ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding the Relationship between Parental Education and STEM Course Taking through Identity-Based and Expectancy-Value Theories of Motivation
Author: Svoboda, Ryan C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Educational Attainment,Parent Background,STEM Education,Expectation,Values,Theories,Student Motivation,High School Students,Socioeconomic Status,Longitudinal Studies,Mathematics Education,Science Education,Predictor Variables,Social Class,Fathers,Mothers,Middle School Students,College Students

High school students from lower-socioeconomic status (SES) backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the SES and mathematics and science course-taking relationship. This was done by gathering reports from students and their parents about their expectations, values, and future identities for science, technology, engineering, and mathematics (STEM) topics beginning in middle school through age 20. Results showed that parental education predicted mathematics and science course taking in high school and college, and this relationship was partially mediated by students' and parents' future identity and motivational beliefs concerning mathematics and science. These findings suggest that psychological interventions may be useful for reducing social class gaps in STEM course taking, which has critical implications for the types of opportunities and careers available to students. [For the corresponding grantee submission, see ED578803.]
Measuring More: Schools, Teachers, and the Development of Kindergartners Executive Function Skills
Author: Little, Michael H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Kindergarten,Executive Function,Academic Achievement,Public Schools,Correlation,Skill Development,Neurosciences,Teacher Effectiveness,Educational Policy,School Effectiveness,Value Added Models,Children,Longitudinal Studies,Surveys,Achievement Tests,Mathematics Achievement,Parent Attitudes,Reading Achievement,Socioeconomic Status

Despite growing interest in the importance of nonacademic skills for student success, very few studies have examined the extent to which schools and teachers are associated with gains in these outcomes. This descriptive study adds to the nascent literature by examining the amount of school- and teacher-associated variation in kindergarten students' executive function (EF) skill gains. Leveraging direct EF assessment data from a nationally representative sample of 10,800 public school kindergarteners, the analysis reveals no variation in EF gains among teachers within schools but substantial variation across schools. Additionally, it shows that school-associated variation in EF and academic achievement are weakly correlated, suggesting that some schools are associated with increases in student achievement but not with EF skills and vice versa.
Adolescents&apos; Implicit Theories of Peer Relationships and Their School Adjustment
Author: Cheung, Cecilia S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Adolescent Attitudes,Beliefs,Theories,Peer Relationship,Student Adjustment,Self Disclosure (Individuals),Parent Child Relationship,Victims,Bullying,Middle School Students,Student Attitudes,Grade Point Average

This research examined the interplay between adolescents' implicit theories about peer relationships and their academic adjustment; the mediating role of adolescents' disclosure to parents and the moderating role of their victimization experience were evaluated. Five hundred and forty adolescents (253 girls; mean age = 13.5 years, SD = 0.67) reported on their incremental (vs. entity) views about peer relationships, disclosure to parents about their everyday activities, and their victimization experience in school. Grades were obtained from official school records. Adolescents who held heightened incremental views about peer relationships disclosed more to their parents--especially when they experienced victimization in school. Incremental views were associated with grades, regardless of victimization experience. The association between incremental views and grades was in part explained by adolescents' disclosure to parents.
Understanding Reading and Reading Difficulties through Naming Speed Tasks: Bridging the Gaps among Neuroscience, Cognition, and Education
Author: Al Dahhan, Noor Z.
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Naming,Reaction Time,Neurosciences,Cognitive Psychology,Educational Theories,Reading Processes,Eye Movements

Although reading is an important and generative skill, it remains controversial how reading skills and reading difficulties develop. Currently, the fields of neuroscience, cognition, and education each have complex models to describe reading and elucidate where in the reading process deficits occur. We suggest that integrating the neural, cognitive, and educational accounts of reading offers the promise of transformative change in understanding reading development and reading difficulties. As a starting point for bridging the gaps among these fields, we used naming speed tasks as the basis for this review because they provide a &quot;microcosm&quot; of the processes involved during reading. We use naming speed tasks to investigate how incorporating cognitive psychology with neuroimaging techniques, under the guidance of educational theories, can further the understanding of learning and instruction, and may lead to the identification of the neural signatures of reading difficulties that might be hidden from view earlier in development.
Intergenerational Education Mobility Trends by Race and Gender in the United States
Author: Ferrare, Joseph J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Mobility,Generational Differences,Racial Differences,Gender Differences,Surveys,African Americans,Whites,Parent Background,Educational Attainment,Family Characteristics,Educational Trends

