ethanporcaro/eric-fulltext-meta huggingface dataset:
In Their Own Words: Reasons for Test-Day Absenteeism among Students Who Registered for the ACT with a Fee Waiver. ACT Research &amp; Policy. Issue Brief
Author: Moore, Raeal
Date: 2021-02-00
Type: Reports - Research
Subjects: College Entrance Examinations,Attendance,Fees,Financial Support,Influences,Test Coaching,High School Students,Student Attitudes

This is the fourth report in a series of studies conducted to investigate ACT's fee waiver program. Although the three prior reports in this series provide valuable descriptive information about ACT fee waiver usage and test-day absenteeism among students who use fee waivers, this brief provides information directly from students who registered for the ACT with a fee waiver about their reasons for not testing as initially scheduled. The hope is that this research will help inform policy changes at national, state, and local levels that can address the potential challenges that these students must overcome in order to test on their initially scheduled test date. This research will also inform how ACT moves forward in providing support to students who register for the ACT using a fee waiver. [For the third report in the series, &quot;Test History of Test-Day Absentees Who Registered for the Act with a Fee Waiver. ACT Research &amp; Policy. Issue Brief,&quot; see ED613515.]
Test History of Test-Day Absentees Who Registered for the Act with a Fee Waiver. ACT Research &amp; Policy. Issue Brief
Author: Cruce, Ty
Date: 2021-01-00
Type: Reports - Research
Subjects: College Entrance Examinations,Attendance,Student Behavior,Trend Analysis,Low Income Students,Racial Differences,Ethnicity,Minority Group Students,Socioeconomic Influences,Parent Background,Educational Attainment

This high rate of test-day absenteeism is concerning. The ACT test is an important step in the college-going process, with over 1,500 colleges across the US either requiring, recommending, or considering test scores as a criterion for admission decisions. Fee waivers are intended to remove the financial burden of taking the test, thus potentially expanding eligible students' access to a greater number of colleges across the US. If these students fail to sit for a test date, it is important to examine whether they still had access to one or more ACT testing opportunities. This is the third brief in a research series on the ACT® fee waiver program. It examines the prior and subsequent testing behavior of students who did not test on their originally scheduled test date. The established time frame for observing this other testing behavior comprises a three-year period that includes the test year in which the students were absent on their originally scheduled test date, the test year before that event, and the test year after that event. [For the second brief in this series, &quot;Test-Day Absenteeism Among Students Who Registered for the ACT with a Fee Waiver. ACT Research &amp; Policy. Issue Brief,&quot; see ED613539.]
Characteristics of School Safety and ACT Test Performance. ACT Research. Issue Brief
Author: Schiel, Jeff
Date: 2021-02-00
Type: Reports - Research
Subjects: Institutional Characteristics,School Safety,College Entrance Examinations,Academic Achievement,High School Students,Student Attitudes,Multiple Regression Analysis

Unsafe schools can negatively impact students' wellbeing and educational success. This study focuses on one of the potential effects of unsafe schools, decreased standardized test scores. Research suggests that school climates that are positive and provide students with a place where they can feel insulated from neighborhood violence are associated with positive learning outcomes. It was found that students who attended such schools earned higher English language arts standardized test scores than did students who attended schools viewed as less safe or as having a relatively weak sense of community. It is likely that performance on the ACT® test is related, to some extent, to students' perceptions of safety at school. This study sought to quantify that relationship, with the goal of providing insights for schools, by surveying a large sample of high school students who took the ACT and asking them questions about the safety of their schools.
Visual Messaging of the Coronavirus News Story. COVID-19: The First 100 Days of U.S. News Coverage
Author: Head, Alison J.
Date: 2020-09-15
Type: Information Analyses
Subjects: COVID-19,Pandemics,News Reporting,Photography,Lighting,Color,Fear,Psychological Patterns,Persistence,Grief,Emotional Response,Public Health,Visual Aids

