ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Outcomes for At-Risk Prekindergarten and Kindergarten Students with a Digital Learning Resource
Author: Thai, K. P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Improvement,Outcomes of Education,At Risk Students,Preschool Children,Kindergarten,Learning Activities,Electronic Learning,Educational Games,School Readiness,Emergent Literacy,Numeracy,Predictor Variables,Curriculum

Objective: A two-year longitudinal study examined the academic impact of the integration of ABCmouse Early Learning Academy, an online supplemental digital early learning resource, into prekindergarten and kindergarten. Design and Participants: With a naturalistic design, ABCmouse was provided to all 230 prekindergarten students enrolled in a district-run program for students identified as at risk for school failure. The following year, the prekindergarten sample entered kindergarten and were provided with ABCmouse along with their kindergarten peers (N = 571) within a quasi-experimental design. Half of the schools received regular access to the full ABCmouse curriculum for the entire school year, and half of the schools received limited access to literacy and full access to math activities for the first half of the year, and full access for the second half. Results: The students who completed more ABCmouse learning activities during the prekindergarten year scored higher on an assessment of kindergarten readiness skills than those who completed fewer activities. Across multiple kindergarten assessments, the results indicated that ABCmouse contributed to accelerated growth in literacy and math. Students who were less prepared at the start of the kindergarten year and completed more ABCmouse learning activities caught up to their peers. The number of ABCmouse learning activities completed over both school years was a strong predictor of literacy and math outcomes.
Extending the Jamaican Early Childhood Development Intervention
Author: Grantham-McGregor, Sally
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Development,Depression (Psychology),Home Visits,Language Acquisition,Educational Benefits,Poverty,Nutrition,Educational Attainment,Academic Achievement,Intelligence Quotient,Salaries,Intervention,Educational Quality,Foreign Countries,Disadvantaged,Program Descriptions,Birth,Body Weight,Body Height,Physical Development,Primary Health Care,Children,Intelligence Tests,Cognitive Development,Achievement Tests,Verbal Ability,Vocabulary,Cognitive Tests,Short Term Memory,Outcomes of Education

We review the development of the Jamaican home visiting intervention for children under 4 years and its evidence base. The intervention has focused on supporting mothers to promote the development of their children through interacting in a responsive way, labelling the environment and activities. The curriculum is structured and cognitively orientated. It has been used in 13 studies in 4 countries, 7 in Jamaica, 6 in Bangladesh, one each in Colombia and Peru. In all studies some benefit to children's cognitive and language development has been found. Different types of children from severely malnourished to children living in poverty have benefited. Three long term follow ups have found sustained benefits to cognition; the longest study went to 22 years and found comprehensive benefits, to behaviour, school attainment and achievement, IQ, depression and wages. The curriculum is currently being used in 8 different countries and different delivery strategies are being evaluated including mother and child groups with meetings of different frequencies. A web package, Reach Up, to facilitate training with manuals and demonstration videos has been developed. Some unanswered questions include, what is the most effective age and duration for the intervention to have sustained benefits? Research is needed to find cost-effective implementation models and how to monitor and maintain intervention quality when going to scale.
Using Formative Research and Audience-Centric Intelligence to Develop the #JustBe Digital Magazine: An mHealth Strategy to Improve Adolescent Sexual Health
Author: Johnson-Baker, Kimberly
Date: 2017-00-00
Type: Journal Articles
Subjects: Sexuality,At Risk Persons,Adolescents,Health Promotion,Electronic Publishing,Educational Technology,Technology Uses in Education,Student Centered Learning,Periodicals,High School Students,Telecommunications,Handheld Devices

Digital strategies may help to overcome challenges in providing contraception education to overlooked and key sub-populations (older teens, ethnic minority youth, LGBTQ youth, high school dropouts and males). However, many current digital strategies are not culturally specific and often have limited information on the most effective contraceptive methods. In this article, we describe the preliminary steps used to develop &quot;#JustBe,&quot; a user-centered digital strategy for ethnic minority older youth and young adults with a specific focus contraception, sexual health, consent, and healthy relationships. Technology-based strategies such as &quot;#JustBe&quot; offer advantages over traditional face-to-face methods by utilizing a confidential way to retrieve sexual health information that may be sensitive and potentially embarrassing. Questions still remain regarding the feasibility and long-term effects of mobile health interventions for contraception use.
Food Matters: Food Insecurity among Pregnant Adolescents and Infant Birth Outcomes
Author: Grilo, Stephanie A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Food,Hunger,At Risk Persons,Adolescents,Pregnancy,Birth,Neonates,Body Weight,Depression (Psychology),Measures (Individuals),Symptoms (Individual Disorders),Nutrition,Eating Habits

