ethanporcaro/eric-fulltext-meta huggingface dataset:
IDRA Newsletter. Volume 47, No. 3
Author: Goodman, Christie L., Ed.
Date: 2020-03-00
Type: Collected Works - Serial
Subjects: Census Figures,Immigrants,Undocumented Immigrants,State Government,Government Role,Resource Allocation,Educational Finance,Federal Aid,Budgets,Financial Support,Elementary Secondary Education,Educational Legislation,Federal Legislation,Postsecondary Education,Federal Programs,Educational Vouchers,Tax Credits,School Role

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;The Census Effect.&quot; Contents include: (1) The 2020 Census is Here -- Schools Should be Active (Bricio Vasquez); (2) President's Proposed Federal Budget Would Cut Education Funding and Programs (Morgan Craven); (3) Watching the Courts as They Consider the Next Voucher Case (Morgan Craven); and (4) What Schools Can Do for the 2020 Census Effort.
Rethinking Policy and Practice for STEM Education: New Hispanic Perspectives
Author: Hispanic Association of Colleges and Universities (HACU)
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: STEM Education,Hispanic American Students,Informal Education,Preschool Education,Kindergarten,Elementary Secondary Education,Community Colleges,Universities,Graduate Study,Labor Force,Educational Equity (Finance),Mentors,Role Models,Disproportionate Representation,School Readiness,English Language Learners,School Counseling,Articulation (Education),Recruitment,Ethnic Diversity,Low Income Students,Public Schools,Scientific Research,Educational Practices,Educational Policy,Leadership

With the assistance of the National Science Foundation, the Hispanic Association of Colleges and Universities (HACU) convened a STEM Task Force, a diverse panel of scientists and university administrators, to help develop a set of recommendations on both policy changes and high-impact practices to improve the participation and success rates of Hispanics in science, technology, engineering, and mathematics (STEM) fields. Hispanics continue to be underrepresented in STEM fields, both in undergraduate and graduate studies and in professional STEM careers. Hispanics make up 16 percent of the overall U.S. labor market and are expected to account for one out of every two new workers entering the workforce by 2025; 66,000 are turning 18 every month. The U.S. Census Bureau projects that Hispanic demographic growth in the U.S. will continue throughout this century, the persistent under-representation of Hispanics in STEM poses a serious challenge for an economy (and on national security) increasingly dependent on innovation in science and technology. This report sums up a comprehensive review of STEM education as it relates to Hispanics, one of the nation's fastest growing populations. A series of policy and practice recommendations are offered to provide stakeholders with strategies that can guide innovation and pedagogy from pre-kindergarten through graduate education.
Innovative Strategies to Close Postsecondary Attainment Gaps: Building Collaborative Partnerships through the Stakeholder Engagement Process
Author: Quintanilla, Andrés
Date: 2020-03-00
Type: Guides - Non-Classroom
Subjects: Postsecondary Education,Educational Attainment,Partnerships in Education,Hispanic Americans,Stakeholders,School Community Relationship,Adult Education,Enrollment Trends,High School Graduates,College Graduates,Graduation Rate,Low Income Groups,At Risk Students,Networks,School Business Relationship,Educational Needs,Community Involvement,Family Involvement,Elementary Secondary Education

