ethanporcaro/eric-fulltext-meta huggingface dataset:
Attitude toward Plagiarism among Postgraduate Students of a Medical Institute in South India
Author: Shivanand, Kattimani
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Plagiarism,Medical Education,Foreign Countries,Gender Differences,Computer Use,Internet,Integrity,Instructional Program Divisions

Background: Academic integrity is an essential quality to uplift the standards of higher education and plagiarism destroys it. Aims: This study aimed to explore the attitude toward plagiarism (ATP) and its association with gender, hours of Internet use among postgraduate (PG) students in a tertiary care teaching and research institute in South India. Methods: PG students from different disciplines (N = 383) formed the study participants for cross-sectional study and we used the ATP questionnaire (ATP-Q) that consisted of 29 statements measuring three attitudinal factors: positive, negative attitude, and subjective norms. Participants were given pro forma to fill the ATP-Q and data collected immediately. Results: Female students formed 58.7% of the participants and 41% were in their 1st year of the course. Our study noted that only 19.58% had the attitude that seems to approve plagiarism. Their scores on the questionnaire fell in the low-score category of positive attitude factor, low-score category of subjective norms factor, and high-score category of negative attitude factor. We did not see any association between approving ATP (categorized as Yes or No) with gender or hours of Internet use. However, a significant proportion of students in the 3rd year had approving ATP compared to those in the preceding years (Chi-square (df), p: 18.05(2), &lt;0.001). Participants stated that increasing awareness and training on scientific writing skills as the most common ways to reduce plagiarism. Conclusion: Nearly one-fifth of PG students in the medical college seem to have attitude of approval of plagiarism, with majority having showed mixed ATP. Internet use and gender did not show any association with ATP. Increasing awareness and improving scientific literacy are suggested to minimize plagiarism among PG students in a medical institute.
Accounting for Traumatic Historical Events in Educational Randomized Controlled Trials
Author: Herman, Keith C.
Date: 2022-02-16
Type: Reports - Research
Subjects: Classroom Techniques,African American Teachers,Intervention,African American Students,White Students,Academic Achievement,Trauma,Violence,Race,Middle School Teachers,Middle School Students,Teacher Attitudes,Student Attitudes,Mathematics Teachers,English Teachers,Mental Health,Social Behavior

As an example of how historical events may influence the findings and interpretations of a randomized trial, we use a school-based evaluation of a classroom management program that was conducted in a nearby district before and after the shooting of Michael Brown in Ferguson, Missouri (N = 102 teachers and 1,450 students). The findings suggest that the event differentially affected teacher and student response within and across conditions. Black teachers benefited more from the intervention as evidenced by their independently observed classroom management skills and praise-to-reprimand ratios; however, these effects were minimized or disappeared after the event. Additionally, although the intervention equally benefited the academic achievement of Black and White students before the event, the opportunity gap widened after the event. Implications for the design, analysis, and reporting of findings from randomized controlled trials are discussed. [This is the online version of an article published in &quot;School Psychology Review.&quot;]
Using the Classroom Check-Up Model to Support Implementation of PATHS to PAX
Author: Reinke, Wendy M.
Date: 2012-07-00
Type: Journal Articles
Subjects: Models,Coaching (Performance),Intervention,Classroom Techniques,Social Development,Emotional Development,Student Behavior,Elementary School Teachers,Evidence Based Practice,Program Implementation

The purpose of this paper is to describe the process of adapting the Classroom Check- Up (CCU) coaching model to bolster teacher implementation of a universal evidence-based social-emotional and classroom management intervention, PATHS to PAX. This paper includes a description of the intervention and a rationale for supporting implementation with the CCU coaching model. Findings from a feasibility test and initial pilot study are provided.
The Need for a Diverse Environmental Justice Workforce: Using Applied Research to Understand the Impacts of Harmful Environmental Exposures in Vulnerable and Underserved Communities. Occasional Paper. RTI Press Publication OP-0078-2209
Author: Harrington, James M.
Date: 2022-09-00
Type: Reports - Evaluative
Subjects: Conservation (Environment),Social Justice,Diversity,Labor Force,Research,Disadvantaged,Hazardous Materials,Environmental Influences,Minority Groups,Power Structure,Intervention,Professional Development,Sciences,Careers,STEM Careers,STEM Education,Career Pathways

