ethanporcaro/eric-fulltext-meta huggingface dataset:
School Android Based E-Services
Author: Pahuriray, Archolito V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Handheld Devices,Telecommunications,Technology Uses in Education,Higher Education,Computer Oriented Programs,Graduate Study,Business Administration,Graduate Students

Every educational institution aims to use a variety of digital platforms to help add mobility and automation to the educational system and institutional operations so that they can deliver services faster, more efficiently, and more consistently. Higher education institutions, on the other hand, are confronted with unfavorable constraints and problems. When it comes to processing, requests took time and effort, particularly for students who lived far away from school and had to travel to school to request and review their grades and subjects. The School Android Based e-Services is a mobile and a cloud based electronic platform which can perform the core operational services needed by the college students as well as the other individuals that require such services. This project created an Android mobile application which had increased the performance in the daily transactions of the Graduate School Office. This study relied on developmental research.
Bridging Human and Machine Scoring in Experimental Assessments of Writing: Tools, Tips, and Lessons Learned from a Field Trial in Education. EdWorkingPaper No. 21-493
Author: Mozer, Reagan
Date: 2021-11-00
Type: Reports - Research
Subjects: Scoring,Automation,Data Analysis,Natural Language Processing,Artificial Intelligence,Intervention,Elementary School Students,Grade 1,Grade 2,Persuasive Discourse,Writing Evaluation,Instructional Effectiveness,Content Area Writing

In a randomized trial that collects text as an outcome, traditional approaches for assessing treatment impact require that each document first be manually coded for constructs of interest by human raters. An impact analysis can then be conducted to compare treatment and control groups, using the hand-coded scores as a measured outcome. This process is both time and labor-intensive, which creates a persistent barrier for large-scale assessments of text. Furthermore, enriching ones understanding of a found impact on text outcomes via secondary analyses can be difficult without additional scoring efforts. Machine-based text analytic and data mining tools offer one potential avenue to help facilitate research in this domain. For instance, we could augment a traditional impact analysis that examines a single human-coded outcome with a suite of automatically generated secondary outcomes. By analyzing impacts across a wide array of text-based features, we can then explore what an overall change signifies, in terms of how the text has evolved due to treatment. In this paper, we propose several different methods for supplementary analysis in this spirit. We then present a case study of using these methods to enrich an evaluation of a classroom intervention on young children's writing. We argue that our rich array of findings move us from &quot;it worked&quot; to &quot;it worked because&quot; by revealing how observed improvements in writing were likely due, in part, to the students having learned to marshal evidence and speak with more authority. Relying exclusively on human scoring, by contrast, is a lost opportunity.
Pre-Examination Study Preparation and Its Effect on the Summative Test Score in General Mathematics of Grade 11 Senior High School Students of Dr. Carlos S. Lanting College
Author: Malangen, Ardian D.
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Grade 11,Scores,Foreign Countries,Mathematics Tests,Summative Evaluation,Study,Learning Strategies,Time Management,Secondary School Mathematics

Examination weeks are the peaks of an academic year. The paper-and-pen test determines whether the learners are able to attain the specific educational standards set by the pedagogical curriculum they follow. The study wants to determine the pre-examination study preparation and its effect on the summative test score in general mathematics of grade 11 senior high school students of Dr. Carlos S. Lanting College. This study centers on two factors, the frequency and strategy of the student used on their pre-examination preparation. The descriptive and quantitative method of research is used in this study. As a results and conclusions in terms of pre- examination frequency, majority of the grade 11 senior high school students allotted one day (69.30%) before the examination 30 minutes to one hour (52.60%) as review time. The most preferred pre-examination study strategy of the respondents is rereading their textbooks and/or lecture notes (3.37 frequently). There is no significant positive correlation between the pre-examination study frequency and the summative test results, there is a significant positive correlation between Tracks and the summative test results and between the study strategy (rereading textbooks/lecture notes, and seeking assistance to parents) and the summative test results of the Grade 11 senior high school students of Dr. Carlos S. Lanting College. Lastly, avoid cramming, students spend at least three days of review before the examination for a better learning in a well managed time and engage their selves to the most significant favored review strategies that will give an impressive test results.
The Mediating Effect of Students&apos; Perception towards Social Media on the Relationship between Vocabulary Learning Attitude and Language Skills Development
Author: Bautista, Ed B.
Date: 2020-10-00
Type: Journal Articles
Subjects: Social Media,Second Language Learning,Second Language Instruction,Student Attitudes,Language Skills,Foreign Countries,Correlation,Vocabulary Development,Content Validity,Learning Processes

