ethanporcaro/eric-fulltext-meta huggingface dataset:
Credentials Matter: COVID-19 Case Study. Examining the Effect of the COVID-19 Pandemic on Career and Technical Education and Associated Industry Credentials
Author: Vankudre, Rucha
Date: 2020-09-00
Type: Reports - Research
Subjects: Credentials,COVID-19,Pandemics,Vocational Education,Economic Factors,Labor Market,Elementary Secondary Education,Architecture,Construction Industry,Health Occupations,Hospitality Occupations,Tourism,Human Services,Information Technology,Manufacturing Industry,Transportation

COVID-19 has disrupted students, educators and policymakers across the nation. Between March and May of 2020, over 20 million Americans lost their jobs and the unemployment rate shot up to 14.7%, the highest it has been since the Great Depression. More recently, the nation's gross domestic product shrank at an annual rate of 32.9%. As the economy navigates reopening and education systems adjust not only to how they will deliver instruction safely but to make sure that what they are teaching remains relevant, states must understand the labor market changes that have occurred already so they can begin to anticipate future labor market trends. This report examines short-term changes in credential demand based on the economic ramifications of COVID-19 and analyzes factors that may continue to affect credential demand in potential future waves of the pandemic as well as throughout economic recovery. It also examines how credential demand continues to shift, identifies how credentials can support students in the recovery, and considers how credentials can prepare students to support recovery efforts. Throughout, the report focuses on credentials that have been reported to have been earned by K-12 students to remain consistent with previous &quot;Credentials Matter&quot; research and to provide actionable insights for the secondary school systems. [This report was written with support from Joel Simon.]
Intentionality vs Chaos: Brain Connectivity through Emotions and Cooperation Levels beyond Sensory Modalities
Author: Danilov, Igor Val
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Brain,Psychological Patterns,Intelligence,Intention,Models,Problem Solving,Cooperation,Social Cognition,Accuracy,College Students,High School Seniors,Children,Mothers,Adults

Empirical evidence shows the efficiency of coordinated interaction in mother-infant dyads through unintentional movements: social entrainment, early imitation. The growing body of the literature evidently shows an impact of arousal on group performance and spreading emotion from one individual to another organism, called emotional contagion. The emotion sharing somehow stimulates shared intentionality in individuals of &quot;primary group&quot;. Although there is increasing evidence of consistency between some &quot;motion&quot; and &quot;emotion&quot; concepts, research demonstrating the synergy of the integrative process of all these five concepts is limited. This study presents a dynamic integrated model of motion-emotions synergy that combines and manages all the above-mentioned appearances--the Model of Coherent Intelligence. This model is supported by arguments that are strictly based on experimental evidence in the literature and 24 online experiments in 2020. Primary groups show empirical evidence of a more significant accuracy in problem-solving in the coherent intelligence state. In specific, we conducted 13 online experiments in dyads (116 subjects) with P-value &lt; 0.001, and 7 experiments in primary group adults (41 subjects) with the P-value &lt; 0.002. Experiments with not well-known adults from the secondary group show the effect only within task UL3 (41 subjects in experiment No.12 with translation of unfamiliar language). Non-semantic tasks--SL3 (synthetic language) and US3 (two-color symbols)--did not stimulate the effect in 3 experiments with 207 secondary group subjects (unfamiliar students). The outcome demonstrates inter-brain connectivity through ongoing emotions and motion dynamics, creating cooperation levels beyond sensory modalities. [This paper was published in: &quot;COGNITIVE 2021: The Thirteenth International Conference on Advanced Cognitive Technologies and Applications&quot; (pp. 1-6). IARIA. (ISBN 978-1-61208-847-1).]
New Findings in Education: Primary Data Entry in Shaping Intentionality and Cognition
Author: Danilov, Igor Val
Date: 2021-04-18
Type: Speeches/Meeting Papers
Subjects: Cognitive Science,Intelligence,Models,Intention,Neurology,Interpersonal Relationship,Social Cognition

