ethanporcaro/eric-fulltext-meta huggingface dataset:
Working Paper: How Are Faculty Reacting to ChatGPT?
Author: Dukewich, Kriste
Date: 2023-03-15
Type: Reports - Research
Subjects: Artificial Intelligence,College Faculty,Teacher Attitudes,Postsecondary Education,Teacher Response,Technology Uses in Education,Man Machine Systems,Foreign Countries,Educational Technology

Generative AI platforms like ChatGPT have exploded into our cultural awareness this year. Across post-secondary institutions, it was immediately apparent that faculty were eager to explore and discuss what this potentially disruptive technology might mean for them, their courses and their students. We wanted to create an opportunity for that discussion and to get a truer sense of initial faculty reactions than what sensational media headlines were offering. This working paper outlines the results of a facilitated online forum, open to faculty and staff from two institutions in the Lower Mainland of British Columbia in January 2023. Our session invited participants to test ChatGPT, reflecting on its strengths and limitations, and then talk through the potential impacts on instructors, our students, and post-secondary education in general of different approaches: ignore it, fight it, and embrace it. Analysis of participant contributions to polls, group discussions and a highly active chat space provide a snapshot of how faculty and staff were feeling and what they were doing in response to ChatGPT and other generative AI platforms. While the data seems to indicate a relatively optimistic take at this early point in the AI revolution, excerpts from discussions and debates do indicate a range of emotions and reactions--a range that will likely only continue to widen with the continuing release of ever more capable AI.
Comparison of Methods for Imputing Social Network Data
Author: Xu, Ziqian
Date: 2022-00-00
Type: Reports - Research
Subjects: Social Networks,Network Analysis,Data Analysis,Bayesian Statistics,Computation,Research Problems,Graphs,Evaluation Criteria,Equations (Mathematics),Regression (Statistics),Simulation,Sample Size

Social network data often contain missing values because of the sensitive nature of the information collected and the dependency among the network actors. As a response, network imputation methods including simple ones constructed from network structural characteristics and more complicated model-based ones have been developed. Although past studies have explored the influence of missing data on social networks and the effectiveness of imputation procedures in many missing data conditions, the current study aims to evaluate a more extensive set of eight network imputation techniques (i.e., null-tie, Reconstruction, Preferential Attachment, Con strained Random Dot Product Graph, Multiple Imputation by Bayesian Exponential Random Graph Models or BERGMs, k-Nearest Neighbors, Random Forest, and Multiple Imputation by Chained Equations) under more practical conditions through comprehensive simulation. A factorial design for missing data conditions is adopted with factors including missing data types, missing data mechanisms, and missing data proportions, which are applied to generated social networks with varying numbers of actors based on 4 different sets of coefficients in ERGMs. Results show that the effectiveness of imputation methods differs by missing data types, missing data mechanisms, the evaluation criteria used, and the complexity of the social networks. More complex methods such as the BERGMs have consistently good performances in recovering missing edges that should have been present. While simpler methods like Reconstruction work better in recovering network statistics when the missing proportion of present edges is low, the BERGMs work better when more present edges are missing. The BERGMs also work well in recovering ERGM coefficients when the networks are complex and the missing data type is actor non-response. In conclusion, researchers analyzing social networks with incomplete data should identify the network structures of interest and the potential missing data types before selecting appropriate imputation methods. [This is the online version of an article published in &quot;Journal of Data Science.&quot;]
Title VI Summary, 2000-2001. Publication Number 00.22
Author: Huskey, Barton
Date: 2001-12-00
Type: Reports - Evaluative
Subjects: School Districts,Federal Legislation,Elementary Secondary Education,Educational Legislation,Program Evaluation,Educational Improvement,Federal Aid,Resource Allocation,Library Materials,Mathematics,Specialists,Private Schools,Educational Facilities,Reading Programs,Itinerant Teachers