This study determined the mediating effect of students' perception towards social media on the relationship between vocabulary learning attitude and language skills development. The quantitative approach using the correlational technique and mediation analysis were utilized in this study with a sample of 350 students coming from the senior high school department of the University of Mindanao main campus. Sets of adapted survey questionnaires were used in obtaining data from the respondents which were subjected for content validity and reliability analysis. The data were analysed using the Mean, Pearson-r, Multiple Regression Analysis, and Medgraph using Sobel z-test. The results reveal that the levels of students' perception towards social media, vocabulary learning attitude, and language skills development are high or oftentimes evident. Moreover, a significant partial mediation existed between these variables. A significant partial mediation of the students' perception towards social media on the relationship between vocabulary learning attitude and language skills development was proven in the study.
Federal Stimulus Aid and School Finance: Lessons from the Great Recession. EdWorkingPaper No. 21-497
Author: Anglum, J. Cameron
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Federal Aid,Economic Climate,Federal Legislation,Educational Finance,School Districts,School District Spending,Expenditure per Student,Funding Formulas,Resource Allocation,Financial Exigency

In 2009, the federal government passed the American Recovery and Reinvestment Act (ARRA) to combat the effects of the Great Recession and state revenue shortfalls, directing over $97 billion to school districts. In this chapter, we draw lessons from this distribution of fiscal stimulus funding to inform future federal intervention in school finance during periods of economic downturn. We find that district spending declined by $945 per pupil per year following the Great Recession, particularly after a stimulus funding cliff when ARRA funding declined. Spending declines varied more within than across states, while stimulus funding was directed to districts through pre-Recession state funding formulae which varied in their relative progressivity. Spending losses were greater in districts serving fewer shares of students qualifying for free or reduced-price lunch or special education services, in districts with higher-achieving students, and in districts with greater levels of spending prior to the Great Recession; declines were unassociated with district's racial/ethnic composition, the share of English language learners, or a district's reliance on state aid. We conclude by identifying different stimulus policy targets and with recommendations regarding the magnitude and distribution of future federal fiscal stimulus funding, lessons relevant to the COVID-19-induced recession and beyond.
Whose Turn Now? The Enactment &amp; Expansion of Private School Choice Programs across the US. EdWorkingPaper No. 21-498
Author: Sude, Yujie
Date: 2021-12-00
Type: Reports - Research
Subjects: Private Schools,School Choice,Educational Policy,State Policy,Policy Analysis,Educational History,Prediction,Political Attitudes,Minority Group Students,Enrollment,Predictor Variables,Educational Vouchers,Tax Credits,Scholarships,Political Influences,Economic Factors

Private school choice policies have been enacted and expanded across the United States since the 1990s. By January 2021, 30 states plus the District of Columbia and Puerto Rico hosted 67 distinct private school choice policies. Why have some states adopted and expanded this education reform while others have demurred? Which states are more likely to adopt specific types of private school choice initiatives in the coming years? We present the results of an exploratory empirical analysis examining which state-level political, economic, and educational factors predict past policy decisions regarding the enactment and expansion of private school choice in 49 states from 2000 to 2016. The results from our most preferred statistical model further predict which states are more and less likely to take action towards such policies in subsequent years. The political factors involving Republican control of the governorship and legislature, prevalence of minority students in the K-12 population, and share of private school enrollment in the state prove to be highly predictive factors in school choice adoption. The economic factor of a comparatively low state per-capita GDP also consistently predicts school choice policy adoption in our models.
Professional Staff Diversity and Student Outcomes: Extending Our Understanding of Race/Ethnicity-Matching Effects in Education. EdWorkingPaper No. 21-500
Author: Blazar, David
Date: 2021-12-00
Type: Reports - Research
Subjects: Diversity (Faculty),Outcomes of Education,Race,African American Students,Hispanic American Students,Role Models,School Personnel,Minority Groups,Scores,Suspension,Student School Relationship,Elementary Secondary Education

Studies consistently show benefits of teacher-student race/ethnicity matching, with some suggestion that these effects are driven by role modeling. We explore this hypothesis by examining effects on the educational outcomes of Black and Hispanic students for exposure to same-race/ethnicity professional staff (e.g., administrators, counselors), with whom students interact less frequently and directly than with their teachers. Exploiting within-student and within-school variation in statewide data from Maryland, we find that increased shares of same-race/ethnicity professionals results in increased test scores, and decreased suspensions and absences for Black and Hispanic students. We also find that exposure to non-White school staff leads to improved outcomes for these students, whether or not they are from the same racial/ethnic group.
Do the Long-Term Impacts of North Carolina&apos;s Early Childhood Programs Depend on the Quality of Educational Opportunity during School? EdWorkingPaper No. 21-494
Author: Carr, Robert C.
Date: 2022-08-00
Type: Reports - Research
Subjects: Early Childhood Education,Educational Quality,Outcomes of Education,Public Schools,Educational Opportunities,Academic Achievement,Elementary School Students,Achievement Gains,Grade 3,Grade 8,Middle School Students