Researchers have examined racial and gender patterns of intergenerational education mobility, but less attention has been given to the ways that race and gender interact to further shape these relationships. Based on data from the General Social Survey, this study examined the trajectories of education mobility among Blacks and Whites by gender over the past century. Ordinary least squares and logistic regression models revealed three noteworthy patterns. First, Black men and women have closed substantial gaps with their White counterparts in intergenerational education mobility. At relatively low levels of parental education, these gains have been experienced equally among Black men and women. However, Black men are most disadvantaged at the highest levels of parental education relative to Black women and Whites in general. Finally, the advantages in education mobility experienced by White men in the early and midpart of the 20th century have largely eroded. White women, in contrast, have made steady gains in education mobility across a variety of parental education levels.
Nonshared Environmental Influences on Academic Achievement at Age 16: A Qualitative Hypothesis-Generating Monozygotic-Twin Differences Study
Author: Asbury, Kathryn
Date: 2016-00-00
Type: Journal Articles
Subjects: Environmental Influences,Academic Achievement,Adolescents,Twins,Individual Differences,Foreign Countries,Teacher Effectiveness,Teacher Student Relationship,Ability Grouping,Personality Traits,Grades (Scholastic),Behavior Patterns

Twin studies find ~20% of the variance in achievement in public examinations taken at age 16 in the United Kingdom can be explained by experiences not shared within families. Nonshared environmental (NSE) influences, including measurement error, explain why monozygotic (MZ) twins differ from each other. Such influences work independently of genetic effects and may represent strong candidates for intervention. This study aimed to generate hypotheses about what these NSE factors might be. Perceptions of within-pair differences were gathered from n = 497 pairs of MZ twins and their parents, and telephone interviews were conducted with n = 56 families reporting different General Certificate of Secondary Education grades. &quot;Environmental&quot; explanations related to teacher quality, teacher-pupil relationships, and ability grouping. Families also explained discordance in terms of effort, interest, ability, and personality.
Implications of Visuospatial Skills and Executive Functions for Learning Mathematics: Evidence from Children with Autism and Williams Syndrome
Author: Kim, Helyn
Date: 2016-00-00
Type: Journal Articles
Subjects: Visual Perception,Spatial Ability,Executive Function,Mathematics Education,Autism,Pervasive Developmental Disorders,Intellectual Disability,Mathematics Skills,Neurosciences,Short Term Memory,Intervention,After School Programs

The purpose of this article is to review the literature and apply a developmental neuroscience perspective in investigating the role of two interrelated cognitive processes--executive functions (EFs) and visuospatial (VS) skills--which have been empirically and theoretically linked to children's mathematics achievement. To illustrate, we provide evidence of the importance of EFs and VS skills for mathematics learning by examining and comparing the distinct cognitive profiles of individuals with autism spectrum disorder and Williams syndrome. By simultaneously considering two cognitive processes that are implicated in mathematics, we offer insight into the underlying mechanisms by which EFs and VS skills support children's learning and acquisition of mathematical skills, as well as how neuroscience research may successfully inform educational practice.
Have Gender Gaps in Math Closed? Achievement, Teacher Perceptions, and Learning Behaviors across Two ECLS-K Cohorts
Author: Cimpian, Joseph R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Children,Longitudinal Studies,Surveys,Gender Differences,Mathematics Achievement,Standardized Tests,Teacher Attitudes,Student Characteristics,Age Differences,Racial Differences,Ethnic Groups,Socioeconomic Status,Sex Stereotypes,Kindergarten

Studies using data from the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 (ECLS-K:1999) revealed gender gaps in mathematics achievement and teacher perceptions. However, recent evidence suggests that gender gaps have closed on state tests, raising the question of whether such gaps are absent in the ECLS-K:2011 cohort. Extending earlier analyses, this study compares the two ECLS-K cohorts, exploring gaps throughout the achievement distribution and examining whether learning behaviors might differentially explain gaps more at the bottom than the top of the distribution. Overall, this study reveals remarkable consistency across both ECLS-K cohorts, with the gender gap developing early among high achievers and spreading quickly throughout the distribution. Teachers consistently rate girls' mathematical proficiency lower than that of boys with similar achievement and learning behaviors. Gender differences in learning approaches appear to be fairly consistent across the achievement distribution, but girls' more studious approaches appear to have more payoff at the bottom of the distribution than at the top. Questions remain regarding why boys outperform girls at the top of the distribution, and several hypotheses are discussed. Overall, the persistent ECLS-K patterns make clear that girls' early mathematics learning experiences merit further attention. [For the corresponding grantee submission, see ED569926.]
Does Postsecondary Persistence in STEM Vary by Gender?
Author: King, Barbara
Date: 2016-00-00
Type: Journal Articles
Subjects: Postsecondary Education,College Students,Academic Persistence,STEM Education,Gender Differences,Females,Disproportionate Representation,Sex Fairness,Majors (Students),Grade Point Average,Educational Attainment

