ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Leaders&apos; Perceptions of Faculty Ethical Decision-Making: Awareness, Learning, and Change
Author: Burleigh, Cheryl
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Ethics,Decision Making,Educational Environment,Administrator Attitudes,Administrator Role,Reflection,School Culture,Organizational Change,Teacher Administrator Relationship,Teacher Education,Teaching Experience,Elementary Secondary Education,Faculty Development

Conversations about ethical decision-making exist in a climate of misinformation within social and political forums. The issue of ethical decision-making in the context of educational leadership within a school environment has not been recently investigated. The purpose of this qualitative exploratory case study was to examine the perceptions of education leaders who observed the processes faculty employed when ethical decision-making commenced throughout the school day. Data was collected during interviews with education leaders who answered semi-structured, open-ended questions. The findings led the leaders to self-reflect, redefining their roles as authentic leaders and a gaining a deeper understanding of school culture, thus helping create systemic change.
Exam Preparation: Concerns of London Upper Secondary School Students with Implications for Teachers and Teaching
Author: Minott, Mark
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Preparation,Foreign Countries,Secondary School Students,Student Attitudes,Grade 11,Grade 12,Student Needs,Exit Examinations

The aim of this qualitative case study was to ascertain factors impacting the examination preparation process and causing concerns for London upper secondary students, to learn steps taken to reduce and/or resolve the concerns, and to discuss the implications for teachers and teaching. A subsidiary yet important aim was to give the students a &quot;voice&quot; in the research literature. Using convenient or opportunity sampling, I conducted face-to-face interviews with 14 grade 12 and 13 students, ages 16-18, in a south-west London secondary school. The analysis of the data revealed external factors and a personal need factor, that is the need to pass the exam, impacted the examination preparation process and caused concerns for students. Schools and students have use various solutions to reduce and/or resolve concerns. For example, school-based solutions included offering make-up or additional sessions or extra classes. Students--when faced with large amounts of material and information--employed solutions such as &quot;things-to-do lists&quot; and breaking down tasks into manageable sections. Implications for teachers and teaching include the need for teachers' lesson contents to address factors impacting exam preparation and students' concerns. Teachers also need to equip students to use a variety of revision strategies, encourage students to use social support and ensure that promised extra lessons materialize.
Parental Financial Education during Childhood and Financial Behaviors of Emerging Adults
Author: LeBaron, Ashley B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Money Management,Parent Child Relationship,Correlation,Young Adults,Gender Differences,Children,Teaching Methods,Parents as Teachers,Socialization,Measures (Individuals),Behavior Patterns

The purpose of this article was to determine whether overt financial education from parents during childhood (retrospective measure collected in the same survey wave) is associated with a greater frequency of healthy financial management behaviors in emerging adulthood, and whether this relationship is dependent on gender. Using a sample of emerging adults from the Flourishing Families dataset (N = 437), we ran two multivariate linear regressions--one with and one without the interaction variable. Results suggest that financial education from parents during childhood is linked with a greater frequency of healthy financial behaviors in emerging adulthood but was not dependent on gender. Financial educators should involve parents when teaching children about money, and they should educate parents on how to teach their children about money.
Potential Consumer Harm Due to Regulation on Financial Advisory Communication in the FinTech Age
Author: Tharp, Derek T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Money Management,Consumer Economics,Accountability,Finance Occupations,Counselors,Information Technology,Ethics,Guidance,Deception,Electronic Mail,Telecommunications,Counselor Client Relationship

This article examines potential consumer harm that may arise due to regulating modern financial services communication technology with rules written in the early 20th century. It is argued that disparities in record keeping regulation across communication mediums disincentivizes the use of technology capable of generating records for consumer retention, while incentivizing the use of technology which shields financial advisors from accountability. Experimental evidence is provided in support of this argument. Further, it is argued that regulation disparities across communication mediums may result in more wrongful accusations of advisor misconduct, less reporting of genuine misconduct, less self-policing among industry members, and greater unrectifiable consumer harm. Objections to these arguments are considered, along with practical guidance for consumers, regulators, and policy makers. [This manuscript was presented at the 12th Biennial Conference of the Asian Consumer and Family Economics Association (ACFEA).]
Prediction of Default Risk in Peer-to-Peer Lending Using Structured and Unstructured Data
Author: Lee, Jei Young
Date: 2020-00-00
Type: Journal Articles
Subjects: Money Management,Loan Default,Loan Repayment,Correlation,Credit (Finance),Finance Occupations,Counselors,Data Analysis,Risk,Models,Corporations

