ethanporcaro/eric-fulltext-meta huggingface dataset:
Discretion and Disproportionality: Explaining the Underrepresentation of High-Achieving Students of Color in Gifted Programs
Author: Grissom, Jason A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Disproportionate Representation,Minority Group Students,Academically Gifted,High Achievement,White Students,Racial Differences,African American Students,Teacher Role,Standardized Tests,Scores,African American Teachers,Kindergarten,Grade 1,Grade 3,Grade 5,Teacher Characteristics,Institutional Characteristics,Student Placement,Socioeconomic Status

Students of color are underrepresented in gifted programs relative to White students, but the reasons for this underrepresentation are poorly understood. We investigate the predictors of gifted assignment using nationally representative, longitudinal data on elementary students. We document that even among students with high standardized test scores, Black students are less likely to be assigned to gifted services in both math and reading, a pattern that persists when controlling for other background factors, such as health and socioeconomic status, and characteristics of classrooms and schools. We then investigate the role of teacher discretion, leveraging research from political science suggesting that clients of government services from traditionally underrepresented groups benefit from diversity in the providers of those services, including teachers. Even after conditioning on test scores and other factors, Black students indeed are referred to gifted programs, particularly in reading, at significantly lower rates when taught by non-Black teachers, a concerning result given the relatively low incidence of assignment to own-race teachers among Black students.
The Importance of Automaticity Development in Mathematics
Author: Baker, Austin T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elementary School Students,Middle School Students,Grade 3,Grade 5,Grade 8,Mathematics Teachers,Multiplication,Mathematics Skills,Mnemonics,Memory,Problem Solving

This study examined whether students were reaching automaticity with single digit multiplication facts. A fourteen question interview was used to collect data. The first three questions asked the student basic information about themselves and their current math teacher. The next seven questions were math facts. The math facts chosen for the interview were a range of difficulty, starting with a simple problem like 1 x 9 and increasing in difficulty to 6 x 9. The last four questions were open-ended with the intent of gaining insight into whether the students were using strategies to complete the problems or if they were showing automaticity. The study took place in one elementary school and one middle school. The participants were students from 3rd, 5th, and 8th grade. There were nine students from 3rd grade. Four were male and five were female. Ten students were from 5th grade. Four were male and six were female. Five students were from 8th grade. Three were male and two were female. The findings from this study are consistent with research included in this study in that students are continuing to struggle with single digit multiplication problems.
Possibilities and Challenges of Teaching Integrated Math and Social Studies for Social Justice: Two Teacher Educators&apos; Collaborative Self-Study
Author: Guerra, Paula P.
Date: 2016-12-00
Type: Journal Articles
Subjects: Teacher Collaboration,Integrated Curriculum,Mathematics Instruction,Social Studies,Social Justice,Preservice Teacher Education,Preservice Teachers,Methods Courses,Cultural Background,Cultural Awareness,Elementary School Teachers,Interdisciplinary Approach,Teaching Methods

In this paper, we--one mathematics teacher educator and one social studies teacher educator--describe a project where we collaborated to model teaching integrated mathematics and social studies for social justice in our methods courses. Using a self-study approach, we examined our teaching and our students' learning with regards to teaching integrated mathematics and social studies for social justice. We encountered varied challenges in our efforts to prepare teacher candidates for social-justice-oriented lessons. These challenges included teacher candidates' perception of authority/credibility of their professors who were foreign females from the &quot;Third World,&quot; teacher candidates' deficit views on minoritized students, and the limited time and resources for teacher collaboration in teacher education. Despite these challenges, we believe this kind of project is necessary to move forward in teacher preparation for social justice education.
Seeing Potential: The Effects of Student-Teacher Demographic Congruence on Teacher Expectations and Recommendations
Author: Fox, Lindsay
Date: 2016-00-00
Type: Journal Articles
Subjects: Congruence (Psychology),Teacher Student Relationship,Teacher Expectations of Students,Advanced Courses,Outcomes of Education,Comparative Analysis,Teacher Characteristics,Longitudinal Studies,Identification,African American Students,Hispanic American Students,White Students,Asian American Students,African American Teachers