Protecting all people from the harmful effects of environmental exposures relies on the coordinated efforts of scientific researchers, regulatory agencies, legislators, and the public. Environmental justice addresses the disproportionate impact that harmful environmental exposures have on individuals and communities who are minoritized and marginalized. It has long been known that environmental problems disproportionately impact these groups; however, addressing these problems has been impeded by structural racism and other biases. Developing effective interventions to eliminate these disparities requires a more diverse and inclusive modern workforce produced by a bottom-up approach beginning with education and professional development of the next generation of researchers. The most effective approaches to addressing inequities rely on active input from impacted populations to ensure cultural and social acceptance and adoption of interventions. Credibly pursuing these efforts in a sustainable, inclusive manner will require a concerted shift in workforce demography. One potential strategy to address these workforce disparities features academic-industry partnerships with targeted professional development programs aimed at minoritized and underserved populations. [This paper was supported by strategic funds from the University Collaboration Office at RTI International and North Carolina Central University.]
Success Story: Digital DELLTA--Linking Learning and the Arts
Author: Education Commission of the States, Arts Education Partnership (AEP)
Date: 2017-10-24
Type: Reports - Descriptive
Subjects: Art Education,Partnerships in Education,English Language Learners,Middle School Students,English (Second Language),Second Language Learning

Arts Education Partnership (AEP) partner organizations work to promote high-quality arts learning opportunities that align with college, career and citizenship readiness goals. AEP Success Stories provide detailed information on programs with the potential to be replicated in communities across the country. This Success Story discusses the Digital Developing English Language Literacy Through the Arts (DELLTA) program, which provides arts integration for English Language Learners (ELLs).
Success Story: How Educators Make the Arts Work for Kids in Utah
Author: Education Commission of the States, Arts Education Partnership (AEP)
Date: 2018-09-05
Type: Reports - Descriptive
Subjects: Art Education,Partnerships in Education,Faculty Development,Elementary School Teachers,Federal Aid,Nonprofit Organizations

Arts Education Partnership (AEP) partner organizations work to promote high-quality arts learning opportunities that align with college, career and citizenship readiness goals. AEP Success Stories provide detailed information on programs with the potential to be replicated in communities across the country. This Success Story discusses the Beverley Taylor Sorenson Arts Learning Program (BTSALP), which provides arts-integrated instruction to elementary students, effectively increasing student performance in every subject.
Success Story: Expanding Literacy through Art
Author: Education Commission of the States, Arts Education Partnership (AEP)
Date: 2019-06-25
Type: Reports - Descriptive
Subjects: Art Education,Partnerships in Education,Literacy Education,Elementary School Students,Program Development

Arts Education Partnership (AEP) partner organizations work to promote high-quality arts learning opportunities that align with college, career and citizenship readiness goals. AEP Success Stories provide detailed information on programs with the potential to be replicated in communities across the country. This Success Story discusses Picturing Writing, a multimodal, art-and-literature-based approach to literacy learning used for K-12 students across the U.S. and Canada.
Success Story: Everyday Arts for Special Education
Author: Education Commission of the States, Arts Education Partnership (AEP)
Date: 2018-09-05
Type: Reports - Descriptive
Subjects: Art Education,Special Education,Individualized Education Programs,Art Teachers,Primary Education,Program Descriptions

