ethanporcaro/eric-fulltext-meta huggingface dataset:
WWC Review of the Report &quot;Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Short Term Memory,Aptitude Treatment Interaction,Mathematics,Intervention,Mathematics Instruction,Mathematics Achievement,Grade 4,At Risk Students,Educational Research,Instructional Effectiveness,Elementary School Mathematics,Elementary School Students

The 2013 study, &quot;Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction,&quot; examined the impacts of the fluency and conceptual versions of &quot;Fraction Face-Off!,&quot; a math instruction program designed to improve knowledge of fractions and decimals in fourth-graders at risk for low mathematics achievement. The program emphasizes the measurement approach to teaching fractions and the use of a number line to represent, compare, and order fractions. For this study, students were randomly assigned to three conditions: a fluency group, a conceptual group, and a comparison group. The analytic sample included 243 students. This well-executed study that meets What Works Clearinghouse (WWC) group design standards without reservations found that both fluency and conceptual versions of the program had positive impacts on math achievement. Appended are: (1) Study details; (2) Outcome measures for the mathematics achievement domain; and (3) Study findings for the mathematics achievement domain. A glossary of terms is included. [The following study is the focus of this review: Fuchs, L., Schumacher, R., Sterba, S., Long, J., Namkung, J., Malone, A., Hamlett, C., Jordan, N., Gertsen, R., Siegler, R., &amp; Changas, P. (2013). &quot;Does working memory moderate the effects of fraction intervention? An aptitude-treatment interaction.&quot; &quot;Journal of Educational Psychology,&quot; 106(2), 1-14.]
Academy of READING®. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Reading Programs,Reading Improvement,Reading Skills,Phonemic Awareness,Phonics,Vocabulary Development,Reading Comprehension,Adolescents,Sequential Learning,Difficulty Level,Placement,Reading Tests,Acceleration (Education),Learner Engagement,Reading Rate,Accuracy,Program Evaluation

&quot;Academy of READING&quot;® is an online program that aims to improve students' reading skills using a structured and sequential approach to learning in five core areas--phonemic awareness, phonics, fluency, vocabulary, and comprehension. The What Works Clearinghouse (WWC) identified 38 studies of &quot;Academy of READING&quot;® for adolescent readers that were published or released between 1989 and 2013. Only one of the studies met the WWC criteria for an eligible sample and research design, as described in the Adolescent Literacy review protocol. This study does not meet WWC group design standards. Therefore, more research is needed to determine the impacts of &quot;Academy of READING&quot;® on adolescent readers. A glossary of terms is included.
Total Survey Error &amp; Institutional Research: A Case Study of the University Experience Survey
Author: Whiteley, Sonia
Date: 2014-11-00
Type: Speeches/Meeting Papers
Subjects: Surveys,Accuracy,Institutional Research,Case Studies,Error of Measurement,Undergraduate Students,Student Surveys,Student Experience,Sampling,Improvement,Cost Effectiveness,Foreign Countries

Total Survey Error (TSE) is a component of Total Survey Quality (TSQ) that supports the assessment of the extent to which a survey is &quot;fit-for-purpose&quot;. While TSQ looks at a number of dimensions, such as relevance, credibility and accessibility, TSE is has a more operational focus on accuracy and minimising errors. Mitigating survey error involves finding a balance between a achieving a survey with minimal error and a survey that is affordable. It is also often the case that addressing one source of error can inadvertently increase another source of error. TSE provides a conceptual framework for evaluating the design of the University Experience Survey (UES) and offers a structured approach to making decisions about changing and enhancing the UES to support continuous improvement. The implications of TSE for institutional research will be discussed using the UES as a case study. A bibliography is included.
Mitigating Errors of Representation: A Practical Case Study of the University Experience Survey
Author: Whiteley, Sonia
Date: 2014-12-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Educational Experience,Research Methodology,Research Design,Experimenter Characteristics,Error of Measurement,Least Squares Statistics,Surveys,Undergraduate Students,Student Experience,Student Surveys,Universities,Cost Effectiveness,Questionnaires,Participant Characteristics,Response Rates (Questionnaires),Item Response Theory,Educational Quality,Foreign Countries

