ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching for Breadth and Depth of Vocabulary Knowledge: Learning from Explicit and Implicit Instruction and the Storybook Texts
Author: Dickinson, David K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Teaching Methods,Preschool Children,Story Reading,Identification,Prior Learning,Pretests Posttests,Comparative Analysis,Receptive Language,Preschool Education,Faculty Development,Word Frequency,At Risk Students,Low Income Groups,Disadvantaged Youth,Reading Material Selection,Expressive Language,Outcomes of Education

This paper reports results from two studies conducted to examine word learning among preschool children in group book reading while we developed a scalable method of teaching words during book reading. We sought to identify factors that fostered both depth and breadth of learning by varying the type of information children heard about words while holding exposures constant. We also asked whether prior word knowledge affects children's learning across our different instructional approaches. In Study 1 we evaluated pre-post gains from two types of explicit instruction (&quot;Didactic&quot; and &quot;Conceptual&quot;), an implicit instructional approach (&quot;Review&quot;), and repeated &quot;Exposure.&quot; For all three instructed conditions growth in receptive knowledge (our measure of breadth) was statistically equivalent when compared to control (d?=?0.43) and exposure words (d?=?0.41). In Study 2, words were taught using an augmented explicit approach and through repeated exposure. Moderate and statistically significant growth in receptive knowledge was found when comparing instructed to control words (d?=?0.48) and large effects were found with an expressive task measure of depth of knowledge (d?=?1.19). There also was evidence of learning from exposure. Children's vocabulary knowledge moderated learning gains. In Study 1 children with limited knowledge of vocabulary (0.75 SD below the group mean) learned fewer words than others. In Study 2, pre-test vocabulary knowledge moderated gains on the expressive measure for directly taught words and gains on the receptive measure for words taught through exposure. Thus, when words were intentionally taught, all children except those with the weakest initial knowledge acquired the initial lexical representations captured by the receptive measure at a similar rate. Those with stronger vocabulary more quickly acquired initial representations from exposure alone and deeper knowledge when they received intentional instruction. We conclude that teachers can build depth and breadth of vocabulary knowledge by combining intentional instruction of target words with repeated use of varied words by reading books multiple times and instructional comments that include use of novel words.
State of the Indian CXO: Making Experiences Matter
Author: Chandrasekar, N. Anand
Date: 2019-00-00
Type: Reports - Research
Subjects: Foreign Countries,Leadership Qualities,Leadership Training,Experiential Learning,Feedback (Response),Coaching (Performance),Organizational Culture,Administrator Role,Talent Development,Change Strategies,Individual Development,Organizational Development,Communication Skills,Mentors,Innovation,Strategic Planning,Goal Orientation,Improvement,Business,Industry

Decades of research by the Center for Creative Leadership (CCL) around the world have concluded that the two most powerful ways to grow and mature as a leader are by way of taking on challenging assignments, and by developing powerful relationships. With India being one of the largest and fastest growing economies in the world, Indian CXOs have to lead in an extraordinarily dynamic and complex environment. As they rise in their organizations, CXOs need for leadership development becomes critical. This study endeavors to both to learn from these leaders and to help accelerate their progress. In this report, CXOs in India will receive specific guidance on what constitutes the critical leadership skills--and how to develop these. This report is intended to be a practical resource, one that executives can use regularly as a reference for self- and team development. It covers the following key points: (1) making experiences matter is key to success; (2) CXOs devote 60% of their time to 3 goals; (3) to achieve their goals, CXOs expect to refine their skills in 7 areas; (4) four experiences can help CXOs develop and refine the seven needed skills; and (5) follow a 6R framework to obtain the most learning out of experiences. [This report was prepared with Hunt Partners.]
Maryland&apos;s BOOST Is Promising, but More Work Is Needed. Policy Analysis No. 885
Author: Rhine, Russell
Date: 2020-02-26
Type: Reports - Evaluative
Subjects: Educational Vouchers,Low Income Students,Elementary Secondary Education,Program Effectiveness,School Choice,Educational Finance,Private Schools,Public Schools,Academic Achievement,Student Participation,State Programs

