ethanporcaro/eric-fulltext-meta huggingface dataset:
Dialing for Scholars: An Experiment to Increase ACT Attendance Rates. Technical Brief
Author: Cruce, Ty
Date: 2016-09-00
Type: Reports - Research
Subjects: College Entrance Examinations,Attendance,College Bound Students,Randomized Controlled Trials,Outcomes of Education,Control Groups,Experimental Groups,Standardized Tests

Taking a college entrance exam such as the ACT™ or SAT™ can be an important step in the college-going process. Although overall, 1 out of 10 students who register for the ACT on a national test date are absent on their registered test day, the absentee rate (at 21%) for students who registered with a fee waiver is substantially higher than the absentee rate (at 5%) for students who paid the registration fee. The current study examined whether a brief telephone reminder of the test date an of the required test materials a few days prior to the test date would result in fee waiver students having higher test day attendance rates. Using a randomized control trial with 2,500 students, the findings of this study do not provide evidence that the treatment as delivered had an impact on the attendance rates of fee waiver students. There are several possible rationales for why the treatment was not effective, and these rationales point to areas of future direction for this research initiative.
Profiles of High-Performing STEM Majors. ACT Research Report Series 2017-2
Author: Westrick, Paul
Date: 2017-00-00
Type: Reports - Research
Subjects: STEM Education,High Achievement,Majors (Students),College Students,Academic Persistence,College Entrance Examinations,Meta Analysis,Nonmajors,Achievement Gap,Scores,Classification,Statistical Analysis,College Admission,Sciences,Grade Point Average,High School Students,Student Attrition,Student Interests,Enrollment Trends

Building upon the research findings in an earlier ACT Research Report (Westrick, 2016), this study used data from 119,131 students at 26 four-year institutions to make comparisons between STEM majors earning semester GPAs of 3.0 or higher and their STEM peers earning semester GPAs less than 3.0. The results indicate that the higher-performing students entered college with higher mean ACT scores and HSGPAs than did their peers, though their measured interests were quite smaller. For STEM majors who earned semester GPAs of 3.0 or higher consecutively in semesters five through eight, their mean ACT STEM scores exceeded the ACT STEM benchmark of 26. High school students considering a STEM major in college may benefit knowing the level of precollege academic achievement required to perform at a high level in a STEM program in college. [For the previous 2016 report, &quot;Profiles of Persisting Fourth-Year STEM Majors. ACT Research Report Series 2016 (5),&quot; see ED573721.]
Profiles of Persisting Fourth-Year STEM Majors. ACT Research Report Series 2016 (5)
Author: Westrick, Paul
Date: 2016-00-00
Type: Reports - Research
Subjects: STEM Education,Majors (Students),Academic Persistence,College Students,Academic Achievement,College Entrance Examinations,Meta Analysis,Nonmajors,Achievement Gap,Scores,Classification,Statistical Analysis,College Admission,Sciences,Grade Point Average,High School Students,Occupational Aspiration,Student Attrition,Student Interests,Enrollment Trends

Using date from 120,612 students at 26 four-year institutions, this report provides a description of STEM majors entering four-year postsecondary institutions and those who persist through four years of study. The results indicate that persisting STEM majors enter college with very high levels of pre-college academic achievement as measured by the ACT™ test, and they have distinct interests as measured by the ACT Interest Inventory. Meta-Analysis of 26 institutional studies indicate that these patterns are rather consistent across colleges. Within institutions, STEM majors enter college with higher levels of pre-college academic achievement than non-STEM majors; the largest differences are seen on ACT mathematics and ACT science scores. Furthermore, the gaps between the STEM majors and non-STEM majors generally become larger over four years of study. STEM majors also differ from non-STEM majors in regard to their measured interests. The creation of two STEM categories, STEM-Biological and STEM-Quantitative, was supported by the differences seen in their ACT mathematics and science test scores and their measured interests. More young students are being encouraged to enter STEM fields. Although this trend is commendable, it is important for students to understand the high levels of academic achievement that persisting STEM majors achieve before entering college and the alignment of their interests with their choice of major. (Tables are appended.) [For the 2017 follow-up report, &quot;Profiles of High-Performing STEM Majors. ACT Research Report Series 2017-2,&quot; see ED573720.]
Profiles of STEM Students: Persisters, Joiners, Changers and Departers. ACT Research Report Series 2017-3
Author: Westrick, Paul
Date: 2017-00-00
Type: Reports - Research
Subjects: STEM Education,Majors (Students),Profiles,Comparative Analysis,College Entrance Examinations,Grade Point Average,Interest Inventories,Academic Achievement,Student Interests,Academic Persistence,Scores,Student Characteristics,College Students,Differences,Withdrawal (Education),Statistical Analysis