This report summarizes evaluation results of AISD's federally-funded Title VI program for the 2000-2001 school year.
Using Teaching Strategies Gold to Assess Kindergarten Readiness and Track Growth and Development. CEME Technical Report. CEMETR-2015-04
Author: Lambert, Richard
Date: 2015-11-00
Type: Reports - Research
Subjects: Educational Strategies,Measurement Techniques,Scores,Preschool Children,Kindergarten,School Readiness,Formative Evaluation,Rating Scales,Test Reliability,Item Response Theory

This report is focused on an evaluation of the measurement properties of the scale scores and teacher ratings that result from the use of the GOLD assessment system with children in kindergarten classrooms. Several states have chosen to implement GOLD widely for kindergarten entry assessment. The purpose of this report is to examine statistical indexes of reliability and validity based on the information produced using the GOLD formative assessment system for both kindergarten entry and across the kindergarten academic year. A total of 123,980 kindergarten children had skills rated using the GOLD assessment system at some point during the 2014-2015 academic year.
The AVID Program in AISD, 2000-2001. Executive Summary. Publication 00.20
Author: Oswald, Kim Johnson
Date: 2002-03-00
Type: Reports - Research
Subjects: College Readiness,Underachievement,Low Income Students,Minority Group Students,College Preparation,Student Needs,Secondary School Students,Skill Development,Advanced Courses,Enrollment,Attendance,Standardized Tests,Scores,College Enrollment,Program Effectiveness,Student Characteristics,Advanced Placement,Student Participation,Certification,Faculty Development

This report summarizes the 2000-2001 program evaluation results of AISD's AVID program, a program designed to help underachieving students with academic potential prepare for entrance into colleges and universities.
First 3 Effectiveness Report. CEME Technical Report. CEMETR-2014-08
Author: Baddouh, Priscila G.
Date: 2014-11-00
Type: Reports - Research
Subjects: Program Effectiveness,Beginning Teachers,Undergraduate Students,Teacher Workshops,Communities of Practice,Faculty Development,Teaching Methods,Time Management,Program Evaluation,Beginning Teacher Induction,Preservice Teachers,Internship Programs,Urban Schools

First 3 is a support program for beginning teachers, who are in their first three years in the teaching career, and undergraduate students. First 3 starts with a Summer Institute in August and offers seminars and workshops through the year. The program offers an opportunity for teachers to be part of a learning community, share their experiences, and learn teaching strategies, time and management strategies, and professional development strategies. Furthermore, First 3 offers resources such as books, iPad and online apps recommendations for teaching and classroom management. The program completed its third year, and this report summarizes the findings from the reports of 2012, 2013 and 2014. As in the previous reports, this study uses focus groups, interviews, surveys with open-ended questions and rating scales to evaluate the program. The main objective of this study is to assess First 3's effectiveness, and understand what are the strengths and the weaknesses of the program. This report also includes recommendations from the participants about areas that can still be further developed to assist beginning teachers. [For the 2013 report, see ED627310. For the 2014 report, see ED627311. For the 2015 report, see ED627313.]
First 3 Induction Program 2013 Report. CEME Technical Report. CEMETR-2013-06
Author: Baddouh, Priscila G.
Date: 2013-12-00
Type: Reports - Research
Subjects: Beginning Teachers,Beginning Teacher Induction,Program Evaluation,Program Effectiveness,Educational Assessment,Preservice Teachers,Faculty Development,Mentors,Teacher Workshops,Teaching Methods,Classroom Techniques,Parent Participation,Time Management