One of the most intriguing questions in cognitive science is the Primary Data Entry (PDE) problem: where does social knowledge come from? After birth, an organism meets with reality, which is transcendental, staying beyond any experience and understanding of this pure reason. Basic approaches to the study of cognition are cognitivism, connectionism, and embodied dynamicism, The weakness of cognitivism and connectionism is the need to introduce an initial set of social phenomena of the specific community to trigger this system: the PDE problem. There is also a same gap in knowledge in embodied dynamicism approach, this interpretation of a dynamic system is not accurate. The current paper presents the Model of Coherent Intelligence (MCI) and its neural foundation. The analysis of recent empirical data proposes new insights on the origin of intentionality: (i) cognition begins from separating sensory stimuli: Long-Term Potentiation can be induced in neurons of particular Modality-Specific gateways (ignoring other stimuli)--selective induction promotes selective sensitivity to the chaos of stimuli. (ii) Neurons can learn spike-timing-dependent plasticity in social interaction: immature neurons learn the timing code to modulate certain synaptic strength, which triggers either Long-Term Potentiation or Long-Term Depression. The hypothesis of the MCI argues that social interaction shapes organisms' intentionality, promoting similar categorization of stimuli in intimately related individuals with shared social routine and interests. This approach provides a wide range of possibilities for developing a human-computer interface. [This paper was published in: &quot;COGNITIVE 2021: The Thirteenth International Conference on Advanced Cognitive Technologies and Applications&quot; (pp. 7-13). IARIA. (ISBN 978-1-61208-847-1).]
The Type of Writing Instruction and Practice Matters: The Direct and Indirect Effects of Writing Instruction and Student Practice on Reading Achievement
Author: Coker, David L., Jr.
Date: 2018-00-00
Type: Reports - Research
Subjects: Writing Instruction,Reading Achievement,Drills (Practice),Grade 1,Elementary School Students,Writing (Composition),Instructional Effectiveness,Observation,Statistical Analysis

Previous research has demonstrated that writing instruction can support reading achievement (Graham &amp; Hebert, 2011); however much of this work involved carefully designed interventions. In this study, we evaluated a conceptual framework of the direct and indirect effects of typical writing instruction and student writing practice on reading achievement in first grade. Fall reading, vocabulary, and writing data were collected from 391 students, and classroom writing instruction and student writing practice were observed in 50 classrooms. The effects of writing instruction on spring reading achievement were evaluated using a two-level, fixed effects structural equation model. In a multiple mediator model, the total indirect effect of composing writing instruction through student writing practice on spring reading achievement was positive and statistically significant ([beta] = 0.17, p = 0.029), with a modest effect of composing writing instruction mediated by generative writing practice ([beta] = 0.15, p = 0.024). The final model explained 86% and 59% of the variability in spring reading achievement at the student and classroom levels, respectively. These results suggest that generative writing practice mediates the relationship between composing instruction and spring reading achievement. The results also highlight some potentially positive effects of typical writing instruction and student writing practice after controlling for reading instruction and fall reading achievement. [This paper was published in &quot;Journal of Educational Psychology&quot; (EJ1178420).]
Single Mothers with College Degrees Much Less Likely to Live in Poverty. Quick Figures #Q072
Author: Cruse, Lindsey Reichlin
Date: 2018-07-00
Type: Reports - Research
Subjects: Mothers,One Parent Family,Academic Degrees,Poverty,Family Structure,Educational Attainment,High School Graduates,College Graduates,Marital Status,Racial Differences,Ethnicity

Earning a postsecondary degree is a well-established pathway out of poverty, and degrees are especially life-changing for women raising children on their own. Analysis by the Institute for Women's Policy Research (IWPR) finds that in 2016, single mother poverty rates were an average of 33 percent lower at each additional level of education, with bachelor's degree attainment or higher leading to decreases in single mother poverty of over 40 percent compared with one degree lower. While the share of single mothers' living in poverty has decreased over the last six decades, progress has been slow, and poverty rates remained significantly higher than rates among other family types: single mothers have been an average of nearly six times as likely to live in poverty as married couple families since 1974. IWPR estimates that if one quarter of single mothers with only a high school diploma or some college in 2016 had earned an associate or bachelor's degree, poverty among all single mothers would have declined by eight percent--more than three times the rate seen over the last decade. Greater access to supportive services, such as affordable child care, targeted financial aid, and holistic case management would improve single mothers' ability to enter college and persist to degree completion. [This report was funded by the Jewish Foundation for Education of Women.]
Elevating Teacher Effectiveness in a Rural Community: Overview of Key Findings from a Teacher Incentive Fund Grant
Author: National Institute for Excellence in Teaching (NIET)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Rural Schools,Barriers,Teacher Persistence,Labor Turnover,Teaching Conditions,School Culture,Program Effectiveness,Federal Programs,Grants,Partnerships in Education,Teacher Improvement,Academic Achievement,Teacher Competencies,School Districts,Compensation (Remuneration),Faculty Development,Performance,Merit Pay,Collegiality

