ethanporcaro/eric-fulltext-meta huggingface dataset:
School-Connect Summary Report: School-Connect Intervention and Impact on High School Students&apos; Discipline Referrals and Academic Outcomes. Publication 15.26RB
Author: Lamb, Lindsay M.
Date: 2016-03-00
Type: Reports - Research
Subjects: High School Students,Discipline,Referral,Academic Achievement,Intervention,Program Effectiveness,Grades (Scholastic),Attendance Patterns,Prevention,Behavior Change,Transitional Programs,Middle Schools,High Schools,Data

This report summarizes findings presented in &quot;School-Connect Intervention on High School Students' Discipline Referrals and Academic Outcomes&quot; (Hutson, Beland, &amp; Douglass, 2016). To frame their evaluation of the effectiveness of School-Connect in Austin Independent School District (AISD), Hutson et al. (2016) addressed three key research questions: (1) Did students participating in School-Connect receive fewer disciplinary referrals over time than did matched non-participating students?; (2) Did students participating in School-Connect receive higher grades and higher passing rates over time than did matched non-participating students?; and (3) Did students participating in School-Connect have better attendance over time than did matched non-participating students?
Uncovering the Sources of Gender Wage Gaps among Teachers: The Role of Compensation off the Salary Schedule. EdWorkingPaper No. 23-737
Author: Quintero, Diana
Date: 2023-02-00
Type: Reports - Research
Subjects: Teacher Salaries,Salary Wage Differentials,Gender Differences,Faculty Workload,Principals,Public School Teachers,Policy

Public teacher compensation is largely determined by fixed salary schedules that were designed to avoid payment inequalities based on demographic characteristics. Yet, recent research shows female teachers earn less than their male peers after controlling for experience, education, and school characteristics. Building on this literature, this paper examines teacher salaries to provide empirical evidence of the extent of gender wage gaps in the teaching profession and the sources of those gaps. Using data from two waves of the National Teacher and Principal Survey, we show that on average male teachers have an advantage of over $700 in base pay and of $1,500 in supplemental compensation, compared to female teachers with similar characteristics and in similar contexts. Additionally, our estimations indicate that male teachers are both more likely to take on extra duties and receive compensation for those activities than female teachers, and the gap increases when schools have a male principal. Finally, an analysis of wage gaps across collective bargaining contexts suggests that wage gaps are positive for both base pay and extra duties, though the magnitudes of each vary across different CBA contexts. Our results provide insight into teacher compensation policies.
Teaching, Empowering, Leading and Learning (TELL) AISD Survey: Results for 2011 through 2016. Publication 15.29
Author: Schmitt, Lisa
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Educational Environment,Work Environment,Academic Achievement,Faculty Mobility,Teacher Persistence,School Districts,Empowerment,Instructional Leadership,Teacher Attitudes,School Personnel,Administrator Attitudes,Elementary Secondary Education,Principals,Teacher Leadership,Faculty Development,Communities of Practice,Educational Facilities,Educational Resources,Teacher Administrator Relationship,Teaching Methods,Trust (Psychology)

The Teaching, Empowering, Leading and Learning (TELL) AISD Survey gathers information about school conditions from the educators working in schools. TELL obtains perceptions on a variety of issues related to student achievement and staff retention. In 2016, 5,309 AISD teachers (91%) and 3,092 other campus employees completed the survey. This full report summarizes results. A separate executive summary report also was published. [For the executive summary, see ED626942.]
Teaching, Empowering, Leading and Learning (TELL) AISD Survey: Results for 2011 through 2016. Publication 15.29ES
Author: Schmitt, Lisa
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Environment,Teacher Attitudes,Teaching Conditions,Academic Achievement,Faculty Mobility,Teacher Persistence,School Surveys,Principals,Administrator Attitudes,Trust (Psychology),Decision Making,Faculty Development,Educational Resources,Instructional Leadership,Empowerment,Middle Schools,High Schools

