New

Yes Adolescents Cognitive Development Cognitive Processes Critical Thinking Logical Thinking ENNIS, ROBERT H. PAULUS, DIETER New York State Univ. of New York, Ithaca. Coll. of Agriculture at Cornell Univ. THIS STUDY DEALT WITH THE CONCEPT OF DEDUCTIVE LOGIC AND ITS USE BY ADOLESCENTS, AGES 10-18. TWO EMPIRICAL QUESTIONS OF CONCERN IN THIS STUDY WERE (1) THAT OF READINESS FOR MASTERY OF LOGIC AND (2) THAT OF THE NATURAL-CULTURAL DEVELOPMENT OF MASTERY OF LOGIC. TWO DEDUCTION TESTS WERE DEVELOPED, ONE FOR EACH OF THE TYPES OF LOGIC TREATED. THEY WERE THE CORNELL CONDITIONAL-REASONING TEST, FORM X, AND THE CORNELL CLASS-REASONING TEST, FORM X. THE TESTING OF 803 SUBJECTS LED TO (1) THE SPECIFICATION OF A SET OF PRINCIPLES OF TWO MAJOR TYPES OF LOGIC, CONDITIONAL LOGIC AND CLASS LOGIC, (2) TWO LOGIC TESTS, (3) A THEORY OF OPERATIONAL DEFINITIONS, AND (4) AN ANALYSIS OF PIAGET'S CONCEPTION OF LOGIC. (GD) ED003818 DEDUCTIVE REASONING IN ADOLESCENCE--CRITICAL THINKING READINESS IN GRADES 1-12, PHASE 1. 1965-00-00 314 N/A 1965 -1

New

Yes Anxiety Educational Environment Elementary School Students Grade 4 Grade 5 Psychoeducational Methods Psychological Patterns Psychological Testing Theories PHILLIPS, BEEMAN N. Metropolitan Achievement Tests Texas Univ., Austin. THE BASIC PURPOSE OF THIS STUDY WAS TO ATTEMPT TO FIND OUT WHETHER ANXIETY IN ELEMENTARY SCHOOL CHILDREN WAS TO A SIGNIFICANT DEGREE THE RESULT OF SCHOOL EXPERIENCES AND CONDITIONS. THE ANTECEDENTS AND CONSEQUENCES OF SCHOOL ANXIETY WERE ALSO TO BE ANALYZED. THE METHOD OF STUDY INVOLVED OBTAINING MEASURES OF SCHOOL ANXIETY AT THE BEGINNING AND END OF THE SCHOOL YEAR OVER A PERIOD OF 2 OR MORE SCHOOL YEARS, AND COMPARING THE TREND WHICH IS FOUND DURING THE TIME CHILDREN ARE UNDER THE COMBINED INFLUENCE OF IN-SCHOOL AND OUT-OF-SCHOOL ENVIRONMENT (AND MATURATION) WITH THE TREND DURING THE TIME THEY ARE UNDER ONLY THE DIRECT INFLUENCE OF OUT-OF-SCHOOL ENVIRONMENT (AND WERE SELECTED AS SUBJECTS. DATA WERE OBTAINED ON THE SUBJECTS FROM CUMULATIVE RECORDS, THE CHILDREN, AND THEIR TEACHERS. THE METROPOLITAN ACHIEVEMENT TESTS, THE CALIFORNIA TEST OF MENTAL MATURITY, AND THE CHILDREN'S SCHOOL QUESTIONNAIRE WERE ADMINISTERED TO THE SUBJECTS. TEACHER NOMINATIONS OF CHILDREN WITH A WIDE VARIETY OF BEHAVIORAL CHARACTERISTICS WERE A MAJOR SOURCE FOR THE DATA GATHERED. FINDINGS WERE COMPLEX AND REQUIRE STUDY IN CONTEXT. AT THE METHODOLOGICAL LEVEL, HOWEVER, THE USEFULNESS OF THE IN-SCHOOL AND OUT-OF-SCHOOL PARADIGM WAS DEMONSTRATED. (ED) ED010179 AN ANALYSIS OF CAUSES OF ANXIETY AMONG CHILDREN IN SCHOOL. 1966-08-31 502 N/A 1966 -1

New

Yes Behavior Development Comparative Education Conformity Creative Development Creative Thinking Creativity Research Cultural Differences Cultural Images Cultural Influences Grade 4 Individual Development Longitudinal Studies Nonverbal Ability Student Characteristics Verbal Ability TORRANCE, E. PAUL Australia India Norway United States West Germany Georgia Univ., Athens. STUDIES OF CREATIVITY AND OF PSYCHOLOGICAL DISTURBANCES IN CHILDREN HAVE SUGGESTED THE PRESENCE OF SLUMPS (OR INVERSIONS) WHICH MAY BE CORRELATED WITH DEVELOPMENTAL TRANSITIONS. THE MOST NOTABLE OF THESE OCCURS AT ABOUT THE FOURTH GRADE AND IS THE OBJECT OF THIS STUDY. THREE SETS OF INVESTIGATIONS WERE UNDERTAKEN--(1) A STUDY OF CREATIVE DEVELOPMENT IN 7 CULTURES, (2) A STUDY OF THE DEVELOPMENT OF CONFORMITY TENDENCIES, AND (3) LONGITUDINAL STUDIES OF CREATIVE DEVELOPMENT. THE 7 CULTURES SELECTED WERE (1) UNITED STATES, DOMINANT, ADVANTAGED, (2) UNITED STATES, SEGREGATED, NEGRO, (3) WESTERN AUSTRALIA, (4) WESTERN SAMOA, (5) WEST GERMANY, (6) NORWAY, AND (7) INDIA. THE BASIC DATA WERE OBTAINED FROM A BATTERY OF VERBAL AND NONVERBAL TESTS GIVEN TO THE CHILDREN AND WERE SUPPLEMENTED WITH INFORMATION FROM TEACHERS ABOUT THEIR TEACHING PRACTICES AND THEIR CONCEPTS OF AN "IDEAL PUPIL." SAMPLE SIZES FOR EACH CULTURE RANGED FROM 500 TO 1000 CHILDREN COVERING GRADES 1 THROUGH 6. THE CONFORMITY TENDENCIES WERE EXPLORED IN A SERIES OF 6 STUDIES, EACH INVOLVING FROM 150 TO 500 U.S. ADVANTAGED-CULTURE CHILDREN IN GRADES 2 THROUGH 6. THE LONGITUDINAL STUDY WAS BASED ON A SAMPLE OF 100 U.S. ADVANTAGED-CULTURE CHILDREN WHOSE PERFORMANCES IN THE THIRD, FOURTH, AND FIFTH GRADES WERE COMPARED. THE INTERCULTURAL STUDY FOUND THAT DISCONTINUITIES IN DEVELOPMENT OCCUR IN MOST CULTURES AND CONCLUDED THAT THERE IS EVIDENCE TO SUGGEST THAT THEY ARE ASSOCIATED WITH THE IMPOSITION OF ADDITIONAL SOCIAL DEMANDS. THE TEACHERS' RESPONSES ON AN IDEAL PUPIL CHECKLIST PROVED ABLE, WHEN COMPARED WITH THOSE OF AN EXPERT PANEL ASKED TO DETERMINE THE CHARACTERISTICS OF A CREATIVE CHILD, TO PREDICT THE RELATIVE ACHIEVEMENTS OF THE DIFFERENT CULTURES' CHILDREN IN CREATIVITY. THE CONFORMITY STUDIES REVEALED AN INCREASED TENDENCY FOR CHILDREN TO CONSULT WITH THEIR PEERS AT ABOUT THE FOURTH GRADE, AND THE LONGITUDINAL STUDY CONFIRMED THE EXISTENCE OF THE SLUMP IN INDIVIDUALS. (DR) ED018273 UNDERSTANDING THE FOURTH GRADE SLUMP IN CREATIVE THINKING. FINAL REPORT. 1967-12-00 443 N/A 1967 -1

New

Yes African Culture Area Studies Creoles Descriptive Linguistics Diachronic Linguistics Dialect Studies Grammar Literature Phonology Pidgins Sociocultural Patterns Swahili POLOME, EDGAR C. Africa Congo Center for Applied Linguistics, Washington, DC. THIS INTRODUCTION TO THE STRUCTURE AND BACKGROUND OF THE SWAHILI LANGUAGE WAS WRITTEN FOR THE NON-SPECIALIST. ALTHOUGH THE LINGUISTIC TERMINOLOGY USED IN THE DESCRIPTION OF THE LANGUAGE ASSUMES THE READER HAS HAD SOME TRAINING IN LINGUISTICS, THIS HANDBOOK PROVIDES BASIC LINGUISTIC AND SOCIOLINGUISTIC INFORMATION FOR STUDENTS OF AFRICAN CULTURE AND INTERMEDIATE OR ADVANCED SWAHILI LANGUAGE STUDENTS AS WELL AS FOR LINGUISTS. IN AN INTRODUCTION TO THE PRESENT LANGUAGE SITUATION, THIS HANDBOOK EXPLAINS THE DISTRIBUTION AND USE OF SWAHILI AS A LINGUA FRANCA, AS A PIDGIN, AND AS A MOTHER LANGUAGE AND EXPLAINS PRESENT USAGE THROUGH A BRIEF HISTORY OF THE LANGUAGE. DIALECTS OF SWAHILI ARE DISCUSSED AND RELATED LANGUAGES MENTIONED WHEN RELEVANT TO SWAHILI STRUCTURE. ALTHOUGH THE AUTHOR PLACES GREATEST EMPHASIS ON THE STRUCTURE OF THE LANGUAGE (PHONOLOGY, MORPHOLOGY, DERIVATION, INFLECTION, COMPLEX STRUCTURES, SYNTAX, AND VOCABULARY), HE INCLUDES CHAPTERS ON THE WRITING SYSTEM AND SWAHILI LITERATURE. OF SPECIAL INTEREST TO LANGUAGE TEACHERS IS A CHAPTER EXAMINING SPECIFIC POINTS OF CONTRAST BETWEEN SWAHILI AND ENGLISH. THIS HANDBOOK IS ALSO AVAILABLE FOR $4.50 FROM THE OFFICE OF INFORMATION AND PUBLICATIONS, CENTER FOR APPLIED LINGUISTICS, 1717 MASSACHUSETTS AVE., N.W., WASHINGTON, D.C., 20036. (JD) ED012888 SWAHILI LANGUAGE HANDBOOK. 1967-00-00 250 N/A 1967 -1

New

Yes Change Agents Educational Attitudes Educational Change Educational Innovation Educational Planning Educational Research Educational Strategies Experimental Groups Practical Arts Pretesting Pretests Posttests Program Effectiveness Program Evaluation Speeches Vocational Education Lockette, Rutherford E. New Jersey Bayonne Public Schools, NJ. New Jersey State Dept. of Education, Trenton. Trenton State Coll., NJ. The major purposes of this study were to develop a process for the application of a "judgemental procedure" to program construction in vocational and practical arts education, and to apply the process in a selected local community. The "judgemental procedure" was that proposed by W.O. Stanley in 1953. After applying seven stated criteria, Bayonne, New Jersey, was selected as the local community. Phase I and II were designed to transmit information which was imperative to the development of such programs, and to develop and revise courses of study respectively. A single-group pretest-post-test design which involved three-way treatments by subjects analysis of variance was used on the 18 variables. About 50 persons participated in the study. Research limitations cited by the author overshadow the findings. The appendixes contain sample instruments and seminar presentations. (EM) ED024777 The Application of the Judgmental Procedure to Vocational and Practical Arts Education. Final Report. 1966-00-00 Office of Education (DHEW), Washington, DC. 111 N/A 1966 -1

New

Yes Behavioral Science Research Computer Assisted Instruction Conferences Discovery Learning Discrimination Learning Educational Trends English Instruction Experimental Teaching Industrial Education Learning Processes Learning Theories Mathematics Instruction Problem Solving Programed Instruction Programed Instructional Materials Reading Instruction Science Instruction Second Language Learning Sequential Approach Teaching Machines Glaser, Robert, Ed. National Education Association, Washington, DC. This collection of 17 papers relating behavioral science theory to the process of experimental education grew out of a 1963 National Education Association symposium on research in programed instruction. Perspectives and the technology of programing are described in this updated and supplemental successor to the source book, "Teaching Machines and Programmed Learning" (TMPL-I). Cast in the form of individually authored review chapters, its aim is to update with information on new research and to integrate that information with past efforts. It reviews the past 10 years and present objectives, programing variables and techniques, computer-based instructional systems, adaptive teaching systems, the effectiveness of instructional programs, and programing for classroom instruction. A section on technology and subject matter examines programing on mathematics and logic, science education, reading and related verbal learning, English, and instruction in a second language. The implementation of programed instruction in schools, industry, and federal government agencies is discussed. Indications of the future point to a firm and continuing base for instructional design in the behavioral sciences. This compilation, containing over 1000 research references, is indexed by both author and subject. (AW) ED028638 Teaching Machines and Programed Learning. II, Data and Directions. 1965-00-00 Carnegie Corp. of New York, NY. 839 Department of Audiovisual Instruction, NEA, 1201 Sixteenth Street, N.W., Washington, D.C. 20036 ($11.50) N/A 1965 -1

New

Yes Bilingualism Child Language English French Grammar Interference (Language) Language Acquisition Verbal Ability Vocabulary Development Kinzel, Paul F. Washington Univ., Seattle. The spontaneous speech of a six-year-old bilingual child was analyzed for this study. The child has lived in the United States and English is her primary language but her parents speak only French in the home and she has spent several months in France during three visits there. The data used in this study were collected in the child's home by her bilingual parents during the period when she was six years and three months to seven years and two months of age. Grammatical and lexical interference was shown to occur in both languages: English influencing French in word order and stress, and French influencing English in the category of gender. The child does not, however, show any evidence of phonological interference in either language. Examples are given of the use of loanshifts, loanwords, syntactic substitutions, word order, agreement of gender and number, stress, and extension of grammatical morphemes. The author concludes that, in spite of considerable lexical and grammatical interference, there is no evidence of a merger of lexicons or grammatical structures. The child has not evolved a lexicon or grammatical structure compounded of French and English elements. The author also feels that these observations illustrate the validity and completeness of the theoretical framework developed by Uriel Weinrich in "Languages in Contact" (New York, 1953). (JD) ED029273 Lexical and Grammatical Interference in the Speech of a Bilingual Child. Studies in Linguistics and Language Learning, Volume I. 1964-00-00 116 Department of Linguistics, University of Washington, Seattle, Washington 98105. N/A 1964 -1

New

Yes Audiolingual Methods Audiolingual Skills Basic Vocabulary French Grammar Homework Intensive Language Courses Language Instruction Language Learning Levels Language Skills Memorization Pattern Drills (Language) Phonology Review (Reexamination) Skill Development Tape Recordings Textbooks Vocabulary Development Defense Language Inst., Washington, DC. These 15 lessons are intended for the 3-week initial phase of a 68-lesson intensive audiolingual basic French course developed recently by the Defense Language Institute to train native speakers of English to a Level 3 second language skill proficiency. Designed primarily to enable students to distinguish and produce French sounds accurately enough to understand and speak within the scope of the materials mastered, this first volume includes the entire phonology, first grammar lessons, and preliminary exposure to area studies. The individual lessons for the six hours of daily classroom work include (1) perception drills on new materials, (2) dialog memorization for instant recall, and (3) pattern practice and performance geared to stimulate free conversation. Assignments for three hours of homework daily consist of intensive taped drills on mastered materials, mastery of a certain number of vocabulary items, the study of grammar notes, dialog memorization, and review. Every fifth lesson is a review. For other volumes in the series see FL 001 307, and FL 001 308. (AF) ED029531 Defense Language Institute French Basic Course. Volume I, Lessons 1-15. 1968-02-00 Department of Defense, Washington, DC. 288 Director, Defense Language Institute, Department of the Army, U.S. Naval Station, Anacostia Annex, Washington, D.C. 20390 (With specific permission) N/A 1968 -1

New

Yes Audiolingual Methods Cultural Background Cultural Context Glossaries Illustrations Instructional Materials Intensive Language Courses Language Instruction Military Training Pattern Drills (Language) Phonology Polish Translation Defense Language Inst., Washington, DC. These 15 volumes of the Basic Polish Course, prepared for use in the Defense Language Institute's intensive language program, comprise Lessons 1-124. They are disigned to train native English language speakers to Level 3 proficiency in comprehension, speaking, reading, and writing Polish. (Level 5 is native-speaker fluency.) The phonological features are presented in Volume I, Parts 1 and 2, and the format in general follows the DLI format, stressing oral dialogs and a variety of pattern practices. Explanatory notes provide information on Polish culture and language usage. [Hard copy not available due to marginal legibility of original document.] (AMM) ED033357 Polish Basic Course. 1969-01-00 3178 Inspection copies available at the ERIC Clearinghouse for Linguistics, Center for Linguistics, 1717 Massachusetts Ave. N.W., Washington, D.C. 20036 N/A 1969 -1

New

Yes Behavioral Science Research Conformity Factor Analysis Personality Assessment Test Validity BAROCAS, RALPH GORLOW, LEON AN INVESTIGATION WAS MADE OF THE RELATIONSHIP BETWEEN PERSONALITY FACTORS AND CONFORMITY. THE SUBJECTS WERE 243 RANDOMLY SELECTED STUDENTS ENROLLED IN COLLEGE PSYCHOLOGY COURSES WHO WERE DIVIDED INTO GROUPS OF 97, 96, AND 50 SUBJECTS. A PERSONALITY FACTOR INVENTORY WAS OBTAINED FROM RESPONSES TO A LARGE LIST OF TRUE-FALSE PERSONALITY ITEM STATEMENTS. ITEMS FOR THIS MEASURE WERE DRAWN FROM THE CALIFORNIA PERSONALITY INVENTORY, INCLUDING THE CRUTCHFIELD CONFORMITY ITEMS, AND THE INDEPENDENCE OF JUDGEMENT SCALE. A CONFORMITY SCORE WAS INDIVIDUALLY OBTAINED FROM A TEST THAT REQUIRED EACH SUBJECT TO STATE WHICH ONE OF A GRADUATED SERIES OF ELEMENTS MATCHED A KEY ELEMENT. FROM THIS TEST A CONFORMITY SCORE WAS OBTAINED BY TOTALING THE NUMBER OF ANSWERS THAT DEVIATED FROM THE ELEMENT THAT MATCHED THE KEY TOWARD ANOTHER ELEMENT WHICH WAS INDICATED BY THE INVESTIGATOR TO BE THE CORRECT RESPONSE. BI-SERIAL CORRELATIONS OF THE TWO SETS OF VARIABLES THAT WERE COMPUTED FOR THE FIRST TWO STUDENT GROUPS IDENTIFIED ONLY FIVE CROSS-VALIDATED ITEMS, FAR LESS THAN THE NUMBER EXPECTED. THE LACK OF REPLICATED ITEMS PREVENTED THE APPLICATION OF FACTOR ANALYSIS PROCEDURES AND THERE WAS NO VALIDATION OF FACTORS TO BE CONDUCTED WITH THE GROUP OF 50. THE INVESTIGATOR CONCLUDED THAT THE STUDY CONSTITUTED A FAILURE IN THE EFFORT TO IDENTIFY PERSONALITY FACTORS OPERATING IN THE BEHAVIOR OF YIELDING TO SOCIAL INFLUENCE. (AL) ED013360 PERSONALITY AND CONFORMITY. 1963-00-00 118 N/A 1963 -1

New

Yes Community Development Cooperatives Credit (Finance) Discussion Groups Economic Development Educational Attitudes Extension Education Farmers Fisheries History Labor Education Mass Instruction Political Power Power Structure Regional Programs Socioeconomic Status Unions Coady, M. M. Canada The book records the development of the program of adult education and economic cooperation sponsored by St. Francis Xavier University in Antigonish, Nova Scotia. The program dates from 1853 when a Catholic theological school was established at Arichat. In 1855 the school was transferred to Antigonish, named St. Francis Xavier, enlarged and converted into a liberal arts college. By 1939, the faculty was known for its interest in the people of its constituency. S.F.X extension workers organized mass meetings and small classes enrolling farmers, miners, and factory workers in economically oriented adult education programs. The study clubs proved an adequate means for organizing labor and credit unions and economic cooperatives. Eventually, the people owned their own lobster factories and marketing cooperatives; economic power of the masses was being achieved. Basic to the philosophy of the S.F.X. extension program was the belief that educational emphasis should be on the material and economic so that ultimately the common man would be free to devote his time and energies to cultural pursuits. Although the program repudiates Marxism, economic cooperatives are advocated, since they reward the members according to the people's creative and productive ability. (The book contains a revision of statistics correct to the end of 1960.) (se) ED027476 Masters of Their Own Destiny; The Story of The Antigonish Movement of Adult Education Through Economic Cooperation. 1939-00-00 177 N/A 1939 -1

New

Yes Aspiration Beliefs Colonial History (United States) Community Characteristics Community Leaders Curriculum Guides Economic Climate Moral Values Political Influences Puritans Religious Cultural Groups Religious Factors Secondary Education Social Studies Socioeconomic Influences United States History Work Attitudes Johnson, H. Mark Amherst Coll., MA. To show how a central idea shapes a monolithic society, this social studies unit focuses on the idea of God's "providence" as the motivational force in Puritan thinking and analyzes the idea's sources, its truth, its impact, and its evolution through three generations of Puritan living. Sections of the unit discuss (1) the religious, economic, and political uses that the first generation of Puritans made of the idea of God's providence, (2) the jeremiads that the second generation of Puritans heard from the pulpit and their responses to these warnings, and (3) the ways that the third generation justified the Salem witch trials which contributed to the modification of the idea of God's providence. Included are excerpts from Salem court records, from 17th century religious tracts and sermons, and from the writings of men who shaped Puritan thinking--such as John Winthrop, Increase and Cotton Mather, Samuel Sewall, and John Danforth. [Not available in hard copy due to marginal legibility of original document.] (Author/JB) ED032340 God's Providence in Puritan New England: An Inquiry into the Nature of Ideas. Teacher and Student Manuals. 1966-00-00 Office of Education (DHEW), Washington, DC. Bureau of Research. 118 N/A 1966 -1

New

Yes Academic Achievement Class Size High School Students Participant Satisfaction Research Projects Edward W. Clark High School, Las Vegas, NV. This investigation determined if students showed a difference in academic attainment or attitude toward school as a result of membership in an average or above average size group. Some 224 male and female students in average or above average size classes in Business Law, Introduction to Business, and Government served as subjects. They were randomly scheduled into classes. Pretest and posttest scores on teacher-made tests were analyzed to measure academic attainment. No significant difference in academic attainment was found for either Business Law or Introduction to Business classes. A significant difference was found for the course on government. No significant differences for satisfaction with learning environment, resulting from differences in class size, were found for any of the three courses. (PS) ED021252 The Influence of Class Size on Academic Attainment and Student Satisfaction. 0000-00-00 80 N/A -1

New

Yes Age Groups Black Attitudes Black Culture Black Dialects Black Education Black Youth Contrastive Linguistics Culture Conflict English Instruction Ethnic Groups Instructional Improvement Language Styles Language Usage Nationalism Peer Groups Puerto Ricans Racial Identification Reading Instruction Social Values Sociolinguistics Stereotypes TENL Urban Culture Urban Language Verbal Ability Verbal Communication Labov, William And Others New York (New York) Columbia Univ., New York, NY. Volume I of this report (AL 001 821) is a general description of the project, background and related research, the methods employed, and a linguistic analysis of the structural differences in grammar and phonology between non-standard Negro English (NNE) and Standard English (SE). Volume II is directed to a wider range of readers and deals with the differences in the uses of NNE and SE. Included here are a description of the peer groups and vernacular culture studied in Volume I, a description of NNE speech events and group standards of excellence, culture, the subjective evaluation of language differences by adults, and overt attitudes towards language. It is concluded that NNE is a dialect of English with certain extensions and modifications of rules found in other dialects. The verbal capacities of ghetto children are much greater than those found by other investigators. While structural conflict between NNE and SE is one factor in reading failure, functional conflict (cultural conflict between NNE and SE value systems expressed as different language norms) is the chief problem. It is recommended that children learn to read by reading back their own words, that young, male "auxiliary teachers" be used to mediate between teachers and students, and that the teaching of SE in the early grades be linked to the value system the NNE student brings to school. (Author/JD) ED028424 A Study of the Non-Standard English of Negro and Puerto Rican Speakers in New York City. Volume II: The Use of Language in the Speech Community. 1968-00-00 Office of Education (DHEW), Washington, DC. Bureau of Research. 366 N/A 1968 -1

New

Yes Educational Research Microteaching Nonverbal Communication Preservice Teacher Education Questioning Techniques Reinforcement Research Methodology Research Needs Small Group Instruction Teaching Models Teaching Skills Training Methods Videotape Recordings Berliner, David C. Stanford Univ., CA. Stanford Center for Research and Development in Teaching. This paper reviews the history and current state of research and development on microteaching and technical skills training, particularly as these are related to the Stanford University program. Background sections describe the historical development of the technical skills approach as a preservice teacher training program and its interrelationship with microteaching and videotape technology. Techniques of modeling (e.g., use of short videotape recordings of a master teacher performing a lesson to illustrate uses of a specific skill) are discussed. A previously unpublished study by the author, in which methods for acquiring the skill of higher order questioning were investigated, is described in detail. Several other studies illustrating the definition of skills in behavioral terms are reviewed, and the methodology used in the investigation of skill acquisition is described; specifically discussed are the skills of higher-order questioning, reinforcement, probing, stimulus variation, silence and nonverbal communication, and control of small groups. Related research in technical skill development is presented including discussions of inservice adaptations of the approach (e.g., minicourses) and extension to other areas (e.g., microcounseling). The final section on research needs contains some critical analysis of current research and summary of important questions requiring investigation in subsequent studies. (Author/JS) ED034707 Microteaching and the Technical Skills Approach to Teacher Training. Technical Report No. 8. 1969-10-00 Office of Education (DHEW), Washington, DC. Bureau of Research. 62 N/A 1969 -1

New

Yes Applied Linguistics English Instruction Grade 10 Grade 9 Grammar Kernel Sentences Language Research Sentence Structure Transformational Generative Grammar Writing (Composition) BATEMAN, DONALD R. ZIDONIS, FRANK J. National Council of Teachers of English, Champaign, IL. AN EXPERIMENT WAS CONDUCTED, OVER A 2-YEAR PERIOD, AT THE OHIO STATE UNIVERSITY SCHOOL TO TEST THE POSSIBLE EFFECTS OF A STUDY OF A GENERATIVE GRAMMAR ON STUDENT COMPOSITIONS. IN ADDITION TO THE REGULAR CURRICULUM, AN EXPERIMENTAL CLASS OF 50 NINTH-GRADERS (AND 10TH-GRADERS THE FOLLOWING YEAR) WAS REQUIRED TO LEARN TRANSFORMATIONAL-GENERATIVE GRAMMATICAL MATERIALS PREPARED BY THE INVESTIGATORS. SAMPLES OF WRITING BY BOTH THE EXPERIMENTAL AND CONTROL CLASSES WERE COLLECTED DURING THE FIRST 3 MONTHS OF THE PROJECT, AND IN THE LAST 3 MONTHS OF THE 2-YEAR PERIOD. THESE WERE ANALYZED FOR (1) STRUCTURAL COMPLEXITY, (2) THE PROPORTION OF WELL-FORMED TO MALFORMED SENTENCES, AND (3) THE TREND IN THE FREQUENCY AND KINDS OF MISOPERATIONS THAT OCCURRED. RESULTS OF THIS ANALYSIS INDICATE THAT KNOWLEDGE OF GENERATIVE GRAMMAR (1) ENABLES STUDENTS TO INCREASE SIGNIFICANTLY THE PROPORTION OF WELL-FORMED SENTENCES IN THEIR WRITING, (2) SEEMS TO ENABLE STUDENTS TO INCREASE THE COMPLEXITY WITHOUT SACRIFICING THE GRAMMATICALITY OF THEIR SENTENCES, AND (3) CAN ENABLE STUDENTS TO REDUCE THE NUMBER OF ERRORS IN THEIR WRITING. BECAUSE THE LOGIC OF GENERATIVE GRAMMAR SEEMS TO REPRESENT THE PSYCHOLOGICAL PROCESS OF SENTENCE FORMATION, ITS STUDY HELPS THE STUDENT OVERCOME THE DIFFICULTIES OF WRITING WITH GRAMMATICAL EFFECTIVENESS. (THIS REPORT--A CONDENSATION OF THE FINAL REPORT FOR COOPERATIVE RESEARCH PROJECT NO. 1746 (SEE ED 001 241.)--IS ALSO AVAILABLE FOR $1.00 FROM THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH, 508 SOUTH SIXTH STREET, CHAMPAIGN, ILLINOIS 61820, ORDER NO. 14709.) (DL) ED018424 THE EFFECT OF A STUDY OF TRANSFORMATIONAL GRAMMAR ON THE WRITING OF NINTH AND TENTH GRADERS. 1966-00-00 55 N/A 1966 -1

New

Yes Ancillary School Services Data Disadvantaged Youth Education Service Centers Educational Legislation Educational Research Elementary Schools Federal Aid Federal Legislation Federal Programs Instructional Materials Library Services School Districts Secondary Schools State Departments of Education Supplementary Education Tables (Data) Elementary and Secondary Education Act Congress of the U.S., Washington, DC. Senate Committee on Labor and Public Welfare. THIS COMMITTEE REPORT CONTAINS THE PRESIDENT'S 1965 EDUCATION AND STATE OF THE UNION MESSAGES, THE TEXT OF THE 1965 ELEMENTARY AND SECONDARY EDUCATION ACT (ESEA) TO IMPROVE EDUCATIONAL QUALITY AND OPPORTUNITIES, AND A SECTION-BY-SECTION ANALYSIS OF THE ESEA. THE TITLES OF THE ACT PROVIDE FINANCIAL ASSISTANCE FOR (1) LOCAL EDUCATIONAL AGENCIES TO EDUCATE CHILDREN FROM LOW INCOME FAMILIES, (2) SCHOOL LIBRARY RESOURCES AND INSTRUCTIONAL MATERIALS, (3) SUPPLEMENTARY EDUCATIONAL CENTERS AND SERVICES, (4) EDUCATIONAL RESEARCH AND TRAINING, AND (5) THE STRENGTHENING OF STATE DEPARTMENTS OF EDUCATION. ALSO INCLUDED IN THE REPORT ARE FACT SHEETS CONTAINING BACKGROUND DATA AND PROPOSALS FOR EACH OF THE TITLES, RELEVANT CHARTS, A LIST OF POSSIBLE ESEA PROGRAMS, AND THE AMENDED TEXTS OF PUBLIC LAWS 874 AND 815. PUBLIC LAW 874 IS CONCERNED WITH FINANCIAL ASSISTANCE FOR LOCAL EDUCATIONAL AGENCIES IN AREAS AFFECTED BY FEDERAL ACTIVITIES AND PUBLIC LAW 815 DEALS WITH THE CONSTRUCTION OF SCHOOL FACILITIES IN THESE AREAS. (LB) ED018492 ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965, BACKGROUND MATERIAL WITH RELATED PRESIDENTIAL RECOMMENDATIONS. 1965-01-26 213 N/A 1965 -1

New

Yes American Indians Conference Reports Discriminatory Legislation Economic Development Educational Problems Federal Legislation Housing Needs Legal Problems Opinions Welfare Services Chicago Univ., IL. The American Indian Chicago Conference held at the University of Chicago, June 13-20, 1961, was designed to allow Indians of all tribes to voice their opinions and desires. The proceedings of the conference contain formal statements of purpose and creed, with proposed legislative and regulatory changes constructed to alleviate problems of the Indian population in economic development, health, welfare, housing, law enforcement and education. The appendices contain a number of formal statements regarding specific problems and information regarding the registrants and the makeup of the various committees. (DK) ED030518 Declaration of Indian Purpose: The Voice of the American Indian. Proceedings of American Indian Chicago Conference (University of Chicago, June 13-20, 1961). 1961-00-00 51 N/A 1961 -1

New

Yes Applied Music Choral Music Choral Speaking Demonstrations (Educational) Educational Programs Inservice Teacher Education Music Music Activities Music Appreciation Music Education Music Reading Music Techniques Musical Instruments Primary Education Teacher Education Teacher Workshops Teaching Methods Schneider, Jacques Elementary and Secondary Education Act Title III Elk Grove Training and Development Center, Arlington Heights, IL. This report of the Elk Grove Training and Development Center's Orff Music Program (ESEA Title 3) describes both the Center's activities and the purpose of the Orff method--to develop in the child all of the basic musical skills. Aspects of the program covered are (1) the Center's background and history, (2) its scope, services, and various activities, (3) its purposes in relation to both students and teachers, and (4) its evaluation, focusing on the training workshops and program development. Also included are a chronological overview of the program, some workshop materials, evaluation instruments and results, accounts by Carl Orff of the system, discussions of workshops held at the Center, a directory of consultants, and a bibliography on the Orff-Schulwerk method. [Not available in hard copy due to marginal legibility of original document.] (JM) ED037474 Orff Program: Music for Children. 1969-07-00 Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC. 192 N/A 1969 -1

New

Yes American History Analytical Criticism English Instruction Group Activities Independent Reading Independent Study Literary Criticism Literature Research Projects Secondary Education Student Projects United States Literature Schumann, Paul F. Ninety-six study projects, for individuals or groups, dealing with works by American authors or America's history in the past 100 years are listed. (JM) ED038415 Suggested Independent Study Projects for High School Students in American Literature Classes. 1969-00-00 7 N/A 1969 -1

New

Yes Audiences Disadvantaged Youth Educational Television Educationally Disadvantaged Learning Measurement Instruments Parent Attitudes Preschool Children Program Content Program Evaluation Research Design Research Methodology Teacher Attitudes Television Research Television Viewing Ball, Samuel And Others Educational Testing Service, Princeton, NJ. This study evaluates the impact of the first year of "Sesame Street" on preschool televiewing audiences in five sites (Boston, Mass., Durham, N.C., Phoenix, Ariz., suburban Philadelphia, and northeastern California). Chapter I introduces evaluational questions and the research strategy. Chapter II presents sampling procedures for pretest and posttest data on 943 children, explains criteria for development and selection of measurement instruments assessing children's learning, program content, parent and teacher attitudes, and describes field operations. Chapter III analyzes results in three parts: (1) a descriptive analysis of the viewing population (age, sex, advantaged children, Spanish-speaking children, rural children, and disadvantaged at-home and in-school viewers), (2) a probing analysis investigating in depth the characteristics of at-home, disadvantaged, high-viewing children in relation to home background and high or low learning, (3) an inferential analysis examining the overall effectiveness of the television series in achieving its goals. Chapter IV presents the summary, conclusions and recommendations. Extensive appendixes include detailed information on "Sesame Street" goals and evaluation instruments. (WY) ED047823 The First Year of Sesame Street: An Evaluation. Final Report, Volume III of V Volumes. 1970-10-00 Children's Television Workshop, New York, NY. 442 N/A 1970 -1

New

Yes Context Free Grammar Deep Structure Surface Structure Transformational Generative Grammar ROSS, JOHN ROBERT Massachusetts Inst. of Tech., Cambridge. IN ATTEMPTING TO DEFINE "SYNTACTIC VARIABLE," THE AUTHOR BASES HIS DISCUSSION ON THE ASSUMPTION THAT SYNTACTIC FACTS ARE A COLLECTION OF TWO TYPES OF RULES--CONTEXT-FREE PHRASE STRUCTURE RULES (GENERATING UNDERLYING OR DEEP PHRASE MARKERS) AND GRAMMATICAL TRANSFORMATIONS, WHICH MAP UNDERLYING PHRASE MARKERS ONTO SUPERFICIAL (OR SURFACE) PHRASE MARKERS. THE THESIS PRESENTS A SET OF CONSTRAINTS ON VARIABLES--UNIVERSAL AND LANGUAGE-PARTICULAR--AND DISCUSSES HOW THEY AFFECT SYNTACTIC RULES. HE POINTS OUT THAT CHOMSKY'S A-OVER-A PRINCIPLE IS BOTH TOO STRONG AND TOO WEAK, BECAUSE THE PRINCIPLE CANNOT BE EXTENDED TO ACCOUNT FOR THE PHENOMENA WHICH THE AUTHOR CALLS "SYNTACTIC ISLANDS." THE ENTIRE DISCUSSION CENTERS AROUND RULES AND CONSTRAINTS, WHICH ARE ACTUALLY LIMITS ON THE POWER OF VARIABLES THAT CAN APPEAR IN CERTAIN TYPES OF RULES. IT IS SHOWN THAT CONSTRAINTS, ESPECIALLY WITH THE NOTION OF "COMMAND," DIVIDE PHRASE MARKERS INTO "ISLANDS," SUGGESTING THAT THESE "ISLANDS" BEHAVE LIKE PSYCHOLINGUISTIC ENTITIES. THE AUTHOR PREFERS TO MAKE THE RELATIONSHIP BETWEEN GRAMMATICALITY AND ACCEPTABILITY MORE ABSTRACT THAN PREVIOUSLY ASSUMED BY TRANSFORMATIONALISTS. THIS THESIS WAS PREPARED AS PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY. (FB) ED016965 CONSTRAINTS ON VARIABLES IN SYNTAX. 1967-09-00 523 N/A 1967 -1

New

Yes Children Creative Thinking Creative Writing Creativity Research Elementary Education Exceptional Child Research Gifted Group Testing Scoring Test Interpretation Test Reliability Test Validity Tests YAMAMOTO, KAORU Minnesota Tests of Creative Thinking Kent State Univ., OH. Bureau of Educational Research and Services. THIS MANUAL DESCRIBES PROPOSED SCORING PROCEDURES FOR THE MINNESOTA TEST OF CREATIVE THINKING AND WRITING. TEST FORMS FOR SIX VERBAL TASKS AND THREE NONVERBAL TASKS ARE PRESENTED. FOR MOST TASKS, THIS SCORING MANUAL HAS EXTRACTED FROM THE TEST PROTOCOLS FOUR SCORES TO REPRESENT FOUR ABILITIES OF CREATIVE THINKING-- FLUENCY, FLEXIBILITY, ORIGINALITY, AND ELABORATION. THE DETAILED SCORING INSTRUCTIONS INCLUDE EXPLANATIONS OF SCORING PROCEDURES A AND SCORED SAMPLE RESPONSES. DATA ON INTERSCORER RELIABILITIES, TEST-RETEST RELIABILITY, INTERCORRELATIONS AMONG SCORES, VALIDITY, NORMS, AND CORRELATIONS WITH SCORES FROM EARLIER MEASURES, ARE BASED ON SUBJECTS IN GRADE 5, GRADE 10, AND COLLEGE, AND ARE PRESENTED IN 20 TABLES. A FIRST REVISED EDITION OF A SCORING MANUAL FOR IMAGINATIVE STORIES, GRADES 3 THROUGH 6, IS PRESENTED. FOR EACH OF TWO FORMS, SUBJECTS WRITE A STORY ON ONE TOPIC CHOSEN FROM THE LIST OF 10 TOPICS. THE SCORING SCHEME EMPLOYS FIVE SUBDIVISIONS UNDER THESE SIX CATEGORIES--ORGANIZATION, SENSITIVITY, ORIGINALITY, IMAGINATION, PSYCHOLOGICAL INSIGHT, AND RICHNESS. A SUPPLEMENTARY SCORING GUIDE EVALUATES ORIGINALITY (NINE SUBDIVISIONS) AND INTEREST (NINE SUBDIVISIONS). FOR BOTH SCORING SCHEMES ON IMAGINATIVE STORIES, SCORING PROCEDURES ARE DESCRIBED AND EXAMPLES OF SCORED RESPONSES ARE INCLUDED. PRELIMINARY NORMS AND SOME DATA ON RELIABILITY OF SCORING ARE PRESENTED. A REFERENCE LIST OF 17 ITEMS IS INCLUDED. (JA) ED017090 EXPERIMENTAL SCORING MANUALS FOR MINNESOTA TESTS OF CREATIVE THINKING AND WRITING. 1964-05-00 151 N/A 1964 -1

New

Yes Behavioral Science Research Environmental Research Family Characteristics Grade 10 Individual Characteristics Intelligence Interaction Process Analysis Interviews Longitudinal Studies Males National Surveys Personality Studies Questionnaires Socioeconomic Background Bachman, Jerald G. Michigan Univ., Ann Arbor. Survey Research Center. This is the second volume in a series that documents the Youth in Transition project, a national longitudinal study of about 2,200 10th grade boys in public schools. This document deals with family background factors and abilities as they relate to a variety of personality characteristics, behaviors, and plans for the future. Major units include: (1) Dimensions of Family Background, (2) Interrelationships Among Background Characteristics, (3) Intellectual Aptitudes and Abilities, (4) Self-Concept of School Ability, (5) Motives, (6) Self-Esteem, and Other Affective States, (7) Values and Attitudes, (8) Behaviors, and (9) College Plans and Occupational Aspirations. The conclusions indicate that the socioeconomic level is perhaps the most important of the family background measures, and that the family background factors influence intelligence and job information. Extensive appendixes, illustrative figures and tables, and a bibliography are included. Volume one is available as ED 026 463. (GEB) ED051414 Youth in Transition. Volume II, The Impace of Family Background and Intelligence on Tenth-Grade Boys. 1970-00-00 Office of Education (DHEW), Washington, DC. 293 Publications Division, Institute for Social Research, University of Michigan, 426 Thompson St., Ann Arbor, Michigan 48106 ($5.00 paper; $7.00 cloth) N/A 1970 -1

New

Yes Algebra Curriculum Development Instructional Materials Modern Mathematics Number Systems Probability Secondary School Mathematics Statistics Textbooks Secondary School Mathematics Curriculum Improvement Study, New York, NY. This is Part 1 of the first course in a series which focuses on building fundamental mathematical structures. The arithmetic studied in elementary school along with modular arithmetic is examined and set notation and mappings of sets are presented. Mathematical group structures are introduced. Points and numbers are related both on a line and in a lattice framework. (FL) ED046771 Unified Modern Mathematics, Course 1, Part 1. 1968-00-00 Columbia Univ., New York, NY. Teachers College. Office of Education (DHEW), Washington, DC. Bureau of Research. 346 N/A 1968 -1

New

Yes Algebra Curriculum Development Geometric Concepts Geometry Graphs Instructional Materials Mathematical Logic Modern Mathematics Secondary School Mathematics Textbooks Secondary School Mathematics Curriculum Improvement Study, New York, NY. This is Part 1 of the second course in a series which focuses on building fundamental mathematical structures. Topics considered in this book include: an introduction to mathematical logic and mathematical proof, a continuation of the study of groups, an introduction to axiomatic affine geometry, fields, the real number system, and coordinate geometry. The discussion of groups contains an example of a non-commutative group, theorems about groups, and the concept of isomorphism. Axioms for an affine geometry are given together with some logical consequences of these axioms and finite and infinite models for the axioms. The chapters on fields and the real number system include solving equations and inequalities, properties of the real number system and calculation with irrational numbers. (FL) ED046774 Unified Modern Mathematics, Course 2, Part 1. 1969-00-00 Columbia Univ., New York, NY. Teachers College. Office of Education (DHEW), Washington, DC. Bureau of Research. 337 N/A 1969 -1

New

Yes Architectural Programing Bibliographies Building Plans Day Care Centers Educational Facilities Design Educational Needs Educational Philosophy Environmental Influences Interior Space Preschool Education Space Orientation Osmon, Fred Linn Educational Facilities Labs., Inc., New York, NY. This book summarizes the issues involved in the design of a children's center. A children's center is defined as an away from home, group child care program for 2-4 year olds. The material is organized into 35 chapters or "patterns." A pattern is a package of design requirements whose solution is focused on a distinct part of the physical environment. This part can be a physical activity space -- e.g., a kitchen, an entry, or the action area of the play yard; it can be a part of a building -- e.g., the lighting system or the flooring materials; or it can be an overall design issue -- e.g., a multirealm environment for mother and child. The patterns should be a takeoff point for the director, the teachers, and the architect to begin thinking about the daily program for a center and the parallel requirements for a physical environment. These patterns can also be considered as part of a continuing dialogue between early childhood educators and architects who take the time to articulate their ideas on educational needs and required physical solutions. The patterns are transitory and temporary, to be modified and changed as the dialogue is vitalized with new ideas and insights. (Author) ED061577 Patterns for Designing Children's Centers. A Report. 1971-00-00 127 Educational Facilities Labs, 477 Madison Avenue, New York, N.Y. 10022 ($2.00) N/A 1971 -1

New

Yes Adult Education Comparative Education Educational Change Educational Development Educational History Educational Sociology Foreign Countries Higher Education Primary Education Secondary Education Teacher Education Vocational Education Nyberg, Rene, Ed. Finland The overall educational strategy within the relevant historical, social, and economic contexts is described in a summary of the broad outlines of Finnish educational systems and reforms. Explanation of the comprehensive school experiment for primary, secondary, and vocational education precedes discussion of the higher education system, teacher education, and adult education. Eighteen graphic appendices and a bibliography supplement the text. (Author/SHM) ED069569 Educational Reform in Finland in the 1970's. 1970-00-00 129 N/A 1970 -1

New

Yes Administrative Policy Confidential Records Court Litigation Criminals Delinquent Rehabilitation Employment Employment Opportunities Employment Problems Employment Qualifications Federal Government Legal Problems Public Agencies State Government Vocational Rehabilitation Miller, Herbert S. Georgetown Univ. Law Center, Washington, DC. Inst. of Criminal Law and Procedure. This study documents the inconsistencies and inner dynamics of the administrative structure of the legal system as it operates on persons with criminal records in their attempt to find employment. Directed particularly to the administrative structure at the local, state, and national level, the investigation utilized questionnaire responses and job application data from 48 states to obtain its findings. Those major findings include: (1) A juvenile record and an arrest record not followed by conviction are substantial obstacles to employment, (2) Present annullment and expunging statutes do not remove the employment obstacles of convicted felons, (3) State civil service statutes provide no guidelines for civil service personnel to screen applicants with criminal records, (4) Job application forms frequently ask for arrest records, but do not indicate that an individual with a criminal record is eligible for hiring, (5) Civil service procedures generally act as a bar to employment for convicted persons through the setting of high educational requirements, etc., and (8) Juvenile and adult correctional officials do not inform their wards and clients of their legal status and ways to mitigate the effect of the record on job opportunities. (Author/SN) ED079530 The Closed Door: The Effect of a Criminal Record on Employment with State and Local Public Agencies. 1972-02-00 Manpower Administration (DOL), Washington, DC. Office of Research and Development. 263 National Technical Information Service, Springfield, VA 22151 N/A 1972 -1

New

Yes Cognitive Processes Decoding (Reading) Miscue Analysis Reading Ability Reading Comprehension Reading Development Reading Processes Reading Research Reading Skills Semantics Syntax Goodman, Kenneth S. Burke, Carolyn L. Wayne State Univ., Detroit, MI. Reading is a process in which written language conveys meaning between writer and reader. The reader uses graphic, syntactic, and semantic cues to get to the meaning. This study examines the reading process of 94 subjects with proficiency levels ranging from low second grade to high tenth grade using the Goodman Taxonomy of Reading Miscues. The analysis showed reading at all levels to be consistent with the Goodman model of reading. Low proficiency readers are using the same process as high proficiency readers but less well. They are less efficient because they use more graphic, syntactic, and semantic information than they need; they have less productive strategies for using this information; and they lose more of the potential meaning. The analysis revealed no hierarchy of skills in reading development. Beyond the very lowest levels, no notable differences in handling graphic cues exist. Differences in ability to handle complex syntax disappear among readers of moderate to high proficiency. The single consistent difference between groups at successive proficiency levels is in their ability to comprehend what they read. The best indicator of reading proficiency is the percent of miscues semantically acceptable before correction. (Author/TO) ED079708 Theoretically Based Studies of Patterns of Miscues in Oral Reading Performance. Final Report. 1973-04-00 Office of Education (DHEW), Washington, DC. Bureau of Research. 459 N/A 1973 -1

New

Yes Audiovisual Aids Educational Media Facility Inventory Instructional Materials International Education Learning Activities National Surveys Primary Education Questionnaires Tables (Data) Teacher Education Teaching Methods Colombia Ministerio de Educacion Nacional, Bogota (Colombia). Centro Nacional de Documentacion e Informacion Pedagogica. The Colombian Institute of Pedagogy (ICOLPE) has undertaken a study of the availability and use of teaching aids and instructional materials in that country on the primary level. This report contains the results of that study. The document provides a listing of companies producing teaching aids. Questionnaires (included) were sent to educational authorities in areas around the country and to directors of the normal schools to obtain information on the creation, use, and distribution of educational materials. The compiled results provide details on materials available and on the teacher training that accompanies the use of such materials. The study finds a lack of available materials in the basic subjects. In many cases, teachers are ill-prepared in the use of such materials. General conclusions are outlined and recommendations are presented. (VM) ED063834 Las ayudas educativas en la educacion primaria (Teaching Aids in Elementary Education). 1971-08-00 41 N/A 1971 -1

New

Yes Administrators Bibliographies Comparative Analysis Content Analysis Cost Effectiveness Hospital Personnel Literature Reviews Methods Methods Research Models Nurses Staff Utilization Synthesis Aydelotte, Myrtle K. National Institutes of Health (DHEW), Bethesda, MD. Div. of Nursing. Iowa Univ., Iowa City. In recent years much has been written on the subject of nurse staffing but few attempts have been made to integrate the literature and show relationships between the methodologies. This document is an effort to synthesize and critically examine the major methodological research studies in the field of nursing. Included are: (1) a bibliography of over 1,000 staffing studies, (2) a glossary of terms used in staffing research, and (3) an historical development of nurse staffing studies from which was developed a framework for classifying the staffing methodology. A complement to a previous report released in 1972,, the publication is intended as an aid for improving the use of nursing manpower and may be especially helpful to nursing administrators and practitioners. (Author/SN) ED080669 Nurse Staffing Methodology, A Review and Critique of Selected Literature. 1973-01-00 536 Superintendent of Documents, U. S. Government Printing Office, Washington, D. C. 20402 (S/N 1741-00051, $5.80) N/A 1973 -1

New

Yes Administrative Policy Administrative Problems American Indian Reservations American Indians Education Federal Programs Government Role Health Income Investigations Legal Problems Migrants Socioeconomic Background Treaties Tribes Meriam, Lewis, Comp. And Others Brookings Institution, Washington, DC. The report, generally known as the Meriam Report, is a survey of the economic and social conditions of the American Indians during the 1920's. Data was collected by field work for approximately 7 months. One or more members of the investigating staff visited 95 different jurisdictions, either reservations, Indian agencies, hospitals, or schools and also communities where Indians have migrated. Practically all western states with any considerable Indian population were included in the field work. Because of the diversity and complexity of Indian affairs this document is necessarily voluminous. The detailed report contains the following sections: (1) a general policy for Indian Affairs, (2) health, (3) education, (4) general economic conditions, (5) family and community life and the activities of women, (6) migrated Indians, (7) legal aspects of the Indian problem, and (8) missionary activities among Indians. Findings and recommendations are listed in detail in the front of this report. Findings cover such areas as health, living conditions, the causes of poverty, and the work of the government in behalf of the Indians. Recommendations include adequate statistics and records, better living and working conditions, and improving general economic conditions. (FF) ED087573 The Problem of Indian Administration. Report of a Survey Made at the Request of Honorable Hubert Work, Secretary of the Interior, and Submitted to Him, February 21, 1928. 1928-00-00 Department of the Interior, Washington, DC. 452 N/A 1928 -1

New

Yes Bilingualism Contrastive Linguistics Demography Dialect Studies Interference (Language) Intonation Language Rhythm Morphology (Languages) Nonstandard Dialects Phonology Spanish Standard Spoken Usage Vocabulary Cardenas, Daniel N. Center for Applied Linguistics, Washington, DC. ERIC Clearinghouse for Languages and Linguistics. The introductory section of this study of Spanish dialects in the United States, commissioned by the ERIC Clearinghouse for Linguistics, presents the plan and the ethnic distribution of Spanish speakers in the U.S.. (The 1960 census shows the preponderance of population contribution to be from Mexico, Puerto Rico, Cuba, and Spain.) A description of standard Spanish is followed by descriptions of the major varieties of Spanish in the U.S.: (1) Mexican (and Texan, New Mexican and Southern Coloradan, Arizonan, Californian, and other U.S. urban area subvarieties); (2) Puerto Rican; (3) Cuban; and (4) Peninsular. The third section of this study presents a contrastive analysis of intonation in terms of pitch, terminal junctures, stress, and rhythm. The final section, on vocabulary, deals briefly with certain lexical items and innovations brought about by current bilingualism. A bibliography concludes the study. (AMM) ED042137 Dominant Spanish Dialects Spoken in the United States. 1970-06-00 49 N/A 1970 -1

New

Yes Componential Analysis Environmental Influences Innovation Land Use Laws Local Government Local Issues Regional Planning Relationship State Legislation Bosselman, Fred Callies, David Council on Environmental Quality, Washington, DC. The Council on Environmental Quality commissioned this report on the innovative land use laws of several states to learn how some of the most complex land use issues and problems of re-allocating responsibilities between state and local governments are being addressed. Many of the laws analyzed are designed to deal with problems that are treated in the President's proposed National Land Use Policy Act of 1971, an act providing Federal assistance to states to develop programs dealing with land use issues of regional or state concern. The bill, for example, calls upon states to identify and control development in areas of critical environmental concern; assure that development of regional benefit is not blocked or unduly restricted by local governments; and control large scale development and land use in areas impacted by key facilities. Legislation cited and analyzed includes the: (1) Hawaiian Land Use Law, (2) Vermont Environmental Control Law, (3) San Francisco Bay Conservation and Development Commission, (4) Twin Cities Metropolitan Council, (5) Massachusetts Zoning Appeals Law, (6) Maine Site Location Law, (7) Massachusetts Wetlands Protection Program, (8) Wisconsin Shoreland Protection Program, and (9) New England River Basins Commission. Summaries of other innovative legislation together with six key issues in state land use regulation are also given. (BL) ED067272 The Quiet Revolution in Land Use Control. 1971-12-00 379 Superintendent of Documents, Government Printing Office, Washington, D.C. 20402 (Stock No. 4111-0006, $2.75) N/A 1971 -1

New

Yes Competency Based Teacher Education Course Objectives Exceptional Child Education Handicapped Children Instructional Materials Material Development Task Analysis Teacher Developed Materials Teacher Education Teacher Educators Thiagarajan, Sivasailam And Others Guides - General Indiana Univ., Bloomington. Center for Innovation in Teaching the Handicapped. Presented in the sourcebook for the teacher educator is the Four-D model (define, design, develop, and disseminate) to be used for developing instructional materials for training teachers of exceptional children. Listed at the beginning of chapters are instructional objectives; included when appropriate are guidelines, checklists, and flow charts. Given for use of the book are instructions such as reading chapter 1 for an overview, choosing a topic, and checking chapter objectives for essentialness to task accomplishment. Noted in the introduction are the transition in special education that requires teachers to demonstrate competency, the efficacy and validity of special training programs, and the role of the Four-D model. The stage categorized as "define" is described to be analytical and to involve five steps: front-end analysis (problems facing the teacher trainer), learner analysis, task analysis, concept analysis, and the specifying of instructional objectives. The next stage is seen to involve the design of prototype instructional material and to comprise four steps: construction of criterion referenced tests, media selection, format selection, and initial design for presentation of instruction through media such as tests, textbooks, audiotutorial models, and computer assisted instruction. The developmental stage is said to comprise modification of the prototype material through expert appraisal and developmental testing. Described for the final stage (disseminate) are summative evaluation, final packaging activities such as securing copyright releases, and diffusion. (MC) ED090725 Instructional Development for Training Teachers of Exceptional Children: A Sourcebook. 1974-00-00 National Center for Improvement of Educational Systems (DHEW/OE), Washington, DC. 192 Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091 (Single Copy, $5.50) N/A 1974 -1

New

Yes Applied Linguistics French German Greek Interference (Language) Italian Language Instruction Language Patterns Latin Modern Languages Portuguese Russian Second Language Learning Spanish Hall, Robert A., Jr. Spoken Language Services, Inc., Ithaca, NY. This text focuses on the nature of language learning in the light of modern linguistic analysis. Common linguistic problems encountered by students of eight major languages are examined--Latin, Greek, French, Spanish, Portuguese, Italian, German, and Russian. The text discusses the nature of language, building new language habits, overcoming interferences, linguistic analysis of the eight languages, and language in context. A bibliography of language texts and audiovisual aids is included. (RL) ED089546 New Ways to Learn a Foreign Language. 1973-00-00 186 Spoken Language Services, Inc., P. O. Box 783, Ithaca, N. Y. 14850 ($4.00) N/A 1973 -1

New

Yes Communication (Thought Transfer) Conventional Instruction Curriculum Drama Educational History Educational Innovation Educational Philosophy English Instruction Grammar Individualized Instruction Language Linguistics Literary History Literature Appreciation Progressive Education Rhetoric Traditional Schools Applebee, Arthur N. Books National Council of Teachers of English, Urbana, IL. Tracing the broad movements in the teaching of English--both in theory and in practice--from its origin as a subject during the 1880's to the present day, this book focuses on the aspect of the teaching of English which has absorbed the greatest amount of teacher's time, energy, and enthusiasm: the teaching of literature. Chapters, following a chronological pattern, are "Early Traditions,""The Birth of a Subject,""A School for the People,""Science and the Teaching of English,""A Framework for Teaching,""Narrowed Goals,""An Academic Model for English,""Winds of Change," and "Afterword: The Problems Remaining." Appendixes covering important dates in the teaching of English, offerings in English in the North Central area from 1860 to 1900, requirements in English literature for college entrance from 1874 to 1900, the most frequently anthologized works from 1917 to 1957, the growth of English from 1900 to 1949, and major officers of the National Council of Teachers of English from 1912 to 1974 are included, along with a selected bibliography and an index. (JM) ED097703 Tradition and Reform in the Teaching of English: A History. 1974-00-00 310 National Council of Teachers of English, 1111 Kenyon Road, Urbana, Illinois 61801 (Stock No. 21103, $5.95 nonmember, $5.50 member) N/A 1974 -1

New

Yes Abstract Reasoning Elementary Education Elementary School Students Humanities Instruction Individual Development Inquiry Instructional Materials Logical Thinking Philosophy Productive Thinking Reading Materials Relevance (Education) Student Interests Lipman, Matthew Guides - General Montclair State Coll., Upper Montclair, NJ. Inst. for the Advancement of Philosophy for Children. "Harry Stottlemeier's Discovery" is the student book for the project in philosophical thinking described in SO 008 123-126. It offers a model of dialogue -- both of children with one another and of children with adults. The story is set among a classroom of children who begin to understand the basics of logical reasoning when Harry, who isn't paying attention in class, says that a comet is a planet because he remembers hearing that comets revolve around the sun just as planets do. The events that follow in the classroom and outside of school are a recreation of the ways that children might find themselves thinking and acting. The story is a teaching model; non-authoritarian, and anti-indoctrinating, it respects the value of inquiry and reasoning, encourages the development of alternative modes of thought and imagination, and suggests how children are able to learn from one another. Further, it sketches what it might be like to live and participate in a small community where children have their own interests, yet respect each other as people, and are capable at times of engaging in cooperative inquiry for no other reason than the satisfaction of doing so. (Author/JH) ED103298 Harry Stottlemier's Discovery [Revised Edition]. 1974-12-00 100 Institute for the Advancement of Philosophy for Children, Montclair State College, Upper Montclair, N.J. 07043 ($5.00; quality documents) N/A 1974 -1

New

Yes Achievement Crime Deafness Demography Educational Background Etiology Exceptional Child Research Family Relationship Genetics Hearing Impairments Intelligence Tests Mental Health Programs Psychiatric Hospitals Psychiatric Services Psychological Testing Psychotherapy Research Needs Schizophrenia Siblings Socialization State Surveys Statistical Surveys Vocational Adjustment RAINER, JOHN D., ED. AND OTHERS New York New York State Psychiatric Inst., New York. Dept. of Medical Genetics. THE FINAL REPORT OF THE MENTAL HEALTH PROJECT FOR THE DEAF IS PRESENTED. FOLLOWING AN EXPLANATION OF THE PROJECT AND ITS PROCEDURES AND AN HISTORICAL REVIEW OF SPECIAL EDUCATION AND MENTAL HEALTH SERVICES ARE REPORTS (BY INDIVIDUAL AUTHORS) OF THE RESEARCH PROGRAM WITHIN THE NEW YORK STATE DEAF POPULATION, THE REPORTS CONSIDER (1) METHODOLOGICAL ASPECTS--SAMPLING PROCEDURES, (2) DEMOGRAPHIC ASPECTS--NUMBER, DISTRIBUTION, MARRIAGE, AND FERTILITY STATISTICS, (3) GENETIC ASPECTS OF EARLY TOTAL DEAFNESS, (4) INTELLIGENCE TESTS IN DEAF TWINS, (5) SEXUAL PATTERNS AND FAMILY RELATIONSHIPS, (6) PATTERNS OF SOCIALIZATION AND COMMUNITY INTEGRATION, (7) EDUCATIONAL BACKGROUND AND VOCATIONAL ADJUSTMENT, (8) DEAF PERSONS OF OUTSTANDING ACHIEVEMENT, AND (9) DELINQUENCY AND CRIME. WORK ON PSYCHIATRIC CONSIDERATIONS OF THE CLINICAL OUTPATIENT PROGRAM TREATS (1) OPERATIONAL DESCRIPTION OF A PILOT CLINIC, (2) PSYCHOLOGICAL TESTING--DEVELOPMENT AND PRACTICE, (3) RORSCHACH DATA AND CLINICAL OBSERVATIONS, AND (4) PSYCHOTHERAPY FOR THE DEAF. FOR THE CLINICAL INPATIENT PROGRAM, PSYCHIATRIC CONSIDERATIONS STUDIED ARE (1) DISTRIBUTION AND DIAGNOSIS OF PATIENTS IN NEW YORK STATE MENTAL HOSPITALS AND (2) DEAFNESS AND SCHIZOPHRENIA--A FAMILY STUDY. CONCLUSIONS AND RECOMMENDATIONS MADE BY THE PROJECT TREAT (1) PREVENTIVE MENTAL HEALTH PLANNING, (2) CLINICAL MANAGEMENT OF DEAF PSYCHIATRIC PATIENTS, (3) AREAS FOR CONTINUED RESEARCH, AND (4) MAIN FINDINGS AND SOME PROJECTIONS. GRAPHS AND TABLES APPEAR THROUGHOUT. A BIBLIOGRAPHY LISTS 253 ITEMS. THIS DOCUMENT IS AVAILABLE FROM THE DEPARTMENT OF MEDICAL GENETICS, NEW YORK PSYCHIATRIC INSTITUTE, NEW YORK, NEW YORK. (JD) ED018016 FAMILY AND MENTAL HEALTH PROBLEMS IN A DEAF POPULATION. 1963-00-00 279 N/A 1963 -1

New

Yes Discipline Policy Due Process Educational Policy Elementary Secondary Education National Surveys Racial Discrimination School Statistics Student Problems Student School Relationship Suspension Tables (Data) Books Washington Research Project, Cambridge, MA. Children's Defense Fund. This book examines the incidence and impact of school suspension and discusses its effectiveness as a disciplinary measure. Basically, this publication is intended to follow up and expand on a 1974 report on the use of school suspension, "Children out of School in America." Data for this current study were drawn from suspension data submitted to the federal Office for Civil Rights by 2,862 school districts, from an independent survey of over 6,500 families in nine states and the District of Columbia, and from more than 300 additional interviews with school officials and community leaders. Individual chapters offer an overview of the use of school suspension, present various educational administrators' views on school discipline, examine why children are suspended and how suspension affects them, summarize statistical data on the incidence of suspension, discuss suspension as a form of racial discrimination, describe the legal requirements for due process in suspension cases and suggest how schools can meet those requirements, and examine various approaches that have been tried as alternatives to suspension. Numerous tables that summarize statistical data on the use of school suspension are presented throughout the book and in the appendix. (JG) ED113797 School Suspensions: Are They Helping Children? A Report. 1975-00-00 270 Children's Defense Fund, 1746 Cambridge Street, Cambridge, Massachusetts 02138 ($4.00 plus postage, Quantity discounts) N/A 1975 -1

New

Yes Annotated Bibliographies Educational Games Higher Education Instructional Materials Simulation Teacher Education Teachers Teaching Experience Kovac, Roberta J. Pollack, Michael A. Reference Materials - Bibliographies Indiana Univ., Bloomington. School of Education. Center for Invention and Development. The Center for Invention and Development has compiled an annotated bibliography which identifies sources and sets parameters in the use of games and simulation in the classroom. The introduction attempts to clarify the difference between simulation and gaming and the relative position of each in teacher education. There are 134 items which cover general references, six journals and newsletters, and 23 simulations and games. Most items have been published or developed since 1960. The source of a large percentage of the references are documents from Resources in Education (RIE) and Current Index to Journals in Education (CIJE). (Author/DS) ED112836 Simulation/Gaming in Teacher Education: An Annotated Bibliography of Selected Sources for Use in the Development of Teacher Training Programs. 0000-00-00 40 N/A -1

New

Yes Females Guides High School Students Males Mild Mental Retardation Norms Occupational Tests Scoring Secondary Education Semiskilled Occupations Test Reliability Test Validity Testing Unskilled Occupations Visual Measures Vocational Interests Becker, Ralph L. Tests/Questionnaires American Association on Mental Deficiency, Washington, DC. The AAMD-Becker Reading-Free Vocational Interest Inventory is a non-reading vocational preference test for use with mentally retarded persons, particularly the educable mentally retarded at the high school level. Illustrations having occupational significance are presented in forced-choice format for selections. The instrument helps to identify areas in which individuals have vocational interests, thus aiding counselors in the vocational planning, training, or job placement of individuals. Scores are provided in eleven male and eight female interest areas. Male interests are automotive, building trades, clerical, animal care, food service, and patient care. Female interest areas are laundry service, light industrial, clerical, personal service, food service, and Patient care. Scores in each male and female interest area are derived from pictorial items presented in 55 male triads and 40 female triads in separate inventory booklets. The Inventory is available as a consumable booklet for hand scoring and includes an Individual Profile Sheet to interpret results. It can be administered within a 45-minute class period. The manual provides information on administering, scoring and interpreting the test, as well as the development of norms, intercorrelations of the scales, reliability, and validity. (RC) ED118593 AAMD-Becker Reading-Free Vocational Interest Inventory Manual [and Male and Female Inventories]. 1975-00-00 Office of Education (DHEW), Washington, DC. 111 American Association on Mental Deficiency, 5201 Connecticut Ave., N.W., Washington, D.C. 20015 (Manual, $6.00; Tests $1.00 each, $8.00 for 10) N/A 1975 -1

New

Yes Behavior Patterns Behavioral Science Research Biological Influences Individual Psychology Psychological Patterns Psychological Studies Psychotherapy Speeches Ellis, Albert Reports - Research If we define irrationality as thought, emotion, or behavior that leads to self-defeating consequences or that significantly interferes with the survival and happiness of the organism, we find that literally hundreds of major irrationalities exist in all societies and in virtually all humans in those societies. These irrationalities persist despite people's conscious determination to change; many of them oppose almost all the teachings of the individuals who follow them; they persist among highly intelligent, educated, and relatively undisturbed individuals; when people give them up, they usually replace them with other, sometimes just as extreme, irrationalities; people who strongly oppose them in principle nonetheless perpetuate them in practice; sharp insight into them or their origin hardly removes them; many of them appear to stem from autistic invention; they often seem to flow from deepseated and almost ineradicable tendencies toward human fallibility, overgeneralization, wishful thinking, gullibility, prejudice, and short-range hedonism; and they appear at least in part tied up with physiological, hereditary, and constitutional processes. Although we can as yet make no certain or unqualified claim for the biological basis of human irrationality, such a claim now has enough evidence behind it to merit serious consideration. (Author) ED119041 The Biological Basis of Human Irrationality. 1975-08-31 42 N/A 1975 -1

New

Yes Agricultural Machinery Agricultural Machinery Occupations Electric Batteries Electrical Systems Electricity Equipment Maintenance Guides Machine Repairers Trade and Industrial Education Guides - General American Association for Vocational Instructional Materials, Athens, GA. Farm and Industrial Equipment Inst., Chicago, IL. The fundamental principles underlying the application of electricity to tractors and farm equipment are presented. An understanding of the material in the basic manual will enable the service man to understand better the service procedures covered in service manuals on electrical equipment. Topics dealt with are fundamentals of electricity, storage batteries, circuits, and combination motor and generator. (NJ) ED112257 The Tractor Electrical System. A Teaching Reference. 0000-00-00 61 N/A -1

New

Yes Academic Ability Academic Achievement Bibliographies Educational Opportunities Educational Research Elementary Secondary Education Equal Education Nature Nurture Controversy Social Influences Socioeconomic Background Husen, Torsten Books Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation. This monograph discusses some basic concepts and reviews some of the more salient research findings dealing with equality of educational opportunity. Major emphasis of the author's inquiry is on how educational opportunity and educational attainment relate to social background. Chapter 1 attempts to clarify what is meant by equality of educational opportunity. Chapter 2 discusses the relationship between IQ and educational attainment, on the one hand, and occupational success. Chapter 3 argues that the concept of ability must be regarded in a sociological context. Chapter 4 is a comprehensive review of European and American research on reserves of talent, using Sweden as an illustrative case. Chapter 5 examines how various features of the formal educational system affect educational opportunity. Chapter 6 considers the relationship between home background and educational attainment. Finally, chapter 7 presents the author's conclusions and elaborates on some of the policy implications of the findings. (Author/JG) ED112457 Social Influences on Educational Attainment. Research Perspectives on Educational Equality. 1975-00-00 186 OECD Publications Center, Suite 1207, 1750 Pennsylvania Avenue, N. W., Washington, D.C. 20006 (ISBN-92-64-11333-9, $8.00) N/A 1975 -1

New

Yes Cognitive Processes Communication (Thought Transfer) Computer Oriented Programs Higher Education Information Processing Information Science Information Theory Language Language Research Linguistics Models Semantics Semiotics Symbolic Language Syntax Word Recognition Pearson, Charls Slamecka, Vladimir Reports - Descriptive Georgia Inst. of Tech., Atlanta. School of Information and Computer Science. This study is designed to help provide an understanding of the role semiosis plays in information processes. The object of study is the structure of various types of signs, and a determination of the relationship between sign structure and information properties. A review of the theory of sign structure is followed by an examination of syntactic levels of the universal structure model. Investigations into syntactic shape, semantic structure, and pragmatic structure are summarized. The semiotics laboratory of the Georgia Institute of Technology is described, and activities in semiotics and information science are reviewed. (CH) ED124180 Semiotic Foundations of Information Science. Program Report No. 2. 1976-03-00 National Science Foundation, Washington, DC. Div. of Science Information. 19 N/A 1976 -1

New

Yes Adult Programs Community Programs Gerontology Older Adults Outreach Programs Participation Physical Health Research Projects Social Psychology Socioeconomic Status Speeches Volunteers Grote, N. P. Baumhover, L. A. Reports - Research Alabama Univ., University. Center for the Study of Aging. The relationship between life satisfaction and voluntary association membership is passing through its descriptive phases and is now being examined in depth. As part of a three-year longitudinal study to evaluate a Title VII program, this data reports on an analysis of life satisfaction, voluntary association membership, health status, and SES among program participants and non-participants within the same AAA. Sampling procedures consisted of proportional allocation by systematic random method. Three groups were chosen; (1) program participants surveyed at Time II; (2) non-participants surveyed at Time I; and (3) non-participants never surveyed. An analysis of covariance was run to determine if any of the independent variables had a significant effect on life satisfaction. Findings support Cutler's thesis (1973) that the effects of status and health lead to a weak relationship between voluntary association membership and life satisfaction. Apparently voluntary associations include participants in good health who are financially able to participate. Implications are discussed to improve program participation by developing alternative strategies to involve low income groups in good health. (Author) ED127505 Voluntary Associations, Life Satisfaction, and Other Correlates of Participation in Programs for the Elderly. A Preliminary Analysis. 1975-00-00 South Alabama Regional Planning Commission. 12 N/A 1975 -1

New

Yes Cognitive Development Cognitive Processes Comparative Testing Development Developmental Psychology Elementary Secondary Education Individual Differences Information Processing Maturation Measurement Norms Research Projects Speeches Gray, Jerry L. Reports - Research The primary purpose of this study was to establish normative data for the cognitive style behaviors of children from kindergarten through the ninth grade. Approximately 400 students served as subjects. The measures used were a free response pictorial-, a multiple choice pictorial-, and a multiple choice verbal-test. Cognitive style behavior was found to progress developmentally from relational to descriptive to categorical modes for pictorial stimuli and from relational to categorical to descriptive modes of information processing for verbal stimuli. The consequences of individual differences in cognitive styles for school learning were discussed within a developmental framework. (Author) ED127530 A Developmental Perspective of Cognitive Style. 1976-00-00 6 N/A 1976 -1

New

Yes Adult Development Development Developmental Psychology Gerontology Human Development Individual Psychology Maturation State of the Art Reviews Theories Pedrini, D. T. Pedrini, Bonnie C. Reference Materials - Bibliographies This paper briefly introduces outlines of psychoanalysis (Freud), individual psychology (Adler), and analytical psychology (Jung). Freud focused on problems of adults as they related to childhood; Adler on problems of adults as they related to adulthood; and Jung on problems of adults as they related to middle and later years. Jungian analytical psychology is singularly applicable to the entire life cycle with special meanings for gerontology. In all this theorizing, however, we should always consider reality, and towards this end research is recommended. Included is a select bibliography with authorized translations of original sources, definitive sources, and explanatory sources. (Author) ED127531 Freud, Adler, Jung: From Womb to Tomb. 1976-04-06 14 N/A 1976 -1

New

Yes Change Agents Change Strategies Evaluation Futures (of Society) Material Development Problem Solving Program Budgeting Rural Development Rural Education School Community Programs Reports - Research Northwest Regional Educational Lab., Portland, OR. The REP contract with the National Institute of Education was through November 30, 1975. Under the contract terms the REP was to develop a set of RFD Strategies to strengthen the problem-solving capacities of rural school systems, communities, classrooms, and families. Defined as community, school, learner, support agency, and family centered, each strategy was composed of processes and products intended for use by local problem solvers or by state and regional agencies who could support local efforts. By November 30, 1974, several important considerations had prompted various modifications in the original scope of work. These included: discontinuation of the learner and family centered components; integration of the community, school, and family centered components; arrangement for a site for installing the integrated strategy; procurement of a second field test site; development of an evaluation plan for measuring the extent to which the strategy could produce desired outcomes; and addition of a diffusion planning component. As of November 30, 1975, the integrated RFD Strategy was being installed in a field site in Southeastern Utah; proto-type versions of the six specified products had been developed; the specifications for a seventh product had been prepared; a second field test site had been procured in Northeastern Washington; the evaluation plan had been developed; and a nine-state diffusion effort had been initiated. (NQ) ED128134 [Rural Futures Development (RFD), Rural Education Program (REP), Northwest Regional Educational Laboratory.] Final Report to the School Capacity for Problem Solving Group, National Institute of Education, November 30, 1975. 1976-01-16 National Inst. of Education (DHEW), Washington, DC. 16 N/A 1976 -1

New

Yes Educational Programs Elementary Secondary Education Environmental Education Fundamental Concepts Instruction Objectives Outdoor Education Resource Materials Teacher Role Peters, Richard Books This paper presents arguments for the premise that, from an instructional point of view, the most effective environmental education program is one that provides for proximity congruency (direct interaction with the natural and man-made environment) as opposed to proximity incongruency. The author suggests that if the teacher is interested in exposing the student to the real world of the life-space environment, there are several activities and experiences that can be incorporated into the instructional strategy. These include: (1) community studies, (2) field studies, (3) field trips, (4) graphic studies, (5) nature walks, (6) weekend daytrips, and (7) weekend overnight camping trips. A representative sample of environmental education information available to teachers including: films, filmstrips, games, simulations, printed materials, projects and organizations, is presented. This publication concludes by listing environmental problems that need immediate attention in environmental education programs. (BT) ED128167 Proximity Congruency and Proximity Incongruency: Factors Affecting the State of the Art of Environmental Education. 1976-05-00 12 N/A 1976 -1

New

Yes Community Colleges Conference Reports Conferences Educational Problems Educational Radio Individualized Instruction Instructional Materials Language Enrollment Language Instruction Language Teachers Modern Language Curriculum Relevance (Education) Second Language Learning Student Attitudes Student Motivation Teacher Workshops Teaching Methods Two Year Colleges Thomas, Kathleen H. Collected Works - Proceedings At the Foreign Language"Think Tank" Symposium of April 1975, the following major problems of community college foreign language teachers were identified: (1) low enrollment; (2) attrition; (3) low achievers; (4) articulation with universities; and (5) lack of interest. Suggested solutions included: (Problem 1) advertisement, a foreign language requirement, relevance in the classroom; (Problem 2) more oral work, individualization, and courses geared towards nurses, police, and social workers; (Problem 3) individualization and re-examination of goals and objectives; and (Problem 5) stimulating interest through "Language Days," fairs, tutoring, awards, and scholarships. Problem 4 was found to be not really a problem. In addition to this discussion, a materials exchange produced books, cassettes, TV tapes, film, slides, and transparencies. A preview was also given of foreign language radio spot announcements. Finally, the following were discussed: university programs, the Florida Foreign Language Task Force, several trips, and a Language Day Fair at the Florida Technological University campus at Orlando. (AM) ED129060 Foreign Language "Think Tank" Symposium. 1975-04-05 10 N/A 1975 -1

New

Yes Adult Education Annotated Bibliographies English for Special Purposes English (Second Language) Indochinese Literature Guides Publications Reading Materials Reading Skills Refugees Secondary Education Textbooks Vietnamese Reference Materials - Bibliographies Center for Applied Linguistics, Arlington, VA. This bibliography presents a selection of reading materials for adults and secondary students who are studying English as a Second Language. There is a great variety of reading texts and supplementary readers that have been specifically designed for ESL students, or that are easily adaptable to their needs. Readers have been developed for students at all levels of English language ability, and they treat a very wide range of topics to suit almost any interest. These materials will help language students at all levels develop their skills in English, and they will also offer them interesting and enjoyable reading. Several varieties of ESL reading materials are presented: textbooks for teaching reading skills; supplementary texts; structured readers; and readers for special purposes or subject areas. (Author/AM) ED129062 A Bibliography of Reading Materials for Adult Students of English as a Second Language. Adult Education Series, No. 4. Indochinese Refugee Education Guides. 1976-00-00 21 the five Bilingual Resource Centers in Brooklyn, New York; Arlington Heights, Illinois; Lafayette, Louisiana; San Diego, California; and Berkeley, California (free) N/A 1976 -1

New

Yes Adult Education Annotated Bibliographies English (Second Language) Individual Instruction Indochinese Instructional Materials Language Instruction Lesson Plans Pronunciation Refugees Second Language Learning Teaching Guides Teaching Methods Tutoring Vocabulary Guides - General Center for Applied Linguistics, Arlington, VA. This guide for tutors and teachers dealing with adult Indochinese refugees learning English provides guidelines for materials selection and use, and for making language lessons maximally effective and interesting for the refugee. As an introduction, background information is provided on the refugee's attitudes towards learning English. This is followed by suggestions on practical matters such as time and place of lessons. A section on teaching materials discusses ESL materials and how to use them in lessons. A section on teaching methods covers lesson preparation and teaching; pronunciation, and homework. The following special problems are discussed: illiteracy, insistence on grammar, desire to learn without a teacher's help, tapes, desire to continue past the survival course, and desire not to continue. One section is devoted to teaching classes as opposed to tutoring. Finally, a brief bibliography of ESL texts, teaching aids, and information sources is provided. (AM) ED129068 English Lessons for Refugee Adults - A Guide for Volunteers, Tutors and Teachers. Adult Education Series, No. 6. Indochinese Refugee Education Guides. 1976-00-00 48 the five Bilingual Resource Centers in Brooklyn, New York; Arlington Heights, Illinois; Lafayette, Louisiana; San Diego, California; and Berkeley, California (free) N/A 1976 -1

New

Yes College Programs Directories Educational Programs Facilities Higher Education Instructional Innovation Intellectual Disciplines Professional Education Program Descriptions Universities Eriksen, Stanford C. Reports - Descriptive Committee on Institutional Cooperation. Collected are reports of experimental instructional projects and educational programs generated by teachers at the Big Ten universities. The purpose is to exchange information among college teachers, administrators, and educational researchers about ways to improve the conditions for learning. The focus is on changes in a particular discipline area, but many arrangements can be easily adapted for use in other departments and interdisciplinary programs. Section one on subject matter describes department-based projects. Section two on institutional support includes descriptions of institutional facilities, instructional media arrangements, and broad programs that span different disciplines. Section three is the cumulative index to all twelve reports. (Author/KE) ED129177 Development and Experiment in College Teaching. No. 12. 1976-00-00 66 Stanford C. Ericksen, Center for Research on Learning and Teaching, 109 E. Madison Street, Ann Arbor, Michigan 48109 ($1.50) N/A 1976 -1

New

Yes Elementary Schools Extended School Year Program Descriptions Program Evaluation School Schedules Secondary Schools Year Round Schools Tiffany, Burton C. Speeches/Meeting Papers California This presentation describes the year-round school operation of the Chula Vista City School District in California. Chula Vista adopted the 45-15 year-round plan to help ease a shortage of classroom space while maintaining a quality program for children. Under the plan, each pupil attends school for about nine weeks and then has vacation for three weeks. Throughout the year, one-fourth of the pupils are on vacation at any time. Major advantages of the year-round program are that the long summer vacation is redistributed into shorter seasonal vacations, the school facility is in use 12 months a year, variations in teacher contracts are possible, and most of the benefits of the traditional school program are retained. Disadvantages include the break in the tradition of a long summer holiday, difficulties in scheduling and communication, more expensive maintenance, and the need to study and consider vacation programs throughout the entire year. The document also considers answers to questions often asked about implementation of a year-round school program. The 1974-75 year-round school calendar for each student group is included. (Author/DN) ED093057 Year-Round School. 1974-04-00 22 N/A 1974 -1

New

Yes Allied Health Occupations Education Guides Instructional Materials Job Training Medical Assistants Speech Pathology Study Guides Guides - General National Association for Hearing and Speech Action, Silver Spring, MD. Part of an instructional set which includes an instructor's guide, this trainee manual is designed to provide speech pathology students with some basic and essential knowledge about the communication process. The manual contains nine modules: (1) speech pathology assistant, (2) the bases of speech (structure and function of the speech mechanism, language development, and phonetics), (3) hearing, (4) communication disorders (articulation disorders, language disorders, stuttering, and voice disorders), (5) diagnostic evaluation and clinical management procedures, (6) ethnic and cultural differences, (7) exceptional children and adults, (8) client follow-up procedures, and (9) practicum and work experience. Each module contains objectives, study content, and references. A glossary is also included. (WL) ED128591 Speech Pathology Assistant. Trainee Manual. 1974-00-00 Department of Labor, Washington, DC. 91 N/A 1974 -1

New

Yes Curriculum Design Curriculum Guides Educational Gerontology Educational Research Literature Reviews Needs Assessment Older Adults Resource Materials Retirement Surveys Adams, Keith K. Guides - General The purpose of this study is (1) to develop an outline for a course in pre-retirement planning; (2) to provide prospective instructors with reference material and resources for further course development; and (3) to determine if additional courses in retirement planning will be needed. A principal source of information for the development of the content of the pre-retirement class was the review of the literature. To supplement this review, and to provide for community input, a survey was administered to students in the Cerritos College Extended Day Program. The guide discusses the results of this survey, and presents a suggested outline for a course in pre-retirement planning. It also includes suggested references and resources. (Author/SJL) ED128700 A Course Outline for Pre-Retirement Planning and a List of References and Resources. Curriculum Module. 1976-03-00 53 N/A 1976 -1

New

Yes Audiodisc Recordings Copyrights Federal Legislation Libraries Reprography Kastenmeier, Robert W. Legal/Legislative/Regulatory Materials Congress of the U.S., Washington, DC. House Committee on the Judiciary. This September 29, 1976, report of the joint Senate-House of Representatives Conference Committee contains the amended text of a proposed new copyright law. An explanation of the specific points of conflict in the House and Senate versions of the bill and the resolutions suggested by the Conference Committee are appended. As reported out of the committee, the bill includes limitations on the exclusive rights of copyright owners through the authorization of "fair use" of copyrighted material for nonprofit educational purposes, reproduction of limited copies of phonorecords by libraries and archives for purposes not including commercial advantage, certain performances and displays of dramatic or musical works, limited secondary transmissions and primary transmissions, plus specified copying of performances by a transmitting organization. The bill defines the scope of the exclusive rights of copyright holders and the restrictions on the use of various technologies--coin operated phonorecord players, computers and similar information systems, and photocopiers. The bill specifies the functions of the Copyright Office. The penalties for the transportation, sale, or receipt of phonograph records, tapes, or films bearing forged or counterfeit labels are specified. (KB) ED129295 General Revision of the Copyright Law, Title 17 of the United States Code. Conference Report (to Accompany S. 22). House of Representatives, Ninety-Fourth Congress, Second Session. Report No. 94-1733. 1976-09-29 83 N/A 1976 -1

New

Yes Achievement Attitudes Elementary Secondary Education Learning Mathematics Education Research Reviews (Publications) Sex (Characteristics) Sex Differences Student Characteristics Fennema, Elizabeth Sherman, Julia Reports - Research Research concerned with differences in mathematical achievement of males and females is discussed in this document. Variables hypothesized to be related to achievement of women in general and to mathematics learning and studying in particular are considered: verbal ability; spatial visualization ability; confidence in learning mathematics; mathematics as a male domain; attitude toward success in mathematics; perceived attitudes of mother, father, and teachers toward one as a learner of mathematics; usefulness of mathematics; and effectance motivation in mathematics. Four conclusions are drawn: (1) sex-related differences in mathematics achievement are not universal, (2) many fewer females than males study mathematics in eleventh and twelfth grades, (3) the relationship between cognitive factors and differential learning learning of mathematics by the sexes is unclear, and (4) differential mathematics studying and mathematics achievement by the sexes is at least partially caused by socio-cultural factors mediated through sex-role expectations. (DT) ED129633 Sex-Related Differences in Mathematics Learning: Myths, Realities and Related Factors. 1976-00-00 24 N/A 1976 -1

New

Yes Affective Objectives Behavioral Objectives Behavioral Science Research Classification Cognitive Objectives Conventional Instruction Course Objectives Creative Teaching Educational Improvement Educational Methods Educational Objectives Elementary Secondary Education Evaluation Instructional Improvement Learning Experience Models Teacher Effectiveness Teaching Methods Smith, Richard B. And Others Books Ways of utilizing behavioral objectives to their best advantage are specified. The purpose of the study is to help educators improve instruction through examination of different approaches to constructing behavioral objectives. Classroom teachers have been convinced that behavioral objectives are "necessary" for the functioning of the "general model of instruction" and that the "general model of instruction" is "necessary" for the improvement of instruction. Five suggestions for properly constructing behavioral objectives are given: (1) making possible the more efficient attainment of the broad general goals of instruction; (2) making it possible for the teacher to use results of learning research in designing instructional experiences; (3) making it possible for the teacher to test hypotheses regarding the effectiveness of different learning experiences for the attainment of the objective; (4) making it possible for teachers to produce findings which can be generalized to facilitate the attainment of similar objectives; and (5) making it possible for the teacher to diagnose and remediate the learning difficulties encountered by students. References are included in the document. (Author/DB) ED129658 The Sufficiency of Different Approaches to Constructing Behavioral Objectives for the Improvement of Instruction. 0000-00-00 17 N/A -1

New

Yes Collective Bargaining Community Colleges Employer Employee Relationship Governing Boards Government Employees Labor Legislation Trustees Two Year Colleges Unions Books Association of Community Coll. Trustees, Annandale, VA. Compiled in this document are nine articles addressed to trustees on collective bargaining in two-year colleges. Titles include: (1) Alternatives to Collective Bargaining; (2) Are There Alternatives to Collective Bargaining?; (3) Trustee Involvement in Preparation for Community College Collective Bargaining With Faculty--A Case Study; (4) The Challenge of Alternatives to Collective Bargaining; (5) Compulsory Public-Sector Bargaining: The Dissolution of Social Order; (6) Collective Bargaining in Two-Year Institutions: Yesterday, Today, and Tomorrow; (7) Collective Bargaining and Community Colleges; (8) Compulsory Unionism: A Real and Present Danger; and (9) Establishing the Representation Unit for Negotiations. Contributors include: George R. Fellows, D. B. Leonardelli, Richard A. Gardiner, Fred L. Matthews, Sylvester Petro, Robert H. Diday, John H. Metzler, Susan E. Staub, and Lee T. Patterson and Susan M. Crockett. (JDS) ED131883 Negotiator--for Community College and Technical Institute Trustees. 1976-00-00 65 Association of Community College Trustees, 955 L'Enfant Plaza, S. W., Suite 1406, Washington, D. C. 20024 ($3.00) N/A 1976 -1

New

Yes Children Cognitive Development Environmental Influences Fathers Heredity Intellectual Development Intelligence Literature Reviews Mothers Nature Nurture Controversy Parent Child Relationship Parent Role Sex Differences Sex Role Seaver, Judith W. Reports - Research This paper examines evidence supporting the hypothesis that environment differentially affects intelligence in a sex-specific manner. The current position that environment and heredity contribute interactively to intelligence obscures the greater vulnerability and exposure of males to environmental influences and the reciprocal lack of equivalent environmental stimulation which leads by default to a larger genetic component of intelligence for females. Several hypotheses related to the sex-differentiated interaction of environmental and hereditary determinants of intelligence are discussed. (Author/MS) ED131946 The Sex Differentiated Interaction of Environmental and Hereditary Determinants of Intelligence. 1972-00-00 16 N/A 1972 -1

New

Yes Attitude Change Attitudes Change Agents Comparative Analysis Definitions Faculty Followup Studies Graduate Students Literature Reviews Organizations (Groups) Outdoor Education Professional Associations Questionnaires Vocabulary Backiel, Marcia Lee Dissertations/Theses In 1968, 107 members of the AAHPER Council on Outdoor Education and Camping were surveyed to determine their attitudes toward the meaning of the term "outdoor education". Using the same rating sheet, this survey determined the Council members' present attitudes. An influence questionnaire was also designed to investigate the influence of people, places and events on the 1975 attitudes. A rating sheet and an influence questionnaire were mailed to 100 of the 107 members; 71 were returned. The raw data of the rating sheet was submitted to two factor analytic programs. Twenty-five significant factors which were statistically insignificant were identified. Since the 1968 population had only three factors, it was concluded that there seemed to have been an influence exerted upon the population causing the attitudes to change significantly enough so as to negate the validity of the rating sheet. Kendall's coefficient of concordance was used on the raw data from the influence questionnaire. It was found that the respondents did not significantly agree on influences upon their attitudes. Based on sex, faculty status and council membership, the respondents were divided into three sets of mutually exclusive subgroups. None of the six coefficients were statistically significant indicating that the influences upon the attitudes were very diversified. Results of both instruments supported each other. From the data, it was not possible to distinguish what the population discerned as the meaning of "outdoor education". (Author/NQ) ED131968 Comparative Study of Attitudes Toward the Meaning of the Term "Outdoor Education" as Viewed by Selected Members of the American Association of Health, Physical Education and Recreation's Council on Outdoor Education and Camping in 1968 and 1975. 1976-06-00 53 N/A 1976 -1

New

Yes Abstracts Cognitive Development Educational Research Evaluation Instruction Literature Reviews Research Research Reviews (Publications) Science Education State of the Art Reviews Helgeson, Stanley L., Ed. Blosser, Patricia E., Ed. Reports - Research Ohio State Univ., Columbus. Center for Science and Mathematics Education. This volume contains analyses of 12 recent studies in science education. The research topics of the studies include cognitive development, instruction, statistical methodology, teacher education, and testing. Each analysis is written by a science education specialist and contains an expanded abstract identifying the purpose, rationale, methodology, findings, and conclusions of the study. In addition, the analyst provides a critical evaluation of the research and recommendations for further study. (MH) ED132000 Investigations in Science Education, Vol. 2 No. 1. Expanded Abstracts and Critical Analyses of Recent Research. 1976-00-00 66 Information Reference Center (ERIC/IRC), The Ohio State University, 1200 Chambers Road, 3rd Floor, Columbus, Ohio 43212 (Subscription $6.00, $1.75 single copy) N/A 1976 -1

New

Yes Abstracts Cognitive Development Elementary Secondary Education Instruction Learning Logic Mathematics Education Number Concepts Research Research Reviews (Publications) Teacher Education Testing Osborne, Alan R., Ed. Journal Articles Ohio State Univ., Columbus. Center for Science and Mathematics Education. Twenty research reports related to mathematics education are abstracted and analyzed. Four of the reports deal with aspects of learning theory, ten with topics in mathematics instruction (problem solving, number concepts, number operations, and logic), two with teacher education, two with textbook development, one with testing, and one with goals for teaching mathematics. Research related to mathematics education which was reported in RIE and CIJE between October and December 1975 is listed. (DT) ED132031 Investigations in Mathematics Education, Vol. 9 No. 1. 1976-00-00 73 Information Reference Center (ERIC/IRC), The Ohio State University, 1200 Chambers Rd., 3rd Floor, Columbus, Ohio 43212 (Subscription, $6.00, $1.75 single copy) N/A 1976 -1

New

Yes Abstracts Calculators Cognitive Development Elementary Secondary Education Geometry Instruction Learning Logic Mathematics Education Ratios (Mathematics) Research Research Reviews (Publications) Subtraction Teacher Education Osborne, Alan R., Ed. Journal Articles Ohio State Univ., Columbus. Center for Science and Mathematics Education. Thirteen different research reports related to mathematics education, plus a set of five studies by one investigator and his associates, are abstracted and analyzed. The set of five studies is primarily concerned with how students deal with ratio. Of the other studies, one focuses on the longitudinal effects of inservice teacher training; five deal with student understanding of topics in mathematics (problem solving, logic, geometry, and subtraction); three are concerned with instructional procedures (college remedial mathematics, CAI, and use of calculators); two look at questions in learning theory; and two focus on sociological concerns. Research related to mathematics education which was reported in RIE and CIJE between January and March 1976 is listed. (DT) ED132032 Investigations in Mathematics Education, Vol. 9 No. 2. 1976-00-00 71 Information Reference Center (ERIC/IRC), The Ohio State University, 1200 Chambers Rd., 3rd Floor, Columbus, Ohio 43212 (Subscription $6.00, $1.75 single copy) N/A 1976 -1

New

Yes Attendance Patterns Community Involvement Community Resources Demonstration Programs Desegregation Effects Desegregation Methods Desegregation Plans Elementary Secondary Education Facility Improvement Integration Readiness Middle Schools Program Development Public Schools Racial Integration School Buildings School Desegregation School Districts Olson, Jerry C. Speeches/Meeting Papers Pennsylvania (Pittsburgh) Pittsburgh Public Schools, PA. Some of the tasks undertaken by the Pittsburgh Public Schools over the past 10 years in the continuing effort to make desegregation work include the construction of new buildings and the renovation of old, restructuring of school attendance patterns, development of innovative programs, utilization of community resources and support, and the willingness to devote a lot time and effort to a frequently unpopular cause. This paper addresses itself to the efforts involving the first four activities listed above. The basic goals guiding the construction of new buildings are the improvement of racial balance, movement toward a system wide 5-3-4 grade organization, relief of overcrowding, and replacement of inefficient and obsolete building. The staff's latest proposal to restructure the attendance patterns of the school district in an effort to achieve the school district's goals for quality education is the system wide school feeder plan involving 12 middle schools. One of the most beneficial programs, for both educational and sociological purposes is the Exploratory Occupational, Vocational and Technical Education Program which introduces students to several areas of study. A program that exemplifies cooperation and support from community organizations is a mental health and intergroup relations project. (Author/AM) ED126190 Making Desegregation Work. 1976-02-23 15 N/A 1976 -1

New

Yes Aggression Antisocial Behavior Change Strategies Crime Definitions Delinquency Drug Addiction Educational Environment Research Needs Research Problems School Districts School Role School Vandalism Social Action Social Change Social Problems Theories Violence Youth Problems McPartland, James M. McDill, Edward L. Reports - Research The main themes of some prominent theories of youthful offenders are reviewed, and some of the far reaching reforms implied by these themes are outlined. The main goal is to consider how schools may respond to the problem, and attention is restricted to changes in schools that may help, even though more fundamental reforms in society would have much greater impact. The presentation has three parts: definitions and classifications of the problem of crime in the schools are offered; a brief review of five major theories of the causes of juvenile offenses and implications of those theories for reforms in the larger society are presented; and an analysis of whether schools play a distinct role in the problem and a brief review of evaluations of specific school changes to address the problem are given. Two broad generalizations are highlighted in the conclusion. The first underscores the need for additional serious studies on what schols can do about the violence problem. The best that can be said is that the present knowledge is indirect, dealing mostly with forces deeply embedded in American instit utions and the social structure outside of the school. The second is the belief that schools presently play a direct or unique role in the violence problem, independent of the underlying conditions of employment, family, and juvenile law enforcement institutions. (Author/AM) ED126198 Research on Crime in the Schools. 1976-00-00 64 N/A 1976 -1

New

Yes Abstracts Agricultural Education Doctoral Dissertations Reference Materials - Bibliographies Illinois Univ., Urbana. Div. of Agricultural Education. Abstracts of 40 doctoral dissertations written by agricultural education graduates of the University of Illinois from 1949 to 1971 are compiled in this publication. Although abstract size and format varies with the individual dissertation, all abstracts include statement of purpose or problem, description of method, and presentation of findings and interpretation. Preface material notes that the 40 persons whose abstracts appear have served as professors of agricultural education, chairmen of deparments of agricultural education and vocational education, deans, directors, and college presidents; that half of the group completed their degrees since 1965; and that all but three are still actively engaged in educational work. (NJ) ED133427 Abstracts of Doctoral Dissertations: Agricultural Education. 1949-1971. 1971-09-00 77 N/A 1971 -1

New

Yes Accreditation (Institutions) Adult Education Bibliographies Certification Conference Reports Educational Improvement Educational Needs Health Occupations Higher Education Professional Continuing Education Long, James S., Ed. Boshier, Roger, Ed. Collected Works - Proceedings Washington Northwest Adult Education Association. Northern Illinois Univ., De Kalb. ERIC Clearinghouse in Career Education. Washington Contiuning Education Association. Issues concerned with the certification of continuing education are addressed in this report. Topics of the keynote addresses are (1) Compulsory Continuing Education for Professionals, or The Gold Rush of '76, and (2) The Mystique of Certification, Education and Professionalism: In the Service of Whom? Panel presentation topics include: (1) Continuing Education and Licensure in the Health Professions, (2) A Proposal for Relicensing Physicians in Washington, (3) Accreditation Process in Higher Education, and (4) The Need for Continuing Education and Skill Upgrading in the Electrical Trades. Each of the addresses and presentations contains an abstract. Questions, answers, and reflections related to certification are presented under the conference theme topic. The annotated bibliography on Certification, Credentialing, Licensing and the Renewal Process, constituting approximately half of the document, reflects the needs of the conference and the larger audience of adult educators. Information about additional conference sessions and other professional areas, and a postscript are included. (WL) ED129971 Certification, Credentialing, Licensing and the Renewal Process. Proceedings of a Conference Sponsored by Northwest Adult Education Association, Washington Continuing Education Association, ERIC Clearinghouse in Career Education (Seattle, Washington, February, 1976). 1976-08-00 National Inst. of Education (DHEW), Washington, DC. 53 Richard Harris, Continuing Education Center, Grays Harbor College, Aberdeen, Washington 98520 ($5.00, payable to "NWAEA Publications") N/A 1976 -1

New

Yes Academic Deans Administrator Attitudes Administrator Role College Faculty Community Colleges Deans Evaluation Methods Faculty Evaluation Higher Education Inservice Education Rural Schools School Surveys Staff Development Teacher Attitudes Two Year Colleges Urban Schools Golemon, R. B. Reports - Research Texas Four deans of instruction in small, rural junior colleges and four deans of instruction in large, urban junior colleges were interviewed, and faculty members from the small junior colleges were surveyed, in order to ascertain their opinions regarding faculty development procedures. It was found that: (1) deans felt in-service workshops to be essential while faculty were generally unconvinced as to the usefulness of such workshops; (2) consultants were felt to be useful by both deans and faculty; (3) varying methods of faculty evaluation were used, and in the small colleges the deans played a personal role in the evaluation process while in the large colleges where evaluation procedures were more systematic the deans' role was less important; (4) deans in small colleges tended to favor faculty exchange programs while deans in large colleges had reservations as to the utility of such a practice; (5) tangible recognition for teaching excellence or outstanding service was almost unanimously approved by both faculty and deans; (6) faculty and deans approved of community involvement/service as a means of faculty development; and (7) overall, while there was no great difference in the opinions of faculty members and deans' perceptions as to the deans' role in the faculty development process, there seemed to be a nominal breakdown in communications resulting in some unnecessary misunderstandings. An extensive bibliography and the survey instruments are appended. (JDS) ED133037 Deans of Instruction and Faculty Development in Four Small Rural Junior Colleges in Texas. 0000-00-00 31 N/A -1

New

Yes Agency Role Codification College Curriculum College Planning College Programs Community Colleges Core Curriculum Credit Courses Guidelines Program Development State Boards of Education State Legislation State Standards Statewide Planning Telecourses Two Year Colleges Legal/Legislative/Regulatory Materials Texas Texas Coll. and Univ. System, Austin. Coordinating Board. This document consists of 12 chapters pertaining to the role, scope, and functions of the Coordinating Board of the Texas College and University System in regulating Texas public junior colleges, and presents the Board rules and regulations regarding junior college program development and operations. Chapters include: (1) statutory authority of the Board; (2) general provisions; (3) core curricula for public junior colleges; (4) rules governing approval of less-than-baccalaureate programs in senior institutions; (5) rules for approval of off-campus credit courses; (6) criteria to be met in the creation of public junior colleges; (7) procedures to be followed in the creation of public junior colleges; (8) procedures for the dissolution of dormant junior college districts; (9) basic standards for public junior colleges; (10) operational provisions for public junior colleges; (11) rules for approval of academic courses for state appropriations to public community colleges; (12) rules for open-circuit television courses offered for credit by public institutions of higher education. (JDS) ED133038 Program Development. 1976-00-00 95 N/A 1976 -1

New

Yes Classroom Observation Techniques Early Childhood Education Evaluation Methods Language Acquisition Language Research Preschool Children Teachers Verbal Communication Verbal Development Wells, Gordon Speeches/Meeting Papers A study was conducted to determine criteria to measure successful language development and to determine what factors might be considered to be the determiners of this development. Subjects were 16 children, aged 3 years 3 months, selected on an intuitive basis from the 64 children in the older age group to represent the full range of development, from most advanced to most retarded. The data for comparison were of two kinds: samples of the children's spontaneous conversation recorded in their own homes on a time sampling basis over a complete day and subsequently transcribed and linguistically coded and scores on a test of comprehension. Measures considered were mean length of utterance, syntactic complexity, auxiliary verb system, semantic complexity, and pragmatic range. Teachers' assessment of children's language development was also considered. It was concluded that the factor here called "command of the language system" could be readily discerned in the speech data and that the range of pragmatic functions in the speech addressed to the child was the best predictor of the child's language development. Study findings also suggested that there may not be a close relationship between command of the language and effective communication. (Author/MS) ED133046 What Makes for Successful Language Development? 1976-06-00 Social Science Research Council, London (England). 28 N/A 1976 -1

New

Yes Early Childhood Education Educational Attitudes Educational Objectives Educational Practices Educational Research Educational Researchers Educational Theories Individual Differences Nursery Schools Preschool Education Preschool Teachers Program Evaluation Research Problems Research Utilization Sex Differences Teacher Attitudes Teaching Models Testing McDonald, Geraldine Speeches/Meeting Papers New Zealand Differing attitudes of researchers and preschool teachers towards research in early childhood are discussed in this paper. These differences are seen as arising from causes such as the special training of each group and the nature of the work they do, the distribution of the sexes in each group and the social institutions which back them. The concept of the whole child, generally supported in preschool teacher training, may conflict with the researcher's need to analyze and dissect. Emphasis on individual differences among children is noted as basic to general teacher thought, yet difficult to follow in research designed to develop programs for a wide range of children. Research workers' tendency to impose school-type models on preschools is attributed to their affiliation with university departments of education and psychology rather than, for example, anthropology or linguistics. Cited as a major source of differing viewpoints between preschool personnel and researchers is that workers in the preschool establishment are almost all female, while workers in the educational research establishment are predominantly male. Differences in research topics related to researcher sex are discussed in detail and attitudes towards program evaluation and pupil testing are noted. The involvement of preschool personnel in the planning of research projects affecting them is urged. (BF) ED133053 Two Windows on Research. 1976-10-20 17 N/A 1976 -1

New

Yes Abstracts Cognitive Development Educational Research Instruction Research Research Methodology Science Education Helgeson, Stanley L., Ed. Blosser, Patricia E., Ed. Reports - Research Ohio State Univ., Columbus. Center for Science and Mathematics Education. This issue of INVESTIGATIONS IN SCIENCE EDUCATION (ISE) provides analytical abstracts, prepared by science educators, of research reports in the areas of individual analysis, instruction, cognitive development, and Piagetian studies. Each abstract includes bibliographical data, research design and procedure, purpose, research rationale, and an abstractor's analysis of the research. Some abstracts are clustered by topics investigated. (SL) ED132034 Investigations in Science Education, Vol. 2, No. 2. Expanded Abstracts and Critical Analyses of Recent Research. 1976-00-00 64 Information Reference Center (ERIC/IRC), The Ohio State University, 1200 Chambers Road, 3rd Floor, Columbus, Ohio 43212 (Subscription, $6.00, $1.75 single copy) N/A 1976 -1

New

Yes Abortions Adolescents Behavior Patterns Bibliographies Contraception Emotional Response Ethics Homosexuality Human Body Individual Differences Moral Issues Psychological Patterns Sex Differences Sex Education Sexually Transmitted Diseases Spontaneous Behavior Textbooks Johnson, Anne D., Comp. Turner, John, Comp. Reference Materials - Bibliographies The authors have developed a bibliography related to key issues in adolescent sexuality. Included are the following topics: (1) biological basis of sexuality; (2) adolescent sexual behavior; (3) homosexuality; (4) contraception and contraceptive behavior; (5) venereal disease; (6) morals; (7) abortion; (8) historical or anthropological view; (9) general textbooks. Over forty references are included. (Authors/JD) ED132123 A Brief Bibliography for the Sex Educator. 1976-10-00 5 N/A 1976 -1

New

Yes Behavior Development Catholic Educators Classroom Communication Cognitive Measurement Egocentrism Elementary School Teachers Inservice Teacher Education Sensitivity Training Student Teacher Relationship Teacher Behavior Teacher Workshops Values Values Clarification Values Education Redman, George L. Reports - Research When asked to assess an object or event that allowed for a variety of points of view, inservice teachers after value clarification training (to a greater degree than before such training): (1) showed more openness to the needs and interests of students as individuals and as a group and less identification with authority figures; (2) indirectly showed, by identifying authorities holding similar or different viewpoints, the degree to which they considered their own messages as subjectively held; and (3) directly signaled their acceptance of the right of others to hold different points of view and gave concrete examples of such people. This change in value behavior was evidenced in a study conducted on K-8 inservice teachers in small Roman Catholic private schools in a training program of value clarification methodology, i.e., (1) acquiring knowledge and skills of value clarification, (2) applying skills in workshop and classroom settings, and (3) assessing real and potential successes and failures in their use. Subjects were administered a pretest, value clarification workshop and posttest, and the data received were interpreted to measure change in the degree of openness in assessing behaviors. The chief finding of the study demonstrated that a relationship existed between a period of value clarification training and the participating inservice teachers increased concern for the needs and interests of individual students. (MB) ED132138 An Exploratory Study of the Effects of Inservice Value Clarification Training on Openness of Teacher Assessing Behavior. 1975-08-00 32 N/A 1975 -1

New

Yes Guidelines Higher Education Individualized Instruction Postsecondary Education Program Descriptions Program Development Resource Materials Secondary Education Technical Education Vocational Education Nee, John G. Guides - General Michigan Central Michigan Univ., Mount Pleasant. Dept. of Industrial Education and Technology. On the premise that individualized instruction and its many variations has become increasingly more important to the vocational and technical educator, various aspects of an individualized instructional program are discussed under eight headings: (1) What Is Meant by Individualizing Instruction in Vocational and Technical Education? (2) Why Do We Need Individualized Instruction in Vocational and Technical Education? (3) How Are Individualized Instructional Systems Developed for Vocational and Technical Education? (Eight points to be considered in developing individualized programs are discussed.) (4) Where Is Individualized Instruction for Vocational and Technical Education Implemented in Michigan? (Five instructional programs) are described.) (5) What Impact Could Individualized Instruction Have on Vocational and Technical Education in Michigan? (6) What Are Some Problems Involved with Implementing Individualized Instructional Systems? (7) Resources to Consult for Further Information About Individualized Instruction for Vocational and Technical Education, and (8) What Are Some Selected References for Individualized Instruction in Vocational and Technical Education? (WL) ED133490 Individualizing Instruction in Vocational and Technical Education. 1976-08-23 43 N/A 1976 -1

New

Yes Administrator Guides Agency Cooperation Allied Health Occupations Education Cooperative Programs Coordination Federal Programs Guidelines Health Occupations Health Personnel Health Programs Health Services Labor Force Development Program Administration Program Development Welfare Agencies Guides - General United States Comprehensive Employment and Training Act Urban Management Consultants of San Francisco, Inc., CA. Written for State and local operators of Health Education and Welfare (HEW)-funded health service, health manpower, and health planning programs, this guide is intended to serve four major purposes: (1) Provide selected insights into the Comprehensive Employment and Training Act (CETA) and how it works; (2) point out potential areas for cooperation which, from study or field experience, hold the promise of benefit to the clients and administrators of both CETA and health programs; (3) present a brief analytical framework for identifying other arrangements not specifically outlined in this guide; and (4) review the HEW management techniques that have proven their value in negotiation and implementation of existing arrangements between CETA and health programs. One section of the guide focuses on description of CETA programs and the relationships between them and health programs. Nine specific examples of coordination opportunities are presented in another section, e.g., combining resources to develop a demonstration training program for disabled youth. Analysis, identification, and implementation of coordination arrangements are discussed in the final section, and an illustrative agreement is appended. (WL) ED133500 Health and CETA. A Coordination Guide for Health Administrators. 1976-03-00 Office of Human Development (DHEW), Washington, DC. Office of Manpower. 47 N/A 1976 -1

New

Yes Annotated Bibliographies Curriculum Development Educational Research Individualized Instruction Instructional Materials Learning Modules Material Development Research Projects Vocational Education Magisos, Joel H., Comp. Stakelon, Anne E., Comp. Reference Materials - Bibliographies Ohio State Univ., Columbus. Center for Vocational Education. This annotated bibliography is designed to assist applicants for research grants under part C (section 131a) of the amendments to the Vocational Education Act of 1963 by providing access to documents, journal articles, and current projects related to the individualization and modularization of vocational education instructional materials. The report literature and journal articles cited were found in a computer-assisted search of "Resources in Education" (RIE), "Abstracts of Instructional and Research Materials in Vocational Education" (AIM/ARM), and "Current Index to Journals in Education" (CIJE), and were selected from among a larger number uncovered in the initial search as the most relevant to the topical area and representative of previous work. Citations include 33 ERIC documents, 15 AIM/ARM documents, 62 journal articles, and 18 current projects. Also included are instructions for ordering the cited materials. (NJ) ED133573 Individualization and Modularization of Vocational Education Instructional Materials. An Annotated Bibliography of Publications and Projects. Bibliography Series No. 32. 1975-10-00 Bureau of Occupational and Adult Education (DHEW/OE), Washington, DC. 58 N/A 1975 -1

New

Yes Child Caregivers Consultants Consultation Programs Day Care Early Childhood Education Mental Health Programs Program Descriptions Program Development Program Evaluation Teacher Education Teacher Role Runquist, Merrell P. Speeches/Meeting Papers This paper describes a mental health consultation program for day care centers serving children under six years. The goals of the program are discussed together with a description of the role of the day care consultant. The steps by which the program was implemented are described in detail. The impact of the program was measured on several variables by comparing centers receiving consultation with those who did not. Measurements were taken (pre and post consultation) on the children's behavior and the expressed attitudes of the teachers. Post only measures were collected from the parents and from teachers as to their satisfaction with different aspects of the consultation process. It is concluded that mental health consultation to day care can be an effective way of furthering the prevention of behavioral disturbance in young children, although the effects are difficult to demonstrate empirically. Specific suggestions are given in three areas for professionals interested in beginning a consultation program to day care. (Author/SB) ED133075 Mental Health Consultation to Day Care: Planning, Implementing, and Evaluating. 1976-11-00 16 N/A 1976 -1

