ethanporcaro/eric-fulltext-meta huggingface dataset:
In the Footsteps of Siblings: College Attendance Disparities and the Intragenerational Transmission of Educational Advantage
Author: Smith, Christian Michael
Date: 2020-00-00
Type: Journal Articles
Subjects: College Attendance,Siblings,Educational Attainment,Social Capital,Parent Background,Probability,Socioeconomic Status,Geographic Location,Family Income,Parents,Employment Level,Grade Point Average,Honors Curriculum,Urban Areas,Rural Areas,Suburbs,Racial Differences,Ethnicity,Family Structure,Gender Differences,Marital Status,Religion,Academic Achievement,Student Behavior,Study Habits,Homework,Attendance,First Generation College Students

Studies in social stratification have used siblings as a tool to learn about the intergenerational transmission of advantage but less often have asked how siblings impact one another's life chances. The author draws on social capital theory and hypothesizes that when youths attend college, they increase the probability that their siblings attend college. The author further hypothesizes that this effect is strongest among youths whose parents do not have college degrees. Findings from a U.S. national probability sample support both hypotheses. Although it is possible that confounding factors drive the estimates, the author conducts robustness checks that show that confounding would need to be very atypically strong to invalidate a causal interpretation. The positive main effect suggests that an intragenerational transmission of educational advantage exists alongside the intergenerational transmission that receives more attention. Effect heterogeneity points to the potential redundancy of college-educated siblings' benefits when youths already receive similar benefits from college-educated parents.
Different Institutions and Different Values: Exploring First-Generation Student Fit at 2-Year Colleges
Author: Tibbetts, Yoi
Date: 2018-04-00
Type: Journal Articles
Subjects: First Generation College Students,Two Year Colleges,Group Membership,Values,Intervention,Cultural Context,School Holding Power,Cultural Differences,Student Motivation,Program Implementation,Program Evaluation

First-generation (FG) college students (students for whom neither parent has a 4-year degree) face a number of challenges as they attempt to obtain a post-secondary degree. They are more likely to come from working-class backgrounds or poverty (Reardon, 2011) and attend lower quality high schools (Warburton et al., 2001) while not benefiting from the guidance of a parent who successfully navigated the path to higher education. FG college students also contend with belonging or &quot;fitting in&quot; concerns due a perceived mismatch between their own values and the values implicit in institutions of higher education (Stephens et al., 2012a). Specifically, prior research has demonstrated that FG college students face an unseen disadvantage that can be attributed to the fact that middle-class norms of independence reflected in American institutions of higher education can be experienced as threatening by many FG students who have been socialized with more interdependent values commonly espoused in working-class populations. The present research examines this theory (cultural mismatch theory) in the understudied context of 2-year colleges and tests if a values-affirmation intervention (i.e., an intervention that has shown promise in addressing identity threats and belonging concerns) can be effective for FG college students at these 2-year campuses. By considering the tenets of cultural mismatch theory in the creation of the values- affirmation interventions we were able to vary different aspects of the intervention in order to examine how its effectiveness may depend on the nature and magnitude of a perceived cultural mismatch. Results from surveying faculty and students at 2-year colleges indicated that compared to traditional 4-year institutions, the norms of 2-year colleges and the motivations of FG students may be different. That is, FG student motives may be more consistent (and thus less mismatched) with the cultural context of 2-year colleges which could result in fewer belonging concerns when compared to FG students at 4-year institutions. This may carry implications for the efficacy of values- affirmation interventions and could help explicate why FG students in the current sample perceived a greater match with their college when they reflected on their interdependent values.
Moving Forward Four Words at a Time: Effects of a Supplemental Preschool Vocabulary Intervention
Author: Peters-Sanders, Lindsey A.
Date: 2020-01-00
Type: Journal Articles
Subjects: Preschool Children,Intervention,Small Group Instruction,Vocabulary Development,Teaching Methods,Program Effectiveness,Program Evaluation,Story Reading,Cues,Case Studies,Language Acquisition,At Risk Students

