ethanporcaro/eric-fulltext-meta huggingface dataset:
Multi-Informant Assessments of Individual Differences in Adolescents&apos; Socio-Evaluative Fears: Clinical Correlates and Links to Arousal within Social Interactions
Author: Szollos, Sebastian
Date: 2019-00-00
Type: Reports - Research
Subjects: Adolescents,Adolescent Attitudes,Fear,Anxiety,Secondary School Students,Student Attitudes,Student Evaluation,Individual Differences,Self Concept,Interpersonal Competence,Arousal Patterns,Peer Relationship,Psychological Patterns,Symptoms (Individual Disorders),Safety,Depression (Psychology),Measures (Individuals)

Objectives: Socially anxious adolescents often display fears of negative evaluation (FNE) and fears of positive evaluation (FPE). The Bivalent Fear of Evaluation model posits that FNE and FPE represent two poles of socio-evaluative fears, and that individuals may simultaneously display high levels of FNE and FPE (high FNE/FPE). To what degree do adolescents who display high FNE/FPE differ in psychosocial functioning from adolescents who display high concerns on one domain and not the other (either high FNE/low FPE, or low FNE/high FPE), or low concerns on both domains (i.e., low FNE/FPE)? We tested this broader question (a) across multiple psychosocial domains, (b) using multiple informants' reports to identify adolescents' patterns of socio-evaluative fears, and (c) in relation to adolescents' reactions to anxiety-provoking social situations with unfamiliar peers. Methods: One-hundred twenty-seven 14-15-year-old adolescents and their parents completed measures of adolescents' FNE, FPE, and domains of psychosocial functioning (i.e., social anxiety, safety behaviors, depressive symptoms, psychosocial impairments). Adolescents participated in several social interaction tasks with unfamiliar peers. Adolescents self-reported on their arousal during these tasks and the unfamiliar peers with whom they interacted completed measures of social anxiety about the adolescent. Results: High FNE/FPE adolescents tended to display poorer psychosocial functioning relative to adolescents who displayed other patterns of socio-evaluative fears. Based on adolescent-classified groups, high FNE/FPE adolescents displayed greater self-reported arousal during social interactions, relative to the other groups. Conclusions: Identifying adolescents' patterns of socio-evaluative fears may inform interpretations of the individual differences among adolescents' clinical presentations of social anxiety. [This paper was published in &quot;Journal of Child and Family Studies&quot; v28 p3360-3373 2019.]
Interpreting Effect Sizes of Education Interventions. EdWorkingPaper No. 19-10
Author: Kraft, Matthew A.
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Data Interpretation,Effect Size,Intervention,Benchmarking,Guidelines,Educational Research,Correlation,Causal Models,Research Design,Costs,Educational Policy,Measurement Techniques

Researchers commonly interpret effect sizes by applying benchmarks proposed by Cohen over a half century ago. However, effects that are small by Cohen's standards are large relative to the impacts of most field-based interventions. These benchmarks also fail to consider important differences in study features, program costs, and scalability. In this paper, I present five broad guidelines for interpreting effect sizes that are applicable across the social sciences. I then propose a more structured schema with new empirical benchmarks for interpreting a specific class of studies: causal research on education interventions with standardized achievement outcomes. Together, these tools provide a practical approach for incorporating study features, cost, and scalability into the process of interpreting the policy importance of effect sizes.
High School Longitudinal Study of 2009 (HSLS:09): A First Look at the Postsecondary Transcripts and Student Financial Aid Records of Fall 2009 Ninth-Graders. NCES 2020-003
Author: Chen, Xianglei
Date: 2020-01-00
Type: Reports - Research
Subjects: Longitudinal Studies,High School Students,Academic Records,Student Financial Aid,Grade 9,National Surveys,Graduation,Postsecondary Education,STEM Education,Federal Aid,Grants,Remedial Instruction,Grade Point Average,Dual Enrollment,Tuition,Student Characteristics,Institutional Characteristics,Academic Education

This First Look report presents selected findings from the Postsecondary Education Transcript Study and Student Financial Aid Records Collection (PETS-SR) of the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from high school into higher education and the workforce. Key research topics for HSLS:09 include secondary-to-postsecondary transition plans and the evolution of those plans; paths into and out of science, technology, engineering, and mathematics (STEM) studies and careers; and the relationships between students' educational and social experiences in high school and their plans for and experiences in postsecondary education, work, and life. The purpose of this report is to illustrate the range of information available in the PETS-SR data.
Evaluation of the Effect of Learning Environment on Student&apos;s Academic Performance in Nigeria
Author: Usman, Yunusa Dangara
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Academic Achievement,Educational Environment,School Buildings,Physical Environment,Small Classes,Instructional Materials,Furniture,Teacher Effectiveness,Correlation,School Culture,Secondary Schools,Environmental Influences