High turnover rates affect diverse professional areas. Recruiting and training new employees is costly for profit and non-profit organizations. Teacher induction programs provide the emotional and professional support that beginning teachers need in the transitory phase from being a student at a university to being a teacher in a classroom. To help teachers through the hardships of their first three years, the College of Education at the University of North Carolina at Charlotte (UNC-Charlotte) created First 3, an induction program for pre-service and beginning teachers. This report will evaluate the effect that First 3 has had on pre-service and beginning teachers and how effective the program reached its goals of providing professional development and mentoring to beginning teachers during Fall 2012 and Spring 2013. [For the 2014 report see, ED627311. For the 2015 report, see ED627313. For the Effectiveness Report, see ED627309.]
First 3 Induction Program 2014 Report. CEME Technical Report. CEMETR-2014-07
Author: Baddouh, Priscila G.
Date: 2014-11-00
Type: Reports - Research
Subjects: Beginning Teachers,Beginning Teacher Induction,Program Effectiveness,Program Evaluation,Faculty Development,Mentors,Preservice Teachers,Internship Programs,Teacher Workshops,Classroom Techniques,Parent Participation,Time Management

Teaching is a highly demanding career, in which as many as 50% of teachers who teach in low-income schools, and more than 30% of teachers regardless of school's income exit the profession in the first five years. First 3 is an induction program for teachers that are in their first three years in the teaching career. This report evaluates the effect that First 3 has had on second year teachers and how effectively the program reached its goals of providing professional development and mentoring to beginning teachers during 2014. [For the 2013 report, see ED627310.]
First 3 Induction Program Report 2015. CEME Technical Report. CEMETR-2015-01
Author: Baddouh, Priscila
Date: 2015-07-00
Type: Reports - Research
Subjects: Beginning Teachers,Beginning Teacher Induction,Program Evaluation,Program Effectiveness,Preservice Teachers,Faculty Development,Teacher Workshops,Classroom Techniques,Parent Participation,Time Management,Teaching Methods

Teaching is a demanding career in which 30% of teachers leave the profession in the first five years, and the turnover rate may be as high as 50% for teachers who start their career in urban schools. First 3 is an induction program that aims to help beginning teachers, in their first three years in the career, to learn what they need to excel. This report uses both quantitative and qualitative methods to analyze and summarize the findings from The First 3 Beginning Teacher Support Program Induction Practices Questionnaire, focus groups, and surveys that evaluated specific seminars for both beginning and preservice teachers for year 3 teachers in 2015. The main objective of this report is to identify the strengths and areas for improvement of the program based on the opinions and assessment from the participants. [For the 2014 report, see ED627311.]
Hispanic-Serving Institutions (HSIs): 2021-22 Fact Sheet
Author: Excelencia in Education
Date: 2023-03-00
Type: Reports - Research
Subjects: Hispanic American Students,Minority Serving Institutions,Undergraduate Students,Institutional Characteristics,Graduate Students

The number of HSIs has increased to 571 in 2021-22 up from 559 in 2020-21 (the year HSIs decreased for the first time in decades due in part to enrollment declines, institutional closings, and consolidation during the pandemic). These 571 HSIs are located in 28 states, the District of Columbia, and Puerto Rico. As the number of HSIs is increasing, the number of eHSIs and gHSIs also continues to increase. In this fact sheet, we provide a summary of HSIs, Emerging HSIs (eHSIs), and HSIs with Graduate Programs (gHSIs). [For the 2020-2021 fact sheet, see ED623037.]
What Happens after Transfer? Engagement and Success of Transfer Students at UNC Charlotte. CEME Technical Report. CEMETR-2013-02
Author: D'Amico, Mark M.
Date: 2013-02-00
Type: Reports - Research
Subjects: College Transfer Students,Learner Engagement,Success,Student Attitudes,Student Experience,Predictor Variables,Sense of Community

With the recent emphasis on college completion in institutions, states, and higher education policy environments, it is important that colleges and universities work to ensure the success of all incoming student groups. Although the traditional group of interest based on federal reporting mechanisms is first-time, full-time students, it is becoming increasingly important to consider the success of transfer students and those who may &quot;swirl&quot; through higher education. The purpose of this study was to identify how pre-entry attributes, goals, and institutional experiences related to the early engagement of transfer students attending UNC Charlotte. The present study expands on previous work related to transfer student integration and success in a way that is specific to UNC Charlotte.
Education for Refugee Children
Author: Global Partnership for Education (GPE)
Date: 2022-06-00
Type: Reports - Research
Subjects: Refugees,Foreign Countries,Inclusion,Grants,Educational Finance,Nonprofit Organizations

