ethanporcaro/eric-fulltext-meta huggingface dataset:
College Access and Completion among Boys and Young Men of Color: Literature Review of Promising Practices
Author: Dukakis, Kara
Date: 2014-08-00
Type: Reports - Evaluative
Subjects: College Students,African American Students,Males,Access to Education,Academic Achievement,Educational Practices,Barriers,Academic Persistence,College Applicants,Selective Admission,Paying for College,Student Financial Aid,Racial Bias,Stereotypes,Dropouts,Student Experience,Low Income Groups,First Generation College Students,Equal Education,Educational Background,Literature Reviews,Culturally Relevant Education,Mentors,Family Involvement,Social Development,Emotional Development

Conducted by researchers at the Gardner Center at the request of the College Futures Foundation, this literature review examines challenges and promising practices for increasing college access and completion among boys and young men of color. Wide gaps in college enrollment and persistence remain, even among, for example, Black and Latino boys who reach the end of high school academically prepared for postsecondary education. Consequently, this review moves beyond issues of academic preparedness to other factors that appear to mediate college access and success for boys and young men of color. Drawn from the available literature, the following key challenges represent the primary obstacles for boys and young men of color as they prepare for college and persist toward completion: (1) college undermatch; (2) imperfect financial aid information and support; (3) racial and stereotype threat linked to high school and post-secondary dropout; (4) experiences of boys and young men of color as low-income, first-generation-to-attend students; and (5) lack of equity-focused institutional practices in K-12 and postsecondary education. Overall, the available literature indicates that a combination of individual interventions and institutional reforms is the optimum path towards supporting this population to enroll in and complete college. The literature shows that the most promising interventions emphasize identity development; strong relationships with adults and peers; high expectations from adults; group learning opportunities; family engagement; fostering a sense of belonging; and more.
School Climate Research
Author: Thapa, Amrit
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Educational Environment,Educational Research,Educational Change,Participative Decision Making,Long Range Planning,Networks,Student Participation,Information Dissemination,School Policy

School climate research is clearly evolving. The field demands rigorous and empirically sound research that focuses on relating specific aspects and activities of interventions to changes in specific components of school climate. We also need empirical evidence based on sound research techniques on how both interventions and climate affect specific socio-moral, emotional, civic, and cognitive development and the teaching and learning of both students and teachers. Understanding the interactions of these processes in the contexts of interventions will enable schools to successfully adapt interventions that have been shown to promote one or more of these positive outcomes. We need to translate these researches into smarter educational policies to transform low performing schools to better schools and to enhance the quality of lives of our students. The research in school climate points out the need for the individuals, educators in every school community and policy makers to work hand­-in-hand to achieve these essential goals. Six effective practices are offered to support school climate integration and sustainability.
Challenging Misconceptions about Student Ratings of Instruction. IDEA Paper #58
Author: Benton, Stephen L.
Date: 2016-04-00
Type: Reports - Evaluative
Subjects: Misconceptions,Student Evaluation of Teacher Performance,Evidence,Educational Benefits,Teacher Attitudes,Feedback (Response),Best Practices,Teacher Evaluation,Teacher Improvement,Teacher Effectiveness,Measures (Individuals),Reliability,Validity,Bias,Response Rates (Questionnaires)

Data from student ratings of instruction (SRI) are used ubiquitously as a key element in providing instructors with valuable feedback and evaluators with critical student input. Nonetheless, calls for the elimination of SRI continue to appear in academic journals and higher education periodicals. This paper brings to bear the huge body of research on SRI to which so many academics and institutions have contributed. Some of the most egregiously erroneous statements about SRI are rebutted with brief reviews of the readily available compelling evidence. Although some faculty frustrations about misuse of SRI are valid, we argue that inclusion of student voice is critical. Students can provide useful feedback because they have firsthand experience over multiple occasions of what actually occurred in the classroom. Recommendations are made for best practices in using SRI as one of many sources for improving and evaluating teaching.
Using Metacognition to Promote Learning. IDEA Paper #63
Author: Millis, Barbara J.
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Metacognition,Definitions,Reflection,Learning Strategies,Learning Activities,Assignments,Online Courses,Tests,Test Format,Multiple Choice Tests,Essay Tests