This two-part series explores U.S. media coverage of the COVID-19 outbreak during the first 100 days of 2020. This second report focuses on the visual messaging of the coronavirus story in the early months of 2020. Just as journalists have chosen their words to convey meaning about an emerging global crisis, photojournalists have crafted similar messages using visual techniques. The COVID-19 photos used lighting, angle, composition, and color as rhetorical strategies for telling a story in ways that words alone could not. A content analysis of 532 randomly selected news images from a sample of news articles (N = 74,737) published by the top 12 U.S. news outlets identified in Report 1. Almost all of the images (95%) were photographs, and the majority (53%) were taken in U.S. locations. Five dominant visual themes--(1) fear; (2) hope; (3) loneliness; (4) determination; and (5) grief--emerged from the sample of news images analyzed. [For the first report of the series, &quot;The Shape of the Coronavirus News Story. COVID-19: The First 100 Days of U.S. News Coverage,&quot; see ED613497. For &quot;Visual Messaging of the Coronavirus News Story: Learning Resources. COVID-19: The First 100 Days of U.S. News Coverage,&quot; see ED613518.]
Visual Messaging of the Coronavirus News Story: Learning Resources. COVID-19: The First 100 Days of U.S. News Coverage
Author: Bull, Alaina C.
Date: 2020-09-15
Type: Guides - Classroom - Teacher
Subjects: COVID-19,Pandemics,News Reporting,Photography,Emotional Response,Public Health,Fear,Psychological Patterns,Persistence,Grief,Learning Activities,Visual Aids

This guide provides ideas for class and personal exercises using the research findings from the second report in the two-part series, &quot;Visual Messaging of the Coronavirus News Story.&quot; The ideas and prompts in the guide are for different steps of inquiry and were designed to build news literacy and strengthen information agency using the report as a platform for discussions, activities, and assignments. They can be adapted to work across a variety of online or in-person synchronous or asynchronous learning situations. In addition, there is a set of Learning Activity slides with full instructions that are ready to integrate into online materials. While the resources are geared toward COVID-19, the learning ideas can be adapted to other topics. [Illustrations by Jessica Yurkofsky. For &quot;Visual Messaging of the Coronavirus News Story. COVID-19: The First 100 Days of U.S. News Coverage,&quot; see ED613518.]
PIL&apos;s List of COVID-19 Misinformation Resources. COVID-19: The First 100 Days of U.S. News Coverage
Author: Project Information Literacy
Date: 2020-09-15
Type: Reference Materials - Bibliographies
Subjects: COVID-19,Pandemics,Information Literacy,News Media,Media Literacy,Learning Activities,Visual Aids,Publications,Video Technology,Handheld Devices,Audio Equipment,Information Dissemination,Public Health

This supplement to the Project Information Literacy 2020 series, &quot;COVID-19: The First 100 Days of U.S. News Coverage&quot; is a select list of resources about COVID-19 misinformation to support learning about information and news literacy. Categories include: (1) Resources for building activities; (2) Readings; (3) Podcasts; (4) Videos; (5) Resources related to photos, charts, and graphs; and (6) Background resources. [For the first report of the series, &quot;The Shape of the Coronavirus News Story. COVID-19: The First 100 Days of U.S. News Coverage,&quot; see ED613497. For the second report of the series, &quot;Visual Messaging of the Coronavirus News Story. COVID-19: The First 100 Days of U.S. News Coverage,&quot; see ED613518.]
How ACT&apos;s Future Policies Inform Students&apos; Preparation for the ACT Test. ACT Research &amp; Policy. Issue Brief
Author: Sanchez, Edgar
Date: 2021-01-00
Type: Reports - Research
Subjects: Test Preparation,Scores,Context Effect,Testing,Student Attitudes,Student Reaction,High School Seniors,Reports,Futures (of Society),Policy Analysis,Familiarity,College Entrance Examinations,Test Anxiety

