ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Project REAL on Students' Peer Context
Author: Irvin, Matthew J.
Date: 2011-00-00
Type: Reports - Research
Subjects: Student Attitudes,Females,Academic Achievement,Early Adolescents,Student Adjustment,Norms,Grade 6,Peer Groups,Males,Gender Differences,Intervention,Middle School Students,Group Membership,Interpersonal Relationship,At Risk Students

The general purpose of this study was to investigate the extent to which and ways in which SEALS (Select Entry Accelerated Learning) program effects differ for early adolescent boys and girls. The first aim was to examine differential effects of SEALS by gender, for students' perceptions of the social-affective context of school. The second aim was to determine the extent to which the SEALS program offered promotive effects on experiences of the social-affective context, for boys and girls at particular types of risk for positive adjustment. Project REAL took place in public schools serving sixth graders; schools were configured as either middle (grades 6-8) or k8/k12 schools. Schools were located in the Appalachian, Deep South, Southwest, Pacific Northwest, Far West, Southeast, Northern Plains, and Midwest regions of the United States. Participating schools were located in low-wealth communities designated as rural by the National Center for Education Statistics (NCES). The results provide evidence regarding how the SEALS program benefits boys and girls in general, and at particular types of risk for school adjustment. For boys, the SEALS program had a general, promotive effect on two key experiences of the school social-affective context: peer norms for effort and achievement, and sense of belonging. Although the SEALS program did not enhance girls' experiences of the social-affective context in general, the peer norms for effort and achievement of girls at particular types of risk, including high aggression and multiple social, behavioral, and academic risk, were more supportive in SEALS intervention schools. A trend toward a promotive effect of SEALS was observed for sense of belonging for girls classified as at-risk for high aggression. Thus, the results indicate that the SEALS program has enhancing effect for boys in general, and for girls at particular risks for adjustment. These results highlight particular aspects of adjustment and particular types of students that stand to benefit from the SEALS program, but indicate that students at high levels of risk may require additional support not offered in a universal program. (Contains 1 figure and 4 tables.)
Exploring the Tensions of Teacher Education through Collaborative Self-Study
Author: Grierson, Arlene
Date: 2010-05-04
Type: Reports - Research
Subjects: College Faculty,Teacher Educators,Faculty Development,Communities of Practice,Reflective Teaching,Self Evaluation (Individuals),Academic Discourse,Collegiality

This paper profiles the experiences of seven teacher educators who engaged in a 9-month collaborative self-study focused on exploring the text "Developing a Pedagogy of Teacher Education: Understanding, Teaching and Learning about Teaching" (Loughran, 2006). In this paper we illustrate how we developed shared understandings of our dilemmas as teacher educators and enhanced collaboration as we engaged in reflective discussion focused on relating the text to our practices. Analysis of our experiences documented the applicability of the framework of tensions (Berry, 2008) as a lens to understand the dilemmas we all negotiated as teacher educators. We extend these understandings by detailing how we encountered these same tensions as researchers within our collaborative self-study learning community and how shared understandings of our tensions developed through this self-study, enabled us to later develop a common language to engage in collegial discourse. Implications include the recommendation of faculty development through collaborative self-study and the development of collaborative research protocols upon the formation of such groups.
An Examination of Current Text Difficulty Indices with Early Reading Texts. Reading Research Report #10-01
Author: Hiebert, Elfrieda H.
Date: 2010-10-00
Type: Reports - Research
Subjects: Beginning Reading,Early Reading,Reader Text Relationship,Reading Instruction,Reading Programs,Readability,Readability Formulas,Literary Genres,Syntax,Semantics,Difficulty Level,Bibliometrics,Indexing

This study considers the degree to which two quantitative indices--Lexiles and Coh-Metrix--discriminate across levels of difficulty and types of beginning reading texts. The database consisted of 444 texts, representing seven text types that are part of reading/language arts instruction. These text types were distributed across seven levels of text difficulty. Analyses showed that Lexiles predicted a clear progression in difficulty across the seven levels but that these differences were due almost entirely to Mean Sentence Length (MSL), not Mean Lexical Frequency (MLF). Findings were similar for the syntax and word abstractness variables of Coh-Metrix. Of three additional Coh-Metrix variables--non-narrativity, referential cohesion, and situation model cohesion--only referential cohesion showed a progression of easier to harder across the seven text levels. Of the seven text types, trade books had the highest Lexiles, while historical textbooks had the lowest. The results of the Coh-Metrix analyses showed that all text types fell within the easy range but trade books were predicted to be the hardest and the historical textbooks the easiest. These quantitative systems validate the general order of text levels and indicate some differences in the predicted ease or difficulty of text types. The usefulness of this information--general in nature--in matching beginning readers with appropriate texts is less certain. The report concludes with an identification of next steps for supporting optimal matches of texts and beginning readers' knowledge.(Contains 7 tables and 1 figure.) [This document was produced by TextProject, Inc.]
What Differences in Narrative and Informational Texts Mean for the Learning and Instruction of Vocabulary. Reading Research Report #11.01
Author: Hiebert, Elfrieda H.
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Language Arts,English Instruction,Elementary School Science,Interdisciplinary Approach,Word Study Skills,Vocabulary Development,Sciences,Vocabulary,Semantics,Grade 4,Reading Comprehension,Morphology (Languages),Narration,Expository Writing,Comparative Analysis,Word Frequency

