ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of a Houston Symphony Partnership in HISD on Elementary Students&apos; Reading and Mathematics Achievement, Attendance, and Retention in Orchestra at Middle Schools, 2019-2020. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2020-02-03
Type: Reports - Research
Subjects: Musicians,Partnerships in Education,School Districts,Children,Program Effectiveness,Reading Achievement,Mathematics Achievement,Attendance,Student Participation,After School Programs,Enrichment Activities,Grade 3,Grade 4,Grade 5,Elementary School Students,Middle School Students,Standardized Tests,Scores,School Community Programs,Direct Instruction,Musical Instruments,Economically Disadvantaged,Music Education,Student Characteristics

This study explored outcomes related to students' participation in a Houston Symphony (HS) partnership at a targeted HISD elementary school. Students received weekly in-school core enrichment instruction and after-school violin instruction by Houston Symphony Community-Embedded Musicians throughout the 2018-2019 academic year. The study found that students in the HS Core Enrichment/After-school Violin group had the highest combined English and Spanish STAAR mean reading scale scores among third- and fifth-grade students in 2019, while the HS After-school Violin Only students had the highest mean scale score among fourth-grade students. In mathematics, the HS Core Enrichment/After-school Violin group achieved the highest mean scale score at the third and fifth-grade levels; whereas, the After-School Violin Only group attained the highest mean scale score at the fourth-grade level on the combined tests in 2019. Paired t-test analyses showed statistically significant improvements in the mean STAAR mathematics scale scores of the HS Core Enrichment and HS Core Enrichment/After-school groups as well as the Non-HS control group as students progressed from third to fourth and from fourth to fifth grades (2018 to 2019). Difference-in-differences (DiD) analyses revealed more consistent benefits in Houston Symphony-group participation over the control group of students who did not participate in the Houston Symphony. The highest increases in attendance rates over the past two years as students progressed from third to fourth and from fourth to fifth grades were among the HS Core Enrichment/Afterschool Violin group. Retention of the fifth-grade student cohort in orchestra at middle schools was eight percent, which is estimated to be below the national average. Expansion of the Houston Symphony partnership to middle and high schools may help to improve retention outcomes for students in orchestra at these levels.
Traditional Trade Apprenticeships: Training Activity, Employer Incentives and International Practice. Research Report
Author: Misko, Josie
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Apprenticeships,Educational Trends,Incentives,Vocational Education,Education Work Relationship,Job Training,Job Skills,Teacher Qualifications,Labor Market,Cosmetology,Service Occupations,Building Trades

This report is the first component of a larger study investigating training practices relating to traditional trade apprenticeships, with a view to developing policy directions on how to maintain their relevance and usefulness. This first phase of the study explores data on trends in training activity and completions, provides details on the application of incentives, and highlights international apprenticeship models and practice, as identified in the relevant literature. An examination of government incentives for employers of apprentices in the traditional trades indicates that despite the numerous changes to the overall apprenticeship incentives scheme they have remained relatively stable. This is primarily because the traditional trades are aligned to the skill shortages identified in the National Skills Needs List. However, the value of the base incentives for the traditional trades has, in real terms, declined since 2012. Research identified some important lessons that Australia could glean from the dual systems of apprenticeship operating in Germany, Switzerland, Luxembourg, Denmark and Austria. These lessons include the need for: better synchronisation of knowledge acquisition and skills development in off-the-job and on-the-job training venues; higher levels of prescription and expectations about the nature and level of the qualifications required of teachers and trainers; regular monitoring of the market for apprenticeship training positions; and industry involvement in practical assessments. [For &quot;Traditional Trade Apprenticeships: Learnings from the Field. Research Report,&quot; see ED604023. Funding was provided through the Australian Government Department of Education, Skills and Employment.]
Traditional Trade Apprenticeships: Learnings from the Field. Research Report
Author: Misko, Josie
Date: 2020-00-00
Type: Reports - Research
Subjects: Apprenticeships,Program Effectiveness,On the Job Training,Building Trades,Job Skills,Contract Training,Education Work Relationship,Employer Attitudes,Technological Literacy,Compliance (Legal),Workplace Learning,Competency Based Education,Vocational Education,Foreign Countries