The Total Survey Error (TSE) paradigm provides a framework that supports the effective planning of research, guides decision making about data collection and contextualises the interpretation and dissemination of findings. TSE also allows researchers to systematically evaluate and improve the design and execution of ongoing survey programs and future investigations. As one of the key aims of a TSE approach is to find a balance between achieving a survey with minimal error and a survey that is affordable, it is unlikely that a considerable number of enhancements to regular programs of research can be made in a single cycle. From an operational perspective, significant alterations to data collection processes and procedures have the potential to create more problems than they solve, particularly for large-scale, longitudinal or complex projects. Similarly, substantial changes to the research approach can have an undesired effect on time series data where it can become difficult to disentangle actual change from change due to methodological refinements. The University Experience Survey (UES) collects feedback from approximately 100,000 undergraduate students at Australian universities each year. Based on previous reviews of the UES, errors of measurement appeared to make less of a contribution to TSE than the errors of representation that were associated with the survey. As part of the 2013 and 2014 collections, the research design was modified to directly address coverage errors, sampling errors and non-response errors. The conceptual and operational approach to mitigating the errors of representation, the cost effectiveness of the modifications to the research design and the outcomes for reporting will be discussed with practical examples from the UES. A bibliography is included.
A Study of a Knowledge Community's Perceptions of the Loss of Place
Author: Baldasaro, Mary McCullom
Date: 2014-11-07
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Story Telling,Phenomenology,Cultural Centers,Community Development,Social Capital,Focus Groups,Participant Observation,Audience Participation,Participant Characteristics,Institutional Characteristics,Language Acquisition,Personal Narratives,Reading Aloud to Others,Cultural Awareness,Indigenous Knowledge,Social Change,Qualitative Research,Semi Structured Interviews

Stories contain the wisdom of the world, teaching cultural values. Story builds community, celebrates cultural diversity, and preserves cultural identity. Where truth has been suppressed, story is an instrument of epiphany. Storytelling builds literacy skills, and develops metaphorical understanding. A storytelling center in Canada had been a cultural institution for 23 years and had cultivated the art and craft of storytelling in the members of its storytelling guild. When the center faced permanent closure, members were devastated. The theoretical underpinnings for this research study were narrative theory, place theory, and knowledge communities. The purpose of this study was to explore member perceptions of story, storytelling, and leadership. A phenomenological study was conducted to investigate the moment of this lived experience. Individual interviews with 9 participants and 2 focus groups of 3 participants each were conducted with members of the storytellers' guild. Audio recorded focus groups and individual interviews provided verbatim transcripts. Data analysis was inductive to discover categories and themes. Key findings indicated three dominant themes emerged: home, vision, and story. Findings also indicated that story strengthens both content retention and language acquisition. For the purposes of this paper, findings about story will be discussed.
Gender Disparity at Elementary Education Level in Jammu and Kashmir: An Exploratory Study
Author: Gul, Showkeen Bilal Ahmad
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Elementary Education,Enrollment,Dropout Rate,Sex Fairness,Nongovernmental Organizations,Census Figures,Literacy,Females,Womens Education,Women Faculty

This paper is based on a study to explore gender disparity at elementary education level in Jammu and Kashmir. Gender disparity in education refers to differences in outcomes observed between two sexes. Education disparities can be seen in different enrolment rates, dropout rates, and survival rates among the sexes. The central government and state government has developed the flagship programme focusing on the education of the females in the State to achieve gender parity and on the other hand NGOs and local bodies are also jointly working for the elimination of gender disparity in education. The main objective of the study was to explore the gender disparity at elementary education level in Jammu and Kashmir. The data used were taken from the census reports, DISE reports and National Human Development Report of India. The literacy rate and elementary education of the women in Jammu and Kashmir is far lower than their counterparts and also lower than women at national level. The educational schemes and developmental programmes seem have not helped to improve the condition of women education. There is an essential need to make serious efforts by government, NGO organizations and other local bodies to augment the pace of development in education of the women of Jammu and Kashmir.
Assessment and Understanding of Gender Equity in Education in Jammu and Kashmir
Author: Gul, Showkeen Bilal Ahmad
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Sex Fairness,Government Role,Womens Education,Females,Participation,Barriers,Census Figures,Literacy,Poverty,Parent Background,Educational Attainment,Gender Differences