In 2016, Maryland adopted the Broadening Options and Opportunities for Students Today (BOOST) voucher program that helps pay K-12 private school expenses for low-income households. BOOST vouchers target low-income families. Funds are available to public school students as well as children in private schools and homeschools who qualify for free or reduced-price meals because their household incomes fall below 130 or 185 percent of the federal poverty guidelines, respectively. Each year, priority is given to already-participating BOOST students, children attending public schools, and those qualifying for free (as opposed to reduced-price) meals. The lowest-income families receive first consideration. Awards are distributed in the form of vouchers that are payable to participating private schools and range in value from $1,000 to $4,400, with an additional $1,000 adjustment for special-education students. Compared to other states' voucher programs, Maryland's is on the lower end of student participation and budgetary savings. Average BOOST spending, excluding the budgetary savings from reduced public school enrollment, amounts to less than one-tenth of 1 percent of Maryland's elementary- and secondary-school budget.
The Problems with Economic Integration and Controlled Choice. Policy Analysis No. 880
Author: Armor, David J.
Date: 2019-09-24
Type: Reports - Evaluative
Subjects: Low Income Students,School Choice,Achievement Gap,Academic Achievement,Social Integration,Public Schools,School Districts

Following a 2007 Supreme Court decision restricting the use of race for school assignments, school boards desiring greater diversity turned to economic integration, meaning equalizing the proportion of low-income students in each school in a district. Among other claimed benefits, most advocates believe economic integration will reduce the achievement gap between low- and high-income students. The integration is often accomplished using &quot;controlled choice,&quot; a method of assigning students to schools by giving parents some degree of &quot;choice&quot; among the public schools in their district. In larger school districts, controlled-choice plans can generate controversy and middle-class flight among parents who prefer neighborhood schools, similar to the &quot;white flight&quot; observed in earlier decades when mandatory busing was used to attain racially balanced schools. A review of controlled-choice plans in six large districts in North Carolina, Kentucky, and Florida shows considerable and ongoing higher-income and white losses in these districts. While other demographic forces cannot be ruled out (e.g., urban to suburban movement for reasons unrelated to schools), neither can the unpopularity of controlled choice. More important, none of these districts has demonstrated significant closing of achievement gaps between higher- and lower-income students, one of the main justifications for these plans.
Rightsizing Fed Ed: Principles for Reform and Practical Steps to Move in the Right Direction. Policy Analysis No. 891
Author: Amselem, Mary Clare
Date: 2020-05-04
Type: Reports - Evaluative
Subjects: Federal Government,Elementary Secondary Education,Educational Finance,Academic Standards,Testing,Educational Planning,School Choice,Higher Education,Early Childhood Education,Child Care,Civil Rights,Educational Change,Government Role,Educational Legislation,Federal Legislation,Federal State Relationship,Citizenship,Constitutional Law

The federal government has been heavily involved in education since the mid-1960s, intervening in everything from early childhood education to graduate schooling. This paper lays out the principles that should govern federal involvement in seven specific areas and briefly examines the effects of Washington's policies. The areas are elementary and secondary education funding; curricular standards and testing mandates; state and local planning mandates; school choice; higher education; early childhood education and care; and civil rights. Each section also lays out steps that can be taken relatively quickly to move in the right direction.
[West Virginia Youth Risk Behavior/School Health Fact Sheets, 2016. Middle School]
Author: Shanholtzer, Birgit A.
Date: 2016-00-00
Type: Reports - Research
Subjects: Middle School Students,Drinking,Alcohol Abuse,Bullying,Suicide,Chronic Illness,Health Promotion,Prevention,Eating Habits,Dietetics,Drug Abuse,Marijuana,Drug Education,Mentors,Role Models,Health Education,Family Involvement,Educational Environment,Sexual Harassment,Diseases,School Policy,Nutrition Instruction,Food,Health Behavior,Risk,Violence,Physical Activity Level,Life Style,Physical Education,Smoking,Body Weight,Obesity,Safety,School Role