Arts Education Partnership (AEP) partner organizations work to promote high-quality arts learning opportunities that align with college, career and citizenship readiness goals. AEP Success Stories provide detailed information on programs with the potential to be replicated in communities across the country. This Success Story discusses Everyday Arts for Special Education, an arts-integrated program designed to strengthen student academic and behavioral Individualized Education Program (IEP) goals through social emotional learning, culturally responsive pedagogy, and inclusive and differentiated instruction.
Success Story: Arizona State Arts Proficiency Seal
Author: Education Commission of the States, Arts Education Partnership (AEP)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Art Education,Partnerships in Education,Federal Aid,Program Descriptions,Academic Achievement,Success,Credentials,High School Students,Educational Change

Arts Education Partnership (AEP) partner organizations work to promote high-quality arts learning opportunities that align with college, career and citizenship readiness goals. AEP Success Stories provide detailed information on programs with the potential to be replicated in communities across the country. This Success Story highlights the work of the Arizona Department of Education (ADE) Arts Education Division on the Arizona State Seal of Arts Proficiency, which provides students in the state with a pathway to high-quality, student-driven and sequential arts instruction during their high school years.
Underpaid and Unequal: Racial Wage Disparities in the Early Childhood Workforce
Author: Ullrich, Rebecca
Date: 2016-08-00
Type: Reports - Research
Subjects: Early Childhood Education,Early Childhood Teachers,Child Care,Salary Wage Differentials,Teacher Salaries,Compensation (Remuneration),African American Teachers,Females,Comparable Worth,Teacher Employment Benefits,Racial Discrimination,Educational Finance,Racism,Educational Quality

Experts know that effective teachers are central to quality early care and education. It is no surprise, then, that many quality improvement efforts have focused on increasing education requirements for teachers and bolstering access to professional development and training. However the United States continues to pay most early childhood educators low wages. Preschool teachers and child care workers rank in the bottom 20th percentile for mean annual salaries. Moreover, many teachers lack access to important benefits such as health insurance and paid leave. Furthermore new analyses presented in this report suggest that poor compensation and benefits are felt most acutely by African American women in the early childhood workforce. On average, African American female teachers working full time make 84 cents for every $1 earned by their white counterparts.
Analysis of Counseling Service Model in COVID-19 Pandemic Era: An Innovation and Implementation of Studying from Home Service
Author: Saman, Abdul
Date: 2022-08-00
Type: Journal Articles
Subjects: Counseling Services,Models,COVID-19,Pandemics,School Counseling,Guidance,Distance Education,Junior High School Students,Vocational High Schools,Computer Mediated Communication,Videoconferencing,Innovation,Learning Management Systems,Video Technology,Home Visits,Foreign Countries

The study aims to: (1) get the description of guidance and counseling services in the COVID-19 pandemic era during the studying from home implemented by schools in South Sulawesi; (2) to identify the types of activities related to guidance and counseling services in the COVID-19 pandemic era; and (3) to identify types of counseling service in the COVID-19 pandemic era during study from home implemented by schools in South Sulawesi. The research method is a survey heart distributed and filled in online by 224 guidance and counseling teachers in South Sulawesi teaching at the levels of Junior High School, Senior High School, and Vocational High School. Based on the discussion, it is concluded that: (1) the guidance and counseling service during the COVID-19 pandemic in South Sulawesi was carried out online and offline, and an online guidance and counseling service plan was provided for the COVID-19 pandemic; (2) The guidance and counseling service in COVID-19 pandemic era used applications including WhatsApp and Google meet, and it was generally carried out from school rather than from home. The most frequently used applications were Zoom meetings and Google Classroom. Innovation service like school LMS was also available for guidance and counseling service. Another media was the android-based Cybercounseling because it was more practical and saved the internet data, allowed teachers and students to make short videos in TikTok as guidance and counseling media, and offered guidance and counseling room application; (3) The counseling services were generally carried out by the guidance and counseling teachers by making a media that an operator can control, visiting students' homes, and giving classical and individual guidance and counseling online and offline. The home visit was the most appropriate method because it allowed teachers to identify problems faced by students and consult their parents about the learning progress of their children during learning from home during the COVID-19 pandemic.
The Relationship between Self Leadership and Teachers&apos; Psychological Well-Being
Author: Palak, Ilker
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Well Being,Measures (Individuals),Foreign Countries,Teacher Attitudes,Mental Health,School Districts,Teacher Leadership,Goal Orientation,Metacognition,Teacher Effectiveness,Self Concept,Psychological Patterns,Kindergarten,Preschool Teachers,Elementary School Teachers,High School Teachers,Special Education Teachers,Middle School Teachers,Rewards,Punishment

