ethanporcaro/eric-fulltext-meta huggingface dataset:
IDRA Newsletter. Volume 47, No. 5
Author: Goodman, Christie L., Ed.
Date: 2020-05-00
Type: Collected Works - Serial
Subjects: School Districts,State Government,Government Role,State Legislation,Bilingual Students,Books,Distance Education,Educational Technology,Accountability,Academic Achievement,Success,Educational Quality,Public Schools,Family Involvement,Community Involvement,Governance,Partnerships in Education,Charter Schools,Educational Finance,Private Schools,Disease Control,COVID-19,Pandemics,School Closing

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;School District Health.&quot; Contents include: (1) Habits of a Healthy School District Where All Students Thrive (Celina Moreno and Christie L. Goodman); (2) State Takeovers of School Districts Don't Work (Terrence Wilson and Chloe Latham Sikes); (3) Meet Dr. Chloe Latham Sikes, IDRA Deputy Director of Policy; (4) Implications of Texas SB 1882 Patchwork of Partnerships (Chloe Latham Sikes); (5) IDRA Provides Bilingual Books to Young Learners to Diminish Digital Divide Effects Exacerbated by COVID-19; and (6) IDRA, Partners Provide South Texas Families Tech Support for Distance Learning During COVID-19 Crisis for Virtual Classrooms.
Employing Student Success: A Comprehensive Examination of On-Campus Student Employment
Author: Burnside, Omari
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Student Employment,College Students,Paying for College,Federal Programs,Student Financial Aid,Employment Opportunities,Academic Achievement,Leadership Role,Organizational Communication,Employer Employee Relationship,Experiential Learning,Data Use,Interpersonal Relationship,Public Colleges,Private Colleges,Proprietary Schools,Program Descriptions,Program Effectiveness,Cost Effectiveness,Outcomes of Education

Traditionally seen as a way for institutions to help students alleviate some of the financial demands placed on them, on-campus student employment has several additional benefits institutions can leverage to assist students along their collegiate journey. If designed and operationalized effectively, institutions can use their on-campus student employment program to provide students with meaningful learning and engagement opportunities that can help with retention and build career-readiness skills. The degree to which a particular on-campus employment opportunity serves as a high-quality, developmental experience can depend on the various work conditions, processes, and policies an institution has in place. To better understand how institutions actualize the benefits of on-campus employment, National Association of Student Personnel Administrators (NASPA)--Student Affairs Administrators in Higher Education conducted a landscape analysis that examined the current condition of on-campus employment opportunities and identified promising practices and components of programs characteristic of a highly impactful practice. The landscape analysis adds to existing research and informs the field's understanding in several areas: (1) current data regarding the range of on-campus student employment opportunities by institutional type and sector; (2) variety of promising practices being implemented at the division and/or institution level; (3) degree to which student employment is being implemented and leveraged at the institution level as a student success strategy; (4) extent to which institutions are assessing the effect of employment on various student success measures; and (5) barriers to administering, sustaining, and improving student employment. This report identifies ways to support and scale conditions of highly impactful employment programs, which include a focus on leadership engagement, equitable hiring processes, growth and professional development opportunities, student learning outcomes, and assessment and evaluation. The landscape analysis will help inform and offer guidance for colleges and universities that consider on-campus employment as an underutilized resource and are seeking to transform the practice into a powerful means of advancing student success.
The Power of Relationships: How and Why American Adults Step up to Mentor the Nation&apos;s Youth
Author: Garringer, Michael
Date: 2018-07-00
Type: Reports - Research
Subjects: Interpersonal Relationship,Mentors,Adults,Youth,Motivation,Beliefs,Barriers,Caring,Volunteers,Individual Characteristics,Role Models,Public Support,Moral Development,Investment,Socioeconomic Status,Age Groups,Ethnic Groups,Persistence,Predictor Variables,Activities,Citizen Participation,Employers,Program Descriptions

With the release of this comprehensive new report, MENTOR: The National Mentoring Partnership has provided the mentoring field with important new data about the scope of mentoring in the United States. This report advances what is understood about mentoring in several important ways. First, it moves beyond a simple head count to explore Americans' motivations for, obstacles to, and beliefs about mentoring. Second, unlike the many surveys that focus on youth's perspectives, this study explores the perspectives of adult mentors (as well as adults who do not mentor). In doing so, it provides a depth of new understanding and a clear path toward fuller, more satisfactory engagement with caring adults. Of particular importance, this report contains the most comprehensive survey of informal mentors to date. Given that far more adults serve as natural, informal mentors, and efforts--by both MENTOR and MENTOR's Center for Evidence-Based Mentoring--to support, enlist, and train informal mentors are underway, this information is sorely needed. [This report was produced with Pacific Market Research.]
Emotional Quotient, Work Attitude and Teaching Performance of Secondary School Teachers
Author: Jimenez, Edward Castro
Date: 2020-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Work Attitudes,Teacher Effectiveness,Secondary School Teachers,Foreign Countries,Individual Differences,Gender Differences,Public School Teachers,Self Efficacy,Teacher Attitudes