Objectives: The objectives of this study are to: (1) document prevalence of food insecurity among pregnant adolescents; (2) determine if food insecurity is associated with adverse birth outcomes (i.e., lower birth weight, earlier gestational age) among their newborns; and (3) examine whether depressive symptoms, anxiety, nutrition and/or weight gain mediate these associations. Methods: Pregnant adolescents (14-21 years old; N-881) in prenatal care at community hospitals and health centers in New York City completed a health and psychosocial survey during second and third trimesters of pregnancy. Birth weight and gestational age were recorded from medical records. Results: Over one-half of the adolescents reported food insecurity. Path analyses demonstrated that food insecurity was associated with lower birth weight and earlier gestational age. Depressive symptoms mediated these associations. Conclusions: Pregnant adolescents experience high rates of food insecurity. Those who were food insecure experienced more depressive symptoms, which in turn predicted adverse birth outcomes. Programs and policies should target these vulnerable children to stem the &quot;multi-generational&quot; effects of food insecurity.
Community Mobilization: A Community-Wide Approach to Promoting Adolescent Sexual Health
Author: Greenberg, Sam E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Health Promotion,Sexuality,Pregnancy,Community Action,Parent Child Relationship,Decision Making,Public Health,Prevention,Clergy,Mass Media,Sex Education,Capacity Building,Program Descriptions,Adolescents,Partnerships in Education,Community Programs,Leadership,Advisory Committees,Needs Assessment,Strategic Planning,Sustainability,Communication (Thought Transfer)

Community mobilization is a strategy that organizes a community across sectors for long-term change, and is one way for communities to provide supports for young people to make healthy sexual choices. In the context of teen pregnancy, community mobilization can address the interconnected web of factors that influence teen sexual attitudes by bringing together parents, educators, health care practitioners, young people, and other key community stakeholders to address the issue jointly. From 2014 to 2016, Advocates for Youth, through a cooperative agreement with the US Office of Adolescent Health, provided financial support and capacity-building assistance to three communities to address teen pregnancy prevention using a community mobilization approach. In this article, we define community mobilization, describe key benefits, provide an overview of the process used by the three communities to mobilize key constituents, and share key lessons learned from the project. These lessons learned support the central importance of investing time, energy, and resources in a community mobilization process. Funders should consider that the life cycle of community mobilization requires a significant up-front investment of time and resources to ensure a sufficient foundation of relationship cultivation, team building, and planning.
Promoting Educators&apos; Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions
Author: Bottiani, Jessika H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Inservice Teacher Education,Intervention,Program Effectiveness,Equal Education,Educational Improvement,Educational Research,Research Methodology

Few educators are well-equipped to bridge cultural differences to ensure that all students have opportunities to learn and succeed. Existing frameworks for culturally responsive practices (CRP) suggest its potential for promoting equitable learning environments, yet the state of the science has not been assessed. This systematic review aimed to (a) describe the features of empirically examined inservice CRP interventions, (b) analyze the quality of the empirical studies, and (c) characterize study measures, outcomes, and conclusions regarding intervention impact. We found a total of just 10 empirical studies of the impact of CRP inservice training models (two quantitative and eight qualitative). Study methods universally failed to meet standards of evidence for efficacy, effectiveness, and dissemination; none employed rigorous design features to allow causal inference. Findings suggest that the research base is inadequate to draw conclusions regarding effectiveness and that more rigorous CRP inservice intervention research is needed. [This work was also funded by the IES Predoctoral Interdisciplinary Research Training Program.]
Exploring Mental Models of Science Teachers Using Digital Storytelling
Author: Moseley, Christine
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Story Telling,Freehand Drawing,Writing (Composition),Beliefs,Science Instruction,Urban Schools,Teaching Methods,Models,Visualization,Schemata (Cognition),Secondary School Teachers

Teachers possess certain beliefs -- opinions or perceptions accepted as truth -- based on their past experiences which they bring with them to the classroom (Norman, 1983). These beliefs shape their reality and give them the confidence to try new things, ask new questions, or question their existing beliefs (Dervin, 2003). This article discusses the use of drawings, written narratives, and digital stories to examine the beliefs that science teachers have about their teaching of science. There have been previous studies that have examined teachers' beliefs about science teaching using drawings and written narratives. The use of digital stories in this study was piloted as an additional assessment for analyzing teacher beliefs.
Early Investment Project: Subsidized Childcare in Texas
Author: Sanborn, Robert
Date: 2016-00-00
Type: Journal Articles
Subjects: Child Care,State Programs,Child Caregivers,State Agencies,Agency Cooperation,Efficiency,Program Effectiveness,Best Practices,Educational Policy,Government Role,Federal Government,State Government,Educational Quality,Standards,Teacher Student Ratio,Parent Participation,Partnerships in Education,Expenditures,Budgets,Labor Force Development,Certification,Parent Education,Eligibility,Costs,State Policy,Resource Allocation

