ethanporcaro/eric-fulltext-meta huggingface dataset:
Not a Monolith: Recognizing and Championing Asian-American Diversity
Author: Dobson, Ashley
Date: 2018-00-00
Type: Journal Articles
Subjects: Asian American Students,Diversity,Racial Bias,Racial Identification,Affirmative Action,College Admission

Bias--both perceived and real--dictates how Asian-Americans view the college admission process. &quot;The Harvard case&quot; is a lawsuit brought by Students for Fair Admissions Inc. (SFFA). The group, led by conservative legal strategist Edward Blum, sued Harvard in 2014, claiming there was evidence proving bias against Asian-American students in the admission process. The US Department of Justice backed the lawsuit in early September and the case has a chance of making it to the US Supreme Court. If it does, it could be used as a vehicle to rewrite federal law on the use of race as one factor in the college admission process. Asian-Americans are often lumped together as a monolith in the world of college admission but there are so many factors to consider. How many generations a student's family has been in the US, the various languages spoken by Asian-Americans, and the fact that many Asian students are undocumented--it all plays a role.
Youth Activism, Engagement and the Development of New Civic Learning Spaces: Issues about Impact
Author: Davies, Ian
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Activism,Citizenship Education,Universities,Social Sciences,Educational Research,Educational Quality,Youth,Outcomes of Education,Educational Development

Purpose: We develop a positive but critical appreciation of the nature and meaning of impact as current constituted as UK universities prepare for the government-led evaluation of research quality in REF2021. Methodology: We describe and then discuss impact (generally, and then specifically in relation to one recently completed project). That project was funded by the Leverhulme Trust and titled Youth activism, engagement and the development of new civic learning spaces (see:https://www.york.ac.uk/education/research/cresj/researchthemes/ citizenship-education/leverhulmeyouthactivism/). Findings: Currently, there is potential for corporate arguments about impact to have a negative effect on UK universities. It would be preferable to consider impact in relation to general arguments about strengthening societal culture by generating greater respect for knowledge and clarifying its relationship with society; and by knowledge based arguments in that a specific evaluation of impact would allow us to know more about the nature of the research-practice interface.
Developing Cognitive Complexity and Value Pluralism within Prevention Curricula: An Empirical Assessment of the &quot;Living Well with Difference Course&quot; for Secondary Schools in England
Author: Savage, Sara
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Curriculum,Cognitive Processes,Difficulty Level,Critical Thinking,Social Problems,Social Studies,Secondary School Students,Prevention,Values Education,Instructional Effectiveness

Purpose: To promote gains in cognitive complexity (measured by integrative complexity, IC) associated with recognition of validity in others' viewpoints/values, supporting peaceful conflict reduction. Design: Assessment of effectiveness of &quot;Living Well with Difference&quot; (LWWD) course designed to promote critical thinking about contested social issues. LWWD was delivered to 199 secondary school students in England, comprising eight hours of sessions in curriculum time. Findings: Results using Paragraph Completion Tests showed that IC increased in the intervention condition in comparison to the smaller control condition IC gains. Resilience scores did not show significant gain, although it correlated moderately with IC gain. Research Limitations: Unequal numbers of control--intervention groups, non-random school sample, and a moderate amount of missing data are potential limitations. Practical Implications: The discussion explores the possible contribution that LWWD can make to citizenship education and 'deep' critical thinking that engages with emotions and values, complementing prevention curricula in the light of EU recommendations.
Strengthening Native Communities through Higher Education
Author: Neutuch, Eric
Date: 2018-00-00
Type: Journal Articles
Subjects: American Indians,American Indian Education,Tribally Controlled Education,Postsecondary Education,Higher Education,American Indian Students,Tribes,Educational Finance,Access to Education,Culturally Relevant Education,College Bound Students

In the 1960s, the Native American &quot;self-determination&quot; movement crusaded for increased Native sovereignty. The first tribally controlled college, Navajo Community College (later renamed Diné College), was founded in 1968 by the Navajo Nation in rural northeast Arizona, with a mission to sustain traditional Diné culture and to provide higher education offerings inside the Navajo Nation reservation. Prior to the opening of Navajo Community College, the 26,000 square mile Navajo Nation had zero higher education institutions. Since 1968, the number of Tribal Colleges and Universities (TCUs) has grown to 38 institutions in 16 states that enroll nearly 23,000 degree-seeking students and provide community-based services to an additional 107,000 individuals. All TCUs offer associate degree programs, and 15 now offer bachelor's degrees, with five offering master's degrees. Though TCUs educate only a fraction of Native students nationwide, they are, for Native tribes, a key institutional force in Native nation-building and cultural preservation. Curriculum and programs are focused on maintaining and supporting tribal communities economically, socially, and culturally. To supplement federal funding and tuition revenue, TCUs have leveraged philanthropic dollars. The donor-funded American Indian College Fund provides millions in scholarships to needy TCU and non-TCU students. In addition to administering scholarships, the College Fund also sponsors supplemental advising services in collaboration with several TCUs via its Native Pathways to College Program. Services in the Native Pathways program include college readiness outreach to high schoolers, freshman year bridge programs, and transfer advising.
The Multidimensional Structure of Interest
Author: Draijer, Jael
Date: 2020-00-00
Type: Journal Articles
Subjects: Adolescents,Interests,Student Interests,Value Judgment,Participation,Incidence,High School Students,Foreign Countries,Familiarity,Expertise,Educational Environment,Work Environment,Leisure Time,Social Life,Social Influences,Planning,Experience