The aim of the study is to examine the relationship between self-leadership and teachers' psychological well-being. Relational screening model was used in the study. The universe of the research is 2465 teachers working at all levels of public schools in Beykoz district of Istanbul. The sample of the study consists of 337 teachers selected from schools in all levels in Beykoz district of Istanbul, using the simple random method. Within the framework of this research model, according to teachers' perceptions; the relationship between teachers' self-leadership characteristics and their psychological well-being was investigated. Data results of &quot;Self Leadership Scale&quot; and &quot;Psychological Well-Being Scale&quot; were analyzed in IBM SPSS 22.0 program. It was found that the teachers showed the most results in the sub-dimension of &quot;self-observation&quot; and the least in the &quot;self-talk&quot; sub-dimension. In addition, a significant and positive effect was determined according to the results of the regression analysis in the sub-dimensions of goal setting, self-observation, and imagining successful performance. It was determined that there was a significant negative effect in the self-punishment sub-dimension.
Language Delays and Child Depressive Symptoms: The Role of Early Stimulation in the Home
Author: Herman, Keith C.
Date: 2016-05-13
Type: Reports - Research
Subjects: Language Impairments,Delayed Speech,Child Language,Depression (Psychology),Symptoms (Individual Disorders),Family Environment,Stimulation,Elementary School Students,Grade 3,Language Skills,Etiology,Intervention,Prevention,At Risk Students,Longitudinal Studies,Children,Measures (Individuals)

The present study investigated the role of early stimulation in the home and child language delays in the emergence of depressive symptoms. Data were from a longitudinal study of at-risk children in Hawaii (n = 587). Low learning stimulation in the home at age 3 and language delays in first grade both significantly increased risk for child depressive symptoms in third grade. Structural equation modeling supported the hypothesized path models from home learning environment at age 3 to depressive symptoms in third grade controlling for a host of correlated constructs (maternal depression, child temperament, and child internalizing symptoms). Total language skills in the first grade mediated the effect of home learning environment on depressive symptoms. The study and findings fit well with a nurturing environment perspective. Implications for understanding the etiology of child depression and for designing interventions and prevention strategies are discussed. [This is the online version of an article published in &quot;Prevention Science.&quot;]
Five Methods to Score the Teacher Observation of Classroom Adaptation Checklist and to Examine Group Differences
Author: Wang, Ze
Date: 2015-00-00
Type: Journal Articles
Subjects: Scoring,Check Lists,Differences,Comparative Analysis,Statistical Analysis,Maximum Likelihood Statistics,Factor Analysis,Computation,Item Response Theory,Elementary School Teachers,Behavior Rating Scales,Student Behavior,Elementary School Students,Gender Differences,Low Income Groups,Likert Scales

This study compared 5 scoring methods in terms of their statistical assumptions. They were then used to score the Teacher Observation of Classroom Adaptation Checklist, a measure consisting of 3 subscales and 21 Likert-type items. The 5 methods used were (a) sum/average scores of items,(b) latent factor scores with continuous indicators, (c) latent factor scores with ordered categorical indicators using the mean- and variance-adjusted weighted least squares estimation method,(d) latent factor scores with ordered categorical indicators using the full information maximum likelihood estimation method, and (e) multidimensional graded response model using the Bock-Aitkin expectation-maximization estimation procedure. Measurement invariance between gender groups and between free/reduced-price lunch status groups was evaluated with the second, third, fourth, and fifth methods. Group mean differences based on the 5 methods were calculated and compared. [This article was published in &quot;Journal of Experimental Education&quot; (EJ1044746).]
Maps of Selected Items from the 2010-2011 AISD Student Substance Use and Safety Survey: Student Tobacco, Alcohol, and Marijuana Use by Zip Code and Campus of Enrollment. DRE Publication 12.30 MB
Author: Stojakovic, Zoran
Date: 2013-05-00
Type: Reports - Research
Subjects: Maps,School Districts,Drinking,High School Students,Middle School Students,Marijuana,Drug Use,Neighborhoods,Campuses,Smoking,Student Surveys,Safety