Community. Collaboration. Co-creation. These are the three principles that the Community Engagement Coalition (CEC) has applied for more than ten years to tackle myriad community-wide challenges. A partnership of several coalitions in the southeast Indiana region, the CEC understands that increased rates of postsecondary completion benefit not only the individual who earns the degree but the community as a whole. To promote postsecondary educational attainment, the partnership developed a unique framework known as the Stakeholder Engagement Process to build education-to-career pathways for all. Through this framework, the CEC has cultivated a strong talent pool and is supporting regional prosperity. This guidebook describes exactly how the collaborative process works in practice, highlighting how the process improved outcomes for Latinx residents in southeast Indiana. Building Collaborative Partnerships through the Stakeholder Engagement Process includes the Stakeholder Equity Assessment Tool for use by other communities interested in forming similar collaboration. To develop this guidebook, IHEP interviewed key representatives from the regional Community Engagement Coalition, the Economic Opportunities through Education (EcO) Network, and CivicLab, to learn how they created and are employing the Stakeholder Engagement Process to promote increased degree attainment and sustain a 21st-century workforce. When the collaboration began in 2010, only 27 percent of local adults between the ages of 25 and 64 had earned at least an associate degree. Today, that figure is 33 percent. Latinx enrollment in adult education programs increased by 22 percent between 2016 and 2017 alone and the gap in high school graduation rates had dropped from 16.6 to 3.5 percent over an 11-year period. This profile and interactive tool are part of the &quot;Innovative Strategies to Close Postsecondary Attainment Gaps&quot; series, as part of IHEP's work with Lumina Foundation's Talent Hubs.
The Self in Self-Regulated Writing of Fourth to Ninth Graders with Dysgraphia
Author: Dunn, Michael
Date: 2020-00-00
Type: Reports - Research
Subjects: Learning Disabilities,Writing Skills,Writing Instruction,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Elementary School Students,Secondary School Students,Writing (Composition),Predictor Variables,Writing Difficulties,Self Concept,Self Control,Attention,Writing Assignments,Handwriting,Autobiographies,Identification (Psychology),Achievement Tests

Dysgraphia, a specific learning disability, impairs legible and automatic letter production by hand, which can interfere with written composing. The goal of the current study was not to investigate effective methods for teaching self-regulated writing to students with dysgraphia, but rather to investigate their self that is involved in their self-regulated writing. Students with dysgraphia in grades 4 to 9 (17 males; 3 females, M = 139.44 months, SD = 12.15) composed six personal narratives about themselves and their relationships with others. Five indicators of self/self-others, informed by Theory of Mind, were coded in the six personal narratives. They also completed normed measures of self-regulation of attention and of written composing. Correlations identified which coded indicators of self/self-others and which measures of attention regulation were significantly related to the same written composing measure to be used as predictors in multiple regressions. Results showed that coded quality of Text Organization (Self Schema in Personal Story) for &quot;My Life Before the School Years&quot; as first predictor AND either Focused or Switching Attention as second predictor jointly accounted for significant variance and each predictor explained unique variance in writing fluency (timed composing). Implications of findings for educational practice and future research are discussed. [This is the online first version of an article published in &quot;International Journal of School &amp; Educational Psychology&quot; (ISSN 2168-3603).]
Methodological Approaches for Impact Evaluation in Educational Settings
Author: Anglin, K. L.
Date: 2020-00-00
Type: Reference Materials - Bibliographies
Subjects: Causal Models,Statistical Inference,Intervention,Program Evaluation,Research Design,Randomized Controlled Trials,Regression (Statistics),Probability,Scores

This article reviews important statistical methods for estimating the impact of interventions on outcomes in education settings, particularly programs that are implemented in field, rather than laboratory, settings. We begin by describing the causal inference challenge for evaluating program effects. Then four research designs are discussed that may be used for estimating program impacts. The article highlights what the Campbell tradition identifies as the strongest causal research designs: the randomized experiment and the regression-discontinuity designs. These approaches have the advantage of transparent assumptions for yielding causal effects. The article then discusses weaker but more commonly used approaches estimating effects, including the interrupted time series and the non-equivalent comparison group designs. For the interrupted time series design, differences-in-differences are discussed as a more generalized approach to time series methods; for non-equivalent comparison group designs, the article highlights propensity score matching as a method for creating statistically equivalent groups on the basis of observed covariates. For each research design, references are included that discuss the underlying theory and logic of the method, exemplars of the approach in field settings, and recent methodological extensions to the design. The article concludes with a discussion of practical considerations for evaluating interventions in field settings, including the external validity of estimated effects from impact studies. [This paper was published in &quot;Oxford Bibliographies&quot; 2020.]
Structural Equation Analysis of Dental School Related Stress Factors
Author: Bulut, Ayse
Date: 2020-05-00
Type: Journal Articles
Subjects: Stress Variables,Dental Schools,Well Being,Medical Education,Foreign Countries,Self Efficacy,Time,Student Responsibility,Tests,Costs,Difficulty Level,Premedical Students

