ethanporcaro/eric-fulltext-meta huggingface dataset:
Linguistic and Gestural Coordination: Do Learners Converge in Collaborative Dialogue?
Author: Sinclair, Arabella J.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Dialogs (Language),Cooperative Learning,Correlation,Predictor Variables,Language Usage,Formative Evaluation,Intervention,Task Analysis,Multimedia Materials,Problem Solving,Interpersonal Communication,Nonverbal Communication,Natural Language Processing,Undergraduate Students,Behavior Patterns

Collaborative dialogue is rich in conscious and subconscious coordination behaviours between participants. This work explores collaborative learner dialogue through theories of alignment, analysing inter-partner movement and language use with respect to our hypotheses: that they interrelate, and that they form predictors of collaboration quality and learning. In keeping with theories of alignment, we find that linguistic alignment and gestural synchrony both correlate significantly with one another in dialogue. We also find strong individual correlations of these metrics with collaboration quality. We find that linguistic and gestural alignment also correlate with learning. Through regression analysis, we find that although interconnected, these measures in combination are significant predictors of collaborative problem solving success. We contribute additional evidence to support the theory that alignment takes place across multiple levels of communication, and provide a methodological approach for analysing inter-speaker dynamics in a multimodal task based setting. Our work has implications for the teaching community, our measures can help identify poorly performing groups, lending itself to informing the design of real time intervention strategies or formative assessment for collaborative learning. [For the full proceedings, see ED615472.]
Teacher Certification and Academic Growth for English Learner Students in Houston ISD. Policy Brief
Author: Ruiz de Castilla, Verónica
Date: 2017-10-00
Type: Reports - Research
Subjects: Teacher Certification,Academic Achievement,English Language Learners,English (Second Language),Second Language Learning,Language Proficiency,Bilingual Teachers,Grade 4,Grade 5,Elementary School Students,Mathematics Achievement,Reading Achievement,Alternative Teacher Certification,Value Added Models

From 2004/05 to 2014/15, the number of English learner students in bilingual or English as a second language (ESL) programs in Texas increased by 47 percent. In the Houston Independent School District (ISD)--the largest district in Texas and the seventh largest in the United States--30 percent of students are English learner students, and 92 percent of these students have Spanish as their home language. The number of students served by the district in bilingual or ESL programs grew at more than twice the rate of total enrollment during the course of the 2014/15 academic year. As a result, the district has been facing a critical shortage of bilingual-certified teachers. Aware of these challenges, the members of Regional Educational Laboratory (REL) Southwest's English Learners Research Alliance sought to obtain clear and actionable information that districts can use when recruiting teachers and assigning them to schools and classrooms that serve large numbers of English learner students. To respond to the needs of the Alliance, REL Southwest designed this study, which uses data obtained from the Texas Education Agency (TEA) and Houston ISD. The study assesses whether a teacher's certification type--being a certified bilingual teacher or a certified ESL teacher--and route to certification--alternative, post baccalaureate, traditional, or additional exam--correlate with academic growth and growth in English proficiency among English learner students whose home language is Spanish. It assesses 10 cohorts of grade 4 and 9 cohorts of grade 5 of Houston ISD English learner students between 2005/06 and 2014/15.
Fall 2015 Regional PBIS School Status and Training Updates: Summary of Results from School Training and Implementation Fidelity Measures
Author: Petersen, Amanda J.
Date: 2015-10-00
Type: Reports - Research
Subjects: Positive Behavior Supports,Program Implementation,Training,Attendance,Satisfaction,Success,Teacher Attitudes,Teacher Participation,Adoption (Ideas),Surveys,Fidelity

This Fall 2015 school status and training report provides a summary of the current implementation status of schools in training results from the Fall 2015 training surveys. The Minnesota Department of Education (MDE) and Regional Training Partners (RIPs) sponsor three training sessions per year for schools that are participating in Minnesota's 2-year training sequence for Positive Behavioral Interventions and Supports (PBIS). This report is intended for all stakeholders to better understand the status of PBIS of schools in training and help to refine training and data reporting. This report summarizes the results of the Fall 2015 training surveys: (1) There are a total of 52 Cohort 10 schools that are in their second year of training; and (2) There are a total of 56 Cohort 11 schools are in their first year of training. As a part of the PBIS evaluation, surveys are conducted with school teams who are participating in the training sequence (one survey was completed per school team). The results of these surveys, attendance records from the RIPs, data system information gathered from the RIPs and from school teams, and data entered for the Team Implementation Checklist (TIC) (Cohort 10 only), Tiered Fidelity Inventory (TFI) (Cohort 11 only), and Self-Assessment Survey (SAS) (both Cohort 10 and 11) are the basis of this report.
Life in Lockdown: Child and Adolescent Mental Health and Well-Being in the Time of COVID-19
Author: Sharma, M.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Mental Health,COVID-19,Pandemics,Disease Control,Children,Adolescents,School Closing,Online Courses,Interaction,Stress Variables,Anxiety,Depression (Psychology),Alcohol Abuse,Drug Abuse,Behavior Problems,Coping,Resilience (Psychology),Computer Mediated Communication,Family Relationship,Individual Characteristics,Interpersonal Relationship,Socioeconomic Influences,Low Income Groups,At Risk Persons,Suicide,Trauma,Posttraumatic Stress Disorder,Life Style,Health Needs,World Problems,Foreign Countries,Social Isolation