New

Yes Audiovisual Aids Elementary School Science Elementary Secondary Education Energy Games Instructional Materials Learning Modules Reference Materials Science Education Secondary School Science Social Studies Teaching Guides Reference Materials - Bibliographies Energy and Man's Environment, Inc., Portland, OR. This publication is one of a six-part inventory of energy education materials. Included in this part is a listing of kits, games, and miscellaneous curricula. For each of the materials listed the following items are included when available: (1) Title; (2) Author; (3) Availability; (4) Cost; (5) Grade Level; (6) Related Materials; and (7) Evaluation of the material. Materials listed in this reference include both print and non-print items for teachers and students. (RH) ED133195 Energy Education Materials Inventory (e.e.m.i.). Part Four: Kits, Games & Miscellaneous Curricula. 1976-09-00 Federal Energy Administration, Washington, DC. 25 N/A 1976 -1

New

Yes Air Pollution Environment Environmental Education Health Education Instructional Materials Pollution Secondary Education Teaching Guides McCutcheon, Patricia And Others Guides - General Elementary and Secondary Education Act Title III Union Township Board of Education, NJ. This teaching guide is designed to be used with secondary school students and the unit Air Pollution and Your Health. Material for the teacher includes the following: (1) an introduction to the unit; (2) a discussion of the sections of the unit; (3) instructional objectives; (4) suggestions for use of filmstrips, worksheets, reference materials, and activity cards; and (5) an outline of the unit. These materials have been validated as successful, cost-effective, and exportable by the standards and guidelines of the U.S. Office of Education. (RH) ED133225 Priority One: Environment. Air Pollution and Your Health, Teacher's Guide. 1975-00-00 Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC. New Jersey State Dept. of Education, Trenton. Div. of Research, Planning, and Evaluation. 28 N/A 1975 -1

New

Yes Attitude Change Course Evaluation Degree Requirements Education Courses Participant Satisfaction Program Evaluation Student Attitudes Student Teachers Student Teaching Teacher Education Curriculum Fletcher, Richard K., Jr. Dotson, James R. Reports - Research This study investigated student satisfaction with their teacher education courses and student teaching experiences. Subjects were student teachers at Tennessee Technological University during the fall of 1973 through winter 1976. An Opinionnaire was administered prior to and immediately following the student teaching experience which solicited responses to three major types of questions: (1) To what extent were specific course offerings seen as valuable to teaching? (2) To what extent was the instruction in those courses effective? and (3) To what extent did the student feel he possessed specific understandings and skills identified as objectives of those courses? Analysis of the data revealed that student teachers' perceptions of their teacher education courses and experiences significantly changed after the student teaching experience. A pattern in the responses emerged that demonstrated that the student teachers tended to rate the items relating to the instruction and value of their courses lower after the student teaching experience and that they rated perceptions relating to their understanding of their professional areas and skills considerably higher after the student teaching experience. (MM) ED132153 Attitudinal Changes Pre-to-Post on the Evaluation of Program Requirement Prerequisites to the Student Teaching Experience. 1976-10-29 25 N/A 1976 -1

New

Yes Career Education Catalogs Directories Disadvantaged Youth Federal Programs Handicapped Students Postsecondary Education Secondary Education Special Programs State Programs Vocational Education Vocational Schools Tindall, Lloyd W., Comp. And Others Reference Materials - Directories/Catalogs Wisconsin Wisconsin Univ., Madison. Center for Studies in Vocational and Technical Education. This catalog provides information on the 159 vocational/career education programs which have been funded by the 1968 Vocational Amendments and Wisconsin's 16 vocational technical and adult education districts to provide services to special needs students. The preface indicates that many innovative methods and techniques for training special needs students can be found in the various programs, which provide pre-vocational and supportive services for special needs students in addition to modifications in vocational curriculum areas. The intended audience is high school and vocational-technical adult education (VTAE) counselors and agencies, and persons who are working with special needs students. The table of contents provides a listing of the disadvantaged and handicapped occupational programs. Each program citation includes title, address, name, and phone number of an information contact and an administrative contact, type of handicapped students served, and a one- or two-sentence program description. The index provides a quick reference for the identification of programs by pre-vocational, supportive service, and curriculum areas. (HD) ED132280 Vocational/Career Education Programs for Persons with Special Needs in Wisconsin's Vocational Technical and Adult Education Districts. 1975-1976. 1976-00-00 Wisconsin State Board of Vocational, Technical, and Adult Education, Madison. 89 N/A 1976 -1

New

Yes Bibliographies Correctional Institutions Correctional Rehabilitation Criminals Delinquent Behavior Females Prisoners Reference Materials - Bibliographies Washington State Library, Olympia. Institutional Library Services. In this bibliography citations are divided into four sections: books, journals, research projects, and special publications which originate primarily in state agencies. Citations cover the period from 1940 through 1970. Over 180 citations are listed. (MPJ) ED132448 Women Offenders: A Bibliography. 1970-09-00 17 N/A 1970 -1

New

Yes Conferences History Professional Associations Science Education Science History Sciences Baker, C. L. Reference Materials - Directories/Catalogs This publication details some of the history of the Academy Conference from 1926-1970. The Academy Conference was an organization of affiliated Academies of the American Association for the Advancement of Science (AAAS). The conference met each year during the AAAS convention. Included in the materials are: (1) Summary of Early Meetings; (2) Academy Conference Officers; (3) Programs of Academy Conferences; (4) Service Awards; (5) Junior Academies of Science; (6) Science Fairs; and (7) Funds for Academies. (RH) ED133233 History of Academy Conference, 1926-1970. 1971-00-00 83 N/A 1971 -1

New

Yes College Science Conferences Higher Education Instruction Research Science Education Sciences Undergraduate Study Universities Powers, Jack W. Black, David G., Jr. Reports - Research Research Corp., New York, NY. Early involvement in research with actively participating faculty should not only speed and enhance the learning process, but also motivate students toward science. To gain firsthand information on how this concept works in actual practice, a conference on Research at the Undergraduate Level was held. All 16 participants were from universities with active undergraduate research programs. Among the themes developed for the report were the following: (1) Research as a Teaching Technique; (2) What is a Good Undergraduate Research Problem; (3) What Assistance is Needed for the Faculty Member; (4) The Best Time for Undergraduate Research; (5) Managing a Research Program; (6) Getting Students Involved in Research; (7) A Productive Research Environment; (8) Getting Inactive Faculty Back Into Research; (9) What Results Can be Expected from Undergraduate Research; (10) The Cost of Research; and (11) What Does the Future Hold? (RH) ED133234 Report of a Conference on Research at the Undergraduate Level. 1975-04-00 69 N/A 1975 -1

New

Yes Concept Formation Concept Teaching Cross Cultural Studies Curriculum Development Educational Objectives Elementary Education Elementary School Curriculum Ethnic Studies Global Approach Instructional Materials Multimedia Instruction Program Descriptions Religion Religious Education Social Studies Teacher Education Reports - Research Florida State Univ., Tallahassee. A project for preparing and testing innovative curriculum materials for the study of religion in elementary social studies is described. The main objective of the project is to demonstrate that the study of religion is a necessity in the social education and personal development of children. Intended as an aid for teaching a student about his own religion and other religions, the project materials stress developing a positive self-concept and an attitude of empathy toward others. The report describes curriculum materials for grades 1-6, teacher guides, and four teacher self-instructional kits. The lessons are sequenced within units and the units are graded in complexity to foster concept development. Each level centers upon one religious theme and specifies three or four key concepts. The six major emphases are cross-cultural family studies, cross-cultural community studies, ethnic studies in an urban setting, religion and nature, religion in North America, and world religions. Each grade level set of three modules presents from four to six sequential learning encounters for students, a teacher's guide, and packets of multimedia learning materials. The project report includes information on summer programs for teachers, future needs, project financing, dissemination activities, and results from project pilot testing. (Author/DB) ED133258 The Religion in Elementary Social Studies Project. Final Report. 1976-00-00 National Endowment for the Humanities (NFAH), Washington, DC. W. Clement and Jessie V. Stone Foundation, Chicago, IL. 40 N/A 1976 -1

New

Yes Attitudes Behavior Consumer Economics Criterion Referenced Tests Cultural Context Curriculum Development Definitions Economics Economics Education Educational Needs Educational Objectives Elementary Secondary Education Functional Literacy Fundamental Concepts Individual Power Knowledge Level Literacy Program Improvement Research Needs Social Science Research Social Sciences Socialization Wentworth, Donald R. Speeches/Meeting Papers Economic literacy and economic efficacy are addressed by examining basic goals and assumptions of economic education and by suggesting areas that need systematic attention and investigation. To clarify goals, an operational definition of economic literacy must be developed and used in a criterion-referenced testing instrument. A definition of economic literacy should include a distinction between literate and illiterate persons, distinguishing behavior, minimum amount of knowledge, specific analytical skills, and appropriate values and attitudes. Some testable student competencies could include distinguishing economic issues from other issues, identifying the economic system, articulating basic economic concepts, and evaluating economic actions and policies and recognizing their trade-offs. However, little study has been done on the cultural process by which people gain their economic knowledge and attitudes. Utilizing political science concepts and research, it is determined that efficacy influences knowledge and attitudes. Economic efficacy is a person's belief about his level of control over the economy. It is possible that (1) a low sense of economic efficacy correlates positively with disinterest in learning economics and (2) a high degree of economic literacy does not correlate positively with a high sense of economic efficacy. Examples of tests for economic efficacy are discussed. If researchers find that economic education programs do affect feelings of economic efficacy, then they must determine on what those feelings are based. For instance, efficacy could derive from naive trust, group identity, or individual competence. (ND) ED133259 Economic Literacy and Efficacy: Suggestions for Research. Draft. 1976-11-00 18 N/A 1976 -1

New

Yes Academic Freedom Activism Administrative Policy Case Studies Censorship College Environment Conflict Ethics Freedom of Speech Higher Education International Organizations Political Attitudes Political Issues Politics Professors Social Studies Teacher Behavior Teacher Militancy World Affairs Wronski, Stanley P. Speeches/Meeting Papers A case study concerning professional ethics and political activism of university professors is presented. The subject of the study is the Committee for an Effective UNESCO, an organization which is pressuring the academic community to boycott all UNESCO-sponsored activities until UNESCO ceases its alleged discriminatory political activities and modifies resolutions condemning Zionism and racism. The intent of the author is to call attention to a situation that has created considerable internal controversy at American universities. The attempts of Committee members to cancel a UNESCO conference at Michigan State University in 1976 are documented, and letters circulated by the Committee concerning this and other university conferences are discussed. The ethical issues dealt with relate to those which surround the UNESCO conference, policy statements issued by the National Council for the Social Studies on academic freedom and open inquiry, freedom of speech, freedom of the press, and the responsibility of the university to remain a marketplace for the free exchange of ideas. An appendix presents a chronology of 14 events prior and subsequent to the UNESCO-sponsored conference at Michigan State University, May 24 through 29, l976. (Author/DB) ED133264 UNESCO and the Academic Community: A Case Study. 1976-11-00 17 N/A 1976 -1

New

Yes Adaptation Level Theory Futures (of Society) Goal Orientation Higher Education Organizational Theories Political Influences Social Change Social Problems Social Structure Social Systems Sociocultural Patterns Sociology Technology Monahan, William G. Books West Virginia Univ., Morgantown. Coll. of Human Resources and Education. This seminar paper explores the relationship between technology and society, based on the position that man has not developed a social system that gives adequate guidance to technology. The hypothesis is that if technology has no priority, then it has no purpose. Talcott Parsons' concepts of functional imperatives and pattern variables are discussed to illustrate the relationship of technology to society. From Parsons' framework, it is determined that the United States is an adaptive society with nondirected technology and that technology is not functioning correctly in the United States. Its dysfunction is exhibited in the current incompatibility of energy conservation and technological exploitation. A new look at national purpose is needed for guiding U.S. technology at correct intensity levels. Technology should be made a societal concern and this concern should be internalized in individuals. Thus, the United States must change to another type of society which will rank technology so that it functions within the society. If this interpretation is true, then (1) the United States inevitably will change from an adaptive society to a goal-attainment society concerned with means-manipulation, and (2) there will be greater tolerance of deviance and accelerated recognition of the "common good." (ND) ED133279 Technology and Education: Non-prioritized Technology in an Adaptive Society: A Socio-political View. An Occasional Paper on Man/Society/Technology. 1976-09-00 18 Book Store, West Virginia University, Morgantown, West Virginia 26506 ($0.90 paper cover) N/A 1976 -1

New

Yes Abstract Reasoning Affective Behavior Behavioral Objectives Elementary Secondary Education Evaluative Thinking Humanistic Education Humanities Instruction Individualized Instruction Interdisciplinary Approach Moral Values Process Education Productive Thinking School Community Relationship Abbey, David S. Guides - General State Univ. of New York, Albany. Office of the Regents. The intent of this guidebook is to assist teachers and program directors to prepare instructional objectives in a way that will be most useful both for them and for those involved in the evaluation of humanities programs. Contemporary humanities education seeks to achieve its objectives in four categories of student behavior: (1) reasoning, meaning the individual can modify her or his conduct to meet new situations; (2) the affective domain, how a person feels about wanting to learn and what each feels after learning; (3) interdisciplinary learning, understanding the interrelationships between disciplines and their personal and social significance; and (4) values, helping young people develop values that will give them a sense of direction. Humanities education seeks to support these objectives through three major strategies: (1) process approach, recognizing a need to develop an educational approach based on adaptable process skill, secondarily on content; (2) utilizing community cultural resources, asserting that school and community must be integrally related in planning and implementing educational change, and (3) a focus on individualized instruction. (JD) ED133312 Developing Instructional Objectives for Humanities Programs. A Project Search Development: The Humanities Series. 1976-00-00 John D. Rockefeller, 3d Fund, New York, NY. Office of Education (DHEW), Washington, DC. 71 N/A 1976 -1

New

Yes Academic Achievement Course Evaluation Evaluation Criteria Evaluative Thinking Higher Education Learning Experience Lesson Observation Criteria Student Evaluation of Teacher Performance Student Teacher Relationship Teacher Effectiveness Teacher Evaluation Teacher Improvement Teaching Methods Brown, Ric Reports - Research This study examines both the relationship between teacher evaluation by students and student performance (where students were unaware of course grades), and the role of learner perception of effective teaching styles on those evaluations. Ninty-three graduate students served as subjects for this study. Near the end of the five-week course, the students were asked to respond to a survey designed to assess learner perception of the teaching process. The evaluation instrument was comprised of four components. The first factor represented attention to the method used in the course. A second factor indicated evaluation of the knowledge of the instructor. The third factor dealt with personal aspects of the instructor. The final factor displayed attention to course content. Results indicate a positive relationship between achievement and four evaluation components and offer evidence of the effect learner perceptions have on their evaluation of teaching. Implications for both teacher effectiveness research and research in teacher evaluations are discussed. A list of references for further research is attached. (JD) ED133314 The Relationships Between Student Evaluation of Teaching, Student Achievement and Student Perception of Teacher Effectiveness. 1977-01-00 8 N/A 1977 -1

New

Yes Academic Achievement Accountability Class Organization Conceptual Schemes Educational Improvement Educational Research Educational Theories Motivation Productivity Research Methodology School Organization Social Influences McPartland, James M. And Others Reports - Research Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools. This paper examines school productivity research--research regarding school effects on students, divided into two broad classes according to whether the dependent variable is (a) later life consequences or (b) immediate student outcomes. The discussion is organized in four sections. First, six major issues in the methodology of school productivity research are listed. This list provides some major reasons why school effects research may have been unsuccessful to date and suggests ways to better estimate the potential productivity of schools. Second, variables are introduced within the three domains of (1) school structure and organization, (2) social process, and (3) student outcomes. Specific aspects of these variables are examined to discover the role they play in the interplay between structure, process, and outcomes. Third, three directions for theory development which connect the organization, process, and outcome variables are outlined. A discussion of tradeoffs of school effects on students is presented. Trait-treatment interactions and individual differences are discussed. Parallel mechanisms of social control and individual motivation that are linked to the main organizational variables are detailed. The fourth section ties together the paper's conceptualization of school effects on student outcomes and suggests three broad kinds of research activity to make progress toward improving school productivity: (1) methodological studies to address some major technical issues in estimating school effects; (2) focused studies of specific causal connections between school organization properties, social processes, and student outcomes; and (3) basic research on processes of human motivation and environmental stimulus. (MM) ED133316 Productivity of Schools: Conceptual and Methodological Frameworks for Research. Report No. 218. 1976-10-00 National Inst. of Education (DHEW), Washington, DC. 90 N/A 1976 -1

New

Yes Comparative Analysis Criterion Referenced Tests Curriculum Guidelines Instruction Norm Referenced Tests Student Evaluation Test Interpretation McCray, Emajean Lottes, John Reports - Research Principles are established for reaching valid decisions as to whether evaluative judgments should be norm referenced or criterion referenced. A set of decision rules is presented, in flow chart form, to serve as a guide to the decision-making process. The use of these decision rules is illustrated for a variety of practical situations. The evaluative framework is founded upon credible principles of teaching and a precise language of curriculum and instruction. These bases include the pragmatic, conceptual, and value aspects of education. (RC) ED133348 The Logic of Evaluation: Norm- or Criterion-Referenced Judgments. 1976-03-00 16 N/A 1976 -1

New

Yes Elementary Secondary Education Essay Tests Guides National Surveys Occupational Tests Reliability Scoring Young Adults Phillips, Donald L. Reports - Research National Assessment of Educational Progress Education Commission of the States, Denver, CO. National Assessment of Educational Progress. The Career and Occupational Development (COD) assessment of the National Assessment of Educational Progress (NAEP) was made up of about 70 percent free response exercises requiring hand scoring. This paper describes the techniques used in developing the "scoring guides" for these exercises and summarizes the results of two empirical studies of the application of these scoring guides. The guides used in the hand scoring were sets of nominal (descriptive) category systems. No attempt was made to arrange the categories along any ordinal continuum according to either quality or content. However, categories were considered to be either acceptable or unacceptable. The readers were given a scoring guide in which each category is given a descriptive title and illustrated by a number of sample responses. (RC) Primary type of information provided by report: Procedures (Scoring). ED133350 Category Scoring Techniques from National Assessment: Applications to Free Response Items from Career and Occupational Development. 0000-00-00 18 N/A -1

New

Yes Adult Education Economic Factors Elementary Secondary Education Employed Women Labor Labor Conditions Labor Economics Labor Education Labor Legislation Labor Relations Laborers Minority Groups Political Issues Poverty Slavery Social History Social Status Strikes Unions United States History Work Environment Books International Union, United Automobile, Aerospace and Agricultural Implement Workers of America, Detroit, MI. This pamphlet on labor history highlights some of labor's economic and political actions during the past 200 years. The purpose is to provide inspiration and motivation for greater participation in union work. The introduction explains the purpose of unions--to pursue economic independence and social stature for all individuals--for defenseless people, minorities, aged, and youth. The booklet contains short historical descriptions of labor topics, each accompanied by an illustrative picture. Topics include descriptions of colonial indentured servants; early factory conditions; the first strike by Cordwainers; workingmen's political parties; Negro slave labor; the end to slavery after the Civil War; the melting pot; higher education as a union cause; the squalid life of miners; the Haymarket Riot; birth of the AFL; the Pullman strike; working women; the seamen's fight; the Wobblies; steel unions; political friends of organized labor; economic depression of 1930s; formation of CIO; the Reuther brothers; battles between labor and industry; Labor's Magna Charta; collective bargaining; and the slogan "Bread, Freedom, and Peace." An accompanying film and set of posters can be obtained for rent or purchase from the UAW Education Department, 8000 E. Jefferson Ave., Detroit, Michigan 48214. (ND) ED130974 This Union Cause: An Illustrated History of Labor Unions in America. Revised Edition. 1974-10-00 33 UAW Purchase and Supply Department, 8000 East Jefferson Avenue, Detroit, Michigan 48214 (Publication No. 376, $0.20 paperback, $15.00 per 100) N/A 1974 -1

New

Yes Accounting Business Administration Business Education Business Skills Communication Skills Job Skills Occupational Information Office Occupations Education Resource Materials Secondary Education Teaching Guides Typewriting Guides - General Nebraska Kearney State Coll., NE. Aims and objectives of business and office education are discussed in preface to six guides intended to assist business teachers in planning learning activities and developing strategies to prepare students for entry level positions. These guides are presented for the following areas: (1) Accounting and computing, (2) filing, office machines, and general office clerical, (3) information communication, (4) stenographic, secretarial, and related, (5) supervisory and administrative management, and (6) typing and related. The guides can be used independently as a self-contained document, or in conjunction with other school objectives or class programs; however they do not include teaching method materials or evaluation. Each guide contains a U.S. Office of Education classification number, a description of work activities, general worker requirements, and competencies identified as necessary for the particular area. Bibliographies, citing references relevant to business and office education curriculum development, are appended. (TA) ED131191 Minimum Levels of Technical Competency Standards of Business and Office Education Programs in Nebraska. Final Report. June 1, 1973-May 31, 1974. 1974-00-00 Nebraska Occupational Needs Research Coordinating Unit, Lincoln. Nebraska State Dept. of Education, Lincoln. Div. of Vocational Education. 57 N/A 1974 -1

New

Yes Cluster Analysis Data Analysis Efficiency Individual Characteristics Institutional Research Labor Utilization Military Personnel Military Training Occupational Information Organizational Effectiveness Performance Criteria Program Development Program Evaluation Staff Orientation Task Analysis Teamwork Stone, C. Harold Reports - Research California State Univ., Los Angeles. The basic objective of this research project was to determine the effectiveness of the Marine Corps Task Analysis Program (TA) as it had been conducted by the Office of Manpower Utilization (OMU). Main findings and conclusions are summarized in the eight research areas into which the study was divided: TA observation and interview procedures; task inventory construction; occupational field sample size; computer procedures and data analysis; OMU organization and personnel; orientation, training, and team performance; peace-time task analysis and its relation to war-time conditions; and the use of worker characteristics in classification and assignment. The overall conclusion from the research is that the TA program is a highly valuable asset to the Marine Corps in improving and maintaining effective utilization of its human resources. Appendix A contains an annotated list of 15 technical reports that are end-products of this project, and which contain detailed documentation of all phases of this project. Appendix B contains the study directive used and a distribution list. (Author/TA) ED131243 Evaluation of the Marine Corps Task Analysis Program. Final Report. Technical Report No. 16. 1976-06-00 Office of Naval Research, Arlington, VA. Personnel and Training Research Programs Office. Marine Corps, Washington, DC. 83 N/A 1976 -1

New

Yes Community Colleges Comparative Analysis Cooperative Education Educational Research Program Evaluation Task Analysis Task Performance Vocational Education Work Experience Programs Gutcher, G. Dale Reports - Research Texas Texas A and M Research Foundation, College Station. This study sought to compare the relative values of the structured and unstructured approaches to the work experience portion of cooperative education programs with the additional objective of preparing guidelines for developing the structure of a work experience. A total of 32 students, 16 experimental and 16 control, from four Texas Community Colleges participated in the study. Four occupations, for which the National Occupational Competency Testing Institute (NOCTI) had prepared examinations, were selected. Competencies were identified for each occupation and the work experience was structured, based primarily on the identified competencies. All students were administered the appropriate NOCTI test as a pretest and assigned to training stations, where control students participated in a traditional unstructured work experience and experimental students participated in a work experience structured around the occupational competencies. At the end of four months all students were administered the NOCTI examination as a posttest. The conclusion showed that a more structured approach is more effective in teaching occupational competencies since students receive occupational knowledge at a higher, more consistent level. Lists of preliminary competencies are appended for air conditioning and refrigeration, printing trades, drafting, and auto mechanics. (Author/NJ) ED131320 A Study of Structured and Non-Structured Work Experience Programs in Texas. Final Report. 1976-03-00 National Center for Educational Research and Development (DHEW/OE), Washington, DC. 84 N/A 1976 -1

New

Yes Adult Education Evaluation Methods Models Postsecondary Education Secondary Education Technical Education Vocational Education Reference Materials - Bibliographies New Educational Directions, Crawfordsville, IN. Phase 2 of this project presents a skeletal model for evaluating vocational education programs which can be applied to secondary, post-secondary, and adult education programs. The model addresses 13 main components of the vocational education system: descriptive information, demonstration of need, student recruitment and selection, curriculum, guidance and placement, facilities, community involvement, youth organizations, cooperative programs, program's effect on students, holding power and popularity, satisfaction of various audiences with program, and program staffing and administration. Each component consists of a general rationale for evaluating that aspect of the vocational program, specific questions or subcomponents, and general approaches required to investigate those questions. In addition, recommendations for research and development relating to each component are provided. (NJ) ED131334 Evaluation of Vocational Technical Education. Phase II. A Skeletal Model with Suggested Research and Development Activities. 1976-05-00 Indiana State Board of Vocational and Technical Education, Indianapolis. 19 N/A 1976 -1

New

Yes Adult Education Adult Programs Bilingual Education Gerontology Human Services Intercollegiate Cooperation Older Adults Paraprofessional Personnel Program Evaluation Vocational Education Reports - Research Maine Maine Univ., Portland-Gorham. Maine Univ., Presque Isle. Maine Univ., Orono. Bangor Community Coll. This project was an attempt to provide bilingual vocational education to elderly Franco-Americans on a cooperative basis among three Maine universities. Seventy-seven adult unemployed or underemployed Franco-Americans participated in a human services worker training program based on the Bangor-based certificate level curriculum in gerontology. Part 1 of the report is a compilation of programmatic and administrative information concerning recruitment, curriculum, support services, objectives, and administration. Part 2 is an independent evaluation of the project which consisted of onsite visits and surveys of faculty, staff, students, and practicum supervisors. Data from onsite visits are summarized and presented according to the role of bilingualism, effects of bicultural emphasis, adequacy of human services training, practicum placements, students, faculty, staff, consortium approach, and the one-year certificate. The surveys included questions on most of the same topics addressed by the onsite visit evaluation. Survey responses, received from approximately one-half of each group, indicated high levels of satisfaction among all groups. Sample instruments are included. (NJ) ED131338 Bilingual Bicultural Delivery of Human Services to Elderly Franco-Americans through Vocational Education. Final Report. 1976-06-30 Office of Education (DHEW), Washington, DC. 83 N/A 1976 -1

New

Yes Business Communication Communication Problems Communication (Thought Transfer) International Relations Interpersonal Relationship Dudley, Juanita Speeches/Meeting Papers In order to discover whether--and what--intercultural communication problems persist in businesses with headquarters in the United States and branches in another highly developed country, 12 Americans affiliated with Paris branches of United States businesses and two French executives of American firms were interviewed in Paris. This paper discusses the findings regarding motivation for working in France, spouse and family concerns, distance from United States headquarters, geographical location of Paris residence, disparate degrees of formality of the French and the Americans, impressions of salient differences in French and American styles of communication in oral discussions and in report writing, and perceived differences in French and American advertising strategy. Responses to questions indicated that few of the 12 Americans find their communication problems exacerbating but that the two Frenchmen are considerably exercised about certain differences between the two nationalities. (JM) ED135029 Intercultural Communication Problems of American Expatriate Businessmen in Paris. 1976-00-00 20 N/A 1976 -1

New

Yes Broadcast Industry Broadcast Television Commercial Television Federal Government Mass Media Programing (Broadcast) Publicize Social Influences Social Responsibility Television Commercials Busby, Linda J. Speeches/Meeting Papers In this document, broadcast regulatory issues since 1940 are outlined and discussed in relation to social forces. The 1940s saw open warfare between the Federal Communications Commission (FCC) and broadcasters, as a result of the FCC expanding its powers. In 1946, the FCC issued its "Public Service Responsibility of Broadcast Licensees," which became known as "The Blue Book." During the 1950s, the FCC investigated broadcast performers and station owners for alleged communist activities and affiliations. Also in the fifties, concern developed over the relationship of television and juvenile delinquency and the control of advertising in the broadcast media. In 1961, with the appointment of Newton Minow as chair of the FCC, the Kennedy administration made clear its concern about the quality of television programming, and social scientists followed in an attempt to quantify and qualify the effects of television programming. By 1970, the theory of social responsibility of broadcasters had been thoroughly established by FCC Commissioner Nicholas Johnson, and under his direction the mass media concentrated on serving public interests. (LL) ED135034 Giants That Occasionally Roar: Broadcast Regulatory Policy in the United States. 1976-00-00 56 N/A 1976 -1

New

Yes Catalogs Guidelines Librarians Libraries Library Standards Microfilm Microreproduction Specifications Reports - Research Library of Congress, Washington, DC. Photoduplication Service. This document is intended as a guide for librarians and should be amended, altered, or otherwise scaled to meet the particular needs of a library. Two separate sets of specifications are included: one for preparing film on a planetary type camera and the other for a rotary type camera. (Author) ED135349 Specifications for 16mm Microfilming of Library Card Catalogs. 1974-00-00 17 Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock Number 3000-00073, $.65) N/A 1974 -1

New

Yes Church Role Cultural Influences Low Income Groups Minority Groups Religion Religious Factors Social Environment Social Organizations Social Status Social Values Lefever, Harry G. Reports - Research This study presents an alternative explanation of low-income religious behavior other than as a compensation for the conditions of lower-class life, or as an escape from those conditions. The argument is made that the religion of the poor contributes in significant and positive ways to the processes of identity formation and to the development and maintenance of cultural values and norms. The immediate social environment of the religious service provides a context in which identities are dynamically and dramatically conferred, developed and reinforced. With regard to the larger social environment, the religion of the poor offers a challenge to the hierarchical structure of the general status system and offers an understanding of tragedy and suffering that is frequently lacking in the sensibilities of the religious nonpoor. (Author) ED134663 The Religion of the Poor: Escape or Creative Force? 1976-00-00 29 N/A 1976 -1

New

Yes Educational Finance Educational Policy Educational Principles Educational Research Educational Technology Equal Opportunities (Jobs) Higher Education Human Resources Interdisciplinary Approach Labor Force Development Policy Formation Public Policy Racial Integration Relevance (Education) Research Methodology Research Projects Research Reviews (Publications) Research Utilization Social Discrimination Social Science Research Welfare Welfare Services Pincus, John Pascal, Anthony H. Reference Materials - Bibliographies Rand Corp., Santa Monica, CA. Research projects are reviewed which are representative of the Rand Corporation's education work as it affects policy, management, and research methods. Significant characteristics or results of the projects and studies are briefly described under general categories of education studies and human resources research. Education studies are grouped under the following headings: How Well Do New Approaches Work? How Do Educational Organizations Function? School finance: Problems and Remedies; Schooling, Desegregation, and Discrimination; and Other Studies (Higher Education, Education of the Handicapped, Educational Technology, and Management and Research Policy). Human resources research is discussed and recent projects are reviewed under these headings: Education and Work, Analysis of Educational Personnel Systems, and Research on Welfare Problems. Earlier human resources studies are described under three topics: Equal Opportunity, Employment and Labor Markets, and Welfare. The final section discusses what was learned about education and about human resources policies. A 90-item bibliography lists the project reports. (TA) ED134807 Education and Human Resources Research at Rand. 1977-01-00 57 N/A 1977 -1

New

Yes Curriculum Development Instructional Programs Job Analysis Job Skills Medical Education Occupational Information Physicians Assistants Primary Health Care Resource Materials Task Analysis Technical Education Reports - Research American Academy of Physicians' Assistants, Arlington, VA. Both the project report and the resultant role delineation for entry level physician assistants are included in this first volume of a two-volume report of a study which had two major purposes: (1) To further develop a role delineation for the assistant to the primary care physician and (2) to provide an educational resource for those involved in training physician assistants. An introductory section describes the activities: Scope of work, methodology, people involved, list of physician assistant programs surveyed, and the two products (role delineation and curriculum resource guide.) A second section considers in more detail the methodology, future work, and components of role delineation. The last half of the document consists of the role delineation which was developed: the minimum basic major and specific responsibilities and competencies for the entry level physician assistant. (Volume II is the curriculum resource guide which was developed based on the role delineation.) (LAS) ED134815 Physician Assistant. Curriculum Resource Document. Volume I: Role Delineation. Final Report. 1976-12-24 Health Resources Administration (DHEW/PHS), Bethesda, MD. 62 N/A 1976 -1

New

Yes Basic Vocabulary Elementary Education Masters Theses Reading Research Reading Tests Test Construction Test Validity Vocabulary Development Bayer, Maria L. Dissertations/Theses The Basic Word Vocabulary Test (BWVT) was extended downward by administering it orally to 96 pupils selected randomly from grades one through four. Estimates of aural understanding vocabulary at each grade were obtained and were found to be much lower than results from previous studies, due to the strict criteria of the BWVT. Correlations with the Gates-MacGinitie reading tests were .74 for vocabulary and .54 for comprehension. The correlation with Kuhlman-Anderson IQ scores was .29. Results were interpreted as supporting the feasibility of using the BWVT as an orally administered measure. (Author/AA) ED131417 Primary Grade Understanding Vocabulary as Measured by Orally Administered Basic Word Vocabulary Test. 1976-10-00 65 N/A 1976 -1

New

Yes Behavioral Science Research Cognitive Processes Context Clues Grade 5 Intermediate Grades Language Research Pictorial Stimuli Reading Ability Reading Comprehension Arnold, Drew And Others Speeches/Meeting Papers This study examined the effect of reading ability and frequency of object association on picture-verification latency in a group of 40 fifth graders. Subjects received sets of two slides each, the first of which was a sentence in which the subject and object were in either frequent or infrequent association. When the children had read and had understood the slide, they pressed a button which stopped a clock. The second slide, a picture of the objects described either in the relation suggested by the sentence or in a different relation, was then presented. Subjects responded with "same" or "different," according to the match between sentence and picture. In addition, sentences used to provide the informational context were stated in propositional form ("The horse 'can' jump the fence") or indicative form ("The horse 'is' jumping the fence"). According to an assessment of the time it took subjects to respond to the pictures, reading ability and degree of subject/object relationship, as well as interaction of verb form and response type, were significant. Results indicate that pictures consistent with relational presuppositions can be more quickly verified than those in which relational presuppositions cannot be made. (Author/KS) ED131456 The Search for Information in Pictures. 1977-00-00 9 N/A 1977 -1

New

Yes Achievement Tests Class Activities Conference Reports Graphic Arts Newspapers Public Opinion Public Relations Reading Interests Television Mallette, Malcolm F., Ed. And Others Collected Works - Proceedings American Press Inst., Reston, VA. The objectives of the American Press Institute Seminar, held in July 1976, were to examine problems related to declining newspaper readership and to discuss ways in which newspapers can be made more interesting and useful. This publication summarizes the major points set forth by each discussion leader and includes selected comments from participants. The following topics were discussed: reaching and holding the marginal reader; using news research to increase readership, achievement test scores, print and the TV-centered world of children, how people read, reaching the minority reader, newspaper in the classroom, graphics, techniques that work (a round table discussion), and a perspective. Included are lists of the seminar members and the members of the American Press Institute Board of Directors. (JM) ED131470 The Newspaper and Tomorrow's Readers; Summary of an American Press Institute Seminar, July 19-21, 1976. 1976-07-00 52 N/A 1976 -1

New

Yes Contraception Demography Developed Nations Developing Nations Economic Development Family Planning National Programs Population Distribution Population Education Population Growth Population Trends Public Policy Social Influences Statistical Data Tables (Data) Nortman, Dorothy Population Council, New York, NY. This third annual "Factbook," containing neither text nor charts, is a supplement rather than an entirely new edition. It consists of 17 tables with new information and a new map of the world showing current government positions of family planning programs and policies. As in earlier editions, the tables are the core of this report. They contain data organized in three major sections: 1) a worldwide overview of information on population, economic development, and governmental positions on family planning for broad geographic regions; 2) demographic, social, and economic characteristics for individual countries in both the developing and developed world; and, 3) national family planning policy and program data, including such information as personnel and funds allocated to services, acceptors, and estimated current users of such services. Data presented in the tables are taken or computed from published and unpublished sources, as specified. In some cases data are estimates based on incomplete information. International comparisons are to be viewed with caution because of differences among the countries in concept, definition, and operation. (Author/JLB) ED053012 Reports on Population/Family Planning. Population and Family Planning Programs: A Factbook. 1971-00-00 48 Information Office, The Population Council, 245 Park Avenue, New York, New York 10017 N/A 1971 -1

New

Yes Administration Administrator Attitudes Employee Attitudes Evaluation Human Relations Literature Reviews Organization Organizational Climate Organizational Theories Work Environment Langdale, John A. Dissertations/Theses The construct of "organizational climate" was explicated and various ways of operationalizing it were reviewed. A survey was made of the literature pertinent to the classical-human relations dimension of environmental quality. As a result, it was hypothesized that the appropriateness of the classical and human-relations master plans is moderated by at least 11 contingencies. A measure of the classical-to-human relations climate was developed and validated. Several additional hypotheses were also confirmed: (a) members generally perceive the human-relations atmosphere as more effective than the classical one, although this is much less true of supervisors than of nonsupervisors and was not true at all in some organizations; (b) supervisors tend to describe their systems' climate as more human-relations oriented than do nonsupervisors; (c) the present climate tends to be seen as more effective by supervisors than by nonsupervisors; and (d) climates whose facets are homogeneous or consistent with regard to a classical or human-relations quality are perceived as more effective than heterogeneous climates. The results were interpreted as supporting a contingency model of organizational design. Practical implications are discussed in the final section of the concluding chapter. (A comprehensive bibliography is included.) (Author/AG) ED099556 Assessment of Work Climates: The Appropriateness of Classical-Management Theory and Human-Relations Theory under Various Contingencies. Final Report. 1974-06-00 Manpower Administration (DOL), Washington, DC. Office of Research and Development. 252 National Technical Information Service, Springfield, Virginia 22151 N/A 1974 -1

New

Yes Adults Assertiveness Behavior Change Females Group Dynamics Individual Development Individual Power Psychological Studies Self Expression Speeches Training Methods Jorgensen, Gerald T. Reports - Research The study investigated the effectiveness of group assertive training with nonassertive, noncollege age women. Twelve women, ages 22 to 53, participated in the assertive training program. Participants received six training sessions consisting of stimulus film vignettes; behavior rehearsal; peer, video, and trainer feedback; homework assignments; trainer and peer group support. Participants were compared with a group of 20 Ss who did not request assertive training and who were unaware of the assertive training program. Fifteen males and five females comprised the comparison group. The age range of the comparison group was 22 to 53, and all comparison Ss possessed at least a BA degree. Participants in the assertive training program improved significantly in their reported assertive behavior from pretesting to posttesting. Also, assertive training participants were significantly lower in reported assertive behavior than comparison group members prior to training, but participants were no different than comparison group members on completion of training. (Author) ED124851 Assertive Training for Women in Groups. 1975-00-00 Office of Education (DHEW), Washington, DC. 16 Gerald T. Jorgensen, Ph.D., Counseling Center, Loras College, Dubuque, Iowa 52001 N/A 1975 -1

New

Yes Communications Satellites Community Benefits Computer Assisted Instruction Cost Effectiveness Cost Estimates Educational Technology Educational Television Information Dissemination Information Retrieval Master Teachers Teacher Education de Sola Pool, Ithiel Speeches/Meeting Papers This paper first enumerates ways in which satellites can be used in education. Uses include the delivery of video material, teaching to scattered students, master teaching, teaching of teachers, providing information on current events, video teaching of behavior, information retrieval and computer-aided instruction. It then notes some technological constraints such as bandwidth, real-time needs, dispersion or concentration of network, and other aspects of network configuration that make satellite delivery of messages more or less advantageous than alternative methods. Since relative costs as well as benefits are a concern, consideration is given to the cost of a satellite education system. Costs are estimated in terms of an ultimate nationwide and universal educational satellite system. The paper concludes that the first steps should be the use of satellites for data communication in locations where facilities are not readily available. (Author/WBC) ED134231 Some Hypotheses about the Cost/Effectiveness of Satellites in Education in the United States. 1976-05-16 National Inst. of Education (DHEW), Washington, DC. 38 N/A 1976 -1

New

Yes Communications Satellites Cultural Context Cultural Enrichment Cultural Influences Cultural Interrelationships Educational Needs Educational Opportunities Educational Technology Schramm, Wilbur Speeches/Meeting Papers The communication satellite already has developed a mature technology. It carries a substantial part of the world's long range communication, and is now useable for special cultural and educational purposes. Major cultural effects come from its contribution to increasing enormously the flow of information in the world. It will increase human dependence upon media and bring about shifts in power related to control of information. There will be more contact between cultures, changes in ways of perceiving reality, and significant new trends in socialization. The technology is now available to permit individuals and small organizations to participate actively in special uses of communication satellites which will happen only if we make them happen, among them: changing the communication environment, combating remoteness, creating new networks for useful information, serving special groups and needs, substituting communication for transportation in certain situations, making the performing arts more widely available, and innovations in learning and teaching. Lessons learned from early uses of satellites warn of some difficulties, but space communication remains ready for challenging and important uses. This paper includes an annotated bibliography. (Author/WBC) ED134237 Cultural Effects and Uses of Communication Satellites. 1977-02-02 National Inst. of Education (DHEW), Washington, DC. 70 N/A 1977 -1

New

Yes College Role Community Colleges Coordination Decentralization Decision Making Educational Finance Educational Policy Equalization Aid Financial Problems Governance Governing Boards Models Noncredit Courses Participation Policy Formation Resource Allocation School District Autonomy State Aid State School District Relationship Statewide Planning Tax Allocation Trustees Two Year Colleges Reference Materials - Bibliographies Michigan Michigan State Board for Public Community and Junior Colleges, Lansing. This document presents the final recommendations and background papers of a task force empowered by the Michigan legislature to consider the mission and roles of the state community colleges, alternative funding modes, and the responsibilities and interrelationships of the state and local governing boards. Following an overview of recommendations and summaries of the reports of subcommittees in the three areas, the bulk of the document consists of a detailed explication of the recommended funding model and the report of the subcommittee on state-local relations, presented in appendices. The funding model is based on a 50/50 division of responsibility between the state and local districts, including that for leisure-time courses, and is a criterion-based model intended to equalize local tax bases and economies of scale. The model is presented in two sections: "The Determination of Gross General Fund Investment Needs" and "A Method for the Allocation of State Funds Based on the Determination Needs Model." Measurement criteria, methodology, formulae, and sample applications of the model are provided. The state and local relations committee report presents an historical perspective, a discussion of areas of concern identified through a survey of community college presidents, an analysis of involvement patterns in the state policy decision-making process, outlines the state/local division of governance responsibility, weighs the advantages and disadvantages of centralized versus autonomous systems of governance, and concludes that the state should remain sensitive to the need for institutional autonomy and that a more democratic, less bureaucratic system of statewide governance is needed. The survey instrument and definitions of terms are included. (BB) ED134286 Report of the Task Force to Implement Senate Bill 1346 on Funding Support for Community College Education in Michigan and Their Mission and Roles and State-Local Relations. 1977-01-00 86 N/A 1977 -1

New

Yes Ancillary Services Bilingual Education Community Involvement Education Service Centers Educational Needs Educational Programs Educational Strategies English (Second Language) Instructional Design Legislation Literature Reviews Migrant Education Models Parent Participation Program Content Program Development Spanish Speaking Arnow, Beth Reports - Descriptive ERIC Clearinghouse on Rural Education and Small Schools, Las Cruces, NM. Today Spanish speaking migrant families from the Rio Grande Valley are moving to such eastern states as Florida and New York, as well as to the western agricultural states. Because these children are migratory, they have special social and physical needs. Therefore, programs developed for them cannot focus solely on academic needs and classroom activities. Comprehensive programs must consider and, if possible, include the family and the community in order to meet the children's needs as completely as possible. This monograph discusses the development of special programs for these Spanish speaking migrant children. Topics covered are: definition of bilingual education and English as a Second Language (ESL), judicial and legislative support, pre-program assessment, grade and age level, children's length of stay, integration with or segregation from the regular school program, selection of program models (i.e., intensive ESL, pull-out ESL, transitional model, maintenance bilingual model, and supplementary model), establishment of instructional program goals based on the model, program staff, parent and community involvement, support services, instructional materials, student and program evaluation, and dissemination. Colleges and universities which offer bilingual education training, and bilingual education centers are listed in the appendices (NQ) ED134351 Bilingual/ESL Programs for Migrant Children. 1977-03-00 National Inst. of Education (DHEW), Washington, DC. 56 National Educational Laboratory Publishers, Inc., 813 Airport Boulevard, Austin, Texas 78702 (Stock No. EC-044, $4.00) N/A 1977 -1

New

Yes Data Collection Evaluation Evaluation Methods Evaluation Needs Measurement Techniques Military Service Military Training Problems Program Effectiveness Hall, Eugene R. And Others Reports - Research Naval Training Equipment Center, Orlando, FL. Training Analysis and Evaluation Group. A study was conducted to clarify issues and problems involved in the assessment of the effectiveness of military training and to evaluate and recommend more objective procedures for determining the effectiveness of Navy training. The study results are reported in two volumes. This volume examines specific problems affecting Navy training evaluation programs. It provides discussions of technical considerations relevant to the conduct of evaluation and training effectiveness assessment. General procedures for assessing the effectiveness of Navy training courses are given and a number of methodological options for evaluation data gathering are described and evaluated. Recommendations are made for improving training evaluation practice and for the establishment of a Training Effectiveness Assessment Center to assist in the planning and conduct of Navy training evaluations. (Author/RC) ED137391 Training Effectiveness Assessment: Volume II, Problems, Concepts, and Evaluation Alternatives. Final Report. 1976-12-00 53 N/A 1976 -1

New

Yes Adult Education Adult Programs Change Agents Change Strategies College Credits Correctional Education Correctional Rehabilitation Demonstration Programs Financial Support Higher Education Institutional Cooperation Postsecondary Education Prisoners Program Descriptions Program Development Rehabilitation Counseling Herron, Rex Muir, John Reports - Descriptive Oregon NewGate Resource Center, Hackensack, NJ. The origin and development of Project NewGate are described from 1971-74. (The project presents a model program of higher education for incarcerated offenders, consisting of the in-prison phase, transitional phase, and release phase.) Specific project characteristics are discussed and include a 4-year academic program for prison inmates; an in-prison component which offers a full-time, fully accredited academic program; therapy; career, academic, and personal counseling services; a transitional phase (school release, school furlough, early parole) which enables the inside-program participant to transfer his program to the college campus intact with therapy and counseling services as well as full financial support; a release phase (parole or discharge) offering continued services and full or partial financial support as needed; and NewGate staff (director and counselors), who maintain a neutral administration concept separate from prison and university financial control. Evidence from the literature is offered as support for this type of correctional treatment approach. Other areas discussed are the growth of prison higher education programs and the objectives of the NewGate Resource Center. A final section (21 pages) discusses problems confronting the development of new programs based on the NewGate demonstration model and is titled "The NewGate Resource Center: Issues Faced by the NewGate Expert as Change Agent in the Replication of the NewGate Demonstration Programs." (TA) ED137574 The National Council on Crime and Delinquency NewGate Resource Center. Final Report. 1974-01-01 Office of Economic Opportunity, Washington, DC. 94 N/A 1974 -1

New

Yes Community Involvement Curriculum Development Developing Nations Educational Objectives Foreign Countries Generalization National Norms Primary Education Program Descriptions Rural Areas Rural Development Skill Development Specialization Theories Postlethwaite, T. N. King, K. Reports - Descriptive United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. Section I of this paper discusses assumptions about ruralization of the educational curriculum in developing nations (both problematic and exemplary); Section II reviews the achievements of selected African countries in the school, community, and the student's post-primary work life and presents relative implications for curriculum reform. Major conclusions presented in Section I are: general curricular objectives must be the same for all children in most developing nations because curriculum is used to achieve national unity; there is a rural-urban continuum, rather than a dichotomy; current trends are to adapt the curriculum to a specific area and to create a series of parallel forms of the curriculum with the same general objectives; general skills should be taught because rapid change outdates specific skills; the concept of integrated rural development seems more viable than that of ruralizing the curriculum. Among the implications for curriculum reform cited in Section II are: preliminary research on children's work experience and community resource needs should be prerequisite to any curriculum development; the most complex reform task is to account for village contributions to skill formation and village perceptions re: investment in primary schools and then to examine, from a national perspective, whether the essential disciplines taught in any primary school should be more localized and made to interact more with the community infrastructure. (JC) ED135531 Curriculum Development for Basic Education in Rural Areas. IIEP Seminar Paper: 18. 1975-00-00 37 International Institute for Educational Planning, 7-9, Rue Eugene Delacroix, 75016 Paris (France) ($0.60) N/A 1975 -1

New

Yes Area Studies Asian History Asian Studies Bibliographies Cultural Education Curriculum Development Educational Media Educational Resources Elementary Secondary Education Instructional Materials Learning Activities Non Western Civilization Objectives Teacher Developed Materials Unit Plan Fishman, Rosalind M. And Others Guides - General Indiana Univ., Bloomington. Asian Studies Research Inst. Five teaching units for middle, junior high, and senior high school comprise this pamphlet, the fourth in a series of teaching aids about Inner Asia. The units were developed in 1975 by secondary school teachers who attended an inservice institute on Inner Asia at Indiana University. Objectives, activities, and resources are presented for each unit. One activity involves students in a simulation of barbarian and civilized groups to illustrate that certain "freedoms" must be sacrificed in order to become "civilized." Other objectives include understanding the importance of the horse on the steppe, influences of China and the Soviet Union on boundary clans, role of Buddhism as a religious force, and the diverse nature of clans within Inner Asia. Several of the units contain detailed outlines of content matter. Lists of books and pamphlets, learning activities, and audiovisual materials supplement the units. (AV) ED135727 High School Teaching Unit Plans on Inner Asia. Teaching Aids for the Study of Inner Asia, No. 4. 1976-00-00 Association for Asian Studies, Ann Arbor, MI. 32 Asian Studies Research Institute, Goodbody Hall 101, Indiana University, Bloomington, Indiana 47401 ($1.00 paperbound) N/A 1976 -1

New

Yes Community Resources Discovery Processes Early Childhood Education Ecology Educational Objectives Elementary School Science Learning Activities Parent Role Science Education Science Materials Teacher Role Teaching Guides Teaching Methods Holt, Bess-Gene Books National Association for the Education of Young Children, Washington, DC. Chapter I provides a rationale for teaching science to young children; Chapter II discusses various ways children can learn science concepts; Chapter III gives suggestions on collecting and making materials and equipment, arranging the science area, planning outdoor learning, making science experiences happen, asking questions, etc. Chapter IV discusses the content of young children's science and includes ideas on environmental learning, specific activities, and approaches to teaching. (MS) ED139522 Science with Young Children. 1977-00-00 137 National Association for the Education of Young Children, 1834 Connecticut Avenue, N.W., Washington, D.C. 20009 ($3.25, plus $.33 postage and handling) N/A 1977 -1

New

Yes Creative Writing English Instruction Expository Writing Secondary Education Teaching Methods Writing (Composition) Writing Skills Guides - General Los Angeles City Schools, CA. Div. of Instructional Planning and Services. The classroom practices described in the 12 articles in this publication reflect much of the current thinking about the teaching of composition skills. Titles of articles are: "What Can Be Done about Composition?""Junior High School Foundations for Expository Composition,""Teaching Sentence Combining,""Prevision and Revision in Tenth-Grade English Classes,""Structuring without Stifling,""What Can I Say about My Subject?""Hows and Whys and Whats: Some Thoughts about Constructing Topic Sentences,""Marking to Teach Composition,""Composition Assignment: Autobiographical Portrait,""Values and Creativity in Composing,""Focus on Film," and "Individualized Instruction of Composition." (JM) ED131477 On the Ball-Point: Classroom Practices in Teaching Composition. Publication No. SC-743. 1976-00-00 57 N/A 1976 -1

New

Yes Citizen Participation Citizen Role Communications Community Action Futures (of Society) Higher Education Political Power Public Affairs Education Social Action Teaching Methods Flory, Joyce Reports - Research This report describes the "anticipatory democracy" movement, which advocates citizen participation and awareness of future problems, and suggests instructional strategies for the field of communication to increase both students' and community members' future-consciousness and involvement in society. Specific topics of concern are the formation of and participation in state-wide goals programs, public hearings, training of city and school ombudspeople, surveys and polling, the development of community resource centers, media usage, legislative research, and monitoring of local, state, and federal agencies. Appendixes include a communications-committee report concerning alternatives for growth in Washington state, a list of participatory activities for citizens compiled by Alvin Toffler's Anticipatory Democracy Network, suggestions for a class in community leadership and tips for writing to legislators (both developed by the Citizens Information Service of Illinois), and sources of information about legislation and political representation. (KS) ED131507 Anticipatory Democracy and Citizen Involvement: Strategies for Communication Education for the Future. 1976-00-00 55 N/A 1976 -1

New

Yes Administrative Organization Administrator Role Articulation (Education) Curriculum Educational Finance Elementary Education Models Outdoor Education Principals Program Descriptions Questionnaires School Districts Zavarella, Joseph Reports - Descriptive The residential outdoor education project described in this report serves as the vehicle for advancement of a new concept in the administrative organization of a school district. It is proposed that the elementary administrator's role be expanded to a districtwide orientation in the area of curriculum management and coordination. That is, each principal assumes a specific curricular responsibility and coordinates efforts on a districtwide basis. (Author) ED131533 Management and Coordination of a Residential Outdoor Education Program. (A New Model for the Role of Elementary Principals.) 1976-02-15 61 N/A 1976 -1

New

Yes Administrative Organization Decentralization Decision Making Educational Research Elementary Secondary Education Leadership Styles Objectives Organizational Effectiveness Organizational Theories Organizations (Groups) Postsecondary Education Research Methodology Mohr, Lawrence B. And Others Reports - Research The underlying hypothesis of this paper is that the efficiency and effectiveness of educational organizations are affected by their structure. Primary emphasis of the paper is on investigating the link between organizational structure and organizational outputs in an effort to understand why different educational organizations are structured differently with respect to goals, decision-making, and so forth. Because the paper is intended to stimulate future research by organizational theorists, it is organized into seven sections that correspond to topical subareas within organizational theory. These sections focus in turn on the following topics: organizational goals; participation in decisions, decentralization and community control; administrative intensity; environment, structure, and strategies of control; interorganizational analysis; and methodologies of administrative experiments. (JG) ED131549 Administrative Structure, Effectiveness, and Efficiency. A Prospectus for Research in Organizational Aspects of Education. 1976-00-00 National Inst. of Education (DHEW), Washington, DC. 89 N/A 1976 -1

New

Yes Administrator Role Annotated Bibliographies Definitions Educational Improvement Guidelines Individual Development Leadership Responsibility Program Development Team Training Geddes, Vivian Guides - General CFK, Ltd., Denver, CO. This publication is intended to assist the leaders of collegial teams and to provide a plan for a school district program coordinator to use in establishing a number of collegial teams within a district. Part 1 presents a thorough definition of a collegial team and describes what such a team does. Also provided in this section is information on team development, team assessment techniques, and some suggested ways to begin a collegial team renewal program. Within this section, the roles of the team member, team leader, district planner, and district superintendent are discussed. Part 2 focuses on the leadership role of the collegial team leader and the role of the program coordinator responsible for establishing several collegial teams in a school district. The leadership characteristics essential to each role are discussed and related to the skills necessary for implementation of a collegial team program. The appendix contains a number of resource materials and instruments that may be useful to collegial team leaders and/or district program coordinators. An annotated bibliography of relevant publications is also included. (Author/JG) ED131566 Administrator Renewal: The Leadership Role in Collegial Team Development. ACFK Ltd. Occasional Paper. 1974-02-00 79 N/A 1974 -1

New

Yes Articulation (Speech) Behavior Development Behavioral Objectives Curriculum Development Exceptional Child Education Handicapped Children Instructional Programs Mental Retardation Multimedia Instruction Reports Research Projects Self Care Skills Systems Analysis Systems Approach Schiefelbusch, Richard L. Lent, James R. Reports - Research Kansas Univ., Lawrence. Bureau of Child Research. Parsons State Hospital and Training Center, KS. Presented is a quarterly progress report of Project MORE (Mediated Operational Research for Education), a research project developing multimedia instructional programs aimed at specific behavioral deficits among handicapped children, with emphasis on self-care skills for the mentally retarded and articulation therapy in public schools. Major activities and accomplishments, problems, significant findings and events, dissemination activities, capital equipment acquisitions, data collection, other activities, staff utilization, and future activities planned for the next reporting period are recorded for each of four areas of the project: Curriculum Materials for the Mentally Retarded; Research, Development, and Dissemination of Programs for Improved Instructional Technology for Articulation Therapy in Public Schools; Media Support Services; and Systems Analysis. Included is a copy of the January, 1974, MORE newsletter. Appended are the vitae of three staff members. (IM) ED131610 Programmatic Research to Develop and Disseminate Improved Instructional Technology for Handicapped Children. Quarterly Progress Report, October 1, 1973 to January 31, 1974. 1974-01-31 Bureau of Education for the Handicapped (DHEW/OE), Washington, DC. 65 N/A 1974 -1

New

Yes Conference Reports Counseling Developmental Disabilities Environmental Influences Genetics Intervention Legislation Mental Retardation Nutrition Parent Counseling Parents Prevention Screening Tests Social Influences State Programs Collected Works - Proceedings Ohio Ohio State Dept. of Mental Health and Mental Retardation, Columbus. Div. of Mental Retardation and Developmental Disabilities. Included are edited transcripts of three presentations by P. Ackerman, Jr. ("A National Perspective on Prevention in the Year 2001"), A. Eaton ("Ohio Prevention Strategies"), and G. Calvert ("The Lost Continent of Prevention"). Abstracted are workshops on the following topics: parent preventive strategies, genetic preventive strategies, nutrition preventive strategies, early screening and intervention preventive strategies, and community and environmental preventive strategies. Provided is a panel discussion by M. Kindred, C. O'Neill, W. Kopp, C. Rosenbaum, and M. Mays on legislative prevention strategies. (PT) ED131642 Preventing Mental Retardation and Developmental Disabilities: Proceedings of a Seminar. 1976-09-00 66 N/A 1976 -1

New

Yes College Language Programs Experimental Programs Higher Education Individualized Instruction Individualized Programs Instructional Innovation Language Instruction Language Laboratories Language Programs Material Development Native Speakers Programed Instruction Second Language Learning Teaching Methods Tutorial Programs Uncommonly Taught Languages Henderson, Robert T. Reports - Research In contrast with declining interest in the study of commonly taught languages in recent years, there has been a significant growth in the demand for instruction in the "neglected" or "other" or "less commonly taught" languages; schools and universities are therefore faced with the problem of providing the opportunity for students to learn languages which in many cases have not been taught previously and for which there are no readily available instructional programs, trained teacher or tested materials. This paper examines central concepts in the development and operation of self-instructional courses in languages which would otherwise not be included in the curriculum. Among the topics discussed are: individualization of instruction, reflecting the differences in student interests, needs, aptitudes and objectives; and self-instruction, emphasizing the importance of training students in language-learning techniques. Consideration is given to material adaptation and development, participant orientation, the use of language laboratory facilities, tutorial sessions with native-speaking informants, evaluation and program supervision. (Author) ED131677 Considerations in the Development and Implementation of Supervised Self-Instructional Courses in the Uncommonly Taught Languages. 1974-08-00 47 N/A 1974 -1

New

Yes College Role College Students Educational Assessment Educational Experience Educational Responsibility Environmental Influences Evaluation Criteria Higher Education Models Student College Relationship Student Development Student Evaluation Summative Evaluation Pace, C. Robert Reports - Research Arizona Univ., Tucson. Coll. of Education. The ways many people view higher education today are examined, especially some of the ways evaluators, researchers, and others are assessing college benefits and college impact. Trends toward getting a college education without going to college are discussed, with reference to the evaluation design of the input-environment-output model. College effects of college impact or environmental influences are defined as what is left after input differences have been accounted for. This model is criticized for suggesting that four years in college has no significant impact on a student. Suggestions are offered that depart from the common, experimental, cause-and-effect research model. A contextual model is proposed for evaluating student development in college. The basic features are suggested by the words: experience and events, environment, and effort, leading to development and "impress." (LBH) ED131737 Evaluating Higher Education. Topical Paper No. 1. 1976-07-00 24 Chairman, Committee on Higher Education, University of Arizona, 1415 N. Fremont, Tucson, Arizona 85719 ($2.00) N/A 1976 -1

New

Yes Adult Learning Adult Programs College Credits Competency Based Education Continuing Education Units Degree Requirements Degrees (Academic) Equivalency Tests Experience Extension Education External Degree Programs Higher Education Lifelong Learning Part Time Students Special Degree Programs Standards Schultz, Raymond E. Books Arizona Univ., Tucson. Coll. of Education. The increased interest in lifelong learning has presented a challenge that higher education institutions are meeting with three interrelated developments: New degrees, academic credit for experience, and programs for older people. A variety of new degrees are described, including the extension degree offered to part-time students taking off-campus courses; the adult degree, which may depart from traditional degrees in admission, instruction, and evaluation, and is based on the idea that adult students are different from college youth; and the assessment degree, which emphasizes demonstration of competency. Examples of new degree programs are given. The increasing trend toward granting credit for experience is documented. Assessment and creditation has been done by the Cooperative Assessment of Experiential Learning (CAEL) and the Commission on Accreditation of Service Experience (CASE). Programs for older people are designed to assist this part of the population to adjust to changing life patterns, to find outlets for skills and interests, and to make use of their desire to serve. Several issues that are unresolved are raised, including Who pays? Should the fee structure differ from the traditional? How should the unit of credit be defined? Can quality control be maintained in these programs? (JMF) ED131778 Lifelong Learning: Higher Education's Response. Topical Paper No. 3. 1976-07-00 21 Committee on Higher Education, University of Arizona, 1415 North Fremont Street, Tucson, Arizona 857l9 ($2.00) N/A 1976 -1

New

Yes Associative Learning College Students Higher Education Individual Characteristics Prediction Verbal Learning Silverstein, Albert Reports - Research Theorists have argued that the relatedness of words depends upon the degree to which they are associatively connected. Hierarchies of association have been established using two experimental methods: (1) the procedural method, and (2) the repetitions method. Since the results of the two methods have proven to be somewhat inconsistent, a study was designed which examined the relationship between the two methods by presenting a list of 20 stimulus words three times in different random orders to 96 college student subjects. Tabulations were kept for the frequency with which associations given on the first trial were repeated in subsequent trials. It was hypothesized that the frequency would increase as the cultural frequency of the association increased. In general, it was found that cultural frequencies do predict the index of repetition of associates, and hence, they represent individual association hierarchies. (EMH) ED131832 The Prediction of Individual Association Hierarchies from Cultural Frequencies. Pre-Publication Draft. 1965-00-00 23 N/A 1965 -1

New

Yes College Libraries Financial Policy Libraries Library Expenditures Library Services Master Plans Public Libraries Regional Planning Statewide Planning Reports - Research Michigan Michigan State Dept. of Education, Lansing. Bureau of Library Services. Over the last five years Michigan has worked on a comprehensive library services plan. A review of the goals, organization, and financing of local public libraries, existing system libraries, and college and university libraries suggested a number of changes to be mandated through two pieces of proposed legislation. One proposed bill encouraged affiliation of local libraries with their county library, standardized local governing boards, and mandated services to all county residents regardless of governmental affiliation by all libraries within a county. The State Board for Libraries was given responsibility for setting goals and objectives for local and system libraries. Various state aid provisions were specified, including use of penal fines as a deduction from the balance between local tax and state aid equalization for libraries. The proposal also mandated a single system where two system libraries exist within a single county, and it restricted state aid and system grants to system activities, and encouraged system libraries to operate in regional affiliations. The second piece of proposed legislation allocated funds for data collection on the planning and funding of public college and university libraries in the state and for the establishment of a centralized access office for Michigan academic libraries. (KB) ED131851 A Planning Document on the Structure and Responsibility of Libraries in the State of Michigan: A Five Point Plan for Financing Responsible Library Reform in Michigan. 1976-00-00 45 N/A 1976 -1

New

Yes Adult Basic Education Discussion (Teaching Technique) Diseases Foods Instruction Hygiene Instructional Materials Lesson Plans Nutrition Physical Health Worksheets New York State Education Dept., Albany. THIS MANUAL PROVIDES ADULT BASIC EDUCATION TEACHERS WITH LESSON PLANS IN HEALTH AND NUTRITION. EACH LESSON CONTAINS BACKGROUND MATERIAL OFFERING SPECIFIC INFORMATION ON THE SUBJECT OF EACH LESSON, AIMS, LESSON DEVELOPMENT, AND TWO STUDENT WORKSHEETS. DISCUSSION QUESTIONS ARE SUGGESTED TO ENCOURAGE THE GREATEST POSSIBLE STUDENT INVOLVEMENT. THE TEN LESSON PLANS ARE--SHOTS AND IMMUNIZATION-TETANUS, MEASLES, TUBERCULOSIS, CANCER, VENEREAL DISEASE, KEEPING YOUR FOOD SAFE, WHY DO WE NEED FOOD, IT'S UP TO YOU (MALNUTRITION), FOOD IN THE MORNING, AND BEWARE (FOOD FADS). ADDITIONAL ELEMENTS ARE FLIPCHARTS AND FILMSTRIPS, EACH WITH ITS ACCOMPANYING TEACHER'S MANUAL. PRODUCTION OF INEXPENSIVE PHONOGRAPH DISKS RELATED TO THE LESSONS IS PLANNED. SIMILAR PACKETS ARE NOW AVAILABLE TO HELP TEACHERS OF ADULT BASIC EDUCATION IN THE AREAS OF PRACTICAL GOVERNMENT, CONSUMER EDUCATION, AND PARENT EDUCATION AND FAMILY LIFE. (AJ) ED019594 HEALTH AND NUTRITION LESSON PLANS AND STUDENT WORKSHEETS, ADULT BASIC EDUCATION. 1967-00-00 125 N/A 1967 -1

New

Yes Automation Computers Data Processing Educational Technology Enrollment Higher Education Recordkeeping School Registration Student Records Pinnell, Charles And Others Texas A and M Univ., College Station. This study concentrated on the investigation and development of a computerized system of student registration, sectioning, and record handling. The report presents the results of the study and describes a pilot system that was developed at Texas A&M University. The basic system is discussed, along with the procedures involved in data collection, schedule construction, and fee assessment. Conclusions are made that: 1) the system was very effective in increasing the ability to provide students with desired courses; 2) much better student counselling system resulted from the study; 3) the overall student record and reporting system was improved greatly; 4) the manual effort and time required to complete the registration process was greatly reduced; and 5) the student acceptance of the system was generally good, although there was a lack of ability to select individual professors and specific course times. Recommendations are made for colleges and universities considering the implementation of such a system. (DS) ED032002 Automated Registration System for Colleges and Universities. 1969-05-00 Texas Coll. and Univ. System, Austin. Coordinating Board. Office of Education (DHEW), Washington, DC. Div. of Coll. Facilities. 57 N/A 1969 -1

New

Yes Acculturation Cultural Background Ethnic Groups Ethnic Studies Family Role Family (Sociological Unit) Immigrants Italian Americans Nuclear Family Social Adjustment Social History Tomasi, Lydio F. Books Center for Migration Studies, Inc., Staten Island, NY. The author discusses the acculturation process of first, second, and third generation Italian families in the United States in terms of the interrelationships among cultural, social, and psychological events. As background to the discussion, the role of the family is described. In southern Italy, the nuclear family is the essential feature of the social system. It is dominated by an authoritarian father, godparents are very significant figures, male children are social and economic assets, and female children are protected socially. Family relationships give the individual status and a guarantee of security. Upon immigration to America, however, Italian values conflict with Anglo-American orientations toward individualism and mastery over nature. Alienation and other psychological crises arise because of the immigrants' familistic personality orientation. In first-generation families, intercultural and intergenerational conflict and changes occur, often marked by isolation and anomie. Most second-generation families exhibit a move toward shaping the structure and functions of the family in accordance with the contemporary urban American type of family. Third-generation families show even more influence of industrialization and urbanization on fertility, child rearing, class status, and occupational choice. (AV) ED141235 The Italian American Family: The Southern Italian Family's Process of Adjustment to an Urban America. 1972-00-00 47 Center for Migration Studies, 209 Flagg Place, Staten Island, New York, New York 10304 ($1.00 paperbound) N/A 1972 -1

New

Yes Athletic Coaches Athletics Conference Reports Drug Abuse Foreign Countries Motivation Techniques Nutrition Professional Associations Role Theory Secondary Education Sex Discrimination Collected Works - Proceedings Canada British Columbia Federation of School Athletic Associations. This document presents summaries of eleven speeches, a workshop, and one panel discussion presented at the First Annual High School Sports Conference sponsored by the British Columbia Federation of School Athletic Associations during 1976. Topics discussed in the speeches include: (1) the role of competition in extra-mural sports; (2) Title IX and sex discrimination; (3) nutrition and the athlete; (4) athletics and drug use; (5) building interest in athletic programs; (6) coaching certification; (7) codes of conduct for athletic coaches; (8) the role and application of psychology in coaching techniques; and (9) the views of one coach toward success and the means for achieving it. An outline of proceedings is presented for a workshop on the organization and running of an intramural sports program, in which the philosophy, organizational framework, facilities, activities, scheduling, publicity, awards, and officiating of intramural programs were examined. The final section of the report presents discussion on the role of athletics in high school from the viewpoint of the school administrator, the athletic coach, the athlete himself, and the parent. (MB) ED138586 First Annual Sports Conference. Proceedings, 1976. 1977-00-00 65 N/A 1977 -1

New

Yes Behavioral Objectives Career Education Change Strategies Educational Change Educational Development Educational History Educational Philosophy Educational Research Educational Theories Educational Trends Humanistic Education Humanization Individual Development Literature Reviews Models Process Education Relevance (Education) Vocational Education Bailey, Larry J. Reports - Research Southern Illinois Univ., Carbondale. Dept. of Occupational Education. A broad outline is presented of process education, defined as a humanistic view of education focusing on the learner and the development of those skills which are believed to be central and important to functioning in the reality of present and future decades. Also discussed is how career and vocational education might be incorporated in such a global paradigm. Historical attempts to define the purpose of American education are summarized and then related to the development of career and vocational education. A developmental curriculum model for career education is presented as a means to the integration of process and career education. Scholars, researchers, curriculum theorists, and policy makers in career education are challenged to build on the theories and trends identified in developing a more humanistic educational system. (TA) ED138819 Career and Vocational Education in the 1980s: Toward a Process Approach. Final Report. 1976-06-15 Illinois State Office of Education, Springfield. Div. of Adult Vocational and Technical Education. 87 N/A 1976 -1

New

Yes Behavior Change Females Role Models Role Perception Self Actualization Sex Discrimination Sex Role Sex Stereotypes Social Bias Socialization State of the Art Reviews Peterson, Yen Brockmann, C. Thomas Reference Materials - Bibliographies The standard classification of women's roles into the traditional, dual career, and single parent constellations is unnecessarily restrictive and stereotyping. These categories reflect neither the myriad of role choices facing women today, nor the forces shaping the resulting contexts. This paper focuses upon modules, the component task or activity sequences, which compose the total combination of roles played by members of heterogeneous and highly differentiated societies. Socialization and subsequent opportunities decreasingly channel women into a few constellations. Rather, depending upon her context, she may choose a number of modules to which she attaches varying degrees of commitment. Modules may be added or deleted and the degrees of commitment to each other may alter rapidly. In fact, the saliency of modules may be manipulated. Increasingly a woman's context, resources and interests, rather than allocation or selection of a core module, determine future module decisions, including degree of felt commitment to each. (Author) ED138851 The Modularization of Women. 1973-00-00 25 N/A 1973 -1

New

Yes Development Futures (of Society) History Literacy Reading Achievement Reading Instruction Reading Research Chall, Jeanne S. Speeches/Meeting Papers International Reading Association, Newark, DE. In this address, the author examines the complex scope of reading achievement, instruction, and research in the United States. The discussion begins with a historical perspective, continues with views of the development of reading as a science and as a profession, and concludes with a discussion of current and future developments in the reading field. Finally, she states that in the future, emphasis should be placed less on stable structures and more on the maneuverability and flexibility of humans--teachers, clinicians, and children--who must make the adjustments to the unexpected turbulances and complexities of even the smallest classroom. (JM) ED124918 Reading and Development. 1976-00-00 24 International Reading Association, 800 Barksdale Road, Newark, Delaware 19711 (Order No. A486, $1.00 member, $1.50 non-member) N/A 1976 -1

New

Yes Beginning Reading Child Language Conference Reports Language Acquisition Language Usage Learning Processes Oral Language Primary Education Reading Ability Reading Instruction Reading Processes Student Motivation Written Language Goodman, Kenneth S. Goodman, Yetta M. Speeches/Meeting Papers Pittsburgh Univ., PA. Learning Research and Development Center. Oral language is used before written language, according to this paper, which contends that the acquisition of literacy is merely an extension of natural language learning for all children. This view of literacy development as natural is distinguished from the views of those that think language is innate; the naturalness of children learning to read and write comes from their active participation in the communication process--their motivation to comprehend what the printed word is trying to "say." The paper describes eight essentials of beginning reading instruction based on a natural language thesis, and offers suggestions for the environment, activities, and teaching procedures that should be used in natural language instruction. (The discussion following presentation of the paper is attached.) (RL) ED155621 Learning to Read is Natural. 1976-04-00 National Inst. of Education (DHEW), Washington, DC. 48 N/A 1976 -1

New

Yes Academic Achievement Area Studies Cultural Influences Disadvantaged Environment Economic Factors Economic Research Economics Employment Patterns Low Income Counties Mexican Americans Migration Patterns Poverty Poverty Areas Quality of Life Regional Characteristics Residential Patterns Social Indicators Socioeconomic Influences State of the Art Reviews Miller, Michael V. Maril, Robert Lee Reports - Research Texas Texas A and M Univ., College Station. Texas Agricultural Experiment Station. English Relative to other urbanized areas, the Lower Rio Grande Valley of Texas consistently ranks at the bottom in regard to almost every objective indicator of socioeconomic welfare: per capita income, educational attainment, employment, and health and housing conditions. The 1970 census discovered that approximately one-half of its population, comprised primarily of Mexican Americans, fell below government designated poverty thresholds. Based on a multidimensional approach, including assessment of the region and population in dynamic and longitudinal terms rather than as static entities, this paper provides a broad overview of the region's poverty through the synthesis of existing literature and data. The paper provides a brief sketch of the Valley; addresses the nature and extent of real poverty (the poverty status accorded on the basis of income below government established criteria) in the region by reference to data on income, education, employment, housing and health; addresses the question of regulated poverty (the differential distribution of real poverty across ethnic or racial groups) via a historical discussion of the region as an ethnically stratified social system; and, stimulated by the relative poverty concept (calls attention to cultural definitions and individual subjective evaluations of poverty status), establishes the hypothesis that the region may be sociologically approached as a "staging area", characterized by five on-going and interrelated mobility patterns. (NQ) ED158911 Poverty in the Lower Rio Grande Valley of Texas: Historical and Contemporary Dimensions. 1978-08-00 Department of Agriculture, Washington, DC. 90 N/A 1978 -1

New

Yes Annotated Bibliographies Art Therapy Audiovisual Aids Bibliotherapy Creative Activities Creative Art Dance Dance Therapy Developmental Disabilities Drama Emotional Disturbances Handicapped Children Handicrafts Learning Disabilities Leather Mental Retardation Music Music Therapy Periodicals Physical Disabilities Resource Materials Speech Handicaps Guides - General American Alliance for Health, Physical Education, and Recreation, Washington, DC. Information and Research Utilization Center. English Intended as a resource guide for persons who include such subjects as arts, crafts, dance, and music in programs for the handicapped, resources are listed for printed materials, audiovisual materials, resource persons and organizations, and material and equipment suppliers. Brief literature reviews sum up the state of the art in the specific art forms and research trends in using art with the handicapped. Analysis of research shows emphasis on the basic rights of impaired, disabled and handicapped individuals to participate in creative arts activities as their interests presuppose them, and an end to the proliferation of program aids which provide specific program activities rather than an emphasis on program aids adapted for the general population. The major portion of the guide contains an alphabetical bibliography (often containing annotations) of over 1000 printed references organized into the following sub categories: creative arts, general sources; art, art therapy, arts and crafts; dance, movement, and dance therapy; drama, psychodrama, puppetry; music and music therapy; and poetry, bibliotherapy, creative writing, photography. References are indexed by both program area and handicapped condition. Thirty nine aids, a representative sample of cassettes, records, films, videotapes and other audiovisual materials are listed alphabetically by record or film, tape, or multimedia category. Resource people, associations, and organizations are listed with names and addresses, as are equipment and materials suppliers for the following categories; art materials, ceramics, craft supplies, jewelry craft, leather craft, painting, weaving, and phonograph records. (BP) ED159857 Materials on Creative Arts (Arts, Crafts, Dance, Drama, Music, Bibliotherapy) for Persons with Handicapping Conditions. Revised. 1977-03-00 103 American Alliance for Health, Physical Education, and Recreation, 1201 Sixteenth Street, N.W., Washington, D.C. 20036 ($4.00) N/A 1977 -1

New

Yes Computers Copyrights Databases Interlibrary Loans Legislation Libraries Reports Reprography Tables (Data) Technology Reports - Research National Commission on New Technological Uses of Copyrighted Works, Washington, DC. English This final report includes legal, regulatory, and statutory recommendations based upon three years of data collection, hearings, and analysis of computer-related and photocopying issues. Two major computer-related issues are addressed--the creation of new works with computer assistance, and use of copyrighted works in conjunction with computers. Three facets of the second issue are considered separately--placement into computers of copyrighted works, use of automated data bases, and copyright protection for the intellectual property in computer programs. In examining issues related to reprography the Commission focuses upon drawing a proper balance between the rights of copyright owners, and the general interests and needs of the public who rely upon photocopying as access to copyrighted works; photocopying in libraries is a major concern in this area. Appendices include a summary of the mandate of CONTU; a complete discussion of each issue relating to use of copyrighted works; a summary of legislative history relating to both issues; and a bibliography which cites selected works on computers and copyright, photocopying and the Copyright Act, and articles written by the Commission staff. (Author/MBR) ED160122 Final Report of the National Commission on New Technological Uses of Copyrighted Works, Washington, D.C. 1978-07-31 354 N/A 1978 -1

New

Yes Classroom Environment Cognitive Processes Educational Innovation Educational Psychology Educational Theories Hypnosis Language Instruction Learning Activities Learning Processes Memorization Memory Psychological Studies Psychotherapy Recall (Psychology) Retention (Psychology) Second Language Learning Teaching Methods Bancroft, W. Jane Reports - Research In "Suggestologiia," Georgi Lozanov discusses his theories of Suggestology, the scientific study of suggestion, and Suggestopedia, the application of suggestion to pedagogy. The Lozanov thesis cannot properly be understood in isolation, however, and Suggestology and Suggestopedia should be considered in relation to yoga, Soviet and Western work in suggestion and psychotherapy, the Russian school of physiological psychology and the Soviet concept of the unconscious, Soviet linguistics and pedagogy. Suggestology investigates the subsensory signals or subliminal stimuli which come from the physical or social environment and which are absorbed into the unconscious mind before receiving a conscious expression. Suggestion, especially spoken suggestion, activates the reserve capacities of the mind or the memory. Suggestopedia increases memorization capacities. Hypermnesia is facilitated by relaxation techniques (derived from yoga and autogenic therapy) which increase the subject's suggestibility to spoken suggestions or unconscious stimuli. The principal theoretical elements of Suggestopedia are: authority, infantilization, double-planeness, intonation, rhythm, and concert pseudo-passivity. The lack of scientific data in "Sugestologiia" may lead to a negative reaction to the Lozanov thesis. The right way to approach the thesis, however, may be to translate the underlying original ideas and to reconstruct the statistical evidence in accordance with the more rigorous and less ideologically oriented methods used in Western science. (Author/AM) ED132857 Suggestology and Suggestopedia: The Theory of the Lozanov Method. 1976-00-00 56 N/A 1976 -1

New

Yes Communication (Thought Transfer) Emotional Response Interpersonal Competence Language Acquisition Listening Skills Logical Thinking Measurement Instruments Nonverbal Communication Larson, Carl And Others Books ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. Speech Communication Association, Annandale, VA. The term "functional communication" refers to the skills and knowledge possessed by an individual, from which that individual's competence or effectiveness may be inferred. Part one of this two-part book identifies and describes conceptual and methodological issues involved in evaluating, or empirically describing, the major components of interpersonal interaction related to functional communication. Part two contains brief reviews of 90 instruments, observation and category systems, and general assessment procedures designed to generate information on some aspect of an individual's functional communication. The book includes a brief commentary on apprehension and anxiety because of their importance as explanatory variables connected with low levels of functional communication competence. (MAI) ED153275 Assessing Functional Communication. 1978-03-00 National Inst. of Education (DHEW), Washington, DC. 154 Speech Communication Association, 5205 Leesburg Pike, Falls Church, Va. 22041 ($4.50 member, $5.00 non-member) N/A 1978 -1

New

Yes Educational Legislation Elementary Secondary Education Federal Legislation Riddle, Wayne And Others Legal/Legislative/Regulatory Materials Education Amendments 1978 Elementary and Secondary Education Act Library of Congress, Washington, DC. Congressional Research Service. English This report summarizes the provisions of the Education Amendments of 1978, Public Law 95-561. This legislation extends generally through fiscal year 1983 and amends the major federal programs of aid to elementary and secondary schools including those under the Elementary and Secondary Education Act, the Impact Aid acts, the Emergency School Aid Act, the Adult Education Act, the Indian Education Act, and related legislation. (Author/LD) ED168170 Summary of the Education Amendments of 1978, Public Law 95-561. Report Number 79-13-EPW. 1979-01-17 63 N/A 1979 -1

New

Yes Administrative Organization Group Dynamics Interaction Process Analysis Interpersonal Relationship Job Satisfaction Organizational Theories Professional Recognition School Districts Social Organizations Social Status Social Systems Teacher Behavior Corwin, Ronald G. Edelfelt, Roy A. Books Nebraska Univ., Lincoln. This document provides ideas and information for those responsible for preparation of education personnel. It includes papers and other materials expressing several views on organizational problems in schools. The problems that teachers encounter in coping with the social hierarchy within the school are discussed as well as their responsibilities to the organization itself. School systems are examined from a sociological point of view. The nature and status of teaching is explored within the framework of the school as a social system operating in the wider arena of the community. (JD) ED139790 Perspectives on Organizations: The School as a Social Organization. 1977-06-00 Office of Education (DHEW), Washington, DC. Teacher Corps. 124 American Association of Colleges for Teacher Education, No. 1 Dupont Circle N.W., Washington, D.C. 20036 ($4.50) N/A 1977 -1

New

Yes Communication Problems Communication (Thought Transfer) Information Theory Measurement Techniques Norms Organizational Communication Surveys Goldhaber, Gerald M. And Others Speeches/Meeting Papers Section one of this paper describes the history and development of the "communicaton audit," a system for assessing communication effectiveness in organizations, by the International Communication Association. Section two describes the 16 audits conducted so far and the overall demographic characteristics of the current survey data bank. Part three presents the current norms for the survey and major conclusions about organizational communication derived from these norms. Part four analyzes these norms by both organizational type and major demographic variables, providing evidence to test theories about organizational communication. Extensive tables are included. (AA) ED140375 ICA Communication Audit Survey Instrument: 1977 Organizational Norms. 1977-00-00 62 N/A 1977 -1

New

Yes Censorship Educational Problems Elementary Secondary Education English Instruction Legal Problems Moral Issues Moral Values Parent Attitudes Parent School Relationship Textbook Evaluation Textbook Selection Davis, James E., Ed. Books Collected Works - General Information Analyses National Council of Teachers of English, Urbana, IL. English In response to a need voiced by a number of English teachers for new materials that discuss the censorship problems of the 1970s, this book presents articles that analyze the current climate regarding censorship, define the issues and pressures that surround the subject, and suggest ways to handle censorship when the problem arises within the school context. The articles discuss censorship from a variety of perspectives that include: reasons why censorship is on the rise at this time; the historical, social, educational, and human dimensions of censorship; the risks and chance element involved in taking censorship issues to court; and the characteristic rhetoric of censorship and anticensorship groups. The articles that present ways to deal with censorship suggest such approaches as preparing a model policy and rules for selecting instructional materials and preventing censorship crises by preparing detailed written policies and rationales and by communicating with parents. The book also includes a bibliography of books, journals, and pamphlets on censorship and on procedures for establishing policies for material selection. (MAI) ED168039 Dealing with Censorship. 1979-00-00 183 National Council of Teachers of English, 1111 Kenyon Road, Urbana, Illinois 61801 (Stock No. 10622, $6.50 member, $7.50 non-member) N/A 1979 -1

New

Yes Cognitive Processes Comparative Analysis Computer Oriented Programs Computer Programs Diagnostic Tests Educational Testing Measurement Instruments Measurement Techniques Norm Referenced Tests Postsecondary Education Sentence Combining Standardized Tests Writing (Composition) Writing Skills Hartnett, Carolyn G. Reports - Research Reports - Evaluative English Measuring student writing skills can be done holistically, by ranking compositions without enumerating their linguistic, rhetorical, or information features, or atomistically, by viewing compositions as collections of these features. A variety of holistic approaches, including primary score testing, exist. Though their reliability has been questioned, they have content validity and can serve placement purposes. Teacher, peer, and self-evaluation techniques can be applied to holistic approaches. At the other end of the holistic/atomistic continuum are the widely used norm-referenced tests of editing skills, such as the General Education Development Writing Skills Test, Cooperative English Test, Missouri College English Test, McGraw-Hill Basic Skills System, Scott-Foreman Test, Mills' Writing Pre-Test, and the Test of Standard Written English. Critics of these tests cite immeasurable factors that lower the correlation of the quality of a whole essay with the quality of its parts. Recently developed procedures focus on the intellectual processes involved in writing, by measuring syntactic complexity, analyzing linguistic structures, and analyzing the degree of focus. Other recent developments exploit the capabilities of the computer in tabulating specific items such as mature word choice, natural language, and fluency. In addition to describing a pilot study of seven measures of writing ability, this paper describes and evaluates each of the methods of measurement discussed. (AYC) ED170014 Measuring Writing Skills. 1978-00-00 Advanced Institutional Development Program Two-Year College Consortium. 67 N/A 1978 -1

New

Yes Academic Achievement Agricultural Production Attitudes Blacks Community Development Community Leaders Community Services Demography Economic Development Geography Industrialization Local Government Local History Migration Patterns Older Adults Population Trends Rural Areas Rural Development Topography Lilley, Stephen C. McLean, Edward L. Speeches/Meeting Papers Historical Materials Information Analyses South Carolina Clemson Univ., SC. Dept. of Agricultural Economics and Rural Sociology. English Williamsburg County, South Carolina, is an almost entirely rural area near the coast. Although nearly 50% of the population is under 21, there has been a sharp decline in population since its high in 1950. The outmigration, prounounced for black youth, is caused by a lack of industrial opportunities, although there is slow, steady industrial growth in the county. Although the economic base of the county is agriculture, the per capita income is low due to the seasonal nature of many jobs. Agriculture itself if changing, with fewer farmers on larger farms producing $57.5 million annually in farm crops. Crop diversification, introduced in the 1920's, has made the county a leader in agricultural production in South Carolina. The black population is twice that of the white but a "home rule" form of government, desegregation, and civil rights have caused an equitable racial balance in county government. Seven local leaders interviewed in 1978 are generally optimistic about current and future development in Williamsburg County. They note recent improvements in government organization and county services, including the Williamsburg Council on Aging. The Council, chartered in 1974, provides county-wide programs and services for the elderly on an annual budget of $185,000. (SB) ED170076 [A Profile of Williamsburg County, South Carolina]. 1979-01-00 South Carolina Agricultural Experiment Station, Clemson. Cooperative State Research Service (USDA), Washington, DC. 18 N/A 1979 -1

New

Yes Change Strategies Comparative Education Cultural Awareness Curriculum Development Developing Nations Educational Change Educational Development Educational Improvement Educational Needs Educational Problems Elementary Secondary Education Feasibility Studies Foreign Countries Guidelines Laboratory Schools Research and Development Centers Research Projects Speeches Abdel-Halim, A. El-Mahdi Shaker, Paul Guides - Non-Classroom Reports - Evaluative Speeches/Meeting Papers Saudi Arabia English Educational reform in developing countries, specifically in Saudi Arabia, will be facilitated if certain strategies are employed when implementing educational change. Problems which restrict reform tend to be a culture which opposes change, staffing, finances, a shortage of relevant learning materials, excessive centralization of authority, expatriation by the educated, and urban migration. Also counterproductive to educational reform are rigorous standards of achievement and the ethnocentrism of foreign educated nationals who fail to understand the culture in which they are working. Strategies to combat these problems include carefully selecting and working toward established educational goals, reorienting students toward their traditional culture, and improving the quality of instruction in the classroom. Educational research and development centers which would become a center of authority in the system and laboratory schools which would offer a place for experimentation in educational alternatives should be established. Current projects in a Saudi Arabian research center include analysis of a leading Arabic language private school, an investigation of English language teaching, proposals for introducing computer-assisted instruction, and the development of standardized measurement instruments. (KC) ED170226 A Strategy for Promoting Educational Reform in Developing Countries. 1979-04-00 21 N/A 1979 -1

New

Yes Administrator Role Change Strategies Classroom Environment Curriculum Development Curriculum Problems Educational Change Educational Environment Educational Problems Educational Research Elementary Secondary Education Environmental Influences Parent Role Parent School Relationship Research Needs Speeches Student Attitudes Student Behavior Student School Relationship Student Teacher Relationship Teacher Effectiveness Teacher Role Sinclair, Robert L. Ghory, Ward J. Opinion Papers Speeches/Meeting Papers English This paper addresses three considerations for curriculum change: a definition of curriculum which considers learning environments, a set of premises to assist in curriculum planning, and suggested curricular priorities. The first section discusses various dimensions of curriculum, including expressed, implied, and emergent (described in more detail in SO 011 675). The second section identifies premises which can help curriculum developers identify priorities: 1) the social system of the school discourages change, 2) teacher interactions with learners are influenced by unnecessary regularities, 3) monolithic school environments discriminate against students who differ from the majority, 4) marginal students as well as marginal teachers can provide important information on curriculum improvement, 5) cooperation between parents and teachers affects the attitudes of pupils toward learning, 6) the principal is a key leader for initiating curriculum change, and 7) the teacher must ultimately decide how curriculum improvements are put into practice. The third section discusses priorities for curriculum change. Suggested priorities include educational change at the state and national levels, research to determine positive effects of the school environment, analysis of relationships between students and teachers, creation of multiple-environment schools, and development of instruments for measuring student perceptions. (KC) ED170228 Views from the Margins: Practical Premises and Modest Priorities for Curriculum Improvement. 1979-04-00 31 N/A 1979 -1

New

Yes Affective Behavior Cognitive Development College Instruction College Students Conference Reports Factor Analysis Higher Education Questionnaires Research Projects Self Evaluation Student Evaluation of Teacher Performance Teacher Effectiveness Undergraduate Students Overall, Jesse U. Marsh, Herbert W. Speeches/Meeting Papers Reports - Research English The relationship between students' evaluations and both cognitive and affective consequences of instruction was investigated. A total of 924 undergraduate students of the University of California at Los Angeles who had completed an introductory computer programming class were subjects. Responses to a 38-item evaluation questionnaire provided students' perceptions of instructional effectiveness at the end of each quarter. A correlation matrix was computed for the items based on individual student responses. Factor analysis, a principal components solution followed by a varimax rotation, of the correlation matrix, which yielded an orthogonal solution, was carried out. The evaluation instrument also included five items designed to provide information about a student's perception of his or her affective growth. Results confirmed that by the end of the quarter, students' evaluations of instructional effectiveness were positively related to their achievement in the course. Ratings on the evaluation dimensions "concern" and "examinations," as well as on the overall instructor rating item, bore the strongest relationships with students' positive cognitive outcomes. Definite, statistically significant relationships with affective outcomes were found both for the overall course summary item, and for the rating components of "concern,""examinations,""interaction," and "learning." The questionnaire items are appended. (SW) ED171198 Cognitive and Affective Outcomes: Their Relationship to Effective Teaching and Students' Evaluations of Instruction. 1978-03-00 20 N/A 1978 -1

New

Yes Cognitive Development Elementary Education Elementary School Students Grade 1 Moral Development Naturalistic Observation Peer Relationship Psychological Studies Social Behavior Social Development Enright, Robert D. Sutterfield, Sara J. Speeches/Meeting Papers Reports - Research English Two classrooms of first graders (n-40) were administered Damon's moral judgment measure, Spivack and Shure's social problems solving measure and Stanford-Binet vocabulary. Concurrently, two observers recorded in the children's school environment incidences of successful resolutions of interactions, amount of derogation, and the number of times a child was approached by peers. A positive relationship was predicted between moral development and frequency of success, proportion of success, and number of times the child was approached by others. Negative relationships were predicted between morality and frequency of unsuccessful responses, proportion of such responses, and derogation. The same predictions were made for social problem solving and the behavioral variables. Vocabulary was the disciminant cognitive variable; thus, no relationship to behavior was predicted. Results confirmed the positive relationship of the moral variable with proportion of successes and numbers of times subjects were approached by peers. Further, the predicted negative relationship between the moral variable and proportion of unsuccessful outcomes held. When vocabulary was partialed out, these relationships did not hold for social problem solving reasoning. As expected, vocabulary did not relate to competent social behavior. The results support moral judgment as an ecologically valid social cognitive construct. (Author/SS) ED172922 An Ecological Validation of Social Cognitive Development. 1979-03-00 20 N/A 1979 -1

New

Yes Achievement Anxiety Attitudes Career Opportunities Conferences Higher Education Mathematics Anxiety Mathematics Curriculum Mathematics Education Mathematics Instruction Research Secondary Education Statistics Elmore, Patricia B. Vasu, Ellen S. Reports - Research Speeches/Meeting Papers English This symposium includes five presentations of studies of mathematics attitudes at three educational levels: junior high, postsecondary, and graduate school. The studies have implications in the fields of mathematics education, educational research, academic advisement, and career counseling. The studies identify the extent of the problem of mathematics anxiety of avoidance. Abstracts of the papers are presented. Paper topics include: (1) a study of the attitudes of junior high school students toward mathematics; (2) student's attitudes toward mathematics and their relationship to learning in required mathematics courses in selected postsecondary institutions; (3) mathematics attitudes: an intervention study; (4) math anxiety: its impact on graduate level statistics achievement; and (5) math avoidance and pursuit of fantasy careers. (MP) ED173175 A Spectrum Analysis of Attitudes Toward Mathematics: Multifaceted Research Findings. 1979-04-00 16 N/A 1979 -1

New

Yes Educational History Educational Research Eye Movements Reading Diagnosis Reading Instruction Reading Interests Reading Research Remedial Reading Spelling Instruction Writing (Composition) Writing Instruction Robinson, H. Alan, Ed. Books ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. International Reading Association, Newark, DE. This book examines historical development of reading and writing research and instruction. Chapters discuss the following topics: spelling instruction in the United States; developments in composition research and instruction; reading instruction and research in historical perspective; eye movement and children's reading interests as two trends in reading research; the origin and development of reading diagnosis; and an historical investigation of remedial reading instruction in United States secondary schools since 1900. Authors are Richard E. Hodges, Alvina Treut Burrows, H. Alan Robinson, Samuel Weintraub, Peter W. Pelosi, and William P. Cowan. (RL) ED142995 Reading & Writing Instruction in the United States: Historical Trends. 1977-00-00 National Inst. of Education (DHEW), Washington, DC. 91 International Reading Association, 800 Barksdale Road, Newark, Delaware 19711 (Order No. 855, $3.00 member, $4.00 non-member) N/A 1977 -1

New

Yes Conservation (Environment) Ecology Environment Environmental Education Environmental Influences Natural Resources Urban Areas Urban Environment Urban Planning Wildlife Management Leedy, Daniel L. And Others Guides - General Urban Wildlife Research Center, Inc., Ellicott City, MD. English This manual is intended to integrate the two disciplines of wildlife management and city planning. It seeks to provide a basis for communication between practitioners in the two disciplines as well as providing guidelines for wildlife management within the urban setting. Information on wildlife typically found in the urban area is provided along with discussion of their needs. Technical guidance on incorporation of wildlife considerations for the planning process is provided. The document also discusses the impact of environmental influences of the city on wildlife. (RE) ED174476 Planning for Wildlife in Cities and Suburbs. 1978-01-00 Fish and Wildlife Service (Dept. of Interior), Washington, DC. American Society of Planning Officials, Chicago, IL. 75 Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock Number 024-010-00471-1; No price quoted) N/A 1978 -1

New

Yes Advertising Communication (Thought Transfer) Employed Women Females Journalism Media Research Periodicals Propaganda Public Opinion Sex Discrimination Sex Role Sex Stereotypes United States History Roberts, Nancy L. Speeches/Meeting Papers Reports - Research Historical Materials English An examination of the portrayal of women in popular magazine advertising from 1942 to 1945 suggests that the mass media played a major role in calling women out of the home and into the factory and machine shop to assist in the war effort. Discouraged from working during the Depression years when jobs were scarce, in the 1940s women were eagerly invited to join the labor force to help mobilize for global war. With "Rosie the Riveter" as their national heroine, wartime magazines proclaimed women's capability to perform almost every kind of theretofore "male" task. With the closing of war industries and the return of job-hungry soldiers, however, the magazines began to tell women to go home. In the late 1940s, popular magazines featured aproned housewives once again content in a completely domestic role. (Author/MKM) ED175029 Riveting for Victory: Women in Magazine Ads in World War II. 1979-08-00 21 N/A 1979 -1

New

Yes Annotated Bibliographies Book Reviews Career Education Educational Media Elementary Secondary Education Films Filmstrips Learning Resources Centers Library Collections School Libraries Summative Evaluation Workbooks Reference Materials - Bibliographies North Carolina State Dept. of Public Instruction, Raleigh. Div. of Educational Media. English This annotated bibliography, from the Materials Review and Evaluation Services lists reviewed and evaluated instructional media appropriate for school media centers in the area of career education. Educators should bear in mind that materials included in this list were selected from those which publishers chose to submit for evaluation and may assume that materials for purchase not appearing on the list either were not submitted for evaluation or received unfavorable reviews. At the end of this bibliography may be found an unannotated list of materials which have had favorable reviews in reliable reviewing sources. Items are listed by type of media--books, workbooks, 16mm films, and sound filmstrips. Information provided for each item includes author, title, publisher or producer, date of production, cost, and grade level. (Author/RAO) ED175415 Advisory List of Instructional Media for Vocational Education. 1978-00-00 21 N/A 1978 -1

New

Yes Aesthetic Education Course Descriptions Graduate Study Higher Education Models Music Education Research Methodology Research Skills Research Tools Simulation Student Research Abeles, Harold F. Guides - Classroom - Teacher English EXPER SIM is a computer-based experimental simulation system which allows instructors to develop models of experiments in their discipline, as well as providing access to simulation developed by others. These simulations are used to provide students with an integrated research training experience without the problems which often accompany real data collection. Background information and an introduction to simulated research are provided; the student then receives a list of variables available for manipulation and available dependent variables, generates hypotheses based on possible relationships between these variables, and designs an experiment to test them. Output provided by EXPER SIM is analysed using SPSS statistical analysis programs, and students submit reports of their projects. Follow-up studies are designed, with each student submitting several reports during a semester. Initial analysis of student experiences suggests they have a better understanding of the research process than in previous semesters. Current projects at Indiana University-Bloomington involve the development of models for use in two graduate courses in music--Experimental Aesthetics and Music as a Reinforcer for Non-Music Behaviors. The model for the aesthetics course is described, and a sample of the input program is attached. (Author/BBM) ED175463 Using an EXPER SIM (Experimental Simulation) Model in Teaching Graduate Research Courses in Music Education. 1978-00-00 12 N/A 1978 -1

New

Yes Annotated Bibliographies Directories Health Conditions Health Needs Health Personnel Information Needs Information Sources Instructional Materials Occupational Diseases Public Health Special Health Problems Work Environment Reference Materials - Bibliographies Reference Materials - Directories/Catalogs National Cancer Inst. (NIH), Bethesda, MD. English This document is an annotated compilation of citations to materials on occupational carcinogens, as well as on agencies and data bases dealing with the topic, which are available for use in public, worker, and professional education programs. The bibliography is intended to assist health educators, industrial hygienists, and health care providers in identifying and selecting appropriate educational materials. The criteria for selection were availability and currency; items produced before 1970 were not considered timely. Materials can be obtained from the sources listed. Six computerized data bases are described and 13 Committees on Occupational Safety and Health (COSH) and 10 Educational Resource Centers of the National Institute for Occupational Safety and Health (NIOSH) are listed with addresses and telephone numbers. Author, title, and subject indexes are provided. (Author/CWM) ED175469 Cancer Information in the Workplace: Education Materials for the Public and the Health Professional. 1979-05-00 59 N/A 1979 -1

New

Yes Access to Education Black Colleges Cheating College Choice Construction Programs Cost Effectiveness Educational Finance Educational Problems Facility Expansion Federal Aid Federal Legislation Federal Programs Higher Education Postsecondary Education Private Colleges Program Development Social Problems Student Financial Aid Student Loan Programs Stedman, Jim Reports - Evaluative Legal/Legislative/Regulatory Materials Library of Congress, Washington, DC. Congressional Research Service. English Selected issues to be considered by the 96th Congress regarding the Higher Education Act reauthorization are examined. Recently funded at approximately $5 billion, the programs of this legislation serve over 3 million students through financial assistance and nearly the full range of traditional higher education institutions and many proprietary vocational/technical schools. The primary focus of the Higher Education Act is student assistance, which accounts for some 94 percent of the funds appropriated for the Act. Focus in this report is on four student aid-related issues: consolidation, coordination and simplification of the aid programs; the financing of higher education through loans; impact on students' access to higher education and choice among institutions; and the extent of fraud, abuse and waste in these programs. Institutional aid-related issues are discussed briefly with attention paid to such topics as the need for construction support and the Federal support of traditionally black institutions. (Author/LBH) ED169869 Reauthorization of the Higher Education Act by the 96th Congress--Selected Issues. 1979-03-16 55 N/A 1979 -1

New

Yes Adult Education Adult Students Behavioral Objectives Career Development English (Second Language) Job Skills Language Role Language Skills Program Guides Second Language Learning Student Centered Curriculum Student Needs Vocational Education Crandall, JoAnn Reports - Descriptive Speeches/Meeting Papers English Characteristics of successful adult vocational English as a second language (ESL) programs are described, and psycholinguistic, sociolinguistic, and pedagogical insights are presented. Characteristics of a successful program are as follows: (1) they are learner-centered; (2) there is recognition that English can and should be learned for specific functions and domains; (3) behavioral objectives are specified that are job related and appropriate materials are used; (4) the vocational ESL program is embedded in a good vocational program; (5) the program is functional in nature; (6) there is recognition of the value of vocabulary in the job context; (7) the program builds on skills the adult already has; and (8) there is recognition of cross-cultural differences, especially those relating to education and language learning. Future research needs include: data-gathering of the actual language used in occupational situations, determination of what really matters among the various language skills, evaluation of existing materials and programs in vocational ESL and adult ESL in general, and more assessment of learner needs. (SW) ED172569 Practical and Theoretical Concerns in Adult Vocational ESL: The Characteristics of Successful Vocational ESL Programs. 1979-02-00 20 N/A 1979 -1

New

Yes Career Education Educational Assessment Evaluation Methods Guides Instrumentation Measurement Techniques Program Evaluation Biester, Thomas W. Guides - Non-Classroom Research for Better Schools, Inc., Philadelphia, PA. English Prepared for use with Research for Better Schools' career education programs, this guide is designed to assist in the selection of instruments which measure program goals. The guide provides descriptions of ten instruments: (1) student demographic data questionnaire, (2) career maturity inventory, (3) assessment of career development, (4) self-directed interest inventory, (5) assessment of student attitudes toward learning environments, (6) student attitude survey, (7) comprehensive tests of basic skills, (8) student opinion survey, (9) parent opinion survey, and (10) community participant opinion survey. Each instrument is described in terms of its rationale and objectives, content and organization, general administration procedures, scoring procedures, scoring interpretation and use, psychometric qualities, and availability. The final section presents the intercorrelations among each of the instruments. (LRA) ED177360 RBS Career Education. Instrument Service Guide. Education Is Going to Work. 1976-00-00 National Inst. of Education (DHEW), Washington, DC. 35 Research for Better Schools, Inc., 444 North Third Street, Philadelphia, PA 19123 ($3.00) N/A 1976 -1

New

Yes Case Studies Decision Making Educational Assessment Evaluation Evaluation Methods Evaluators Information Utilization Interpersonal Relationship Research Methodology Research Utilization Alkin, Marvin C. Speeches/Meeting Papers Opinion Papers Reports - Descriptive English Suggestions for broadening the utilization of evaluation research findings are discussed. Major program changes, based on evaluation, may not become obvious for several years; program actions may contradict findings and still be based on rational decision making processes; evaluation findings may have far-reaching effects which were not recognized and formally accounted for; personal interaction between evaluator and user may help to shape and redirect the evaluation process. In order to take these factors into account, naturalistic research methods, using techniques such as case studies, field investigations, and participant observations, are recommended. The evaluator's approach is one variable of naturalistic research. The evaluator's influence on the utilization of evaluation information may be determined by: role choice; the extent of which user involvement is encouraged; the amount of attention given to the performance on mandated evaluation tasks; rapport established between the evaluator and users; and the extent to which the evaluator facilitated and stimulated the use of information. Evaluation is defined as a dynamic process; the procedures and outcomes of evaluation studies are influenced by multiple factors as well as interactions between them. Five case studies of evaluation utilization are briefly described. (MH) ED170378 Using Naturalistic Research for the Study of Evaluation Utilization. 1979-04-11 14 N/A 1979 -1

New

Yes Administrative Problems Economically Disadvantaged Employment Opportunities Federal Programs Job Training Program Effectiveness Program Evaluation Rural Areas Summer Programs Urban Areas Work Experience Programs Youth Programs Reports - Evaluative Comptroller General of the U.S., Washington, DC. English Assessed in this report is the Department of Labor's Summer Program for Economically Disadvantaged Youth. It is asserted that the future employability of many of the most needy youths was not improved because the Department's efforts to assure that State and local governments were operating quality programs were not successful at the sites visited by the General Accounting Office. Poor administration by the Department and by local program operators is cited as the major reason why many youths, mostly at the urban locations, were not exposed to the real world of work. It is also charged that the allocations of funds were based on the desire to maintain prior year enrollment levels rather than on the eligible populations' economic needs and the quality of past programs. Another problem cited is that local operators often failed to target recruiting efforts to youths most in need. A recommendation proposed by this report is that Congress, before considering any expansion of the program, assure itself that the Department of Labor has taken corrective actions. (Author/EB) ED170420 More Effective Management is Needed to Improve the Quality of the Summer Youth Employment Program. Report by the Comptroller General of the United States. 1979-02-20 68 U.S. General Accounting Office, Distribution Section, Room 1518, 441 G Street, N.W., Washington, D.C. 20548 (Free) N/A 1979 -1

New

Yes Adult Students Ancillary Services Educational Needs Educational Programs Educational Research Higher Education Nontraditional Students Speeches Student Characteristics Student Role Kasworm, Carol E. Speeches/Meeting Papers Opinion Papers English Students older than average have usually been defined as adults 25 years of age or older. Research findings note that these students appear to be a different kind of learner than younger students. Older students are more mature, have a well developed analytical-problem-solving capacity, tend to be more motivated, are more goal oriented, spend more time studying, and state they prefer instructor-centered instruction. Because of the special characteristics of these students, modification of present academic programs is needed. Changes in support services are also needed. Supportive service should be oriented toward providing the important linking of the student and the academic program both at pre-entry and during the learning process. (JH) ED176039 Students Older Than Average: Research and Implications. 1978-10-19 31 N/A 1978 -1

New

Yes Allied Health Occupations Education Behavioral Objectives Competence Competency Based Education Curriculum Development Curriculum Guides Educational Assessment Educational Objectives Health Needs Higher Education Medical Education Models Physicians Professional Education Student Evaluation McGaghie, William C. And Others Guides - Classroom - Teacher World Health Organization, Geneva (Switzerland). English Designed as a resource for members of the World Health Organization, this guide on competency-based curriculum development in medical education may be applied to programs for other health professions and occupations. An explanation of subject-centered curricula and integrated curricula is offered, and ways in which these models differ from competency-based medical education are discussed. Identifying the elements of competence involves an analysis of: physicians' activities through self-reports, observation, and task analysis; analysis of critical incidents and expert judgment; and analysis of health care needs based on public health statistics, medical records, and social, economic, and political realities. A model is presented to evaluate professional performance through consideration of the client, the problem, and the setting. Three themes are discussed that are important in determining the nature and organization of student learning experiences: time, sequence, and mastery learning. Entry, formative, and summative assessment of competence are covered. New educational roles for the teacher and the student and strategies for curriculum change are also addressed. (SW) ED168447 Competency-Based Curriculum Development in Medical Education. An Introduction. Public Health Papers No. 68. 1978-00-00 95 Office of Publications, World Health Organization, 1211 Geneva 27, Switzerland N/A 1978 -1

New

Yes Bibliographies Educational Games Games Role Playing Simulation Teaching Methods Cruickshank, Donald R. Telfer, Ross A. Reference Materials - Bibliographies ERIC Clearinghouse on Teacher Education, Washington, DC. English The entries in this bibliography were selected from items included in the Educational Resources Information Center indexes, RESOURCES IN EDUCATION and CURRENT INDEX TO JOURNALS IN EDUCATION. A list of 70 subject area categories is included to facilitate identification of items for specific topics. (JD) ED177149 Simulations and Games: An ERIC Bibliography. Bibliographies on Educational Topics No. 11. 1979-09-00 National Inst. of Education (DHEW), Washington, DC. 93 ERIC Clearinghouse on Teacher Education, Suite 616, One Dupont Circle, N.W., Washington, D.C. 20036 ($3.50) N/A 1979 -1

New

Yes Androgyny Comparative Testing Higher Education Individual Characteristics Personality Measures Research Reports Sex Differences Sex Role Sex Stereotypes Test Interpretation Test Validity Gaa, John P. Liberman, Dov Speeches/Meeting Papers Reports - Research Bem Sex Role Inventory English The degree of agreement between the Bem Sex Role Inventory (BSRI) and the Personality Attributes Questionnaire (PAQ) in assigning sex role categories was investigated by administering both instruments to undergraduate education majors. As a result of scoring, subjects were classified as androgynous, masculine, feminine, or undifferentiated. It was concluded that the BSRI and the PAQ failed to identify large percentages of subjects as belonging to the same sex role categories; therefore, doubts were raised about the concept of androgyny, as well as the extent to which the different instruments measure the same constructs. There are problems in categorizing individuals differently according to the norms used, and in determining the actual sex role identity of individuals. (MH) ED177188 Comparison of Categorical Assignments of the BSRI and the PAQ. 1978-08-00 11 N/A 1978 -1

New

Yes Adolescents Age Attitude Change Developmental Stages Experiential Learning Grade 9 Guides Learning Experience Lesson Plans Older Adults Secondary Education Secondary School Students Glass, J. Conrad, Jr. Trent, Curtis Reports - Research Guides - Classroom - Teacher North Carolina State Univ., Raleigh. Dept. of Adult and Community Coll. Education. English This study determines that adolescents' attitudes toward older persons, while not negative as originally supposed, can be changed in a more positive direction through planned educational experiences. Situational and personal characteristics account for variance in pretest attitudes evidenced toward the aged. The study was conducted on ninth-grade students in North Carolina public schools. Ten lesson plans, used in a two-week unit in social studies classes, describe aspects of aging and ways for youths to appreciate aging as part of the total life experience. Supplementary materials for use with the lesson plans are presented. Changed attitudes among subjects resulting from participation in the program persisted over a period of four to six months. (Author/BEF) ED176143 The Impact of a Series of Learning Experiences on Ninth-Grade Students' Attitudes Toward the Aged. Summary and Lesson Plans. 1979-01-00 53 N/A 1979 -1

New

Yes Behavior Modification Community Action Community Involvement Comprehensive Programs Cooperative Planning Intervention Program Descriptions Program Evaluation Psychologists Self Help Programs Social Psychology Standards Jason, Leonard A. Speeches/Meeting Papers Reports - Descriptive Reports - Evaluative English A high priority area for behavioral community psychologists involves working to strengthen informal support systems within communities. A collaborative effort between a community group and academic based psychologists focusses on a community problem--dog litter in an urban area. An original demonstration project was used to influence the political process (i.e., a dog ordinance), and served as an entry vehicle for working with the community group. Over a nine-month period, community members identified the target issue and supplied personnel to mount the "dog interventions." The University group provided guidance, support and expertise in planning and evaluating the intervention. In introducing evaluation, community members needed to be apprised of potential benefits in evaluating the project and the importance of standardized procedures, comprehensive training sessions and supervision. Potential advantages and disadvantages in collaborating with community groups are discussed. (Author) ED176146 Behavioral Consultation to Community Self-Help Organizations. 1979-06-00 17 N/A 1979 -1