CHILDREN AT RISK, a nonprofit and nonpartisan research organization, undertook a year-long effort to study the subsidized child care system in Texas. This included an in-depth analysis of the system's local and state partners, as well as the promotion of the study's findings and key recommendations. This report is one of the products of this effort. The purpose of this report is twofold. One purpose is to educate parents, policy makers, and the public about the subsidized child care system in Texas. This report describes the system and challenges confronted by child care providers and those parents who need quality child care. The second purpose is to offer policy recommendations to improve the effectiveness and efficiency of the subsidized child care system on behalf of parents, taxpayers, and--most importantly--children. The recommendations emphasize coordination and cooperation among state agencies so that they can avoid duplication and maximize state investments while they serve the large population of children in the subsidized child care system.
Pre-Service Teachers&apos; Understanding of the Nature of Science through Socio-Scientific Inquiry
Author: Cook, Kristin Leigh
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Scientific Literacy,Scientific Principles,Science and Society,Inquiry,Undergraduate Students,Misconceptions

This study explored the ways in which pre-service teachers' (PSTs) understanding of the nature of science (NOS) emerged in their experience of a socio-scientific inquiry-based (SSI) experience. In this study, an undergraduate science course with structured collaboration on a SSI-based inquiry between PSTs and campus scientists was intertwined with their changing conceptions of NOS. Qualitative and quantitative data were collected and progressively analyzed to illuminate changes in twenty-four PSTs' understanding of the nature of science throughout the experience. Results indicated that that PSTs experienced substantial growth in the targeted understandings of NOS. However, findings also revealed some aspects of NOS for which several of the PSTs continued to hold uninformed conceptions. Insights from this study that add to the on-going discussions about the relationship of SSI and NOS include 1) the importance of inquiry and 2) NOS understanding as linked to PSTs perception of inclusion in the process of SSI investigations.
Learning to Teach Science through Inquiry: Experiences of Preservice Teachers
Author: Binns, Ian C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Instruction,Inquiry,Preservice Teachers,Masters Programs,Teacher Education Programs,Teaching Methods,Student Teaching,Goal Orientation,Student Attitudes,Teacher Attitudes,Biology,Secondary School Science,Mentors,Barriers

This investigation explored the experiences of a cohort of preservice science teachers learning to teach science in their student teaching placements. Specifically, this investigation explored using inquiry instruction from the perspective of the preservice teacher. Participants included seven preservice biology teachers enrolled in a one-year Master of Arts in Teaching program. One part of this program was to learn different ways to teach science, with one aspect focusing on inquiry instruction. Data sources included three open-ended surveys and two semi-structured interviews. A constant comparative approach was used for data analysis to understand the experiences of the preservice teachers during their student teaching placements. Results indicate that at the start of their student teaching placements, participants held favorable views of inquiry instruction and anticipated its use in the classrooms. However, opportunities to observe these methods in their mentor teacher's classrooms were limited. This investigation reveals that while reform documents, as well as the majority of science educators, emphasize inquiry instruction, preservice teachers do not have the opportunities to practice this type of instruction during their student teaching placements. The successes and limitations of inquiry that did occur during their student teaching placements, as well as reasons preventing the use of inquiry, are explored.
Representing the Educational Experiences of Black Girls in a Juvenile Court School
Author: Morris, Monique W.
Date: 2014-00-00
Type: Journal Articles
Subjects: African American Students,Females,Delinquency,Discipline,Student School Relationship,Educational Environment,Correctional Education,Juvenile Courts,Racial Bias,Disproportionate Representation,Institutionalized Persons,Correctional Institutions,Racial Differences,Ethnicity,Student Attitudes

Multiple, intersecting factors contribute to the over-representation of youth of color, including Black girls, in the juvenile justice system, and specifically, in confinement. This study examined the self-identified, educational experiences of Northern California Black girls in confinement. This phenomenological study found that Black girls in trouble with the law experience a history of exclusionary discipline and poor relationships with schools that are exacerbated by the absence of a learning environment in confinement that emphasizes their ability to build positive relationships with teachers and each other. The study also found that the use of exclusionary discipline was heightened in the juvenile court school, largely for infractions unrelated to girls posing a threat to physical safety. This investigation also uncovered policy and infrastructure development opportunities that may facilitate a repair the relationship between Black girls and school.
Misbehavior, Suspensions, and Security Measures in High School: Racial/Ethnic and Gender Differences
Author: Finn, Jeremy D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Racial Differences,Ethnicity,Gender Differences,Student Behavior,Suspension,School Security,High Schools,Behavior Problems,Discipline,Student Characteristics,At Risk Students,Institutional Characteristics

