ethanporcaro/eric-fulltext-meta huggingface dataset:
Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology
Author: Dawes, Molly
Date: 2017-00-00
Type: Reports - Research
Subjects: Victims,Peer Relationship,Grade 5,Peer Influence,Emotional Response,Student School Relationship,Student Adjustment,School Culture,Student Attitudes,Bullying,Elementary School Students

Patterns of adjustment for youth victimized by peers vary depending on whether youth are identified as victims through self-reports, peer-reports, or both. In order to provide more targeted strategies that may help mitigate negative consequences associated with specific victimization groups, more information is needed about how these youth perceive their school ecology (bullying and academic ecology), their feelings of school belonging, and their valuing of school. Based on the convergence of self- and peer-reports of victimization, we identified four victim groups from a sample of students in 5th grade classrooms (N = 1360; 52.8% girls, 53.1% White, 34.6% Black or Hispanic, 12.2% Native American, Asian, or other) using Latent Profile Analysis (LPA): convergent victims (high self- and peer-reports), self-identified victims (high self-, low peer-reports), peer-identified victims (low self-, high peer-reports), and nonvictims (low self- and peer-reports). Convergent victims' perceptions were similar to nonvictims with key differences being convergent victims' greater willingness to protect peers being bullied but lower feelings of school belonging compared to nonvictims. Peer-identified and self-identified victims perceived differences in the bullying and academic ecology including peer-identified victims' greater willingness to protect peers and expectations for more peers to encourage bullying against them compared to self-identified victims. However, both peer- and self-identified victims perceived greater emotional risk of participating in class and had lower feelings of school belonging compared to nonvictims. Implications for supporting youth with divergent self- and peer-reported victimization status as they transition to middle school are discussed. [This paper was published in &quot;Journal of Youth and Adolescence&quot; v46 n11 2017.]
Preparing to Lead: Lessons in Principal Development from High-Performing Education Systems
Author: Jensen, Ben
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Principals,Professional Development,Leadership Training,Administrator Education,Program Effectiveness,Instructional Leadership,Foreign Countries,Change Agents,Educational Change,Action Research,Educational Quality,Academic Achievement

This report focuses on how four high-performing systems of education designed and deliver high-quality leadership development programs for aspiring principals. While these systems have a strategic, system-wide approach that positions programs within the broader continuum of leadership development, this report focuses on programs that prepare aspiring principals for their future roles and responsibilities. It begins with an overview of the latest research in leadership, which is primarily focused on business leadership. It finds that the best business research programs have the same characteristics as school leadership programs in the top-performing countries: they are highly contextualized and engage leaders in addressing real problems. The report finds, in fact, that some education systems can provide leadership development programs that far surpass those for generalist or executive MBAs. The world's highest-performing school systems have all made extensive investments in school leadership development programs, and these provide some insights. Students in Ontario, Singapore, Hong Kong and Shanghai performed, on average, in the global top ten systems for student achievement in mathematics, literacy and science in the Programme for International Student Assessment (PISA) for 2009 and 2012. But these systems have not always been at the top of the world tables. This report shows how these systems now provide high-quality school leadership development programs that: (1) Are tailored to reforms in each specific education system, so that programs vary to deliver the school leadership that each system needs; (2) Design the training as a practical experience under the guidance of expert leaders; and (3) Overcome the pitfalls of both leadership development in other industries and generalist and executive MBA programs. [The analysis presented in this report was conducted by Learning First.]
Breaking down Barriers to Gender Equality and Girls&apos; Education
Author: Global Partnership for Education (GPE)
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Sex Fairness,Womens Education,Inclusion,Barriers,Developing Nations,Elementary Secondary Education,Foreign Countries

Increasing equity, gender equality and inclusion for all is one of the Global Partnership for Education's (GPE's) three goals in GPE 2020, GPE's strategic plan for 2016-2020, and critical to achieving the vision of SDG 4 for education. GPE's Gender Equality Policy and Strategy 2016-2020 provides guidance throughout the period of GPE 2020 and supports governments in developing gender-responsive education sector plans. To break down the barriers to gender equality, GPE: (1) builds the evidence base by helping countries to analyze barriers to gender equality as a basis for gender-responsive sector planning; (2) monitors and analyzes results gender-disaggregated data and supports governments to establish data system to reveal inequalities; (3) funds gender-responsive strategies for girls' education; and (4) invests in global public goods through GPE's new knowledge and information exchange (KIX).
GPE&apos;s Work in Countries Affected by Fragility and Conflict. Policy Brief
Author: Andersen, Jesper
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Refugees,Conflict,Access to Education,Higher Education,Developing Nations,International Organizations,Financial Support,Eligibility,Guidelines,Classification,Resource Allocation,Educational Development,Emergency Programs,Foreign Countries,Out of School Youth,Partnerships in Education