New

Yes Adults Annotated Bibliographies Bibliographies Correctional Rehabilitation Criminal Law Criminals Females Prisoners Resource Materials Horton, Davis M., Comp. Kravitz, Marjorie, Comp. Reference Materials - Bibliographies Aspen Systems Corp., Germantown, MD. English Three themes run through this collection of citations which represent a small fraction of literature on the adult female offender. One is the ideology, implications, and impact of criminological theory to the study of female crime and criminality. A second theme treats the legal and procedural mechanics of justice administration. The final theme reflects the management, discipline, and discharge of convicted female offenders. The reader can obtain a general understanding of the history, practices, issues and trends in the study of adult female offenders, and be able to make a discriminative selection of entries for further study. The bibliography focusses on literature from 1965 through 1978 and is arranged alphabetically by author. Classics are excluded. Documents were selected from the data base of the National Criminal Justice Reference Service. (BEF) ED176172 The Female Offender: A Selected Bibliography. 1979-01-00 National Inst. of Law Enforcement and Criminal Justice (Dept. of Justice/LEAA), Washington, DC. 56 National Criminal Justice Reference Service, Box 6000, Rockville, MD 20850 N/A 1979 -1

New

Yes Achievement Educational Objectives Independent Study Learning Motivation Mastery Learning Research Reports Student Motivation Study Habits Time Factors (Learning) Grabe, Mark Speeches/Meeting Papers Reports - Research English An approach to evaluating the appropriateness of student effort within a mastery instructional system was developed, and the interrelationship of achievement motivation, effort and achievement was investigated. In support of a prominent theory of classroom learning, appropriate effort was strongly correlated with student achievement even when differences in student aptitude were controlled. Finally, achievement motivation was shown to be related to both the effort and achievement variables. A path analysis indicated that the influence of achievement motivation on achievement was determined primarily by the relationship of achievement motivation and effort. (Author) ED176174 Achievement Motivation as a Predictor of Effort and Achievement in a Mastery Learning Course. 1979-05-00 23 N/A 1979 -1

New

Yes Criterion Referenced Tests Cutting Scores Efficiency Elementary Education Evaluation Criteria Evaluation Methods Grade 3 Grade 5 Mastery Tests Measurement Techniques Reading Tests Test Interpretation Testing Dziuban, Charles D. And Others Reports - Evaluative Reports - Research English The Harris Index of Efficiency was used to evaluate the criterion setting (66%) of the Prescriptive Reading Inventory (PRI), a criterion referenced reading test. The subjects, who were involved in a larger experimental study that used the PRI as a criterion measure, were 92 third and fifth grade students. Initial assessment with the Comprehensive Tests of Basic Skills revealed varying student achievement that necessitated the administration of various levels of the PRI on a pre/posttest basis. After these tests, the students were classified as masters/nonmasters using three separate criterion scores (66%, 75%, and 90%). The Harris Index of Efficiency was computed for each criterion score to determine which score proved most efficient at sorting the pupils into two separate groups. The results suggest that the criterion score of 66% was the most efficient cutting point with the PRI; a much less efficient sorting of the subjects was evident when using the 75% and 90% levels. The results also indicate that the Harris Index is an effective descriptive measure that can help to determine at what cutting point a test might yield the most information for instructional purposes. (RL) ED176214 The Application of an Index of Efficiency to a Reading Mastery Test. 1975-00-00 11 N/A 1975 -1

New

Yes Elementary Education Measurement Techniques Reading Comprehension Reading Diagnosis Reading Level Reading Research Research Reports Sentences Validity Royer, James M. And Others Reports - Research Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English Two studies were conducted to assess whether a sentence verification technique for measuring reading comprehension was sensitive to reading difficulty of text. A total of 96 students in grades four through six read text passages two grade levels below reading level, at reading level, and two grade levels above reading level and then judged whether original, paraphrase, meaning change, and distractor sentences were the same or different in meaning from sentences in the text. Analysis of the proportion of correct responses and of scores based on a criterion-free measure of response accuracy indicated that the technique was sensitive to text difficulty. The sentence verification technique has a number of possible uses in such areas as development of instructional materials, reading diagnosis, and comprehension measurement in experimental research. It has an advantage over other comprehension measurement techniques popularly used in standardized testing in that it is not influenced by inferential reasoning ability or general world knowledge. (GT) ED176234 A Sentence Verification Technique for Measuring Reading Comprehension. Technical Report No. 137. 1979-08-00 National Inst. of Education (DHEW), Washington, DC. 34 N/A 1979 -1

New

Yes Abstract Reasoning Art Activities Cognitive Development Cognitive Processes Concept Formation Conference Reports Exceptional Child Research Handicapped Children Intervention Language Acquisition Mathematics Remedial Instruction Lavin, Claire Silver, Rawley A. Reports - Research Speeches/Meeting Papers Information Analyses English Presented to the Ninth Annual Interdisciplinary UAP-USC Conference on Piagetian Theory and the Helping Professions in 1979, the paper discusses the development of cognitive skills in handicapped children through art activities, and describes some new art-based procedures for assessing and developing such cognitive skills. The procedures in the program deal with conceptual sequential, and spatial skills and are designed to substitute for language in receiving, processing, and expressing abstract concepts that are fundamental to mathematics and reading (i.e., the concepts of space, sequential order, and class). Based on the hypothesis that children who are deficient in linguistic processing may be able to use spatial processing to solve problems and develop concepts, these procedures are designed to stimulate abstract thinking and reasoning and to develop readiness for mathematics and language. Three studies are described, in which handicapped children showed significant gains in expressing concepts of space, order, and class as a result of these new art procedures. (DLS) ED176426 Developing Cognitive Skills in Handicapped Children Through Art. 1979-02-00 New Rochelle Coll., NY. 14 N/A 1979 -1

New

Yes Accountability College Administration Conference Reports Educational Assessment Educational Research Efficiency Evaluation Methods Higher Education Literature Reviews Management Information Systems Outcomes of Education Program Administration Program Evaluation Elfner, Eliot S. Speeches/Meeting Papers Information Analyses English The differentiation between efficiency and effectiveness in evaluating the performance of institutions of higher learning is examined and the role of management information systems in the decision-making processes of such institutions is explored. While efficiency is primarily concerned with cost minimization concepts, effectiveness is concerned with the achievement of organizational goals. Management information systems--which gather data and organize them into meaningful, timely flows of information for the decision-making process--must consider the characteristics of amount, form, and flow of information, as well as the effectiveness and efficiency criteria of successful decisions. If it is accepted that colleges do in fact have an impact on student outcomes and are concerned with how they contribute to those outcomes, then it is appropriate to consider how data about such outcomes can be included in the information systems used by the colleges in making decisions. The data bases used must include data relevant to the defined student outcome goals and objectives of the institution. Several efforts made to develop data bases that do include information relevant to student outputs are described. A management information system that incorporates student outcomes has been developed which may make it possible for the academic decision-making process, as well as future evaluations and accountability studies, to address directly a more comprehensive group of efficiency and effectiveness criteria. (SC) ED176658 Efficiency, Effectiveness, and Management Information Systems in Higher Education. 1976-12-00 17 N/A 1976 -1

New

Yes Civil Liberties Codes of Ethics Guidelines Health Services Human Dignity Information Needs Moral Values Research Research Methodology Sampling Scientific Methodology Social Discrimination Standards Opinion Papers Legal/Legislative/Regulatory Materials National Commission for the Proptection of Human Subjects of Biomedical and Behavioral Research, Bethesda, MD. English Recognizing the complex issues involved in the use of human subjects for research, the authors have outlined three ethical principles and guidelines, distinguished between research and practice, and discussed the application of the principles. In general, practice refers to interventions designed to enhance the well-being of clients and which can reasonably be expected to succeed. Research refers to activities involving hypothesis testing, drawing conclusions, and contributing to generalizable knowledge. The three principles include: (1) respect for persons, involving treating individuals as autonomous agents or providing protection for those with diminished capabilities; (2) beneficence, meaning obligatory attention to complementary actions of not harming individuals and of increasing benefits while minimizing possible harm; and (3) justice, implying the equitable distribution of derived benefits and the selection of subjects so that a particular class of persons is not systematically chosen because of easy availability, compromised position or manipulability (rather than for reasons directly related to research needs). The following requirements are also discussed: informed consent; sufficient sharing of information with subjects, including research procedures and purpose, risks and benefits, alternative procedures, and the option of withdrawing; and comprehension by the subject of this information. (MH) ED183582 The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research. 1978-00-00 Department of Health, Education, and Welfare, Washington, DC. 30 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (Stock No. 017-040-00433-8, $1.50). N/A 1978 -1

New

Yes Academic Achievement Decision Making Educational Strategies Elementary Education Instructional Design Interaction Process Analysis Research Methodology Teacher Behavior Teacher Effectiveness Teaching Methods Clark, Christopher M. Yinger, Robert J. Speeches/Meeting Papers Reports - Research Collected Works - Serials Michigan State Univ., East Lansing. Inst. for Research on Teaching. English Three studies on teacher planning procedures are described and synthesized--a survey, a laboratory study, and a series of case studies. The primary goal of this research was to determine how teachers plan classroom activities, why they plan in certain ways, and what is the relationship between teacher planning and teaching effectiveness. A survey of teacher planning practices was conducted to find out how teachers in general view the process of planning. Teachers described the various kinds of planning they engage in, factors that affect their planning, and the reasons for which they engage in planning at various levels. In the laboratory study of teacher planning, the ways in which teacher judgment is used to select teaching activities was investigated. In a field study of teacher planning, case studies were made to trace the entire process of planning from inception, through elaboration and adaptation of the plan to fit a particular class, to implementation of the plan, and, finally, evaluation of the entire process. (JD) ED175855 Three Studies of Teacher Planning. Research Series No. 55. 1979-06-00 National Inst. of Education (DHEW), Washington, DC. 34 N/A 1979 -1

New

Yes Community Involvement Community Programs Crime Neighborhood Improvement Neighborhoods Physical Environment Police Community Relationship Prevention Urban Environment Urban Problems Fowler, Floyd J., Jr. And Others Reports - Descriptive Connecticut (Hartford) Hartford Inst. of Criminal and Social Justice , CT. English The Hartford project, an experimental effort to reduce residential burglary, street robberies, and fear of those crimes in an urban residential neighborhood, is described. Its most distinctive feature is its integrative approach in which police, community organization, and physical design changes were used to increase the willingness and ability of residents to control their neighborhood and reduce criminal opportunities. Implementation efforts are detailed in terms of: (1) closing or narrowing streets as a strategy for reducing outside traffic; (2) instituting a neighborhood police unit; and (3) creating area organizations to work with the police and initiate resident efforts to improve the neighborhood. The evaluation of the program contains an assessment of success factors including nelghborhood involvement and physical changes. The appendices contain the survey instruments, data collection procedures, supplemental data, and the resident survey interview schedule. Extensive tables and illustrations are also included. (Author/HLM) ED185460 Reducing Residential Crime and Fear: The Hartford Neighborhood Crime Prevention Program [and] Executive Summary. 1979-12-00 National Inst. of Law Enforcement and Criminal Justice (Dept. of Justice/LEAA), Washington, DC. 445 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (Stock No. 027-000-00877-1) N/A 1979 -1

New

Yes Adult Learning Demography Independent Study Learning Activities Learning Motivation Student Educational Objectives Surveys Tough, Allen Information Analyses Opinion Papers Ontario Inst. for Studies in Education, Toronto. English Several questions regarding the frequency and motivation of adult learning are examined in light of findings from several research studies. Focus is on highly intentional learning which is not part of formal course work: a series of time-consuming episodes in which the person's primary intention is to gain certain definite knowledge and skill. Findings are reported which indicate that about 90 per cent of all women and men initiate and conduct at least one major deliberate learning effort a year (five on the average), only 20 per cent of these are professionally guided, and that intentional self-planned learning is at least as important, relevant, and useful to others as professionally-taught groups. The author outlines a useful way to identify why people learn through examination of the benefits a person intends to obtain through the learning effort. He discusses findings which indicate that a variety of reasons is always present and that the decision to learn is often voluntary, self-initiated, and proactive even if the task or responsibility for which the new knowledge or skill is used is not voluntary. Survey results are cited to show that demographic variables (previous education, age, socioeconomic status, race, sex) have little or no influence on the choice to learn. In the final section the author notes that most learning efforts are good, but some are harmful. He suggests ways to encourage people to learn things that are beneficial to others. (JT) ED190741 Choosing to Learn. 1979-00-00 28 N/A 1979 -1

New

Yes Child Abuse Child Neglect Educational Programs Etiology Family Problems Identification Intervention Prevention School Policy Standards Student Characteristics Teacher Role Broadhurst, Diane D. Guides - Non-Classroom Kirschner (E.J.) and Associates, Washington, DC. English The manual delineates the roles of the educator in child abuse and neglect identification, treatment, and prevention. Chapter I addresses the nature, extent, causes, and effects of child abuse and neglect. Chapter II explains why educators should be involved with discussion of legal and ethical issues relating to the problem. A third chapter points out indicators of physical abuse, neglect, sexual abuse, and emotional maltreatment. Federal, state, and local policies and procedures regarding the reporting of child abuse and neglect cases are outlined in Chapter IV. Chapter V describes what the schools can offer in terms of support for the child, the parent, and the family; and Chapter VI considers school based programs, school community programs, and individual action geared to prevention. Appended are standards applicable to the manual on the educator's role and an outline of a model child abuse and neglect policy for schools. (SBH) ED182882 The Educator's Role in the Prevention and Treatment of Child Abuse and Neglect. 1979-08-00 National Center on Child Abuse and Neglect (DHEW/OHD), Washington, DC. 82 National Center on Child Abuse and Neglect, P.O. Box 1182, Washington, DC 20013 (single copy free) N/A 1979 -1

New

Yes American Indians Bilingual Education Educational Planning Federal Legislation Hispanic Americans History Immigrants Non English Speaking Leibowitz, Arnold H. Historical Materials Bilingual Education Act 1968 National Clearinghouse for Bilingual Education, Arlington, VA. English This analysis explicates the federal legislation which is the foundation for many bilingual education efforts in the United States today. The first section sets forth the political background that led to the passage of the Bilingual Education Act of 1968. This background information considers the experiences of the Hispanic population in the southwest, the American Indian, and the European immigrant. The history of restriction and tolerance of non-English-speakers is set forth. The second section is an examination of the existing bilingual education legislation set forth analytically, but with some attention to the evolution from 1968 to 1974 and then 1978. Breadth of coverage, purposes, program design, the allocation process, the application process for program grants, and program administration are discussed. The concluding section addresses the questions raised by Congress and recent reports which suggest future directions and issues for bilingual education. (JB) ED192614 The Bilingual Education Act: A Legislative Analysis. 1980-00-00 Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. 67 National Clearinghouse for Bilingual Education, 1300 Wilson Boulevard, Suite B2-11, Arlington, VA 22209 ($1.25) N/A 1980 -1

New

Yes Adolescents Behavior Patterns Environmental Influences Family Influence Habit Formation National Surveys Peer Influence Predictor Variables Sex Differences Smoking Student Attitudes Trend Analysis Green, Dorothy E. Reports - Research Chilton Research Services, Washington, DC. English National surveys of teenagers have provided information for making decisions about smoking prevention programs. Repeated surveys are necessary because smoking patterns change over time. The prevalence of adolescent smoking and the variables related to it were investigated as well as the potential utility of those variables in predicting habitual smoking by adolescents. Two studies were conducted: the first was a 1979 survey of teenagers aged 12-18, their smoking behaviors, and related attitudes and demographics; the second was a 1979 follow-up study of a cohort sample first interviewed in 1974. Results indicated that the increasing prevalence of teenage smoking observed between 1968 and 1974 has subsided and a decrease in the smoking rates of both boys and girls has also occurred. Girls had a higher smoking rate than boys in 1979. The smoking practices of family members exerted a great deal of influence on the teenagers. Among their peers, teenage smokers associated with friends who smoked; nonsmokers also tended to associate with nonsmokers. (Author/HLM) ED199628 Teenage Smoking: Immediate and Long-Term Patterns. 1979-11-00 National Inst. of Education (DHEW), Washington, DC. 261 Superintendent of Documents, U.S. Government Printing Office, WAshington, DC 20402. N/A 1979 -1

New

Yes Elementary Education Exceptional Child Research Incidental Learning Intermediate Grades Learning Processes Memory Mental Retardation Mild Mental Retardation Questioning Techniques Hillman, Stephen B. Reports - Research Speeches/Meeting Papers English The study examined the effects of questions on learning among 90 intermediate level educable mentally retarded children. Four types of learning were identified as relevant remembering, incidental remembering, relevant inferring, and incidental inferring. Results indicated that question position was an important variable in influencing the learning of EMR children, with Ss who received post-questions performing consistently better than those who received pre-questions. A significant interaction between question type and relevant criterion type was also found; children who received "remembering" training questions scored higher on the remembering relevant criterion test than children who had received "inferring" training questions, and children who received "inferring" training questions performed better on the inferring relevant criterion test than children who had received "remembering" training questions. (Author/SBH) ED175171 Information Processing as a Function of Question Type and Position. 1979-04-00 24 N/A 1979 -1

New

Yes Alaska Natives Bilingual Education Community Involvement Elementary Secondary Education English (Second Language) Language Dominance Language Instruction Language Programs Multicultural Education Parent Participation Program Development Program Guides Second Language Learning State Legislation Guides - General Alaska Alaska State Dept. of Education, Juneau. Office of Public Information and Publications. English Regulations adopted in 1977 by the Alaska State Board of Education governing bilingual-bicultural education in Alaska are presented. The procedure for the initial identification of language dominance in students is set forth. Obligations of school districts toward their non-English-speaking students are detailed. Parental and community involvement is specified. Six types of bilingual/bicultural programs are mandated, and criteria for establishing the appropriateness of given programs for a given district are determined. (JB) ED175238 Bilingual-Bicultural Education Regulations. 1977-11-00 15 N/A 1977 -1

New

Yes Academic Achievement Basic Skills Classroom Research Educational Policy Educational Research Elementary Education Elementary School Teachers Outcomes of Education Research Utilization Student Motivation Student Teacher Relationship Teacher Behavior Teacher Education Teacher Effectiveness Time on Task Brophy, Jere E. Information Analyses Opinion Papers Speeches/Meeting Papers Michigan State Univ., East Lansing. Inst. for Research on Teaching. English This paper reviews educational theory and research on student learning gains (especially in basic skills in elementary grades) and on motivating students to value and engage willingly in academic tasks. Research on the link between teacher behavior and student learning and attitudes is addressed in the first section, followed by a section discussing resulting policy implications for providing basic skills instruction and an effective learning environment. Research topics discussed include: (1) teacher expectations and role definitions (2) importance of student time on task; (3) value of active instruction from a teacher; (4) need for flexible teacher behavior; and (5) feasibility of teacher-student matching. Limitations on applying this reseach are noted, particularly the use of approaches derived from classical learning theory and its basis in nonclassroom settings. The relevance and potential applications of recent research on student motivation is examined in the next section. Research topics considered are: need theory, reinforcement theory, relevance of education to the needs of students, attribution theory, and building intrinsic and continuing motivation in students. Recommendations which are made for teacher education in the final section would affect entry standards and accountability and preservice and inservice education programs. A list of references is appended. (FG) ED216008 Fostering Student Learning and Motivation in the Elementary School Classroom. Occasional Paper No. 51. 1982-04-00 National Inst. of Education (ED), Washington, DC. 66 Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($5.50). N/A 1982 -1

New

Yes Adult Education Asian Americans English (Second Language) Indochinese Literacy Education Minimum Competencies Non English Speaking Reading Instruction Refugees Second Language Instruction Second Language Programs Teaching Methods Writing Instruction Ranard, Don Hazerson, Wayne Guides - Classroom - Teacher Reports - Descriptive English Language Resource Center, Washington, DC. Center for Applied Linguistics, Washington, DC. English This guide brings together two articles on the teaching of reading to Indochinese refugee adults who are illiterate, semiliterate, or non-Roman alphabet literate. In "Teaching Literacy to Adult Non-Native Speakers of English," Don Ranard addresses the questions of placement in literacy classes, native vs. English literacy, teaching reading and other language skills concurrently, applicability of reading research, and objectives. The whole word method is advocated over the phonic method. A specific program is described and illustrated with a sample lesson. In "Literacy Training for Limited English Speaking Adult Learners," Wayne W. Haverson describes a program that emphasizes minimum competencies in pre-reading skills, survival skills, symbol writing, sight word reading, phonics, and spoken language with written forms exemplified by language experience stories. Examples of exercises in each area are included. (JB) ED197628 Teaching ESL to Illiterate Adults. Adult Education Series #9. Indochinese Refugee Education Guides. 1981-02-00 Office of Refugee Resettlement (DHHS), Washington, DC. 71 N/A 1981 -1

New

Yes Administrative Organization Elementary Secondary Education Evaluation Methods Federal Programs Program Effectiveness Program Evaluation Program Improvement Resource Allocation Raizen, Senta A., Ed. Rossi, Peter H., Ed. Reports - Evaluative Opinion Papers National Academy of Sciences - National Research Council, Washington, DC. Assembly of Behavioral and Social Sciences. English In response to a provision of the Education Amendments of 1978 concerning evaluation practices and procedures, this report examines four aspects of evaluation in education which focus on how funds allocated to evaluation can be spent more effectively and yield more useful results. On this basis, groups of recommendations are made to both Congress and the Department of Education. These are presented in an opening summary and the discussed more fully in each chapter. The first chapter is designed as an introduction to the background and scope of the report. A definition of evaluation is given in chapter two, which also addresses congressional concern with uniform methods and measures in the context of delineating different types of evaluation and their appropriate use. Improvement of the quality of evaluation forms the substance of chapter three. Discussion in chapter four centers upon the utilization and dissemination of evaluation results. The final chapter makes recommendations for improved management and organization and presents implications for this derived from preceding chapters. Appended are a glossary, references, and three appendixes concerning types of federal educational evaluation activities, the parties who conduct them, and the organization of the evaluation system at state and local levels. (Author/AEF) ED205614 Program Evaluation in Education: When? How? To What Ends? 1981-00-00 National Inst. of Education (ED), Washington, DC. ISBN-0-309-03143-5 288 National Academy Press, 2101 Constitution Avenue, N.W. Washington, DC 20418. N/A 1981 -1

New

Yes Adolescents Child Abuse Child Development Communication (Thought Transfer) Comparative Analysis Family Environment Family Relationship Family Structure Females Individual Development Interaction Models Program Evaluation Bell, David C. Bell, Linda G. Reports - General Reports - Evaluative Speeches/Meeting Papers English This paper describes an ongoing project on the nature and effects of family structure and family interaction. The research presented involves the study of normal families, emphasizing the effects of system-level variables on the development of children within the family. A theoretical model is provided which focuses on the individuation process, i.e., the development of the individual within the family setting, and the way in which comfort with difference, accuracy of interpersonal perception, mutual validation and active discussion of opinions among family members contribute to and are affected by the personal development and functioning of individual family members. These system-level variables are examined as they are revealed in patterns of conversational interaction. Data collection from families with normal adolescent daughters, families of daughters with anorexia nervosa, and families with a history of child abuse is described and the development of a coding scheme to facilitate the microanalysis of the process of interaction is discussed. Analyses of differences among identifiable subsamples of the normal population are reported, as are comparisons involving the anorexic group and a subsample of the abuse group. The ability of the model to distinguish between strong and weak families within a normal population, as well as between normal and clinical populations, is also examined. (Author/NRB) ED216280 Patterns of Verbal Communication in Strong Families. 1981-08-00 National Inst. of Mental Health (DHHS), Bethesda, MD. 21 N/A 1981 -1

New

Yes Bibliographies Books Career Education Government Publications Pamphlets Reference Materials Reports Hall, Linda High, Sidney C., Jr. Reference Materials - Bibliographies United States Office of Career Education (DHEW/OE), Washington, DC. English Focusing on the career education literature that emerged from 1973 through 1978, this bibliography concentrates on (1) a special series of Monographs on Career Education issued by the United States Office of Education (USOE), Office of Career Education, (2) the general publications on career education issued by the USOE Office of Career Education, (3) publications on career education issued by the National Advisory Council for Career Education, and (4) publications and reports from career education projects supported by the USOE Office of Career Education. In addition to the 252 references listed in these areas, a final section contains a selection of literature (208 citations) from the remainder of the body of career education literature. All items in the bibliography have been processed by the Educational Resources Information Center (ERIC) and are available to the public through the nationwide ERIC system. (LRA) ED177368 Bibliography on Career Education. 1979-07-00 62 Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock No. 017-080-02059-9) N/A 1979 -1

New

Yes Ancillary School Services Career Exploration Career Planning Computer Oriented Programs Counselor Role Educational Technology Guidance Programs Occupational Information Program Evaluation Research Reports Secondary Education Secondary School Students Student Needs Ryan, Charles W. Drummond, Robert J. Reports - Research Maine Maine Univ., Orono. English Preliminary results of an evaluation conducted by the Center for Career Education for the Maine Occupational Information Coordinating Committee (MOICC) are presented. This evaluation focuses on the impact of the Guidance Information System (GIS), a computer information system, developed by MOICC. Data indicate that GIS has had an impact on career awareness of its users, on goal setting and in decision making skills. It has little impact on self-awareness, a function not built into the files. Agency users have better knowledge of job-keeping skills than public school users. Many students were confused with the operation and use of the system, and counselors should be more available to help students. The computer is not an accepted or valuable tool for all students. Alternatives to the GIS need to be developed. Data suggest a more precise strategy is needed to introduce potential users to GIS. Student needs, counselor role and curriculum needs in public schools were considered. (BEF) ED177423 Preliminary Evaluation Report MOICC: Guidance Information System. 1979-07-00 Maine State Employment and Training Council, Augusta. 81 N/A 1979 -1

New

Yes Age Differences Memorization Mnemonics Nonverbal Ability Performance Factors Preschool Children Videotape Recordings Justice, Elaine M. Powell, Melanie A. Speeches/Meeting Papers Reports - Research English Developmental changes in preschool children's awareness of the relative effectiveness of four nonverbal strategies in a memory-for-location task were investigated. Fifty-two preschool children (12 three-year-olds, 20 four-year-olds, and 20 five-year-olds) made paired comparison judgments as to the mnemonic effectiveness of marking, touching, looking at, or ignoring the location of a hidden toy. Stimuli in the study were black and white videotapes featuring a 6-year-old model who was presented with a memory-for-location task. The task involved remembering where an object was located when it was hidden under one of six identical cups on a turntable that was subsequently slowly rotated. Following initial demonstration of the four strategies, twelve pairs of strategies were presented for paired comparison judgments. For each pair, the child was asked to point to the strategy that would help the model "remember best." All three age groups ordered the strategies identically, judging marking as most effective, followed by touching, looking, and ignoring. There was a developmental increase in the tendency to choose the more effective strategy over the less effective. Five-year-olds were significantly less likely to choose ignoring and tended to choose the marking strategy more often than the younger children. (Author/RH) ED218004 Preschoolers' Judgments of Strategy Effectiveness: Developmental Changes in a Theory of Mind. 1982-04-00 9 N/A 1982 -1

New

Yes Elementary Education Informal Reading Inventories Reading Comprehension Reading Instruction Reading Research Reading Tests Test Reliability Test Validity Testing Problems Word Recognition Fuchs, Lynn And Others Reports - Research Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities. English A study was conducted to explore the reliability and validity of three prominent procedures used in informal reading inventories (IRIs): (1) choosing a 95% word recognition accuracy standard for determining student instructional level, (2) arbitrarily selecting a passage to represent the difficulty level of a basal reader, and (3) employing one-level floors and ceilings of performance to demarcate levels beyond which behavior is not sampled. Subjects were 91 elementary school students, representing a range of reading abilities. The students completed word recognition and passage comprehension tests and then individually read passages from each of the ten reading levels in the Ginn 720 and the nine levels of the Scott-Foresman Unlimited reading series. Correlational and congruency analyses of the resulting data supported the validity of the 95% word recognition accuracy standard, but raised questions about the reliability and validity of the passage sampling procedures and the use of one-level floors and ceilings of performance. The findings suggest that IRI procedures for selecting passages from basal readers and for sampling students' performance at instructional levels may have a negative effect on educational practice. Sampling over time and test forms is a more valid IRI procedure. (FL) ED214155 Reliability and Validity of Curriculum-Based Informal Reading Inventories. 1981-10-00 Office of Special Education (ED), Washington, DC. 41 N/A 1981 -1

New

Yes Child Language Comparative Analysis Contrastive Linguistics Language Acquisition Language Patterns Linguistic Theory Nouns Perceptual Development Verbs Gentner, Dedre Reports - Descriptive Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English There is overwhelming evidence that children's first words are primarily nouns even across languages. These data are interpreted as evidence of a "Natural Partitions Theory," one that holds that the concepts referred to by nouns are conceptually more basic than those referred to by verbs or prepositions. Analysis of data from cross-linguistic studies designed to eliminate nonconceptual differences between words in a language that might account for the earlier acquisition of nouns--such as the position of a word in the sentence, morphological transparency (the ease with which the root can be heard in various uses of the word), and patterns of language teaching strategies--leaves some version of the Natural Partitions hypothesis as the most reasonable view of early vocabulary acquisition. A cross-linguistic examination of a single sentence suggests that if objecthood is created by spatial relations among perceptual elements, then good concrete objects are particularly cohesive collections of percepts. These highly cohesive collections of perceptual information tend to be lexicalized as nouns by almost every language. Object concepts are given to language users by the world and can be learned one at a time, while predicate concepts form a system in each language, that, from a child's point of view, must be discovered. (HTH) ED219724 Why Nouns Are Learned before Verbs: Linguistic Relativity Versus Natural Partitioning. Technical Report No. 257. 1982-07-00 National Inst. of Education (ED), Washington, DC. 86 N/A 1982 -1

New

Yes Child Rearing Competence Definitions Early Childhood Education Guidelines Literature Reviews Measurement Techniques Observation Peer Influence Peer Relationship Standardized Tests Young Children Ladd, Gary W. And Others Information Analyses Guides - Non-Classroom Speeches/Meeting Papers English During the 1960s and 1970s an enormous amount of research was conducted to better understand children's social and intellectual development, and hundreds of educational programs for children and parents were initiated in hopes of improving conditions surrounding many of America's young children. By the middle 1970s, however, it became apparent that competence in the young child held different meanings for different professionals. Although attempts to arrive at a single definition have been only partially successful, references to competency in young children have become widespread in recent psychological and educational literature. Thus, it is the purpose of this paper to discuss the nature and development of competent behavior in young children as it appears in the literature and to suggest some approaches to the measurement and evaluation of competence in children. The first section of the paper stresses the importance of competent development in young children prior to formal schooling, the second deals with the question, What is a competent young child? and the third discusses the research on parenting and peer relations, focusing on the importance of these two factors in fostering the development of competence in young children. Finally, the fourth section suggests ways teachers can evaluate competence in young children. (MP) ED220174 Parents, Teachers, and Competent Children. 1981-04-00 36 N/A 1981 -1

New

Yes Ability Grouping Bilingual Education Compensatory Education Desegregation Methods Elementary Secondary Education Homogeneous Grouping Literature Reviews Minority Group Children Racial Segregation School Desegregation School Resegregation Special Education Student Evaluation Suspension Teaching Methods Eyler, Janet And Others Information Analyses Reports - General Speeches/Meeting Papers Vanderbilt Univ., Nashville, TN. English Resegregation is the process by which students are separated into racially or ethnically isolated groups within desegregated schools. Resegregation may result from the traditional practice of sorting students into apparently homogeneous groups through ability grouping and tracking and through student selection for compensatory education, special education, and bilingual education. The degree to which these practices enhance resegregation is determined by: student assignment procedures that overrepresent minority children in lower academic groupings and underrepresent them in higher academic groupings; minority overrepresentation in school enrollment; the practice of pulling children out of the regular classroom; and the extent to which individual children have multiple eligibility, or qualify for several categorical programs. Discipline practices characterized by the disproportionate suspension of black students also contribute to resegregation. To reduce within-school resegregation, schools must adopt alternatives in current practices. Assessment for student grouping should be based on different kinds of information and should be properly interpreted, instruction should be organized to encourage integration among heterogeneous student groups, and discipline methods should emphasize keeping students in school rather than suspending them. Finally, more research is needed for further progress in reducing resegregation. (Author/MJL) ED216075 Resegregation: Segregation within Desegregated Schools. 1982-03-00 Department of Education, Washington, DC. 80 N/A 1982 -1

New

Yes Adjustment (to Environment) Anxiety College Students Congruence (Psychology) Feedback Higher Education Interpersonal Competence Personality Traits Self Concept Self Evaluation (Individuals) Social Behavior Social Cognition Franzoi, Stephen L. Reports - Research Speeches/Meeting Papers English Previous research has suggested that individuals will modify their self concepts in the direction of the feedback they receive from others. Based on the notion that private self-consciousness is a general strategy of adaptation in the social world, the self concepts of 80 persons representing 4 types of private self-consciousness and either investigated high or low private self-consciousness and either high or medium to low social anxiety. Subjects responded to self-report questionnaires and were evaluated by friends. The socially poised, low private self-conscious subjects had the most positive general self esteem and reported the least amount of imagined embarrassment in situations where they supposedly committed socially clumsy acts. The results indicate that, in general, the tendency of low private self-conscious individuals to avoid self-awareness helps them maintain self concepts that are discrepant with what significant others think of them. (Author/JAC) ED220779 Private Self-Consciousness as an Adaptation Strategy. 1982-04-10 California Univ., Davis. 39 N/A 1982 -1

New

Yes Arousal Patterns Attention Control Elementary Education Expectation Performance Factors Student Motivation Student Reaction Student Teacher Relationship Teacher Attitudes Teacher Influence Teaching Styles Time on Task Brophy, Jere E. And Others Reports - Research Michigan State Univ., East Lansing. Inst. for Research on Teaching. English The relationship between teachers' statements about classroom tasks and the degree of subsequent student engagement were studied to test the influence of teachers' expectations. Task presentation statements made by teachers in 6 reading and mathematics classes for the fourth, fifth, and sixth grades were classified according to 18 categories of expressed beliefs or expectations. Students' subsequent engagement with each task was coded as: (1) clearly engaged; (2) probably engaged; and (3) clearly not engaged. It was expected that engagement would be highest after positive expectation statements and lowest after negative statements. However, student engagement was generally higher when teachers moved directly into tasks than when they began with any presentation statement. Although the data suggested that negative task introductions are counterproductive, the parallel data for positive task introduction produced weak and ambiguous associations. The most likely explanation is that the data reflect the effects of situational factors of each task assignment, rather than the effects of the statements themselves or student motivation. Other factors for consideration in future research include the frequency of motivation attempts, task variables, and the size and design of research studies. (FG) ED221529 Relationships between Teachers' Presentations of Classroom Tasks and Students' Engagement in Those Tasks. 1982-06-00 National Inst. of Education (ED), Washington, DC. Teaching and Learning Program. 21 Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($2.50). N/A 1982 -1

New

Yes Advisory Committees Bilingual Education Bilingual Education Programs Educational History Educational Objectives Educational Policy Elementary Secondary Education Equal Education Hispanic Americans Lobbying Parents Program Evaluation School Desegregation Spanish Speaking Collected Works - Serials Legal/Legislative/Regulatory Materials Opinion Papers Elementary and Secondary Education Act Title VII Lau v Nichols Stanford Univ., CA. Inst. for Research on Educational Finance and Governance. English This collection of short articles focuses on bilingual education for Hispanics. The lead article cites statistics concerning the education of Hispanics, the segregation of Hispanics in schools, and the educational level they are likely to attain. The second article presents a historical perspective on bilingual education in American schools and analyzes reasons for resistance to bilingual education. In the third article, the author looks at the interest groups that support bilingual education, their past growth, and imperiled future. Another article examines diversity in schools and the apparent tension between desegregation and bilingual education. A brief article outlines research findings on the involvement of parents in bilingual advisory groups. A final lengthy article deals with Title VII and bilingual education. The authors look at the history of Title VII, including the years from 1968 to 1974 in which its educational objectives were identified, the years 1974 to 1979 in which the greatest growth in basic programs and appropriations occurred, and the years 1978 to the present consisting primarily of reflection, deregulation, and reauthorization. The article concludes by acknowledging the wide-reaching impact of bilingual education, urging its continuation, and warning that there are problem issues raised by it that cannot be ignored. (Author/JM) ED224164 Bilingual Education for Hispanics: Issues of Language, Access and Equity. IFG Policy Notes v2 n4 Aut 1981 1981-00-00 National Inst. of Education (ED), Washington, DC. 13 Publications, Institute for Research on Educational Finance and Governance, School of Education/CERAS Building, Stanford University, Stanford, CA 94305. N/A 1981 -1

New

Yes Annotated Bibliographies Classroom Environment Classroom Techniques Discipline Discipline Policy Elementary Secondary Education Program Effectiveness Punishment Rewards Social Reinforcement Student Motivation Success Teacher Effectiveness Cotton, Kathleen Savard, William G. Information Analyses Reference Materials - Bibliographies Northwest Regional Educational Lab., Portland, OR. English A review of 31 research documents found 26 of them relevant to the topic of student discipline and motivation. Variables studied in the 26 documents include time-on-task, achievement, disruptions, student attitudes and self-concept, absenteeism, disciplinary referral, detention, suspension, and expulsion. Among the review's findings are that effective classroom management involves a high degree of structure, clear and consistently enforced rules, and teacher monitoring and feedback; that behavioral and motivational improvement secured through material rewards is not as permanent as that achieved by social means; that student academic success will improve motivation and discipline; and that effective punishment should be commensurate with the offense and accompanied by support and assistance. Eight recommendations are made, including inservice and preservice training of school personnel in effective practices, use of formal and informal social reinforcements, and instruction of students in appropriate behavior. Attached to the review are a table profiling 12 effective programs and their educational levels, major goals and features, evidence of effectiveness, and sources of further information; listings of the supportive, nonsupportive, and inconclusive research documents on five hypotheses; and 31 "item reports" giving data on each document reviewed and its relevance, quality, findings, and conclusions. (Author/RW) ED224170 Student Discipline and Motivation. Research Synthesis. 1982-04-00 National Inst. of Education (ED), Washington, DC. 103 N/A 1982 -1

New

Yes Academic Achievement Comparative Analysis Educational Research Higher Education Language Usage Listening Comprehension Predictive Measurement Prognostic Tests Psychology Reading Comprehension Reading Tests Crismore, Avon Gerow, Joshua Reports - Research Nelson Denny Reading Tests English Prediction of academic success in introductory psychology courses is useful for both students and teachers. Although scores on the major intellectually oriented standardized aptitude tests are often useful predictors of introductory psychology grades, these scores are frequently unavailable. When major standardized measures of general intellectual aptitude cannot be used, it has been found that the Nelson Denny Reading Test (NDRT) predicts semester grades equally well. Still, in order to enhance the predictability of success in these courses, an intellectually oriented instrument, the Discourse Comprehension Abilities Test (DCAT) was constructed. Part 1 of the DCAT, the Language Usage Test (LUT), is a 20-minute paper and pencil test consisting of three subtests. Part 2 of the DCAT, Listening Comprehension (LC), consists of three taped subtests totalling 25 minutes. The purpose of this study is to determine the extent of correlation between scores on the DCAT and the criterion measure, semester point totals, in introductory psychology classes for which entrance tests were largely unavailable, and to determine if the DCAT scores are comparable or superior to NDRT scores as predictors of academic performance. Results indicate that although the DCAT and NDRT both appear to be useful predictors of classroom performance, the DCAT is apparently the stronger predictor. (HOD) ED221854 Using a Discourse Comprehension Test to Predict Introductory Psychology Performance. 1979-00-00 9 N/A 1979 -1

New

Yes Classroom Research Elementary Secondary Education Inservice Teacher Education Instructional Improvement Program Effectiveness Program Evaluation School Effectiveness Teacher Effectiveness Teacher Improvement Gilliam, Jean N. Reports - Evaluative Montgomery County Public Schools, Rockville, MD. Dept. of Educational Accountability. English In response to a request from the Department of Staff Development in Montgomery County, Maryland, an assessment was conducted of the county's Teacher Competency (TC) Program. The evaluation sought to determine the degree to which this inservice teacher training program addresses the factors identified in recent literature as promoting effective teaching: (1) teacher expectations, (2) classroom management skills and engaged time/academic learning time, (3) direct instruction, and (4) teacher decision making. Every course in the TC Program was found to address at least one of these factors. Further, it appeared that the Program's courses provide teachers with realistic experiences for applying concepts identified in the literature as being important, such as "hands on" self-analysis, and practicum-type activities. A number of areas, however, were found to require improvement. Therefore, the following recommendations were offered: (1) teacher expectations of minority and linguistically different students should be more fully addressed in TC courses; (2) TC course reference lists should include more research studies on effective teaching practices; and (3) concepts relating to academic learning time should be incorporated into additional Program courses. (Author/GC) ED223766 Assessment of the MCPS Teacher Competency Program in Light of Recent Research Literature on Effective Teaching Practices. 1982-10-00 42 N/A 1982 -1

New

Yes Beginning Reading Class Organization Grade 1 Grouping (Instructional Purposes) Guidelines Primary Education Questioning Techniques Reading Instruction Small Group Instruction Student Participation Teaching Methods Anderson, Linda M. And Others Opinion Papers Guides - Classroom - Teacher Michigan State Univ., East Lansing. Inst. for Research on Teaching. English The results of an earlier experimental study of the effectiveness of a set of principles for small group instruction in first grade reading groups called for a revision of the list of principles. Revised principles were written for (1) group organization (seating, transitions, starting the lesson); (2) the introduction of lessons and activities (overviews, new words, and work assignments); (3) student participation (asking questions, taking turns, calling on students, and monitoring individuals); (4) teacher questions and student answers (academic focus, word attack questions, waiting for answers, giving needed help, offering explanations); (5) correct student reponses (acknowledging correct answers, explaining the answer when necessary, and follow-up questions); and (6) praise and criticism (praise in moderation, correction rather than criticism, and specificity in praise). (HOD) ED223981 Principles of Small-Group Instruction in Elementary Reading. 1982-08-00 National Inst. of Education (ED), Washington, DC. 15 The Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($2.00). N/A 1982 -1

New

Yes Behavior Modification Behavior Problems Disabilities Elementary Secondary Education Inservice Teacher Education Intervention Parent Education State Programs Moore, Bill And Others Reports - Descriptive Reports - Evaluative Collected Works - Serials Teaching Research Infant and Child Center, Monmouth, OR. English The Oregon Parent Training Network involves a care training clinic and 21 replication sites serving 510 parents of handicapped and behavior problem children through behaviorally based individualized intervention programs. Parent trainers receive inservice training and followup consultation. Program evaluation results (type of programing, ages served, number of objectives met, number of parent trainers trained, and number of workshops held) indicate that it has been successful in a clinic as well as home setting. Although the model has been replicated in other states, the Oregon network may be the only parent training program with statewide impact. (CL) ED218823 [The Oregon Parent Training Network.] Teaching Research v10 n1 Dec 1981 1981-12-00 6 N/A 1981 -1

New

Yes Academic Achievement Blacks Comparative Analysis Elementary Secondary Education Kindergarten National Surveys Outcomes of Education Racial Differences Research Methodology State Surveys Statistical Analysis Whites Landsberger, Betty H. Reports - Research English The argument is put forth in this paper that the academic achievement of black children relative to whites deteriorates over time in school. The argument is substantiated by analyses of data from a statewide study of the standings of black and white children entering kindergarten and from two large National Health Examination Surveys of, respectively, 6- through 11-year-olds and 12- through 17-year-olds. To make comparisons among different ages and with data from more than one study, the "single standard" concept, a statistical technique used frequently by epidemiologists, was employed. In each of the age groups, the average score of the total group of subjects was established as the single standard. Meeting the average was taken to be the standard for subgroup performance; the actual average score of any subgroup was divided by the total group average. The resulting value may be regarded as the ratio of that subgroup's performance to the standard for the total population examined. Scores for different groups on the two parts of the Scholastic Achievement Test provide an example of higher ratios for white and lower ratios for black children. Results of applying the procedure to the state and national data are reported, and implications are discussed. (RH) ED221302 Background Information for Viewing Racial Differences in SAT Scores. 1982-00-00 12 N/A 1982 -1

New

Yes Adolescents Behavior Rating Scales Elementary Secondary Education Emotional Problems Factor Analysis Personality Theories Problem Children Program Evaluation Psychological Evaluation Psychological Patterns Test Validity Chandler, Louis A. Speeches/Meeting Papers Reports - Descriptive English Rating scales are increasingly popular in research and clinical studies of children. The Stress Response Scale was developed to test whether a child's behavior rating scale could be constructed based on a theoretical model of personality and if it could be validated by empirical means in order to obtain clinically useful factor scores. The scale was based on a model of personality functioning based on clinical experiences of the common response patterns adapted by children in coping with stress. A series of factor analytic studies done with previous versions of the scale yielded five factors labeled impulsive, passive-aggressive, dependent, repressed (withdrawn), and repressed (anxious) which were consonant with the predicted categories of the model. The results of these studies suggest that empirical evidence exists to support the conceptual model upon which the Stress Response Scale is based and that, while results are preliminary, further development is warranted so that the Scale may be used in future in clinical, community, and school settings. (PAS) ED225030 The Stress Response Scale: A Preliminary Report. 1982-08-00 11 N/A 1982 -1

New

Yes Attribution Theory Behavior Patterns Coping Feedback Individual Differences Individual Power Locus of Control Males Performance Factors Stress Variables Rhodewalt, Frederick Nahavandi, Afsaneh Reports - Research Speeches/Meeting Papers English The Type A behavior pattern, an independent risk factor for coronary heart disease, has been characterized as a response style for coping with perceived threats to control. Recent research suggests that self-attributional biases may play a role in the Type A's sensitivity to loss of control. Attributional mediation of Type A's experience of stress was explored using Type A and B males (N=40) who performed a problem solving task and were led to believe that their correct responses would reduce the number of aversive noise bursts they heard. While all subjects heard the same amount of noise, half received contingent failure performance (Perceived Control, PC), and half received noncontingent failure performance feedback (No Perceived Control, NPC). While there were no differences in attributions that Type A's and B's made for their performance in the PC condition, in the NPC condition, Type A's made more extreme self-attributions, and perceived the noise bursts as more stressful than PNC B's. The results for performance revealed a possible trend of Type A's to manifest performance decrements on a similar task, whereas Type B's did not. Both Type A's and B's appeared to show facilitated performance in the NPC condition on a different task. The results suggest that attributional differences between Type A's and B's contribute to their differential responses to loss of control. (Author/JAC) ED225041 Reactions to Perceived Loss of Control: Self-Attribution and the Type A. 1982-08-00 National Institutes of Health (DHHS), Bethesda, MD. 10 N/A 1982 -1

New

Yes Cognitive Processes Elementary Secondary Education Knowledge Level Learning Processes Learning Theories Metacognition Reading Comprehension Reading Instruction Reading Materials Reading Research Student Characteristics Armbruster, Bonnie B. And Others Reports - Research Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English Noting that metacognition plays a vital role in reading, this report summarizes research dealing with the development of metacognition in an especially important type of reading--reading to learn. The report is organized around four categories of metacognitive knowledge and control: (1) the text, (2) the task to be performed by the learner as evidence of learning, (3) the learner's strategies, and (4) the learner's characteristics. Among the conclusions presented are that the development of knowledge appears to precede the development of control, younger and poorer readers tend to be deficient in both knowledge and control of the four variables, and instruction in metacognitive skills can have a positive effect on learning outcomes. (FL) ED228617 The Role of Metacognition in Reading to Learn: A Developmental Perspective. Reading Education Report No. 40. 1983-04-00 National Inst. of Child Health and Human Development (NIH), Bethesda, MD. National Inst. of Education (ED), Washington, DC. 32 N/A 1983 -1

New

Yes Affective Behavior Anxiety College Students Communication Apprehension Communication Research Comparative Analysis Higher Education Interpersonal Competence Interpersonal Relationship Questionnaires Ambler, Bob Reports - Research Speeches/Meeting Papers English A special section of a public speaking class at the Universtiy of Tennessee was developed in the spring of 1977 for speech anxious students. The course was designed to incorporate the basic spirit of the regular classes and to provide special training in techniques for reducing nervousness about speaking and in methods for coping with the nervousness experienced while giving a speech. During 1981, students at the beginning of each quarter were administered a questionnaire (FIRO-B) that was found useful as a tool for developing insight concerning the students' interpersonal communication behaviors in another course on interpersonal communication. The questionnaire was based on a theory of interpersonal behavior that posits three different dimensions of ways in which people need or want to relate to other people: inclusion, control, and affection. Each of these need areas includes both an expressed and a wanted component. Comparisons between the expressed and wanted scores on each of the three need areas showed that all subgroups (male and female, nonspeech anxious and speech anxious) wanted more affection than they expressed, but this was particularly true for the females of the speech anxious groups. Furthermore, the speech anxious groups, but not the nonspeech anxious groups, wanted a higher level of control than was expressed. Finally, there were no significant differences between expressed and wanted inclusion for any of the groups, though the difference for speech anxious females approached significance, with the expressed scores being slightly higher than the wanted scores for that group. The data in the study suggest that speech anxious students are characterized by an aversion to, or evasion of, control behavior. The interpersonal orientations of these students, then, present special implications to the speech teacher for developing appropriate anxiety-relieving teaching strategies. (HOD) ED228663 A Comparison of the Interpersonal Orientations of Speech Anxious and Non Speech Anxious Students. 1983-04-00 22 N/A 1983 -1

New

Yes Curriculum Development Educational Cooperation Higher Education Integrated Activities Interdisciplinary Approach Problem Solving Program Content Program Development Reading Comprehension Reading Instruction Reading Research Teacher Response Teacher Role Writing Instruction Writing Research Fulwiler, Toby, Ed. Young, Art, Ed. Guides - Classroom - Teacher Reports - Descriptive Books National Council of Teachers of English, Urbana, IL. English Intended for use by college and university educators, this book contains theoretical ideas and practical activities designed to enhance and promote writing across the curriculum programs. Topics discussed in the 12 major chapters are (1) conceptual frameworks of the cross writing program; (2) journal writing across the curriculum; (3) writing and problem solving; (4) assigning and evaluating transactional writing; (5) audience and purpose in writing; (6) the poetic function of language; (7) using narration to shape experience; (8) readers and expressive language; (9) what every educator should know about reading research; (10) reconciling readers and texts; (11) peer critiques, teacher student conferences, and essay evaluation as a means of responding to student writing; and (12) the role of the writing laboratory. A concluding chapter provides a select bibliography on language and learning across the curriculum. (FL) ED218667 Language Connections: Writing and Reading across the Curriculum. 1982-00-00 ISBN-0-8141-2653-7 194 National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 26537, $9.50 member, $10.75 non-member). N/A 1982 -1

New

Yes Behavior Modification Change Strategies College Students Contracts Counseling Effectiveness Counseling Techniques Employees Higher Education Homework Motivation Techniques Obesity Predictor Variables Self Control Worthington, Everett L., Jr. Hammonds, T. Michael Reports - Research Speeches/Meeting Papers English The assumption that therapeutic or homework directives enhance therapy has received little research attention. To explore compliance with homework directives in a behavioral self-control treatment of weight loss, the comparative importance of social support (S), support plus directives with no rationale (SD), support plus directives with rationale (SDR), and support plus directives with rationale and involving a written contract (SDRC) was investigated using student volunteers (N=42) and a waiting list control group (N=5). Analyses of variance of the weight loss of all groups showed that participants in all conditions except the SD lost more weight than controls. Analyses of compliance with directives to call in, monitor calories and exercise, reduce calories, and increase exercise for the self control groups showed weight loss was correlated with call-in frequency and calorie reduction. Compliance was improved by providing rationales for directions but not by written contracts. A second study involving insurance company employees (N=22) investigated the potential causes of the failure of contracts to improve compliance by testing the hypothesis that systematic attention to compliance or noncompliance with behavioral homework would increase compliance. Attention to homework was found to effectively increase client compliance with directives. These experiments suggest that the relationship between compliance with directives and positive therapeutic outcome is not simple and deserves increased attention from researchers. (MCF) ED227424 Compliance with Homework Tasks in a Behavioral Self-Control Weight Loss Program. 1982-08-00 27 N/A 1982 -1

New

Yes Classroom Research Communication Skills Educational Assessment Elementary Education Evaluation Methods Listening Skills Speech Skills Teacher Role Test Selection Test Use Testing Problems Writing Evaluation Reed, Linda Guides - Classroom - Teacher Information Analyses Dingle Associates, Inc., Washington, DC. English Prepared as part of a series applying recent research in oral and written communication to classroom practice, this booklet reviews a number of concepts and issues important to communication assessment. The first section of the booklet discusses several issues related to assessing communication at both district and classroom levels. Issues discussed include the availability of assessment instruments, conflicts in definitions, concerns about curriculum, demands placed on teacher time, and mismatches between classroom instruction and standardized tests. The second section answers a number of questions teachers ask before they decide how they will assess student progress, while the third briefly discusses several factors that play an important role in the student-teacher relationship. The fourth examines the role of assessment in developing communication competence and reviews assessment techniques. Writing assessment methods covered include holistic scoring, analytical scoring, T-unit analysis. primary trait scoring, and informal assessment. A copy of a teacher-made rating scale for assessing oral communication is also presented. Examples of student work are included throughout the booklet. (FL) ED233380 Assessing Children's Speaking, Listening, and Writing Skills. The Talking and Writing Series, K-12: Successful Classroom Practices. 1983-00-00 Department of Education, Washington, DC. Basic Skills Improvement Program. Teachers Administrators Practitioners 41 N/A 1983 -1

New

Yes Academic Achievement Educational Research Geometry High Schools Mathematics Instruction Secondary School Mathematics Self Concept Sex Differences Student Characteristics Peterson, Ken And Others Reports - Research English Role-specific self-concept was assessed in 357 geometry students in Utah and North Carolina and analyzed in a causal-comparative study of the influences of success (geometry letter grade from previous semester), teacher, and sex of student. Research literature suggests that variations in self-concept might be expected as a result of, or from interaction with, these independent variables. Self-concept was assessed as a rank order correlation coefficient of two Q-sorts (ideal mathematics student, actual self) of 24 student descriptor items. Success and teacher were found to be statistically significant influences; sex was not. No interactions were found to be significant. The three independent variables accounted for 19.5% of the observed variance in self-concept scores. The results confirm previous findings about the role of success in learning, have implications for teacher recruitment and performance, and raise questions about sex differences in mathematics education. (Author) ED229219 Geometry Students' Role-Specific Self-Concept: Success, Teacher, and Sex Differences. 1983-00-00 18 N/A 1983 -1

New

Yes Academic Achievement Elementary Secondary Education Grouping (Instructional Purposes) Individualized Instruction Interdisciplinary Approach Middle Schools Participant Satisfaction Program Evaluation Student Attitudes Team Teaching Cotton, Kathleen Information Analyses Reports - Evaluative Northwest Regional Educational Lab., Portland, OR. English Sixteen documents (13 studies and 3 large-scale reviews) were reviewed to assess the effectiveness of interdisciplinary team teaching in enhancing student achievement. Nine documents focused on or included the intermediate grades, and seven dealt with students at other age/grade levels, chiefly junior high. With one exception, all documents reviewed were concerned with achievement in one or more curricular areas, or with both achievement and affective outcomes. The remaining study examined student satisfaction and was included because affective outcomes are also reported. Studies and reviews examined involved experimental and correlational comparisons between a team teaching approach (usually across academic disciplines) and a "traditional" approach--the one-teacher, self-contained classroom. Findings are discussed in the areas of achievement and affective outcomes, and implementation guidelines for interdisciplinary team teaching are suggested. References are included. (JD) ED230533 Effects of Interdisciplinary Team Teaching. Research Synthesis. 1982-02-00 National Inst. of Education (ED), Washington, DC. 18 N/A 1982 -1

New

Yes Athletics Dance Education Exercise Leisure Time Lifetime Sports Motor Development Outdoor Activities Physical Education Physical Fitness Recreational Activities Recreational Facilities Secondary Education Dougherty, Neil J., IV, Ed. Reports - Descriptive American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA. National Association for Sport and Physical Education. English This book provides an overview of sports and information on skills and technique acquisition, safety, scoring, rules and etiquette, strategy, equipment, and related terminology. The emphasis is on individual and dual sports for which facilities are widely available and body contact is limited or unnecessary. Chapters are included on: (1) Health Fitness (Russell R. Pate); (2) Motor Skill Development and Evaluation (Jerry R. Thomas and Jack K. Nelson); (3) Archery (Ruth E. Rowe and Julia Heagey Bowers); (4) Badminton (Arne L. Olson); (5) Basketball (Gene Doane); (6) Bowling (Norman E. Showers); (7) Dance in Education (Dennis Fallon); (8) Field Hockey (Barbara J. Belt and Barbara J. Reimann); (9) Coed Flag Football (Maryann Domitrovitz); (10) Golf (DeDe Owens); (11) Tumbling (Diane Bonanno and Kathleen Feigley); (12) Jogging (Russell R. Pate); (13) Orienteering (Arthur Hugglestone and Joe Howard); (14) Self-defense (Kenneth G. Tillman); (15) Racquetball/Handball (John P. Smyth); (16) Soccer (John F. Fellenbaum, Jr.); (17) Softball (Becky L. Sisley); (18) Swimming (Anne Ross Fairbanks); (19) Team Handball (Mike Cavanaugh); (20) Tennis (Jim Brown); (21) Track and Field (LeRoy T. Walker and Suzi D'Annolfo); (22) Volleyball (Barbara L. Viera); (23) Weight-training (Bob Ward); (24) Wrestling (Irwin Hess); and (25) A Career in Physical Education and Sport (Robert D. and Joyce A. Clayton). (JD) ED231783 Physical Education and Sport for the Secondary School Student. 1983-00-00 ISBN-0-88314-249-X Practitioners 413 American Alliance for Health, Physical Education, Recreation and Dance, P. O. Box 704, Waldorf, MD 20601 ($11.95). N/A 1983 -1

New

Yes Affective Behavior Aggression Cognitive Processes Family Life Literature Reviews Public Health Social Attitudes Social Behavior Socialization Television Research Television Viewing Violence Pearl, David, Ed And Others Information Analyses National Inst. of Mental Health (DHHS), Rockville, MD. English This volume and its companion offer an update and elaboration of information presented in the 1972 Report of the Surgeon General's Advisory Committee on Television and Behavior. This volume largely incorporates edited versions of commissioned integrative reviews of the scientific literature of the past decade which were used in the formulation of the update, together with introductory comments for each topic area. The 24 papers presented address such issues as cognitive and affective aspects of television viewing; violence and aggression; social beliefs and social behavior; television in social relations; television and health; and television in American society. Although much of the research has been conducted with child and adolescent subjects, the new report is not limited to influences of the medium on this age group. Within this broadened context, the orientation of the report is to elucidate research findings and their implications for public health and future research. Individual papers include data tables and reference lists. (LMM) ED228979 Television and Behavior. Ten Years of Scientific Progress and Implications for the Eighties. Volume II: Technical Reviews. 1982-00-00 368 N/A 1982 -1

New

Yes Achievement Rating Catholic Schools Elementary Secondary Education Longitudinal Studies Parochial Schools Public Schools School Effectiveness Statistical Analysis Track System (Education) Alexander, Karl L. Pallas, Aaron M. Reports - Evaluative National Longitudinal Study of the High School Class of 1972 Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools. English Recent research by Coleman, Hoffer, and Kilgore on the effectiveness of public and private schools may be seriously flawed because of its neglect of input-level differences in student performance and its reliance on cross-sectional testing data as the criterion measure. The sample used by Coleman and his colleagues from the High School and Beyond (HSB) data set was limited to seniors and to fewer schools than the more complete data in the National Longitudinal Study (NLS) of the High School Class of 1972. Whereas it is true that a comparison of mean scores for public and Catholic schools in both the NLS and HSB consistently favors Catholic schools, such a comparison may be inappropriate because private sector schools tend to attract students who are in an academic tract, but public schools must take anyone. The differences between public and Catholic test score results become markedly slimmer when academic and general track students are compared separately. When adjusted for differences in enrollment proportions in the two tracks, the figures give only two significant advantages to Catholic schools--in the verbal SAT among academic-track students and in the verbal followup test among general-track students. The differences between public and Catholic schools in achievement scores become insignificant after the variables of student selection and background characteristics are statistically controlled. There is thus little reason to believe that Catholic schools are more effective than public schools in promoting cognitive development. (Author/JW) ED231034 Private Schools and Public Policy: New Evidence on Cognitive Achievement in Public and Private Schools. 1983-01-00 National Inst. of Education (ED), Washington, DC. 29 N/A 1983 -1

New

Yes Communication Skills Counseling Techniques Counselor Client Relationship Counselor Training Empathy Evaluation Methods Graduate Students Higher Education Program Effectiveness Role Playing Skill Development Yager, Geoffrey G. And Others Reports - Research Speeches/Meeting Papers English Thirty-one prepracticum counselors were assigned randomly to two methods of confrontation skill training: (a) a cognitive self-instructional modeling group and (b) a discrimination/communication training group. The self-instructional group practiced aloud and, later silently, a set of questions designed to identify and to verbalize a discrepancy in a client's thoughts, feelings or behaviors (i.e., to identify and verbalize a confrontation). They also were taught a method to evaluate the confrontation responses they were practicing. The discrimination/communication training group discriminated levels of effective confrontation using Carkhuff's confrontation scale and, subsequently, practiced communication of confrontation responses. Both groups received 3 hours of group practice and feedback. Assessment of the effects of treatment was carried out through analysis of 15-minute audiotapes made by each subject with a coached client. Dependent measures included total number of responses, number of confrontations, ratings on Carkhuff's confrontation scale, scores on the Multidimensional Confrontation Response Scale, and the Response Relevance Scale ratings. The results indicated that the cognitive self-instruction group subjects made fewer total responses and higher Response Relevance Scale scores, but they did not differ in the measures directly related to confrontation. (Author) ED233295 Developing Counselor Confrontation Skills by a Self-Instructional or Discrimination/Communication Process. 1983-04-00 20 N/A 1983 -1

New

Yes Communication Research Communication Skills Communication (Thought Transfer) Elementary Education Learning Activities Oral Language Speech Communication Speech Instruction Teacher Effectiveness Teaching Methods Wood, Barbara S. Guides - Classroom - Teacher Information Analyses Dingle Associates, Inc., Washington, DC. English Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet presents a holistic view of learning focused on the development of oral communication. The first section of the booklet provides a rationale for increasing oral communication skills instruction, and discusses the five functions of communication: (1) controlling, (2) sharing feelings, (3) informing/responding, (4) ritualizing, and (5) imagining. The second section discusses various milestones in children's communication development and their instructional implications, while the third examines classroom communication practices and proposes several communication promotion techniques. The fourth section discusses the use of student groups in the classroom, with emphasis upon group training time, misinterpreted assignments, and disruptions. The fifth section presents methods designed to promote holistic learning in which the child grows in reading, writing, oral communication, and the content areas. (FL) ED233387 Oral Communication in the Elementary Classroom. The Talking and Writing Series, K-12: Successful Classroom Practices. 1983-00-00 Department of Education, Washington, DC. Basic Skills Improvement Program. Teachers Administrators Practitioners 34 N/A 1983 -1

New

Yes Age Discrimination College Programs Course Descriptions Course Objectives Death Diseases Health Higher Education Humanities Interdisciplinary Approach Nursing Sex Stereotypes Values Clarification Snowden, Fraser Taylor, Maxine Guides - Classroom - Learner Reference Materials - Bibliographies English A syllabus for the "Health and Humanities" interdisciplinary course at Northwestern State University, Louisiana, is presented. An introduction suggests that with the proliferation of technological advances in the field of health care, there is a need for reconsideration of many moral, ethical, legal, and humanistic questions. Information is presented on course objectives and requirements, texts, and grading. Topics, specific objectives, reading assignments, class organization, and discussion questions are given for the following courses: an introduction to the humanities; an overview of the many faces of health and disease; myths, models, and metaphors of health and disease; madness in historical perspective; the impact of scientific thought on the way we define ourselves; values clarification in nursing; stereotypes regarding age and sex; rights and needs of sexual minorities; cultural diversity in nursing practice; a humanistic approach to traditional medicine; the experience of illness; facing death; and the human response to epidemics. For some of these topics, bibliographies are included on monthly magazines, books, basic texts, journals, and other recommended readings. (SW) ED233654 Health and Humanity: Humanities 401 Syllabus. 1979-09-00 National Endowment for the Humanities (NFAH), Washington, DC. Northwestern State Univ., Natchitoches, LA. Students Teachers Practitioners 36 N/A 1979 -1

New

Yes Check Lists Computer Programs Computer Science Guidelines Man Machine Systems Management Information Systems Occupational Information Program Implementation Programing Public Agencies Purchasing Selection Hecht, Herbert Guides - General Reports - Research SoHaR Inc., Los Angeles, CA. English This publication provides guidance for the introduction of computer software tools within agencies of the United States government or within other installations where there has been little or no prior use of software tools. From a survey of current tool usage, it is concluded that the greatest obstacles to effective use of software tools are encountered in organizations employing fewer than 40 programmers, and the needs of these environments are therefore emphasized. Specific needs for software tools in programming for management information systems (MIS) and for scientific applications are discussed. Measures are described to overcome organizational obstacles to use of tools, to deal with problems arising from the tools, and to reduce the difficulties posed by existing computer installations. Also described are the responsibilities of software management, software engineers, and toolsmiths (who make minor modifications to tools and the computer environment as necessary). Steps required for the successful introduction of tools are then presented, organized both by the function responsible for their accomplishment, and the time schedule in which they must be completed. Work to be performed in each step is described in detail. A list of 14 references and the agenda and attendance list from a related workshop conclude the publication. (Author/ESR) ED233687 The Introduction of Software Tools. Final Report. 1982-09-00 National Bureau of Standards (DOC), Washington, DC. Inst. for Computer Sciences and Technology. Researchers Administrators Practitioners 43 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (1982-360-997/2207, $4.75). N/A 1982 -1

New

Yes Data Collection Educational Improvement Elementary Secondary Education Inservice Teacher Education Interviews Needs Assessment Program Effectiveness Program Evaluation Teacher Attitudes Teacher Participation Teacher Workshops Casper, Paul Roecks, Alan Speeches/Meeting Papers Opinion Papers Reports - Descriptive Levels of Use of the Innovation Education Service Center Region 20, San Antonio, TX. English To increase the value of teacher inservice workshops, the authors of this paper suggest obtaining teacher participation in the selection of workshop topics and interviewing teachers to determine their utilization of the methods presented in the workshops. Noting that participants found fewer than half of 52 selected workshops both necessary and desirable, the authors propose the use of a standard form and personal contacts to learn what teachers want to study. When teachers fail to see the need for workshops deemed necessary by administrators, it may prove more useful to convince the teachers of the need than to schedule a workshop and require uninterested teachers to attend. Application of the "Levels of Use" interview technique can inform administrators of the effectiveness of the inservice programs. In personal interviews with workshop participants, interviewers can collect information concerning the number of teachers implementing the new program, the level of implementation, modifications made in the program, and problems encountered using the program. The interviews also reveal teacher attitudes about the effectiveness of various aspects of the workshops and permit future inservice programs to be altered. Three cases in which this interview technique was employed are described to illustrate the concept's usefulness. (PGD) ED221954 Evaluating Staff Development Activities with Levels of Use Interviews, or The Sleeper Evaluates Inservice Programs. 1982-03-00 23 N/A 1982 -1

New

Yes Global Approach Modern History Nuclear Warfare Peace Political Issues Security (Psychology) Technological Advancement World Problems Deudney, Daniel Opinion Papers Worldwatch Inst., Washington, DC. English The current use and potential of technology for achieving security and peace are explored. Section 1 traces the use of technology for warfare through the mastery of ocean-going sailing, the maturation of the airplane, and the development of nuclear weapons. This section suggests that these developments have led to a loss rather than an increase in security. Section 2 discusses the "transparency revolution," which refers to the military reconnaissance, sensing, command, and communication systems literally wiring the earth with a web of electronic intelligence. Section 3 focuses on current military strategies: mutually assured destruction (MAD), nuclear utilization theories (NUTS), and, according to the author's personal projection, destruction-entrusted automatic devices (DEAD). The differences in these strategies are explained: to start a war in the MAD era would have required a major political misjudgment; in NUTS, a major human error; in DEAD, a major machine malfunction. Section 4 outlines elements of planetary security. It suggests that the same transparent technology now pushing superpower military competition to its most dangerous level can be used to construct an alternative security system. Section 5 promotes good neighbor politics. The final section concludes with the notion that while technology may have overwhelmed human ethical capabilities, it has not overwhelmed our passion for security. (KC) ED233950 Whole Earth Security: A Geopolitics of Peace. Worldwatch Paper 55. 1983-07-00 ISBN-0-916468-54-2 96 Worldwatch Institute, 1776 Massachusetts Avenue, N.W., Washington, DC 20036 ($2.00). N/A 1983 -1

New

Yes Developmental Stages Higher Education Individual Characteristics Individual Development Learning Processes On the Job Training Professional Development Teacher Education Teacher Effectiveness Teaching Experience Teaching Skills Feiman-Nemser, Sharon Information Analyses Michigan State Univ., East Lansing. Inst. for Research on Teaching. English This paper offers a comprehensive approach to creating a data base on learning to teach. It is organized chronologically around a learning-to-teach continuum. The first section deals with the pretraining phase, before prospective teachers even realize they are learning things that will shape their future teaching. The second section looks at the preservice phase, when future teachers undertake their formal preparation. The third section examines the induction phase, which coincides with the first year of teaching. The fourth section examines the inservice phase, which covers the rest of the teacher's career. Despite the limitations of the knowledge base, this broad perspective enables assessment of the relative contribution of formal and informal influences on teachers' learning. Three general assertions are developed in this paper: (1) Formal arrangements for teacher education and training do not fit with what is known about how teachers learn to teach and how they improve their teaching over time; (2) Informal influences figure more prominently in learning to teach, but often have miseducative effects; and (3) Creating more appropriate arrangements to support teachers' learning involves changing not only what educators do but also how they think about learning to teach. (Author/JD) ED234043 Learning to Teach. 1983-06-00 National Inst. of Education (ED), Washington, DC. Researchers 40 Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.00). N/A 1983 -1

New

Yes Administrator Role Classroom Environment Educational Environment Educational Research Elementary Secondary Education Principals School Effectiveness School Role Student Development Teacher Characteristics Teacher Effectiveness Teacher Role Teaching Methods Odden, Allan Information Analyses Opinion Papers Education Commission of the States, Denver, CO. English A new body of educational research is now showing that there are many things teachers, principals, and schools can do to improve student performance. Effective teachers do five things: (1) focus teaching and curriculum selection on the basic skills; (2) provide most instruction to the class as a whole; (3) maintain a high student success rate; (4) monitor individual performance; and (5) have a well-organized classroom. Effective principals: (1) use the status and power of their position to set strategic goals for the school; (2) function as the instruction leader of the school by using instruction management strategies; (3) have and use knowledge and skills needed for effective instruction; (4) develop a school climate characterized by specific conditions; and (5) exhibit an open, professional and collegial style. Six important elements of effective schools are in the areas of management, academic focus, evaluation, attitudes, climate, and organization. These findings can provide a policy base for developing education policies in state education improvement programs. (JMK) ED231813 Research Findings on Effective Teaching and Schools. Issuegram 1. 1983-01-03 10 Distribution Center, Education Commission of the States, 1860 Lincoln Street, Suite 300, Denver, CO 80295. N/A 1983 -1

New

Yes Analysis of Variance Difficulty Level Higher Education Student Attitudes Test Anxiety Tests Head, L. Quinn Lindsey, Jimmy D. Reports - Research English The effects of test difficulty on the perception of examination difficulties and state anxiety are investigated. Thirty undergraduate students were administered the Educational Psychology Recognition Test and Test Perception Inventory to assess task difficulty and perception of exam difficultness. A modified version of the State-Trait Anxiety Inventory measured state anxiety. Two separate one way analysis of variance procedures were used to analyze the data. Results indicated that test difficulty level did not significantly affect state anxiety, but did significantly affect perception of exam difficultness. Using the Mann-Whitney U Test an additional analysis of data indicated: (1) students administered the hard difficulty level test exhibited a perception of higher exam difficultness than did their peers taking the medium and easy forms; and (2) there was no significant difference for the perception of exam difficultness between students taking the medium and easy forms. (Author/PN) ED237543 The Effects of Test Difficulty Level on Undergraduates' Perception of Examination Difficulties and Their State Anxiety. 1983-00-00 8 N/A 1983 -1

New

Yes Computer Programs Evaluation Methods Measurement Techniques Pretests Posttests Program Evaluation Secondary Education Writing Evaluation Writing Skills O'Neal, Marcia R. And Others Speeches/Meeting Papers Reports - Research English A difficulty associated with the use of Golub and Frederick's syntactic density score was the time required in hand tabulation. This drawback was resolved with the development by Kidder of a computer program which calculates a syntactic density score for writing samples. The purpose of this study was to examine the sensitivity of the Syntactic Density computer program as an instrument for measuring changes in language development among high school students in a writing skills instructional program. Students' pre and post writing samples were edited for spelling and punctuation and then input into the Syntactic Density computer program. Five items from the program's output were selected for analysis: total number of words, total number of T-units, words per T-unit, total score, and syntactic density score. Although significant differences were not found between pre- and post-analyses in most instances, similar results obtained on other measures in the larger study suggest this was likely due to the absence of significant change in students rather than lack of sensitivity on the part of the instrument. (BW) ED237558 The Use of the Syntactic Density Score as an Evaluative Criterion Measure. 1983-11-00 Researchers 14 N/A 1983 -1

New

Yes Data Analysis Data Collection Educational Assessment Elementary Secondary Education Federal Programs Latent Trait Theory Methods Policy Formation Program Content Program Descriptions Program Design Research Needs Sampling Messick, Samuel And Others Reports - Descriptive National Assessment of Educational Progress National Assessment of Educational Progress, Princeton, NJ. English This report presents the conceptual framework and major features of the new design for the National Assessment of Educational Progress (NAEP) as conducted by Educational Testing Service beginning July 1983. It comprises three major chapters. The first chapter reviews the social and environmental changes that demand reconsideration of NAEP. The new design was formulated to address concerns focusing on performance standards, school effectiveness questions, and broad human resource issues, thereby improving NAEP's relevance to educational policy and practice. The second chapter discusses technical innovations now possible with proven modern techniques that greatly enhance the power and value of the collected data. Sampling by grade as well as by age permits estimates of performance and trends to be reported by both age and grade, thereby allowing direct links to state and local assessments, school practices, and educational policies. The third chapter illustrates ways the new design addresses multiple policy questions, communication with multiple audiences in an effective fashion, linkages to other data sources, enhancement and extension of NAEP services, and engagement of the public on the important educational issue of performance standards. Primary type of information provided by the report: Program Description (Operating Policies); Procedures (Conceptual). (PN) ED236156 National Assessment of Educational Progress Reconsidered: A New Design for a New Era. 1983-03-00 National Inst. of Education (ED), Washington, DC. 101 National Assessment of Educational Progress, Box 2923, Princeton, NJ 08541 ($5.00). N/A 1983 -1

New

Yes Banking Employee Attitudes Employees Expectation Job Performance Labor Turnover Organizational Communication Perception Personnel Selection Recruitment Dean, Roger A. Wanous, John P. Reports - Research Speeches/Meeting Papers English Reality shock within organizations can be defined as the discrepancy between an individual's expectations established prior to joining an organization and the individual's perceptions after becoming a member of the organization. To investigate the effects of reality shock on organizational commitment, 109 bank tellers were monitored for 10 months after being hired. The subjects completed a modified version of the Job Descriptive Index (JDI) upon entering the teller program and again after 2 months, when they also completed the Organizational Commitment Questionnaire. After 2 months, branch managers evaluated the tellers' performance according to attendance, punctuality, number of customers served, and error rate. An analysis of the results showed that new employees definitely experienced reality shock as their initial expectations were lowered by work experience. The tellers' perceptions of the job and career facilitation were significantly reduced over the first 8 weeks in the organization. Reality shock significantly influenced tellers' commitment attitudes and desire to remain with the organization. However, reality shock had little or no effect on employees' quantity or quality of performance or on turnover. (BL) ED237852 Reality Shock and Commitment: A Study of New Employees' Expectations. 1983-08-00 Office of Naval Research, Washington, DC. Psychological Sciences Div. Researchers 14 N/A 1983 -1

New

Yes Anxiety Arousal Patterns Attribution Theory College Students Emotional Response Expectation Fear Higher Education Interpersonal Attraction Males Miller, Rowland S. Reports - Research Speeches/Meeting Papers English Interpersonal attraction appears to increase under aversive conditions. Two distinct theories suggest that attraction results from either misattribution or fear reduction. To investigate the effects of misattribution and fear reduction on attraction, 36 male college students were ostensibly exposed to an electromagnetic field while an attractive female confederate recorded their cardiovascular data. Prior to the exposure, subjects were briefed on the apparent threat of the situation (low or high fear) and on the arousal they could expect from the field (low or high arousal). After ostensible exposure to the field, subjects completed a questionnaire assessing their liking for the confederate. An analysis of the results showed that fear had no effect on attraction, while expected arousal from the electromagnetic field did correlate with attraction, supporting the misattribution theory. (BL). ED237856 Attraction under Aversive Conditions: Misattributions or Fear-Reduction? 1983-08-00 Researchers 8 N/A 1983 -1

New

Yes Curriculum Curriculum Development Curriculum Evaluation Educational Objectives Educational Research Educational Resources Elementary Secondary Education Integrated Activities Skill Development Speech Communication Speech Skills Writing Skills Guides - Classroom - Teacher Reports - Descriptive Washington Office of the State Superintendent of Public Instruction, Olympia. English Intended to help teachers, administrators, and others improve oral and written communication programs in their schools and districts, this report provides a starting point for program review. Various sections of the report contain (1) copies of the Washington State Board of Education Goals for the Common Schools, and oral and written communications program goals from kindergarten through grade 12; (2) definitions of a number of terms used in education; (3) statements of responsibilities to learning shared by families, students, teachers, learning resource specialists, instructional aides and volunteers, building principals, superintendents, administrative staffs, and school boards; and (4) a copy of an instrument for the preliminary assessment of a school or district's oral and written communications program. (FL) ED234463 Oral and Written Communications Framework. 1982-00-00 Practitioners 20 N/A 1982 -1

New

Yes Computer Oriented Programs Educational Administration Elementary Secondary Education Evaluation Methods Management Information Systems Microcomputers Special Education Griffith-Sheriff, Denise Walter, Virginia Guides - Non-Classroom Reference Materials - Directories/Catalogs New England Regional Resource Center, Burlington, VT. English An overview of the uses of microcomputers in special education management is provided. Following a list of nine applications of microcomputers to educational management is a brief description of microcomputers currently used in education. A listing of five firms currently marketing special education management software includes information of software applications, flexibility, and cost. Suggestions for selecting and evaluating software focus on documentation, cost, input, output, flexibility, training, and hardware. Resources for further information are provided. (LP) ED236900 Managerial Applications of the Microcomputer for Special Education Teachers. For Your Information. 1981-10-00 Office of Special Education and Rehabilitative Services (ED), Washington, DC. Teachers Administrators Practitioners 7 N/A 1981 -1

New

Yes Age Differences Cloze Procedure Correlation Predictor Variables Reading Comprehension Reading Research Reading Tests Reliability Research Methodology Test Validity Shanahan, Timothy Kamil, Michael L. Reports - Research Speeches/Meeting Papers English To investigate the causes of variation in cloze-comprehension test correlations, a reanalysis was conducted of the influential J.R. Bormuth study (1962), which reported correlations between nine cloze and nine comprehension tests administered to 50 subjects in grades 4, 5, and 6. Two separate renalayses were completed in the present study, the first using cloze-comprehension correlations as a dependent measure and the second using correlations of cloze with each of the Bormuth question catagories--vocabulary, factual recall, sequential order, cause and effect, inference, and author's purpose--at each grade level. Results indicated that in both reanalyses, variable reliability and grade level differences accounted for some of the variation in correlations. The proportion of comprehension test questions found to assess within-sentence information was found to be significant in the first regression analysis but not in the second. Results suggested that the limited construct validity of cloze as a measure of comprehension had a small but significant influence on the concurrent validity of cloze with measures of comprehension. Cloze predicted performance best when within-sentence comprehension dominated, but was less useful when students were expected to integrate information across sentence boundaries. (MM) ED239219 The Relationship of the Concurrent and Construct Validities of Cloze. 1983-00-00 Researchers 12 N/A 1983 -1

New

Yes Administrative Organization Content Analysis Counseling Services Counselor Evaluation Counselor Role Educational Planning Elementary Secondary Education Guidance Programs Program Effectiveness Program Evaluation School Counselors School Guidance Staff Utilization Hendrickson, Leslie Reports - Evaluative Speeches/Meeting Papers Oregon English This evaluation examines the administrative history, staffing levels and content of school district guidance and counseling activities. Case studies were made in a 50 percent random sample of the Eugene, Oregon school district's 45 elementary schools. Eight hundred teachers, parents and students were interviewed. All school plans were reviewed. Five-year staffing patterns and staff changes were studied. For 15 days all district staff with guidance and counseling responsibilities recorded characteristics of guidance and counseling contacts. Schools with and without counselors were studied to estimate differences in who receives services and what is provided. Results showed systematic differences in the level and kind of services provided secondary and elementary students. Approximately one-third of the schools studied had stable programs. Schools with stable programs provided a broader range of services and distributed them in a more equitable manner. An organization chart of the Oregon Department of Education guidance and counseling operations for 1980-81 and tables of evaluation results are included. (Author/JAC) ED235414 The Evaluation of an Oregon School District's Guidance and Counseling Activities. 1983-02-00 23 N/A 1983 -1

New

Yes Administrator Role Case Studies Educational Policy Educational Quality Elementary Secondary Education Evaluation Criteria Evaluation Methods Evaluators Master Teachers Minimum Competencies Personnel Policy Principals School Districts Teacher Administrator Relationship Teacher Effectiveness Teacher Evaluation Teacher Improvement Wise, Arthur E. And Others Reports - Research Rand Corp., Santa Monica, CA. English A preliminary survey of 32 school districts identified as having highly developed teacher evaluation systems was followed by the selection of 4 case study districts (Salt Lake City, Utah; Lake Washington, Washington; Greenwich, Connecticut; and Toledo, Ohio) representing diverse teacher evaluation processes and organizational environments. Common factors found to underlie the success of the evaluation systems in each case study district were: demonstration of organizational commitment to teacher evaluation, procedures for ensuring evaluator competence, collaboration with the teachers' organization and individual teachers, and compatibility of teacher evaluation with other district management strategies. The conclusions reached, to be modified on the basis of local experiences, are that a successful teacher evaluation system should: (1) suit the educational goals, management style, conception of teaching, and community values of the school district; (2) have top-level commitment to, and resources for, evaluation; (3) match the purpose of the district; (4) have efficient use of resources to achieve reliability, validity, and cost-effectiveness; and (5) have teacher involvement and responsibility. (MLF) ED246559 Teacher Evaluation: A Study of Effective Practices. 1984-06-00 National Inst. of Education (ED), Washington, DC. ISBN-0-8330-0583-9 Researchers Administrators Policymakers Practitioners 101 Publications Sales, The Rand Corporation, 1700 Main Street, P.O. Box 2138, Sanata Monica, CA 90406-2138 ($7.50). N/A 1984 -1

New

Yes Comparative Analysis Diachronic Linguistics Form Classes (Languages) Geographic Location Grammar Language Maintenance Language Usage Language Variation Regional Dialects Rural Areas Christian, Donna And Others Reports - Research Arkansas West Virginia Center for Applied Linguistics, Washington, DC. English A study comparing the dialects of Ozark and Appalachian English addresses a possible relationship between the two dialects. The study compares selected structures in the two dialects in order to (1) examine similarities and differences, (2) investigate the behavior of a range of ages (10-70+) to determine patterns of change, (3) examine preservation patterns in each in light of increasing pressure to conform to mainstream norms, and (4) compare the two with other non-mainstream varieties as described in the literature. The data consist of tape-recorded speech samples from residents of the two areas. The report begins with an introductory chapter, a chapter on the historical and social context of the two settings, and a chapter on variation and language change. Subsequent chapters examine specific structures, including aspects of the auxiliary, personal datives, a-prefixing, patterns of irregular verb usage, and subject-verb concord. A concluding chapter and a list of references are also included. Appendixes include a list of the subjects in the analytic sample, interview excerpts, and a feature inventory for Appalachian and Ozark English. (MSE) ED246682 Variation and Change in Geographically Isolated Communities: Appalachian English and Ozark English. 1984-05-00 National Science Foundation, Washington, DC. 292 N/A 1984 -1

New

Yes Elementary Secondary Education Inservice Teacher Education Interprofessional Relationship Methods Research Peer Evaluation Professional Training Skill Development Teacher Improvement Teacher Workshops Training Methods Training Objectives Joyce, Bruce R. Showers, Beverly Guides - Non-Classroom Opinion Papers Association for Supervision and Curriculum Development, Alexandria, VA. English Mastering alternative models of teaching helps build competence and effectiveness in the repertoire of classroom teachers. However, because the attainment of new skills does not by itself ensure transfer to classroom use, teacher training programs should incorporate study of the transfer process itself, reinforced by team effort. Accordingly, strategies are suggested for a collaborative approach to teacher development, involving continuous training and study of both the academic substance and the craft of teaching. Chapter 1 of this inquiry concerns the need to integrate research and practice in learning to teach. Chapter 2 distinguishes between "horizontal transfer" (a direct shift of skill from training to actual use) and "vertical transfer" (the adaptation of skills to fit conditions of the workplace). Chapter 3 concerns attacking the transfer problem by controlling the context of the workplace. Chapter 4 concerns ways of making training more effective: forecasting the transfer problem, overlearning skills, peer coaching, and "executive control." The latter, a key concept, refers to developing a functional and adaptive understanding of a given model. Chapter 5, "Parallels with Athletic Training," is an interview with Coach Rich Brooks of the University of Oregon, focusing on acquisition and incorporation of new skills. Chapter 6 reviews basic principles for increasing learning aptitude and stresses the importance for teachers of continual growth. An appendix reviews the essential literature on teacher training. (TE) ED240667 Power in Staff Development through Research on Training. 1983-00-00 ISBN-0-87120-121-6 Practitioners 50 Publications, Association for Supervision and Curriculum Development, 225 North Washington Street, Alexandria, VA 22314 (ASCD Stock No. 611-83304; $7.50). N/A 1983 -1

New

Yes Academic Education Change Strategies College Curriculum College Instruction College Presidents Departments Educational Assessment Educational Change Educational Objectives Educational Quality Graduate Study Graduation Requirements Higher Education Humanities Instruction Instructional Improvement Leadership Secondary Education Undergraduate Study Bennett, William J. Reports - Evaluative National Endowment for the Humanities (NFAH), Washington, DC. English Teaching and learning of the humanities at the baccalaureate level were assessed by a blue-ribbon study group of 31 nationally prominent authorities on higher education convened by the National Endowment for the Humanities. Some attention was also given in the context of the humanities to how secondary and graduate education have affected under-graduate education and been affected by it. Answers were sought to three basic questions: (1) What is the condition of learning in the humanities? (2) Why is it as it is? (3) What, if anything, should be done about it? The five sections of the report cover the following topics: (1) Why study the humanities? (2) How should the humanities be taught and learned? (3) How well are the humanities being taught and learned? (4) The role of academic officials in strengthening the place of the humanities; (5) How colleges and universities might do a better job in transmitting the accumulated wisdom of our civilization. Four kinds of information aided discussion: (1) Descriptions of graduation requirements at 15 representative colleges and universities; (2) Reports by study group members on the humanities in secondary education, two year colleges, and graduate schools; (3) Papers by study group members recommending ways to improve teaching and learning in the humanities; (4) Data from several national studies and surveys pertaining to undergraduate education and to the humanities in general. It is noted that over the past 20 years, the place of the humanities in the U.S. undergraduate curriculum has eroded and the overall coherence of the humanities curriculum has declined. To reverse the decline, the report recommends the following: (1) The undergraduate curriculum should be reshaped based on a clear vision of what constitutes an educated person, regardless of major; (2) Academic officials must make plain what their institutions stand for and what knowledge is regarded as essential to a good education; (3) Faculties must put aside narrow departmentalism and work to shape a challenging common curriculum with a core of studies in history, philosophy, languages, and literature; (4) Excellent teaching should be rewarded through decisions in hiring, promotion, and tenure; (5) The humanities and the study of Western civilization should be placed at the core of the college curriculum, intended for all students and not just for humanities majors. The report closes by identifying a set of specific questions that should be addressed by college presidents, humanities faculty, humanities departments, and the acacemic community in general. (SW/WTB) ED247880 To Reclaim a Legacy: A Report on the Humanities in Higher Education. 1984-11-00 Practitioners 63 N/A 1984 -1

New

Yes Cohesion (Written Composition) Connected Discourse Discourse Analysis Editorials Language Patterns Language Styles Newspapers Sentence Structure Writing Skills Addison, James C., Jr. Reports - Research Speeches/Meeting Papers English To explore the concept of lexical collocation, or relationships between words, a study was conducted based on three assumptions: (1) that a text structure for a unit of discourse was analogous to that existing at the level of the sentence, (2) that such a text form could be discovered if a large enough sample of generically similar texts was examined, and (3) that such an analogous text form could be found by studying the relationship between lexical collocation and topic/comment sequence. Editorial columns from newspapers as diverse as "The Wall Street Journal" and "The Charlotte Observer" were collected and read over a nine-month period. A team of readers was then asked to select 100 particularly well-written texts. Each selected piece was examined for the make-up and location of each major lexical set; the location of topic and comment, theme and rheme, and agent and action within each sample sentence; and the way in which these major lexical sets were distributed within topic/comment, theme/rheme, and so forth. Results seemed to support the hypothesis that when a lexical set regularly occurs within the topic portion of sentences, the lexical set will be seen as the causal agent or structure principle of that particular text. Similarily, when a lexical set regularly occurs within the comment section of sentences, the lexical set will be perceived as representing the point of that text. (Copies of two texts that were analyzed are appended.) (HOD) ED236621 Lexical Collocation and Topic Occurrence in Well-Written Editorials: A Study in Form. 1983-03-00 16 N/A 1983 -1

New

Yes Adult Development Elementary Secondary Education Faculty Development Inservice Teacher Education Job Satisfaction Learning Processes Teacher Characteristics Teaching (Occupation) Burke, Peter J. And Others Opinion Papers Reports - Descriptive Phi Delta Kappa Educational Foundation, Bloomington, IN. English Literature on adult life stages and career development is synthesized and placed within the perspective of a career cycle model for teachers as adult learners. The teacher career cycle is viewed as a progression affected by personal and environmental factors. The stages a teacher's career proceeds through (e.g., preservice, entry, growing, stable, exit) are described as not necessarily linear, but frequently cyclical. Scenarios are given of the cyclical development of four teachers, each of whom is required by circumstances to change or reverse directions to develop professionally. Implications for inservice education include: (1) Traditional inservice activities that emphasize improved teaching skills are appropriate at certain points in a teachers' career, particularly during skill-building periods; (2) The concept of staff development and professional growth should be broadened to include concern for personal needs and problems of teachers; (3) Organizational policies should provide support for teachers at various stages of the teacher career cycle; and (4) Approaches to staff development and professional growth should emphasize personalized, individualized support systems. (JD) ED250276 Teacher Career Stages: Implications for Staff Development. Fastback 214. 1984-00-00 ISBN-0-87367-214-3 32 Phi Delta Kappa, Eighth and Union, Box 789, Bloomington, IN 47402 ($0.75) N/A 1984 -1

New

Yes Educational Improvement Elementary Secondary Education Faculty Development Inservice Teacher Education Job Satisfaction Organizational Climate Peer Relationship Teacher Administrator Relationship Teacher Behavior Teacher Student Relationship Teaching Conditions Teaching (Occupation) Lieberman, Ann Miller, Lynne Reports - Descriptive Books Association for Supervision and Curriculum Development, Alexandria, VA. English In the first chapter of this book, which deals with the world and work of teachers, themes are explored that capture the essential "dailiness" of working in schools, and a general description is given of what it is like to be a teacher. The cyclical rhythms and patterns of the school year are considered, as are the formal and informal guidelines used by teachers in their interactions with students and school personnel. The social realities of teaching in the elementary school are delineated in the second chapter. Case studies of two schools are presented to illuminate differences which may exist in school climates. Chapter 3 points out the sharp difference between teaching at the elementary and secondary school school. Major themes in discussing secondary level teaching include living in a bureaucracy, working with adolescents, and the faculty culture. The problems inherent in relationships between teachers and principals and the responsibilities of leadership are discussed in the fourth chapter. In the fifth chapter, descriptions of school improvement efforts are analyzed. The final chapter explores fundamental realities and needs to be considered in improving inservice teacher education, and the roles of teachers and administrators in these endeavors. (JD) ED250285 Teachers, Their World, and Their Work. Implications for School Improvement. 1984-00-00 ISBN-0-87120-127-5 Teachers Practitioners 155 Association for Supervision and Curriculum Development, 225 N. Washington Street, Alexandria, VA 22314 ($9.50; stock number 611-84334). N/A 1984 -1

New

Yes Behavioral Objectives Educational Objectives Higher Education Learning Modules Learning Strategies Mainstreaming Preservice Teacher Education Teacher Education Curriculum Teacher Educators Fuchs, Lynn S. Deno, Stanley L. Guides - Classroom - Teacher Education for All Handicapped Children Act Minnesota Univ., Minneapolis. National Support Systems Project. English This module (part of a series of 24 modules) is on formulating educational goals and objectives, and methods and rationale for writing them as behavioral statements. The genesis of these materials is in the 10 "clusters of capabilities," outlined in the paper, "A Common Body of Practice for Teachers: The Challenge of Public Law 94-142 to Teacher Education." These clusters form the proposed core of professional knowledge needed by teachers in the future. The module is to be used by teacher educators to reexamine and enhance their current practice in preparing classroom teachers to work competently and comfortably with children who have a wide range of individual needs. The module includes objectives, scales for assessing the degree to which the identified knowledge and practices are prevalent in an existing teacher education program, and self-assessment test items. Bibliographic references and journal articles on developing goals and objectives for educational programs are included. (JD) ED249211 Developing Goals and Objectives for Educational Programs. 1982-08-00 Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Personnel Preparation. Teachers Practitioners 97 N/A 1982 -1

New

Yes Biographies Black History Black Studies Educational Games Elementary Education Instructional Materials Learning Activities Slavery United States History Units of Study Womens History Crawford, Mary Ruthsdotter, Mary Guides - Classroom - Teacher National Women's History Project, Santa Rosa, CA. English Suitable for elementary level students, this study unit helps increase students' comprehension of the risks involved in a black person's flight from slavery and of Harriet Tubman's success in leading more than 300 slaves to freedom via the Underground Railroad. Five activity suggestions are followed by a reading on the life of Harriet Tubman. Study questions precede a song which may have served as a map and timetable for slaves. The brief document concludes with a list of recommended resources about Harriet Tubman and other related topics. An accompanying game board, which can be ordered from the publisher, leads students through a series of obstacles in their journey from the southern slave states to freedom in the northern United States and Canada. (LH) ED251379 Harriet Tubman and the Underground Railroad. 1982-00-00 Practitioners Teachers 7 N/A 1982 -1

New

Yes Critical Thinking Directed Reading Activity Elementary Secondary Education Learning Activities Listening Comprehension Models Reading Comprehension Reading Difficulties Reading Improvement Reading Instruction Reading Research Reading Strategies Teacher Role Teaching Methods Brown, Ann L. Palincsar, Annemarie Sullivan Reports - Research Guides - Classroom - Teacher Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English The first part of this report reviews an extensive series of studies concerned with the reciprocal teaching of comprehension fostering and monitoring strategies--an instructional method in which an adult teacher and a group of students take turns leading a dialogue aimed at revealing the meaning of the text. The studies reviewed indicate that after extensive exposure to these reading dialogues, poor readers improve, not only in their contribution to the dialogues, but also in their independent comprehension performance in the laboratory, in the classroom, and on standardized tests. The report then describes comparisons of reciprocal teaching with other viable teaching methods, including modelling, direct instruction, and practice. In addition, a description is provided of attempts to hand the procedures over to a variety of teachers, experienced, inexperienced, and peer tutors, as well as mapping modifications needed to ensure that the method survives under the pressures of actual classroom conditions. Finally, the report describes how to use reciprocal teaching dialogues with young and slower learners to improve both reading and listening comprehension. (Author/HOD) ED257046 Reciprocal Teaching of Comprehension Strategies: A Natural History of One Program for Enhancing Learning. Technical Report No. 334. 1985-04-00 National Inst. of Child Health and Human Development (NIH), Bethesda, MD. Office of Special Education (ED), Washington, DC. National Inst. of Education (ED), Washington, DC. 103 N/A 1985 -1

New

Yes Behavioral Science Research College Students Communication Problems Environmental Influences Group Dynamics Human Relations Interaction Process Analysis Interpersonal Relationship Males Nonverbal Communication Physical Environment Research Projects Spatial Relationship Verbal Communication Weiss, Michael Keys, Christopher Reports - Research This study addresses three issues: (1) the influence of proxemic variables (distance, furniture presence) on dyadic interaction; (2) the consistency between measures of self-disclosure; and (3) the applicability of reciprocity and distance-equilibrium views of dyadic interaction. Dyads of male college students were randomly assigned to one of four conversation situations: no table-close distance, no table-far distance, table-close distance, and table-far distance. Following a structured 20 minute conversation, subjects separated by a table perceived their partners to be better adjusted and felt more distant from their partners. Although both intent to disclose and number of topics discussed were significantly correlated with objectively rated disclosure, neither was highly correlated enough to be considered the functional equivalent of objective ratings. The correlations among dependent measures of disclosure and non-verbal involvement supported a reciprocity rather than a distance-equilibrium hypothesis concerning dyadic interaction. (Author) ED134876 The Influence of Proxemic Variables on Dyadic Interaction Between Peers. 1975-00-00 17 N/A 1975 -1

New

Yes Bibliographies Citations (References) Information Retrieval Library Collections Periodicals Reading Research Search Strategies Mayes, Bea Reports - Research The distribution of reading-research citations was investigated in three populations of journals. The rule of Pareto-like distribution was confirmed as appropriate for determining the number of journals that would contribute half the citations in populations of 26 to 112 journals. In populations of 42 to 112 journals, 24% to 29% of the high-ranking journals were necessary to account for 80% of the citations. In two further samples, chosen on different criteria, more than 35% of the journals were necessary to account for 80% of the citations. Implications for both researchers and librarians are discussed. (Author/AA) ED134970 Distributions of Journal Citations in Small Collections of Reading Research. 1976-00-00 18 N/A 1976 -1

New

Yes College Freshmen Comparative Analysis Contrastive Linguistics English Instruction Higher Education Mexican Americans Nonstandard Dialects Spanish Speaking Standard Spoken Usage Writing Skills Merrill, Celia Speeches/Meeting Papers This paper examines the written English of Chicano freshman composition students and presents a contrastive analysis of the written English of the hypothetical college freshman, which approximates "standard" English, and the written English of 93 Chicano freshmen. Discussion focuses on various linguistic differences, classified in the following groups: prepositions, articles, conjunctions, adjectives, nouns and pronouns, verbs, possessives, noun complements, plural words, number agreement, idiom, diction, morphology, and syntax. The paper concludes that many of the differences in English usage are not errors in language comprehension; teachers should help Chicano students realize that standard English need not entirely replace their dialect but that using standard English may prove helpful in situations other than freshman English class; and teachers and English departments should seriously question the goals and methods of freshman English courses. (JM) ED136291 Contrastive Analysis and Chicano Compositions. 1976-00-00 19 N/A 1976 -1

New

Yes Career Education Curriculum Development Deafness Elementary Secondary Education Inservice Teacher Education Program Descriptions Program Evaluation Resource Materials Special Education Teacher Developed Materials Teacher Workshops Davis, Bettie Reports - Descriptive Texas Texas School for the Deaf, Austin. A career education project was conducted at the Texas School for the Deaf (TSD) to develop a plan of implementation of career education for grade levels 1-12, to train teachers in career education concepts and techniques and in how to write curriculum materials, to develop and duplicate teacher guides and materials for grade levels 1-8, and to initiate plans for an accountability and recording system. Methods used to accomplish the objectives fall into four categories: Work of an operational staff, efforts of a career education workshop for teachers, duplication of materials for teachers' guides for grades 1-8, and services of an evaluator/program developer. A detailed description of specific results achieved in each of these areas is provided, as well as results of the career education workshop participant reactionnaire. Appendixes contain evaluation results of the curriculum writing workshop; a sample unit including objectives, activities, resources, and vocabulary; participant reactionnaire form; measurement instruments reviewed for possible use in TSD career education, and teacher classroom forms. (TA) ED137577 A Career Education Project for the Texas School for the Deaf. Career Education: An Innovative Approach to Relevant Education. Final Report. 1976-08-00 Texas Education Agency, Austin. Dept. of Occupational Education and Technology. 91 N/A 1976 -1

New

Yes Behavior Change Behavioral Science Research Cognitive Objectives Newsletters Research Needs Social Science Research Therapy Meichenbaum, Donald, Ed. Journal Articles This annual newsletter is intended to foster research in the area of cognitive behavior modification (CBM), to influence the diaglogue between behavior therapists and semantic/cognitive therapists, and to bridge the gap between practitioners and researchers. By summarizing what projects are currently underway, what materials are available and where research is being conducted, it is hoped that the research process will be advanced. Moreover, yearly updates can indicate areas where research is still needed. The major feature of this issue speaks to the use of CBM with adults. (Author/JLL) ED137645 Cognitive-Behavior Modification Newsletter, Number 2. 1976-04-00 57 N/A 1976 -1

New

Yes Communication Skills Communication (Thought Transfer) Information Theory Man Machine Systems Organizational Communication Telecommunications Theories Korzenny, Felipe Speeches/Meeting Papers This paper proposes a theoretical approach to mediated communication in organizations. It is argued that the man/machine interface in mediated human communication is better dealt with when a comprehensive theoretical approach is used than when separate communication devices are tested as they appear in the market, such as video-teleconferencing. Propinquity, or proximity, is considered to be the system's trait which is essential for the continuation of the human communication system. In a structural functional analysis, six propositions, 15 derived corollaries, and two limits propositions are presented. The variables included in the propositions are: perceived propinquity, perceived bandwidth, perceived complexity of the information, perceived degree of mutual directionality of the channel, communication skills, perceived communication rules, perceived number of choices among channels, perceived conflict, and perceived turbulence in the environment. Evidence from past research is used to support the perspective presented. (Author) ED137887 A Theory of Electronic Propinquity: Mediated Communication in Organizations. 1977-00-00 24 N/A 1977 -1

New

Yes Annotated Bibliographies Comparative Analysis Doctoral Dissertations Educational History Elementary Secondary Education Higher Education Learning Disabilities Listening Skills Parent Influence Preschool Education Prior Learning Reading Achievement Reading Comprehension Reading Difficulties Reading Instruction Reading Interests Reading Research Remedial Reading Student Attitudes Reference Materials - Bibliographies ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. English This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 28 titles deal with a variety of topics, including the following: (1) abled and disabled sixth grade readers' knowledge of story structure under three conditions, (2) the impact of typographical factors on the visual information processing of disabled readers, (3) alphabet sequencing by efficient and deficient oral readers, (4) the fear of failure/fear of success phenomenon in dyslexic adolescent students, (5) the effects of QR (Quieting Response) training on reading comprehension scores of junior high school remedial reading students, (6) the influence of reader interest and reader prior knowledge on the reading performance of fourth grade unskilled readers, (7) the impact of the Title I reading program on high school students' reading achievement, (8) the relationship between bibliotherapy and the self-esteem of junior high school remedial reading students, (9) the alleviation of learned helplessness in poor readers through modeled optimism and competency training, and (10) the listening-reading scores of average deficient readers. (MM) ED237945 Remedial and Compensatory Reading Instruction: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1983 (Vol. 44 Nos. 1 through 6). 1983-00-00 Researchers 15 N/A 1983 -1

New

Yes Bias Conformity Group Dynamics Group Membership Higher Education Identification (Psychology) Individualism Peer Groups Peer Influence Psychological Studies Social Psychology Textbook Content Rafferty, Yvonne Friend, Ronald Reports - Research Speeches/Meeting Papers English Textbook presentations of Asch's classical research were used as a case example to evaluate whether an anti-group bias exists in social psychology. Ninety-nine textbooks were analyzed to evaluate whether an overemphasis on conformity was presented by textbook descriptions of Asch, and whether independence and resistance to group pressure were minimized. The results indicated that authors tended to distort Asch's study in line with the hypothesis and that this tendency has increased dramatically with time. Contrary to expectation, an increasing number of textbooks mention that Asch's social support variation "reduced" conformity, but failed to stress that the power of the group was very much depleted with the support of only one other. The results were discussed in relation to an anti-group bias in social psychology and the impact this has on social psychology. The study concludes with an extensive list of references. (Author/IM) ED260016 The Asch Conformity Study as an Example of the Anti-Group Bias in Social Psychology. 1985-03-00 61 N/A 1985 -1

New

Yes Artificial Intelligence Computer Oriented Programs Computers Daily Living Skills Disabilities Educational Diagnosis Educational Technology Electromechanical Aids Futures (of Society) Prediction Robotics Simulation Special Education Technological Advancement Moore, Gwendolyn B. And Others Reports - Evaluative COSMOS Corp., Washington, DC. English The report describes three advanced technologies--robotics, artificial intelligence, and computer simulation--and identifies the ways in which they might contribute to special education. A hybrid methodology was employed to identify existing technology and forecast future needs. Following this framework, each of the technologies is defined, considered in terms of the state of the art, discussed according to ratings of scenarios by a panel of technology and special education experts; and predictions are made for the likelihood of those scenarios. Near-term applications are identified: an object and mechanical device manipulating robot to help students perform independently daily living or vocational activities (robotics); a clinical diagnostic expert system to help in screening, diagnosis, and placement (artificial intelligence); and a personal management simulator to teach students about practical living skills (computer simulation). A series of eight conclusions are offered, including that certain applications of artificial intelligence and computer simulation appear more promising, in the foreseeable future, than those in robotics; that some significant technical and cost barriers exist; and that most of these barriers are generic to all applications of the technologies, not solely to special education settings. Appendixes contain summaries of industrial applications for which in-depth reviews were conducted, a questionnaire for expert panelists, instructions to panelists for developing scenarios, and scenarios of technologies in special education. (CL) ED261496 Robotics, Artificial Intelligence, Computer Simulation: Future Applications in Special Education. 1985-07-00 Special Education Programs (ED/OSERS), Washington, DC. ISBN-0-942570-15-4 163 Cosmos Corporation, 1735 Eye St., Suite 613, Washington, DC 20006 ($25.00). N/A 1985 -1

New

Yes Career Counseling Career Education Career Guidance Counseling Effectiveness Educational Research Guidance Programs High Schools Longitudinal Studies Outcomes of Education Secondary Education Hotchkiss, Lawrence Dorsten, Linda Eberst Reports - Research Speeches/Meeting Papers English A study assessed the impacts of an entire career guidance program in a school. Research on the effects of guidance and counseling using high school students gave an overall picture of research on guidance interventions as providing conflicting conclusions and as being confounded by complex interactions between student and program characteristics as well as by type of treatment. Evaluating the impact of career guidance was made difficult due to diffuse goals, objectives, and methods and alternative interpretations of guidance functions. The study assessed effects of school career guidance programs on five outcomes: locus of control, self-esteem, perceived ability to complete college, educational expectation, and occupational expectation. Data were part of the High School and Beyond survey database. Five broad categories of variables were used: outcomes, career guidance program characteristics, lagged outcome measures, socioeconomic background and ascribed status characteristics, and geographic regions. The statistical analyses consisted of cross-lagged regressions in which time-two measures of outcomes are dependent variables and the regressors are comprised of lagged endogenous variables and exogenous variables. These data indicated that attending a school with an active career guidance program did not have much effect of any of the outcomes studied. A five-page list of references concludes the paper. (YLB) ED261196 Outcomes of Career Guidance and Counseling in High School. 1985-04-00 National Inst. of Education (ED), Washington, DC. 46 N/A 1985 -1

New

Yes Advance Organizers Cognitive Processes Concept Formation Content Area Reading Elementary Secondary Education Prediction Readability Formulas Reader Text Relationship Reading Comprehension Reading Instruction Reading Material Selection Reading Processes Reading Research Reading Strategies Teaching Methods Textbook Evaluation Writing Skills Harris, Theodore L., Ed. Cooper, Eric J., Ed. Books Guides - Classroom - Teacher Opinion Papers College Entrance Examination Board, New York, NY. English Intended to help teachers both improve students' text comprehension and better understand the teaching-learning process involved, this book focuses on comprehension and concept development as the central core of an effective educational program. The book's five sections deal with teaching explicit comprehension skills, precomprehension and postcomprehension strategies, interactive comprehension strategies, integrative comprehension strategies, and readability and the future of the textbook. The titles of the 15 essays and their authors are as follows: (1) "'Teaching' Comprehension," by P. David Pearson and Margie Leys; (2) "How to Teach Readers to Find the Main Idea," by Joanna P. Williams; (3) "Developing Comprehension of Anaphoric Relationships," by Dale D. Johnson; (4)"Knowledge and Comprehension: Helping Students Use What They Know," by Judith A. Langer and Victoria Purcell-Gates; (5) "The Advance Organizer: Its Nature and Use," by Robert W. Jerrolds; (6) "Anticipation and Prediction in Reading Comprehension," by Joan Nelson-Herber; (7) "Response Instruction," by Beau Fly Jones; (8) "Using Classroom Dialogues and Guided Practice to Teach Comprehension Strategies," by Scott G. Paris; (9) "Reciprocal Teaching: Activities to Promote Reading with Your Mind," by Annemarie Sullivan Palincsar and Ann L. Brown; (10) "Using Children's Concept of Story to Improve Reading and Writing," by Dorothy S. Strickland and Joan T. Feeley; (11) "Integration of Content and Skills Instruction," by Olive S. Niles; (12) "Levels of Comprehension: An Instructional Strategy for Guiding Students' Reading," by Harold L. Herber; (13) "Thinking About Reading," by Susan Sardy; (14) "Matching Reading Materials to Readers: The Role of Readability Estimates in Conjunction with Other Information about Comprehensibility," by George Klare; and (15) "Textbook Adoptions: A Process for Change," by Jean Osborn and Marcy Stein. (HTH) ED263538 Reading, Thinking, and Concept Development: Strategies for the Classroom. 1985-00-00 ISBN-0-87447-219-9 Teachers Practitioners 284 College Board Publications, Box 886, New York, NY 10101 ($19.95). N/A 1985 -1

New

Yes Competence Competency Based Education Curriculum Development Employment Patterns Higher Education Information Science Information Scientists Information Services Job Performance Librarians Library Education Library Research Library Schools Professional Continuing Education Griffiths, Jose-Marie King, Donald W. Information Analyses Opinion Papers Reports - Research King Research, Inc., Rockville, MD. English To determine the current and future competencies required by librarians and information professionals, a project was undertaken to meet the following objectives: set forth an idealized framework to be used by the librarian and information professional community; determine a first set of competencies which are validated in the workplace to some extent; establish initial education and training requirements; initiate a process for communication among the principal librarians and information professional participants which can be continued after project completion; and describe steps that can be taken in the future to ensure continuation of the competency achievement cycle. To meet these objectives, substantial input was obtained from a large number of organizations, educators, employers, professional societies, and individual professionals. The study results are presented in a six-chapter report and five appendices. Report chapters comprise: Overview of the Project; A Framework for Describing Librarian and Information Professional Competencies; Methods; Information Workers and Librarians and Information Professionals; Librarian and Information Professional Competencies; and Educational Requirements and Implications. Appendices include a literature review; secondary analyses (including analyses of information professional and librarian vacancy announcements); an example of the relationships between competencies, performance, effectiveness, and value in three special libraries; a bibliography; and an annotated bibliography. Twelve supplementary volumes provide detailed descriptions of competencies for the following positions: (1) Academic Librarian; (2) Public Librarian; (3) School Librarian; (4) Special Librarian; (5) Database Producer; (6) Database Distributor/Service; (7) Information Center/Clearinghouse; (8) Records and Information Manager; (9) Archivist/Museum; (10) Information Analysis Center; (11) Information Service Company; and (12) Library System Supplier. (THC) ED265853 New Directions in Library and Information Science Education. Final Report. 1985-07-00 Office of Educational Research and Improvement (ED), Washington, DC. Center for Libraries and Education Improvement. ISBN-0-86729-159-1 Policymakers 376 Knowledge Industry Publications, Inc., 701 Westchester Ave., White Plains, NY 10604 ($45.00, ISBN-0-86729-159-1). N/A 1985 -1