The teacher, aside from the challenges he/she faces in everyday work, the rigors of student management and the mountain of paperwork, is also confronted with the task to be emotionally matured, exhibit positive work habits, and display high teaching performance. This study aimed to determine the emotional quotient, work attitude, and teaching performance of secondary school teachers. The study used a descriptive-correlational method of research. Seven hundred and sixty-eight (768) public secondary school teachers from four school division offices in Central Luzon, Philippines took part in the study. To determine the emotional quotient and work attitude of the respondents, the study used tools by Helgriegel, et al. (1992), and the Department of Education's Competency Based-Performance Appraisal System for Teachers (CB-PAST) for the teaching performance. Analysis of the data is through frequency, percentage, mean, standard deviation, Pearson-r, and chi-square. The results showed that the emotional quotient of the secondary school teacher was &quot;high&quot;. The work attitudes of teachers in terms of sense of efficacy, sense of community, and a sense of professional interest was &quot;very high&quot;. In addition, the respondents also got a &quot;very satisfactory&quot; rating in their teaching performance. The teachers' emotional quotient and their teaching performance were significantly correlated. The researcher also found significant correlations between teachers' work attitude in terms of the sense of efficacy and their teaching performance. Further perusal revealed significant differences among the respondents' work attitudes when grouped according to gender, educational attainment, and length of service. Based on the results, the researcher suggested pertinent implications for the study.
Focusing on Gaps in Access to Arts Education. State Innovations. Vol. 23, No. 1
Author: Norville, Valerie
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Art Education,Accountability,Educational Legislation,Federal Legislation,State Boards of Education,Access to Education,Equal Education

The Every Student Succeeds Act (ESSA) calls on states to take advantage of new opportunities to combat uneven access to quality instruction in the visual and performing arts--a key component of a well-rounded education. This piece highlights the efforts of New Jersey, California, Kentucky, and Illinois to expand arts access and urges boards to use data collection and state accountability systems to identify and address gaps in access to arts education.
Social Justice Education in America
Author: Randall, David
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Social Justice,Higher Education,College Faculty,Administrators,Advocacy,Teacher Role,Administrator Role,College Environment,College Role,College Housing,Conflict Resolution,Social Bias,Study Abroad,Training,College Students,Personnel Selection,Employment Qualifications,Accreditation (Institutions),Change Strategies,Social Change

In the last twenty years a body of &quot;social justice educators&quot; has come to power in American higher education. These professors and administrators are transforming higher education into advocacy for progressive politics. They also work to reserve higher education jobs for social justice advocates, and to train more social justice advocates for careers in nonprofit organizations, K-12 education, and social work. &quot;Social Justice Education in America&quot; draws upon a close examination of 60 colleges and universities to show how social justice educators have taken over higher education. The report includes recommendations on how to prevent colleges and universities from substituting activism for learning.
Social Interaction in Knowledge Acquisition: Advanced Curriculum. Critical Review of Studies Relevant to Social Behavior of Infants
Author: Danilov, Igor Val
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Neonates,Infants,Recognition (Psychology),Social Behavior,Language Acquisition,Adults,Interaction,Socialization,Caregiver Child Relationship,Infant Behavior,Learning Processes,Problem Based Learning,Theory of Mind,Intelligence

The question of the acquisition of the first social phenomena by newborns is a crucial issue both in understanding the mental development and the ontogenesis of social interaction. The review attempts to investigate other researches that observe social behavior in studies with no communication between subjects. This current analysis reviews several studies on social phenomena -- categorization of words, preference of faces and even race -- in newborns and 3- to 4-month-olds infants and complements their findings. The review states that newborns and young infants are not able to independently classify phenomena from social reality and perceptually interact with adults effectively enough to understand the meanings of social phenomena on their own. The review concludes that the social behavior of infants is driven by adult social learning through non-perceptual social interaction between them. This thesis is supported by the recent review on social behavior of infants and the experiments on language acquisition of adults, where it is also shown the increase of group performance provided by such unconscious mental collaboration. The long-term study of non-perceptual social interaction could form the basis of the advanced curriculum that can efficiently introduce new knowledge into the long-term memory domain of students to facilitate and accelerate their learning. [This paper was published in: &quot;ComputationWorld 2020: Phase 1 - Preliminary Proceedings&quot; (pp. 56-61). IARIA.]
Motivating Factors of Teachers in Developing Supplementary Learning Materials (SLMs)
Author: Jimenez, Edward C.
Date: 2020-05-00
Type: Journal Articles
Subjects: Teacher Motivation,Instructional Materials,Teacher Developed Materials,Foreign Countries,Student Motivation,Recognition (Achievement),Technology Integration,Creativity,Teaching Methods,Skill Development,Barriers,Elementary School Teachers

