ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding the Puzzle behind the Pictures: A Content Analysis of Children&apos;s Picture Books about Autism
Author: Azano, Amy Price
Date: 2017-00-00
Type: Journal Articles
Subjects: Content Analysis,Picture Books,Autism,Children,Childrens Literature,Pervasive Developmental Disorders,Inclusion,At Risk Students,Reading

The growing visibility of autism spectrum disorder (ASD) and the trend toward inclusive classroom practices present teachers with the unique responsibility of providing an inclusive learning environment for all students. This study sought to explore how teachers may use children's picture books about autism to provide nondisabled students with experiences aimed at increasing student understandings toward autism. Researchers compiled 35 children's books for content analysis and identified significant themes presented as five assertions. Findings indicate children's picture books about autism may (a) teach readers about the core characteristics of ASD, (b) illustrate how individuals with autism may be &quot;at risk,&quot; (c) expand on ways neurotypical children are similar and different to individuals with autism, (d) emphasize the importance of influential language, and (e) present insights about autism through the use of multiple perspectives. Findings with exemplar texts representative of each theme are presented, and practical classroom applications are discussed.
Examining the Validity of a Multidimensional Performance-Based Assessment at Kindergarten Entry
Author: Miller-Bains, Katherine L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Kindergarten,Test Validity,Young Children,School Readiness,Factor Structure,Elementary School Teachers,Skills

The present study explored the utility of a widely used performance-based assessment of children's readiness skills as a kindergarten entry assessment. In a sample of 520 kindergarten students across 52 classrooms, we compared students' school readiness skills as assessed by teachers using Teaching Strategies GOLD (TS GOLD) to direct assessments administered by independent data collectors. We found evidence of the concurrent validity of TS GOLD. However, the measure demonstrated weaknesses in its ability to differentiate readiness skills. Specifically, the highly correlated latent constructs and intraclass correlations associated with TS GOLD indicated that teachers were less likely to differentiate readiness skills among children within the same classroom relative to direct assessments. The findings are discussed in terms of assessing children's school readiness at scale. As the number of programs, districts, and states that require school readiness assessments increases, so does the need to better understand the information that can be inferred from particular methods of assessment.
Education Coverage in Television News: A Typology and Analysis of 35 Years of Topics
Author: Coe, Kevin
Date: 2018-00-00
Type: Journal Articles
Subjects: News Media,Television,Elementary Secondary Education,Educational Policy,Mass Media Effects,Early Childhood Education,Public Opinion

News media play a significant role in the education policy arena, informing the public about pressing issues and influencing how such issues are prioritized and understood. For this reason, researchers are increasingly raising concerns about how much attention news media give to education, which topics are covered, and how topics are addressed. In this article, the authors advance this growing body of research through a quantitative content analysis of the topics in national television news coverage of pre-K-12 (early childhood through high school) education in the United States over the past 35 years. The authors present their typology of education topics, providing a foundation for future research in this area, and analyze major trends. This article also serves as an introduction to a new data set: 2,322 abstracts, representing all substantial education news coverage from the three major evening news networks, included as an online appendix.
Public Preferences for Targeted and Universal Preschool
Author: Greenberg, Erica H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Education,Public Opinion,Access to Education,Preferences,Democratic Values,Public Education,Self Concept

For the past half century, debate over income-targeted and universal approaches to American preschool policy has divided advocates, policymakers, and practitioners. This is the first paper to inform the debate with evidence from public opinion. It begins with the design and fielding of a nationally representative poll of preferences for targeted and universal preschool (N = 1,000). This poll yields rich data with which to assess the causes and correlates of support for each approach. Results indicate that preschool preferences are conditioned by financial self-interest and egalitarian values and that a savvy policymaker should not necessarily endorse universal over targeted preschool. In fact, Americans facing the possibility of tax increases to fund public preschool and those who prioritize equality of opportunity prefer a targeted approach.
The Effects of Adolescent Self-Regulated Learning on Engagement in a College Access Program: An Exploratory Study
Author: Ellis, James M.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Readiness,Adolescents,Student Attitudes,Self Control,Intention,Access to Education,Correlation,Beliefs,Program Effectiveness,Middle School Students,High School Students,Urban Schools,Grade 8,Grade 9,Self Efficacy,Student Behavior,Student Responsibility