Studies have investigated contextual factors such as family, school, and peer support for test preparation, and results generally indicate that students with a stronger support system are more successful at increasing their scores by the use of test preparation. One important contextual factor, often overlooked in the literature, is how a testing company's policies for test administration and score reporting might inform whether students prepare for the test, and if so, how that test preparation might take shape. Therefore, this study seeks to understand students' perceptions of and reactions to future ACT testing policies. In June 2020, the authors reached out to rising high school seniors and received responses from 2,965 students. The aim was to better understand how, if at all, providing students with a superscore on their score report and offering a remote proctored testing option would change the way students prepared for the ACT. Students were asked how familiar they were with each of these policies, whether they planned to participate in the options these policies provide in the future, and whether they believed the new options would change the way they prepared for the test. Those who said their test preparation strategies might change were asked to explain how, in their own words. This brief shares what was learned from the students' responses to the survey questions, including their comments made in response to an open-ended question.
Higher Education in Turkey: Responding to Sustainable Development Agenda
Author: Atar, Cihat
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Sustainable Development,Educational Change,Change Strategies,Educational Improvement,Enrollment,Global Approach,Educational History,Educational Finance,Educational Administration,Academic Degrees,College Curriculum

The study aims to review the literature that analyses the history and current situation of Higher Education (HE), henceforth known as HE, in Turkey and to review HE agenda of the Government of Turkey in order to identify the extent to which it has responded to the sustainable development agenda. This paper recommends ways to improve and develop HE in Turkey so as to make it a signifcant sector which prepares its stakeholders to achieve sustainable development goals (SDGs). Multiple sources of information: documents on the agenda of Turkey with regard to the objectives of HE; the fndings of previous studies undertaken on different aspects of Turkish HE system; and documents prepared by organizations such as YÖK (Turkish Higher Education Council), MEB (Turkish Ministry of National Education) and the World Bank. The analysis of relevant literature suggests that Turkey aims to upgrade the HE system in line with its goals of becoming a more powerful player in the world. The initiatives to enhance enrolment of students at HE institutions; strengthen HE Education Curriculum, internationalise the Turkish HE are in line with the directions that support the attainment of SDGs. The fndings provide an account of the HE system in Turkey, both strengths and weaknesses. It enhances understanding on the current situation of HE in Turkey vis a vis the Sustainable Development Goals. The study does not only describe the Turkish HE system, but it provides a case which can be used by HE researchers to study HE in different contexts.
The Using of IWBs by Primary School Teachers in Mathematics Classrooms
Author: Bas, Murat
Date: 2015-12-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Mathematics Instruction,Instructional Effectiveness,Classroom Techniques,Class Size,Student Motivation,Barriers,Educational Needs,Technology Integration,Educational Technology,Projection Equipment,Foreign Countries

This study aims to explore potential answers to the question of how and why IWBs are used during mathematics classes organised by teachers in a primary school. Qualitative data was obtained from primary school teachers through the use of observation forms and semi-structured interviews. The results of this study indicate that despite some large class sizes, the IWBs were deemed to be successful in motivating students. However, according to findings of this study, it is highly possible to be argued that teachers used their boards for a restricted range of functions. Although they did use the IWB frequently, they encountered a series of difficulties. For instance, calibration problem of IWBs and restricted training can just be samples. Despite of these kinds of problems, most participants valued the use of IWBs overwhelmingly positively. The study concludes with some recommendations for future practice and research.
Investigating the Spatial Reasoning Skills of Students in the Context of Mathematical Thinking Profiles
Author: Altiner, Emel Çilingir
Date: 2018-00-00
Type: Journal Articles
Subjects: Spatial Ability,Thinking Skills,Profiles,Mathematics Skills,Mathematics Tests,Correlation,Elementary School Students,Grade 4,Scores,Visualization,Foreign Countries,Mathematics Instruction,Test Validity,Test Reliability

