ethanporcaro/eric-fulltext-meta huggingface dataset:
Striving Readers Study: Targeted &amp; Whole-School Interventions -- Year 5
Author: Meisch, Allison
Date: 2011-12-00
Type: Reports - Evaluative
Subjects: Reading Difficulties,Reading Programs,Program Evaluation,Intervention,Middle School Students,Reading Instruction,Instructional Effectiveness,Faculty Development,Standardized Tests,Small Group Instruction,Independent Reading,Reading Teachers,Language Arts,Content Area Reading,Reading Tests,Program Implementation,Student Evaluation,Reading Improvement,Barriers,Computer Software,Eligibility,Vocabulary,Reading Comprehension,Coaching (Performance),Experimental Groups,Control Groups,Outcomes of Education

This report summarizes the results of the Newark, New Jersey, Striving Readers program for project Years 1, 2, 3, 4, and 5. This report updates one analysis (3 years); the remainder of the impacts and implementation findings are for Year 4. The Striving Readers Grant addresses the unmet needs of middle school students reading 2 or more years below grade level and provides professional development for teachers in all core content areas to help them learn about and use more effective literacy strategies. Nineteen middle schools in Newark are participating in the U.S. Department of Education Striving Readers study. Two components of the project are being evaluated: a targeted intervention and a whole-school intervention. [This report is the product of a collaborative effort involving numerous individuals at Westat and Newark Public Schools.]
Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (15th, Utrecht, The Netherlands, April 11-13, 2019)
Author: Sánchez, Inmaculada Arnedillo, Ed.
Date: 2019-04-00
Type: Collected Works - Proceedings
Subjects: Electronic Learning,Educational Research,Learning Analytics,Internet,Information Technology,Teaching Methods,Informal Education,Educational Technology,Blended Learning,Computer Assisted Instruction,Electronic Publishing,Textbooks,Secondary Education,Computer Simulation,Educational Games,Second Language Learning,Health Education,Biomedicine,Handheld Devices,Student Attitudes,Visualization,Rural Areas,Foreign Countries,Artificial Intelligence,Bilingual Education,Special Education,Behavior Change,Critical Thinking,Research Projects,Verbs,Computer Oriented Programs,Affordances,Computer Literacy,Knowledge Economy,Music Education,Individualized Instruction,Special Schools,Elementary Education,Parent Attitudes,Resistance (Psychology),Achievement Gains,Higher Education,College Science,Physics,Independent Study,Computer Assisted Testing

These proceedings contain the papers and posters of the 15th International Conference on Mobile Learning 2019, which was organised by the International Association for Development of the Information Society and co-organised by the University of Applied Sciences, in Utrecht, The Netherlands, April 11-13, 2019. The Mobile Learning 2019 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. In particular, but not exclusively, these proceedings aim to explore the theme of mobile learning under the following topics: (1) Learning analytics and mobile learning; (2) Cloud computing and mobile learning; (3) Pedagogical approaches, models, and theories for mLearning; (4) mLearning in and across formal and informal settings; (5) Strategies and challenges for integrating mLearning in broader educational scenarios; (6) User Studies in mLearning; (7) Learner mobility and transitions afforded by mLearning; (8) Socio-cultural context and implications of mLearning; (9) Mobile social media and user generated content; (10) Enabling mLearning technologies, applications, and uses; (11) Evaluation and assessment of mLearning; (12) Research methods, ethics, and implementation of mLearning; (13) Innovative mLearning approaches; (14) Tools, technologies, and platforms for mLearning; and (15) mLearning: Where to next and how?
How Community-Based Organizations Can Use New York State Employment and Wage Data: Learning from the New York City Demonstration (2016-2018)
Author: Yang, Edith
Date: 2019-06-00
Type: Guides - General
Subjects: Community Organizations,Labor Force Development,Data Use,Unemployment,Insurance,Wages,Labor Legislation,Community Development,Demonstration Programs,Access to Information,State Legislation

Workforce development organizations often find it challenging to assess how former program participants are faring in the labor market, since they need to rely on participants' willingness to report and verify their job placements after they either leave or complete their programs. The 2013 Unemployment Insurance Data Sharing Bill (S5773A) amended the New York State Labor Law to make it easier for government agencies to obtain state unemployment insurance (UI) wage data for program monitoring, improvement, and evaluation purposes. In 2016, the Change Capital Fund (CCF) and the New York City Mayor's Office for Economic Opportunity (NYC Opportunity) identified the law as a chance to invest in a demonstration with four community development organizations that were already CCF grantees, aiming to expand their ability to collect and use data to improve their programs in coordination with the city government. This report describes that two-year demonstration and is meant to serve as a guide for other New York municipalities and community organizations that may consider requesting access to state UI wage data. It illustrates some of the challenges and opportunities involved in accessing UI data on program participants and offers some practical lessons for organizations in New York State.
Building Basic Math Skills: Boot Camp at Tarrant County College
Author: Cerna, Oscar
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Mathematics Skills,Basic Skills,Skill Development,Mathematics Instruction,Community Colleges,Two Year College Students,Developmental Studies Programs,Remedial Mathematics,Computer Assisted Instruction,Individualized Instruction,Pacing,Program Implementation,Program Effectiveness,Student Improvement,Academic Advising,Outcomes of Education

