ethanporcaro/eric-fulltext-meta huggingface dataset:
School-Community Partnerships in New York State: Snapshot of Trends as Pre-K Expands. School Community Partnerships Project. Policy Brief II
Author: Holcomb, Betty
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: School Community Relationship,Partnerships in Education,Preschool Education,Public Schools,Equal Education,Surveys,Communication (Thought Transfer),Financial Support,Extended School Day,Extended School Year,Enrollment,Educational Quality,Preschool Curriculum,Professional Development,Family Involvement,Student Transportation,Kindergarten

The expansion of Pre-K in early childhood programs, both in the community and in schools, has the potential to build significant new alignment between the traditional K-12 education system and the preschool year. Most communities, however, have only scratched the surface of collaboration between public schools and community programs as prekindergarten expands. Such partnerships hold potential to better align teaching and learning, resources, and capacity, and to ease the transition to kindergarten, leading to improved educational outcomes for children. There is increasing recognition that these partnerships are a critical component for moving toward a coherent system and continuum of services, birth to age 8. Currently more than half of the children enrolled in Pre-K are in community-based settings and this has held steady over the years. New York's Universal Prekindergarten (UPK) legislation that passed in 1997 created an important new opportunity to build these partnerships. These partnerships are complicated by a variety of issues that stem from the different contexts, supports, and infrastructure available to public schools and their community partners. Public education is free and open to all children and managed by a single system, with its own infrastructure and supports. Most early childhood programs and services operate as a single, autonomous entity, not as part of a system. Bridging these worlds holds significant promise of producing better educational outcomes for children and better meeting the needs of and strengthening families. The task ultimately calls for a set of policies and practices to inform and facilitate the work of these new partnerships to assure effective, efficient, and coherent delivery of early education services. The effort will ultimately require new resources, technical assistance, and some system-wide professional development to fill gaps in knowledge in both the early childhood and public school community. This Snapshot offers some new findings on next steps to strengthen these partnerships. Above all, these results indicate a need for common understanding about whether specific policies and practices are in place and understood across all settings. &quot;School Community Partnerships: Moving Pre-K Forward Survey,&quot; designed by Sam Stephens, is contained in the appendix. [The Booth Ferris Foundation supported the Center for Children's Initiatives' new School Community Partnerships Project.]
Analysis of Textual Features of a New Reading Comprehension Assessment: MOCCA
Author: Seipel, Ben
Date: 2015-00-00
Type: Reports - Research
Subjects: Reading Comprehension,Reading Tests,Cloze Procedure,Multiple Choice Tests,Test Items,Item Analysis,Correlation

Previous research has established two types of struggling readers: those who struggle with lower-level reading skills and those who struggle with higher-level reading skills (Cain &amp; Oakhill, 2006; Perfetti, 2007). The latter group is commonly termed &quot;poor comprehenders&quot;: readers who exhibit poor comprehension compared to peers with similar word-reading skills and vocabulary (e.g., Cain &amp; Oakhill, 1999, 2006; Carlson, Seipel, &amp; McMaster, 2011, 2014; Rapp et al., 2007). The original Multiple-choice Online Cloze Comprehension Assessment (MOCCA) was designed to differentiate among poor comprehenders in terms of the types of comprehension processes they use during reading (cf. Carlson et al., 2014). MOCCA consists of 40 items, which use short narrative texts (seven sentences long) written around a fourth grade Flesch-Kincaid Grade Level (Kincaid, Fishburne, Rogers, &amp; Chissom, 1975). Each item (i.e., text) is a discourse-level maze task in which the sixth sentence is deleted. Readers read each text and choose among four multiple-choice response types to complete the missing sentence. The purpose of this study was to determine which textual features are correlated with and affect item difficulty (proportion correct, item discrimination, and point-biserial correlations for the original MOCCA test items. This information will be used to develop item-writing guidelines, edit original test items, and write new test items. The results of this study will be used to inform the writing of new MOCCA test items to better differentiate between good and poor comprehenders, and the better differentiate between the two types of struggling comprehenders. Appended are: (1) References; and (2) Tables and Figures.
A Preliminary Assessment of the Cost and Benefit of the North Carolina's Early College High School Model and Its Impact on Postsecondary Enrollment and Earned College Credit
Author: Unlu, Fatih
Date: 2015-00-00
Type: Reports - Research
Subjects: Cost Effectiveness,Dual Enrollment,High Schools,Postsecondary Education,Enrollment,College Credits,Longitudinal Studies,Outcomes of Education,High School Students,College Students,College Preparation,Educational Attainment,Two Year Colleges