Stress has been an important topic that has been interest of many researchers for decades. It has proven to have several negative effects on well-being as well as having vital effects on health. Also it effects students' academic success in dental schools which are known to be highly stressful environments due to complicated theoretical knowledge and clinical competencies. Dental Stress Questionnaire was used as a measurement tool in our study and was distributed to all dentistry students in the Dental School. Main aim of this study is find relationship between years of study with stress factors and to introduce a Dental Clinic Model. A detailed literature review was delivered where some studies are found to support our research study and some of these were found to have contradicting results. IBM SPSS Statistics 25, IBM SPSS AMOS 26.0 are used for data analysis. The structural equation model of the Dental Stress Model shows a perfect fit (CFI&gt;0.9, GFI&gt;0.9, 0.05&lt;RMSEA&lt;0.08) and Chi square values (?[superscript 2]&lt;2) shows that the model is valid.
Improving Student Outcomes in Higher Education: The Science of Targeted Intervention
Author: Harackiewicz, Judith M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Improvement,Higher Education,Outcomes of Education,Intervention,Grades (Scholastic),Majors (Students),Course Selection (Students),School Holding Power,Achievement Gap,College Students

Many theoretically based interventions have been developed over the past two decades to improve educational outcomes in higher education. Based in social-psychological and motivation theories, well-crafted interventions have proven remarkably effective because they target specific educational problems and the processes that underlie them. In this review, we evaluate the current state of the literature on targeted interventions in higher education with an eye to emerging theoretical and conceptual questions about intervention science. We review three types of interventions, which focus on the value students perceive in academic tasks, their framing of academic challenges, and their personal values, respectively. We consider interventions that (a) target academic outcomes (e.g., grades, major or career plans, course taking, retention) in higher education, as well as the pipeline to college, and (b) have been evaluated in at least two studies. Finally, we discuss implications for intervention science moving forward.
Stay Away-Stay Awake: A Research Study with University Students
Author: Tuncay, Nazime
Date: 2020-04-00
Type: Reports - Research
Subjects: Sleep,Addictive Behavior,Social Media,Computer Use,Student Problems,Foreign Countries,Undergraduate Students,Student Attitudes,Student Welfare,Correlation,Fatigue (Biology),Influence of Technology

Social media is an unavoidable part of our life and its referred as an &quot;integral&quot; in many studies since it is compliment of life. Sometimes students' stay awake all night for playing social media games or they get overinvolved in the social media life that they forget their real-life responsibilities. Is social media an escape from real life? Is it really the reason of our students' staying awake? Does social media make students sleep or make them stay awake. What are the possible causes of sleeping problems that our students are facing these days? This research study is delivered to university students for the purpose of finding Social Media Addiction and Sleep Problem statistics of students by testing 7 hypotheses. To collect data SurveyMonkey questionnaires are sent to students via WhatsApp and interviews were delivered. The study consists of all the students in the university, so it is an unique study in this meaning. For statistics IBM SPSS Statistics 25 and IBM SPSS AMOS 26 Graphics is used. Demographic Information, Social Media Frequent User Statistics, Social Media Addiction and Sleeping Problem Statistics, Sleep Problem Frequencies, Sleep Problem &amp; Addiction Interview Results, Stay Away-Stay Awake Model: What happens when students stay AWAKE are given in the paper. Nonetheless, there is a relation between Sleep Problem and Social Media Addiction. Students' social media usage as shown in the Stay Away-Stay Awake model.
Examining Youth Mentoring Services across America: Findings from the 2016 National Mentoring Program Survey
Author: Garringer, Michael
Date: 2017-07-00
Type: Reports - Research
Subjects: Mentors,Youth Programs,National Surveys,Data Collection,Educational Trends,Program Descriptions,Educational Finance,Educational Quality,Program Effectiveness,Recruitment,Program Evaluation,Demography,Training