College access programs (CAPs) aim to promote college readiness for adolescents, particularly those who may be the first in their family to go to college. Self-regulated learning is a critical component of college readiness. There is limited information about how self-regulated learning beliefs or intentions influence adolescent engagement in CAPs. Using the theory of planned behavior as a guiding framework, the purpose of this study was to examine direct and indirect effects of adolescent self-regulated learning beliefs (i.e., attitudes, norms, and perceived behavioral control) and intentions on participation in activities offered by a regional, federally funded CAP program (Gaining Early Awareness and Readiness for Undergraduate Programs; GEAR UP). Structural equation modeling was the analytic technique. We found positive relationships between self-regulated learning beliefs (perceived behavioral control), intentions, and GEAR UP participation. Implications and directions for future research on self-regulated learning within the context of CAP initiatives are discussed.
The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences
Author: Wiggins, Benjamin L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Active Learning,Predictor Variables,Achievement Gains,STEM Education,Postsecondary Education,Interaction,Ecology,Undergraduate Students,Introductory Courses,Biology,Learning Activities,Teaching Methods

STEM classrooms (science, technology, engineering, and mathematics) in postsecondary education are rapidly improved by the proper use of active learning techniques. These techniques occupy a descriptive spectrum that transcends passive teaching toward active, constructive, and, finally, interactive methods. While aspects of this framework have been examined, no large-scale or actual classroom-based data exist to inform postsecondary education STEM instructors about possible learning gains. We describe the results of a quasi-experimental study to test the apex of the ICAP framework (interactive, constructive, active, and passive) in this ecological classroom environment. Students in interactive classrooms demonstrate significantly improved learning outcomes relative to students in constructive classrooms. This improvement in learning is relatively subtle; similar experimental designs without repeated measures would be unlikely to have the power to observe this significance. We discuss the importance of seemingly small learning gains that might propagate throughout a course or departmental curriculum, as well as improvements with the necessity for faculty to develop and implement similar activities.
Understanding Student Self-Reports of Academic Performance and Course-Taking Behavior
Author: Rosen, Jeffrey A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Measurement Techniques,Student Surveys,Student Attitudes,Grades (Scholastic),Grade Point Average,College Entrance Examinations,Accuracy,Scores,Secondary School Mathematics,Mathematics Achievement,Course Selection (Students),Longitudinal Studies,National Surveys,Algebra,Geometry,Comparative Analysis,Academic Records,High School Students

In recent years, student surveys have played an increasingly large role in educational research, policy making, and, particularly, accountability efforts. However, research on the accuracy of students' self-reports about themselves and their education is limited to analyses of overall grade point average and ACT/SAT standardized test scores. Using a unique data set, we investigate the accuracy of students' survey responses to questions about their course taking and grades in mathematics during high school. We then analyze which student and survey characteristics influence accuracy. We find that students are reasonably good reporters of course-taking patterns but poor reporters of more potentially sensitive questions, including when the student completed Algebra I and the grade earned in the course. We find that lack of accuracy in student survey reports is consistently related to several student characteristics.
Ten Challenges and Recommendations for Advancing Research on the Effects of College on Students
Author: Seifert, Tricia A.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Higher Education,Outcomes of Education,Academic Achievement,Educational Research,School Effectiveness

The first two volumes of &quot;How College Affects Students&quot; constitute the most-cited publications in higher education research. Since these volumes were published, the literature on college impact has expanded greatly, which is at least partially the result of the nearly 500 journals focusing on the scholarship of teaching and learning internationally. In addition to the increase in the quantity of college impact research, methodological advancements and the changing notion of the higher education enterprise have further shaped the rigor and tenor of the literature. We draw on our experience and lessons learned from conducting the most recent comprehensive synthesis of college impact literature to discuss 10 challenges and corresponding recommendations to advance future research of the effects of college on students.
The Value of Assessing Higher Education Student Learning Outcomes
Author: Melguizo, Tatiana
Date: 2017-00-00
Type: Journal Articles
Subjects: College Outcomes Assessment,College Students,Journal Articles,Educational Research,Higher Education