The maps show AISD student substance use survey responses from 2010-2011 in the neighborhood and campus contexts. This visual representation reveals moderate concentration of alcohol use in high schools as well as marijuana use on the middle school level.
Maps of Student Residential Mobility 2010-2011. DRE Publication 12.52 MB
Author: Stojakovic, Zoran
Date: 2014-02-00
Type: Reports - Research
Subjects: Maps,Student Mobility,School Districts,Place of Residence,Neighborhoods,Economically Disadvantaged,Attendance

The maps are part of a larger project developed to understand students' mobility. They represent specific areas within Austin Independent School District (AISD) that have high and low levels of student residential mobility, and are used as a visual tool for understanding which areas are most affected by residential mobility.
Measuring Everyday Life: Talking about Research and Why It Matters. RTI Press Publication No. BK-0025-2201
Author: Southwell, Brian G., Ed.
Date: 2022-00-00
Type: Books
Subjects: Research,Measurement,Social Science Research,Communication (Thought Transfer),Community Involvement,Justice,Health,Well Being,Transportation,Sciences,Conservation (Environment),Medicine,Technology,Geography,Disadvantaged,Violence,Education,Mass Media Use,Futures (of Society)

Why do people act as they do? How can we improve our health and well-being? What can the past tell us about our future? Research can help us address such questions, but the journey to finding answers can be challenging and full of adventure. Curated from interviews featured on the public radio show, &quot;The Measure of Everyday Life,&quot; this collection reveals ways that we can ask useful questions. The book also offers insights from behind the scenes of social science research, communication campaigns and interventions, and community engagement projects. A wide range of audiences--including anyone interested in applying academic research to practical projects, new graduate students, and undergraduate students learning about research--should find useful material in the collection.
DELTA Credit Recovery Program Promotion and Graduation Outcomes, 2019-2020. Publication 20.17
Author: Orr, Aline
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Credits,Graduation Rate,High School Graduates,Outcomes of Education,Program Effectiveness,Comparative Analysis,School Districts,Grade 9,Grade 10,Grade 11,Grade 12,African American Students,Asian American Students,Hispanic American Students,White Students,Economically Disadvantaged,English Language Learners,Special Education,Dropout Prevention

This report summarizes grade-level promotion and graduation outcomes for 2,163 Austin Independent School District (AISD) students who participated in the DELTA Program in 2019-2020. Seventy-four percent of DELTA students in 9th through 11th grades were promoted to the next grade level and of the DELTA students in 12th grade, 83% graduated from high school. [For the 2018-2019 report, see ED626003.]
DELTA Credit Recovery Program, Promotion and Graduation Outcomes, 2018-2019. Publication 19.12
Author: Orr, Aline
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: School Districts,Student Characteristics,Graduation Rate,High School Students,Grade 9,Grade 10,Grade 11,Grade 12,High School Graduates,Credits,English Language Learners,Special Education,Economically Disadvantaged,White Students,African American Students,Asian American Students,Hispanic American Students,Outcomes of Education,Program Effectiveness,Dropout Prevention

This report summarizes grade-level promotion and graduation outcomes for 2,646 Austin Independent School District (AISD) students who participated in the DELTA Program in 2018-2019. Seventy-one percent of DELTA students in 9th through 11th grades were promoted to the next grade level and of the DELTA students in 12th grade, 85% graduated from high school.