Community colleges continue to increase their efforts to better serve students who enter their institutions with limited basic math, reading, or writing skills. In 2015, MDRC partnered with the Texas Coordinating Higher Education Board on a study to examine how colleges implemented state guidelines for students scoring below ninth-grade proficiency in math, reading, or writing on their course placement exams. This brief presents findings from a study of a &quot;Boot Camp&quot; program at Tarrant County College, which was designed to reinforce basic mathematics functions that prepare students for developmental-level courses. Findings from MDRC's field visits revealed three special features that made the Boot Camp unique: computer-assisted, self-paced learning; a focus on individual learner progress; and in-class help from college-readiness advisors. The brief also provides reflections of the college's staff and students who experienced the implementation of the Boot Camp program.
Using a Growth Mindset Intervention to Help Ninth-Graders: An Independent Evaluation of the National Study of Learning Mindsets
Author: Zhu, Pei
Date: 2019-11-00
Type: Reports - Research
Subjects: High School Students,Grade 9,Learning Motivation,Intervention,Student Attitudes,Attitude Change,Academic Persistence,Psychological Patterns,Program Evaluation,Academic Achievement,Grade Point Average,Intelligence,Self Concept,Mathematics Achievement

To test whether a growth mindset intervention could improve the academic performance of adolescents, the National Study of Learning Mindsets (NSLM) implemented a low-cost growth mindset intervention specifically designed for ninth-graders in a nationally representative sample of regular high schools during the 2015-2016 school year. The national study used a student-level randomized controlled trial design to gauge the impacts of this intervention on students' mindsets about intelligence, their own behaviors, and their academic achievements. With support from the Bill &amp; Melinda Gates Foundation, MDRC reviewed the data from the NSLM and conducted an independent evaluation of this growth mindset intervention. This evaluation found the following: (1) The intervention changed students' self-reported mindset beliefs, their attitudes toward efforts and failure, and their views on academic challenges; (2) Immediately after the intervention, students were more likely to take on challenging academic tasks; (3) The intervention produced statistically significant impacts on students' average academic performance, improving their average grade point average (GPA) as well as their math GPA, and reducing the proportion of students with failing grades; and (4) Certain groups of students and schools might benefit more from the intervention than others. These groups include students with relatively low academic achievement before the intervention, schools in the midrange of the academic performance spectrum, and schools where students are more inclined to take on challenging tasks. These findings are substantively consistent with the results published by the NSLM research team.
Differing Views of Equity: How Prospective Educators Perceive Their Role in Closing Achievement Gaps
Author: Penner, Emily K.
Date: 2019-00-00
Type: Reports - Research
Subjects: Equal Education,Achievement Gap,Urban Schools,Racial Differences,Ethnicity,Teacher Responsibility,Student Diversity,Teacher Role,Teacher Selection,Job Applicants,Essays,Institutional Characteristics

Hiring presents an important opportunity for districts to find educators with values and beliefs that align with district goals. Yet beliefs about how to best address persistent challenges like inequality are difficult to measure. We use administrative data from over 10,000 applications to certificated positions in an urban California school district and structural topic modeling (STM) to code applicant essays about closing achievement gaps, identify their beliefs, and test how they influence application behavior and hiring. Compared to white applicants, Hispanic and African American applicants are more likely to identify structural causes for inequities and discuss educators' responsibilities for addressing inequality by challenging biases, as well as experiences with cultural and linguistic diversity. Similar themes emerge among applicants applying to and being hired in schools with more marginalized students. Techniques like STM can decipher hard-to-measure beliefs from administrative data, providing valuable information for hiring and decision-making. [This paper was published in &quot;RSF: The Russell Sage Foundation Journal of the Social Sciences&quot; v5 n3 p103-127 2019.]
Fertile Soil? How Information Does (and Does Not) Shape Attitudes toward School Choice in Rural America. Program on Education Policy and Governance Working Papers Series. PEPG 19-04
Author: Shakeel, M. Danish
Date: 2019-00-00
Type: Reports - Research
Subjects: Rural Schools,School Choice,Charter Schools,School Districts,Familiarity,Knowledge Level,Public Opinion,Rural Urban Differences,Private Schools,Educational Vouchers,Tax Credits,Educational Policy,Politics of Education

