ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of the National Guard Youth ChalleNGe / Job ChalleNGe Program. Final Report
Author: Berk, Jillian
Date: 2020-05-22
Type: Reports - Evaluative
Subjects: Program Evaluation,Youth Programs,Armed Forces,Residential Programs,Dropouts,High School Equivalency Programs,Educational Attainment,Program Effectiveness,Outcomes of Education,Postsecondary Education,Career Development,Job Training,Community Colleges,Credentials,Career Counseling,Employment Services,Job Shadowing,Internship Programs,Enrollment,Juvenile Justice,Grants,Program Implementation,Job Search Methods

Many youth in America are not on track for labor market success. One factor that increases the risk of poor labor market outcomes among these youth is dropping out of school (Rumberger 2020). Youth who drop out of school are at greater risk for job instability and for lower longterm earnings (Hair et al. 2009). They are also more likely to struggle with mental health and substance abuse issues (Maynard et al. 2015). These challenges are compounded for youth who have early involvement with the juvenile or criminal justice systems. Even low levels of involvement can disrupt school attendance and increase the likelihood of dropping out of school (Kirk and Sampson 2013; Hjalmarsson 2008). Additional collateral consequences--including restrictions on financial aid, employer discrimination, and occupational licensing restrictions-- also create barriers to future labor market success (Simpson and Holthe 2018). Youth with prior involvement in the justice system need targeted support to overcome these barriers (Office of Juvenile Justice Delinquency Prevention 2000). The National Guard Youth ChalleNGe (YC) Program is an evidence-based program for helping youth who have dropped out of high school get back on track. An evaluation of this program for youth ages 16 to 18 found that three years after program entry, YC participants were more likely than the control group to have obtained a GED or high school diploma, earned college credits, and be employed (Millenky et al. 2011). The YC model includes a 20-week, community-based residential program followed by a year of post-program mentoring that aims to build youth confidence and maturity, teach practical life skills, and help youth obtain a high school diploma or GED. Building on this successful model, the Employment and Training Administration (ETA) of the U.S. Department of Labor (DOL) funded YC programs in three states: Georgia, Michigan, and South Carolina, to expand their YC programs to include more court-involved youth and to create a follow-on residential occupational training program called Job ChalleNGe (JC). The subsequent evaluation examined the implementation of these grants and the outcomes for youth participants related to postsecondary education, employment, and criminal justice involvement in the two years following program involvement. This report describes the findings and presents lessons from the experiences of the three grantees and participating youth.
Education Research Highlights in Mathematics, Science and Technology 2020
Author: Zayyad, Muhammad, Ed.
Date: 2020-12-00
Type: Books
Subjects: Educational Research,Mathematics Education,Science Education,Technology Education,STEM Education,Educational Trends,Educational Technology,Game Based Learning,Technology Uses in Education,Intelligent Tutoring Systems,Metacognition,Learning Strategies,Remedial Mathematics,Lesson Plans,Culturally Relevant Education,Mathematics Skills,Informal Education,After School Programs,Early Childhood Education,21st Century Skills,Equal Education,Student Evaluation,Foreign Countries

&quot;Education Research Highlights in Mathematics, Science and Technology&quot; is published annually from the selected papers invited by the editors. This edition includes 3 sections and 11 papers from the field of Educational Technology, Mathematics Education and Science Education, all submissions are reviewed by at least two international reviewers. The purpose of the book is to provide the readers with the opportunity of a scholarly refereed publication in the field of education in mathematics, science and technology. &quot;Education Research Highlights in Mathematics, Science and Technology&quot; is published by ISRES Publishing.
Evaluation of the College, Career, and Community Writers Program: Findings from the i3 Scale-Up Grant. Technical Report
Author: Park, Christina
Date: 2021-02-00
Type: Reports - Research
Subjects: Writing Instruction,Persuasive Discourse,Program Evaluation,Instructional Effectiveness,Program Effectiveness,Rural Schools,Writing Skills,Writing Improvement,Writing Evaluation,Writing Achievement,Program Implementation,Fidelity,Capacity Building,Secondary School Students