The Teaching, Empowering, Leading and Learning (TELL) AISD Survey gathers information about school conditions from the educators working in schools. TELL obtains perceptions on a variety of issues related to student achievement and staff retention. In 2016, 5,309 AISD teachers (91%) and 3,092 other campus employees completed the survey. This is the executive summary of the full report (published separately). [For the full report, see ED626941.]
Training Preferences of Adult Learners in Online Learning Environments: Distance Learning Gate
Author: Sahin, Muhittin
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Electronic Learning,Distance Education,Independent Study,Classroom Environment,Government Employees,Foreign Countries,Video Technology

Adults are independent learners and are expected to direct their own learning. Nowadays, there are many MOOC platforms preferred by adult learners. Many states have adapted to these developments and established an online learning platform in order to carry out the training and development activities of civil servants. The Presidency of the Republic of Türkiye Human Resources Office has established the Distance Learning Gate (DLG) platform in order to carry out educational activities. In this study, learning preferences of adult learners were determined in order to improve the relevant online learning environment and to structure appropriate trainings for public personnel. For this purpose, the training preferences of adult learners were determined according to their title groups and education levels. The participants of the research consisted of 4864 civil servants who received training from the DLG platform. According to the results, it was determined that adult learners preferred personal development training the most and professional development training in the last place. It is seen that the servants in the service title group that watched the most training in all categories according to the title groups. It is seen that the groups that received the least education are the senior manager and manager title group. On the other hand, it has been determined that the number of adult learners' training and the education categories differ according to the education level. According to the findings, it is seen that those who watched the most education are adults at the compulsory primary education level, while those who watched the least education are those who are at the graduate level. This research includes the first phase of a series of research and a design-based research. As a first step, the training preferences of adult learners were determined. In the next stage, a recommendation system will be integrated into the DLG platform based on the determined profiles.
Effectiveness of Community-Based Early Intervention for Children with Autism Spectrum Disorder: A Meta-Analysis
Author: Nahmias, Allison S.
Date: 2019-00-00
Type: Information Analyses
Subjects: Early Intervention,Autism Spectrum Disorders,Children,Community Programs,Program Effectiveness,Child Development,Cognitive Development,Communication Skills,Interpersonal Competence

Background: Research trials of early intervention (EI) programs for children with autism spectrum disorder (ASD) generally demonstrate medium-to-large gains, on average, compared with &quot;treatment as usual,&quot; in different developmental domains. Almost all children with ASD receive their treatment through community-based services, however, and studies suggest that evidence-based interventions rarely make their way into community practice. Understanding the effectiveness of community-based EI and factors associated with these effects is the first step in developing strategies for wide-scale implementation of effective EI. Methods: Studies of community-based EI for children with ASD were identified through a systematic search. Changes in cognitive, communication, social, and adaptive functioning from pre-treatment to post-treatment were assessed using standardized mean gain scores. Effect sizes were estimated using random effects models. Moderators of interest included type of community EI program, year of publication, intervention duration, and sample selection. Moderator effects were assessed using analysis of variance of mixed-effects models and meta-regression analyses. Results: Forty-six groups from 33 studies met inclusion criteria (1713 participants, mean age 37.4 months, 81.1% male). There were small but statistically significant gains in each of the four domains. Hedges's g ranged from 0.21 for adaptive behavior to 0.32 for communication outcomes, after removing outliers and correcting for publication bias. EI programs associated with universities and hospitals were superior, on average, to other community EI programs for cognitive and adaptive behavior outcomes. Intervention duration was negatively associated with effect sizes for communication and adaptive behavior outcomes. Conclusions: These results indicate that there remains a large gap between outcomes observed in community settings and those reported in efficacy trials. [This paper was published in &quot;Journal of Child Psychology and Psychiatry&quot; v60 p1200-1209 2019.]
Learning System Using Cross Reality Technique for Physical Electronic Circuit Construction and Virtual Mid-Air Operations
Author: Takemura, Atsushi
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Science Education,Technology Education,Electronic Equipment,Science Experiments,Educational Technology,Electronic Learning,Program Effectiveness,Motion,Tactual Perception,Stimuli,Undergraduate Students,College Science,Foreign Countries

