ethanporcaro/eric-fulltext-meta huggingface dataset:
Three-Year-Olds&apos; Perspective-Taking in Social Interactions: Relations with Socio-Cognitive Skills
Author: Brezack, Natalie
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Perspective Taking,Interaction,Social Cognition,Imitation,Correlation,Eye Movements,Visual Perception,Toys,Child Development,Interpersonal Competence

Understanding others' perspectives and integrating this knowledge in social interactions is challenging for young children; even adults struggle with this skill. While young children show the capacity to understand what others can and cannot see under supportive laboratory conditions, more research is necessary to understand how children implement their perspective-taking (PT) skill during interactions and which socio-cognitive skills support their ability to do so. This preregistered study examined children's Level 1 visual PT in a real-time social interaction and tested whether social-cognitive skills (focusing on inhibition of imitation) predicted PT. Thirty-six 3-year-old children (mean age: 37.3 months) participated in a PT task and responded implicitly (via eye gaze) and explicitly (via toy choice) to situations where their communicative partner could see some objects but not others. Three-year-olds demonstrated sensitivity to another's perspective via implicit responses, but did not consistently take their partner's perspective into account in their actions when considering objects their partner could not see. Contrary to adult findings, children who struggled to inhibit imitating (those more affected by another's actions) demonstrated better PT, again when considering objects outside their partner's sight. Thus, 3-year-olds' sensitivity to others' perspectives was robust, while &quot;acting&quot; on PT knowledge may still be developing; further, children more affected by another's actions demonstrated improved PT skills. [This article was published in &quot;Journal of Cognition and Development&quot; (EJ1306580).]
&quot;Say What You Really Believe&quot;: Freedom Schools, Youth Empowerment, and Black Power in 1960s Milwaukee
Author: Suchor, Katerina
Date: 2020-07-00
Type: Reports - Research
Subjects: Civil Rights,Schools,African American Influences,African American History,Youth,Empowerment,School Desegregation,Curriculum,Social Change,Ideology,Self Determination

Background: The historical literature on the civil rights movement has tended to underemphasize the movement's educational activities, while literature on the civil rights and Black Power movements has overemphasized ideological and tactical differences between these chapters in the struggle for Black liberation. A few studies have examined Freedom Schools--educational projects established as part of larger civil rights campaigns--but these studies have focused almost exclusively on Freedom Schools in the Southern context. Purpose: Focusing on Freedom Schools organized as part of a school desegregation campaign in Milwaukee during the mid-1960s, this article explores the pedagogical purpose and philosophy of the Freedom Schools, as distinct from other protest activities undertaken as part of the campaign, as well as the legacy of the Freedom Schools after the campaign's conclusion. Research Design: This historical analysis examines materials such as lesson plans, flyers, and correspondence from the archives of the Milwaukee United School Integration Committee (MUSIC), the organization responsible for the school desegregation campaign. Findings: This article shows that core components of the Freedom School curriculum, which sought to challenge deficit-oriented policies and empower youth to create social change, foreshadowed key tenets of Black Power ideology. Conclusions: These findings suggest that the Freedom Schools, as important sites of ideological development, highlight continuity between the civil rights and Black Power movements and situate the Freedom Schools as part of a longer tradition of education for liberation and self-determination. [This paper was published in &quot;Teachers College Record&quot; (EJ1271628).]
Children&apos;s Math Anxiety Predicts Their Math Achievement over and above a Key Foundational Math Skill
Author: Pantoja, Nancy
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Mathematics Achievement,Mathematics Skills,Grade 1,Grade 2,Grade 3,Primary Education,Correlation,Mathematical Concepts,Performance,Computation,Predictor Variables,Age Differences,Achievement Tests

Math anxiety negatively predicts young children's math achievement. While some researchers have suggested that math anxiety may stem from poor math ability, others have argued that math anxiety occurs at all levels of math ability. An important question is whether math anxiety predicts math achievement over and above foundational math skills. We sought to address this issue by examining whether math anxiety predicts future math achievement, controlling for number line estimation, a foundational math skill that predicts future math achievement. We found that 1st graders' math anxiety predicts their math achievement in 1st through 3rd grade, controlling for their number line estimation at the beginning of 1st grade. This finding suggests that math anxiety contributes to future math learning over and above an important foundational math skill. Additionally, we examined whether there are age differences in the relation of first-grade math anxiety to number line estimation at various scales in order to test the hypothesis that the negative effect of early math anxiety on math performance depends on task difficulty. In support of this hypothesis, early math anxiety more closely related to the 0--100 number line task in 1st graders but to the 0-1000 number line task in 3rd graders, suggesting that math anxiety most strongly relates to math skills that are at the cusp of children's understanding at particular grade levels. Together, these findings underscore the importance of fostering young children's positive emotions toward math in addition to providing them with a strong cognitive foundation for math learning. [This article was published in &quot;Journal of Cognition and Development&quot; (EJ1276583).]
A Theory-Informed Approach to Locally Managed Learning School Systems: Integrating Treatment Integrity and Youth Mental Health Outcome Data to Promote Youth Mental Health
Author: McLeod, Bryce D.
Date: 2021-02-05
Type: Reports - Descriptive
Subjects: Evidence Based Practice,Mental Health Programs,School Health Services,Program Implementation,Integrity,Data Collection,Health Promotion