Stakeholders in Nigeria have raised concerns over the trend of poor academic performance of students in all categories of schools Nigeria. Foremost concern has hitherto been narrowed on the quality of teachers, teaching process, school administrative efficacy and the apathetic attitude of students to their studies due to distractions that impede learning progress. Learning environment as a variable that contributes either positively or negatively to the academic achievements of student has attracted only little attention in the struggle of finding a lasting solution to the persistent lackluster result by students from the education system in the country. Since the learning environment has recently come to limelight as an essential area that should be considered and well managed to enhance students' academic performance. The aim of the paper is to evaluate the effect of learning environment on academic performance of student's in Nigeria using a secondary research approach. This paper therefore examines the concept of learning environment and its relationship with students' performance in Nigeria. The findings revealed that learning environment plays a significant student academic performance in Nigeria. Based on the findings, recommendation on the modalities to make the learning environment productive and competitive like adequate funding of the education sector, proper supervision of school activities and regular training/re-training of staff are suggested.
Effective Practices for Identifying and Serving English Learners in Gifted Education: A Systematic Review of Literature
Author: Mun, Rachel U.
Date: 2016-12-00
Type: Information Analyses
Subjects: English Language Learners,Academically Gifted,Disproportionate Representation,Talent Identification,Screening Tests,Immigrants,Family Characteristics,Second Language Instruction,English (Second Language),Teaching Methods,Curriculum,Verbal Ability,Nonverbal Ability,Intelligence Tests,Cognitive Ability,Achievement Tests,Standardized Tests

While the number of English Learners (ELs) continues to grow rapidly in the United States, corresponding proportions of ELs are not found in gifted and talented education programs across the nation. The underrepresentation of ELs in gifted programs is both a societal and a research problem. This report presents the results of a systematic review of the literature related to the most effective practices used to identify and serve ELs for gifted education services. We examined and categorized a final selection of 45 theoretical and empirical articles under four major themes: nomination, screening/assessment, services, and identification models. Implications and areas of future research are discussed.
Exploratory Study on the Identification of English Learners for Gifted and Talented Programs
Author: Gubbins, E. Jean
Date: 2018-06-00
Type: Reports - Research
Subjects: English Language Learners,Academically Gifted,Talent Identification,Elementary Schools,Middle Schools,Screening Tests,Evaluation Methods,Student Characteristics,Information Dissemination,Professional Development,Disproportionate Representation,Geographic Location,Instructional Program Divisions,School Policy,Language Skills,Verbal Ability,Nonverbal Ability

English learners (ELs) are the fastest growing population of learners in the United States; however, despite the growing numbers of ELs, their representation in gifted identification and programming continues to lag behind not only traditional populations of learners from advantaged communities, but also other underserved populations of learners. We visited 16 elementary and middle schools across the three states, selected because they were exemplary in their identification of gifted ELs. The NCRGE team conducted group and individual interviews with a total of 225 administrators; district gifted coordinators; gifted specialists; classroom teachers; parents/guardians/caretakers; and school psychologists or counselors, yielding a total of 84 transcripts. Group and individual interviews were transcribed, coded, and analyzed. Our research findings led to the following recommendations for review and reflection for stakeholders involved in designing and implementing gifted and talented programs: (a) Adopt a policy of universal screening of all students in one or more grade levels for the identification process. (b) Create alternative pathways to identification, allowing schools to use a variety of different assessment instruments (including native language ability and achievement assessments and reliable and valid nonverbal ability assessments) and to apply flexible criteria to ensure that students' talents and abilities are recognized. (c) Establish a web of communication to ensure that all stakeholders (administrators, district gifted coordinators, classroom teachers, gifted specialists, psychologists, multilingual teachers, and parents/guardians/caretakers) are aware of the identification system in its entirety and are empowered to interact with one another in all components. (d) View professional development as a lever for change, providing information to gifted specialists, classroom teachers, psychologists, and parents/guardians/caretakers on identifying giftedness in multiple ways and creating a school climate with the goal of identifying students' strengths rather than weaknesses.
English Language Attitude among Filipino Prospective Language Teachers: An Analysis through the Mentalist Theoretical Lens
Author: Somblingo, Ricardo Amparo
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Attitudes,Elementary School Teachers,Preservice Teachers,Student Attitudes,Positive Attitudes,Correlation,Scores,Foreign Countries,Socialization,Behavior Patterns,Theories,Attitude Measures,Teacher Education Programs