Science and technology education necessitates teaching and learning experiments involving electronic circuit construction and measurements using experimental equipment. In this study, a novel cross reality system for learning physical circuit construction and performing virtual experiments using virtual experimental equipment with mid-air haptics is proposed. The proposed system possesses a technical novelty that enables a learner to operate virtual equipment with the same motions of his hand and fingers as the operations of the real equipment. An evaluation test using 150 patterns of virtual experiments verified the proposed system's effectiveness.
Learning Analytics Based Interventions: A Systematic Review of Experimental Studies
Author: Tepgeç, Mustafa
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Analytics,Intervention,Meta Analysis,Learning Management Systems,Instructional Effectiveness,Outcomes of Education,Learning Motivation,Learner Engagement,Kindergarten,Elementary Secondary Education,Research Reports

Learning analytics includes interventions that will support learning and improve learning environments. Despite the fact that learning analytics is a promising field of study, the lack of empirical evidence on the effects of learning analytics-based interventions has been widely addressed in recent years. In this context, insights validated by experimental studies may play a crucial role. Therefore, there is a need for a report describing the methodological aspects and effects of current experimental interventions based on learning analytics. This systematic review provides an in-depth examination of learning analytics research that reports experimental findings to evaluate learning analytics-based interventions. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 protocol provided the basis for the work of this systematic review. This review contained 52 papers that met the inclusion and exclusion criteria. The results show that student-facing dashboards are the most common learning analytics-based intervention. Evidence from how user data is handled for interventions demonstrates that the most common method is the distillation of data for human judgment. This study confirms that a significant proportion of experimental studies employing learning analytics interventions have demonstrated significant effects on learning outcomes. The effectiveness of learning analytics-based interventions is also addressed in this review in terms of motivation, engagement, and system usage behaviors. The findings of this study will contribute to the literature in terms of describing the experimentally validated findings of learning analytics-based interventions in depth.
A Memory Palace for Brain Anatomy and Function Represented in Virtual Reality
Author: Blais, Ludivine
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Brain Hemisphere Functions,Memory,Learning Processes,Mnemonics,Computer Simulation,Web Based Instruction,Teaching Methods,Neurosciences

Memory palaces are effective tools for learning vast amounts of information in a canonical order using mnemonics. However, our review of the literature revealed a lack of implementation and user study of memory palace in Virtual Reality (VR) for neuroscience education. VR technology enables us to build highly interactive virtual learning spaces that are engaging and interesting. As a result, we implemented a web-based version of VR (known as WebXR) to help students about brain regions for the first time including the name, function, and location of each brain part.
Learning and Teaching Computational Thinking: A Cross-Disciplinary, Collaborative, User-Centered Design Model
Author: Moallem, Mahnaz
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Computation,Thinking Skills,Computer Science Education,Instructional Design,Independent Study,Individualized Instruction,Preservice Teachers,Teaching Methods,Curriculum Development,Credentials,User Needs (Information),Interdisciplinary Approach

The paper shares the results of the process of forming a cross-disciplinary collaborative team and using a user-centered design framework to co-create a self-directed, self-paced, personalized, flexible learning environment as an alternative approach to preparing PK-8 preservice teachers to teach computational thinking. It is part of a larger project that attempts to respond to the need to create a computer science curriculum within a credentialing learning environment.
Student Practice Opportunities in Core Mathematics Instruction: Exploring for a Goldilocks Effect for Kindergartners with Mathematics Difficulties
Author: Doabler, Christian T.
Date: 2019-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Kindergarten,Young Children,Mathematics Achievement,Drills (Practice),Direct Instruction,Core Curriculum,Learning Problems