This collection of fact sheets includes: (1) Alcohol and Drug Use among Middle School Students in West Virginia; (2) Bullying and Suicidal among Middle School Students in West Virginia; (3) Chronic Disease and Disease Prevention among Middle School Students in West Virginia; (4) Dietary Behaviors among Middle School Students in West Virginia; (5) Injury Risk and Violence among Middle School Students in West Virginia; (6) Physical Activity among Middle School Students in West Virginia; (7) Tobacco Use among Middle School Students in West Virginia; and (8) Weight Management among Middle School Students in West Virginia. [For &quot;[West Virginia Youth Risk Behavior/School Health Fact Sheets, 2015. Middle School],&quot; see ED606674.]
Does Class Size Matter? How, and at What Cost? Research Briefs in Economic Policy. Number 175
Author: Kedagni, Desire
Date: 2019-08-07
Type: Reports - Research
Subjects: Class Size,Academic Achievement,Educational Finance,Foreign Countries,Predictor Variables,Costs

What determines student achievement? The usual approach is to think of achievement as the output of an educational production function. Inputs into this educational production function include teacher quality, class size, resources, peer effects (possibly positive spillover effects and negative disruption effects), and past achievement, since achievement builds on past knowledge. This research focuses on the effects of class size on achievement. This area has been widely studied in both labor economics and education. Somewhat surprisingly, the estimates are relatively mixed. The authors use high-quality administrative data on Greece to first show that there does indeed seem to be a hump shape in the data. Following this, they estimate a relationship between class size and achievement while carefully dealing with issues of endogeneity of class size. The authors show that class size does matter and that the linear specification form used in past work may be why past results were mixed. The authors use estimates to assess hiring and firing and the marginal cost of adding a class. Their estimates here are in line with actual teacher salaries. Finally, in Greece, as in much of the rest of the world, teachers unions are a powerful force to be reckoned with. Their power is demonstrated not only by the wages they set but by their ability to fire teachers at will. [This research brief is based on Desire Kedagni, Kala Krishna, Rigissa Megalokonomou, and Yingyan Zhao, &quot;Does Class Size Matter? How, and at What Cost?,&quot; NBER Working Paper no. 25736, April 2019 (ED598832).]
Effects of Disability Labels on Students with Exceptionalities: A Brief Review of the Research Literature
Author: Hammer, Patricia Cahape
Date: 2012-00-00
Type: Information Analyses
Subjects: Students with Disabilities,Labeling (of Persons),Educational Research,Autism,Pervasive Developmental Disorders,Dyslexia,Teacher Expectations of Students,Student Behavior,Peer Relationship,Attitudes toward Disabilities,School Culture,Children

Researchers have studied the effects of disability labels on students from several angles, including labels as a basis of stigma and lower teacher expectations and the mitigating effects that labels can sometimes have--especially for students with dyslexia and high-functioning autism. Other research has looked at the behavior of disabled students, to see how it may affect both teacher and peer expectations and relationships. Lastly, researchers point out the need to address issues of school culture, especially stigma and mistreatment of students with disabilities by their nondisabled peers. [This brief research review was originally published as part of &quot;The West Virginia Alternate Identification and Reporting Program: An Exploratory Analysis&quot; (ED606652).]
Artificial Intelligence &amp; Higher Education: Towards Customized Teaching and Learning, and Skills for an AI World of Work. Research &amp; Occasional Paper Series: CSHE.6.2020
Author: Taneri, Grace Ufuk
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Artificial Intelligence,Higher Education,Electronic Learning,Blended Learning,Learning Analytics,Online Courses,Educational Technology,Robotics,Technology Uses in Education,Individualized Instruction,Knowledge Management,Skill Development,Automation,Job Skills