In 2015, one in every two primary aged refugee child was missing out on primary education, and three in every four had no access to secondary education. The five least developed countries in the list of top 10 refugee hosting countries in the world in 2016 were all Global Partnership for Education (GPE) partners: Democratic Republic of Congo (DRC), Ethiopia, Kenya, Pakistan, and Uganda. The GPE is strongly committed to addressing this crisis. GPE 2020, the partnership's new strategic plan, makes support for countries affected by fragility and conflict a focus over the next five years. GPE's support to these countries continues to increase. GPE's approach to countries affected by fragility and conflict begins with the allocation of GPE financing, using an eligibility and allocation framework that places an emphasis on low- and lower-middle-income countries with high levels of out-of-school children. It specifically weights allocations toward countries affected by fragility and conflict. Highlights include: (1) 31 GPE developing countries partners are classified as countries affected by fragility and conflict; (2) 11 transitional education plans were implemented with GPE support between 2012 and December 2017; and (3) 4 countries (Central African Republic, Chad, Somalia and Somaliland, and Yemen) have received accelerated funding, totaling close to US$24 million. GPE has provided a foundation for coordination and dialogue among development and humanitarian actors in countries as diverse as Burundi, Central African Republic, Chad, Somalia, South Sudan and Yemen. Through its &quot;Operational Framework for Effective Support in Fragile and Conflict-affected States,&quot; and its &quot;Guidelines for Accelerated Support in Emergency and Early Recovery Situations,&quot; GPE has successfully promoted coordinated decisions about efficient and best use of resources in crisis settings, such as shifting them to nongovernmental providers for direct service provision during acute crises.
Does Supplemental Instruction Support the Transition from Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?
Author: Baker, Doris Luft
Date: 2015-00-00
Type: Reports - Research
Subjects: Small Group Instruction,Reading Instruction,Grade 1,Elementary School Students,Spanish Speaking,English Language Learners,Reading Difficulties,At Risk Students,Bilingual Education,Language of Instruction,Randomized Controlled Trials,Longitudinal Studies,Comparative Analysis,Conventional Instruction,Pretests Posttests,Skill Development,Reading Skills,Hispanic American Students,Emergent Literacy,Reading Fluency,Reading Tests,Achievement Tests,Standardized Tests,Statistical Analysis

This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were rank-ordered within schools and then randomly assigned to a treatment condition (n = 39) or a comparison condition (n = 39). Students in the treatment condition received instruction on transition elements that supported their transfer of skills from Spanish to English. Students in the comparison condition received Business as Usual instruction from a variety of commercially available programs. Findings indicated that ELs in both conditions made significant gains from pretest to posttest on all reading outcomes even though instruction in the treatment condition focused significantly more on higher order skills (i.e., vocabulary, comprehension, and transition elements) whereas instruction in the comparison condition focused significantly more on lower order skills (i.e., phonics, word work, and sentence reading). Implications for practice and future research are discussed. [This paper was published in &quot;Learning Disability Quarterly&quot; (EJ1119703).]
Early Science Learning with a Virtual Tutor through Multimedia Explanations and Feedback on Spoken Questions
Author: Hautala, Jarkko
Date: 2018-02-22
Type: Reports - Research
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Tutoring,Science Instruction,Grade 1,Elementary School Students,Simulated Environment,Scientific Concepts,Multiple Choice Tests,Feedback (Response),Pretests Posttests,Thinking Skills,Transfer of Training,Concept Formation,Teaching Methods,Teacher Surveys,Student Surveys,Attitude Measures,Multimedia Instruction

The purpose of this pilot study with a within-subject design was to gain a deeper understanding about the promise and restrictions of a virtual tutoring system designed to teach science to first grade students in Finland. Participants were 61 students who received six tutoring science sessions of approximately 20 min each. Sessions consisted of a sequence of narrated multimedia science presentations during which a virtual tutor explained science phenomena displayed in pictures. Narrated science explanations were followed by one or more multiple choice questions with immediate feedback about students' choices and a possible second attempt, during which students reached 97% accuracy. A pretest and posttest was administered to assess students' ability to reason about the science and to transfer knowledge to new contexts. Results indicated significantly greater improvement in the understanding of the science concepts taught during the tutoring sessions, relative to the concepts that were not taught. Results from the surveys administered to teachers and students indicated that the program was well received. Detailed analysis of student error responses provided a deeper understanding about the complex interplay between students' prior knowledge, the way topics were taught in the multimedia lessons, and the way learning was assessed. Findings from the quantitative and qualitative analyses are discussed in the context of designing high quality lessons delivered through a virtual tutoring system. [This is the online version of a paper published in &quot;Education Technology Research and Development&quot; (EJ1171713).]
Using Behavioral Insights to Increase Participation in Social Services Programs: A Case Study. OPRE Report 2018-73
Author: Anzelone, Caitlin
Date: 2018-06-00
Type: Guides - Classroom - Learner
Subjects: Higher Education,Social Services,Attendance,Tax Credits,Adult Education,Design,Barriers,Intervention,Participation,Behavioral Sciences,Behavior,College Students,At Risk Persons,Motivation