Using data from Lending Club, we analyzed funded loans between 2012 and 2013, the default status of which were mostly known in 2018. Our results showed that both the borrower characteristics and the conditions of the loan were significantly associated with the loan default rate. Results also showed that the sentiment of a user-written loan description influenced the borrower's loan interest rates. It contributes to expanding the scope of peer-to-peer (P2P) loan research by implementing unstructured data as a new model variable. Financial counselors need to consider the growth potential of the P2P loan market using data analysis: This will reveal niche market opportunities, enabling the development of services necessary for the safe supply of small loans at reasonable interest rates.
Does Money Matter More in the Country? Education Funding Reductions and Achievement in Kansas, 2010-2018
Author: Rauscher, Emily
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Finance,Academic Achievement,Rural Schools,Budgeting,Retrenchment,Block Grants,State Aid,Rural Urban Differences,Elementary Secondary Education

The U.S. Department of Education made recent technical changes reducing eligibility for the Rural and Low-Income School Program. Given smaller budgets and lower economies of scale, rural districts may be less able to absorb short-term funding cuts and experience stronger negative achievement effects. Kansas implemented a state-level finance change (block grant funding) after 2015, which froze district revenue regardless of enrollment and reduced funding in districts where enrollment increased. Difference-in-differences models compare achievement before and after block grant implementation to estimate effects of funding cuts separately in rural and nonrural districts. Between-state and within-state comparisons offer complementary identification strategies in which the strengths of one approach help address limitations of the other. Revenue/spending reductions are similar by geography but represent a larger fraction of rural district budgets. Results indicate that revenue reductions have larger implications for achievement in rural areas, where they represent a larger proportion of the total budget.
&quot;Taking Care of Your Own&quot;: Parochialism, Pride of Place, and the Drive to Diversify Teaching
Author: Noonan, James
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Schools,Student Diversity,Diversity (Faculty),Teacher Recruitment,Teacher Persistence,Social Bias,Teacher Selection,Urban Schools,Social Capital,Minority Group Teachers,Minority Group Students,Responsibility,Whites,Barriers

As the student population in U.S. public schools becomes increasingly ethnoracially diverse, many school districts and hiring personnel have taken proactive approaches to recruiting teachers of color. The drive to diversify the teaching force is supported by a range of academic and nonacademic outcomes for students of color. Yet, many districts struggle with the recruitment and retention of teachers of color. One explanation for the slow pace of change, especially in districts with increasing diversity in its study body, is the presence of durable and parochial social networks in schools and districts that privilege the hiring of largely White alumni. Drawing on semistructured interviews with 65 participants in a small urban district and applying the analytic lens of bonding social capital, we examined these entrenched patterns of parochialism, and the extent to which parochial attitudes and behaviors intersect with race, to explain the incremental pace of change diversifying the teacher workforce.
Catering for Learner Diversity in Hong Kong Secondary Schools: Insights from the Relationships between Students&apos; Learning Styles and Approaches
Author: Yin, Hongbiao
Date: 2020-12-00
Type: Journal Articles
Subjects: Student Diversity,Cognitive Style,Educational Change,Correlation,Secondary School Students,Structural Equation Models,Gender Differences,Academic Achievement,Teaching Methods,Preferences,Foreign Countries,Measures (Individuals),Construct Validity,Student Attitudes,Learning Processes

Purpose: Catering for learner diversity is a key issue in the recent educational reforms in Hong Kong. The present study addresses this issue through an investigation of the relationships between students' learning styles and approaches to learning in Hong Kong secondary schools. Design/Approach/Methods: A total of 6,054 junior secondary students in Hong Kong responded to a questionnaire consisting of two instruments. A series of confirmatory factor analysis, two-way analysis of variance, and structural equation modeling analysis were conducted. Findings: The results identified three types of learning style among the students which are characterized by a cognitive orientation, a social orientation, and a methodological orientation. Some significant gender- and achievement-level differences were revealed. Compared with the socially oriented learning style, the cognitively and methodologically oriented learning styles were more extensively and strongly related to students' approaches to learning, even though these students showed a greater preference for the socially oriented learning style. Originality/Value: It is unwise to blindly cater for students' learning styles in classroom teaching and curriculum design. Teachers should adopt a comprehensive and balanced approach toward the design of curriculum and teaching which not only highlights the congruence between students' learning styles and teacher's pedagogy but also integrates the constructive frictions between them into classroom teaching.
Exploring the Role of Training in Promoting Students&apos; Peer-Feedback Including Critical Peer-Feedback
Author: Kaya, Fatma
Date: 2020-00-00
Type: Journal Articles
Subjects: Feedback (Response),Peer Evaluation,Critical Thinking,English (Second Language),Second Language Instruction,Preservice Teachers,Language Teachers,Writing Skills,Foreign Countries,Pretests Posttests,Student Attitudes