Utilizing the Mentalist Theory, this empirical research purposed to determine the language attitude towards English of one thousand fifty-four Filipino Elementary Pre-service Teachers. Data collection was realized with a survey questionnaire. The analysis of the data revealed that the respondents, on the average, are exhibiting positive attitude towards English. Moreover, the descriptive statistics reveal that the aspect with the highest mean score is the affective dimension followed by the conative dimension and coming in last is the cognitive dimension. Furthermore, it was found that there exist a significant relationship among the dimensions of attitude towards English and the relationship is determined as 'high correlation'. Detailed discussion of the results and implications are provided herein.
Family-Centered Community Change: Supporting Families, Strengthening Neighborhoods
Author: Annie E. Casey Foundation
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Family Programs,Community Change,Poverty,Neighborhoods,Community Characteristics,Intergenerational Programs,Well Being,Parent Participation,Early Childhood Education,Child Care,Leadership,Place Based Education,Philanthropic Foundations,Program Descriptions,Parent Child Relationship,Cooperation,Trust (Psychology)

In 2012, the Annie E. Casey Foundation began searching for partners for its seven-year Family-Centered Community Change™(FCCC) initiative. This report reviews the Foundation's experiences and contributions as an investor and summarizes what the participating communities -- Buffalo, New York; Columbus, Ohio; and San Antonio, Texas -- learned about using a two-generation approach to working with children and parents. FCCC is a place-based strategy devoted to improving outcomes for children and parents living in high-poverty neighborhoods. The initiative works to bolster family well-being in three key areas: (1) economic stability; (2) parent engagement and leadership; and (3) early child care and education.
The Effect of Graded Readers on Reading Comprehension Skill of EFL Students
Author: Kara, Bayram
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Second Language Learning,Second Language Instruction,English (Second Language),Reading Materials,Scores,Teaching Methods,Comparative Analysis,Reading Tests,Instructional Effectiveness,Foreign Countries,College Students

This study investigated the effects of reading graded readers on the reading comprehension scores of the prep students at university. 30 EFL students from School of Foreign Languages (SOFL) in Selcuk University participated in the study. Two groups, control and experimental group, each consisting of 15 students were formed at the beginning of the study. Both groups attended traditional language classes of SOFL, and the experimental group was additionally involved in an extensive reading program as an extra-curricular activity. The program was performed in the second semester of the academic year. Reading comprehension development of the groups was assessed by means of reading comprehension tests given as part of the third and fourth mid-term exams set by SOFL. Findings indicated that students in the experimental group scored significantly higher than those in the control group at the end of the extensive reading program. Also, the amount of reading had a significant effect on the reading comprehension scores of the students; students who read more books achieved more reading comprehension development in comparison to those who read less. Consequently, results of the study revealed that extensive reading had a positive effect on the reading development of EFL students.
Less Need for Federal Loans. DataPoints. Volume 7, Issue 18
Author: American Association of Community Colleges
Date: 2019-10-00
Type: Numerical/Quantitative Data
Subjects: Grants,Federal Aid,Student Financial Aid,Community Colleges,Two Year College Students,Paying for College,Debt (Financial)

This issue of &quot;DataPoints&quot; shows the percent of Pell grant recipients with any federal student loans, by control and level of institutions in the years 2003-04, 2007-08, 2011-12, and 2015-16. The data demonstrate that community college students with Pell grants are less likely to take on student debt than similar students in other sectors of higher education.
The Value of Certifications and Licenses. DataPoints. Volume 7, Issue 22
Author: American Association of Community Colleges
Date: 2019-12-00
Type: Numerical/Quantitative Data
Subjects: Educational Certificates,Certification,Employment Qualifications,Labor Market,Educational Attainment,Associate Degrees,Bachelors Degrees,Graduate Study,High School Graduates

This issue of &quot;DataPoints&quot; shows labor participation rates of people 25 years and older by professional certification and licensing status and education attainment in 2018. The data demonstrate that individuals with a certification or professional license have higher labor market participation rates.
The Longitudinal Effects of School Improvement Grants. EdWorkingPaper No. 20-177
Author: Sun, Min
Date: 2020-01-00
Type: Reports - Research
Subjects: Educational Improvement,Grants,Longitudinal Studies,Outcomes of Education,Urban Schools,School Districts,Elementary School Students,Secondary School Students,Scores,Minority Group Students,Low Income Students,Capacity Building,Academic Achievement,Graduation Rate,Public Schools,School Turnaround