Numerous evidence-based programs (EBPs) exist for delivery in schools to promote youth mental health outcomes. However, school systems often lack the internal infrastructure to support the effective implementation and sustainment of EBPs when external supports are withdrawn, resulting in notable attenuation in the benefits in youth clinical outcomes that are associated with EBPs. This paper illustrates how to leverage concepts from improvement science and implementation science to develop learning school systems dedicated to enhancing the infrastructure capacity of a school to advance the implementation and sustainment of EBPs. In particular, we discuss how treatment integrity (extent to which an EBP is delivered as designed) and youth mental health outcome data are (a) collected, (b) analyzed and interpreted and (c) fed back into the school system to increase organizational supports and promote school practitioners' behavior change to produce improvements in youth mental health outcomes. We also discuss psychological safety among the people within a school system as a key characteristic of a learning school system. We then present a theory-informed approach to learning school systems to demonstrate how data generated by a learning school system can lead to precise and effective plans that continuously improve implementation and result in the eventual sustainment of EBPs. We conclude with a brief research agenda with concrete steps toward realizing the potential of learning school systems to support the implementation and sustainment of EBPs for mental health problems. [This is the online version of an article published in &quot;School Mental Health.&quot; For the final published version of this article, see EJ1328191.]
Student Centered Instruction for Interactive and Effective Teaching Learning: Perceptions of Teachers in Bangladesh
Author: Jony, Md. Solaiman
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Centered Learning,Interaction,Instructional Effectiveness,Teacher Attitudes,Teaching Methods,Active Learning,Educational Benefits,Secondary School Teachers,Barriers

This study is to assess the perceptions of the teachers on student centered instruction for interactive and effective teaching and learning. It also focuses the importance of student centered instruction for interactive and effective learning in context of Bangladesh. In the traditional approach to teaching, most of the class time is spent with the teacher lecturing and the student watching, listening and taking notes. Most of the time students work individually on tasks and assignments, and group work or collaborative learning is hardly encouraged. Traditionally instructors focus on what they are going to do in the class, what should be the teaching method and topics; not on what the students are actually learning and interested in. This emphasis on the instructor often leads the students to remain as passive learners and students do not take responsibility for their own learning. However, through this investigation the perceptions of the teachers regarding effective and active student learning have been found and therefore few recommendations have been suggested. In the end teachers also agreed that student centered instruction will improve the ability of the students to learn the content and they have to prepare differently for the class.
Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically-Validated Tier 2 Kindergarten Mathematics Intervention
Author: Doabler, Christian T.
Date: 2021-02-00
Type: Reports - Research
Subjects: Mathematics Instruction,Kindergarten,Interaction,At Risk Students,Learning Disabilities,Predictor Variables,Mathematics Achievement,Feedback (Response),Direct Instruction,Small Group Instruction,Common Core State Standards,Teacher Student Relationship

Instructional interactions that occur between teachers and students around foundational mathematics topics are critical for supporting mathematical proficiency among students with mathematics learning disabilities (MLD). This study investigated whether the initial mathematics skill of 880 kindergarten students at risk for MLD predicted the quantity and quality of explicit instructional interactions (i.e., overt teacher modeling, student practice opportunities, and academic feedback) experienced during an empirically-validated, Tier 2 kindergarten mathematics intervention. It also examined whether the quantity and quality of such instructional interactions predicted gains in student mathematics achievement. Researchers conducted 740 direct observations of 255 intervention groups within a multi-year, randomized controlled trial. Results suggested that intervention groups with lower initial mathematics skill received higher rates of academic feedback and made more frequent errors. Additionally, more frequent and higher quality academic feedback and group practice opportunities predicted increased mathematics achievement. Implications for investigating the active ingredients of mathematics interventions are discussed. [This paper was published in &quot;Learning Disability Quarterly&quot; v44 n1 p50-62 Feb 2021 (EJ1281644).]
Teacher Views on School Administrators&apos; Technology Leadership Competencies
Author: Gülsen, Celal
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,School Administration,Principals,Technological Literacy,Competence,Elementary Schools,Technology Integration,Administrator Attitudes,Positive Attitudes,Information Technology,Management Development

