. They also suggest ways to help students transform their notes during the note-review process and SOAR (select, organize, associate, and regulate) to success.
Do No Harm: A Balanced Approach to Vendor Relationships, Learning Analytics, and Higher Education. IDEA Paper #72
Author: Gregg, Andrea
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Data Analysis,Higher Education,Vendors,Academic Achievement,Integrated Learning Systems,Data,Educational Technology

The field of learning analytics holds considerable promise for higher education, with reports of successful uses now emerging in selected institutions. At the same time, critics have expressed concerns regarding privacy, ethics, and intrusions into teachers' pedagogy. Without attentive planning, higher-education professionals applying learning analytics may inadvertently undermine their institutions' core teaching and learning missions. The authors offer a framework for moving forward with learning analytics, organized around three principles: (a) Institutions should take the lead in their conversations with vendors, emphasizing the distinctive values of higher education; (b) Learning analytics data should be balanced with other forms of evidence that analytics cannot capture, especially participant experiences; and (c) Successful implementations will leave room for adaptations by people on the ground--to notice what is working and integrate the tools into their practices. Only by empowering students, faculty, and staff can these tools fulfill their potential in higher education.
The Effects of Instructor Gender and Discipline Group on Student Ratings of Instruction. IDEA Research Report #10
Author: Li, Dan
Date: 2017-04-00
Type: Reports - Research
Subjects: STEM Education,Females,Women Faculty,Gender Differences,Disproportionate Representation,Equal Opportunities (Jobs),Student Evaluation of Teacher Performance,Teacher Effectiveness,Intellectual Disciplines,College Faculty,College Students

Despite the nearly equal gender ratio of faculty members in the United States (National Center for Education Statistics, 2016), women are still underrepresented in certain STEM (science, technology, engineering, and mathematics) fields (Committee on Equal Opportunities in Science and Engineering, 2015). Also, women tend to hold lower academic ranks (National Center for Education Statistics, 2009) and earn a noticeably lower salary than their male counterparts (Snyder, de Brey, &amp; Dillow, 2016). An objective and impartial faculty evaluation procedure, given its substantial weight in personnel decisions regarding pay raises, contract renewal, and promotion and tenure, is critical for closing the workforce gender gap. In this study, the authors examine the extent to which instructor gender affects student ratings of instruction (SRI), an integral component in evaluating faculty for teaching effectiveness. The authors are particularly interested in whether a pattern of gender differences, if it exists, is consistent across the still male-dominated STEM fields and their non-STEM counterparts.
Updated Technical Manual for the IDEA Feedback System for Administrators. IDEA Technical Report No. 20
Author: Benton, Stephen L.
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: Feedback (Response),Administrators,Administrator Attitudes,Administrator Role,Statistics,Error of Measurement,Interrater Reliability,Leadership Styles,Correlation,Performance,Individual Characteristics,Test Reliability,Administrator Evaluation,Test Validity

This technical report describes the results of analyses performed on data collected from 2013 to 2017, using the IDEA Feedback System for Administrators (FSA). The FSA is used to gather impressions from core constituents about an administrator's performance of relevant administrative roles, as well as her/his leadership style, interpersonal characteristics, and overall job performance. The system is based on a model of reflective practice, which is consistent with IDEA's longstanding approach to professional development: Improvement is more likely to occur when administrators receive useful feedback that motivates them. In the 2011 revision of the system, slight modifications were made in the wording of administrative roles and overall summary ratings, some personal characteristics were dropped, and new ones were added. In addition, administrators were given the option of completing a self-assessment, which enabled reporting of a gap analysis between self-ratings and average personnel ratings. The purpose of this report is to update relevant statistics associated with using the revised system.
The Effects of Gender and Carnegie Classification on Personnel Ratings of Administrators and Chairs. IDEA Research Report #11
Author: Li, Dan
Date: 2018-07-00
Type: Reports - Research
Subjects: Females,Gender Differences,Classification,Department Heads,Administrators,Administrator Attitudes,Teacher Attitudes,Administrator Responsibility,Individual Characteristics,Leadership Styles,Institutional Characteristics,Women Administrators,Women Faculty,College Faculty,Administrator Evaluation,Teacher Evaluation

The authors conducted a study to investigate whether personnel ratings of administrators and department chairs differ by the ratees' gender and the Carnegie classification of their institutions. The authors inferred the genders (male or female) from first names and analyzed personnel ratings for 1,011 administrators and 762 department chairs respectively. Results indicated that administrators and chairs of both genders receive comparable ratings on their performance of administrative responsibilities, personal characteristics, leadership style, and summary judgments. Administrators at doctoral institutions were rated more favorably on administrative roles and leadership style than their counterparts at master's and baccalaureate institutions. Chairs at master's institutions were generally rated more highly than their peers at doctoral institutions.
Updated Technical Manual for the IDEA Feedback System for Chairs. IDEA Technical Report No. 21
Author: Archie, Tim
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: Department Heads,College Faculty,Teacher Attitudes,Administrator Role,Individual Characteristics,Feedback (Response),Administrator Responsibility,Self Evaluation (Individuals),Administrator Evaluation