This case study is designed to be a teaching guide for graduate and undergraduate students in behavioral science courses, as well as a resource for practitioners curious about this field. It is intended to help readers practice applying a behavioral diagnosis and design methodology to a real-world challenge: increasing attendance at an informational meeting about an earned income tax credit-like benefit for single working adults in New York City. The case study describes the context and the challenge, explains the behavioral diagnosis and design methodology, offers a framework for identifying behavioral barriers and solutions, and leads readers through three practical exercises. Following the exercises, the case study describes the interventions actually tested as part of the Behavioral Interventions to Advance Self-Sufficiency (BIAS) project and reports the results of those tests. The case study concludes with a set of questions for further discussion. The case study aims to teach readers how to: (1) analyze a problem using a behavioral science lens; (2) identify possible reasons the problem is occurring based on research from behavioral science; and (3) develop a behaviorally-informed solution to address the problem.
Treat a Cop Like They Are God: Exploring the Relevance and Utility of Funds of Gang Knowledge among Latino Male Students
Author: Huerta, Adrian H.
Date: 2018-00-00
Type: Reports - Research
Subjects: Males,Hispanic Americans,Juvenile Gangs,Cultural Background,Urban Schools,Interpersonal Relationship,Juvenile Justice,Institutionalized Persons,Correctional Institutions,Teacher Attitudes,High School Students,Disadvantaged,Police Community Relationship,Nontraditional Education,School Culture,Vandalism,Art Expression,Culturally Relevant Education

Latinos represent 20% of the more than 1 million gang-associated youth in the United States. This study explores how gang associated Latino males use their funds of gang knowledge to navigate their urban schools and communities. The findings highlight how Latino males build relationships and exchange information with each other, endure and persevere during juvenile incarceration, how youth interact with law enforcement, and how youth advance their status in gangs. Educators must learn how to anticipate and support gang-associated Latino males to understand their social worlds they bring into schools. [This paper was published in &quot;Urban Education,&quot; Online First edition.]
Fit for a Bayesian: An Evaluation of PPP and DIC for Structural Equation Modeling
Author: Cain, Meghan K.
Date: 2018-00-00
Type: Reports - Research
Subjects: Bayesian Statistics,Structural Equation Models,Monte Carlo Methods,Sample Size,Goodness of Fit,Computer Software,Prediction

Despite its importance to structural equation modeling, model evaluation remains underdeveloped in the Bayesian SEM framework. Posterior predictive p-values (PPP) and deviance information criteria (DIC) are now available in popular software for Bayesian model evaluation, but they remain under-utilized. This is largely due to the lack of recommendations and guidelines for their use. To address this problem, PPP and DIC are evaluated in a series of Monte Carlo simulation studies. The results from these studies show that PPP and DIC are influenced by severity of model misspecification, sample size, model size, and choice of prior. It was also found that the cut-offs PPP&lt;0.10 and [Delta]&gt;7 work best in the conditions and models tested here to maintain false detection rates and misspecified model selection rates, respectively, at 0.05. The recommendations provided in this study will help researchers evaluate their models in a Bayesian SEM analysis, and set the stage for future development and evaluation of PPP, DIC, and other Bayesian SEM fit indices. [This paper was published in &quot;Structural Equation Modeling.&quot;]
Time and Other Considerations in Mediation Design
Author: Cain, Meghan K.
Date: 2018-00-00
Type: Reports - Research
Subjects: Mediation Theory,Case Studies,Longitudinal Studies,Measurement Techniques,Error of Measurement,Simulation,Comparative Analysis,Models,Predictor Variables