The underrepresentation of women in science, technology, engineering, and mathematics (STEM) is often explained by women's greater likelihood to leave STEM at each key juncture from elementary school into the workforce. It is important to examine this more closely and look for points in the pipeline where gender equity exists. This study uses nationally representative data from a recent cohort of college students to investigate thoroughly gender differences in STEM persistence. Results indicate that no significant gender differences in persistence exist. This finding holds among those in computer science, engineering, mathematics, and physical science, and for those in life science. Additionally, the results are unchanged if the sample is limited to degree earners and are robust to the inclusion of individual and institutional variables. Although it is clear that women are less likely to choose certain STEM majors, those who do are no less likely to earn a STEM degree.
Predicting Freshman Grade Point Average from College Admissions Test Scores and State High School Test Scores
Author: Koretz, Daniel
Date: 2016-00-00
Type: Journal Articles
Subjects: Predictor Variables,College Freshmen,Grade Point Average,College Entrance Examinations,High School Students,High Stakes Tests,Scores,Mathematics Tests,Language Tests,Comparative Analysis,Correlation,Disadvantaged,Test Format

The current focus on assessing &quot;college and career readiness&quot; raises an empirical question: How do high school tests compare with college admissions tests in predicting performance in college? We explored this using data from the City University of New York and public colleges in Kentucky. These two systems differ in the choice of college admissions test, the stakes for students on the high school test, and demographics. We predicted freshman grade point average (FGPA) from high school GPA and both college admissions and high school tests in mathematics and English. In both systems, the choice of tests had only trivial effects on the aggregate prediction of FGPA. Adding either test to an equation that included the other had only trivial effects on prediction. Although the findings suggest that the choice of test might advantage or disadvantage different students, it had no substantial effect on the over- and underprediction of FGPA for students classified by race-ethnicity or poverty.
Research-Practice: A Practical Conceptual Framework
Author: Desimone, Laura M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Researchers,College Faculty,Teachers,Interpersonal Relationship,Research Universities,Teamwork,Educational Improvement,Partnerships in Education,Planning,Program Development,Program Implementation,Teacher Education Programs,Educational Research,Policy,Student Surveys,Teacher Surveys,Parent Surveys

Recent attention on partnerships between researchers and practitioners highlights the potential of these relationships to provide high-quality usable knowledge for improving schools. But how do we translate guiding partnership principles into specific actionable steps? How do we build and maintain an effective partnership? How do we reconcile and integrate multiple partnership frameworks to establish a coherent set of partnership activities? How do we evaluate partnership progress and outcomes? Building on the recent insightful work on partnerships, we offer a framework for planning, building, implementing, and monitoring partnerships, based on the literature and our experiences in a partnership between a university-based school of education at a major research university and the research office of a big-city school district. Using a theory describing attributes that define a policy's strength, we propose an organizing framework to transform insights about partnerships into concrete activities and mechanisms to help achieve the potential of these partnerships to use research to improve schooling.
Exploring Issues of Implementation, Equity, and Student Achievement with Educational Software in the DC Public Schools
Author: Ahn, June
Date: 2016-00-00
Type: Journal Articles
Subjects: Public Schools,Urban Schools,Computer Software,Computer Uses in Education,Academic Achievement,Educational Technology,Equal Education,Mathematics Instruction,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Educational Games,Gender Differences,Racial Differences,Educational Environment,Standardized Tests,Mathematics Tests,Time on Task,Technology Integration

In this article, we present analyses from a researcher-practitioner partnership in the District of Columbia Public Schools, where we are exploring the impact of educational software on students' academic achievement. We analyze a unique data set that combines student-level information from the district with data of student usage of a mathematics game platform: First in Math (FIM). These data offer a window into long-standing issues in the educational technology literature around implementation, equity, and student achievement. We show that time spent in FIM was correlated with improved future performance on standardized math assessments for students in Grades 4-8. However, student time spent using FIM was highly related to factors such as race, gender, and prior achievement. Such observations from data are helpful for school districts and researchers to inform equitable implementation of new technologies and maximize benefits to learners.
Supporting Students Reading Complex Texts: Evidence for Motivational Scaffolding
Author: Reynolds, Dan
Date: 2016-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Reading Instruction,Reading Comprehension,Difficulty Level,Reading Motivation,Scaffolding (Teaching Technique),Instructional Effectiveness,Early Adolescents,Middle School Students,Small Group Instruction,Intervention,Reading Strategies,Vocabulary Development,Reading Fluency,Predictor Variables,Reading Tests,Silent Reading,Cloze Procedure