New

Yes Cognitive Development Cognitive Processes Cognitive Style Educational Assessment Educational Change Educational Diagnosis Educational Research Educational Trends Elementary Secondary Education Learning Disabilities Learning Processes Learning Theories Research Needs Brown, Ann L. Campione, Joseph C. Reports - Descriptive Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English Psychological theories have long had a pronounced effect on the diagnosis and instruction of children with learning problems. Traditional theorists emphasized the centrality of global processes assumed to be common to most if not all cognitive tasks. These processes were quite distant from those involved in traditional academic activities, making it difficult to proceed from diagnosis to instruction. In contrast, contemporary theorists concentrate on identifying the specific knowledge and skills underlying performance in academically relevant fields such as reading, writing, mathematics, and science. This trend toward domain specificity has made the task of diagnosis and remediation of school problems more tractable, as the processes thus identified are those needed for successful performance. At the same time, alternative methods of diagnosis, such as dynamic assessment, have been developed to supplement more traditional approaches by assessing domain-specific processes in action, rather than inferring their operation from the products of prior learning. These advances make it easier to specify the processes that need to be the targets of instruction. Furthermore, current attempts to characterize optimal learning environments have fueled the development of a theory of instruction. (An 11-page bibliography is included.) (Author/HOD) ED268520 Psychological Theory and the Study of Learning Disabilities. Technical Report No. 360. 1985-12-00 National Inst. of Child Health and Human Development (NIH), Bethesda, MD. Office of Special Education (ED), Washington, DC. National Inst. of Education (ED), Washington, DC. 45 N/A 1985 -1

New

Yes Comparative Analysis Employed Women Employment Patterns Employment Practices Females Labor Market Literature Reviews Needs Assessment Nontraditional Occupations Occupational Segregation Personnel Integration Personnel Policy Policy Formation Public Policy Research Needs Research Utilization Salary Wage Differentials Sex Bias Sex Differences Sex Discrimination Sex Fairness Sex Role Social Science Research Trend Analysis Reskin, Barbara F., Ed. Hartmann, Heidi I., Ed. Information Analyses Books National Academy of Sciences - National Research Council, Washington, DC. Commission on Behavioral and Social Sciences and Education. National Academy of Sciences - National Research Council, Washington, DC. Committee on Women's Employment and Related Social Issues. English The literature on sex segregation in the workplace was reviewed to determine how it could be used in formulating policy in the area of sex fairness in the American labor market. The committee found that although women's occupational options have increased dramatically in the past decade, sex segregation is still widespread. Among those factors that appeared responsible for sex segregation in the workplace were the following: cultural beliefs; barriers to employment such as discrimination, socialization, and unequal education and training opportunities; family responsibilities; and the opportunity structure. Analysis of the existing laws and programs geared toward intervening in the workplace, in job training, and in education revealed that what is needed is not new legislation but rather more committed leadership, stricter enforcement, and enhancement of voluntary compliance with existing laws. In addition, enforcement agencies must develop much stronger programs of policy-relevant research on such issues as the sources of change in occupations in which the most dramatic improvements in sex-fair opportunities have occurred and the relative effectiveness of measures to improve enforcement and voluntary compliance. (This report includes 15 tables and the table of contents from a comparison report, "Sex Segregation in the Workplace.") (MN) ED263350 Women's Work, Men's Work. Sex Segregation on the Job. 1986-00-00 Office of Vocational and Adult Education (ED), Washington, DC. Department of Labor, Washington, DC. Carnegie Corp. of New York, NY. ISBN-0-309-03429-9 Policymakers Researchers 185 National Academy Press, 2101 Constitution Avenue, NW, Washington, DC, 20418 ($15.50). N/A 1986 -1

New

Yes Academically Gifted Bilingual Education Programs Civil Rights Corporal Punishment Disabilities Elementary Secondary Education Emotional Disturbances Enrollment Equal Education Home Economics Industrial Arts Learning Disabilities Mental Retardation Minority Groups National Surveys Physical Education Public Schools School Desegregation Special Education Statistical Surveys Student Characteristics Suspension Numerical/Quantitative Data DBS Corp., Arlington, VA. Opportunity Systems, Inc., Washington, DC. English This 1984 survey was conducted to obtain data on the characteristics of public school students in the 50 states and the District of Columbia. The 3,510 school districts selected to participate were statistically sampled from approximately 16,000 U.S. school districts, and the schools within the selected districts were subsampled: (1) all special education, vocational, and disciplinary schools, and (2) a statistical sample of remaining schools. The state summaries of data are divided into seven statistical tables. Two lines of data are presented for each state: actual reported, computed by aggregating the district level from each state (Tables B-G), and projected data, computed from the reported data using sampling weights for each district (Table A). The data are summarized by Office of Civil Rights client populations--American Indian or Alaskan Native; Asian or Pacific Islander; Hispanic; Black; White; male; and female. Table A (projected) and Table B (reported) present state-by-state summaries in the following areas: enrollment; suspensions; corporal punishment; gifted-talented; educable mentally retarded (EMR); trainable mentally retarded (TMR); speech impaired; seriously emotionally disturbed; specific learning disability (data on students with limited English proficiency given in these five areas of special education only); bilingual programs (not broken down by sex); and graduates. Special education is further subdivided by children: awaiting evaluation; identified as requiring special education; and receiving special education either in the school district or in a nondistrict facility. Also provided is enrollment by sex in both single-sex and mixed-sex classes for: home economics; industrial arts; and physical education in grades 7-9. Full-time and part-time projected enrollment data is given in these areas of special education: EMR; TMR; hard of hearing; deaf; speech impaired; visually handicapped; seriously emotionally disturbed; orthopedically impaired; other health impaired; specific learning disability; deaf-blind; and multihandicapped programs. Table B additionally presents classroom data by race/ethnicity. Table C examines school desegregation. Tables D, E, and F examine minority/non-minority participation in various programs or activities (suspensions and corporal punishment, gifted/talented, and special education). Table G presents the amount of time students and schools reportedly spent in special education programs. Appendices include the survey instruments, and an explanation of the creation of the District Universe File. (FAC) ED271544 Elementary and Secondary Schools Civil Rights Survey, 1984. State Summaries. 1986-05-00 Office for Civil Rights (ED), Washington, DC. 729 N/A 1986 -1

New

Yes Cable Television Educational Attainment Family Characteristics Family Environment Mass Media Effects Predictor Variables Preschool Education Television Research Television Viewing Vocabulary Skills Kerkman, Dennis And Others Reports - Research Kansas Univ., Lawrence. Dept. of Human Development. English A study was conducted to identify family characteristics and media use patterns associated with subscription to various types of cable television services. Parent interviews, week-long television viewing diaries, and children's Peabody Picture Vocabulary test scores for 237 children, aged three or five years, were subjected to stepwise discriminant analysis. Families were divided into four groups on the basis of the cable services they received: no cable, basic cable, cable and one movie channel, or cable and two movie channels. The results of analysis indicated that the father's educational level was the single best discriminator of television services received. Fathers of families receiving basic cable had more education but lower occupational status than those of either no cable families or two movie channel families. The mothers in cable families were more likely to be employed than were those in non-cable families. The number of television sets in the home increased with the number of cable options, as did preschoolers' television viewing. The latter was most notable in basic cable and one movie channel families where higher levels of education would normally lead to lower amounts of viewing. Preschoolers in families with two movie channels had substantially lower Peabody vocabulary scores than those in any other group, independent of their parents' lower educational attainments. (HTH) ED239328 Preschoolers Who Get Cable TV: Family Patterns, Media Orientations, and Media Use. 1983-00-00 Spencer Foundation, Chicago, IL. National Inst. of Mental Health (DHHS), Rockville, MD. Researchers 21 N/A 1983 -1

New

Yes Course Content Cultural Awareness Culture Curriculum Guides Elementary Education Family Role Food Geography Grade 4 Hawaiian Hawaiians Housing Instructional Materials Migration Recreational Activities Religion Social Structure State History Guides - Classroom - Teacher Hawaii Hawaii State Dept. of Education, Honolulu. Office of Instructional Services. English This curriculum guide to Hawaiian Studies for fourth graders is designed to be used in conjunction with a social studies guide called "Early Hawaiian Life." The curriculum guide is divided into ten units dealing with the following topics: geography; migration-canoe building; land division; society and government--family; society and government--social structure; society and government--religion; food--agriculture; food--fishing; shelter; and kapa (barkcloth). Each unit is preceded by an overview section which presents at a glance the subject areas into which the Hawaiian Studies instruction is integrated (social studies, science, language arts, health, music art, games and recreation, and in one unit, math); the major lesson topics taken up within each subject area; student objectives; and references to unit appendices which contain teacher/student readings and worksheets, teacher background material, and songs and illustrations. The overview is followed by instructional activities and the appendices. An introduction to the guide includes discussions of the role of the teacher and the Kupuna (Hawaiian-speaking elders) in the program, and of the study of culture through dramatic inquiry. General appendices contain basic Hawaiian vocabulary lists, maps, a list of Hawaiian concepts depicted in the guide's artwork, and bibliographic materials. (KH) ED255597 Hawaiian Studies Curriculum Guide. Grade 4. 1984-04-00 Practitioners 649 N/A 1984 -1

New

Yes College Science Higher Education Learning Modules Misconceptions Photosynthesis Preservice Teacher Education Problem Solving Science Activities Science Education Science Experiments Science Instruction Secondary Education Secondary School Science Bishop, Beth A. And Others Guides - Classroom - Teacher Tests/Questionnaires Michigan State Univ., East Lansing. Inst. for Research on Teaching. English Designed to address the major conceptual problems associated with respiration and photosynthesis, this module can be used with high school students or college nonscience majors including those in elementary education. It is one in a series developed by the project Overcoming Critical Barriers to Learning in Nonmajors' Science Courses. The materials offer guidance to teachers in diagnosing student deficiencies, in creating dissatisfaction with misconceptions, and in providing opportunities for application and practice. This module contains: (1) an introduction (discussing misconceptions related to photosynthesis and respiration and explaining how to use the module to overcome these barriers); (2) diagnostic test and commentary (designed to be used as a pretest and/or posttest); (3) materials for lecture or discussion with commentary (consisting of a series of copy-ready masters for use as overhead transparencies and student handouts); (4) laboratory activities and commentary (including lessons on molecular models of respiration and photosynthesis, food storage in coleus plants, and respiration and breathing rate); and (5) problem sets (addressing specific misconceptions on respiration and food for plants and animals). All instructional materials for the students are juxtaposed with instructor commentaries. (ML) ED272382 Respiration and Photosynthesis: A Teaching Module. Occasional Paper No. 90. 1986-06-00 Office of Educational Research and Improvement (ED), Washington, DC. Teachers Practitioners 62 Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824-1034 ($6.25). N/A 1986 -1

New

Yes Cost Effectiveness Cost Estimates Data Analysis Economic Factors Higher Education Research Methodology Statistical Analysis Unit Costs Allen, Richard Brinkman, Paul Reports - Descriptive Information Analyses National Center for Higher Education Management Systems, Boulder, CO. English The techniques for calculating marginal costs in higher education are examined in detail. Marginal costs, as defined in economics, is the change in total cost associated with producing one additional unit of output. In higher education, the most frequently selected unit of output is a full-time-equivalent student or, alternatively, a student credit hour. After reviewing several aspects of the microeconomic theory of costs, detailed analysis is provided of the three basic methods of estimating marginal costs: the regression method, the fixed- and variable-cost method, and the incremental-cost method. For each method, definitions and examples of cost calculations are provided, along with information on data and analytical requirements and strengths/weaknesses. In addition, a literature review is included that indicates the following: the use of statistical costs analysis in which marginal costs are estimated is essentially the same sort of undertaking in higher education as it is in other enterprises, such as business and industry, hospitals, and primary and secondary education; the typical approach to developing specific costs functions has been pragmatic; and basic elements of the microeconomic model are seldom realized in applied work. (SW) ED246816 Marginal Costing Techniques for Higher Education. 1983-00-00 National Inst. of Education (ED), Washington, DC. 85 National Center for Higher Education Management Systems, P.O. Drawer P, Boulder, CO 80302 ($6.00). N/A 1983 -1

New

Yes Children Clinical Diagnosis Depression (Psychology) Drug Therapy Etiology Genetics Older Adults Psychophysiology Psychotherapy Suicide Lobel, Brana Hirschfeld, Robert M. A. Information Analyses National Inst. of Mental Health (DHHS), Rockville, MD. English This booklet is concerned with the area of clinical depression. Questions about clinical depression are briefly answered in an overview section and are examined in greater detail in the five chapters that follow. In chapter 1, depression is defined and various types of depression are identified. The origins of depression are explored in the second chapter and factors such as sex, age, and other demographic variables are discussed. The role of genetic transmission in clinical depression is examined, and the functions of the brain and neuroendocrine system in clinical depression are explained. Other factors contributing to depression are described: psychophysiology, health and physical illness, personality, cognition, behavior, and life events. The third chapter looks at depression in children and in the elderly and the fourth chapter examines the relationship between depression and suicide. Treatment alternatives are discussed in the fifth chapter, including psychotherapies (cognitive/behavioral therapy, behavior therapy, psychodynamic psychotherapy); pharmacotherapy (tricyclic antidepressants, monoamine oxidase inhibitors, lithium); and electroconvulsive treatment. Current National Institute of Mental Health research programs are listed and briefly described in the conclusion and a table is included which offers suggestions for when and where to seek help. (NRB) ED258082 Depression: What We Know. 1984-00-00 70 Superintendennt of Documents, U.S. Government Printing Office, Washington, DC 20402. N/A 1984 -1

New

Yes Animals Ethics Experiments Hearings Laboratory Animals Laboratory Procedures Medical Research Research and Development Science and Society Science Education Scientific Research Legal/Legislative/Regulatory Materials Congress of the U.S., Washington, DC. House Committee on Science and Technology. English Perspectives, policy issues, and options for Congressional action that relate most directly to the development and implementation of alternatives to animal use in research and testing are addressed in this report. Testimonies and reports include those from the Office of Technology Assessment, the National Institute of Health, and the Food and Drug Administration. Discussion focused on the prospects for replacing, reducing, and refining animal use. Alternatives identified include: (1) continued but modified use of animals; (2) use of living systems particularly the in-vitro culture of cells, tissues and organs; (3) use of nonliving systems that mimic biological functions; and (4) computer programs. (ML) ED278547 Alternatives to Animal Use in Research and Testing. Hearing before the Subcommittee on Science, Research and Technology of the Committee on Science and Technology. House of Representatives, Ninety-Ninth Congress, Second Session. 1986-05-06 Researchers Policymakers 171 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. N/A 1986 -1

New

Yes College Science Ecology Evolution Genetics Higher Education Learning Modules Misconceptions Preservice Teacher Education Problem Solving Science Activities Science Education Science Experiments Science Instruction Secondary Education Secondary School Science Bishop, Beth A. Anderson, Charles W. Guides - Classroom - Teacher Tests/Questionnaires Michigan State Univ., East Lansing. Inst. for Research on Teaching. English Designed to address the major conceptual problems associated with evolution and variation and survival in populations, this module can be used with high school students or college nonscience majors including those in elementary education. It is one in a series developed by the project "Overcoming Critical Barriers to Learning in Nonmajors' Science Courses." The materials offer guidance to teachers in diagnosing student deficiencies, in creating dissatisfaction with misconceptions, and in providing opportunities for application and practice. This module contains: (1) an introduction (specifying the critical barriers to understanding natural selection and explaining how to use the module to overcome these barriers); (2) diagnostic test and commentary (designed to be used as a pretest and/or posttest); (3) materials for lecture or discussion with commentary (consisting of a series of copy-ready masters for use as overhead transparencies and student handouts on evolution by natural selection); (4) laboratory activities and commentary (including a lesson on the evolution of "bead bugs"); and (5) problem sets (addressing the value of variation of traits to the process of natural selection and the nature of adaptive traits). All instructional materials for the students are juxtaposed with instructor commentaries. (ML) ED272383 Evolution by Natural Selection: A Teaching Module. Occasional Paper No. 91. 1986-06-00 Office of Educational Research and Improvement (ED), Washington, DC. Teachers Practitioners 58 Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824-1034 ($5.50). N/A 1986 -1

New

Yes Enrichment Activities Geometric Concepts Junior High School Students Mathematics Instruction Number Concepts Prime Numbers Probability Proof (Mathematics) Ratios (Mathematics) Secondary Education Secondary School Mathematics Simulation Maletsky, Evan, Ed. Yunker, Lee E., Ed. Collected Works - Serials Guides - Classroom - Learner National Council of Teachers of Mathematics, Inc., Reston, VA. English Five sets of activities for students are included in this document. Each is designed for use in junior high and secondary school mathematics instruction. The first Note concerns mathematics on postage stamps. Historical procedures and mathematicians, metric conversion, geometric ideas, and formulas are among the topics considered. Successful simulation is the focus of the second Note, with activities on planning a supermarket, bowling and random digits, and other suggestions for using a random digit table. The third set of activities concerns proof; geometric, algebraic, and numerical formulas are each considered. Golden rectangles and ratios are included in the fourth topic, with a physical model for generating golden rectangles, directions for constructing a golden rectangle and generating golden ratios via Logo, and comments on the divine proportion. Finally, the fifth Note concerns primes, and includes work with the Sieve of Eratosthenes, twin primes, and other problems. (MNS) ED276567 NCTM Student Math Notes. NCTM Student Math Notes Jan-Nov 1986 1986-00-00 Students 21 N/A 1986 -1

New

Yes Basal Reading Class Activities Elementary Education Observation Program Content Program Descriptions Program Development Program Effectiveness Program Evaluation Program Guides Program Implementation Publishing Industry Reading Instruction Reading Materials Reading Programs Reading Research Role Conflict Student Research Teaching Guides Teaching Methods Textbook Preparation Textbook Publication Workbooks Osborn, Jean Stein, Marcy Information Analyses Reports - Evaluative Illinois Univ., Urbana. Center for the Study of Reading. Bolt, Beranek and Newman, Inc., Cambridge, MA. English Observational studies of elementary school classrooms have indicated that basal reading programs (BRPs) influence strongly both how children are taught to read and what they read. BRPs are developed by authors working in varying degrees of involvement with the editors of educational publishing companies. Classroom observation literature and interviews with teachers and administrators have revealed that much of the time allocated for elementary reading instruction is spent on BRP activities. In the past few years, research on the quality and effectiveness of BRPs has focused on student researchers, the teachers' guide, and workbooks. BRPs are selected by a process called textbook adoption, during which a committee examines and evaluates a variety of programs. This process takes place at the school, district, and state level. The publisher's role in the development of BRPs is complex--the programs must serve an important educational function while being profitable, competitive products. "A Guide to Selecting Basal Reading Programs" (a set of eight booklets) reviews recent reading research, presents guidelines based on theory and practice, and provides worksheets for BRP adoption committee members. Each of the booklets addresses aspects of reading that are appropriate to a BRP, subject to evaluation, and of primary importance. (JD) ED278955 Basal Reading Programs: Development, Use, Effectiveness, Adoption, and More Useful Adoptions. Reading Education Report No. 61. 1985-12-00 National Inst. of Education (ED), Washington, DC. 31 N/A 1985 -1

New

Yes Attachment Behavior Behavior Problems Children Developmental Continuity Individual Development Models Parent Child Relationship Social Development Social Influences Systems Approach Feiring, Candice Lewis, Michael Speeches/Meeting Papers Opinion Papers English The conceptualizations of morphogenic processes suggested by systems theorists provide a useful framework for describing growth and development in complex adaptive self-directing organisms. These processes involve changes in (1) a system's structure, state, or functioning; (2) discontinuities in development; and (3) at least two kinds of developmental paths--equifinality and multifinality. Equifinality holds that a given outcome can be reached from any number of different developmental paths. Multifinality holds that similar initial conditions may lead to dissimilar outcomes. An example of equifinality is seen in a sample of children who were observed interacting with their mothers at 3 and 24 months. At 3 months the groups differed on several social behaviors, but at 24 months they differed on only one. Thus, individual differences observed at 3 months did not lead to differences at 24 months. Multifinality is explored in a longitudinal study of children assessed for attachment classifications at the age of 1 and for emotional functioning at the age of 6. Measures revealed that 6-year-old boys who were securely attached to their mothers exhibited fewer behavior problems, but that female behavior at 6 years did not significantly differentiate among attachment groups. Thus similar initial conditions led to dissimilar outcomes. Equifinality, multifinality, and stability may be useful principles for developmental research (BN) ED283608 Equifinality and Multifinality: Diversity in Development from Infancy into Childhood. 1987-04-00 Researchers 20 N/A 1987 -1

New

Yes Administrator Guides Administrator Role American Indian Education American Indian Reservations Elementary Secondary Education Faculty Mobility Rural Schools School Community Relationship Small Schools Teacher Background Teacher Characteristics Teacher Persistence Teacher Recruitment Teacher Selection Cotton, Kathleen Guides - Non-Classroom Northwest Regional Educational Lab., Portland, OR. English The unusually high rate of teacher turnover in American Indian reservation schools (up to 41% of new teachers on South Dakota's Pine Ridge Reservation) is an ongoing source of distress to administrators, teachers, and community members. Teachers who move on tend to be young, inexperienced (four or fewer years in teaching), single, and from or preferring urban areas. School factors correlated with high turnover include lack of administrative support, low academic standards, inadequate professional development policies, low salaries, small enrollments with high percentages of Native American students, and inadequate curriculum development. Key community characteristics causing turnover are geographic isolation and language and cultural barriers. Suggestions for reducing teacher turnover, based on research and administrator experience, are recruitment of experienced teachers from rural backgrounds and accurate descriptions of job, school, community, and regional benefits. Rural colleges, colleges with Indian or multicultural programs, and Indian-related agencies can help with teacher recruitment. Teachers and tribal representatives are valuable additions to screening/interview committees. Good induction programs, mentoring programs, social gatherings with community members and district staff, professional development programs, and effective administrative leadership will all assist in retaining good teachers. (NEC) ED288686 Reducing Teacher Turnover in Reservation Schools: A Guide for Administrators. 1987-10-00 Office of Educational Research and Improvement (ED), Washington, DC. Administrators Practitioners 41 N/A 1987 -1

New

Yes Board Candidates Boards of Education Elections Elementary Secondary Education Models Political Influences Political Science Questionnaires Levine, Jonathan And Others Speeches/Meeting Papers New York (New York) The purpose of this study was to identify the critical factors in board candidates' success or failure in the 1975 New York City community school board elections. Data from questionnaires answered by 208 candidates were analyzed according to the Tri System Model, an analytic framework that identifies the significant subsystems of a power system and predicts their ability to influence the decisions of the power system. The data indicate that a candidate's membership in religious organizations, as well as his name having appeared on the ballot in a previous New York City school board election, are strongly correlated with winning. (Author) ED137946 A Study of Candidates' Success or Failure in the 1975 New York City Community School Board Elections Using the Tri System Model. 1977-04-00 21 N/A 1977 -1

New

Yes Aging (Individuals) Demography Economic Climate Economic Factors Educational Needs Employment Patterns Employment Problems Employment Projections Females Futures (of Society) Labor Force Labor Needs Manufacturing Industry Minority Groups Policy Formation Productivity Public Policy Racial Integration Service Occupations Sex Fairness Trend Analysis Johnston, William B. And Others Reports - Research Books Hudson Inst., Indianapolis, IN. English Four key trends will shape the American labor force in the final years of the 20th century. The American economy should grow at a relatively healthy pace. Despite its international comeback, however, U.S. manufacturing constitutes a much smaller share of the economy in the year 2000 than it does today. The work force will grow slowly, becoming older, more female, and more disadvantaged. The new jobs in service industries will demand much higher skills. These trends raise a number of important policy issues. If the United States is to continue to prosper, policymakers must find ways to accomplish the following: stimulate balanced world growth; accelerate productivity increases in service industries; maintain the dynamism of an aging work force, reconcile the conflicting needs of women, work, and families; integrate Black and Hispanic workers fully into the economy; and improve the educational preparation of all workers. Because of the uncertainty of long-range economic forecasts, three scenarios of the U.S. economy in the year 2000 have been devised. The first of these, the baseline or "surprise-free" scenario, calls for a modest improvement in the growth rate that the nation experienced between 1970 and 1985 but not a return to the boom times of the 1950s and 1960s. The "world deflation" scenario focuses on the possibility that a worldwide glut of labor and production capacity in food, minerals, and manufactured goods could lead to a sustained deflation and sluggish economic growth. The third scenario, the "technology boom," postulates a powerful rebound in U.S. economic growth to levels that are comparable with the first two decades after World War II. (MN) ED290887 Workforce 2000: Work and Workers for the 21st Century. 1987-06-00 Employment and Training Administration (DOL), Washington, DC. 143 N/A 1987 -1

New

Yes Comparative Analysis Compensatory Education Educational Environment Elementary Secondary Education High Risk Students Instructional Effectiveness Program Effectiveness Program Evaluation Remedial Programs School Effectiveness Druian, Greg Butler, Jocelyn A. Information Analyses Northwest Regional Educational Lab., Portland, OR. English This topical synthesis addresses the problematic issue of whether the techniques, processes, and procedures that generally result in effective, high-quality education will also achieve results with at-risk youth. After an extended introduction that raises this question, the key characteristics of effective schools are specified as leadership, a climate of high expectations, and clear instructional objectives, reflected in a variety of classroom activities and management techniques. Next, conditions associated with at-risk students are identified, and successful strategies for at-risk students are discussed. Research findings on these strategies are grouped into three categories: (1) federally funded studies, (2) pull-out programs (autonomous programs that provide an experiential curriculum); and (3) classroom-based studies. The primary commonalities of successful programs for at-risk youth include a strong level of commitment on the part of the instructional staff, strong leadership, and small program size. The paper concludes by assessing the relationships between research on at-risk youth and effective schools research. The accumulated knowledge of alternative programs for at-risk youth substantially supports the findings of the effective schools researchers, suggesting that the high expectations, clear goals, coherent classoom management, monitoring of student progress, and orientation toward learning that characterize effective schools are also best for addressing the needs of at-risk students. An annotated source list is included. (TE) ED291146 Effective Schooling Practices and At-Risk Youth: What the Research Shows. School Improvement Research Series Topical Synthesis #1. 1987-12-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners 14 Office of Marketing, Northwest Regional Educational Laboratory, 101 S.W. Main Street, Suite 500, Portland, OR 97204 ($2.75; quantity discounts). N/A 1987 -1

New

Yes Age Differences Aging (Individuals) Individual Development Longitudinal Studies Research Methodology Shock, Nathan W. And Others Reports - General Reports - Research Books National Inst. on Aging (DHHS/NIH), Bethesda, MD. English The Baltimore Longitudinal Study of Aging (BLSA) was begun in 1958 to trace the effects of aging in humans and to distinguish between the true effects of aging and those processes, including disease, socioeconomic disadvantage, and lack of educational opportunity, that may appear or become more pronounced with time but are biologically irrelevant to the underlying mechanisms of human aging. It has sought to achieve this goal by making measurements on over 1,000 male volunteers who at their entry into the study were aged 17 to 96 years and were living independently in the community. Since 1978, women have been systematically added to the BLSA. This document presents a report of the BLSA's first 23 years. Chapter I describes methods for the study of aging. Chapter II provides a literature review of studies that illustrate the strengths and weaknesses of the longitudinal method and that were conducted on normal community-residing adults. Chapter III describes the general design of the study, characteristics of the subjects, the tests used, data storage and retrieval, and methods of data analysis. Chapter IV describes in detail the testing procedures followed. The results of published BLSA cross-sectional analyses are summarized in chapter V, while those based on longitudinal examinations of selected variables are summarized in chapter VI, and 35 of those longitudinal studies themselves are reprinted in the appendix, which comprises over half of this volume. Preceding the appendix, the seventh and last chapter looks at future directions for the BLSA. Thirty-five tables and 48 figures are included, and a 386-item reference list is provided. (NB) ED292030 Normal Human Aging: The Baltimore Longitudinal Study of Aging. 1984-11-00 661 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. N/A 1984 -1

New

Yes Decoding (Reading) Elementary Secondary Education Foreign Countries Material Development Readability Readability Formulas Reading Comprehension Reading Research Resource Materials Textbook Evaluation Textbook Research Writing (Composition) Zakaluk, Beverly L., Ed. Samuels, S. Jay, Ed. Reports - Research Information Analyses Collected Works - General International Reading Association, Newark, DE. English Designed to appeal to students who want a short but up-to-date overview, researchers who are interested in a critical appraisal, and consumers who would like to know what leaders in the field think, this collection of articles highlights the changes that have occurred in readability research from the past to the present and makes predictions about the future. The articles and their authors are as follows: (1) "The Beginning Years" (Jeanne S. Chall); (2) "The Formative Years" (George R. Klare); (3) "Assigning Grade Levels without Formulas: Some Case Studies" (Alice Davison); (4) "Determining Difficulty Levels of Text Written in Languages Other than English" (Annette T. Rabin); and (5) "Writeability: The Principles of Writing for Increased Comprehension" (Edward B. Fry); (6) "New Ways of Assessing Text Difficulty" (Marilyn R. Binkley); and (7) "Toward a New Approach to Predicting Text Comprehensibility," (Beverly L. Zakaluk and L. Jay Samuels). (NH) ED292058 Readability: Its Past, Present, and Future. 1988-00-00 ISBN-0-87207-795-0 156 International Reading Association, 800 Barksdale Rd., PO Box 8139, Newark, DE l9714-8139 (Book No. 795, $6.25 member, $9.50 nonmember). N/A 1988 -1

New

Yes Interviews Knowledge Level Problem Solving Programing Questioning Techniques Secondary Education Teaching Methods Perkins, David Martin, Fay Reports - Research Educational Technology Center, Cambridge, MA. English As part of an ongoing program of research to identify the difficulties encountered by novice programmers and to develop teaching strategies to help them overcome these obstacles, researchers employed a scaffolded interview procedure with 20 high school students enrolled in the second semester of a year-long BASIC course. Investigators presented each student with a sequence of eight programming problems, ranging from easy to difficult. They asked questions to track student thinking and intervened in student difficulties with graduated levels of assistance: first, general prompts to provoke strategic thinking; second, hints, leading questions, and bits of information; and third, exact solutions to the immediate dilemma. Results showed that student difficulties stem from knowledge that is fragile in several ways, i.e., partial knowledge, inert knowledge, lack of a critical filter, misplaced knowledge, and conglomerated knowledge. Findings indicate that novice programming students might benefit from explicit teaching of strategies for controlled exploration as part of their instruction in beginning programming. Explicit teaching of strategic skills is a promising way to help students gain control of the programming process and appreciate the need for precision in understanding and using programming commands. (27 references) (Author/MES) ED295618 Fragile Knowledge and Neglected Strategies in Novice Programmers. IR85-22. 1985-10-00 National Inst. of Education (DHEW), Washington, DC. Researchers 35 N/A 1985 -1

New

Yes Cognitive Processes College Students Comparative Analysis English (Second Language) Higher Education Holistic Evaluation Information Utilization Language Styles Plagiarism Resource Materials Textbooks Writing (Composition) Writing Skills Campbell, Cherry Reports - Research California Univ., Los Angeles. Center for Language Education and Research. English A study examined the use of background information by native and non-native English-speaking university students in explaining, summarizing, paraphrasing, quoting, and copying information from a reading text. Thirty students in composition courses (10 native speakers and 20 non-native speakers, 10 each from a remedial and a standard class) wrote papers on the same topic using the same background reading text. Information from the source text used in the student papers was categorized as to type (explanations, summaries, paraphrases, quotations, and copied information), function (background, foreground), and section of paper (first paragraph, final paragraph, intervening body paragraphs). Results indicated that students made significantly more use of information in the final paragraphs than in the body paragraphs. In their opening paragraphs, non-native speakers also used significantly more information from the source text than native speakers. In some cases, the student excerpt matched the background text except for slight changes in syntax or lexicon, but insufficient to constitute paraphrase, and more of these "near copies" and explanations of the background text functioned as foreground rather than background. The native speakers received higher mean holistic scores of writing quality than the non-native speakers due to more consistent academic style and tone in their written language. (Author/MSE) ED287315 Writing with Others' Words: Native and Non-Native University Students' Use of Information from a Background Reading Text in Academic Compositions. 1987-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Researchers 48 N/A 1987 -1

New

Yes Adult Day Care Attendants Daily Living Skills Delivery Systems Disabilities Eligibility Federal Programs Financial Support Home Programs Housekeepers Models National Surveys Needs Assessment Normalization (Handicapped) Physical Disabilities Self Care Skills Social Services State Programs Visiting Homemakers Litvak, Simi And Others Reports - Research Numerical/Quantitative Data World Inst. on Disability, Berkeley, CA. English Data were gathered from 154 U.S. programs providing personal assistance services for the disabled. The survey identified approximately 850,000 people receiving community-based, publicly-funded personal maintenance, hygiene, mobility, or household assistance services, with physically disabled individuals being the most often served. The report explores the growth in the need for personal assistance services, explains the World Institute on Disability's rationale for studying this situation, and identifies the potential user population. Background information describes several federal and state programs providing personal assistance services. Survey data includes such information as number of programs per state, year of implementation, goals, state agencies administering the programs, and their funding sources. Analysis of program structure focuses on eligibility, services, hours of service availability, maximum service amounts allowed, direct service providers, determination of services allowed, and medical supervision. Also examined is program conformity to the Independent Living Model, in which the personal services attendant is managed by the user and no medical supervision is required. The study analyzes service recipients and program expenditures, and compares the availability of attendant services across the United States. The report concludes with an analysis of the need versus adequacy of the system to meet that need and makes several recommendations. (JDD) ED297507 Attending to America: Personal Assistance for Independent Living. A Survey of Attendant Service Programs in the United States for People of All Ages with Disabilities. 1987-04-00 Easter Seal Research Foundation, Chicago, IL. Mott (C.S.) Foundation, Flint, MI. San Francisco Foundation, CA. ISBN-0-942799-00-3 212 World Institute on Disability, 1720 Oregon St., Suite 4, Berkeley, CA 97403 ($20.00). N/A 1987 -1

New

Yes Academic Standards Access to Education Admission Criteria Case Studies College Administration Community Colleges Curriculum Development Educational Change Educational Counseling Educational Quality Faculty Development Institutional Characteristics Self Evaluation (Groups) Two Year Colleges Roueche, John E. Baker, George A., III Reports - Descriptive Books Reports - Research American Association of Community and Junior Colleges, Washington, DC. English Drawing from an in-depth case study of the organizational climate, leadership, teaching, systems, programs, and student outcomes at Miami-Dade Community College (MDCC), this book addresses questions related to the achievement of both open access and high academic standards in the community college. Chapter I presents the rationale for the study and explains the Roueche-Baker Community College Excellence Model depicting the character of MDCC. Chapter II gives a brief history of MDCC and describes the social context of the educational reform program initiated by MDCC in 1975. Chapter III outlines the reforms initiated, planned, and implemented by the MDCC staff in eight basic areas: (1) curriculum, including general education courses; (2) assessment testing; (3) basic skills support; (4) Emphasis on Excellence, an honors program; (5) standards of academic progress; (6) Academic Alert, a feedback system about academic standing; (7) the computerized Advisement and Graduation Information System; and (8) faculty and staff development. Chapter IV presents the results and outcomes of these reforms. Chapters V, VI and VII presents findings regarding the organizational climate, leadership, and teaching at MDCC. Finally, chapter VIII summarizes the study findings. An eight-page reference list concludes the volume. (LAL) ED274391 Access & Excellence: The Open-Door College. 1987-01-00 ISBN-0-87117-162-7 Practitioners 203 AACJC Publications, 80 South Early St., Alexandria, VA 22304 ($16.46 members; $21.95 nonmembers). N/A 1987 -1

New

Yes Behavioral Objectives Classroom Techniques Elementary Secondary Education Learning Strategies Student Attitudes Student Motivation Teacher Influence Teacher Student Relationship Brophy, Jere Reports - Research Michigan State Univ., East Lansing. Inst. for Research on Teaching. English Written for teachers, this paper reviews basic concepts and issues relating to the topic of student motivation in the classroom and suggests strategies for teachers to use in motivating their students. The paper identifies four essential preconditions that must be in place if teachers are to motivate effectively and then provides descriptions and examples of four sets of motivational strategies: strategies for maintaining students' success expectations, strategies for supplying extrinsic motivation, strategies for capitalizing on existing intrinsic motivation, and strategies for stimulating student motivation to learn the knowledge or skills that academic activities are designed to develop. The last set of strategies is given special emphasis because these strategies have been relatively neglected in writings on motivation in the classroom, even though these are the only strategies that will directly stimulate the type of high-quality engagement in academic content that is the heart of students' motivation to learn. The examples are drawn mostly from junior high social studies classes, although the principles apply to all grade levels and subject matter areas. (A six-page reference list concludes the document.) (Author) ED276724 On Motivating Students. Occasional Paper No. 101. 1986-10-00 Office of Educational Research and Improvement (ED), Washington, DC. Teachers Practitioners 80 Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, E. Lansing, MI 48824 ($7.00). N/A 1986 -1

New

Yes Academic Achievement Classroom Techniques Elementary Secondary Education Homework Research Reports Student Behavior Teacher Behavior Teacher Student Relationship Testing Cotton, Kathleen J. Information Analyses Northwest Regional Educational Lab., Portland, OR. Assessment and Evaluation Program. English This monograph focuses on classroom-level monitoring of student learning progress and what research says about the relationship between such monitoring and the student outcomes of achievement, attitudes, and social behavior. Findings of research studies on the topic are synthesized and 42 key references are cited and annotated. (JD) ED298085 Monitoring Student Learning in the Classroom. School Improvement Research Series Close-Up #4. 1988-05-00 Office of Educational Research and Improvement (ED), Washington, DC. 13 N/A 1988 -1

New

Yes Academic Achievement Adult Education Degrees (Academic) Dropout Rate Educational Attainment Educational Finance Educational Trends Elementary Secondary Education Employment Level Enrollment Federal Programs Higher Education Institutional Characteristics International Education Library Statistics Microcomputers National Norms Postsecondary Education Preschool Education Private Schools Public Schools School Demography School Holding Power School Statistics Student Characteristics Student Costs Student Financial Aid Tables (Data) Teacher Characteristics Vocational Education Grant, W. Vance Snyder, Thomas D. Numerical/Quantitative Data Center for Statistics (ED/OERI), Washington, DC. English This document, consisting of 6 chapters, 12 figures, and 195 tables, provides large amounts of statistical data on most aspects of United States education, both public and private. The chapters cover (1) all levels of education, (2) elementary and secondary education, (3) college and university education, (4) adult and vocational education, (5) federal programs for education and related activities, and (6) special studies and statistics related to American education. Information is contained on a variety of subjects including the number of schools and colleges, teachers, enrollments, graduates, educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international education. Included among the data appearing for the first time in the document are the following: the total number of participants in the educational process, average number of Carnegie units earned by recent high school graduates, course requirements for high school graduation, expenditure per pupil in public schools, full-time instructional staff in institutions of higher education, earned degrees conferred by discipline, packages of student financial aid, Department of Education outlays, and the number of elementary and secondary schools using microcomputers. A short introduction points out major findings, and each chapter has a brief overview of significant trends. An index is included. (MLF) ED270903 Digest of Education Statistics, 1985-86. 22nd Edition. 1986-02-00 Practitioners Researchers 288 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (GPO Stock No. 065-000-00263-9, $13.00). N/A 1986 -1

New

Yes Computer Assisted Instruction Computer Literacy Computers Educational Technology Elementary Secondary Education Inservice Teacher Education Interviews Secondary School Mathematics Special Education Teacher Attitudes Wiske, Martha Stone And Others Opinion Papers Reports - Research Tests/Questionnaires Educational Technology Center, Cambridge, MA. Education Development Center, Inc., Newton, MA. English This study presents composite profiles of teachers who were interviewed in order to assess how they are being affected by the challenges and opportunities presented by computer technology use. In-depth interviews were held with 76 teachers from 10 sites around the country, and the interview data were analyzed to identify themes and to construct seven composite profiles of teachers who articulated those themes. The profiles present the following points of view: deciding not to use computers; looking forward to teaching with technology; using computers in an elementary classroom; using computers in special education; teaching computer science and computer literacy; integrating computers into the secondary mathematics curriculum; and training teachers at the district level. The findings drawn from all the interviews address: (1) influences on teachers' decisions about teaching with technology, their beliefs, external mandates and opportunities, and access to resources and support; (2) effects of computers on teaching style, classroom management, and teachers' roles; and (3) resources and support teachers want, hardware and software, effective training and ongoing assistance, visions of teaching with technology, layers of administrative and technical support, and greater influence on educational technology policies, applications, and use. It is noted that these findings suggest that policy efforts focus on the computer as an instructional tool, and that an integrated system of resources is necessary to support such use. A copy of the telephone interview survey instrument is appended. (76 references) (EW) ED296706 How Technology Affects Teaching. 1988-03-00 Congress of the U.S., Washington, DC. Office of Technology Assessment. Office of Educational Research and Improvement (ED), Washington, DC. Policymakers 66 N/A 1988 -1

New

Yes Academic Achievement Educational Assessment Educational Research Educational Trends Elementary Secondary Education Mathematics Achievement Mathematics Curriculum Mathematics Education Mathematics Instruction Dossey, John A. And Others Reports - Research National Assessment of Educational Progress National Assessment of Educational Progress, Princeton, NJ. English This report presents results from the 1986 National Assessment of Educational Progress (NAEP) in mathematics. Students aged 9, 13, and 17 were tested, as in the previous four mathematics assessments. Part I reports on the data, with chapter 1 considering signs of progress, noting national trends and trends by race/ethnicity, gender, and region. In chapter 2, how students did at several proficiency levels is presented. The third chapter concerns students' relative performance in particular mathematics content areas. In the second part of the document, the quality of mathematics education is analyzed. Chapter 4 considers patterns and trends in classroom instruction. Materials for mathematics instruction are considered in chapter 5, with calculator and computer use of particular concern. Chapter 6 analyzes students' perceptions of mathematics, while chapter 7 considers school and home expectations. In chapter 8, data on course-taking and the program of study in secondary school are discussed. A Procedural Appendix presents background information on conducting the study and analyzing the data, and a Data Appendix presents results for various proficiency levels for the total group and by sex, ethnicity/race, region, and parental education, with comparisons with earlier assessments. (MNS) ED300206 The Mathematics Report Card: Are We Measuring Up? Trends and Achievement Based on the 1986 National Assessment. 1988-06-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-0-88685-072-X Practitioners Policymakers 142 National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001 ($14.00). N/A 1988 -1

New

Yes Asbestos Compliance (Legal) Elementary Secondary Education Environmental Education Environmental Standards Federal Legislation Federal Regulation Government School Relationship Hazardous Materials Laws Legislation Physical Environment Public Health School Safety Legal/Legislative/Regulatory Materials Collected Works - Serials Environmental Protection Agency, Washington, DC. English The Environmental Protection Agency (EPA) has issued a final rule under the Toxic Substance Control Act (TSCA) to require all local education agencies (LEAs) to identify asbestos-containing materials in their school buildings and take appropriate action to control release of asbestos fibers. The LEAs are required to describe their activities in management plans which must be made available to all concerned persons. This document contains the rules and regulations regarding this ruling including: (1) background information; (2) provisions of the final rule; (3) response to public comments; (4) economic impact; (5) rulemaking record; (6) assessment requirements; and (7) Section 763, subpart E--asbestos containing materials in schools. Subpart E discusses scope and purpose, definitions, LEA responsibilities, inspection, sampling, analysis, assessment, response actions, operation and maintenance, training and surveillance, management plans, recordkeeping, warning labels, compliance and enforcement, and waiver. An appendix describes mandatory and nonmandatory transmission electron microscopy analytical methods. (CW) ED300257 Asbestos-Containing Materials in Schools; Final Rule and Notice. Part III: Environmental Protection Agency. 40 CFR Part 763. Federal Register v52 n210 Oct 30 1987 1987-10-30 Administrators Practitioners 81 N/A 1987 -1

New

Yes Immigrants Labor Legislation Labor Utilization Mexicans Refugees Undocumented Immigrants United States History Simcox, David E., Ed. Collected Works - General Books California Europe Mexico Immigration Reform and Control Act 1986 Center for Immigration Studies, Washington, DC. English The introductory chapter of this volume on immigration into the United States is entitled "Overview: A Time of Reform and Reappraisal" (D. Simcox), and it introduces the topics of reform, legal and illegal immigration, the effect of immigration on the labor market and social welfare, and immigration enforcement methods that are discussed in the other 15 articles. The articles include: "Network Recruitment and Labor Displacement" (P. Martin); "Seeking Common Ground for Blacks and Immigrants" (J. J. Jackson); "Hispanic Americans: The Debased Coin of Citizenship" (R. Estrada); "Ellis Island: The Building of a Heritage" (E. Sevareid); "Immigration and the National Interest" (O. Graham, Jr.); "A Kind of Discordant Harmony: Issues in Assimilation" (G. Bikales and G. Imhoff);"Immigration, Population Change, and California's Future" (L. Bouvier); "Mexicans: California's Newest Immigrants" (The Urban Institute); "Immigration in the Golden State: The Tarnished Dream" (R. Marshall); "Mexico's Dilemma: Finding a Million Jobs a Year" (D. Simcox); "Employer Sanctions in Europe: Deterrence without Discrimination" (M. Miller); "Europe's Lessons for America" (M. R. Lovell, Jr.); "Principles vs. Expediency in U.S. Immigration Policy" (L. Fuchs); "The U.S. Refugee Industry: Doing Well by Doing Good" (B. Zall); and "How Many Americans?" (L. Grant). The appendix contains a summary of the Immigration Reform and Control Act of 1986. Tables are included. (DJC) ED303381 U.S. Immigration in the 1980s: Reappraisal and Reform. 1988-00-00 ISBN-0-8133-7542-8 313 Westview Press, Inc., 5500 Central Avenue, Boulder, CO 80301. N/A 1988 -1

New

Yes Academically Gifted Curriculum Development Elementary Education Language Arts Learning Activities Mathematics Education Science Education Social Studies Talent Units of Study Guides - Classroom - Teacher Giles County Schools, Pearisburg, VA. Radford City Schools, VA. English The manual was developed as part of the Gifted Curriculum Project, an effort to improve gifted education in Radford (Virginia) and Giles County (Virginia) schools. The manual contains modifications which elementary teachers can use as models in designing appropriate activities for gifted elementary students. The introduction explains the four guidelines for the included curriculum modifications: (1) each example would be tied to one subject of the regular curriculum; (2) activities would conform to the National/State Leadership Training Institute's "Principles of Differentiated Curriculum for the Gifted and Talented"; (3) modifications would be planned as units rather than as single activities; (4) activities would be practical for the classroom teacher to implement. Science modifications cover areas such as the following: magnetism, light and sound, seeing and hearing, the seasons and the weather, animals, plants. Among language arts are: nursery rhymes, language usage through the writing process, biographies, leisure time reading, poetry and word play, letter writing, and oral communication expression. Social studies modifications include local history, the United States in the Twentieth Century, Canada, and the Middle Ages. Mathematics modifications cover such areas as set theory, numeration, problem solving, and graphing and predicting. Appendixes explain the Standards of Learning objective system and list principles of a differentiated curriculum for the gifted/talented. (DB) ED300954 Curriculum Modifications for the Gifted in the Elementary School. 1987-07-00 Virginia State Dept. of Education, Richmond. Teachers Practitioners 132 N/A 1987 -1

New

Yes Ancillary School Services Bus Transportation Driver Education Elementary Secondary Education Job Training Occupational Tests School Buses State Curriculum Guides Student Transportation Traffic Safety Vocational Education Guides - Classroom - Teacher California California State Dept. of Education, Sacramento. English Intended to help produce safe, competent California school bus drivers, this document contains instructor's materials for a bus driver education course with eight sequential skill levels, including a final appraisal. The first section contains the curriculum's purpose and objectives, the California standards for a state-certified bus driver instructor, the California standards for a delegated behind-the-wheel trainer, and general guidelines for selection of training sites. In addition, information is provided on vehicle inspection training, brake system inspection training, and undercarriage training. Copies of a driver's inspection report and a driver's performance review also appear. Each of the next eight sections contain materials for one of the following skill levels: (1) basic vehicle familiarization; (2) precision training in vehicle movement and driving fundamentals; (3) transmission control and shifting procedures; (4) general defensive driving techniques; (5) specialized defensive driving techniques; (6) passenger loading and unloading procedures; (7) emergency procedures; and (8) final appraisal. The first seven sections each contain a table of contents, purpose and objectives, a note to the instructor, a glossary of terms, an outline of content to be taught, and a sheet on which the instructor can record the trainee's demonstrated competence at each task covered. The final appraisal section includes the purpose and objectives of the appraisal, advice to instructors on being tough but fair, final appraisal procedures, and a form on which to document the final appraisal. (CML) ED313590 Instructor's Behind-the-Wheel Guide for California's Bus Driver's Training Course. 1989-00-00 ISBN-0-8011-0828-4 Teachers Practitioners 321 Bureau of Publications, Sales Unit, California Department of Education, P.O. Box 271, Sacramento, CA 95802-0271 ($20.00). N/A 1989 -1

New

Yes Beginning Reading Class Activities Classroom Design Day Care Early Childhood Education Early Reading Educational Change Emergent Literacy Literacy Parent Student Relationship Reading Aloud to Others Reading Diagnosis Reading Instruction Reading Writing Relationship Teaching Methods Theory Practice Relationship Writing Instruction Young Children Strickland, Dorothy S., Ed. Morrow, Lesley Mandel, Ed. Books Collected Works - General Guides - Classroom - Teacher International Reading Association, Newark, DE. English Designed to be scholarly in content and grounded in research and at the same time be practical and usable for day care workers, classroom teachers, and curriculum specialists, this book discusses various aspects of the view that children's literacy development is a continuous process beginning in infancy with exposure to oral language, written language, books, and stories in the home. Articles in the book focus on theory and practice for children aged two through eight in classrooms ranging from day care facilities and other prekindergarten settings through second grade. Articles include: (1) "Emergent Literacy: New Perspectives" (William H. Teale and Elizabeth Sulzby); (2) "Oral Language and Literacy Development" (Susan Mandel Glazer); (3) "Family Storybook Reading: Implications for Children, Families, and Curriculum" (Dorothy S. Strickland and Denny Taylor); (4) "Literature for Young Children" (Bernice E. Cullinan); (5) "Reading to Kindergarten Children" (Jana M. Mason and others); (6) "Emergent Writing in the Classroom: Home and School Connections" (Elizabeth Sulzby and others); (7) "Is it Reasonable...? A Photo Essay" (Nancy Roser and others); (8) "The Place of Specific Skills in Preschool and Kindergarten" (Judith A. Schickedanz); (9) "Assessment of Young Children's Reading: Documentation as an Alternative to Testing" (Edward Chittenden and Rosalea Courtney); (10) "Designing the Classroom to Promote Literacy Development" (Lesley Mandel Morrow); (11) "A Model for Change: Framework for an Emergent Literacy Curriculum" (Dorothy S. Strickland); and (12)"Fostering Needed Change in Early Literacy Programs" (Jerome C. Harste and Virginia A. Woodward). An appendix contains a statement of concerns about present practices in prefirst grade reading instruction and recommendations for improvement. (RS) ED305602 Emerging Literacy: Young Children Learn To Read and Write. 1989-00-00 ISBN-0-87207-351-3 173 International Reading Association, 800 Barksdale Rd., PO Box 8139, Newark, DE 19714-8139 (No. 352, $10.00 member, $15.00 nonmember). N/A 1989 -1

New

Yes Concept Teaching Elementary Secondary Education Excellence in Education Fundamental Concepts Higher Education Preservice Teacher Education Program Content Program Design Program Length Research Reports Teacher Education Programs Feiman-Nemser, Sharon Reports - Descriptive National Center for Research on Teacher Education, East Lansing, MI. English This paper focuses on different ways of conceiving and carrying out teacher preparation. It examines some ideas about how teachers should be prepared and offers some frameworks for looking at distinctive approaches and alternatives. It also discusses the state of the art concerning programs of initial teacher preparation and indicates where conceptual, empirical, and practical work is needed. In discussing needed changes in teacher preparation, people tend to emphasize either structural or conceptual issues. Tied to policy mandates and questions of supply and demand, structural alternatives reflect political and economic considerations more than what teachers need to know. On the other hand, conceptual alternatives reflect different views of teaching and learning to teach and suggest different orientations to the preparation of teachers. A review of research-in-progress is presented, designed to generate information about different approaches and alternatives. (JD) ED312261 Teacher Preparation: Structural and Conceptual Alternatives. Issue Paper 89-5. 1989-08-00 Office of Educational Research and Improvement (ED), Washington, DC. 51 National Center for Research on Teacher Education, 116 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824-1034 ($5.50). N/A 1989 -1

New

Yes Adolescent Behavior Adolescents Behavior Problems Behavior Theories Drug Abuse Peer Counseling Peer Influence Peer Relationship Prevention Program Content Program Implementation Information Analyses Alcohol, Drug Abuse, and Mental Health Administration (DHHS/PHS), Rockville, MD. Office for Substance Abuse Prevention. English This document was conceived and developed to provide a better understanding of the pressures and tasks associated with adolescence, the empirically-based evidence of factors associated with drug use and other forms of problem behavior, different peer program approaches, and ways in which peer programs can be implemented. In Chapter I, "The Adolescent Society," Barbara Varenhorst discusses some of the myths and realities of being an adolescent in today's society and the tasks that must be successfully met and addressed. In Chapter II, "Influences on Adolescent Problem Behavior: Causes, Connections, and Contexts," Ardyth Norem-Hebeisen and Diane Hedin examine the conceptual and empirical evidence for variables associated with problem behavior in general and drug abuse in particular. They also develop a model for analyzing antecedents of drug abuse that may be useful in developing specific prevention programs. In Chapter III, "Types of Peer Program Approaches," Henry Resnik and Jeanne Gibbs discuss the broad goals of peer programs and present a typology for identifying different program categories. In Chapter IV, "Program Planning and Implementation," Mark Amy discusses the essential components of planning and implementing a peer program. An annotated list of resources in drug abuse prevention, prevention program planning, positive peer influence programs, peer teaching, peer counseling/facilitating/helping, and peer participation is included. (ABL) ED312520 Adolescent Peer Pressure: Theory, Correlates, and Program Implications for Drug Abuse Prevention. 1988-00-00 122 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. N/A 1988 -1

New

Yes Alcoholism Drug Abuse Elementary Secondary Education Family Problems High Risk Students Parent School Relationship School Counseling Student Needs Student Problems Substance Abuse Towers, Richard L. Reports - General National Education Association, Washington, DC. English The purpose of this booklet is to raise the awareness of teachers and other school personnel about the needs and characteristics of the children of alcoholics and addicts and to explain what schools can do to help. The booklet discusses: (1) risk factors for children of alcoholics and substance abusers, including the psychological, emotional, and developmental consequences of having an alcoholic or addicted parent; (2) how the disease of alcoholism and addiction develops, progresses, and affects the family; (3) what the impact of this experience is on the children who come from these homes; (4) what to do, both within the classroom and outside of it, to help these children, including drug and alcohol education, parental involvement, counseling, student assistance programs and staff awareness; and (5) where to go for information, materials and help. A three-session workshop for school staff, "Children of Alcoholics in School," is described and the workshop goals are explained: to introduce staff to the feelings, needs, and characteristics of students in families where chemical abuse causes problems; to explore family disease and family roles in an addictive family; and to identify children who may be in alcoholic families and design an action plan to help them in the school setting. (ABL) ED312545 Children of Alcoholics/Addicts. 1989-09-00 ISBN-0-8106-0242-3 Teachers Practitioners 83 National Education Association Professional Library, P.O. Box 509, West Haven, CT 06516. N/A 1989 -1

New

Yes Academic Achievement Cognitive Ability Disabilities Educational Environment Elementary Secondary Education Females Higher Education Mathematics Education Minority Groups Science Careers Science Education Social Influences Student Attitudes Student Participation Oakes, Jeannie Information Analyses Rand Corp., Santa Monica, CA. English This report reviews research on the relationship between educational practices and policies and the low rates of participation of women, minorities, and disabled persons in science related careers. The information presented is designed to contribute to the discussion of how schools might create conditions that will help underrepresented groups prepare for careers in science and mathematics. The report has two central messages, there is much that is not understood about the low participation rates of these groups and what is known suggests that there are alterable features of schools that appear to constrain participation. The document discussed the following issues: (1) the current status and policy concerns involved in this issue; (2) the scientific pipeline; (3) cognitive and attitudinal factors; (4) school factors; (5) societal factors; (6) intervention strategies; and (7) further research. A list of over 200 references is appended. (CW) ED318640 Lost Talent: The Underparticipation of Women, Minorities, and Disabled Persons in Science. 1990-02-00 National Science Foundation, Washington, DC. ISBN-0-8330-1008-5 Researchers Policymakers 114 N/A 1990 -1

New

Yes Decision Making Higher Education Preservice Teacher Education State Standards Student Evaluation Teacher Certification Teacher Education Curriculum Teacher Education Programs Stiggins, Richard J. Conklin, Nancy Faires Reports - Descriptive Northwest Regional Educational Lab., Portland, OR. English This paper explores the issues related to teacher training in assessment as they manifest themselves in the Pacific Northwest. Careful analyses were conducted of state laws in Alaska, Hawaii, Idaho, Montana, Oregon, and Washington to find out what these laws require in the area of student assessment training. Assessment course offerings in the most prominent teacher training programs in the region were examined to determine how frequently teachers are offered training in assessment and exactly what they are taught. The goal of the study was to determine teacher training priorities in the Northwest and to compare those findings with the results of a decade-long study of the task demands of classroom assessment. Discrepancies between the real assessment needs of teachers and the needs addressed (or not addressed) in their training programs suggest policies in need of reexamination, certification requirements in need of review, and teacher training curricula in need of revision. (JD) ED303439 Teacher Training in Assessment. 1988-11-30 Office of Educational Research and Improvement (ED), Washington, DC. 27 N/A 1988 -1

New

Yes Ethnic Groups Females High School Seniors High Schools Influences Item Analysis Males Predictive Validity Racial Differences Sex Differences Sex Discrimination Test Bias Test Items Test Results Testing Problems Rosser, Phyllis Reports - Evaluative SAT (College Admission Test) Center for Women Policy Studies, Washington, DC. English Questions on the Scholastic Aptitude Test (SAT) with the largest score differences between women and men of all racial and ethnic groups were identified. Patterns of difficulty that would explain the SAT's continuing underprediction of female first-year college performance were studied. An item analysis of one form of the June 1986 SAT for 1,112 students identified 17 questions with large sex differences. A subsequent item analysis of the November 1987 SAT used the responses of 100,000 high school seniors to identify 23 questions with substantial differences in the numbers of men and women who answered them correctly; 17 of these questions were in the mathematics section. African-American women exhibited the smallest gender gap and Hispanic women the largest when compared with men within their own racial and ethnic groups. The findings of this and other studies suggest that the test publisher could take steps to address the SAT's underprediction and bias. These are summarized as: (1) elimination of questions of identified bias; (2) testing a more balanced array of skills and knowledge; (3) publicity for validity studies about performance prediction; (4) more research on the correlation between SAT scores and grades; and (5) more test-taking time. Thirty-two supporting tables and nine appendices presenting aspects of the study are provided. A 219-item list of references is included. (SLD) ED311087 The SAT Gender Gap: Identifying the Causes. 1989-00-00 198 Publications, Center for Women Policy Studies, 2000 P St., NW, Suite 508, Washington, DC 20036 ($15.00). N/A 1989 -1

New

Yes Class Organization Classroom Techniques Cooperative Learning Elementary Secondary Education Grouping (Instructional Purposes) Multigraded Classes Open Education Peer Teaching Rural Schools Self Directed Groups Small Schools Teacher Effectiveness Teaching Methods Miller, Bruce A. Guides - Classroom - Teacher Information Analyses Northwest Regional Educational Lab., Portland, OR. English This handbook was written to review current research on multigrade instruction, to identify key issues faced by multigrade classroom teachers, and to offer novice teachers a set of resource guides for improving instructional quality. The first chapter reviews previous research on multigrade instruction. It addresses questions regarding the effect of multigrade instruction on student performance and the training needed to teach in a multigrade classroom. The other chapters of the handbook cover topic areas considered essential for effective multigrade instruction: (1) classroom organization; (2) classroom management and discipline; (3) instructional organization and curriculum; (4) instrucational delivery and grouping; (5) self-directed learning; and (6) planning and using peer tutoring. Each chapter presents background information, basic concepts and principles, sample schedules, classroom layouts, instructional strategies, and further resources for multigrade teaching. Each chapter contains a list of pertinent references, which together amount to approximately 100 entries. (TES) ED320719 The Multigrade Classroom: A Resource Handbook for Small, Rural Schools. 1989-09-00 Office of Educational Research and Improvement (ED), Washington, DC. 279 NWREL Document Reproduction Service, Northwest Regional Educational Laboratory, 101 S.W. Main Street, Suite 500, Portland, OR 97204 ($29.95). N/A 1989 -1

New

Yes Elementary School Curriculum Elementary School Mathematics Mathematical Concepts Mathematics Curriculum Mathematics Education Mathematics Instruction Mathematics Materials Mathematics Skills Mathematics Teachers Primary Education Baroody, Arthur J. Guides - Classroom - Teacher English This book was written as a tool to help teachers of prekindergarten to grade 3 make use of recent developments in the cognitive psychology of mathematical learning. Chapters included are: (1) "The Nature of Children's Mathematical Thinking"; (2) "Designing Effective Mathematics Instruction"; (3) "Oral Counting"; (4) "Numbering"; (5) "Numerical Relationships"; (6) "Informal Arithmetic"; (7) "Reading and Writing Symbols"; (8) "Concepts and Their Formal Representations"; (9) "Basic Number Combinations"; (10) "Base-Ten Place-Value Skills and Concepts"; (11) "Multidigit Mental Arithmetic"; (12) "Multidigit Written Calculation"; (13) "Geometry and Fractions"; (14) "Epilogue." Chapters 3-6 focus on informal mathematics, while chapters 7-12 focus on formal mathematics. Each chapter describes the learning patterns of the concepts or skills and then presents instructional activities. Suggested developmental sequences of skills and concepts of prekindergarten through grade 3 are appended. An extensive references is listed as well as an index of games and activities and an index of skills and concepts. (YP) ED307110 A Guide to Teaching Mathematics in the Primary Grades. 1989-00-00 ISBN-0-205-11792-9 Teachers Practitioners 425 Allyn and Bacon, 160 Gould Street, Needham Heights, MA 02194 ($32.95). N/A 1989 -1

New

Yes Educational Research Elementary Secondary Education Faculty Workload Stress Management Stress Variables Student Behavior Teacher Burnout Teacher Characteristics Teaching Conditions Johnstone, Margaret Reports - Descriptive Scottish Council for Research in Education. English This booklet provides a succinct survey of studies on stress in relation to teaching, centering around British research. It provides a comprehensive guide to how stress in teaching has been studied and the conclusions reached. Topics covered are: (1) what is stress; (2) what are the causes of stress in teaching; (3) how prevalent is stress in teaching; (4) who is stressed; and (5) what are the effects of stress and how can teachers cope. Each chapter provides a summary note on the topic, research findings on the topics, and a final comment. Over 150 citations are listed in the bibliography. (JD) ED315378 Stress in Teaching. An Overview of Research. 1989-00-00 ISBN-0-947833-29-3 58 Scottish Council for Research in Education, 15 St. John Street, Edinburgh, Scotland EH8 8JR (L4.20). N/A 1989 -1

New

Yes Literature Reviews Metacognition Reading Comprehension Reading Processes Reading Research Schmitt, Maribeth Cassidy Speeches/Meeting Papers English The metacognitive aspects of reading include knowledge about and regulation of the mental processes involved. The knowledge component includes self-knowledge, which is awareness of personal strengths and weaknesses, and task-knowledge, which is awareness of the characteristics of the task and appropriate strategies for dealing with them. The regulation component refers to the functions of planning, monitoring, and revising. Recent interest in this area has spurred many investigations which use introspection or behavioral changes when text or purpose are controlled as indicators of knowledge or control of cognitive processes. There appears to be some confusion in recent literature as to whether metacognition is a new or old issue in reading education. A review of the literature supports the contention that the knowledge and skills referred to as metacognition have a rich history. These concepts have been investigated and advocated as necessary for effective comprehension throughout this century. Current researchers may gain insight into this area by looking into the past. (Fifty-eight references are attached.) (SR) ED323510 The Roots of Metacognition: An Historical Review. 1986-12-00 15 N/A 1986 -1

New

Yes Arbitration Collective Bargaining Elementary Secondary Education Negotiation Impasses Teacher Administrator Relationship Teacher Strikes Larson, Donald F. Speeches/Meeting Papers Minnesota This speech chronicles the history of the teachers' strike in Faribault, Minnesota--the longest teachers' strike in the state's history. After the breakdown of collective bargaining, the school board refused to submit to arbitration by the state's Bureau of Mediation Services. Then the teachers voted to walk out. The Faribault schools were closed, and the strike lasted 46 days. The author includes 10 "premises" about the nature of teachers' strikes, noting that a strike does not come about overnight and that the blame for a strike lies with both sides. (Author/DS) ED136364 Preparing for a Strike and Living With It After It Happens. 1977-01-00 12 N/A 1977 -1

New

Yes Collective Settlements Educational Philosophy Foreign Countries Secondary Education Secondary School Curriculum Social Change Social Studies Parsons, Jim, Ed. Collected Works - General Information Analyses Canada English The six articles contained in this document review the implications for education of the ideas of the group known as the social reconstructionists. In "Social Reconstructionism: A Critical Look," Robert Koole briefly discusses the contributions of social reconstructionists to the issue of the role of schooling and their influence on educational thought. In "Social Reconstructionism and Education," Denise Stocco reviews the philosophy of Harold Rugg, George Counts, Theodore Brameld, and the proponents of social reconstructionism in the 1970s. Kirk Charron traces the impact of the journal published by the advocates of social reconstructionism led by George Counts in "The Depression and the Emergence of Social Reconstructionist Theory." In "Social Reconstructionism and the Communal Movement of the Sixties" Barbara Maheu relates the communal movement of the 1960s and 1970s to the theory of social reconstructionism and discusses its impact on education. In "Social Reconstructionism and Its Application to the 1971 Alberta Social Studies Curriculum" Sheila Mawson examines the major tenets of reconstructionism and its application to the Alberta (Canada) curriculum. Finally, using specific examples, Gordon R. Thomas discusses the opportunities and restrictions of the 1981 Alberta Social Studies Curriculum in "Opportunities and Limitations: Applying Social Reconstructionism to Alberta Social Studies." (SY) ED277600 Social Reconstructionism and the Alberta Social Studies Curriculum. 1986-12-00 79 N/A 1986 -1

New

Yes Black History Diaries Educational Resources Females High Schools History Instruction Junior High Schools Lesson Plans Primary Sources Social Studies Supplementary Reading Materials Teacher Developed Materials Teaching Methods United States History Womens History Womens Studies Campbell, D'Ann And Others Guides - Classroom - Teacher English This sourcebook, in two parts, aims at supplementing the limited material dealing with women's history normally found in junior and senior high school U.S. history textbooks. The lessons were developed by teachers at an intensive summer institute dealing with women's issues. The teachers and their colleagues field-tested the lessons and revised them based on the results of the final tests. Part I focuses on the 18th and 19th centuries and contains 14 lessons. Students learn about conditions in Colonial America and explore the various chores that women were responsible for in the colonial home. Students also learn about the importance of diaries and journals in the study of history. They study free black women in the northern colonies and discuss John Adam's views on voting privileges and the position women held in the new government. Women's suffrage and the major arguments used to deny women and blacks the right to vote are addressed as are women's legal status and the experiences of black women in the United States during the mid-19th century. Two lessons focus on specific women: Lydia Sigourney and Elizabeth Blackwell. Finally, one activity explores the quality of life in Indiana in 1850. Two introductory essays dealing with U.S. women's history are included, as is an historiographical essay, intended as teacher background information. In part II, comprising 12 lessons, topics address women's issues in the years following 1870. One lesson is a simulation activity designed to examine the arguments involved in the women's suffrage movement. In others, students study labor unions between 1870-1920 and discuss the "new woman" of the 1920's. Additional lessons address issues of women in the Depression, women in U.S. sports, women in architecture, the role of women in modern society, and women in the labor movement since 1960. A lesson plan on oral history involves students by requiring them to conduct and tape-record historical interviews with adults. Two activities require students to conduct and analyze public opinion polls as a method of research in social history. One of these activities enables students to analyze differences between men's and women's attitudes and how they have changed over time. The final lesson explores the stereotyping of women in advertising from 1960 to 1980. Two introductory essays dealing with U.S. women's history are included. (GEA) ED329438 Integrating Women into U.S. History: A Sourcebook. Part I: Women in the 18th and 19th Centuries. Part II: Women in the 20th Century. 1983-00-00 National Endowment for the Humanities (NFAH), Washington, DC. Practitioners Teachers 571 N/A 1983 -1

New

Yes Adolescents Decision Making Definitions Intervention Public Health Research Methodology Research Problems Risk Furby, Lita Beyth-Marom, Ruth Information Analyses Carnegie Council on Adolescent Development, Washington, DC. English A decision-making approach to the study of adolescents' risky behaviors is described in detail. In contrast to other approaches, the decision-making approach assumes only that risk taking involves choosing among alternative courses of action, and that the chosen alternative, by definition, entails some chance of loss. A short definition of risky behavior is followed by a description of the decision-making perspective. A demonstration of the ways in which risky behaviors can be approached from such a perspective and an account of some advantages of the approach are offered. The advantages are then highlighted in a section which uses the decision-making approach to reexamine some widely held beliefs regarding adolescents' risky behaviors. Subsequent discussion: (1) explores implications of the decision-making perspective for education; (2) examines difficulties and shortcomings of the decision-making perspective; and (3) offers a brief review of other perspectives on risk taking. Concluding material offers a summary discussion of the claim that adolescents take risks unduly. A total of 116 references are cited. (RH) ED323020 Risk Taking in Adolescence: A Decision-Making Perspective. 1990-06-00 Carnegie Corp. of New York, NY. 83 Carnegie Council on Adolescent Development, 2400 N Street, NW, 6th Floor, Washington, DC 20037-1153 (free). N/A 1990 -1

New

Yes Adults Efficiency Goal Orientation Home Management Individual Development Learning Disabilities Planning Stress Management Time Management Cvach, Peggy A. Guides - Non-Classroom Learning Disabilities Project, McLean, VA. English Intended for adults with learning disabilities, this paper offers time management strategies in a work-sheet format. The paper, which was written with the assistance of adults with learning disabilities, explains setting goals, planning, organizing time, and avoiding stress. Guidelines for goal setting include: focus on the present; set goals that are measurable and have a beginning and an end; divide large goals into small parts; set a tentative time limit for the completion of each goal; establish some long-term goals; set realistic goals; revise goals if progress is not being made. Planning suggestions include setting priorities, maintaining flexibility, and scheduling a daily planning time. Time management suggestions include: make "to do" lists; use calendars or appointment books; and avoid time traps. Time management suggestions for managing a household are specifically discussed and include paying bills; buying, keeping and preparing food; doing housecleaning and laundry; organizing space; and sharing responsibility. The final section offers ideas for avoiding stress such as: organize yourself; keep a daily journal; accept and embrace change; and set aside time for relaxation. The document includes eight references and addresses of five organizations serving adult learning disabled persons. (DB) ED329076 Time Management: Strategies for Achieving Success. 1989-12-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 9 N/A 1989 -1

New

Yes Academically Gifted Adults Child Development Creativity Delivery Systems Educational Needs Elementary Secondary Education Gifted Gifted Disadvantaged Intelligence Leadership Low Income Groups Minority Groups Nature Nurture Controversy Student Educational Objectives Talent Underachievement Pendarvis, Edwina D. And Others Books Guides - Classroom - Teacher English The book is designed as the primary text for courses that consider the nature of giftedness. It offers a strong introduction to the study of gifted education, and is accessible to both undergraduate and graduate students. Chapters address the following topics: the study of gifted students; heredity and environment; intelligence constructs; creativity constructs; adulthood--eminence, leadership, and careers; academically talented children; children with talent in the visual and performing arts; typical gifted development; precocious development; inhibited development--underachievement; unfair discrimination, poverty, and minority gifted children; and methods of talent development. Extensive references are included. (DB) ED332398 The Abilities of Gifted Children. 1990-00-00 ISBN-0-13-002072-9 Students 400 Prentice-Hall, Prentice Hall Bldg., Englewood Cliffs, NJ 07632 ($36.95). N/A 1990 -1

New

Yes Elementary Secondary Education Institutional Mission Organizational Climate Role Models Socialization Teachers Theory Practice Relationship Vocational Adjustment Vocational Maturity Zeichner, Kenneth Gore, Jennifer Opinion Papers National Center for Research on Teacher Education, East Lansing, MI. English Three main traditions in teacher socialization research (functionalist, interpretive, and critical) are discussed in relation to studies of occupational socialization. The analysis of the teacher socialization literature which follows examines influences on teacher socialization prior to, during, and after completion of a preservice teacher education program taking into account three layers of social context (interactive, institutional, and cultural). Works published in English from the United States, Canada, Australia, and the United Kingdom are included in the literature review. Following this analysis of the teacher socialization literature, several key issues and concerns related to conducting and interpreting studies on teacher socialization are discussed together with the implications of the extant literature for practice in teacher education. (Author) ED326486 Teacher Socialization. Issue Paper 89-7. 1989-10-00 Office of Educational Research and Improvement (ED), Washington, DC. 53 National Center for Research on Teacher Education, 116 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824-1034. N/A 1989 -1

New

Yes Childrens Games Equipment National Surveys Outdoor Activities Perceptual Motor Learning Playgrounds Preschool Education Pretend Play Safety Young Children Wortham, Sue C., Ed. Frost, Joe L., Ed. Collected Works - General American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA. American Association for Leisure and Recreation. English Data gathered by a national survey of preschool playground equipment provided comprehensive information on all aspects of the play environment for young children. This collection presents the perspectives of writers on the function of playgrounds and the nature of children's play. In adition to the introduction by Sue C. Wortham and Joe L. Frost, the following articles make up the volume: (1) "National Survey of Preschool Centers Playground Equipment" (Louis Bowers); (2) "Results of the Survey" (Louis Bowers); (3) "Young Children and Playground Safety" (Joe L. Frost); (4) "Play Environments for Young Children: Design Perspectives" (Steen B. Esbensen); (5) "Infant-Toddler Playgrounds" (Sue C. Wortham); (6) "Advances in Playground Equipment for Young Children" (Marshal R. Wortham); (7) "Maintaining Play Environments: Training, Checklists, and Documentation" (Donna Thompson, Lawrence D. Bruya, Michael E. Crawford); (8) "Promoting Perceptual-Motor Development in Young Children's Play" (Tom Jambor); (9) "The Role of Adults in Children's Play" (Thomas D. Yawkey); (10) "Outdoor Play--What Happens Here?" (Mary S. Rivkin); and (11) "Magical Playscapes" (James Talbot, Joe L. Frost). (JD) ED326492 Playgrounds for Young Children: National Survey and Perspectives. 1990-00-00 ISBN-0-88314-488-3 261 AAHPERD Publication Sales Office, 1900 Association Drive, Reston, VA 22091. N/A 1990 -1

New

Yes Cooperative Learning Elementary Secondary Education Inservice Teacher Education Instructional Materials Multigraded Classes Rural Areas Rural Education Rural Schools Small Schools Teacher Education Teacher Workshops Teaching Guides Teaching Methods Miller, Bruce Guides - Non-Classroom Guides - Classroom - Teacher Northwest Regional Educational Lab., Portland, OR. English This training guide provides guidelines and sample strategies for using the 1989 publication, "The Multigrade Resource Handbook," in a variety of professional settings ranging from teacher training programs to school and district inservice. This guide has been developed primarily for preservice teacher educators working with prospective rural teachers and for educators responsible for carrying out staff development activities. Part I of this guide provides background information on rural school change and staff development and possible uses of the resource handbook in teacher development. Part II describes specific strategies used with educators interested in multigrade instruction. In this part, which is organized to correspond to the chapters in the Multigrade Resource Handbook, the contents of each chapter are briefly reviewed and sample lessons and activities are included. To encourage a reciprocal exchange of participant experience and craft knowledge, the core activities in this training guide are based on cooperative learning structures. An appendix section contains worksheets, forms, and transparency masters to be used in the training sessions. (ALL) ED332844 A Training Guide for the Multigrade Classroom: A Resource Handbook for Small, Rural Schools. 1990-11-00 Office of Educational Research and Improvement (ED), Washington, DC. Administrators Teachers Practitioners 93 N/A 1990 -1

New

Yes Delivery Systems Developmental Disabilities Evaluation Methods Futures (of Society) Measurement Techniques Mental Retardation Older Adults Personal Narratives Quality of Life Quality of Working Life Residential Programs Social Integration Schalock, Robert L., Ed. Books Collected Works - General Reports - Descriptive American Association on Mental Retardation, Washington, DC. English The book deals with the concept of quality of life for persons with mental retardation and developmental disabilities. Part I, "Quality of Life: Personal Perspectives," contains "A Dream for Myself" (Connie Martinez); "Reflections on My Quality of Life: Then and Now" (Nancy Ward); "Quality of Life versus Quality of Life Judgments: A Parent's Perspective" (Diane Crutcher); "My Sister Angie: A Sibling's Perspective" (Jeff Jacoby); "Quality of Life and the Individual's Perspective" (Steven Taylor and Robert Bogdan); and "Thinking about and Discussing Quality of Life" (David Goode). Part II deals with service delivery issues and contains: "Home Is the Place: Quality of Life for Young Children with Developmental Disabilities" (David Coulter); "Quality of Life from Childhood to Adulthood" (Jack Stark and Tammi Goldsbury); "Persons in Transition" (Orv Karan and others); "Quality of Life: Issues in Community Integration" (Kenneth Keith); "Quality of Work Life" (William Kiernan and Kari Knutson); "Growing Old with Dignity: On Quality of Life for Older Persons with a Lifelong Disability" (Matthew Janicki); and "Quality of Life and Lifestyle Outcomes: A Challenge for Residential Programs" (G. Thomas Bellamy and others). Part III contains four papers that discuss assessment and measurement issues, including: "Attempts to Conceptualize and Measure Quality of Life" (Robert Schalock); "Quality of Life from a Longitudinal Research Perspective" (Robert Edgerton); "Methodological Issues in Measuring the Quality of Life of Individuals with Mental Retardation" (Laird Heal and Carol Sigelman); and "Quality of Life of Persons with Severe or Profound Mental Retardation." Part IV, which discusses the future of quality of life as a concept and a principle, comprises five papers, including: "Quality of Life and Public Philosophy" (H. Turnbull III and Gary Brunk); "A Lawyer's Perspective on Quality of Life" (Ruth Luckasson); "Quality Assurance: Challenges in a Decentralized System" (Valerie Bradley); "Measuring Quality of Life: Where Have We Been, Where Are We Going?" (James Conroy and Celia Feinstein), and "Where Do We Go from Here?" (Robert Schalock). (JDD) ED323698 Quality of Life: Perspectives and Issues. 1990-00-00 ISBN-0-940898-23-3 241 American Association on Mental Retardation, 1719 Kalorama Rd., N.W., Washington, DC 20009 ($35.00 plus $3.00 shipping; $29.75 members plus $3.00 shipping; quantity discount available). N/A 1990 -1

New

Yes Attitudes Comparative Analysis Drinking Drug Use High School Seniors High Schools National Surveys Values Young Adults O'Malley, Patrick M. Wagenaar, Alexander C. Reports - Research Michigan Univ., Ann Arbor. Inst. for Social Research. English This research was undertaken to delineate cross-sectional differences among U.S. high school seniors and young adults that may be due to variations in recent years in state-level minimum drinking age laws, and to examine the effects of recent changes in minimum drinking age laws on alcohol consumption, and on other relevant attitudes and behaviors. Analyses were conducted using existing data collected by the Monitoring the Future project which involved national surveys of 15,000 to 19,000 high school seniors and annual followup surveys of recent graduates. The major findings were that: (1) higher minimum drinking ages were associated with lower levels of alcohol use among high school seniors and recent high school graduates, even after multivariate controls; (2) lower levels of alcohol use were observed across a broad spectrum of demographic variables; (3) the lower levels of use persisted into the early 20's, even though everyone was of legal age; and (4) lowered involvement in alcohol-related fatal crashes among drivers less than 21 years of age appeared to be due to less drinking of alcohol, in particular less drinking in bars or taverns. (Author/BHK) ED330982 Minimum Drinking Age Laws Effects on American Youth: 1976-1987. Monitoring the Future. Occasional Paper Series, Paper 28. 1990-00-00 National Inst. on Drug Abuse (DHHS/PHS), Rockville, MD. National Inst. on Alcohol Abuse and Alcoholism (DHHS), Rockville, MD. 104 N/A 1990 -1

New

Yes College Mathematics Comparative Education Data Interpretation Databases Developing Nations Elementary School Mathematics Elementary Secondary Education Higher Education International Cooperation International Studies Mathematics Achievement Mathematics Curriculum Mathematics Education Psychometrics Secondary School Mathematics Sex Differences Westbury, Ian Travers, Kenneth Reports - Descriptive Illinois Univ., Urbana. Coll. of Education. English The papers collected in this volume are intended both to present a summary 'history' and description of the International Association for the Evaluation of Educational Achievement (IEA) Second International Mathematics Study (SIMS) and to illustrate a variety of approaches to the analysis of the data that emerged from SIMS. The papers are intended to encourage others to explore the SIMS database for both national and comparative studies on the teaching and learning of mathematics. Included are: (1) an overview of the IEA study; (2) a list and review of doctoral theses using SIMS data; (3) a summary report of content in college algebra; (4) a gender difference report; (5) a model of school effectiveness in a developing country; (6) a paper on psychometrics; (7) non-cognitive data; and (8) a report on state control of the curriculum. Appended are a technical report on college algebra and a list of the national and international reports on SIMS. (KR) ED325360 Second International Mathematics Study. 1990-00-00 National Science Foundation, Washington, DC. Researchers 315 N/A 1990 -1

New

Yes Check Lists Early Childhood Education Emergent Literacy Evaluation Methods Guidelines Kindergarten Literacy Reading Readiness Resource Materials School Readiness Seltzer, Dianne A. Guides - Non-Classroom Research and Training Associates, Inc., Overland Park, KS. Chapter 1 Rural Technical Assistance Center, Overland Park, KS. Region 4. English This document collects technical resources for assessing literacy among young children and the literacy environments of early childhood programs. Contents include: (1) a checklist for assessing the literacy environments of kindergartens; (2) an article on assessment and early literacy; (3) a discussion of basic aspects of the formal and informal assessment of young children in early childhood programs; (4) a matrix for delineating and comparing text characteristics; (5) a guide for observing role-playing behavior; (6) guidelines for conducting a listening and thinking activity; (7) a checklist for gathering data on students' cognition in literacy environments; (8) a list of "predictable storybooks"; (9) an outline of the procedure of echo reading; and (10) an outline of story retelling, which is an informal technique for evaluating children's language. Thirty-seven references are included. (RH) ED330446 Assessment and Early Childhood Education. 1989-00-00 Office of Elementary and Secondary Education (ED), Washington, DC. Compensatory Education Programs. 43 N/A 1989 -1

New

Yes Compensatory Education Elementary Secondary Education High Risk Students Intermediate Grades Kindergarten Middle Schools Preschool Education Program Effectiveness Program Evaluation Program Improvement Remedial Instruction Remedial Programs Special Education Slavin, Robert E. And Others Books Information Analyses English Much more is known about how to best prevent and remediate learning deficits than is being applied. However, much remains to be learned about effective programs for students at risk of failure. Major restructuring of compensatory and special education programs in the early grades is needed to ensure all students an adequate level of basic skills for later years. This book provides information on effective programs for students at risk and lays a groundwork for program changes. Three major types of programs--compensatory, special education, and general education--are analyzed through review of their history, legal requirements, and practical restraints. Examples of effective classroom, pullout, preschool, and kindergarten programs and their principles are described. Instructional issues for teaching students at risk are addressed. Results from a study of 24 schools on the quality of compensatory education and instructional settings, activities, and other design features related to achievement gain are given as well as effective strategies for academically handicapped students in the regular classroom. A redesign of programs is offered and conclusions are drawn for new practices and policies. References appear at the end of every chapter, and an index is included. (EJS) ED332290 Effective Programs for Students At Risk. 1989-00-00 ISBN-0-205-11953-0 382 Allyn and Bacon, 160 Gould Street, Needham Heights, MA 02194-2310. N/A 1989 -1

New

Yes Acculturation Asian Americans Cambodians Laotians Mental Health Migration Psychological Patterns Refugees Relocation Social Integration Sociocultural Patterns Stress Variables Subcultures Vietnamese People Berry, J. W. Information Analyses Minnesota Univ., Minneapolis. Refugees Assistance Program - Mental Health Technical Assistance Center. English This paper reviews the concepts of acculturation and adaptation to provide a framework for understanding the highly variable relationship between acculturation and mental health in refugee populations. It begins with an extended definition and discussion of the concepts of acculturation and adaptation. The characteristics of acculturating groups and dominant groups are briefly described, and a schema is developed to illustrate the concept of acculturative stress. Experiences related to psychological acculturation and adaptation are classified and described according to the phase of the acculturation process: pre-departure, flight, first asylum, claimant status, settlement, and adaptation. The paper concludes with five general observations on acculturation stress with regard to refugees: (1) they are powerless with respect to dominant groups both before and after departure; (2) countries of first asylum are often least able to assimilate new arrivals; (3) lack of voluntariness or mobility creates stress; (4) the probable sequence of acculturation for refugees is highly likely to lead to psychological and social problems; and (5) the major stressors are in the early phases of the refugee experience. References are included. (TE) ED308441 Understanding the Process of Acculturation for Primary Prevention. 1988-03-00 National Inst. of Mental Health (DHHS), Rockville, MD. 29 Refugee Assistance Program--Mental Health Technical Assistance Center, University of Minnesota, Box 85, Mayo, Minneapolis, MN 55455. N/A 1988 -1

New

Yes Academic Achievement Attendance Course Content Curriculum Disabilities Dropout Rate Employment Longitudinal Studies Outcomes of Education Postsecondary Education Secondary Education Student Characteristics Vocational Education Wagner, Mary Speeches/Meeting Papers Reports - Research National Longitudinal Transition Study of Special Education Students SRI International, Menlo Park, CA. English This paper reviews the extent to which students with disabilities attending regular secondary schools were involved in vocational education, and whether students who participated in vocational education exhibited better outcomes both in school and in the first years after high school. Data from the National Longitudinal Transition Study of Special Education Students (NLTS), including a nationally representative sample of more than 8,000 students, were used. The study examined vocational course-taking by specific handicapping condition; course content; amount of vocational education; and demographic variables (grade level, gender, and ethnic background). Findings showed that students who were enrolled in occupationally oriented vocational education were significantly more likely than nonparticipants to register positive on-school and post-school outcomes. These students had significantly lower absenteeism from school and a lower probability of dropping out of school. Vocational training was related to a higher likelihood of finding a paid job and of attending a postsecondary vocational school in the early years after high school. The study also found a discrepancy between the apparent benefits of vocational education and the rates at which students with disabilities actually participated in vocational programs. Appendices contain an overview of the NLTS, supplementary statistical tables, and independent variable definitions and hypotheses supporting their inclusion in analyses. (Includes 47 references.) (JDD) ED334739 The Benefits of Secondary Vocational Education for Young People with Disabilities. Findings from the National Longitudinal Transition Study of Special Education Students. 1991-04-00 Special Education Programs (ED/OSERS), Washington, DC. 69 N/A 1991 -1 ED544172

New

Yes Comprehension Downs Syndrome Early Intervention Expressive Language Home Programs Individual Differences Infants Language Acquisition Parent Child Relationship Parent Participation Program Effectiveness Receptive Language Sign Language Total Communication Verbal Ability Young Children Gibbs, Elizabeth D. And Others Reports - Research Speeches/Meeting Papers English The project evaluated the effectiveness of using Total Communication (simultaneous use of sign language and speech) with six infants with Down syndrome as a means of fostering communication while verbal skills and articulatory proficiency develop. Each child was seen within the home environment every second week through 24 months of age and once a month from 25 through 30 months of age. Parents were taught signs for common toys and objects as well as common activities. Subjects were frequently evaluated for comprehension (17 to 24 months of age) and expressive language (through 30 months of age) and parents were asked to keep a language diary of their child's vocabulary development in both signs and words. Results were quite variable among the children, stressing the importance of individual differences. Findings suggest therapists should consider the following factors in deciding whether to use a Total Communication approach: (1) the degree to which the child is exhibiting a verbal expressive language delay relative to his/her receptive language at 12 months and 24 months; (2) the status of the child's middle ear function and hearing acuity; (3) the child's oral-motor status or extent of difficulty in the area of feeding; and (4) the parent's comfort level and ability to use Total Communication consistently. Test results for each child are presented graphically in the appendixes. Includes nine references. (DB) ED331246 Total Communication for Children with Down Syndrome? Patterns across Six Children. 1990-11-18 Practitioners 15 N/A 1990 -1

New

Yes Curriculum Guides High Schools Instructional Materials Learning Activities Learning Modules Secondary Education Social Studies Teaching Guides Teaching Methods United States History Vietnam War Starr, Jerold M., Ed. Books Guides - Classroom - Teacher Guides - Classroom - Learner Center for Social Studies Education, Pittsburgh, PA. English This text book on the Vietnam War is to be used in teaching high students. Each of the volume's 12 chapters is a self-contained unit on an aspect of the War. The chapters are: (1) Introduction to Vietnam: land, history, and culture; (2) America at war in Vietnam: decisions and consequences; (3) Was the Vietnam War legal? (4) who fought for the United States; (5) How the United States fought the war; (6) When war becomes a crime: the case of My Lai; (7) Taking sides: the war at home; (8) How the war was reported; (9) Women's perspective on the Vietnam War; (10) The wounds of war and the process of healing; (11) Boat people and Vietnamese refugees in the United States; and (12) The Vietnam War: lessons from yesterday for today. (Approximately 240 references) (DB) ED337409 The Lessons of the Vietnam War. 1991-00-00 ISBN-0-945919-15-8 Students Teachers Practitioners 361 Center for Social Studies Education, 3857 Willow Avenue, Pittsburgh, PA 15234 ($19.95). N/A 1991 -1

New

Yes Academic Achievement Cognitive Style Elementary Secondary Education English (Second Language) Language Proficiency Learning Strategies Second Language Learning Student Evaluation Student Placement Transitional Programs Chamot, Anna Uhl O'Malley, J. Michael Reports - Descriptive National Clearinghouse for Bilingual Education, Washington, DC. English The Cognitive Academic Language Learning Approach (CALLA) is an instructional program for limited English proficient (LEP) students who are being prepared to participate in mainstream content instruction. CALLA students are taught to use learning strategies derived from a cognitive model of learning as aids to comprehension and retention of concepts in the content area. This report provides a broad perspective on the integration of language, content, and strategy learning for LEP students at upper elementary and secondary levels. Intended to serve as a coordinating link between ESL or bilingual teachers and mainstream classroom teachers, the report contains five chapters on the following topics: characteristics of the CALLA model; English language development (1) through science, (2) through mathematics, and (3) through social studies; and assessment and evaluation (of academic achievement and English language proficiency). It is noted that the CALLA approach is based on the observation that many LEP students fail to realize the promise of their early successes in learning English by continuing to master English once they advance to content-area instruction. Contains 65 references. (LB) ED338108 A Cognitive Academic Language Learning Approach: An ESL Content-Based Curriculum. 1986-00-00 Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. ISBN-0-89763-118-8 100 N/A 1986 -1

New

Yes Emergent Literacy Language Acquisition Learning Processes Learning Theories Literacy Piagetian Theory Primary Education Reading Instruction Spelling Student Evaluation Whole Language Approach Young Children Kamii, Constance, Ed. And Others Opinion Papers National Education Association, Washington, DC. English The purpose of this book is to consider early literacy education and whole language from the perspective of constructivist theory (which states that human beings acquire knowledge by building it from the inside in interaction with the environment) and research. More specifically, the book intends to show that the whole language movement is part of a larger revolution in thinking about learning and teaching, and to enable whole language advocates to explain, evaluate, and improve upon their beliefs and practices on the basis of a scientific, explanatory theory about how children acquire knowledge. The first four chapters of the book describe constructivism and the research supporting it, while the rest of the book deals with classroom practices and related issues such as assessment. The book's nine chapters and their authors are as follows: (1) "What is Constructivism?" (Constance Kamii); (2) "Literacy Acquisition and the Representation of Language" (Emilia Ferreiro); (3) "Principles of Spelling Found in the First Two Grades (Francois Siegrist and Hermina Sinclair); (4) "Spelling in Kindergarten: A Constructivist Analysis Comparing Spanish-Speaking and English-Speaking Children" (Constance Kamii and others); (5) "Learning to Read in New Zealand" (Brian Cutting and Jerry L. Milligan); (6) "Shared Book Experience: Teaching Reading Using Favorite Books" (Don Holdaway); (7) "Modeled Writing: Reflections on the Constructive Process" (Maryann Manning and Gary Manning); (8) "Reading to Know" (Barbara A. Lewis and Roberta Long); and (9) "An Approach to Assessment in Early Literacy" (Brenda S. Engel). Six pages of chapter notes and references, and 80 general references are attached. (SR) ED335703 Early Literacy: A Constructivist Foundation for Whole Language. NEA Early Childhood Education Series. 1991-00-00 ISBN-0-8106-0355-1 158 NEA Professional Library, P.O. Box 509, West Haven, CT 06516 ($16.95). N/A 1991 -1

New

Yes Academic Achievement Adolescents At Risk Persons Child Development Child Health Child Welfare Childhood Needs Children Educational Quality Family Characteristics Family Programs Family (Sociological Unit) Federal Programs Moral Values Poverty Public Policy Social Change Social Indicators Social Responsibility Reports - Descriptive Reports - Research National Commission on Children, Washington, DC. English This report presents the findings, conclusions and recommendations of the National Commission on Children. The report is prefaced by a statement by the commission chairman, Senator John D. Rockefeller, and an executive summary. The first part of the report discusses issues relating to the development of a national policy on children and families. Chapters in this part concern: the high cost of failure to provide for the needs of America's children; the changing American family; child development; and principles for taking action on behalf of children. The second part proposes an agenda for the 1990s. Chapters in this part concern: ensuring income security; improving children's health; increasing educational achievement; supporting the transition to adulthood; strengthening and supporting families; protecting vulnerable children and their families; making policies and programs work; and creating a moral climate for children. The third part discusses the process of building the necessary commitment for the future of America's children. A series of appendixes presents background tables on the effects of income security policies, projections of program costs, views of interested individuals, and additional related materials. (BC) ED336201 Beyond Rhetoric: A New American Agenda for Children and Families. Final Report of the National Commission on Children. 1991-00-00 554 National Commission on Children, 1111 18th Street, N.W., Suite 810, Washington, DC 20036 (single copy, free as long as supply lasts) and Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (Stock No. 040-000-00559-5, $30.00). N/A 1991 -1

New

Yes Adapted Physical Education Athletic Coaches Basketball College Athletics Competitive Selection Feminism Governance Higher Education History Secondary Education Sports Medicine Womens Athletics Womens Education Hult, Joan S., Ed. Trekell, Marianna, Ed. Books Collected Works - General Education Amendments 1972 Title IX Education Amendments 1972 American Alliance for Health, Physical Education, and Recreation, Washington, DC. National Association for Girls and Women in Sport. English This book consists of writings which focus on the role of physical educators in the growth, development, and evolution of competitive basketball. It is divided into two parts, "The Early Years of Basketball--l890s-l930s" and "The Second Fifty Years of Basketball--1940s-1980s." Part I contains 3 sections which place basketball in its historical and cultural framework. The chapters in Part I are as follows: (1) Introduction to Part I; (2) Senda Berenson Abbott: New Woman, New Sport; (3) Clara Gregory Baer: Catalyst for Women's Basketball; (4) The Governance of Athletics for Girls and Women: Leadership by Women Physical Educators, l899-1949; (5) The Tides of Change in Women's Basketball; (6) The Domestication of Basketball; (7) "The Sacrifice of Maidens" or Healthy Sportswomen? The Medical Debate Over Women's Basketball; (8) Hoops and Skirts: Women's Basketball on the West Coast, 1892-1930s; (9) Basketball Texas Style, 1910-1933: School to Industrial League Competition; (10) The Early Years of Basketball in Kentucky; and (11) Iowa, the Longtime "Hot Bed" of Girls Basketball. Part II consists of 4 sections on governance, special populations, and associations. The chapters are: (12) Introduction to Part II; (13) The Saga of Competition: Basketball Battles and Governance War; (14) Rachel E. Bryant: Twenty-One Years of Women's Leadership in Basketball--in Sport; (15) Women's Basketball Officiating. (16) The Legacy of AIAW; (17) Women's Intercollegiate Basketball: AIAW/NCAA; (18) Coaching and Game Reflections, 1940s to 1980s; (19) Basketballs, Goldfish, and World Championships; 20) Queens College: Success with No Frills; (21) Women's Wheelchair Basketball; (22) The Future Is the Present in Organizations for Basketball; and (23) Title IX, AIAW, and Beyond--A Time for Celebration. (LL) ED336377 A Century of Women's Basketball. From Frailty to Final Four. 1991-00-00 ISBN-0-88314-490-5 Teachers Students Practitioners 452 AAHPERD Publications Sales, 1900 Association Drive, Reston, VA 22901. N/A 1991 -1

New

Yes Bilingual Education Civil Rights Legislation Court Litigation Elementary Secondary Education English (Second Language) Federal Legislation Limited English Speaking Second Language Instruction Social Discrimination Social Influences Trend Analysis Stewner-Manzanares, Gloria Reports - Descriptive Collected Works - Serials Bilingual Education Act 1968 National Clearinghouse for Bilingual Education, Washington, DC. English Changes in the legislative history of specialized education for students of limited English proficiency are described in this paper, beginning with the authorization of the Bilingual Education Act of 1968 and going through the reauthorizations of the Act in 1974, 1978, 1984, and 1988. Important events surrounding the legislative action are also described in order to provide greater understanding of the social and economic circumstances that influenced legislative changes. Examples include the civil rights movement, Supreme Court cases such as Lau v. Nichols, the Equal Education Opportunity Act, and the Lau remedies. Because the Bilingual Education Act provides competitive grants that school districts and other educational institutions may apply for, the fiscal support provided by the federal government is also reviewed. Contains 10 references. (LB) ED337031 The Bilingual Education Act: Twenty Years Later. New Focus, Occasional Papers in Bilingual Education, Number 6. New Focus n6 Fall 1988 1988-00-00 Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. 9 N/A 1988 -1

New

Yes Comparative Analysis Higher Education Individual Counseling Individual Development Interpersonal Relationship Interprofessional Relationship Job Satisfaction Mentors Organizations (Groups) Professional Development Chao, Georgia T. And Others Reports - Research Information Analyses Michigan State Univ., East Lansing. Career Development and Placement Services. English This research report focuses on identifying different phases of organizational mentorship, or examining how mentorship might differ for men and women, and compares informal (spontaneous and unstructured) and formal (organizationally arranged and structured) mentorships. Surveys were mailed to 158 individuals (43 surveys were eventually used) from nine graduating classes (between 1952 and 1989) of Michigan State University. The survey contained several scales to measure mentorship functions, job satisfaction, and organizational socialization. Also, open-ended exploratory questions were employed which required participants to describe the formation of the mentorship as well as the benefits and negative side-effects. Among the study's conclusions were the following: (1) mentors do influence the protege's intrinsic job satisfaction and organizational socialization; (2) the majority of the formal proteges (83%) indicated that the mentors had no choice or that they were unaware of the factors involved in establishing the relationship, the opposite of the informal proteges; and (3) similarity of goals and interests between the protege and mentor was cited by more informal proteges than formal proteges. The study results suggest that, although the benefits for a formal mentorship can be substantial, organizations must allow time for potential mentors and proteges to self-select themselves into a mentorship relationship. Contains 21 references. (GLR) ED333784 A Comparison of Informal Mentoring Relationships and Formal Mentorship Programs. 1991-02-00 Teachers Practitioners Counselors 23 Career Development and Placement Services, Division of Student Affairs and Services, Michigan State University, 113 Student Services Building, East Lansing, MI 48824-1113 ($5.00). N/A 1991 -1

New

Yes College Entrance Examinations English (Second Language) Essay Tests Expressive Language Foreign Students Higher Education Listening Comprehension Tests Reading Comprehension Scoring Student Placement Test Interpretation Test Manuals Testing Programs Vocabulary Skills Writing Tests Guides - Non-Classroom Reports - Descriptive Test of English as a Foreign Language Test of Written English Educational Testing Service, Princeton, NJ. English This manual has been prepared for those responsible for interpreting scores on the Test of English as a Foreign Language (TOEFL). In addition to test interpretation information, the manual describes the test, explains the TOEFL program, and discusses program research activities. The TOEFL was developed in 1963 to test the English-language proficiency of those wanting to study at colleges and universities in the United States. The TOEFL consists of the following sections: (1) listening comprehension; (2) structure and written expression; and (3) vocabulary and reading comprehension. A direct assessment of writing proficiency, the Test of Written English, is a required section of the TOEFL; it is a 30-minute essay test that demonstrates a student's ability to organize ideas on paper. Test questions are written by language specialists, members of the TOEFL Committee of Examiners, and test specialists with the Educational Testing Service (ETS), which administers the TOEFL program. The TOEFL program provides 12 possible test dates each year, although actual administrations vary in a given area. Tests and scores are reported by ETS. Institutions can use the TOEFL for internal placement and assessment purposes. Following an overview of the program, this manual contains information on testing; test results; use of TOEFL scores; performance of reference groups; statistical characteristics of the test; and other TOEFL programs, procedures, publications, and services. A 34-item list of references and 19 data tables are included. (SLD) ED340714 TOEFL Test and Score Manual, 1990-91. 1990-00-00 Practitioners 44 Test of English as a Foreign Language, P.O. Box 6155, Princeton, NJ 08541-6155. N/A 1990 -1

New

Yes Blacks Court Litigation Desegregation Effects Elementary Secondary Education Federal Courts Literature Reviews Outcomes of Education Racial Attitudes Racial Integration Racial Relations Research Needs School Desegregation Urban Schools Schofield, Janet Ward Information Analyses Brown v Board of Education English The 1954 "Brown v. Board of Education" decision laid the basis for dismantling "de jure" racial segregation of schools. "Brown" represented a significant shift in the national attitude toward blacks and was an important advance in intergroup relations. However, in the last decade the proportion of black students enrolled in many large educationally deficient urban schools has been rising, resulting in racial isolation and "de facto" segregation. Desegregation appears to have resulted in a small improvement in black students' reading skills but no significant change in their mathematics skills. Some evidence has begun to accumulate indicating that desegregation may break a generational cycle of segregation and racial isolation by influencing such important adult outcomes as college graduation, income, and employment patterns but the measured effects are weak and appear to be dependent upon sex and geographic region. Studies of the effect of desegregation on intergroup attitudes are generally inconclusive and inconsistent, and no studies have focused on changes in intergroup behavior, despite indications that desegregated schooling can provide students with valuable behavioral experience that prepares them to function in a pluralistic society. School desegregation policies and practices can also have marked and predictable effects on intergroup relations. A list of 197 references is appended. (FMW) ED319825 Review of Research on School Desegregation's Impact on Elementary and Secondary School Students. 1989-00-00 Connecticut State Dept. of Education, Hartford. 54 N/A 1989 -1

New

Yes Auto Mechanics Maintenance Metric System Motor Vehicles Postsecondary Education Secondary Education Small Engine Mechanics Vocational Education Baugus, Mickey Fulkerson, Dan, Ed. Guides - Classroom - Teacher Mid-America Vocational Curriculum Consortium, Stillwater, OK. English These teacher's materials are for a 19-unit competency-based course on entry-level motorcycle mechanics at the secondary and postsecondary levels. The 19 units are: (1) introduction to motorcycle repair; (2) general safety; (3) tools and equipment; (4) metric measurements; (5) fasteners; (6) service department operations; (7) motorcycle engines; (8) battery and electrical service; (9) carburetion and fuel systems; (10) wheels and tires; (11) steering and suspension; (12) brakes; (13) clutches; (14) starting systems; (15) basic ignition tune-up; (16) basic engine tune-up; (17) basic chassis tune-up; (18) assembly and predelivery; and (19) one-cylinder engine top-end service. The first section is designed to show teachers how to use the materials and includes an explanation of instructional elements, an instructional task analysis for each unit; a list of tools, equipment, and materials; and a list of 25 references. The instructional elements for the units include objectives, suggested activities, information sheets, transparency masters, assignment sheets, answers to assignment sheets, job sheets, tests, and test answers. Some elements, such as the information sheets, include photographs, diagrams, and line drawings. (CML) ED319915 Motorcycle Mechanic. Teacher Edition. 1988-00-00 Teachers Practitioners 892 Mid-America Vocational Curriculum Consortium, 1500 West Seventh Avenue, Stillwater, OK 74074 (order no. 100462, $23.00). N/A 1988 -1

New

Yes Brain Hemisphere Functions Cognitive Style Cultural Differences Cultural Pluralism Ethnic Groups Learning Modalities Literature Reviews Locus of Control Multicultural Education Nonverbal Communication Sensory Experience Socioeconomic Status Student Characteristics Teaching Methods Huber, Tonya Pewewardy, Cornel Information Analyses Reference Materials - Bibliographies English This review of journal literature proposes that ethnic/race-specific research on cognitive/learning styles provides models for cross-cultural and multicultural classrooms that will maximize learning through building self-esteem and devoloping a reason for learning. The intent of the review was to discover patterns and themes developing across cultures and across studies. Highlights of journal articles are provided in table format; an index to citations follows the table. The aspects and findings are categorized to develop a taxonomy of aspects and learner orientations. The taxonomy provides topical groupings that facilitate further identification of cross-cultural aspects and implications for maximizing learning for all students. The focus is on how the background factors that students bring to school can be matched by school policies suitable for a variety of students. (JD) ED324289 Maximizing Learning for All Students: A Review of Literature on Learning Modalities, Cognitive Styles and Approaches to Meeting the Needs of Diverse Learners. 1990-00-00 95 N/A 1990 -1

New

Yes Academic Failure Attendance Disabilities Dropout Prevention Dropout Rate Dropout Research Education Work Relationship Employment Potential High Schools Intervention Interviews National Surveys Student Characteristics Vocational Education Wagner, Mary Reports - Research National Longitudinal Transition Study of Special Education Students SRI International, Menlo Park, CA. English This report presents findings on school leaving, part of a 5-year study on the transition of youth with disabilities from secondary school to early adulthood. Telephone interviews were conducted in 1987 with parents of approximately 8,000 youth (ages 13 to 21 and enrolled in special education in 1985-86) representing all 11 federal special education disability categories. Major findings indicated: approximately half of students with disabilities left secondary school by graduating; almost one-third of school leavers with disabilities were dropouts; absenteeism was frequently a precursor of early school leaving, with dropouts absent an average of 3 weeks during their most recent school year; more than one third of the students had failed at least one course during that year; and the dropout rate was particularly acute for those classified as seriously emotionally disturbed, learning disabled, speech impaired, or mentally retarded. Findings also identified school interventions that can reduce dropout rates in this population, including intervention early in students' school careers and provision of occupationally oriented vocational education. Such efforts are demonstrated as valuable by data indicating substantially higher post-school competitive employment rates by graduates. Appendixes provide an overview of the National Longitudinal Transition Study and study details. (50 references) (DB) ED341226 Dropouts with Disabilities: What Do We Know? What Can We Do? A Report from the National Longitudinal Transition Study of Special Education Students. 1991-09-00 Special Education Programs (ED/OSERS), Washington, DC. 83 SRI International, 333 Ravenswood Ave., Menlo Park, CA 94025-3493 ($15.00). N/A 1991 -1

New

Yes Access to Education Asian Americans Civil Rights Educational Discrimination Elementary Secondary Education Equal Education Equal Opportunities (Jobs) Ethnic Discrimination Higher Education Immigrants Minority Groups Policy Formation Public Policy Racial Bias Racial Discrimination Violence Chun, Ki-Taek Zalokar, Nadja Reports - Evaluative Commission on Civil Rights, Washington, DC. English In 1989, the U.S. Commission on Civil Rights held a series of roundtable conferences to learn about the civil rights concerns of Asian Americans within their communities. Using information gathered at these conferences as a point of departure, the Commission undertook this study of the wide-ranging civil rights issues facing Asian Americans in the 1990s. Asian American groups considered in the report are persons having origins in the Far East, Southeast Asia, and the Indian subcontinent. This report presents the results of that investigation. Evidence is presented that Asian Americans face widespread prejudice, discrimination, and barriers to equal opportunity. The following chapters highlight specific areas: (1) "Introduction," an overview of the problems; (2) "Bigotry and Violence Against Asian Americans"; (3) "Police Community Relations"; (4) "Access to Educational Opportunity: Asian American Immigrant Children in Primary and Secondary Schools"; (5) "Access to Educational Opportunity: Higher Education"; (6) "Employment Discrimination"; (7) "Other Civil Rights Issues Confronting Asian Americans"; and (8) "Conclusions and Recommendations." More than 40 recommendations for legislative, programmatic, and administrative efforts are made. Many of these suggestions would benefit all minority groups in the United States. Four tables present statistical findings, and an appendix contains supplemental correspondence and fact sheets. (SLD) ED343979 Civil Rights Issues Facing Asian Americans in the 1990s. 1992-02-00 245 N/A 1992 -1

New

Yes Case Studies Classroom Techniques Comparative Analysis Definitions Educational Improvement Elementary Education Elementary School Teachers Elementary Schools Interviews Psychometrics School Surveys Teacher Attitudes Test Coaching Test Results Test Use Smith, Mary Lee And Others Reports - Research Arizona (Phoenix) Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. English The goal of this study was to understand the role that external testing plays in elementary schools. Focus was on uncovering teachers' beliefs about testing and preparing students to take tests, how these beliefs and values are organized, and what implications they might have on practice. To accomplish this, the day-to-day life in classrooms and how tests and results come into play were studied. The dual case study design provided an interpretive contrast for two schools from the Phoenix (Arizona) area. Schools used the same external tests (the Iowa Tests of Basic Skills, Basic Skills Test, Continuous Uniform Evaluation System, and Study Skills Test). Although the schools had many similarities, including that of population, one had a program-centered, phonics-based curricular context, and the other had a student-centered, literature-based approach. Observations of 29 classrooms, interviews with 19 teachers, and more extensive observations of 6 focal classrooms made the analysis of beliefs about testing possible and allowed the description of activities related to testing at the two schools, including test preparation and coaching. Study findings are grouped into: (1) local definitions of testing; (2) the role of testing; and (3) the effects of testing. It is held that to define the role of testing as simply psychometric is to oversimplify it, but it is the psychometric weaknesses of tests that make them useful weapons in skirmishes among interest groups. It is argued that no test score ever improves schools. The changes brought about because of test scores are short-term and largely symbolic. Seven exhibits, one figure, and one table are provided. A 70-item list of references is included. Two appendices summarize a survey of Arizona educators and discuss disappointing test scores. (SLD) ED338673 The Role of Testing in Elementary Schools. 1991-05-00 Office of Educational Research and Improvement (ED), Washington, DC. 223 N/A 1991 -1

New

Yes Academic Achievement Attendance Patterns Child Development Classroom Environment Dental Health Elementary School Students Foreign Countries Grade 4 Intermediate Grades Light Lighting Nutrition Physical Development Vision Hathaway, Warren E. And Others Reports - Descriptive Canada Alberta Dept. of Education, Edmonton. Planning and Information Services. English This report describes a 2-year study of the effects of various lighting systems on elementary school students' dental health, attendance, growth and development, vision, and academic achievement. The four light types used were: (1) full spectrum fluorescent; (2) full spectrum fluorescent with ultraviolet light supplements; (3) cool white fluorescent; and (4) high pressure sodium vapor. A review of the literature reveals physiological and psychological effects of light and color. Participants were upper elementary students from five schools. Each school had one of the four lighting types; two schools had the same type. Data on students were collected before and after the study. Results indicated that over a 2-year period, students who received ultraviolet light supplements had fewer dental caries, better attendance, greater gains in height and weight, and better academic performance than did students who did not receive the supplements. Students under the high pressure sodium vapor lighting had the slowest rates of growth in height and academic achievement and the lowest attendance. It was concluded that lighting systems have important nonvisual effects on students who are exposed to them over long periods of time. Implications for facility planning are considered and recommendations regarding lighting for classrooms are offered. Appended are 44 references. (GLR) ED343686 A Study into the Effects of Light on Children of Elementary School-Age--A Case of Daylight Robbery. 1992-02-00 ISBN-0-7732-0724-4 68 N/A 1992 -1