This paper serves as a practical guide to mediation design and analysis by evaluating the ability of mediation models to detect a significant mediation effect using limited data. The cross-sectional mediation model, which has been shown to be biased when the mediation is happening over time, is compared to longitudinal mediation models: sequential, dynamic, and cross-lagged panel. These longitudinal mediation models take time into account but bring many problems of their own, such as choosing measurement intervals and number of measurement occasions. Furthermore, researchers with limited resources often cannot collect enough data to fit an appropriate longitudinal mediation model. These issues were addressed using simulations comparing four mediation models each using the same amount of data but with differing numbers of people and time points. The data were generated using multilevel mediation models, with varying data characteristics that may be incorrectly specified in the analysis models. Models were evaluated using power and Type I error rates in detecting a significant indirect path. Multilevel longitudinal mediation analysis performed well in every condition, even in the misspecified conditions. Of the analyses that used limited data, sequential mediation had the best performance and therefore offers a viable second choice when resources are limited. [This paper was published in &quot;Educational and Psychological Measurement.&quot;]
A Systematic Review of Function-Modified Check-In/Check-Out
Author: Klingbeil, David A.
Date: 2018-00-00
Type: Reports - Research
Subjects: Intervention,Student Behavior,Behavior Modification,Positive Behavior Supports,Functional Behavioral Assessment,Behavior Problems,Program Effectiveness,Elementary School Students,Middle School Students,High School Students

Check-in/check-out (CICO) is widely used as a Tier 2 intervention within school-wide positive behavior interventions and supports. Evidence suggests that traditional CICO is primarily effective for students demonstrating problem behavior maintained by adult attention. A growing body of research has investigated function-modified CICO to address behaviors maintained by other consequences. The purpose of this review was to examine the evidence-base for function-modified versions of CICO to identify (a) the procedures used to assess students' behavior function and (b) the types of modifications and additions to CICO that have been empirically evaluated. We systematically reviewed 11 studies that examined the effects of function-based CICO. Researchers determined behavior function using a combination of direct observations and indirect assessments. These methods were more involved than a brief behavior screening. The modifications and additions to traditional CICO included changes that were functionally relevant and functionally independent. Based on the results of this review, more research is needed before function-based CICO can be considered an evidence-based practice. Moreover, the extent to which educators can implement function-based CICO without researcher support is also unknown. The implications of this review are discussed in terms of future research and practice. [This paper was published in the &quot;Journal of Positive Behavior Interventions&quot; 2018.]
Financing School Facilities in California: A 10-Year Perspective. Getting Down to Facts II. Research Brief
Author: Brunner, Eric J.
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Educational Facilities Improvement,School Construction,State Aid,Financial Support,School Districts,Charter Schools,Educational History,State Policy,Elementary Secondary Education,Disadvantaged Schools,School Safety,Expenditure per Student,Income,School District Wealth,Educational Equity (Finance)

Research suggests students learn better in classrooms that are modern, comfortable, and safe, but the age and condition of school facilities varies widely across the state. According to a recent estimate, California school districts need to spend between $3.1 billion and $4.1 billion annually just to maintain their existing facilities. Further, the total amount of facility funding needed for California schools during the next decade for modernization and new construction is expected to be about $117 billion. Meanwhile, many observers raise concerns about the state's current policies related to school facility funding. They cite disparities in school facilities conditions and revenues across districts, and argue that the state's school facilities funding system does not target aid toward districts with the greatest facility needs. This study explains California's approach to financing public school facilities and examines the level and distribution of state and local school facility funding since 2006, including facility funding for charter schools. [This brief summarizes the Getting Down to Facts II technical report, &quot;Financing School Facilities in California: A 10-Year Perspective&quot; (see ED588344).]
Financing School Facilities in California: A Ten-Year Perspective. Getting Down to Facts II. Technical Report
Author: Brunner, Eric J.
Date: 2018-09-00
Type: Reports - Research
Subjects: Educational Facilities,Financial Support,Comparative Analysis,State Aid,School Construction,School Districts,Racial Composition,Ethnic Groups,Charter Schools,Elementary Secondary Education,Educational History,School District Wealth,Income,Disadvantaged,Educational Equity (Finance),Expenditure per Student

This study examines how California's system of school facility finance, and the level and distribution of funding for K-12 school facilities, has changed over the decade since 2006. This report addresses five broad questions related to the way California finances its school facility needs: (1) How has California's system of school facility finance evolved over the last 10 years; (2) How has the level of school facility funding in California changed over time and how does it compare to the level of funding in other states; (3) How is funding for new school construction and modernization distributed across school districts; (4) Are disparities in school facility funding systematically related to school district property wealth, income, the share of disadvantage students and the racial/ethnic composition of school districts; and (5) How has school facility funding for charter schools changed over the last decade and how does facility funding for charter schools in California compare to other states? [For the related research brief, see ED588343.]