ethanporcaro/eric-fulltext-meta huggingface dataset:
Going for Broke: A Multiple-Case Study of Brokerage in Education
Author: Malin, Joel R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Knowledge Management,Comparative Analysis,Social Media,Video Technology,Research and Development,Theory Practice Relationship,Information Scientists,Scientific and Technical Information

Although the central role of educational intermediaries that can connect research and practice is increasingly appreciated, our present understanding of their motivations, products, and processes is inadequate. In response, this multiple-case study asks how and why three large-scale intermediaries--Edutopia, the Marshall Memo, and Usable Knowledge--are engaging in brokerage activities, and compares the features of the knowledge they seek to share and mobilize. These entities were deliberately chosen and anticipated to reveal diversity. Multiple data sources were analyzed based primarily upon Ward's knowledge mobilization framework. These entities contrasted widely, especially in relation to core knowledge dimensions, enabling us to identify two distinct brokerage types. To conclude, theoretical (how to conceptualize brokerage) and practical (how to foster interactive knowledge exchange) implications are presented. This study also reveals certain innovative mobilization approaches, including skillful use of social media and the production of videos depicting how and why to adopt particular strategies.
Preschool Curricula and Professional Development Features for Getting to High-Quality Implementation at Scale: A Comparative Review across Five Trials
Author: Weiland, Christina
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Curriculum,Preschool Teachers,Faculty Development,Educational Quality,Program Implementation,Program Evaluation,Progress Monitoring,Models,Coaching (Performance),Scripts,Educational Planning,Information Utilization

Experts have heralded domain-specific play-based curricula coupled with regular coaching and training as our &quot;strongest hope&quot; for improving instructional quality in large-scale public preschool programs. Yet, details from different evaluations of the strongest hope model are not systematically compiled, making it difficult to identify specific features across studies that distinguish the most successful implementation efforts. We performed a cross-study review across five diverse large-scale evaluations (n = 6,500 children and n = 750 teachers across 19 localities and multiple auspice types) to identify common features that have characterized successful implementations of this model to date. We identified six features in our exploratory review that may help to flesh out the strongest hope model for localities considering it--a significant focus on specific instructional content, inclusion of highly detailed scripts, incorporation of teacher voice, time for planning, use of real-time data, and early childhood training for administrators. These six features provide more specific guidance for practitioners and help meet calls in preschool and K-12 for more synthesis of implementation lessons from large-scale research trials.
Early Childhood Educational Settings and School Absenteeism for Children with Disabilities
Author: Ansari, Arya
Date: 2018-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Disabilities,Children,Attendance,Longitudinal Studies,Surveys,Kindergarten

Data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 were used to examine the implications of preschool and full-day kindergarten enrollment for the subsequent school absences of 2,056 children with disabilities. Results suggest that children with disabilities who went to preschool were absent less frequently in kindergarten, but these benefits did not persist through the end of first grade. Conversely, children with disabilities who attended full-day kindergarten programs were absent more frequently during the kindergarten year as compared with children in part-day programs, but these children experienced a sharper drop in absenteeism throughout the following school year resulting in no differences in school absences in first grade. No multiplicative benefits emerged for attending both preschool and full-day kindergarten. And even though these aforementioned benefits of preschool diminished rapidly, there were lingering academic benefits through the end of first grade because of improvements in earlier school attendance. [For the corresponding grantee submission, see ED586804.]
Shrinking Budgets, Growing Demands: Neoliberalism and Academic Identity Tension at Regional Public Universities
Author: Dugas, Daryl
Date: 2018-00-00
Type: Journal Articles
Subjects: Public Colleges,Neoliberalism,Research Universities,Job Satisfaction,Outcome Measures,Well Being,College Faculty,Teacher Attitudes,Budgeting,Retrenchment,Tenure

Faculty (N = 156) at regional public universities (RPUs) in the United States were surveyed for self-reports of their primary academic identity (teacher, researcher) along with alignment of that identity with perceived departmental expectations and how their time is spent. Well-being and job satisfaction were examined as outcome measures of identity and alignment. The results are examined in the context of international concerns about neoliberalism in higher education, particularly with respect to academic identity. Participants were employed by RPUs in Illinois, a state with severe budget challenges, to assess the combined impact of neoliberalism and financial pressures on academic identity at traditionally teaching-focused institutions. Results of MANCOVA and MANOVA analyses suggested that participants who identify as teachers had greater overall well-being and job satisfaction than those who identified as researchers. Greater satisfaction was associated with alignment between identity and how time is spent. Implications and challenges to faculty work and strains on academic identity at RPUs are discussed.
Including College and Career Readiness within a Multitiered Systems of Support Framework
Author: Morningstar, Mary E.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Secondary Education,Response to Intervention,Positive Behavior Supports,Intervention,Disabilities,Learner Engagement,Critical Thinking,Learning Processes,Interpersonal Relationship,Planning,Transitional Programs