The focus of this paper is on the assessment and understanding of the gender equity in education in Jammu and Kashmir. Gender equity is the process of being fair to women and men. To ensure fairness, strategies and measures should be available to compensate for women's historical and social disadvantaged. The central government, state government, NGOs and local bodies are jointly working for the promotion of women's education. The paper discussed to what extent the central government, state government, NGOs and local bodies have achieved the gender equity in education and what are the challenges in promoting gender equity in the state? The objectives of this study included first, to understand and explore the women's level of participation in education and to explore the barriers to women's education. The data used are taken from the census of India, report from the education sector of Jammu and Kashmir and National Human Development Report of India. The literacy rate and education of the women of Jammu and Kashmir is far lower than their counterparts and also lower than women at national level. Poverty, ignorance of parents and lack of basic infrastructural facilities seem to be major obstacles in the attainment of gender equity in education. The educational schemes and developmental programmes seem have not helped to improve the condition of girls. There is an essential need to make serious efforts by government, not-for-profit organizations and other local bodies to augment the pace of development in education of the women of Jammu and Kashmir.
A Primer for Analyzing Nested Data: Multilevel Modeling in SPSS Using an Example from a REL Study. REL 2015-046
Author: O'Dwyer, Laura M.
Date: 2014-12-00
Type: Reports - Research
Subjects: Multiple Regression Analysis,Statistical Analysis,Data,Models,Hierarchical Linear Modeling,English Language Learners,Least Squares Statistics,Student Characteristics,Institutional Characteristics,Statistical Significance,Predictor Variables

Analyzing data that possess some form of nesting is often challenging for applied researchers or district staff who are involved in or in charge of conducting data analyses. This report provides a description of the challenges for analyzing nested data and provides a primer of how multilevel regression modeling may be used to resolve these challenges. An illustration from the companion report, The correlates of academic performance for English language learner students in a New England district (REL 2014-020), is provided to show how multilevel modeling procedures are used and how the results are interpreted. &quot;Step by step procedure for using the Advanced Statistics module of SPSS IBM Statistics&quot; is appended.
Interactive Research on Innovations in Vocational Education and Training (VET): Lessons from Dutch and German Cases
Author: Burchert, Joanna
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Educational Research,Educational Innovation,Research and Development,Theory Practice Relationship,Blended Learning,Secondary Education,Electronic Learning

This article focuses on two examples of interactive research (IR) in vocational education and training. IR is a process which brings together practitioners and researchers with the aim to implement an innovation. This innovation in the first project meant to create a hybrid learning environment; in the second it supported introducing digital media in a training centre. The process of innovating thereby turned into a learning process for all concerned persons: original ideas of the concerned concepts matured, boundaries between research and practice were crossed and new, sometimes surprising ideas for further development emanated. These experiences point attention towards the processes of research and innovation instead of only documenting results in the sense of summative evaluation. They also show that IR requires a certain framework in order to enable important learning cycles.
Using Administrative Data for Research: A Companion Guide to &quot;A Descriptive Analysis of the Principal Workforce in Florida Schools.&quot; REL 2015-049
Author: Folsom, Jessica Sidler
Date: 2014-12-00
Type: Guides - Non-Classroom
Subjects: Data,Principals,Demography,Administrator Characteristics,Race,Sex,Age,Educational Attainment,Public Schools,Private Schools,Comparative Analysis,Databases,Employment Experience,Administrators,Data Analysis,Work Experience,Educational Research,Elementary Secondary Education

This document is a companion guide to &quot;A Descriptive Analysis of the Principal Workforce in Florida Schools&quot; (Folsom, Osborne-Lampkin, &amp; Herrington, in press). It describes the methods used to extract information from the Florida Department of Education database in order to conduct a descriptive analysis of the demographic composition, certifications, and career paths of the state's school leaders in the 2011/12 school year. This companion guide aims to help those interested in using similar databases in other states or contexts for replication or further extension. This guide describes the process of data cleaning, merging, and analysis, including: (1) Identifying and requesting data; (2) Creating functional datasets; (3) Merging datasets; and (4) Analyzing data. This applied research methods report outlines the process and procedures used to mine and analyze data from the Florida education staffing database. The report also provides directions and examples for conducting similar work with other administrative databases. Appendices include: (1) Sample project timeline; (2) Key Terms; (3) Sample data request; and (4) Data dictionary.
Finnish Vocational Education and Training in Comparison: Strengths and Weaknesses
Author: Virolainen, Maarit
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Comparative Analysis,Employment Potential,Outcomes of Education,Secondary Education,Higher Education,Educational Trends,Participation,Graduation Rate,Employment Patterns

