ethanporcaro/eric-fulltext-meta huggingface dataset:
Literacy Design Collaborative 2018-2019 Evaluation Report for New York City Department of Education
Author: Wang, Jia
Date: 2020-06-00
Type: Reports - Research
Subjects: Literacy Education,College Readiness,Career Readiness,Content Area Writing,Faculty Development,Coaching (Performance),Program Effectiveness,Teacher Attitudes,Administrator Attitudes,Common Core State Standards,Program Implementation,Fidelity,Outcomes of Education,Elementary School Teachers,Middle School Teachers,High School Teachers,Teacher Leadership,Communities of Practice

The Literacy Design Collaborative (LDC) was created to support teachers in implementing college and career readiness standards in order to teach literacy skills throughout the content areas. Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their existing curriculum across all content areas. This report presents the results on implementation of LDC in the New York City Department of Education during the third year of the intervention, and the impact of the program across multiple years. As of 2018-2019, participating schools included 13 from Cohort 1, which began implementation during the 2016-2017 school year, and 23 from Cohort 2, which commenced at the beginning of the 2017-2018 school year. Our primary impact analyses, presented in this report for the first time, pool teachers from both cohorts to measure their impact after participating in LDC for 2 consecutive years (2017-2018 student outcomes for Cohort 1 and 2018-2019 student outcomes for Cohort 2). Teachers and administrators appreciated LDC and perceived positive impact on their practice and their students' learning. Quasi-experimental analyses tended to produce positive estimates for the impact of LDC on student English language arts (ELA) assessment scores, but the differences did not reach the level of statistical significance. [For the 2017-2018 evaluation report, see ED606884.]
Towards an AI Economy That Works for All. A Report of the Keystone Research Center Future of Work Project
Author: Herzenberg, Stephen
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: Artificial Intelligence,Public Policy,Economics,Technological Advancement,Employment,Influence of Technology,Economic Impact,Robotics,Information Technology,Labor Market,Prediction

This is the first report of a Keystone Research Center project on the &quot;Future of Work.&quot; The aim is to identify public policies that could help ensure that the application and diffusion of artificial intelligence (AI) over the next several decades fosters an economy in which Americans generally thrive. The project is motivated, in part, by concern that the opposite could occur: that AI will exacerbate the already high levels of income and wealth inequality in the United States. This first report contains three main parts. (1) Following an introduction, Sections II-IV consider AI's likely impacts through the lens of technology. Section II reviews past impacts of innovations including robotics and information technology on the economy and jobs. Section III looks at AI itself, how it does and does not go beyond earlier information technology (IT) in substituting for human capacities and intelligence. Section IV explores the difficulties of predicting AI's job impacts. (2) Section V, &quot;The Plight of the American Worker,&quot; examines the labor market context in which AI systems will spread and the roots of the economic inequality from which the nation suffers. (3) Section VI surveys policies to influence inequality and the distribution of the benefits of productivity growth as AI spreads.
Dual Credit &amp; Student Success: The Effect of High School Dual Credit on Educational Outcomes at Kentucky Public Universities
Author: Dai, Grace
Date: 2020-08-00
Type: Reports - Research
Subjects: Dual Enrollment,High School Students,Public Colleges,Outcomes of Education,Program Effectiveness,College School Cooperation,Student Participation,Academic Persistence,Academic Achievement,Grade Point Average,In State Students,High Schools,College Students,Student Characteristics,Racial Differences,Gender Differences,College Readiness,Low Income Students

Dual credit programs are collaborations between secondary and postsecondary institutions that enable high school students to enroll in college courses and receive simultaneous academic or technical credit that counts toward high school and college completion. Dual credit is distinct from Advanced Placement (AP) courses, which require students to pass an end-of-course examination to receive college credit. Nationally and in Kentucky, dual credit participation is on the rise. The total number of high school students taking dual credit grew from 23,307 in 2014-15, to 40,821 students in 2019-20, an increase of 75.1%. This study investigates whether dual credit positively affects the probability of persisting to a second year of college and earning a first-year GPA of 3.0 or higher. The dataset includes public and private Kentucky high school students who took dual credit courses and subsequently enrolled at an in-state, public four-year university after graduation.
The Effect of National Examination and Curriculum on Students&apos; Performance in Solving TIMSS Model Mathematics Problems
Author: Hamidy, Anwaril
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Grade 8,National Competency Tests,Mathematics Tests,National Curriculum,Problem Solving,Elementary Secondary Education,Mathematics Achievement,Achievement Tests,International Assessment,Geometry,Mathematics Curriculum

