ethanporcaro/eric-fulltext-meta huggingface dataset:
A Blueprint for Scaling Tutoring and Mentoring across Public Schools
Author: Kraft, Matthew A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Tutoring,Mentors,Public Schools,Access to Education,Equal Education,Cross Age Teaching,Individualized Instruction,National Programs,Program Design,Elementary Secondary Education,Program Costs

In this thought experiment, we explore how to make access to individualized instruction and academic mentoring more equitable by taking tutoring to scale as a permanent feature of the U.S. public education system. We first synthesize the tutoring and mentoring literature and characterize the landscape of existing tutoring programs. We then outline a blueprint for integrating federally funded and locally delivered tutoring into the school day. High school students would serve as tutors/mentors in elementary schools via an elective class, college students in middle schools via federal work-study, and 2- and 4-year college graduates in high schools via AmeriCorps. We envision an incremental, demand-driven expansion process with priority given to high-needs schools. Our blueprint highlights a range of design tradeoffs, implementation challenges, and program costs. We estimate that targeted approaches to scaling school-wide tutoring nationally, such as focusing on K-8 Title I schools, would cost between $5 and $16 billion annually.
The Effect of the COVID-19 Lockdown on Bilingual Singaporean Children&apos;s Leisure Reading
Author: Sun, Baoqi
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Elementary School Students,Preadolescents,Reading Attitudes,Reading Habits,Attitude Change,English,Dravidian Languages,Chinese,Indonesian Languages,Printed Materials,Handheld Devices,Recreational Reading,Correlation,Bilingualism,Language Proficiency,Foreign Countries

Long-term school absences during pandemic lockdowns may result in learning gains and losses much like the summer reading loss, but little is known about the actual effects of such lockdowns. This mixed-methods study examined changes in reading enjoyment, amount and resources in three groups of bilingual children--English-Chinese, English-Malay, and English-Tamil speaking children--during the COVID-19 lockdown in Singapore. Results reveal a lockdown reading gap between children's stronger language (English) and weaker language (Chinese/Malay/Tamil). Within each language, results show differential reading gains and losses for children who enjoyed and did not enjoy reading in print and digital formats. Children's reading enjoyment before the lockdown, changes in reading enjoyment and print reading amount during the lockdown in English and Chinese/Malay were significantly correlated. Children preferred print reading over reading digitally both before and during the lockdown, and devices were underutilized for reading purposes.
It&apos;s Not &quot;That&quot; You Said It, It&apos;s &quot;How&quot; You Said It: Exploring the Linguistic Mechanisms Underlying Values Affirmation Interventions at Scale
Author: Dowell, Nia M. M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Differences,Comparative Analysis,Natural Language Processing,Discourse Analysis,Connected Discourse,Psychological Patterns,Essays,Values,Student Attitudes,Outcomes of Treatment,Affective Behavior,Theory Practice Relationship,Intervention,STEM Education,Sex Stereotypes,Computational Linguistics,Computer Mediated Communication,Classroom Environment,Higher Education

Over the last decade, psychological interventions, such as the values affirmation intervention, have been shown to alleviate the male-female performance difference when delivered in the classroom, however, attempts to scale the intervention are less successful. This study provides unique evidence on this issue by reporting the observed differences between two randomized controlled implementations of the values affirmation intervention: (a) successful in-class and (b) unsuccessful online implementation at scale. Specifically, we use natural language processing to explore the discourse features that characterize successful female students' values affirmation essays to gain insight on the underlying mechanisms that contribute to the beneficial effects of the intervention. Our results revealed that linguistic dimensions related to aspects of cohesion, affective, cognitive, temporal, and social orientation, independently distinguished between males and females, as well as more and less effective essays. We discuss implications for the pipeline from theory to practice and for psychological interventions.
How Do Teachers from Alternative Pathways Contribute to the Teaching Workforce in Urban Areas? Evidence from Kansas City
Author: An, Yang
Date: 2021-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Teacher Education Programs,Labor Market,Disadvantaged Schools,Charter Schools,Low Income Students,Minority Group Students,Teacher Characteristics,Diversity (Faculty),Mathematics Teachers,English Teachers,Language Arts,Scores,Urban Schools,Teacher Placement,Teacher Persistence,Program Effectiveness