School Improvement Grants (SIG) represent one type of governments' capacity-building investment to spur sustainable changes in America's persistently under-performing public schools. This study examines both short- and long-run effects of the first two cohorts of SIG schools from two states and two urban districts across the country. Using dynamic event analyses, we observe that SIG showed larger effects in the second and third years of the intervention than the first year on 3-8th grade student test scores--a pattern of gradually increase over the course the intervention. These positive effects are largely sustained three or four years after the funding ended. In high schools, the SIG effects on 4-year graduation rates were steadily increasing throughout the period of six or seven years after the initial start of the intervention. These patterns of SIG effects mostly apply to each of the four locations, but the magnitude of effects varies across locations, suggesting differential implementations. Moreover, SIG effects on students of color or low-socioeconomic students are similar to, and sometimes a bit larger than, the overall SIG effects. We also conduct a variety of sensitivity and robustness checks. Lastly, we discuss the policy implications of our findings on states' continuing efforts of transforming public organizations and building their long-term capacity for better performance.
Developing Ambitious Mathematics Instruction through Web-Based Coaching: A Randomized Field Trial. EdWorkingPaper No. 19-119
Author: Kraft, Matthew A.
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Web Based Instruction,Coaching (Performance),Mathematics Instruction,Program Effectiveness,Standardized Tests,Scores,Teacher Competencies,Teaching Methods,Teacher Attitudes,Program Implementation,Teaching Skills,Mathematics Achievement,Elementary School Teachers,Middle School Teachers

This paper describes and evaluates a web-based coaching program designed to support teachers in implementing Common Core-aligned math instruction. Web-based coaching programs can be operated at relatively lower costs, are scalable, and make it more feasible to pair teachers with coaches who have expertise in their content area and grade level. Results from our randomized field trial document sizable and sustained effects on both teachers' ability to analyze instruction and on their instructional practice, as measured the Mathematical Quality of Instruction (MQI) instrument and student surveys. However, these improvements in instruction did not result in corresponding increases in math test scores as measured by state standardized tests or interim assessments. We discuss several possible explanations for this pattern of results.
Psychometric Properties of the Emotion Reactivity Scale in Community Screening Assessments
Author: Byrne, Stephen
Date: 2019-00-00
Type: Reports - Research
Subjects: Measures (Individuals),Screening Tests,Psychometrics,Emotional Response,Psychopathology,Test Reliability,Test Validity,Parent Child Relationship,Adolescents,Conflict,Quality of Life,Anxiety,Suicide,Safety,Depression (Psychology),Symptoms (Individual Disorders),Arousal Patterns,Adults

Among individuals experiencing internalizing psychopathology, high levels of emotion reactivity--the degree to which they experience emotions strongly or intensely, over extended periods of time, and as elicited by a variety of stimuli--increase risk for self-injurious thoughts and behaviors. Researchers developed the Emotion Reactivity Scale (ERS) to assess emotion reactivity, with psychometric support for the measure largely restricted to at-risk clinical populations. We know little of the psychometric properties of the ERS when administered as a screening measure in community assessments. In a study of the psychometric properties of the ERS in a non-clinical assessment of adults, we recruited 105 participants (M[subscript age]=44.6; 82.9% female) as part of a larger study of adolescent social anxiety and family relationships. Participants completed the ERS, self-report measures of various psychosocial domains, and an impromptu speech task, before and during which they self-reported their arousal. Scores taken from the ERS demonstrated strong internal consistency and demonstrated facets of validity: (a) positive relations with measures of internalizing psychopathology and parent-adolescent conflict, and negative relations with a measure of quality of life (convergent validity); (b) relations with self-reported anxiety and safety-seeking behaviors, over-and-above self-reported depressive symptoms (incremental validity); and (c) relation with self-reported state arousal during the impromptu speech task, over-and-above self-reported arousal at baseline (criterion-related validity). These findings support the psychometric properties of the ERS when administered in non-clinic assessments of adults. As such, they have important implications for screening assessments designed to identify adults who display the potential for self-injurious thoughts and behaviors. [This paper was published in &quot;Journal of Psychopathology and Behavioral Assessment&quot; v41 p730-740 2019.]
Tips for Identifying Gifted EL Students from the National Center for Research on Gifted Education
Author: National Center for Research on Gifted Education
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Academically Gifted,Talent Identification,Screening Tests,Culture Fair Tests,Language Skills,Nonverbal Ability,Native Language,Testing,Skill Development,Outreach Programs,Cooperative Planning,Committees,Professional Development,English Language Learners

We provide a process for identifying EL students who are gifted and talented that schools that successfully identified EL students for gifted education services used. We based this on interviews researchers from the National Center for Research on Gifted Education conducted in 16 schools across 3 states.