COVID-19 lockdowns have significantly disrupted the daily lives of children and adolescents, with increased?time at home, online learning and limited physical social interaction. This report seeks to understand the immediate effects on their mental health. Covering more than 130,000 children and adolescents across 22 countries, the evidence shows?increased stress,?anxiety and depressive?symptoms, as well as increased alcohol and substance use, and externalizing behavioural problems. Children and adolescents?also reported?positive coping strategies, resilience, social connectedness through digital media, more family?time, and?relief from academic stress. Factors such as demographics, relationships and pre-existing conditions are critical. To ensure children and adolescents are supported, the report recommends building the evidence on the longer-term impact of the pandemic on child and adolescent mental health in low- and middle-income countries, including vulnerable populations.
Bridging the Opportunity Divide for Low-Income Youth: Implementation and Early Impacts of the Year Up Program. Pathways for Advancing Careers and Education. OPRE Report 2018-65
Author: Fein, David
Date: 2018-05-00
Type: Reports - Research
Subjects: National Programs,Young Adults,Urban Youth,Job Training,Internship Programs,Program Effectiveness,Adult Vocational Education,Program Implementation,Outcomes of Education,Career Pathways,Low Income Groups,Technical Occupations

This report documents the implementation and early impacts of Year Up--a national sectoral training program for urban young adults aged 18-24. Operated by an organization of the same name, Year Up provides six months of full-time training in the IT and financial service sectors followed by six-month internships at major firms. The full-time program provides extensive supports--including weekly stipends--and puts a heavy emphasis on the development of professional and technical skills. Year Up is one of nine programs in the federally sponsored Pathways for Advancing Careers and Education (PACE) evaluation. It is among the most intensive workforce training programs tested to date. More than half (59 percent) of the program's $28,290 per-participant cost is funded by employer payments for interns. Using a random assignment design, the study found that Year Up increased receipt of employment and training services. Compared to control group members who were not able to access the program, treatment group members were more likely to report that their classes used active learning methods, taught life skills, and were relevant to their lives and careers. Most importantly, young adults with access to Year Up had higher average quarterly earnings in the sixth and seventh quarters after random assignment--the confirmatory outcome selected to gauge Year Up's overall success for this report. Persisting over a three-year follow-up period, Year Up's earnings impacts are the largest reported to date for workforce programs tested using a random assignment design.
Health Profession Opportunity Grants (HPOG 1.0) Impact Study: Three-Year Impacts Report. OPRE Report 2019-114
Author: Peck, Laura R.
Date: 2019-11-00
Type: Reports - Research
Subjects: Allied Health Occupations Education,Student Financial Aid,Grants,Federal Aid,Welfare Recipients,Low Income Groups,Job Training,Program Effectiveness,Employment

In 2010, the Administration for Children and Families (ACF) within the U.S. Department of Health and Human Services awarded the first round of five-year Health Profession Opportunity Grants (HPOG 1.0) to 32 organizations in 23 states; five were tribal organizations. The purpose of the HPOG Program is to provide education and training to Temporary Assistance for Needy Families (TANF) recipients and other low-income individuals for occupations in the healthcare field that pay well and are expected to either experience labor shortages or be in high demand. HPOG 1.0 grantees designed and implemented programs to provide eligible participants with education, occupational training, and support and employment services to help them train for and find jobs in a variety of healthcare professions. The ACF Office of Planning, Research, and Evaluation supports a multipronged research and evaluation strategy to assess the success of the HPOG Program. To assess its effectiveness, the first round of local HPOG programs was evaluated using an experimental design in which eligible program applicants were assigned at random to a &quot;treatment&quot; group that could access the program or a &quot;control&quot; group that could not. To compute the program's impact, the outcomes for each group were compared. This document reports on the impacts that arose about three years after random assignment. It reports an overall average impact across the diverse HPOG 1.0 programs, as well as impacts for selected subgroups of study participants.
Valley Initiative for Development and Advancement: Implementation and Early Impact Report. Pathways for Advancing Careers and Education. OPRE Report 2017-83
Author: Rolston, Howard
Date: 2017-10-00
Type: Reports - Research
Subjects: Career Pathways,Program Implementation,Program Effectiveness,Low Income Students,College Students,Educational Attainment,Demand Occupations,Counseling Services,Student Financial Aid,Remedial Instruction,Academic Persistence,Job Training,Enrollment