Improving higher education student learning plays a critical role in advancing human capital. Assessment lies at the heart of such improvement, underlining the need for research and innovation in this field. This article reviews an &quot;AERA Open&quot; Special Topic published to advance assessment research and hence the success of higher education. It sketches key contexts, surveys selected articles, and stands back to frame future steps ahead.
National Longitudinal Studies of Kindergarten Children: Historical Context and Ongoing Contributions
Author: West, Jerry
Date: 2017-00-00
Type: Journal Articles
Subjects: Children,Longitudinal Studies,Surveys,Kindergarten,Educational History,Program Descriptions,Program Design,Educational Research,Learning Experience,Early Childhood Education,Family Environment,Student Adjustment,Classroom Environment,Parent Participation,Educational Practices,Preschool Teachers,Teacher Attitudes,Parent Attitudes,School Readiness,Achievement Gap

The introduction to this Special Topic Collection has two parts. To provide background and context for the articles in the collection, Part 1 tells the story of the Early Childhood Longitudinal Study program at the National Center for Education Statistics. It offers an abridged history of this program and describes the designs of the two national kindergarten cohort studies (ECLS-K and ECLS-K:2011) whose data were analyzed by the authors of each of the articles. Part 2 provides a brief overview of the five articles. It includes a summary of key findings from the articles and important patterns in the data. It highlights areas that have improved over the past decade and areas with little improvement. Limitations of the findings that are directly connected to the ECLS-K and ECLS-K:2011 designs are identified as well as other design limitations that have implications for future data users.
Child Care Experiences among Dual Language Learners in the United States: Analyses of the Early Childhood Longitudinal Study--Birth Cohort
Author: Espinosa, Linda M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Child Care,Bilingualism,English Language Learners,Young Children,Ethnicity,Immigrants,Language Usage,Socioeconomic Status,Family Influence,Cultural Influences,Preschool Education,Racial Differences

Although quality center-based child care is helpful in promoting school readiness for dual language learners (DLLs), little is known about the nonparental child care that young DLL children experience. DLL status is often confounded with immigrant status, ethnicity, and poverty. Using nationally representative data from the Early Childhood Longitudinal Study--Birth Cohort, we examined child care experiences with repeated cross-sectional analyses at 9, 24, and 52 months for DLL and non-DLL children. After accounting for demographic and contextual factors, we found few differences in the quality and type of child care experienced by DLL children and children who hear only English in the home. Child care experiences were more related to country of origin, ethnicity, or immigrant status than DLL status. Nonparental caregivers were more likely to speak the child's home language in home-based care than center care. Findings illustrate the importance of distinguishing among DLL status, socioeconomic status, ethnicity, country of origin, and immigrant status when considering the child care experiences of DLLs.
The Implications of Reduced Testing for Teacher Accountability
Author: Alzen, Jessica L.
Date: 2017-00-00
Type: Journal Articles
Subjects: High Stakes Tests,Standardized Tests,Accountability,Value Added Models,Testing Problems,Incidence,Academic Achievement

Every-grade, every-year testing plays a prominent part in U.S. education policy and research, but the rise of standardized testing has been met with frustration and opposition. In response, policymakers have proposed legislation designed to curb the amount of standardized testing. There is little empirical evidence, however, about the potential impact of these alternate approaches on current evaluation systems. Using data from a large, urban school district, we compare value-added (VA) estimates from every-year, every-grade testing to those from two reduced-testing scenarios. We find marginal changes in the value-added estimates in both approaches relative to more traditional VA estimates. Estimates from annual testing in alternating subjects are slightly less precise but have lower associations with prior student achievement than biennial testing in both subjects. Further, there is significant decrease in the number of teachers for whom scores can be estimated in both approaches, exacerbating long-standing concerns with VA methodology.
Student Perceptions about Their General Learning Outcomes: Do They Add Up?
Author: Barclay McKeown, Stephanie
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Educational Attitudes,Outcomes of Education,College Freshmen,College Seniors,Hierarchical Linear Modeling,Student Surveys,Data Interpretation,Measurement,Educational Assessment,Educational Research

Aggregate survey responses collected from students are commonly used by universities to compare effective educational practices across program majors, and to make high-stakes decisions about the effectiveness of programs. Yet if there is too much heterogeneity among student responses within programs, the program-level averages may not appropriately represent student-level outcomes, and any decisions made based on these averages may be erroneous. Findings revealed that survey items regarding students' perceived general learning outcomes could be appropriately aggregated to the program level for 4th-year students in the study but not for 1st-year students. Survey items concerning the learning environment were not valid for either group when aggregated to the program level. This study demonstrates the importance of considering the multilevel nature of survey results and determining the multilevel validity of program-level interpretations prior to making any conclusions based on aggregate student responses. Implications for institutional effectiveness research are discussed.
Schoolwide Systems of Positive Behavior Support: Implications for Students at Risk and with Emotional/Behavioral Disorders
Author: Lewis, Timothy J.
Date: 2017-00-00
Type: Journal Articles
Subjects: At Risk Students,Behavior Problems,Positive Behavior Supports,Behavior Modification,Intervention,Student Behavior,Program Effectiveness,Emotional Disturbances