Schools in rural communities face many challenges in retaining effective teachers, many of which are beyond school leaders' control: need for educators to serve multiple roles, lower teacher salaries, and large percentages of students from low-income backgrounds. However, cultivating a school culture where teachers are supported to be effective can positively impact teacher retention and improve student outcomes -- and that shift is one that school leaders can influence. This study, Elevating Teacher Effectiveness in a Rural Community, examines the impact of a federal Teacher Incentive Fund grant award that expanded a partnership between Cross County School District and the National Institute for Excellence in Teaching (NIET) to create systems that support ongoing, continuous improvement for teachers. Through the implementation of the TAP System for Teacher and Student Advancement, the district is implementing a coherent and integrated set of strategies rooted in a common vision for instructional excellence. Results from the first three years of the grant indicate progress towards increasing teacher collegiality, improving teacher effectiveness, increasing teacher retention, and impacting student achievement. [For the full study, &quot;Elevating Teacher Effectiveness in a Rural Community: Findings from a Teacher Incentive Fund Grant. Research Brief,&quot; see ED612454.]
How Do People Choose among Rational Number Notations?
Author: Tian, Jing
Date: 2020-00-00
Type: Journal Articles
Subjects: Number Concepts,Preferences,Fractions,Arithmetic,Cognitive Processes,College Students,Foreign Countries,Task Analysis,Mathematics Skills

Three rational number notations--fractions, decimals, and percentages--have existed in their modern forms for over 300 years, suggesting that each notation serves a distinct function. However, it is unclear what these functions are and how people choose which notation to use in a given situation. In the present article, we propose quantification process theory to account for people's preferences among fractions, decimals, and percentages. According to this theory, the preferred notation for representing a ratio corresponding to a given situation depends on the processes used to quantify the ratio or its components. Quantification process theory predicts that if exact enumeration is used to generate a ratio, fractions will be preferred to decimals and percentages; in contrast, if estimation is used to generate the ratio, decimals and percentages will be preferred to fractions. Moreover, percentages will be preferred over decimals for representing ratios when approximation to the nearest percent is sufficiently precise, due to the lesser processing demands of using percentages. Experiments 1, 2, and 3 yielded empirical evidence regarding preferences that were consistent with quantification process theory. Experiment 4 indicated that the accuracy with which participants identified the numerical values of ratios when they used different notations generally paralleled their preferences. Educational implications of the findings are discussed.
Elevating Teacher Effectiveness in a Rural Community: Findings from a Teacher Incentive Fund Grant. Research Brief
Author: National Institute for Excellence in Teaching (NIET)
Date: 2021-00-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Rural Schools,Barriers,Teacher Persistence,Labor Turnover,Teaching Conditions,School Culture,Program Effectiveness,Federal Programs,Grants,Partnerships in Education,Teacher Improvement,Academic Achievement,Teacher Competencies,School Districts,Mentors,Compensation (Remuneration),Teamwork,Teacher Leadership,Faculty Development,Accountability,Performance,Merit Pay,Collegiality,Elementary Secondary Education

This study examines the impact of a federal Teacher Incentive Fund grant award that expanded a partnership between Cross County School District and the National Institute for Excellence in Teaching (NIET) to create systems that support ongoing, continuous improvement for teachers. Through the implementation of the TAP System for Teacher and Student Advancement, the district is implementing a coherent and integrated set of strategies that are rooted in a common vision for instructional excellence. Results from the first three years of the grant indicate progress towards increasing teacher collegiality, improving teacher effectiveness, increasing teacher retention, and impacting student achievement. During the grant period, teachers reported increased levels of collegiality in their school. Additionally, the percentage of teachers rated as effective has increased and retention of these effective teachers has improved. Finally, student performance on state standardized assessments improved in all subjects in Cross County School District, surpassing that in comparison districts. [For the study overview, &quot;Elevating Teacher Effectiveness in a Rural Community: Overview of Key Findings from a Teacher Incentive Fund Grant,&quot; see ED612452.]
Using Cluster Analysis to Explore Differences in the Reader Self-Perceptions of Adolescent Struggling Readers
Author: Chapman, Lindsey S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,Grade 6,Reading Difficulties,Self Concept,Students with Disabilities,Remedial Reading,Multivariate Analysis,Achievement Tests,Reading Comprehension,Spelling,Reading Tests,Scores,Profiles

Adolescent struggling readers (ASRs) with and without disabilities are often reported uniformly in the literature as disengaged from reading and lacking the motivation required to read. The present study tested, at the beginning of the academic year, reader self-perception of sixth grade ASRs (n = 71) enrolled in remedial reading courses using the Reader Self-Perception Scale (RSPS). Application of a hierarchical cluster analysis using the 4 RSPS domains yielded 3 statistically significantly distinct clusters of ASRs based on variance across each domain of the RSPS. [This article was published in &quot;Middle Grades Research Journal&quot; (EJ1230990).]
Trends in International Mathematics and Science Study (TIMSS) 2019: National Report for England. Research Report
Author: Richardson, Mary
Date: 2020-12-00
Type: Reports - Research
Subjects: Foreign Countries,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Achievement,Mathematics Tests,Science Tests,Science Achievement,Elementary School Students,Secondary School Students,Student Attitudes,Student Characteristics,Academic Aspiration,Educational Environment,Educational Resources,Family Environment,Teacher Characteristics,Elementary School Teachers,Secondary School Teachers