Purpose: This study evaluated the effects of an automated, small-group intervention designed to teach preschoolers challenging vocabulary words. Previous studies have provided evidence of efficacy. In this study, we evaluated the effects of the program after doubling the number of words taught from 2 to 4 words per book. Method: Seventeen preschool children listened to 1 prerecorded book per week for 9 weeks. Each storybook had embedded, interactive lessons for 4 target vocabulary words. Each lesson provided repeated exposures to words and their definitions, child-friendly contexts, and multiple opportunities for children to respond verbally to instructional prompts. Participants were asked to define the weekly targeted vocabulary before and after intervention. A repeated acquisition single-case design was used to examine the effects of the books and embedded lessons on learning of target vocabulary words. Results: Treatment effects were observed for all children across many of the books. Learning of at least 2 points (i.e., 1 word) was replicated for 74.5% of 149 books tested across the 17 participants. On average, children learned to define 47% of the target vocabulary words (17 out of 36). Conclusions: Results support including 4 challenging words per book, as children learned substantially more words when 4 words were taught, in comparison to previous studies. Within an iterative development process, results of the current study take us 1 step closer to creating an optimal vocabulary intervention that supports the language development of at-risk children. [This article was published in &quot;Language, Speech, and Hearing Services in Schools&quot; (EJ1240104).]
Exploring an Interdisciplinary Theoretical Model of Migrant Schooling to Effectively Account for Achievement Differences between Migrant and Native Students
Author: Pinder, Patrice Juliet
Date: 2020-06-00
Type: Journal Articles
Subjects: Immigrants,Academic Achievement,Sociocultural Patterns,Comparative Analysis,Models,Interdisciplinary Approach,Foreign Countries,Parent Participation,Parent Aspiration,Student Attitudes,Resilience (Psychology),Occupational Aspiration,High Achievement,Peer Relationship,Student School Relationship,Blacks,Asians,Indians,Educational Attainment,Elementary Secondary Education,Higher Education,Cross Cultural Studies

Across the globe, from the very wealthy continents of North America to Europe to Australia, the phenomenon of migrant and immigrant students outperforming native students are observed and documented. Even within the same race, achievement differences are being observed. What might account for the achievement success of one group of students over the other group? Are achievement differences among the migrant and non-migrant groups linked to only family dynamics or to socio-cultural or to psychological factors? Ogbu's (1998) &quot;Cultural-Ecological Model&quot; appears to be insufficient in completely and effectively accounting for these achievement differences. Therefore, the author is proposing a more comprehensive, &quot;Interdisciplinary Theoretical Model of Migrant Schooling&quot; to effectively account for the achievement differences seen across the globe.
Emotional Intelligence and Work Values of Selected Instructors from a Teacher Education Institution
Author: Riego de Dios, Erin E.
Date: 2020-05-00
Type: Journal Articles
Subjects: Emotional Intelligence,Work Ethic,Teacher Educators,Values,Work Attitudes,Measures (Individuals),Teacher Characteristics,Age Differences,Correlation

This study aimed to assess the emotional intelligence and work values of the selected instructors from a teacher education institution. The researcher used a descriptive correlational design in this study with the questionnaire as the main instrument of gathering data. Thirty instructors took part in the survey via convenience sampling. For the instrument, an adapted and modified version of the Emotional Intelligence Self-Assessment Questionnaire (1998) and Work Values Inventory (2006) was used. The researcher subjected the data with the following tools: Weighted Mean, t-test, ANOVA and Pearson-r with the help of SPSS 20. This study generated the following results: instructors agree moderately on the different indicators of emotional intelligence. The instructors also stated that all the indicators are important for the work values inventory. There are no significant differences found in the emotional intelligence and work values when grouped according to sex, civil status, educational attainment, and length of service. However, in terms of age, emotional intelligence got a significant difference. There is also no significant relationship found between the demographic profile, emotional intelligence, and work values of the instructors. Based on the results, the researcher endorsed relevant recommendations.
The Benefits of Combining Value for the Self and Others in Utility-Value Interventions
Author: Priniski, Stacy J.
Date: 2019-03-14
Type: Reports - Research
Subjects: Intervention,Writing Assignments,Introductory Courses,Essays,Comparative Analysis,Biology,Science Instruction,Teaching Methods,Undergraduate Students,Grade Point Average,Content Analysis,Computational Linguistics,Scores,Instructional Effectiveness

Utility-value (UV) interventions, in which students complete writing assignments about the personal usefulness of course material, show great promise for promoting interest and performance in introductory college science courses, as well as persistence in science, technology, engineering, and mathematics fields. As researchers move toward scaling up this intervention, it's important to understand which features are key to its effectiveness. For example, prior studies have used different types of UV assignments (i.e., self-focused essays and other-focused letters) and different assignment structures (i.e., over time, researchers provided a variety of tasks or choices between tasks), without comparing them. It is not known whether these assignment features are incidental details or key aspects of the intervention that impact its effectiveness. In the current study, we systematically compared different UV assignments, as well as ways of combining them, in a randomized controlled trial in an introductory college biology course (N = 590). Specifically, we compared different versions of the intervention in terms of their relative effectiveness for promoting course performance and the motivational mechanisms through which they operated. The intervention was most effective when students had opportunities to write about utility for both the self and others. Grades were higher in conditions in which students were either assigned a variety of self-focused and other-focused assignments or given the choice between the two. Among students with low performance expectations, grades were higher when students were assigned a specific combination: a self-focused assignment followed by other-focused assignments. Results suggest that different versions of the intervention may work through different mechanisms. [This is the online version of an article published in &quot;Journal of Educational Psychology&quot; (ISSN 0022-0663). For the final published version of this article, see EJ1232814.]
An Authentic Course-Based Research Experience in Antibiotic Resistance and Microbial Genomics
Author: Smyth, Davida S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Genetics,Microbiology,Elective Courses,Transformative Learning,Urban Areas,Teaching Methods,Science Instruction,Course Descriptions,Student Research,Self Efficacy,College Students,Outcomes of Education,Student Attitudes,Research Training

