ethanporcaro/eric-fulltext-meta huggingface dataset:
How Flexible Is Your Data? A Comparative Analysis of Scoring Methodologies across Learning Platforms in the Context of Group Differentiation
Author: Ostrow, Korinn S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Data,Comparative Analysis,Scoring,Mathematics Skills,High Achievement,Low Achievement,Computer Assisted Instruction,Mathematics Achievement,Sampling

Data is flexible in that it is molded by not only the features and variables available to a researcher for analysis and interpretation, but also by how those features and variables are recorded and processed prior to evaluation. &quot;Big Data&quot; from online learning platforms and intelligent tutoring systems is no different. The work presented herein questions the quality and flexibility of data from two popular learning platforms, comparing binary measures of problem-level accuracy, the scoring method typically used to inform learner analytics, with partial credit scoring, a more robust, real-world methodology. This work extends previous research by examining how the manipulation of scoring methodology has the potential to alter outcomes when testing hypotheses, or specifically, when looking for significant differences between groups of students. Datasets from ASSISTments and Cognitive Tutor are used to assess the implications of data availability and manipulation within twelve mathematics skills. A resampling approach is used to determine the size of equivalent samples of high- and low-performing students required to reliably differentiate performance when considering each scoring methodology. Results suggest that in eleven out of twelve observed skills, partial credit offers more efficient group differentiation, increasing analytic power and reducing Type II error. Alternative applications of this approach and implications for the Learning Analytics community are discussed. [This article was published in &quot;Journal of Learning Analytics&quot; (EJ1149168).]
Planning for the Future: Early Academic Achievement, Educational Aspirations, and Interest-Career Similarity Important for College Enrollment. ACT Research. Issue Brief
Author: Bobek, Becky L.
Date: 2021-07-00
Type: Reports - Research
Subjects: Academic Achievement,Academic Aspiration,Middle School Students,Grade 8,Vocational Interests,Enrollment,Higher Education

Understanding the effect of middle school students' achievement in academic subjects, future education plans, and the similarity between interests and career plans on subsequent college enrollment helps school counselors, teachers, and parents focus on how to assist students in ways that can increase college-going behavior. The goal of this study was to explore these early academic and noncognitive factors related to college enrollment. The sample for this study included 214,621 8th-grade students with academic achievement, career interest, and educational aspiration information obtained during the 2009-2010 academic school year. Measures of academic and noncognitive factors were extracted from the 8th-grade self-report student data and test scores, while college enrollment data were extracted from the National Student Clearinghouse. Analyses were conducted using statistical tests of proportions, mean differences, and logistic regression. These grade 8 data, and their corresponding results, are intended to establish a baseline from which future longitudinal data with the same measures will be compared.
Tomorrow&apos;s EdTech Today: Establishing a Learning Platform as a Collaborative Research Tool for Sound Science
Author: Ostrow, Korinn
Date: 2017-04-00
Type: Journal Articles
Subjects: Educational Technology,Authentic Learning,Technology Uses in Education,Cooperation,Educational Research,Intelligent Tutoring Systems,Mathematics Education,Randomized Controlled Trials,Best Practices,Electronic Learning,Educational Benefits

Background/Context: Large-scale randomized controlled experiments conducted in authentic learning environments are commonly high stakes, carrying extensive costs and requiring lengthy commitments for all-or-nothing results amidst many potential obstacles. Educational technologies harbor an untapped potential to provide researchers with access to extensive and diverse subject pools of students interacting with educational materials in authentic ways. These systems log extensive data on student performance that can be used to identify and leverage best practices in education and guide systemic policy change. Tomorrow's educational technologies should be built upon rigorous standards set forth by the research revolution budding today. Purpose/Objective/Research Question/Focus of Study: The present work serves as a call to the community to infuse popular learning platforms with the capacity to support collaborative research at scale. Research Design: This article defines how educational technologies can be leveraged for use in collaborative research environments by highlighting the research revolution of ASSISTments (www.ASSISTments.org), a popular online learning platform with a focus on mathematics education. A framework described as the cycle of perpetual evolution is presented, and research exemplifying progression through this framework is discussed in support of the many benefits that stem from infusing EdTech with collaborative research. Through a recent NSF grant (SI2-SSE&amp;SSI: 1440753), researchers from around the world can leverage ASSISTments' content and user population by designing and implementing randomized controlled experiments within the ASSISTments TestBed (www.ASSISTmentsTestBed.org). Findings from these studies help to define best practices within technology-driven learning, while simultaneously allowing for augmentation of the system's content, delivery, and infrastructure. Conclusions/Recommendations: Supplementing educational technologies with environments for sound, collaborative science can result in a broad range of benefits for students, researchers, platforms, and educational practice and policy. This article outlines the successful uptake of research efforts by ASSISTments in hopes of advocating a research revolution for other educational technologies. [This article was published in &quot;Teachers College Record&quot; (EJ1313240).]
Understanding the Test Preparation Practices of Underserved Learners. ACT Research &amp; Policy. Issue Brief
Author: Moore, Raeal
Date: 2021-08-00
Type: Reports - Research
Subjects: Test Preparation,High School Students,College Entrance Examinations,African American Students,Asian American Students,White Students,Hispanic American Students,Low Income Students,Educational Attainment,Parent Background,Scores

