ethanporcaro/eric-fulltext-meta huggingface dataset:
Generalizability of Sensor-Free Affect Detection Models in a Longitudinal Dataset of Tens of Thousands of Students
Author: Jensen, Emily
Date: 2019-07-00
Type: Speeches/Meeting Papers
Subjects: Generalization,Longitudinal Studies,Psychological Patterns,Identification,Electronic Learning,Sample Size,Models,Mathematics Instruction,Middle School Students,High School Students,Multivariate Analysis

Recent work in predictive modeling has called for increased scrutiny of how models generalize between different populations within the training data. Using interaction data from 69,174 students who used an online mathematics platform over an entire school year, we trained a sensor-free affect detection model and studied its generalizability to clusters of students based on typical platform use and demographic features. We show that models trained on one group perform similarly well when tested on the other groups, although there was a small advantage obtained by training individual subpopulation models compared to a general (all-population) model. Lastly, we perform a series of simulations to show how generalizability is affected by sample size. These results agree with our initial analysis that individual subpopulation models yield a small advantage over all-population models. Additionally, we show that training sizes smaller than 1,500 yield unstable models which make generalizability difficult to interpret. We discuss applications of this work in the context of developing large-scale affect detection models for diverse populations.
Applying a Community Violence Framework to Understand the Impact of Immigration Enforcement Threat on Latino Children. Social Policy Report. Volume 31, Number 3
Author: Barajas-Gonzalez, R. Gabriela
Date: 2018-00-00
Type: Collected Works - Serial
Subjects: Violence,Hispanic Americans,Child Development,Immigration,Immigrants,Law Enforcement,Social Bias,Environmental Influences,Children,Well Being,Psychology,Fear,Crime,Trauma,Family Relationship,Child Safety,Peer Influence,School Role,Stress Variables

Heeding the call put out by the &quot;New England Journal of Medicine&quot; (2017), we utilize an ecological-transactional model as a conceptual framework for understanding existing literature and for guiding future research on immigration enforcement threat and Latino child development. Using the World Health Organization's definition of violence, we draw on literature from psychology, medicine, social work, and developmental psychology to outline how the anti-immigrant climate in the United States and the threat of immigration enforcement practices in everyday spaces are experienced by some Latino children as psychological violence. Researchers, teachers, and practitioners are encouraged to be aware of how uncertainty and threat regarding familial safety adversely impacts the lives of Latino children in immigrant households, especially in charged, anti-immigrant climates.
A Vibrant Ray of Hope: Staff Well Being Is Key to Students Well Being
Author: Devaki, N.
Date: 2019-06-00
Type: Journal Articles
Subjects: Wellness,Well Being,Teacher Characteristics,Foreign Countries,Quality of Life,Physical Health,Mental Health,Metacognition,Health Promotion,Interpersonal Relationship,Religion,Stress Management,Exercise,Eating Habits,Sexuality

Wellness is an important asset of every human being. The wellness of health encourages a person to move towards awareness, education and individual progress. Teachers are the superheroes of the educational system and tend to be underrepresented and overworked. The promotion of teacher wellness and health is revealed student health and wellness and may lead to a more effective and positive environment for learning on the whole. According to the National Wellness Institute, &quot;a conscious, self-directed and evolving process of achieving full potential&quot;. This study aims to find the level of wellness among school teachers. Survey method was adopted to collect data through questionnaire from 60 school teachers of Kendriya Vidyalaya, Government and Government Aided School. The finding of the study reveals that the Kendriya Vidyalaya School Teachers scores higher on the dimension of &quot;Meaning&quot; (28.6) and lower on the aspect of &quot;Body and Sexuality&quot; (15) among the ten dimensions, the Government school scores higher on the proportion of &quot;Self-Responsibility&quot; (21.4) and lower on the aspect of &quot;Body and Sexuality&quot; (12) among the ten dimensions and the Government Aided School teachers scores higher on size of &quot;Meaning&quot; (24.5) and lower on the aspect &quot;Body and sexuality&quot; (13.4) among the ten dimensions. The study also reveals that every school scores lowest in one particular point (i.e. Body and Sexuality). Hence, Kendriya Vidyalaya School Teachers have good wellness than the Government and Government Aided School.
At What Age Should Children Enter Kindergarten? A Question for Policy Makers and Parents. Social Policy Report. Volume 16, Number 2
Author: Stipek, Deborah
Date: 2002-00-00
Type: Collected Works - Serial
Subjects: Educational Policy,School Entrance Age,Comparative Analysis,Age Differences,Outcomes of Education,Decision Making,Cognitive Development,Educational Experience,School Readiness,State Policy,Instructional Program Divisions,Kindergarten,Parent Attitudes