The question of how critical-thinking skills could be integrated into English as a Foreign Language (EFL) pedagogy has been one of the main concerns in the field of language teaching and learning as they have a great potential to increase the quality of learning and teaching. The purpose of this study was to investigate whether training based on peer feedback, including critical feedback, contributes to participants' peer feedback and critical feedback performances. The participants, who were undergraduate English Language Teaching (ELT) students (n = 40), were exposed to an 8-week training program in which several feedback criteria, including critical ones, were introduced to them. Data obtained from the participants' pre-test and post-test peer feedback performances and semi-structured interviews were analyzed by using SPSS and content analysis, respectively. The results revealed that the training improved performance in providing peer feedback, including critical peer feedback. Finally, learners reported satisfaction with the training program, although some challenges were encountered in the process.
Who Says &quot;I Do&quot;? Financial Resources and Values on Relationship Choices of Emerging Adults
Author: Rea, Jennifer K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Money Management,Young Adults,Values,Decision Making,Family Financial Resources,Interpersonal Relationship,Career Choice,Predictor Variables,Marriage,Developmental Tasks,Comparative Analysis,Family Work Relationship,Income,Debt (Financial),Participant Characteristics

This study examined potential impacts of financial resources and values on emerging adults' choice in committed relationships (N = 424, 26-35 years). Guided by Deacon and Firebaugh's (1988) Family Resource Management theory, financial self-sufficiency and forming a committed relationship were conceptualized as two salient goals of emerging adulthood. Multinomial logistic regression was used to determine the effects of financial self-sufficiency, values, and personal background factors on choice of committed relationship status. Findings indicated that emerging adults with fewer financial resources chose to live apart; however, the effects of career values were a stronger predictor of their relationship status. In contrast, neither financial resources nor career values differentiated between cohabiting and married emerging adults.
A Phenomenological Study on Parental Perpetrators of Child Identity Theft
Author: Betz-Hamilton, Axton
Date: 2020-00-00
Type: Journal Articles
Subjects: Victims,Information Security,Crime,Money Management,Mental Health,Physical Health,Adults,Children,Credit (Finance),Parent Child Relationship,Psychological Patterns,Public Agencies,Ethics,Finance Occupations,Counselors,Personality Problems,Criminals,Psychopathology

In 2017, more than one million children became identity theft victims. Many perpetrators of child identity theft are parents, but there are limited data on these perpetrators. The purpose of this study was to understand parental perpetrators of child identity theft through the experiences of victims. Using a phenomenological approach, six adult victims of child identity theft engaged in in-depth interviews. Findings revealed perpetrators were perceived to lack guilt, be manipulative of their victim, and concerned about their public image. Victims often utilized a credit report to understand the scope of the identity theft and begin recovery. Federal agencies and creditors were contacted by victims as part of the recovery process, but were perceived as unhelpful. Implications for financial counseling and education are discussed, including the ethical boundaries of financial counselors and educators when working with victims who experience significant mental and/or physical health challenges as a result of the victimization.
Alignment between Children&apos;s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards
Author: Litkowski, Ellen C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Alignment (Education),Numeracy,Kindergarten,Mathematics Skills,Common Core State Standards,Mathematics Instruction,Preschool Children,Learning Readiness,Age Differences,Measures (Individuals)

The current study examined preschoolers' (N = 801) age-related performance on one measure of verbal counting and two measures of cardinality (&quot;how many&quot; and &quot;give n&quot;) aligned with the kindergarten Common Core State Standards for Mathematics (CCSSM) and included in the majority of states' early learning guidelines for mathematics. Children were grouped into five age categories (3, 3.5, 4, 4.5, 5, 5.5), and within-age-group average rates of correct responses for each item within these three measures were calculated. Results demonstrated that the majority of children were already successfully meeting the CCSSM standards for both cardinal number knowledge tasks (86.5% and 53.3%, respectively) prior to kindergarten entry but that only 18.9% of the children were meeting the standard for verbal counting. Findings indicate potential misalignment between children's existing capabilities and the CCSSM standards for cardinality and underscore the need to conduct large, nationally representative studies measuring children's abilities on items that more closely assess the specific mathematics skills included in the CCSSM and early learning guidelines.
Healthy, Housed, and Well-Fed: Exploring Basic Needs Support Programming in the Context of University Student Success
Author: Balzer Carr, Brandon
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Needs,College Students,Student Personnel Services,Hunger,Financial Support,Program Descriptions,Mental Health,School Holding Power,Low Income Students,Minority Group Students,Use Studies,First Generation College Students