The purpose of this report is to describe findings from analyses conducted on data collected from the IDEA &quot;Feedback System for Chairs&quot; (FSC) from 2013 to 2016. The report begins with an explanation of the purpose of the system and the current structure of the &quot;Chair Self-Assessment&quot; (CSA) and &quot;Faculty Perceptions of Chair&quot; (FPC) instruments. This is followed by a description of the 2013 to 2016 database, results of statistical analyses, and empirical evidence that supports the reliability and validity of the instruments.
Academic Freedom in the Age of Political Correctness
Author: Schalin, Jay
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: Academic Freedom,Universities,College Faculty,Freedom of Speech,Constitutional Law,Educational History,Political Attitudes,Court Litigation,College Students,Teacher Associations,Teacher Rights,Student Rights

Academic freedom is at the very center of the modern university; it promotes discovery and teaching of the best possible knowledge. The need for improved regulations governing academic freedom is currently growing as a century-long consensus that focused on granting faculty members the most expansive academic freedom rights is breaking down; other campus interests are becoming more aggressive in demanding their rights as well. This report places contemporary understandings of academic freedom in historical, professional, and legal contexts and recommends the means by which a workable and more equitable framework for academic freedom can be created. This report argues that the health of the modern American university depends on deciding the proper limits, checks, and balances of scholarly inquiry, teaching, and commentary in academia. It reviews several methods that may empower administrators, students, and other higher education stakeholders. Legal action--in which all interests involved have an opportunity to present their cases--may be the best, most impartial means to balance the rights of faculty against other interests.
The Globalization of Science Curricula. IEA Research for Education. Volume 3
Author: Stacey, Oliver
Date: 2018-00-00
Type: Books
Subjects: Science Curriculum,Global Approach,Achievement Tests,Elementary Secondary Education,International Assessment,Science Tests,Mathematics Achievement,Mathematics Tests,Science Achievement,Foreign Countries,Science Education,Grade 4,Grade 8

Globalization is a powerful force with far reaching impacts on education and education policy. The growth of large scale international surveys of student achievement and the increasing role played by intergovernmental agencies in education means that the influence that globalization exerts on education is likely to increase even further in the future. This open access book provides a significant and timely investigation into the impacts that globalization has exerted on science curricula in a diverse range of countries using extensive data sets collected by the International Association for the Evaluation of Educational Achievement (IEA) between 1995 and 2015. Using a combination of quantitative and qualitative methods, this book considers the extent to which there have been changes to the intended and implemented science curricula in different countries over the last 20 years. Consideration is then given as to whether science curricula are becoming increasingly similar across countries over time. Finally the issue of whether the basis of an international core curriculum can be identified is addressed. Readers will gain a unique insight into the extent to which globalization and large scale international assessments have influenced science curricula in the last 20 years within both the primary and secondary phases. (Individual chapters contain references.) [For Volume 1, see ED566594. For Volume 2, see ED588361.]
Forging a Path: Final Impacts and Costs of New York City&apos;s Young Adult Internship Program. The Subsidized and Transitional Employment Demonstration. OPRE Report 2018-75
Author: Cummings, Danielle
Date: 2018-08-00
Type: Reports - Research
Subjects: Internship Programs,Employment,Program Descriptions,Young Adults,Control Groups,Experimental Groups,Outcomes of Education,Program Evaluation,Program Costs,Salaries,Job Training,Well Being,Program Effectiveness,Out of School Youth,Participant Characteristics

This report presents 30-month impact results from a random assignment evaluation of the Young Adult Internship Program (YAIP), a subsidized employment program for young people in New York City who have become disconnected from school and work. Operated by various provider agencies, YAIP offers disconnected young people between the ages of 16 and 24 a temporary paid internship, as well as various support services. From July 2013 to March 2014, program staff assigned nearly 2,700 young people at random to either a program group, which was offered YAIP services, or to a control group, which was not offered those services. The YAIP evaluation measured outcomes for both groups over time to assess whether YAIP services led to better outcomes for the program group compared with those of the control group. This report, the second of two from the YAIP evaluation, examines whether the program improved young people's outcomes 30 months after study enrollment. An analysis of youth outcomes indicates that young people in the program and control groups were faring similarly after 30 months, with program group members slightly more likely to report employment on a survey administered roughly 30 months after random assignment. However, administrative data did not show employment effects, suggesting that the program may have increased informal or independent employment. A cost analysis found that the program cost $5,431 per participant, which is at the lower end of the spectrum of costs of similar programs. This study seeks to answer the following research questions: (1) How was YAIP designed and operated? (2) What impact did YAIP have on employment and earnings, education and training, and well-being relative to what would have happened in the absence of the program? (3) Did YAIP appear to be more effective for certain subgroups of young people? and (4) What were the costs of YAIP's services? Two appendices are included. [MDRC and subcontractors MEF Associates, Branch Associates, and Decision Information Resources (DIR), Inc., are conducting the Subsidized and Transitional Employment Demonstration. To view the first report &quot;Reengaging New York City's Disconnected Youth through Work: Implementation and Early Impacts of the Young Adult Internship Program,&quot; see ED574349.]