I present new evidence on the effects of having a same-sex or same-race teacher on two salient outcomes: teacher expectations for postsecondary attainment and teacher recommendations for advanced courses. My identification strategy conditions on all subject-invariant student traits to provide causal estimates of the effects using data from the Educational Longitudinal Study of 2002. Across the full sample, there is little evidence of an effect of having a same-sex or a same-race teacher on expectations or recommendations. However, I find surprisingly large effects for Black students on teacher expectations. For these students, the effect of a same-race teacher on teacher expectations to complete more than high school is between 11 and 17 percentage points. This effect is at least 70% of the White-Black race gap in teacher expectations.
A Future for the National Education Longitudinal Program
Author: Schneider, Barbara
Date: 2016-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Educational Research,Program Descriptions,Educational Policy,Program Effectiveness,Program Improvement,Expertise,Sampling,Data Collection,Field Studies,Children,Surveys,Postsecondary Education,National Competency Tests,Equal Education,Racial Differences,Achievement Gap,College Readiness,Student Characteristics,Educational Benefits

Forty years ago, the National Center for Education Statistics initiated the national longitudinal studies program in response to congressional concern for policy-relevant information on school-to-work transitions. This program has grown substantially, and not unexpectedly, questions have arisen about its usefulness and present operation. This essay briefly describes the scope of the program and its benefits for informing knowledge and policy, including (a) racial and socioeconomic inequalities and their influence on the academic and social development of student subgroups, (b) differential schooling experiences and their impact on children's later educational and occupational outcomes, and (c) new methods for estimating statistical inferences. Despite these benefits, the program needs serious modification especially with respect to its organization and design features. Several substantive and methodological recommendations are made for improving the program's effectiveness, including widening technical expertise; reframing sample populations; adjusting intervals for data collections; embedding experiments and conducting field studies; linking longitudinal panels with other federal, state, and local collections; and developing new measures and forms of delivery.
School Choice Decision Making among Suburban, High-Income Parents
Author: Altenhofen, Shannon
Date: 2016-00-00
Type: Journal Articles
Subjects: School Choice,Decision Making,Parent Role,Suburbs,Charter Schools,Advantaged,Parent Attitudes,Social Networks,Teacher Effectiveness,Proximity,Educational Quality,School Safety,Discipline,Racial Composition,Elementary Schools

Parents' decision making about whether to send their children to a traditional public or charter schools has been studied mostly in urban, low-income areas. Few studies have focused on the decisions of high-income, suburban families. In a sample of Core Knowledge charter schools in a predominantly White and socioeconomically advantaged set of suburbs in Denver, Colorado, we are able to examine both the closed- and open-ended responses of parents who reported the importance of various factors in the decision-making process. Similar to findings from urban, low-income areas, we find that parents rely on their social networks in choosing schools and report the importance of effective teachers, distance to school, and academic quality, which our open-ended responses reveal means different things to different parents. Contrasting previous research, we also find that high-income parents &quot;do their research&quot; on schools to which they are applying.
Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools
Author: Cornell, Dewey
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Environment,Academic Achievement,Learner Engagement,Grades (Scholastic),Academic Aspiration,Middle School Students,High School Students,Public Schools,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Hierarchical Linear Modeling,Student Surveys

This study tested the theory that an authoritative school climate characterized by disciplinary structure and student support is conducive to positive academic outcomes for middle and high school students. Multilevel multivariate modeling at student and school levels was conducted using school surveys completed by statewide samples of 39,364 students in Grades 7 and 8 in 423 middle schools and 48,027 students in Grades 9 through 12 in 323 high schools. Consistent with authoritative school climate theory, both higher disciplinary structure and student support were associated with higher student engagement in school, higher course grades, and higher educational aspirations at the student level in both samples. At the school level, higher disciplinary structure was associated with higher engagement, and higher student support was associated with higher engagement and grades in both samples. Overall, these findings add new evidence that an authoritative school climate is conducive to student academic success in middle and high schools.
Big Data Comes to School: Implications for Learning, Assessment, and Research
Author: Cope, Bill
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Research,Formative Evaluation,Summative Evaluation,Data Analysis,Student Writing Models,Ethics