Metacognition has increasingly been recognized as essential for learning. This paper defines metacognition, discusses its importance, and specifies how faculty can nurture it in students to promote positive learning outcomes. The paper then offers extensive examples based on two formats: (1) activities offered before, during, and after lessons or as ongoing assignments in an online course; and (2) quizzes and examinations (tests), whether multiple choice or essay, that can be analyzed for maximizing future performance.
Actively Engaging Students in Asynchronous Online Classes. IDEA Paper #64
Author: Riggs, Shannon A.
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Asynchronous Communication,Online Courses,Student Participation,Active Learning,Learning Activities,Educational Strategies,Design Preferences,Orientation Materials,Course Objectives,Technology Integration,Database Management Systems,Database Design,Learner Engagement

Active learning activities and pedagogical strategies can look different in online learning environments, particularly in asynchronous courses when students are not interacting with the instructor, or with each other, in real time. This paper suggests a three-pronged approach for conceptualizing active learning in the online asynchronous class: the creation of an architecture of engagement in the online classroom, the use of web-based tools in addition to the learning management system, and a re-imagining of discussion boards as interactive spaces. The adoption of these approaches invites meaningful action and reflection to create truly active learning activities in online asynchronous classes.
Revising the IDEA Student Ratings of Instruction System 2002-2011 Data. IDEA Technical Report No. 18
Author: Benton, Stephen L.
Date: 2015-02-00
Type: Reports - Research
Subjects: Review (Reexamination),Student Evaluation of Teacher Performance,Rating Scales,Test Items,Focus Groups,Interviews,Feedback (Response),Literature Reviews,Statistical Analysis,Institutional Characteristics,Delivery Systems,Course Content,Distance Education,Teaching Methods,Test Reliability,Test Validity,Evidence,Correlation,Student Motivation,Student Characteristics,Behavioral Objectives,Factor Structure,Test Content,Test Construction

This report describes the processes undertaken to revise the IDEA Student Ratings of Instruction (SRI) system. The previous revision occurred in 1999, as described in IDEA Technical Report No. 11, &quot;Revising the IDEA System for Obtaining Student Ratings of Instructors and Courses&quot; (Hoyt, Chen, Pallett, &amp; Gross, 1999). The procedures explained herein occurred across a three-year period, beginning in the Spring of 2011 and ending with the development of pilot instruments in the Fall of 2014. The need for the current revision became obvious with the many changes that have occurred in higher education since 1999, for example: (1) The increase in the number of courses offered online; (2) The increasing ubiquity of mobile devices which enable quick assessment and feedback; and (3) Accreditation standards that have elevated student-learning outcomes not emphasized in 1999, notably civic engagement, ethical reasoning, diversity, global awareness, and quantitative literacy. Appended to the report are: (1) Pearson &quot;r&quot; Correlations among Student Ratings of 47 Items on Diagnostic Form; (2) Bayesian Model Averaging on 12 Learning Objectives; (3) Bayesian Model Averaging on Overall Summary Measures; (4) Plots of Inter-class Reliability Coefficients for Overall Summary Measures; (5) Inter-class Reliability Coefficients and Standard Errors of Measurement; (6) Expert Panels; (7) SAS Code for Reliability Analyses; (8) Item by Item Comparisons of the Original and Proposed Updates of Learning Objectives; and (9) Item by Item Comparisons of the Original and Proposed Updates of Teaching Methods.
Analysis of IDEA Student Ratings of Instruction System 2015 Pilot Data. IDEA Technical Report No. 19
Author: Li, Dan
Date: 2016-09-00
Type: Reports - Research
Subjects: Statistical Analysis,Rating Scales,Student Evaluation of Teacher Performance,Course Evaluation,Test Items,Pilot Projects,Review (Reexamination),Teaching Methods,Behavioral Objectives,Student Characteristics,Predictor Variables,Data Analysis,Comparative Analysis,Correlation,Relevance (Education),Factor Structure,Course Content,Difficulty Level