New

Yes Community Programs Disadvantaged Youth Economically Disadvantaged Interpersonal Relationship Mentors Role Models Social Action Social Change Social History Sociocultural Patterns Urban Youth Youth Programs Freedman, Marc Opinion Papers Historical Materials Information Analyses Public/Private Ventures, Philadelphia, PA. English This essay discusses the roots, current shapes, and social and operational implications of mentoring young people in poverty. After an introductory first section on mentoring and the new voluntarism, Section II, "Recurring Fervor," notes recent increased interest in mentoring and traces the early manifestations of mentoring to 19th Century "friendly visiting" campaigns. Section III, "From Mythology to Policy," describes various cultural permutations of the role of the mentor. Section IV, "The New Wave of Mentoring," describes currently operating mentor programs at the state, local, and private levels. Section V, "Exploring Mentoring's Rise," traces the current social causes for the mentoring movement's rise. Section VI, "Great Expectations," looks critically at the movement's great fervor and high expectations. Section VII, "A Modest Intervention," explores actual possible accomplishments through a review of research results and insights from mentors themselves. Section VIII, "Mentoring's Crossroads," considers the gap between enthusiasm for the concept and the modest results and current lack of infrastructure. Section IX, "Implications of Mentoring," discusses the long-term importance of the movement for poor and disadvantaged youth and its implications for raising other societal issues. A list of 128 notes arranged by chapter heading is included. (JB) ED341749 The Kindness of Strangers: Reflections on the Mentoring Movement. 1991-00-00 Ford Foundation, New York, NY. 89 Public/Private Ventures, 399 Market Street, Philadelphia, PA 19106-2178. N/A 1991 -1

New

Yes Elementary Secondary Education English Curriculum Higher Education Instructional Improvement Literature Appreciation Reader Response Student Reaction Teacher Student Relationship Theory Practice Relationship Langer, Judith A., Ed. Collected Works - General Reports - Evaluative National Council of Teachers of English, Urbana, IL. English Intended to provide an overview of current thinking on response-oriented literature instruction and meant to stimulate dialogue leading to reform, this book reports research findings and ideas from teacher conferences of the Center for the Learning and Teaching of Literature at the State University of New York at Albany. The book contains the following articles: (1) "The Background for Reform" (Arthur N. Applebee); (2) "Testing Literature" (Alan C. Purves); (3) "Rethinking Literature Instruction" (Judith A. Langer); (4) "Five Kinds of Literary Knowing" (Robert A. Probst); (5) "Challenging Questions in the Teaching of Literature" (Susan Hynds); (6) "Teaching Literature: From Clerk to Explorer" (Jayne DeLawter); (7) "Literary Reading and Classroom Constraints: Aligning Practice with Theory" (Patrick X. Dias); and (8) "To Teach (Literature)?" (Anthony Petrosky). (NKA) ED341999 Literature Instruction: A Focus on Student Response. 1992-00-00 National Endowment for the Arts, Washington, DC. Office of Educational Research and Improvement (ED), Washington, DC. ISBN-0-8141-3318-5 Practitioners 218 National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 33185-0015; $10.95 members, $14.95 nonmembers). N/A 1992 -1

New

Yes Agency Cooperation Behavior Disorders Child Advocacy Court Litigation Definitions Delivery Systems Demography Demonstration Programs Educational Planning Elementary Secondary Education Eligibility Emotional Disturbances Family Programs Financial Support Legislation Mental Health Programs Models Policy Formation Program Development Program Evaluation Program Implementation Nelson, C. Michael Pearson, Cheryll A. Guides - Non-Classroom Information Analyses Alaska California Kentucky Council for Exceptional Children, Reston, VA. ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA. ERIC/OSEP Special Project. English This book is intended to provide an information base for policy and program planners developing collaborative interagency programs for children and youth with emotional and behavioral disorders (EBD). Its focus is on the multiagency planning and services required by such children and their families. Guidelines for program development are presented as well as program models, research data, and suggested resources. Chapter 1 presents a rationale for interagency services to EBD children and youth based on child and family demographics and the history of interagency services to this popoulation. In chapter 2 the EBD population is described in terms of their behavioral characteristics and the definitions used by various agencies and professional disciplines. Chapter 3 presents information regarding legislation, litigation, funding mechanisms, and advocacy issues affecting interagency collaboration. Chapter 4 describes the most prevalent conceptual models embraced by professionals who provide mental health and education services to EBD children and youth. Implementation strategies and issues are discussed in chapter 5, and the desired outcome and benefits of collaborative programs are highlighted in chapter 6. Chapter 7 contains descriptions of several existing models of interagency service delivery. Conclusions and recommendations are provided in chapter 8. Seven extensive appendices include: a Kentucky legislative bill; a list of 111 interagency resources; and various sample agreements, forms, annual reports, and models from Kentucky, Alaska, and California. (99 references) (DB) ED342147 Integrating Services for Children and Youth with Emotional and Behavioral Disorders. Current Issues in Special Education No. 1. 1991-00-00 Special Education Programs (ED/OSERS), Washington, DC. ISBN-0-86586-218-4 213 Council for Exceptional Children, Publication Sales, 1920 Association Dr., Reston, VA 22091 (Stock No. P364: $25.00; members, $17.50). N/A 1991 -1

New

Yes Art Education Comparative Analysis Dance Education Data Collection Drama Educational Research Educational Status Comparison Elementary Secondary Education Evaluation Methods Music Education Public Schools Visual Arts Leonhard, Charles Reports - Research Tests/Questionnaires Illinois Univ., Urbana. National Arts Education Research Center. English This survey was developed to accumulate and interpret data pertaining to the current status of music, art, dance, and drama/theater education in U.S. public schools. Questionnaires were designed to secure four types of data: (1) demographic; (2) curricular; (3) adequacy of instructional materials; and (4) support for arts education. Findings were reported for small elementary schools (<550), large elementary schools (551+), small middle schools (<499), large middle schools (500+), small secondary schools (<999), and large secondary schools (1000+) in the areas of music, visual art, dance, and drama/theater. The document concludes with a comparison of the results between this and a similar survey that was conducted in 1962 by the National Education Association. The survey instruments are appended. (KM) ED342708 The Status of Arts Education in American Public Schools. Report on a Survey Conducted by the National Arts Education Research Center at the University of Illinois. 1991-00-00 National Endowment for the Arts, Washington, DC. Department of Education, Washington, DC. 284 N/A 1991 -1

New

Yes Behavior Disorders Developmental Disabilities Diagnostic Tests Evaluation Methods Interviews Measures (Individuals) Medical Evaluation Mental Disorders Mental Health Mental Retardation Psychological Testing Psychopathology Surveys Aman, Michael G. Reference Materials - Bibliographies Reports - Research National Inst. on Alcohol Abuse and Alcoholism (DHHS), Rockville, MD. English This survey of the instruments and methods that are currently available for assessing mental health problems in persons with mental retardation lists formalized instruments and interview techniques and evaluates them from a methodological perspective. Emphasis is on the assessment and classification of disorders rather than on the evaluation of adaptive behaviors or treatment effects. Information was solicited from several professional organizations with an interest in behavior, psychopathology, and developmental disabilities through letters sent to 50 prominent researchers and through computer searches of the literature. Approximately 40 relevant instruments were identified. These are described in three sections: (1) the more established instruments, most of which have been published, with detailed descriptions and thorough critiques; (2) relatively new or unpublished instruments, with brief summaries and critiques; and (3) relevant instruments considered peripheral to assessment of behavior disorders, with brief descriptions and no appraisal of psychometric characteristics. Eight tables summarize information about the instruments. Three appendices provide supplemental information about the survey process and the instruments reviewed. (SLD) ED342801 Assessing Psychopathology and Behavior Problems in Persons with Mental Retardation: A Review of Available Instruments. 1991-00-00 241 N/A 1991 -1

New

Yes Cognitive Development Cognitive Measurement Educational Innovation Educational Trends Elementary Secondary Education Evaluation Methods Knowledge Level Mathematical Concepts Mathematics Achievement Mathematics Education Mathematics Instruction Mathematics Skills Mathematics Tests Performance Based Assessment Scoring Teaching Methods Thinking Skills Lesh, Richard, Ed. Lamon, Susan J., Ed. Books Collected Works - General Guides - Non-Classroom American Association for the Advancement of Science, Washington, DC. English This book grew out of a conference sponsored by the Educational Testing Service and the University of Wisconsin's National Center for Research in Mathematical Science Education that focused on assessment issues in mathematics education. The book's 16 chapters focus on clarifying and articulating the goals of assessment and instruction. They are divided into five parts. Part I Assessment Objectives, contains the following chapters: (1) Trends, Goals, and Priorities in Mathematics Assessment (Richard Lesh and Susan Lamon); (2) Assessing Authentic Mathematical Performance (Richard Lesh and Susan Lamon); (3) Toward an Assessment Framework for School Mathematics (Gerald Goldin); and (4) Research and Classroom Assessment of Students' Verifying, Conjecturing, and Generalizing in Geometry (Daniel Chazan and Michal Yerushalmy). Chapters in part II, New Items and Assessment Procedures, are: (5) Balanced Assessment of Mathematical Performance (Alan Bell, Hugh Burkhardt, and Malcolm Swan); (6) Assessment of Extended Tasks (Alan Bell, Hugh Burkhardt, and Malcolm Swan); (7) Moving the System: The Contributions of Assessment (Alan Bell, Hugh Burkhardt, and Malcolm Swan); (8) Assessing Mathematical Skills, Understanding, and Thinking (Jan de Lange); and (9) Thinking Strategies in Mathematics Instruction: How Is It Possible? (Leen Streefland). Part III, New Perspectives on Classroom-based Assessment, contains chapters (10), A Teacher's Struggle to Assess Student Cognitive Growth (Carolyn Maher, Robert Davis, and Alice Alston), and (11), Assessing Understanding of Arithmetic (Herbert Ginsburg, Luz Lopez, Swapna Mukhopadhyay, Takashi Yamamoto, Megan Willis, and Mary Kelly). Chapters in part IV, New Types of Scoring and Reporting, are: (12) Toward a Test Theory for Assessing Student Understanding (Robert Mislevy, Kentaro Yamamoto, and Steven Anacker); (13) Interpreting Responses to Problems with Several Levels and Types of Correct Answers (Susan Lamon and Richard Lesh); and (14) Using Learning Progress Maps to Improve Educational Decision Making (Richard Lesh, Susan Lamon, Brian Gong, and Thomas Post). Part V on difficulties, opportunities, and future directions in assessment contains chapters (15), Future Directions for Mathematics Assessment (Richard Lesh, Susan Lamon, Frank Lester, and Merlyn Behr), and (16), The Intellectual Prices of Secrecy in Mathematics Assessment (Judah Schwartz). (MDH) ED352262 Assessment of Authentic Performance in School Mathematics. AAAS Press Series on Assessment and Evaluation. 1992-00-00 ISBN-0-87168-500-0 Researchers Practitioners 445 American Association for the Advancement of Science, 1333 H Street, NW, Washington, DC 20005. N/A 1992 -1

New

Yes Academic Achievement Affirmative Action Civil Liberties Classroom Techniques Cognitive Style Cultural Pluralism Curriculum Development Educational Environment Elementary Secondary Education Evaluation Methods Futures (of Society) Multicultural Education School Restructuring School Role Special Education Teacher Education Programs Diaz, Carlos, Ed. Books Collected Works - General National Education Association, Washington, DC. English This book presents a selection of readings that address multiculturalism and school restructuring as a reference for schools working to enrich their school-improvement agendas. The readings treat many areas within curriculum and student achievement. The 13 chapters are as follows: (1) "The Next Millennium: A Multicultural Imperative for Education" (C. F. Diaz); (2) "Multicultural Education: Nature, Challenges, and Opportunities" (J. A. Banks); (3) "Effective Teaching Practices for Multicultural Classrooms" (G. Gay); (4) "Institutional Climate: Developing an Effective Multicultural School Community" (V. O. Pang); (5) "Learning Styles: Implications for Teachers" (K. Swisher); (6) "Rethinking the Role of Gender and Achievement in Schooling" (J. Bernard-Powers); (7) "Evaluation Practices for the Multicultural Classroom" (R. J. Samuda and J. Lewis); (8) "We Speak in Many Tongues: Language Diversity and Multicultural Education" (S. Nieto); (9) "Reducing Prejudice in Society: The Role of Schools" (G. S. Pate); (10) "Involving Special Educators in Challenging Injustice in Education" (C. E. Sleeter and C. Hartney); (11) "Educating for Human Rights: A Curricular Blueprint" (R. L. Garcia); (12) "Institutionalizing Multicultural Education in Teacher Education Programs" (N. F. Daly and D. J. O'Dowd); and (13) "Resistance to Multicultural Education: Concerns and Responses" (C. F. Diaz). An Afterword entitled "The Leadership Challenge in Multicultural Education" (C. A. M. Banks) concludes the volume. An annotated bibliography of 18 items and information on the 16 contributors are also provided. (JB) ED349370 Multicultural Education for the 21st Century. NEA School Restructuring Series. 1992-07-00 ISBN-0-8106-3012-5 223 NEA Professional Library, P.O. Box 509, West Haven, CT 06516 (Stock No. 1849-4-00). N/A 1992 -1

New

Yes Academic Aspiration Curriculum Development Diversity (Student) Educational Change Educational Improvement Elementary Secondary Education Group Instruction Heterogeneous Grouping Homogeneous Grouping Individual Differences Mathematics Education Nontraditional Education Parent Participation Public Schools Teacher Expectations of Students Track System (Education) Wheelock, Anne Books Information Analyses Reports - Evaluative Massachusetts Advocacy Center, Boston. English This book examines the effects of tracking on public education, makes a case for "untracking" as a key education reform, and describes successful untracking efforts. Tracking is an educational practice that groups children of similar abilities and achievement levels together into homogeneous groups. "Untracking" is the process of eliminating a track system in schools and reworking the education process to serve heterogeneous groups. Untracking schools create academic communities founded on a moral vision of all students learning together at high levels with the understanding that they are engaged in the first stages of a process of life-long learning. Part 1, an introduction, looks at the current status of tracking in public schools, problems with tracking, and reasons for detracking. Part 2 summarizes components of successful untracking in schools and districts. In Part 3, 7 chapters explore these components through the experiences of specific schools and cover the following topics: (1) involving parents and the community in the untracking effort; (2) establishing a culture of high expectations within an untracked school; (3) organizing and grouping students for diversity including grouping practices, compensatory education, language-diverse students, and multi-age grouping; (4) fashioning high-level curricula for heterogeneous groups; (5) untracking instruction and assessment in heterogeneous classrooms; (6) teaching mathematics; and (7) the affect of untracking on student aspirations. Included are a list of untracked schools and extensive references for each chapter or section. (JB) ED353349 Crossing the Tracks: How "Untracking" Can Save America's Schools. 1992-00-00 Edna McConnell Clark Foundation, New York, NY. ISBN-1-56584-013-5 325 New Press, 450 West 41st Street, New York, NY 10036. N/A 1992 -1

New

Yes Behavior Change Elementary Secondary Education Experiential Learning Instructional Design Instructional Effectiveness Intervention Moderate Mental Retardation Prompting Research Needs Severe Mental Retardation Stimuli Teaching Methods Time Factors (Learning) Wolery, Mark And Others Information Analyses Kentucky Univ., Lexington. Dept. of Special Education. English This literature review is one part of a research project, "The Comparison of Instructional Strategies," designed to investigate issues related to instructional procedures used with students having moderate and severe mental retardation and to develop and field test four modules/manuals using such procedures. The review examined the relevant (defined as instruction of this population in applied settings) literature from 1975 to 1986. Each chapter summarizes findings for one identified instructional strategy and includes an operational description of the procedure, methodological parameters, effectiveness and efficiency findings, and a bibliography of the reviewed research. The following instructional strategies are covered: error correction, antecedent prompt and test, antecedent prompt and fade, most to least prompting, system of least prompts, constant time delay, progressive time delay, naturalistic teaching strategies, and stimulus manipulation. A separate chapter addresses studies comparing two or more instructional strategies. A summary chapter notes commonalities across strategies, identifies issues for further research, and offers guidelines for selecting instructional strategies. (DB) ED345418 Comparison of Instructional Strategies: A Literature Review. 1986-00-00 Department of Education, Washington, DC. Researchers Practitioners 283 N/A 1986 -1

New

Yes Academic Achievement Class Size Classroom Research Economic Impact Elementary Secondary Education Literature Reviews Policy Formation Small Classes Teacher Distribution Teacher Effectiveness Teacher Student Ratio Mitchell, Douglas E. Beach, Sara Ann Reports - Evaluative Far West Lab. for Educational Research and Development, San Francisco, CA. English This policy brief is based on prior class size research and address the following issues of concern to policy makers: (1) the extent and reliability of class size impact on student achievement; (2) the mechanisms by which class size changes turn into student learning effects; and (3) the economic consequences of the reduction of class size. This synthesis of available research supported by a meta-analysis of achievement data shows that class size has a substantial and cumulative effect on student learning. Theoretically, the view that teachers represent a "fixed instructional resource" with their time and attention divided among the total number of students in the classroom best fits the research data. The conclusion is reached, however, that responding to this evidence is difficult because the cost of class size reduction is enormous. It is impossible to imagine public support for the level of funding needed to substantially reduce class size through expansion of school facilities and staff. Alternative strategies for reducing instructional group size can be implemented. The most promising strategy is the redeployment of existing school staff for part or all of the school day. (LL) ED358077 How Changing Class Size Affects Classrooms and Students. Policy Briefs Number 12. 1990-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Policymakers 5 N/A 1990 -1

New

Yes American Indian History American Indians Black History Blacks Christianity Essays Racial Attitudes Racial Bias Racial Discrimination Racial Integration Racial Relations Sex Bias Slavery Study Guides Theology United States History Whites Hulteen, Bob, Ed. Wallis, Jim, Ed. Collected Works - General Guides - Classroom - Learner Sojourners, Washington, DC. English This study guide offers 53 essays and articles in 9 study sessions on the causes and consequences of racism and a vision for change from a Christian perspective. The guide is updated to include articles addressing issues raised by the riots in Los Angeles (California), the 25th anniversary of the legislative victories of the Civil Rights Movement, and the Columbus quincentenary. The guide argues that the founding racial crimes of the nation, extermination of the indigenous populations and slavery of Africans, are the nation's "original sins," which have theological as well as historical meanings that must be faced. The resource is structured to facilitate a study-action-reflection process that is most effective when used in a group setting with time for discussion of the articles and accompanying study questions. Study Session 9 and Appendix 1 offer practical suggestions and "how-to" information for such activities. Study Session titles are as follows: (1) "Racism: Prejudice of the Powerful"; (2) "The Deep Scars of Discrimination"; (3) "The Pain of Oppression"; (4) "An Uncomfortable Privilege"; (5) "Pioneers in Racial Justice"; (6) "What's Wrong With Integration?"; (7) "Body, Blood, and Spirit"; (8) "The Data of a New America"; and (9) "A Call to Action." Appendixes describe educational activities designed to involve others in the process of confronting racist attitudes in one's church and community, list national organizations, and suggest resources for further study. (JB) ED358227 America's Original Sin. A Study Guide on White Racism. New, Expanded Edition. 1992-00-00 181 Sojourners Resource Center, Box 29272, Washington, DC 20017 ($10 each for 1-9 copies; $8.50 each for 10-49 copies; $7.50 each for 50-99 copies; $6.50 each 100 or more copies). N/A 1992 -1

New

Yes Comparative Analysis Education Work Relationship Employment Experiential Learning Higher Education Part Time Students Research Needs Student Experience Student Participation Student Volunteers Undergraduate Students Undergraduate Study Work Experience O'Brien, Eileen M. Reports - General Collected Works - Serials American Council on Education, Washington, DC. Div. of Policy Analysis and Research. English Many college students today are combining their undergraduate studies with some type of paid employment, volunteer work, or internship experience. Estimates show that more than 60 percent of undergraduate students work in paid positions; as many as 26 percent serve as volunteers; and almost 25 percent of undergraduates participate in internship/cooperative work. This paper, which limits its analysis to undergraduate students, summarizes the data available on working students and then compares them with students who do not work. Also reviewed is the limited research on students involved in community service or volunteer work and in internships or cooperative positions, as well as an analysis of how students balance these activities with their studies. Recommendations are offered for further research. Among the findings are the following: (1) in 1991, 63 percent of all college students were employed while enrolled in school, representing a steady increase over the past few decades; (2) in 1990, 26 percent of undergraduates said they were currently performing community service; and (3) surveys are showing that student volunteers are more likely to be women (36 percent are females versus 27 percent males), and older (41 percent of students aged 30 years old or older volunteer compared with less than 30 percent of students under 30 years of age). (Contains 19 references.) (GLR) ED357672 Outside the Classroom: Students as Employees, Volunteers, and Interns. ACE Research Briefs v4 n1 1993 1993-00-00 14 American Council on Education, One Dupont Circle, Washington, DC 20036 (published 8 times yearly: $58 for 1 year; $105 for 2 years; $149 for 3 years). N/A 1993 -1

New

Yes Administrator Characteristics Educational Change Elementary Secondary Education Leadership Styles Personality Traits Resistance to Change Rural Schools School Administration School Districts Hetrick, William Speeches/Meeting Papers Reports - Research Myers Briggs Type Indicator English In recent years, almost all major changes and innovations in education have come out of suburban or urban schools, suggesting that rural schools are more resistant to change. The Myers-Briggs Type Instrument (MBTI) was completed by 86 school administrators to examine the extent to which the psychological traits of rural administrators might contribute to resistance to change in their districts. Respondents came from rural, suburban, and rural transitional districts--those in the process of becoming suburban. Of 16 possible MBTI personality types, 2 are characterized as supportive of the status quo and lacking in vision. These two types comprised 61 percent of rural administrators, 50 percent of rural transitional administrators, and 27 percent of suburban administrators. With regard to the diversity of personalities on the management team, only 7 personality types were found in the rural sample, while 12 types each were found in the rural transitional and suburban samples. Likewise, female administrators made up only 10 percent of the rural sample, compared to 16 percent of rural transitional and 29 percent of suburban administrators. Creating a quality school requires a diverse management team whose members' abilities complement each other. To build a school improvement team with the necessary diversity, superintendents must know their own and their fellow administrators' strengths and weaknesses, add personnel with the missing strengths, arrange for team training, and adjust workloads to provide time for team development. (SV) ED357933 Leadership for a Time of Change. 1993-03-00 16 N/A 1993 -1

New

Yes Counseling Techniques Counseling Theories Counselors Divorce Interpersonal Relationship Marriage Marriage Counseling Remarriage Kern, Roy M. And Others Books Collected Works - General English This book provides therapists with a theoretical base from which to view the dynamics of couples' relationships and the therapeutic process. The book's eight chapters are organized into three parts: "Adlerian Theory and Process"; "Therapeutic Interventions"; and "Special Issues in Marital Therapy." Chapter 1, Adlerian Marital Therapy: History, Theory and Process (William G. Nicoll) summarizes Adlerian theory on couples therapy. Chapter 2, The Initial Interview (E. Clair Hawes and Roy M. Kern) acquaints the reader with how the theory may be operationalized into practical procedures for conducting the first session with the couple. Chapter 3, Lifestyle of a Relationship (Maxine Ijams) provides the therapist with a process analysis and knowledge base of how to conduct the sessions to follow as it relates to lifestyle analysis and toxic relationship issues. Chapter 4, Therapeutic Interventions in the Marital Relationship (E. Clair Hawes) provides communication and problem solving skills interventions. Chapter 5, Relationship Enhancement Programs (G. Hugh Allred and Bernard Paduska) assists the therapist to create strategies to help couples deal with toxic issues that evolve during lifestyle analysis and future therapy sessions. Chapter 6, Sex Therapy: An Adlerian Approach (Carol Davis Evans and Robert R. Evans) provides an overview of Adlerian theory, present day theory, and how the problems of couples in the arena of sex mirror the problems within the relationship. Chapter 7, Divorce Mediation (Brenda B. Even), discusses Adlerian principles related to divorce. Chapter 8, Working with Remarried Couples (Lynn K. O'Hern and Frank R. Williams) educates the therapist about additional socio-psychological principles for dealing with remarried couples. (LLL) ED346398 Couples Therapy: An Adlerian Perspective. 1989-00-00 ISBN-0-932796-26-5 Counselors Practitioners 240 Educational Media Corporation, P.O. Box 21311, Minneapolis, MN 55421 ($10.95). N/A 1989 -1

New

Yes Civil Liberties Developing Nations Females Feminism International Programs Political Science Sex Discrimination Social Change Sociocultural Patterns Values Education Violence Womens Studies World Problems Bunch, Charlotte Carrillo, Roxanna Information Analyses Rutgers, The State Univ., New Brunswick, NJ. Douglass Coll. English This document includes two articles describing the failure of the international human rights movement to consider or remedy the situation of women outside of the basic demand for political rights of people in general. The first article, "Women's Rights as Human Rights: Toward a Re-Vision of Human Rights" (Charlotte Bunch), emphasizes the responsibility of governments and patriarchy for the perpetuation of violence against women. Little is done to remedy domestic violence, and in many countries females are routinely denied education, health care, and proper nutrition, with the result that they are unable to escape from the subjugated position that is traditional to the culture. The article explores the importance and difficulty of connecting women's rights to human rights. Four basic approaches that have been used to make the connection are: (1) women's rights as political and civil rights, (2) women's rights as socio-economic rights, (3) women's rights and the law, and (4) a feminist transformation of human rights. The second article, "Violence Against Women: An Obstacle to Development" (Roxanna Carrillo), specifically looks at strategies for combating violence against women as related to development planning. At multiple program levels, an awareness of cultural specific forms of gender violence can help identify and overcome obstacles impeding women's participation. Such programs must recognize that change can be threatening and can result in more violence. Women must be trained in communication skills, awareness of possible actions, management skills, and self defense. On a very direct level, projects can test one or more education campaigns and seek to make violence unacceptable within a society. (DK) ED361235 Gender Violence: A Development and Human Rights Issue. 1991-00-00 Policymakers Researchers 47 N/A 1991 -1

New

Yes Daughters Fathers Incest Individual Characteristics Parent Child Relationship Personality Traits Predictor Variables Sexual Abuse Williams, Linda Meyer Finkelhor, David Reports - Research New Hampshire Univ., Durham. Family Research Lab. English This research was designed to find out more about the characteristics of fathers who sexually abuse their daughters, with the goal of helping to prevent such abuse and to identify possibly high risk populations. The sample consisted of 118 recently identified incestuous biological fathers and a matched comparison group of 116 non-abusive biological fathers. The men were interviewed at length about their childhood experiences, family life, and sex and social histories. The incestuous fathers also provided detailed information on the sexual contacts with the daughter. The comparison fathers were simply asked about their relationship with their daughter. The study found the incestuous fathers to be a heterogeneous group on a variety of dimensions. Contrary to popular conceptions about incestuous fathers, some molested very young children; others molested older children. A large proportion molested children outside the family in addition to the incestuous abuse, while others only molested family members. Some had a general arousal to children; others did not. Five distinct types of incestuous fathers were identified: sexually preoccupied; adolescent regressives; instrumental sexual gratifiers; emotionally dependent; and angry retaliators. Incestuous fathers as a group manifested disturbances or traumas that may be useful in understanding the sources of their behavior and identifying high risk populations. Incestuous fathers did appear to have been less involved in caring for their daughters prior to the onset of abuse. (ABL) ED354451 The Characteristics of Incestuous Fathers. 1992-07-31 National Center on Child Abuse and Neglect (DHHS/OHDS), Washington, DC. 84 N/A 1992 -1

New

Yes Change Strategies Child Caregivers Day Care Day Care Centers Early Childhood Education Evaluation Methods Models Needs Assessment Organizational Change Program Evaluation Program Improvement Staff Development Bloom, Paula Jorde And Others Guides - Non-Classroom Books English Intended as a practical resource for early childhood center directors engaged in improving the overall quality of their programs, this guide details a comprehensive method for analyzing the different components of a program to increase the program's effectiveness, assists in diagnosing common organizational problems, and aids in selecting appropriate strategies for implementing change and evaluating progress. The guide also demonstrates how to develop a sense of responsibility for center change that is shared collectively by the staff. Chapter 1 presents a social systems model to improve understanding of the significance of day-to-day life in the child care center. Chapter 2 addresses the nature of change and provides an overview of how change occurs in child care centers. The director's role in the change process is discussed in chapter 3. Chapter 4 explores assessing the needs of the child care center as whole, while chapter 5 focuses on assessing individual needs of staff members. Chapter 6 offers a step by step process for designing an individualized model of staff development, and chapter 7 links the notion of individualized staff development to the supportive organizational structures that will ensure its success. The final chapter discusses meshing organizational needs and individual needs into a unified approach for achieving change. Two appendixes contain 27 assessment tools and 8 sample forms. Contains over 160 references. (TJQ) ED364354 Blueprint for Action: Achieving Center-Based Change through Staff Development. 1991-00-00 ISBN-0-9621894-2-1 Administrators Practitioners 295 Gryphon House, Inc., P.O. Box 275, Mt. Rainier, MD 20712 ($28.95). N/A 1991 -1

New

Yes Cultural Awareness Educational Research Elementary Secondary Education Ethnography Family School Relationship Family (Sociological Unit) Hispanic American Students Hispanic Americans Home Visits Parent Teacher Cooperation Qualitative Research Research Methodology Teacher Researchers Teacher Role Teacher Student Relationship Gonzalez, Norma And Others Guides - Non-Classroom Reports - Descriptive National Center for Research on Cultural Diversity and Second Language Learning, Santa Cruz, CA. English The conceptualization of working-class Latino students' households as being rich in funds of knowledge has engendered transformative consequences for teachers, parents, students, and researchers. The qualitative study of their own students' households by teachers is a viable method for bridging the gap between school and community. An assumption of the project described is that educational institutions do not view working-class minority students as emerging from households rich in social and intellectual resources, but instead emphasize what these students lack in terms of the forms of language and knowledge sanctioned by the schools, leading to lowered academic expectations and inaccurate portrayals of these children and their families. In the research, teachers enter the households of two to three of their students as ethnographers, as learners of the everyday life contexts of their students' lives and participate in study groups that offer a forum for the collective analysis of the household findings. Teachers then form curriculum units that tap in to the household funds of knowledge. Parents are drawn into the process by the validation of household knowledge as worthy of pedagogical notice and new avenues of communication between school and home have been constructed in a way that fosters "confianza," or mutual trust. (Contains 21 references.) (Author/JL) ED360825 Teacher Research on Funds of Knowledge: Learning from Households. Educational Practice Report: 6. 1993-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 31 NCRCDSLL, Center for Applied Linguistics, 1118 22nd Street, N.W., Washington, DC 20037. N/A 1993 -1

New

Yes College Curriculum Conservatism Curriculum Development Ethnic Groups Ethnic Studies Financial Support Higher Education Liberalism Mass Media Role Minority Groups Multicultural Education Negative Attitudes Political Influences Politics of Education Resistance (Psychology) Social Action Social Attitudes Womens Studies Schultz, Debra L. And Others Information Analyses National Council for Research on Women, New York, NY. English "Political correctness" has recently been appropriated by organizations and individual advocates seeking to attack and focus negative media attention on reforms in higher education. This report documents both the facts and media distortions that have shaped almost a decade of campus debate on affirmative action, multicultural and feminist curriculum reform, and programs to diversify college campuses. The report also highlights the conditions that have given rise to an unrivaled backlash in academia. Topics addressed include media coverage of political correctness, conservative activism in higher education, liberal responses to the backlash, funding patterns, and campus violence/campus climate issues. Appendices include a chronological list of media coverage that addressed political correctness issues between 1989 and 1993, a list of activist networks of student newspapers on campuses, statistics concerning people of color and women in higher education, the addresses and phone numbers of National Council for Research on Women Member Centers throughout the country, and a list of selected guides and resources concerning integrating women of color into the curriculum. (GLR) ED364170 To Reclaim a Legacy of Diversity: Analyzing the "Political Correctness" Debates in Higher Education. 1993-00-00 76 National Council for Research on Women, 530 Broadway at Spring Street, 10th Floor, New York, NY 10012 ($12). N/A 1993 -1

New

Yes Classroom Techniques Curriculum Design Curriculum Development Fused Curriculum Instructional Design Instructional Development Integrated Curriculum Interdisciplinary Approach Intermediate Grades Junior High Schools Learning Activities Middle Schools Teaching Methods Team Teaching Unified Studies Curriculum Lounsbury, John H., Ed. Guides - Classroom - Teacher Collected Works - General Books National Middle School Association, Columbus, OH. English Interdisciplinary education has been considered a key element of middle level education since the 1960s. Interdisciplinary teaching teams and multi-disciplinary and interdisciplinary units of study have been frequently found in middle level schools since then. Although changes have been incorporated to support it, actual implementation of interdisciplinary education continues to fall short of its full potential. While recognizing the need for schools to reflect the reality of life in an interdisciplinary world, it remains difficult to restructure content-separated curriculum into a more interdisciplinary, or integrated, one. This collection of articles offers guidance to both new and established teaching teams implementing integrated instruction programs. Articles in the first section focus on the positive aspects of team organization for teachers, the effects of teaming on students, and student evaluation of interdisciplinary units. The second section offers suggestions for organizing the teaching team and techniques for developing an integrated curriculum. The third section presents several examples of interdisciplinary instruction units that were implemented successfully in schools across the United States. The final section examines the evolutionary development of the interdisciplinary team, methods of evaluating the teaching team, and some of the limitations of, and problems associated with, interdisciplinary instruction. (TJQ) ED362262 Connecting the Curriculum through Interdisciplinary Instruction. 1992-00-00 ISBN-1-56090-071-7 Teachers Practitioners 167 National Middle School Association, 4807 Evanswood Drive, Columbus, OH 43229-6292. N/A 1992 -1

New

Yes Age Differences Disabilities Education Work Relationship Family Characteristics Family Influence Graduate Surveys High School Students High Schools Individual Differences Influences Longitudinal Studies Models Outcomes of Education Postsecondary Education Quality of Life Secondary Education Secondary School Students Special Education Time Factors (Learning) Young Adults Wagner, Mary And Others Reports - Research National Longitudinal Transition Study of Special Education Students SRI International, Menlo Park, CA. English This report uses data from the National Longitudinal Transition Study (NLTS) of Special Education Students to identify specific influences on postschool outcomes of youth with disabilities. The first chapter describes the NLTS, summarizes key postschool outcomes for young people with disabilities, and presents a framework suggesting influential factors. The second chapter considers measurement and analysis aspects of the study, including NLTS data sources and the multivariate modeling approach and statistical techniques used. The third chapter addresses nonschool factors in postschool outcomes including disability-related factors, individual traits, and household characteristics. In the fourth chapter, school factors are examined in relationship to postschool outcomes. Among these factors are the amount of instructional time spent in regular education settings, curricular aspects of academic and vocational programming, and transition planning. The fifth chapter discusses three aspects of student outcomes--academic performance, student behavior at school, and social involvement--as related to postschool outcomes. The sixth chapter considers the direct effects of the amount of time since leaving school. The final chapter summarizes key findings, considers the cumulative effects of various factors in postschool outcomes, and looks at particular groups and the pattern of influences experienced by them. An appendix provides supplemental statistical tables. References are included for each chapter. (DB) ED365085 What Makes a Difference? Influences on Postschool Outcomes of Youth with Disabilities. The Third Comprehensive Report from the National Longitudinal Transition Study of Special Education Students. 1993-12-00 Special Education Programs (ED/OSERS), Washington, DC. 171 SR International, 333 Ravenswood Ave., Menlo Park, CA 94025-3493 (Order No. 178, $30). N/A 1993 -1 ED544172

New

Yes Census Figures Demography Ethnic Groups Family Characteristics Family Size Family (Sociological Unit) Family Structure Population Education Population Trends Tables (Data) Rawlings, Steve W. Hernandez, Donald J. Numerical/Quantitative Data Bureau of the Census (DOC), Suitland, MD. Population Div. English This report summarizes some of the important, recent trends in household and family charcteristics, such as educational attainment of the householder, and provides detailed demographic data from the Annual Demographic Supplement to the Current Population Survey. Among the findings contained in this report on current population characteristics in the United States are: the proportion of two-parent family households has decreased dramatically since 1970; the increase in black single parents is slowing; Hispanic single parents have the fastest rate of increase among ethnic groups; and Asian or Pacific Islander families had the fastest growth rate in the 1980s. This report is comprised of 180 pages of detailed statistical tables of population data. These data have implications for education policy makers. (DB) ED348254 Household and Family Characteristics: March 1990 and 1989. Population Characteristics. Current Population Reports Series P-20, No. 447 Dec 1990 1990-12-00 232 Superintendent of Documents, U.S. Goverment Printing Office, Washington, DC 20402. N/A 1990 -1

New

Yes College Freshmen College Instruction College Programs College Role Educational Trends Family School Relationship First Year Seminars Higher Education Program Administration Program Design Program Evaluation School Holding Power School Orientation Standards Student College Relationship Transfer Students Transitional Programs Two Year Colleges Upcraft, M. Lee, Ed. And Others Guides - Non-Classroom Collected Works - General South Carolina Univ., Columbia. National Resource Center for the Freshman Year Experience. National Orientation Directors Association. English This monograph contains 14 papers on all aspects of college and university student and family orientation programs. The papers are: (1) "Orienting Today's Students" by M. Lee Upcraft; (2) "Theoretical Perspectives on Orientation" by Michael Dannells; (3) "Trends and Issues in Orientation Programs" by Gerry Strumpf and Greg Sharer; (4) "Components of a Comprehensive Orientation Program" by Becky F. Smith and Richard Brackin; (5) "Orientation as a Catalyst: Effective Retention through Academic and Social Integration" by Louis Fox and others; (6) "Organization and Administration of Orientation Programs" by Richard H. Mullendore and Jimmy Abraham; (7) "Orienting Diverse Populations" by Bonita Jacobs; (8) "Orientation Activities for the Families of New Students" by Diane M. Austin; (9) "Meeting the Demands of Many: Orientation at Two-Year Institutions" by Les Cook and Barry Sterns; (10) "Orienting Transfer Students" by Charlene Hager Harrison; (11) "The Freshman Orientation Seminar: Extending the Benefits of Traditional Orientation" by Betsy O. Barefoot and John N. Gardner; (12) "New Student Orientation and Technology: Oxymoron or Allies" Gary L. Kramer; (13) "Orientation Standards, Evaluation, and Assessment" by Richard H. Mullendore and Gary M. Biller; and (14) "Perspective on the Future of Orientation" by John N. Gardner and David A. Hansen. Also included is a summary of the Council for the Advancement of Standards guidelines and standards for student orientation programs and information on the authors. References accompany individual papers. (JB) ED368239 Designing Successful Transitions: A Guide for Orienting Students to College. The Freshman Year Experience. Monograph Series Number 13. 1993-00-00 Administrators Practitioners Teachers 213 University of South Carolina, The Freshman Year Experience, 1728 College Street, Columbia, SC 29208 ($25). N/A 1993 -1

New

Yes Behavior Standards Beliefs Classroom Environment Classroom Techniques Cultural Awareness Discipline Family Environment Inner City Intermediate Grades Interviews Junior High Schools Middle Schools Standards Teacher Attitudes Teacher Education Teacher Expectations of Students Teaching Methods Urban Schools Turner, Catana L. Reports - Descriptive Speeches/Meeting Papers English This study was undertaken to obtain descriptive information about teachers' perceptions of effective classroom management within an inner-city middle school. Thirteen teachers in one such school in Tennessee were interviewed about their classroom management behaviors. Teachers appeared to have an elaborate system of beliefs related to the themes of establishing and maintaining control over their students, forming teacher expectations, and identifying the influences of the home environment. A central theme was that these teachers put a heavy emphasis on controlling student behavior to establish order and to plan and organize academic concerns, even though controlling procedures had not alleviated or lessened classroom conflict. Although they indicated that they believed teachers should not lower their standards, they did, in fact, lessen requirements for these students. They also indicated that, because of perceived home and community influences, they could not expect these students to perform in the same manner as students from other home environments. The home was regarded as a major source of problems for these students. The teachers did believe that they themselves were doing as well as they could under difficult circumstances. The process of improving inner-city schools could well begin with exposing teachers to training that recognizes the importance of cultural awareness for teachers. (Contains 26 references.) (SLD) ED368820 Teachers' Perceptions of Effective Classroom Management within an Inner-City Middle School. 1993-11-00 17 N/A 1993 -1

New

Yes Crowding Day Care Educational Change Educational Improvement Elementary Secondary Education Scheduling Track System (Education) Year Round Schools Reports - Descriptive Opinion Papers Speeches/Meeting Papers Woodburn Public Schools, OR. English Year-round schooling is a positive alternative for the Woodburn School District, a district experiencing an overcrowding problem. The year-round education system has not yet been implemented in Woodburn, but the proposal is getting serious attention by administrators, teachers, and parents. The Utah Foundation Research Report identifies 10 positive aspects of year-round schools. Examples of positive effects range from reduced learning loss following vacations to improved student behavior. The report also identifies several negative aspects of year-round schools, including necessary startup cost and altered family lifestyles. An informational packet on year-round schooling sent to Woodburn parents features often-asked questions and answers associated with year-round education, as well as a list of resources parents can contact to get more information. A letter to the parents explains why Woodburn is attempting to change to year-round schools and what the benefits of it will be to parents, teachers, and students. An example of a year-round school calendar, a sample cafeteria schedule, and a glossary of year-round schooling terms was included in the mailing and are included in this packet. Four appendix contain committee reports, sample letters and forms, presentation overheads, school brochures, year-round-education negotiated contract supplement, and middle school/elementary school pamphlets. (KDP) ED369141 Year-Round Education in the Woodburn School District. 1994-00-00 134 N/A 1994 -1

New

Yes Autobiographies Cultural Context Discourse Analysis Higher Education Persuasive Discourse Rhetorical Theory Slavery Undergraduate Students Heglar, Charles J. Opinion Papers Speeches/Meeting Papers English Although slave narratives have enjoyed critical attention as literature and autobiography, when presenting them to undergraduates, there is some confusion--usually centering on the dissimilarities between the narratives and traditional autobiography. The narratives are not as linear, not as focused on personal development; the narrators are not as renowned as some national figures. Finally the narratives are polemical or didactic; they argue a point persistently. While the polemical nature of slave narratives must lead to a study of historical context, it should also lead to a study of the popular genres they appropriated. Ex-slaves used the conventions of the spiritual autobiography, the conversion narrative, or the sentimental novel for the following reasons: (1) to tap into a storehouse of formulas which a reading audience already shared; (2) to argue subtextually for their inclusion in the mainstream; (3) to draw the reader into sympathetic relation with themselves before they asserted their sense of difference or individuality through some subversion of expectation. In "Incidents in the Life of a Slave Girl," for instance, Harriet Jacobs appropriates sentimental conventions at the same time that she challenges them to argue against slavery. (TB) ED371358 Slave Narratives as Polemic. 1994-03-00 7 N/A 1994 -1

New

Yes Adolescent Literature Annotated Bibliographies Anthologies Childrens Literature Cultural Differences Elementary Education Folk Culture Foreign Countries Immigrants Junior High Schools Multicultural Education Novels Picture Books Poetry Bishop, Rudine Sims, Ed. Reference Materials - Bibliographies ISSN-1051-4740 National Council of Teachers of English, Urbana, IL. English Serving as a resource for K-8 teachers who wish to offer children books that reflect the cultural diversity of American society, this book presents annotations of nearly 400 books (published between 1990 and 1992) about African Americans, Asian Americans, Hispanic Americans/Latinos, and Native Americans. The annotated bibliography also lists books involving people and countries in Africa, Asia, South and Central America, and the Caribbean, as well as relevant books set in Mexico, Canada, or England. Also included are works that focus on interracial and intercultural topics, issues, and relationships. The book groups the entries according to 15 genres or themes: (1) Poetry and Verse; (2) the Arts; (3) Ceremonies and Celebrations; (4) People to Know and Places To Go; (5) Concepts and Other Useful Information; (6) Biography: Individuals Who Made a Difference; (7) History: The Way We Were; (8) Immigrants and Immigration: Coming to America; (9) Folktales, Myths, and Legends: Old and New; (10) Books for the Very Young; (11) Picture Books: Primary and Beyond; (12) Fiction for Middle Readers; (13) Novels for Older Readers; (14) Anthologies: Gatherings of Poems and Stories; and (15) A Potpourri of Resources. A listing of award-winning books and a directory of publishers is attached. (RS) ED375424 Kaleidoscope: A Multicultural Booklist for Grades K-8. NCTE Bibliography Series. 1994-00-00 ISBN-0-8141-2543-3 Practitioners 205 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 25433-3050; $10.95 members, $14.95 nonmembers). N/A 1994 -1

New

Yes Communication Skills Ethnography Generalization Interpersonal Communication Intervention Language Acquisition Mental Retardation Preschool Children Preschool Education Teaching Methods Transfer of Training Kaiser, Ann P. And Others Speeches/Meeting Papers Reports - Evaluative English This study investigated effects of the application of Enhanced Milieu Teaching (EMT) with four preschool children with developmental disabilities during interactions with three primary conversational partners. The study involved a multiple baseline (probe) across two children which was replicated across two additional children. Within that framework was nested a multiple baseline across three communication partners (trainer, teacher, and peer) for each child. An ethnographic description of the classroom before and after the intervention was also completed. The EMT intervention combined environmental arrangement, responsive interaction strategies, and selected uses of milieu teaching to facilitate child engagement. It also included context specific modeling of language and limited incidental teaching to teach specific language targets. The study found: (1) the effects of the intervention on children's use of target language were consistent across children and conversational partners; (2) there was very little generalization from the trainer-implemented intervention to the teacher-child baseline; and (3) there was evidence of generalization of target language use to interactions with peers for only one child. However, introduction of EMT by a second adult partner quickly produced changes in children's communication in the second training context. Tables and graphs detail study methodology and findings. (DB) ED375546 Enhanced Milieu Teaching: An Analysis of Applications by Interventionists and Classroom Teachers. 1994-06-03 National Inst. of Child Health and Human Development (NIH), Bethesda, MD. Special Education Programs (ED/OSERS), Washington, DC. 35 N/A 1994 -1 Does Not Meet Evidence Standards http://ies.ed.gov/ncee/wwc/study/70770 ED531337

New

Yes Attitude Change Attitudes toward Disabilities Attribution Theory Beliefs Cultural Differences Cultural Influences Developing Nations Disabilities Ethnic Groups Foreign Countries Minority Groups Rehabilitation Self Determination Social Attitudes Social Influences Surveys Mallory, Bruce L. And Others Opinion Papers Collected Works - General Books Africa World Rehabilitation Fund, Inc., New York, NY. New Hampshire Univ., Durham. Inst. on Disability. English This monograph is based on an international survey of approximately 60 individuals/organizations concerning the nature of disability and disability awareness. The survey was part of a project of the International Exchange of Experts and Information on Rehabilitation which is attempting to make information about disability issues from other countries available to U.S. audiences. The three papers in this monograph give special attention to disability issues in Africa. In "Changing Beliefs about Disability in Developing Countries: Historical Factors and Sociocultural Variables," Bruce L. Mallory identifies salient themes from the survey grouped into six categories: (1) cultural values, (2) attribution theories, (3) attitudinal responses, (4) institutional effects, (5) adaptability and change in belief systems, and (6) nature of the disability. Examples from three developing countries (Zaire, Kenya, and Thailand) illustrate the themes. In the second paper, "An Examination of Some Traditional African Attitudes towards Disability," Robert W. Nicholls compares the beliefs and behaviors of disparate ethnic groups including the Igede, Igbo, and Yoruba of Nigeria, and the Ndembu of Zambia. The third paper is by James I. Charlton and is titled "Development and Disability: Voices from the Periphery - Zimbabwe." Charlton addresses the contradictions that the disability rights movement in Zimbabwe confronts within the economic, cultural, and political milieu of Zimbabwe. A commentary on the papers is provided by Kofi Marfo, followed by a rejoinder written by Robert W. Nicholls. An appendix lists sample answers to survey questions. (DB) ED375574 Traditional and Changing Views of Disability in Developing Societies: Causes, Consequences, Cautions. Monograph #53. 1993-02-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 111 IEEIR c/o Institute on Disabilities, University of New Hampshire, Heidelberg Harris Building, 125 Technology Drive, Durham, NH 03824-3577 ($7). N/A 1993 -1

New

Yes At Risk Persons Caseworker Approach Child Abuse Child Neglect Disabilities Etiology Incidence Individual Characteristics Inservice Education Professional Education Recordkeeping Crosse, Scott B. And Others Reports - Research Reference Materials - Vocabularies/Classifications Westat, Inc., Rockville, MD. James Bell Associates, Inc., Arlington, VA. English This report summarizes available information on the incidence of child abuse among children with disabilities, relationships between child abuse and disability, and the incidence of disabilities resulting from child abuse or neglect. Much of the information in the report comes from data collected on 1,249 substantiated cases of maltreatment involving 1,834 children. Among major findings were: (1) the incidence of maltreatment among children with disabilities was 1.7 times higher than for children without disabilities; (2) for 47 percent of the maltreated children with disabilities, caseworkers reported that the disabilities directly led to or contributed to the child maltreatment; and (3) the incidence of disabilities caused or likely to have been caused by maltreatment was 147 per 1,000 maltreated children. It is recommended that: risk assessment approaches should include the child's disabilities as a risk factor; caseworkers and other professionals should be educated on the relationship between maltreatment and disabilities; and state and federal systems for reporting cases of child maltreatment should include uniform information on disabilities. The report's three sections review previous research and explain the study's methodology; consider the incidence of maltreatment among children with disabilities; and present data on maltreated children with disabilities, characteristics of children, characteristics of adults, and case processing. Appendices provide further methodological detail, the two data collection instruments, and a glossary of terms. (Contains 35 references.) (DB) ED365089 A Report on the Maltreatment of Children with Disabilities. 1992-00-00 National Center on Child Abuse and Neglect (DHHS/OHDS), Washington, DC. 168 N/A 1992 -1

New

Yes Elementary Secondary Education Higher Education Interdisciplinary Approach Language Role Mass Media Effects Mass Media Role Psycholinguistics Social Problems Visual Literacy Fox, Roy F., Ed. Collected Works - General Books National Council of Teachers of English, Urbana, IL. English The essays in this collection discuss the "image" as both product and process. Representing such diverse disciplines as rhetoric, composition, clinical psychology, journalism, photography, communication, education, and sociology, the essays describe how images function and how they are linked with language and explore the role of images in shaping social issues. Following an introduction (overview) by the editor, the essays in Part I, "Images in Language," are: (1) "Image Studies: An Interdisciplinary View" (Roy F. Fox); (2) "People Prose" (Alan C. Purves); (3) "Imaging, Literacy, and Sylvia Ashton-Warner" (Nancy S. Thompson); (4) "Photographs, Writing, and Critical Thinking" (Carol P. Hovanec and David Freund); and (5) "Child Talk: Re-presenting Pictures in the Mind" (Stevie Hoffman). The essays in Part II, "Images in Media," are: (6) "Where We Live" (Roy F. Fox); (7) "From War Propaganda to Sound Bites: The Poster Mentality of Politics in the Age of Television" (Linda R. Robertson); (8) "Reading Ollie North" (William V. Costanzo); (9) "Instant History, Image History: Lessons from the Persian Gulf War" (George Gerbner); (10) "Authorship of Metaphoric Imagery in 'Live' Television Sportscasts" (Barbra S. Morris); (11) "Ad Images and the Stunting of Sexuality" (Carol Moog); and (12) "'Don't Hate Me Because I'm Beautiful': A Commercial in Context" (Gerald O. Grow). The essays in Part III, "Images in Mind." are: (13) "Beyond 'The Empty Eye': A Conversation with S. I. Hayakawa and Alan R. Hayakawa" (Roy F. Fox); (14) "The Image Is Not the Thing" (Herb Karl); (15)"Analyzing Visual Persuasion: The Art of Duck Hunting" (Kay Ellen Rutledge); and (16) "The Riddle of Visual Experience" (Vito Signorile). (NKA) ED374441 Images in Language, Media, and Mind. 1994-00-00 ISBN-0-8141-2281-7 255 National Council of Teachers of English, 1111 W. Kenyon Rd., Urbana, IL 61801-1096 (Stock No. 22817-3050: $18.95 members, $25.95 nonmembers). N/A 1994 -1

New

Yes Academic Achievement Educational Change Educational Technology Elementary Secondary Education Learning Literature Reviews Models Outcomes of Education Program Implementation Teacher Role Teaching Methods Technological Advancement Technology Uses in Education Means, Barbara And Others Reports - Evaluative SRI International, Menlo Park, CA. Education Development Center, Inc., Newton, MA. English Many critics of American education see technology as an important tool in bringing about the kind of revolutionary changes called for in new reform efforts. Consequently, support for the use of technology to promote fundamental reform appears to be reaching a new high. Following an introduction describing elements of school reform, Chapter 2 describes how technology can support the kinds of student learning described in a model of reform presented in Chapter 1. Chapter 3 describes the ways that technology can support student learning as defined by education reformers, and Chapter 4 describes ways in which technology can support teacher efforts to promote student learning. Chapter 5 reviews the literature on the effects of technology on student learning outcomes. The final chapter deals with issues of implementation for projects attempting education reform supported by technology. Three tables and two figures summarize information about technology and reform. (Contains 192 references.) (SLD) ED364220 Using Technology To Support Education Reform. 1993-09-00 Office of Educational Research and Improvement (ED), Washington, DC. Office of Research. ISBN-0-16-042048-2 116 U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. N/A 1993 -1

New

Yes Certification Cued Speech Deaf Interpreting Deafness Educational Practices Elementary Secondary Education Evaluation Methods Guidelines Hearing Impairments Models Needs Assessment Partial Hearing Program Development Standards Student Evaluation Student Placement Teacher Characteristics Easterbrooks, Susan, Ed. Baker-Hawkins, Sharon, Ed. Guides - Non-Classroom National Association of State Directors of Special Education, Alexandria, VA. Northern Illinois Univ., DeKalb. Research and Training Center for Traditionally Underserved Persons Who Are Deaf. English This document provides assistance to education agencies and, through them, to educators, service providers, and parents of students who are deaf or hard of hearing. The guidelines are a collaborative effort of 10 national organizations. The document is organized into five chapters and a glossary. Chapter 1 describes the issues that are basic to understanding hearing loss, and as such, provides the foundation or background information needed by professionals in the field. Chapter 2 presents characteristics of supportive structures and administration. Chapter 3 describes the process of identifying and assessing individual needs. Chapter 4 reviews program options and methods of choosing appropriate placements. Chapter 5 describes characteristics of personnel who will work with children after placement. The glossary provides definitions for terminology used through the document. Nine appendices include: knowledge and skill statements for beginning teachers of students with hearing impairments; model standards for the certification of educational interpreters; information on cued speech transliteration; a position statement on identification of hearing impairment in infants; guidelines for service provision to infants and toddlers with hearing impairments; policy guidelines of the Office of Special Education and Rehabilitative Services; audiology guidelines; and a directory of national organizations of and for people with hearing impairments. Individual chapters contain references. (DB) ED377614 Deaf and Hard of Hearing Students: Educational Service Guidelines. 1994-00-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. Administrators Practitioners 182 Deaf Guidelines Document, c/o National Association of State Directors of Special Education, 1800 Diagonal Rd., Suite 320, Alexandria, VA 22314 ($10). N/A 1994 -1

New

Yes Disability Identification Dyslexia Educational Research Elementary Secondary Education Etiology Intervention Student Characteristics Symptoms (Individual Disorders) Teaching Methods Information Analyses Guides - Non-Classroom National Inst. of Child Health and Human Development (NIH), Bethesda, MD. English This brochure presents current knowledge and theories regarding the causes and treatment of dyslexia. Psychological, biological and educational factors thought to contribute to dyslexia are outlined, as are common approaches to treatment and long-term prospects for individuals with dyslexia. Efforts by the National Institute of Child Health and Human Development to support research into causes and treatment of dyslexia are also described. Five other sources of information are listed. (PB) ED368092 Facts about Dyslexia. 1993-04-00 ISBN-0-16-041752-X Parents Practitioners 17 U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328 (free). N/A 1993 -1

New

Yes Academic Achievement Class Size Curriculum Enrichment Grade 11 High Schools History Instruction Instructional Effectiveness Learning Activities Multicultural Education Oral History Social Studies Student Motivation Teaching Methods United States History Calabrese, Elisa Guides - Classroom - Teacher Dissertations/Theses - Practicum Papers English This practicum was designed to increase student achievement and to motivate 11th grade U.S. history students to consistently complete homework assignments, to actively participate in classroom discussions, and to perform with a passing grade of "C" or above on all examinations. This paper describes the development of a multicultural curriculum and its implementation in a large classroom U.S. history course. The curriculum was developed for a class of 200 students from a student body with an ethnic composition of 56 percent Hispanic, 31 percent black, 13 percent white, and one percent Asian American/Indian. The textbook that had been in use gave inadequate attention to minority groups and women, so that these students did not feel they were an integral part of the U.S. history experience. The curriculum was designed to encourage active student involvement in their course work. It emphasized the use of guest speakers; hands on discovery learning projects designed to enhance knowledge of the diverse cultural heritage of students in the United States; and group projects and oral history projects designed to expand each student's sense of the relevance of U.S. history to today's world. Results indicated that, as a result of implementation, students were significantly more involved in and enthusiastic about U.S. history than in previous classes. Students achieved higher levels of performance than in prior classes. The appendices include specific performance standards of U.S. history; and a competency based curriculum for U.S. history. Contains 17 references. (DK) ED374037 A Plan for Enhancing Student Achievement in an Eleventh Grade Large Classroom American History Course through a Multicultural Curriculum. 1993-00-00 Teachers Practitioners 74 N/A 1993 -1

New

Yes Clinical Diagnosis Compliance (Legal) Cultural Differences Definitions Diagnostic Tests Disabilities Disability Identification Educational Diagnosis Educational Legislation Elementary Secondary Education Evaluation Methods Federal Legislation Limited English Speaking Parent Role Student Evaluation Testing Waterman, Betsy B. Collected Works - Serials Guides - Non-Classroom National Information Center for Children and Youth with Disabilities, Washington, DC. Academy for Educational Development, Washington, DC. English This newsletter issue focuses on the assessment of school-aged children to: (1) determine if a child has a disability and is eligible for special services, and (2) provide information that can drive educational programming. Section 1 is an introduction which addresses a definition of assessment, how students are identified for assessment, federal law requirements, and the federal disability categories. Section 2 briefly describes the following sources of information: school records, student work, prereferral procedures, observational techniques, interviews, testing, ecological assessment, direct assessment, dynamic assessment, task analysis, outcome-based assessment, and learning styles assessment. Section 3 then considers the parents' role in the assessment process, including before, during, and after the evaluation. The fourth section offers guidelines for assessing students who are culturally and linguistically diverse. Section 5 looks at the primary areas of assessment including intelligence, language, perceptual abilities, academic achievement, and behavior and emotional/social development. The final section addresses interpretation of the results of such a comprehensive evaluation and focuses on the Independent Education Evaluation and the Individualized Education Program meeting. A list of relevant organizations and publishers completes the issue. (Contains 49 references.) (DB) ED378725 Assessing Children for the Presence of a Disability. NICHCY News Digest v4 n1 1994 1994-00-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 29 National Information Center for Children and Youth with Disabilities, P.O. Box 1492, Washington, DC 20013-1492 (single copy free). N/A 1994 -1

New

Yes Ability Identification Alaska Natives American Indians Cultural Differences Cultural Influences Culture Fair Tests Decision Making Educational Practices Educational Quality Elementary Secondary Education Evaluation Methods Gifted Psychometrics Student Evaluation Student Placement Talent Talent Identification Callahan, Carolyn M. McIntire, Jay A. Information Analyses Guides - Non-Classroom Office of Educational Research and Improvement (ED), Washington, DC. English This report reviews and synthesizes the most promising practices used to identify exceptionally talented students from the Native American population. Preliminary information includes an Indian Student Bill of Rights, discussion of the problem of talent identification, and discussion of special issues including diversity within the Native American population and cultural assimilation versus accommodation. Eight principles of identification are then presented. These include, among others, using assessments that go beyond a narrow conception of talent; using appropriate instruments with underserved populations; and using a multiple-measure/multiple-criteria approach to identification. Specific practices are then considered, which address: balancing the ideal and the practical; deciding on a concept of talent; recognizing the issues of a particular school; identifying traits that may influence manifestations of talent; recognizing behaviors that distinguish some Native American students from the general population; looking for manifestations of talent potential, alternative behaviors, situations, and interpretations; selecting and constructing appropriate assessment tools; and using the collected student data to make decisions. Recommendations address technical assistance, professional development, assessment portfolios, experimental programs, and program funding. Five appendices include technical information concerning evaluation measures, two sample case studies, and a list of assessment instruments. (Contains 77 references.) (DB) ED367127 Identifying Outstanding Talent in American Indian and Alaska Native Students. 1994-04-00 ISBN-0-16-043150-6 Practitioners Administrators 93 U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. N/A 1994 -1

New

Yes Behavior Change Behavior Development Behavior Problems Behavior Theories Change Strategies Child Development Classroom Techniques Developmental Stages Discipline Discipline Problems Early Childhood Education Guidance Intervention Parent Child Relationship Social Development Teacher Student Relationship Young Children Gartrell, Daniel Books Guides - Classroom - Teacher English Noting that the early childhood age group encounters--and poses--particular challenges that require understanding by early childhood teachers, this book presents theories and practical skills needed to administer discipline that will promote the educational development of young children and help them learn from their behavior. The guidance approach presented, which focuses on children ages 3 to 8 years, addresses mistaken behavior, teaches children to solve the problem, and protects self-esteem. The book includes ten chapters, grouped in three units. Chapter 1 provides a historical overview of the guidance tradition. Chapter 2 presents three levels of mistaken behavior, a basic construct of the guidance approach. Chapter 3 discusses principles of a guidance approach, and chapter 4 presents implementation. Chapter 5 discusses classroom management through the use of learning centers and classroom routines. Chapter 6 explores management of the daily program to reduce the need for mistaken behavior. Chapter 7 introduces skills and strategies for communicating with children in order to reduce the need for mistaken behavior and techniques for communicating with parents. Chapter 8 presents conflict resolution strategies for addressing mistaken behavior. Chapter 9 offers information to help prospective and practicing teachers cope with and remediate serious mistaken behavior, while chapter 10 defines liberation teaching as a concept which integrates: viewing human nature positively; preventing problems by accommodating the developmental needs of young children; teaching children empathy and problem-solving skills; practicing nonpunitive intervention; and building a team relationship with parents. Four appendices include sample greeting letters, surveys, brochure, and flyer; a position statement of the Minnesota Association for the Education of Young Children, and an individual guidance plan worksheet. (AA) ED381244 A Guidance Approach to Discipline. 1994-00-00 ISBN-0-8273-5520-3 364 Delmar Publishers, 3 Columbia Circle, Albany, NY 12212. N/A 1994 -1

New

Yes Academic Libraries College Faculty Educational Change Employee Attitudes Faculty Workload Foreign Countries Higher Education Librarians Personnel Questionnaires Salaries Sex Differences Stress Management Universities Work Attitudes Work Environment Working Hours Boyd, Sally Wylie, Cathy Reports - Research Tests/Questionnaires New Zealand New Zealand Council for Educational Research, Wellington. Association of Univ. Staff of New Zealand, Wellington. English This study examined the workloads of academic, general, support, library, and technical staff of New Zealand universities. It focused on current levels of workload, changes in workload levels and content, connections between workload and stress, and staff attitudes towards the effects of workload changes and educational reforms on the quality of their work. A total of 1,181 Association of University Staff members were surveyed through mailed questionnaires. The findings showed increasing workloads and stress for many university staff, and suggest that the overall quality of working life is declining for many university staff. Many of those surveyed felt that their work was often or always stressful; the majority stated that their work had become more stressful recently, and that they saw this trend continuing in the future. One of the major factors involved in the increase in stress levels was increase in workload. Females and recently appointed academics were identified as more likely to experience stress compared with academics in general. Two appendixes provide demographic information about the respondents, additional data tables, and copies of the academic and administrative support personnel questionnaires. (Contains 33 references.) (MDM) ED377747 Workload and Stress in New Zealand Universities. 1994-00-00 ISBN-0-908916-74-4 114 N/A 1994 -1

New

Yes Arabic Chinese Educational Assessment Educational Policy Federal Government Foreign Countries French German Greek Immigrants Indonesian Languages International Trade Italian Japanese Language Attitudes Language Planning Language Research Language Role Linguistic Theory Malay Public Policy Second Language Instruction Second Languages Sociolinguistics Spanish State Government Uncommonly Taught Languages Djite, Paulin G. Reports - Descriptive Books Australia Australian National Languages and Literacy Inst., Deakin. English Based on an Australian study creating sociolinguistic profiles of nine languages other than English (LOTE) commonly used in Australia, the report examines implications for public language policy and planning. The languages are: Arabic; Chinese; French; German; Modern Greek; Indonesian/Malay; Italian; Japanese; and Spanish. The report begins by giving an overview of the history of commonwealth language policy and outlining state and territory language policy initiatives. It then describes the current state of LOTE and English language policy and offers some background on the theory of language planning. A chapter is devoted to language policy in the context of business and trade. Explanations of trade patterns with the countries represented by the nine languages are offered here. The final chapter explains the project in which the sociolinguistic profiles were created and summarizes them, focusing on three aspects: the individual languages' role in relation to migration and Australian society; quantitative data resulting from the study; and qualitative data emerging from the study. Results of a student attitude survey are also summarized. Contains 172 references. (MSE) ED381001 From Language Policy to Language Planning: An Overview of Languages Other Than English in Australian Education. 1994-00-00 ISBN-1-875578-33-1 179 National Languages and Literacy Institute of Australia Ltd., Level 2, 6 Campion Street, Deakin, Australian Capital Territory 2600, Australia. N/A 1994 -1

New

Yes Algebra Elementary Secondary Education Epistemology Functions (Mathematics) Geometry Mathematics Education Probability Spatial Ability Statistics Student Evaluation Thinking Skills Kirshner, David, Ed. Collected Works - Proceedings International Group for the Psychology of Mathematics Education. North American Chapter. English This volume contains the full text of 2 plenary papers and 26 research reports. In addition, brief, usually one-page, reports are provided for 6 discussion groups, 10 technology focus groups, 7 symposiums, 7 oral presentations, and 17 position sessions. The two full plenary reports are: (1) "Problems of Reification: Representations and Mathematical Objects" (A. Sfard and P. W. Thompson); and (2) "Elements of a Semiotic Framework for Understanding Situated and Conceptual Learning" (J.A. Whitson). The twenty-six full research reports are: (3) "Factors in Learning Linear Algebra" (G. Harel); (4) "Articulations Between the Settings, Numeric, Algebraic and Graphic Related to the Differential Equations" (A. Hernandez and F. Hitt); (5) "Image Structures and Reification in Advanced Mathematical Thinking: The Concept of Basis" (L. Krussel); (6) "A Survey of Tertiary Students' Entry Level Understanding Of Mathematics Vocabulary" (L. D. Miller and B. White); (7) "Constructing the Derivative in First Semester Calculus" (B. Speiser and C. Walter); (8) "Visual Salience in Algebraic Transformations" (T. Awtry and D. Kirshner); (9) "Preparing Students for Algebra: The Role of Multiple Representations in Problem Solving" (M. E. Brenner and B. Moseley); (10) "Introducing Algebra With Programmable Calculators" (T. C. Avalos); (11) "Blind Calculators', 'Denotation' of Algebra Symbolic Expressions, and 'Write False' Interviews" (Jean-Philippe Drouhard, And Others); (12) "School Algebra: Syntactic Difficulties in the Operativity With Negative Numbers" (A. Gallardo and T. Rojano); (13) "A Constructivist Explanation of the Transition from Arithmetic to Algebra: Problem Solving in the Context of Linear Inequality" (T. Goodson-Espy); (14) "Multi-Tasking Algebra Representation" (L. P. McCoy); (15) "Assessing Student Responses to Performance Assessment Tasks" (S. Hillman); (16) "Multi-faceted Inferences from an Interview Assessment" (T. L. Schroeder); (17) "Visualization in Mathematics: Spatial Reasoning Skill and Gender Differences" (L. Friedman); (18) "Negative Consequences of Rote Instruction for Meaningful Learning" (D. Simoneaux and D. Kirshner); (19) "Long Term Relationship Between Spatial Ability and Mathematical Knowledge" (G. H. Wheatley, And Others); (20) "The Role of Context in Mathematical Activity" (D. Clarke and S. Helme); (21) "The Relationship Between Preservice Teachers' Metaphors for Mathematics Learning and Habermasian Interests" (M. J. Fleener and A. Reynolds); (22) "An Investigation into the Development of Student Understanding of the Graphs of Polynomial Functions of Degree Greater Than Two: Results and Implications" (J. E. Curran); (23) "A Modeling Approach to Constructing Trigonometric Functions" (H. M. Doerr); (24) "Students' Conceptions of Functions in a Computer-Rich Problem Solving Environment" (B. R. O'Callaghan and D. Kirshner); (25) "Towards an Algebraic Notion of Function: The Role of Spreadsheets" (T. Rojano and R. Sutherland); (26) "Students' Development of Length Measurement Concepts Using a Specially-Designed Turtle Graphics Environment" (D. H. Clements; And Others); (27) "The Role of Language in Geometric Concept Formation: An Exploratory Study with Deaf Students" (M. M. Mason); and (28) "Development of the Concept of Randomness" (K. E. Metz). (WTB) ED383533 Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (16th, Baton Rouge, Louisiana, November 5-8, 1994). Volume 1: Plenary Sessions, Technology Focus Groups, Discussion Groups and Research Papers, Oral Reports and Posters. 1994-11-00 Researchers Teachers Practitioners 326 N/A 1994 -1

New

Yes Algorithms Biology Classification Coding Computers Crystallography Environmental Education Geometry Higher Education Innovation Mathematical Applications Mathematics Instruction Prime Numbers Proof (Mathematics) Science Education Secondary Education Cipra, Barry Collected Works - Serials ISSN-1065-9358 American Mathematical Society, Providence, RI. English This document consists of the first two volumes of a new annual serial devoted to surveying some of the important developments in the mathematical sciences in the previous year or so. Mathematics is constantly growing and changing, reaching out to other areas of science and helping to solve some of the major problems facing society. Volumes 1 and 2 survey some of the important developments in the mathematical sciences over the past year or so. The contents of volume 1 are: (1) "Equations Come to Life in Mathematical Biology"; (2) "New Computer Insights from 'Transparent' Proofs"; (3) "You Can't Always Hear the Shape of a Drum"; (4) "Environmentally Sound Mathematics"; (5) "Disproving the Obvious in Higher Dimensions"; (6) "Collaboration Closes in on Closed Geodesics"; (7)"Crystal Clear Computations"; (8) "Camp Geometry"; (9) "Number Theorists Uncover a Slew of Prime Impostors"; and (10) "Map-Coloring Theorists Look at New Worlds." The contents of volume 2 are: (1) "A Truly Remarkable Proof" (Fermat's Last Theorem); (2) "From Knot to Unknot"; (3) "New Wave Mathematics"; (4) "Mathematical Insights for Medical Imaging"; (5) "Parlez-vous Wavelets?" (6) "Random Algorithms Leave Little to Chance"; (7) "Soap Solution"; (8) "Straightening Out Nonlinear Codes"; (9) "Quite Easily Done"; and (10) "(Vector) Field of Dreams." (MKR) ED380278 What's Happening in the Mathematical Sciences, 1993-1994. What's Happening in the Mathematical Sciences v1-2 1993-1994 1993-00-00 0-8218-8998-2 109 American Mathematical Society, P.O. Box 5904, Boston, MA 02206-5904 (order no. for volume 1: HAPPENING/1wh, $7; order no. for volume 2: HAPPENING/2WH, $8). N/A 1993 -1

New

Yes Access to Education Children Disadvantaged Youth Elementary Secondary Education Equal Education Homeless People Housing National Surveys Needs Assessment State Departments of Education State Programs State Surveys Student Transportation Anderson, Leslie M. And Others Reports - Evaluative Stewart B McKinney Homeless Assistance Act 1987 Policy Studies Associates, Inc., Washington, DC. English The Stewart B. McKinney Homeless Assistance Amendments Act of 1990 authorizes the U.S. Department of Education to review state plans submitted under the Act to evaluate whether they adequately address the problems of homeless children and youth relating to access to education and placement. Policy Studies Associates conducted a study of the McKinney program for the Department of Education, surveying state coordinators in all 50 states, the District of Columbia, Puerto Rico, and the Bureau of Indian Affairs and conducting site visits to 6 state educational agencies and 8 school districts, along with analysis of state plans submitted to the department. It was found that almost all states have revised their laws, regulations, and policies to improve access to education for homeless students, but they still struggle to provide access and to meet health and safety requirements. States and school districts have few resources to meet transportation needs of these students, and housing authorities often do not, or are not able to, consider the educational needs of homeless students. Policy implications of survey findings are explored. (Contains 4 figures, 9 tables, and 11 references.) (SLD) ED385667 An Evaluation of State and Local Efforts To Serve the Educational Needs of Homeless Children and Youth. 1995-00-00 Department of Education, Washington, DC. Office of the Under Secretary. 108 N/A 1995 -1

New

Yes American Indian Languages Anthropological Linguistics Body Language Canada Natives Contrastive Linguistics Cultural Context English (Second Language) Foreign Countries Grammar Japanese Korean Language Research Lexicology Minority Groups Norwegian Pronouns Pronunciation Singhalese Sociolinguistics Stress (Phonology) Structural Analysis (Linguistics) Swahili Syllables Thai Uncommonly Taught Languages Vowels Yoruba Abu-Ali, Beth, Ed. Bruch, Julie, Ed. Collected Works - Serials Africa China Kansas Univ., Lawrence. Linguistics Graduate Student Association. English Fourteen original research papers by faculty and students of the Linguistics Department and other related departments of the University of Kansas are presented. The titles and authors are as follows: "A Kinesic Approach to Understanding Communication and Context in Japanese" (Bruch); "Correlations between the Three Level Tones and Vowel Durations in Standard Thai" (Deepadung); "On Predicting the Glottal Stop in Hualapai" (Folarin); "Prefix "oni" in Yoruba" (Folarin); "The Study of Minority Languages in China" (He); "Lexical, Functional Grammar Analysis of Korean Complex Predicates" (Kim); "In the Social Register: Pronoun Choice in Norwegian and English" (Mills); "Diphthongization, Syllable Structure and the Feature [high] in Hmu" (Mills, Strecker); "A Transitional Orthography for Northern Canadian Native Languages" (Proulx); "A Relic of Proto-Siouan *ro/no 'One' in Mississippi Valley Siouan" (Rankin); "Making Sense in ESL: A Set of Three Rhetorical Structures" (Scott); "The Path Containment Condition and Argument Structure" (Stroik); "Social Deixis in Sinhalese: The Pronoun System" (Tilakaratne); and "The Behavior of Non-Terms in Shaba Swahili: A Relational Approach" (Obeidat, Kapanga). (LB) ED342256 Kansas Working Papers in Linguistics. Volume 13. 1988-00-00 210 Linguistics Graduate Student Association, Editors, KWPL, Department of Linguistics, University of Kansas, Lawrence, KS 66045 ($10.00 postpaid; $11.50 outside U.S.). N/A 1988 -1

New

Yes Context Effect Dropout Characteristics Dropout Research Dropouts Educational Policy Educational Practices Elementary Secondary Education Family Characteristics High Risk Students Rural Education Rural Urban Differences School Community Relationship Student Behavior Tompkins, Richard Deloney, Patricia Information Analyses Arkansas Louisiana New Mexico Oklahoma Texas Southwest Educational Development Lab., Austin, TX. English This report explores the situation of at-risk students in small and rural schools in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas, and compares this information to the at-risk student situation nationwide. In order to explore both the complexity and the degree of risk of dropping out in rural school settings, research questions were posed concerning the nature and incidence of at-risk students in rural schools; related characteristics and behaviors of rural families, students, communities, and schools; insights gleaned from social theory; and perceptions of rural educators and parents of the at-risk problem. A research review examines: (1) background characteristics associated with risk, including socioeconomic status, minority group status, limited English proficiency, low parental educational attainment, mobility, psychosocial factors, and gender; (2) student behaviors such as participation in school, passive and active disengagement, substance abuse, low achievement, work, and sexuality; (3) school practices related to student retention, course failure and poor grades, suspension and expulsion, and ability grouping; (4) contextual variables, including rural school characteristics, school size, school norms, rural community characteristics, and community norms; and (5) perceptions of educators, parents, and students. The literature indicates that the rural at-risk problem differs from the metropolitan situation in at least four ways: (1) lower dropout rates than in central cities, but also lower postsecondary continuation rates; (2) higher risk of adult unemployment due to lack of useful vocational training and employment options; (3) higher risk due to direct effects of isolation; and (4) lower student aspirations. Policy and program recommendations for rural at-risk students include individualizing education to meet student needs, developing a comprehensive plan, building collaborative partnerships, encouraging connections with students, building community-school linkages, program improvement, and investing in technology. Contains 146 references and definitions of geographic terms. (LP) ED388477 Rural Students at Risk in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. 1994-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 97 N/A 1994 -1

New

Yes Action Research Affective Behavior Algebra Arithmetic Cognitive Development College Mathematics Constructivism (Learning) Content Area Writing Context Effect Cooperative Learning Cultural Influences Discussion (Teaching Technique) Elementary Secondary Education Equations (Mathematics) Geometry Imagery Language Mathematics Achievement Mathematics Education Mathematics Instruction Metacognition Misconceptions Number Systems Problem Solving Proof (Mathematics) Ratios (Mathematics) Sex Differences Social Psychology Spatial Ability Student Attitudes Teacher Education Teacher Researchers Thinking Skills Visualization Writing Across the Curriculum Geeslin, William, Ed. Graham, Karen, Ed. Collected Works - Proceedings International Group for the Psychology of Mathematics Education. English The Proceedings of PME-XVI has been published in three volumes because of the large number of papers presented at the conference. Volume 1 contains: (1) brief reports from each of the 11 standing Working Groups on their respective roles in organizing PME-XVI; (2) brief reports from 6 Discussion Groups; and (3) 35 research reports covering authors with last names beginning A-K. Volume II contains 42 research reports covering authors with last names beginning K-S. Volume III contains (1) 15 research reports (authors S-W); (2) 31 short oral presentations; (3) 40 poster presentations; (4) 9 Featured Discussion Groups reports; (5) 1 brief Plenary Panel report and 4 Plenary Address reports. In summary, the three volumes contain 95 full-scale research reports, 4 full-scale plenary reports, and 96 briefer reports. Conference subject content can be conveyed through a listing of Work Group topics, Discussion Group topics, and Plenary Panels/Addresses, as follows. Working Groups: Advanced Mathematical Thinking; Algebraic Processes and Structure; Classroom Research; Cultural Aspects in Mathematics Learning; Geometry; Psychology of Inservice Education of Mathematics Teachers; Ratio and Proportion; Representations; Research on the Psychology of Mathematics Teacher Development; Social Psychology of Mathematics Education; Teachers as Researchers in Mathematics Education. Discussion Groups: Dilemmas of Constructivist Mathematics Teaching; Meaningful Contexts for School Mathematics; Paradigms Lost - What Can Mathematics Education Learn From Research in Other Disciplines?; Philosophy of Mathematics Education; Research in the Teaching and Learning of Undergraduate Mathematics; Visualization in Problem Solving and Learning. Plenary Panels/Addresses: Visualization and Imagistic Thinking; "The Importance and Limits of Epistemological Work in Didactics" (M. Artigue); "Mathematics as a Foreign Language" (G. Ervynck); "On Developing a Unified Model for the Psychology of Mathematical Learning and Problem Solving" (G. Goldin); "Illuminations and Reflections--Teachers, Methodologies, and Mathematics" (C. Hoyles). (MKR) ED383538 Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME) (16th, Durham, NH, August 6-11, 1992). Volumes I-III. 1992-08-00 954 N/A 1992 -1

New

Yes Art Education Creative Writing Curriculum Guides Dance Education Dramatics Educational Trends Elementary Secondary Education Enrollment Trends Financial Support Fine Arts Instructor Coordinators Music Education Public Education School Support Specialists Theater Arts Time Factors (Learning) Visual Arts Carey, Nancy And Others Reports - Research Westat, Inc., Rockville, MD. English This report, based on findings from The Elementary Arts Education Survey, 1994, looks at information regarding the general questions: (1) What art subjects are being taught in public schools? (2) How do schools and districts support arts education? (3) How have schools' arts programs changed compared to 5 years ago. Survey responses indicate that the primary focus of public school arts education is music and visual arts, with music instruction receiving more commitment than visual arts. Creative writing is typically incorporated into the language arts curriculum. Dance instruction by a dance specialist is rare, and dramatic and theatre activities are most often used by classroom teachers to reinforce instruction in other subjects. Elementary students are receiving about the same amount of instruction time in music and visual arts, although classroom teachers are more likely to teach visual arts than music, which is taught predominantly by music specialists. Very little is being done to promote arts education through external resources. But school districts' commitment to keeping arts education in the mainstream of basic education is evidenced by allocation of funds to arts education; developing and providing curriculum guidelines in arts subjects; and by employing an arts curriculum coordinator. An examination of changes in terms of arts programs as compared to 5 years ago indicates that increases in instructional time, number of arts staff, allocation of supplies and materials, funds for teachers' classroom use, and use of museums, galleries, and performances are reported by 20 to 30 percent of the respondents. Forty-one percent of elementary schools and 62 percent of secondary schools reported increases in enrollment. About half of the schools reported an increase in the number of courses offered, while 39 percent reported that the number of courses had remained the same. Fifteen tables present survey data. The appendices present the following: "Survey Methodology and Data Reliability"; "Tables of Standard Errors"; and examples of survey forms. (MM) ED388607 Arts Education in Public Elementary and Secondary Schools. Statistical Analysis Report. 1995-10-00 National Endowment for the Arts, Washington, DC. National Center for Education Statistics (ED), Washington, DC. National Inst. on Student Achievement, Curriculum, and Assessment (ED/OERI), Washington, DC. ISBN-0-16-048387-5 Policymakers Researchers Administrators Practitioners 82 U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. N/A 1995 -1

New

Yes Attention Deficit Disorders Clinical Diagnosis Elementary Secondary Education Eligibility Hyperactivity Intervention Parent Student Relationship Special Education Student Characteristics Symptoms (Individual Disorders) Fowler, Mary Collected Works - Serials Guides - Non-Classroom National Information Center for Children and Youth with Disabilities, Washington, DC. Academy for Educational Development, Washington, DC. English This briefing paper is intended to improve understanding of attention/deficit hyperactivity disorder (Ad/HD)--what it is, what to look for, and what to do. Three subtypes are identified: (1) the predominantly combined type; (2) the predominantly inattentive type; and (3) the predominantly hyperactive/impulsive type. Causes and incidence of ADHD are briefly addressed. Signs of ADHD are discussed, including inattention, hyperactivity, and impulsivity. Essential diagnostic features of the syndrome based on the Diagnostic and Statistical Manual of Mental Disorders (4th edition) are listed, and components and sources of a professional diagnostic evaluation for ADHD are explained. The discussion of ADHD treatment addresses: effects of improved understanding of ADHD, behavior management, medication, and educational intervention. Provision of special educational services is also considered and basic guidelines for educational intervention are listed. Parents are given suggestions on what to do if their child is found ineligible for services, how to help their child improve his/her self-esteem, and how to find parent support groups. (Contains 7 references, a listing of 21 readings and resources, a listing of 2 policy clarifications of the Department of Education on ADHD, and a list of 6 organizations.) (DB) ED378729 Attention-Deficit/Hyperactivity Disorder. NICHCY Briefing Paper. Revised Edition. 1994-10-00 Special Education Programs (ED/OSERS), Washington, DC. Parents Practitioners 17 National Information Center for Children and Youth with Disabilities, P.O. Box 1492, Washington, DC 20013 (single copy free). N/A 1994 -1

New

Yes Academic Achievement Discipline Policy Incentives Leadership Nontraditional Education Organizational Climate Principals School Safety Secondary Education Social Control Student Motivation Urban Education Mickens, Frank N. Books Guides - Non-Classroom New York City Board of Education, Bronx, NY. English This handbook describes how a New York City high school transformed itself into a model school. Boys and Girls High School is located in Bedford-Stuyvesant, one of the city's toughest neighborhoods. Over the period 1986-94, the school experienced increases in school attendance, the graduation rate, the number of college-bound students, the number of regents-endorsed diplomas, and enrollment. In 15 chapters, the principal describes his philosophy and administrative practices in the following areas: providing effective leadership, building teamwork, providing student incentive programs and in-house academic options, encouraging parent involvement, conducting perimeter patrols and ensuring school safety, creating a positive and orderly environment, managing holidays, preventing student fights, enforcing discipline policies, and strengthening community relations. The principal maintains that students want and need an orderly school environment; this provides the basis for student searches, a dress code, and a strict discipline policy. Effective leadership also means being a visible leader, encouraging parent involvement, and providing student incentives. (LMI) ED383102 It Doesn't Have To Be This Way: A Handbook on How To Create a Positive Environment in Our Schools. 1994-12-00 American Express Co., New York, NY. 60 Boys and Girls High School, 1700 Fulton Street, Brooklyn, NY 11213 ($10; check payable to Boys and Girls High School). N/A 1994 -1

New

Yes Adolescent Literature Anti Semitism Attitudes Bias Ethnic Bias Ethnic Discrimination History Instruction Interdisciplinary Approach Jews Judaism Nazism Reading Materials Secondary Education Social Bias Social Studies Values World History World War II Grobman, Alex Fishman, Joel Guides - Classroom - Teacher Martyrs Memorial and Museum of the Holocaust of the Jewish Federation, Los Angeles, CA. English This guide helps secondary students to understand "The Diary of Anne Frank" through a series of short essays, maps, and photographs. In view of new scholarship, the historical context in which Anne Frank wrote may be studied to improve the student's perspective of recent history and of the present. A drawing shows the hiding place in the home where the Frank family lived. The essays include: (1) "The Need for Broader Perspective in Understanding Anne Frank's Diary" (Joel S. Fishman); (2) "The Uniqueness of the Holocaust" (Alex Grobman); (3) "Anne Frank's World" (Elma Verhey); (4) "Anne Frank and the Dutch Myth" (Elma Verhey); (5) "A New Perspective on Helpers of Jews During the Holocaust: The Case of Miep and Jan Gies" (Dienke Hondius); (6) "Teaching the Holocaust through the Diary of Anne Frank" (Judith Tydor Baumel); (7) "Examining Optimism: Anne Frank's Place in Postwar Culture" (Alex Sagan); (8) "Dutch Jewry: An Historical Overview"; and (9) "Chronology of the Frank Family and the Families in the Secret Annex." A selected bibliography accompanies the text. (EH) ED391710 Anne Frank in Historical Perspective: A Teaching Guide for Secondary Schools. 1995-00-00 Teachers Practitioners 89 Martyrs Memorial and Museum of the Holocaust, 6505 Wilshire Boulevard, Los Angeles, CA 90048-4906. N/A 1995 -1

New

Yes Adult Education Behavioral Objectives Child Development Child Health Child Rearing Childhood Needs Competency Based Education Developmental Stages Developmental Tasks Educational Resources Family Environment Homemaking Skills Learning Activities Out of School Youth Parent Child Relationship Parent Education Parent Role Parenting Skills Preschool Children State Curriculum Guides Teaching Guides Toddlers Guides - Classroom - Teacher Illinois Emily Hall Tremaine Foundation, Inc., Hartford, CT. Southern Illinois Univ., Carbondale. English This learning guide is designed to connect personal, family, and job responsibilities for adults and out-of-school youth in economically depressed areas of the state (including transitional ex-offenders and corrections populations) so that individuals learn to manage and balance these aspects of their lives in order to prepare for or continue successful employment. This learning guide contains four competency units that provide information on parenting skills for parents of infants, toddlers, and preschoolers. The competency units cover the following topics: (1) the nurturing roles and responsibilities of parents; (2) expectations for the physical, mental and intellectual, emotional, and social development of infants, toddlers, and preschoolers; (3) ways to foster emotional, motor, intellectual, and language development for this age group; and (4) procedures and precautions for providing a safe, healthful, comfortable environment. Each competency unit consists of learner outcomes, key ideas, definitions, teaching strategies and methods, and suggested learning activities. Thirteen supplements include information and activity sheets on the following: parents' feelings; children's needs and how to meet those needs; parent job description; developmental milestones; toys for various ages; enhancing children's social, emotional, and motor development; safety hazards; emergency numbers; solving common problems; recommended immunizations; and an immunization record. A bibliography lists 26 references. The Illinois goals for world-class education for the 21st century also are included. (KC) ED388810 Strengthening Parenting Skills: Infants, Toddlers, and Preschool. Learning Guide 1. Project Connect. Linking Self-Family-Work. 1994-00-00 Illinois State Board of Education, Springfield. Dept. of Adult, Vocational and Technical Education. Teachers Practitioners 41 N/A 1994 -1

New

Yes Adult Basic Education Correctional Education Curriculum High School Equivalency Programs Outcomes of Education Prisoners Program Effectiveness Program Evaluation Public Policy Recidivism Research Reports State Programs Vocational Education Barton, Paul E. Coley, Richard J. Reports - Research Educational Testing Service, Princeton, NJ. Policy Information Center. English The United States has a history of vacillating between rehabilitation and punishment for prisoners. The current mood is to devote resources to building more prisons and to strengthen law enforcement and sentencing policies. Within the last 15 years, the U.S. prison population has tripled, with minority groups being overrepresented in prisons. Using instruments such as the five-level scale used in the 1992 National Adult Literacy Survey, about one-third of prisoners perform at Level 1 (the lowest) and another one-third perform at Level 2. Thus two out of three prisoners cannot consistently perform Level 3 tasks such as writing a letter to explain a billing error, entering information into an automobile maintenance form, or calculating miles per gallon. A survey of the states showed that about 30 percent of all state and federal prisoners have been to classes, half of them for 3 months or more. Only 13 percent had participated in vocational classes. Although corrections spending has grown dramatically at the state level, education budgets have not experienced comparable growth. Among the states, New York and Texas spent the most for education; Minnesota tops the list of per-capita spending on education for inmates. New Jersey spends the most per participating prisoner. In 16 states, all inmates are eligible, whereas 21 systems report that between 70-99 percent are eligible. In most states, between one-quarter and one-half are enrolled. A review of 72 evaluations of prison programs, conducted in 1993, found that 9 of 14 studies showed a positive effect on reducing recidivism and 3 of 4 studies showed a positive effect on post-release employment success. Ten of 13 studies showed a positive effect of vocational education on recidivism, and 10 of 14 showed a positive effect of college education on recidivism. The study did not offer recommendations but delivered the results for policy considerations. (State prison education statistics are included in the study.) (KC) ED392937 Captive Students: Education and Training in America's Prisons. Policy Information Report. 1996-01-00 35 Policy Information Center, Mail Stop 04-R, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001 ($9.50 prepaid). N/A 1996 -1

New

Yes Agency Cooperation Change Strategies Child Abuse Child Neglect Child Welfare Coordination Definitions Ethnicity Family Problems Family (Sociological Unit) Foster Care Government Role Leadership Planning Poverty Substance Abuse Reports - Descriptive Guides - Non-Classroom United States Advisory Board on Child Abuse and Neglect, Washington, DC. English The need for a national strategy on child abuse and neglect has reached crisis proportions. This report declares child abuse and neglect a national emergency and presents the key elements of a national response to this crisis. Following an executive summary, the report is divided into three parts. Part 1, "The Need for a National Strategy on Child Abuse and Neglect," presents the declaration of a national emergency, describes the activities of the U.S. Advisory Board on Child Abuse and Neglect, and delineates the Board's response to the emergency. Part 2 presents an overview of the problem of child abuse and neglect in America and the nation's public- and private-sector attempts to protect children from maltreatment, including discussions of: (1) the scope of the problem; (2) its complexity; (3) the relationship of child abuse and neglect to changes in family and community life; (4) the nature of the child protection system; (5) the crisis in that system; (6) the relationship of government to the crisis; and (7) a proposed program of reform. Section 3, "Recommendations for Change," presents the Board's recommendations organized into eight areas: recognizing the national emergency, providing leadership, coordinating efforts, generating knowledge, diffusing knowledge, increasing human resources, providing and improving programs, and planning for the future. Each part contains notes with numerous resources. Seven appendices contain information on the U.S. Advisory Board on Child Abuse and Neglect; membership of the National Child Abuse Coalition; and"Recommendations: First Report of the U.S. Advisory Board on Child Abuse and Neglect." (DR) ED392557 Child Abuse and Neglect: Critical First Steps in Response to a National Emergency. 1990-08-00 177 U.S. Government Printing Office, Superintendent of Documents, Washington, DC 20401 (Stock No. 017-092-00104-5, $7.50). N/A 1990 -1

New

Yes Data Collection Evaluation Methods Foreign Countries Health Education Health Needs Health Promotion Information Needs International Cooperation Interviews Medical Care Evaluation Research Needs Surveys de Bruin, A., Ed. And Others Guides - General Tests/Questionnaires ISSN-0378-2255 World Health Organization, Copenhagen (Denmark). Regional Office for Europe. Statistics Netherlands, Voorburg. English This book describes the background, discussions, proceedings, and prospects of three consultations held by the Statistics Netherlands office under the aegis of the World Health Organization Regional Office for Europe. The overall goal of the consultations is to facilitate the development of common methods and instruments for health interview surveys, especially the European Health for All targets and database. This guide provides specific and practice-oriented views of measurement in health, with emphasis on the international comparability of methods and instruments. Chapter 1 reviews the role of health interview surveys in monitoring and evaluation of the health for all strategy, ending with a selection of health for all indicators that are only or best measured by health interview surveys. Chapter 2 presents the background, aims, and main discussion topics of the consultations. In Chapter 3, the conclusions of the consultations with respect to methodological issues are presented. Chapter 4, the core of the book, provides a systematic and updated description of the recommended common instruments for measurement of health for all indicators in health interview surveys. Conclusions and future perspectives with respect to the implementation and evaluation of common instruments are presented in chapter 5. Appendixes (annexes) include a list of participants at the consultations, a list of working papers used for preparation of this document, recommended instruments for chronic mental conditions, examples of showcards for use in administering the instrument for socioeconomic classification, and an illustrative set of questions on alcohol consumption. (Contains 154 references.) (NAV) ED394961 Health Interview Surveys: Towards International Harmonization of Methods and Instruments. WHO Regional Publications, European Series, No. 58. 1996-00-00 ISBN-92-890-1322-2 Practitioners Policymakers Community 172 Office of Publications, WHO Regional Office for Europe, Scherfigsvej 8, DK-2100 Copenhagen 0, Denmark (39 Swiss francs). N/A 1996 -1

New

Yes Ability Grouping Acceleration (Education) Classroom Techniques Cooperative Learning Curriculum Development Educational Methods Elementary Secondary Education Gifted Mentors Student Motivation Siegle, Del, Ed. And Others Guides - Non-Classroom National Research Center on the Gifted and Talented, Storrs, CT. English Five pamphlets (Practitioner's Guides) present guidelines from the National Research Center on the Gifted and Talented at the University of Connecticut. The guidelines are supported by theory-driven quality research that is problem-based, practice-relevant, and consumer-oriented. Each pamphlet has a section summarizing research from the literature or topic notes as well as identifying specific implications for the classroom. Practitioner's Guides are titled: (1) "What Educators Need To Know about Ability Grouping" (Del Siegle, Editor); (2) "What Educators Need To Know about Curriculum Compacting" (Del Siegle, Editor); (3) "What Educators Need To Know about Gifted Students and Cooperative Learning" (Del Siegle, Editor); "What Educators Need To Know about Mentoring" (Diana Whitton and Del Siegle, Editors); and (5) "What Educators Need To Know about Student Motivation" (Pamela Clinkenbeard and Marcia A. B. Delcourt, Editors). Each pamphlet contains references. (DB) ED388027 What Educators Need To Know about...Ability Grouping [and] Curriculum Compacting [and] Gifted Students and Cooperative Learning [and] Mentoring [and] Student Motivation. Practitioners' Guides. 1994-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 22 N/A 1994 -1

New

Yes Adolescents Behavior Disorders Change Strategies Community Involvement Dropout Prevention Educational Policy Educational Practices Emotional Disturbances Family Role Federal Programs High Risk Students Hispanic Americans Incidence Intervention Junior High Schools Learning Disabilities Parent Participation Program Effectiveness Program Evaluation School Effectiveness Secondary Education Student Needs Teacher Effectiveness Teacher Student Relationship Christenson, Sandra And Others Guides - Non-Classroom Reports - Descriptive California Univ., Santa Barbara. Graduate School of Education. Minnesota Univ., Minneapolis. Inst. on Community Integration. Minneapolis Public Schools, MN. Seattle Public Schools, WA. Washington Univ., Seattle. Coll. of Education. English Taken from findings of federally financed ABC dropout prevention programs--ALAS (Achievement for Latinos through Academic Success), the Belief Academy, and Check & Connect--this report discusses the barriers and supports to effectively intervening and achieving school completion among high-risk students. The first section presents information on the extent of the dropout problem among high-risk youth and tentative information about effective prevention strategies. The following effective intervention elements are identified and discussed: long-term commitment; continuous monitoring; individualized focus; skill acquisition; collaboration across home, school, and community; and parent involvement. The second section includes a list and examples of common practices and policies that either support or alienate youth with disabilities at risk of dropping out of school. Assessment worksheets designed to stimulate discussion among educators are provided in the third section. Appendices further explain data, list and rank supportive and alienating practices and policies, and describe the three ABC projects. (CR) ED398673 Tip the Balance: Practices & Policies that Influence School Engagement for Youth at High Risk for Dropping Out. ABC Dropout Prevention and Intervention Series. 1995-12-00 Special Education Programs (ED/OSERS), Washington, DC. Administrators Practitioners 29 Institute on Community Integration (UAP), University of Minnesota, 109 Pattee Hall, 150 Pillsbury Drive, S.E., Minneapolis, MN 55455 ($8). N/A 1995 -1

New

Yes Educational Environment Group Discussion Higher Education Questioning Techniques Student Attitudes Student Participation Teacher Role Cashin, William E. Guides - Classroom - Teacher Kansas State Univ., Manhattan. Center for Faculty Evaluation and Development in Higher Education. English This paper focuses on the answering and asking of questions in college-level courses and makes suggestions regarding questioning techniques for lecture classes and discussion groups. "Question" (Q) is defined as "any eliciting of an answer (response) regardless of grammatical form. "Answer" (A) is defined as "any response that fulfills the expectation of the question.""Reaction" (R) is defined as "any response that modifies (clarifies, expands) or rates (positively or negatively) a previous statement (question, answer, or another reaction)." It is pointed out that instructors experience difficulty in handling pauses and silence after posing a question, and it is recommended that instructors wait for a response. It is emphasized that it is desirable for an instructor to create a classroom atmosphere that welcomes questions from students. This atmosphere can be evoked by the teacher's asking for questions, listening to the students' questions adequately and answering the questions without belittling the students. (Contains eight references.) (CK) ED395535 Answering and Asking Questions. IDEA Paper No. 31. 1995-01-00 Teachers Practitioners 8 Center for Faculty Evaluation and Development, Division of Continuing Education, Kansas State University, 1615 Anderson Avenue, Manhattan, KS 66502-4073 (For current prices call 800-255-2757). N/A 1995 -1

New

Yes Adolescents Classification Delivery Systems Disabilities Education Work Relationship Educational Strategies Evaluation Methods Models Program Effectiveness Program Evaluation Program Implementation Secondary Education Self Evaluation (Groups) Theory Practice Relationship Transitional Programs Kohler, Paula D. Information Analyses Tests/Questionnaires Reports - Evaluative Illinois Univ., Champaign. Transition Research Inst. English This report attempts to establish a link between research findings and practice in the transition of students with disabilities. A taxonomy is presented that provides a framework for designing educational programs that reflect a transition perspective for students with disabilities. Chapter 1, "Preparing Youths with Disabilities for Future Challenges: A Taxonomy for Transition Programming" (Paula D. Kohler), reviews studies that identified effective transition practices, identifies additional effective practices, organizes the practices into a conceptual framework, and evaluates the framework. Chapter 2, "Evaluating Transition Services: Development of a Transition Services Assessment" (Dorothy M. Millar and others), presents a transition services assessment process and describes development of Michigan's Midland County Interagency Transition Team (MCITT) Transition Self-Assessment. Chapter 3, "Implementing Transition Practices: A Search for Effective Strategies" (Paula D. Kohler and Suzan M. Van Beaver), provides overviews of eight transition projects that have implemented and evaluated transition practices included in the taxonomy. A list of 33 additional projects is provided, along with project abstracts. Appendixes include a copy of the taxonomy, a copy of the MCITT Transition Self-Assessment Instrument, and a nomination form for effective transition practices. Chapters contain references. (CR) ED399722 Taxonomy for Transition Programming: Linking Research and Practice. 1996-00-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 180 N/A 1996 -1

New

Yes Accountability Change Strategies Compliance (Legal) Computer Uses in Education Disabilities Educational Change Educational Legislation Elementary Secondary Education Federal Legislation Individualized Education Programs Program Evaluation Program Implementation Schrag, Judy A. Information Analyses Reports - Descriptive National Association of State Directors of Special Education, Alexandria, VA. English This document, prepared as background information for a conference arranged by the National Association of State Directors of Special Education, reviews studies on the use of the individualized education program (IEP) in the education of students with disabilities. The report begins by explaining the legislative origins of the IEP. The report then reviews studies of IEP planning and implementation, divided into four research phases: the normative research phase (a period of prescribing IEP norms and standards); the analytic research phase, which focused on teacher and parental involvement and perceptions of the IEP; the technology-reaction phase, which identified effective computer-assisted systems to manage the IEP process; and the IEP refinement and options for change phase, which looks at ways to enhance the IEP within the context of education reform and overall program changes. The report also lists considerations for future directions of the IEP. (Contains approximately 100 references.) (CR) ED399734 The IEP: Benefits, Challenges, and Future Directions. Final Report. 1996-09-09 Special Education Programs (ED/OSERS), Washington, DC. 55 N/A 1996 -1

New

Yes Class Activities Elementary School Students Intermediate Grades Middle School Students Middle Schools Peer Evaluation Prewriting Revision (Written Composition) Secondary Education Secondary School Students Writing Assignments Writing Evaluation Writing Improvement Writing Instruction Writing Strategies Johannessen, Larry R. Speeches/Meeting Papers Guides - Classroom - Teacher Tests/Questionnaires English Practical classroom activities for teaching narrative/descriptive writing exist which are based on approaches to teaching writing that research indicates improve the quality of student writing. Teachers need to do less lecturing to students about what they should be doing in their writing and more actively involve their students in the learning of skills and strategies. Writing activities should focus on developing strategies important to writing in the prewriting stage of the composing process and involve active/experiential learning. Activities such as "The Snake,""In the Act," and the "Voluptuary" focus on getting students to use many specific details, combine the sense, and use figurative language. Research is also very clear about "criteria-guided revision," instruction that focuses on scales, criteria, and specific questions which students can apply to their own or others' writing. There are a number of good reasons why teachers should use peer evaluation in teaching writing (including revision as a part of the writing process), but there are also problems with this approach (such as students having trouble being critical of their peers' writing). Criteria guided revision activities that use peer response groups work best just before students are given their final assignments. Teachers who use these types of activities will see the quality of their students' writing begin to improve. (Contains 43 references. An appendix presents numerous student activity sheets, student writing samples, and evaluation sheets.) (RS) ED379665 Teaching Descriptive/Narrative Writing: Strategies for Middle and Secondary Students. 1995-03-03 48 N/A 1995 -1

New

Yes Adolescents Behavior Child Behavior Family Problems High Risk Students Intervention Prevention Psychological Patterns Secondary Education Self Destructive Behavior Self Injurious Behavior Student Behavior Suicide Youth Problems Capuzzi, David Speeches/Meeting Papers Reports - Descriptive English The adolescent at risk for suicidal preoccupation and behavior has become an increasing concern for schools and communities. This paper presents some of the causes of teen suicide, things adults should know about adolescent suicide prevention, and what can be done to help such youth. The transition to adolescence is a complex time when many values may be questioned. Family dysfunctions, such as poor communication skills, resistance to grieving, difficulties with single parenting, and abusive interactions can further confuse this already difficult period. Likewise, environmental pressures, such as academic achievement, constant mobility and the availability of drugs, can lead to depression and the inability to cope with stress. It is emphasized that knowledge is the most effective tool in preventing suicide. Adults should be aware of the myths associated with suicides, such as the myth that adolescents who talk about suicide never actually attempt suicide or that suicide is hereditary. Adults also must be able to recognize the profile of the suicidal adolescent so that referral and intervention can take place. Included in this profile are behaviors, such as a lack of concern about personal welfare, verbal cues, and altered behavioral patterns and personality traits. Adults can help an adolescent who manifests an interest in suicide by expressing their concern for the child, developing a rapport, and facilitating a meeting with a counselor or crisis team member. (RJM) ED383964 Preventing Adolescent Suicide. 1994-10-00 22 N/A 1994 -1

New

Yes Access to Education Disabilities Early Childhood Education Early Intervention Educational Improvement Educational Legislation Educational Policy Elementary Secondary Education Federal Legislation Federal State Relationship Inclusive Schools Laws Parent Education Policy Formation Teacher Education Opinion Papers Individuals with Disabilities Education Act Office of Special Education and Rehabilitative Services (ED), Washington, DC. English This prospectus describes the U.S. Department of Education's legislative proposal for the reauthorization of the Individuals with Disabilities Education Act (IDEA), as reflected in two bills: H.R. 1986 and S. 1075. The report outlines the purposes of IDEA and its positive impact. The report then presents six principles of the Department's vision for IDEA: (1) align IDEA with state and local education improvement efforts, (2) improve results for students with disabilities through higher expectations and access to the general curriculum, (3) address individual needs in the least restrictive environment for the student, (4) provide families and teachers with necessary knowledge and training to effectively support students' learning, (5) focus on teaching and learning, and (6) strengthen early intervention to help ensure that every child starts school ready to learn. Specific proposals address the issues of assessment, individualized education programs, state performance goals, student evaluations, eligibility, federal and state funding formulas, record-keeping and paperwork, services for minority students, comprehensive support programs, the connection between families and schools, and safe and disciplined classrooms. Appendices include information on parents' rights and due process. (Contains 68 references.) (CR) ED399739 Individuals with Disabilities Education Act Amendments of 1995: Reauthorization of the Individuals with Disabilities Education Act (IDEA). 1995-08-29 Policymakers 79 N/A 1995 -1

New

Yes Children Comparative Analysis Foreign Countries Friendship Intermediate Grades Interpersonal Relationship Parent Child Relationship Parent Influence Peer Influence Self Concept Self Esteem Significant Others Teacher Influence Burnett, Paul C. Speeches/Meeting Papers Reports - Research Australia English Early cognitive theorists have emphasized the link between what people say to themselves and how they feel and behave. This study investigates the relationships between self-talk (what people say to themselves with particular emphasis on the words used to express thoughts and beliefs about oneself and the world to oneself) and significant others' positive and negative statements. A sample of 675 elementary school children in three middle classes schools completed two inventories, along with demographic items. The results of correlational analysis revealed that children who perceived that significant others talk positively to them appeared to have higher positive self-talk and lower negative self-talk than children who reported that significant others say negative things to them. The statements by significant adults seemed to have a differential effect on both positive and negative self-talk depending on sex. For boys, parental statements played a predictive role for positive and negative self-talk whereas for girls, teachers' statements were predictive for both types of self-talk. Negative statements by other children were significant predictors of negative self-talk for both boys and girls. (RJM) ED404590 Childrens' Self-Talk and Significant Others' Positive and Negative Statements. 1995-00-00 6 N/A 1995 -1

New

Yes Academic Accommodations (Disabilities) Access to Education Assistive Devices (for Disabled) Classroom Techniques College Faculty Communication Aids (for Disabled) Disabilities Hearing Impairments Higher Education Learning Disabilities Media Adaptation Physical Disabilities Testing Accommodations Visual Impairments Chang, Moon K. And Others Guides - Non-Classroom Alabama State Univ., Montgomery. Coll. of Education. Alabama Univ., Birmingham. Coll. of Medicine. English This guide is designed to assist university professors in making decisions on their instructional planning and delivery by expanding and refining their repertoire of accommodations for their students with visual and hearing impairments, physical disabilities, and learning disabilities. Part 1 suggests a five-step procedure for making decisions on providing accommodations to students with disabilities. Steps include identifying individual needs, matching student needs with accommodations, implementing the accommodation plan, evaluating outcomes of accommodations, and utilizing the outcome. Part 2 presents accommodations not involving specialized materials and devices for students with different types of disabilities. Testing accommodations for students with disabilities are also addressed. Part 3 lists materials and devices that are not readily available to professors for their classes but have a high impact on accommodations. Short descriptions of these materials and devices are presented. Personal computer access problems and modifications to make the computer accessible to students with disabilities are also discussed. Appendix A includes Internet addresses of resource organizations and Appendix B provides examples of specialized materials and devices for accommodating disabilities. (Contains 62 references.) (CR) ED404827 Accommodating Students with Disabilities: A Practical Guide for the Faculty. 1996-00-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. Practitioners 102 N/A 1996 -1

New

Yes Classroom Techniques Interpersonal Communication Nonverbal Communication Questionnaires Science Teachers Secondary Education Student Attitudes Systems Approach Teacher Attitudes Teacher Behavior Teacher Characteristics Teacher Student Relationship Wubbels, Theo And Others Reports - Research Speeches/Meeting Papers English This paper looks at teacher behavior in the classroom and teacher student relationships. The first section describes teacher behavior from an interpersonal perspective and presents a model to map behavior using two dimensions, proximity and influence. Proximity indicates degree of cooperation between those who are communicating; influence indicates who is controlling the communication. The second section identifies five channels of nonverbal teacher behavior: (1) use of the space; (2) body movement and position; (3) facial expression; (4) how long the teacher looks at the students; and (5) the non-content aspects of speech. The third section examines a questionnaire to determine interpersonal style, and describes the classroom environment created by teachers according to their interpersonal profile. Finally, the results of a study of student perception of interpersonal style and effective outcomes for physics teachers suggest that the relationship between students' perceptions of interpersonal styles of teachers and student achievement and attitudes are not identical. Repressive teachers had the highest student achievement scores, but were low in terms of student attitudes. Directive and authoritative teachers were high in both outcome categories. The teachers with disorderly classrooms had students with negative attitudes and low achievement scores. (ND) ED398193 An Interpersonal Perspective on Teacher Behaviour in the Classroom. 1995-00-00 22 N/A 1995 -1

New

Yes College Environment College Sophomores Course Selection (Students) Decision Making Educational Environment Educational Planning Enrollment Influences Higher Education Majors (Students) National Surveys Student Attitudes Student Characteristics Student Educational Objectives Student Participation Coperthwaite, Corby A. Knight, William E. Reports - Research Speeches/Meeting Papers English This study investigated the ability of student inputs, student involvements, and college environments to predict seven groups of academic majors. The research was conducted using a sample of college sophomores extracted from High School and Beyond 1982 follow-up cohort, N=43,614 (weighted). Among the findings of the hierarchical discriminant function analysis was that the combined effects of the three blocks of variables appeared to be the most effective model. Implications of the results for practice, theory, and research are discussed. The study considered the following inputs: race, gender, high school course work, proposed field of study in college, highest degree expected, academic ability, family background, and personality factors. Involvement indicators were: type and degree of involvement in college activities; course work completed in college; importance of success, money, friends, work, and children; family orientation; and community orientation. Environments comprised: indexes of satisfaction with college facilities; faculty; curriculum; cultural and intellectual life; sports and recreation; social life; counseling and job placement; financial cost; prestige; and institution type, public vs. private. (Contains 20 references.) (MAH) ED401822 Student Input, Student Involvement, and College Environment Factors Impacting the Choice of Academic Major. 1995-05-00 Researchers 24 N/A 1995 -1