Research that bears on the issue of school entry policies is summarized in this report. The focus is on the age children should be to enter kindergarten and the potential benefits of delaying school entry for all or some children. The research reviewed uses three methodologies: (1) comparing outcomes for children who have delayed entry by a year with children who entered school when they were eligible; (2) comparing children in the same grade who have different birth dates; and (3) comparing children who are the same age but in different grades, as well as children who are a year apart in age but in the same grade. Findings suggest that studies using the first method are inconclusive because accommodations are not made for the selection factors associated with the decision to hold a child out of school. Findings from the other two methods suggest that relatively older children have a modest academic advantage over younger children in the first few grades of school, but that advantage typically disappears. There was no evidence suggesting that younger children gained less than older children from early school experience, and some evidence suggested that school experience produced greater gains on most cognitive dimensions. Generally, the findings reviewed provide more support for early educational experience to promote academic competencies than for waiting for children to be older when they enter school. The author suggests that the focus should be more on making schools ready for children than on making children ready for school.
Towards an Understanding of the Impact of Welfare Reform on Children with Disabilities and Their Families: Setting a Research and Policy Agenda. Social Policy Report. Volume 16, Number 4
Author: Rosman, Elisa A.
Date: 2002-00-00
Type: Collected Works - Serial
Subjects: Welfare Services,Children,Public Policy,Educational Practices,Quality of Life,Poverty,Federal Legislation,Family Work Relationship,Low Income Groups,Welfare Recipients,Disabilities,Educational Legislation,Equal Education

Increasing attention is being paid to the question of how special populations are affected by welfare reform. One subgroup that has been largely ignored in research concerning the effects of welfare reform on children and families is that of children with disabilities and their families. In order to address this gap in both policy and research, this paper aims to develop a research agenda that will inform both the policy and research worlds by developing policy-relevant data, spurring those in welfare and policy fields to consider individuals with disabilities and their families when designing research and creating policies, and spurring those in disability-related fields to consider the effects of poverty and its attendant policies. This paper discusses these central questions: (1) What do we already know about families who are on welfare and have children with disabilities? (2) What are the developmental processes through which we expect the challenges of welfare reform to affect these children? and (3) What changes in current policy and practice are feasible and would work towards increased self-sufficiency and increased quality of life for these families? The paper concludes with research questions and preliminary policy recommendations to stimulate active consideration of a population that is too often ignored in consideration of welfare and anti-poverty policy. [&quot;Where Policies Intersect: Children with Disabilities, PRWORA and IDEA&quot; by Kathleen Hebbeler is also included in this issue.]
Toward High-Quality Early Childhood Development Programs and Policies at National Scale: Directions for Research in Global Contexts. Social Policy Report. Volume 31, Number 1
Author: Yoshikawa, Hirokazu
Date: 2018-00-00
Type: Collected Works - Serial
Subjects: Educational Quality,Early Childhood Education,Child Development,Educational Policy,Educational Improvement,Access to Education,Delivery Systems,Program Implementation,Theories,Political Issues,Social Influences,Measurement Techniques,Legislation,Strategic Planning,Data Collection