The prospect of &quot;big data&quot; at once evokes optimistic views of an information-rich future and concerns about surveillance that adversely impacts our personal and private lives. This overview article explores the implications of big data in education, focusing by way of example on data generated by student writing. We have chosen writing because it presents particular complexities, highlighting the range of processes for collecting and interpreting evidence of learning in the era of computer-mediated instruction and assessment as well as the challenges. Writing is significant not only because it is central to the core subject area of literacy; it is also an ideal medium for the representation of deep disciplinary knowledge across a number of subject areas. After defining what big data entails in education, we map emerging sources of evidence of learning that separately and together have the potential to generate unprecedented amounts of data: machine assessments, structured data embedded in learning, and unstructured data collected incidental to learning activity. Our case is that these emerging sources of evidence of learning have significant implications for the traditional relationships between assessment and instruction. Moreover, for educational researchers, these data are in some senses quite different from traditional evidentiary sources, and this raises a number of methodological questions. The final part of the article discusses implications for practice in an emerging field of education data science, including publication of data, data standards, and research ethics.
Inequalities in Parental Spending on Young Children: 1972 to 2010
Author: Kornrich, Sabino
Date: 2016-00-00
Type: Journal Articles
Subjects: Parents,Young Children,Socioeconomic Status,Expenditures,Individual Characteristics,Family Income,Employed Parents,Educational Attainment,Parent Background,Family Structure,Mothers

This article investigates inequality in parental spending on young children over the period from 1972 to 2010. I find increased spending among parents at the top of the income distribution but little change among parents at the bottom of the income distribution. The gap in spending is equally attributable to increased spending on center-based care for preschool-age children and spending on enrichment goods and activities. The article examines potential causes of increased spending, including income, parental education, and wife's work status, using decomposition analysis. Results indicate that higher incomes are the largest cause of the increased gap in spending but that increases in wife's earnings, college completion, and wife's work hours are also important for growth in spending.
The Effects of Internet-Delivered Mindfulness Training on Stress, Coping, and Mindfulness in University Students
Author: Messer, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Internet,Educational Technology,Technology Uses in Education,Metacognition,Intervention,Relaxation Training,Perception,Attention Control,Coping,Stress Management,Undergraduate Students,Program Effectiveness,Student Attitudes,Emotional Response

Internet-delivered mindfulness and relaxation training were compared with each other and a no-treatment control on stress, coping, and mindfulness measures. Participants (n = 114) were assessed before and after treatment, and their compliance with the intervention they received was tracked. The treatments were received at a time, place, and computer of the participants' choosing with the proviso that three exercises be completed during each of three successive weeks. Both mindfulness and relaxation reduced stress, but only mindfulness training increased mindfulness and reduced emotion-focused coping.
Arithmetic Accuracy in Children from High- and Low-Income Schools: What Do Strategies Have to Do with It?
Author: Laski, Elida V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Kindergarten,Grade 1,Arithmetic,Accuracy,Socioeconomic Status,Problem Solving,Error Patterns,Advantaged,Low Income Students,Cognitive Processes,Learning Strategies,Urban Schools

This study investigated income group differences in kindergartners' and first graders' (N = 161) arithmetic by examining the link between accuracy and strategy use on simple and complex addition problems. Low-income children were substantially less accurate than high-income children, in terms of both percentage of correctly solved problems and the magnitude of errors, with low-income first graders being less accurate than high-income kindergartners. Higher-income children were more likely to use sophisticated mental strategies than their lower-income peers, who used predominantly inefficient counting or inappropriate strategies. Importantly, this difference in strategies mediated the relation between income group and addition. Examining underlying strategies has implications for understanding income group differences in arithmetic and potential means of remedying it via instruction.
Parent Income-Based Gaps in Schooling: Cross-Cohort Trends in the NLSYs and the PSID
Author: Ziol-Guest, Kathleen M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,National Surveys,Enrollment,Enrollment Trends,Attendance,Educational Attainment,Graduation Rate,Time to Degree,Achievement Gap,High School Graduates,College Graduates,Low Income Students

Both income inequality and the achievement test score gap between high- and low-income children increased dramatically in the United States beginning in the 1970s. Recent work by Chetty, Hendren, Kline, Saez, and Turner (2014) suggests that, unlike the test score gap, the gap in college enrollment is essentially constant. This article takes a longer historical view and investigates trends in income-based gaps in a number of schooling attainment measures using data from two cohorts of the National Longitudinal Survey of Youth (NLSY79 and NLSY97) as well as 31 birth cohorts from the Panel Study of Income Dynamics (PSID). Findings support Chetty and colleagues' conclusion of little change in college enrollment for their cohorts but show significant increases in college enrollment gaps between Chetty and colleagues' and prior cohorts in both the PSID and the NLSY. We further find strong evidence of growing gaps in college completion. In contrast, gaps in high school graduation have fallen, which provide at least one optimistic sign of catching up among low-income individuals. The net result of these trends is to produce a modestly increasing gap in completed schooling between children growing up in low- and high-income families.
Eighth-Grade Algebra Course Placement and Student Motivation for Mathematics
Author: Simzar, Rahila
Date: 2016-00-00
Type: Journal Articles
Subjects: Algebra,Grade 8,Student Placement,Student Motivation,Mathematics Instruction,Student Attitudes,Student Behavior,Self Efficacy,Mathematics Achievement,Middle School Students