This study was aimed to investigate effect of National Examination (UN) and curriculum also their interaction effect on students' performance in solving TIMSS model Mathematics problems. This study was carried out with 300 8th graders of East Kalimantan students. The participants were from three mathematics National Examination result school categories on 2016 (low, moderate and high) and two implemented curriculum types (KTSP and Currciculum 2013). Data collection used 28 items TIMSS model Mathematics problems ([alpha]=0.837) which contained content and cognitive domain. Data analysis used two ways analysis of variance. Data analysis revealed that there were significance main effect of national examination and curriculum, also interaction effect between of them on mathematics achievement. There were significance main effect of national examination and curriculum on content domain. But, there was no significance interaction effect between of them on performance in solving geometry. There were significance main effect of national examination and curriculum on cognitive domain. But, there was no significance interaction effect between of them on knowing thinking level.
A Determination of Opinions and Experiences of Students with Special Needs Regarding Resource Rooms in Turkey
Author: Kizir, Mine
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Needs Students,Students with Disabilities,Elementary School Students,Secondary School Students,Student Attitudes,Opinions,Resource Room Programs,Special Education,Parent Participation,Teacher Participation,Course Selection (Students),Student Participation,Academically Gifted,Peer Relationship,Bullying,Teacher Student Relationship,Academic Achievement

This research was conducted to determine the opinions and experiences of students with special needs regarding special education offered within resource rooms (RRs). To this end, semi-structured interviews were conducted with 22 participants. The research employed the phenomenological method, one of the qualitative research methods. Descriptive analysis was used to analyze the data obtained from the interviews. In order to achieve validity and reliability in the study, &quot;credibility,&quot; &quot;transferability,&quot; and &quot;confirmability&quot; were all established. The students' opinions and findings can be summarized as follows: special needs students mostly receive educational support as part of their academic (basic/culture) courses in RRs; that they usually learn new subjects or review prior learned subjects; that instead of the IEP team, it is either the students' parents or their teachers alone who are involved in the course selection process; that the students also want to be involved in this process; that they are mostly pleased with the current RR settings, but still want dedicated RRs in schools; that gifted students prefer attending RRs outside of normal school hours, while others prefer attending during school hours as they face difficulties learning lessons in general education classrooms; that students have varying opinions about their peer relationships; that those who express negative opinions about their peer relationships were exposed to peer bullying; that they have good relationships with their teachers; and that they consider RRs to be an efficient educational practice that positively contributes to their academic achievement.
Using Voice Thread to Develop EFL Pre-Service Teachers&apos; Speaking Skills
Author: Ghoneim, Nahed Mohammed Mahmoud
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Oral Language,Speech Skills,Computer Assisted Instruction,Majors (Students),Multimedia Instruction,Computer Mediated Communication,Web 2.0 Technologies,Teleconferencing,Language Fluency

The current study investigates the effect of using voice thread on developing EFL pre-service teachers' speaking skills. A total of 30 EFL fourth year students in the Faculty of Education, Menoufia University participated in the study which involved one group experimental design. A pre-post test was administered to assess the participants' speaking skills. Activities based on the use of Voice Thread were carried out by the study group. The results showed that using voice thread was effective in the development of participants' EFL speaking skills.
Higher Education after COVID-19: How Universities Can Preserve Core Academic Functions and Reduce Spending
Author: Robinson, Jenna A.
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Higher Education,COVID-19,Universities,Educational Finance,Retrenchment,Educational Change,School Restructuring,Program Termination

Higher education is in crisis. Revenues from all sources are expected to decrease at both public and private universities. The current crisis will raise existential questions for small and mid-tier institutions. Only universities with massive endowments and highly competitive admissions will escape the effects of the coming enrollment cliff. Special coronavirus relief funding from state and federal governments will improve cash flow in the short term, but they are not permanent solutions. Colleges must act now to cut unnecessary expenses while preserving core academic functions. This policy brief outlines urgent short-term reforms as well as long-term restructuring universities can undertake to survive the revenue shortfalls created by COVID-19 and state economic shutdowns.
The Effects of Globalization Processes (1453-1869/1870-1914) on the Ottoman State Sports Institution
Author: Yorulmazlar, Mehmet M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Athletics,History,Physical Education,Economic Factors,Social Change