In 2016, MENTOR and its affiliates led the largest data collection effort in almost 20 years to examine the prevalence and practices of youth mentoring programs across America. The effort had had three major goals: (1) Better understand the structure, services, and challenges of mentoring programs so that MENTOR and its affiliates could provide them with appropriate professional development, training, and technical assistance; (2) Identify what programs are serving and the groups of adults that are stepping up to mentor youth in programs so that they might boost mentor recruitment and ensure that youth with the most needs are being served adequately; and (3) Provide MENTOR with a baseline understanding of the field that can be monitored for trends and used to inform a growth strategy. In the end, the national survey captured information on: (1) 1,271 mentoring agencies and 1,451 distinct mentoring programs; (2) 413,237 youth served by 193,823 mentors and supported by 10,804 staff members; and (3) The services, practices, settings, goals, challenges, and financial resources of these programs. MENTOR believes this to be the largest and most comprehensive data set about youth mentoring programs ever developed and the remainder of this report details the main findings and conclusions from the survey results. The authors think this information sheds considerable light on the current state of mentoring programs in the United States and highlights paths forward that can strengthen this field over time. [Funding for this report was provided by Altria Group, Inc.]
Social Media Addiction and Sleep Problem: A Structural Equation Modelling
Author: Bulut, Ayse
Date: 2020-04-00
Type: Reports - Research
Subjects: Social Media,Addictive Behavior,Sleep,Dental Schools,College Students,Computer Games,Handheld Devices,Gender Differences,Models

A good sleep is important for all students and also for dentistry students who have a very intense course schedule. The purpose of this research study is to find relation strength between social media addiction and sleep problem of dentistry students. After delivering a detailed literature review, the authors administer a 37-item online questionnaire to dental students (N=146). This study examines social media usage statistics, digital game addiction, social media addiction, amount of sleep, sleepy in course, sleep problem and differences among gender and forms; and it presents a new model, Digital Game Addiction -- Social Media Addiction -- Amount of Sleep -- Sleepy in Course Model (GSAS model) showing relationship between amount of sleep, sleepy in course, digital game addiction and social media addiction. Recommendations to improve quality of sleep are given by the authors. Unexpectedly, female students are found to be more socially addicted and 1st-2nd form (GR1) students are found to have more sleep problems than 3rd-4th form (GR2) students. In this research students described themselves as social media addicted, digital game addicted, alcohol addicted and tea/coffee addicted. Therefore, this study is limited with 146 students' self-evaluations. More studies related with, GSAS model is recommended.
Promises and Pitfalls of Adapting Utility Value Interventions for Online Math Courses
Author: Rosenzweig, Emily Q.
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Mathematics Instruction,Educational Technology,Technology Uses in Education,Intervention,Adolescents,High School Students,Expectation,Value Judgment,Algebra,Geometry,Secondary School Mathematics,Student Attitudes,Program Effectiveness,Self Efficacy,Student Interests

A growing body of research suggests that interventions promoting students' utility value for a subject can improve their academic outcomes. However, numerous questions remain regarding how much to adapt prior intervention materials to promote utility value in new educational contexts and how implementation constraints of an educational context may impact the success of these interventions. In this study, using a design-based process we developed and tested three utility value interventions in a new educational context (online high school math). We found that one of the interventions increased utility value compared to control conditions, but we also encountered constraints on intervention implementation that limited the effectiveness of our intervention and the conclusions we could draw from this work. We use our experience as a case study to illustrate the costs and benefits of making certain implementation choices when partnering with practitioners to administer utility value interventions in new contexts. [This article was published in &quot;Journal of Experimental Education&quot; (EJ1215479).]
An Analysis of Conjunctive Discourse Markers in the EFL Classroom: A Case Study of EFL Teachers in Saudi Arabia
Author: Rabab'ah, Ghaleb
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Males,English (Second Language),Second Language Instruction,Language Teachers,Language Usage,Teacher Education Programs,Curriculum,Classroom Communication,Public School Teachers,Form Classes (Languages),Pragmatics