This study aimed to identify teacher views on technology leadership competencies of school administrators working in state and private elementary education institutions, and offer suggestions to authorities in this respect. The population of the study consisted of the teachers working in state and private elementary schools in the Beylikdüzü district of Istanbul in the 2013-2014 school year. The sample included 110 individuals who were selected through simple random sampling among the teachers constituting the population. To identify the teachers' views, &quot;Technology Leadership for Educational Administrators Scale&quot; was used, and its Cronbach Alpha reliability coefficient was calculated as 0,95. In overall, the results revealed that the teachers agreed on the statements in the scale at the level of &quot;never&quot; with a low arithmetic mean ([x-bar] =1.72). This finding can be interpreted as that the school administrators never acted as technology leaders to the teachers. The teachers stated that the school administrators had a positive attitude towards technology, but they did not benefit from school staff, parents and students to enhance the capacity of the usage of information technologies. It was concluded that in order for technology leadership to be institutionalised, cautions that enable administrators to use their positive attitudes in practice should be taken. Based on this result, it is suggested that school administrators should be encouraged to pursue a postgraduate degree, and regulations should be made to enhance the participation of all stakeholders of the school to decision-making processes related to the use of information and communication technologies at school.
Should Students Falling behind in School Take Dual Enrollment Courses? Policy Brief
Author: Lee, Han Bum
Date: 2021-11-00
Type: Reports - Research
Subjects: At Risk Students,Dual Enrollment,High School Students,Predictor Variables,Probability,College Attendance,High School Graduates,Student Participation,Gender Differences,Racial Differences,Low Income Students,Educational Attainment,Program Effectiveness,Outcomes of Education

This study examines the effect of dual enrollment (DE) on college enrollment and degree completion for less academically prepared students who attended public high schools in Texas. The authors employ a propensity score matching method to reduce selection bias from DE participation and supplement the analysis with a bounds test. The results show that DE students were predicted to have a higher likelihood of entering college immediately after high school and completing a degree within four and eight years of high school graduation, compared to similar students who did not take DE courses. This evidence suggests that that DE programs contributed to a reduction in educational inequities in college access and degree attainment for students at risk of academic failure. On the other hand, students who were racial or ethnic minorities and students from low-income families were not only less likely to participate in DE programs but were also predicted to have smaller participation effects on college degree attainment than their counterparts, stressing the need for higher education institutions and partnering school districts to provide more robust support to these underserved students for participating in DE programs and making a successful transition into college.
Agency by Design: Making Learning Engaging
Author: Wenmoth, Derek
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Learner Engagement,Personal Autonomy,Models,Student Empowerment,Teaching Methods,Learning Strategies,Leadership Role,Curriculum Development,Instructional Development,Educational Environment,COVID-19,Pandemics,Educational Change

The global COVID-19 pandemic pulled back the curtain on the growing need for greater student agency and student engagement. As we rethink the future of education in a post-pandemic world, learner agency must be at the center of learning designs and learning models so that we can support students anytime, anyplace, and at any pace. We must re-imagine what agency and engagement can look like in contemporary practices. This report offers guidance -- including practical advice -- to education leaders and teachers in redesigning schools and classrooms by centering on learner agency, through a shift in the ownership of learning. It also provides clarity around the definition and meaning of learner agency and addresses the implications for high-quality practices in new learning models.
Distressed to Distracted: Examining Undergraduate Learning and Stress Regulation during the COVID-19 Pandemic
Author: Mesghina, Almaz
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Stress Management,First Generation College Students,Hispanic American Students,Females,COVID-19,Pandemics,Academic Achievement,Emotional Disturbances,Learning Processes,Neurosciences,Asynchronous Communication,Metacognition,Disadvantaged,Self Concept,Attention Control,Student Attitudes,Distance Education,Intervention,Anxiety,Likert Scales