Developed by the National Writing Project (NWP), the College, Career, and Community Writers Program (C3WP) seeks to improve students' argument writing by building teachers' understanding of and skill in teaching source-based argument writing. The program features intensive professional development, skill-based instructional resources, and formative assessment tools designed to help teachers bring C3WP into their classrooms. After two prior studies of C3WP showed positive and statistically significant effects on grade 7-10 students' source-based argument writing, NWP received a 2016 Investing in Innovation (i3) Scale-up grant from the US Department of Education. With this grant, NWP aimed to: (1) develop greater capacity to implement and sustain C3WP through scaling activities and (2) implement C3WP in grades 7-10 in 2018-19 and 2019-20 and grades 4-5 in 2019-20. SRI received funds through this grant to serve as external evaluator. This technical report provides SRI's independent evaluation findings in line with i3 reporting requirements. SRI employed a district-level cluster randomized controlled trial to assess the impact of C3WP on students' source-based argument-writing achievement. In spring 2018, SRI randomized 48 rural districts in 16 states to receive either C3WP or a business-as-usual comparison condition. One treatment district attrited shortly after randomization. SRI used various data sources, including administrative program data and teacher surveys, to examine scaling and program implementation. SRI administered a source-based argument writing performance task as a baseline measure in fall 2018 and outcome measure in spring 2019, after one year of program implementation in grades 7-9. SRI deidentified the writing and NWP scored it using the four attributes measured by the Analytic Writing Continuum for Source-based Writing (AWC-SBA): content, structure, stance, and conventions. The COVID-19 pandemic disrupted the second year of C3WP implementation in grades 7-10 and the only year of implementation in grades 4-5. Ultimately, SRI found that NWP's implementation of C3WP met all measured thresholds of implementation fidelity and scaling other than those impacted by the pandemic (number of hours of professional development in 2019-20 and regional conferences, intended to be held in 2020). SRI found that one year of C3WP had positive and statistically significant impacts on all four attributes of grade 7-9 students' writing measured by the AWC-SBA.
START-Play Physical Therapy Intervention Impacts Motor and Cognitive Outcomes in Infants with Neuromotor Disorders: A Multisite Randomized Clinical Trial
Author: Harbourne, Regina T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Early Intervention,Infants,Neurological Impairments,Developmental Delays,Psychomotor Skills,Home Visits,Physical Therapy,Child Development,Cognitive Processes,Cognitive Development,Play,Problem Solving,Skill Development,Individual Characteristics,At Risk Persons,Communication Skills,Receptive Language,Expressive Language

Objective: Our objective was to evaluate the efficacy of the Sitting Together and Reaching to Play (START-Play) intervention in young infants with neuromotor disorders. Method: This randomized controlled trial compared usual care-early intervention (UC-EI) with START-Play plus UC-EI. Analyses included 112 infants with motor delay (55 UC-EI, 57 START-Play) recruited at 7 to 16 months of age across 5 sites. START-Play included twice-weekly home visits with the infant and caregiver for 12 weeks provided by physical therapists trained in the START-Play intervention; UC-EI was not disrupted. Outcome measures were the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley); the Gross Motor Function Measure; reaching frequency; and the Assessment of Problem Solving in Play (APSP). Comparisons for the full group as well as separate comparisons for infants with mild motor delay and infants with significant motor delay were done. Piecewise linear mixed modeling estimated short- and long-term effects. Results: For infants with significant motor delay, positive effects of START-Play were observed at 3 months for Bayley cognition Bayley fine motor, and APSP and at 12 months for Bayley fine motor and reaching frequency outcomes. For infants with mild motor delay, positive effects of START-Play for the Bayley receptive communication outcome were found. For the UC-EI group, the only difference between groups was a positive effect for the APSP outcome, observed at 3 months. Conclusions: START-Play may advance reaching, problem-solving, cognitive, and fine motor skills for young infants with significant motor delay over UC-EI in the short term. START-Play in addition to UC-EI may not improve motor/cognitive outcomes for infants with milder motor delays over and above usual care. Impact: Concepts of embodied cognition, applied to early intervention in the START-Play intervention, may serve to advance cognition and motor skills in young infants with significant motor delays over usual care early intervention. Lay Summary: If you have a young infant with significant delays in motor skills, your physical therapist can work with you to develop play opportunities to enhance your child's problem-solving, such as that used in the START-Play intervention, in addition to usual care in order to help your child advance cognitive and motor skills.
Spaced Mathematics Practice Improves Test Scores and Reduces Overconfidence
Author: Enemy, William G.
Date: 2021-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Assignments,Scores,Mathematics Tests,Middle School Students,Intervals,Foreign Countries,Student Attitudes,Prediction

The practice assignments in a mathematics textbook or course can be arranged so that most of the problems relating to any particular concept are massed together in a single assignment, or these related problems can be distributed across many assignments -- a format known as spaced practice. Here we report the results of two classroom experiments that assessed the effects of mathematics spacing on both test scores and students' predictions of their test scores. In each experiment, students in Year 7 (11-12 years of age) either massed their practice into a single session or divided their practice across three sessions spaced one week apart, followed one month later by a test. In both experiments, spaced practice produced higher test scores than did massed practice, and test score predictions were relatively accurate after spaced practice yet grossly overconfident after massed practice. [This paper will be published in &quot;Applied Cognitive Psychology.&quot;]
Developing Gamified Instructional Materials in Genetics for Grade 12 STEM
Author: Funa, Aaron A.
Date: 2019-03-00
Type: Journal Articles
Subjects: Instructional Materials,Material Development,Genetics,High School Students,Grade 12,STEM Education,Science Instruction,Portfolios (Background Materials),Lesson Plans,Teaching Guides,Scoring,Teaching Methods,Educational Quality,Instructional Innovation,Foreign Countries,Computer Games