There is increasing attention for interest as a powerful, complex, and integrative construct, ranging in appearance from entirely momentary states of interest to longer-term interest pursuits. Developmental models have shown how these situational interests can develop into individual interests over time. As such, these models have helped to integrate more or less separate research traditions and focus the attention of the field more on the developmental dynamics. This, however, also raises subsequent questions, one being how development can be understood in terms of interest structure. The developmental models seem to suggest that development occurs roughly along the line of six dimensions, which we summarize as the dimensions of historicity, value, agency, frequency, intensity, and mastery. Using an experience sampling method that was implemented in a smartphone application, we prompted 94 adolescents aged 13 to 16 (60% female) to rate each interest they experienced during two weeks on these six dimensions. A latent profile analysis on 1247 interests showed six distinct multidimensional patterns, indicating both a homogeneous and heterogeneous structure of interest. Four homogeneous patterns were indicated by more or less equal levels on all six dimensions in varying degrees, and contained 86% of the interests. Two heterogeneous patterns were found, describing variations of interest that are interpreted and discussed. These results endorse the complexity of the construct of interest and provide suggestions for identifying different manifestations of interest.
Commentary: Self-Report Is Indispensable to Assess Students&apos; Learning
Author: Pekruna, Reinhard
Date: 2020-00-00
Type: Journal Articles
Subjects: Measurement Techniques,Student Evaluation,Psychological Patterns,Student Motivation,Learning Strategies,Metacognition,Self Management,Test Validity

Self-report is required to assess mental states in nuanced ways. By implication, self-report is indispensable to capture the psychological processes driving human learning, such as learners' emotions, motivation, strategy use, and metacognition. As shown in the contributions to this special issue, self-report related to learning shows convergent and predictive validity, and there are ways to further strengthen its power. However, self-report is limited to assess conscious contents, lacks temporal resolution, and is subject to response sets and memory biases. As such, it needs to be complemented by alternative measures. Future research on self-report should consider not only closed-response quantitative measures but also alternative self-report methodologies, make use of within-person analysis, and investigate the impact of respondents' emotions on processes and outcomes of self-report assessments.
Disentangling Objective Characteristics of Learning Situations from Subjective Perceptions Thereof, Using an Experience Sampling Method Design
Author: Moeller, Julia
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Lecture Method,Student Interests,Comparative Analysis,Student Motivation,Interrater Reliability,Measurement Techniques,Foreign Countries,Teacher Education Programs,Classification,Sampling,Models

This article proposes a study design developed to disentangle the objective characteristics of a learning situation from individuals' subjective perceptions of that situation. The term objective characteristics refers to the agreement across students, whereas subjective perceptions refers to inter-individual heterogeneity. We describe a novel strategy for assessing and disentangling objective situation characteristics and subjective perceptions thereof, propose methods for analysing the resulting data, and illustrate the procedure with an example of a first study using this design to examine situational interest in 155 university students. Situational interest was assessed nine times per weekly lecture with three measurement time points per person and a rotated multi-group schedule. Assessments took place over the course of an entire semester of ten weeks. One of the advantages of the proposed design is that objective group agreements can be disentangled from subjective deviations from the group's average at each of the nine measurement time points per weekly lecture. Furthermore, the proposed design makes it possible to study the development of both subjective and objective parameters across the time span of one weekly lecture and an entire semester, while the burden for each person is kept relatively low with three beeps per lecture.
Experience and Meaning in Small-Group Contexts: Fusing Observational and Self-Report Data to Capture Self and Other Dynamics
Author: Vriesema, Christine Calderon
Date: 2020-00-00
Type: Journal Articles
Subjects: Group Dynamics,Small Group Instruction,Measurement Techniques,Student Experience,Anxiety,Emotional Response,Predictor Variables,Student Motivation,Learning Processes,Mathematics Instruction,Classroom Observation Techniques,Elementary School Students,Grade 3,Grade 5,Coping,Self Management,Learning Readiness,Data Interpretation,Cooperative Learning