A companion to &quot;Traditional Trade Apprenticeships: Training Activity, Employer Incentives and International Practice,&quot; this report collates qualitative material from in-depth interviews and focus groups with employers, trainers, apprentices and relevant government officials describing what is effective, what is not, and what needs improvement in apprenticeship training. The research finds that the current combination of off- and on-the-job training is, on the whole, working effectively and should continue to play a key role in apprenticeship training for the traditional trades. Both forms of training are required if apprentices are to develop the technical skills, underpinning knowledge, attributes and behaviours required for their trades. Nevertheless, research identified a number of challenges in ensuring that this combination continues to operate well. Recommendations for improvement were offered, of which many were similar or the same, while other issues were less common, although all aimed at ensuring that the system works effectively and efficiently for all involved. [For &quot;Traditional Trade Apprenticeships: Training Activity, Employer Incentives and International Practice. Research Report,&quot; see ED604022. Funding provided through the Australian Government Department of Education, Skills and Employment.]
Incarceration and Adversity Histories: Modeling Life Course Pathways Affecting Behavioral Health
Author: Fleming, Christopher M.
Date: 2019-00-00
Type: Reports - Research
Subjects: Correctional Institutions,Institutionalized Persons,At Risk Persons,Behavior Problems,Child Development,Mental Disorders,Substance Abuse,Low Income Groups,Intervention,Parent Child Relationship,Parents,Stress Variables,Social Bias

A consequence of a growing incarceration rate is that an increasing number of children face having an incarcerated household member, a known contributor to diverse lifelong behavioral health risks such as substance use and mental health impairment. Few studies have explored how household incarceration uniquely contributes to these subsequent behavioral health concerns, nor mediational contributors to these associations, within a theoretical framework. Using state Behavioral Risk Factor Surveillance System survey data (n=14,001), this study tests pathways of household incarceration and Adverse Childhood Experiences (ACEs) to mental health impairment and substance use in adulthood. Within a life course stress process perspective, this study uses structural equation modeling to examine mediational pathways through adulthood incarceration and indicators of adulthood adversity, low income, and supportive resources. In line with stress process theorizing, results indicate significant direct and indirect paths of ACEs through nearly all theorized mediators, and indirect pathways of household incarceration, through incarceration and low income, to adulthood mental health impairment and substance use. Implications of these findings address preventive and interventive leverage points to mitigate long-term consequences of household incarceration and other childhood adversities. [This is the online version of an article published in &quot;American Journal of Orthopsychiatry.&quot;]
Grounded and Embodied Mathematical Cognition: Promoting Mathematical Insight and Proof Using Action and Language
Author: Nathan, Mitchell J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Logic,Cognitive Processes,Logical Thinking,Secondary School Mathematics,Geometry,Validity,Video Games,Educational Technology,STEM Education,Technology Uses in Education,Nonverbal Communication,Middle School Students,High School Students

We develop a theory of grounded and embodied mathematical cognition (GEMC) that draws on action-cognition transduction for advancing understanding of how the body can support mathematical reasoning. GEMC proposes that participants' actions serve as inputs capable of driving the cognition-action system toward associated cognitive states. This occurs through a process of transduction that promotes valuable mathematical insights by eliciting dynamic depictive gestures that enact spatio-temporal properties of mathematical entities. Our focus here is on pre-college geometry proof production. GEMC suggests that action alone can foster insight but is insufficient for valid proof production if action is not coordinated with language systems for propositionalizing general properties of objects and space. GEMC guides the design of a video game-based learning environment intended to promote students' mathematical insights and informal proofs by eliciting dynamic gestures through in-game directed actions. GEMC generates several hypotheses that contribute to theories of embodied cognition and to the design of science, technology, engineering, and mathematics (STEM) education interventions. Pilot study results with a prototype video game tentatively support theory-based predictions regarding the role of dynamic gestures for fostering insight and proof-with-insight, and for the role of action coupled with language to promote proof-with-insight. But the pilot yields mixed results for deriving in-game interventions intended to elicit dynamic gesture production. Although our central purpose is an explication of GEMC theory and the role of action-cognition transduction, the theory-based video game design reveals the potential of GEMC to improve STEM education, and highlights the complex challenges of connecting embodiment research to education practices and learning environment design.
Exploring Reading Strategy Use in Native and L2 Readers
Author: Feller, Daniel P.
Date: 2020-00-00
Type: Reports - Research
Subjects: Reading Strategies,Native Language,Second Language Learning,Language Proficiency,Reading Comprehension,Measurement Techniques,Community Colleges,Student Attitudes,Two Year College Students,Reading Processes,Correlation,Second Language Instruction,English (Second Language),Student Characteristics,Measures (Individuals)