This study investigates the use of three major categories of DMs by 40 male Saudi EFL teachers in their English classrooms, viz., additive, causative, and adversative DMs. The analysis revealed that the participant teachers used the three major DM categories; however, the additive discourse markers recorded the highest mean scores. The findings also indicate that DMs performed a number of pragmatic functions; they are deployed to express a cause, to show continuity and addition of new information, and to express contrast, denial and cancellation. Moreover, the results revealed that the participant teachers made many errors in the use of the DMs under investigation, but such errors fell into the category of misuse. The study concludes that English language and literature programmes at the Saudi universities should revise their curricula so that special attention is given to DMs. Moreover, teacher training programmes should focus on conjunctive discourse markers because of their impact on the cohesion of both spoken and written discourse.
IDRA Newsletter. Volume 47, No. 4
Author: Goodman, Christie L., Ed.
Date: 2020-04-00
Type: Collected Works - Serial
Subjects: Equal Education,Accountability,Audits (Verification),Elementary Secondary Education,Academic Achievement,Inclusion,Federal Legislation,Educational Legislation,Teacher Competencies,Achievement Gap,Disproportionate Representation,Online Courses,Distance Education,Educational Technology,Disease Control,Internet,Access to Computers,Faculty Development,Technological Literacy,Educational Resources,Communities of Practice,African American Students,Curriculum,Standards,Black Studies,African American History,COVID-19,Pandemics,School Closing

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Equity Auditing.&quot; Contents include: (1) Using Equity Audits to Assess and Address Opportunity Gaps Across Education (Paula N. Johnson); (2) Ensuring Equity in Online Learning -- Considerations in Response to COVID-19's Impact on Schooling; (3) Meet Dr. Bricio Vasquez -- Education Data Scientist; (4) Free Educator Webinar Series; and (5) A Win for Equity -- Texas Board Adopts Curriculum Standards for African American Studies Course in Historic Vote.
Encouraging Greatness: How Boys and Young Men of Color Define High-Quality Mentoring for Career and College Readiness
Author: Dolberry, Maurice
Date: 2020-00-00
Type: Reports - Research
Subjects: Mentors,Males,Minority Group Students,Career Readiness,College Readiness,Cultural Relevance,African American Students,Hispanic American Students,Racial Bias,At Risk Students,Self Concept,Group Activities,African Americans,Racial Factors,Program Effectiveness,Student Attitudes,Interpersonal Relationship,Self Esteem

Mentorship, and the notion of who is a mentor, both hold a revered place for boys and young men of color (BYMOC). Mentoring programs must help mentees build intellectual confidence, academic self-esteem, and an overall belief that they are capable of overcoming the systemic barriers to their success in school. MENTOR: The National Mentoring Partnership began this work in a resource guide titled &quot;Finding the Greatness Within,&quot; which detailed the attributes and purposes of quality career and college-readiness mentoring for BYMOC. Building upon that work, MENTOR commissioned A Line in the Sand, LLC, to conduct a subsequent study. This new study involved conducting focus groups, interviews, and surveys of mentees in multiple programs, resulting in this issue brief. Its purpose is to provide advice to all mentors and mentoring programs, directly from BYMOC in mentoring programs, on what works in supporting their preparation for college and career. The Findings section organizes what was learned from mentees in the study into four emergent themes that address the ways their programs effectively helped them build a sense of community, craft a scholarly identity, and challenge systemic barriers to their success. [For &quot;Finding the Greatness Within: Supporting College and Career Success for Young Men of Color,&quot; see ED603665.]