The role of political factors, specifically of public opinion, in the relatively low penetration of charter schools into rural America remains unclear. We use eight years of national survey data to demonstrate that rural residents express less support for charter schools than residents of other locales do. We attribute this gap to differences in familiarity with charter schools across these locales rather than to differences in satisfaction with local schools or to differences in demographics, party affiliation, or political ideology. However, using a survey experiment and an oversample of districts with charter schools, we show that increased exposure to these schools or information about them does not boost support in rural communities. Lastly, we demonstrate a similar urban-rural gap in support for private school choice policies such as vouchers and tax credits for private school scholarships.
Who Benefits from Local Financing of Public Services? A Causal Analysis. Program on Education Policy and Governance Working Papers Series. PEPG 19-03
Author: Lastra-Anadón, Carlos X.
Date: 2019-09-16
Type: Reports - Research
Subjects: Financial Support,Income,Grade 8,Mathematics Achievement,Reading Achievement,Educational Finance,Achievement Gap,Local Government,National Competency Tests,Housing

Tiebout theorizes that local public services are provided more efficiently if costs are paid out of local revenues rather than by inter-governmental grants. But if local politics is not as pluralistic as Dahl has argued, citizens of higher socio-economic status will exercise greater influence, resulting in higher inequalities in service provision. We use administrative data to estimate the impacts of local revenue shares on individual performance of a nationally representative sample of over 140,000 U.S. eighth graders in math and reading. Causal effects are estimated with geographic discontinuity models and 2SLS models that use change in housing prices as an instrument. For every 10 percent increase in local revenue share, students perform about 0.05 standard deviations higher. Gains from local funding are less for disadvantaged students. Local financing affords better education for all but widens achievement gaps.
The Response to and Cost of Meningococcal Disease Outbreaks in University Campus Settings: A Case Study in Oregon, United States. Research Report. RTI Press Publication No. RR-0034-1910
Author: Candrilli, Sean D.
Date: 2019-10-00
Type: Reports - Research
Subjects: Communicable Diseases,College Students,Disease Control,Costs,Immunization Programs,Death,Prevention,Public Health,Strategic Planning,Organizational Communication,Documentation,Insurance

Invasive meningococcal disease (IMD) is a contagious bacterial infection that can occur sporadically in healthy individuals. Symptoms are typically similar to other common diseases, which can result in delayed diagnosis and treatment until patients are critically ill. In the United States, IMD outbreaks are rare and unpredictable. During an outbreak, rapidly marshalling the personnel and monetary resources to respond is paramount to controlling disease spread. If a community lacks necessary resources for a quick and efficient outbreak response, the resulting economic cost can be overwhelming. We developed a conceptual framework of activities implemented by universities, health departments, and community partners when responding to university-based IMD outbreaks. Next, cost data collected from public sources and interviews were applied to the conceptual framework to estimate the economic cost, both direct and indirect, of a university-based IMD outbreak. We used data from two recent university outbreaks in Oregon as case studies. Findings indicate a university-based IMD outbreak response relies on coordination between health care providers/insurers, university staff, media, government, and volunteers, along with many other community members. The estimated economic cost was $12.3 million, inclusive of the cost of vaccines ($7.35 million). Much of the total cost was attributable to wrongful death and indirect costs (e.g., productivity loss resulting from death). Understanding the breadth of activities and the economic cost of such a response may inform budgeting for future outbreak preparedness and development of alternative strategies to prevent and/or control IMD.
Engaging Young Men Involved in Chicago&apos;s Justice System: A Feasibility Study of the Bridges to Pathways Program. OPRE Report 2019-79
Author: Wasserman, Kyla
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Males,Young Adults,Adolescents,Juvenile Justice,Crime,Mentors,Access to Education,Credentials,High School Equivalency Programs,Social Development,Emotional Development,Program Effectiveness,Individual Characteristics,Program Implementation,Participation,At Risk Persons,Job Training,Employment Level,Crime Prevention,Institutionalized Persons,Correctional Institutions,Minority Groups,Workshops,Persistence