The use of schoolwide multitiered systems of support to address challenging social and emotional behavior has been established in &gt;20,000 schools across the United States and 19 other countries worldwide. The systems approach of schoolwide positive behavior support is guided by implementation science and embeds evidence-based behavioral interventions across a continuum based on documented student need. The extant research base to date, including randomized controlled trials, is robust with respect to universal or Tier I interventions and supports. Less is known about the impact on students who are at high risk for manifesting a disability, as well as those currently served under the Individuals with Disabilities Education Act. The purpose of this article is to provide a rationale for, and overview of, schoolwide positive behavior support as a comprehensive framework to support children and youth with emotional/behavioral disorders and review the research to date across a continuum of supports. Research, professional development and implementation, and policy implications are discussed.
Human-Animal Interaction Research in School Settings: Current Knowledge and Future Directions
Author: Gee, Nancy R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Animals,Interaction,Educational Research,Social Development,Emotional Development,Student Motivation,Learner Engagement,Learning,Executive Function,Theories,Schools

The involvement of animals is almost commonplace in many schools, although actual data documenting the extent and nature of human-animal interaction (HAI) in these settings are sparse. We provide an overview of the existing research and argue that the inclusion of animals in classroom settings can have an indirect effect on learning by directly affecting motivation, engagement, self-regulation, and human social interaction through those activities in which the interaction with animals is embedded. We support this theory with examples from the growing body of work indicating that, under specific conditions, with proper safeguards, HAI activities can benefit both typically developing children and those with developmental disabilities by reducing stress and anxiety and improving social interactions and by enhancing motivation, engagement, and learning. Nonetheless, a more comprehensive evidence base is needed to support this theory and to inform policies and practices for HAI in education settings, activities, and interventions.
Using Theory and Measurement to Sharpen Conceptualizations of Mathematics Teaching in the Common Core Era
Author: Stein, Mary Kay
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Education,Measurement,Mathematics Instruction,Common Core State Standards,Educational Theories,Validity,Reliability,Instructional Improvement,Research Methodology

We argue that large-scale, standards-based improvements in the teaching and learning of mathematics necessitate advances in our theories regarding how teaching affects student learning and progress in how we measure instruction. Our theory--an embodiment of the interaction of high and low levels of two constructs that past research has shown to influence students' development of conceptual understanding (explicit attention to concepts and students' opportunity to struggle)--guided the development of survey-, video-, and artifact-based measures of teaching. Here, we develop a validity argument for the inferences that can be drawn about teaching from these measures by identifying claims and empirical evidence about the extent to which those claims are born out in practice. Results suggest our theory is capturing four patterns of teaching and that it can successfully predict different types of student learning: skills efficiency measured on the state standardized test and conceptual understanding as measured through open-ended task sets.
Integrating Academic Press and Support by Increasing Student Ownership and Responsibility
Author: Cannata, Marisa Ann
Date: 2017-00-00
Type: Journal Articles
Subjects: School Effectiveness,High Schools,Urban Schools,Low Income Students,Minority Group Students,English Language Learners,Value Added Models,Academic Achievement,Student Responsibility,Educational Improvement,Effective Schools Research

This article extends existing research on school effectiveness by focusing on identifying the combination of programs, practices, processes, and policies that explain why some high schools in a large urban district are effective at serving low-income students, minority students, and English language learners. Using a mixed methods study of high schools selected on the basis of value-added indicators, we conducted a comparative case study to understand what differentiated schools that &quot;beat the odds&quot; from those that struggled to improve student achievement. We found that the higher-value-added schools enacted practices that integrated academic press and support in ways that fostered student efficacy and engagement. These findings contribute to the larger literature on school effectiveness by highlighting the importance of the student culture of learning and noncognitive student characteristics. They do so by identifying student ownership and responsibility as a critical area for research on school effectiveness and improvement.