This report provides evidence on the implementation and early impacts of one promising effort to meet the needs of low-income students and local employers for skilled workers, the Valley Initiative for Development and Advancement (VIDA). VIDA, a community-based organization, is one of nine career pathways programs in the Pathways for Advancing Careers and Education (PACE) study sponsored by the Administration for Children and Families. VIDA's primary goal is for participants to graduate with an associate's degree or industry-recognized certificate in a high-demand occupation and find employment that pays a living-wage. VIDA supports full-time enrollment at local colleges through required attendance at weekly intensive counseling sessions, as well as through substantial financial assistance. For participants who are not college-ready, VIDA offers an accelerated basic skills academy. Using a rigorous research design, the study found that the VIDA program significantly increased the total number of college credits earned within a 24-month follow-up period. These effects are among the largest observed in rigorous studies of programs intended to increase low-income students' enrollment and completion of post-secondary education. The program also increased rates of full-time college enrollment, enrollment more generally, and summer school enrollment. Finally, it increased the attainment of college credentials. Future reports will examine whether these effects translate into gains in employment and earnings.
High School Course-Completion Patterns and Pathways in Texas: Linkages to College Attendance. Policy Brief
Author: Chan, Hsun-Yu
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: High School Students,Academic Achievement,Socioeconomic Background,Racial Differences,English Language Learners,Probability,Scores,College Attendance,Secondary School Curriculum,Standardized Tests,Gender Differences

College education becomes increasingly important for individuals' career prospect. However, many students enter college academically unprepared (Jackson &amp; Kurlaender, 2014). As a response, high school curriculum is tasked as the gatekeeper of students' academic proficiency that equips students with essential knowledge and skills for postsecondary education (Attewell &amp; Domina, 2008). It is necessary to understand the step-by-step progress students make in every academic year (AY) and their academic pathways across high school, and to identify factors shaping these coursework pathways that lead to postsecondary attendance. This study analyzed a random sample of students enrolled in Texas public high schools as first-time ninth graders in 2004 and who also stayed on track throughout high school were targeted (n = 21,141; 5.5% of the target population). The findings demonstrated the complexity and fluidity of students' coursework patterns and pathways, the critical role of students' academic performance in math in altering students' course-completion trajectories longitudinal, and the importance of staying on track of high school curriculum since freshman to ensure later academic achievement and college attendance. Practitioners should consider the necessity of tracing students' academic progress in all subjects longitudinally, especially for math and the role of computer science (CS) courses.
School Spending and Student Outcomes: Evidence from Robin Hood and Tax Abatements. Policy Brief
Author: Murphy, Richard
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Educational Finance,School Taxes,Outcomes of Education,Educational Legislation,State Legislation,Elementary Secondary Education

This project attempted to answer the following question: what are the impacts of school spending on student outcomes? The Texas education system provides a unique opportunity to examine this question and make a large and significant contribution to the school finance literature. Over the last two decades, Texas made two large changes to school finance: Chapter 41 of the Education Code, introduced in 1993, and Chapter 313 of the Texas Tax Code, introduced in 2001. Chapter 41, commonly known as the Robin Hood redistribution program, was appropriately titled, as it sought to equalize spending between school districts by the state transferring funds from wealthier districts to poorer districts. Chapter 313 is a transfer program that facilitates large increases to a school district's revenues generated from property taxes. The empirical strategy used in this project was based on a quasi-experimental methodology utilizing traditional regression approaches. Specifically, the authors looked to evaluate the causal impact of the policies by comparing the outcomes of an unaffected control group to a treated group. Unfortunately, this research was unable to provide any answers to the research questions the authors set out to answer. This is due to several unforeseen flaws with the empirical strategies that proved to be too difficult to overcome.
The Impact of Inclusive STEM High Schools on Student Outcomes: Evidence from Texas STEM Academies. Policy Brief
Author: Saw, Guan
Date: 2017-08-00
Type: Reports - Research
Subjects: Inclusion,STEM Education,High School Students,Outcomes of Education,Career Academies,Racial Differences,Gender Differences,Social Differences