Undergraduates' distress has increased dramatically since the COVID-19 pandemic's onset, raising concerns for academic achievement. Yet little is known about the mechanisms by which pandemic-related distress may affect students' learning and performance, and consequently, how we might intervene to promote student achievement despite the continuing crisis. Across two studies with nearly 700 undergraduates, we highlight the mediating role of distraction: undergraduates higher in COVID- 19 distress saw lower learning gains from an asynchronous neuroscience lesson due to increased mind wandering during the lesson. We replicate and extend this finding in Study 2: probing what pandemic-related stressors worried students and revealing systematic differences among students of marginalized identities, with largest impacts on first-generation, Latinx women. We also examined whether stress reappraisal or mindfulness practices may mitigate the observed distress-to-distraction pathway. Only mindfulness reduced mind wandering, though this did not translate to learning. We conclude with implications for practice and future research. [This article was published in &quot;AERA Open&quot; (EJ1323705).]
Virtual Trainings by Request (VTBRs): Support for Your Education Agency&apos;s Emergency Preparedness Efforts. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Emergency Programs,School Safety,Technical Assistance,Computer Simulation,Public Agencies,School Districts,Higher Education,State Departments of Education,Capacity Building,Faculty Development,Kindergarten,Elementary Secondary Education,Natural Disasters,Resilience (Psychology),Behavior Problems,Peer Relationship,Daily Living Skills

Training is an integral part of school safety, security, emergency management and preparedness; everyone involved in the plan needs to know his or her roles and responsibilities before, during, and after an emergency. As one's emergency operations plan (EOP) planning team develops the training and exercise schedule, keep in mind that the Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center has a free training program, Virtual Trainings by Request (VTBRs), to assist with emergency management planning efforts. These interactive VTBRs were developed to provide training support to education agencies through a virtual platform. They are designed to assist education agencies, including school districts, schools and institutions of higher education (IHEs), state education agencies, and regional education agencies, with their professional development and their school safety, security, emergency management, and preparedness capacity-building efforts. This fact sheet provides a description of the VTBR training topics that are currently available, explains how VTBRs can support professional development, and provides instruction on how to request a free VTBR for one's own education agency.
Determining the Views of Music Teachers at BILSEMs on the Music Field Student Diagnosis Process: The Case of Bursa
Author: Özer, Zeynep
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Music Teachers,Music Education,Gifted Education,Creativity,Visual Arts,Talent Development,Case Studies,Content Analysis,Memory,Auditory Discrimination,Tests,Foreign Countries,Identification,Selection Criteria,Scoring

Science and Art Centers (BILSEM) are state institutions in Turkey operating under the Ministry of National Education, which aim to ensure that gifted students in Turkey acquire a scientific study discipline and develop their creativity in line with their talents and interests. In these centers, there are three different special talent fields: music, visual arts and general talent. In this study, it was aimed to determine the views of music teachers working at Science and Art Centers (BILSEM), which are activity-based centers where gifted students in Turkey receive education, about the student diagnosis process of music field. Music teachers working at BILSEM in the city center and districts of Bursa participated in the study. The study is in the case study research design, one of the qualitative research methods. The data were obtained using a semi-structured interview form. The acquired data were analyzed using the directed content analysis method. In this direction, 5 themes and 34 codes were determined. In the study, most of the teachers stated that group (Tablet) scanning application for the student diagnosis process was not necessary for prospective music students, that the content and criteria of the questions related to aural skills and memory should be changed and that the content related to the field of musical awareness was insufficient and needed to be improved. In addition, the music teachers evaluated the conditions of the exam environment and expressed different opinions on the subject. At the end of the study, various suggestions were made on the subject in the light of the obtained data and evaluations.
Logistic Knowledge Tracing: A Constrained Framework for Learner Modeling
Author: Pavlik, Philip I., Jr.
Date: 2021-10-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Models,Computer Assisted Instruction,Integrated Learning Systems,Knowledge Level,Individual Differences,Memory

Adaptive learning technology solutions often use a learner model to trace learning and make pedagogical decisions. The present research introduces a formalized methodology for specifying learner models, logistic knowledge tracing (LKT), that consolidates many extant learner modeling methods. The strength of LKT is the specification of a symbolic notation system for alternative logistic regression models that is powerful enough to specify many extant models in the literature and many new models. To demonstrate the generality of LKT, we fit 12 models, some variants of well-known models and some newly devised, to six learning technology datasets. The results indicated that no single learner model was best in all cases, further justifying a broad approach that considers multiple learner model features and the learning context. We introduce features to stand in for student-level intercepts and argue that to be maximally applicable, a learner model needs to adapt to student differences. The results of our comparisons show the general importance of modeling recent learning for all datasets, with special importance for terms that model memory in datasets involving fact learning. [This article was published in &quot;IEEE Transactions on Learning Technologies&quot; (EJ1324365).]