New

Yes Cross Age Teaching Emergent Literacy Kindergarten Children Primary Education Program Descriptions Program Effectiveness Reading Improvement Reading Readiness Teacher Role Teacher Student Relationship Teaching Methods Young Children Trimble, W. Jean Dissertations/Theses - Practicum Papers Reports - Descriptive Tests/Questionnaires English This practicum project developed and implemented a program to teach young children reading readiness skills before they entered first grade. A target group of 20 students ranging in age from 4 to 6 years old in an elementary school kindergarten class was established for the program. During the 12-week implementation, the target group participated in cross-age reading with fifth-grade students. The program consisted of three strategies: increasing letter recognition, increasing concepts about print, and increasing phonemic awareness. Student success was measured with teacher-made instruments, including checklists and existing score sheet instruments such as checklists for letter identification and concepts about print. Results indicated that the preschool students increased their letter recognition, phonemic awareness, and knowledge of print concepts during their participation in the program. Results support the need for kindergarten students to have cross-age reading partners in the daily curriculum. The interaction that occurred during the program built enthusiasm, allowed the target students to progress in the acquisition of reading skills, and put reading into a social context. Reading and discussing stories together resulted in a sense of ownership for the participants. (Six appendices include survey instruments, pre- and posttest scores and checklists verifying the effectiveness of the program.) (WJC) ED407081 A Program for the Development of Reading Readiness Skills for Kindergarten Students Using a Cross-Age Reading Partner, Other Teacher, and Technology. 1996-11-08 92 N/A 1996 -1

New

Yes Behavior Problems Communication Skills Daily Living Skills Early Childhood Education Educational Strategies Instructional Development Interpersonal Communication Multiple Disabilities Occupational Therapy Regular and Special Education Relationship Staff Role Student Needs Teacher Collaboration Teaching Methods Visual Impairments Visually Impaired Mobility Young Children Chen, Deborah Dote-Kwan, Jamie Books Guides - Non-Classroom Blind Childrens Center, Los Angeles, CA. English This handbook provides basic information on the needs of young children (ages 3-8) whose multiple disabilities include visual impairments. Chapters address: (1) common disabilities associated with visual impairment, the primary educational needs of these children, and the complexity involved in teaching them; (2) the need for clearly defined program philosophies, goals, and practices to promote meaningful learning opportunities, including meeting exceptional learning needs, involving the child as an active learner, and integrating objectives from various disciplines; (3) procedures to develop and plan instruction that are meaningful to the child and important to the family; (4) selected instructional strategies such as task analysis, chaining and shaping, use of natural cues and instructional prompts, fading, and creating an environment that encourages active participation; (5) strategies for promoting communication with nonverbal children and those who have severe language difficulties; (6) specific adaptations and strategies for working on daily living skills; (7) roles and responsibilities of a behavior support team, orientation and mobility specialists, and an occupational therapist; (8) the development of an instructional program for a 4-year-old child with multiple disabilities, including visual impairment; and (9) strategies for facilitating communication between the special education and regular education teacher. A final chapter details a family's experience in parenting a little boy who is blind and has multiple medical needs. Each chapter contains references. (CR) ED404839 Starting Points: Instructional Practices for Young Children Whose Multiple Disabilities Include Visual Impairment. 1995-00-00 Teachers Practitioners 174 Blind Children's Center, 4120 Marathon Street, Los Angeles, CA 90029; telephone: 800-222-3566; fax: 213-665-3828 ($28). N/A 1995 -1

New

Yes Experiments Multivariate Analysis Research Design Research Methodology Sample Size Statistical Significance Validity Minke, Amy Reports - Evaluative Speeches/Meeting Papers English Repeated measures experimental designs, often referred to as "within-subjects" designs, offer researchers opportunities to study research effects while "controlling" for subjects. These designs offer greater statistical power relative to sample size. However, threats to internal validity such as carryover or practice effects need to be taken into consideration. Once data are gathered, researchers have several options for data analysis. If univariate statistical methods are used, omnibus tests can be used, but they must be evaluated for violation of the sphericity assumption, or planned comparisons can be used. Researchers may also use multivariate statistical methods or they may implement both univariate and multivariate approaches while controlling for experiment-wise error. This paper considers both univariate and multivariate approaches to analyzing repeated measures design. Within the univariate discussion, analysis of variance and regression approaches are compared. Also, the assumptions necessary to perform statistical significance tests and how to investigate possible violations of the sphericity assumption are discussed. (Contains six tables and eight references.) (Author/SLD) ED407415 Conducting Repeated Measures Analyses: Experimental Design Considerations. 1997-01-00 17 N/A 1997 -1

New

Yes Asian Studies Behavior Patterns Business Education Community Colleges Course Content Cross Cultural Training Cultural Influences Curriculum Guides Economics Education Foreign Countries Introductory Courses Learning Modules Two Year Colleges Barrett-Schuler, Barbara Guides - Classroom - Teacher Asia Saint Louis Community Coll. at Meramec, MO. English This curriculum outline introduces the components of a set of introductory business and business organization and management courses which aim to broaden students' awareness of the impact of Asian culture on business behavior. The first part of the outline explains the rationale for integrating Asian culture into the course, presents the general goals of the course, and lists specific student objectives. Following an introduction highlighting the impact of Japan and China on American business and China's economic growth, the outline then provides a definition of culture, cites specific examples of situations where cultural differences exist, describes four areas in which national cultures differ, explains the impact of Confucianism in Asian culture, and compares high context cultures (which rely on situational cues for meaning when communicating with another person) with low context cultures (which rely on the written and spoken word for shared meaning). Next, the outline presents hints and tips for working and doing business with Asians, followed by specific business practices in Japan and China. Finally, the influences of cultural context on such business applications as decision making, motivation and pay systems, leadership, conflict management, and human resources are explored. The bulk of the outline contains class handouts, exercises, assignments, and presentation material. (TGI) ED407959 Impact of Culture on Business Behavior. Asian Studies Instructional Module. 1997-00-00 Practitioners Teachers 70 N/A 1997 -1

New

Yes Disabilities Early Childhood Education Early Intervention Educational Change Educational Environment Educational Policy Educational Trends Experiential Learning Family Programs Higher Education Inclusive Schools Inservice Teacher Education Instructional Effectiveness Integrated Services Interdisciplinary Approach Models Multicultural Education Needs Assessment Parent Teacher Cooperation Practicums Preschool Education Preservice Teacher Education Public Policy Staff Development Student Evaluation Teacher Collaboration Teamwork Trend Analysis Winton, Pamela J., Ed. And Others Collected Works - General English The 21 papers in this collection address changes and reforms in the preparation of teachers and other personnel concerned with early intervention with children having or at risk for disabilities. The papers are: (1) "Ecological Perspectives on Personnel Preparation: Rationale, Framework, and Guidelines for Change" (Pamela J. Winton, Jeanette A. McCollum); (2) "State Perspectives on Meeting Personnel Challenges: Closing the Gap Between Vision and Reality" (Tweety Yates, Ann Higgins Hains); (3) "Community-Based Approaches to Personnel Preparation" (Patricia W. Wesley, Virginia Buysse); (4) "Creating New Visions in Institutions of Higher Education: Interdisciplinary Approaches to Personnel Preparation in Early Intervention" (Jennifer L. Kilgo, Mary Beth Bruder); (5) "Designing Effective Personnel Preparation for Early Intervention: Theoretical Frameworks" (Jeannette McCollum, Camille Catlett); (6) "Needs Assessment and Evaluation in Early Intervention Personnel Preparation: Opportunities and Challenges" (Patricia Snyder, Barbara L. Wolfe); (7) "Follow-up Strategies: Ensuring that Instruction Makes a Difference" (Barbara Wolfe, Patricia Snyder); (8) "Supervision, Mentoring, and Coaching: Methods for Supporting Personnel Development" (Kathleen K. Gallacher); (9) "From Monologues to Skilled Dialogues: Teaching the Process of Crafting Culturally Competent Early Childhood Environments" (Isaura Barrera, Lucinda Kramer); (10) "Guiding Practitioners toward Valuing and Implementing Family-Centered Practices" (Susan L. McBride, Mary Jane Brotherson); (11) "Service Coordination in Early Intervention: Competencies, Curriculum, Challenges, and Strategies" (Peggy Rosin, Elizabeth Hecht); (12) "Preparing Practitioners for Getting the Most Out of Child Assessment" (Elizabeth R. Crais); (13) "Preparing Practitioners for Planning Intervention for Natural Environments" (Juliann Woods and others); (14) "Building Effective Early Intervention Teamwork" (Corinne Welt Garland, Adrienne Frank); (15) "Preparing Practitioners To Provide Early Intervention Services in Inclusive Settings" (Susan Kontos, Karen Diamond); (16) "Early Intervention Public Policy Analysis: Issues and Strategies in Personnel Preparation" (Barbara Hanft, Patricia Place); (17) "Parent-Professional Partnerships in Preservice and Inservice Education" (Angela Capone and others); (18) "Designing and Implementing Innovative, Interdisciplinary Practice" (Sharon E. Rosenkoetter, Vicki D. Stayton); (19) "Distance Education in Early Intervention Personnel Preparation" (Mary-alayne Hughes, Sue Forest); (20) "A Team-Based Model To Improve Early Intervention Programs: Linking Preservice and Inservice" (David Sexton and others); and (21) "Putting It All Together: The Nuts and Bolts of Personnel Preparation" (Camille Catlett, Pamela J. Winton). (Individual chapters contain references.) (DB) ED409664 Reforming Personnel Preparation in Early Intervention: Issues, Models, and Practical Strategies. 1997-00-00 Special Education Programs (ED/OSERS), Washington, DC. Office of Educational Research and Improvement (ED), Washington, DC. ISBN-1-55766-286-X 628 Paul H. Brookes Publishing Co., PO Box 10624, Baltimore, MD 21285-0624 ($56.95). N/A 1997 -1

New

Yes Case Method (Teaching Technique) Case Studies Decimal Fractions Discussion (Teaching Technique) Elementary Secondary Education Fractions Mathematics Instruction Percentage Ratios (Mathematics) Teacher Education Teacher Guidance Teaching Methods Barnett, Carne, Ed. And Others Books Guides - Classroom - Teacher Tests/Questionnaires Far West Lab. for Educational Research and Development, San Francisco, CA. English This book is a teacher development tool presenting information to help facilitate discussions of the cases found in a companion book. The introduction discusses the values of case-based instruction, organizing a case discussion group, introducing participants to case discussions, preparing for a case discussion, discussing a case, anticipating and addressing pitfalls, and closing and assessing the discussion. Following the introduction is the main section of the book, which contains facilitator information, including questions and issues, for each of the cases contained in the case book. Appendices include a Case Discussion Process Assessment survey, and methods of obtaining facilitator feedback. Contains 40 references. (MKR) ED378050 Fractions, Decimals, Ratios, & Percents: Hard To Teach and Hard To Learn? Facilitator's Discussion Guide. Mathematics Teaching Cases. 1994-00-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-0-435-08358-9 Practitioners Teachers 119 Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($20). N/A 1994 -1

New

Yes Content Analysis Controversial Issues (Course Content) Course Content Current Events Elementary Secondary Education Moral Issues Political Issues Religion Religion Studies Social Studies Textbook Content Textbook Evaluation Textbook Research Textbooks Values Sewall, Gilbert T. Opinion Papers Information Analyses American Textbook Council, New York, NY. English This report brings together recent research, analysis, and textbook evaluations to explain what lies behind today's school wars over teaching about religion. It concludes that textbook controversies involving religion are an important part of a large cultural debate. Some of the most divisive and important curriculum issues of current times, focusing on the changing content of educational materials in civics, history, social studies, and health are considered. Specifically, it argues that in spite of shortcomings, satisfactory treatment of religion does exist in some civics and history texts. The greater danger is to be found in the non-historical social studies, such as psychology and health, which include content likely to aggravate the culture wars, compromising religious-based moral principles as they promote new ideas of "self-esteem" and "caring." The document includes the following: (1) "The Context of Culture"; (2) "Religion and the Curriculum"; (3) "Textbooks and the Christians"; (4) "History and Social Studies Textbooks Today"; and (5) "Reflections." Appendices include: textbooks examined; sample indexes; and four examples. Contains 40 selected sources. (EH) ED387380 Religion in the Classroom: What the Textbooks Tell Us. A Report. 1995-05-00 Henry Luce Foundation, New York, NY. 39 N/A 1995 -1

New

Yes Adolescents Art Education Children Cognitive Development Communication Disorders Creative Development Educational Strategies Elementary Secondary Education Learning Disabilities Multisensory Learning Spatial Ability Special Needs Students Thinking Skills Visual Learning Silver, Rawley A. Books Guides - Non-Classroom English Handicapped children's potential to represent thoughts and feelings through visual forms is often overlooked. Intended for educators, therapists, psychologists, and physicians, the book focuses on art procedures found useful in developing concepts of space, of sequential order, and of class or group of objects. It also provides art techniques for evaluating cognitive and creative skills of children and adults who cannot communicate well verbally. The text is divided into two parts. In part 1, the roles art can play in cognition, adjustment, and assessment are discussed. This section also looks at the need to re-examine low expectations of intellectual and artistic ability and to demonstrate that the handicapped can be truly gifted. In part 2, art procedures are explored which have shown useful in remediating cognitive deficits and in identifying cognitive skills. These include the ability to associate and represent concepts through drawing from imagination, the ability to perceive and represent concepts of space through drawing from observations, and the ability to order sequentially through painting, modeling clay, and predictive drawing. The book has 195 visual representations which can serve as models. Contains an index. (RJM) ED410479 Developing Cognitive and Creative Skills through Art: Programs for Children with Communication Disorders or Learning Disabilities. Third Edition. Revised. 1989-00-00 ISBN-0-9621429-2-1 277 N/A 1989 -1

New

Yes Affective Behavior College Students Emotional Intelligence Emotional Response Factor Analysis Factor Structure Grade Point Average Higher Education Multivariate Analysis Sex Differences Sutarso, Toto And Others Reports - Research Speeches/Meeting Papers English The effect of gender and grade point average (GPA) on emotional intelligence (EQ) was studied using the Emotional Intelligence Inventory. The inventory was completed by 138 college students, and data were analyzed using a multivariate factorial model with three factors of EQ as dependent variables (compassion, self-awareness, and attunement) and two independent variables, gender and GPA. Multivariate analysis of variance was performed using the Statistical Analysis System. Data show an overall significant multivariate effect of gender on three factors of EQ. Female students had higher scores on the compassion and self-awareness factors than male counterparts. However, there was no significant gender difference on the attunement factor. There was no overall significant multivariate GPA effect on the three factors of EQ. (Contains 2 tables and 19 references.) (SLD) ED406410 Effect of Gender and GPA on Emotional Intelligence. 1996-11-00 16 N/A 1996 -1

New

Yes Affective Behavior Algebra Beliefs Computers Context Effect Elementary Secondary Education Epistemology Fractions Functions (Mathematics) Geometry Imagery Language Role Learning Theories Mathematics Education Metacognition Number Concepts Problem Solving Proof (Mathematics) Social Influences Spatial Ability Student Attitudes Student Evaluation Teacher Attitudes Teacher Education Furinghetti, Fulvia, Ed. Collected Works - Serials International Group for the Psychology of Mathematics Education. English Research reports from the annual conference of the International Group for the Psychology of Mathematics Education include: "La construcion algorithmique: niveaux ou stades?" (Mesquita); "For Establishing the Generality of Conjectures" (Miyazaki); "Teachers' Attitudes Towards Mathematics and Mathematics Teaching: Perspectives across Two Countries" (Moreira); "World Problems--the Construction of Multiplicative Structures" (Morgado); "Reconstruction of Mathematics Education: Teachers' Perceptions of and Attitudes to Change" (Mousley); "The Falsifiability Criterion and Refutation by Mathematical Induction" (Movshovitz-Hadar); "Young Children's Division Strategies" (Murray; Olivier; Human); "'It Makes Sense if You Think about How the Graphs Work. But in Reality...'" (Nemirovsky; Rubin); "Two-Step Problems--Research Findings" (Nesher; Hershkovitz); "Early Conceptions of Division. A Phenomenographic Approach" (Neuman); "Can Epistemological Pluralism make Mathematics Education More Inclusive?" (Neville); "The Pupil as Teacher: Analysis of Peer Discussions, in Mathematics Classes, between 12-Year-old Pupils and the Effects of Their Learning" (Newman; Pirie); "Teacher Attitudes and Interactions in Computational Environments" (Noss; Hoyles); "Children's Understanding of Measurement" (Nunes; Light; Mason); "A 3-Dimension Conceptual Space of Transformations for the Study of Intuition of Infinity in Plane Geometry" (Nunez); "The Status of Children's Construction of Relationships" (O'Brien); "Intra-Individual Differences in Fractions Arithmetic" (Ohlsson; Bee);"Construction of Procedures for Solving Multiplicative Problems" (Orozco; Hormaza); "Transfer in Learning 3D Reference System: From Interaction "Pupils as Expert System Developers" (Osta); "Levels of Knowledge about Signed Numbers: Effects of Age and Ability" (Peled); "Representations du probleme de mathematiques chez des enfants de 7 a 10 ans" (Perrin-Glorian); "Teaching as Meta-Communication" (Pimm); "Folding Back: Dynamics in the Growth of Mathematical Understanding" (Pire; Kieren); "Enseigner les mathematiques en premiere annee secondaire apres l'evaluation nationale francaise" (Pluvinage; Rauscher; Dupuis); "Etude des modeles implicites mis en ouvre par les enfants lors de la resolution de problemes complexes mettant en jeu une reconstruction d'une transformation arithmetique" (Poirier; Bednarz); "Classroom Aspects which Influence Use of Visual Imagery in High School Mathematics" (Presmeg); "Computer Activities in Mathematical Problem Solving with 11-14 Years Old Students: the Conditional Structure Learning" (Reggiani); "Symbolising and Solving Algebra Word Problems: the Potential of a Spreadsheet Environment" (Rojano; Sutherland); "Damien: a Case Study of a Reorganization of His Number Sequence to Generate Fractional Schemes" (Saenz-Ludlow); "The Use of Language in the Context of School Mathematics" (Sakonidis; Bliss); "Emergent Goals in Everyday Practices: Studies in Children's Mathematics" (Saxe); "Teachers' and Students' Beliefs and Opinions about the Teaching and Learning of Mathematics in Grade 4 in British Columbia" (Schroeder); "Problem Solving and Thinking: Constructivist Research" (Schultz); "Assessment of Thoughts Processes with Mathematical Software" (Schwarz; Dreyfus); "Spontaneous Strategies for Visually Presented Linear Programming Problems" (Shama; Dreyfus); "Initial Development of Prospective Elementary Teachers' Conceptions of Mathematics Pedagogy" (Simon); "The Effects on Students' Problem Solving Behaviour of Long-term Teaching through a Problem Solving Approach" (Stacey); "The Relationship Between Mental Models in Mathematics and Science" (Stavy; Tirosh); "Pupils as Expert System Developers" (Stevenson; Noss); "Drawing--Computermodel--Figure Case Studies in Students' Use of Geometry-Software" (Strasser; Capponi); "Overcoming Overgeneralizations: the Case of Communitativity and Associativity" (Tirosh; Hadass; Movshovitz-Hadar); "First Steps in Generalization Processes in Algebra" (Ursini); "Translation Processes Solving Applied Linear Problems" (Van Streun); "Graphical Environment for the Construction of Function Concepts" (Wenzelburger); "The Potential for Mathematical Activity in Tiling: Constructing Abstract Units" (Wheatley; Reynolds); "The Equal Sign Goes Both Ways. How Mathematics Instruction Leads to the Development of a Common Misconception" (Wolters); "Learning in an Inquiry Mathematics Classroom" (Wood); "The Role of Peer Questioning During Class Discussion in Second Grade Mathematics" (Yackel); "The Effect of Graphic Representation: An Experiment Involving Algebraic Transformations" (Yerushalmy; Gafni); and "In What Ways Are Similar Figures Similar?" (Zaslavsky). ED413164 Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME) (15th, Assisi, Italy, June 29-July 4, 1991), Volume 3. 1991-00-00 402 N/A 1991 -1

New

Yes Child Development Child Health Child Rearing Early Childhood Education Electronic Mail File Transfer Protocol Internet Listservs World Wide Web Guides - Non-Classroom Reference Materials - Directories/Catalogs ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL. English This guide explains features of the Internet and compiles Internet resources useful to those interested in the education, growth, and development of young children. Chapter 1 of the guide, "An Introduction to the Internet," explains what is needed to connect to the Internet. The chapter then discusses the Internet's domain name system, electronic mail, mail/discussion lists, newsgroups, Internet etiquette (netiquette), File Transfer Protocol, TELNET, Gopher, the World Wide Web, the Mosaic and Netscape Navigator Web browsers, Uniform Resource Locators, home pages, search engines, and Web page creation. The chapter concludes with suggestions for finding information on the Internet. Chapter 2 explains several common commands used on mail lists and presents fact sheets on 21 mail lists. Each fact sheet includes a description of the mail list and the list's name, sponsor, electronic mail address, contact person, and subscription directions. Chapter 3 provides fact sheets on 62 Internet sites. Each fact sheet includes a description of the site and the site's name, sponsor, type (Gopher, Web), Internet address, and contact person. Information on how to find and use ERIC system resources on the Internet is provided in Chapter 4, while Chapter 5 is a bibliography of ERIC documents and journal articles on "The Internet and Early Childhood Educators." The guide concludes with a glossary of Internet-related terms, an index, and an appendix of materials from and about the ERIC system and the ERIC Clearinghouse on Elementary and Early Childhood Education. (BC) ED407179 A to Z: The Early Childhood Educator's Guide to the Internet. (Revised Edition). 1996-06-00 Office of Educational Research and Improvement (ED), Washington, DC. Parents Practitioners Students Teachers 199 Publications Office, ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois at Urbana-Champaign, Children's Research Center, 51 Gerty Drive, Champaign, IL 61820-7469; phone: 800-583-4135; fax: 217-333-3767; e-mail: ericeece[at sign]uiuc.edu ($10 or $15 w/3-ring binder, plus $1.50 shipping). N/A 1996 -1

New

Yes Ability Academic Achievement Elementary School Students Factor Analysis Goal Orientation Grade 6 Help Seeking Intermediate Grades Motivation Outcomes of Education Performance Factors Regression (Statistics) Self Concept Middleton, Michael Midgley, Carol Reports - Evaluative Speeches/Meeting Papers English Theorists have traditionally described motivation in terms of approach and avoidance tendencies. In contrast, goal orientation research has focused primarily on two approach goals: demonstrating ability (performance-approach) and developing ability (task). A scale to assess the goal of avoiding the demonstration of lack of ability (performance-avoid) was included with scales assessing approach goals in a survey given to 703 sixth graders. Factor analysis supported the differentiation among the three scales. The performance scales were moderately positively correlated and exhibited low correlations with the task scale. With all three goals in regression equations, task goals predicted academic efficacy, self-regulated learning, and lower levels of avoiding seeking academic help in the classroom. Performance-avoid goals negatively predicted academic efficacy and positively predicted avoiding seeking help and test anxiety. Performance-approach goals did not emerge as the most significant predictor of any of these educationally relevant outcomes. An appendix presents the test items. (Contains 5 tables and 40 references.) (Author/SLD) ED411298 Avoiding the Demonstration of Lack of Ability: An Under-Explored Aspect of Goal Theory. 1997-03-00 Grant (W.T.) Foundation, New York, NY. 29 N/A 1997 -1

New

Yes Conflict Resolution Cultural Awareness Cultural Differences Cultural Interrelationships Culture Culture Contact Diversity (Institutional) Ethnicity Grade 8 Intercultural Programs Junior High Schools Middle Schools Multicultural Education Peace Social Integration Lackey, Donald H. Dissertations/Theses - Masters Theses Reports - Descriptive English This report describes a student leadership program, Putting the Environment Above the Common Ego (PEACE), designed to reduce incidences of eighth grade students forming self-segregating groups based on ethnic or racial heritage. The targeted groups form the diverse student body attending a middle school with 1,400 students in Rockford, Illinois. Formation of the student-devised segregated groups was revealed by staff and administration. Analysis of staff and student surveys, personal logs, and the study of the student composition of after school groups confirm the initial observations of this middle school's professional staff. Causes of the problem include: (1) a city historically and geographically divided with societal tendencies to categorize people by race, economic circumstances, or ethnic background; and (2) a school culture that failed to address adequately the issue of diversity. The PEACE leadership program, based on survey interpretation and personal logs, did not appear to have had an impact on the incidences of students forming self-segregating groups. The school has a template of this organization, its purposes, practices, and ideals, but the challenge remains to bring the diverse student group together. Charts and graphs are included along with eight appendices. (EH) ED391726 Promoting Multiethnic Relationships by Utilizing the Principles of Community Building. 1995-05-00 83 N/A 1995 -1

New

Yes Child Health Child Safety Crime Federal Legislation Federal Regulation Gun Control Hearings Policy Formation Prevention Safety Urban Problems Violence Legal/Legislative/Regulatory Materials Congress of the U. S., Washington, DC. Senate Subcommittee on the Constitution. English The first of several hearings on the Gun Violence Prevention Act of 1994 introduced and discussed the Act as comprehensive legislation to address gun violence through six discrete initiatives: (1) handgun licensing; (2) prohibition of firearms possession by persons convicted of violent misdemeanors; (3) regulation of gun dealers; (4) limitation of the secondary gun market; (5) requirement of gun safety courses; and (6) banning certain types of guns. Support for the bill was presented by the presiding senators, Paul Simon (Illinois) and Howard Metzenbaum (Ohio). Reservations about the necessity for the legislation, but not about the need for reduction in violence, were expressed by Senators Hank Brown (Colorado) and Orrin Hatch (Utah). A number of speakers supported the bill, with the Surgeon General Joycelyn Elders speaking first. Panel discussions with educators and physicians followed. The testimony of each witness is followed by his or her prepared statement. (SLD) ED391862 The Gun Violence Prevention Act of 1994: Public Health and Child Safety. Hearing on S. 1882, A Bill To Amend Title 18, United States Code, To Promote the Safe Use of Guns and To Reduce Gun Violence before the Subcommittee on the Constitution of the Committee on the Judiciary. United States Senate, One Hundred Third Congress, Second Session (March 23, 1994). 1995-00-00 ISBN-0-16-052115-7 131 U.S. Government Printing Office, Superintendent of Documents, Congressional Sales Office, Washington, DC 20402. N/A 1995 -1

New

Yes Beginning Reading Decoding (Reading) Elementary Education Intervention Learning Disabilities Learning Strategies Metacognition Phoneme Grapheme Correspondence Phonics Phonology Reading Instruction Teaching Methods Collected Works - Serials Guides - Non-Classroom National Information Center for Children and Youth with Disabilities, Washington, DC. English This news digest issue, which accompanies a bibliography titled "Learning Strategies for Students with Learning Disabilities", focuses on two promising interventions for students with learning disabilities: helping students develop their use of learning strategies and helping them develop their phonological awareness. In the first article, titled "Teaching Students with Learning Disabilities To Use Learning Strategies," Neil Sturomski briefly discusses the learning difficulties of students with learning disabilities, defines "learning strategies," gives examples from the reading field, and reviews research on the use of learning strategies. He then details a six-step process for teaching learning strategies: (1) pretest and motivate students, (2) describe the strategy, (3) model the strategy, (4) practice the strategy, (5) provide feedback, and (6) promote generalization. The second article is "Phonological Awareness" by William Ellis. It discusses the important role that phonological awareness plays in reading ability and notes that 15 to 20 percent of children do not learn to read successfully unless they receive direct instruction in phonological awareness. This article also offers suggestions for activities to enhance phonemic awareness in students and urges better training of teachers in phonemic awareness. (The two articles contain 26 and 25 references, respectively.) (DB) ED415607 Interventions for Students with Learning Disabilities. NICHCY News Digest v25 Jul 1997 1997-07-00 Special Education Programs (ED/OSERS), Washington, DC. 17 NICHCY, P.O. Box 1492, Washington, DC 20013; toll-free telephone: 800-695-0285; telephone: 202-884-8200; e-mail: nichcy@aed.org N/A 1997 -1

New

Yes Academic Standards Anthologies Course Content Criteria Elementary Education Reference Materials Social Studies Teaching Methods Textbooks Haas, Mary E., Ed. Laughlin, Margaret A., Ed. Books Guides - Non-Classroom National Council for the Social Studies, Washington, DC. English This book focuses on the 10 social studies strands recognized by the National Council for the Social Studies (NCSS). The book is intended to help social studies educators design, implement, and assess social studies teaching and learning practices. This publication consists of a series of articles reprinted from a variety of sources and includes practical lessons, thoughtful reflections, and discussions related to several social studies curriculum issues. The articles present a range of authors representing a variety of perspectives and learning activities. Both theory and research are examined, as well as practical examples of teaching and learning practices at the primary and intermediate grade levels. The articles address important content and concepts inherent in the social studies standards and promote active student learning both in classroom settings and in the larger community. Creative use of textbooks, instructional materials, and teaching strategies are included. The first ten chapters consist of reprinted articles that address one or more of the ten strands identified in the social studies standards. The book also includes five chapters that pay particular attention to issues in social studies curriculum, social studies and integrated studies, relating literature to social studies instruction, cooperative learning, and student assessment in social studies. Each of the chapters has an introduction that elaborates on the individual standards or issues and provides an overview of the articles. The book is divided into 15 parts with 99 articles. (EH) ED417119 Meeting the Standards: Social Studies Readings for K-6 Educators. 1997-05-00 ISBN-0-87986-072-3 Administrators Practitioners Teachers 389 National Council for the Social Studies, 3501 Newark Street, N.W., Washington, DC 20016; telephone: 800-683-0812. N/A 1997 -1

New

Yes Child Health Childhood Needs Classroom Techniques Educational Practices Educational Research Elementary Secondary Education Family School Relationship Individual Development Intervention Models Needs Assessment Pupil Personnel Services School Psychologists Student Development Bear, George G., Ed. Minke, Kathleen M., Ed. Thomas, Alex, Ed. Books Guides - Non-Classroom English The expanding needs of children today demand effective prevention and treatment programs. Some model programs that address these needs are described here. Schools are now being called upon to serve a population with a tremendous multiplicity of physical, social, emotional, and academic problems in an atmosphere of public dissatisfaction with education. If reforms are to be realized, school psychologists will need to shift time away from psychoeducational assessment toward the promotion of healthy development. More collaboration and an emphasis on consumer satisfaction will be required. Current thinking and best practices are explored here in 85 chapters. Part 1, "Children's Social Needs: Development, Problems, and Alternatives," presents 22 topics under "Social Competencies,""Conduct Difficulties," and "Related Issues." Part 2, "Children's Emotional Needs: Development, Problems, and Alternatives," includes chapters on self-concept and related difficulties. Part 3, "Children's Academic Needs: Development, Problems and Alternatives," includes 13 topics in the areas of motivation and learning, classroom practices, and other related issues. Part 4, "Children's Family-Related Needs: Development, Problems and Alternatives," offers 22 articles on family organization and practices, family-based problems, and family and culture. In Part 5, "Children's Health and Wellness Needs: Development, Problems and Alternatives, physical impairments, diseases and injuries, psychophysiological problems, and intervention-related issues are examined. Includes an index. Contains references and resources. (EMK) ED417371 Children's Needs II: Development, Problems and Alternatives. 1997-00-00 National Association of School Psychologists, Bethesda, MD. ISBN-0-932955-96-7 947 National Association of School Psychologists, 4340 East West Highway, Suite 401, Bethesda, MD 20814-9457. N/A 1997 -1

New

Yes Communication Skills Developmental Disabilities Goal Orientation Individualized Education Programs Leadership Mild Mental Retardation Participative Decision Making Personal Autonomy Secondary Education Self Advocacy Self Determination Self Evaluation (Individuals) Student Educational Objectives Student Participation Student Rights Transitional Programs Wehmeyer, Michael Kelchner, Kathy Books Guides - Non-Classroom Arc, Arlington, TX. English This docment consists of a large student manual and a small 17-page "Coach's Guide" that has the same main title. The program covered is designed to help students with mild cognitive and developmental disabilities to participate in the transition planning process. It explores issues of self-awareness and attempts to help students develop problem solving, decision making, goal setting, and small-group communication skills. Both the manual and coach's guide are organized by the program's 36 sessions. The sessions are grouped topically, including sessions on self-awareness, making decisions, utilizing community resources, setting goals and objectives, communication skills, meetings, and leadership skills. Each session section typically includes an action plan goal, introductory material, sample problems or examples from the lives of people with disabilities, and exercises to practice. (DB) ED414660 Whose Future Is It Anyway? A Student-Directed Transition Planning Process. 1995-00-00 Women's Educational Equity Act Program (ED), Washington, DC. Practitioners Students Teachers 311 Arc National Headquarters, 500 East Border Street, Suite 300, Arlington, TX 76010. N/A 1995 -1

New

Yes Communications Elementary Secondary Education Higher Education Journalism Education Mass Media News Media Programming (Broadcast) Television Theory Practice Relationship Visual Literacy Buckingham, David, Ed. Books English Media education is expanding, both as a subject in its own right, and as a cross-curricular theme. Based on detailed classroom research, this book identifies the rewards and achievements, as well as the difficulties and contradictions, of teaching about the media in Great Britain. Four major themes emerge: the process of teaching and learning; the relationship between theoretical and practical work; teaching about race and gender; and the place of media education in other curriculum areas. The book is divided into four parts: School Knowledge, Commonsense Knowledge; Theory and Practice; Reading Representations; and Media Education and the Curriculum. It includes the following chapters: (1) "Media Education: From Pedagogy to Practice" (David Buckingham); (2) "Stepping into the Void: Beginning Classroom Research in Media Education" (David Buckingham, Pete Fraser, and Netia Mayman); (3) "How Do Teachers and Students Talk about Television?" (Pete Fraser); (4) "Redefining Creativity: Extended Project Work in GCSE Media Studies" (Roy Stafford); (5) "Playtime: Learning about Media Institutions through Practical Work" (Jenny Grahame); (6) "Teaching and Learning about Representation: Culture and "The Cosby Show" in a North London Comprehensive" (Julian Sefton-Green); (7) "Intervening in Popular Pleasures: Media Studies and the Politics of Subjectivity" (Chris Richards); (8) "Implementing a Media Education Policy Across the Curriculum" (Jocelyn Robson, Jonathan Simmons, and Martin Sohn-Rethel); (9) "Teaching the Text: English and Media Studies" (Andy Freedman); and (10)"Making It Explicit: Towards a Theory of Media Learning" (David Buckingham). (Contains 135 references.) (SWC) ED414872 Watching Media Learning: Making Sense of Media Education. 1990-00-00 ISBN-1-85000-653-9 Media Staff Practitioners Teachers 236 Falmer Press, 1900 Frost Rd., Suite 101, Bristol, PA 19007-1598 (clothbound: ISBN-1-85000-652-0; paperback: ISBN-1-85000-653-9, $33). N/A 1990 -1

New

Yes Antisocial Behavior Behavior Change Behavior Disorders Behavior Problems Caregiver Child Relationship Change Strategies Classroom Techniques Intervention Preschool Children Preschool Education Preschool Teachers Problem Children Reflective Teaching Resource Materials Staff Development Teacher Student Relationship Training Guides - Non-Classroom Education Development Center, Inc., Cambridge, MA. English Increasingly, teachers are expressing their growing concern about problem behaviors many children display in their classrooms. This technical guide offers Head Start staff a process for reflecting on their own practice, assessing difficult situations, and designing interventions for problem behaviors through joint problem solving. The guide is written for Head Start teaching teams and their immediate supervisors; it will also be useful to family service workers, home visitors, managers, and other Head Start staff, as well as consultants. The guide contains the following sections: (1) "Module 1: Laying the Groundwork" helps participants identify ways in which their own perceptions and experiences influence how they interact with children with challenging behaviors; (2) "Module 2: Practically Speaking" helps participants develop a system for collecting data and then using it to develop strategies that capitalize on children's strengths and needs; (3) "Module 3: Building a Supportive Environment" helps participants identify when and how to seek appropriate supports within the program and within the community in an effort to fully integrate children with challenging behaviors into their programs; (4) "Continuing Professional Development" offers strategies that supervisors can use to help staff apply new skills and extend their learning; and (5) "Resources" lists print and audiovisual materials and other resources that staff can use to learn more about the key issues presented in the guide. In order to accommodate the needs of different Head Start grantees, each module offers two different delivery strategies: workshop and coaching. (EV) ED417846 Supporting Children with Challenging Behaviors: Relationships Are Key. Training Guides for the Head Start Learning Community. 1997-00-00 Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. ISBN-0-16-042717-7 Practitioners Teachers 120 U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328; phone: 202-512-0132; fax: 202-512-1355. N/A 1997 -1

New

Yes Adult Education Curriculum Development Educational Improvement Educational Objectives Educational Planning Educational Policy Elementary Secondary Education Foreign Countries Higher Education Master Plans Policy Formation Regional Cooperation Regional Planning Standards Carrington, Edwin W. Reports - Evaluative Caribbean Community Secretariat (St. Lucia). English The Caribbean Community (CARICOM) Regional Policy on Education was approved by the Standing Committee of Ministers with responsibility for Education (SCME) in a special meeting held on September 9, 1993. The policy constitutes a major regional effort to build a strong and dynamic community. An overall theme of the policy is regionalism as an ideal, as a resource, and as a style of operation. This document summarizes policy issues and concerns and identifies policy goals and actions required for various levels of the education system. Section 1 provides an introduction and overview of the work of the Advisory Task Force on Education. Sections 2 through 6 are organized similarly. Each includes sections that describe issues and concerns, future directions, policy goals, and action plans. Section 2 presents objectives for different educational levels, including early childhood, primary, secondary, tertiary, and higher education. The third section highlights the curriculum-reform agenda for the following areas: culture, sports, and the arts; special-needs education; language learning; mathematics and science education; educational technology; work-force preparation; and adult education. Plans for improving teacher education, school administration and management, and educational finance are outlined in sections 4 through 6. The recommendations of the task force would require action at regional, sub-regional, and national levels. Appendices contain lists of task-force members, background papers and reports, and consultations and meetings. (LMI) ED391241 The Future of Education in the Caribbean: Report of the CARICOM Advisory Task Force on Education. 1993-00-00 77 N/A 1993 -1

New

Yes Ancient History Architecture Art Art Education Greek Civilization Junior High Schools Museums Mythology Visual Arts Western Civilization Whitelaw, R. Lynn Guides - Classroom - Learner Guides - Classroom - Teacher Florida (Tampa) Hillsborough County Public Schools, Tampa, FL. English Among the many contributions made by Ancient Greeks and Romans to contemporary life, are those which influence art, architecture, literature, philosophy, mathematics and science, theater, athletics, religion, and the founding of democracy. The Tampa Museum of Art's classical collection offers a unique opportunity to learn about Ancient Greeks and Romans through primary source artifacts. This booklet, which contains information and activities related to the museum collection, may be adapted for independent use with middle school level students. Suggested activities and activity worksheets are organized in 8 sections: (1) "The Classical World: Antiquities from Greece and Rome"; (2) "Life in Ancient Times: An Introduction"; (3) "Understanding the Ancient Greeks"; (4) "All About Greek Vases"; (5) "Understanding the Ancient Italians"; (6) "Mythology"; (7) "Yesterday to Today: Classical Reference"; and (8) "Some Related Activities." The resource concludes with a Glossary, References, Bibliography, and Notes. (MM) ED399215 Legacy of the Ancient World: An Educational Guide. Understanding Ancient Culture through Art at the Tampa Museum of Art. 1995-00-00 Arts Council of Tampa-Hillsborough County, FL. Florida State Dept. of Education, Tallahassee. Teachers Students Practitioners 50 Education Department, Tampa Museum of Art, 600 N. Ashley Drive, Tampa, FL 33629 ($5). N/A 1995 -1

New

Yes Dyslexia Elementary Education Integrated Activities Literacy Phonemic Awareness Phonics Reading Instruction Reading Research Reading Strategies Student Needs Whole Language Approach Weaver, Constance, Ed. Books Collected Works - General Opinion Papers California National Council of Teachers of English, Urbana, IL. English This collection reflects the stance that a truly balanced approach to reading instruction will focus not only on reading but on literacy; integrate language and literacy across disciplines; attend to reading, writing, and other skills and strategies in context; and reflect a coherent integration of as broad a research base as possible. Following a foreword by Diane Stephens, an introduction, an article on reading and literacy, and a note on terms (phonics and whole language), articles in the collection and their authors are, as follows: (1) "Toward a Balanced Approach to Reading" (Constance Weaver); (2) "Learning about Literacy: A 30-Year Journey" (P. David Pearson and Diane Stephens); (3) "To Err Is Human: Learning about Language Processes by Analyzing Miscues" (Yetta M. Goodman and Kenneth S. Goodwin); (4) "Considering the Research on Phonological Awareness and Phonics" (Constance Weaver); (5) "Reconceptualizing Phonics Instruction" (Margaret Moustafa); (6) "Orthographic Analogy Training with Kindergarten Children: Effects on Analogy Use, Phonemic Segmentation, and Letter-Sound Knowledge" (Margareth E. Peterson and Leonard P. Haines); (7) "A Comparison of Children's Development of Alphabetic Knowledge in a Skills-Based and a Whole Language Classroom" (Ellen McIntyre and Penny A. Freppon); (8) "Phonological Awareness Training of Kindergarten Children: Three Treatments and Their Effects" (Linda R. Ayres); (9) "Literacy Learning in a Whole Language Classroom: Reading Concepts and Reading Strategies First Graders Know and Use" (Penny A. Freppon and Ellen McIntyre); (10) "A Comparison of Innercity Children's Interpretations of Reading and Writing Instruction in the Early Grades in Skills-Based and Whole Language Classrooms" (Karin L. Dahl and Penny A. Freppon); (11) "Experimental Research: On Phonemic Awareness and on Whole Language" (Constance Weaver); (12) "Using 'Real' Books: Research Findings on Literature Based Reading Instruction" (Michael O. Tunnell and James S. Jacobs); (13) "Successful Dyslexics: A Constructivist Study of Passionate Interest Reading" (Rosalie Fink); (14) "The Case for Late Intervention: Once a Good Reader, Always a Good Reader" (Stephen Krashen and Jeff McQuillan); (15) "Every Person a Reader" (Stephen Krashen); (16) "The California Reading Situation: Rhetoric and Reality" (Jeff McQuillan); (17) "California, Whole Language, and the National Assessment of Educational Progress (NAEP)" (Kenneth S. Goodman); and (18) "The Schools We Have. The Schools We Need" (Richard L. Allington). (Contains 55 references.) (NKA) ED418388 Reconsidering a Balanced Approach to Reading. 1998-00-00 ISBN-0-8141-0234-4 Practitioners 538 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 02344-1450: $19.95 members, $26.95 nonmembers). N/A 1998 -1

New

Yes Adults Civil Rights Legislation Compliance (Legal) Disabilities Disability Discrimination Equal Opportunities (Jobs) Equal Protection Federal Legislation Legal Responsibility Questioning Techniques Safety Work Environment Lee, Barbara A. Guides - Non-Classroom Americans with Disabilities Act 1990 State Univ. of New York, Ithaca. School of Industrial and Labor Relations at Cornell Univ. English This brief paper summarizes requirements of the Americans with Disabilities Act (ADA) of 1990 related to reasonable accommodation. The following topics are addressed: what is meant by reasonable accommodation and some examples; some ways of determining essential job functions and possible accommodations (such as job descriptions, permissible and impermissible questions, use of medical information, and use of tests); reasonable accommodation and safety considerations; and reasonable accommodation and worker misconduct (especially when the misconduct is related to the individual's disability). A listing of three resources is provided. (DB) ED415610 Reasonable Accommodation under the Americans with Disabilities Act. Implementing the Americans with Disabilities Act Series. 1995-03-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 5 ILR Program on Employment and Disability, ILR Extension Building, Room 102, Cornell University, Ithaca, New York 14853-3901; telephone: 607-255-7727; TTY: 607-255-2891; fax: 607-255-2763. N/A 1995 -1

New

Yes Behavior Problems Behavior Standards Classroom Techniques Discipline Discipline Policy Discipline Problems Educational Policy Foreign Countries Policy Formation Postsecondary Education School Policy Technical Institutes Vocational Education Mitchell, Carole Pride, Douglas Howard, Lance Pride, Brenda Guides - Non-Classroom United Kingdom (Great Britain) Further Education Development Agency, London (England). English This manual was developed to help educators, especially in further education colleges in Britain, to develop a whole-college approach to managing disruptive behavior in students and to serve as a resource for disciplinary policy and staff development. The manual is organized in eight chapters. The first chapter explores the background to the issues surrounding disruptive behavior in postsecondary education; in chapter 2 it outlines the premises of the research project that is the foundation for which the manual is based. Chapter 3 provides a framework for identifying and analyzing the types and reasons for problem behavior; chapter 4 presents the model that has been adopted in this research to achieve a whole-college approach. In chapter 5, the manual offers a self-assessment schedule to audit existing behavior management policies, systems, and delivery methods and from there plan an agenda for action (presented in chapter 6). Chapter 7 offers guidance and interpretation of the legal issues arising from disruptive behavior and the rights and responsibilities of college staff. The manual concludes with a section on future directions, a checklist of performance indicators relating to each level of the whole-college model, and a list of recommendations. A reference list and bibliography contain 134 citations. Fourteen appendixes provide research documents and college policies. (KC) ED421654 Ain't Misbehavin'. Managing Disruptive Behavior. 1998-00-00 ISBN-1-85338-478-X Practitioners Teachers 239 Further Education Development Agency, Citadel Place, Tinworth Street, London SE11 5EH, England. N/A 1998 -1

New

Yes Elementary Secondary Education Incentives Reading Attitudes Reading Improvement Reading Instruction Reading Motivation Self Motivation Student Attitudes Student Motivation Guides - Non-Classroom Reports - Descriptive Institute for Academic Excellence, Inc. Madison, WI. English This concise report explores the issue of student reading motivation, and relates it to the use of the Accelerated Reader (AR) reading management program. The report discusses issues of extrinsic versus intrinsic motivation, and notes that the points students earn for taking Accelerated Reader tests are not extrinsic rewards but simply a quantitative measure of reading practice. It outlines research on motivation which concludes that extrinsic motivators, rather than extinguishing intrinsic motivation, can actually enhance it. Further, it cautions against favoring intrinsic motivation, which can put children from non-mainstream cultural groups at a disadvantage. The report concludes by noting that the use of extrinsic rewards is not an essential part of AR, which provides learning information, but that this learning information can serve as important, tangible feedback that helps students discover an intrinsic love of reading. (SR) ED421687 Toward a Balanced Approach to Reading Motivation: Resolving the Intrinsic-Extrinsic Rewards Debate. Report. 1997-11-00 5 Advantage Learning Systems, Inc., P.O. Box 8036, Wisconsin Rapids, WI 54495-8036; The Institute for Academic Excellence, 901 Deming Way, Suite 101, Madison, WI 53717; toll-free phone: 800-200-4848 (free). N/A 1997 -1

New

Yes Action Research Creative Writing Elementary Education Grade 1 Grade 4 Student Improvement Student Surveys Writing Improvement Writing Instruction Writing Research Writing Strategies Colantone, Lisa Cunningham-Wetmore, Melanie Dreznes, Jennifer Dissertations/Theses - Masters Theses Reports - Research English A study was based on a perceived need for creative writing improvement. A creative writing program was administered to three separate schools in two districts over an eight-week time period. The first district was in a middle class community with primarily White students. The other district was in a lower middle class community with primarily Black students. The target group was made up of two first grades and one fourth grade. Evidence of the need for improvement was shown through: a student survey, which showed a lack of interest and poor student attitudes; and teacher reports, indicating that teachers could not devote enough time to creative writing. Students were given a pre- and post-survey. Surveys suggested that there was a need for creative writing strategies and growth in length and fluency. A checklist was used to observe writing behaviors during the eight-week time frame. Solution strategies were adopted from research literature, combined with classroom experience. The two major interventions consisted of an emphasis on creative writing and implementation of a series of creative writing strategies. In addition, daily oral language, brainstorming, shared writing experience, and portfolios were utilized. Post-intervention data indicated an increase in creative writing skills. Students have become more fluent writers, with an increased understanding of creative writing. (Contains 15 references. Appendixes contain the surveys, sample creative writing lessons, creative writing rubrics, and the checklist. (SR) ED420077 Improving Creative Writing. 1998-05-00 58 N/A 1998 -1

New

Yes Academic Standards Change Strategies Classroom Communication Educational Change Elementary Secondary Education English (Second Language) High Risk Students Literacy Education Minority Groups Second Language Instruction Second Languages Skill Development Thinking Skills Dalton, Stephanie Stoll Guides - Classroom - Teacher Center for Research on Education, Diversity and Excellence, Santa Cruz, CA. English This paper presents five standards for pedagogy that are applicable across grade levels, student populations, and content areas: joint productive activity; language and literacy development; meaning making; complex thinking; and instructional conversation. These standards emerge from principles and practice that have proven successful with majority and minority at-risk students in a variety of teaching and learning settings over several decades. Indicators are outlined for each standard, which specify action components of the standards and their functions in teaching and learning. Illustrations and examples reflecting the standards and their indicators across a broad range of classroom settings are presented to support a claim of universality for such standards in K-12 majority and minority at-risk students' classrooms. The purpose is to urge standards-based reform to reflect its own recommendation that pedagogy is central to student learning. (Contains 74 references.) (Author/MSE) ED424769 Pedagogy Matters: Standards for Effective Teaching Practice. Research Report 4. 1998-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 49 CREDE, Center for Applied Linguistics, 4646 40th Street, N.W., Washington, DC 20016-1859; Tel: 202-362-0700, crede@cal.org N/A 1998 -1

New

Yes Academic Achievement Elementary Education Elementary School Students Parent Child Relationship Parent Influence Parent Participation Parent School Relationship Parent Student Relationship Luchuck, Vickie Lynne Dissertations/Theses - Masters Theses English This study investigated the relationship between parent involvement in elementary school and student achievement. Subjects were randomly selected students (from second through fifth grade classrooms in a West Virginia elementary school), and their parents. Parents completed the Parent Involvement Check-up scale, and student achievement was measured by the Stanford Achievement Test. Findings indicated that parent involvement contributed to greater academic gains by their children. Recommendations for increasing greater parental involvement in schools were made based on the findings. (A copy of the Parent Involvement Check-Up Scale is appended. Contains 64 references.) (JPB) ED424926 The Effects of Parent Involvement on Student Achievement. 1998-08-00 46 N/A 1998 -1

New

Yes Alcohol Abuse Behavior Change College Environment Drug Abuse Educational Environment Higher Education Intervention Prevention Program Development Substance Abuse Systems Approach DeJong, William Vince-Whitman, Cheryl Colthurst, Tom Cretella, Maggie Gilbreath, Michael Rosati, Michael Zweig, Karen Guides - Non-Classroom Higher Education Center for Alcohol and Other Drug Prevention, Newton, MA. Education Development Center, Inc., Newton, MA. English This guide presents a comprehensive strategy, called "environmental management," for alcohol and other drug (AOD) prevention in institutions of higher education. The environmental management approach utilizes, in addition to educational programs, changes in the physical, social, economic, and legal environment accomplished through a combination of institutional, community, and public policy change. Programs for early identification, referral, and treatment of problem drinkers are an essential part of the equation. This publication proposes a set of priority activities for colleges to consider as part of this broad-based approach to AOD prevention. Following an introduction, the first section identifies lessons from prevention research, especially the need for a comprehensive approach. The second section discusses public health aspects of the environmental management approach, with examples showing that people's behavior is shaped by their environment. The third section brings a case law perspective to environmental management and stresses institutional responsibilities under the Drug-Free Schools and Campuses Act. The fourth section details the environmental approach in terms of three spheres of action for AOD prevention: the campus task force, campus and community coalitions, and associations of colleges and universities. (Contains 62 references.) (DB) ED421942 Environmental Management: A Comprehensive Strategy for Reducing Alcohol and Other Drug Use on College Campuses. 1998-00-00 Department of Education, Washington, DC. Administrators Practitioners 46 Higher Education Center for Alcohol and Other Drug Prevention, Education Development Center, Inc. 55 Chapel St., Newton, MA 02158-1060; toll-free phone: 800-676-1730; fax: 617-928-1537; e-mail: HigherEdCtr@edc.org; World Wide Web: http://www.edc.org/hec/ N/A 1998 -1

New

Yes Adult Education Adult Literacy Allied Health Occupations Education Case Studies Communication Skills Conflict Resolution Corporate Education Employer Employee Relationship Interpersonal Competence Learning Activities Listening Skills Nonverbal Communication On the Job Training Problem Solving Role Playing Supervisory Training Verbal Communication Workplace Literacy Guides - Classroom - Learner Guides - Classroom - Teacher Saint Louis Community Coll., MO. Workplace Literacy Services Center. English These two documents are part of the customer service training program provided to employees of a large metropolitan hospital. The first manual contains customer service training activities for the hospital's dietary aides, cashiers, patient service representatives, and parking attendants. The activities are organized in three sections as follows: understanding customers (behavior choices, tips for assertive behavior, internal and external customers, best and worst experiences as a customer, tips to improve customer service); communicating with customers (verbal communication, listening, nonverbal communication, questioning, using communication tools); and finding solutions on the job (resolving conflict, case studies, customer service tools, seven practical steps to customer problem-solving). Concluding the manual are four sets of job-specific tools for dealing with difficult customers. The second manual, which is designed for supervisors in the hospital's dispatch department, contains all the activities included in the first manual plus activities dealing with the following topics: interpreting body language, "I" and "you" messages, and accommodating other listening styles; giving and receiving criticism (types of criticism, reactions to criticism, techniques for receiving criticism); and dealing with difficult employees (techniques for dealing with difficult employees and transforming their gripes to goals). (MN) ED426192 Customer Service Training. New Paradigm for Effective Workforce Skills. [Employee Guide and Supervisor's Guide.] 1995-00-00 Office of Vocational and Adult Education (ED), Washington, DC. National Workplace Literacy Program. Practitioners Students Teachers 128 N/A 1995 -1

New

Yes Beginning Reading Developmental Stages Elementary Secondary Education Emergent Literacy Phonics Reading Ability Reading Instruction Reading Processes Reading Research Whole Language Approach Hitchcock, Wendy Roehricht Information Analyses Opinion Papers English Beginning readers and proficient readers can be characterized by using research found in professional journal articles and other educational sources. Learning to read requires numerous abilities, several of which are acquired before a child begins school; this time period between birth and when a child begins school is called the "emergent literacy" stage. Reading instruction starts in the "beginning reading" stage, which includes grades K-1. A balanced approach to reading instruction is one that combines the best strategies from the whole language approach and explicit phonics instruction. A writer's workshop is essential to any reading program, since students are intrinsically motivated to read their own writing. A stage of "growing independence" includes grades 2-3 and marks the beginning of a child's venture into becoming a proficient reader. The main characteristic of this stage is children's evolving fluency. The "reading to learn" stage includes grades 4-6 and is marked by the wide application of word-attack and comprehension skills. Readers in the last stage, "abstract reading," employ a complex set of mental strategies that readers need in order to coordinate cues from different information sources, evaluate their progress, and shift between comprehension and word recognition processes. (Contains nine references.) (RS) ED413590 The Progression from Emergent to Proficient Literacy: Beginning Readers and Proficient Readers. 1997-12-00 9 N/A 1997 -1

New

Yes Adolescents Behavior Modification Correctional Education Correctional Rehabilitation Incentives Intermediate Grades Positive Reinforcement Preadolescents Secondary Education Self Esteem Phelps, Vincent Dissertations/Theses - Masters Theses English This thesis details a program of teacher-reinforced behaviors for juveniles convicted of a felony and incarcerated at the West Virginia Industrial Home for Youth (WVIHY). The goal was to determine an effective way to control behaviors of incarcerated youth in an educational setting by use of a positive reinforcement program: "Keys to Innervision." Data was gathered from the contracts with students and from student evaluation sheets. Contracts included behavior change, journaling, exercise, and contract homework. To foster behavior change, students received coupons exchangeable for food and sundry items from the school store. Each student set a personal goal in sports skills and physical fitness, which was then written out step-by-step. Results show that students exhibited more positive behavior all around and improved specifically in areas like walking in the hall between classes and dressing for Physical Education class. Awards were given for certain other successes. Students and teachers both perceived the program favorably and claimed to benefit from it. (EMK) ED416429 The Effect of Positive Reinforcement on Students in Juvenile Institutions. 1997-12-00 78 N/A 1997 -1

New

Yes Ability Identification Child Development Gifted Parent Attitudes Personality Traits Preschool Children Preschool Education Questionnaires Student Characteristics Talent Identification Rogers, Martin T. Silverman, Linda Kreger Guides - Non-Classroom Reports - Research Gifted Development Center, Denver, CO. English This brief paper offers guidelines on recognizing giftedness in young children based on a study of the developmental characteristics of 77 gifted and average children as reported in parent questionnaires. The questionnaire asked parents to describe their children's development during the first 36 months. Major findings indicated that: parents of average children saw their children's development differently than did parents of gifted children; parents of the gifted tended to underestimate their children's abilities rather than to overestimate them; the two groups had similar socioeconomic backgrounds; there were few differences in physical development between the two groups; but there were major differences in intellectual, imaginational, and social development, as well as in talents and certain personality traits. Tables present questionnaire data which compare gifted and average children on general characteristics, skills, interests, and personality/social traits. (DB) ED428471 Recognizing Giftedness in Young Children. 1998-11-00 8 Gifted Development Center, 1452 Marion St., Denver, CO 80218; Tel: 303-837-8378; Fax: 303-831-7465; e-mail: gifted@gifteddevelopment.com; Web site: http://www.gifteddevelopment.com N/A 1998 -1

New

Yes Drug Abuse Illegal Drug Use Law Enforcement Policy Prevention Public Opinion Reports - Research United States National Issues Forums, Dayton, OH. Public Agenda Foundation, New York, NY. English Increasing frustration with the illegal drug problem is fueling public discussion about the effectiveness of the nation's antidrug efforts. This document offers three choices for dealing with the drug abuse problem in the Untied States. Each choice presents "what can be done" and information "in support" and "in opposition" (choices are illustrated with multiple graphs, charts, and figures). Choice 1: "Step Up Enforcement to Finish the Job." This choice points out the effects of enforcing existing antidrug laws and proposes redoubling current efforts to keep drugs out of homes, schools, workplaces and neighborhoods. Choice 2: "Change Attitudes About Illegal Drugs." This choice assumes that government cannot significantly reduce the supply of illegal drugs, thus demand must be reduced by changing tolerant behaviors. Choice 3: "Treat Substance Abuse as an Illness." This choice approaches drug abuse as a treatable illness and illegal drugs as primarily a public health problem, therefore requiring medical, social, and legal remedies. The document concludes with a summary that addresses renovating public policy and ballots for readers to register their views. (MKA). ED420829 Illegal Drugs: What Should We Do Now? An Issue Book. 1997-00-00 Charles F. Kettering Foundation, Dayton, OH. ISBN-0-7872-3738-8 32 Kendall/Hunt, 4050 Westmark Drive, Dubuque, IA 52002; toll-free phone: 800-228-0810. N/A 1997 -1

New

Yes Faculty Workload Foreign Countries High Schools Job Satisfaction Secondary School Teachers Stress Variables Student Behavior Teacher Attitudes Teacher Burnout Teacher Morale Teacher Motivation Teaching Conditions Tang, Tak-On Yeung, Alexander Seeshing Reports - Research Speeches/Meeting Papers Hong Kong English This study investigated factors that affected stress, burnout, and job satisfaction among Hong Kong high school teachers. First, the researchers interviewed former Hong Kong teachers to determine possible teacher stress sources. On the basis of their suggested list of stress sources, the researchers created a questionnaire that included items specific to the Hong Kong situation. The six teacher stress sources were: students (misbehavior and undesirable attitudes); others (supervisors and inspectors); curriculum (exam demands); duty (nonteaching duties); teaching (time constraints and work output); and recognition (lack of recognition for teaching and administrative tasks). The three teacher burnout constructs were stress arousal, energy conservation, and exhaustion. A group of 259 high school teachers from Hong Kong responded to the survey, which examined sources of stress, burnout, and job satisfaction. Data analysis indicated that all six of the stress sources significantly related to all of the burnout outcomes. Among the six stressors, teacher workload was the strongest determinant of teacher burnout. The students and others factors had the strongest impacts on job satisfaction. (Contains 42 references.) (SM) ED429954 Hong Kong Teachers' Sources of Stress, Burnout, and Job Satisfaction. 1999-02-00 22 N/A 1999 -1

New

Yes Class Activities English Instruction Literature Appreciation Reader Response Reader Text Relationship Secondary Education Short Stories Hamilton, Carole L., Ed. Kratzke, Peter, Ed. Books Guides - Classroom - Teacher National Council of Teachers of English, Urbana, IL. English Examining how teachers help students respond to short fiction, this book presents 25 essays that look closely at "teachable" short stories by a diverse group of classic and contemporary writers. The approaches shared by the contributors move from readers' first personal connections to a story, through a growing facility with the structure of stories and the perception of their varied cultural contexts, to a refined and discriminating sense of taste in short fiction. After a foreword ("What Is a Short Story and How Do We Teach It?"), essays in the book are: (1) "Shared Weight: Tim O'Brien's 'The Things They Carried'" (Susanne Rubenstein); (2) "Being People Together: Toni Cade Bambara's 'Raymond's Run'" (Janet Ellen Kaufman); (3) "Destruct to Instruct: 'Teaching' Graham Greene's'The Destructors'" (Sara R. Joranko); (4) "Zora Neale Hurston's 'How It Feels to Be Colored Me': A Writing and Self-Discovery Process" (Judy L. Isaksen); (5) "Forcing Readers to Read Carefully: William Carlos Williams's 'The Use of Force'" (Charles E. May); (6) "'Nothing Much Happens in This Story': Teaching Sarah Orne Jewett's 'A White Heron'" (Janet Gebhart Auten); (7) "How Did I Break My Students of One of Their Biggest Bad Habits as Readers? It Was Easy: Using Alice Walker's 'How Did I Get Away...'" (Kelly Chandler); (8) "Reading between the Lines of Gina Berriault's 'The Stone Boy'" (Carole L. Hamilton); (9) "Led to Condemn: Discovering the Narrative Strategy of Herman Melville's 'Bartleby the Scrivener'" (James Tackach); (10) "One Great Way to Read Short Stories: Studying Character Deflection in Morley Callaghan's 'All the Years of Her Life'" (Grant Tracey); (11) "Stories about Stories: Teaching Narrative Using William Saroyan's 'My Grandmother Lucy Tells a Story without a Beginning, a Middle, or an End'" (Brenda Dyer); (12) "The Story Looks at Itself: Narration in Virginia Woolf's 'An Unwritten Novel'" (Tamara Grogan); (13) "Structuralism and Edith Wharton's 'Roman Fever'" (Linda L. Gill); (14) "Creating Independent Analyzers of the Short Story with Rawlings's 'A Mother in Mannville'" (Russell Shipp); (15) "Plato's 'Myth of the Cave' and the Pursuit of Knowledge" (Dennis Young); (16) "Through Cinderella: Four Tools and the Critique of High Culture" (Lawrence Pruyne); (17) "Getting behind Gilman's 'The Yellow Wallpaper'" (Dianne Fallon); (18) "Expanding the Margins in American Literature Using Armistead Maupin's 'More Tales of the City'" (Barbara Kaplan Bass); (19) "Shuffling the Race Cards: Toni Morrison's 'Recitatif'" (E. Shelley Reid); (20) "Readers, Cultures, and 'Revolutionary' Literature: Teaching Toni Cade Bambara's 'The Lesson'" (Jennifer Seibel Trainor); (21) "Learning to Listen to Stories: Sherman Alexie's 'Witnesses, Secret and Not'" (Susan Berry Brill de Ramirez); (22) "'Sometimes, Bad Is Bad': Teaching Theodore Dreiser's 'Typhoon' and the American Literary Canon" (Peter Kratzke); (23) "Teaching Flawed Fiction: 'The Most Dangerous Game'" (Tom Hansen); (24) "Reading Louise Erdrich's 'American Horse'" (Pat Onion); and (25) "Opening the Door to Understanding Joyce Carol Oates's 'Where Are You Going, Where Have You Been?'" (Richard E. Mezo). An afterword "Writing by the Flash of the Firefly" and a bibliographic postscript are attached. (RS) ED430231 Short Stories in the Classroom. 1999-00-00 ISBN-0-8141-0399-5 Practitioners Teachers 219 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 03995-0015: $16.95 members, $22.95 nonmembers). N/A 1999 -1

New

Yes Child Development Elementary Secondary Education Family Characteristics Gifted Intelligence Quotient Intelligence Tests Interpersonal Competence Learning Disabilities Personality Traits Research and Development Scores Siblings Student Characteristics Theory Practice Relationship Underachievement Silverman, Linda Kreger Information Analyses Gifted Development Center, Denver, CO. English This very brief paper summarizes 20 major findings of research on 3000 gifted children over 19 years at the Gifted Development Center (Denver, Colorado). Among findings are: (1) there are more highly gifted children than previously recognized; (2) when one child is gifted, the chances are great that all siblings are gifted; (3) second children are recognized as gifted much less frequently than first-born or only children; (4) parents' IQ scores are usually within 10 points of their children's, grandparents' IQ scores are often within 10 points of their grandchildren's; (5) parents are excellent identifiers of giftedness in their children; (6) IQ test norms are biased against gifted children; (7) many cases of underachievement are linked to chronic early ear infections; (8) gifted children with hidden learning disabilities are much more prevalent than previously recognized; (9) over 60 percent of gifted children are introverted compared with 30 percent of the general population; and (10) gifted children have better social adjustment in classes with children like themselves. (DB) ED428473 What We Have Learned about Gifted Children, 1979-1997. 1997-00-00 4 Gifted Development Center, 1452 Marion St., Denver, CO 80218; Tel: 303-837-8378; Fax: 303-831-7465; e-mail: gifted@gifteddevelopment.com; Web site: http://www.gifteddevelopment.com N/A 1997 -1

New

Yes Educational Environment Educational Facilities Design Educational Facilities Improvement Elementary Secondary Education Energy Conservation Foreign Countries Interior Design Light Lighting Design Luminescence Loe, David Watson, Newton Rowlands, Edward Mansfield, Kevin Venning, Bob Baker, John Guides - Non-Classroom United Kingdom (England) Department for Education and Employment, London (England). Architects and Building Branch. English The aim of good lighting is to not only provide proper illumination for building users to perform their allotted tasks, but also to pleasantly enhance the indoor environment. This document guides architects and engineers through the process of lighting design in the context of the recommended constructional standards for schools and the various types of spaces and activities found in schools. It identifies the determining factors of good lighting design as architectural integration, task and activity lighting, visual amenity, cost, maintenance, and energy efficiency. Further, it describes the calculation methods and design tools that can be used at the early stages of a project and shows, using theory and examples, how to achieve a synthesis between daylight and electric light. Appendices present school premises regulations and Department for Education and Employment Constructional Standards for new school buildings, information on lighting and health, and details concerning various lamps, controlling gear, luminary performance ranges, lighting controls, disposal of used lamps, and examples of lighting design strategies. A glossary concludes the book. (Contains 35 references.) (GR) ED431290 Lighting Design for Schools. Building Bulletin 90. 1999-00-00 ISBN-0-11-271041-7 88 HMSO Publications Centre, P.O. Box 276, London, SW8 5DT England; Tel: 0171-873-9090; Fax: 0171-873-8200 (22.95 British pounds). N/A 1999 -1

New

Yes Alternative Assessment Class Activities English Instruction High Schools Internet Poetry Poets Student Evaluation Teaching Methods Somers, Albert B. Books Guides - Classroom - Teacher National Council of Teachers of English, Urbana, IL. English Suggesting that the teaching of poetry must be engaging as well as challenging, this book presents practical approaches, guidelines, activities, and scenarios for teaching poetry in high school. It offers 40 complete poems; a discussion of assessment issues (including authentic assessment); poetry across the curriculum; and addresses and annotations for over 30 websites on poetry. Chapters in the book are (1) Poetry in America; (2) Poetry in the Schools; (3) Selecting Poetry to Teach; (4) Contemporary Poets in the Classroom; (5) Approaching Poetry; (6) Responding to Poetry by Talking; (7) Responding to Poetry by Performing; (8) Poetry and Writing; (9) Teaching Form and Technique; (10) Assessing the Teaching and Learning of Poetry; (11) Teaching Poetry across the Curriculum; and (12) Poetry and the Internet. Appendixes contain lists of approximately 100 anthologies of poetry, 12 reference works, approximately 50 selected media resources, 4 selected journals, and 6 selected awards honoring American poets. (RS) ED432780 Teaching Poetry in High School. 1999-00-00 ISBN-0-8141-5289-9 Practitioners Teachers 230 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 52899-0015: $14.95 members, $19.95 nonmembers). N/A 1999 -1

New

Yes Grade 7 Grade 8 Junior High School Students Junior High Schools Scoring Rubrics Self Evaluation (Individuals) Sex Differences Teaching Methods Writing (Composition) Writing Instruction Andrade, Heidi Goodrich Reports - Research Speeches/Meeting Papers English Two studies were conducted to determine the impact of instructional rubrics on the development of students' writing skills and their understanding of the qualities of good writing. In the first study, 303 eighth graders were given an instructional rubric before writing 1 of 3 different types of essays. Results suggest that an instructional rubric can help students write better, but a more intensive intervention may be necessary to help all students perform at a higher level consistently. The second study examined the effects of instructional rubrics and guided self-assessment on students' writings and understandings of good writing. Students in 13 seventh- and eighth-grade classes wrote essays, but only those in the treatment group were given guided self-assessment techniques. Approximately 3 weeks later, 170 students completed questionnaires about the instruction. Self-assessment appeared to affect girls' writing favorably, but overall, self-assessment did not contribute more to students' overall knowledge of the qualities of good writing than did instructional rubrics alone. Three appendixes contain instructional rubrics for the three essay types. (Contains 3 figures, 5 tables, and 21 references.) (SLD) ED431029 The Role of Instructional Rubrics and Self-Assessment in Learning To Write: A Smorgasbord of Findings. 1999-04-21 Edna McConnell Clark Foundation, New York, NY. 28 N/A 1999 -1

New

Yes Classroom Techniques Developmentally Appropriate Practices Disabilities Early Childhood Education Early Intervention Grade 1 Kindergarten Kindergarten Children Learning Activities Parent Participation Personal Autonomy Self Evaluation (Individuals) Self Management Services Skill Development Special Education Student Evaluation Teaching Methods Transitional Programs Carta, Judy Renauer, Marita Schiefelbusch, Jeanie Terry, Barbara Guides - Classroom - Teacher Kansas Univ., Parsons. Schiefelbusch Inst. for Life Span Studies. English This manual presents instructional strategies developed by Project SLIDE (Skills for Learning Independence in Developmentally Appropriate Environments), a project that identified skills that general education kindergarten teachers found to be critical for students' success in their classrooms. After training in Project SLIDE strategies, students were found to be less likely to need special education services when they reached first grade, had higher social ratings from their teachers, and achieved higher developmental assessment scores. The cornerstone of SLIDE are four intervention strategies that have proven successful at improving children's transitions to their next environment. They target skills critical to children's independence in early educational settings. The strategies target four areas: (1) fostering smoother within-classroom transitions; (2) providing opportunities for practicing independent work; (3) facilitating active engagement during group instruction; and (4) teaching children how to self-assess. This manual devotes an entire chapter to each of these four classroom intervention strategies. Each chapter provides activities, implementation considerations, and a means to evaluate the impact of each component. In addition, the chapter on "Planning for Future Transitions" at the end of the manual discusses parental involvement strategies and assessment information. An appendix includes reproducible masters of key information. (CR) ED433650 Effective Instructional Strategies To Facilitate: Classroom Transitions, Group Instruction, Independent Performance and Self-Assessment. Fourth Edition. Teacher's Manual for Project SLIDE: Skills for Learning Independence in Developmentally Appropriate Environments. 1998-00-00 Special Education Programs (ED/OSERS), Washington, DC. Early Education Program for Children with Disabilities. Practitioners Teachers 114 Project SLIDE, Juniper Gardens Children's Project, 650 Minnesota, Second Floor, Kansas City, KS 66101; Tel: 913-321-3143; e-mail: carta@kuhub.cc.ukans.edu; Web site: http://www.lsi.ukans.edu/jg/slide.htm N/A 1998 -1

New

Yes Behavior Problems Discipline Elementary Secondary Education Ethnicity Minority Groups Nontraditional Education Program Effectiveness Program Evaluation Racial Differences Cortez, Albert Robledo Montecel, Maria Reports - Descriptive Texas Intercultural Development Research Association, San Antonio, TX. English In 1995, the Texas legislature established a policy that each school district must have an &quot;alternative educational setting for behavioral management.&quot; This policy brief examines the ways in which this idea has been implemented in Texas, using data from the Texas Education Agency. Findings show that, for the most part, these alternative educational programs are being used as dumping grounds for &quot;undesirable&quot; students who, once there, get little support. Minority students are overrepresented in removals to these programs, and there has been an increase in reports from schools that have classified students' race and ethnicity as &quot;unknown.&quot; Anecdotal reports of some exceptional programs exist, but there are no conclusive studies on the effectiveness of such programs for students forced to participate. Recommendations from the Intercultural Research Development Association are that the decision to refer a student to such a program be made in conjunction with the student's parents, with all options clearly explained. Better information should be gathered about the effectiveness of existing programs, and the alternative programs should be held to the same standards as other Texas schools. In addition, school districts should not be allowed to operate programs that combine students from elementary, middle, and high school levels. (Contains 20 references.) (SLD) ED434963 Disciplinary Alternative Education Programs in Texas--What Is Known; What Is Needed. A Policy Brief. 1999-00-00 32 Intercultural Development Research Association Institute for Policy and Leadership, 5835 Callaghan Road, Suite 350, San Antonio, TX 78228-1190 ($7). Tel: 210-684-8180; Fax: 210-684-5389; e-mail: contact@idra.org; Web site: <http://www.idra.org>. N/A 1999 -1

New

Yes Adolescents Anxiety Behavior Problems Depression (Psychology) Emotional Problems Mental Health Psychological Evaluation Research Reports Secondary Education Substance Abuse Tables (Data) Ragin, Ann Rasinski, Kenneth A. Cerbone, Felicia Gray Johnson, Robert A. Numerical/Quantitative Data Reports - Research Tests/Questionnaires National Household Survey on Drug Abuse Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Office of Applied Studies. English This report presents an examination of the association between psychological functioning and substance abuse among adolescents aged 12 to 17 using data from the 1994-1996 National Household Survey on Drug Abuse (NHSDA). The survey, conducted annually by Substance Abuse and Mental Services Administration (SAMHSA), provides estimates of the prevalence of use of a variety of illicit drugs, alcohol, and tobacco, based on a nationally representative sample of the civilian non-institutionalized population. In 1994, the NHSDA added the Youth Self-Report, a comprehensive mental health checklist that has been used extensively in studies of adolescents. The instrument generates summary measures of emotional and behavioral problems, as well as measures for specific syndromes. Selected and highlighted findings of the study include: an estimated 13 percent of adolescents had emotional problems as indicated by withdrawal, somatic problems, anxiety, and depression; an estimated 17 percent had behavioral problems indicated by delinquent or aggressive behavior; and the likelihood of substance use is associated with the severity of emotional and behavioral problems across age and gender groups. Specific study results are categorized into sections on illicit drug use, alcohol use, cigarette use, alcohol or illicit drug dependence, and using the Youth Self-Report to identify substance users. (Contains 86 references and 46 tables. Appendices include standard error tables, data and methods, and NHSDA questionnaire items used. (GCP) ED436707 The Relationship between Mental Health and Substance Abuse among Adolescents. Analytic Series: A-9. 1999-04-00 National Opinion Research Center, New York, NY. 130 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345; Tel: 301-468-2600; Tel: 800-729-6686 (Toll Free); Tel: 800-487-4889 (TDD); Web site: <http://www.samhsa.org>, Web site: <http://www.health.org>. N/A 1999 -1

New

Yes Cooperative Programs Elementary Secondary Education Family School Relationship Integrated Services Partnerships in Education School Community Programs School Community Relationship Student Development Lockwood, Anne Turnbaugh Collected Works - Serials Guides - Non-Classroom North Central Regional Educational Lab., Oak Brook, IL. English The collaborative efforts between a school and its community can profoundly influence educational effectiveness. An examination of the relationship between schools and their communities, with an emphasis on exploring how some schools work effectively with parents, agencies, and businesses to form sustainable partnerships, is offered in this report. Two forms of school-community collaboration are highlighted: (1) school-linked, integrated services; and (2) school-to-work initiatives. The opening essay makes the case for collaboration among schools, communities, and families and provides an overview of school- linked services and school-to-work initiatives. It emphasizes the importance of collective endeavors and provides an overview of some of the obstacles to school-community collaboration and the need to balance leadership in the schools and the community. Some promising examples of collaboration chosen from schools nationwide are offered, as are the results of research on school-community collaboration and disadvantaged youth. The high goal of collaborative efforts--the quality of relationships among people as they work together toward the common good--is outlined, followed by a brief description of emerging reforms that are influencing schools. A leadership questionnaire and an annotated bibliography on school-community collaboration are presented. (RJM) ED426479 School-Community Collaboration. New Leaders for Tomorrow's Schools v2 n1 Jan 1996 1996-01-00 Office of Educational Research and Improvement (ED), Washington, DC. 35 Web site: http://www.ncrel.org/cscd/pubs/newlead.htm N/A 1996 -1

New

Yes Adoption Advocacy Counselor Role Foster Care Multiracial Persons Racial Bias Kenney, Kelley Reports - Descriptive English The multiracial population is one of the fastest growing segments of the U. S. population. In discussing the multiracial population it is first important to identify and define the groups that are under the heading of multiracial. The literature has included interracial couples, multiracial individuals, and families in which a cross-racial or transracial adoption or foster care arrangement has occurred. Definitions of these terms are provided. In working with the multiracial population, counselors are challenged to examine and address the deeply ingrained oppressive context by which society has viewed people of different ethnicities and cultures. Hence, advocacy with this population begins with honest exploration of the meaning society has attributed to the notion of race and the open examination of what the notion has come to mean to individual counselors. Professionals in the counseling, human services, and educational fields are called upon to be multiculturally competent. This competency requires professionals to function as advocates and social change agents as they carry out traditional roles and responsibilities of their jobs. Lists of periodicals dedicated to interracial issues, catalogs for multiracial materials, biracial identity materials, and relevant web sites are provided. (Contains 38 references.) (MKA) ED435910 Multiracial Families. 1999-00-00 17 ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26171, Greensboro, NC 27402-6171. Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu; Web site: <http://ericcass.uncg.edu>. N/A 1999 -1

New

Yes Comparative Analysis Grade 3 High Risk Students Primary Education Reading Achievement Reading Research Sight Vocabulary Vocabulary Development Mayfield, Laureen Goers Holmes, Julie A. Reports - Research Speeches/Meeting Papers Louisiana Iowa Tests of Basic Skills English Twenty-seven third-grade children in a northern Louisiana public school participated in a study which examined whether a minimum amount of direct instruction in sight word recognition, combined with drill of sight words, could result in significantly better performance for the targeted at-risk children on the story and unit reading tests. The control group consisted of 16 students in an at-risk self-contained class; the experimental group consisted of 11 at-risk students, 3 of whom were special education inclusion students. Both groups received 165 minutes of language arts instruction daily from their respective regular education teachers. Control group students received instruction in the basal reading series from their regular education teacher in a whole-group setting. The intervention used with the experimental group focused on expansion of direct instruction in vocabulary associated with each story and unit test. Data were collected over a 6-week period. Analysis revealed a significant difference between experimental and control group scores, in favor of the experimental group, on the cumulative unit test. The Mann Whitney Test revealed a significant difference in favor of the experimental group on the following unit test components: vocabulary, fact/opinion, and graphic aids. Data collected indicated that very brief direct instruction in sight word recognition combined with daily word drill assignments resulted in vocabulary and comprehension unit test scores of at-risk third graders significantly higher than those of control group students. (Contains 22 references and 4 tables of data.) (NKA) ED435981 The Effect of Direct Instruction in Sight Word Vocabulary on Reading Achievement of At-Risk Students. 1999-11-19 22 N/A 1999 -1

New

Yes Access to Education College Outcomes Assessment Distance Education Educational Technology Higher Education Instructional Effectiveness Research Methodology Research Needs Student Attitudes Teacher Attitudes Test Reliability Test Validity Phipps, Ronald Merisotis, Jamie Information Analyses Institute for Higher Education Policy, Washington, DC. English This report presents findings of a review of the current research on the effectiveness of distance education in higher education. Major findings indicate, first, there is a paucity of truly original research dedicated to explaining or predicting phenomena related to distance learning; and, second, although most studies indicate that distance learning courses compare favorably with classroom-based instruction, the overall quality of the research is questionable and thereby renders the findings inconclusive. Key shortcomings of the research identified include: (1) much of the research does not control for extraneous variables and therefore cannot show cause and effect; (2) most of the studies do not use randomly selected subjects; (3) the validity and reliability of the instruments used to measure student outcomes and attitudes are questionable; and (4) many studies do not adequately control for the feelings and attitudes of students and faculty. Among specific research gaps identified are outcomes of complete programs rather than individual courses and reasons for high drop-out rates in distance courses. Implications drawn concern what &quot;access to college&quot; means, the importance of human contact in education, and the relatively limited importance of technology. Appended are an overview of the original research and other research syntheses. (Contains 70 references.) (DB) ED429524 What&apos;s the Difference? A Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education. 1999-04-00 American Federation of Teachers, Washington, DC. National Education Association, Washington, DC. 49 Institute for Higher Education Policy, 1320 19th St., NW, Suite 400, Washington, DC 20036; Tel: 202-861-8223; Fax: 202-861-9307; Web site: http://www.ihep.com (free). N/A 1999 -1

New

Yes Classroom Techniques Cooperative Learning Discipline Diversity (Student) Elementary School Students Elementary School Teachers Intermediate Grades Language Minorities Literacy Education Power Structure Teacher Attitudes Teacher Role Teacher Student Relationship Teamwork Kong, Ailing Reports - Research Speeches/Meeting Papers English This study examined what happened in the first month of the school year when a fourth/fifth grade teacher attempted to establish a learning community in her classroom of culturally and linguistically diverse learners. The researcher conducted two teacher interviews and was a participant observer during the first month of the school year. Data analysis involved examining the teacher's vision of the classroom learning community; class activities designed to help enhance students' awareness of their class as a learning community; the class' work on developing a shared literacy practice (a book club); and power relationships between the teacher and students. Results indicated that the teacher had a clear goal of establishing a learning community. She told the students explicitly and repeatedly that they were a learning community. In developing a shared literacy practice, she created opportunities for students to learn to participate. She encouraged students to think for themselves. When students used passive resistance when faced with challenges in doing the Book Club, the teacher persisted because she believed it would be a better way to engage students in reading, writing, talking, and thinking and would create opportunities for them to interact with each other that might help develop the learning community. She considered discipline to be the foundation for a learning community. (Contains 14 references.) (SM) ED436479 The Role of the Teacher: How a Classroom Learning Community of Culturally and Linguistically Diverse Learners Develops at the Beginning of the School Year. 1999-04-00 24 N/A 1999 -1

New

Yes Active Learning Classroom Techniques Early Intervention Instructional Effectiveness Primary Education Reading Difficulties Reading Instruction Student Needs Student Role Teacher Role Askew, Billie Fountas, Irene Guides - Non-Classroom Journal Articles Reading Recovery Council of North America, Columbus, OH. English In Reading Recovery, the fostering of active learning begins immediately. The three actions children must learn to take from the beginning as teachers move into instruction are: do some reading &quot;work&quot; at the point of difficulty; take some initiative; and make some links between new items learned and existing knowledge. Active learners are constructive, self-directed learners: they monitor their own reading and writing; search for cues in word sequences, in meaning, and in letter sequences; discover new things for themselves; cross-check on information; repeat as if to confirm their reading and writing so far; self-correct, taking the initiative for making cues match, or getting words right; and solve new words by these means. Teachers can support children's active learning by systematically observing the child's actions and making the right moves. Contains 2 figures and examples from lesson transcripts. (RS) ED436735 Active from the Start. Running Record v9 n1 p1,6-7,12-13 Fall 1996 1996-00-00 7 N/A 1996 -1

New

Yes Adults Age Differences Blindness Employment Employment Patterns National Surveys Performance Factors Predictor Variables Research Needs Special Health Problems Visual Impairments Kirchner, Corinne Schmeidler, Emilie Todorov, Alexander Reports - Research Mississippi State Univ., Mississippi State. Rehabilitation Research and Training Center on Blindness and Low Vision. American Foundation for the Blind, New York, NY. English This report discusses the outcomes of a study that examined employment issues for people with serious visual impairments. The study reviewed data from the 1994 and 1995 National Health Interview Survey that included 128,001 people (ages 18-69) with and without visual impairments. Chapter 1 highlights age (seen as lifestage) and health status as critical determinants of the meaning and importance of employment in people's lives and suggests those facts have been surprisingly neglected as analytic tools in research on employment and disability. Chapter 2 reviews key variables relating to vision and disability status, key employment and work variables, and key social and health factors. Chapter 3 focuses on employment status and on &quot;working&quot; as a major life role, comparing people with serious visual impairment to the general public and to people with nonvisual impairments. Chapter 4 introduces employment data for people who are legally blind and compares them to others with serious visual impairments. The next chapter continues the focus on comparisons of people who are legally blind with others who have serious visual impairments. It shows that health and multiple impairments are powerful factors. The final chapter summarizes and discusses major conclusions and implications. (Contains 61 references and 45 tables.) (CR) ED436877 Looking at Employment through a Lifespan Telescope: Age, Health, and Employment Status of People with Serious Visual Impairment. 1999-10-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 117 Rehabilitation Research and Training Center on Blindness and Low Vision, P.O. Box 6189 Mississippi State, MS 39762 ($25, available in print, computer diskette, or audio cassette). Tel: 662-325-2001; Fax: 662-325-8989; Tel: 662-325-8693 (TDD); e-mail: rrtc@ra.msstate.edu; Web site: <http://www.blind.msstate.edu>. N/A 1999 -1

New

Yes Crime Prevention Educational Facilities Design Elementary Secondary Education Public Schools School Security Schneider, Tod Reports - Descriptive English The Crime Prevention through Environmental Design (CPTED) concept suggests that natural surveillance, natural access control, and territoriality can be effectively applied to schools and surrounding environments to provide safety for students and teachers. This document presents the essential concepts of the CPTED and examines how the main office within a school can serve as the critical component in safe school design. A CPTED principle suggests that a well designed office should serve as the guardian at the gate, with excellent surveillance outside and inside the school, especially up and down hallways, the entry area, parking lots, drop off areas, and playing fields. Progressively higher levels of security design for the main entry and office areas are diagramed providing benefits and disadvantages of each. (Contains 16 references.) (GR) ED436940 Crime Prevention through Environmental Design: School CPTED Basics. 1998-00-00 Administrators Practitioners 8 For full text: <http://www.arch.vt.edu/crimeprev/pages>. N/A 1998 -1

New

Yes Associative Learning Difficulty Level Feedback Graphs Instructional Effectiveness Interaction Learning Processes Learning Strategies Mathematical Formulas Memory Pretests Posttests Time Factors (Learning) Clariana, Roy B. Reports - Descriptive Speeches/Meeting Papers English This paper describes the possible effects of feedback on learning (associations) using a connectionist tool, the delta rule. Feedback in instruction can be described in terms of the interaction of stimulus inputs and response outputs, an associationist perspective. Here the delta rule is applied to each instance that an input and an output likely interact; the delta rule is used to describe the direction and magnitude of increase or inhibition of each instance. The total effect for a type of feedback is then described by the combination of the instances that make up that type. The findings of this investigation may provide seminal foundations for understanding feedback effects. The paper focuses on the following topics: an overview of the connectionist approach; implications of lesson item difficulty; delta rule calculations for immediate and delayed feedback; and implications. Several graphs and mathematical calculations illustrate the discussion. (Author/AEF) ED430550 Differential Memory Effects for Immediate and Delayed Feedback: A Delta Rule Explanation of Feedback Timing Effects. 1999-02-00 12 N/A 1999 -1

New

Yes Comparative Analysis Computer Graphics Computer Simulation Geography Geography Instruction High Schools Instructional Materials Man Machine Systems Multimedia Materials Nonprint Media Student Reaction Virtual Reality Visual Stimuli Inoue, Yukiko Reports - Research Tests/Questionnaires English Virtual reality (VR) is a new computational paradigm that redefines the interface between human and computer. VR may result in a significant improvement over traditional instruction because it is not only a multimedia interactive tool but also a learning environment extremely close to reality. Few empirical studies have been done on the use of VR as compared to that of other computerized or noncomputerized educational tools. It is necessary to examine VR both in different scenarios and for different applications in learning and teaching. The evaluation plan reported in this paper addresses the effect of VR support as compared to that of video support in tenth graders' learning of world geography. Videos are popular in world geography classes but may not be as effective as VR because they are two-dimensional and passive. One world geography class selected for this experiment is composed of five units. A rotation of the treatment is used: each group uses VR for two units and videos for two units; in addition, one unit is optional for every student. To determine: (1) the effect of VR support, administer competency tests, (2) student attitudinal responses toward VR, students complete survey and interview, and(3)tendency of returning to VR, students opt to attend VR lab with attendance taken. Results have implications for the design and implementation of VR support in school curricula. The student questionnaire is appended. (Author/AEF) ED430562 Virtual Reality Support Versus Video Support in a High School World Geography Class. Evaluation Proposal. 1998-10-00 19 N/A 1998 -1

New

Yes Cognitive Style Communication Skills Course Content Courses Disabilities Elementary Secondary Education Individualized Education Programs Job Training Learning Modules Legal Responsibility Occupational Information Paraprofessional School Personnel Stress Variables Teamwork Ness, Jean E., Comp. Krawetz, Nancy, Ed. Guides - Classroom - Learner Guides - Classroom - Teacher Minnesota Minnesota Univ., Minneapolis. Inst. on Community Integration. Hutchinson Technical Coll., MN. Minnesota State Dept. of Education, St. Paul. Minnesota State Board of Technical Colleges, St. Paul. English This training module is comprised of two documents, the facilitator's guide and the student guide, and is intended for the introductory phase of a course for paraprofessional school personnel. The facilitator's guide provides the full text of the student's guide as well as chapter goals to be accomplished by students, topics covered in each text section, discussion questions, activities to be completed by students outside of class, resources (many in Minnesota), and materials appropriate for classroom use as transparencies. Individual chapters of both guides cover the following topics: (1) job roles and descriptions; (2) description of the work environment; (3) teamwork; (4) legal responsibilities; (5) communication; (6) learning styles; and (7) stress and burnout on the job. Four appendices provide an Individualized Education Plan form, information from the Minnesota Paraprofessional Consortium, a guide contrasting one-way and two-way communication, and guidelines for administering and interpreting the ELSIE, a test to identify preferred learning modalities. (Contains 14 references.) (DB) ED438650 The Paraprofessional: An Introduction. Strategies for Paraprofessionals Who Support Individuals with Disabilities. Facilitator Edition [and] Student Edition. 1999-00-00 Office of Special Education and Rehabilitative Services (ED), Washington, DC. Practitioners Students Teachers 281 Institute on Community Integration, University of Minnesota, 150 Pillsbury Dr. SE, Minneapolis, MN 55455 ($15 for the facilitator module, $10 for the student module). Tel: 612-624-5412; Web site: http://ici.umn.edu/products/curricula.html N/A 1999 -1

New

Yes Action Research Adult Basic Education Adult Educators Adult Literacy High School Equivalency Programs Incentives Literacy Education Parent Child Relationship Parent Education Parent Participation Parent School Relationship Parents as Teachers Professional Development Elsleger, Barbara Reports - Research Pennsylvania English After observing the lack of parental involvement in children's educational development among clients, an instructor determined to learn if offering incentives to parents to work with their child/children would increase parental involvement. Working in an adult basic education/General Educational Development parental assistance program with services given through home visits, the instructor chose nine families to complete a checklist targeting their involvement with their children at home and at school. The instructor also collected field notes of observations made during home visits concerning parents' attitudes toward their child's/children's education. Results of this checklist and field note observations were used to determine the baseline for each family. The instructor offered an incentive to parents if a total of seven selected parent-child activities were completed on subsequent visits. The instructor explained to these families that they would be eligible to attend a group picnic (the incentive) upon the successful completion of these activity-assignments. The results of offering an incentive to parents to be a part of this research appeared to be positive from the very beginning of the project. Six of the seven families completed the seven activities. Appended are the 3 forms used in the study. (Author/YLB) ED440221 Will Parental Incentives Increase Parental Involvement? Action Research Monograph. 1999-00-00 15 N/A 1999 -1

New

Yes Action Research Adult Basic Education Adult Literacy Adult Students Career Education Career Planning Cultural Differences Daily Living Skills Decision Making Skills Educational Planning English (Second Language) Ethnic Groups Interviews Journal Writing Learning Activities Listening Skills Literacy Education Long Range Planning Multicultural Education Program Development Program Effectiveness Questionnaires Records (Forms) Skill Development Student Attitudes Student Educational Objectives Teacher Researchers Jackson, Shirley F. Reports - Research Tests/Questionnaires Pennsylvania English Because an English-as-a-second-language (ESL) teacher in Pennsylvania observed from the intake questionnaires completed by her students that many ESL students lack short- and long-term goal-setting skills, she undertook an action research project to help ESL students develop the short- and long-term goal-setting skills needed for educational, personal, and career application. She established personal interview sessions with students, had students begin journals, and conducted question-and-answer sessions. She also developed activities to improve students' listening skills. The activities were designed to be sensitive to the different cultural backgrounds of the class's Hispanic, Asian, and Middle Eastern students. During the course of the 6-week project, the student processed the procedures for setting short-term and long-term goals. At the beginning of the project, students could not seem to mesh educational and personal goals. As they worked on specific goals, however, they began to see the relationship between career, educational, and life goals. Students' independence in filing out forms and telling the instructor what they needed to learn in English also improved. (Appendixes constituting approximately two-thirds of this document contain the following five items: a list of strategies for setting goals and objectives; an intake questionnaire; a planning questionnaire; four single-goal short-term activity records; and a listening skills exercise.) (MN) ED440224 Teaching Short-Term and Long-Term Goal-Setting to ESL Students for Educational, Personal, and Career Application. Action Research Monograph. 1999-00-00 19 N/A 1999 -1

New

Yes Assistive Devices (for Disabled) Audiovisual Instruction Augmentative and Alternative Communication Children Communication Disorders Computer Assisted Instruction Cultural Awareness Cultural Differences Decision Making Diversity (Student) Elementary Secondary Education Evaluation Criteria Family Role Focus Groups Multimedia Instruction Related Services (Special Education) Selection Severe Disabilities Staff Role Parette, Howard P. VanBiervliet, Alan Reports - Evaluative Southeast Missouri State Univ., Cape Girardeau. English This report details the outcomes of a project designed to develop decision-making strategies and materials related to the prescription of augmentative and alternative communication (AAC) devices for children with disabilities. The project resulted in the development of the first interactive, bilingual CD-ROM designed to be used by related services personnel, vendors, and family members from diverse cultures to develop competencies that assist in effective AAC decision-making. Instructional materials were developed to provide information and multimedia vignettes designed to sensitize related services personnel to child, AAC device, family/social, cultural, and system issues prior to the selection and use of AAC devices, provide structured procedures and checklists to use during the planning, implementation, and evaluation of AAC devices. Multimedia vignettes also provide simulated practice in the use of the procedures. These interactive materials will enable service providers to make the most appropriate decision about the prescription of AAC devices while balancing child, AAC device, family, cultural, and system resource considerations. The report includes a description of the different phases of the project, findings from family and professional focus groups that led to the development of the interactive materials, and information on project dissemination. (Contains over 150 references.) (Author/CR) ED439541 Culture, Families, and Augmentative and Alternative Communication (AAC) Impact: A Multimedia Instructional Program for Related Services Personnel and Family Members. Executive Summary and Final Report. 2000-02-00 Special Education Programs (ED/OSERS), Washington, DC. 73 For full text: http://cstl.semo.edu/parette/homepage/research.htm. N/A 2000 -1

New

Yes Accreditation (Institutions) Administrators Beginning Teachers Clinical Diagnosis Codes of Ethics Diagnostic Tests Disabilities Early Childhood Education Educational History Elementary Secondary Education Inservice Teacher Education Knowledge Base for Teaching Mentors Paraprofessional School Personnel Preschool Education Preservice Teacher Education Self Evaluation (Individuals) Special Education Special Education Teachers Standards Teacher Certification Teacher Competencies Teaching Skills Transitional Programs Books Guides - Non-Classroom Opinion Papers Council for Exceptional Children, Reston, VA. English This document presents revised comprehensive standards and guidelines for the preparation and certification of special educators and for practice as special educators, developed by the Council for Exceptional Children (CEC). Section 1 provides CEC's Code of Ethics and Standards for Professional Practice for Special Education. Section 2 presents CEC's International Standards for Entry into Professional Practice and for Continuing Professional Growth. It contains a curriculum-referenced licensing and program accreditation framework recommended for licensing of entry-level professionals in special education. Guidelines for mentoring and for continuing practice in the profession are also included. Section 3 contains the knowledge and skill standards that special education preparation programs use for developing and evaluating their programs and that CEC uses for the national accreditation process. The last section contains the profession's Knowledge and Skill Standards. Skill standards are also included for paraeducators, career/transition specialists, educational diagnosticians, and special education administrators. Appendices include summaries of the history of special education and professional standards, and a self-evaluation instrument designed for use by students of special education to evaluate their progress in learning knowledge and skills. (CR) ED439545 What Every Special Educator Must Know: The Standards for the Preparation and Licensure of Special Educators. Fourth Edition. 2000-00-00 ISBN-0-86586-363-6 223 Council for Exceptional Children, CEC Publications, 1920 Association Dr., Dept. K0032, Reston, VA 20191-1589 (Stock No. R5371, $16; CEC members $11.20). Tel: 888-232-7733 (Toll-Free); Fax: 703-264-9494; Web site: http://www.cec.sped.org. N/A 2000 -1

New

Yes Child Development Childhood Needs Infants Preschool Education Professional Development Toddlers Training Transitional Programs Workshops Guides - Classroom - Teacher Aspen Systems Corp., Rockville, MD. English This training guide is designed to enable parents and early childhood staff and managers to support and facilitate infant and toddler transitions through responsive relationships that are secure and consistent. The guide defines transitions during the first 3 years of life from developmental and relational perspectives that include changes that occur as a result of rapid developmental growth, multiple daily transitions in routines and care, and transitions from home into and out of Early Head Start and other early care settings. The guide is divided into two sections: Skill Based Training and Informational Resources. The Skill-Based Training section includes three training modules. Module one, &quot;Infant Transitions,&quot; addresses the importance of responsive relationships as the foundation for supporting transitions and the healthy development of infants and their families. Module two, &quot;Toddler Transitions,&quot; addresses the need for continuity in relationships that provide a secure base for exploration and consistency in routines to support continued development and ease transitions during the toddler years. Module three, &quot;Transitions beyond Toddlerhood,&quot; focuses on the Head Start Program Performance Standard requirement that programs and families plan for the transition and appropriate placement of a child 6 months before his or her third birthday. The Information Resources section contains documents that can enhance the understanding of key concepts discussed in this guide, including digests, program profiles, hands-on tools, and other resources. (Contains an annotated bibliography with 43 references.) (Author/SD) ED435469 Infant and Toddler Transitions. Training Guides for the Head Start Learning Community. 1999-00-00 Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. ISBN-0-16-042772-X Parents Practitioners Teachers 168 U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. N/A 1999 -1

New

Yes Alcohol Abuse At Risk Persons Child Abuse Child Welfare Children Drug Abuse Family Violence Intervention Parents Research Reports School Counselors Teachers Reports - Descriptive Administration for Children and Families (DHHS), Washington, DC. Office of the Assistant Secretary for Planning and Evaluation (DHHS), Washington, DC. Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. English This report attempts to improve the capacity of teachers, counselors, and other professionals to serve families whose children are at risk due to substance abuse and maltreatment on the part of the caretakers. Any professional coming into contact with these children needs to be aware of the scope of the problem and understand what these children face daily. Although parents abuse alcohol and other drugs at lower rates than do adults without children, 11% of U. S. children live with at least one parent who is either an alcoholic or in need of treatment for the abuse of illicit drugs. Few of these children come into contact with the child welfare system, and most remain in their parent(s)' care for most of their childhood. The two main research findings regarding these children are that: (1) they have poorer developmental outcomes, and (2) they are at risk for abusing substances themselves. This report documents what is known about substance abuse treatment and recovery, and its relationship to maltreatment. Families often come with their problems to find service systems fragmented, and limited in their ability to facilitate safety, permanency, and sobriety. This report sets the stage for many actions that can be taken to improve the nation's capacity to serve families whose children are at the greatest risk. Several service delivery models describing interventions for families with substance abuse and child maltreatment issues are presented. (Contains 3 appendixes, 28 figures, and approximately 175 references.) (Author/JMD) ED441206 Blending Perspectives and Building Common Ground: A Report to Congress on Substance Abuse and Child Protection. 1999-04-00 195 National Clearinghouse on Child Abuse and Neglect Information, P.O. Box 1182, Washington, D.C. 20013-1182. Tel: 800-394-3366 (Toll Free). For full text: http://www.aspe.os.dhhs.gov. N/A 1999 -1

New

Yes Crime Prevention Elementary Secondary Education Guidelines Public Schools School Security Green, Mary W. Guides - Non-Classroom Reports - Descriptive Sandia National Labs., Albuquerque, NM. English This guide provides basic guidelines to help schools, in collaboration with law enforcement agencies, analyze their vulnerability to violence, theft, and vandalism, and suggest possible technologies to effectively address these problems. It describes existing commercially available technologies and urges thoughtful consideration of not only the potential safety benefits that may accrue from their use but also the costs that schools may incur for capital investments, site modifications, additional staffing, training, and equipment maintenance and repair. Topic areas include security concepts and operational issues, video surveillance, weapons detection devices (walk-through and handheld metal detectors and x-ray baggage scanners), entry controls, and duress alarms. Resource information including books, publications, web sites, and conferences conclude the guide. (GR) ED436943 The Appropriate and Effective Use of Security Technologies in U.S. Schools. A Guide for Schools and Law Enforcement Agencies. 1999-09-00 Department of Justice, Washington, DC. National Inst. of Justice. Administrators Community Practitioners 282 U.S. Department of Justice, Office of Justice Programs, 810 Seventh St., N.W., Washington, DC 20531. Tel: 800-851-3420 (Toll Free); Web site: <http://www.ojp.usdoj.gov/nij>. For full text: <http://www.ojp.usdoj.gov/nij/lawedocs.htm> (available as ASCII text file, Adobe Acrobat file, and HTML file). N/A 1999 -1 ED492056

New

Yes Academic Education Agency Cooperation Apprenticeships Articulation (Education) Case Studies Change Strategies Comparative Analysis Cooperative Planning Curriculum Development Education Work Relationship Educational Change Educational Cooperation Educational Environment Educational Needs Educational Planning Educational Policy Educational Quality Educational Research Employment Qualifications Equal Education Foreign Countries Futures (of Society) General Education Information Dissemination Information Networks International Cooperation Job Training Models National Programs Needs Assessment Partnerships in Education Policy Formation Postsecondary Education Program Development Program Effectiveness Program Implementation School Business Relationship Secondary Education Technical Education Theory Practice Relationship Trend Analysis Vocational Education Work Experience Programs Stenstrom, Marja-Leena, Ed. Lasonen, Johanna, Ed. Collected Works - General Reports - Descriptive Jyvaskyla Univ. (Finland). Inst. for Educational Research. English This document contains 24 papers examining strategies for reforming initial vocational education and training (VET) in Europe. The following papers are included: &quot;Reassessing VET Reform Strategies in a New Context: Implementation of the SPES-NET (Sharpening Post-16 Education Strategies by Horizontal and Vertical Networking) Project&quot; (Marja-Leena Stenstrom); &quot;Recent Austrian Developments in the VET System from the Perspective of the Four VET Reform Substrategies for Achieving Parity of Esteem&quot; (Stefan Humpl, Jorg Markowitsch); &quot;Reforming Technical and Vocational Education in Belgium&quot; (Christophe Lejeune); &quot;Analysing Strategies for Improving Vocational Education: Towards a Framework for European Comparisons in Denmark: VET Reform 2000&quot; (Soren Nielsen); &quot;Developing Post-16 Education Strategies in Estonia&quot; (Hanno Isok); &quot;Strategies for Improving Vocational Education: The Finnish Case&quot; (Ulla Numminen); &quot;Evolution of Vocational Training Policies in France&quot; (Anne Lazar); &quot;SPES-NET Problems and Solutions in Hungary&quot; (Csaba Fejos); &quot;Evaluation of the Norwegian Reform '94&quot; (Kjell Andersen); &quot;Improving Vocational Education and Training in Scotland&quot; (Stuart Niven); &quot;Improving Vocational Education: Trans-European Comparisons of Developments in the Late 1990s&quot; (Michael Young); &quot;The Labour Market at the Crossroads between General/Vocational and Theoretically/Practically Orientated Educational Tasks&quot; (Stefan Humpl, Jorg Markowitsch); &quot;Enterprises and Schools as Work-Based Learning Environments in Finland&quot; (Johanna Lasonen); &quot;A Portrait of GAB: A Pilot Project between Schools, an Enterprise, and the ITB&quot; (Rainer Bremer); &quot;Improving Relations between the Educational and the Economic Field in Greece&quot; (Nikitas Patiniotis, Catherine Spiliopoulou); &quot;The Rebirth of Apprenticeship in Europe: Linking Education to Work?&quot; (Fernando Marhuenda); &quot;Rethinking Education-Work Relationships&quot; (Fernando Marhuenda); &quot;Impacts of and Experiences from the SPES-NET Project&quot; (Marja-Leena Stenstrom); &quot;Towards a Vocational Curriculum and Pedagogy of the Future: Taking the Post-16 Strategies and SPES-NET Project Findings Forward for Future Research&quot; (Michael Young, Matti Vesa Volanen);&quot;Future Trends in European Vocational Education&quot; (Gerald Heidegger); &quot;Qualifications with a Dual Orientation towards Employment and Higher Education--A Summary of the Results of the Partnership Projects INTEQUAL/DUOQUAL&quot; (Sabine Manning); &quot;Promoting Collaboration between the Four Partnerships Post-16 Strategies/SPES-NET and INTEQUAL/DUOQUAL&quot; (Johanna Lasonen, Sabine Manning); &quot;Parity of Esteem as a Challenge to European Cooperation as Reflected in the Post-16 Strategies/SPES-NET and INTEQUAL/DUOQUAL Projects&quot; (Pekka Kamarainen); and &quot;Improving the Standing of Vocational as Against General Education in Europe: A Conceptual Framework&quot; (Johanna Lasonen, Sabine Manning). Many papers include substantial bibliographies. (MN) ED442958 Strategies for Reforming Initial Vocational Education and Training in Europe. Final Report of the Project. Leonardo da Vinci/Transnational Pilot Projects: Multiplier Effect, Strand III.3.a. Sharpening Post-16 Education Strategies by Horizontal and Vertical Networking (1997-2000). 2000-00-00 Commission of the European Communities, Brussels (Belgium). ISBN-951-39-0743-0 333 Institute for Educational Research, University of Jyvaskyla, P.O. Box 35 (Freda), FIN - 40351 Jyvaskyla, Finland, Tel: 358 14 260 1211, Fax 358 14 260 3201, Web site: http://www.jyu.fi/ktl/publications (Order no. D040, 140 FIM). N/A 2000 -1

New

Yes At Risk Persons Behavior Modification Brief Psychotherapy Cognitive Restructuring Counseling Effectiveness Counselor Training Drug Rehabilitation Group Therapy Intervention Outcomes of Treatment Substance Abuse Guides - Non-Classroom Information Analyses Tests/Questionnaires CDM Group, Inc. Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. English This TIP, on the best practice guidelines for treatment of substance use disorders, was compiled from an increasing body of research literature that documents the effectiveness of brief interventions and therapies in both the mental health and substance abuse treatment fields. It links research to practice by providing counselors with up-to-date information on the usefulness of these treatment forms for selected subpopulations of people with substance abuse disorders or for those at risk. The manual states that brief interventions and therapies are less costly, yet effective, in substance abuse treatment. Brief interventions have been found to be effective for a range of problems; they can greatly improve substance abuse treatment by making it available to a greater number of people and by tailoring the level of treatment to the level of client need. This TIP includes sections on brief interventions and therapy in substance abuse treatment, along with sections on brief therapies in the fields of cognitive-behavioral, strategic/interactional, humanistic and existential, psychodynamic, family, and group counseling. Appendixes include &quot;Bibliography,&quot;&quot;Information and Training Resources,&quot;&quot; Glossary,&quot;&quot;Health Promotion Workbook,&quot;&quot;Resource Panel,&quot; and &quot;Field Reviewers.&quot; (Contains 43 figures and approximately 450 resources.) (JDM) ED443041 Brief Interventions and Brief Therapies for Substance Abuse. Treatment Improvement Protocol (TIP) Series 34. 1999-00-00 Practitioners 258 Substance Abuse and Mental Health Services Administration, 1 Choke Cherry Road, Room 8-1036, Rockville, MD 20857. Tel: 240-276-2000; Fax: 240-276-2010. N/A 1999 -1

New

Yes Alcohol Abuse Behavior Modification Brief Psychotherapy Counselor Training Drug Rehabilitation Gerontology Intervention Mental Health Motivation Older Adults Substance Abuse Cook, Paddy Davis, Carolyn Howard, Deborah L. Kimbrough, Phyllis Nelson, Anne Paul, Michelle Shuman, Deborah Brooks, Margaret K. Dogoloff, Mary Lou Vitzthum, Virginia Hayws, Elizabeth Guides - Non-Classroom Information Analyses Tests/Questionnaires Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. English As alcohol and other drug disorders become acknowledged as major problems, the need increases for current information on the scope of the problem and appropriate treatment. This TIP serves to educate treatment providers with information about older adults who, in general, are more likely to hide their substance abuse, less likely to seek professional help, and mistake symptoms of substance abuse for another ailment. It brings together literature on substance abuse and gerontology to recommend best practices for identifying, screening, assessing, and treating alcohol, prescription drugs, and other medication abuse among people age 60 and older. Brief intervention is recommended as the first step of treatment, followed by motivational interviewing, and intervention. Brief interventions may include motivation for change strategies, patient education, assessment and direct feedback, contracting and goal setting, and behavioral modification techniques. Treatment programs take a holistic approach since a number of interrelated emotional, social, medical, and spiritual problems characterize older adults' experiences with substance abuse. It also includes information on cognitive-behavioral, group, individual, and family therapy approaches to treatment. Appendixes include: &quot;Legal and Ethical Issues,&quot;&quot;Tools,&quot;&quot;Bibliography,&quot;&quot;Resource Panel,&quot; and &quot;Field Reviewers.&quot; (Contains 19 figures and approximately 400 resources.) (JDM) ED443054 Substance Abuse among Older Adults. Treatment Improvement Protocol (TIP) Series 26. 1998-00-00 Practitioners 191 Substance Abuse and Mental Health Services Administration, 1 Choke Cherry Road, Room 8-1036, Rockville, MD 20857. Tel: 240-276-2000; Fax: 240-276-2010. N/A 1998 -1

New

Yes Academic Persistence Adult Basic Education Adult Counseling Adult Literacy Adult Students Educational Research Literacy Education School Holding Power Student Attitudes Student School Relationship Withdrawal (Education) Comings, John P. Parrella, Andrea Soricone, Lisa Tests/Questionnaires National Center for the Study of Adult Learning and Literacy, Boston, MA. English The first phase of a persistence study used research as a tool to develop advice for practitioners on how to help adults persist in their studies. The study team defined persistence as adults who stay in programs for as long as they can, engage in self-directed study when they must drop out of their programs, and return to programs as soon as the demands of their lives allow. The team read previous studies and related literature, talked with practitioners about how they have tried to help adult students persist longer in their studies, and interviewed 150 pre-General Educational Development program students in New England to gain their insights into the supports and barriers to persistence. The only significant findings were that immigrants, those over the age of 30, and parents of teenage or grown children were more likely to persist. The following aspects of educational experience were associated with persistence: (1) adults who had been involved in previous efforts at basic skills education, self-study, or vocational skill training; and (2) adults who mentioned a specific goal. Analysis identified the following four supports to persistence: management of positive and negative forces that help and hinder persistence; self efficacy; establishment of a goal by the student; and progress towards reaching a goal. Interventions within constraints of existing programs fell into four categories: intake, orientation, instruction, and program activities. (Contain 65 references and survey forms.) (YLB) ED437579 Persistence among Adult Basic Education Students in Pre-GED Classes. 1999-12-00 National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC. 105 NCSALL/World Education, 44 Farnsworth Street, Boston, MA 02210-1211 ($10). E-mail: ncsall@worlded.org. For full text: http://gse.harvard.edu/~ncsall/reports.htm. N/A 1999 -1