We examine how teachers from two alternative preparation programs--Teach for America (TFA) and Kansas City Teacher Residency (KCTR)--contribute to the teacher labor market in and around Kansas City, Missouri. TFA and KCTR teachers are more likely than other teachers to work in charter schools and, more broadly, in schools with more low-income, low-performing, and underrepresented minority (Black and Hispanic) students. Teachers from both programs are more racially/ethnically diverse than the larger local-area teaching workforce, but only KCTR teachers are more diverse than other teachers in the same districts where they work. We estimate value added to achievement for teachers in both programs compared with nonprogram teachers, with the caveat that our KCTR sample for this analysis is small. In math, we find large positive impacts of TFA and KCTR teachers on test score growth; in English language arts also, we estimate positive impacts, but they are smaller.
Incorporating Human-Animal Interaction into Academic Stress Management Programs: Effects on Typical and At-Risk College Students&apos; Executive Function
Author: Pendry, Patricia
Date: 2021-00-00
Type: Journal Articles
Subjects: Interaction,Animals,Executive Function,Stress Management,At Risk Students,Undergraduate Students,Evidence Based Practice,Therapy,Academic Achievement,Student Motivation,Goal Orientation,Sleep,Health Behavior,Test Anxiety,Mental Health,Public Colleges,Outcomes of Treatment,Metacognition

Implementation of university-based animal-assisted stress-prevention programs is increasing despite limited knowledge about impacts on students' academic success. This randomized trial (N = 309) examined the effects of a 4-week stress-prevention program with varying levels of human-animal interaction (HAI) and evidence-based content presentations on students' executive functioning (EF). Effects were examined while considering the moderating role of students' risk status (N = 121), based on history of academic failure, suicidal ideation, mental health, and learning issues. Intent-to-treat analyses showed that at-risk students showed the highest levels of EF (? = 4.74, p = 0.018) and metacognition (? = 4.88, p = 0.013) at posttest in the condition featuring 100% HAI, effects that remained 6 weeks later (?[subscript Global EF] = 4.48, p = 0.028; ?[subscript Metacognition] = 5.31,p = 0.009). Since evidence-based content presentations did not confer benefits for at-risk students' EF, even when offered in combination with HAI, universities should consider providing at-risk students with targeted programs emphasizing exposure to HAI.
Mobile Learning during School Disruptions in Sub-Saharan Africa
Author: Kizilcec, René F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Telecommunications,Educational Technology,Technology Integration,Emergency Programs,Access to Education,School Closing,Supplementary Education,Informal Education,Family Involvement,Emergent Literacy,Children,Learning Analytics,Developing Nations,Teacher Strikes,Violence,Elementary Secondary Education,Foreign Countries

School closures due to teacher strikes or political unrest in low-resource contexts can adversely affect children's educational outcomes and career opportunities. Phone-based educational technologies could help bridge these gaps in formal schooling, but it is unclear whether or how children and their families will use such systems during periods of disruption. We investigate two mobile learning technologies deployed in sub-Saharan Africa: a text-message-based application with lessons and quizzes adhering to the national curriculum in Kenya (N = 1.3 million), and a voice-based platform for supporting early literacy in Côte d'Ivoire (N = 236). We examine the usage and beliefs surrounding unexpected school closures in each context via system log data and interviews with families about their motivations and methods for learning during the disruption. We find that mobile learning is used as a supplement for formal and informal schooling during disruptions with equivalent or higher intensity, as parents feel responsible to ensure continuity in schooling.
Formative Education Online: Teaching the Whole Person during the Global COVID-19 Pandemic
Author: Kim, Deoksoon
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Holistic Approach,Student Development,Undergraduate Students,Graduate Students,College Faculty,Well Being,Electronic Learning,Online Courses,Distance Education,Student Needs,Empathy,Reflection,Learner Engagement,Educational Strategies

The COVID-19 pandemic, an unprecedented public health emergency, challenged higher education and threatened students' well-being in several ways. With the abrupt shift to online learning, were instructors able to maintain a focus on educating whole students, in addition to teaching subject matter? We answer this question by investigating &quot;formative education,&quot; an approach to teaching and learning that emphasizes holistic development, exploring formative education online during the pandemic. This qualitative study investigates the strategies of 37 college faculty who provided successful formative education online. A cross-subject analysis of data from faculty interviews and supplemental materials (course artifacts, course evaluations, student interviews) uncovered three teaching approaches that faculty used to achieve formative education online: empathic (centering students' emotions), reflective (facilitating deep inquiry), and adaptive (having flexibility in meeting students' needs). These approaches could help instructors design online education that engages the whole person.
One Program Fits All? Patterns and Outcomes of Professional Development during a Large-Scale Reform in a High-Stakes Science Curriculum
Author: Hübner, Nicolas
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Educational Change,Advanced Placement,Science Tests,Science Teachers,Teacher Participation,Teacher Characteristics,Teacher Education