GPE (Global Partnership for Education) works with governments to include refugee children and youth in national education systems and helps strengthen capacity and resources to meet the education needs of refugee children. Refugees have access to public schools in 20 of GPE's partner countries, where GPE is supporting governments to build more inclusive and equitable education systems. This brief describes the challenges, approaches, and results that GPE has encountered in education for refugee students with a focus on Ethiopia.
Measuring Forward: Emerging Trends in K-12 Assessment Innovation
Author: Aurora Institute
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Evaluation,Educational Trends,Innovation,Evaluation Methods,Educational Policy,Student Evaluation

A significant movement is underway across the nation to design K-12 assessment systems that better equip stakeholders to provide an equitable and excellent education to each child. While some of these innovations emerged before the pandemic, the massive disruption to instruction fueled a new urgency to rethink the potential of assessments to drive better teaching and learning. States and communities are working together to create more balanced systems of assessment that better support instruction while still providing the information necessary to inform policy and resource decisions. There is much to learn from the ideas emerging across the nation--particularly where states are trying to innovate despite limitations of federal policy. The insights and innovations emerging from this paper have the potential to cast a new vision for K-12 assessment in the United States. This work details efforts across the nation to encourage, support and grow innovative state assessment systems, and represents a significant increase in recent state-level energy and action around new forms of assessment to provide deeper and more meaningful understanding of student learning. [Additional producers of this report are Center for Innovation in Education (C!E), Envision Learning Partners, and the Great Schools Partnership.]
Flipped Learning in English Language Teacher Training Classes
Author: Yalçin, Isil
Date: 2023-02-02
Type: Speeches/Meeting Papers
Subjects: Flipped Classroom,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Education,Instructional Effectiveness,Trainees,Academic Achievement,Scores,Teacher Improvement,Teacher Attitudes,Foreign Countries

As a technology-based approach to learning, flipped classrooms have lately stood out on various stages and fields of education. As opposed to the traditional education, the flipped classroom enables learners to watch the content videos presented by the course teacher in advance, and to come to classes with some preliminary work to engage in collaborative activities guided by the teacher. A majority of language-related studies of flipped learning adopted both quantitative and qualitative data to indicate the differences of conventional versus flipped instructional treatments, generally conducted in relation to specific language skills or language aspects such as speaking and grammar. Due to the scarcity of research in teacher training field and the differing findings on the model's effects from the previous studies, the present research aims to obtain further evidence of the influence of flipped learning and to extend the existing literature by delving into the field of language teacher training. This study tries to understand whether the flipped classroom approach leads to improvements in the trainee teachers' course achievements. Additionally, the research will comprise the trainee teachers' views regarding their flipped learning experiences. A total of 114 learner scores were statistically compared, and voluntary English Language Teacher trainees provided survey (n=72) and interview (n=18) data from the flipped Linguistics and Teaching English Vocabulary courses in the education faculty of a state university. It was found that the difference between the scores of the two instructional modes was not statistically significant but the participants generously contributed to our understanding of the interactions in the flipped mode of education in the Turkish culture. This pilot study, with its constructive and practical implications, yields significant insights into the nature and administration of teacher training in the flipped model, and will form the basis for a more detailed action research to be conducted in the following term.
Can Policy Promote Adoption or Outcomes of Evidence-Based Prevention Programming?: A Case Illustration of Positive Behavioral Interventions and Supports
Author: Bradshaw, Catherine P.
Date: 2021-06-08
Type: Reports - Research
Subjects: State Policy,Middle Schools,High Schools,Truancy,Suspension,Academic Achievement,Positive Behavior Supports,Intervention,Educational Policy,Evidence Based Practice,Teacher Education,Program Effectiveness,Program Implementation