The study was conducted to identify the motivating factors of teachers in developing supplementary learning materials in the Schools Division in Central Luzon, Philippines. Findings revealed there were ten (10) motivating factors that help teachers to develop supplementary learning materials namely: helps them to deliver the lesson easier; motivates learners; receives recognition and achievement; promotes participation and ICT collaboration; develops creativity; enhances teaching and learning processes; enhances language, skills and communication; provides contextualized instructional materials; develops skills in writing and drawing; and helps them for ranking purposes. While there were hindering factors why teachers could not develop supplementary learning materials such as: lack of ICT skills and knowledge; lack of time, lack of materials; lack of budget; their teaching loads; additional clerical works; stress; lack of support; no internet connection; and their attitude towards the development of SLMs. Based from the findings of the study, a proposed policy was developed to further improve teachers' motivational factors in developing SLMs and to respond to the issues addressed by the teachers regarding the matter. Conclusions were drawn and recommendations were offered.
Kansas State Board Confronts Youth Vaping. State Innovations. Vol. 25, No. 1
Author: Hedger, Joseph
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Smoking,Addictive Behavior,Youth,High School Students,Middle School Students,Role of Education,Boards of Education,Public Policy

The usage of vaping products among middle school students has increased at alarming rates. Federal and state policymakers are addressing this crisis, including in Kansas, where the state board of education acted quickly to engage stakeholders on curbing youth vaping.
Everyone Deserves to Be Seen. Recommendations for Improved Federal Data on Asian Americans and Pacific Islanders (AAPI)
Author: Byon, Anna
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Federal Government,Data Collection,Asian Americans,Pacific Islanders,Postsecondary Education,Access to Education,Racial Bias,Identification,Evidence Based Practice,Racial Differences,Public Policy,Federal Legislation,Institutional Characteristics,Data

Asian American and Pacific Islander (AAPI) communities are growing at a faster rate than any other racial group in the United States. The opportunity to address significant inequities impacting this community is hiding in our country's postsecondary data. Collections of data at the U.S. Department of Education and our institutions of higher education aggregate AAPI communities under the umbrella categories of &quot;Asian&quot; or &quot;Native Hawaiian or Other Pacific Islander.&quot; As a result, the data mask inequities and decrease efforts to provide intentional student supports. To address this missed opportunity, the Institute for Higher Education Policy (IHEP) and the Southeast Asia Resource Action Center (SEARAC) released &quot;Everyone Deserves to be Seen. Recommendations for Improved Federal Data on Asian Americans and Pacific Islanders.&quot; The report sets forth clear policy recommendations for Congress, federal, state, and local agencies, and institutions of higher education. The actionable recommendations look to the race and ethnicity categories used by the U.S. Census Bureau, which are informed by empirical research, collaboration between statistical agencies across the federal government, and engagement of diverse communities. This report is part of IHEP's call for quality data to support evidence-based policymaking and close equity gaps in access to and success in postsecondary education. [Edited by Amanda Janice Roberson. This publication is jointly authored by the Institute for Higher Education Policy (IHEP) and the Southeast Asia Resource Action Center (SEARAC).]
Investigation of Pre-Service Teachers&apos; Opinions on Advantages and Disadvantages of Online Formative Assessment: An Example of Online Multiple-Choice Exam
Author: Karaoglan-Yilmaz, Fatma Gizem
Date: 2020-06-00
Type: Journal Articles
Subjects: Formative Evaluation,Student Attitudes,Preservice Teachers,Computer Assisted Testing,Multiple Choice Tests,Foreign Countries,Educational Technology,Technology Uses in Education,Intention,Barriers

The interest in using online formative assessment activities has gradually increased in both traditional teaching and distance education processes. Research emphasizes the importance of using online formative assessment in learning processes. Due to this fact, it is essential to uncover pre-service teachers' thoughts about online formative assessment activities in a critical manner. Because they will decide whether to employ these activities in the educational field in a few years. Therefore, the aim of this study is to explore pre-service teachers' opinions about the advantages and disadvantages of online formative assessment. The research was conducted on 35 pre-service teachers enrolled in Computer I course during an academic term. They participated in online formative assessment activities every week within the scope of the research. An online formative assessment system based on multiple-choice exams and providing immediate feedback was developed. Data were collected through using a semi-structured interview method and content analysis was conducted to analyze the data. The advantages and disadvantages of using online formative assessment activities that provide immediate feedback in the form of a multiple-choice exam were revealed according to pre-service teachers' opinions as a result of this study. Various practical and constructive suggestions were offered for the design, development and implementation of online formative assessment in accordance with the results obtained from the research.
Exploring the Dimensionality of Kindergarten Written Composition
Author: Puranik, Cynthia
Date: 2020-05-05
Type: Reports - Research
Subjects: Kindergarten,Young Children,Writing (Composition),Writing Skills,Beginning Writing,Writing Evaluation,Scoring,Curriculum Based Assessment,Essays,Productivity