Current practices of college and career readiness (CCR) emerged from within secondary school reform efforts. During a similar timeframe, evidence-based schoolwide interventions--positive behavioral interventions and supports (PBIS) and response to interventions (RTI)--were developed, first targeting elementary initiatives and then translated to secondary schools. We provide an overview of a recently established CCR framework underscoring both academic and nonacademic factors necessary for student success. To operationalize CCR approaches within secondary schools, an effort must be made to utilize existing interventions and strategies as well as data-informed efforts included within multitiered systems of support (MTSS). Therefore, we examine how CCR can be extended within secondary MTSS approaches and extend current methods by recommending measures aligning CCR elements within essential data-based decision making and fidelity of implementation tenets of MTSS. By embedding CCR within established MTSS approaches, improved post-school outcome for all students, including those with disabilities, can be achieved.
State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs
Author: Barnett, W. Steven
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Education,Program Effectiveness,Vocabulary Development,Emergent Literacy,State Aid,Educational Finance,Institutional Characteristics,Cognitive Development,Intelligence Tests,Verbal Ability,Vocabulary,Mathematics Skills,Achievement Tests

State-funded prekindergarten (preK) programs are increasingly common across the country. This study estimated the effects of eight state-funded preK programs (Arkansas, California, Michigan, New Jersey, New Mexico, Oklahoma, South Carolina, and West Virginia) on children's learning using a regression discontinuity design. These programs vary with respect to the population served, program design, and context. Weighted average effect sizes from instrumental variables analyses across these states are 0.24 for language (vocabulary), 0.44 for math, and 1.10 for emergent literacy. Differences in effect sizes by domain suggest that preK programs should attend more to enhancing learning beyond simple literacy skills. State preK programs appear to differ in their effects. We offer recommendations for more rigorous, regular evaluation.
Home Literacy of Dual-Language Learners in Kindergarten from Low-SES Backgrounds
Author: Wood, Carla
Date: 2018-00-00
Type: Journal Articles
Subjects: Family Literacy,Bilingual Students,Bilingual Education,Kindergarten,Young Children,Low Income Students,At Risk Students,Hispanic American Students,Spanish Speaking,English Language Learners,Books,Parents as Teachers,Language Skills,Syntax,Semantics,Reading Interests,Phonological Awareness,Language Acquisition,Emergent Literacy,Reading Habits,Learner Engagement,Libraries,Socioeconomic Status,Vocabulary

This study aimed to describe home literacy (HL) activities of Spanish-/English-speaking children of low-socioeconomic status backgrounds and examine the relationship between HL and performance on standardized assessments. Parents of 65 dual-language learners (DLLs) in kindergarten completed an HL questionnaire. Parents reported an average of 17 books at home and engaged in active HL activities for 24 minutes a day on average. The relations between HL activities and performance were evaluated using correlations and regression. Analyses revealed a significant relation between HL and children's language abilities, as measured by a bilingual measure of morphosyntax and semantics. Children's reported interest in reading was also positively associated with their phonological awareness skills. HL was significantly related to child interest in reading and language performance. These findings suggest that home literacy plays a role in the language and literacy development of DLLs. [For the corresponding grantee submission, see ED588647.]
Examining the Category Functioning of the ECERS-R across Eight Data Sets
Author: Fujimoto, Ken A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Rating Scales,Early Childhood Education,Educational Quality,Preschool Curriculum,Correlation,Raw Scores,Child Development,Item Response Theory,Models,Data Collection

Classroom quality measures, such as the Early Childhood Environment Rating Scale, Revised (ECERS-R), are widely used in research, practice, and policy. Increasingly, these uses have been for purposes not originally intended, such as contributing to consequential policy decisions. The current study adds to the recent evidence of problems with the ECERS-R standard stop-scoring by analyzing eight studies offering 14 waves of data collection in approximately 4,000 classrooms. Our analysis, which featured the nominal response model, generalized partial credit model, partial credit model, within-category averages of total scores, and point-biserial correlations, revealed that all 36 items had categories that did not follow an ordinal progression with respect to quality. Additionally, our results showed that the category problems accumulated to the scale score. The results caution against the use of the standard raw scoring and encourage development of alternative scoring methods for the ECERS-R.
Context Matters in the Effectiveness of Emotion Regulation Strategies
Author: Rottweiler, Anna-Lena
Date: 2018-00-00
Type: Journal Articles
Subjects: Anxiety,Self Control,Test Anxiety,Emotional Response,Foreign Countries,College Freshmen,Psychological Patterns