This study uses student panel data to examine the association between algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth-grade algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth-grade algebra placement, placing previously average- and low-performing students in algebra can potentially undermine their motivation for mathematics.
Why Don&apos;t Teachers Understand Our Questions? Reconceptualizing Teachers&apos; &quot;Misinterpretation&quot; of Survey Items
Author: Wilhelm, Anne Garrison
Date: 2016-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Misconceptions,Teacher Surveys,Researchers,Mathematics Teachers,Communities of Practice,Mathematics Instruction,Teaching Methods,Questioning Techniques,Faculty Development,Test Items

This study examined sources of inconsistency between teachers' and researchers' interpretations of survey items. We analyzed cognitive interview data from 12 middle school mathematics teachers to understand their interpretations of survey items focused on one aspect of their practice: the content of their advice-seeking interactions. Through this analysis we found that previously documented conceptualizations of sources of misinterpretation within teacher surveys (e.g., structural complexity, use of reform language) did not adequately account for all of the inconsistencies between the survey items and teachers' interpretations. We found it useful to reconceptualize the broader source of many of the misinterpretations as an issue of fit between the researchers' intended interpretation and teachers' professional practice.
Construct Confounding among Predictors of Mathematics Achievement
Author: Schenke, Katerina
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Predictor Variables,Mathematics Skills,Elementary School Students,Grade 3,Grade 4,Short Term Memory,Learning Motivation,Standardized Tests,Mathematics Tests,Language Arts,Construct Validity,Correlation,Difficulty Level,Bias

Identifying which early mathematics skills have the largest effects on later mathematics achievement has important implications. However, regression-based estimates often rely on untested assumptions: (a) Scores on different mathematics skills reflect unique constructs, and (b) other factors affecting early and later mathematics achievement are fully controlled. We illustrate a process to test these assumptions with a sample of third and fourth graders who completed measures of mathematics skills, working memory and motivation, and standardized mathematics and English language arts tests. Factor analyses indicated that mathematics skills largely reflect the same underlying construct. The skills that loaded highest on the general factor most predicted both later mathematics and English language arts, even after adjusting for working memory and motivation. Findings suggest that relations between earlier mathematics and later achievement largely reflected more general factors that contribute to children's learning. We discuss the importance of establishing construct validity in correlational studies.
Determination of the Turkish Language Sounds That Arabic Native Speaker Students Experience Problems with and Proposed
Author: Sülükçü, Yusuf
Date: 2018-11-00
Type: Journal Articles
Subjects: Turkish,Phonology,Semitic Languages,Second Language Learning,Alphabets,Pronunciation,Native Language,Difficulty Level,Second Language Instruction,College Students,Adult Students,Error Correction,Error Patterns,Gender Differences,Articulation (Speech),Teaching Methods

The present study aimed to identify Turkish language sounds that Arabic native speakers experience pronunciation difficulties with when learning Turkish and make various suggestions on how to resolve this problem. Qualitative research method and observation technique were used in the study. The data were collected in 2016 and the second half of 2017. The study population included native Arabic speakers who learned Turkish as a foreign language in Turkey, the study sample included 20 students attending Necmettin Erbakan University Turkish Instruction Application and Research Center (KONDIL) and 15 students attending a private course. It was determined that the students experienced difficulties in pronouncing the following sounds in Turkish alphabet: &quot;ç, e, g, g, h, i, j, k, l, o, ö, p, r, s, s, t, ü, v, z&quot;. It was also determined that it was possible to correct certain pronunciation mistakes in the above-mentioned sounds easily while correction of others took longer. It was found that the educational level of the student before learning Turkish was not effective in the pronunciation of the sounds, speaking a foreign language other than Turkish decreased the number of sounds where the students experienced problems and the gender factor had no impact on pronunciation of the sounds. It was determined that the comparison of the articulation points in the native language of the student and Turkish and practical demonstration of these articulation points and repetition of a large number of sounds resolved the problem to a great extent. It was recommended to focus more on the determined sounds in the instruction of the sounds in Turkish.