Research comparing the reading strategy use of native and second language (L2) readers has often relied on self-report measures and has, at times, been conducted without measures of reading proficiency. In the present study, we used regression and Bayes' factors to explore how L2 reader status and reading proficiency relate to self-report reading strategy use and the use of situated text processing strategies (i.e., paraphrasing, bridging, elaboration). Data were collected from a South-Central community college district as part of an ongoing study. L2 status did not predict self-reported strategy use, bridging, or elaboration, but was associated with increased paraphrasing (in the regression analysis only). Reading proficiency was negatively associated with self-reported use of support strategies, but positively predicted the use of all situated processing strategies. Results have important implications for L2 learning and instruction and provide insights into aspects of assessment for L2 readers. [This paper will be published in &quot;Discourse Processes.&quot; The title of the published article will be &quot;Exploring Reading Strategy Use in Native and ESL Readers.&quot;]
The Role of Prek Spanish in Predicting First Grade English Word Reading among Dual Language Learners
Author: Mesa, Carol
Date: 2019-03-29
Type: Reports - Research
Subjects: Spanish,Native Language,Preschool Education,Language Role,English (Second Language),Second Language Learning,Grade 1,Elementary School Students,Reading Comprehension,Longitudinal Studies,Oral Language,Literacy,Vocabulary Development,Structural Equation Models,Predictor Variables,Language Skills,Hispanic American Students,Bilingualism,Transfer of Training,Language Usage,Language of Instruction,Language Tests,Intelligence Tests,Verbal Ability,Vocabulary,Reading Tests,Parent Background,Educational Attainment

Purpose: The purpose of the current study was to examine the role that the first language (L1), Spanish, at Pre-Kindergarten plays in predicting second language (L2), English, word reading in first grade. In addition, it examines the role of conceptual vocabulary in predicting word reading in English. Method: As part of a longitudinal study of predictors and models of reading comprehension from Pre-kindergarten to third grade, 248 children attending preschool programs completed Spanish and English measures in the spring of each academic year. In this paper, we report the results of English and Spanish measures of oral language and literacy skills that were administered in Pre-Kindergarten and four measures of English word reading that were administered in first grade. Results: Results from structural equation modeling indicated that Spanish oral language made significant direct and indirect contributions to English oral language and word reading. Further, results supported previous evidence indicating that L2 letter knowledge and L2 oral language proficiency are the strongest predictors of L2 word reading in first grade. Discussion: Similar to findings with monolingual English-speaking children, results support findings that in the early stages of reading development, oral language in both L1 and L2 make a significant and independent contribution to word reading. This study has important implications for the support of oral language skills in Latino preschool children. [Written with the Language and Reading Research Consortium (LARRC). This paper will be published in &quot;Journal of Speech, Language, and Hearing Research&quot; (EJ1225393).]
The Relation between Global and Specific Mindset with Reading Outcomes for Elementary School Students
Author: Petscher, Yaacov
Date: 2017-00-00
Type: Reports - Research
Subjects: Elementary School Students,Grade 4,Reading,Reading Comprehension,Predictor Variables,Achievement Tests,Reading Tests,Cognitive Structures,Surveys

An emerging body of research has evaluated the role of growth mindset in educational achievement, yet little work has focused on the unique role of mindset to standardized reading outcomes. Our study presents four key outcomes in a sample of 195 fourth-grade students. First, we evaluated the dimensionality of general and reading-specific mindset and found that a global factor of growth mindset (GGM) existed along with specific factors of general and reading mindset. Second, GGM and reading mindset strongly predicted word reading and reading comprehension. Third, GGM and reading mindset uniquely predicted reading comprehension after controlling for basic word reading skills. Fourth, GGM was more strongly associated with reading comprehension for those individuals with weaker reading comprehension skills while reading mindset was more strongly associated with reading comprehension for those with stronger reading comprehension skills. Our findings suggest the potential importance of assessing general and reading-specific mindset linked to reading. [This paper was published in &quot;Scientific Studies of Reading&quot; v21 p376-391 2017 (EJ1152115).]
YoungStar in Wisconsin: Analysis of Data as of July 2013. YoungStar Progress Report #4
Author: Wisconsin Council on Children and Families
Date: 2013-07-00
Type: Reports - Evaluative
Subjects: Child Care,State Programs,Achievement Rating,Program Improvement,Regional Characteristics,Differences,Economically Disadvantaged,Children,Resources