As technology advances, the demand for innovative instructional materials also increases. As a result, the Department of Education urges teachers to develop instructional materials. This study was conducted at Bulusan National High School, Bulusan, Sorsogon, Philippines SY 2018-2019 which was aimed to develop gamified instructional materials in genetics that would aid in teaching and learning process of grade 12 STEM students. The developed gamified materials were collectively called the GIM in Genetics which is comprised of two parts; namely, Student's Portfolio and Gamified Lesson Plans. The GIM was anchored on the Teacher's Guide provided by DepEd. Further, it utilized different game elements, to wit: game mechanics, badges, power cards, scoring system, levels, and leaderboards to deliver innovative teaching strategy and quality education. This paper suggests the development of various innovative teaching strategies and instructional materials as well as its utilization across different fields and subject areas.
Investigation of Sports-Specific Psychological Ability Levels of High School Students
Author: Kurak, Kemal
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Adolescents,Psychological Characteristics,Ability,Performance Factors,Athletics,Athletes,Gender Differences,Age Differences,Self Concept,Goal Orientation,Achievement Need,Coping,Anxiety,Sport Psychology,Foreign Countries

The aim of this study is to investigate the sports-specific psychological ability levels of high school students. The study is a descriptive study, and the data were collected by survey method. A total of 402 students (226 male, 176 female) participated in the study. Mann Whitney U test was used for paired comparisons and Kruscal Wallis H tests for multiple comparisons. The Mann Whitney U test used for non-parametric data was utilized to detect the source of the difference in multiple comparisons. In the study, the significance level was accepted as p &lt;0.05. There was a statistically significant difference in favor of male students in the sub-dimension of goal setting, in all sub-dimensions except for the sub-dimension of being open to learning according to high school type variable, in favor of those who define themselves social-extroverted in all sub-dimensions except for high performance under pressure according to the self-definition variable, in favor of those who do team sport in the sub-dimensions of goal setting, confidence and achievement motive according to the sport branch variable; and in all sub-dimensions of the variables of club license status, sport year, number of exercise per week, being in the school team and presence of a licensed athlete in the family. As a result of this study, it was found that students who were successful in bilateral relations, social and were interested in sports for a long time were more advanced in terms of sports-specific psychological ability.
No Room for Doubt: Moving Corequisite Support from Idea to Imperative
Author: Complete College America
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Remedial Programs,Developmental Studies Programs,Program Effectiveness,Program Implementation,Equal Education,Holistic Approach,Academic Achievement,Educational Policy,Best Practices,Educational Change,Educational Strategies,Student Placement,Guidelines,Check Lists,Required Courses,College Students,College Curriculum

This report is focused on both introducing corequisite support to institutional leaders looking for new approaches to addressing remediation and offering new insights that can deepen practice for those who are already at work implementing the model. Following previous reports on the corequisite model, &quot;No Room for Doubt&quot; outlines a decade of data on the effectiveness of corequisite support as well as new insights on how to implement and scale. Sections include: (1) The Evidence is Clear: The latest data on the efficacy of the corequisite support; (2) Corequisite at Scale: How the continued adoption of the corequisite model across the U.S. will address inequities and lead to increased student success; and (3) Going Deeper with Corequisite: A detailed review and checklist of the policies, perspectives, and practices that can support the implementation of corequisite support at scale. [For previous reports, see &quot;Remediation: Higher Education's Bridge to Nowhere&quot; (ED536825) and &quot;Time Is the Enemy: The Surprising Truth about Why Today's College Students Aren't Graduating... and What Needs to Change&quot; (ED536827).]
COVID-19 Considerations for Supporting Student and Staff Wellness When Reopening Schools
Author: Kentucky Department of Education
Date: 2020-05-15
Type: Guides - Non-Classroom
Subjects: COVID-19,Pandemics,School Closing,School Schedules,Stress Variables,Anxiety,Coping,Disease Control,Trauma,Adjustment (to Environment),Educational Environment,Grief,Emotional Response,Caring,Learner Engagement,Resilience (Psychology),Mental Health,Safety,Student Adjustment,Student Needs,School Personnel,Educational Needs,Counseling,Intervention,Access to Health Care,Leadership Responsibility,Family Needs,Stress Management,Human Body,Relaxation Training