Despite increasing pressure for children to learn to write at younger ages, there are many unanswered questions about composition skills in early elementary school. The goal of this research was to examine the dimensionality of composition skills in kindergarten children, thereby adding to current knowledge about the measurement of young children's writing and its component skills. The writing of 282 kindergarten children were assessed using three different scoring methods. Confirmatory factor analyses were used to investigate the dimensionality of various methods of scoring. Results indicated that a qualitative scoring system and a productivity scoring system capture distinct dimensions of kindergartners' compositions. A scoring system for curriculum-based measurement could not attain acceptable ft, which may suggest that CBM is ill-suited for capturing the important components of composition for kindergartners. This study indicated that the measurement and components of composition in kindergarten may be qualitatively different from the compositions of older children. [This is the online version of an article published in &quot;Reading and Writing.&quot;]
Validation Study of the Family Involvement Questionnaire--Elementary Version with Families in Belize
Author: Garbacz, S. Andrew
Date: 2019-07-11
Type: Reports - Research
Subjects: Family Involvement,Questionnaires,Foreign Countries,Factor Structure,Child Caregivers,Family School Relationship,Expectation,Attendance,Cultural Context,Progress Monitoring,Parent Child Relationship,Parent Teacher Cooperation,Elementary School Students,Community Involvement,Children

The purpose of this study was to examine the factor structure of the Family Involvement Questionnaire--Elementary Version with families in Belize. Participants were 185 primary caregivers of children in primary education settings in Belize. Caregivers were given the Family Involvement Questionnaire--Elementary Version to measure their educational involvement in their children's schooling. Findings indicated the factor structure of the Family Involvement Questionnaire--Elementary Version in Belize was not congruent with the factor structures with samples from the U.S. and New Zealand. Exploratory factor analysis suggested a five-factor solution: (a) home-school communication, (b) home expectations and monitoring, (c) educational support, (d) school and community involvement, and (e) school attendance. In light of similar measurement studies in the literature, these data indicate that family educational involvement varies across geographic and cultural contexts. This suggests that interventions and policies to improve education outcomes via family involvement ought to consider the unique structure of families' involvement in the educational system. [This is the online first version of an article published in &quot;Assessment for Effective Intervention.&quot;]
A Roadmap to Service Learning in Catholic Schools
Author: Walsh, Teresa
Date: 2020-03-20
Type: Books
Subjects: Catholic Schools,Service Learning,Role of Religion,Religious Education,Institutional Mission,Relevance (Education)

Catholic schools serve both the family, community and society by educating children, young people and adults to contribute to the common good by becoming active and caring members of the communities, cities, and nation in which they live. Service is an important part of Catholic school tents and it helps students equate the relevance of living the gospel mission to their own education and lives. While the positive effects of service learning on the academic and social emotional growth of learners has been well established by researchers, this book explores how service learning can enhance and support the specific mission of Catholic education and how service learning is explicitly tied to a school's Catholic identity.
Utility-Value Score: A Case Study in System Generalization for Writing Analytics
Author: Beigman Klebanov, Beata
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Analytics,Context Effect,Automation,Generalization,Value Judgment,College Freshmen,Essays,Writing Evaluation,STEM Education,Relevance (Education),Content Area Writing,Introductory Courses,Psychology,Biology,Student Motivation,Natural Language Processing,Data Collection

Collection and analysis of students' writing samples on a large scale is a part of the research agenda of the emerging writing analytics community that promises to deliver an unprecedented insight into characteristics of student writing. Yet with a large scale often comes variability of contexts in which the samples were produced--different institutions, different purposes of writing, different author demographics, to name just a few possible dimensions of variation. What are the implications of such variation for the ability of automated methods to create indices/features based on the writing samples that would be valid and meaningful? This paper presents a case study in system generalization. Building on a system developed to assess the expression of &quot;utility value&quot; (a social-psychology-based construct) in essays written by first-year biology students at one postsecondary institution, we vary data parameters and observe system performance. From the point of view of social psychology, all these variants represent the same underlying construct (i.e., utility value), and it is thus very tempting to think that an automatically produced &quot;utility-value&quot; score could provide a meaningful analytic, consistently, on a large collection of essays. However, findings from this research show that there are challenges: Some variations are easier to deal with than others, and some components of the automated system generalize better than others. The findings are then discussed both in the context of the case study and more generally.