In the time before an upcoming exam, anxiety is an omnipresent emotion that students may choose to regulate. To date, emotion regulation strategies have been examined in everyday life, but little is known about how these strategies work in exam-related contexts. Therefore, our aim was to explore the effectiveness of several emotion regulation strategies across two contexts (exam-related vs. non-exam-related anxiety). A total of 68 university students participated in an experience sampling study for 6 days prior to an important exam. Suppression improved mood in exam-related anxiety, while distraction improved mood only in non-exam-related anxiety. Considering these differing effects, it is important to not unilaterally classify emotion regulation strategies into effective versus ineffective but to also consider the context in which the emotion is experienced.
By Chance or by Plan?: The Academic Success of Nontraditional Students in Higher Education
Author: Wong, Billy
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Nontraditional Students,Higher Education,Foreign Countries,High Achievement,Undergraduate Students,Social Class,Social Capital,Cultural Capital,Social Theories,Advantaged

In the United Kingdom, a &quot;good&quot; undergraduate degree is understood to be a &quot;first class&quot; or an &quot;upper second class,&quot; which is achieved by three-quarters of students. The need to distinguish oneself from others is ever more important in an increasingly crowded graduate market, although a first-class degree is most likely achieved by privileged students. Informed by Bourdieu's theory of habitus and capital, this study explores the educational experiences and trajectories of 30 final-year high-achieving nontraditional (HANT) students through in-depth interviews. These include working-class, minority ethnic, and/or mature students at university. We found that prior development in academic study skills and the desire to prove oneself, often in response to previous negative experiences, are key ingredients in academic success. Our HANT students also seem to find inspiration or support from significant others, an educational capital, although these resources are often by chance rather than by plan. Implications for policy and practice are suggested.
Is Inquiry Science Instruction Effective for English Language Learners? A Meta-Analytic Review
Author: Estrella, Gabriel
Date: 2018-00-00
Type: Journal Articles
Subjects: Inquiry,Science Instruction,English Language Learners,Science Achievement,Elementary School Students,Teaching Methods,Elementary School Science,Underachievement,Instructional Effectiveness

Despite being among the fastest growing segments of the student population, English Language Learners (ELLs) have yet to attain the same academic success as their English-proficient peers, particularly in science. In an effort to support the pedagogical needs of this group, educators have been urged to adopt inquiry approaches to science instruction. Whereas inquiry instruction has been shown to improve science outcomes for non-ELLs, systematic evidence in support of its effectiveness with ELLs has yet to be established. The current meta-analysis summarizes the effect of inquiry instruction on the science achievement of ELLs in elementary school. Although an analysis of 26 articles confirmed that inquiry instruction produced significantly greater impacts on measures of science achievement for ELLs compared to direct instruction, there was still a differential learning effect suggesting greater efficacy for non-ELLs compared to ELLs. Contextual factors that moderate these effects are identified and discussed.
Competency Education Implementation: Examining the Influence of Contextual Forces in Three New Hampshire Secondary Schools
Author: Scheopner Torres, Aubrey
Date: 2018-00-00
Type: Journal Articles
Subjects: Program Implementation,School Districts,Secondary Schools,Educational Change,Competency Based Education,Academic Achievement,Secondary School Students,Performance Based Assessment

Competency education, a K-12 reform aimed to ensure that all students meet high expectations, requires that students demonstrate mastery of competencies to advance and earn credit, typically through assessments where students apply knowledge. Students receive more time and possibly personalized instruction to demonstrate mastery if needed. Competency education demands changes to traditional practices, including scheduling and grading. This qualitative case study describes how three districts in New Hampshire implemented this reform in secondary schools. Findings reveal that despite over 6 years of progress at each site, the reform had not been fully implemented due to inertial, technical, normative, and political challenges. Changes to grading and assessment were particularly difficult to implement.
How School and District Leaders Access, Perceive, and Use Research
Author: Penuel, William R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Research Utilization,Administrator Attitudes,Evidence Based Practice,Organizational Culture,Educational Policy,Incidence,Educational Research,Information Sources,Social Networks,Conferences (Gatherings),Credibility