While the usual transitional concerns will be present when schools reopen, it is anticipated that this fall's return to school will be particularly challenging. Teachers and administrators should operate on the assumption that everyone, (students, families and staff) will have experienced some degree of anxiety and stress, uncertainty, illness, grief and loss. Some will have been ill themselves, some will be grieving for a relative or friend who died, if not by illness, possibly from an accident or even suicide or violence. Some will have experienced hunger, abuse, neglect, evictions, domestic violence and/or community violence. For some students, the experience of social distancing and being home during COVID-19 will have been traumatic. Schools will likely see an increased number of learning, behavioral and emotional problems, from more students. For those who already have emotional and behavioral challenges, these may be exacerbated. Existing disparities also will be more pronounced. Stressors from the transition back are likely to intensify and may impact learning and teaching. This guidance document addresses planning considerations for the social and emotional wellbeing of students and staff during the transition when schools reopen.
School-Based Decision Making: Selecting a Principal, Updated
Author: Kentucky Department of Education
Date: 2019-06-00
Type: Guides - Non-Classroom
Subjects: Principals,Personnel Selection,Selection Criteria,Decision Making,Best Practices,School Councils,State Legislation,Training,Recruitment,Employment Interviews

The training materials presented in this guide were developed by the Kentucky Department of Education as guidance during the process of selecting a principal. This training represents best practices for the principal selection process. These suggested steps and ideas are written with the expectations that all involved parties are following the spirit and the letter of the statute and are committed to doing what is in the best interest of the students. Principal selection is a decision authorized to school councils. The statute implies that even though the superintendent (or designee) is the chair of the school council during the process of principal selection, all voices are to participate equally. No one voice is greater than the next. The superintendent's (or designee's) voice is not greater than the teachers'; the teachers' voices are not greater than the parents, and vice-versa. Principal selection training must comprise of recruitment and interviewing techniques [KRS 160.345(2)(h)2], which are the two legal requirements of this particular training process. However, depending on the needs of the school council, other topics may be covered as part of the training curriculum. With that, the statute does not require the training to be a specific time frame. That again is up to the needs of the school council. Some school councils may have great experience with principal selection and may need only a refresher on recruitment and interviewing techniques; other school councils that have no experience with principal selection may need a more step-by-step assistance approach.
Scholastic Gag Orders: NDAs, Mandatory Arbitration, and the Legal Threat to Academics
Author: Baskerville, Stephen
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: College Faculty,Freedom of Speech,Legal Problems,Disclosure,College Administration,Teacher Administrator Relationship,Ethics,Activism,Teacher Dismissal,Religious Colleges,Teacher Rights,Compliance (Legal),Christianity,Political Power,Institutional Mission,Conflict,Criticism,Teacher Attitudes,Reputation

In this Martin Center policy brief, &quot;Scholastic Gag Orders: NDAs, Mandatory Arbitration, and the Legal Threat to Academics,&quot; Stephen Baskerville explores how non-disparagement agreements (NDAs) and mandatory arbitration (MA) provide a veil of legally enforced secrecy, shielding administrations from negative publicity, professional censure, and legitimate oversight, as they cleanse their faculty of ideologically heterodox professors.
Political Reality on North Carolina Campuses: Examining Policy Debates and Forums with Diverse Viewpoints
Author: La Noue, George R.
Date: 2021-02-00
Type: Reports - Research
Subjects: Political Attitudes,Freedom of Speech,Higher Education,Campuses,Public Policy,School Schedules,Activism,Minority Groups,Classification,College Faculty,Teacher Attitudes,Student Attitudes,Undergraduate Students,Social Problems,Teacher Student Relationship,Diversity,Policy Analysis

Everywhere in higher education, there is a rhetorical affirmation of the values of free speech and the development of informed citizens. North Carolina's state motto in Latin is Esse Quam Videri, which translates to &quot;To Be Rather Than to Seem.&quot; So it is reasonable to research what kind of speech actually exists on North Carolina campuses, particularly about public policy issues. This research examines the 2018 and 2019 online calendars for 37 four-year North Carolina campuses to record all their multi-speaker policy events. These events were then classified as debates or forums in 24 different policy areas. Because some calendars were incomplete or difficult to interpret, follow-up emails were sent to campus reference librarians, archivists, and chief academic officers to try to assure accuracy. Survey after survey shows that faculty are increasingly one-sided in their political identifications, that many students are fearful of expressing their policy opinions, and that an activist minority is willing to shut down speech it opposes. In this environment, public policy debates were almost entirely absent on North Carolina campuses and where policy-related forums were present, there seems to be no consistent effort to invite panelists with different viewpoints. There are some exceptions, but most North Carolina campuses seem inhospitable locations for policy discourse open to all undergraduates. As concluded in this report, it does not seem likely on most campuses that the energy for creating frequent and responsible civil discourse about controversial public policy issues exists. That stimulus may have to come from legislators for public institutions and governing boards for both private and public campuses. As is often the case, that initiative may require some funding and regular reporting about campus policy events. [Funding for this report was provided by the John William Pope Foundation.]