This report describes statistical analyses performed on data collected in the Spring of 2015 from the pilot study of proposed revised and new items in the IDEA Student Ratings of Instruction (SRI) system. Described are the methods employed, results obtained, and decisions made in selecting items for the updated instruments. The procedures occurred across a one-year period, beginning in the Spring of 2015 and ending with the development of IDEA Diagnostic Feedback (DF) 2016 and Learning Essentials (LE) 2016 in the Fall of 2015. The need for the current revision stemmed from many changes that have occurred in higher education including: (1) the increase in the number of courses offered online; (2) widespread agreement about global student learning outcomes not emphasized in 1999, notably civic engagement, ethical reasoning, diverse perspectives, and quantitative literacy; (3) teaching methods that provide meaningful feedback and help students to interpret subject matter from diverse perspectives, encourage self-reflection, and engage students in service; (4) student characteristics such as background preparation and self-efficacy that are known to influence learning; and (5) the prevalence of mobile devices, which makes in-class capture more manageable but also makes a shorter instrument more desirable. Appended to the report are: (1) Item by Item Comparisons of the Original and Proposed Updates of Learning Objectives; (2) Item by Item Comparisons of the Original and Proposed Updates of Teaching Methods; (3) IDEA Alignment with NSSE Engagement Indicators; and (4) Bayesian Model Averaging on 13 Learning Objectives in Medium Classes (15-34).
Validity and Reliability of IDEA &quot;Teaching Essentials&quot;. IDEA Research Report #8
Author: Benton, Stephen L.
Date: 2015-03-00
Type: Reports - Research
Subjects: Higher Education,Student Evaluation of Teacher Performance,Rating Scales,Test Reliability,Test Validity,Correlation,Outcome Measures,Teaching Methods,Teacher Effectiveness,Behavioral Objectives,Predictor Variables,Generalization,Online Courses,Conventional Instruction,Comparative Analysis,Evidence,Fundamental Concepts

Most institutions of higher education have some system in place for collecting student ratings of instruction (SRI) data from classes on a systematic basis. SRIs are a relatively simple way of gauging student perceptions of teaching and the course. Since the initial development of IDEA SRI in 1975, much has changed about higher education. Many courses are offered entirely or partially online, most students and faculty have access to mobile devices, and an increasing percentage of instructors are employed part-time. Faculty and administrators need a student ratings instrument that is responsive to such changes and that offers quick and helpful feedback to both full- and part-time instructors. IDEA's &quot;Teaching Essentials&quot; was created, in part, to address those needs. The 12-item instrument measures student overall impressions of the instructor and course, observations of seven principal teaching methods practiced by the instructor, and three extraneous characteristics that can influence ratings. This report describes the validity and reliability evidence behind the development of &quot;Teaching Essentials.&quot;
Teaching Methods Associated with Student Progress in General Education Courses. IDEA Research Report #9
Author: Benton, Stephen L.
Date: 2015-06-00
Type: Reports - Research
Subjects: Teaching Methods,General Education,Academic Achievement,Instructional Effectiveness,Course Objectives,Behavioral Objectives,Teaching Models,Regression (Statistics),Likert Scales

This study examined which teaching methods are most highly correlated with student progress on relevant course objectives in first- and second-year (lower-level) general education courses. We specifically sought to identify teaching methods that distinguish progress made by students taking a general education course from that made by students taking a course in their major. Our main focus was on IDEA learning objectives aligned with the Association of American Colleges and Universities (AAC&amp;U) Liberal Education and America's Promise (LEAP) Essential Learning Outcomes.
School Climate and the National School Climate Standards
Author: Ciccone, Patricia A.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Educational Environment,National Standards,Long Range Planning,School Policy,Social Development,Emotional Development,Ethics,Citizenship Education,Learner Engagement,Barriers,Intervention,School Culture,School Safety,Social Responsibility,Social Justice