This study is an extension of two previous studies that provided profiles of persisting STEM majors overall (regardless of academic performance) and persisting STEM majors who earned semester GPAs of 3.0 or higher (Westrick, 2016, 2017). Using data from 25 four-year institutions, this study compared the mean ACT assessment scores, HSGPAs, and ACT Interest Inventory scores between four groups of students: 1) those who persisted in a STEM field over eight semesters, 2) students who later joined the STEM field, 3) those who started in a STEM field but changed to another field, and 4) students who started in a STEM field but had departed their institution before the end of the fourth year. In this study more than 60 percent of the students who started as STEM majors changed majors or left school. While the students who persisted in or joined the STEM fields had higher mean ACT scores and HSGPAs than those for the students who left STEM fields or the institution, the four groups had similar measured interests.
Who Will Declare a STEM Major? The Role of Achievement and Interests. ACT Research Report Series 2017-4
Author: Radunzel, Justine
Date: 2017-00-00
Type: Reports - Research
Subjects: STEM Education,Majors (Students),Academic Achievement,Student Interests,Course Selection (Students),College Students,Student Characteristics,Behavior Theories,Personality Theories,Grades (Scholastic),Intention,College Entrance Examinations,Regression (Statistics)

As new initiatives and programs are being increasingly implemented to promote STEM (Science, Technology, Engineering, and Mathematics) interest and participation among U.S. students, the percentage of students who declare a STEM-related major in college continues to lag behind what would be expected based on students' intentions. Such findings underscore the value of understanding why students who are interested in STEM do not pursue a STEM degree. In order to answer that question, the current study developed a multidimensional model of STEM major choice based on academic and non-academic student characteristics. The identification factors to include in the model was based on previous literature findings supporting psychological theories related to major selection. Namely, we focused on the theory of planned behavior and person-environment fit models. The findings support these theories with students' achievement levels, their high school coursework and grades, their major intentions, the certainty of their major intentions, and having measured interest in STEM being related significantly to STEM major choice. The results can help inform initiatives to identify students most likely to enter the STEM pipeline and provide resources and support for this career pathway. Two appendices provide supplemental tables and additional details regarding the calculations of the adjusted odds rations (ORs).
Working While Learning: Predictors of Working Learning Status in High School. ACT Research Report Series 2017-5
Author: LeFebvre, Mary
Date: 2017-00-00
Type: Reports - Research
Subjects: Student Employment,High School Students,Employment Level,Student Characteristics,College Readiness,Career Choice,Socioeconomic Status,Scores,Comparative Analysis,Predictor Variables,College Entrance Examinations,Regression (Statistics)