When translating large-scale policy changes into educational practice, classroom-level implementation is crucial and dependent on teachers' capabilities. Most research underscores the importance of professional development (PD) as a proximal factor to achieve educational change. Connected to the recent Advanced Placement (AP) science examination reform, this large-scale quantitative study (N[subscript Teachers] = 9,096; N[subscript Students] = 197,589) investigates teacher participation in different PD formats (i.e., face-to-face, online, materials) and their associations with teacher- and student-level outcomes. We found that teacher characteristics (e.g., gender and administrative support) were associated with the choice of the PD format. We also found AP subscore differences between students of teachers who participated in different PD formats. Furthermore, teachers who participated in formal PD activities tended to report higher challenges with the AP reform. Thus, this study encourages PD providers to implement changes alongside a variety of PD programs to account for the potential differential benefits for teachers.
Exploring Psychotypology as an Affective Factor of Cross-Linguistic Influence: Case of Algerian Multilingual Learners
Author: Athmani, Fatima Zohra
Date: 2021-09-00
Type: Journal Articles
Subjects: Native Language,Semitic Languages,Transfer of Training,Multilingualism,French,English (Second Language),Student Attitudes,Language Classification,Foreign Countries,Second Language Learning,Language Usage,Fine Arts,Undergraduate Students

Multilingualism has established itself as a separate area of research in linguistic studies for the two last decades. Therefore, the present study aims at examining Algerian Multilingual students' perceptions of linguistic distance i.e., &quot;psychotypology,&quot; between their first Language Arabic and Second language French and third language English. It focuses on the role of psychotypology as a constraining factor of cross-linguistic influence in third language acquisition that may lead to the activation of the background languages in the production of L3 English. Therefore, the researcher used a mixed research method to explore which typological or psychotypological languages L1 Arabic or L2 French would be the source of language transfer in L3 production. Forty students participated in this study, and data was gathered through a psychotypological questionnaire. The results of a qualitative and quantitative analysis showed students perceive French as a closed language to English in most the language aspects and they used it to fill a linguistic gap in their English production. It also showed that psychotypology is a complex concept that would affect students' language choice in L3 production as well as a crucial factor in determining the source language of transfer. The findings indicated that further investigations of Psychotypology in L3 production are necessary.
Variability in Preschool CLASS Scores and Children&apos;s School Readiness
Author: Finders, Jennifer K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,School Readiness,Correlation,Scores,Teacher Student Relationship,Interaction,Low Income Groups,Educational Quality,Classroom Environment,Mathematics Skills,Emergent Literacy,Vocabulary

The Classroom Assessment Scoring System (CLASS) is a widely administered measure of classroom quality that assesses teacher-child interactions in the domains of Emotional Support, Classroom Organization, and Instructional Support. We use data from an evaluation of state-funded prekindergarten provided to 684 children from families with low incomes (M[subscript age] = 57.56 months, 48% female) to examine the extent to which CLASS scores vary over the course of an observational period within a single day and investigate whether this variability is related to children's school readiness at the end of the preschool year, holding constant two additional measures of quality. Teacher-child interactions in all three domains were moderately stable. Mean Classroom Organization was positively related to math, and variability in Classroom Organization was negatively related to literacy. Mean Instructional Support was negatively associated with language. Findings have implications for programs that utilize the CLASS to make high-stakes decision and inform professional development.
What Matters When? Social and Dimensional Comparisons in the Context of University Major Choice
Author: von Keyserlingk, Luise
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Majors (Students),High School Seniors,Self Concept,Academic Achievement,Academic Ability,Preferences,Expectation

Students compare their achievement to different standards in order to evaluate their ability. We built on the theoretical frameworks of situated expectancy-value theory, dimensional comparison theory, and the big-fish-little-pond effect literature to examine the role of social and dimensional comparisons for ability self-concept and subjective task value (STV) in secondary school and university major choice. We used two German longitudinal data sets from different cohorts with data collection in 12th grade and 2 years after high school graduation (Study 1: N = 2,207, Study 2: N = 1,710). Dimensional and social comparisons predicted students' self-concept and domain-specific STV in school: Individual achievement was positively related to ability self-concept and STV in the corresponding domain and negatively related in the noncorresponding domain. School-level mean achievement was negatively related to ability self-concept and STV in the corresponding domain. Dimensional comparisons were directly related to university major choice, social comparisons were only indirectly related.
Factors Influencing Non-Native EFL Teachers&apos; Identity Construction at a Saudi School in Kuala Lumpur, Malaysia
Author: Othman, Juliana
Date: 2021-09-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Professional Identity,Sociocultural Patterns,Foreign Countries,Case Studies,Teacher Attitudes,Teacher Characteristics,Communities of Practice,Peer Relationship,Faculty Development,Arabs,Foreign Nationals,Secondary School Teachers