Opportunities for practice play a critical role in learning complex behaviors. In the context of explicit mathematics instruction, practice facilitates systematic opportunities for students with mathematics difficulties (MD) to learn new mathematics content and apply such knowledge and skills to novel mathematics problems. This study explored whether there is an optimal amount of student practice that teachers should provide in core mathematics instruction to maximize the mathematics achievement of kindergarten students with MD, a so called &quot;Goldilocks effect,&quot; as opposed to simply &quot;more is better.&quot; Results from observation data collected in a large-scale efficacy trial supported the latter rather than the former. Specifically, we found that three individual practice opportunities for every explicit teacher demonstration of mathematical content was associated with increased mathematics achievement for students with MD relative to fewer practice opportunities. Implications for facilitating frequent student practice opportunities during core mathematics instruction and designing professional development for teachers who work with students with MD are discussed. [This paper was published in &quot;Journal of Learning Disabilities&quot; v52 n3 p271-283 May-Jun 2019 (EJ1211061).]
Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students with Mathematics Difficulties?
Author: Doabler, Christian T.
Date: 2019-06-00
Type: Reports - Research
Subjects: Mathematics Instruction,Outcomes of Education,Mathematics Skills,Mathematics Achievement,Kindergarten,Young Children,Instructional Design,Mathematical Concepts,Teaching Methods,Learning Activities,Feedback (Response)

A growing body of research suggests that the effects of core mathematics instruction on student mathematics outcomes may not be uniform across different skill levels in mathematics. This study investigated the extent to which observed components of explicit mathematics instruction explained why students' initial mathematics achievement was previously found to moderate the treatment impact of an empirically validated, core kindergarten mathematics program. Instructional components examined were: (1) teacher demonstrations and explanations of mathematical concepts; (2) group and individual student practice opportunities; and (3) teacher-delivered academic feedback. Findings suggest that the rate in which teachers facilitated individual student practice opportunities during core mathematics instruction explained the program's differential effectiveness. Implications in terms of differentiating practice opportunities for at-risk learners and utilizing classroom observation data to test potential mediating variables of academic interventions are discussed. [This paper was published in &quot;Assessment for Effective Intervention&quot; v44 n3 p197-211 Jun 2019.]
Investigating the Longitudinal Effects of a Core Mathematics Program on Evidence-Based Teaching Practices in Mathematics
Author: Doabler, Christian T.
Date: 2018-08-00
Type: Reports - Research
Subjects: Core Curriculum,Evidence Based Practice,Longitudinal Studies,Mathematics Instruction,Kindergarten,Teaching Models,Educational Opportunities,Feedback (Response),Program Implementation,Teaching Methods,Educational Practices,Control Groups,Experimental Groups,Classroom Observation Techniques,Teacher Student Relationship,Statistical Analysis,Goodness of Fit,Predictor Variables

Accumulating research has established explicit mathematics instruction as an evidence-based teaching practice. This study utilized observation data from a multi-year efficacy trial to examine the longitudinal effect of a core kindergarten mathematics program on the use of explicit mathematics instruction among two distinct groups of teachers: one group that used standard practices in Year-1 of the efficacy trial and the core program in Year-2, and a second group that used the core program in both years. Targeted teaching practices consisted of teacher models, student practice opportunities, and teacher-provided academic feedback. Implementation of the program in Year-2 was found to increase the mean rates of teaching practices of teachers who used standard teaching practices in Year-1. Effect sizes are also suggestive of a positive impact of a second year of implementation with the core program. Implications for designing explicit mathematics programs and investigating evidence-based practices in future research are discussed. [This paper was published in &quot;Learning Disability Quarterly&quot; v41 n3 p144-158 Aug 2018 (EJ1185339).]
Social and Emotional Learning: Implementation and Program Outcomes, 2010-2011 through 2014-2015. Publication Number 14.138
Author: Lamb, Lindsay M.
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: Social Emotional Learning,Program Implementation,Program Effectiveness,Academic Achievement,Elementary Secondary Education,Educational Environment,School Safety,Bullying,Predictor Variables,Discipline,Attendance,School Personnel,Faculty Development,Peace,Principals,Administrator Role,Coaching (Performance),Needs