Employment status in high school has been shown to have a negative relationship with measures of academic achievement which some researchers have attributed to student characteristics such as demographics and socioeconomic status. The current study investigated differences in the demographic and socioeconomic characteristics of &quot;working learners&quot; (high school students working 15 hours or more a week) and non-working learners, and how working learner status is related to a measure of postsecondary readiness as well as career sureness using self-reported data from a national assessment of educational achievement (n = 366,528). High school working learners were more likely to be of lower SES and have lower postsecondary readiness scores compared to non-working learners. Working learners were also more likely to expect to work intensely while in college to be sure of their career plans compared to non-working learners.
The Racialized Experiences of Asian American and Pacific Islander Students: An Examination of Campus Racial Climate at the University of California, Los Angeles. iCount: A Data Quality Movement for Asian Americans and Pacific Islanders
Author: Nguyen, Bach Mai Dolly
Date: 2016-00-00
Type: Reports - Research
Subjects: Asian American Students,Pacific Islanders,Educational Quality,College Students,Higher Education,Racial Differences,Ethnic Groups,Undergraduate Students,Surveys,Student Surveys,College Environment,Racial Bias,Student School Relationship,Interpersonal Relationship,Student Organizations,Minority Group Students,Pacific Americans,Statistical Analysis,Qualitative Research

In 2013, the National Commission on Asian American and Pacific Islander Research in Education (CARE) launched iCount: A Data Quality Movement for Asian Americans and Pacific Islanders in Higher Education, a collaborative effort with the White House Initiative on Asian Americans and Pacific Islanders (WHIAAPI) and with generous support from the Educational Testing Service (ETS) and Asian Americans and Pacific Islanders in Philanthropy (AAPIP). This report is the third publication from iCount: A Data Quality Movement for Asian Americans and Pacific Islanders. In alignment with the efforts of iCount to bring awareness to the disparities that are concealed by vast generalizations about Asian American and Pacific Islander (AAPI) students, this study utilizes data from the University of California Undergraduate Experience Survey (UCUES) and qualitative interviews to examine the experiences of AAPI students on the University of California, Los Angeles (UCLA) campus. As one of a few studies focusing specifically on campus racial climate and AAPI students, this report brings to light the racialized experiences of AAPI students and the importance of utilizing disaggregated data for improving their experiences with regard to campus climate. A technical appendix is included. [This report was made possible through funding from the University of California, Los Angeles (UCLA) Research Initiative for Diversity and Equity (RIDE).]
Preschool Multi-Tier Prevention-Intervention Model for Language and Early Literacy (Pre-3T): Development Summary and Implementation Guide. CYFS Working Paper No. 2014-3
Author: Clarke, Brandy L.
Date: 2014-02-00
Type: Reports - Research
Subjects: Prevention,Preschool Children,Preschool Education,At Risk Students,Reading Difficulties,Models,Emergent Literacy,Progress Monitoring,Response to Intervention,Language Skills,Program Development,Program Implementation

The primary objective of this development study was to develop and pilot a three-tiered prevention model (universal, targeted, individualized) in early education for children at risk of reading difficulties. The aims of this study were to: (1) Define and develop a Pre-3T model to address the early literacy and language needs of young children in Head Start/public preschool programs; (2) Implement a Pre-3T model in collaborating preschool programs and collect social validity and individual child data for testing its feasibility and for refining the model; and (3) Improve the Pre-3T model based on results of pilot testing and develop materials necessary for implementing the model in preschool programs. This objectives of this study were to develop and field-test a comprehensive model for early childhood that incorporated a hierarchy of research-based language and literacy supports guided by progress monitoring to prevent reading delays in early childhood. It represented a collaborative effort among research teams at the Nebraska Center for Research on Children, Youth, Families, and School (CYFS) at the University of Nebraska-Lincoln and Juniper Garden's Children's Project (JGCP) at the University of Kansas. The purpose of this document is to provide a summary of the process by which the Pre-3T model was developed and a description of the final product and procedures used for implementation. This document includes a description of the developed model organized by the foundational framework, definitional components, and iterative development process. These sections are followed by detailed implementation guides that operationalize how the Pre-3T model designed through this study is implemented in practice. Eleven appendices are included: (1) Demographic Information; (2) Universal Instruction Observation Checklist; (3) Decision Making Protocol; (4) Measures Matrix; (5) Strategies for Family Engagement; (6) Family Engagement Self-Reflection Tool; (7) Curriculum Based Measures (Description and Samples); (8) Home Language Survey; (9) Language Classification Protocol; (10) Tune-Up Checklist; and (11) Conjoint Behavioral Consultation (Description).
Optimizing Academic and ESL Acquisition Environments in China's Post-Secondary Education System
Author: Guadagni, Donald
Date: 2016-10-16
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Academic Discourse,Higher Education,Classroom Techniques,Educational Strategies,Guidelines,Vocational Schools,Universities,Majors (Students),Undergraduate Students,Teaching Methods,Educational Objectives