Prior research has found that financial investments in North Carolina's early childhood education programs--Smart Start and NC Pre-K--generated positive effects on student achievement in reading and mathematics through eighth grade (Bai et al., 2020). The current study examined if these effects were moderated by two dimensions of educational opportunity in NC public school districts, as measured by (1) the average academic achievement level in third grade and (2) the rate of growth in academic achievement from third to eighth grade. The Smart Start effect on eighth grade reading achievement was larger in school districts with higher levels of average achievement. Also, the NC Pre-K effect on eighth grade reading achievement was smaller in school districts with higher rates of achievement growth.
&quot;Doing the &apos;Real&apos; Work&quot;: How Superintendents&apos; Sensemaking Shapes Principal Evaluation Policies and Practices in School Districts
Author: Donaldson, Morgaen L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Superintendents,Administrator Evaluation,Principals,School Districts,Educational Policy,Context Effect,Compliance (Legal),State Policy,Instructional Leadership,Kindergarten,Elementary Secondary Education,Disadvantaged,Low Achievement,Comparative Analysis,Policy Analysis,Evaluation Criteria

Almost every state in the United States has revamped its principal evaluation policies since 2009, yet we know little about how they are implemented. Based on interviews and document analysis in 21 small- and medium-sized school districts, we found that superintendents' sensemaking shaped their implementation of policy. Drawing on their beliefs about principals and evaluation and their understanding of their district context, superintendents in lower performing districts reported that they complied with the processes specified in state principal evaluation policies but strayed from state guidelines regarding maintaining a focus on instructional leadership during evaluation. In contrast, superintendents of higher performing districts reported that they implemented evaluation processes loosely but adhered to their state's policy emphasis on instructional leadership. Our findings raise questions about whether the implementation of principal evaluation policies disadvantages principals in lower performing districts. We thus caution against attaching high-stakes consequences such as incentive pay or sanctions to these policies. [This article was published in &quot;AERA Open&quot; (EJ1323743).]
Conducting Virtual Qualitative Interviews with International Key Informants: Insights from a Research Project
Author: Hicks, Nytasia
Date: 2021-09-00
Type: Journal Articles
Subjects: Interviews,Qualitative Research,Cross Cultural Studies,Identification,Recruitment,Educational Researchers,Educational Research,Adult Learning

There is an increasing need for cross-cultural qualitative studies in an era of globalization. A focus group of five researchers, who were involved in a large international research project, identified effective strategies and challenges associated with five key domains of qualitative research with key informants: identification, recruitment, preparation, conducting the interview, and follow-up. Content analysis revealed nuanced tactics related to effective strategies and challenges associated with each domain. Examples of effective strategies include interview preparation to understand the specific expertise of the interviewee and allowing the informant to offer additional information beyond the questions asked. Challenges included technical difficulties with virtual platforms and scheduling interviews in multiple time zones. These findings provide practical guidelines for researchers conducting virtual interviews with international key informants.
The Effect of Teacher Evaluation on Achievement and Attainment: Evidence from Statewide Reforms. EdWorkingPaper No. 21-496
Author: Bleiberg, Joshua
Date: 2021-12-00
Type: Reports - Research
Subjects: Teacher Evaluation,Educational Change,Academic Achievement,Educational Attainment,Public School Teachers,Elementary Secondary Education,Outcomes of Education,Teacher Effectiveness

Starting in 2009, the U.S. public education system undertook a massive effort to institute new high-stakes teacher evaluation systems. We examine the effects of these reforms on student achievement and attainment at a national scale by exploiting the staggered timing of implementation across states. We find precisely estimated null effects, on average, that rule out impacts as small as 1.5 percent of a standard deviation for achievement and 1 percentage point for high school graduation and college enrollment. We also find little evidence of heterogeneous effects across an index measuring system design rigor, specific design features, and district characteristics.
The Effect of Immigration Enforcement on School Engagement: Evidence from 287(g) Programs in North Carolina
Author: Bellows, Laura
Date: 2021-00-00
Type: Journal Articles
Subjects: Immigration,Law Enforcement,Attendance,Federal State Relationship,Hispanic American Students,Limited English Speaking,Federal Legislation,Counties,White Students,African American Students,Elementary Secondary Education,Racial Differences,Ethnicity