Inclusive science, technology, engineering, and mathematics (STEM) high schools (ISHSs), which combine nonselective admission policies with a STEM-emphasized curriculum and college-going culture, represent an emerging STEM-focused school model that has been rapidly expanding across the country. In 2006, Texas launched the Texas STEM (T-STEM) initiative, the largest investment in ISHSs in the nation, and opened the first seven T-STEM Academies. The number of T-STEM Academies has increased exponentially, reaching 55 in 2011 and 121 in 2016. Because of its recent emergence, rigorous evidence of the effectiveness of ISHSs is limited and the existing findings are mixed. This study adds to this growing literature on ISHSs by analyzing a decade-long data from Texas statewide longitudinal data system to assess the impact of T-STEM Academies on student achievement and educational attainment.
Strengthening the Responsiveness, Agility and Resilience of TVET Institutions for the Post-COVID-19 Era. UNESCO-UNEVOC&apos;s COVID-19 Response Project: Key Project Results
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,COVID-19,Pandemics,International Organizations,Capacity Building,Employment Potential,Computer Uses in Education,Computer Literacy,Vocational Education Teachers,Institutional Cooperation,Information Dissemination,Foreign Countries

The COVID-19 pandemic continues to affect the lives of millions. It has caused untold human suffering, delivered a sudden, sharp shock to sectors including retail, hospitality, travel and arts and culture, and placed health services around the world under enormous strain. Education has also been affected. When teaching and learning were forced to move online, technical and vocational education and training (TVET) providers had to fit years of digital learning into a matter of weeks. This mass experiment exposed a digital divide based on income and geography that has long existed. However, with its focus on training and retraining people for the world of work, TVET has also helped to ease the transition to the new normal in work and society. UNESCO-UNEVOC's COVID-19 response project was implemented from January-June 2021 to help TVET institutions to cope with the challenges of the pandemic. Through targeted training for employability, it has supported efforts to reskill and upskill those whose livelihoods have been disrupted by the pandemic and strengthen their capacity to adapt to short and long-term changes. The project also focused on providing training to teachers, managers and technical staff to meet the urgent need for greater digital skills and competencies. This report of the key project results provides a snapshot of activities that helped TVET institutions around the world address the short, medium and long-term effects of the crisis and prepare for the post-COVID-19 era. [This report was produced with the support of the German Federal Government through the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH.]
It&apos;s Not Too Late to Act on Early Learning: Understanding and Recovering from the Impact of Pre-Primary Education Closures during COVID-19. Innocenti Research Brief 2021-03
Author: Nugroho, Dita
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Preschools,School Closing,COVID-19,Pandemics,Young Children,At Risk Students,Income,Achievement Gap,Program Implementation,Program Costs,Distance Education,Acceleration (Education),Transitional Programs,Remedial Programs,Educational Policy,School Readiness,Developing Nations,Foreign Countries

This paper presents a new estimate that pre-primary school closures in 2020 may cost today's young children US$ 1.6 trillion in lost earnings over their lifetimes. However, most low-and-middle income countries are leaving pre-primary education out of their responses to COVID-19. This paper also draws lessons from accelerated, bridging, and remedial programmes on how introducing or expanding these transition programmes in the early years can mitigate the long-term impact on learning from pre-primary school closures.
A Social Network Analysis of Online Engagement for College Students Traditionally Underrepresented in STEM
Author: Williams-Dobosz, Destiny
Date: 2021-00-00
Type: Reports - Research
Subjects: Learner Engagement,Undergraduate Students,Student Improvement,Disproportionate Representation,STEM Education,Introductory Courses,Online Courses,Social Networks,Correlation,Discussion Groups,Computer Mediated Communication,Communities of Practice,Sense of Community,Inquiry,Help Seeking,Learning Analytics,Behavior Patterns,Public Colleges,First Generation College Students,Minority Group Students,Females

Little is known about the online learning behaviors of students traditionally underrepresented in STEM fields (i.e., UR-STEM students), as well as how those behaviors impact important learning outcomes. The present study examined the relationship between online discussion forum engagement and success for UR-STEM and non-UR-STEM students, using the Community of Inquiry (CoI) model as our theoretical framework. Social network analysis and nested regression models were used to explore how three different measures of forum engagement--(1) total number of posts written; (2) number of help-seeking posts written and replied to; and (3) level of connectivity--were related to improvement (i.e., relative performance gains) for 70 undergraduate students enrolled in an online introductory STEM course. We found a significant positive relationship between help-seeking and improvement and nonsignificant effects of general posting and connectivity; these results held for UR-STEM and non-UR-STEM students alike. Our findings suggest that online help-seeking has benefits for course improvement beyond what can be predicted by posting alone and that one need not be well connected in a class network to achieve positive learning outcomes. Finally, UR-STEM students demonstrated greater grade improvement than their non-UR-STEM counterparts, which suggests that the online environment has the potential to combat barriers to success that disproportionately affect underrepresented students. [This is the online version of a paper published in &quot;Proceedings of the 11th International Conference on Learning Analytics and Knowledge (LAK '21).&quot;]