New

Yes Academic Achievement Classroom Techniques Cognitive Measurement Cognitive Style College Students English (Second Language) Foreign Countries Higher Education Learning Theories Questionnaires Second Language Instruction Second Language Learning Student Evaluation Teacher Education Thomas, Heather Cox, Robin Kojima, Takahiro Reports - Research Speeches/Meeting Papers Test of English for International Communication English The paper examines the learning style preferences of 44 second-year Japanese college students pursuing an undergraduate degree and learning English as a Second Language at a New Zealand college. The goal is to learn more about between style and achievement, and how to cater to such students as multi-dimensional individuals and as members of a cultural group that has a distinct learning style profile. Achievement was measured by grades and on the results of the Test of English for International Communication (TOEIC). Learning style preferences were measured on the Perceptual Learning Style (PSLP) and the Style Analysis Survey (SAS). Results showed the most preferred sensory styles to be kinesthetic, auditory, and tactile (PLSP), and hands-on (SAS). &quot;Group&quot; was the preferred social style (PLSP). More students were &quot;concrete-sequential&quot; than &quot;intuitive,&quot; and &quot;global&quot; rather than &quot;analytical.&quot; Numbers were evenly balanced between &quot;extroverted/introverted&quot; and &quot;closure/open&quot; modalities (SAS). No strong relationships were found between style and TOEIC scores, but there was a significant relationship between a kinesthetic style preference and higher grades in the practical, skills-based course in which the students were enrolled. Factors positively affecting achievement on TOEIC and in terms of grades included the following: home-stay experience, previous experience studying with a native teacher, participation in extracurricular activities in English, and female gender. Some possible ways in which teachers and administrators can take learning styles into account are briefly considered. Bar charts and tables are included. 16 references. (KFT) ED445513 Relating Preferred Learning Style to Student Achievement. 2000-03-00 10 N/A 2000 -1

New

Yes Behavior Change Drinking Drug Use Health Behavior High School Students High Schools Hispanic American Students National Surveys Risk Sexuality Smoking Suicide Lindberg, Laura Duberstein Boggess, Scott Porter, Laura Williams, Sean Numerical/Quantitative Data Reports - Research Urban Inst., Washington, DC. English This report provides a statistical portrait of teen participation in 10 of the most prevalent risk behaviors. It focuses on the overall participation in each behavior and in multiple risk taking. The booklet presents the overall incidence and patterns of teen involvement in the following risk behaviors: (1) regular alcohol use; (2) regular tobacco use; (3) other illegal drug use; (4) weapon carrying; (5) suicide attempts; (6) regular binge drinking; (7) marijuana use; (8) fighting; (9) suicidal thoughts; and (10) risky sexual activity. The complex picture that emerges shows that teens' overall involvement in risk taking has declined (except among Hispanic youth) during the past decade. Multiple risk teens, however, remain an important group responsible for most adolescent risk taking. The report covers three aspects of risk behaviors among teens: changes in risk taking over the past decade; incidence and patterns of multiple risk taking; and involvement of risk takers in positive activities. Data are based on three national surveys: the Youth Risk Behavior Surveys, the National Survey of Adolescent Males, and the National Longitudinal Study of Adolescent Health. (Contains 18 charts and 38 endnotes.) (SLD) ED441924 Teen Risk-Taking: A Statistical Portrait. 2000-00-00 Office of the Assistant Secretary for Planning and Evaluation (DHHS), Washington, DC. 39 Urban Institute, 2100 M. St., N.W., Washington, DC 20037. Tel: 202-261-5709. For full text: www.urban.org. N/A 2000 -1

New

Yes Causal Models Correlation Research Design Research Problems Devroop, Karendra Reports - Evaluative Speeches/Meeting Papers English The purpose of this paper is to articulate the common confusion of correlation for causation. Various articles that have addressed this issue are reviewed, and possible reasons for the misinterpretation of correlation as causation are presented. The differences between correlational and experimental research designs are reviewed, and the implications of their findings are discussed. Discrimination between these two research designs is also highlighted in view of the abilities of the designs to allow the inference of correlation or causality. The dangers of confusing correlation with causality are discussed, and an example of a linear regression analysis is used to illustrate how correlation can be mistaken for causality. (Author/SLD) ED445078 Correlation versus Causation: Another Look at a Common Misinterpretation. 2000-01-00 13 N/A 2000 -1

New

Yes Adult Literacy Adults Foreign Countries International Studies Research Methodology Surveys Tables (Data) Murray, T. Scott Kirsch, Irwin S. Jenkins, Lynn B. Collected Works - General Numerical/Quantitative Data Tests/Questionnaires Canada United States National Center for Education Statistics (ED), Washington, DC. English In December 1995, the Organisation for Economic Co-Operation and Development (OECD) and Statistics Canada jointly published the results of the first International Adult Literacy Survey (IALS). For this survey, representative samples of adults aged 16 to 65 were interviewed and tested in their homes in Canada, France, Germany, the Netherlands, Poland, Sweden, Switzerland, and the United States. This report describes how the survey was conducted in each country and presents all available evidence on the extent of bias in each country's data. Potential sources of bias, including sampling error, non-sampling error, and the cultural appropriateness and construct validity of the assessment instruments, are discussed. The chapters are; (1) &quot;Introduction&quot; (Irwin S. Kirsch and T. Scott Murray); (2) &quot;Sample Design&quot; (Nancy Darcovich); (3) &quot;Survey Response and Weighting&quot; (Nancy Darcovich); (4) &quot;Non-Response Bias&quot; (Nancy Darcovich, Marilyn Binkley, Jon Cohen, Mats Myrberg, and Stefan Persson); (5) &quot;Data Collection and Processing&quot; (Nancy Darcovich and T. Scott Murray); (6) &quot;Incentives and the Motivation To Perform Well&quot; (Stan Jones); (7) &quot;The Measurement of Adult Literacy&quot; (Irwin S. Kirsch, Ann Jungeblut, and Peter B. Mosenthal); (8) &quot;Validity Generalization of the Assessment across Countries&quot; (Don Rock); (9) &quot;An Analysis of Items with Different Parameters across Countries&quot; (Marilyn R. Binkley and Jean R. Pignal); (10) &quot;Scaling and Scale Linking&quot; (Kentaro Yamamoto); (11) &quot;Proficiency Estimation&quot; (Kentaro Yamamoto and Irwin S. Kirsch); (12) &quot;Plausibility of Proficiency Estimates&quot; (Richard Shillington); and (13) &quot;Nested-Factor Models for the Swedish IALS Data&quot; (Bo Palaszewski). Fourteen appendixes contain supplemental information, some survey questionnaires, and additional documentation for various chapters. (Contains 94 tables, 12 figures, and 74 references.) (SLD) ED445117 Adult Literacy in OECD Countries: Technical Report on the First International Adult Literacy Survey. 1998-01-00 ISBN-0-16-049372-2 457 U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. Web site: http://nces.ed.gov. N/A 1998 -1

New

Yes Action Research Administrator Attitudes Adult Basic Education Adult Literacy Adult Students High School Equivalency Programs Literacy Education Pilot Projects Predictor Variables Pretests Posttests Program Development Program Effectiveness Standardized Tests Student Attitudes Student Evaluation Teacher Attitudes Teacher Researchers Test Reliability Test Selection Test Validity Nagel, Elaine Reports - Evaluative Pennsylvania General Educational Development Tests Test of Adult Basic Education English For seven years, the Test of Adult Basic Education (TABE) was the primary standardized assessment instrument used by the adult education program of the Midwestern Intermediate Unit IV (MIUIV) of the Pennsylvania Department of Education Bureau of Adult Basic and Literacy Education. While reviewing its current assessment procedures, the MIUIV's quality improvement team determined that the Comprehensive Adult Student Assessment System (CASAS) was identified as an &quot;up and coming&quot; adult assessment that warranted further review. The MIUIV's program improvement team therefore decided to conduct an action research project to choose between the TABE and CASAS as its primary standardized assessment instrument. During the project, two pilot sites in the MIUIV's adult education program used the TABE for four months and then switched to the CASAS for all pre- and posttesting for six months. Compared with the TABE, the CASAS took less time to administer and produced slightly less student test anxiety. Nevertheless, the TABE was deemed the assessment instrument of choice based on the following four factors: ability to predict performance on the General Educational Development test; usefulness in planning individual instruction; ease of scoring and communicating results to students; and feedback from students, staff, and the program administrator. (MN) ED440230 Making a Choice between the TABE and the CASAS. Action Research Monograph. 1999-00-00 10 N/A 1999 -1

New

Yes Classroom Techniques Educational Administration Educational Practices Elementary Education Montessori Method Periodicals Student Motivation Teacher Administrator Relationship Theory Practice Relationship Collected Works - Serials North American Montessori Teachers Association, Cleveland Heights, OH. English This document is comprised of the four 1996 and 1997 issues of a newsletter for members of the North American Montessori Teachers Association (NAMTA) providing practical guidance on putting Montessori theory into classroom practice. The March 1996 issue features an article on offering variety in the Montessori classroom to stimulate student interest. The May 1996 issue focuses on the need for administrator-teacher community and includes a Montessori salary survey. The March 1997 issue contains the results of the 1996-97 NAMTA Salary Survey. The May 1997 issue requests administrative documents from Montessori schools for possible inclusion in the 1997-98 Montessori Operations Handbook. Regular features include a job bulletin and information on available training courses. (KB) ED443536 Montessori Theory into Practice: A Practical Newsletter for NAMTA Members, 1996-1997. Montessori Theory into Practice Newsletter Mar 1996-May 1997 1997-00-00 50 N/A 1997 -1

New

Yes Biblical Literature Curriculum Problems Elementary Secondary Education Public Schools Religion Religion Studies Student Rights Guides - Non-Classroom First Amendment United States Constitution Vanderbilt Univ., Nashville, TN. Freedom Forum First Amendment Center. National Bible Association, New York, NY. English This First Amendment Guide promotes a model of religious fairness and respect. Public schools should protect the religious-liberty rights of students of all faiths or none. Curriculum should include study about religion as an important part of a complete education. The advice offered in this guide draws on shared vision and relies on recent consensus statements about the role of religion in public schools under current law. The focus is on the Bible because of the need to address the conflicts and confusion surrounding the Bible in the public-school curriculum. (Contains 21 notes.) (BT) ED443746 The Bible and Public Schools: A First Amendment Guide. 1999-00-00 17 Vanderbilt University, Freedom Forum First Amendment Center, 1207 18th Avenue South, Nashville, TN 37212. Tel: 800-830-3733 (Toll Free); Tel: 615-321-9588; Web site: www.freedomforum.org. N/A 1999 -1

New

Yes Academic Achievement Educational Research Educational Technology Elementary Secondary Education Factor Analysis Higher Education Item Response Theory Professional Development Teaching Methods Collected Works - Serials ISSN-1085-5300 Alabama Univ., Birmingham. Mid-South Educational Research Association, MS. English This journal publishes articles that focus on the results of applied educational research, scholarly reviews of research, descriptions of classroom techniques, studies of assessments, and other topics of interest to educational researchers. Issue number 1 of Volume 6 contains these articles: (1) &quot;'More than Having a Vision': The Emergence of Teacher Leadership in a PDS&quot; (Lisa DeMeulle); (2) &quot;Preparing Leaders for Tomorrow's Schools: The Practitioners' Perspectives&quot; (Frances K. Kochan and William A. Spencer); (3) &quot;Schools without Principals: Do Both Management and Leadership Exist?&quot; (Theodore B. Creighton); (4) &quot;Theoretical Perspectives of Instructional Supervision in Contemporary Textbooks: A Content Analysis&quot; (Barbara L. White and Larry G. Daniel); (5) &quot;University Teachers' Perceived Usefulness of Computer-Assisted Instruction&quot; (Yukiko Inoue); (6) &quot;Math and Reading Tests: Dissimilar Scores Provided by Similar Tests for African-American Students&quot; (Kevin Wickes and John R. Slate); (7) &quot;Screening for Behavior Problems in Preschool: A Comparison of the Social Skills Rating System (SSRS) and a Structured Teacher Interview&quot; (Ronald K. Bramblett, Kim B. Dielmann, and Maleah Smithson); and (8) &quot;A Structural Model of Student Career Aspiration and Science Education&quot; (Jianjun Wang). Issue 2 contains: (1) &quot;Examining Professional Development of Principals as Adult Learners&quot; (Diane Ricciardi); (2) &quot;'Drafted into the Front Lines&quot;: Teacher Efficacy during School Desegregation in Columbus, Georgia, 1968-1975&quot; (Virginia E. Causey); (3) &quot;The Role of Technology Specialists: Case Studies of Change Agents&quot; (Kenneth M. Proctor and Martha J. Livingston); (4) &quot;Transforming Graduate Teacher Education Classes: Lessons from Educational Psychology&quot; (Carol VanZile-Tamsen); (5) &quot;Breaking the Rote Memorization Mindset of Preservice Teachers Standards-Based Instruction: An Integrated Preservice Teacher Education Model&quot; (Regina Halpin); (6) &quot;Evaluation of Teacher Preparation Graduates by NCATE Accredited Institutions: Techniques Used and Barriers&quot; (J. Jackson Barnette and Keith Gorham); (7) &quot;Person-Fit and the Rasch Model: How Seriously Model Fit Is Affected by Appropriateness Measurements in the Rasch Model&quot; (Necati Engec); and (8) &quot;An Introductory Primer on the Appropriate Use of Exploratory and Confirmatory Factor Analysis&quot; (Kevin M. Kieffer). (SLD) ED443821 Research in the Schools, 1999. Research in the Schools v6 n1-2 Spr-Fall 1999 1999-00-00 168 N/A 1999 -1

New

Yes Classroom Research Dialog Journals Emergent Literacy Family Involvement Family Literacy Family School Relationship Grade 1 Parent Participation Primary Education Student Journals Writing Instruction Writing Research Wollman-Bonilla, Julie Reports - Descriptive National Council of Teachers of English, Urbana, IL. English This book shares the author's discoveries in a first-grade classroom about Family Message Journals--notebooks in which children write a message to their families each day about something they did, learned, or thought about in school, and then a family member writes a message in reply. The book is intended to spur other teachers to reflect on how they might incorporate Family Message Journals into their programs, in their own ways. The author analyzes how two primary grade teachers implement Family Message Journals in their classrooms, illustrating that the journals are a workable, realistic, and effective strategy for literacy and content learning. She focuses on journal entries of four representative students and their families; questions widespread assumptions about teaching writing; and identifies teachers' and families' roles in helping elementary students appropriate new genres, topics, and purposes for writing. The book's 7 chapters are: (1) Challenging Assumptions about Learning To Write and Teaching Writing; (2) Why Family Message Journals? The Intersection of Writing Instruction, Writing To Learn, and Family Involvement; (3) Family Message Journals in the Classroom; (4) Writing for a Purpose: Writing as a Tool across the Curriculum; (5) Writing for an Audience: The Functions of Children's Messages; (6) Families' Perspectives and Replies; and (7) Family Message Journals Document Growth. (Contains 100 references.) (SR) ED444178 Family Message Journals: Teaching Writing through Family Involvement. 2000-00-00 ISBN-0-8141-5245-7 Administrators Practitioners Teachers 152 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 52457-3050: $15.95 members, $19.95 nonmembers). Tel: 800-369-6283; Web site: http://www.ncte.org. N/A 2000 -1

New

Yes Assistive Devices (for Disabled) Decision Making Disabilities Educational Legislation Elementary Secondary Education Evaluation Methods Federal Legislation Handwriting Individualized Education Programs Mathematics Instruction Policy Formation Reading Strategies School Responsibility Student Needs Teamwork Writing Strategies Chambers, A. C. Guides - Non-Classroom Council of Administrators of Special Education, Inc. Council for Exceptional Children, Reston, VA. English This guide compiles information essential to a working knowledge of assistive technology for children with disabilities. It addresses the definition of assistive technology and provides information on laws which direct the provision of assistive technology. The manual provides a framework to guide the Individualized Education Program (IEP) team as they consider the use of assistive technology with a child who has exceptional education needs. Steps in consideration include: (1) review what the child should be able to do and is unable to do because of a disability; (2) review what has been tried to meet the need; (3) decide whether current intervention is working; (4) review evidence on current interventions; (5) discuss what has been tried and for how long; (6) decide whether the team has the knowledge and resources necessary to continue to meet the need; (7) develop a plan as a team with additional assistance as needed; and (8) remember that consideration is an ongoing process. Examples are provided which move from no-tech to low- and high-tech interventions for students in different skill areas such as written expression, mathematics, handwriting difficulties, and reading difficulties. A list of additional resources on assistive technology is provided. (CR) ED439561 Has Technology Been Considered? A Guide for IEP Teams. CASE/TAM Assistive Technology Policy and Practice Series. 1997-00-00 ISBN-0-86586-298-2 Practitioners 57 Council of Administrators of Special Education, Inc., 615 16th St., N.W., Albuquerque, NM 87104 (Order No. AT-12). Tel: 505-243-7622. N/A 1997 -1

New

Yes Administrator Attitudes Administrators Elementary Secondary Education Foreign Countries Job Satisfaction Teacher Attitudes Teacher Motivation Teachers Teaching (Occupation) Dinham, Steve Scott, Catherine Reports - Research Speeches/Meeting Papers Australia New Zealand United Kingdom (England) English This paper outlines contexts, features, and trends of contemporary educational environments and educational change, describing findings from an international study that explored, benchmarked, and compared teacher and administrator career satisfaction, motivation, and mental health. The Teacher 2000 Project identified sources and strength of factors contributing to teacher satisfaction/dissatisfaction in England, Australia, New Zealand, and United States, distinguishing general patterns in teacher and administrator satisfaction, motivation, and health from contextual factors in each country. In 1990, former teachers and administrators completed a study about: reasons for entering teaching; their perceptions of preservice training; the nature of their early experiences; what they found satisfying and dissatisfying about teaching; circumstances around their resignation; and their thoughts on education. Overall, they were highly satisfied with student achievement and teacher accomplishment and dissatisfied with school and system related factors. In 1994-95, 57 teachers' partners completed interviews about how teaching influenced family relationships. Findings indicated that systematic and social pressures significantly affected teachers' work and lives. Results highlight the crucial importance of societal factors that are largely outside the control of teachers and schools yet have a growing influence upon teachers' and administrators' work satisfaction. (Contains 17 references.) (SM) ED446068 Teachers&apos; Work and the Growing Influence of Societal Expectations and Pressures. 2000-04-28 14 N/A 2000 -1

New

Yes Elementary Education English (Second Language) Grade 3 Grade 4 Grade 5 Grammar Instructional Effectiveness Interviews Literacy Participant Observation Questionnaires Reading Comprehension Reading Instruction Reading Strategies Second Language Instruction Second Language Learning Semantics Syntax Teaching Methods Thematic Approach Vocabulary Development Hippner-Page, Tina Reports - Research English There is a multitude of research on vocabulary methods or strategies, how many relate to second language learners and the importance of vocabulary knowledge to reading comprehension. Researchers have explored the possibility that grouping words in a manner other than the traditional list of nouns, all fitting under a common theme, might be more beneficial for students. This suggests that it might be helpful to give a list of words that are not semantically related. However, there is a deficit in the research on teaching vocabulary by using different word clusters for elementary students and for students learning a second language. The study presented here attempted to answer the question &quot;Will grouping vocabulary words thematically result in more words learned by second language students than semantic grouping?&quot; In addition, this research produced data on the retention of new vocabulary data over 3 weeks and the students' opinions about the two types of word clusters. Participants were third, fourth, and fifth grade students receiving the same level of English-as-a-Second-Language (ESL) instruction. Results showed both word groupings were beneficial, suggesting teachers might consider using both semantic and thematic groupings to help second language elementary students learn new vocabulary words. Twenty-three appendices (containing sample worksheets, questionnaires, letters, lists, and other items associated with the research) and 22 references are included. (Author/KFT) ED445550 Semantic Clustering Versus Thematic Clustering of English Vocabulary Words for Second Language Instruction: Which Method Is More Effective? 2000-05-12 93 N/A 2000 -1

New

Yes Adolescents Blacks Broadcast Journalism Crime Mass Media Role Minority Groups News Reporting Racial Bias Stereotypes Television Violence Youth Problems Dorfman, Lori Schiraldi, Vincent Reports - Research Center on Juvenile and Criminal Justice, Washington, DC. Justice Policy Institute. English This report assesses findings from content analyses on crime news, investigating whether news coverage reflects actual crime trends; how news coverage depicts minorities and crime; and whether news coverage disproportionately depicts minority youth as perpetrators. Data came from searches of criminal justice and communications databases, which yielded 77 articles appropriate for the study. Findings were summarized and condensed, then compared to findings about crime trends reported by law enforcement agencies. Most studies analyzed newspapers, followed by local television. Overall, findings show that depictions of crime in the news are not reflective of either the rate of crime generally, the proportion of violent crime, the proportion of crime committed by people of color, or the proportion of crime committed by youth. The news media, particularly television news, consistently underrepresent white perpetrators and overrepresent minority perpetrators in violent crime stories. Crime is depicted as a series of distinct events unrelated to any broader context. Crime, especially violent crime, is reported out of proportion to its actual occurrence. Few studies examine portrayals of youth on the news. Recommendations for the news media and for child advocates, youth groups, and civil rights organizations are presented. (Contains 160 references.) (SM) ED451310 Off Balance: Youth, Race &amp; Crime in the News. Building Blocks for Youth. 2001-04-00 Annie E. Casey Foundation, Baltimore, MD. Ford Foundation, New York, NY. John D. and Catherine T. MacArthur Foundation, Chicago, IL. Mott (C.S.) Foundation, Flint, MI. Rockefeller Foundation, New York, NY. Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention. Grant (W.T.) Foundation, New York, NY. Open Society Inst., New York, NY. Department of Justice, Washington, DC. Bureau of Justice Assistance. 57 Building Blocks for Youth, Youth Law Center, 1010 Vermont Avenue, N.W., Suite 310, Washington, DC 20005-4902. Tel: 202-637-0377. For full text: http://www.buildingblocksforyouth.org. N/A 2001 -1

New

Yes After School Education After School Programs Children Educational Quality Elementary Secondary Education Extracurricular Activities Latchkey Children Models Program Content Program Descriptions Program Effectiveness School Recreational Programs Chung, An-Me, Ed. Guides - Non-Classroom Reports - Descriptive Department of Justice, Washington, DC. Department of Education, Washington, DC. English After-school programs have the potential to keep children safe and out of trouble and can help to improve the academic performance of the increasing numbers of participating children. This report presents positive research on after-school programs and examples illustrating the potential of high-quality after-school activities to keep children safe, out of trouble, and learning. The report presents empirical and anecdotal evidence of successful programs, identifies key components of high-quality programs and effective program practices, and showcases exemplary after-school and extended learning models. The report is presented in three chapters. Chapter 1 discusses the potential of after-school programs, focusing on their potential impact to reduce juvenile crime; to improve academic achievement; to support children's social development and their relationships with adults and peers; and to strengthen schools, families, and communities. Chapter 2 highlights the components of exemplary after-school programs, including goal setting, strong management, and sustainability; high-quality after-school staffing; attention to safety, health, and nutrition issues; effective partnerships with community and other organizations; strong family involvement; enriching learning opportunities; linkages between school-day and after-school personnel; and evaluation of program progress and effectiveness. Chapter 3 describes 10 exemplary after-school programs. A list of resources for after-school programs is appended. (Contains 110 references.) (KB) ED441579 Working for Children and Families: Safe and Smart After-School Programs. 2000-04-00 ISBN-0-16-042784-3 92 U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. Tel: 800-872-5327 (Toll Free); e-mail: Partner@edgov; Web site: http://www.pfie.ed.gov. For full text: http://www.ed.gov. For full text: http://www.ncjrs.org/ojjhome.htm. N/A 2000 -1

New

Yes Age Differences Collegiality Educational Attainment Elementary Education Elementary School Teachers Foreign Countries Higher Education Preservice Teacher Education Self Efficacy Sex Differences Student Participation Student Teacher Attitudes Student Teachers Teacher Administrator Relationship Teacher Student Relationship Teaching Experience Celep, Cevat Reports - Research Turkey English This study investigated the relationships between Turkish preservice teachers' sense of self-efficacy; their beliefs about their colleagues, the students, and the administration; and their attitudes about student control. The study also examined whether these factors were influenced by education, age, gender, and educational attainment level. A group of 310 teachers from 22 elementary schools completed a questionnaire that asked about their personal characteristics and their beliefs about teaching efficacy, the administrator, their colleagues, the students, and student control. Data analysis indicated that these factors differed significantly according to respondent gender, age, education, preferred student attitudes, approval of the administration, and teacher collegiality. Female teachers perceived their students as more eager to learn, more respectful to each other, and more responsible for their tasks. They were more authoritarian than male teachers in controlling their students and prioritized disciplinary rules in classroom management. Age influenced teachers' beliefs about students and teacher collegiality. Older teachers believed that students were more willing to learn but had a tendency to control students with rules and in a bureaucratic manner. Teachers with higher education levels expected more achievement from students. (Contains 28 references.) (SM) ED451157 The Correlation of the Factors: The Prospective Teachers&apos; Sense of Efficacy and Beliefs, and Attitudes about Student Control. 2000-00-00 21 For full text: http://www.nationalforum.com/23celep.htm. N/A 2000 -1

New

Yes Cultural Awareness Cultural Pluralism Culturally Relevant Education English (Second Language) Intercultural Communication Multicultural Education Second Language Instruction Second Language Learning Sellami, Abdel Latif Reports - Research Speeches/Meeting Papers English This article provides an account of some characteristics of the current situation of culture teaching in foreign language education. The focus is that existing approaches need to be revisited and redefined, because the superficiality characterizing the way culture is taught is not very helpful in raising learners' cultural awareness and developing their intercultural competence. It is argued that a more focused model that explores various aspects of the &quot;How&quot; and &quot;Why&quot; of the culture construct is required towards fostering understanding and acceptance of difference. Rather than aiming to attain a native-speaker-like level of competence, the essence of culture teaching should be extended to include illuminating how the world must not be viewed from a one-sided perspective. Learners need to learn to decenter and relativize their view of the world around them. This paper departs from the premise that language and culture embody and perpetuate different worldviews. The objective is to argue that one of the noble aims of culture teaching should be to develop intercultural competence that leads to empathy, openness and understanding vis-a-vis the target culture and its people. An approach to the study of language and culture that aims to explore what, how, and why culture can open a wide range of perspectives to the learner. (Contains 24 references.) (KFT) ED446434 Teaching towards Cultural Awareness and Intercultural Competence: From What through How to Why Culture Is? 2000-03-00 16 N/A 2000 -1

New

Yes Art Activities Child Development Creative Development Creativity Dramatic Play Educational Practices Emergent Literacy Movement Education Multilingual Materials Music Activities Preschool Education Self Expression Videotape Recordings Young Children Cohen, Elena Guides - Non-Classroom Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. English Spanish Recognizing that creativity facilitates children's learning and development, the Head Start Program Performance Standards require Head Start programs to include opportunities for creative self-expression. This guide with accompanying videotape, both in English- and Spanish- language versions, encourages and assists adults to support children's creative expression through art, music, drama, dance, creative movement, and dialogue. The guide has five chapters that follow the same sequence as the subtitles in the 13-minute videotape, &quot;A Creative Adventure.&quot; Chapter 1 describes the importance of creative activities for children's learning and development. Chapter 2 describes the importance of the visual arts, assists adults in setting the stage at home or in the classroom for art activities, and offers suggestions about how to listen and respond to children when they talk about their creative work. Chapter 3 provides an overview of how young infants, mobile infants, toddlers, and preschoolers grow and develop skills in art, music, movement, and dramatic play. Chapter 4, based on theories of multiple intelligences, encourages staff to recognize each child's strengths and to plan activities that allow children to participate according to their interests, abilities, and skill levels. This chapter also presents a rationale for encouraging music and movement and provides suggestions for related activities. Chapter 5 illustrates how adults can participate, observe, listen to, and interact with children engaged in dramatic play, and describes the linkages between emergent literacy and dramatic play and drama. Each chapter contains an introduction to its theme, including a related segment from the videotape; a rationale for encouraging creativity and tips on providing opportunities for creative expression; a suggested training activity; and a list of resources. (KB) ED453939 For a Child, Life is a Creative Adventure: Supporting Development and Learning through Art, Music, Movement, and Dialogue. A Guide for Parents and Professionals. = Para los ninos, la vida es una aventura creativa: Como estimular el desarrollo y el aprendizaje por medio de las artes visuales, la musica, el movimiento y el dialogo. Guia para padres de familia y profesionales. 1999-00-00 Parents Teachers 101 Head Start Publication Center, P.O. Box 26417, Alexandria, VA 22313-0417 (Guide, 13-minute VHS videotape, and poster). N/A 1999 -1

New

Yes Alcoholism American Indians Chippewa (Tribe) Cultural Awareness Cultural Differences Drug Addiction Measures (Individuals) Mental Health Sioux (Tribe) Substance Abuse Training Carise, Deni McLellan, A. Thomas Reports - Descriptive Tests/Questionnaires North Dakota Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. English The Addiction Severity Index (ASI), used throughout the United States and other countries, is the most widely used assessment tool in the addictions field. It is a semi-structured assessment instrument designed for use with clients for substance abuse treatment. The ASI gathers information in seven important areas of a patient's life: medical, employment/support, drug and alcohol use, legal, family history, family/social relationships, and psychological problems. The ASI not only assesses drug and alcohol abuse, it also screens for problems in other areas, such as mental illness. Interviewer severity ratings indicate a client's unmet need for treatment. The ASI has been shown to be reliable and valid, but this applies only with &quot;majority&quot; populations. When substance abuse treatment directors at the North Dakota State Hospital realized that the cultural differences, background, and religious practices of Native Americans in their state (Chippewa and Sioux) were not being adequately addressed, the ASI, already required for use in North Dakota, was modified to address Native cultural issues. The modified instrument includes questions about spirituality, ceremonial practices and use of hallucinogens, tribal support for recovery, and culturally specific living conditions and lifestyle. Part 1 presents the fifth edition ASI in its original format and describes how it was modified for Native Americans in North Dakota. A clinical/training version, contained in Part 3, has instructions, hints, and space for comments. Part 2 contains the North Dakota State Adaptation for Use With Native Americans, which is similar in format to the clinical/training version, and a revised users guide. (Contains 16 references.) (TD) ED449953 Increasing Cultural Sensitivity of the Addiction Severity Index (ASI): An Example with Native Americans in North Dakota. Special Report. 1999-00-00 Pennsylvania Univ., Philadelphia. Veterans Administration Center for Studies of Addiction. National Inst. on Drug Abuse (DHHS/PHS), Rockville, MD. 198 Treatment Research Institute, University of Pennsylvania, 600 Public Ledger Building, 150 S. Independence Mall West, Philadelphia, PA 19106-3475. Tel: 800-238-2433 (Toll Free). N/A 1999 -1

New

Yes Appropriate Technology Cooperative Learning Educational Assessment Educational Objectives Educational Principles Educational Technology Elementary Secondary Education Learning Models McCombs, Barbara L. Information Analyses Reports - Evaluative Speeches/Meeting Papers English This paper argues that it is time to think differently about assessing the role of educational technology in the teaching and learning process. The first section addresses the question, &quot;What is learning?&quot; The second section examines the purpose of education. The third section discusses the knowledge base needed to apply educational technology appropriately to the teaching-learning process, including the learner-centered principles as a framework, the learner-centered psychological principles, defining &quot;learner-centered,&quot; and using technology to provide qualities of learner-centered teachers. The fourth section considers the implications of the learner-centered framework for the application of technology to support learners and learning, the assessment of technology in service to learners and learning, building learner-centered learning communities, expanding the notion of collaboration, and transforming the educational system. An author biography is included. (Contains 49 references.) (MES) ED452830 Assessing the Role of Educational Technology in the Teaching and Learning Process: A Learner-Centered Perspective. 2000-09-00 17 For full text: http://www.ed.gov/Technology/techconf/2000/mccombs_paper. html. For full text: http://www.ed.gov/Technology/techconf/2000/white_papers.h tml. N/A 2000 -1

New

Yes Educational Change Educational Technology Elementary Secondary Education Higher Education Knowledge Base for Teaching Language Mathematical Concepts Mathematics Instruction Problem Solving Social Influences Teacher Education Puig, Luis, Ed. Gutierrez, Angel, Ed. Collected Works - Proceedings ISSN-0771-100X International Group for the Psychology of Mathematics Education. English The second volume of this proceedings contains full research articles. Papers include: (1) &quot;Lave and Wenger's social practice theory and teaching and learning school mathematics&quot; (J. Adler); (2) &quot;Being a researcher and being a teacher&quot; (J. Ainley); (3) &quot;Procedural and conceptual aspects of standard algorithms in calculus&quot; (M.B. Ali and D. Tall); (4) &quot;Using small group discussions to gather evidence of mathematical power&quot; (S.E. Anku); (5) &quot;Seventh grade students' algorithmic, intuitive and formal knowledge of multiplication and division of non-negative rational numbers&quot; (A. Barash and R. Klein); (6) &quot;Theory and practice in undergraduate mathematics teaching: A case study&quot; (T. Barnard and C. Morgan); (7) &quot;Heuristics and biases in secondary school students' reasoning about probability&quot; (C. Batanero, L. Serrano, and J.B. Garfield); (8) &quot;Changes in student teacher views of the mathematics teaching/learning process at the secondary school level&quot; (N. Bednarz, L. Gattuso, and C. Mary); (9) &quot;A study of proportional reasoning among seventh grade students&quot; (D. Ben-Chaim, J.T. Fey, and W.M. Fitzgerald); (10) &quot;Children's word meanings and the development of division concepts&quot; (S.B. Berenson and D. Vidakovic); (11) &quot;The use of examples in the teaching and learning of mathematics&quot; (L. Bills); (12) &quot;The influences of significant others on student attitudes to mathematics learning&quot; (A. Bishop, C. Brew, G. Leder, and C. Pearn); (13) &quot;Student teachers' approaches to investigate mathematics: Iterative engagement or disjointed mechanisms?&quot; (P. Blanc and R. Sutherland); (14)&quot;The analgebraic mode of thinking and other errors in word problem solving&quot; (H. Bloedy-Vinner); (15) &quot;Challenging the traditional school approach to theorems: A hypothesis about the cognitive unity of theorems&quot; (P. Boero, R. Garuti, E. Lemut, and M.A. Mariotti); (16) &quot;Some dynamic mental processes underlying producing and providing conjectures&quot; (P. Boero, R. Garuti, and M.A. Mariotti); (17) &quot;Teachers' behaviours in teaching with computers&quot; (R.M. Bottino and F. Furinghetti); (18) &quot;A decimal number is a pair of whole numbers&quot; (G. Brekke); (19) &quot;The story of silence: Teacher as researcher--researcher as teacher&quot; (L. Brown and A. Coles); (20) &quot;The cultural evolution of mathematics&quot; (T. Brown); (21) &quot;Beginning learning negative numbers&quot; (A. Bruno and A. Martinon); (22) &quot;Concepts of multiplication of children and teachers in Mozambique&quot; (F. Buikema Draisma); (23) &quot;On preservice teachers' understanding of division with remainder&quot; (S. Campbell); (24) &quot;Referent transforming operations: Teachers' solutions&quot; (T. Campos, S. Magina, M.C. Da Cunha, and S. Canoas); (25) &quot;Reconstructing teachers' thinking in teaching problem solving&quot; (O. Chapman); (26) &quot;Bayesian implicative analysis: How to identify the concepts necessary to acquisition of a competence? One example of application to the conceptualization of fraction in teenagers&quot; (C. Charron and J.M. Bernard); (27) &quot;How does addition contribute to the construction of natural numbers in 4- to 13-year-old children?&quot; (C. Charron and N. Ducloy); (28) &quot;Overcoming isolation in teaching&quot; (D. Chazan, D. Ben-Chaim, and J. Gormas); (29)&quot;NESB migrant students studying mathematics: Vietnamese and Italian students in Melbourne&quot; (P. Clarkson); (30) &quot;Levels of formal reasoning in school algebra&quot; (C. Coady and J. Pegg); (31) &quot;Years 2 and 3 children's correct-response mental strategies for addition and subtraction word problems and algorithmic exercises&quot; (T. Cooper, A.M. Heirdsfield, and C.J. Irons); (32) &quot;Why the psychological must consider the social in promoting equity and social justice in mathematics education&quot; (T. Cotton and P. Gates); (33) &quot;Clinical analysis of difficulties in algebraic problem solving among Brazilian students: Principal aspects and didactic issues&quot; (J.-T. Da Rocha Falcao); (34) &quot;What is the difference between remembering someone posting a letter and remembering the square root of 2&quot; (G.E. Davis); (35)&quot;The illusion of linearity: A persistent obstacle in pupils' thinking about problems involving length and area of similar plane figures&quot; (D. De Bock, L. Verschaffel, and D. Janssens); (36) &quot;The development of whole-part relationship in situations of combine structure for a student with learning disabilities&quot; (L. Deblois); (37) &quot;Study of the evolution of graduate students' concept images while learning the notions of limit and continuity&quot; (C. Delgado and C. Azcarate); (38) &quot;Facets and layers of the function concept&quot; (P. DeMarois and D. Tall); (39) &quot;Evolution of conceptions in a mathematical modelling educational context&quot; (G. Dettori, R. Garuti, E. Lemut, and M.A. Mariotti); (40) &quot;The role of physical phenomena in students' investigations of the tangent function&quot; (H.M. Doerr); (41) &quot;Written subtraction in Mozambican schools&quot; (J. Draisma); (42) &quot;Children's reasoning in solving novel problems of deduction&quot; (L. English); (43) &quot;Association judgments in the comparison of two samples&quot; (A. Estepa and F.T. Sanchez); (44) &quot;On some factors affecting advanced algebraic problem solving&quot; (P.L. Ferrari); (45) &quot;Intuitions and schemata in probabilistic thinking&quot; (E. Fischbein and D. Schnarch); (46) &quot;The Fennema-Sherman 'mathematics as a male domain scale': A re-examination&quot; (H.J. Forgasz, G.C. Leder, and P.L. Gardner); (47) &quot;Students' misconceptions with decimal numbers. Preliminary results from a study of computer based teaching&quot; (A.B. Fuglestad); (48) &quot;Qualitative analysis in the study of negative numbers&quot; (A. Gallardo); (49) &quot;An analysis of some students' concept images related to the linear function when using a 'generic organizer'&quot; (M.C. Garcia and C. Azcarate); (50) &quot;Learning proportion using a computer environment in the classroom&quot; (M. Garcia Mila, E. Marti, C. Gomez-Granell, and B. Steren); (51) &quot;Development of concepts of the arithmetic average from high school to university&quot; (L. Gattuso and C. Mary);(52) &quot;Selling mathematics: The language of persuasion in an introductory calculus course&quot; (S. Gerofsky); and (53) &quot;Mathematical concepts, their meanings and understanding&quot; (J.D. Godino). (ASK) ED453071 Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME 20) (20th, Valencia, Spain, July 8-12, 1996). Volume 2. 1996-00-00 433 N/A 1996 -1

New

Yes Educational Change Educational Technology Elementary Secondary Education Higher Education Knowledge Base for Teaching Language Mathematical Concepts Mathematics Instruction Problem Solving Social Influences Teacher Education Puig, Luis, Ed. Gutierrez, Angel, Ed. Collected Works - Proceedings ISSN-0771-100X International Group for the Psychology of Mathematics Education. English The third volume of this proceedings contains full research articles. Papers include: (1) &quot;A longitudinal study of children's fraction representations and problem-solving behavior&quot; (G.A. Goldin and C.B. Passantino); (2) &quot;Psychology students' conceptions of a statistics course&quot; (S. Gordon, J. Nicholas, and K. Crawford); (3) &quot;Choosing a visual strategy: The influence of gender on the solution process of rotation problems&quot; (N. Gorgorio); (4) &quot;Discourse in an inquiry math elementary classroom and the collaborative construction of an elegant algebraic expression&quot; (B. Graves and V. Zack); (5) &quot;Number processing: Qualitative differences in thinking and the role of imagery&quot; (E. Gray and D. Pitta); (6) &quot;Identification of Van Hiele levels of reasoning in three-dimensional geometry&quot; (G. Guillen); (7) &quot;Working with 'the discipline of noticing': An authenticating experience&quot; (T. Hardy and D. Wilson); (8) &quot;Classifying processes of proving&quot; (G. Harel and L. Sowder); (9) &quot;Seeing, doing and expressing: An evaluation of task sequences for supporting algebraic thinking&quot; (L. Healy and C. Hoyles); (10) &quot;The role of prior conceptions in teachers' responses to staff development: A synopsis of case studies of three middle school mathematics teachers&quot; (T.A. Herrera); (11) &quot;The use of levels of subordination to help students gain fluency in mathematics&quot; (D. Hewitt); (12) &quot;An analysis of the development of pupil understanding in group work activities using multimedia&quot; (B. Hudson); (13) &quot;Some issues in assessing proceptual understanding&quot; (M. Hunter and J. Monaghan); (14) &quot;The development of language about function: An application of Van Hiele levels&quot; (M. Isoda); (15) &quot;Hitomi's meaning construction of table and algebraic expression of proportion during instruction: A case study&quot; (K. Ito-Hino); (16) &quot;Communicating teacher's metaknowledge through lessons&quot; (H. Iwasaki); (17) &quot;A study of teacher enquiry into the processes of mathematics teaching&quot; (B. Jaworski); (18) &quot;Using children's probabilistic thinking to inform instruction&quot; (G.A. Jones, C.A. Thornton, C.W. Langrall and T.A. Mogill); (19) &quot;Coming to know about 'dependency' within a dynamic geometry environment&quot; (K. Jones); (20) &quot;Somali children learning mathematics in Britain: A conflict of cultures&quot; (L. Jones); (21) &quot;From measurement to conjecture and proof in geometry problems--students' use of measurements in the computer environment&quot; (K. Kakihana, K. Shimizu, and N. Nohda); (22) &quot;Mathematics teachers' training: Some remarks about the role of self-identification&quot; (M. Kaldrimidou and M. Tzekaki); (23) &quot;To have or not to have mathematical ability, and what is the question&quot; (R. Karsenty and S. Vinner); (24) &quot;Invisible angles and visible parallels which bring deconstruction to geometry&quot; (E. Kopelman); (25) &quot;Research on the complementarity of intuition and logical thinking in the process of understanding mathematics: An examination of the two-axes process model by analyzing an elementary school mathematics class&quot; (M. Koyama); (26) &quot;Application of reification theory in translating verbal expressions and statements into algebraic expressions&quot; (B. Kutscher); (27) &quot;Measures of teachers' attitudes towards mathematical modeling&quot; (J.I. Kyeleve and J. Williams); (28) &quot;Innovation-in-practice: Teacher strategies and beliefs constructed with computer-based exploratory classroom mathematics&quot; (C. Kynigos); (29) &quot;The implementation of curriculum policy on classroom organization in primary mathematics in Cyprus&quot; (L. Kyriakides); (30) &quot;Partitioning and unitizing&quot; (S.J. Lamon); (31) &quot;Simultaneously assessing intended, implemented and attained conceptions about the gradient&quot; (A.C. Leal, A.B. Ciani, I.G. Do Prado, L.F. Da Silva, P.R. Linardi, R.R. Baldino and T.C.B. Cabral); (32) &quot;When change becomes the name of the game: Mathematics teachers in transition to a new learning environment&quot; (I. Levenberg and A. Sfard); (33) &quot;The competition between numbers and structure&quot; (L. Linchevski and D. Livneh); (34)&quot;Situated intuitions, concrete manipulations and the construction of mathematical concepts: The case of integers&quot; (L. Linchevski and J. Williams); (35) &quot;Secondary pupils' translations of algebraic relationships into everyday language: A Hong Kong study&quot; (F. Lopez-Real); (36) &quot;Letting go: An approach to geometric problem solving&quot; (E. Love); (37) &quot;Learning to formulate equations for problems&quot; (M. MacGregor and K. Stacey); (38) &quot;Origins of students' interpretations of algebraic notation&quot; (M. MacGregor and K. Stacey); (39) &quot;Mathematical beliefs behind school performances&quot; (M.L. Malmivuori and E. Pehkonen); (40) &quot;Preservice secondary mathematics teachers' beliefs: Two case studies of emerging and evolving perceptions&quot; (J.A. Malone); (41) &quot;On the notion of function&quot; (J. Mamona-Downs); (42)&quot;Reasoning geometrically through the drawing activity&quot; (M.A. Mariotti); (43) &quot;Thinking about geometrical shapes in a computer based environment&quot; (C. Markopoulos and D. Potari); (44) &quot;The quest for meaning in students' mathematical modelling activity&quot; (J.F. Matos and S. Carreira); (45) &quot;The role of imagery and discourse in supporting the development of mathematical meaning&quot; (K. McClain and P. Cobb); (46) &quot;The origins and developments of the NCTM professional standards for teaching mathematics&quot; (D. McLeod); (47) &quot;Mathematics and the sign&quot; (O. McNamara); (48) &quot;Student's early algebraic activity: Sense making and the production of meanings in mathematics&quot; (L. Meira); (49) &quot;Performance and understanding: A closer look at comparison word problems&quot; (I. Mekhmandarov, R. Meron, and I. Peled); (50)&quot;Graphing calculators and pre-calculus: An exploration of some aspects of students' understanding&quot; (V.M. Mesa and P. Gomez); (51) &quot;On the utilization of encoding procedures on the treatment of geometrical problems&quot; (A.L. Mesquita); (52) &quot;Children's developing multiplication and division strategies&quot; (M. Mitchelmore and J. Mulligan); and (53) &quot;Children's concepts of turning: Dynamic or static?&quot; (M. Mitchelmore and P. White). (ASK) ED453072 Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME 20) (20th, Valencia, Spain, July 8-12, 1996). Volume 3. 1996-00-00 428 N/A 1996 -1

New

Yes American Indian Education Canada Natives College Programs Cultural Maintenance Culturally Relevant Education Foreign Countries Human Services Nontraditional Education Older Adults Postsecondary Education School Community Relationship Cooke-Dallin, Bruce Rosborough, Trish Underwood, Louise Reports - Descriptive Speeches/Meeting Papers English First Nations communities have particular needs to maintain cultural values as a central aspect of community. Elders, as the bearers of traditions and experience, are both the appropriate source and the appropriate vehicle for the maintenance and transmission of those values. On Vancouver Island, Malaspina University College delivers Child and Youth Care (CYC) First Nations 2-year diploma programs that incorporate the teachings of local elders through weekly seminars. Themes and topics covered in the seminars are subsequently woven into assignments and evaluation for other courses in the curriculum. This strategy aims to produce human services practitioners who understand the people, issues, and dynamics of the local area, as well as larger themes concerning worldview and identity. At the same time, provision of education in the home area lowers the monetary and social costs typically incurred when students go away to college. This paper defines elders and their traditional roles as teachers and role models; describes the relationship between elders and the teachings, the ongoing educational and social impact of oral tradition in Native communities, and the nature of intergenerational transmission of culture within the community; and discusses elements of the CYC program concerned with community connections, student engagement, and protocols of respect and proper conduct in the Elder Teachings course. (SV) ED455063 The Role of Elders and Elder Teachings: A Core Aspect of Child and Youth Care Education in First Nations Communities. 2000-05-00 7 N/A 2000 -1

New

Yes Children Curriculum Development Educational Principles Educational Research Elementary Education Instructional Development Learning Processes Learning Theories Teaching Methods Theory Practice Relationship Vosniadou, Stella Information Analyses International Bureau of Education, Geneva (Switzerland). International Academy of Education, Brussels (Belgium). English This booklet is the seventh in a series on educational practices that generally improve learning. The psychological principles described in the booklet summarize important findings of recent research on learning that is relevant for education. The principles attempt to integrate research coming from diverse areas of psychology, including educational, developmental, cognitive, social, and clinical psychology. As a whole, the principles are meant to provide a comprehensive framework for the design of curricula and instruction. The discussion of each principle includes a summary of research findings and a description of the implications for teaching that follow from them. The principles are: (1) active involvement; (2) social participation; (3) meaningful activities; (4) relating new information to prior knowledge; (5) being strategic; (6) engaging in self-regulation and being reflective; (7) restructuring prior knowledge; (8) aiming toward understanding rather than memorization; (9) helping students learn to transfer; (10) taking time to practice; (11) developmental and individual differences; and (12) creating motivated learners. (Contains 36 references.) (EV) ED455955 How Children Learn. Educational Practices Series--7. 2001-07-00 32 International Bureau of Education, Publications Unit, P.O. Box 199, 1211 Geneva 20, Switzerland. Web site: http://www.curtin.edu.au/curtin/dept/smec/iae; http://www.ibe.unesco.org/publications. N/A 2001 -1

New

Yes Academic Standards Educational Facilities Improvement Educational Needs Educational Research Elementary Secondary Education Financial Support Poverty Public Policy Relevance (Education) Research Needs Rural Development Rural Education Rural Urban Differences School Community Relationship School Size Teacher Shortage Harmon, Hobart L. Information Analyses Speeches/Meeting Papers English To have an impact on rural schools and communities, education researchers and reformers must stop approaching rural issues from an urban perspective, adopt a perspective that values rurality, and address issues specific to the rural context. Rural schools have contributed to the depletion of rural communities by focusing on individual mobility and prosperity rather than the public good. As schools have become more centralized, they have neglected their role in the life of their communities. Rural school districts usually cannot generate sufficient local resources to supplement adequately the state school finance programs the way more affluent localities can. Whether academic standards should be set by local, state, or federal entities is an issue of increasing concern. Safety and low-income student performance are enhanced in small schools, yet many rural school buildings need upgrading and access to telecommunications infrastructure. Most poor rural people are White, but rural minorities are significantly more impoverished as a percentage of the population. Changing demographics have made multicultural education issues hot topics in many rural communities. There is a shortage of rural teachers, especially in math, science, and special education, and a need for rural school leaders who can build trust in the community and incorporate community strengths into the curriculum. With regard to research, definitional inconsistencies and lack of adequate research severely limit policymakers' ability to know the effect of programs on rural schools or whether rural interests are being equitably addressed. (Contains 36 references.) (TD) ED455987 Education Issues in Rural Schools of America. 2001-05-00 18 N/A 2001 -1

New

Yes Computer Mediated Communication Educational Change Educational Policy Educational Quality Futures (of Society) Government Role Higher Education Student Mobility El-Khawas, Elaine Reports - Descriptive Speeches/Meeting Papers World Bank, Washington, DC. English This paper addresses some of the challenges to quality assurance faced by higher education as it enters the 21st century and reviews the current status of national policies for quality assurance. Many governments have decided that traditional academic controls are not adequate for today's challenges and that more explicit assurances about quality are needed. Among the key challenges faced by higher education are those raised by electronic learning and by international student mobility. The critical task in facing both of these challenges will be to focus on student learning. Quality assurance agencies will need to clarify their assumptions and to have appropriate reasons for looking to an institution's capacity to offer a good educational program. Developing a system of quality assurance based on learning will be a major task for every country. Such an effort will require collective action by universities and by governmental agencies along with scholars in educational research. It will be necessary to develop greater clarity and consensus on the types of new structures that will be appropriate for assessing learning regardless of setting. (Contains 31 references.) (SLD) ED453720 Quality Assurance in Higher Education: Recent Progress; Challenges Ahead. 1998-10-00 23 N/A 1998 -1

New

Yes Art Activities Autism Cognitive Development Curriculum Developmentally Appropriate Practices Early Childhood Education Educational Strategies Inclusive Schools Language Acquisition Motor Development Scheduling Symptoms (Individual Disorders) Teacher Role Young Children Guides - Non-Classroom Massachusetts State Dept. of Education, Quincy. English This report discusses the identification and treatment of young children with autism. It is divided into four components that include a summary of areas that should be addressed when designing programs and services for young children with autism. The first part describes characteristics of autism, differences between autism-related disorders, and early intervention and preschool for children with autism. The benefits of inclusive programs for children with autism are listed, along with factors that must be present for successful social and educational integration of children with autism. Key considerations that should be addressed by the assessment process are provided and the organization of the classroom environment is highlighted. Part 2 of the report discusses using the early childhood curriculum for children with autism that considers age appropriateness and individual appropriateness. Suggestions for assisting children with autism in enhancing their social skills are offered, along with recommendations for promoting language and communication development, encouraging cognitive development, and providing aesthetic and physical activities. The last two parts provide suggestions for planning the daily schedule and involving families of children with autism. Appendices include information on the criteria used to describe autism, additional intervention approaches, and treatment categories. (Contains 61 references.) (CR) ED455646 Exploring the Options for Young Children with Autism. 1998-00-00 65 Massachusetts Department of Education, 350 Main St., Malden, MA 02148-5023. Tel: 781-338-3625; e-mail: mcas@doe.mass.edu; Web site: http://www.doe.mass.edu. N/A 1998 -1

New

Yes Class Size Comparative Analysis Crowding Educational Facilities Improvement Educational Research Elementary Education Elementary Schools Public Schools Urban Schools Green, Mark Reports - Evaluative Public Advocate for the City of New York, NY. English This follow-up report revisits the overcrowded classroom issues facing the New York City Public School system after one year's efforts to correct the problem. The study reveals that: (1) 53 percent of all New York City elementary school buildings and annexes are overcrowded and continue to operate at 99 percent or greater capacity; (2) in 10 school districts, 70 percent or more of elementary school buildings are operating at 99 percent or greater capacity; (3) minischools and transportables, both ways to quickly increase capacity, are also overcrowded; and (4) over the last year, New York City collected less than 31 percent of the state's reimbursable school building aid despite enrolling almost 40 percent of the state's students. To end the class-size crunch and improve student performance, the report recommends that a number of specific actions be taken by the board of education, the State, and the City, including lobbying for new federal assistance. (GR) ED455670 Still No Room To Learn: Crowded NYC Schools Continue To Jeopardize Smaller Class Size Plans. A Follow-Up Report to &quot;No Room To Learn&quot; and to the Class Size Summit Working Papers. 2000-12-00 13 For full text: http://pubadvocate.nyc.gov. N/A 2000 -1

New

Yes Adolescents Cultural Influences Federal Regulation Film Industry Films Mass Media Role Parent Role Popular Music Video Games Violence Reports - Evaluative Federal Trade Commission, Washington, DC. English In June of 1999, President Clinton empowered the Federal Trade Commission to study whether movie, music recording, and computer and video game industries were advertising products with violent content to youngsters. Specifically he raised two questions: Do these industries promote products they themselves acknowledge warrant parental caution in venues where children make up a substantial percentage of the audience? And are these advertisements intended to attract children and teenagers? The FTC designed a study to provide information to three groups of decision-makers: (1) elected officials and policymakers, (2) the entertainment media industries, and (3) parents. The report of this study is divided into seven sections. Section One is &quot;Introduction.&quot; Section Two, &quot;The Motion Picture Industry Self-Regulatory System,&quot; describes the rating process and advertising placement standards. Section Three, &quot;Marketing Movies to Children,&quot; discusses the rating of films. Section Four, &quot;The Music Recording Industry Parental Advisory Labeling Program,&quot; discusses labeling systems. Section Five, &quot;Marketing Music Recordings to Children,&quot; addresses advertising. Section Six, &quot;The Electronic Game Industry Self-Regulatory System,&quot; reviews game regulatory systems. Section Seven, &quot;Marketing Electronic Games to Children,&quot; explains marketing of games. Section Eight, &quot;Conclusion,&quot; argues whether the industry should expand codes that prohibit target marketing. The study found that members of the motion picture, music recording, and electronic game industries routinely target children under 17 as the audience for movies, music, and games that they themselves acknowledge are inappropriate for children or warrant parental caution due to their level of violence content. Three recommendations are made in the report: (1) the industries under review should establish or expand codes that prohibit target marketing and impose sanctions for violations; (2) the industries should improve self-regulatory system compliance at the retail level; and (3) the industries should increase parental awareness of the ratings and labels. A separate book includes 11 appendixes. (Author/JDM) ED445294 Marketing Violent Entertainment to Children: A Review of Self-Regulation and Industry Practices in the Motion Picture, Music Recording &amp; Electronic Game Industries [with] Appendices A-K. Report. 2000-09-00 345 N/A 2000 -1

New

Yes Allied Health Occupations Education Compensation (Remuneration) Demand Occupations Demography Educational Policy Employment Patterns Government Role Higher Education Influences Information Needs Job Satisfaction Labor Needs Labor Supply Labor Turnover Needs Assessment Nurses Nurses Aides Nursing Education Policy Formation Private Sector Public Policy Recruitment Salary Wage Differentials Secondary Education State Programs Trend Analysis Vocational Education Work Environment Scanlon, William J. Legal/Legislative/Regulatory Materials Reports - Evaluative General Accounting Office, Washington, DC. English The General Accounting Office examined existing and anticipated concerns related to the recruitment and retention of nurse and nurses aides. Special attention was paid to the following aspects of the problem: (1) factors contributing to the current and anticipated shortage among nurses; (2) what is known about the current and projected supply of nurse aides and the factors contributing to the current and anticipated shortage; and (3) government and private efforts to improve recruitment and retention of nurse aides. The following were among the main conclusions: (1) demographic and job satisfaction factors could worsen the shortage of nurses; (2) demographic changes, low compensation, and difficult working conditions are contributing to the shortage of nurse aides; and (3) state government and private sector initiatives are seeking to address nurse aide retention and recruitment, although few initiatives have been evaluated. Additional evaluation was deemed necessary to determine which state government and private sectors initiatives have been most effective in alleviating shortages of nurses and nurse aides. More detailed data were also called for to delineate the extent and nature of nurse and nurse aide shortages to assist in planning and targeting corrective efforts. (Contains 10 tables.) (MN) ED454422 Nursing Workforce: Recruitment and Retention of Nurses and Nurse Aides Is a Growing Concern. Testimony before the Committee on Health, Education, Labor and Pensions, U.S. Senate. 2001-05-17 37 U.S. General Accounting Office, P.O. Box 6015, Gaithersburg, MD 20884-6015. Tel: 202-512-6000; Web site: http://www.gao.gov. For full text: http://www.gao.gov/cgi-bin/fetchrpt?rptno=GAO-01-750T. N/A 2001 -1

New

Yes Computer Assisted Instruction Educational Technology Instructional Design Instructional Development Online Systems Problem Based Learning Problem Solving Professional Development Teaching Models World Wide Web Malopinsky, Larissa Kirkley, Jamie Stein, Richard Duffy, Tom Reports - Descriptive Speeches/Meeting Papers English Problem-based learning (PBL) is often promoted in response to the current need to offer authentic and effective professional education. PBL is a curriculum development and instructional system that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem solvers confronted with an ill-structured problem that mirrors real-world problems. Traditionally, PBL is used in face-to-face environments, with a facilitator guiding collaborative teams of students in solving a problem. This paper provides a discussion of the theoretical and methodological implications of designing a problem-based professional development system on the Web, and describes an instructional design model for designing such a system, called the Learning to Teach with Technology Studio (LTTS). This model should help instructional designers better understand the theory and methodology of online problem-based learning and enable them to adapt it as needed for their own online learning environments. The model should also help support new models of professional development for K-12 teachers. Before discussing the instructional model used in the design of LTTS, the theoretical framework that was used as the basis for its development is addressed. (Contains 46 references.) (AEF) ED455778 An Instructional Design Model for Online Problem Based Learning (PBL) Environments: The Learning To Teach with Technology Studio. 2000-10-00 10 N/A 2000 -1

New

Yes Child Development Childhood Needs Children Counseling Crisis Intervention Emergency Programs Human Services Individual Needs Mental Health Workers Models Natural Disasters Terrorism Speier, Anthony H. Guides - Non-Classroom Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. Federal Emergency Management Agency, Washington, DC. English Major natural and human-caused disasters deeply affect children, and they have a special vulnerability to such events. The importance of providing crisis counseling recovery assistance within the context of their special world cannot be over emphasized. The information in this manual provides both theory and guidance to individuals concerned with the mental health needs of children who experience major disasters. It is designed as a supplement to the Manual for Mental Health and Human Service Workers in Major Disasters. At the time of the disaster, children are often left to the care of unfamiliar persons and provided limited explanations about what occurred. Specifics of how the many aspects of a disaster affect children are explained, and particularly how their reactions differ from adults. Chapters include: (1) &quot;The World of Childhood and the Developing Child&quot;; (2) &quot;Reactions of Children to Disasters&quot;; (3) &quot;Helping the Child and Family&quot;; and (4) &quot;Guidelines for Caregivers, Mental Health and Human Service Workers.&quot; Appendix A is Agency Assistance in Disasters and Appendix B is Web Sites for additional resources. (Contains 30 references.) (JDM) ED459384 Psychosocial Issues for Children and Adolescents in Disasters. Second Edition. 2000-00-00 Administrators Counselors Practitioners Teachers 58 Center for Mental Health Services, National Mental Health Services Knowledge Exchange Network, P.O. Box 42490, Washington, DC 20015. Tel: 800-789-2647 (Toll Free); Tel: 301-443-9006 (TTY); Fax: 301-984-8796; Web site: http://www.mentalhealth.org. N/A 2000 -1

New

Yes Behavior Problems Delinquency Educational Environment High Risk Students Intervention Models National Surveys Peer Groups Prevention School Safety Secondary School Students Secondary Schools Violence Gottfredson, Gary D. Gottfredson, Denise C. Czeh, Ellen R. Cantor, David Crosse, Scott B. Hantman, Irene Numerical/Quantitative Data Reports - Research Tests/Questionnaires Gottfredson Associates, Inc., Ellicott City, MD. Westat, Inc., Rockville, MD. English This project was undertaken to develop a comprehensive account of the levels of problem behaviors in schools. It also looked at what schools do to prevent problem behaviors and how they promote a safe and orderly environment. Chapter 1 provides an introduction to the study and explains some school-based interventions such as social competency programs, behavior management programs, and environmental competence in guardianship. Chapter 2 describes the nature and extent of problem behavior in schools, and presents information about student and teacher perceptions about the safety of their schools. Chapter 3 describes activities in schools to prevent or reduce problem behavior or to promote a safe and orderly environment. Chapter 4 summarizes information about program intensity and the extent to which school activities employ &quot;best practices. Chapters 5 and 6 summarize evidence about the correlates of program quality, testing some hypotheses about the conditions and arrangements that make quality program implementation possible. Chapter 7 offers recommendations based on information developed in this inquiry, and it offers speculations about potentially useful practices. (Contains 2 figures, 56 tables, 9 appendixes, and 233 references.) (JDM) ED459409 National Study of Delinquency Prevention in Schools. Final Report. 2000-07-00 Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention. Department of Justice, Washington, DC. Bureau of Justice Assistance. Department of Education, Washington, DC. Planning and Evaluation Service. Department of Justice, Washington, DC. National Inst. of Justice. 546 Gottfredson Associates, Inc., 3239 B Corporate Court, Ellicott City, MD 21042 ($40 plus $7 s/h). For full text: http://www.gottfredson.com. N/A 2000 -1

New

Yes Administrator Effectiveness Bureaucracy Centralization Creativity Elementary Secondary Education Organizational Effectiveness Power Structure Principals Problem Solving School Organization Supervision Vertical Organization Duttweiler, Patricia Cloud Reports - Evaluative Collected Works - Serials Southwest Educational Development Lab., Austin, TX. English Numerous dysfunctions result from bureaucratic school organization, including an overemphasis on specialized tasks, routine operating rules, and formal procedures for managing teaching and learning. Such schools are characterized by numerous regulations; formal communications; centralized decision making; and sharp distinctions among administrators, teachers, and students. In a bureaucracy, rules are used to reduce the visibility of power relations, the need for close supervision, and the level of interpersonal tension and conflict. Instead, by defining minimally acceptable behavior, rules often inspire less than optimal employee performance, leading to increased personal supervision, more visible power relations, and increased interpersonal conflict. While bureaucratic behavior might produce stability, it also creates a dependent relationship between administration and staff and eliminates flexibility and creativity. Communication problems are exacerbated and resource allocations used as controlling mechanisms. School administrators and teachers must expend substantial effort to make a bureaucracy work. Effective principals are sometimes forced to develop strategies to circumvent the bureaucracy, to become insubordinates in their students' best interests. Recent research shows that top-down systems are no longer viable. The complexity and professional discretion involved in running schools and teaching require an approach that maximizes staff ability and fosters creative problem-solving. (16 references) (MLH) ED330069 The Dysfunctions of Bureaucratic Structure. Insights on Educational Policy and Practice n3 Oct 1988 1988-10-00 Office of Educational Research and Improvement (ED), Washington, DC. 6 N/A 1988 -1

New

Yes Definitions Early Intervention Evaluation Research Family Involvement Family Programs Fathers Infants Low Income Groups Measurement Objectives Parent Child Relationship Parent Participation Preschool Children Preschool Education Program Evaluation Toddlers Cabrera, Natasha J. Tamis-LeMonda, Catherine S. Lamb, Michael E. Boller, Kimberly Information Analyses Speeches/Meeting Papers Mathematica Policy Research, Princeton, NJ. English Early Head Start (EHS) is a comprehensive, two-generation program that includes intensive services that begin before the child is born and concentrate on enhancing the child's development and supporting the family during the critical first 3 years of a child's life. This paper discusses approaches to measuring father involvement in their children's lives and examines specific measurement methods used in the Father Studies of the Early Head Start Evaluation Project. In addition, the paper highlights lessons from the field that have emerged as father involvement is measured in the ongoing EHS project. Father involvement is described as a multidimensional, continually evolving concept. Time use measures of father involvement are described, and various models of involvement are presented. The paper notes limitations of existing instruments, including the questionable validity of self-report, the often interchangeable use of generic fathering versus child-specific fathers, and the limited generalization of findings from middle-class, European American groups to other groups. The paper describes the EHS program, summarizing the 17 EHS program sites participating in the national evaluation and local research and representing a diversity of locations, populations, culture, ethnicity, and urban-rural settings. Four strands of father studies planned are detailed: (1) interviews with fathers of 24- and 36-month-olds; (2) study of mothers and fathers of newborns; (3) study of strategies used by programs to engage fathers and father figures; and (4) local research studies focused on fatherhood issues significant to local populations. Measurement instruments are then detailed, including questionnaires and videotaped father-child interactions that will yield both qualitative and quantitative data. Finally, the paper explores some of the challenges in assessing father involvement among low-income men, including developing coding systems, obtaining reliability in coding father-child interactions, operationalizing specific constructs, retaining participants, and studying social fathers. The paper concludes by pointing out advances that have been made in the measurement of father involvement. (Contains 23 references.) (KB) ED451904 Measuring Father Involvement in the Early Head Start Evaluation: A Multidimensional Conceptualization. 1999-09-15 National Inst. of Child Health and Human Development (NIH), Bethesda, MD. Administration for Children, Youth, and Families (DHHS), Washington, DC. 16 N/A 1999 -1

New

Yes Educational Finance Educational Trends Enrollment Higher Education Minority Groups Scholarships Student Costs Student Financial Aid Surveys Tables (Data) Tuition Tuition Grants Redd, Kenneth E. Numerical/Quantitative Data Reports - Research USA Group, Inc., Indianapolis, IN. English To study the effects of college tuition discounting, data from annual Institutional Student Aid Surveys of private colleges and universities were compared to enrollment and Pell Grant data from the U.S. Department of Education. Findings indicated that: (1) at least one quarter of the colleges and universities used discounting strategies that resulted in large losses of tuition revenue; (2) institutions with the greatest increases in discount rates raised their spending on institutional grants by $3,375 per undergraduate, but their tuition and fee revenue grew by just $3,069; (3) discounting strategies do not appear to have significantly improved the academic profiles of admitted undergraduates when measured by changes in median admissions test scores of entering first-year students; (4) tuition discounting does appear to have helped institutions increase their numbers of low-income undergraduates; and (5) the increased use of tuition discounting does appear to have made it possible for more students from all income levels to enter higher education. (Contains 42 references.) (EV) ED447775 Discounting toward Disaster: Tuition Discounting, College Finances, and Enrollments of Low-Income Undergraduates. New Agenda Series[TM], Volume 3, Number 2. 2000-12-00 44 USA Group Foundation, P.O. Box 7039, Indianapolis, IN 46207-7039. Web site: http://www.usagroup.com/foundation/discounting.htm. N/A 2000 -1

New

Yes Child Development Computer Uses in Education Early Childhood Education Educational Technology Program Descriptions Research Young Children Van Scoter, Judy Ellis, Debbie Railsback, Jennifer Guides - Non-Classroom Information Analyses Northwest Regional Educational Lab., Portland, OR. English This booklet is the seventeenth in a series addressing current educational concerns. The booklet focuses on technology in the early childhood classroom, discussing technology and child development, technology in the curriculum, and technology-related inequities. The booklet includes a discussion of research and literature, implications for policy and practice, a description of how Northwestern educators are using technology in early childhood classrooms, and selected resources. (Contains 27 references.) (EV) ED458008 Technology in Early Childhood Education: Finding the Balance. By Request Series. 2001-06-00 Office of Educational Research and Improvement (ED), Washington, DC. 54 Northwest Regional Educational Laboratory, 101 S.W. Main Street, Suite 500, Portland, OR 97204. Tel: 503-275-0666; Web site: http://www.nwrel.org/request. N/A 2001 -1

New

Yes Educational Research Elementary Secondary Education Higher Education Language Research Language Teachers Second Language Learning Social Influences Student Motivation Student Role Teacher Role Gardner, R. C. Journal Articles Reports - Descriptive Texas Univ., Austin. Foreign Language Education Program. English This paper discusses the roles of the student, teacher, and language researcher in understanding motivation to learn another language. It highlights the socioeducational model of second language acquisition. Although this model considers motivation to learn another language from the student's point of view, other contributors include the teacher, the student's background, and the teacher's background. The language researcher's role is to code the process and investigate it in ways that will help to more fully understand it. One feature of the socioeducational model is the set of variables it has identified and the means of assessing these variables so that specific hypotheses about the nature and influence of motivation in second language learning can be evaluated. The paper makes general observations about research findings that have been obtained and focuses on one study that considers the stability of motivational variables. The issue of motivational stability is currently of interest in the literature and concerns the question of whether motivation is stable or fluid. Discussion of findings from this study focus on the distinction between motivation and motivating and on the implications this could have for the language teacher and the language researcher. (Contains 15 references.) (SM) ED464495 Language Learning Motivation: The Student, the Teacher, and the Researcher. Texas Papers in Foreign Language Education v6 n1 p1-18 Fall 2001 2001-00-00 Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario). 20 N/A 2001 -1

New

Yes Cataloging Childrens Libraries Computer Networks Databases Foreign Countries International Cooperation Libraries Library Acquisition Library Catalogs Library Collection Development Library Cooperation Library Education Library Networks Library Personnel Library Planning Library Services Microcomputers Preservation Strategic Planning Baldwin, Charlene M., Comp. Collected Works - Proceedings Multilingual/Bilingual Materials Mexico Arizona State Library Association, Phoenix. English Spanish At the first Transborder Library Forum in 1991, 132 librarians from the United States and Mexico gathered to get to know one another, discuss issues of common interest, and begin to build an international network. Conference materials are provided in both English and Spanish. Keynote addresses were delivered by Alberto Alvaro Rios and Jesus Lau. Talk tables moderated by subject experts from the U.S. and Mexico were conducted on a range of subjects: Shared Resources/Networking (Recursos Compartidos/Redes de Cooperacion); Collection Development/Evaluation (Desarrollo/Evaluacion de Colecciones); Microcomputers: Database Management (Microcomputadoras: Administracion de Bases de Datos); Cataloging and Classification (Catalogacion y Clasificacion); Programs for Children (Programas para Ninos); Automated Acquisitions and Cataloging (Automatizacion de Catalogacion y Adquisiciones); Strategic Planning (Planeacion Estrategica); Preservation/Conservation (Preservacion/Conservacion); Continuing Education (Educacion Continuada); More Paraprofessionals than Professionals (Mas Tecnicos que Profesionales: Como Proceder?); Friends of the Library (Amigos de la Biblioteca); Border Libraries; CD-ROMS in Public Service (CD-ROMS en los Servicios al Publico); State Library Associations and Professional Development (Asociaciones Bibliotecarias Estatales); Functional Illiteracy and Libraries (Analfabetismo Funcional: Que Puede Hacer la Biblioteca); International Librarianship and Exchanges (Bibliotecologia Internacional: Como Llegamos a Concernos); Status of Librarians (El Estatus del Bibliotecario); Marketing the Library (Mercadotecnia de la Biblioteca); Public (Publica); School (Escolar); University (Universitaria); and Special (Especial). Also included are evaluation form results, certificates, a bilingual list of library terminology, directory of participants, and announcement for the second Transborder Library Forum. (SWC) ED461383 Transborder Library Forum Proceedings = Memorias del Foro Binacional de Bibliotecas (1st, Nogales, Arizona, February 1-2, 1991). 1991-02-00 Arizona State Dept. of Library, Archives and Public Records, Phoenix. 160 Arizona State Library Association, P.O. Box 26107, Phoenix, AZ 85068. N/A 1991 -1

New

Yes Biochemistry Brain Cocaine Counseling Counselors Drug Abuse Drug Addiction Drug Rehabilitation Electrochemistry Illegal Drug Use Narcotics Pharmacology Rehabilitation Counseling Resource Materials Substance Abuse Videotape Recordings Guides - Non-Classroom Reference Materials - Bibliographies CSR, Inc., Arlington, VA. English This guide provides a detailed look at the biological basis of drug addiction, examining how the brain and its reward system work and how drug abuse can cause fundamental changes in the way the brain works. It is a resource for clinicians and practitioners. The first section of the guide provides an outline of the following basic concepts presented in the videotape: (1) the electrochemical transmission system of the brain; (2) the effects of drugs on neurotransmission and on the brain's reward system; (3) two types of pharmacotherapy; and (4) approaches to treatment. The second section is a synopsis of the 26-minute videotape. The third section provides a glossary of technical terms. Section 4 provides discussion questions, and section 5 provides an annotated bibliography of resources on drug abuse and the brain. (JBJ) ED461772 Drug Abuse and the Brain: A Viewer&apos;s Guide. 1993-00-00 National Inst. on Drug Abuse (DHHS/PHS), Rockville, MD. Counselors Practitioners 21 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345 (26-minute videotape and guide: $12.50). Tel: 800-729-6686 (Toll Free). N/A 1993 -1

New

Yes Academic Achievement Educational Policy Educational Research Elementary Secondary Education Higher Education Preservice Teacher Education State Legislation State Standards Teacher Certification Teacher Competencies Teaching Skills Walsh, Kate Reports - Research Maryland Abell Foundation, Baltimore, MD. English This report examines research on teacher certification, reviewing every published study or paper, and many unpublished dissertations, cited by prominent advocates of teacher certification. It reveals shortcomings found in the research upon which teacher certification advocates rest their claims, suggesting that the teacher certification process is inefficient and ineffective in ensuring a competent teaching force. It describes Maryland's teacher certification practice, offering recommendations (e.g., Maryland should eliminate the coursework requirements for certification in favor of simpler, more flexible rules for entry; Maryland should devolve its responsibility for teacher qualifications and selections to its 24 public school districts; and school districts and principals should rely on more productive methods for helping teachers gain the instructional skills and knowledge they need to be effective). Five sections examine: &quot;Searching for Teacher Quality&quot;; &quot;Certification and Student Achievement&quot;; &quot;Dissecting the Research behind Certification&quot;; &quot;Maryland's Regulatory Drift&quot;; and Maryland's Regulatory Hurdles.&quot; It concludes that teacher certification is incapable of providing insight into a person's ability, intellectual curiosity, creativity, affinity for children, or instructional skills. The paper suggests while as deficiencies in the research on teacher quality remain ignored, misrepresented, or debated, disadvantaged students are clear losers. Maryland's case for certification and Samples of National Research on Teacher Certification and Effective Teaching are appended. (Contains 204 references.) (SM) ED460100 Teacher Certification Reconsidered: Stumbling for Quality. 2001-12-00 86 Abell Foundation, 111 South Calvert Street, Suite 2300, Baltimore, MD 21202-6174. Tel: 410-547-1300; e-mail: abell@abell.org; Fax: 410-539-6579; For full text: http://abell.org. N/A 2001 -1

New

Yes Academic Achievement Elementary Education Elementary School Teachers Teacher Attitudes Teacher Empowerment Teacher Responsibility Martin, Barbara N. Crossland, Barbara Johnson, Judy A. Reports - Research Speeches/Meeting Papers Missouri English This study examined possible relationships between teachers' perceived levels of empowerment in the workplace, teachers' perceived levels of responsibility for student learning, and levels of student success as measured by standardized achievement tests. Participants were a group of elementary classroom teachers from the southwest Missouri area who completed the Responsibility for Student Achievement Scale and the School Participant Empowerment Scale. Data analysis indicated that teachers were willing to accept credit for students' success, but they were reluctant to accept blame for students' failure to achieve. The results suggest that the construct of teacher empowerment and sense of responsibility for student outcomes are important to a positive school climate and increased teacher efficacy. However, the effect on student achievement appears to be secondary, if it exists at all. There was no direct correlation between teacher empowerment and student achievement or teachers' sense of responsibility and student achievement. (Contains 47 references.) (SM) ED460116 Is There a Connection: Teacher Empowerment, Teachers&apos; Sense of Responsibility, and Student Success? 2001-11-00 23 N/A 2001 -1

New

Yes Classroom Techniques Educational Environment Educational Theories Elementary Education Foreign Countries Instructional Development Models Small Group Instruction Teacher Role Reid, Jo-Anne Books Guides - Non-Classroom Australia Primary English Teaching Association, Newtown (Australia). English Students working together in small groups are a familiar scene in Australian elementary schools. But why are small groups used, and who benefits from their use? This book puts the case for small-group organization in the light of contemporary educational theory. In doing so, the book guides the teacher taking the first steps towards small-group practices, while serving as a refreshing challenge to the teacher who already &quot;does&quot; small-group learning. Clearly structured and filled with examples, the book aims to meet teachers in the middle of their daily practice. It is about curriculum and classroom planning--in particular, about how to plan teaching to manage student learning as effectively and productively as possible. Following an introduction, the book is divided into these chapters: (1) Why Small Groups?; (2) Understanding Small Groups; (3) Planning for Small Groups; (4) A Planning Model for Small-Group Learning: A Summary of the Planning Model; (5) Using the Planning Model; (6) Managing Engagement and Exploration; (7) Managing Transformation and Presentation; (8) Managing Reflection; and (9) Managing Professional Growth. (Contains 74 references.) (NKA) ED463560 Managing Small-Group Learning. 2002-03-00 ISBN-1-875622-47-0 Practitioners Teachers 110 Primary English Teaching Association, P.O. Box 3106, Marrickville NSW 2204, Australia (Stock No: pet071: $27 Non Members; $20 Members). Tel: (02) 9565 1277; Fax: (02) 9565 1070; e-mail: info@peta.edu.au; Web site: http://www.peta.edu.au. N/A 2002 -1

New

Yes Adult Students College Students Conflict Resolution Coping Higher Education Nontraditional Education Student Attitudes Student Role Satterlee, Anita G. Reports - Descriptive English Educational credentials are used as a yardstick with which to measure the knowledge, skills, and abilities of adults, regardless of actual workplace abilities. With this pressure to earn a credential, adults are returning to higher education in vast numbers. Unlike students in traditional age ranges, adult students have multiple roles they must fulfill. The obligations of the roles of parent, spouse, child, and worker must be met in addition to those of student. The potential for conflict in any of the roles of the adult student is real, and the conflict must be resolved in a timely manner so that the student can put time, energy, and effort into his or her multiple roles. This paper proposes methods of conflict resolution drawn from the literature that can assist the adult student in the resolution process. (Contains 25 references.) (Author/SLD) ED462055 Conflict Resolution Strategies for the Adult Higher Education Student. 2002-02-22 24 N/A 2002 -1

New

Yes Alcohol Abuse Drug Abuse Incidence Prevention Substance Abuse Tables (Data) Tobacco Trend Analysis Numerical/Quantitative Data Reports - Research National Household Survey on Drug Abuse Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Office of Applied Studies. Research Triangle Inst., Research Triangle Park, NC. English This report presents information from the 2000 National Household Survey on Drug Abuse (NHSDA) on rates of use, numbers of users, and other measures related to illicit drugs, alcohol, cigarettes, and other forms of tobacco. This report includes separate chapters that summarize the findings of the survey on five topics: use of illicit drugs; use of alcohol; use of tobacco products; initiation of substance use; and prevention-related issues. A final chapter summarizes the results and discusses key findings in relation to other research and survey results. General conclusions from the 2000 NHSDA include: substance use rates were generally level or declining between 1999 and 2000; and use and abuse of licit and illicit substances in the U.S. remains a major problem, affecting a large portion of the population. Appendices give technical details on the survey methodology, discuss other sources of data, and provide references and detailed tabulations of estimates. Tables and text present prevalence measures for the population in terms of both the number of substance users and the rate of substance use for illicit drugs, alcohol, and tobacco products. Tables show estimates of drug use prevalence in the lifetime, past year, and past month. The analysis focuses primarily on past month use, which is also referred to as current use. (Contains approximately 78 references, 87 tables, and 34 figures.)(GCP) ED466907 Summary of Findings from the 2000 National Household Survey on Drug Abuse. National Household Survey on Drug Abuse Series. 2001-09-00 303 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345; Tel: 800-729-6686 (Toll-Free); Tel: 301-468-2600; TDD: 800-487-4889; Web Site: http://www.health.org. N/A 2001 -1

New

Yes Academic Achievement English (Second Language) Grade 8 Junior High Schools Language Fluency Language Proficiency Limited English Speaking Mathematics Education National Competency Tests Abedi, Jamal Hofstetter, Carolyn Baker, Eva Lord, Carol Numerical/Quantitative Data Reports - Research Tests/Questionnaires National Assessment of Educational Progress National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. California Univ., Los Angeles. Center for the Study of Evaluation. English This study compared the performance of 946 8th-grade students with different language proficiencies (limited English proficient [LEP], fluent English proficient [FEP], and initially fluent in English [IFE]) and language backgrounds on a 35-item math test (from the 1996 National Assessment of Educational Progress (NAEP) Grade 8 Bilingual Mathematics booklet) when different test accommodations were provided (original items, linguistically Modified English items, original items plus Glossary, original items plus Extra Time, original items plus Glossary and Extra Time). A reading test (11 items from the NAEP 1992 Grade 8 Reading assessment) and a language background questionnaire (Abedi, Lord, and Plummer, 1995) were also administered. For the entire sample, providing extra time for the math test resulted in a 1-point increase in student mean scores (14.68 for original items, and 15.64 with extra time). When a glossary and extra time were provided, the mean score was more than 2 points higher (mean 17.08). For the entire sample, no significant difference was found when items were linguistically modified (mean 14.23) or a glossary was provided without extra time (mean 14.53). Major findings include the following. Students designated LEP by their schools scored, on average, more than 5 points lower than non-LEP students on the math test. In comparison with scores on the original NAEP items, the greatest score improvements, by both LEP and non-LEP students, were on the accommodation version that included the Glossary plus Extra Time. LEP students scored higher with all types of accommodation except Glossary only. Most accommodations helped both LEP and non-LEP students; however, the only accommodation that narrowed the score difference between LEP and non-LEP students was Modified English. Students who were better readers, as measured by reading test scores, achieved higher math scores. These differences and relative impacts need to be considered and investigated further before accommodation strategies are adopted for large-scale assessments. (Contains 90 references.) (MM) ED466961 NAEP Math Performance and Test Accommodations: Interactions with Student Language Background. CSE Technical Report. 2001-02-00 National Center for Education Statistics (ED), Washington, DC. 85 University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate School of Education and Information Studies, Los Angeles, CA 90095-1522 ($6.50). Tel: 310-206-1532. For full text: http://www.cse.ucla.edu/CRESST/pages/reports.htm. N/A 2001 -1

New

Yes Decision Making Diversity (Student) Females Higher Education Mathematics Minority Groups Research Utilization Sciences Student Interests Student Recruitment Campbell, Patricia B. Jolly, Eric Hoey, Lesli Perlman, Lesley K. Information Analyses Reports - Evaluative Campbell-Kibler Associates, Groton, MA. Education Development Center, Inc., Newton, MA. English This report is among the first to gather data on what really works to increase under-represented students interest and success in quantitatively based occupations. The report also compiles specific recommendations based on that data. Data from a variety of sources show that although African American, Hispanic, and American Indian students who go on to college major in the quantitative fields at about the same percentages as Whites, they are much less apt to graduate. Women go into quantitative majors in smaller numbers than men, but once there, they are equally apt to graduate. A strong high school background, especially in mathematics, has been shown to be the key to overall success in college. Of all the precollege subjects, the study of mathematics in secondary school has the strongest continuing influence on bachelors degree completion. Recommendations for increasing diversity in the quantitative fields at the elementary school level center on improving the teaching of mathematics. At the middle school and high school levels, recommendations call for increased resources, more and better advanced courses, and higher quality courses. At the college level, it is suggested that efforts should be focused on increasing the numbers of women in these fields while supporting the institutionalization of programs in the quantitative disciplines and targeting historically black colleges and universities. Supporting undergraduate research programs to promote meaningful research experiences for students of all backgrounds and supporting the development of yield management tools and recruitment strategies for minority high school students are also recommended. (Contains 3 graphs and 38 references.) (SLD) ED463714 Upping the Numbers: Using Research-Based Decision Making To Increase Diversity in the Quantitative Disciplines. 2002-01-00 GE Fund, Fairfield, CT. 22 N/A 2002 -1

New

Yes Academic Achievement Community Schools Educational Environment Educational Improvement Elementary Secondary Education Family School Relationship Parent Participation Parent Role Parent School Relationship Parent Student Relationship Partnerships in Education Warner, Lindsay Opinion Papers Reports - Descriptive Illinois No Child Left Behind Act 2001 Voices for Illinois Children, Chicago. English Although the No Child Left Behind Act of 2001 has provided strong incentives to improve student achievement, many schools do not have the resources needed to help their students succeed. This paper, the second in the &quot;Community Schools in Illinois&quot; series, addresses the role of school-family partnerships to improve the educational environment. The paper focuses on school-family partnerships, a key component of community schools, and provides examples of six types of family involvement in these partnerships: (1) parenting; (2) communicating; (3) volunteering; (4) learning at home; (5) decision making; and (6) collaborating with the community. Noting that the No Child Left Behind application of the Illinois State Board of Education submitted to the U.S. Department of Education had no concrete plan or dedicated resources for enhancing schools' capacities to effectively engage parents, this paper asserts that using parent involvement as a mechanism for educational change is timely because of sanctions under the No Child Left Behind Act, changing demographics of Illinois' schools, changing state government leaders, and a clear need for proven methods to improve student achievement. Recommendations to help address student achievement through meaningful school-parent partnerships include: (1) convening a summit focused on how to make parent involvement an effective and meaningful practice; (2) integrating parent involvement training as part of the preparation process for teachers and administrators; (3) investing resources in parent involvement and leadership initiatives; (4) providing training, technical assistance, and resources on implementing effective family-school partnerships; and (5) expanding the state board of education's plan to include parent involvement. Appended is a list of national and Illinois organizations focusing on family school partnerships. (Contains 24 endnotes.) (KB) ED470319 Family Involvement: A Key Component of Student and School Success. 2002-00-00 17 Voices for Illinois Children, 208 S. LaSalle Street, Suite 1490, Chicago, IL 60604-1103. Tel: 312-456-0600; Web site: http://www.voices4kids.org. N/A 2002 -1

New

Yes Access to Education Black Students Civil Rights Discipline Educational Environment Elementary Secondary Education Equal Education Hispanic American Students Minority Group Children Minority Group Teachers Racial Discrimination Reports - Research California Brown v Board of Education Californians for Justice Education Fund. English This report presents research on educational equality in three California school districts. Most of the data came from a computerized survey instrument, the Racial Justice Report Card, which evaluates school districts on issues crucial to racial equality. Statistical data were supplemented with student interviews. Results show that African American and Latino students are being shut out of the basic classes needed to be eligible to apply to college. They are routinely left out of gifted and advanced classes. Students reveal that they face rats, roaches, deteriorating buildings, and a lack of basic resources in their efforts to get a decent education. School disciplinary actions have an unequal impact on African American and Latino students. The racial makeup of teaching staff is proportionately opposite that of their representations in the student body. Black, Asian, and Latino teachers make up a much smaller percentage of the teaching staff than do their respective racial groups in the student body. Students of color are more likely to drop out than their white counterparts. The report recommends that schools keep and annually publish key statistics broken down by age, sex, and race. (SM) ED464976 Still Separate, Still Unequal: A Look at Racial Inequality in California Schools 47 Years after Brown v. Board of Education. Expanded Edition. 2001-05-17 Applied Research Center, Oakland, CA. 55 Californians for Justice Education Fund, 1611 Telegraph Avenue, Suite 1550, Oakland, CA 94612. Tel: 510-452-2728; Fax: 510-452-3552; e-mail: oakland@caljustice.org. N/A 2001 -1

New

Yes Action Research Instructional Effectiveness Phoneme Grapheme Correspondence Phonics Primary Education Program Implementation Reading Attitudes Reading Improvement Reading Instruction Reading Skills Appleton, Beth Karlson, Stephanie Mendez, Donna Dissertations/Theses English This report describes phonics programs that will increase students' fluency and independent reading skills. The targeted population consisted of second grade students in a growing affluent community and first grade students in a large metropolitan city. The first and second grade students demonstrated a lack of awareness between phonemes and their corresponding graphemes, which made it difficult for them to be independent and fluent readers. Evidence for the existence of the problem was presented in anecdotal records, teacher observations, and surveys. Faculty reported students' inability to sound out alphabet letters and the sounds blends and digraphs make. Third, fourth, and fifth grade teachers reported that struggling students were almost one grade level behind in reading and could not make the transfer of reading skills into the other subject areas. Review of curricular content and instructional strategies revealed a lack of phonetic instruction. A review of solution strategies combined with an analysis of the problem setting resulted in the selection of two major categories of intervention: using &quot;Month-by-Month Phonics&quot; by Patricia Cunningham and the &quot;Saxon Phonics&quot; program by Lorna Simmons. Post intervention data indicated an increase in students' use of phonics skills, an improvement in reading fluently and independently, and an increase in reading for pleasure and enjoyment. (Contains 27 references and 19 figures. Six appendixes contain: the teacher survey; the parent letter; a phoneme/grapheme checklist; Alphabet Letters; a blend/digraph checklist; a Reading Inventory; and a daily log.) (Author/PM) ED465185 Improving Student Reading by Implementing Phonics Programs. 2002-05-00 89 N/A 2002 -1

New

Yes Anger Behavior Modification Cognitive Restructuring Counseling Techniques Group Therapy Mental Health Workers Substance Abuse Workbooks Reilly, Patrick M. Shopshire, Michael S. Durazzo, Timothy C. Campbell, Torri A. Guides - Classroom - Learner Guides - Classroom - Teacher Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. Johnson, Bassin, and Shaw, Inc., Silver Spring, MD. English This manual and workbook set focuses on anger management. The manual was designed for use by qualified substance abuse and mental health clinicians who work with substance abuse and mental health clients with concurrent anger programs. The manual describes a 12-week cognitive behavioral anger management group treatment. Each of the 12 90-minute weekly sessions is described in detail with specific instructions for group leaders, tables and figures that illustrate the key conceptual components of the treatment, and homework assignments for the group participants. The workbook enables participants to better learn, practice, and integrate the treatment strategies presented in the group sessions. The treatment model described is a combined cognitive behavioral therapy approach that employs relaxation, cognitive, and communication skills interventions. This combined approach presents the participants with options that draw on these different interventions and then encourages them to develop individualized anger control plans using as many of the techniques as possible. (Contains 33 references.) (GCP) ED465944 Anger Management for Substance Abuse and Mental Health Clients: A Cognitive Behavioral Therapy Manual [and] Participant Workbook. 2002-00-00 National Inst. on Drug Abuse (DHHS/PHS), Bethesda, MD. Department of Veterans Affairs, Washington, DC. Practitioners Students Teachers 105 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345. Tel: 800-729-6686 (Toll Free); Tel: 800-487-4889 (TDD). For full text: http://www.samhsa.gov. N/A 2002 -1

New

Yes Prevention Program Design Program Effectiveness Program Implementation Scientific Research Substance Abuse Information Analyses Reports - Evaluative Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Prevention. English One of the most difficult challenges to effective substance abuse prevention is finding the right balance between maintaining the fidelity of a science-based model prevention program and promoting adaptation of that program to reflect the circumstances of the community where it is being implemented. This state-of-the-art review, prepared for the Center for Substance Abuse Prevention (CSAP), surveys 125 published and unpublished studies related to fidelity and adaptation balance, spanning more than 25 years. An extensive list of references guides researchers to the full body of literature surveyed for this review. The report first defines several key terms and then reviews the relevant research in some detail. It then presents several conclusions drawn from the literature review. The fundamental conclusion is that attention to both program fidelity and adaptation during the complex process of program implementation is critical to successful, sustained implementation of science-based substance abuse prevention programs. In addition, this paper proposes an initial set of guidelines for program implementers and also several unresolved issues that require attention from each of the primary audiences for this work. The paper concludes with a consideration of next steps for CSAP and others in order to advance the understanding of program fidelity and adaptation balance in substance abuse prevention. The executive summary is appended. (Contains 121 references.) (GCP) ED469354 Finding the Balance: Program Fidelity and Adaptation in Substance Abuse Prevention. A State-of-the-Art Review [and] Executive Summary. 2002 Conference Edition. 2002-11-00 Practitioners 108 For full text: http://modelprograms.samhsa.gov/pdfs/FindingBalance1.pdf. N/A 2002 -1

New

Yes Adults Cocaine Counseling Drug Addiction Drug Education Heroin Illegal Drug Use Longitudinal Studies Marijuana Prevention Public Health Sociocultural Patterns Substance Abuse Trend Analysis Meth, Marcia Chalmers, Rebecca Bassin, Gail Numerical/Quantitative Data Reports - Descriptive Johnson, Bassin, and Shaw, Inc., Silver Spring, MD. English This report serves as a source of information on drug abuse and drug markets. It aims to describe drug-abusing populations; emerging drugs; new routes of administration; varying use patterns; changing demand for treatment; drug-related criminal activity; and shifts in supply and distribution patterns. It is not designed to be used as a law enforcement tool but rather serves as a research report presenting findings on drug use patterns to assist counselors and educators involved in drug education and prevention. It addresses four drugs of serious concern: cocaine, marijuana, heroin, and methamphetamine. This issue focuses on changes between 1999 and 2000 and provides information on the emerging problem of methamphetamine and other club drugs. Data was collected from law enforcement, epidemiologists, and ethnographers. Based on that information, two conclusions were drawn about the current drug situation: (1) an emerging club scene continues to grow across the nation; and (2) heroin has increased in supply; purity; and number of users in some cities. This issue also reflects the latest efforts to enhance the project by expanding study sites, adding new sources for information, and enhancing data collection. (Contains 6 appendixes and 54 exhibits.) (Author/JDM) ED450322 Pulse Check: Trends in Drug Abuse, Mid-Year 2000. 2001-03-00 Office of National Drug Control Policy, Washington, DC. 74 For full-text: http://www.whitehousedrugpolicy.gov. N/A 2001 -1

New

Yes Bilingual Students Elementary Education Grade 5 Language Usage Second Language Learning Sex Differences Sociolinguistics Spanish Two Way Immersion Programs Potowski, Kimberly Dissertations/Theses - Doctoral Dissertations Reports - Research English Dual immersion classrooms combine students who speak a non-English language (in this case Spanish) with English speaking students learning the native language of the nonnative English speaking students. This case study recorded the output of Spanish first language (L1) and second language (L2) fifth graders over 5 months of Spanish language classes. The 2,203 turns of speech were coded according to nine sociolinguistic variables. Overall, students used Spanish 56 percent and English 44 percent of the time. Four major trends included the following: (1) girls used Spanish more often than boys, regardless of L1; (2) students averaged 82 percent Spanish when talking with the teacher but only 32 percent when talking to peers; (3) Spanish was mostly used for on-task topics (off-task social turns were made just 16 percent of the time in Spanish); and (4) students' peer English covered a wider range of functions (playing, teasing, and other off-task activity) than peer Spanish. Findings suggest that a kind of diglossia exists in immersion classrooms, with Spanish fulfilling mostly academic functions and rarely being used for socializing, and English being overwhelmingly preferred for social talk. Students who invested in identities as Spanish speakers more frequently spoke Spanish in the classroom, as long as no conflicts existed with their other identity investments. (Contains 37 references.) (SM) ED471635 Language Use in a Spanish-English Dual Immersion Classroom: A Sociolinguistic Perspective. 2002-00-00 324 N/A 2002 -1

New

Yes Adolescents Attitude Change Behavior Change Comprehensive School Health Education Pregnancy Secondary Education Sex Education Sexual Abstinence Sexuality Sexually Transmitted Diseases Student Behavior Devaney, Barbara Johnson, Amy Maynard, Rebecca Trenholm, Chris Reports - Descriptive Elementary and Secondary Education Act Title V Mathematica Policy Research, Princeton, NJ. English This report presents interim findings from an independent, federally funded evaluation of the abstinence education programs authorized under the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) and defined under Title V, Section 510 (b)(2)(A-H) of the Social Security Act. The report draws heavily on 4 years of implementation experiences in a selected group of abstinence education programs funded under Section 501. The evaluation addresses: the nature and underlying theories of the abstinence education programs; the implementation and operational experiences of local communities and schools that have received abstinence education funding; and the impacts of abstinence education programs on the attitudes and intentions of youth to remain abstinent, on their sexual activity, and on their risks of pregnancy and sexually transmitted diseases. Data from program documents, program observations, focus groups, and interviews with participants highlight several lessons learned: Section 510 abstinence funds are changing the local landscape of approaches to teenage pregnancy prevention and youth risk avoidance; most abstinence education programs offer more than one message of abstinence; most participants report favorable feelings about the program experience; and programs face real challenges addressing peer pressure and communication between parents and children. An appendix lists the technical workgroup for the evaluation of Title V Section 510 Abstinence Education Programs. (Contains 41 references.) (SM) ED471712 The Evaluation of Abstinence Education Programs Funded Under Title V Section 510: Interim Report. 2002-04-00 Office of the Assistant Secretary for Planning and Evaluation (DHHS), Washington, DC. 57 N/A 2002 -1

New

Yes Administrator Attitudes Computer Mediated Communication Distance Education Higher Education Literature Reviews Program Descriptions Student Attitudes Teacher Attitudes Writing Instruction Writing Laboratories Li, Hongmei Information Analyses Reports - Evaluative Speeches/Meeting Papers English This paper reviews recent publications on distance education and explores its promise and potential from the student's perspective, the faculty's perspective and the administrator's perspective. Findings indicate that only the self-motivated and self-disciplined students are most likely to succeed in distance education. Although the majority of the research concludes that there is no significant difference between distance learning and traditional learning, this is still open to debate. Faculty support is mixed. The fundamental reason is the lack of faculty involvement in the dominant administrator-centered advocacy. Successful distance education programs need to maintain a high level of faculty involvement. Administrators consider distance education as an important revenue source. In the foreseeable future, however, distance education cannot become a new revenue source, given its time- and labor-intensiveness and the cost of installation of new technology. The examination of two notable programs (the Learning Network at SUNY and the University of California Extension's On-Line Writing programs) confirmed these findings. (Contains 38 references and a figure listing 16 online journals and Web sites focusing on the distance education debate.) (Author/RS) ED461903 Distance Education: Pros, Cons, and the Future. 2002-03-00 37 N/A 2002 -1

New

Yes Classroom Techniques Elementary Education Elementary School Teachers Higher Education Pedagogical Content Knowledge Physical Education Teachers Preservice Teacher Education Teacher Attitudes Garrahy, Deb Cothran, Donetta Kulinna, Pamela Hodges Reports - Research Speeches/Meeting Papers English This study examined what elementary physical education teachers knew about classroom management, how that knowledge was gained, and how teacher knowledge changed over time. A total of 20 white, male and female physical educators completed individual interviews that examined their personal knowledge base about classroom management. Data analysis indicated that learning to manage one's own classroom was a developmental process influenced by personal and contextual forces. What teachers valued most was the knowledge that came from personal practice. They believed strongly in their wisdom of practice and the wisdom of other colleagues' practice. They did not, however, give much credence to wisdom from their teacher education programs. Respondents valued the role of their college field-based experiences and suggested adding more practicum opportunities into the undergraduate program. They used multiple classroom management strategies. On average, respondents had taught for 15 years, yet they consistently spoke of their willingness to change and seek out information to improve their classroom management skills. (Contains 27 references.) (SM) ED467768 Teachers&apos; Perspectives on Classroom Management in Elementary Physical Education. 2002-04-00 16 N/A 2002 -1

New

Yes Access to Education Adult Education Adult Students Computer Mediated Communication Distance Education Education Work Relationship Educational Research Family School Relationship Females Focus Groups Needs Assessment Student Attitudes Student Educational Objectives Student Needs Student Personnel Services Student Surveys Furst-Bowe, Julie Reports - Research Georgia Univ., Athens. Dept. of Adult Education. English A study examined reasons that adult female students are motivated to enroll in distance learning programs, described their perceptions of the courses, and identified barriers these women face as they attempt to progress through their degree programs. Results of focus groups with 40 returning adult women were analyzed. Their needs were grouped into these five general categories: needs involving communication with instructors; needs surrounding interactions with other students; needs involving support services provided by the campus; and personal needs, including support of spouses, family members, and employers. Themes from focus groups were then used to develop an online survey that was administered to 400 men and women enrolled in online courses. Findings suggested women return to college primarily for job-related reasons and deliberately select programs delivered via distance education because of the convenience of online courses and other types of distance education courses delivered at sites near their homes. Although, in general, students were satisfied with these programs and the programs appeared to enable women to balance school, work, and family demands, in some areas distance education programs still fell short of meeting student needs and expectations. Concerns were lack of feedback from instructors, lack of technical support, and inadequate advisement and student services. (Contains 22 references.) (YLB) ED468454 Identifying the Needs of Adult Women in Distance Learning Programs. 2002-05-00 Kellogg Foundation, Battle Creek, MI. 9 For full text: http://www.coe.uga.edu/hsp/monographs2/bowe.pdf. N/A 2002 -1

New

Yes Career Education Data Collection Employee Attitudes Employer Employee Relationship Employment Patterns Employment Projections Futures (of Society) Job Satisfaction Labor Needs Labor Supply Labor Turnover Nurses Nursing Education Postsecondary Education Work Environment Heinrich, Janet Information Analyses Legal/Legislative/Regulatory Materials General Accounting Office, Washington, DC. English Current evidence suggests emerging shortages of nurses available or willing to fill some vacant positions in hospitals, nursing homes, and home care. The nationwide unemployment rate for registered nurses (RNs), which has been low for many years, has declined to 1.0 percent, the lowest level in more than a decade. Nurses report job dissatisfaction relating to a variety of issues, including staffing, respect and recognition, and wages, and this dissatisfaction is affecting their decision to work in nursing. Furthermore, the nurse workforce is aging, and fewer new nurses are entering the profession to replace those who are retiring or leaving. A serious shortage of nurses is expected in the future as pressures are exerted on demand and supply. Demand is expected to increase dramatically when the baby boomers reach their 60s, 70s, and beyond. During the same period, the number of women aged 25-54, who have traditionally formed the core of the nurse workforce, is expected to remain relatively unchanged. Job dissatisfaction due to management decisions to restructure health care delivery and staffing may play a crucial role in determining the extent of future nursing shortages. More data is needed to assist in planning and targeting remedies. (YLB) ED455389 Nursing Workforce: Multiple Factors Create Nurse Recruitment and Retention Problems. Testimony before the Subcommittee on Oversight of Government Management, Restructuring and the District of Columbia, Committee on Governmental Affairs, U.S. Senate. 2001-06-27 Policymakers 13 U.S. General Accounting Office, P.O. Box 37050, Washington, DC 20013 (first copy free; additional copies $2 each). For full text: http://www.gao.gov/new.items/d01912t.pdf. N/A 2001 -1

New

Yes Activities Drug Education Educational Environment Elementary Education Intervention Organizations (Groups) Parent Participation Prevention Programming (Broadcast) Programs Resources Risk Substance Abuse Teaching Methods Television Alsup, Ben Boundy, Donna Brown, Jordan Reisman, David Rothbart, Betty Guides - Non-Classroom Thirteen WNET, New York, NY. English This booklet is designed to be used by teachers in elementary schools with the Public Broadcasting Systems series &quot;Moyers on Addiction: Close to Home.&quot; The series explores the science, treatment, prevention, and politics of addiction. This booklet discusses strategies for preventing substance abuse in elementary school. Also examined are ways to create a classroom environment that makes students comfortable asking questions about substance abuse. The 4 cornerstones of drug education are presented. Descriptions of 3 model programs that were developed to prevent drug abuse and promote healthy living habits are provided along with contact information. A discussion of risk factors and protective factors defines the role of teachers in protecting students from substance abuse. Intervention strategies are also discussed. Utilizing guest speakers for grades 4 and up, and engaging parents in the fight against drug abuse are some of the suggestions given for deterring drug use. Two activities for kindergarten-grade 3 and 4 activities for grades 4-6 are presented. A list of organizations that would be useful to teachers concludes the booklet. (MKA) ED460316 Preventing Substance Abuse: An Elementary School Guide. 1998-00-00 Practitioners Teachers 17 N/A 1998 -1

New

Yes Compliance (Legal) Conflict Resolution Decision Making Disabilities Due Process Educational Legislation Elementary Secondary Education Individualized Education Programs Parent Participation Parent School Relationship Student Placement Rebhorn, Theresa Guides - Non-Classroom National Information Center for Children and Youth with Disabilities, Washington, DC. English This guide for parents of children with disabilities explains the basics of the special education process focusing on parent participation in the process of developing the child's individualized education program (IEP). The first section reviews the IEP process including what is involved, the IEP meeting, who attends the IEP meeting, the role of different team members in the IEP process, and what happens at the IEP meeting. The second section focuses on 10 components of the IEP document including: present levels of educational performance, annual goals and short-term objectives, services and supports, participation with nondisabled children, and transition services. The following section presents principles for deciding on the child's placement. The final section addresses the specifics of participating in the IEP meeting. It covers what to do before the meeting, what to do during the meeting, what to do if there is disagreement, signing the IEP, and what to do after the IEP meeting. Lists of suggested resources and publishers are attached. (Contains 24 references.) (DB) ED473541 Developing Your Child&apos;s IEP. A Parent&apos;s Guide. 2002-10-00 Special Education Programs (ED/OSERS), Washington, DC. Parents 30 National Information Center for Children and Youth with Disabilities (NICHCY), P.O. Box 1492, Washington, DC 20013-1492. Tel: 800-695-0285 (Toll Free); Tel: 202-884-8200 (V/TTY); Fax: 202-884-8441; e-mail: nichcy@aed.org. For full text: http://www.nichcy.org. N/A 2002 -1

New

Yes Evaluation Methods Models Needs Assessment Outcomes of Treatment Prevention Program Effectiveness Program Evaluation Program Implementation Substance Abuse Guides - Non-Classroom Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Prevention. English This guide presents a capacity building framework and process for demonstrating and documenting prevention outcomes. Achieving Outcomes was developed by the Center for Substance Abuse Prevention (CSAP) in response to requests from the prevention field for guidance in selecting and implementing science-based prevention programs. The guide is organized conceptually around a framework called a program logic model. The components of the model are the five chapters of the guide: (1) needs and assets assessment, (2) capacity building, (3) program selection, (4) implementation and assessment, and (5) final evaluation. Each chapter is graphically represented as well by a component logic model, or conceptual map, of the activities that make up the chapter. It is hoped that the guide will keep practitioners focused on authentic goals and objectives, enabling them to select an appropriate intervention that--when properly implemented, measured, and evaluated--will lead to behavioral change and, ultimately, substance abuse prevention and/or reduction. This guide seeks to help ensure that what practitioners are doing in the prevention field leads to measurable change for their chosen population, policy, or neighborhood of interest. (Contains 45 references.) (GCP) ED469593 Achieving Outcomes: A Practitioner&apos;s Guide to Effective Prevention. 2002 Conference Edition. 2002-11-00 Practitioners 155 For full text: http://modelprograms.samhsa.gov/pubs_tools.htm. N/A 2002 -1

New

Yes Academic Achievement Access to Education Adult Education Blacks Economic Impact Educational Mobility Educational Needs Educational Status Comparison Educationally Disadvantaged Elementary Secondary Education Employment Patterns Employment Potential Employment Projections Employment Qualifications Employment Statistics Hearings High School Graduates Hispanic Americans Immigrants Job Training Labor Force Development Labor Market Labor Needs Labor Supply Outcomes of Education Policy Formation Position Papers Public Policy Role of Education Salary Wage Differentials Skilled Workers Taxes Legal/Legislative/Regulatory Materials Opinion Papers Social Security Congress of the U.S., Washington, DC. House Committee on the Judiciary. English The Subcommittee on Immigration and Claims of the House Committee on the Judiciary met to hear testimony on the benefits to American workers, businesses, citizens, and legal residents of more educated immigrants in the national workforce. Statements were given by the following persons: (1) Lamar Smith, U.S. Congressman from Texas; (2) William Archey, president and chief executive officer, American Electronics Association; (3) Bebecca Quan Burdette, attorney-at-law; (4) Barry Chiswick, Department of Economics, University of Illinois, Chicago; (5) Stephen F. Clarke, senior legal specialist, Law Library of Congress; (6) James R. Edwards, Jr., researcher and author; (7) Randel K. Johnson, vice president, Labor and Employee Benefits, U.S. Chamber of Commerce; (9) Richard W. Judy, director, Center for Workforce Development, Hudson Institute; (10) Laura Reiff, attorney-at-law; and (11) Kersi B. Shroff, legal specialist, Law Library of Congress. (Eleven appendices contain the written statement of these witnesses and others submitted for the record.) (AJ) ED473310 Benefits to the American Economy of a More Educated Workforce. Hearing Before the Subcommittee on Immigration and Claims of the Committee on the Judiciary, House of Representatives, One Hundred Sixth Congress, First Session, March 25, 1999. 2000-00-00 ISBN-0-16-060621-7 Policymakers 119 U.S. Government Printing Office, Superintendent of Documents, Congressional Sales Office, Washington, DC 20402. For the full transcript: http://commdocs.house.gov/committees/judiciary/hju62495.000/hju62 495_0f.htm. N/A 2000 -1

New

Yes Cost Effectiveness Early Experience Early Intervention Economic Impact Emotional Development Human Capital Public Policy Skill Development Social Development Young Children Heckman, James J. Opinion Papers Ounce of Prevention Fund. Chicago Univ., IL. Irving B. Harris Graduate School of Public Policy Studies. English Written by a 2000 winner of the Nobel Prize in Economic Sciences, this paper explores the assumptions and foundations of current policies toward skill formation. The paper examines the conventional wisdom articulated by political leaders and draws on a body of recent scholarship that challenges many of the premises that govern popular policy discussions. This scholarship suggests that taking a broader view of the way skills are produced in a modern economy is more appropriate and, ultimately, more beneficial. The paper asserts that by focusing on cognitive skills as measured by achievement or IQ tests, policies exclude the critical importance of social skills, self-discipline, and a variety of non-cognitive skills that are known to determine success in life. Furthermore, the paper maintains, this preoccupation with cognition and academic &quot;smarts&quot; as measured by test scores to the exclusion of social adaptability and motivation causes a serious bias in the evaluation of many human capital interventions. The paper also discusses recent research demonstrating the vital importance of the early preschool years for skill formation and the success and cost effectiveness of early intervention. (EV) ED467549 Invest in the Very Young. 2002-00-00 9 Ounce of Prevention Fund, 122 S. Michigan Avenue, Suite 2050, Chicago, IL 60603-6198. Tel: 312-922-3863; Fax: 312-922-3337. For full text: http://www.ounceofprevention.org. N/A 2002 -1

New

Yes Compensation (Remuneration) Disadvantaged Schools Elementary Secondary Education Incentives Premium Pay Teacher Employment Benefits Teacher Salaries Wages Prince, Cynthia D. Reports - Evaluative American Association of School Administrators, Arlington, VA. English This paper discusses the need for financial incentives if highly qualified teachers are to be placed in more challenging assignments. Evidence suggests that most teachers do not choose to work in the most difficult schools, so changing the way teachers are paid is critical if they are to serve students with the greatest needs. All indicators suggest that paying teachers more money to take on jobs that are substantially harder is a necessary part of the solution. Many states and districts are implementing a broad range of financial incentives to recruit and retain teachers. Many of these programs are new, and limited information is available to judge their effectiveness, but preliminary participation rates indicate that financial incentives are attracting teachers' attention. Some 600 New York City teachers applied for transfers to the city's 39 lowest performing schools when they were offered 15 percent pay raises. Educational and political leaders will need better information to understand how effective the various incentives are at recruiting and retaining an ample supply of high-quality teachers. Early results, however, indicate that incentives have to be large enough to matter, must target a specific need, and should have a repayment penalty for failing to uphold the terms of the agreement. (Contains 194 references.) (RJM) ED467667 Higher Pay in Hard-to-Staff Schools: The Case for Financial Incentives. 2002-06-00 53 American Association of School Administrators, 1801 North Moore Street, Arlington, VA 22209-1813. Tel: 703-528-0700; Fax: 703-841-1543; Web site: http://www.aasa.org. For full text: http://www.aasa.org/issues_and_insights/issues_dept/higher_pay.pdf. N/A 2002 -1