We have designed and implemented a novel microbiology elective course &quot;Microbiology of Urban Spaces&quot; to provide students with a transformative education in microbial ecology and genomics. It champions the values of general education while making sure students are well equipped for their future careers. Infusing my personal research into the course allowed me the time and resources needed to advance my own research, while allowing the students to tackle an authentic and real-world problem that they can be passionate about. Several students who were engaged in the research course developed their own research projects during the summer, based upon their own ideas and questions. These students have taken the first steps towards developing the mindset and confidence in themselves that will enable them to succeed in their future scientific endeavors. Though still in its infancy, this course shows great promise to promote SENCER ideals at Mercy College and beyond.
Play Today: B.C. Handbook
Author: Ministry of Education (British Columbia)
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Play,Child Development,Learning Processes,Inquiry,Cooperation,Games,Young Children,Preschool Education,Primary Education,Learning Activities,Creativity,Curriculum,Early Childhood Education,Communication Skills,Creative Thinking,Critical Thinking,Cultural Awareness,Identification (Psychology),Self Concept,Student Responsibility,Social Responsibility,Canada Natives,Culturally Relevant Education,Social History,Inclusion,Self Control,Language Skills,Thinking Skills,Well Being,Imagination,Drama,Standards,Physical Activities,Outdoor Education,Human Body,Teaching Methods,Foreign Countries

The experiences of children's play have a profound impact on all areas of their growth and development. Memories of play can be vivid and detailed. These memories often have a treasured place in our hearts and minds. Educators and parents have a special opportunity to ask themselves, &quot;What kind of memories of play do I hope for the children in my program/school/family to have?&quot; &quot;Play Today&quot; is meant to serve as a guide for offering high quality, play-based learning experiences in the early years, primary grades, and even into the middle years of childhood. It is a foundational document that supports educators, parents, and families in British Columbia (B.C.) and provides examples of how a diverse range of play experiences can be supported and integrated into programs for young children. It illustrates how a continuum of play-based learning experiences may be used in early learning environments. The authors have developed and adapted examples of play experiences that illustrate this continuum. This handbook recommends a play-based approach in the early years, with examples of how play experiences may be used to guide and shape children's learning. It provides information and support for the integration of learning through play into various program settings and it is a guide written to support educators and others involved in guiding, supporting, or monitoring children's play. This handbook is a supporting document to the British Columbia Early Learning Framework. [For the 2019 &quot;British Columbia Early Learning Framework,&quot; see ED605504.]
Play Today: A Guide for Families
Author: Ministry of Education (British Columbia)
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Play,Child Development,Learning Processes,Inquiry,Cooperation,Games,Young Children,Preschool Education,Primary Education,Learning Activities,Creativity,Family Environment,Family Role

Children's play experiences have a profound impact on all areas of their growth, learning, and development. Play Today: A Guide for Families describes ideas and examples of quality play experiences that can be offered to preschool and school-age children by their families and caregivers. This guide puts a focus on play-based learning for children from age three to eight (approximately Grade 3). It includes examples of a range of play experiences that benefit children's learning. The examples include opportunities for play that children lead, as well as those that adults may guide. It also explains how learning happens and invites family members and caregivers to consider the value of play experiences for learning at home and elsewhere. This guide is based on the &quot;Play Today: B.C. Handbook&quot; and draws on activities in &quot;Let's Play: Activities for Families.&quot; In these early learning resources, the benefits of play experiences are highlighted so that adults are assured that play experiences are valuable to children for their learning and development. [For &quot;Let's Play: Activities for Families,&quot; see ED605501. For &quot;Play Today: B.C. Handbook,&quot; see ED605491.]
Exploring the Effects of Game Based Learning in Trinidad and Tobago&apos;s Primary Schools: An Examination of In-Service Teachers&apos; Perspectives
Author: Pinder, Patrice Juliet
Date: 2016-06-30
Type: Reports - Research
Subjects: Game Based Learning,Teaching Methods,Instructional Effectiveness,Elementary Education,Elementary School Teachers,Teacher Attitudes,Learner Engagement,Foreign Countries,Educational Technology,Technology Uses in Education