This brief investigates the ways in which students engaged in test prep, whether underserved learners participated in different test prep activities than their peers, and whether any of the test prep features were related to performance on the ACT.
Pre-Service English Language Teachers&apos; Reflections on Cooperative Assessment
Author: Altan, Mustafa Zülküf
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Cooperation,Student Evaluation,Evaluation Methods,Cooperative Learning,Teacher Education,Accountability,Group Dynamics,Tests,Student Attitudes,Foreign Countries

Cooperative Learning is an instructional model in which learners work together toward a common goal (Johnson &amp; Johnson, 1986; Slavin, 1993). Research has clearly shown that cooperation results in higher levels of achievement (Johnson, et al., 1993). This article focuses on Cooperative Assessment, two students, one paper, as learning, and proposes viewing assessment as an integral part of the process of learning and teaching by trying to provoke thoughts about positive interdependence, individual accountability and social skill development, three key features of Cooperative Learning. The paper presents pre-service English Language Teachers' reflections on Cooperative Assessment used as part of the final exam for &quot;Individual Differences in Foreign Language Learning&quot; course in Fall Semester of 2018-2019 academic year.
New Skills Ready Network 2020-21 Snapshot: Boston, Massachusetts
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Skill Development,Educational Attainment,Equal Education,Career Pathways,Career Readiness,Minority Group Students,Low Income Students,English Language Learners,Disproportionate Representation,Partnerships in Education,Experiential Learning,College Readiness,High School Students,Postsecondary Education,Educational Change

Boston, Massachusetts, is one of the six sites selected to participate in the &quot;New Skills ready network.&quot; This five-year initiative, launched by JPMorgan Chase &amp; Co. in 2020, aims to improve student completion of high-quality career pathways. In the first year of the initiative, the Boston, Massachusetts, &quot;New Skills ready network&quot; team identified data capacity gaps to measure career pathway experiences and outcomes, leveraged shared definitions of high-quality college and career pathways (HQCCP) and work-based learning, completed a COVID-19 (coronavirus) labor market analysis for the city, began the critical work of understanding equity and cultural wealth frameworks, and developed an equity-minded approach to call for and support pilot high schools that will serve as early models of HQCCP in high-priority industry sectors. This snapshot provides a summary of the two major priorities of Boston, Massachusetts' &quot;New Skills ready network&quot; team: (1) building a systems-change mindset among the cross-sector team; and (2) developing common and foundational definitions to signal their commitment to equity. [For &quot;New Skills Ready Network Early Achievements &amp; Innovations: Year One,&quot; see ED616558.]
Longitudinal Associations Linking Elementary and Middle School Contexts with Student Aggression in Early Adolescence
Author: Sanders, Michael T.
Date: 2020-00-00
Type: Reports - Research
Subjects: Longitudinal Studies,Low Income Students,Preschool Education,Grade 7,Aggression,Parent Attitudes,Grade 5,Poverty,At Risk Students,Behavior Problems,Educational Environment,Lunch Programs,Academic Achievement,Achievement Tests,Elementary School Students,Middle School Students,Prevention,Educational Policy,Comparative Analysis,Disadvantaged Schools,Child Behavior,Federal Programs,Screening Tests,Questionnaires,Rating Scales,Teacher Attitudes,Correlation