With decades of evidence to support early childhood development (ECD) programs and policies, investment in ECD has expanded worldwide. Currently, over 70 nations have national ECD legislation, the majority in the last 20 years. However, with these increased investments comes evidence that the capacity of policy systems to support ECD--across health, education, social protection, and other sectors--is weak, with unfulfilled developmental potential a serious consequence within and across countries. This report aims to develop a research agenda on the systems-level factors--at national, subnational, and local or municipal levels--that may enable or constrain program site-level implementation. Two types of scale--&quot;small to bigger&quot; and &quot;big to better&quot;--are described, as well as the specific challenges of these processes in the field of ECD. Systems factors are reviewed at the three levels, with implications of each for measurement. Finally, methodological challenges and directions are discussed with the aim of informing a research agenda to support national policy progress in early childhood development. [Work on this paper was supported by funding from the NYU Abu Dhabi Research Institute to the Global TIES for Children Center at New York University.]
Disparities in the Quality of Pediatric Dental Care: New Research and Needed Changes. Social Policy Report. Volume 31, Number 4
Author: Reich, Stephanie M.
Date: 2018-00-00
Type: Collected Works - Serial
Subjects: Child Health,Dental Health,Access to Health Care,Socioeconomic Influences,Barriers,Health Insurance,Dental Schools,Young Children,Ethnicity,Racial Differences,Parents,Dental Evaluation,Parent Role,Experience,Pediatrics,Cultural Awareness

In the United States, there are significant disparities in the oral health of children from families with high and low socioeconomic status and between majority and minority children. Extant research on these health differences has focused predominately on caregiver knowledge, beliefs, and practices as well as structural barriers such as Medicaid coverage, dentist availability, and transportation issues. Little attention has been paid to the quality of care families experience when taking their child to the dentist or the ways in which dental schools train their students to work with young children. This policy report describes some of the experiences of low-income and ethnically diverse young children and their parents in dental clinics and highlights some of the weaknesses of dental training. We contend that increasing the standards for dental training and practice are necessary for improving young children's oral health and reducing these disparities.
Emotions Matter: Making the Case for the Role of Young Children&apos;s Emotional Development for Early School Readiness. Social Policy Report. Volume 16, Number 3
Author: Raver, C. Cybele
Date: 2002-00-00
Type: Collected Works - Serial
Subjects: Emotional Development,School Readiness,Young Children,Emotional Adjustment,Preschool Education,Early Childhood Education,Child Care,Intervention,Child Behavior

This Social Policy Report considers the importance of young children's emotional development for their school readiness, suggesting that social scientists can provide policy makers with concrete ways to conceptualize, measure and target young children's emotional adjustment in early educational and child care settings. This Report then reviews a recent and persuasive body of rigorous research, to determine whether children's emotional adjustment can be significantly affected by interventions implemented in the preschool and early school years. Results of this review suggest that family, early educational, and clinical interventions offer policy makers a wide array of choices in ways that they can make sound investments in young children's emotional development and school readiness. This research suggests that, while young children's emotional and behavioral problems are costly to their chances of school success, these problems are identifiable early, are amenable to change, and can be reduced over time. What kinds of investments should policy makers be advised to make, at what point in young children's development, and in what settings? While modest investments in low-cost interventions initially may seem appealing, this report suggests that there are few bargains to be had when investing in young children's emotional adjustment. With this caveat in mind, the findings of this report suggest that policy makers should broaden early elementary educational mandates for school readiness to include children's emotional and behavioral adjustment as key programmatic goals. Policy makers should consider targeting young children's emotional adjustment prior to school entry, in diverse settings such as Head Start, child care settings, as well as in the first few years of school. [This issue of &quot;Social Policy Report&quot; also includes: &quot;Emotion Knowledge and Emotion Utilization Facilitate School Readiness&quot; (Carroll E. Izard) and &quot;School Readiness and Regulatory Processes&quot; (Claire B. Kopp).]
Toward an Understanding of Youth in Community Governance: Policy Priorities and Research Directions. Social Policy Report. Volume 17, Number 3
Author: Zeldin, Shepherd
Date: 2003-00-00
Type: Collected Works - Serial
Subjects: Governance,Youth Leaders,Policy Formation,Cultural Context,Adolescent Development,Innovation,Models,Evidence,Participative Decision Making,Social Justice,Childrens Rights,Citizen Participation,Power Structure,Adults,Community Development,Organizational Change,Capacity Building