Self-report data have contributed to a rich understanding of learning and motivation; yet, self-report measures present challenges to researchers studying students' experiences in small-group contexts. Rather than using self-report data alone, we argue that fusing self-report and observational data can yield a broader understanding of students' small-group dynamics. We provide evidence for this assertion by presenting mixed-methods findings in three sections: (a) self-report data alone; (b) observational data alone; and (c) the fusion of both data sources. We rely on 101 students' self-reported experiences as well as observational (i.e., audio) data of students working in their group (N = 24 groups). In section order, we found that (1) students' self-reported small-group behavior predicted their end-of-study reported anxiety and emotion; (2) coded observational data captured five types of group dynamics that students can engage in; and (3) students' initial group-level characteristics predicted their real-time group dynamics, and observed group regulation activity predicted students' self-reported anxiety, emotion, and regulation moving forward. Thus, while self-report and observational data alone can each increase our understanding of student motivation and learning processes, pursuing both in tandem more effectively captures the give-and-take among students, how these experiences evolve over time, and the personal meanings they can afford.
Social Stories and Visual Supports Interventions for Students at Risk for Emotional and Behavioral Disorders
Author: Zimmerman, Kathleen N.
Date: 2020-08-00
Type: Journal Articles
Subjects: Interpersonal Competence,Story Telling,Students with Disabilities,At Risk Students,Intervention,Visual Stimuli,Student Participation,Behavior Disorders,Emotional Disturbances,Inclusion,Elementary School Students,Early Childhood Education,Kindergarten,Grade 1,Preschool Children,Program Effectiveness

Antecedent interventions are often used preventatively to address engagement, but few studies have evaluated their effectiveness with students at risk for disability. This study evaluated the effectiveness of two commonly recommended antecedent interventions that have limited empirical support for use with students at risk: social stories and visual supports. Both interventions were evaluated separately in the context of two single-case alternating treatments designs across five elementary students at risk for emotional and behavioral disorders. Social stories were not effective for improving students' levels of engagement during targeted activities; visual supports resulted in increases in students' engagement relative to baseline conditions. Future use of visual supports for students at risk should include evaluations of the feasibility of implementation by teaching staff.
Commentary: Measurement and the Study of Motivation and Strategy Use--Determining If and When Self-Report Measures Are Appropriate
Author: Van Meter, Peggy N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Motivation,Learning Strategies,Measurement Techniques,Self Management,Construct Validity,Educational Theories,Data Interpretation

The goal of this special issue is to examine the use of self-report measures in the study of motivation and strategy use. This commentary reviews the articles contained in this special issue to address the primary objective of determining if and when self-report measures contribute to understanding these major constructs involved in self-regulated learning. Guided by three central questions, this review highlights some of the major, emergent themes regarding the use of self-report. The issues addressed include attention to evidence for construct validity, the need to consider broad methodological factors in the collection and interpretation of self-report data, and the innovations made possible by modern tools for administering and analyzing self-report measures. Conclusions forward a set of conditions for the use of self-report measures, which center on the role of theoretically-driven choices in both the selection of self-report measures and analysis of the data these measures generate.
Insufficient Effort Responding in Surveys Assessing Self-Regulated Learning: Nuisance or Fatal Flaw?
Author: Iaconelli, Ryan
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,College Students,Student Attitudes,Validity,Student Behavior,Inferences,Student Surveys,Self Evaluation (Individuals),Reaction Time,Responses,Cutting Scores,Computer Software,Psychometrics

Despite concerns about their validity, self-report surveys remain the primary data collection method in the research of self-regulated learning (SRL). To address some of these concerns, we took a data set comprised of college students' self-reported beliefs and behaviours related to SRL, assessed across three surveys, and examined it for instances of a specific threat to validity, insufficient effort responding (IER; Huang, et al., 2012). Using four validated indicators of IER, we found the rate of IER to vary between 12-16%. Critically, while we found that students characterised as inattentive and attentive differed in some basic descriptive statistics, the inclusion of inattentive students within the data set did not alter more substantial inferences or conclusions drawn from the data. This study provides the first direct examination of the impact of respondents' attention on the validity of SRL data generated from self-report surveys.
It Is All in the &quot;Surv-Eye&quot;: Can Eye Tracking Data Shed Light on the Internal Consistency in Self-Report Questionnaires on Cognitive Processing Strategies?
Author: Chauliac, Margot
Date: 2020-00-00
Type: Journal Articles
Subjects: Eye Movements,Measurement Techniques,Cognitive Processes,Questionnaires,Correlation,Short Term Memory,Undergraduate Students,Student Reaction,Foreign Countries,Task Analysis,Data Use