The changing nature of the U.S. economy has fostered concerns that too few students are successfully completing postsecondary education (Achieve, 2004). Three quarters of those who enter high school graduate within four years, with approximately 70 percent of those graduates enrolling immediately in some form of postsecondary education (Ross et al., 2012). Of those who do attend, insufficient numbers complete a degree with only a little less than half (49 %) of beginning postsecondary students attaining some sort of a postsecondary credential within six years of enrolling (Ross, et al., 2012). As a result, there have been numerous initiatives to increase the number of students who graduate from high school prepared to enroll and progress in postsecondary education. One approach is the Early College High School (ECHS or early college) model, small schools that blur the line between high school and college. The primary goal of the early college model is to increase the number of students who graduate from high school and who continue on to and succeed in college. This paper presents results from a longitudinal experimental study that is examining the impact of early colleges on students' outcomes in high school and in postsecondary (PS) education, specifically on postsecondary enrollment and college credit accrual during and after high school. Early results from this study show that the Early College High School model is increasing students' enrollment in postsecondary education, primarily by the required exposure in high school. The results show that, as is inherent in its design, the program is successful in providing early access to college. This paper also reports results from a detailed cost and benefit analysis of the early college model. The following are appended: (1) References; and (2) Tables and Figures.
The Work of Children: Seeking Patterns in the Design of Educational Technology
Author: Eisenberg, Michael
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Children,Design,Creativity,Fantasy,Play

The vast majority of research in educational technology focuses, justifiably, on what might be described as &quot;short-term&quot; (or perhaps &quot;medium-term&quot;) questions: how to improve an existing software system, how to assess a particular classroom innovation, how to teach some current subject matter in a more effective fashion. From time to time, however, it is worth stepping back from such questions and taking a longer view of children's technology: what are the larger patterns by which certain technologies become associated with children's work? In this paper, we examine a broad thematic pattern through which &quot;adult&quot; (or &quot;professional&quot;) technologies become progressively associated with children's activities. As an example of how this analysis can be put to use for future design, we describe early steps in an effort to adapt a particularly powerful manufacturing technology (&quot;pick-and-place&quot;) for children's crafts. [For the full proceedings, see ED562093.]
Addressing Selection Bias Using Partial Longitudinal Data: A Demonstration Using Recent and Past School Movers
Author: Grigg, Jeffrey
Date: 2015-00-00
Type: Reports - Research
Subjects: Longitudinal Studies,Student Mobility,Scores,Grade Point Average,Student Surveys,Differences,Outcomes of Education,Grade 7,Student Attitudes,Bias

The United States is a mobile society, and many children are caught up in currents of residential and school mobility. According to the Early Childhood Longitudinal Study, 31% of eighth grade students in 2007 had changed schools three or more times since the beginning of kindergarten. Mobile students offer potential insight into the influences of school context and peer relations as they integrate socially and academically into their new schools, but the problem of selection into mobility is acute. The author integrates cognitive, academic, and social-psychological outcomes in the study of student mobility by identifying the effect of a recent school change on test scores, grade point average, and student survey responses in order to address two questions: (1) How do mobile student differ from non-mobile students? (2) Does the recent experience of moving influence student outcomes? Results indicate that future research may demonstrate this phenomenon more convincingly, but in the meantime, the psychological strain apparent among some mobile students is enough to warrant attention and concern for them. Tables and Figures are appended.
The Development of Computational Thinking in the Context of Science and Engineering Practices: A Self-Regulated Learning Approach
Author: Peters-Burton, Erin E.
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Students,Thinking Skills,Skill Development,Critical Thinking,Computation,Self Management,Design,Learning Theories,STEM Education,Computer Science

A quality educational experience for secondary students involves more than an acquisition of content knowledge; it entails providing students opportunities to develop a variety of thinking skills that enable integration of knowledge and the promotion of student self-directed learning outside of the classroom. One critical skill that is often underemphasized in education is computational thinking. The purpose of this conceptual paper is to discuss the parallels between the processes of computational thinking and self-regulated learning, and the corresponding implications of this integrated framework for instruction in secondary classrooms. Guiding our analysis is the premise that because computational thinking processes can be viewed as goal-directed processes, it is possible to use self-regulated learning theory as a framework for assessing and enhancing computational thinking. Secondary educators have minimal experience with teaching computational thinking in the United States, so not only is a clear definition of computational thinking necessary in the Next Generation Science Standards, it is also necessary to have a learning theory from which to structure this type of thinking. [For the full proceedings, see ED562093.]
Ontological Relations and the Capability Maturity Model Applied in Academia
Author: de Oliveira, Jerônimo Moreira
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Information Science,Experiential Learning,Quantum Mechanics,Mechanics (Physics),Cognitive Processes,Interaction,Information Technology,Interpersonal Relationship,Behavior,Knowledge Management