Meeting college students' basic needs is the goal of a new set of student success initiatives that address students' urgent food, housing, or financial hardships in an effort to help them remain and succeed in college. Focusing on one California public university, we describe one such basic needs program, identifying the students who participate, their hardships and services received, and their retention over time. Students presented with issues in four main areas: food insecurity, mental health, multiple severe hardships, and need for one-time supports. In general, participants were retained at lower rates than the campus average, which is to be expected given their severe hardships. However, those who enrolled in the Supplementation Nutrition Assistance Program (SNAP) were retained at higher rates, on par with or higher than university-wide retention. California has amended SNAP regulations to waive work requirements for low-income students, making it easier for college students to qualify.
Is a College Promise Program an Effective Use of Resources? Understanding the Implications of Program Design and Resource Investments for Equity and Efficiency
Author: Perna, Laura W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Design,Tuition,Access to Education,Higher Education,Educational Finance,Efficiency,Equal Education,Outcomes of Education,Case Studies,Community Colleges,College Attendance,Eligibility,Financial Support,Resource Allocation

Also known as &quot;free tuition,&quot; college promise programs are emerging across the United States as a potential mechanism for improving college access and affordability, Whether these initiatives are an effective use of resources depends on whether programs advance societal goals for equity and efficiency. Although some emerging research explores the role of program design, few studies have probed how program design and resource investments influence program outcomes, efficiency, and equity. To address this knowledge gap, this study draws on case studies of programs that offer free tuition to attend four community colleges. Findings illustrate how program outcomes, efficiency, and equity may be influenced by the criteria used to determine program eligibility and the resources invested in the financial award and other program components. We hope the findings are useful to policymakers and institutional leaders, as they strive to allocate resources to advance both efficiency and equity.
Beyond Just the Average Effect: Variation in Head Start Treatment Effects on Parenting Behavior
Author: Padilla, Christina M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Parenting Styles,Disadvantaged Youth,Preschool Education,Parenting Skills,Parent Participation,Parent Child Relationship,Family Literacy,Learning Activities,Family Environment,Discipline,Mathematics,Program Effectiveness,Program Evaluation,Educational Policy,Policy Analysis,Parent Attitudes,Child Development,Cognitive Development

Parent engagement has been a cornerstone of Head Start since its inception in 1965. Prior studies have found evidence for small to moderate impacts of Head Start on parenting behaviors but have not considered the possibility that individual Head Start programs might vary meaningfully in their effectiveness at improving parenting outcomes. The present study uses the Head Start Impact Study to examine the average effect of random assignment to and participation in Head Start on parenting outcomes as well as variation in that effect across Head Start programs. Findings reveal that Head Start is effective on average at promoting parents' daily reading and overall literacy and math activities with children but that effects vary significantly for parents' literacy and math activities, with some programs much more and some much less effective than their local alternatives. Findings also demonstrate that Head Start has consistent near-zero impacts across centers on parents' disciplinary interactions with children.
Examining the Teacher Labor Market in Different Rural Contexts: Variations by Urbanicity and Rural States
Author: Nguyen, Tuan D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Supply and Demand,Faculty Mobility,Context Effect,Rural Urban Differences,Rural Schools,Urban Schools,Suburban Schools,Population Distribution,Rural Areas,Beginning Teachers,Special Education Teachers,STEM Education,Teacher Characteristics,Institutional Characteristics,Teaching Conditions,Elementary Secondary Education,National Surveys,Followup Studies

Using repeated cross-sectional nationally representative data, we demonstrate how the teacher labor markets for rural contexts are different from those in urban-suburban areas. We also show that teacher attrition is not uniform across various rural settings. In particular, novice teachers in rural schools in sparsely populated states are more likely to turn over than novice teachers in urban-suburban schools in sparsely populated states. We also examine how teacher and school characteristics are associated with turnover in different rural contexts. The findings indicate there should be a concerted effort to examine teacher attrition in various rural contexts and not simply as delineation from urban-suburban areas.