Increasingly, more and more areas of educational practice are being guided by sets of national standards for content, leadership, professional ethics, family-school partnerships, and school accreditation, among others. Similarly, there is growing appreciation that standards are needed to effectively measure improvement in school climate. The increased national attention on school climate flags both the need to improve schools using measurable outcomes and the need to prepare all students to address the myriad of challenges they face in the 21st century. Given that all efforts to improve schools, benefit from being based on well­-developed sets of standards and indicators, leaders from across the country collaborated to develop National School Climate Standards. Over a three-­year period this set of five Standards and their indicators and sub-indicators were developed by consensus, and embraced by experts and leaders throughout the country. These are the five standards by which school climate efforts and their outcomes will be measured: (1) The school community has a shared vision and plan for promoting, enhancing and sustaining a positive school climate; (2) The school community sets policies specifically promoting (a) the development and sustainability of social, emotional, ethical, civic and intellectual skills, knowledge, dispositions and engagement, and (b) a comprehensive system to address barriers to learning and teaching and reengage students who have become disengaged; (3) The school community's practices are identified, prioritized and supported to (a) promote the learning and positive social, emotional, ethical and civic development of students, (b) enhance engagement in teaching, learning, and school­-wide activities; (c) address barriers to learning and teaching and re-engage those who have become disengaged; and (d) develop and sustain an appropriate operational infrastructure and capacity building mechanisms for meeting this standard; (4) The school community creates an environment where all members are welcomed, supported, and feel safe in school: socially, emotionally, intellectually and physically; and (5) The school community develops meaningful and engaging practices, activities and norms that promote social and civic responsibilities and a commitment to social justice. Strategies to guide effective practice are also provided.
School Climate Measurement and Analysis
Author: Faster, Darlene
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Educational Environment,School Culture,Evaluation Methods,Measurement Techniques,Surveys,Stakeholders,Educational Research

Today, school climate assessment has become an increasingly important and valued aspect of district, state, and federal policy. Recognizing that effective school climate improvement efforts are grounded in valid and reliable data, the Federal Department of Education launched the Safe and Supportive Schools grant in 2010 to provide 11 states with federal assistance that supports the development of rigorous school climate measurement systems. An essential step to school climate improvement is gaining a clear understanding of each school's particular strengths and potential areas of need through an iterative, data-driven process of feedback from the entire community--students, parents/guardians, school personnel, and ideally the wider community members. This data then becomes a springboard for a collaborative, community-wide process of improving the school climate, and creating targeted action plans and sustained efforts focused on the areas that will most benefit the school. Choosing an effective school climate instrument can be challenging. However, there are a number of essential factors to consider when determining the assessment tool that best fits a particular school's needs: (1) A strong research-base; (2) A strong, vigorously tested track record; (3) An instrument that measures core populations; (4) Ease of administration; (5) Additional features that fit the particular needs of each individual school community; and (6) Guidelines and useful tools to assist in understanding, and use of the tool. Strategies to guide effective practice are also discussed.
School Discipline Data Indicators: A Guide for Districts and Schools. REL 2017-240
Author: Nishioka, Vicki
Date: 2017-04-00
Type: Guides - Non-Classroom
Subjects: Discipline Policy,Student Behavior,Guides,Disproportionate Representation,Racial Differences,Ethnic Groups,Suspension,Expulsion,Intervention,Program Effectiveness,Student Rights,Program Evaluation,School Districts,Planning,Program Implementation,African American Students,White Students,American Indian Students,Hispanic American Students,Asian American Students,Multiracial Persons