This work presents a new approach to the discovery, identification and connection of ontological elements within the domain of characterization in learning organizations. In particular, the study can be applied to contexts where organizations require planning, logic, balance, and cognition in knowledge creation scenarios, which is the case for the scenario we are proposing here as the primary one to consider in universities and academia. The model we are focusing on and proposing is grounded in the establishment of existing connections among people, processes, and technology, which form the compounds of the model being what we understand for the Experiential Learning Cycle (ELC) and the Imaginary Experiential Learning Cycle (IELC). Hence, a diagnosis method is proposed in the form of a &quot;harmonograma&quot;, which will serve as the basis to establish what we consider the Dynamic Balance Point (DBP) as a tool to be applied to identify the characteristics that mobilize cognition, and for which points need to be improved. Therefore, individuals (i.e. a person as a conceptualization) are concerned with personal knowledge, skills, experiences, and with the technology and processes that enable dealing and managing it. We certainly believe that the application of DBP as a self-diagnosis model could successfully contribute to this interaction of Technologies, Processes and People in the cognitive-behavioral perspective. [For the full proceedings, see ED562093.]
Apps. Accessibility and Usability by People with Visual Disabilities
Author: Olmedo-Moreno, Eva María
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Visual Impairments,Usability,Educational Technology,Assistive Technology,Access to Computers,Computer Oriented Programs,Social Networks,Social Media

The increasing use of ICT devices, such as smartphones and tablets, needs development of properly software or apps to facilitate socio-educative life of citizens in smart cities: Adaptive educational resources, leisure and entertainment facilities or mobile payment services, among others. Undoubtedly, all that is opening a new age with more information and autonomy for each individual, but the point is if these apps are accessible for the whole population. And when we talk about accessibility in an App, we are not only considering if the user is able to switch it on or unfold it main menu, we consider interface aspects that can present difficulties for some users. This study analyzes accessibility and usability of 15 Apps for people with visual dysfunction, because this difficulty has the greatest influence on the effective and efficient use of them. Data are collected through a descriptive scale made by a deductive-inductive process on four categories with a wide use of Apps. Social and specifically social-networking category is the largest consider accessibility on their apps, being highly demand by users and cost-effective for companies. Other categories are evaluated as completely inaccessible by users. [For the full proceedings, see ED562093.]
A Program Complexity Metric Based on Variable Usage for Algorithmic Thinking Education of Novice Learners
Author: Fuwa, Minori
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Integrated Learning Systems,Educational Technology,Technology Uses in Education,Mathematics,Higher Education,Skill Development,Secondary Education,Teaching Methods,Computer Science Education,Foreign Countries

We have explored educational methods for algorithmic thinking for novices and implemented a block programming editor and a simple learning management system. In this paper, we propose a program/algorithm complexity metric specified for novice learners. This metric is based on the variable usage in arithmetic and relational formulas in learner's algorithms. To evaluate the applicability of this metric for novice education, we discuss the differences between three previous program complexity metrics and our proposed metric. [For the full proceedings, see ED562093.]
Degenerate Power in Multilevel Mediation: The Non-Monotonic Relationship between Power &amp; Effect Size
Author: Kelcey, Ben
Date: 2015-00-00
Type: Reports - Research
Subjects: Hierarchical Linear Modeling,Statistical Analysis,Effect Size,Mathematical Formulas,Correlation

Like studies focused on the detection of a main or total effect, a principal consideration in the design of studies examining mediation is the power with which mediation effects can be detected if they exist (e.g., Raudenbush, 1997). However, unlike studies concerning the detection of main effects, literature has not established power formulas for detecting mediation effects in multilevel designs and described precisely how changes in parameter values can influence and even undermine a study's power to detect mediation effects. The purpose of this study was twofold. First, the author derived power formulas for multilevel mediation effects. Second formulas were developed that delineate the conditions under which power is maximized and the rate with which it declines as a function of the magnitude of path coefficients and used these results to investigate the behavior of power as a function of design parameters. The results indicated that unlike the power to detect total effects, the power to detect mediation effects is not a monotonic function of effect size but rather a complex function governed by the decomposition of the total effect. Although the study presented focused on inferences drawn from the Sobel test for multilevel mediation, the results extend to other designs and tests including single level designs and bootstrapped confidence intervals. In this way, the findings from this study expand the scope and quality of designs for studies of mediation because they equip researchers with the tools to consider how study features and design choices impact the probability with which they can detect effects. Tables and figures are appended.
Dimensionality of Upper Elementary Mathematics Instruction: Exploring Factors across Two Observational Instruments
Author: Blazar, David
Date: 2015-00-00
Type: Reports - Research
Subjects: Elementary School Mathematics,Mathematics Instruction,Test Construction,Teacher Competencies,Teaching Methods,Mathematics Teachers,Grade 4,Grade 5,Elementary School Teachers,Observation,Video Technology,Coding,Correlation,Factor Analysis