This report describes campus effects of AISD's Social and Emotional Learning (SEL) program from the year prior to SEL implementation (i.e., 2010-2011 when available) through 2014-2015. Analyses also examine which SEL outcome measures were related to SEL implementation ratings. Separate executive summary report and supplemental report were published. [For the executive summary, see ED626961. For the supplemental report, see ED626962.]
Social and Emotional Learning--Executive Summary: Implementation and Program Outcomes, 2010-2011 through 2014-2015. Publication 14.138ES
Author: Lamb, Lindsay M.
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Program Implementation,Program Effectiveness,Academic Achievement,Elementary Secondary Education,Educational Environment,School Safety,Bullying,Predictor Variables,Discipline,Attendance,School Personnel,Faculty Development,Peace,Principals,Administrator Role,Coaching (Performance),Needs

This executive summary provides highlights from the full report (published separately) that describes campus effects of AISD's Social and Emotional Learning (SEL) program from the year prior to SEL implementation (i.e., 2010-2011 when available) through 2014-2015. Analyses also examine which SEL outcome measures were related to SEL implementation ratings. A separate supplemental research brief report also was published. [For the full report, see ED626960. For the supplemental report, see ED626962.]
SEL Update: 2010-2011 through 2014-2015. Publication 14.138RB
Author: Lamb, Lindsay M.
Date: 2016-01-00
Type: Reports - Evaluative
Subjects: Social Emotional Learning,Program Implementation,Program Effectiveness,Academic Achievement,Elementary Secondary Education,Educational Environment,School Safety,Bullying,Predictor Variables,Discipline,Attendance,School Personnel,Faculty Development,Peace,Principals,Administrator Role,Coaching (Performance),Needs

This supplemental report provides information from the full report (published separately) that describes campus effects of AISD's Social and Emotional Learning (SEL) program from the year prior to SEL implementation (i.e., 2010-2011 when available) through 2014-2015. Analyses also examine which SEL outcome measures were related to SEL implementation ratings. A separate executive summary report also was published. [For the full report, see ED626960. For the executive summary, see ED626961.]
Social and Emotional Learning: Key Outcomes, 2010-2011 through 2014-2015. Publication Number 14.139
Author: Lamb, Lindsay M.
Date: 2016-01-00
Type: Reports - Evaluative
Subjects: Social Emotional Learning,Program Implementation,Program Effectiveness,Academic Achievement,Elementary Secondary Education,Educational Environment,School Safety,Bullying,Predictor Variables,Discipline,Attendance,School Personnel,Principals,Administrator Role,Coaching (Performance),Grade 3,Teacher Attitudes,Student Attitudes

This report analyzes the effects of the Social and Emotional Learning (SEL) program on outcomes of interest over time. Data are analyzed based on school longevity in SEL. A separate executive summary also was published. [For the executive summary, see ED626964.]
Social and Emotional Learning--Executive Summary: Key Outcomes, 2010-2011 through 2014-2015. Publication 14.139ES
Author: Lamb, Lindsay M.
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Program Implementation,Program Effectiveness,Academic Achievement,Elementary Secondary Education,Educational Environment,School Safety,Bullying,Predictor Variables,Discipline,Attendance,School Personnel,Principals,Administrator Role,Coaching (Performance),Grade 3,Teacher Attitudes,Student Attitudes

This executive summary provides highlights from the full report (published separately) that summarizes analyses of the effects of the Social and Emotional Learning (SEL) program on outcomes of interest over time. Data are analyzed based on school longevity in SEL. [For the full report, see ED626963.]