The Common Core State Standards (CCSS) require students to read grade-level text with &quot;scaffolding as needed.&quot; The current study examines the effectiveness of interactional scaffolding, which is responsive in-person support an expert provides to a novice reader in order to support the reader's comprehension during reading instruction, for 213 young adolescents learning within a four-lesson small-group guided-reading intervention (N = 196 instructional sessions). The intervention taught students, many of whom were reading below grade level, to use comprehension strategies as they read CCSS-style complex texts. To support student reading, tutors were encouraged to choose from a set of interactional scaffolds to contingently respond to student needs as they arose. Multilevel regression indicated that motivational scaffolding--but not vocabulary, fluency, comprehension or peer scaffolding--predicted growth on standardized reading comprehension. Implications for research and practice are discussed.
Expectancy-Value Beliefs of Early-Adolescent Hispanic and Non-Hispanic Youth: Predictors of Mathematics Achievement and Enrollment
Author: Safavian, Nayssan
Date: 2016-00-00
Type: Journal Articles
Subjects: Expectation,Values,Theories,Early Adolescents,Hispanic American Students,Youth,Predictor Variables,Mathematics Achievement,Enrollment,Grade 7,Grade 8,Middle School Students,Algebra,Mathematics Instruction,Mathematics Teachers,Middle School Teachers

This study used the Eccles et al. expectancy-value (E-V) theory to test the influence of motivation on mathematics achievement and enrollment using data from a cohort of 926 seventh-grade prealgebra students (49% male, 76% Hispanic, 76% low income, and 55% English learner). E-V beliefs were assessed in seventh grade along with achievement, and enrollment was measured in eighth grade. Differential associations of motivation, achievement, and enrollment were examined across Hispanic and non-Hispanic populations. Expectancy for success and task value uniquely predicted seventh-grade achievement and eighth-grade algebra enrollment after controlling for prior achievement and a full set of demographic controls, including low socioeconomic status and English fluency. The association of interest value and achievement differentiated across Hispanic and non-Hispanic youth, suggesting that the effect of interest value on mathematics achievement was weaker for Hispanic youth than for non-Hispanics after accounting for success expectations and prior achievement.
How Much Progress Do Children in Shanghai Make over One Academic Year? Evidence from PISA
Author: Anders, Jake
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Educational Quality,Teacher Effectiveness,Teaching Methods,Value Added Models,Achievement Tests,International Assessment,Secondary School Students,Reading Tests,Science Tests,Mathematics Tests,Scores,Grade Repetition,Age Differences

Since its entry into the Programme for International Student Assessment (PISA) in 2009, the Chinese province of Shanghai has been the top-performing economy within these international rankings. Many have interpreted this as demonstrating how Shanghai has a &quot;world class&quot; education system, the most effective teaching methods, and the best schools. This article questions such interpretations of the PISA results. Specifically, we argue that statements about school and school system quality require information on the progress that children make during their time at school, which the PISA rankings do not provide (at least not directly). Our empirical analysis then uses a &quot;fuzzy&quot; regression discontinuity design approach to demonstrate how a rather different perspective of Shanghai's performance in PISA emerges once pupils' academic progress over one particular school year is considered. Our key finding is that the first year of upper secondary school in Shanghai adds essentially no value (on average) to children's PISA reading, science, and mathematics test scores.
Diversity and Equity in the Distribution of Teachers with Special Education Credentials: Trends from California
Author: Cooc, North
Date: 2016-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Certification,Diversity (Faculty),Minority Group Teachers,Disabilities,Teacher Distribution,Poverty,Racial Composition,Academic Achievement,School Districts,Teacher Characteristics,Institutional Characteristics

The shortage of special education teachers (SETs) is a persistent challenge in the United States, but less is known about two other important issues that affect students with disabilities: racial diversity within the SET workforce and the distribution of SETs. Using administrative data on all teachers in California from 1997 to 2014, we examine the racial composition and distribution of teachers with special education credentials. Our results from descriptive and regression analyses show that while teachers with special education credentials remain majority White, the number of teachers of color with special education credentials has increased at a rate more than twice that of general education teachers and special education students of color. We also find that much of the distribution of teachers with special education credentials occurs across districts within the same regional county, while disparities in teacher qualifications are larger by school poverty, racial composition, and student achievement. The results have policy implications for improving diversity and educational equity within the special education workforce.