Over the past several years, research teams have developed observational instruments to measure the quality of teachers' instructional practices. Instruments such as Framework for Teaching (FFT) and the Classroom Assessment Scoring System (CLASS) assess general teaching practices, including student-teacher interactions, behavior management, and instructional pedagogy (Kane, Taylor, Tyler, &amp; Wooten, 2011; Pianta, Belsky, Vandergrift, Houts, &amp; Morrison, 2008). Other instruments such as the Protocol for Language Arts Teaching Observations (PLATO) and the Mathematical Quality of Instruction (MQI) attend to content specific practices that are more pertinent for teaching and learning in specific disciplines (Grossman et al, 2012; Hill et al, 2008). Working at the intersection of both types of practices, the authors attempt to describe instruction using both generic and content-specific measures of teaching practice. As research teams have focused on the measurement properties of individual instruments, the extent to which generic and content-specific instruments capture related constructs is unclear. This research is of value to both researchers and school leaders, who might be interested in enumerating a parsimonious list of teaching practices that brings together generic and content-specific aspects of instruction; such a list could be useful for a number of purposes, including the creation of comprehensive evaluation frameworks and studies of the relationships between different domains of teaching practice and student learning. An appendix contains tables and figures.
An Increase in Emotional Support, a Reduction in Negative Social Emotional Skills, or Both?: Examining How Universal Social Emotional Programs Achieve Reductions in Aggression
Author: Portnow, Sam
Date: 2015-00-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Aggression,Antisocial Behavior,Behavior Modification,Youth,Skill Development,Self Control,Friendship,Caring,Intervention,Student Behavior,Elementary School Students,Quasiexperimental Design,Interviews,Vignettes,Visual Stimuli,Questionnaires,Teacher Attitudes,Likert Scales

Participation in Social Emotional Learning (SEL) programs reduces aggressive and antisocial behavior (Durlak, Weissberg, Dymnicki, Taylor, &amp; Schellinger, 2011). Theoretically, SEL programs foster social and emotionally intelligent youth through improving children's social and emotional skills, defined in the present study as the ability to manage emotions and develop meaningful friendships (Izard, 2002; Lemerise &amp; Arsenio, 2000; Webster-Stratton &amp; Reid, 2004), as well as fostering emotional support, defined in the present study as safe and caring learning environments (Hawkins et al., 2004; Schaps, Battistich, &amp; Solomon, 2004). Presently, it is unclear which component is more important, or if both components are equally important. Research on interventions designed specifically for children who engage in aggressive and antisocial behavior suggest that each component is equally important. In this study, teachers engage in 8 MyTeachingPartner (MTP) coaching cycles throughout the academic year. The present study suggests that SEL programs reduce aggressive and antisocial behavior through improving social and emotional skills and fostering safe and caring learning environments. More specifically, in support of the authors' hypothesis, findings indicate that within the intervention group of the 4Rs + MTP program, the interaction between emotional support and hostile attribution bias predicted less teacher-reported aggressive and antisocial behavior.
1 + 1 Is Not Always 2: Variation in the Relations between Mathematics Self-Efficacy Development and Longitudinal Mathematics Achievement Growth
Author: Shanley, Lina
Date: 2015-00-00
Type: Reports - Research
Subjects: Mathematics Achievement,Self Efficacy,Achievement Gains,Elementary School Students,Middle School Students,Longitudinal Studies,Gender Differences,Racial Differences,Socioeconomic Status,Individual Development,Surveys,Children,Structural Equation Models

Preparing every student to be college and career ready by the time they graduate from high school has become a national policy priority. Although a variety of academic skills are required for postsecondary success, mathematics achievement is a particularly influential factor in college and career readiness (Pellegrino &amp; Hilton, 2012). Research suggests that college and career readiness efforts in mathematics likely need to start in the primary grades because kindergarten academic skills, measured upon school entry are highly predictive of academic performance at the end of first grade and well beyond. This descriptive study utilizes an extant, observational, nationally representative data set to describe and explore relationships between student demographic characteristics, mathematics achievement, and mathematics self-efficacy. Preliminary findings suggest that early mathematics achievement growth may behave differently based on SES and sex. Complete analyses will allow for a closer examination of the relationships between mathematics achievement and self-efficacy development for different students. This knowledge can support instructional planning and inform the development of targeted interventions that can support academic achievement and intra and interpersonal skill development. Figures are appended.