This study examined how school and district leaders access, value, and use research. From a representative sample of school districts across the United States, we surveyed 733 school and district leaders as part of an effort to develop understanding of the prevalence of research use, the nature of leaders' attitudes toward research, and individual and organizational correlates of research use. School and district leaders alike reported frequent use of research use and generally positive attitudes toward research. Leaders reported accessing research primarily through their professional networks. Those in certain roles, those pursuing or holding an advanced degree, and those who reported a strong organizational culture of evidence use reported higher levels of research use. These findings suggest that policy efforts to promote evidence use among education leaders will be welcomed but that policy makers need to take into account the prevalence of various types of research use in designing supports for evidence use.
Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size
Author: Clarke, Ben
Date: 2017-00-00
Type: Journal Articles
Subjects: Kindergarten,Small Group Instruction,Mathematics Instruction,Program Effectiveness,Intervention,Mathematics Skills,Response to Intervention,Low Achievement,At Risk Students,Teacher Student Relationship

This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60) were randomly assigned to one of three conditions: a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary research questions were investigated as part of this study: What was the overall impact of the treatment (the ROOTS intervention) as compared with the control (business as usual)? Was there a differential impact on student outcomes between the two treatment conditions (two- vs. five-student group)? Initial analyses for the first research question indicated a significant impact on three outcomes and positive but nonsignificant impacts on three additional measures. Results for the second research question, comparing the two- and five-student groups, indicated negligible and nonsignificant differences. Implications for practice are discussed. [For the corresponding grantee submission, see ED578431.]
What We&apos;re Missing: A Descriptive Analysis of Part-Day Absenteeism in Secondary School
Author: Whitney, Camille R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Attendance,Secondary School Students,Adolescents,At Risk Students,Secondary Schools,Grade 10,Grade 11,Grade 12,Predictor Variables,Comparative Analysis

For schools and teachers to help students develop knowledge and skills, students need to show up to class. Yet absenteeism is prevalent, especially in secondary schools. This study uses a rich data set tracking class attendance by day for over 50,000 middle and high school students from an urban district in academic years 2007-2008 through 2012-2013. Our results extend and modify the extant findings on absenteeism that have been based almost exclusively on full-day absenteeism, missing class-by-class absences. Notably, part-day absenteeism is responsible for as many classes missed as full-day absenteeism, raising chronic absenteeism from 9% to 24% of secondary-grades students. Incorporating part-day absences sharply increases the chronic absenteeism gap between underrepresented minority students and their peers. Both full- and part-day absenteeism show a discrete jump at the point of transition from middle school to high school, but full-day absenteeism then declines whereas part-day absenteeism remains high in Grades 10 and 11 and increases again in Grade 12. Whereas 55% of full-day absences are unexcused, 92% of part-day absences are unexcused. Absenteeism from individual classes varies considerably by time of day but less by class subject matter.
The Effects of No Child Left behind on Children&apos;s Socioemotional Outcomes
Author: Whitney, Camille R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,High Stakes Tests,Accountability,Outcomes of Education,Children,Longitudinal Studies,Surveys,Self Concept Measures,Questionnaires,Psychological Patterns,Behavior Problems,Attention Control,Anxiety,Socioeconomic Status,Gender Differences,Elementary School Students

Many people have worried about possible adverse effects of high-stakes testing on socioemotional outcomes. This article uses a difference-in-differences approach to investigate the effects of the introduction of high-stakes testing via the No Child Left Behind Act on socioemotional outcomes. Data are from the Early Childhood Longitudinal Survey--Kindergarten Cohort of 1998-1999, a nationally representative longitudinal survey. The 10 outcomes that we examine are from the children's Self-Descriptive Questionnaire, including externalizing problems related to paying attention and behavior in school, internalizing problems related to feeling sad and lonely and academic anxiety, as well as interest and competence in math, reading, and school in general. We find that the introduction of high-stakes test accountability did not have consistent significant effects on these socioemotional outcomes. These findings can help states address concerns and motivate further research on potential unintended consequences of revised accountability systems under the Every Student Succeeds Act.
Beyond &quot;Just Do It&quot;: Fostering Higher-Order Learning Outcomes in Short-Term Study Abroad
Author: Landon, Adam C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Study Abroad,College Students,Global Approach,Citizenship Education,Outcomes of Education,Program Evaluation

Study abroad is believed to be a transformative learning experience for students. However, the extent to which study abroad adds value beyond what is possible on campus needs to be demonstrated. In this paper, we document the learning outcomes assessment undertaken by a faculty-led study-abroad program at a large university in the U.S. Southeast. Specifically, we describe the development of a theory-based pedagogical model of global citizenship for short-term study abroad and efforts to document student learning associated with its constructs. The results of these efforts indicate that when student learning outcomes and study-abroad pedagogy are aligned with theory, and rigorously assessed, the opportunity to demonstrate learning is possible, and opportunities for instructional improvement present themselves.