For more than a decade, many researchers and practitioners have endorsed a &quot;positive youth development&quot; approach, which views adolescents as active contributors to their own development and as assets to their communities. As part of this shift, youth are increasingly being invited to engage in community governance. In youth organizations, schools, community organizations, and public policy arenas, youth are making strong contributions to advisory boards and planning councils, and are integrally involved in key day-to-day functions such as program design, budgeting, outreach, public relations, training, and evaluation. State and local policy-makers are also beginning to endorse the engagement of youth in community governance. This policy endorsement, however, has largely occurred independent of scholarship on adolescent development. In this &quot;Social Policy Report,&quot; the authors' aim is to help bridge this gap. They discuss the cultural context for youth engagement, theoretical rationales and innovative models, empirical evidence, and priorities for policy and research. Commentaries included in this issue include: (1) Creating Structural Change to Support Youth Engagement (Wendy Wheeler); (2) Age Segregation and the Rights of Children (Felton Earls); and (3) Making the Point: The Future of Research on Youth Participation (Richard M. Lerner and Sarah M. Hertzog).
Stimulation Programs for Preterm Infants. Social Policy Report. Volume 18, Number 1
Author: Field, Tiffany
Date: 2004-00-00
Type: Collected Works - Serial
Subjects: Premature Infants,Stimulation,Therapy,Early Intervention,Human Body,Outcomes of Treatment,Parent Education,Cost Effectiveness

In the United States, approximately 12% of infants are born preterm and 8% are born low birthweight. Prematurity and low birthweight have been associated with &quot;high risk&quot; pregnancies (poor prenatal care, maternal smoking or drug use, illness or disease) and other factors, such as maternal depression and/or elevated stress hormone levels. Hospitalization for preterm and low birthweight infants average about 3 weeks at $1000 to $2500 per infant per day. Interventions to reduce hospital costs and more quickly unite preterm infants with their families are necessary given that approximately half a million preterm and low birthweight infants are born each year in the United States alone, and the rate of prematurity has not declined in over 20 years. For nearly two decades, researchers and neonatologists in the U.S., Asia and Europe have explored complementary therapies, such as infant massage and other stimulation therapies for promoting growth and development in hospitalized preterm infants. For preterm infant massage, the most reliable and consistent trans-continental findings have been greater weight gain and earlier hospital discharge ranging between 3 and 6 days. Mechanism studies suggest that the effects of preterm infant massage relate to physiological and biochemical changes that promote normal growth, including reversing decreases in growth hormones, increasing vagal activity, which in turn facilitates the release of food absorption hormones like insulin and insulin-growth factor (IGF-1), and enhancing metabolic efficiency. Policy that endorses preterm infant massage for medically stable hospitalized preterm infants will likely result in significant hospital cost-savings and more importantly, more optimal development for preterm infants. Implementing preterm infant massage can be made cost-effective by training parents and hospital volunteers to perform the massage. Strategies for developing policy might include educating hospital administrators, medical personnel and parents about the benefits of preterm infant massage and implementing a volunteer led infant massage program in NICUs around the nation. If successful, the savings may be directed toward researching ways for reducing preterm births. [Commentaries in this issue of &quot;Social Policy Report&quot; include: (1) Infant Massage: So Where's the Rub? (Barry M. Lester, Rosemarie Bigsby, and Cynthia Miller-Loncar); and (2) Touch Me Softly: Advances in Studies of Tactile Stimulation (Lewis P. Lipsitt). Additional funding for this research was provided by Johnson and Johnson.]
Putting the Child Back into Child Care: Combining Care and Education for Children Ages 3-5. Social Policy Report. Volume 18, Number 3
Author: Brauner, Jessica
Date: 2004-00-00
Type: Collected Works - Serial
Subjects: Child Care,Preschool Education,Educational Quality,Educational Improvement,Correlation,Child Development,Public Policy,Futures (of Society),Equal Education,State Policy,Preschool Teachers,Teacher Effectiveness,Attitude Change,Early Intervention,Leaves of Absence,Fringe Benefits,Family Work Relationship,Educational Benefits