We are living in an era of artificial intelligence (AI). There is wide discussion about and experimentation with the impact of AI on education/higher education. In this paper, we give a discussion of how AI is evolving, explore the ways AI is changing education/higher education, give a concise account of the skills universities need to teach their students to prepare them for an AI world of work, and talk succinctly about the changing nature of jobs and the workforce.
Asymmetry by Design? Identity Obfuscation, Reputational Pressure, and Consumer Predation in U.S. For-Profit Higher Education. Research &amp; Occasional Paper Series: CSHE.5.2020
Author: Goldstein, Adam
Date: 2020-05-00
Type: Reports - Research
Subjects: Consumer Economics,Merchandise Information,Deception,Reputation,Colleges,Proprietary Schools,Marketing,Student Recruitment,Costs,Graduation Rate,Outcomes of Education,Wages,Loan Repayment,Student Loan Programs,Law Enforcement

This article develops and tests an identity-based account of malfeasance in consumer markets. It is hypothesized that multi-brand organizational structures help predatory firms short-circuit reputational discipline by rendering their underlying identities opaque to consumer audiences. The analysis utilizes comprehensive administrative data on all for-profit U.S. colleges, an industry characterized by widespread fraud and poor (though variable) educational outcomes. Consistent with the hypothesis that brand differentiation facilitates malfeasance by reducing ex ante reputational risks, colleges which are part of multi-brand companies invest less in instruction, have worse student outcomes, and are more likely to face legal and regulatory sanctions (relative to single-brand firms). Maintaining multiple outward-facing brand identities also mitigates reputational penalties in the wake of law enforcement actions, as measured by news coverage of the legal action, and by subsequent enrollment growth. The results suggest that identity multiplicity plays a key role in allowing firms to persist in furnishing sub-standard products, even amid frequent scandals and media scrutiny. Predatory practices are facilitated not only from the inherent informational asymmetries in a given product, but also from firms' efforts to make themselves less legible to audiences. The analysis contributes to research on higher education, organizational theory, and the sociology of markets. [Additional funding for this research was provided by the University of California.]
Neo-Nationalism and Universities in Europe. Research &amp; Occasional Paper Series: CSHE.7.2020
Author: van der Wende, Marijk
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Nationalism,Universities,Global Approach,Politics of Education,Academic Freedom,Institutional Autonomy,Governance,Mobility

The European Union is likely the most far-developed cross-border public space for higher education. The European Higher Education Area (EHEA) and the European Research Area (ERA) both span an even larger number of countries including associate and partner countries of the EU. Based on shared European values, such as academic freedom, cross-border cooperation, and mobility, these policy frameworks have been developed in Europe over the last decades and with much success. HE systems in this area are thus well-positioned to benefit from cross-border mobility and collaboration but may at the same time face a certain loss of control over HE, for instance with respect to access due to the cross-border flows of students. This seems to make them vulnerable to populist tendencies and neo-nationalist politics seeking to inhibit the free movement of students, scholars, and data. Such tendencies have never been completely absent on the &quot;old continent&quot; but resurged over the uneven outcomes of globalization, the effects of the global financial and consequent Euro crisis, and the refugee crisis. Meanwhile, the impact of the coronavirus crisis is still by and large unknown. Populist tendencies seem now to be turning against the EU, with its freedom of movement for persons (i.e. open borders) as one of its cornerstones and are therefore of concern for the HE sector. Countries such as the UK, Switzerland, Denmark, and the Netherlands have a different position in the European landscape but are all struggling with the complexity of combining the virtues of an open system with constrained national sovereignty. Sovereignty is required in terms of steering capacity in order to balance access, cost, and quality, i.e. the well-known &quot;higher education trilemma.&quot; In open systems this is challenged by the &quot;globalization trilemma&quot;, which states that countries cannot have national sovereignty, (hyper)globalization and democracy at the same time. How are the EU, its Member States, and the HE sector responding? Will the Union stay united (i.e. Brexit)? Are the legal competencies of the EU in HE strong enough? What about the many European university associations, leagues, and networks? And what do the millions of (former) Erasmus students have to say?
South Korea&apos;s Higher Education System through California Eyes. Research &amp; Occasional Paper Series: CSHE.4.2020
Author: Douglass, John Aubrey
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Educational Administration,Educational Finance,School Culture,Organizational Culture,Educational Improvement,College Role,Public Colleges,Private Colleges