In recent years, an increasing number of non-native EFL teachers have been recruited to teach English in English dominant settings. Grounded in sociocultural views of identity, the research question of this study focused on how contextual factors influence the professional identity construction of three EFL teachers in a Saudi School in Kuala Lumpur, Malaysia. The study employs a qualitative case study method, where in-depth interviews and classroom observation are utilised. Drawing on Wenger's (1998) communities of practice framework to analyse and interpret the data, the analysis indicates various factors affecting the EFL Saudi teachers' professional identity. Findings reveal that identity formation is a complex and highly contextual process. The participants in this study construct their identities by engaging in their teaching environment, shared practices with their peers, engaged in student-parents relationship and participated in professional development. Through transitioning into the English as a second language (ESL) setting, the EFL teachers have demonstrated how professional identity is a dynamic and socially situated construct. As a result, these teachers' identities may be transformed by the global educational settings in which they work. The findings contribute to our understanding of the importance of a conducive professional environment in supporting teachers to develop their professional identities.
A Natural Language Processing Approach to Measuring Treatment Adherence and Consistency Using Semantic Similarity
Author: Anglin, Kylie L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Natural Language Processing,Program Implementation,Measurement Techniques,Intervention,Fidelity,Reliability,Preservice Teachers,Coaching (Performance)

Though there is widespread recognition of the importance of implementation research, evaluators often face intense logistical, budgetary, and methodological challenges in their efforts to assess intervention implementation in the field. This article proposes a set of natural language processing techniques called semantic similarity as an innovative and scalable method of measuring implementation constructs. Semantic similarity methods are an automated approach to quantifying the similarity between texts. By applying semantic similarity to transcripts of intervention sessions, researchers can use the method to determine whether an intervention was delivered with adherence to a structured protocol, and the extent to which an intervention was replicated with consistency across sessions, sites, and studies. This article provides an overview of semantic similarity methods, describes their application within the context of educational evaluations, and provides a proof of concept using an experimental study of the impact of a standardized teacher coaching intervention.
The Big Problem with Little Interruptions to Classroom Learning
Author: Kraft, Matthew A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Classroom Environment,Public Schools,Urban Schools,High School Students,High School Teachers,Principals,Time Management,Attention,Attendance,School Culture,Acoustics,Incidence,Problems

Narrative accounts of classroom instruction suggest that external interruptions, such as intercom announcements and visits from staff, are a regular occurrence in U.S. public schools. We study the frequency, nature, duration, and consequences of external interruptions in the Providence Public School District (PPSD) using original data from a district-wide survey and classroom observations. We estimate that a typical classroom in the PPSD is interrupted more than 2,000 times per year and that these interruptions and the disruptions they cause result in the loss of between 10 and 20 days of instructional time. Several findings suggest that there exists substantial scope for reducing interruptions. Administrators appear to systematically underestimate the frequency and negative consequences of interruptions. Furthermore, interruptions vary widely across schools and are largely caused by school staff. Schools might reduce disruptions to the learning environment by creating a culture that prioritizes instructional time, instituting better communication protocols, and addressing the challenges posed by student tardiness.
COVID on Campus: Assessing the Impact of the Pandemic on Undocumented College Students
Author: Enriquez, Laura E.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Undocumented Immigrants,College Students,Student Experience,Economic Factors,Academic Achievement,Physical Health,Income,Family Influence,Student Attitudes

This article examines the initial impact of the COVID-19 pandemic on undocumented college students. Deploying an ecological framework, we situate students' experiences within their families, communities, and educational institutions. We draw on qualitative and quantitative survey responses from 1,067 undocumented students attending California 4-year universities. Qualitative findings show that immigration status exacerbated the negative economic effects of the pandemic, leading to severe financial strains that had cascading negative effects on undocumented students' academics and health. Regression analyses confirm the strong association between students' preexisting economic insecurity and negative effects of the pandemic. Legal vulnerability and family strains moderated this relationship, but campus environment had little effect.