The aim of this study was to examine whether there is a relationship between the spatial reasoning skills and mathematical thinking profiles of elementary school students. The quantitative method of descriptive survey model was used in the study. The sample of the study comprised 103 fourth grade elementary school students in Turkey. The Mathematical Process Test and Spatial Reasoning Test, which are valid and reliable, were used as data collection tools. According to the answers given by the students to the Mathematical Process test, it was decided based on the upper and lower limits of each group determined beforehand that the students had a thinking profile. Scores were also collected from the Spatial Reasoning Test. MANOVA test was performed to examine whether the spatial reasoning skills differed from the mathematical thinking profiles of the students. The results revealed that students with a visual thinking profile were more successful in both the Mathematical Process Test and the Spatial Reasoning Test.
Recipient Design in Students&apos; Speaking and Writing: Some Practical Suggestions for Pedagogy
Author: Atar, Cihat
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Audience Awareness,Speech,Writing (Composition),Context Effect,Second Language Instruction,Learning Activities

This paper aims to review the role of recipient design in interaction (speaking and writing) in second language classrooms and how the review can be used to offer some practical applications in second language classrooms will be discussed. Context and language are in a reflexive relation in communication (Vaez-Dalili, Morsagh, &amp; Shirzade, 2017). The role of shared knowledge and the organization of information in a context are indispensable parts of meaningful interaction. Accordingly, in this study recipient design, as a part of context, will be introduced via a literature review. Then, considering pedagogical goals, some suggestions will be made regarding how to incorporate context and the recipient design in second language classrooms and three pedagogical activities that can be used in second language classrooms will be provided.
Eleventh Annual Report on Introduction of Domestic Reindeer into Alaska, with Map and Illustrations, 1901. Senate of the United States, 54th Congress, 1st Session. Document No. 98
Author: Jackson, Sheldon
Date: 1902-00-00
Type: Historical Materials
Subjects: Animals,Animal Husbandry,Alaska Natives,Rural Education,Agricultural Education,Foreign Countries,American Indian Education,Eskimos,Mining,Transportation

General Agent for Alaskan Education Sheldon Jackson's 11th annual report to the Interior secretary on the introduction of reindeer into Alaska from Siberia notes that a number of reindeer were secured from the Ola, Siberia, region for crossing with existent herds. Jackson reports on the herds at Eaton Reindeer Station, at mission stations, and Point Hope. He observes that the annual inspection is a learning opportunity for both superintendents and herders. Data is broken out on herd distribution, five-year increase, congressional appropriations, and expenditures. During the reindeer project's 10 years, 30 to 35 herders have served an apprenticeship of two to five years. Among them, 20 now have their own reindeer. The enterprise's growth has become profitable. Reindeer have transported goods for relief of snowbound troops building telegraph lines, telegraph poles, and telegraph supplies. They have also taken men and supplies to mining camps. Reindeer are the only draft animal in Alaska that can secure its own food when traveling. Although some in the U.S. consider the congressional reindeer appropriation uselessly expended, Jackson observes that the appropriation provides for emergencies that may happen at any time, especially with the great influx of gold miners. A branding system has been developed to distinguish 19 ownerships. On March 30, 1901, President William McKinley issued an executive order establishing lands to be set aside for reindeer stations. Jackson details his itinerary, leaving Washington, D.C., for Alaska on May 4, 1901, and returning on November 5, 1901, a trip of 15,400 miles. On the trip, Jackson inspected schools and reindeer stations and procured reindeer. Appendices include a report on missions' education work, the Eaton Reindeer Station annual report and daily journal, other reindeer station reports, papers on U.S. soldiers' relief, discussion of reindeer brands, and papers related to Jackson's trip and his transportation, among others.
Eighth Annual Report on Introduction of Domestic Reindeer into Alaska, with Map and Illustrations, 1898. Senate of the United States, 55th Congress, 3rd Session (March 13, 1898). Document No. 34
Author: Sheldon, Jackson
Date: 1898-00-00
Type: Historical Materials
Subjects: Animals,Animal Husbandry,Alaska Natives,Rural Education,Agricultural Education,Foreign Countries,American Indian Education,Eskimos,Mining,Transportation