Like California, South Korea's system of higher education is a work in progress. Each must evolve and reshape themselves at various points in their histories in their quest for relevancy and, increasingly, to external pressures and demands of governments and, more generally, society. Utilizing California's pioneering higher education system as a comparative lens, I provide an outsider's view of South Korea's higher education system from two perspectives. First, a national system viewpoint: How is the higher education eco-system organized and managed, and what funding and other incentives are provided by the national government? The second is an institutional viewpoint: What is the academic and management culture of national universities and how might they seek self-improvement and a greater impact on their regional role? In pursuing this analysis, I leverage my knowledge and research related to California's efforts to build its mass higher education system with institutions of high quality and world prestige as well as aspects of my &quot;New Flagship University&quot; model that focus on institutional self-improvement and management. Two general observations are offered: First, Korea needs to reorganize its network of public and private tertiary institutions; that includes reducing the number of private institutions, while also improving regional role and impact of its public institutions. Second, a major challenge for Korea, in my view, is to deemphasize the race for rankings and to focus more on the internal management capacity of institutions, and to pursue a more holistic societal role for its universities. &quot;The New Flagship University&quot; model is one way to examine this issue for Korea. [This essay was written at the request of South Korea's President's Council on Education and presented at the Korea/OECD conference held in Ilsan, Republic of Korea, on October 24, 2019.]
SAT/ACT Scores, High-School GPA, and the Problem of Omitted Variable Bias: Why the UC Taskforce&apos;s Findings Are Spurious. Research &amp; Occasional Paper Series: CSHE.1.2020
Author: Geiser, Saul
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: College Entrance Examinations,Grade Point Average,Standardized Tests,College Admission,Admission Criteria,Research Problems,Student Characteristics,Racial Differences,Social Differences,Individual Differences,Predictive Validity,Test Bias

One of the major claims of the report of University of California's Task Force on Standardized Testing is that SAT and ACT scores are superior to high-school grades in predicting how students will perform at UC. This finding has been widely reported in the news media and cited in several editorials favoring UC's continued use of SAT/ACT scores in university admissions. But the claim is spurious, the statistical artifact of a classic methodological error: &quot;omitted variable bias.&quot; Compared to high-school grades, SAT/ACT scores are much more strongly correlated with student demographics like family income, parental education, and race/ethnicity. As a result, when researchers omit student demographics in their prediction models, the predictive value of the tests is artificially inflated. When student demographics are included in the model, the findings are reversed: High-school grades in college-preparatory courses are actually the stronger predictor of UC student outcomes. The Task Force should go back to the drawing board and provide the UC community with more realistic estimates of the true value-added by the tests.
Strategic Budgeting at Colleges and Universities. Research &amp; Occasional Paper Series: CSHE.3.2020
Author: Hyatt, James A.
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Higher Education,Colleges,Universities,Educational Finance,Budgets,Budgeting,Strategic Planning,Models,Tuition,Resource Allocation,State Aid

In recent years a number of colleges and universities have explored alternative strategies for developing operating budgets. In part this exploration was driven by the desire for transparency among various constituent groups and the need to tie budgeting to campus strategic planning. With the advent of declining federal and state support, along with changing student demand, the need for a more strategic approach to budgeting has gained momentum. This paper highlights the various budgetary approaches currently in use and provides examples of their application in a variety of university settings. Particular emphasis is given to the process by which universities develop new models.