This study examined the impact of a state policy requiring that any school with a habitual truancy rate of 8% of higher to be trained in Tier 1 school-wide Positive Behavioral Interventions and Supports (SW-PBIS). A regression discontinuity (RD) design was used to examine how the schools' mandate status related to SW-PBIS training as well as student suspensions, truancy, and achievement in 410 public middle and high schools, of which 261 were affected by the mandate. We further examined the growth trajectories (i.e., improvement) of implementation fidelity over time using growth mixture modeling (GMM). Contrary to the intent of the policy to improve student outcomes, the RD results suggested the mandate did not impact reading and math achievement, truancy rates, or SW-PBIS training in 2010-11 through 2013-14. Mandated schools did have higher suspension rates in 2010-11 through 2013-14 than the non-mandated schools, however, these differences in the suspension rates appear to have persisted from years prior to the mandate. Descriptive analyses suggested that mandated schools had statistically significantly higher rates of training, and the GMM analyses on the fidelity data indicated that mandated schools were significantly more likely to be in an improving growth trajectory over time. Taken together, results suggested that the policy showed some promise for improving SW-PBIS training and fidelity over time, but it had little to no impact on student outcomes.
2022 Evaluation of Freedom School Partners in Charlotte, NC. CEME Technical Report. CEMETR-2022-05
Author: Bottoms, Bryndle L.
Date: 2022-09-00
Type: Reports - Research
Subjects: Summer Programs,Program Evaluation,Elementary School Students,Middle School Students,Student Attitudes,Literacy,Thinking Skills,Social Development,Emotional Development,Student Experience,Student Behavior,Reading Habits,Internship Programs,Leadership,Attitudes

Freedom School Partners is a six-week summer program that has served the Charlotte, NC area since 2004. The purpose of this report is to present the external evaluation and findings of the six-week program in the summer of 2022. This evaluation is a joint effort between the Centers for Adolescent Literacies (CAL) and the Center for Educational Measurement and Evaluation (CEME). Both centers are housed at the University of North Carolina at Charlotte and have specific roles in the external evaluation. CEME researchers conducted surveys with scholars from ten sites and attempted to collect surveys from all Servant Leader Interns (SLI) and Site Administrative Interns (SAI). The focus of these surveys is to understand the experiences of both scholars and interns. This report will describe the data collection procedures, followed by the quantitative and qualitative scholar results, the quantitative and qualitative intern results, and finally, a discussion regarding conclusions and overarching themes that emerged from the evaluation.
Teachers Making the Shift to Equitable, Learner-Centered Education: Harnessing Mental Models, Motivations, and Moves. CompetencyWorks
Author: Surr, Wendy B.
Date: 2022-09-00
Type: Reports - Evaluative
Subjects: Equal Education,Student Centered Learning,Schemata (Cognition),Educational Change,Professional Development,Educational Environment,Educational Practices,School Districts,Barriers,Teacher Motivation,Elementary Secondary Education

We know that the traditional &quot;sit and get&quot; classroom will not help us advance towards educational equity or promote the deeper learning skills our students need to succeed. The long game of systems-change work is critical to advancing learner-centered education, but what steps can educators take today to advance such environments? This new resource offers a comprehensive, research-backed analysis of how education systems can support the transition to learner-centered education by tapping educator mental models, motivations, and moves. For those responsible for and interested in professional learning, this resource offers steps that educators can take today to shift their practice to advance learner-centered environments. &quot;My hope with this report--and accompanying blogs and forthcoming exercises--is that practitioners will be able to help educators to engage in their own deeper learning and develop regular habits and practices that support learner-centered education,&quot; said Wendy Surr, lead researcher and primary author of the report.