This study used merged data from three national surveys to address questions about security measures in American high schools, suspension rates, and student misbehavior. First, the study identified the characteristics of schools that implemented the most extreme security measures and those with the highest levels of discipline. Second, the study used data on individual students to examine misbehavior and race and gender disparities in suspensions not attributable to misbehavior. The main findings were: (1) In-school suspensions serve a 'gateway' function with regard to out-of-school suspensions. They may provide a time and place to address behavior problems before they escalate or disproportionate out-of-school suspensions before they occur; (2) Out-of-school suspensions were more frequent among schools in higher-crime neighborhoods. Thus students suspended may be relegated to an environment not conducive to positive educational or social outcomes; (3) African-American students and Hispanic/Latino students were suspended at higher rates than were non-Hispanic whites, differences in most cases not attributable to different levels of misbehavior; (4) Overall, males were more likely to be suspended than were females, an effect above and beyond that explained by differences in behavior. There was little or no difference in the suspension rates of black males and females, however; (5) High degrees of school security were associated with increased suspension rates and increased black-white disparities in total suspensions. At the same time, most black students were enrolled in schools with high degrees of security; and (6) Black males were suspended at higher and higher rates as school size increased. All of these have implications for school policy and practice. These are discussed in the paper together with limitations of the investigation.
Reconsidering the Alternatives: The Relationship between Suspension, Disciplinary Alternative School Placement, Subsequent Juvenile Detention, and the Salience of Race
Author: Vanderhaar, Judi
Date: 2014-00-00
Type: Journal Articles
Subjects: Juvenile Justice,Predictor Variables,Longitudinal Studies,Placement,Risk,Attendance,Racial Differences,Special Education,Grade Repetition,Suspension,Nontraditional Education,Grade 3,Grade 12,Discipline,African American Students,White Students,Student Behavior,Lunch Programs,Behavior Problems,Student Characteristics

Background: Alternative school settings for students who are identified as &quot;disruptive or dangerous&quot; are playing an increasingly prominent role in the world of public education, yet significant gaps in our understanding of their efficacy remain. Objective: This longitudinal investigation within a large school district serving 100,000 students examines multiple factors to determine how the risk of placement in the disciplinary alternative schools is systematically related to predictors and the risk of juvenile subsequent juvenile detention between 3rd and 12th grade. Methods: Four groups of discrete-time hazard models were run separately to determine the most significant predictors in each variable category (i.e., student demographics, behavior-related variables, non-cognitive variables, and academic-related variables); the most significant predictor from each of the four groups was used in the final full model. A second data set was constructed for the analysis of subsequent juvenile detention that included only the subset of cohort students who experienced an alternative placement event using logistic regression. Results: Cumulatively, nearly 1 in 10 children entering 3rd grade experienced placement in a disciplinary alternative school by 12th grade. The racial gaps were pronounced as 13% of all African-American students in the cohort experienced placement compared to 4% of the White students. Race, school mobility, grade retention, special education status, attendance, and out of school suspension were systematically related to the risk of placement in alternative school. The risk of placement was greatest in 7th grade. African-American students were disproportionately represented among those suspended, placed in alternative school, and detained as juveniles. Conclusions: There is a strong relationships between out of school suspensions, disciplinary alternative school placement, and subsequent juvenile detention that are most salient for African-American children, particularly those receiving free/reduced lunch.
Disturbing Inequities: Exploring the Relationship between Racial Disparities in Special Education Identification and Discipline
Author: Losen, Daniel
Date: 2014-00-00
Type: Journal Articles
Subjects: Special Education,Equal Education,Racial Bias,Disproportionate Representation,Discipline,Suspension,Emotional Disturbances,Learning Disabilities,Predictor Variables,Autism,Minority Group Students,Elementary Schools,Middle Schools,High Schools,Disabilities,At Risk Students,Gender Differences,Teacher Competencies,Racial Composition,Intellectual Disability,Educational Legislation,Federal Legislation

This study used negative binomial regression to investigate whether exposure to novice teachers and risk for identification for special education predicted suspension rates. Data from the 2009-2010 Civil Rights Data Collection (CRDC) was used. The sample was comprised of 72,168 schools from nearly 7,000 school districts from nearly every state. Identification as having emotional disturbance and specific learning disabilities were found to predict an increase in suspension rates for some subgroups across some school levels. Conversely, identification as being autistic was found to predict a decrease in suspension rates for some subgroups across some school levels. Policy implications are discussed.