The purpose of our work is to determine the effects of the first and second period globalization processes on the sports institutions of the Ottoman State. This aim is to be able to explain the tendency of the globalization which emerged as a continuation of each other in accordance with the spirit of the era of the Turkish sport institutions. Globalization is a very influential phenomenon on the changes of states, social and economic institutions. Globalization; can be regarded as a concept that deals with a wide variety of disciplines and markets, and establishes relationships that influence and interfere with these disciplines and markets. From this perspective, it is also a fact that the effects of countries on sports institutions are inevitable. In the study, a qualitative method called &quot;descriptive field scanning&quot;, documentary or documentary study was followed. In this way, our research has been structured by the historical research method and the historical survey method with qualitative research in terms of content. Historical research methodology has been supported by archival scanning method based on reviewing, translating, reading and evaluating books, documents, files, official and private correspondence documents, foreign language information and documents The sports schools of the Ottoman state's sports institutions were weakened by the loss of their importance by being negatively affected as the economic aims of the establishment causes with the change of trade routes in the first globalization process. In the second globalization process; despite the fact that the Ottoman state was in its recent times, it tried to adapt to the socio-economic changes brought about by Globalization. At the end of this effort, importance has been given to sports and sports institutions in education, social life. He transferred both the sports institutions and the sports workforce to the state of the Republic of Turkey, which is the continuation of the Ottoman state.
Engaging Partners in Collective Inquiry to Advance Equitable College Attainment
Author: Newman, Elizabeth
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Attainment,Higher Education,Scholarships,Graduation Rate,Program Descriptions,Private Financial Support,Financial Needs,Access to Education,Counties,Decision Making

In 2015, College Futures Foundation brought together seven community foundations, centering the goal of transitioning traditional, merit-based scholarship programs to a more strategic, need-based approach. College Futures envisioned this transition as a vehicle to improve college completion rates for low-income, first generation students, seeking to enhance the community foundations' capacity to increase college attainment. To support this goal, the Gardner Center supported each foundation to use a set of processes and tools that built their capacity to undertake improvement efforts within their own institutions, and to use this capacity to engage their community partners in collective inquiry. The foundations used contextual knowledge and collective inquiry to design, implement, and improve their strategic, need-based scholarship programs internally, and in conjunction with partners.
Efficacy of a Brief School Mental Health Intervention: Key Findings from Minnesota High Schools
Author: Devney, Allie
Date: 2020-06-00
Type: Reports - Research
Subjects: Mental Health,Intervention,Program Effectiveness,High Schools,High School Students,Mental Disorders,Emotional Problems,Behavior Problems,Agency Cooperation,School Community Programs,Student Characteristics,Symptoms (Individual Disorders),At Risk Students,Gender Differences,Racial Differences,Ethnicity,Age Differences,Socioeconomic Status,Problem Solving,Student Needs,Access to Health Care,Counseling,Student Attitudes

In 2016, the University of Washington's School Mental Health Assessment, Research, and Training (SMART) Center launched a three-year study examining the feasibility, effectiveness, and efficiency of a Brief Intervention Strategy for School Mental Health Clinicians (BRISC). SMART partnered with Wilder Research and the University of Maryland to collect data in three states, including Minnesota, Maryland, and Washington. This report presents background information about BRISC and key findings from the study, with a focus on Minnesota. Overall, clinicians reported favorable views of the BRISC model, noting that it may be particularly useful for students with fewer or less complex needs and for addressing student concerns quickly. In addition, students from both groups improved over time, with BRISC students showing slightly more favorable outcomes at the six month time point. Lastly, students generally viewed their clinician favorably, though BRISC students were less satisfied with their counselor's qualities than treatment-as-usual (TAU) students.
Monitoring the Future National Survey Results on Drug Use, 1975-2019. Volume I, Secondary School Students
Author: Miech, Richard A.
Date: 2020-06-00
Type: Reports - Research
Subjects: Substance Abuse,Drug Abuse,High School Students,Grade 8,Grade 10,Grade 12,At Risk Persons,Health Behavior,Risk,Student Attitudes,Beliefs,Social Influences,Incidence,Trend Analysis,Narcotics,Marijuana,Drinking,Drug Therapy,Drug Use,Gender Differences,Geographic Regions,College Bound Students,Population Distribution,Parent Background,Educational Attainment,Racial Differences,Ethnicity,Peer Influence,Family Influence,Adolescents,Stimulants,Middle School Students,Public Schools,Private Schools,Alcohol Abuse,Inhalants,Smoking