This guide is designed to supply educators with a means to identify whether racial/ethnic disproportionality in discipline practice exists in their schools or districts. It also aims to help educators use data to reduce racial/ethnic disproportionality in suspensions and expulsions. The guide is organized into two sections. The first section provides information on how to select, analyze, and interpret data indicators to determine whether disproportionate discipline practices exist and, if an intervention is implemented, to measure progress toward desired outcomes. The first section also describes types of data that can help identify factors that may contribute to disproportionality in school discipline and inform selection of interventions. The second section describes how to use the Plan-Do-Study-Act process to make decisions on improving equitable school discipline practices. Throughout the guide, examples are also provided from Oregon districts that have made reducing racial disproportionality in school discipline a priority. This guide may be useful for local and state education agency administrators, principals, teachers, coaches, behavior specialists, and educators involved in school discipline policies or practices. A list of supportive school discipline websites and resources can be found in the appendix. (This guide was written with Sho Shigeoka and Erin Lolich.)
Workshop on Survey Methods in Education Research: Facilitator's Guide and Resources. REL 2017-214
Author: Walston, Jill
Date: 2017-04-00
Type: Guides - General
Subjects: Surveys,Research Design,Methods,Educational Research,Focus Groups,Planning,Pretesting,Sampling,Response Rates (Questionnaires),Administration

This Workshop on Survey Methods in Education Research tool consists of a facilitator guide and workshop handouts. The toolkit is intended for use by state or district education leaders and others who want to conduct training on developing and administering surveys. The facilitator guide provides materials related to various phases of the survey development process, including planning a survey, borrowing from existing surveys, writing survey items, pretesting surveys, sampling, survey administration, maximizing response rates, and measuring nonresponse bias. It also contains a section on focus groups (as part of the survey development process or as a supplementary or alternative data collection method). The materials include a sample workshop agenda, presentation handouts, activities, additional resources, and suggestions for adapting these materials to different contexts. The guide and materials were created for workshops conducted by the Regional Educational Laboratory (REL) Midwest. These workshops were developed in response to district and state education leaders in the REL Midwest Region who were interested in building agency capacity to design and conduct high-quality surveys. The following are appended: (1) Resources for the workshop on survey methods in education research; and (2) Glossary of terms and additional resources for the workshop on survey methods in education research.
Michigan's District Focus Gets Traction: Partnership with Comprehensive Centers Provides Momentum
Author: Bailey, Bersheril
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Educational Improvement,Educational Change,Educational Practices,Change Strategies,Strategic Planning,Leadership Effectiveness,Agency Role,Educational Planning,State School District Relationship,Program Implementation,Capacity Building,Educational Administration

Hitching a ride on an automotive metaphor comes easily when Michigan is at the center of the story. After the Michigan Department of Education (MDE) spent a couple years noodling in the design shop about the optimum drivers of school improvement, its education engineers were convinced that the local school district was positioned to shift the process into high gear. How, then, did MDE provide the right fuel and a reliable road map? How did the concept become a test car, and the refined prototype move to mass production? Michigan needed a functional design, and the districts needed an owner's manual. Fortunately, MDE was connected to a trustworthy supply chain for transforming good ideas into practical production. The Great Lakes East Comprehensive Center (GLECC) had been at MDE's side through the noodling, and its affiliated Center on Innovation &amp; Improvement (CII) had injected ideas and possible solutions. In 2009, MDE joined the Academy of Pacesetting States, a consortium of nine State Education Agencies (later expanded to 16) organized by CII and facilitated by GLECC. Over the next two years, the Academy provided MDE with a proving ground to test its school improvement efforts, bounce ideas off other States, and envision more productive models for accelerating student learning. In 2011, Michigan and six other states formed the Academy of Pacesetting Districts (APD), with a design created by CII and with the persistent guidance of GLECC's staff. The purpose of this new Academy was to engage the SEA team with district teams to ramp up the district's support for the improvement of its schools.