This report is the fourth in a series of Wisconsin Council on Children and Families (WCCF) reports tracking the progress of Wisconsin's YoungStar program, a quality rating and improvement system (QRIS) launched in 2011 to improve the quality of Wisconsin child care programs. YoungStar focuses on children of low-income working families receiving assistance from the Wisconsin Shares child care subsidy programs. YoungStar rates the quality of child care programs on a 5-Star scale and is administered in 6 regions of the state. The analysis in this report is based on data as of the end of July 2013. Programs are rated 1-Star if they do not meet health and safety standards, and are prohibited from receiving Wisconsin Shares funding. Two-Star programs meet basic regulatory standards for health, safety, program, and personnel (prior to 2011, these were the only standards required to participate in Wisconsin Shares). Star levels 3, 4, and 5 represent progressively improved quality, with an emphasis on early learning and development. For more background on YoungStar, the quality indicators, and a summary of the program's implementation history, see the Appendix at the end of this report.
IDEA Student Ratings in Traditional and Online Courses. IDEA Research Report #7
Author: Benton, Stephen L.
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Student Evaluation of Teacher Performance,Conventional Instruction,Online Courses,College Students,Online Surveys,Student Surveys,Course Evaluation,Response Rates (Questionnaires),Student Educational Objectives,Teaching Methods,Teaching Styles

Since 2002, the IDEA Student Ratings of Instruction system has been available through an online survey delivery system -- IDEA Online. Initially, online survey administration was used primarily for online courses. However, the use of online surveys has increased each year in both online and traditional courses. This report summarizes findings from IDEA &quot;Technical Report No. 15&quot; (see ED604032), which compared IDEA ratings in traditional (i.e., on campus) and online courses. That study examined similarities and differences in students' response rates and instructor and student ratings in classes identified exclusively as either traditional or online. This report describes the sample investigated, methods employed, and key findings from the analyses contained in &quot;Technical Report No. 15.&quot; Conclusions and recommendations are provided at the end of the report.
An Analysis of IDEA Student Ratings of Instruction in Traditional versus Online Courses, 2002-2008 Data. IDEA Technical Report No. 15
Author: Benton, Stephen L.
Date: 2010-12-21
Type: Reports - Research
Subjects: College Students,Student Evaluation of Teacher Performance,Course Evaluation,Conventional Instruction,Online Courses,Online Surveys,Student Surveys,Student Educational Objectives,Teacher Effectiveness,Teaching Methods,Response Rates (Questionnaires)

This report summarizes analyses performed on IDEA student ratings of instruction collected in traditional (i.e., on-campus) and online courses from 2002 to 2008. Only classes utilizing online survey delivery and identified exclusively as either traditional (N = 5,272) or online (N = 13,416) were included. Classes were removed until all institutions contributed no more than approximately 5% of all classes analyzed. Instructors in each course rated the importance of each of 12 learning objectives and responded to questions about the course, using the IDEA &quot;Faculty Information Form&quot; (FIF). Students rated progress on the same 12 objectives, characteristics about themselves and the course, and overall measures of course and instructor effectiveness, using either the IDEA &quot;Diagnostic Form&quot; or &quot;Short Form.&quot; Those responding to the Diagnostic Form also rated the instructor's use of various teaching methods. In general, the current findings indicate the IDEA Student Ratings System is useful for both online and traditional courses. The minor differences observed ultimately may guide instructors to improve student learning outcomes in online teaching environments. [This report was originally published in September 2019. It was updated December 21, 2010. For a summary report, see ED604031.]
Emerging Lessons and Implications from the Exploring Engagement Fund: Highlights from a Harder+Company Community Research Interim Report on the First Phase of the Exploring Engagement Fund (2012-2013)
Author: James Irvine Foundation
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Art,Nonprofit Organizations,Diversity,Outreach Programs,Community Involvement,Community Relations,Trust (Psychology),Marketing,Space Utilization,Facilities,Art Activities,Organizational Change,Change Strategies

This report distills lessons from the early implementation of Exploring Engagement Fund projects. The first phase of the Fund featured five rounds of grantmaking. It is based on information from three of these rounds; it covers the first year in a series of two-year grants. It is drawn from analysis of grantee reports and interviews, and offers seven lessons as well as practical tips that can benefit arts organizations working to engage new and diverse participants. Early results demonstrate that grantee strategies have encouraged new participants to experience, learn about, and develop interest in the arts. Grantee organizations are testing their approaches to engagement of participants from communities of color and low-income groups--two populations of particular interest to the foundation. Preliminary data suggests that their strategies, in aggregate, are successful. This new grantmaking is informed by lessons included in this report. [Written in partnership with Diane Espaldon.]