This report presents findings from a feasibility evaluation of the Bridges to Pathways (Bridges) program. Bridges was a program for young men in Chicago between the ages of 17 and 21 years who were involved with the criminal or juvenile justice system and lacked a high school credential. The program offered intensive mentoring and case management, as well as the opportunity to earn a high school credential, attend social-emotional learning workshops, and participate in a subsidized internship. The Bridges evaluation is a part of the larger Subsidized and Transitional Employment Demonstration, funded by the Office of Planning, Research, and Evaluation, Administration for Children and Families, in the U.S. Department of Health and Human Services. The Bridges program was launched in 2013, and the evaluation of this developing program builds knowledge about operating this model and its potential to achieve its intended effects: to help participants attain a high school credential, obtain unsubsidized employment, and reduce their involvement with the criminal justice system. Designed as a feasibility assessment, the evaluation includes an implementation study and a small-scale randomized controlled trial. The Bridges evaluation enrolled 480 young people between June 2015 and July 2016. This report provides a detailed description of the Bridges model and how the program providers adapted the model. It also presents findings about whether the program improved young people's outcomes and decreased criminal activity during the first year after study enrollment.
Tool Selection: Learning Pick-and-Place Operations Using Smartphone AR Technology
Author: Tocu, Adrian
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Computer Simulation,Educational Games,Program Development,Program Effectiveness,Manufacturing Industry,Robotics,Teaching Methods

This paper presents an ongoing development process for an experimental application that aims to train an inexperienced user to operate a mobile device and receive Augmented Reality (AR) guidelines for basic pick-and-place operations. The purpose of the presented work is to offer a learning environment for placing multiple physical tools in specific places, as indicated by various guideline notes. The current phase represents the 9th experiment from a series of others (24) that are conducted in order to identify the proper specifications, challenges and development estimations for a training station (room) built for manufacturing industry workers. The application is developed from a gamified perspective allowing users to explore 2 different games. According to the rules of each game, the user advances to the next level if he manages to place each object in a corresponding placeholder until all the spaces from a 2X3 grid are occupied correctly. The process is timed and the user sees a custom countdown timer alongside with guiding messages and feedback. While most of technical challenges were successfully surpassed, the interaction together with the performance measuring are currently going through an improvement process meant to identify and assess the educational advantages offered by this type of solutions. [For the complete proceedings, see ED601100.]
Mobile Assisted Third Space (MATS) -- What Is the Potential for M-Learning?
Author: Kelly, Rebecca
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Educational Technology,Technology Uses in Education,Educational Theories,Handheld Devices,Teaching Methods,Educational Environment,Social Influences,Interaction,Interpersonal Relationship,Cooperation

This paper outlines the use of Third Space theory to support teaching and learning in the context of educational technologies such as m-learning. This research forms part of a wider project which seeks to better understand the potential of mobile learning and develop a framework for mobile assisted third spaces (MATS). The literature highlights several features of Third Space learning that can be clearly allied to the pedagogic principles outlined in m-learning pedagogy such as the iPAC Framework. The symbiotic nature of Third Space theory and mobile pedagogy is discussed and the potential of MATS to support mobile learning practices are explored. [For the complete proceedings, see ED601100.]
Innovative Mobile Learning: A Scan of the Literature
Author: Burden, Kevin
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Computer Oriented Programs,Preservice Teacher Education,Educational Innovation

This paper summarises findings from an initial study completed as the first phase of the Erasmus+ KA2 research project: Designing and Evaluating Innovative Mobile Pedagogies (DEIMP). The purpose of the scoping study was to inform the design and development of a multi-purpose mobile app that will support educators and pre-service teachers in designing and evaluating creative and innovative mobile learning episodes for their students. This first component of the DEIMP study involved the conduct of a Systematic Literature Review to identify innovative and effective practices in m-Learning. A set of 57 articles were identified as reporting on innovative mobile practices and these were further assessed for their level of innovation. The study showed that innovation lies on a continuum from sustaining innovation to disruptive innovation and that disruptive innovation is infrequent. [For the complete proceedings, see ED601100.]
Factors Affecting Parental Resistance to the Use of Smartphones for Learning Purposes at Schools
Author: Hadad, Shlomit
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Parent Attitudes,Telecommunications,Handheld Devices,Technology Uses in Education,Social Influences,Predictor Variables,Foreign Countries,Religious Factors,Resistance (Psychology),Educational Policy,Elementary Secondary Education

This study examined parental resistance to the use of smartphones in schools, the resistance factors underlying the parental resistance and other factors that predict this resistance. The data was collected from 220 parents who filled in an online questionnaire. The participants reported on their level of resistance to the use of smartphones in schools (no resistance, passive resistance, active resistance) and the resistance factors (pedagogic, social, environmental and economic factors) underlying this resistance. About two-thirds of the parents who participated in the study resisted to the use of smartphones in school, and more than half of them expressed active resistance to such use. The social resistance factor found to be the highest in the study, while the pedagogical resistance factor was the lowest. Nevertheless, both these factors, and the economic factor, were positive predictors of parental resistance level. The research sheds light on the phenomenon of parents' resistance to the use of smartphones in school learning, discuss the implication of this phenomenon on school policy and suggest practical solution for schools to overcome the parental resistance. [For the complete proceedings, see ED601100.]