In the eighth annual report on introduction of domestic reindeer into Alaska, General Agent for Alaskan Education Sheldon Jackson notes that 1898 saw a government relief expedition to whalers stuck in ice near Point Barrow as well as a government commission sent to Lapland to procure a Lapp colony and purchase a herd of reindeer to transport supplies to the destitute people in Alaska's mining regions. Detailed accounts of these experiences are given. A new reindeer station was established near Unalaklik. The report includes data on herd numbers and distribution in 1898 and on herd increase from 1892 to 1898. It also notes that several Eskimo children were taken to the Carlisle Indian School in Pennsylvania. Two teachers, along with the wives and children were lost at sea in separate incidents while returning to their schools. Jackson made several recommendations in the report, including his suggestion that the government loan each mission association 100 deer for five years on condition that two Lapp families take charge of the herd, with the mission furnishing food and clothing and the government paying salaries. Jackson provides data estimating the five-year increase from 100 deer. On December 23, 1897, Jackson was directed by the Secretary of the Interior to report to the Secretary of War for temporary duty concerning Yukon River-region relief. The Secretary of War gave orders for Jackson to go immediately to Norway and Sweden to purchase 500 head broken to harness, along with sleds, harness, and drivers, transport it into the U.S. for use in hauling supplies to the Yukon Valley. Appendices include station reports from the Eaton, Teller, and Golovin Bay stations; the Teller daily logbook; reports on the Point Barrow Relief Expedition; discussion of Yukon Valley agriculture, correspondence and contracts on Lapp employee procurement and on reindeer acquisition and sales; supply lists; and recommendations on the disposition of Lapps and reindeer.
The Use of the Posterior Probability in Score Differencing
Author: Sinharay, Sandip
Date: 2021-06-16
Type: Reports - Research
Subjects: Probability,Bayesian Statistics,Cheating,Statistical Analysis,Achievement Gains,Identification

Score differencing is one of six categories of statistical methods used to detect test fraud (Wollack &amp; Schoenig, 2018) and involves the testing of the null hypothesis that the performance of an examinee is similar over two item sets versus the alternative hypothesis that the performance is better on one of the item sets. We suggest, to perform score differencing, the use of the posterior probability of better performance on one item set compared to another. In a simulation study, the suggested approach performs satisfactory compared to several existing approaches for score differencing. A real data example demonstrates how the suggested approach may be effective in detecting fraudulent examinees. The results in this paper call for more attention to the use of posterior probabilities, and Bayesian approaches in general, in investigations of test fraud. [This paper was published in &quot;Journal of Educational and Behavioral Statistics&quot; (EJ1300427).]
Impacts of the Coronavirus Pandemic on Incoming High School Seniors&apos; Postsecondary Plans. Insights in Education and Work
Author: Howland, Shiloh
Date: 2021-01-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,High School Seniors,College Attendance,Student Attitudes,College Readiness,College Entrance Examinations,Planning,Decision Making,Change,Anxiety,Attention,Test Preparation,Student Characteristics,Student Motivation,College Bound Students

From the first cases of COVID-19 emerging in early February 2020 to the wave of school closings across the country in mid-March, the effects of the pandemic have been felt across the United States. In light of unprecedented changes, ACT's researchers sought to understand how high school students, specifically rising seniors, were being impacted. Researchers wanted to understand what their concerns were, how they had changed their college search process, and how their approach to postsecondary plans had changed. In June, researchers reached out to rising high school seniors and received responses from 2,965 students. Students were asked how the pandemic had affected them in the previous year as juniors, how it was affecting their plans for college, and how they feel it has altered their ability to be prepared for college, including preparing for the ACT test. This paper shares what was learned from their responses to survey questions, including the comments they made in response to open-ended questions. Across demographic groups, incoming seniors (class of 2021) have been affected by the coronavirus pandemic, and some have altered their college plans accordingly. Most seniors are planning to attend the same type of institution they were planning on before the pandemic, but about half are planning on a different institution, one closer to home, or one with lower tuition. Notwithstanding the dramatic changes that occurred in education this past spring, they are confident about their plans. However, they are concerned about how their academic preparation, including preparing for admissions tests like the ACT® or SAT, has been affected by the pandemic. First generation students and students in the lowest family income bracket (&lt; $36k) are feeling the least motivated to prepare for the ACT or SAT.