Currently there is a lack of affordable, accessible, quality child care in America. A substandard child care system not only negatively affects families, but also impacts broader societal and political issues, such as the economy, gender equity, tax and budget policies, and welfare reform. In this report, the authors propose two recommendations to help improve the quality of child care in the United States. First, they assert that an infrastructure that combines care and education must be built. One approach is to place educational components into the child care system. A more enduring approach is to place care into the educational system. Second, in order to have a successful child care system, it is first necessary to reframe the relationship between care and education. This effort can be mounted on several fronts, and can be carried out by changing the current terminology and constituency of child care and increasing parental and societal awareness of the components and benefits of quality care. Only when this happens, will the state of child care begin to improve. Without the help and commitment of informed adults, the needs of children will continue to be left unmet, having harmful consequences not only for the country's youngest citizens but also for the future of the nation and society. Commentaries in this issue of &quot;Social Policy Report&quot; include: (1) Better Child Care for All: What Will It Take? (Deborah A. Phillips); and (2) Combining Early Care and Education: Is Universal Pre-K the Best Way? (Janet Currie).
From Baby Einstein to Leapfrog, from Doom to the Sims, from Instant Messaging to Internet Chat Rooms: Public Interest in the Role of Interactive Media in Children&apos;s Lives. Social Policy Report. Volume 18, Number 4
Author: Wartella, Ellen
Date: 2004-00-00
Type: Collected Works - Serial
Subjects: Social Media,Toys,Computer Games,Video Games,Interactive Video,Information Technology,Telecommunications,Handheld Devices,Internet,Cognitive Development,Social Development,Child Development,Public Policy,Policy Analysis,Role,Multimedia Materials,Age Differences,Gender Differences,Socioeconomic Status,Violence,Self Concept,Advertising,Privacy,Children,Influence of Technology

Interactive media have come of age. The range of interactive entertainment products, intended to be used by children in and out of school settings is growing: CD-ROMs, computers, the Internet, video games (for a variety of handheld and console platforms), interactive toys (including educational talking books), and a variety of wireless software for cell phones and other wireless devices. In short, for today's children, interactive media have become part of the media landscape in which they are growing up. These devices represent the most recent in a century-long introduction of media technologies into the lives of children. Little systematic research has been conducted to either legitimize or dispute claims about the impact of interactive media content on children's cognitive and social development. Further, few investigations have been conducted that reflect recent advances in interactive technology, such as handheld devices, wireless technology, and interactive toys. The empirical research on children and interactive media has yet to match the myriad of questions posed about its effects. This research, however, has become a growing area of study as interactive media continue to pervade children's lives and as the technology itself continues to evolve. This review examines what we know about the role of interactive media in children's lives and the policy issues ignited by the popularity of interactive media. [This research was conducted under the auspices of the Children's Digital Media Center at the University of Texas at Austin. Commentaries in this issue of &quot;Social Policy Report&quot; include: (1) In New Media as in Old, Content Matters Most (Aletha Houston); (2) Changing Media: Fast Forward in the Information Age (Sandra Calvert); and (3) Time to Quicken the Pace of Children and New Media Research (Dale Kunkel).]