Substance use is a leading cause of preventable morbidity and mortality; it is in large part why, among 17 high-income nations, people in the U.S. have the highest probability of dying by age 50. Substance use is also an important contributor to many social ills including child and spousal abuse, violence more generally, theft, suicide, and more; and it typically is initiated during adolescence. It warrants our sustained attention. Monitoring the Future (MTF) is designed to give such attention to substance use among the nation's youth and adults. It is an investigator-initiated study that originated with, and is conducted by, a team of research professors at the University of Michigan's Institute for Social Research. Since its onset in 1975, MTF has been funded continuously by the National Institute on Drug Abuse -- one of the National Institutes of Health -- under a series of peer-reviewed, competitive research grants. The 2019 survey, reported here, is the 45th consecutive survey of 12th grade students and the 29th such survey of 8th and 10th graders. Two of the major topics included in the present volume are: (1) the prevalence and frequency of use of a great many substances, both licit and illicit, among U.S. secondary school students in 8th , 10th, and 12th grades; and (2) historical trends in use by students in those grades. Distinctions are made among important demographic subgroups in these populations based on gender, college plans, region of the country, population density, parent education, and race/ethnicity. MTF has demonstrated that key attitudes and beliefs about drug use are important determinants of usage trends, in particular the amount of risk to the user perceived to be associated with the various drugs and disapproval of using them; thus, those measures also are tracked over time, as are students' perceptions of certain relevant aspects of the social environment--in particular, perceived availability, peer norms, use by friends, and exposure to use by others of the various drugs. Data on grade of first use, discontinuation of use, trends in use in lower grades, and intensity of use are also reported here. [For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2019. Volume II, College Students &amp; Adults Ages 19-60,&quot; see ED608266. For the report from the previous year, see ED599067.]
Monitoring the Future National Survey Results on Drug Use, 1975-2019. Volume II, College Students &amp; Adults Ages 19-60
Author: Schulenberg, John E.
Date: 2020-07-00
Type: Reports - Research
Subjects: Substance Abuse,Drug Abuse,At Risk Persons,Health Behavior,Risk,Student Attitudes,Beliefs,Social Influences,Incidence,Trend Analysis,Narcotics,Marijuana,Drinking,Drug Therapy,Drug Use,Gender Differences,Geographic Regions,Population Distribution,Parent Background,Educational Attainment,Racial Differences,Ethnicity,Peer Influence,Family Influence,Adolescents,Stimulants,Middle School Students,Public Schools,Private Schools,Alcohol Abuse,Inhalants,Smoking,College Students,Adults,High School Graduates,Grade 8,Grade 10,Grade 12

The present volume presents new 2019 findings from the U.S. national Monitoring the Future (MTF) follow-up study concerning substance use among the nation's college students and adults from ages 19 through 60. This report includes 2019 prevalence estimates on numerous illicit and licit substances, examines how substance use differs across this age span, and shows how substance use and related behaviors and attitudes have changed over the past four decades. MTF, now in its 46th year, is a research program conducted at the University of Michigan's Institute for Social Research under a series of investigator-initiated, competing research grants from the National Institute on Drug Abuse -- one of the National Institutes of Health. The integrated MTF study comprises several ongoing series of annual surveys of nationally representative samples of 8th and 10th grade students (begun in 1991), 12th grade students (begun in 1975), and high school graduates followed into adulthood (begun in 1976). Note that the data reported in this volume were collected before the COVID-19 pandemic. The authors report the results of the repeated cross-sectional surveys of all high school graduating classes since 1976 and follow them into their adult years. Segments of the general adult population represented in these follow-up surveys include: (1) U.S. college students; (2) same-aged youth who also are graduates from high school but not attending college full time, sometimes in the past called the &quot;forgotten half&quot;; (3) all young adult high school graduates of modal ages 19 to 30 (or 19-28 for trend estimates), to whom we refer as the &quot;young adult&quot; sample; and (4) high school graduates at the specific later modal ages of 35, 40, 45, 50, 55, and 60. This volume emphasizes historical and developmental changes in substance use and related attitudes and beliefs occurring at these age strata. [For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2019. Volume I, Secondary School Students,&quot; see ED608265. For the report from the previous year, see ED599071.]
Enriching Children through a Culturally Specific Summer Learning Program: 2019 Evaluation of Hmong Karen Youth Pride
Author: Gozali-Lee, Edith
Date: 2019-10-00
Type: Reports - Research
Subjects: Achievement Gap,Racial Differences,Ethnicity,Family Income,Socioeconomic Status,English Language Learners,Summer Programs,Sino Tibetan Languages,Hmong People,Language of Instruction,Culturally Relevant Education,Program Effectiveness,Ethnic Groups,Asian American Students,Cultural Awareness,Indigenous Knowledge,Literacy Education,Reading Skills,Public Schools,School Community Programs,Elementary School Students,Student Attitudes,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Parent Attitudes

Minnesota has a persistent and substantial student achievement gap based on race and family income. There are also substantial achievement gaps between native English speakers and English learners (Minnesota Compass, n.d.). In 2019, Saint Paul Promise Neighborhood (SPPN) worked with Hmong American Partnership (HAP) and Saint Paul Public Schools (SPPS) to offer a summer learning program called Hmong Karen Youth Pride (HKYP). The six-week program included a literacy curriculum and cultural enrichment activities. The literacy curriculum was taught by SPPS teachers using the district's Hmong dual language program curriculum. The enrichment activities were taught by HAP's academic support workers and were designed to educate and inspire cultural pride in Hmong and Karen students. Wilder Research conducted an outcome evaluation of HKYP. The evaluators examined student reading assessments and conducted a student survey and parent focus groups. This report describes HKYP and highlights the evaluation findings. [Hmong American Partnership and Saint Paul Promise Neighborhood assisted in preparing this report.]