The purpose of this article is an examination of methods and result used in modifying classroom management and curriculum delivery in the mainland China post-secondary education system to enhance language acquisition skills. Using hybridized methods to optimize these academic and environmental variables requires merging both national and international strategies into a productive learning environment while maintaining State mandated guidelines. These approaches were produced over the course of a five year study in both vocational college and university settings and continually assessed in real time classroom environments culminating in the deployment at the university level to freshmen and sophomore students pursing majors in teaching, English language and business. The results demonstrate increased academic utility and the acquisition of skills and abilities across the spectrum of L2 language curriculum classes and an elevated level of participation and academic progress for almost all students in these types of classroom environments. Foreign experts and teachers should consider selectively utilizing these elements in their classroom environment to enhance the students' academic and personal progress and their pedagogical goals in this type of educational setting.
Self-Direction in On-Line Language Learning
Author: Rappel, L.
Date: 2017-04-00
Type: Reports - Research
Subjects: Electronic Learning,Independent Study,Experiential Learning,Personal Autonomy,Cooperation,Student Motivation,Student Needs,Adult Learning,Constructivism (Learning),Learning Readiness

This paper presents design based research on the role of self-direction in online learning by exploring elements of both individual and collective engagement as significant aspects of learning. By making the claim that online instruction draws on autonomous and social aspects of learning, this paper examines how online teaching environments are informed through an orientation of social constructivism in learning that requires educators and learners to recognize the value of inquiry and higher order of learning through individual reflection and collaborative discussion. Recognizing specific challenges for educators and learners through the combination of high learner expectation and autonomy, this discussion proposes how a focus on individual control and group responsibility can address complexities in online learning through an action learning approach to education.
Equitable Education for All: Using a Comprehensive Instructional Model to Improve Preschool Teacher Practices
Author: Carlson, Abby G.
Date: 2017-03-08
Type: Reports - Research
Subjects: Equal Education,Preschool Teachers,Teacher Improvement,Teaching Models,Teacher Characteristics,Teacher Student Relationship,Interaction,Preschool Education,Quasiexperimental Design,Teacher Effectiveness

The current study evaluates the effectiveness of a comprehensive instructional model, (&quot;Every Child Ready&quot;), as a vehicle to provide equitable education experiences for all children by compensating for gaps in teacher knowledge. The ECR instructional model addresses several challenges facing the early childhood landscape. Specifically, the ECR instructional model includes an affordable research based curriculum, differentiated professional development for adult learners (teachers and leaders), and provides educators with a developmentally appropriate robust assessment tool kit to help measure the effectiveness and quality of instruction. The current study utilizes a quasi-experimental design to evaluate the quality of teacher-student interactions in classrooms implementing ECR and classrooms that implemented &quot;business as usual&quot; curriculum and professional development. Models were estimated using Mplus 7 software to account for the nested nature of classrooms in schools. Results indicate that teachers who implement the Every Child Ready instructional model out performed non-ECR classrooms in the CLASS Instructional Support domain (b = 0.67, p &lt; 0.001). This difference was present for all three Instructional Support dimensions (Concept Development, Quality of Feedback, and Language Modeling), but was especially strong in the area of Concept Development (b = 0.78, p &lt; 0.001). Findings suggest that classrooms who implement the ECR Instructional model are better equipped to encourage higher order thinking skills.
&quot;Every Child Ready&quot;: Exposure to a Comprehensive Instructional Model Improves Students' Growth Trajectories in Multiple Early Learning Domains
Author: Carlson, Abby G.
Date: 2017-03-08
Type: Reports - Research
Subjects: Early Childhood Education,Play,Preschool Children,Charter Schools,At Risk Students,Disadvantaged Youth,Urban Schools,Language Skills,Literacy,Mathematics Skills,Teaching Methods,Conventional Instruction,Instructional Effectiveness,Pretests Posttests,Quasiexperimental Design,Comparative Analysis,Core Curriculum,Faculty Development,Student Evaluation,Statistical Analysis