The study investigates how the Finnish model of providing initial vocational education and training (IVET) has succeeded in terms of enhancing educational progress and employability. A relatively high level of participation in IVET makes the Finnish model distinctive from those of three other Nordic countries: Denmark, Norway and Sweden. All four Nordic countries have wellorganised labour markets and universal types of welfare states. Priority is given to goals related to equal opportunities and social inclusion. At the same time, these countries have different models of IVET. While the study compares the Finnish model of organising IVET to those of other Nordic countries, it also examines the German and UK models, which represent differing societal approaches to IVET. The differences in the outcomes of the IVET systems are described and analysed through reviewing secondary data provided by Eurydice and Eurostat, along with country reports produced in a Nordic comparative project, Nord-VET.
A Qualitative Study on the Prospective Social Studies Teachers' Role-Model Preferences
Author: Tonga, Deniz
Date: 2014-01-00
Type: Reports - Research
Subjects: Qualitative Research,Social Studies,Role Models,Preferences,Questionnaires,Teacher Education Programs,Preservice Teachers,Student Teacher Attitudes,Teaching Skills,Teacher Characteristics,Adoption (Ideas),Foreign Countries

In this study is intended to investigate prospective social studies teachers' role model preferences and the reflections of these preferences to their daily lives. This study was designed as a qualitative study in the form of descriptive model. The participants consisted of 306 prospective social studies teachers enrolled in nine different state universities in turkey. Data have been collected by the help of a questionnaire consisting of four open-ended questions. The data were initially analyzed descriptively and later they were coded by using a content analysis technique. The findings showed that most of the prospective social studies teachers found themselves capable enough in terms of their personal traits, mental abilities, and their communication with people. In addition, it was shown that prospective social studies teachers generally modelled political leaders, academicians, teachers, and their family members in terms of their personal characteristics, communicative skills, teaching styles, intelligence, and accomplishments of their role-model preferences. Besides, the data showed that participants adopted their models' communicative skills, world views, determination, honesty, tolerance and patience in their daily lives.
The College Readiness Data Catalog Tool: User Guide. REL 2014-042
Author: Rodriguez, Sheila M.
Date: 2014-09-00
Type: Guides - Non-Classroom
Subjects: College Readiness,Data,Educational Indicators,Data Collection,Research Tools,Guides,Academic Achievement,High Schools,Postsecondary Education,Access to Education,Enrollment Trends,Educational Attainment,Certification,Success,Data Processing,Program Descriptions,English Language Learners,Teacher Education,Feasibility Studies,Catalogs

As the name indicates, the College Readiness Data Catalog Tool focuses on identifying data that can indicate a student's college readiness. While college readiness indicators may also signal career readiness, many states, districts, and other entities, including the U.S. Virgin Islands (USVI), do not systematically collect career readiness indicators. Although the College Readiness Data Catalog Tool was developed with the needs of the USVI Alliance in mind, it is flexible enough to be used by other interested parties. This tool allows states, districts, and other entities to create data catalogs to assess the availability of college readiness indicators and identify gaps that may present challenges for indicator systems. Researchers may also use data catalog tools as they work with states, districts, and other entities to determine the feasibility of studies on college readiness, including, for example, identifying the strongest indicators in a given context. The tool is meant to be used only after a research question has been identified.The College Readiness Data Catalog Tool is a flexible-use Excel workbook that provides a shell for organizing and tracking student data relevant for measuring college readiness. The shell organizes data at three levels: (1) Constructs: Concepts identified during the literature scan that are of interest for measuring. Broad and indirectly measurable, constructs identify important ideas that should be measured to answer each research question and meaningfully group the information in the catalog. College readiness constructs are overarching categories that are highly relevant for predicting success in college. (2) Indicators: Concepts that provide greater specificity than constructs. Not all constructs have associated indicators, and some have more than one. (3) Data elements: Specific data sources that describe specific and measurable concepts. Data elements include traditional sources such as measures from assessments, performance evaluations, and formal observations, as well as documents such as emails, agendas, and meeting notes. The tool also provides a list of key data element characteristics, such as years of available data, information about linking, changes to data elements across years, and specific fields or values. All three data levels (construct, indicator, and data element) and their characteristics are important for informing decisions about using college readiness data. The following are appended: (1) Sample data catalog summary report; and (2) Template for a data catalog summary report.