Growing up in poverty increases youth risk for developing aggressive behavior problems which, in turn, are associated with a host of problematic outcomes, including school drop-out, substance use, mental health problems, and delinquency. In part, this may be due to exposure to adverse school contexts that create socialization influences supporting aggression. In the current study, 356 children from low-income families (58% White, 17% Latinx, 25% Black; 54% girls) were followed from preschool through seventh grade. Longitudinal data included measures of the school-level contexts experienced by study participants during their elementary and middle school years, including school levels of poverty (percentage of students receiving free or reduced-price lunch) and academic achievement (percentage of students scoring below the basic proficiency level on state achievement tests). Regression analyses suggested little impact of these school-level contexts on teacher or parent ratings of aggression in fifth grade, controlling for child baseline aggression and demographics. In contrast, school-level contexts had significant effects on child aggression in seventh grade with unique contributions by school-level achievement, controlling for child fifth grade aggression and elementary school contexts along with baseline covariates. These effects were robust across teacher and parent ratings. Findings are discussed in terms of understanding the school-based socialization of aggressive behavior and implications for educational policy and prevention programming. [This paper was published in &quot;Journal of Abnormal Child Psychology&quot; v48 n12 p1569-1580 2020.]
Social and Emotional Learning Implementation with Latinx Learners: Executive Summary
Author: Murano, Dana
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Program Implementation,Hispanic American Students,Grade 8,Middle School Teachers,Program Effectiveness,Educational Research,Middle School Students

Starting in the 2019-2020 school year, NewSchools Venture Fund awarded a research grant to ACT to better understand factors related to social and emotional learning (SEL). SEL lessons were implemented in schools serving students who were 96% Latinx, 85% economically disadvantaged, and 38% English learners during the 2019-2020 school year. The overarching goal of the research was to determine the efficacy of SEL lessons while also examining factors affecting SEL implementation. To understand the factors related to successful implementation, ACT sought perspectives from multiple stakeholders, including students, educators, administrators, and families. Findings are reported in a series of issue briefs, and each brief highlights findings gleaned from various stakeholders involved. This executive summary provides a broad overview of each component of the research, underscores key findings from each brief, and provides implications for research and practice.
Social and Emotional Learning Implementation with Latinx Learners. Brief 1: Ready for Implementation?
Author: Murano, Dana
Date: 2021-08-00
Type: Reports - Research
Subjects: Social Emotional Learning,Program Implementation,Hispanic American Students,Grade 8,Middle School Teachers,Educational Theories,Behavior,Teacher Attitudes,Principals,Administrator Attitudes

This issue brief is part of a five-part series that reports findings from research conducted by ACT in collaboration with Region One Education Service Center. This study focuses on SEL implementation and includes results from surveys completed by educators and administrators who participated in an SEL implementation study during the 2019-2020 school year. The goal of the study was to better understand educators' and administrators' attitudes toward and beliefs about SEL prior to SEL implementation. This study utilized the Theory of Planned Behavior as an organizing framework through which to examine factors related to SEL implementation. Results show that while educators and administrators value SEL, they also perceive conditions within their schools that stand as barriers to implementation. Future research could continue to explore educators' and administrators' perspectives on SEL implementation under the Theory of Planned Behavior framework with larger, more heterogenous samples, and consider the impacts on implementation dosage and fidelity. [For the Executive Summary, see ED616534.]
Social and Emotional Learning Implementation with Latinx Learners. Brief 2: Student Reactions and Perceived Gains to Social and Emotional Learning Lessons
Author: Daley, Nola
Date: 2021-08-00
Type: Reports - Research
Subjects: Social Emotional Learning,Program Implementation,Hispanic American Students,Grade 8,Middle School Students,Student Attitudes,Emotional Response,Student Behavior,Program Effectiveness,Self Control

This issue brief is part of a five-part series that reports findings from research conducted by ACT in collaboration with Region One Education Service Center. This brief focuses on the efficacy of social and emotional learning (SEL) lessons implemented and includes results from surveys completed by students who participated in an SEL lessons during the 2019-2020 school year. The goal of the study was to better understand students' reactions to SEL lessons, including whether they found the lessons engaging, whether they acquired knowledge and skills, and whether they were able to apply content from the lessons in and out of school. Results from the study suggest SEL programming may be an effective way to support learners who have been historically underserved and who often need additional supports because they face significant barriers to college entry and completion. This research can help inform efforts to focus on the whole child in education while supporting diverse learners. [For Brief 1 in the series, see ED616537. For the Executive Summary, see ED616534.]
Social and Emotional Learning Implementation with Latinx Learners. Brief 3: Relationships between Social and Emotional Skill Building Lessons and Student Outcomes
Author: Daley, Nola
Date: 2021-08-00
Type: Reports - Research
Subjects: Social Emotional Learning,Program Implementation,Hispanic American Students,Grade 8,Outcomes of Education,Skill Development,Student Behavior,Middle School Students,Student Attitudes,Program Effectiveness