This project examined the words selected for instruction from fourth-grade English/Language Arts (ELA) and science programs with the goal of describing the unique words in these two text types. Seven features of the words were established: (a) length, (b) frequency, (c) frequency of a word's morphological family, (d) familiarity, (e) dispersion (i.e., how frequently a word appears across subject areas), (f) conceptual complexity, and (g) semantic relatedness. Analyses showed differences on all features except for the frequency of morphological families and dispersion. Narrative vocabulary was more familiar but less frequent than science vocabulary, but science words were longer, more conceptually complex, and more semantically related than narrative words. These differences lend themselves to different instructional approaches. In science, where unique words are conceptually complex, students benefit from extensive discussion and demonstrations. Because the unique words of narrative texts represent fairly familiar concepts, instruction should emphasize the ways in which authors vary their language. (Contains 4 tables and 2 figures.) [This document was published by TextProject, Inc.]
Lecture Capture in Large Undergraduate Classes: What Is the Impact on the Teaching and Learning Environment?
Author: Owston, Ron
Date: 2011-04-00
Type: Reports - Research
Subjects: Foreign Countries,Colleges,Urban Education,Lecture Method,Internet,Electronic Publishing,Access to Information,College Students,Student Attitudes,Differences,Academic Achievement,Context Effect,Attendance,Grades (Scholastic),Measures (Individuals)

Many higher education institutions are now digitally capturing lectures in courses and making them available on the web for students to view anytime and in anyplace. This study is an attempt to understand the relationship between student perceptions of lecture capture and academic performance in large undergraduate courses where the practice is most commonplace. Students in five large undergraduate courses (N=439) responded to a survey on their perceptions of lecture capture used in their course and academic performance was measured by the final course grade. Results suggest that higher achieving students view recordings significantly less often than low achievers. High achievers also tend to fast forward and view certain sections of recordings only once, whereas low achievers view the entire recording multiple times. We conclude that lecture capture is more likely to be of benefit to low achieving students. (Contains 7 tables.)
Holt's Theories in the 1970s Ironically Become Predictions for the Next Century
Author: Costley, Kevin C.
Date: 2011-04-05
Type: Opinion Papers
Subjects: Educational Theories,Recognition (Achievement),Reputation,Public Education,Classroom Environment,Observation,Creativity,Learning Theories,Prediction,Teacher Attitudes,Teacher Expectations of Students,Teacher Student Relationship,Discovery Learning,Student Centered Curriculum

John Holt was a revolutionary educational, published theorist of the 1970s and dared to report candidly his observations of public school classrooms. He found classrooms far too rigid, impersonal, and teacher-controlled. Children's thinking did not reach higher levels of critical thinking. Curiosity and creativity was stifled and stamped out. He believed that teachers' lessons considered little to no input from the students. He advocated that students should have more ownership in learning. Students of that decade primarily processed information only on the knowledge level. Students were discouraged from asking questions. Holt believed that children were born naturally curious and needed to experiment with their world around them. He advocated a more comprehensive hands-on approach where children have the opportunity to learn what they crave to learn. Holt died in 1985 and unfortunately did not come to realize that the ideas he promoted became essentially predictions for the future. Many of Holt's concepts are now being enthusiastically embraced by teachers of the 21st century. Holt was a forerunner of students learning in a more engaged and natural ways where students have more control over their learning and how they learn.
Client Satisfaction with English Language Centre Service: Insights from a New Zealand National Survey
Author: Walker, John
Date: 2003-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Surveys,English (Second Language),Second Language Instruction,Second Language Learning,Predictor Variables,Participant Satisfaction,Industry,Statistical Analysis,Client Characteristics,Questionnaires,Foreign Students,Private Sector,Test Construction