Although game based learning (gbl) has been widely utilized by the military, education, marketing, and advertising sectors, its effectiveness as a learning strategy or training tool is still unclear (Ariffin, Oxley, &amp; Suliman, 2014). The present study addresses this gap and examines the effectiveness of using game based learning in primary school instruction, particularly in Trinidad and Tobago where little research has been conducted at the primary and pre-school levels. This study employs a mixed-methods research approach and is made of (1) a quantitative questionnaire for teachers, and (2) interviews with teachers to get their views/perspectives on the benefits or effects of game based learning to the teaching and learning processes. Data findings from the current study should begin to fill in the research gap with respect to using game based learning as an effective teaching and learning strategy in Trinidad and Tobago's primary schools.
Professional Military Education: Programs Are Accredited, but Additional Information Is Needed to Assess Effectiveness. Report to Congressional Addressees. GAO-20-323
Author: Farrell, Brenda S.
Date: 2020-02-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Military Training,Professional Education,Accreditation (Institutions),Program Effectiveness,Budgets,Standards,Teaching Methods,Academic Achievement,Educational Assessment,Military Schools,Teacher Selection,Educational Quality,Quality Control

The Conference Report accompanying the John S. McCain National Defense Authorization Act for Fiscal Year 2019 included a provision for the Government Accountability Office (GAO) to evaluate Department of Defense (DOD) Professional Military Education (PME) and JPME institutions. This report examines the extent to which: (1) the military services' PME programs have met civilian and Joint PME (JPME) accreditation requirements, (2) The Office of the Secretary of Defense (OSD) has assessed the effectiveness of the military services' PME programs, and (3) The Under Secretary of Defense (USD) (Comptroller) has monitored the military services' PME program budget data. GAO analyzed applicable laws and policy, analyzed accreditation and budget information, and interviewed officials from the military services' intermediate- and senior-level resident PME programs.
Small Business Administration: Opportunities Exist to Strengthen Engagement with Historically Black Colleges and Universities. Report to Congressional Requesters. GAO-20-41
Author: Ortiz, Anna Maria
Date: 2019-11-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Black Colleges,Partnerships in Education,Entrepreneurship,Public Policy,Data Collection,Federal Programs,Educational Quality,Government School Relationship,Federal Government,Government Role

The 101 Historically Black Colleges and Universities (HBCUs) play an important role in higher education and in their local and regional economies. Among African Americans who obtained a doctorate in science, technology, engineering, or mathematics in 2005-2010, more than one-third earned their undergraduate degrees from an HBCU. The Government Accountability Office (GAO) was asked to review the Small Business Administration's (SBA's) entrepreneurship-related efforts with HBCUs. This report examines (1) SBA efforts to foster entrepreneurship with HBCUs in recent years; (2) SBA's plans for the White House Initiative on HBCUs; and (3) the extent to which SBA collected information specific to HBCUs. GAO analyzed SBA information on HBCU participation in programs and activities for fostering entrepreneurship and reviewed related standard operating procedures. GAO also interviewed officials at SBA headquarters and eight SBA district offices, and representatives of nine Small Business Development Centers (selected for a high number of agreements with HBCUs and other factors). GAO is making three recommendations, including that SBA communicate planned efforts to support HBCUs to key Small Business Development Centers or district offices, and collect additional information on its efforts to support HBCUs. SBA agreed with GAO's recommendations.
How Can Districts Improve Newcomer Graduation Outcomes? Policy Brief
Author: Walqui, Aída
Date: 2015-00-00
Type: Reports - Research
Subjects: Graduation Rate,School Districts,English Language Learners,Immigrants,Policy Formation,Board of Education Policy,Grade 9,Progress Monitoring,High School Students,Adolescents,Board of Education Role,Student Diversity,Outcomes of Education

This policy brief focuses on a specific subgroup of ELL students: newcomers who enter a school district in the ninth grade knowing little or no English. Many of these immigrant students also have interrupted or limited formal education. In this brief we address two issues within the control of local school districts: 1) how to define and track newcomer graduation rates, 2) how to develop policies at the district level to improve newcomer graduation rates. This brief has articulated the need to focus on the outcomes of a particular group of students, those who arrive to the district in the ninth grade and must graduate within four years. Continued attention on the outcomes of this subgroup, combined with ongoing monitoring and targeted interventions can potentially improve graduation outcomes for newcomers and provide society with the benefits of increased graduation rates. [The policy brief is part of the Exploring Longitudinal Outcomes and Trajectories of English Language Learners (ELOTE) Researcher-Practitioner Partnership between WestEd and the Fort Worth Independent School District (FWISD).]