Although self-report questionnaires are widely used, researchers debate whether responses to these types of questionnaires are valid representations of the respondent's actual thoughts and beliefs. In order to provide more insight into the quality of questionnaire data, we aimed to gain an understanding of the processes that impact the completion of self-report questionnaires. To this end, we explored the process of completing a questionnaire by monitoring the eye tracking data of 70 students in higher education. Specifically, we examined the relation between eye movement measurements and the level of internal consistency demonstrated in the responses to the questionnaire. The results indicated that respondents who look longer at an item do not necessarily have more consistent answering behaviour than respondents with shorter processing times. Our findings indicate that eye tracking serves as a promising tool to gain more insight into the process of completing self-report questionnaires.
Opening the Black Box of Students&apos; Text-Learning Processes: A Process Mining Perspective
Author: Rogiers, Amelie
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Learning Strategies,Protocol Analysis,Research Methodology,Data Analysis,Learning Processes,Information Retrieval,Time,Student Behavior,Incidence,Grade 7,Grade 8,Foreign Countries,Verbal Communication,Prior Learning,Cognitive Processes,Metacognition

The current study uncovers secondary school students' actual use of text-learning strategies during an individual learning task by means of a concurrent self-reported thinking aloud procedure. Think-aloud data of 51 participants with different learning strategy profiles, distinguished based on a retrospective self-report questionnaire (i.e., 15 integrated strategy users, 15 information organizers, 10 mental learners, and 11 limited strategy users), were analysed by means of educational process mining. Both the frequency of students' strategy use, as well as the temporal patterns between these strategies were studied. The process mining results clearly demonstrated differences between the strategy profiles with respect to the frequency of their applied strategies, as well as concerning the temporal sequences wherein strategies were applied throughout the course of students' text-learning process. The added value of combining both retrospective and concurrent self-report measures of students' strategies as well as conducting process mining analysis is discussed.
Peer Selection and Influence: Students&apos; Interest-Driven Sociodigital Participation and Friendship Networks
Author: Li, Shupin
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Networks,Student Interests,Peer Influence,Friendship,Foreign Countries,Early Adolescents,Grade 7,Selection Criteria,Congruence (Psychology),Secondary School Students,Social Media,Internet,Gender Differences

Digital technologies have been increasingly embedded in students' everyday lives. Interest-driven sociodigital participation (ISDP) involves students' pursuit of interests mediated by computers, social media, the internet, and mobile devices' integrated systems. ISDP is likely to intertwine closely with young people's social networks that has been scarcely studied quantitatively. To close this gap, the present paper investigated students' peer selection and influence effects of the intensity of their ISDP and friendship networks. We collected two-wave data by administering a peer nomination to trace students' friendship networks with peers and a self-reported questionnaire to examine students' ISDP. Participants were 100 students in Finland (female: 53%; mean age = 13.48, in grade 7 in the first wave). Through stochastic actor-oriented modelling, the results showed that the students' friendship ties with peers influenced the intensity of their ISDP practices to become more similar. Yet, students did not select peers as friends based on similar intensity levels of ISDP. Utilizing influence effect found in students' ISDP and their peer networks, we suggest that connected learning (Ito et al., 2013) should be promoted to integrate students' informal and formal learning in order to bridge the gap between students' informal interest-related digital practices and formal educational practices.
Variability in Certainty of Self-Reported Interest: Implications for Theory and Research
Author: Durik, Amanda M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Interests,Measurement Techniques,Student Behavior,Student Attitudes,Mathematics,Biology,Astronomy,Psychology,Undergraduate Students,Correlation,Research Methodology

These studies examined self-reported interest, how level of interest is related to reported certainty of interest, and whether certainty helps to clarify the relationship between interest and behavior. This research borrows from research on attitudes showing that attitude certainty helps to clarify the relationship between attitudes and behavior. A pilot study examined the relationship between self-reported interest and certainty of interest within four disciplines (math, psychology, biology, and astronomy). These relationships were replicated in math (Study 1) and psychology (Study 2), and the relationships between interest and behavior were stronger for those with greater certainty. For domains in which participants had sufficient levels of experience and varied levels of interest, curvilinear relationships were found between level of interest and certainty, showing that certainty is higher among individuals who report more extreme (high or low) levels of interest. Moreover, self-reported interest predicted behavior more strongly for those with more certainty in their responses. Discussion surrounds the theoretical and methodological utility of considering certainty of interest alongside measures of self-reported interest.