This issue brief is part of a five-part series that reports findings from research conducted by ACT in collaboration with Region One Education Service Center. This brief focuses on the efficacy of SEL lessons implemented during the 2019-2020 school year and examines their relationship to school-reported student outcomes such as grades, attendance, and conduct. The goals of the study were to better understand the effects of SEL programming on student outcomes and to explore other factors related to efficacy, such as lesson dosage and fidelity of implementation. Results of the study suggest time and effort are required to provide the sustained implementation of programming that may be necessary to produce long-term benefits to students. Findings from the current study also underscore the importance of a structured implementation plan and continued monitoring of the fidelity and dosage of implementation. [For Brief 2 in the series, see ED616538. For the Executive Summary, see ED616534.]
Social and Emotional Learning Implementation with Latinx Learners. Brief 4: Status Quo and Next Steps for Schoolwide Social and Emotional Learning
Author: Murano, Dana
Date: 2021-08-00
Type: Reports - Research
Subjects: Social Emotional Learning,Program Implementation,Hispanic American Students,Grade 8,Middle School Students,Faculty Development,Educational Change

This issue brief is part of a five-part series that reports findings from research conducted by ACT in collaboration with Region One Education Service Center. This brief focuses on establishing conditions for social and emotional learning (SEL) implementation and includes results from a survey administered to educators who attended a professional development series on SEL. The goal of the study was to better understand participants' progress and areas of need in implementing schoolwide SEL. The current study provides insight on how educators serving primarily Latinx students in low-income communities perceive their schools' progress toward schoolwide SEL implementation. Overarching needs that emerged from all rubric areas include more professional development opportunities, including opportunities that involve parents and the broader community, a detailed plan for implementation, an SEL team that meets regularly, more time dedicated to SEL, and budget to make SEL resources available to students and teachers on a sustainable basis. By working to support these areas, districts can empower schools to implement schoolwide SEL and better prepare students for college, career, and life. [For Brief 3 in the series, see ED616539. For the Executive Summary, see ED616534.]
School-Community Partnerships. Solutions for Educational Equity through Social and Emotional Well-Being. Voices from the Field
Author: Sepanik, Susan
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Educational Strategies,Equal Education,Student Needs,Well Being,Social Emotional Learning,Partnerships in Education,School Community Relationship,School Districts,Trust (Psychology),Sustainability,Evidence Based Practice,Elementary Secondary Education,Educational Planning,Program Effectiveness,Principals,Faculty Development,Administrator Attitudes,Strategic Planning

This report is one of a series of practitioner briefs dedicated to highlighting concrete strategies that education leaders can use to increase equity in education by building supportive learning environments that meet students' social and emotional needs. The initial brief, &quot;School-Community Partnerships. Solutions for Educational Equity through Social and Emotional Well-Being&quot; (ED616007), included some advice from three leaders of successful district-level partnership programs. This companion brief focuses specifically on these leaders' suggestions for how districts can create systems and structures that help schools build and sustain partnerships. It presents steps to: (1) plan and implement partnerships, (2) build trusting relationships, and (3) promote partnerships' sustainability and long-term success. School-community partnerships are a popular evidence-based tool for bringing additional resources and services into schools. They are not easy to implement, but districts can foster these partnerships to advance educational equity by helping schools with planning, relationship building, and sustainability.
Social and Emotional Learning Implementation with Latinx Learners. Brief 5: Family Knowledge and Engagement
Author: Daley, Nola
Date: 2021-08-00
Type: Reports - Research
Subjects: Social Emotional Learning,Program Implementation,Hispanic American Students,Grade 8,Middle School Students,Family Involvement,Knowledge Level,Parent Attitudes

This brief is part of a five-part series that reports findings from research conducted by ACT in collaboration with Region One Education Service Center. This brief focuses on family engagement with social and emotional learning (SEL) and includes results from surveys administered to two samples of parents/family members, one sample within Region One and one national sample. The goal of the study was to better understand parents' and family members' familiarity with and attitudes toward SEL for themselves and for their school-age children. The study examined attitudes toward SEL with a sample of families from Region One and a larger, geographically distributed sample of parents and families. Results show positive attitudes and perceptions of SEL from family members. These results are promising because positive attitudes increase the likelihood that family members are willing to participate in SEL programming. Future research can continue to examine partnerships between educators and families to develop student SE skills, especially with families from historically underrepresented communities. [For Brief 4 in the series, see ED616540. For the Executive Summary, see ED616534.]