The TESOL (teaching of English to speakers of other languages) sector in New Zealand is rapidly developing into a major educational service industry. Despite their growing national importance, little is known about the performance of the English language centres (ELCs) that constitute the industry. This study investigated levels of client satisfaction with New Zealand ELC service at a national level. The research took a services management approach, using a multilingual questionnaire covering nine dimensions of ELC service. The findings indicated that, overall, clients registered mere satisfaction with the service provided. Statistical analysis identified significant differences between levels of client satisfaction in terms of client age and nationality and between ELCs of different type and size. While service provider personal attributes were positively rated by respondents, these did not play a major role as predictors of client satisfaction or the willingness to recommend an ELC. (Contains 13 tables and 2 figures.)
Comparing a Blended Learning Environment to a Distance Learning Environment for Teaching a Learning and Motivation Strategies Course
Author: Gebara, Tammy
Date: 2010-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Blended Learning,Cognitive Style,Elective Courses,Grade Point Average,Distance Education,Motivation,Program Effectiveness,Comparative Analysis,Computer Uses in Education,College Students,Teaching Methods,Age Differences,Gender Differences,Racial Differences,Learning Strategies,Student Characteristics

This dissertation is a comparative study, using a criterion-group design, examining the effectiveness of a blended instructional model and a distance instructional model in the teaching of a learning and motivation strategies class. Course effectiveness was determined based upon changes in student grade point averages over time from prior to course enrollment to one term beyond course completion. In addition to grade point averages, other student characteristics and demographics were examined for commonalities and differences between and among students in the two different instructional methods. Characteristics and demographics considered include: procrastination scores, Preferred Learning Orientation, age, gender, ethnicity and academic ranking. The course used in this study is a college-level, credit-bearing elective course. The data used in this study suggests there is no significant difference between the blended version and the distance version of the course in terms of student GPA. In addition, there appears to be no significant differences in demographics. While students in the distance course are older and further advanced academically (this being consistent with other findings in distance education), the male-female ratio, ethnicity distributions, and scores on self-administered procrastination and learning orientation surveys are all approximately the same in the blended version as in the distance version of the course. Four appendixes present: (1) "That's Me--That's Not Me" Procrastination Survey; (2) Preferred Learning Orientation Survey; (3) Electronic Research Permission Form; and (4) Email Permission Request Form. (Contains 1 footnote, 28 tables, and 10 figures.)
Accountability and Performance in Secondary Education in Milwaukee Public Schools. The Senior Urban Education Research Fellowship Series. Volume II
Author: Meyer, Robert
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Public Schools,Recognition (Achievement),Secondary Education,Accountability,Fellowships,Urban Education,Educational Research,Partnerships in Education,Barriers,Dropout Characteristics,Educational Indicators,Educational Assessment,Educational Quality,At Risk Students,Early Intervention,Academic Standards,Benchmarking,Statistical Data,School Statistics

This report summarizes work conducted to date through the Senior Urban Education Research Fellowship (SUERF) awarded by the Council of the Great City Schools to the Value-Added Research Center (VARC) at the University of Wisconsin-Madison for work in the Milwaukee Public Schools (MPS). VARC has utilized its Fellowship award, entitled &quot;Accountability and Performance in Secondary Education in the Milwaukee Public Schools,&quot; to substantially expand an already-strong research partnership with MPS into exciting new work at the high school level. Specifically, the SUERF award has supported two key areas of inquiry related to high school performance and accountability in MPS. The first, which is the major focus of this paper, is the development of an &quot;early warning&quot; system to help MPS identify middle and high school students at elevated risk of two key adverse outcomes: (a) failing to graduate from high school, and (b) graduating, but with low levels of college/workforce readiness. The second, as summarized in the Appendix, is the development of a new class of value-added performance indicators for MPS high schools, including the use of non-cognitive outcomes such as attendance to complement more traditional (test-based) value-added metrics. Developing New High School Value-Added Indicators in MPS is appended. A bibliography is included. (Contains 15 figures, 12 tables and 35 footnotes.) [For related reports, see Volume I (ED518095), Volume III (ED518090), and Volume IV (ED518092).]
Urban School Superintendents: Characteristics, Tenure, and Salary. Seventh Survey and Report. Urban Indicator, Fall 2010
Author: Council of the Great City Schools
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,Employment Patterns,Educational Change,Superintendents,Salaries,Administrator Characteristics,School Districts,Administrator Responsibility,Administrator Role,Academic Achievement,Women Administrators,Gender Differences,Enrollment Trends,Racial Differences,Accountability