The Trends in International Mathematics and Science Study (TIMSS) is an international comparison study of mathematics and science performance, organised by the International Association for the Evaluation of Educational Achievement (IEA). The study's main purpose is to provide participating countries with internationally comparable data on the performance and attitudes of 9-10-year olds (year 5) and 13-14-year olds (year 9) in mathematics and science, together with comparisons of the curriculum and the teaching of these subjects in primary and secondary schools. Sixty-four countries and benchmarking systems participated in TIMSS 2019. This report focuses on comparisons of England's pupils' performance and their experiences of mathematics and science teaching compared to the highest-performing countries, other English-speaking countries and a selection of other European countries.
Supporting the Child Care and Early Education Workforce: A Menu of Policy Options for the COVID-19 Pandemic and Recovery. Research Report
Author: Adams, Gina
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Early Childhood Teachers,Child Caregivers,State Policy,Educational Policy,Equal Education,COVID-19,Pandemics,Program Implementation,Disease Control,Work Environment,Compensation (Remuneration),Mental Health,Well Being,Labor Force Development,Home Visits,Educational Finance,Child Care Centers

The COVID-19 pandemic has created unprecedented, urgent challenges for the child care and early education workforce. Though the workforce has always been fragile, new stressors presented over the past year have highlighted fundamental structural problems in the system, including the inequities facing Black, Latina, and Native American child care and early education staff and providers. Based on interviews with 20 experts about strategies to support the child care workforce, this report presents a set of 19 diverse state and local policy strategies that policymakers, philanthropists, and key stakeholders could implement to address these structural inequities and build a stronger and more equitable workforce in the future. [This report was funded by Early Educator Investment Collaborative.]
Science of Learning and Readiness (SoLaR) Recommendation Report: Science of Learning Practices for Distributed Online Environments
Author: Craig, Scotty D.
Date: 2020-04-30
Type: Reports - Descriptive
Subjects: Distance Education,Educational Technology,Blended Learning,Courseware,Organizations (Groups),Best Practices,Educational Strategies,Organizational Culture,Program Evaluation,Trust (Psychology),Class Size,Learning Motivation,Scaffolding (Teaching Technique),Feedback (Response),Instructional Design,Difficulty Level

The Science of Learning and Readiness (SoLaR) project seeks to demonstrate to Defense and other Government stakeholders the &quot;art of the possible&quot; for high-quality distributed learning and to create a practical guide for how to infuse such qualities into the broader Department of Defense (DoD) distributed learning ecosystem. This report is the third in a series of three reports examining the state of the art for advancing the applications of distributed learning. It provides recommendations for setting up modern learning ecosystems that incorporate distributed learning techniques. The DoD can use these specific and actionable recommendations for enhancing its distributed/blended learning institutions (i.e., the overall system), courseware, and associated learning strategies/tactics. The recommendations are based on findings from the two previous reports. The first report, the State of the Art Report (ED612433), was a review of the state of the art for distributed learning environments that searched for best practices with evidence of supporting learning and improving learning organizations. The second report, the Exemplar Report (ED612459), was a review of exemplar learning organizations that have successfully grown their learning enterprise.
Science of Learning and Readiness (SoLaR) Exemplar Report: A Path toward Learning at Scale
Author: Craig, Scotty D.
Date: 2020-04-22
Type: Reports - Research
Subjects: Distance Education,Educational Technology,Learning Analytics,Data Collection,Best Practices,Organizations (Groups),Electronic Learning,Readiness,Organizational Culture,Data Use,Organizational Development

The Science of Learning and Readiness (SoLaR) project seeks to demonstrate to Defense and other Government stakeholders the &quot;art of the possible&quot; for high-quality distributed learning and to create a practical guide for how to infuse such qualities into the broader Department of Defense (DoD) distributed learning ecosystem. This report seeks to provide an understanding of a State-of-the-Art Learning Organization. The features of an exemplar learning organization at scale were identified based on a broad review of the literature. The summarized key findings include: (1) Principles of human learning from the learning sciences hold within learning at scale environments; (2) Human learning within these environments must be supported by technology; (3) The technology must provide data on the learning process to the organization; and (4) Learning organizations must use data to support both the learners in the form of learning, social, and academic guidance, and the members of the organization to provide training, support, and recognition. This report gathers real-world examples from exemplar organizations and provides an example of a growth path for an exemplar organization. Examples of exemplar practices in action were identified from interview data spanning academia, non-profit, and industry. From this data, the report describes important factors the organizations used to scale up, identifies generalizable principles, and highlights the characteristics that make each organization uniquely effective. The report concludes with an example of an ideal scaled-up process. This example provides a pathway based on best practices for learning organizations to scale up.