The current study investigates the impact of Every Child Ready (ECR), a comprehensive instructional model that includes: &quot;What to teach, how to teach and how to know instruction is effective.&quot; The ECR instructional model is designed to provide high quality instruction to children via a play-based, thematic curriculum. Participants include 1,538 three- and four-year-olds attending 18 different public charter schools in high need neighborhood in an urban setting. Analyses were conducted to examine performance on measures of language and literacy and math for students who attended schools that implemented the ECR instructional model and schools that implemented &quot;business as usual&quot; instruction. Baseline equivalency analyses that use the treatment indicator to predict all pretest measures and background characteristics in a multilevel model were conducted to ensure equivalence between the two groups in this quasi-experimental design. Growth models estimated using Mplus7 indicate that students who participated in the ECR instructional model improved at a greater rate than their non-ECR peers in the areas of math (1.5 months higher over the course of the year), literacy (1.1 months higher over the course of the year), uppercase letter identification (.8 months higher over the course of the year), and name writing (2 months higher over the course of the year). Findings suggest that exposure to the full ECR instructional model result in improved student outcomes across multiple early learning domains.
Language Attitudes towards the Non-Native Accent in the United States
Author: Senefonte, Fabio Henrique Rosa
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Attitudes,Pronunciation,Negative Attitudes,Social Influences,Meta Analysis,Second Language Learning,African Americans,Hispanic Americans,Asian Americans,Language Research,English (Second Language)

The intrinsic relationship between language and society has a great influence on how native English speakers evaluate the non-native ones. Such evaluation may lead to language discrimination, prejudice or other types of exclusion (BAGNO, 2007; CAMACHO, 2001; CALVET, 2002; GNERRE, 1985). In light of this perspective, this bibliographic study aims at investigating which non-native speaker tends to be more downgraded in the United States. For such purposes, a literature review was carried out and 11 studies, on the topic mentioned above, were selected. Taking that into consideration, data were contrasted by the Meta-analysis approach. The results show that the majority of the studies point to a negative attitude towards non-native speakers (more specifically regarding accent). Additionally, Black and Hispanic people have been more downgraded on account of social factors whereas Asians due to linguistic issues.
Creation Process during Learning of Gifted Students: Contributions from Jean Piaget
Author: Ribeiro Piske, Fernanda Hellen
Date: 2017-00-00
Type: Journal Articles
Subjects: Creativity,Academically Gifted,Piagetian Theory,Imagination,Educational Practices

This research aims to highlight the importance of Creativity in education of gifted students. Recent education focuses exclusively on the development of intellectuality; it starts at an earlier age and stimulates mainly rational thinking, sometimes leaving aside other important dimensions. For gifted children, this fact can mean the desire to escape from school for not having reason to attend it. According to Piaget's theory, the process of creation and of new discoveries is being driven by affection. The creation itself is the result of the interaction and balance between assimilation and accommodation, thus representing a new adaptation, which integrates the affective and cognitive aspect. The process of imagination, creation, invention toward new discoveries depends on how the school performs the necessary referrals for a stimulating environment of creativity. In this sense, we should always rely on the support of a team of professionals prepared to offer a quality education that aims a full human development.