Urban school superintendents hold one of the most important and challenging jobs in America's education system. In this era of accountability and standards, superintendents are charged with making visible and rapid improvements in the academic achievement of the nation's most vulnerable children. They must break down barriers to reform and build capacity for quality teaching and learning in their schools. They must unite parents, educators, school boards, and business and community leaders behind a clear and coherent vision of instructional purpose. Amidst the highly politicized environments of big city school districts, superintendents must serve as collaborators, visionaries, good communicators, and agents of change. Given this backdrop, the Council of the Great City Schools (CGCS) prepared this report to improve public understanding of employment patterns and demographic trends among the nation's urban superintendents. The organization has been surveying its member districts approximately every two years since 1997. This, the Council's seventh report on urban superintendents, presents the results of the 2010 survey. (Contains 12 figures and 6 footnotes.)
Get with the Program: Accelerating Community College Students' Entry into and Completion of Programs of Study. CCRC Working Paper No. 32
Author: Jenkins, Davis
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: College Students,Community Colleges,Articulation (Education),School Holding Power,Graduation Rate,Change Strategies,Enrollment Trends,College Outcomes Assessment,Educational Practices,Administrative Principles,Organizational Change,Student Educational Objectives,Achievement Need,College Programs

Most students who enter higher education through a community college fail to earn a postsecondary credential. One reason for this that has not received enough attention is that many students do not enter a college-level program of study. Many new students arrive at community colleges without clear goals for college and careers. Community colleges offer a wide array of programs but typically provide little guidance to help students choose and successfully enter a program of study. Community college departments often do not closely monitor the progress of students who do enter their programs to ensure that they complete. This paper presents a simple method that community colleges can use to measure rates of program entry and completion using data on students' actual course-taking behaviors rather than declared major or intent. This method is used to track the progress and outcomes of first-time college students over five years using data from an anonymous sample of community colleges. The analysis shows that it is essential for students to enter a program of study as soon as possible. Students who do not enter a program within a year of enrollment are far less likely to ever enter a program and therefore less likely to earn a credential. The paper offers suggestions for ways community colleges can rethink their practices at key stages of students' engagement to substantially increase rates of program entry and completion. Program of Study Taxonomy is appended. (Contains 11 figures and 9 footnotes.)
Student Success in Higher Education
Author: American Federation of Teachers
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Higher Education,Graduation Rate,Student Characteristics,College Curriculum,Curriculum Design,Educational Assessment,Program Effectiveness,Colleges,Academic Persistence,School Holding Power,Stakeholders,College Faculty,College Students,Administrators

Often, campus policies and public debate on student success has been too heavily focused on standardization of curriculum and assessment and on an unacceptably flawed graduation rate formula. The report, &quot;Student Success in Higher Education,&quot; brings the voice of front-line faculty and staff into student success policymaking to ensure that ideas work as well in the classroom as they may appear on paper. The report outlines a number of key elements of college student success, recommends ways to create effective programs and outlines the roles and responsibilities of all stakeholders in creating the conditions for students to succeed. (Contains 3 footnotes.)
Science Education in Second Life
Author: Merchant, Zahira
Date: 2010-02-00
Type: Reports - Research
Subjects: Scientific Concepts,Exhibits,Science Education,Computer Simulation,Simulated Environment,Role Models,Observation,Science Instruction,Inquiry,Web Sites,Content Analysis,Computer Uses in Education

The purpose of the observational study was to investigate whether spaces in Second Life (SL) displaying interactive scientific exhibits can become potential avenues to promote inquiry in teaching scientific concepts. 42 SL spaces (islands) were selected using inclusion/exclusion criteria out of 155 spaces that were found using three different sources of information. These spaces were then examined to further identify characteristics of their presence using nine measures: type of science discipline, context settings, number of exhibits, type of exhibits, media usage, clarity of instructions, realism, and level of students' engagement. Results suggest most of the SL spaces examined for this study showed a high score on all the characteristics indicating that SL can be considered as a potential avenue for promoting inquiry in Science education. (Contains 2 tables.)
Data Driven Identification and Selection Algorithms for At-Risk Students Likely to Benefit from High School Academic Support Services
Author: Lacefield, Warren E.
Date: 2011-04-09
Type: Reports - Descriptive
Subjects: Academic Failure,At Risk Students,Identification,Information Systems,High School Students,Academic Support Services,Data,Educational Diagnosis,Intervention,Mathematics,Predictive Validity,Evaluation Research,Longitudinal Studies,Evidence,Program Effectiveness,Caseworker Approach

This study describes a well-defined data-driven diagnostic identification and selection procedure for choosing students at-risk of academic failure for appropriate academic support services. This algorithmic procedure has been validated both by historical quantitative studies of student precedents and outcomes as well as by current qualitative comparisons with existing school procedures and efforts to accomplish the same goal through committee work and recommendations. Results indicate it is both possible and feasible using readily available school student information system data to identify who appears to be at substantial academic risk, what some of those risks are, and who appears likely to benefit from specific academic support service interventions. (Contains 6 figures and 7 footnotes.)