During the past 15 years, immigration enforcement increased dramatically in the U.S. interior. There is a growing recognition that immigration enforcement in the U.S. interior has spillover effects onto partnership between Immigration and Customs Enforcement and local law enforcement, 287(g) programs, on within North Carolina. In North Carolina, nine counties were approved to establish 287(g) programs, applied but were not approved to participate. I use a triple difference strategy in which I compare different groups of students in these two sets of counties before and after activation of 287(g) and 2012/2013. I find that 287(g) programs decrease school engagement by decreasing attendance. This driven by increases in chronic absenteeism (missing 15 or more days per year).
Writing Instruction Improves Students&apos; Writing Differentially Depending on Focal Instruction and Children: A Meta-Analysis for Primary Grade Students
Author: Kim, Young-Suk Grace
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Instruction,Instructional Effectiveness,Writing Improvement,Elementary School Students,Writing (Composition),Primary Education,Writing Skills,Productivity,Effect Size,Meta Analysis

We investigated the effect of writing interventions on written composition for students in primary grades (K-G3) with a focus on whether effects vary as a function of different dimensions of composition outcomes (i.e., quality, productivity, fluency, and other), instructional focus (e.g., transcription, self-regulation strategies such as Self-Regulated Strategy Development [SRSD]), and student characteristics (i.e., initially weak writing skills). A total of 24 studies (number of effect sizes, k = 166; N = 5589 participants) met inclusion criteria. The overall mean effect size was moderate and positive (ES = 0.31) with some variation across the dimensions of composition: 0.32 in writing quality, 0.31 in writing productivity, 0.15 in writing fluency, and 0.34 in writing: other. SRSD had large and consistent effect sizes across the outcomes (0.59-1.04) whereas transcription instruction did not yield statistically significant effects on any dimensions of composition due to large variation of effects across studies. Variation in instructional dosage (total length of instruction) did not explain variation in the effect sizes. Lastly, the average effect on writing quality was larger for writers with weaker writing skills compared to those with typical skills.
Multi-Tiered Classroom Management Intervention in a Middle School Classroom: Initial Investigation of CW-FIT-Middle School Tier 1 and Self-Management
Author: Chen, Pei Yu
Date: 2021-00-00
Type: Reports - Research
Subjects: Positive Behavior Supports,Middle School Students,Self Management,Grade 6,Reading Instruction,Task Analysis,Time on Task,Intervention,Teacher Student Relationship

Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of class-wide function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data indicating additional support was needed, a self-management component was added to intensify the intervention (CW-FIT MS w/ SM). A single-subject multiple baseline design was implemented across four student participants, and the on-task student behavior as well as the teacher-student relationship were examined to assess the effects of the intervention. Results indicated improved on-task behavior for three of four students with the implementation of self-management intervention, demonstrating promising maintenance effects. Preliminary data showed an overall improvement in the teacher-student relationship. Both teachers and students reported positive perceptions about the intervention, consistent with earlier findings in CW-FIT MS studies. Limitations and areas for future research are addressed. [This paper will be published in &quot;Journal of Positive Behavioral Interventions.&quot;]
Improving Student Behavior in Middle Schools: Results of a Classroom Management Intervention
Author: Wills, Howard P.
Date: 2019-00-00
Type: Reports - Research
Subjects: Student Behavior,Middle School Students,Classroom Techniques,Intervention,Behavior Problems,Grade 7,Grade 8,Middle Schools,Fidelity,Positive Behavior Supports,At Risk Students,Middle School Teachers,Teacher Student Relationship

Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multi-tiered intervention could help teachers proactively manage student behavior. With a focus on teaching classroom expectations, delivering behavior specific praise, and providing differential reinforcement within an interdependent group contingency, CW-FIT is designed to teach functional replacement behaviors that support students' academic engagement. Intervention effects were assessed with seventh and eighth grade students from diverse backgrounds. Results, evaluated using a single-subject withdrawal (ABAB) design, indicated improved rates of on-task behavior at both class-wide and individual student levels, with corresponding increases in teacher praise and decreases in teacher reprimands. The positive way in which participants viewed CW-FIT implementation and its accompanying effects on student behaviors was consistent with earlier findings in elementary schools. Study limitations and areas for future research are discussed. [This paper was published in &quot;Journal of Positive Behavior Interventions&quot; (EJ1228088).]
Cook County &amp; Grand Portage Early Childhood Needs Assessment
Author: Valorose, Jennifer
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Counties,County Programs,Family Programs,Family Attitudes,Early Childhood Education,Family Needs,Needs Assessment,Information Seeking,Child Rearing,Information Sources,Parent Participation,Child Care,Social Services,Agency Cooperation,Community Health Services,Clinics

Wilder Research supported the Sawtooth Mountain Clinic Hub Team in planning the future HUB Model with data collection and interpretation. This report provides demographic data for Cook County children and families, a list of programs available for families, families' awareness of programs and challenges accessing them, and family needs and supports. [This report was prepared for the Sawtooth Mountain Clinic Community HUB grant.]