New

Yes Academic Achievement Elementary Secondary Education Family Influence Family Involvement Family School Relationship Parent Participation Parent School Relationship Partnerships in Education Poverty School Community Relationship Student School Relationship Dorfman, Diane Fisher, Amy Reports - Evaluative Montana Oregon Northwest Regional Educational Lab., Portland, OR. Child, Family, and Community Program. English While the research is clear that family involvement fosters student achievement, it does not clearly describe what family involvement looks like in practice. The authors of this booklet interviewed parents and other family members, teachers, and administrators at four elementary schools and two secondary schools in Oregon and Montana that are known for their strong family-involvement practices. They were asked about what was done to support their children's education, what expectations they had of the children, how family involvement was developed and implemented, and what the most successful strategies were for developing family-school partnerships, among other questions. Two schools are on Indian reservations, and four serve large numbers of Hispanic and other minority students. All schools serve high-poverty populations. The interviews revealed that involvement strategies fell into three themes: using curriculum that makes connections between students' lives and their families and communities; giving families tools to support their children, such as teaching them strategies for enhancing learning at home, explaining school policies and expectations, and linking with human-services organizations; and building mutual, respectful relationships. A list of resources concludes the booklet. (Contains 13 references.) (RT) ED474379 Building Relationships for Student Success: School-Family-Community Partnerships and Student Achievement in the Northwest. 2002-11-00 Department of Education, Washington, DC. 35 Northwest Regional Educational Laboratory, 101 S.W. Main St., Suite 500 (One Main Place Building, 5th Floor), Portland, OR 97204. Tel: 503-275-9500; e-mail: info@nwrel.org; Web site: http://www.nwrel.org/partnerships. For full text: http://www.nwrel.org/partnerships/cloak/booklet2.pdf. N/A 2002 -1

New

Yes Alcohol Abuse Cocaine Drug Abuse Drug Rehabilitation Incidence Marijuana Mental Health National Surveys Substance Abuse Tables (Data) Tobacco Trend Analysis Numerical/Quantitative Data Reports - Descriptive National Household Survey on Drug Abuse Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Office of Applied Studies. English This document presents the technical appendices and selected data tables from the 2001 National Household Survey on Drug Abuse. Included are a description of the survey; statistical methods and limitations of the data; effects of changes in survey protocol on trend measurement; key definitions for the 1999-2001 survey years; and other sources of data. Appendixes contain references, sample size and population tables, and selected prevalence tables. (Contains 110 references, 54 figures, and 121 tables.) (GCP) ED470404 Results from the 2001 National Household Survey on Drug Abuse. Volume I: Summary of National Findings [and] Volume II: Technical Appendices and Selected Data Tables [and] Volume III: Detailed Tables. 2002-08-00 342 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345. Tel: 301-468-2600; Tel: 800-729-6686 (Toll Free); Tel: 800-487-4889 (TDD)(Toll Free); Web site: http://www.samhsa.gov; Web site: http://www.DrugAbuseStatistics.SAMHSA.gov. N/A 2002 -1

New

Yes Academic Achievement Culturally Relevant Education Elementary Secondary Education Hispanic American Students Low Achievement Teacher Qualifications Teaching Methods Padron, Yolanda N. Waxman, Hersch C. Rivera, Hector H. Reports - Descriptive Center for Research on Education, Diversity and Excellence, Santa Cruz, CA. English This report examines factors that must be considered in the development of effective educational programs that serve Hispanic students. The educational crisis facing Hispanic students has been discussed at length at local, state, regional, and national levels, and a number of reports have documented problems confronting these students. This report provides a synthesis of research on the education of Hispanic students, summarizing these problems and suggesting possible solutions. The report is divided into five sections. The first section discusses factors in the education of Hispanics. The second highlights the educational status of Hispanic students in the United States. The third examines factors associated with the underachievement of Hispanic students, with particular focus on the following: lack of qualified teachers to teach them, the use of inappropriate teaching practices, and at-risk school environments. The fourth section spotlights factors associated with the success of Hispanic students and provides a brief summary of instructional strategies and programs that have been found to significantly improve their achievement in school. The fifth section examines how current knowledge of such practices and programs can inform educational policy and practice regarding teacher education and professional development and guide future research. (Contains 78 references.) (SM) ED470554 Educating Hispanic Students: Obstacles and Avenues to Improved Academic Achievement. Educational Practice Report 8. 2002-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 27 Dissemination Coordinator CREDE/CAL, Center for Applied Linguistics, 4646 40th Street, N.W., Washington, DC 20016-1859. Tel: 202-362-0700; Tel: 800-551-3709 (Toll-Free); Fax: 202-362-3740; Fax: 800-700-3629 (Toll-Free); e-mail: crede@cal.org; Web site: http://www.cal.org/crede/pubs. N/A 2002 -1

New

Yes Empathy Grade 5 History Intermediate Grades Perspective Taking Qualitative Research Social Studies Theory Practice Relationship Dulberg, Nancy Reports - Research Speeches/Meeting Papers English For children to understand history, they need to be able to see the world through the eyes of its participants, and to understand that there are multiple perspectives on the past. This paper focuses on relating theory to practice in history and social studies teaching and curriculum design, emphasizing that historical perspective-taking and empathy are fundamental components of historical understanding. Fostering perspective-taking and empathy in students fulfills another traditional goal of the social studies: education for the social good. The paper synthesizes theory and scholarship from the disciplines of human psychology, history, and education. Drawing from the works of John Dewey, Jean Piaget, and recent scholarship in history education, the study examines the construction of historical understanding. It concentrates on the perspective-taking capacities of a small sample of fifth-grade students and the role empathy plays in the perspective-taking and in the learning of history. The research provides educators with an empirical representation of fifth graders perspective-taking capacities and a goal of designing curriculum to match students' understandings and ways of learning in history. Data, primarily interviews with students and interview transcripts, are analyzed using qualitative and interpretive research methodology. Three levels of historical thinking and perspective-taking were found. The levels appear qualitatively differentiated and multifaceted, and support the view that historical understanding develops along a continuum of thought and is influenced by several variables, including personal experience and family background. (Contains 31 references.) (BT) ED474135 Engaging in History: Empathy and Perspective-Taking in Children&apos;s Historical Thinking. 2002-04-00 48 N/A 2002 -1

New

Yes Computer Uses in Education Educational Technology Elementary Secondary Education Higher Education Information Technology Internet Teacher Education Technology Integration Technology Uses in Education Telecommunications Willis, Dee Anna, Ed. Price, Jerry, Ed. Davis, Niki, Ed. Collected Works - Proceedings Association for the Advancement of Computing in Education, Norfolk, VA. Society for Information Technology and Teacher Education. English This proceedings contains papers from the 2002 Society for Information Technology &amp; Teacher Education (SITE) conference. Papers are organized in the following sections: (1) Invited Papers and Invited Panels; (2) Concepts &amp; Procedures; (3) Corporate &amp; Distance Education; (4) Diversity/Equity; (5) Educational Computing Course; (6) Educational Leadership; (7) Electronic Portfolios; (8) Faculty Development; (9) Fine Arts; (10) Graduate and Inservice Education; (11) Instructional Design; (12) International; (13) Mathematics; (14) New Media; (15) Partnerships across Organizations; (16) Preservice Teacher Education; (17) PT3 (Preparing Tomorrow's Teachers To Use Technology) Papers; (18) Reading, Language Arts, and Literacy; (19) Research; (20) Science; (21) Simulations; (22) Social Studies; (23) Special Needs; (24) Technology Diffusion; (25) Telecommunications: Graduate and Inservice &amp; Faculty Use; (26) Telecommunications: Preservice, Inservice, Graduate, and Faculty; (27) Telecommunications: Systems and Services; (28) Theory; (29) Video Cases; and (26) Young Child. In addition to long and short papers, many brief summaries of conference presentations are also included. (MES) ED472225 Proceedings of SITE 2002: Society for Information Technology &amp; Teacher Education International Conference (13th, Nashville, Tennessee, March 18-23, 2002). 2002-00-00 ISBN-1-880094-44-4 2638 Association for the Advancement of Computing in Education, P.O. Box 3728, Norfolk, VA 23514-3728. Web site: http://www.aace.org. N/A 2002 -1

New

Yes Classroom Design Classroom Environment Educational Facilities Furniture Arrangement Secondary Education Secondary School Teachers Space Utilization Teacher Attitudes Teacher Student Relationship Lang, Dale Christopher Dissertations/Theses - Doctoral Dissertations Reports - Research English Through questionnaires, observations, and interviews, this study revealed the degree to which 31 high school teachers altered their classroom spaces and/or adjusted their routines to meet their pedagogical goals at a temporary school site. Teachers emphatically desired: (1) an appropriate amount of space to rearrange student furniture, enabling them better interaction with students for planned activities; (2) an ability to control the location and amount of lighting during those activities; and (3) access to adequate computing tools for their students. The ability to control noise, temperature, and ventilation was also important. Teachers' mediation of classroom spaces appeared to be closely associated with individual teaching goals rather than physiological responses to the environment, although there was evidence of the importance of accommodating teachers' perceptions of their own physical wellbeing. The study also disclosed a noticeable social-cultural need for meeting places within the school for teacher peer interactions and equally negative responses to sharing teaching spaces with those with dissimilar tastes and goal aspirations. Four appendixes include consent forms and approval letters; questionnaire, observation form, and interview questions; data results; and classroom physical measurements. (Contains 70 references.) (Author/SM) ED472265 Teacher Interactions within the Physical Environment: How Teachers Alter Their Space and/or Routines Because of Classroom Character. 2002-00-00 114 N/A 2002 -1

New

Yes Alaska Natives American Indian Students American Indians Canada Natives Elementary Secondary Education Ethnicity Individual Development Personal Narratives Resilience (Personality) Secondary School Students Self Concept Social Support Groups Spirituality Student Attitudes Student Experience Student Motivation Values Youth Problems Bergstrom, Amy Cleary, Linda Miller Peacock, Thomas D. Books Opinion Papers Reports - Research ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV. English Many American Indian, First Nations, and Alaska Native cultures have prophecies about the &quot;Seventh Generation&quot;--young people who will have a spiritual and cultural awakening and lead the regeneration of the nations and the earth. This book honors the Seventh Generation. It draws on the words of 120 Native youth, interviewed in the United States and Canada, to share what can be learned from their stories of success, failure, growth, and resilience. Chapters focus on themes that emerged in these stories: glimpses into the lives of Native youth, factors that influence how youth develop a Native identity, things that make life and school difficult, ways that students handle difficulty, different intellectual gifts and how they may be used to help one's people, finding the help and motivation to succeed in school, and how students found the &quot;good path&quot; and where it has taken them. The final chapter, written especially for teachers and youth workers, provides information about how to help Native youth develop resiliency and gives more detail about the research methods used and the philosophy underlying this unusual project. Interspersed throughout the book are short fictional &quot;teaching stories&quot; meant to illustrate common dilemmas faced by Native youth and possible responses. Discussion questions are included to help youth use the stories as starting points for voicing their own concerns and experiences and for considering how they too might find the good path. (Contains 55 references and an index.) (SV) ED472385 The Seventh Generation: Native Students Speak about Finding the Good Path. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-1-880785-25-0 Practitioners Students 205 ERIC/CRESS, P.O. Box 1348, Charleston, WV 25325-1348 ($20). Tel: 800-624-9120 (Toll Free). N/A 2003 -1

New

Yes Academic Achievement Access to Computers Adult Education Adult Literacy Age Differences Attendance Patterns Child Health College Bound Students College Entrance Examinations College Faculty Dropout Rate Early Parenthood Elementary Secondary Education English (Second Language) Enrollment Trends Grade Repetition Hispanic American Students Infant Mortality Labor Market Language Minorities Outcomes of Education Parent Influence Population Trends Postsecondary Education School Choice Social Environment Special Education Student Behavior Substance Abuse Suspension Violence Voting Llagas, Charmaine Numerical/Quantitative Data Reports - Descriptive National Center for Education Statistics (ED), Washington, DC. English This report examines the educational status of Hispanic Americans, presenting indicators illustrating recent educational gains and existing gaps. Data come from National Center for Education Statistics published reports as well as other federal agencies and organizations. There are four sections with eight chapters. Section 1, &quot;Demographic Overview,&quot; includes (1) &quot;Demographic Characteristics.&quot; Section 2, &quot;Preprimary, Elementary, and Secondary Education,&quot; includes (2) &quot;Participation,&quot; (3) &quot;Persistence,&quot; (4) &quot;Academics and Achievement,&quot; (5) &quot;Social Environments and Parental Support for Learning,&quot; and (6) &quot;Student Behaviors.&quot; Section 3, &quot;Postsecondary Education,&quot; includes (7) &quot;Participation and Context.&quot; Section 4, &quot;Outcomes of Education,&quot; discusses (8) &quot;Labor Market and Social Outcomes.&quot; Much of the recent rise in minority enrollment is attributed to growth in the Hispanic student population. Hispanics have retention and suspension/expulsion rates higher than those of Whites and lower than those of Blacks. They have higher dropout rates and lower graduation rates than Whites or Blacks. While their test scores were higher in 1999 than in 1970s, they were still lower than those of Whites. Over 50 percent of Hispanic students speak mostly English at home. Hispanic college enrollment increased between 1980-2000. There is a positive relationship between education and salary for all racial/ethnic groups, though incomes for Hispanic men are lower than those of white men at most educational levels. (Contains 28 bibliographic references and 76 tables.) (SM) ED477131 Status and Trends in the Education of Hispanics. 2003-04-00 186 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 1-877-4ED-PUBS (Toll-Free); Web site: http://www.nces.ed.gov. N/A 2003 -1 ED492626 ED492093

New

Yes Adolescents At Risk Persons Children Community Involvement Family Influence Peer Influence Program Effectiveness Resistance to Temptation Sex Differences Substance Abuse Youth Programs Springer, J. Fred Sambrano, Soledad Sale, Elizabeth Kasim, Rafa Herman, Jack Reports - Evaluative Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Prevention. English This multiple-site study assessed 48 prevention programs for high-risk youth funded by the Center for Substance Abuse Prevention, identifying program characteristics associated with strong substance abuse prevention outcomes. Data analysis indicated that substance abuse programs reduced rates of substance use, and the positive effects of program participation continued for at least 18 months after the program ended. Youth already using cigarettes, alcohol, and marijuana significantly reduced their use of substances after joining a prevention program. Gender played an important role in risk, protection, and substance abuse. Despite gender differences, programs that used multiple science-based practices identified in the study produced stronger and longer lasting effects for both boys and girls. Family, peers, school, community, and society protected against substance abuse. Connection to those five interwoven domains clearly played an important role in effective prevention efforts. Science-based program components produced consistent and lasting reductions in substance use. Communities with more opportunities for participation in prevention positively impacted substance use by youth. (Contains 11 references and 14 figures.) (SM) ED477132 The National Cross-Site Evaluation of High-Risk Youth Programs. Preventing Substance Abuse: Major Findings from the National Cross-Site Evaluation of High-Risk Youth Programs. Monograph Series. 2002-01-00 32 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345. Tel: 301-468-2600; Tel: 800-729-6686 (Toll Free); Web site: http://www.samhsa.gov. N/A 2002 -1

New

Yes Adjustment (to Environment) Collegiality Compliance (Legal) Contracts Definitions Employee Attitudes Employer Employee Relationship Employment Qualifications Family Work Relationship Federal Legislation Focus Groups Foreign Countries Job Satisfaction Labor Conditions Labor Legislation Labor Market Labor Relations Labor Turnover Models National Surveys Organizational Change Organizational Climate Organizational Effectiveness Quality of Working Life Questionnaires Skill Development Tables (Data) Temporary Employment Work Attitudes Work Environment Lowe, Graham S. Schellenberg, Grant Reports - Research Tests/Questionnaires Canada Canadian Policy Research Networks Inc., Ottawa (Ontario). English The Changing Employment Relationships Project examined the importance of good employment relationships for workers, employers, and public policy. A nationally representative sample of 2,500 employed Canadians was surveyed, and 8 focus groups were conducted. The research findings were analyzed to explain the multidimensional nature of the relationships linking workers with employers, business clients, and other workers. The analysis also focused on &quot;nonstandard work,&quot; including temporary and self-employment arrangements, and on links between paid work, home, and family. A healthy and supportive work environment and receiving the resources needed to do the job well were identified as the two most crucial factors in creating robust employment relationships. Organizational change was an important negative influence. Perceptions of whether a job pays well appeared to be more important than actual pay. Union membership was associated with weaker employment relationships on all dimensions. Employment relationships were shown to have a big impact on the following job attitudes and behaviors: job satisfaction; skill development and use; turnover; workplace morale; absenteeism; and willingness to join a union. The study documented a strong link between work environments, employment relationships, quality of work life, and organizational performance. Appendixes present the multivariate analysis results and the survey questionnaire. (Contains 39 endnotes and 56 tables/figures/boxes.) (MN) ED468464 What&apos;s a Good Job? The Importance of Employment Relationships. CPRN Study. Changing Employment Relationships Series. 2001-00-00 ISBN-1-896703-53-4 137 Renouf Publishing, 812 Proctor Avenue, Ogdensburg, NY 13669-2205 ($9.50). For full text: http://www.cprn.com/docs/work/wgj_e.pdf. N/A 2001 -1

New

Yes Adolescent Behavior Adolescents Alcohol Abuse Behavior Problems Drinking Incidence Tables (Data) Reports - Research National Household Survey on Drug Abuse Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Office of Applied Studies. English This report presents findings on underage alcohol use (i.e., alcohol use among persons under the age of 21) from the National Household Survey on Drug Abuse (NHSDA). The NHSDA asks respondents about the quantity and frequency of their alcohol use in the past month. The NHSDA also asks about problems or behaviors associated with their alcohol use in the past 12 months, including driving under the influence of alcohol, symptoms of alcohol dependence or abuse, and receipt of treatment for alcohol problems. Data also were analyzed by the type of county in which respondents lived at the time of the interview and by college enrollment status. Moreover, because the NHSDA since 1999 has included people in all 50 States and the District of Columbia, it is possible to produce estimates at the State level. Therefore, this report also includes estimates of underage alcohol use at the State level based on combined data from 3 survey years: 1999 through 2001. (Author) ED478361 Alcohol Use by Persons under the Legal Drinking Age of 21. The NHSDA Report. 2003-05-09 7 For full text: http://www.samhsa.gov/oas/2k3/UnderageDrinking/UnderageDrinking.cfm. N/A 2003 -1

New

Yes Corporations Political Influences Presidents of the United States Primary Sources Secondary Education Social Influences Social Studies State History United States History Guides - Classroom - Teacher Hawaii National Archives and Records Administration, Washington, DC. English In 1893 the last monarch of Hawaii, Queen Lili'uokalani, was overthrown by a party of U.S. businessmen, who then imposed a provisional government. Soon after, U.S. President Benjamin Harrison submitted a treaty to annex the Hawaiian Islands to the U.S. Senate for ratification. In 1897, the treaty effort was blocked when the Hawaiian Patriotic League, composed of native Hawaiians, successfully petitioned the U.S. Congress in opposition of the treaty. But with the explosion of the U.S. Maine in February 1898, signaling the start of the Spanish American War, establishing a mid-Pacific fueling station and naval base became a strategic imperative for the United States. The Hawaiian Islands were the clear choice, and in July 1898, a joint resolution passed in Congress and Hawaii was officially annexed by the U.S. This lesson plan is based on two primary source documents from the &quot;1897 Petition against the Annexation of Hawaii&quot;: (1) &quot;Page 6 of Men's Petition against Annexation of Hawaii, September 11, 1897&quot;; and (2) &quot;Page 22 of Women's Petition against Annexation of Hawaii, September 11, 1897.&quot; The lesson plan provides the documents; covers the historical background; addresses standards and cross-curricular connections; suggests diverse teaching activities; and offers a written document analysis worksheet. (BT) ED476016 The 1897 Petition against the Annexation of Hawaii. Teaching with Documents. 2003-00-00 Practitioners Teachers 13 The National Archives and Records Administration, 8601 Adelphi Road, College Park, MD 20740-6001. Tel: 866-272-6272 (Toll Free); Fax: 301-837-0483. For full text: http://archives.gov/digital_classroom/lessons/hawaii_petition_1897/ hawaii_petition_1897.html. N/A 2003 -1

New

Yes Acculturation Asian Americans Blacks English (Second Language) Hispanic Americans Homeowners Immigrants Intermarriage Limited English Speaking Second Language Learning Rodriguez, Gregory Reports - Research English This study focuses on three areas considered indexes of an immigrant's commitment to U.S. society: citizenship, homeownership, English language acquisition, and intermarriage. Data come from the 1990 U.S. Census Public Use Microdata Sample and the June 1994 and the 1998 Current Population Survey. Data analysis indicates that in 1990, 76.4 percent of immigrants who had resided in the United States for 40 years were naturalized citizens. Within 20 years of arrival, 60.9 percent of immigrants lived in owner-occupied housing in 1990. Within 10 years of arriving in the United States, more than three out of four immigrants spoke English well or very well in 1990. Less than 2 percent of long-established immigrants over age 39 years spoke no English at all. Intermarriage rates for second- and third-generation Asians and Latinos were extraordinarily high. Fully one-third of third-generation Hispanic American women, and 41 percent of third-generation Asian American women, were married outside of their ethnic group. The results suggest that, according to data on people's everyday lives, today's immigrants assimilate into U.S. society much the way earlier waves of newcomers did. (Adjunct ERIC clearinghouse for ESL literacy education.) (SM) ED476244 From Newcomers to New Americans: The Successful Integration of Immigrants into American Society. 1999-07-00 ISBN-0-9645220-2-0 29 National Immigration Forum, 220 I Street, N.E., Suite 220, Washington, DC 20002-4362 ($10). Tel: 202-544-0004; Fax: 202-544-1905; Web site: http://www.immigrationforum.org. N/A 1999 -1

New

Yes Academic Achievement Educational Facilities Environmental Influences Physical Environment School Buildings Young, Ed Green, Harry A. Roehrich-Patrick, Lynnisse Joseph, Linda Gibson, Teresa Reports - Descriptive Tennessee English This report explains that there is growing evidence of a correlation between the adequacy of a school facility and student behavior and performance. In general, students attending school in newer, betterfacilities score 5 to 17 points higher on standardized tests than those attending in substandard buildings. School facility factors such as building age and condition, quality of maintenance, temperature, lighting, noise, color, and air quality canaffect student health, safety, sense of self, and psychological state. The report further explains that research has also shown that the quality of facilities influences citizen perceptions of schools and can serve as a point of communitypride and increased support for public education. Of special importance is the effect that facilities have on time inlearning, which is universally acknowledged as the single most critical classroom variable. Further, according to the most recent school infrastructure inventory by the Tennessee Advisory Commission on Intergovernmental Relations, 26 percent of the state's 1,590 K-12 schools are rated &quot;fair,&quot;&quot;poor,&quot; or &quot;in need of replacement.&quot; However, almost half of allstate schools need some upgrading of facilities. The estimated total cost of these needed renovations, repairs, and replacements is $1.5 billion. (EV) ED479494 Do K-12 School Facilities Affect Education Outcomes? Staff Information Report. 2003-01-00 40 For full text: http://www.state.tn.us/tacir/PDF_FILES/Education/SchFac.pdf. N/A 2003 -1

New

Yes Drug Abuse Drug Addiction Drug Rehabilitation Guides - Non-Classroom Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. English Recently, the media have issued numerous reports about the apparent increase in OxyContin abuse and addiction. OxyContin has been heralded as a miracle drug that allows patients with chronic pain to resume a normal life. It has also been called pharmaceutical heroin and is thought to have been responsible for a number of deaths and robberies in areas where its abuse has been reported. The Center for Substance Abuse Treatment (CSAT) is interested in helping professionals on the front line of substance abuse treatment by providing them with the facts about OxyContin, its use and abuse, and how to treat individuals who present at treatment facilities with OxyContin concerns. This first issue of the CSAT Advisory answers frequently asked questions about OxyContin; provides general information about semisynthetic opioids and their addiction potential; summarizes evidence-based protocols for treatment; and provides referral sources for further information. (GCP) ED473614 OxyContin: Prescription Drug Abuse. CSAT Advisory. 2001-04-00 Counselors Practitioners 10 For full text: http://www.health.org/govpubs/ms726/. N/A 2001 -1

New

Yes Bilingual Education Bilingual Students Early Childhood Education Elementary Education English (Second Language) Grade 2 Hispanic American Students Limited English Speaking Low Income Groups Montessori Schools Reading Achievement Second Language Learning Spanish Urban Schools Rodriguez, Linda Irby, Beverly J. Brown, Genevieve Lara-Alecio, Rafael Galloway, Martha Reports - Evaluative Speeches/Meeting Papers Texas English This study analyzed a public school prekindergarten Montessori bilingual program, investigating second grade reading achievement scores on Spanish and English norm-referenced tests and comparing students who had participated in the Montessori program with those who had participated in a prekindergarten traditional bilingual program. Participants were second graders enrolled in a large urban Texas school district who had been involved in one of the two programs. All students were of Hispanic origin and from low socioeconomic status families. Students completed the reading section of the Aprenda (Spanish) and Iowa Test of Basic Skills (ITBS; English), which the school district administered annually to measure student progress. The Aprenda Spanish test is a written test that examines word reading, reading comprehension, language, and listening. The ITBS measures reading achievement gains. Data on 100 students indicated that children who had participated in the prekindergarten Montessori bilingual program significantly outscored the other children on the Spanish reading subtest of the Aprenda achievement test. Children who had participated in the prekindergarten Montessori program and who had continued through second grade in a transitional bilingual program significantly outscored those in the other group. The results suggest that school districts should look closely at program placement for limited English proficient students (Contains 36 references.) (SM) ED478568 An Analysis of a Public School Prekindergarten Bilingual Montessori Program. 2003-04-24 31 N/A 2003 -1

New

Yes Adolescents Behavior Modification Cognitive Restructuring Counseling Effectiveness Counseling Techniques Drug Rehabilitation Intervention Marijuana Motivation Substance Abuse Sampl, Susan Kadden, Ronald Guides - Non-Classroom Information Analyses Reports - Descriptive Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. English This manual is designed to help train substance abuse treatment counselors to conduct a brief five-session treatment intervention for adolescents with cannabis use disorders presenting for outpatient treatment. It combines two sessions of motivational enhancement therapy provided individually and three sessions of cognitive behavioral therapy provided in a group format. The program is referred to as MET/CBT5. Although this will be one of the first applications of these approaches to adolescent treatment, related brief intervention approaches with adults have proved very effective. In the Cannabis Youth Treatment study, the approach was also an efficient intervention because its personalized feedback report was based on the intake assessments already done as part of the research protocol. The treatment described in this manual was designed to address the problem of marijuana use by adolescents. Section I reviews the scope, effects, and patterns of the marijuana problem. Section II provides a brief overview of the Cannabis Youth Treatment project for which this manual was developed. Section III covers the scientific basis for this intervention. Section IV provides step-by-step procedures for actually implementing this treatment protocol. Five appendixes contain therapist session reports, supervisor session rating reports, poster facsimiles, personalized feedback reports, and a study on clinical management of a field trial of five outpatient treatments for adolescent substance abuse. (Contains 67 references.) (GCP) ED478681 Motivational Enhancement Therapy and Cognitive Behavioral Therapy for Adolescent Cannabis Users: 5 Sessions. Cannabis Youth Treatment (CYT) Series, Volume 1. 2001-00-00 157 For full text: http://www.kap.samhsa.gov/products/manuals/cyt/. N/A 2001 -1

New

Yes Adolescents Behavior Modification Cognitive Restructuring Counseling Effectiveness Counseling Techniques Drug Rehabilitation Intervention Marijuana Motivation Substance Abuse Theory Practice Relationship Webb, Charles Scudder, Meleney Kaminer, Yifrah Kaden, Ron Guides - Non-Classroom Information Analyses Reports - Descriptive Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. English This manual, a supplement to &quot;Motivational Enhancement Therapy and Cognitive Behavioral Therapy for Adolescent Cannabis Users: 5 Sessions, Cannabis Youth Treatment (CYT) Series, Volume 1&quot;, presents a seven-session cognitive behavioral treatment (CBT7) approach designed especially for adolescent cannabis users. It addresses the implementation and evaluation of cognitive behavioral treatment for adolescent marijuana users as part of the Cannabis Youth Treatment Project: A Cooperative Agreement for Evaluating the Efficacy of Five Treatments for Adolescents With Self-Reported Marijuana Use and Problems Associated with Its Use. This volume provides instructions for sessions 6 through 12 of the cognitive behavioral therapy (CBT) for adolescent marijuana users. The first five sessions (two motivational enhancement therapy sessions and three CBT sessions) are described in Volume 1. This manual has been adapted for general treatment use. It is divided into seven sections including appendixes. The first two sections provide background, an overview of the theoretical model underlying the design of CBT7, and discussions on supplemental issues. Sections III through VI provide an overview of session components, step-by-step procedures for implementing the treatment protocol, a glossary of terms, and the references. The appendixes include sample posters, sample forms, and a detailed account of the CYT study. (Contains 57 references.) (GCP) ED478682 The Motivational Enhancement Therapy and Cognitive Behavioral Therapy Supplement: 7 Sessions of Cognitive Behavioral Therapy for Adolescent Cannabis Users, Cannabis Youth Treatment (CYT) Series, Volume 2. 2002-00-00 158 For full text: http://www.kap.samhsa.gov/products/manuals/cyt/. N/A 2002 -1

New

Yes Alcoholism Behavior Problems Children Coping Counseling Techniques Counselor Training Drug Addiction Elementary Secondary Education Family Environment Family Problems Parent Child Relationship Prevention Resilience (Personality) Guides - Non-Classroom Non-Print Media Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Prevention. English Approximately one in four children in the United States is exposed to alcohol abuse or alcohol dependence in the family. Countless other children are living in families in which there is illicit drug abuse. Growing evidence suggests that genetics and environmental factors can predispose children of substance abusing parents to behavioral problems or to abuse alcohol or illegal drugs themselves. These children are also at a higher-than-average risk for problems in school and in social relationships. Treatment providers report that, while they recognize that the children of their clients also have needs, they often do not have the tools and resources to respond. This compendium of materials provides treating professionals and programs with just those tools and resources. The&quot;Children's Program Kit&quot; is a valuable resource for treatment providers and prevention centers that aim to help children make sense of what they've been experiencing, cope with the stresses of their families' problems, and strengthen their potential for resilience. The kit contains complete inservice training on this issue for substance abuse treatment and counseling staff, as well as school personnel and community leaders. There are strategies and tools for therapists to use with their clients who may be both parents and children. There is a detailed curriculum with five separate activities for elementary, middle school, and high school youth, or 15 activities in all. Sample letters to addicted parents appealing to them to support their children's participation in the program are provided. The Kit also contains videos, posters, fliers, and evaluation forms. (GCP) ED478694 Children&apos;s Program Kit: Supportive Education for Children of Addicted Parents. 2003-00-00 Practitioners Counselors Support Staff 242 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345. Tel: 301-468-2600; Tel: 800-729-6686 (Toll Free); Tel: 800-487-4889 (TDD) (Toll Free). For full text: http://www.samhsa.gov. N/A 2003 -1

New

Yes Action Research Data Collection Educational Research Elementary Secondary Education Faculty Development Teacher Researchers Caro-Bruce, Cathy Guides - Classroom - Teacher National Staff Development Council, Oxford, OH. English This handbook is a roadmap for action research facilitators to help groups as they work through the research process. It offers quotations, handouts, strategies, resources, and insights from actual experiences. The sections of the handbook follow the action research cycle, focusing on: &quot;What is Action Research?&quot;; &quot;What is the Action Research Process?&quot;; &quot;Why Action Research?&quot;; &quot;Developing a Question&quot;; &quot;Activities and Strategies&quot;; &quot;Data&quot;; &quot;Writing About Action Research&quot;; &quot;Sample Agendas&quot;; &quot;Getting Started in a School District&quot;; &quot;Facilitation Skills&quot;; and &quot;Resources.&quot; For each section, title pages describe the tools and processes included; clipboards describe the activities that facilitators can use to help action researchers as they move through the process; resource pages provide background information and support material; and balloons include comments that reflect what facilitators have learned about the process and working with groups. (Contains 28 references.) (SM) ED472452 Action Research Facilitator&apos;s Handbook. 2000-00-00 Teachers Practitioners 308 National Staff Development Council, P.O. Box 240, Oxford, OH 45056. Tel: 513-523-6029; Tel: 800-727-7288 (Toll Free); Fax: 513-523-0638; e-mail: NSDCoffice@aol.com; Web site: http://www.nsdc.org. N/A 2000 -1

New

Yes Child Abuse Child Advocacy Counseling Counseling Techniques Guidelines Mental Health Programs Sexual Abuse Saunders, B. E. Berliner, L. Hanson, R. F. Guides - Non-Classroom Information Analyses English Helping child abuse victims receive the mental health treatment they need is an important component of victim advocacy with children, and benefits both the children and the criminal justice system. As part of this work, the National Crime Victims Research and Treatment Center at the Medical University of South Carolina and the Center for Sexual Assault and Traumatic Stress at the Harborview Medical Center, University of Washington conducted a collaborative project with the Office for Victims of Crime to develop guidelines for the mental health assessment and treatment of child victims of sexual and physical abuse and their families. The primary purpose of this project was to encourage the use of mental health treatment protocols and procedures that have a sound theoretical basis, a good clinical-anecdotal literature, high acceptance among practitioners in the child abuse field, a low chance for causing harm, and empirical support for their utility with victims of abuse. These Guidelines seek to present the best available information about the mental health treatment of cases of physical and sexual abuse in a concise and consistent format that can be easily used by practitioners and other interested professionals. The Guidelines seek to cover the most common approaches, the protocols with the most empirical support, theoretically sound and promising treatments that may not have been tested empirically, and some practices that raise concern. By providing practitioners with clear and succinct information and directions for how to obtain more detailed knowledge, they will be better equipped to work with these child abuse victims and their families. (Contains 310 references.) (GCP) ED472572 Child Physical and Sexual Abuse: Guidelines for Treatment. Final Report. 2003-01-15 Department of Justice, Washington, DC. Office of Justice Programs. Practitioners 138 National Crime Victims Research and Treatment Center, Medical University of South Carolina, 165 Cannon St., Box 250852, Charleston, SC 29425. For full text: http://www.musc.edu/cvc. N/A 2003 -1

New

Yes Educational Quality Educational Resources Elementary Secondary Education Environmental Education Higher Education Professional Development Program Development Program Effectiveness Science Curriculum Meredith, Joyce Cantrell, Diane Conner, Michael Evener, Bruce Hunn, Diana Spector, Paul Guides - Non-Classroom Environmental Education Council of Ohio, Akron. English This document presents best practice recommendations for important elements of environmental education including content, program development and implementation, assessment and evaluation, and professional development. Written for providers of environmental education, the guide is designed to help environmental education providers develop and implement the highest quality environmental education programs for all possible audiences. (YDS) ED472040 Best Practices for Environmental Education: Guidelines for Success. 2000-00-00 Environmental Protection Agency, Washington, DC. George Gund Foundation, Cleveland, OH. Practitioners 71 Ohio Environmental Protection Agency, Office of Environmental Education, P.O. Box 1049, Columbus, OH 43216-1049. Tel: 614-644-2873; Fax: 614-728-1275. For full text: http://www.environmentaleducationohio.org. N/A 2000 -1

New

Yes British National Curriculum Curriculum Evaluation Instructional Effectiveness Phonics Primary Education Reading Achievement Reading Instruction Teacher Attitudes Reports - Evaluative United Kingdom (England) Office for Standards in Education, London (England). English The change in teachers' attitudes to the teaching of phonics has been one of the significant gains brought about by the National Literacy Strategy. Nevertheless, while phonics is now taught in a high percentage of lessons, there is still much further to go before the quality of the teaching is good enough to have the impact which is needed on attainment in English at the end of Key Stage 1. The strategy has not been without its detractors but, often, they have served to improve the quality of the debate about literacy and draw attention to issues that need to be discussed. The teaching of phonics is one of these and this paper is intended to promote informed debate, based on the findings of inspection. Sections of the paper are: Headlines; Introduction; Teaching Phonics: Expectations; Word Level Work and the Teaching of Phonics; Points for Action; and Conclusion. (RS) ED472084 Teaching of Phonics. 2001-10-00 11 Available only from the Web site: http://www.ofsted.gov.uk/publications/docs/1251.htm. N/A 2001 -1

New

Yes Alcohol Abuse Drug Abuse Drug Rehabilitation Incidence Mental Health National Surveys Prevention Smoking Substance Abuse Tables (Data) Trend Analysis Information Analyses Numerical/Quantitative Data Reports - Descriptive Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Office of Applied Studies. English This report presents the first information from the 2002 National Survey on Drug Use and Health (NSDUH), an annual survey of the civilian, noninstitutionalized population of the United States aged 12 years old or older. Prior to 2002, the survey was called the National Household Survey on Drug Abuse (NHSDA). This initial report on the 2002 data presents national estimates of rates of use, numbers of users, and other measures related to illicit drugs, alcohol, and tobacco products. Measures related to mental health problems also are included. The results from the 2002 NSDUH are given in this report, which has separate chapters that discuss the national findings on eight topics: use of illicit drugs; use of alcohol; use of tobacco products; trends in lifetime use of substances; trends in initiation of substance use; prevention-related issues; substance dependence, abuse, and treatment; and mental health. A final chapter summarizes the results and discusses key findings in relation to other research and survey results. Technical appendices describe the survey, provide technical details on the survey methodology, discuss the effects of survey protocol changes on trend measurement, offer key NSDUH definitions, discuss other sources of data, list the references cited in the report (as well as other relevant references), and present selected tabulations of estimates. (Contains 132 references, 90 tables, and 51 figures.) (GCP) ED479833 Results from the 2002 National Survey on Drug Use and Health: National Findings. 2003-00-00 273 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345. Tel: 301-468-2600; Tel: 800-729-6686 (Toll Free); Tel: 800-487-4889 (TDD) (Toll Free). For full text: http://www.samhsa.gov. For full text: http://www.samhsa.gov/oas/nhsda/2k2nsduh/Results/2k2Results.htm#toc. N/A 2003 -1

New

Yes Child Rearing Educational Attainment Elementary Secondary Education Family Influence Family Structure One Parent Family Outcomes of Education Stepfamily Tax Credits Pollak, Robert A. Ginther, Donna K. Reports - Research Earned Income Tax Credit National Bureau of Economic Research, Cambridge, MA. English This paper examines correlations between children's educational outcomes and family structure. Although popular discussions focus on distinctions between two-parent and single-parent families, earlier research shows that outcomes for stepchildren are similar to outcomes for children in single-parent families, and earlier researchers suggested that the crucial distinction is between children who were reared by both biological parents and children who were not. This paper suggests that such a finding is misleading, asserting that educational outcomes for both types of children in blended families--stepchildren and their half-siblings who are the joint biological children of both parents--are similar to each other and substantially worse than outcomes for children reared in traditional nuclear families. It concludes that the crucial distinction is between children reared in traditional nuclear families and children reared in other family structures. The paper also examines the effect of family structure on children's outcomes, recommending a reformulation of the family structure question by specifying some explicit counterfactual and expressing a preference for a policy-relevant counterfactual. The paper suggests considering the effect of reducing the marriage penalty in the earned income tax credit that makes the credit essentially unavailable to two-earner couples. (Contains 44 references.) (SM) ED482664 Does Family Structure Affect Children&apos;s Educational Outcomes? NBER Working Paper Series. 2003-04-00 Washington Univ., Seattle. Graduate School of Public Affairs. John D. and Catherine T. MacArthur Foundation, Chicago, IL. 49 National Bureau of Economic Research, 1050 Massachusetts Avenue, Cambridge, MA 02138. For full text: http://papers.nber.org/papers/w9628.pdf. N/A 2003 -1

New

Yes Adult Education Adult Learning Cognitive Processes Educational Research Educational Theories English (Second Language) Language Proficiency Literacy Education Reading Instruction Reading Skills Second Language Learning Student Characteristics Burt, Miriam Peyton, Joy Kreeft Adams, Rebecca Guides - Non-Classroom Center for Applied Linguistics, Washington, DC. National Center for ESL Literacy Education, Washington, DC. English This book summarizes the research on adult English language learners (ELLs) reading English, offering English-as-a-Second-Language (ESL) teachers and administrators suggestions for instruction and noting areas where further research is needed. It is based on an annotated bibliography of research on reading development for adult learners of English in the United states from 1980-00. Four sections focus on the following: (1) &quot;Factors Influencing Adult Literacy Development in English&quot; (first language literacy, educational background, second language proficiency, and learner goals); (2) &quot;The Process of Learning to Read in a Second Language&quot; (theories and research and implications for practice); (3) &quot;Reading to Learn&quot; (theories and research and implications for practice); and (4)&quot;Summary of Findings and Implications for Practice and Research&quot; (personal factors, the reading process, implications for practice, and areas for further research). (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Contains 84 references.) (SM) ED482785 Reading and Adult English Language Learners: A Review of the Research. Series on Preparing Adult English Language Learners for Success. 2003-00-00 Office of Vocational and Adult Education (ED), Washington, DC. Administrators Practitioners Teachers 54 National Center for ESL Literacy Education, Center for Applied Linguistics, 4646 40th Street, N.W., Washington, DC 20016-1859. Tel: 202-362-0700; Fax: 202-362-3740; e-mail: info@cal.org; Web site: http://www.cal.org. N/A 2003 -1

New

Yes Data Collection Drug Rehabilitation Futures (of Society) Long Range Planning Older Adults Substance Abuse Trend Analysis Korper, Samuel P., Ed. Council, Carol L., Ed. Numerical/Quantitative Data Reports - Research Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Office of Applied Studies. English This report provides evidence concerning the projected demand for substance abuse treatment services for older Americans over the next 20 to 30 years and suggests approaches for refining these projections. A work group of Federal agency representatives and university researchers was established by the Substance Abuse and Mental Health Services Administration, Office of Applied Studies, to examine and assess the ability of available data to provide sufficient information to guide planning to address the possible doubling of the number of those older adults requiring substance abuse treatment services. The work group identified and reviewed available information, gaps in data, assumptions concerning data collection and analysis, important variables, and estimation methods and models. This report includes original analyses of a wide variety of data sources undertaken by an invited panel of experts. The chapters in this report review the issues in anticipation of the substance abuse treatment needs of the future elderly. The report highlights uses of available data and provides examples of analyses and methodological issues required to refine forecasts of the demand for substance abuse treatment services emerging over the next several decades. The final chapter discusses the implications and suggests approaches to extending our knowledge in the area. (Contains 209 references and 29 tables.) (GCP) ED473427 Substance Use by Older Adults: Estimates of Future Impact on the Treatment System. 2002-12-00 Counselors Practitioners Researchers 178 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345. Tel: 301-468-2600; Tel: 800-729-6686 (Toll Free); Tel: 800-487-4889 (TDD). For full text: http://www.samhsa.gov. N/A 2002 -1

New

Yes Art Catalogs Creative Teaching Cultural Awareness Editing Elementary Secondary Education English (Second Language) Foreign Countries Grammar Higher Education Imagination Inquiry Language Fluency Language Teachers Play Preservice Teacher Education Puppetry Science Education Second Language Instruction Story Telling Student Evaluation Test Construction Textbooks Writing Instruction Coreil, Clyde, Ed. Books Collected Works - Serials Ukraine ISSN-1071-6157 Jersey City State Coll., NJ. Center for the Imagination in Language Learning. English This collection of papers includes the following: &quot;The Great Debate. Proposed: TESOL is a Science, Not an Art&quot; (David Nunan); &quot;Argument and Entertainment: TESOL as a Science&quot; (Elana Shohamy); &quot;TESOL: Art and Craft&quot; (Henry Widdowson); &quot;An Attitude of Inquiry: TESOL as a Science&quot; (Diane Larsen-Freeman); &quot;Precision, Elegance and Simplicity: Perspectives on TESOL and Art&quot; (G. Richard Tucker); &quot;Can I Love You? A Child's Adventure with Puppets and Play&quot; (George Dempsie); &quot;Magical Boxes: A Window to the Imagination&quot; (Lora Friedman and Linda Simone); &quot;Evolving Texts: My Students and My Writings&quot; (Cesar Valmana Iribarren); &quot;The Alternative Textbook and Teaching English in Ukraine&quot; (Olga Kulchytska); &quot;ESL Storytellers as Cultural Diplomats&quot; (Kim Hughes Wilhelm); &quot;Talking about the Arts in Writing Class&quot; (Gabriel Yardley); &quot;Story Grammars and Oral Fluency&quot; (Dafne Gonzalez); &quot;Student-Written Tests: An Effective Twist in Teaching Language&quot; (Lionel M. Kaufman, Jr.); &quot;Jargon Cells: Integrating Grammar and Lexis through Topical Focus&quot; (Judy Hartt); &quot;An ESL-TESL Drop-In Center that Works&quot; (Connie Mitchell and Christine Mueller); &quot;Junk Mail Catalogs: A Treasure-Trove for Language Teachers&quot; (Susan L. Schwartz); and &quot;Thirty Notes on Writing for This Journal&quot; (Clyde Coreil). (Papers contain references.) (SM) ED476595 The Journal of the Imagination in Language Learning, 2000. Journal of the Imagination in Language Learning v5 2000 2000-00-00 112 Bastos Educational Books, P.O. Box 770-433, Woodside, NY 11377 (Individuals: $13.95; Institutions: $15.95). Tel: 800-622-0301 (Toll Free); Fax: 718-997-6445. N/A 2000 -1

New

Yes Classroom Environment Client Characteristics (Human Services) Educational Quality Family Characteristics Family Influence Kindergarten Children Longitudinal Studies Outcomes of Education Parent Background Predictive Validity Preschool Children Preschool Curriculum Preschool Education Program Effectiveness Program Evaluation Social Development Student Characteristics Teacher Characteristics Test Validity Zill, Nicholas Resnick, Gary Kim, Kwang O'Donnell, Kevin Sorongon, Alberto McKey, Ruth Hubbell Pai-Samant, Shefali Clark, Cheryl O'Brien, Robert D'Elio, Mary Ann Reports - Evaluative Head Start Family and Child Experiences Survey Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. Administration for Children, Youth, and Families (DHHS), Washington, DC. Office of Research and Evaluation. English In 1997, Head Start launched the Family and Child Experiences Survey (FACES), a study of a national random sample of Head Start programs, designed to describe characteristics, experiences, and outcomes for children and families served by Head Start. In 2000, FACES began data collection on a new national cohort of 2,800 children and their families in 43 Head Start programs. This report focuses on the 2000 sample, as well as on Kindergarten followup data from the 1997 sample. For the 2000 sample, there were 4 phases of data collection following 3- and 4-year-olds from program entry, through 1 or 2 years of program experience to the Spring of their kindergarten year. Data collection included child assessment, parent interviews, teacher and staff interviews, and classroom observations. The report presents findings with regard to Head Start children's cognitive and social-emotional development, Head Start programs' use of curricula, quality in Head Start classrooms, relationship of program and classroom characteristics to children's outcomes, relationship of family and parental characteristics to children's outcomes, and predictive validity of the FACES cognitive and behavioral measures. Findings indicated that children entered Head Start at a great disadvantage to other children. Although the gap between Head Start children and the general population of preschool children narrows during the Head Start year on key components of school readiness, Head Start children enter kindergarten still substantially below national averages. Head Start classrooms continued to be of good quality across a wide variety of indicators. Several program factors were related to child outcomes, including higher teacher salaries and the use of an integrated curriculum. Head Start involvement moderated negative effects of violence, depression, and other risk factors on children's cognitive and social-emotional status. (Contains 21 references.) (KB) ED478791 Head Start FACES 2000: A Whole-Child Perspective on Program Performance. Fourth Progress Report. 2003-05-00 Administrators Policymakers Practitioners 226 Head Start Information and Publication Center, Order Fulfillment Department, P.O. Box 26417, Alexandria, VA 22313-0417. Tel: 703-683-2878; Fax: 703-683-5769; e-mail: puborder@headstartinfo.org; Web site: http://www.headstartinfo.org. For full text: http://www.acf.hhs.gov/programs/core/ongoing_research/faces/faces2000_final.pdf. N/A 2003 -1

New

Yes Financial Support Grade Point Average Academic Achievement School Holding Power Self Esteem Educational Objectives Socioeconomic Status College Entrance Examinations Student Motivation Lotkowski, Veronica A. Robbins, Steven B. Noeth, Richard J. Reports - Research ACT, Inc., Iowa City, IA. English Higher Education This report provides information from a major technical study about the influence of non-academic factors, alone and combined with academic factors, on student retention and performance at four-year colleges and universities. A meta-analysis technique was used to identify the non-academic factors that had the most salient relationship to postsecondary retention. The extent to which each factor predicted postsecondary retention was also identified. Nine broad categories of non-academic factors were constructed to both structure the analysis and report the findings. Findings indicate that the non-academic factors of academic-related skills, academic self-confidence, academic goals, institutional commitment, social support, certain contextual influences (institutional selectivity and financial support), and social involvement all had a positive relationship to retention. The academic factors of high school grade point average (HSGPA) and ACT Assessment scores, and socioeconomic status (SES) had a positive relationship to college retention, the strongest being HSGPA, followed by SES and ACT Assessment scores. The overall relationship to college retention was strongest when SES, HSGPA, and ACT Assessment scores were combined with institutional commitment, academic goals, social support, academic self-confidence, and social involvement. In terms of performance, the findings indicate that of the non-academic factors, academic self-confidence and achievement motivation had the strongest relationship to college GPA. Of the academic factors, both HSGPA and ACT Assessment scores had a stronger relationship to GPA than did SES, the strongest being HSGPA followed by ACT Assessment scores and SES. The overall relationship to college performance was strongest when ACT Assessment scores, HSGPA, and SES were combined with academic self-confidence and achievement motivation. Recommendations include the implementation of formal retention programs that consider the academic, social, and emotional needs of students. ED485476 The Role of Academic and Non-Academic Factors in Improving College Retention. ACT Policy Report. American College Testing ACT Inc 2004-00-00 41 N/A 2004 -1 ERIC

New

Yes Computer Uses in Education Concept Formation Critical Thinking Geometric Concepts Mathematical Logic Mathematics Education Secondary Education Visualization McClintock, Edwin Jiang, Zhonghong July, Raquel Reports - Research Speeches/Meeting Papers English This paper reports on a series of four studies carried out over a period of four years. These related studies were clinical and qualitative as they investigated middle and high school students' development of geometric thought, particularly as it related to three- dimensional visualization. The studies were carried out in the constructivist pedagogical style. The Geometer's Sketchpad (GSP) was instrumental in all of these studies and it was this environment in which the subjects learned to increasingly develop their visualization abilities as they solved challenging geometry problems. Platonic solids, Archimedian solids, other geometric solids, and the mathematical relationships related to these solids were the objects of study. Students' van Hiele levels of geometric thinking were monitored as they constructed dynamic GSP representations of these solids to conduct geometric investigations. A fundamental finding was that GSP provided opportunities to have a distinct positive affect on students' learning of three-dimensional geometry. (Author/NB) ED471759 Students&apos; Development of Three-Dimensional Visualization in the Geometer&apos;s Sketchpad Environment. 2002-00-00 17 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free). N/A 2002 -1

New

Yes Addition Concept Formation Decimal Fractions Mathematics Education Middle Schools Subtraction Rittle-Johnson, Bethany Koedinger, Kenneth R. Reports - Research Speeches/Meeting Papers English We compared alternative instructional strategies for integrating knowledge of decimal place value and regrouping concepts with procedures for adding and subtracting decimals. The first condition was based on recent research suggesting that conceptual and procedural knowledge develop in an iterative, hand over hand fashion. In this iterative condition, conceptual and procedural lessons were interleaved. The second condition followed the common ordering of conceptual lessons before procedural lesson (concepts-first condition). All lessons were presented via a computer-based intelligent tutoring system and 72 sixth-grade students participated. Students in the iterative condition made greater improvements in procedural knowledge and comparable improvements in conceptual knowledge, compared to the concepts-first condition. Students in both groups did better when problems were presented in money contexts rather than symbolically. Both the iterative ordering of lessons and presenting problems in money contexts reduced students' digit alignment errors when adding and subtracting decimals. (Author) ED471761 Comparing Instructional Strategies for Integrating Conceptual and Procedural Knowledge. 2002-00-00 11 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free). N/A 2002 -1 Meets Evidence Standards without Reservations http://ies.ed.gov/ncee/wwc/study/73626 ED512043

New

Yes Algebra Concept Formation Elementary Education Innovation Mathematics Instruction Star, Jon R. Reports - Research Speeches/Meeting Papers English This paper explores the development of students' knowledge of mathematical procedures. Students' tendency to develop rote knowledge of procedures has been widely commented on. I postulate an alternative, more &quot;intelligent&quot; endpoint for the development of procedural knowledge, where students choose to deviate from solving patterns on particular problems for greater efficiency. The purpose of this study was to explore the instructional conditions that facilitate the emergence of this outcome. Students with no prior knowledge of formal linear equation-solving techniques were taught the basic transformations of this domain. After instruction, students engaged in problem-solving sessions in two conditions. In the treatment group, students completed &quot;alternative ordering tasks,&quot; where they were asked to re-solve previously completed problems but using a different ordering of steps. Completing alternative ordering tasks was found to lead to more intelligent solving. (Author) ED471762 Re-Conceptualizing Procedural Knowledge: The Emergence of &quot;Intelligent&quot; Performances among Equation Solvers. 2002-00-00 10 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free). N/A 2002 -1

New

Yes Females Tenure Gender Discrimination Dyer, Susan K., Ed. Reports - Descriptive American Association of Univ. Women Educational Foundation, Washington, DC. American Association of University Women Legal Advocacy Fund, Washington, DC. English Higher Education This report focuses on women who took their fight for tenure to the courts. Drawing on 19 cases supported by the American Association of University Women Legal Advocacy Fund since 1981, we document the challenge of fighting sex discrimination in academia. In the process, we illustrate the overt and subtle forms of sex discrimination that continue to bar women from tenure, the most venerated and secure status of academia. Sex discrimination in tenure decisions is not just unfair; it also has repercussions in the workplace and in society in general. Universities and colleges have been powerful cultural institutions in western culture since medieval times. Today, the college degree has become the standard credential used by employers to screen applicants for most better-paying jobs. Tenured faculty control curriculum and grading and, in so doing, play a central role in determining this credential. As teachers and mentors, professors help shape the intellect and social conscience of their students and, hence, of our society. Offering students a faculty as diverse as the world they live in and ensuring the fairness of the promotion process is thus of tremendous importance. The burgeoning pipeline of women professors with doctorates has yet to translate into full gender equity among tenured faculty. As the stories described in this report demonstrate, sex discrimination remains a critical part of the problem. Appended are: (1) Tables; (2) Selected Resources; and (3) Cited Tenure Cases Supported by the AAUW Legal Advocacy Fund. ED485718 Tenure Denied: Cases of Sex Discrimination in Academia American Association of University Women Educational Foundation 2004-10-00 ISBN-1-879922-34-7 115 American Association of University Women Educational Foundation, 1111 Sixteenth St. NW, Washington, DC 20036. Tel: 202-728-7602; Fax: 202-463-7169; TDD: 202-785-7777; e-mail: foundation@aauw.org; Web site: http://www.aauw.org. N/A 2004 -1 ERIC

New

Yes Pervasive Developmental Disorders Special Education Special Needs Students Individual Characteristics Asperger Syndrome Parent Teacher Cooperation Individualized Education Programs Classroom Techniques Teaching Methods Inclusive Schools Student Behavior Behavior Problems Transitional Programs Program Development Case Studies Task Analysis Foreign Countries Books Reports - Descriptive Canada Alberta Learning, Edmonton. English Grade 11 Grade 6 Kindergarten This resource is Book 9 in the Programming for Students with Special Needs series. The information in each book in the series is interrelated and can be used to provide instruction to all students. Chapters one and two cover the prevalence, causes, diagnoses, and characteristics of autism spectrum disorders. Chapters three and four cover collaborating with parents and planning and support for students with autism spectrum disorders. Classroom instruction, managing challenging behaviour and facilitating inclusion and transitions are covered in chapters five to eight. Asperger's syndrome is covered in Chapter 9 and the last chapter has three relevant case studies. The appendices offer related planning forms, task analysis, a communication dictionary, observation and data collection charts, a motivation assessment scale, a behaviour observation chart and support plan. Print and online support resources are listed and a bibliography is provided. The following are appended: (1) Home-School Communication Book; (2) Integrating IPP Goals with Regular Class Activities; (3) Modification Planning Form; (4) Hierarchy of Prompts; (5) Task Analysis: Removing Outer Clothing, Task Analysis: Using the Bathroom, Task Analysis: Participating in Morning Circle, Task Analysis: Single-digit Addition Using Manipulatives, Task Analysis: Asking a Peer to Play, Blank Task Analysis Data Sheet; (6) Likes and Dislikes Chart: Student Preferences; (7) Checklist of School Reinforcers; (8) Communication Dictionary; (9) Behaviour Observation and Data Collection Chart; (10) Motivation Assessment Scale; and (11) Behaviour Support Plan. (Contains 74 notes.) ED491496 Teaching Students with Autism Spectrum Disorders Online Submission 2003-00-00 ISBN-0-7785-2547-3 230 Alberta Learning, Special Programs Branch, 8th Floor, 44 Captial Boulevard, 10044--108 Street, Edmonton, AB T5J 5E6. N/A http://www.education.gov.ab.ca/k_12/specialneeds/autism.asp 2003 -1 Author

New

Yes Access to Education Child Welfare Correctional Rehabilitation Criminals Employment Patterns Family Environment Higher Education Immigration Parent Influence Public Housing Public Policy Student Loan Programs Welfare Recipients Hirsch, Amy E. Dietrich, Sharon M. Landau, Rue Schneider, Peter D. Ackelsberg, Irv Bernstein-Baker, Judith Hohenstein, Joseph Collected Works - General Reports - Evaluative Center for Law and Social Policy, Washington, DC. English This report examines the civil consequences of criminal records on ex-offender parents and their long-term ability to reintegrate into the community, resume parental responsibilities, and be productive members of the society. Many of the barriers described in this report are the results of policies intended to reduce crime, yet they have the effect of creating unemployment and homelessness, and guaranteeing failure. After an introduction by Amy E. Hirsch, the six chapters are: (1) &quot;Criminal Records and Employment: Ex-Offenders Thwarted in Attempts to Earn a Living for Their Families&quot; (Sharon M. Dietrich); (2) &quot;Parents with Criminal Records and Public Benefits: `Welfare Helps Us Stay in Touch with Society'&quot; (Amy E. Hirsch); (3) &quot;Criminal Records and Subsidized Housing: Families Losing the Opportunity for Decent Shelter&quot; (Rue Landau); (4) &quot;Criminal Convictions, Incarceration, and Child Welfare: Ex-Offenders Lose Their Children&quot; (Peter D Schneider); (5) &quot;Student Loans and Criminal Records: Parents with Past Drug Convictions Lose Access to Higher Education&quot; (Irv Ackelsberg and Amy E. Hirsch); and (6) &quot;Divided Families: Immigration Consequences of Contact with the Criminal Justice System&quot; (Judith Bernstein-Baker and Joe Hohenstein). (Chapters contain endnotes.) (SM) ED481607 Every Door Closed: Barriers Facing Parents with Criminal Records. 2002-05-00 Charles Stewart Mott Foundation, Flint, MI. 106 Center for Law and Social Policy, 1015 15th Street, N.W., Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org. N/A 2002 -1

New

Yes Foreign Countries Educational Psychology Multilingualism Mathematics Education Inclusive Schools Student Diversity Classroom Techniques Educational Research Inquiry Algebra Comparative Analysis Conferences Hoines, Marit Johnsen, Ed.; Fuglestad, Anne Berit, Ed. Collected Works - Proceedings International Group for the Psychology of Mathematics Education. English This document contains the first volume of the proceedings of the 28th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme &quot;Inclusion and Diversity&quot;. In total, 147 presentations centered around the vision of mathematics for all. This volume features eight plenary and five research forum papers, and papers from four groups of discussions groups, working sessions, and short orals and poster presentations. Plenary Lectures; Plenary Panel compilations; and Research Forum compilations: (1) Classroom Business Same as Usual? (What) Do Researchers and Policy Makers Learn from Classroom Studies? (Kirsti Klette); (2) Grappling with Complexity: Co-Learning in Inquiry Communities in Mathematics Teaching Development (Barbara Jaworski); (3) Class, Diversity, and Race in Research on the Psychology of Mathematics Learning (Arthur B. Powell); (4) From Diversity to Inclusion and Back: A Lens on Learning (Rina Hershkowitz); (5) Lives, learning and Liberty: The Impact and Responsibilities of Mathematics Education (Peter Gates); (6) Do We Welcome Children's Mathematics? Who are We? (Marit Johnsen Hoines); (7) Learning (and Researching) as Participation in Communities of Practice (Madalena Pinto dos Santos); (8) Researching and Learning Mathematics at the Margin: From &quot;Shelter&quot; to School (Renuka Vithal); (9) Affect in Mathematics Education--Exploring Theoretical Frameworks (Markku Hannula, Jeff Evans, George Philippou, and Rosetta Zan); (10) Algebraic Equations and Inequalities: Issues for Research and Teaching (Luciana Bazzini and Pessia Tsamir); (11) International Perspectives on the Nature of Mathematical Knowledge for Secondary Teaching: Progress and Dilemmas (Helen Doerr and Terry Wood); (12) Contrasting Comparative Research on Teaching and Learning in Mathematics (Jonas Emanuelsson and David Clarke); and (13) Researching Mathematics Education in Multilingual Contexts: Theory, Methodology and Teaching Mathematics. (Individual papers contain references.) ED489178 Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004). Volume 1 International Group for the Psychology of Mathematics Education 2004-07-00 390 International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org. N/A 2004 -1 ERIC

New

Yes Educational Environment Educational Facilities Planning Higher Education Dober, Richard P. Books Guides - Non-Classroom Society for Coll. and Univ. Planning, Ann Arbor, MI. English This book suggests ways and means by which the development of campuses can be controlled so that functional goals can be aesthetically expressed. The first section, &quot;Prospectus,&quot; defines campus planning, illuminating through historical examples the evolution of the campus as a design form, and describes the conditions that make campus planning so critical an activity. Section 2, &quot;The Campus and Its Parts,&quot; breaks down the campus into its constituent physical parts and describes each in functional and aesthetic terms. These chapters describe steps that can be taken in programming and designing the various facilities that make up the whole. Section 3, &quot;Campus Plans,&quot; indicates in detail the steps and procedures that have to be covered in preparing campus plans. The section contains illustrations showing how old campuses can be expanded and new campuses developed. The book contains numerous bird's eye structural photographs, architectural sketches, institutional design plans, and floor plans. (SLD) ED471792 Campus Planning. 1996-00-00 Educational Facilities Labs., Inc., Chicago, IL. ISBN-0-9601608-1-7 320 N/A 1996 -1

New

Yes Technical Assistance Educational Change Accountability Change Strategies Definitions Leadership Responsibility Educational Improvement Special Education State Government Fixsen, Dean L. Blase, Karen A. Horner, Rob Sugai, George Collected Works - Serial Reports - Descriptive University of North Carolina at Chapel Hill, FPG Child Development Institute English Technical assistance (TA) is designed to build the capacity of individuals and organizations to achieve desired outcomes. During the past decade technical assistance, like many educational initiatives, has been reconceptualized as a multi-tiered approach along a continuum from basic to intensive. Basic technical assistance is the most efficient foundation for facilitating change, and includes providing documentation of evidence-based options, disseminating both examples of success and materials that facilitate success, and providing overview workshops that may assist others in the planning, implementation and use of existing tools to achieve desired change. Basic TA is effective in many contexts, but like other multi-tiered models is recognized as insufficient to achieve systems change in all contexts. When the scale or depth of change is more extensive, Basic TA efforts need to be supplemented with more Intensive Technical Assistance. The purpose of this &quot;Brief&quot; is to define &quot;Intensive Technical Assistance (ITA)&quot; and briefly illustrate its use in education. ED507441 Intensive Technical Assistance. Scaling-Up Brief. Number 2 FPG Child Development Institute 2009-02-00 Office of Special Education Programs (ED/OSERS) 4 FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: FPGpublications@unc.edu; Web site: http://www.fpg.unc.edu/ N/A 2009 -1 ERIC APR2020 H326070002 ED544221

New

Yes Scaling Educational Innovation Educational Change Readiness Leadership Intervention Evaluation Fixsen, Dean L. Blase, Karen A. Horner, Rob Sugai, George Reports - Descriptive University of North Carolina at Chapel Hill, FPG Child Development Institute English The purpose of this &quot;Brief&quot; is to define the variables a state or large district leadership team may wish to consider as they determine if they are &quot;ready&quot; to invest in the scaling-up of an innovation in education. As defined here, &quot;scaling up&quot; means that at least 60% of the students who could benefit from an innovation have access to that innovation in schools across a State. Creating benefits to students on a comprehensive scale requires considerable change by teachers, building staff, district staff, and state leaders. &quot;Readiness&quot; is defined as a developmental point at which a person, organization, or system has the capacity and willingness to engage in a particular activity. Creating readiness for change is a critical component of both initiating and scaling up the use of evidence-based practices and other innovations in education. The authors frame the core elements of readiness, and place the role of &quot;readiness for change&quot; in the larger context of implementation stages. ED507442 Readiness for Change. Scaling-Up Brief. Number 3 FPG Child Development Institute 2009-02-00 Office of Special Education Programs (ED/OSERS) 4 FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: FPGpublications@unc.edu; Web site: http://www.fpg.unc.edu/ N/A 2009 -1 As Provided APR2020 H326070002

New

Yes Educational Technology Teaching Methods Computer Uses in Education Access to Computers Instructional Effectiveness Technology Integration Evaluation Needs Noeth, Richard J. Volkov, Boris B. Reports - Descriptive American Coll. Testing Program, Iowa City, IA. English This policy report provides a view of the issues concerning the effectiveness of technology in its role to enhance education. This report is intended for use by educational leaders and policymakers who are concerned with making optimal use of technology in the schools. This report: (1) Focuses on issues that need to be considered as the impact of technology is assessed and develop evidence-based strategies for technology integration that contribute to high achievement for all students; and (2) Provides useful information and specific recommendations about evaluating the effectiveness of technological applications implemented to enhance teaching, learning, and achievement. ED483855 Evaluating the Effectiveness of Technology in Our Schools. ACT Policy Report. American College Testing ACT Inc 2004-00-00 Administrators Policymakers 32 N/A 2004 -1 Author

New

Yes Guides Standards Educational Research Evaluation Evidence Intervention Effect Size Computation Statistical Significance Classification Guides - Non-Classroom What Works Clearinghouse (ED) English This handbook describes the structure and processes that the What Works Clearinghouse (WWC) uses for its reviews, presenting in one place all the standards the WWC currently uses to assess research. The handbook will be revised as new standards are developed and major new features are finalized. A distinguishing feature of the WWC is that it does not directly assess programs, policies, or practices, but reviews and reports on the findings from existing research that meets particular standards. The handbook details the components of the review process, including defining the topic area, identifying all potential research papers that fit the topic area, screening in the eligible papers, defining and prioritizing interventions within the topic area, reviewing the studies of the intervention, producing intervention reports, and proceeding through several rounds of quality assurance before finalizing reports. Review topic areas are identified through a collaborative process combining input from policymakers, researchers, and experts in the field. The topic areas are organized around key student outcomes, with special attention given to academic outcomes, though topic areas might also be organized around non-academic outcomes. Topic areas currently under review include Beginning Reading, Dropout Prevention, Early Childhood Education, Elementary School Math, English Language Learners, and Middle School Math. Seven appendices are included: (1) Assessing Attrition Areas; (2) Effect Size Computations; (3) Clustering Correction of the Statistical Significance of Effects Estimated with Mismatched Analysis; (4) Benjamini-Hochberg Correction of the Statistical Significance of Effects Estimated with Multiple Comparisons; (5) Intervention Rating Scheme; (6) Computation of the Improvement Index; and (7) Extent of Evidence Categorization. An index is included. (Contains 14 footnotes, 1 figure and 4 tables.) ED503772 What Works Clearinghouse Procedures and Version 2 Standards Handbook What Works Clearinghouse 2008-12-00 66 What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://www.whatworks.ed.gov/ T 2008 -1 ERIC APR2020 ED544765 ED560752 ED546480

New

No Extracurricular Activities Parent Participation Second Language Learning Parent School Relationship Asian American Students Student Diversity Self Concept Sociocultural Patterns Politics of Education Social Environment Racial Identification English (Second Language) Curriculum Special Needs Students Athletes Intercultural Communication Administrators Community Beginning Teachers Jenlink, Patrick M., Ed Townes, Faye Hicks, Ed Books Collected Works - General Opinion Papers English Elementary Secondary Education The &quot;Struggle for Identity in Today's Schools&quot; examines cultural recognition and the struggle for identity in America's schools. In particular, the contributing authors focus on the recognition and misrecognition as antagonistic cultural forces that work to shape, and at times distort identity. What surfaces throughout the chapters are two lessons to be learned in relation to identity. The first lesson is that identities and the acts attributed to them are always forming and re-forming in relation to historically specific contexts, and these contexts are political in nature, i.e., defined by issues of diversity such as race, ethnicity, language, sexual orientation, gender, and economics. The second lesson presented by the authors is that identity forms in and across intimate and social contexts, over long periods of time. The historical timing of identity formation cannot simply be dictated by discourse. The identities posited by any particular discourse become important and a part of everyday life based on the intersection of social histories and social actors. Importantly, the social-cultural use of identities leads to another way of conceptualizing histories, personhoods, cultures, and their distributions over social and political groups. Contents of this book include: (1) Cultural Identity--Discovering Authentic Voice; (2) Introduction: Cultural Identity and the Struggle for Recognition (Patrick M. Jenlink and Faye Hicks Townes), which includes: (a) Affirming Diversity, Politics of Recognition, and the Cultural Work of Schools (Patrick M. Jenlink); (b) Dialoguing Toward a Racialized Identity: A Necessary First Step in a Politics of Recognition (Kris Sloan); and (c) Misrecognition Compounded (Faye Hicks Townes); and (3) Struggle for Recognition--Embracing Cultural Politics, which includes: (a) Recognition, Identity Politics, and English Language Learners (Angela Crespo Cozart); (b) Identity Formation and Recognition in Asian-American Students (Kim Woo); (c) Curriculum and Recognition (Ray Horn); (d) Extracurricular Activities and Student Identity (Amanda Rudolph); (e) Recognition, Identity Politics, and the Special Needs Student (Sandra Stewart); (f) Athletes, Recognition, and the Formation of Identity (Vincent Mumford); (g) Administrator to Parent Recognition: Treat Me with Respect (Julia Ballenger); (h) Recognition and Parent Involvement (Betty Alford); (i) Student Identity and Cultural Communication (Sandy Harris); (j) Value-Added Community: Recognition, Induction-Year Teacher Diversity and the Shaping of Identity (John Leonard); and (k) Coda: Recognition, Difference, and the Future of America's Schools (Patrick M. Jenlink). ED510000 The Struggle for Identity in Today&apos;s Schools: Cultural Recognition in a Time of Increasing Diversity Rowman & Littlefield Education 2009-05-00 978-1-60709-106-6 232 Rowman & Littlefield Education. 15200 NBN Way, P.O. Box 191, Blue Ridge Summit, PA 17214-0191. Tel: 800-462-6420; Fax: 800-338-4550; e-mail: custserv@rowman.com; Web site: http://www.rowmaneducation.com N/A https://rowman.com/ISBN/9781607091073/The-Struggle-for-Identity-in-Today's-Schools-Cultural-Recognition-in-a-Time-of-Increasing-Diversity 2009 -1 ERIC APR2020

New

No Social Justice Curriculum Development Literacy Popular Culture Second Language Learning Educational Research Educational Practices Educational Policy Scores Reciprocal Teaching Drama Discourse Analysis Visual Literacy Influences Research Needs Professional Development Online Courses Learning Activities Vocabulary Social Studies State Standards Models Culturally Relevant Education Effective Schools Research Reading Material Selection Cognitive Mapping Language Arts Change Agents Yearbooks Reading Fluency Computer Mediated Communication African American Literature After School Programs Emergent Literacy Orthographic Symbols Conference Papers Reading Improvement Reading Programs Rowe, Deborah Wells, Ed. Jimenez, Robert T., Ed. Compton, Donald L., Ed. Dickinson, David K., Ed. Kim, Youb, Ed. Leander, Kevin M., Ed. Risko, Victoria J., Ed. Collected Works - Proceedings California Maryland New York National Reading Conference, Inc. English Elementary Secondary Education This publication offers the 56th Yearbook of the National Reading Conference (NRC). This Yearbook begins with a preface and presents profiles of three awardees, Michael C. McKenna, Douglas K. Hartman, and Michael Kamil. Included in this Yearbook are the following papers: (1) What's It All About? Literacy Research and Civic Responsibility (Victoria Purcell-Gates); (2) An Historical Analysis of the Impact of Educational Research on Policy and Practice: Reading as an Illustrative Case (P. David Pearson); (3) Reciprocal Teaching 1982 to 2006: The Role of Research, Theory, and Representation in the Transformation of Instructional Research (Annemarie Sullivan Palincsar); (4) The Middle School Literacy Coach: Considering Roles in Context (Antony T. Smith); (5) Through Characters' Eyes: How Drama Helps Young Readers Understand Stories from the &quot;Inside Out&quot; (Donna Sayers Adomat); (6) Visual Discourse Analysis: An Introduction to the Analysis of School-generated Visual Texts (Peggy Albers); (7) Resisting Commercial Influences On Accessing Scholarship: What Literacy Researchers Need To Know And Do (Richard Beach, Amy Carter, Debbie East, Peter Johnston, David Reinking, M. Trika Smith-Burke, and Norm Stahl); (8) Outcomes of On-line Professional Development in Pennsylvania (Rita Bean, Helen Ezell, Natalie Heisey, Julie Ankrum, Naomi Zigmond, and Aimee Morewood); (9) Curriculum Reform in the Context of a State Mandate (Vicki Bensonriffo, Rokhsareh Kohansal, and P. David Pearson); (10) &quot;Tweaking Practice&quot;: Modifying Read-Alouds to Enhance Content Vocabulary Learning in Grade 1 (Camille L.Z. Blachowicz and Connie Obrochta); (11) When Writing Leads: An Activity-Theoretic Account of the Literate Activity of First-Graders Stronger at Writing than Reading (Randy Bomer); (12) From Passive to Active Control of Science Vocabulary (Marco A. Bravo, Gina N. Cervetti, Elfrieda H. Hiebert, and P. David Pearson); (13) Competing Cultural Models of Literature in State Content Standards (Samantha Caughlan); (14) Six Successful High-Poverty Schools: How They Beat the Odds (Patricia M. Cunningham); (15) Reading Web Sites in an Inquiry-based Social Studies Classroom (James Damico and Mark Baildon); (16) Children's Selections of Science Trade Books (Carol A. Donovan and Laura B. Smolkin); (17) From Discontinuity to Simultaneity: Mapping the &quot;What Ifs&quot; in a Classroom Literacy Event Using Rhizoanalysis (Lara J. Handsfield); (18) Analyzing Art in Language Arts Research (Jerome C. Harste, Christine H. Leland, Sally Grant, Mi-Hyun Chung, and Julie Ann Enyeart); (19) Does an Established Model of Orthographic Development Hold True for English Learners? (Lori A. Helman and Donald R. Bear); (20) Teachers and Students as Agents of Change: The Enacted Literacies of Social Justice (Mary Beth Hines and Janet D. Johnson); (21) Reading Fluency: Neglected or Corrupted? (James V. Hoffman, Laura May, and Misty Sailors); (22) Seeking Self-Organization in Classroom Computer-Mediated Discussion Through a Complex Adaptive Systems Lens (Michelle Jordan, Diane L. Schallert, An-Chih Cheng, Yangjoo Park, Haekyung Lee, Yu-Jung Chen, Ming-Lung Yang, Rebecca Chu, and Yi-Fan Chang); (23) Investigating African American Language in Literacy Education Courses (Althier M. Lazar); (24) Examining Literacy Teaching Stories for Racial Positioning: Pursuing Multimodal Approaches (Melissa Mosley and Amy S. Johnson); (25) &quot;Teenage Addiction&quot;: Adolescent Girls Drawing Upon Popular Culture Texts as Mentors for Writing in an After-School Writing Club (Emily Skinner); (26) The Anatomy of Retelling Scores: What These Scores Do (and Don't) Reveal about Readers' Understandings of Texts (G. Pat Wilson, Prisca Martens, Poonam Arya, and Lijun Jin); and (27) Reading to Play and Playing to Read: A Mediated Discourse Analysis of Early Literacy Apprenticeship (Karen E. Wohlwend). This publication also includes an introduction to the program by Patricia A. Edwards. (Individual papers contain figures, tables, footnotes, references and appendices. Editorial assistance by Brad L. Teague and Julie Ellison Justice.) [For the 55th Yearbook, see ED493694. ED522786 56th Yearbook of the National Reading Conference (Los Angeles, California, November 29-December 2, 2006) National Reading Conference 2007-00-00 1-8935-9109-3 457 National Reading Conference. 7044 South 13th Street, Oak Creek, WI 53154. Tel: 414-908-4924; Fax: 414-768-8001; e-mail: customercare@nrconline.org; Web site: http://www.nrconline.org N/A https://readingrecovery.org/conferences/national-reading-literacy-conference/ 2007 -1 ERIC APR2020

New

No Evidence Elementary Secondary Education Mathematics Achievement Program Effectiveness Meta Analysis Educational Technology Internet Federal Programs Technology Integration Mathematics Instruction Computer Uses in Education Program Evaluation Evaluation Methods Research Problems Research Methodology Literature Reviews Educational Research Computer Software Computer Software Evaluation Research Reports Effect Size Instructional Material Evaluation Statistical Analysis Cheung, Alan C. K. Slavin, Robert E. Reports - Evaluative Center for Data-Driven Reform in Education (CDDRE) English Elementary Education Elementary Secondary Education Secondary Education The use of educational technology in K-12 classrooms has been gaining tremendous momentum across the country since the 1990s. Many school districts have been investing heavily in various types of technology, such as computers, mobile devices, internet access, and interactive whiteboards. Almost all public schools have access to the internet and computers in their schools. Educational digital games have also been growing significantly in the past few years. To support the use of educational technology, the U.S. Department of Education provides grants to state education agencies. For example, in fiscal year 2009, the Congress allocated $650 million in educational technology through the Enhancing Education Through Technology (E2T2) program (SETDA, 2010). Given the importance of educational technology, it is the intent of this review to examine the effectiveness of various types of educational technology applications for enhancing mathematics achievement in K-12 classrooms. This review employed meta-analytic techniques proposed by Glass, McGaw &amp; Smith (Glass, McGaw, &amp; Smith, 1981) and Lipsey &amp; Wilson (2001). This review indicates that incorporating supplemental programs into regular classroom curriculum may be beneficial (Eisenberg &amp; Johnson, 1996; C. L. C. Kulik &amp; Kulik, 1991), and adhering to program usage guidelines suggested by technology providers may be helpful in improving student achievement. (Contains 15 tables.) ED527573 The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis. Best Evidence Encyclopedia (BEE) Center for Research and Reform in Education 2011-07-00 48 Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: http://education.jhu.edu/research/crre N/A http://www.bestevidence.org/math/tech/tech_math.htm 2011 -1 ERIC APR2020 Does Not Meet Evidence Standards https://ies.ed.gov/ncee/wwc/Study/70379

New

Yes Pharmacology Physicians Guidelines Physiology Drug Addiction Substance Abuse Psychiatry Patients Population Groups Legal Problems Intervention Drug Therapy Drug Use Outcomes of Treatment Drug Rehabilitation Boone, Margaret Brown, Nancy J. Moon, Mary A. Schuman, Deborah J. Thomas, Josephine Wright, Denise L. Guides - Non-Classroom Information Analyses United States American Institutes for Research, Washington, DC. English This Treatment Improvement Protocol (TIP) addresses the clinical use of buprenorphine in the treatment of opioid addiction. TIPs are best-practice guidelines for the treatment of substance use disorders that make the latest research in substance abuse treatment available to counselors and educators. The content was generated by a panel of experts in the fields of addiction psychiatry, medical detoxification, and substance abuse treatment, and reviewed by independent experts. The first chapter introduces the current state of opioid addiction treatment, gives practical guidelines for physicians, and explains the new treatment option of buprenorphine for opioid addiction. Chapter two explores the pharmacology and effectiveness of buprenorphine, alone and in combination with naloxone, as well as the issues of adverse reactions and interactions with other drugs. Chapter three focuses on the patient: determining the presence and nature of the patient's opioid use disorder, and his or her suitability for buprenorphine treatment. The fourth chapter contains treatment protocols for patient opioid detoxification, maintenance and management with buprenorphine. Chapter five discusses special populations of people with opioid use disorder, including pregnant women, adolescents, patients with pain and/or co-morbid conditions, and healthcare professionals who are addicted to opioids. Regulations, policies, procedures, and legal issues are covered in chapter six. Appended are: (1) Bibliography; (2)Assessment and Screening Instruments; (3) DSM-IV-TR Material; (4) Consent to Release of Information Under Title 42, Part 2, Code of Federal Regulations; (5) Clinical Toolbox: Chapter 3 Supplemental Information; (6) Federation of State Medical Boards--Model Policy Guidelines for Opioid Addiction Treatment in the Medical Office; (7) Stages of Change; (8) Sample Treatment Agreement/Contract; (9) Glossary; and (10) Field Reviewers. (Contains 6 figures.) ED491569 Clinical Guidelines for the Use of Buprenorphine in the Treatment of Opioid Addiction. Treatment Improvement Protocol (TIP) Series 40 Substance Abuse and Mental Health Services Administration 2004-00-00 Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. 198 SAMHSA's National Clearinghouse for Alcohol and Drug Information (NCADI), P.O. Box 2345, Rockville, MD 20847-2345. Tel: 800-729-6686 (Toll Free); Tel: 301-468-2600; TDD: 800-487-4889 (Toll Free). N/A http://www.samhsa.gov 2004 -1 ERIC

New

No Program Administration State Departments of Education Special Education School Districts Administrator Attitudes Labor Turnover Educational Finance Financial Support Mentors Muller, Eve Reports - Descriptive National Association of State Directors of Special Education (NASDSE), Project Forum English Elementary Secondary Education Local special education directors oversee district-level special education programs. They play an essential role in assisting with program administration, ensuring the quality of special education services and working with teachers and parents in the education process. A number of state special education directors have noted that job turnover in local special education director positions presents an ongoing challenge. Although research relating to the role of the local special education director remains extremely limited, one study suggests that local directors are often frustrated by the lack of adequate funding for special education as well as a perceived lack of administrative support (Marsh, 2005). Another study suggests that one potential strategy for reducing attrition is mentoring for new special education directors (Collin, 2008). The purpose of this document is to: (1) describe challenges, as perceived by state directors of special education, relating to the retention and attrition of local special education directors; and (2) propose strategies for addressing this problem at both the state education agency (SEA) and local education agency (LEA) levels. (Contains 1 footnote.) ED529855 Retention and Attrition of Local Special Education Directors. inForum Project Forum 2009-06-00 Office of Special Education Programs (ED/OSERS) 7 Project Forum. Available from: National Association of State Directors of Special Education. 1800 Diagonal Road Suite 320, Alexandria, VA 22314. Tel: 703-519-3800; Fax: 703-519-3808; Web site: http://www.projectforum.org N/A https://nasdse.org/docs/95_4e8e0c7b-2bcd-47cf-8b6d-8d9d780cf999.pdf 2009 -1 ERIC APR2020

New

Yes Educational Attainment Elementary Secondary Education English (Second Language) Higher Education Housing Immigrants Language Usage Limited English Speaking Population Trends Regional Characteristics Residential Patterns Shin, Hyon B. Bruno, Rosalind Numerical/Quantitative Data Reports - Research Bureau of the Census (DOC), Washington, DC. Economics and Statistics Administration. English This report, part of a series that offers population and housing data collected by Census 2000, presents data on the language spoken at home and the ability to speak English of U.S. people over age 4 years. It describes population distributions for the country, including regions, states, counties, and places with populations of 100,000 or more. The number and percentage of people in the United States who spoke a language other than English at home increased between 1990-2000. People who spoke languages other than English at home were not equally distributed across or within regions. The U.S. west had the greatest number and proportion of non-English language speakers. More than one-quarter of the population in seven states spoke a language other than English at home. Counties with a large proportion of the population who spoke a language other than English at home were concentrated in border states. Places with the highest percentages of non-English language speakers, Spanish speakers, and people who spoke English less than very well were concentrated in California, Florida, and Texas. In 2000, 4.4 million households were linguistically isolated, significantly more than in 1990. (SM) ED482418 Language Use and English-Speaking Ability: 2000. Census 2000 Brief. 2003-10-00 12 U.S. Department of Commerce, Economics and Statistics Administration, U.S. Census Bureau, Washington, DC 20233. Tel: 301-457-4100; e-mail: webmaster@census.gov; Web site: http://www.census.gov. N/A 2003 -1

New

Yes Quasiexperimental Design Academic Achievement Grade 9 Control Groups Experimental Groups Program Evaluation Program Effectiveness Cohort Analysis Comparative Analysis Statistical Analysis Philanthropic Foundations Educational Change High School Students Charter Schools Outcome Measures Longitudinal Studies Small Schools Achievement Gains Academic Persistence College Preparation Student Characteristics Urban Schools Exit Examinations High Stakes Tests College Readiness Educational Indicators Mathematics Achievement English Instruction Attendance Educational Policy Herman, Joan L. Wang, Jia Rickles, Jordan Hsu, Vivian Monroe, Scott Leon, Seth Straubhaar, Rolf Numerical/Quantitative Data Reports - Research California National Center for Research on Evaluation, Standards, and Student Testing English Elementary Secondary Education High Schools Secondary Education With funding from the Bill and Melinda Gates Foundation, CRESST conducted a multi-year evaluation of a major school reform project at Alain Leroy Locke High School, historically one of California's lowest performing secondary schools. Beginning in 2007, Locke High School transitioned into a set of smaller, Green Dot Charter High Schools, subsequently referred to as Green Dot Locke (GDL) in this report. Based on 9th grade students who entered GDL in 2007 and 2008 respectively, CRESST used a range of student outcomes to monitor progress of the GDL transformation. The CRESST evaluation, employing a strong quasi-experimental design with propensity score matching, found statistically significant, positive effects for the GDL transformation including improved achievement, school persistence, and completion of college preparatory courses. Appended are: (1) Demographic Characteristics and Achievement of the Freshmen at GDL and LAUSD; (2) Cohort Specific Descriptives; and (3) General Descriptives. (Contains 17 figures, 43 tables and 6 footnotes.) ED531993 Evaluation of Green Dot&apos;s Locke Transformation Project: Findings for Cohort 1 and 2 Students. CRESST Report 815 National Center for Research on Evaluation, Standards, and Student Testing (CRESST) 2012-05-00 Bill and Melinda Gates Foundation 92 National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org N/A 2012 -1 As Provided APR2020 Meets Evidence Standards with Reservations https://ies.ed.gov/ncee/wwc/Study/83052

New

Yes Intervention Reading Instruction Instructional Effectiveness Reading Achievement Reading Motivation Reading Difficulties Adolescents Middle School Students High School Students Curriculum Implementation Reading Programs Teaching Methods Program Effectiveness Reading Strategies Effect Size Age Differences Program Implementation Fidelity Reading Teachers Schiller, Ellen Wei, Xin Thayer, Sara Blackorby, Jose Javitz, Harold Williamson, Cyndi Reports - Research Michigan Society for Research on Educational Effectiveness (SREE) English Elementary Education Elementary Secondary Education Grade 10 Grade 6 Grade 7 Grade 8 Grade 9 High Schools Intermediate Grades Junior High Schools Middle Schools Secondary Education This study estimates the effect of one year of Fusion Reading implementation, a multistrategy intervention, builds on the work of the Strategic Instruction Model's Learning Strategies Curriculum and Xtreme Reading by integrating some of the same strategies (e.g., paraphrasing, visual imagery, and self-questioning for information acquisition; mnemonics for information study; and writing and error monitoring for information expression), focusing on reading, and extending the time frame from 1 to 2 years in duration. Specifically, the study addressed the following: (1) What are the intent-to-treat impacts of the Fusion Reading intervention on the reading outcomes and motivation to read of struggling readers after receipt of 1 year of the intervention?; (2) For which students are the interventions most and least effective?; and (3) In what ways are implementation factors associated with impacts (or lack of impacts) on reading and motivation outcomes? The authors conducted a randomized controlled trial to estimate the effect of Fusion Reading on struggling readers in grades 6 through 10. Students in the intervention condition received the Fusion Reading intervention as a supplemental reading intervention in the 2010-11 school year, whereas students in the control condition engaged in nonliteracy, &quot;business-as-usual&quot; activities. After one year of implementation of a two year intervention, the authors learned that when vocabulary, paraphrasing and word study strategies are explicitly taught by following a specific instructional routine supported by motivation strategies (e.g., setting goals and reading text relevant for the age group), word reading outcomes will significantly improve compared to control middle and high school students. Future research is needed to fully understand whether the intended two year intervention will improve struggling adolescent's reading comprehension outcomes. Appended are: (1) References; and (2) Tables and Figures. (Contains 2 figures and 5 tables.) ED535544 A Randomized Controlled Trial of the Impact of the Fusion Reading Intervention on Reading Achievement and Motivation for Adolescent Struggling Readers Society for Research on Educational Effectiveness 2012-00-00 16 Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org N/A 2012 -1 ERIC APR2020 Meets Evidence Standards without Reservations http://ies.ed.gov/ncee/wwc/study/81697

New

Yes Higher Education Private Financial Support Educational History United States History Philanthropic Foundations Educational Finance Foundations of Education Theories Sears, Jesse Brundage Historical Materials Reports - Research Department of the Interior, Bureau of Education (ED) English Higher Education This study represents an attempt to trace the influence of philanthropy in the development of higher education in America. Incident to this has been the further question of what has been evolved by way of a theory of educational endowments, or, broader still, of educational philanthropy. The importance of such a study is obvious when one considers the part philanthropy has played in the development of the American college and university. Its importance is equally clear due to the recent enormous increase in educational philanthropy, and the wide variety of educational enterprises in which philanthropy is giving rise. In order to avoid the waste that must inevitably come from bad management of gifts, from wrong dispositions of money over which the future can exercise no control, it is necessary to study the already extensive experience and develop a set of guiding principles or a fundamental theory of educational philanthropy. It is the author's purpose to carefully scrutinize the materials presented to see that they were fully representative of one or another important type of philanthropy affecting higher education; to see that no type of effort was without representation; to draw only such conclusions as the facts clearly warranted; and, finally, to present the data in such form as to make them fully available for future use in more intensive studies, if occasion for such should arise. The information is presented with the hope that is may add somewhat to the general perspective that now passes for the various features of American's institutions for higher training, and to the development of a sound theory of educational philanthropy. Following an Introduction, the contents include: (1) Development of a theory of philanthropy; (2) The colonial period; (3) The early national period: 1776-1865; (4) The late national period: 1865-1918; (5) Great educational foundations; and (6) Summary and conclusions. An index is also included. (Contains 40 tables; individual sections contain footnotes.) [Best copy available has been provided.] ED540330 Philanthropy in the History of American Higher Education. Bulletin, 1922, No. 26 Bureau of Education, Department of the Interior 1922-00-00 118 Bureau of Education, Department of the Interior. N/A 1922 -1 ERIC

New

Yes Educational Attainment Control Groups High School Graduates Graduation High Schools Dual Enrollment Experimental Groups Career Readiness College Readiness Program Effectiveness Quasiexperimental Design Academic Achievement Cohort Analysis Test Results Probability Outcomes of Education Disproportionate Representation Academic Persistence Struhl, Ben Vargas, Joel Reports - Research Texas Jobs for the Future English High Schools Higher Education Postsecondary Education Secondary Education States and school districts are searching for strategies to raise the college and career readiness of high school graduates--imperative in an era when postsecondary credentials are the key to good jobs, better pay, and stronger economies. The creation and implementation of higher graduation standards aligned to college and career expectations is the most visible and emblematic effort by states to ensure students are prepared to succeed after high school, but it is far from the only one. A policy strategy of increasing interest is the practice of providing students with the opportunity to take college courses while in high school, known as dual enrollment. The premise of dual enrollment is that high school students can enhance their chances for college success if they better understand what it takes to succeed in college: they do this by actually experiencing real college coursework, often earning &quot;dual credit&quot; for both high school and college. New research, conducted in Texas by Jobs for the Future (JFF), points to the effectiveness of dual enrollment as a strategy for improving postsecondary success. This study focused on the academic outcomes of 32,908 Texas students from the high school graduating class of 2004. Like some of these studies, the authors' research used rigorous quasi-experimental methods to control for factors other than dual enrollment that could explain student success by comparing dual enrollees to non-dual enrollees who are otherwise closely matched academically and socially. JFF's methodological approach, known as a propensity score matching model, enabled the authors to account for student background characteristics to the highest degree possible short of a randomized study. This greatly increases the certainty that the better college outcomes found for dual enrollment participants are due t o the effects of the dual enrollment courses they completed. Appended are: (1) Propensity Score Model; (2) Cohort, Treatment, and Control Group, by Region; (3) Educational Attainment of Treatment and Control Groups; (4) Test Scores by Treatment and Control Groups; (5) Odds Ratios for College Access Model; (6) Odds Ratios for College Completion Model; and (7) Dual-credit Study Methodology. (Contains 2 figures, 7 tables, and 15 endnotes.) ED537253 Taking College Courses in High School: A Strategy Guide for College Readiness--The College Outcomes of Dual Enrollment in Texas Jobs for the Future 2012-10-00 Bill and Melinda Gates Foundation 44 Jobs for the Future. 88 Broad Street 8th Floor, Boston, MA 02110. Tel: 617-728-4446; Fax: 617-728-4857; e-mail: info@jff.org; Web site: http://www.jff.org N/A 2012 -1 ERIC APR2020 Meets Evidence Standards with Reservations https://ies.ed.gov/ncee/wwc/Study/84226

New

Yes Indo European Languages Foreign Countries Urban Schools Private Schools Social History United States History Educational History Educational Administration Elementary Schools Land Settlement Churches Language Maintenance Cultural Maintenance Teacher Qualifications Tuition Kilpatrick, William Heard Historical Materials Reports - Descriptive New York Department of the Interior, United States Bureau of Education (ED) English Elementary Education The scope of this work has been indicated through the title. There were in New Netherland both Dutch and English settlements; the schools of the former only are included in the study. For a long time after the English took over the colony, the Dutch clung to their language and customs. The effort herein made is to trace the history of these Dutch schools, beginning with their first transplanting from the United Netherlands and continuing down to the American Revolution, by which time the Dutch population was in large measure merged in the common American stock. The following chapters are included: (1) General introduction; (2) The schools of the Netherlands in the seventeenth century; (3) The date of the first school in New Netherland; (4) The masters of the official elementary school at New Amsterdam; (5) The support and control of the official elementary school of New Amsterdam; (6) The Latin School at New Amsterdam; (7) The private school masters of New Netherlands; (8) The schools of the Dutch villages of New Netherland; (9) The New York City School, 1664-1674; (10) The School of the Rerformed Dutch Church of New York City, 1674-1776; (11) The School at New Harlem after 1664; (12) The schools of Flatbush after 1664; (13) The schools of other Dutch villages after 1664; (14) The elementary school from within; and (15) Conclusion. A bibliography and index are also included. (Individual chapters contain footnotes.) [Best copy available has been provided.] ED543007 The Dutch Schools of New Netherland and Colonial New York. Bulletin, 1912, No. 12. Whole Number 483 United States Bureau of Education, Department of the Interior 1912-00-00 234 United States Bureau of Education, Department of the Interior. N/A 1912 -1 ERIC

New

Yes Public Schools Educational History Public Education United States History Educational Finance State Government State Departments of Education Government Role Superintendents Immigration Educational Legislation Local Government Taxes Educational Development Weeks, Stephen B. Historical Materials Reports - Research Delaware Department of the Interior, Bureau of Education (ED) English Elementary Secondary Education Contained herein is a developed and researched history of Public School Education in Delaware, current as of 1917. Contents include: (1) Colonial growth and development; (2) The first attempts at State Education; (3) The beginnings of public schools; (4) The first State taxation for schools; (5) The State system: Administration of Groves and Williams, 1875 - 1887; (6) The State system: Administration of the State Board of Education, 1887 - 1893; (7) The State system: Reorganization and development, 1898 - 1913; (8) The reorganized State board of education and its report of 1913; the State superintendency reestablished; the more recent legislation; (9) Retrospect and prospect; and (10) Public school statistics. A bibliography and an index are provided. (Contains 3 tables. Individual chapters contain footnotes.) [Best copy available has been provided.] ED540854 History of Public School Education in Delaware. Bulletin, 1917, No. 18 Bureau of Education, Department of the Interior 1917-00-00 181 Bureau of Education, Department of the Interior. N/A 1917 -1 ERIC

New

Yes Educational Research Guides Intervention Classification Comparative Analysis Computation Data Effect Size Evaluation Evaluation Methods Evidence Measures (Individuals) Participant Characteristics Program Descriptions Program Effectiveness Program Evaluation Research Reports Sample Size Standards Statistical Analysis Statistical Significance Control Groups Experimental Groups Multivariate Analysis Error of Measurement Research Problems Data Analysis Statistical Inference Guides - Non-Classroom ISSN- What Works Clearinghouse (ED) English This &quot;What Works Clearinghouse Procedures and Standards Handbook (Version 3.0)&quot; provides a detailed description of the standards and procedures of the What Works Clearinghouse (WWC). The remaining chapters of this Handbook are organized to take the reader through the basic steps that the WWC uses to develop a review protocol, identify the relevant literature, assess research quality, and summarize evidence of effectiveness. Organizational procedures used by the WWC to ensure an independent, systematic, and objective review are described in the appendices. Table I.1 provides a summary of the remaining chapters and associated appendices. The main differences between this version of the procedures and standards and the previous version (Version 2.1) are in clarity, detail, and scope. The organization of the Handbook, as well as all text, was reviewed and modified to support clarity; additionally, examples have been added throughout. There is more detail on the specific procedures and standards used by the WWC, including how to deal with missing data, random assignment probabilities, and cluster-level designs. Finally, whereas the previous version focused almost exclusively on intervention reports, this version provides information on other key WWC products, which include practice guides, single study reviews, and quick reviews. As the WWC continues to refine processes, develop new standards, and create new products, the &quot;What Works Clearinghouse Procedures and Standards Handbook&quot; will be revised to reflect these changes. Appended are: (1) Staffing, Reviewer Certification, and Quality Assurance; (2) Policies for Searching and Prioritizing Studies for Review; (3) The WWC Study Review Process; (4) Pilot Regression Discontinuity Design Standards; (5) Pilot Single-Case Design Standards; (6) Magnitude of Findings for Randomized Controlled Trials and Quasi-Experimental Designs; and (7) Statistical Significance for Randomized Controlled Trials and Quasi Experimental Designs. [See ED503772 to view previous version of this guide.] ED544775 What Works Clearinghouse Procedures and Standards Handbook, Version 3.0 What Works Clearinghouse 2014-03-00 91 What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc T 2014 -1 ERIC APR2020 ED556126 ED565613 ED565803

New

No Preschool Education Public Education Access to Education State Programs Educational Trends Educational Finance State Aid Federal Aid Budgeting Retrenchment Economic Climate Educational Quality Standards Benchmarking Enrollment Trends Profiles Expenditure per Student Preschool Children Barnett, W. Steven Carolan, Megan E. Fitzgerald, Jen Squires, James H. Numerical/Quantitative Data Reports - Descriptive National Institute for Early Education Research English Early Childhood Education Preschool Education The 2011-2012 school year was the worst in a decade for progress in access to high-quality pre-K for America's children. To some extent this reflects the effects on state governments of the worst economic downturn most living Americans have ever experienced. Yet, this is not the whole story. The 2011-2012 results also reflect the effects of long-term trends that predate the Great Recession and have moved in the wrong direction over an entire decade. This year's report shows that as states emerge from the recession, pre-K continues to suffer, even as the number of students whose families lack the means to provide them with high-quality preschool education programs has increased to an all time high. Much work remains to be done to put pre-K back on track. Appropriations for 2012-2013 were up modestly, though how well actual expenditures track these figures remains to be seen. Reports on proposed state budgets for 2013-2014 are also hopeful, though nothing we have seen indicates that pre-K nationally has fully recovered from past cuts, much less reversed the negative trend in funding per child. Indeed, the most positive recent development may be at the federal level. The president put pre-K on the national agenda in his State of the Union address and subsequently proposed to provide states with $75 billion in matching funds to increase access to high-quality pre-K over the next 10 years. Recent updates include: (1) Total state funding for pre-K programs decreased by more than $548 million across the 40 states that offer pre-K; (2) State pre-K funding per child decreased by $442 (inflation-adjusted) from the previous year to $3,841; (3) State funding per child for pre-K declined in 27 of 40 states with programs, when adjusted for inflation; (4) For the first time we include Arizona's First Things First Prekindergarten Scholarships; (5) Only 15 states plus D.C. could be verified as providing enough per-child funding to meet all 10 benchmarks for quality standards; (6) More than 1.3 million children attended state-funded pre-K, 1.1 million at age 4; (7) Enrollment increased by fewer than 10,000 children, which was not enough to offset population growth and increase the percentage of children served; (8) Combining general and special education enrollments, 31 percent of 4-year-olds and 7 percent of 3-year-olds are served by public pre-K; (9) Seventeen states--fewer than half--plus D.C. increased enrollments; (10) Three programs improved against NIEER's Quality Standards Benchmarks checklist, while seven fell back; (11) Four states plus one of Louisiana's three programs met all 10 of NIEER's benchmarks for state pre-K quality standards, down from five states the previous year. Another 16 states met eight or more; (12) More than half a million children, or 42 percent of nationwide enrollment, were served in programs that met fewer than half of the quality standards benchmarks; and (13) For the first time we list additional rankings that compare Washington, D.C. to the states while recognizing its special status. A glossary is included. (Contains 2 figures, 7 tables, and 16 footnotes.) [Additional funding for this paper was provided by the Tulsa Community Foundation.] ED541941 The State of Preschool 2012: State Preschool Yearbook National Institute for Early Education Research 2012-00-00 Pew Charitable Trusts Carnegie Corporation of New York Fund for New Jersey Geraldine R. Dodge Foundation David and Lucile Packard Foundation Prudential Foundation Schumann Fund for New Jersey Smith Richardson Foundation Office of Educational Research and Improvement (ED) 0-9749-9109-0 250 National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://www.nieer.org N/A http://nieer.org/wp-content/uploads/2016/08/yearbook2012.pdf 2012 -1 ERIC APR2020 ED545098

New

No First Year Seminars Core Curriculum Academic Persistence Graduation Bachelors Degrees Educational Attainment Student Participation Undergraduate Students Public Colleges Regression (Statistics) College Freshmen School Holding Power Clouse, Wendi A. Dissertations/Theses - Doctoral Dissertations English Higher Education Postsecondary Education This study contributes to the body of research that is attempting to uncover what student characteristics and university programs and policies are predictive of student persistence and graduation. Loss of student enrollments through attrition prior to graduation and low graduation rates have significant negative consequences for universities and the attempt to better understand how to mitigate this attrition is an important priority for both researchers and university administrators and policymakers. This study differs from previous research in that it both provides a new theoretical framework for understanding possible causes of student attrition and by advancing methods and quality of the data used in the study of predictors of attrition. A theoretical framework informed by radical alterity (Keesing, 1974), Turner's liminal theory (1967, 1969, 1974), Keefer's domain theory (2006) and assimilation contrast theory (Meyers-Levy &amp; Sternthal, 1993; Warner 2007) are used to test the hypothesis that the likelihood of persisting and attaining a baccalaureate degree are related to, in part, freshman seminar participation and high core curriculum completion rates. Specifically, this study examines the effects that freshman seminar and core completion ratios have on both freshman to sophomore persistence and degree completion at a US, Master's Large, Western, public university. Multi-level logistic regression is used to provide a measure of the likelihood of persisting when controlling for the clustering effects of major choice and year of initial enrollment. Survival analysis will allow for the examination of the probable hazard of dropout over time based on first-term academic events. Results indicate that core curriculum completion ratios in the areas of English, mathematics, and science play key roles in both freshmen to sophomore persistence. Furthermore, socially oriented freshmen seminar programming is central to increased retention rates for specific student populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED545944 The Effects of Non-Compulsory Freshman Seminar and Core Curriculum Completion Ratios on Post-Secondary Persistence and Baccalaureate Degree Attainment ProQuest LLC Ph.D. Dissertation, University of Colorado at Colorado Springs 2012-00-00 978-1-2675-6726-0 259 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3523633 2012 -1 As Provided APR2020 Meets Evidence Standards with Reservations http://ies.ed.gov/ncee/wwc/study/84013

New

No Public Policy Higher Education Educational Finance Student Financial Aid Educational Attainment Quality Assurance Taxes Finance Reform Financial Support Federal Aid Expectation College Role State Aid Government School Relationship Student Costs Outcomes of Education Student Diversity College Admission Accreditation (Institutions) Court Litigation Reports - Descriptive Association of Governing Boards of Universities and Colleges English Higher Education Postsecondary Education Since 1994, AGB has periodically issued papers on policy issues facing higher education. The 2013-2014 edition reflects a higher education landscape that is undergoing rapid and significant change. Such change is compounded by current and longer-term implications of the seemingly never-ending policy debates over traditional financial issues and sequestration. It will affect all higher education sectors, albeit some more than others. The paper's introduction discusses this changing landscape in context. Throughout the subsequent presentation of the top issues, the paper focuses on (and speculates about) how dimensions of public policy-from funding and regulations to calls for greater transparency-will influence our colleges and universities and the work of their governing bodies. The hope is that the paper will again make for good discussions among board members seeking to better understand the many public policy issues emanating from Washington and state capitals, and also being issued by opinion leaders and society at large. The challenges we face are clearly driving many of the policy debates around the country. The top issues identified for the 2013-2014 biennium are: (1) Questions about the Value of Higher Education; (2) Mixed Messages from Policy Makers; (3) Constraints in Institutional Support; (4) The Future of Student Aid; (5) Expectations for Student Attainment (6) Quality Assurance; and (7) Tax Policy and Income Tax Reform. Each issue is described in detail and is followed by suggested questions that board members should consider with their administrative leaders, or use as a discussion guide regarding how particular issues might affect their institution or university system. ED555687 Top Public Policy Issues for Higher Education in 2013 and 2014 Association of Governing Boards of Universities and Colleges 2013-00-00 Administrators 20 Association of Governing Boards of Universities and Colleges. 1133 20th Street NW Suite 300, Washington, DC 20036. Tel: 800-356-6317; Tel: 202-296-8400; Fax: 202-223-7053; Web site: http://www.agb.org N/A http://agb.org/store/top-public-policy-issues-2013-2014 2013 -1 ERIC APR2020

New

Yes Goodness of Fit Item Response Theory Classification Maximum Likelihood Statistics Models International Programs Testing Programs Mathematics Tests Hansen, Mark Cai, Li Monroe, Scott Li, Zhen Reports - Research Trends in International Mathematics and Science Study National Center for Research on Evaluation, Standards, and Student Testing English It is a well-known problem in testing the fit of models to multinomial data that the full underlying contingency table will inevitably be sparse for tests of reasonable length and for realistic sample sizes. Under such conditions, full-information test statistics such as Pearson's X[superscript 2] and the likelihood ratio statistic G[superscript 2] are poorly calibrated. Limited-information fit statistics, such as the M[subscript 2] statistic proposed by Maydeu-Olivares &amp; Joe (2006), have been suggested as possible alternatives to full-information tests in various modeling including item response theory models. In this study, we considered the application of M[subscript 2] to the goodness-of-fit testing of diagnostic classification models (e.g., Rupp, Templin, &amp; Henson, 2010). Through a series of simulation studies, we found that M[subscript 2] is well calibrated across a range of diagnostic model structures. The sensitivity of the test statistic to detect various types of model misspecification was also examined. M[subscript 2] was found to be sensitive to certain misspecifications of the item model (e.g., fitting disjunctive models to data generated according to a conjunctive model), errors in the Q-matrix, and local item dependence due to unmodeled testlet effects. On the other hand, M[subscript 2] was largely insensitive to misspecifications in the distribution of higher-order latent dimensions and to the specification of an extraneous attribute. To complement the analyses of overall model goodness-of-fit, we investigated the potential utility of the Chen and Thissen (1997) local dependence statistic X[superscript 2][subscript LD] for characterizing sources of misfit. The X[superscript 2][subscript LD] statistic was found to be slightly conservative (with Type I error rates consistently below the nominal level) but still useful in identifying potential misspecifications. Patterns of local dependence arising due to model misspecifications are illustrated. Finally, we used the M[subscript 2] and X[superscript 2][subscript LD] statistics to evaluate a diagnostic model fit to a data from the Trends in Mathematics and Science Study (TIMSS), drawing upon analyses previously conducted by Lee, Park, and Taylan (2011). ED555702 Limited-Information Goodness-of-Fit Testing of Diagnostic Classification Item Response Theory Models. CRESST Report 840 National Center for Research on Evaluation, Standards, and Student Testing (CRESST) 2014-05-00 National Science Foundation Institute of Education Sciences (ED) National Institute on Drug Abuse (DHHS/PHS) 47 National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org N/A 2014 -1 As Provided APR2020 Yes 1260746 R305B080016 R01DA026943 R01DA030466

New

Yes Grades (Scholastic) Academic Achievement High Stakes Tests Program Effectiveness Comparative Testing Comparative Analysis School Districts Longitudinal Studies Quasiexperimental Design Matched Groups Control Groups Effect Size Achievement Gains Ross, Steve Nunnery, John Avis, Ashli Borek, Tom Reports - Research Mississippi Memphis Univ., TN. Center for Research in Educational Policy. English Elementary Secondary Education The purpose of this study was to compare the achievement of students in 14 Pascagoula schools and 9 Biloxi schools implementing School Renaissance (SR) to that of students in matched control schools. The achievement measures to be examined were from the 2004 administration of the Mississippi Curriculum Test (MCT) for Reading, Language Arts, and Mathematics in grades 2-8 and the Mississippi Writing Assessment (WA) in grades 4 and 7. Results showed that, although program effects were not as strong and consistent as in the prior school year, they remained generally positive: 16 out of 20 computed effect size estimates were positive. In both Reading and Language Arts, significant positive program effects were observed in 5th grade and 8th grade. In Mathematics, a strong, significant program effect was observed in 3rd and 6th grades. As in 2002-03, strong, significant program effects were obtained in both tested grade levels, particularly in 4th grade, on the Writing Assessment. Supplementary analyses examined outcomes separately by school district, and examined the relationship of student-level implementation measures to achievement effects. Results showed stronger and more consistent program effects in Reading, Language Arts, Math, and Writing for Biloxi than for Pascagoula. Further, implementation measures (particularly reading level and comprehension scores) accounted for substantial variance in achievement, especially in lower grades. These results overall indicate generally positive and sustainable impacts of SR on student performance in program-independent, high-stakes testing. However, these impacts were predominantly evident in Biloxi and only minimally so in Pascagoula, thus suggesting that sustained implementation (four years vs. two years, respectively) was critical to success. Assessment Scoring Rubrics are appended. (Contains 10 figures and 7 tables.) ED500028 The Effects of School Renaissance on Student Achievement in Two Mississippi School Districts: A Longitudinal Quasi-Experimental Study Center for Research in Educational Policy (CREP) 2005-07-00 39 Center for Research in Educational Policy (CREP). University of Memphis, 325 Browning Hall, Memphis, TN 38152-3340. Tel: 866-670-6147; Tel: 901-678-2310; e-mail: coe_crep@cc.memphis.edu; Web site: http://crep.memphis.edu N/A 2005 -1 ERIC APR2020 Does Not Meet Evidence Standards http://ies.ed.gov/ncee/wwc/study/81982

New

Yes Data Analysis Educational Research Educational Technology Interdisciplinary Approach Elementary Secondary Education Higher Education Educational Games Prediction Bayesian Statistics Intelligent Tutoring Systems Computer Uses in Education Evaluation D'Mello, S. K., Ed. Calvo, R. A., Ed. Olney, A., Ed. Collected Works - Proceedings International Educational Data Mining Society English Elementary Secondary Education Higher Education Postsecondary Education Since its inception in 2008, the Educational Data Mining (EDM) conference series has featured some of the most innovative and fascinating basic and applied research centered on data mining, education, and learning technologies. This tradition of exemplary interdisciplinary research has been kept alive in 2013 as evident through an imaginative, exciting, and diverse set of papers spanning the fields of Machine Learning, Artificial Intelligence, Learning Technologies, Education, Linguistics, and Psychology. The following were presented at this sixth installment of the International Conference on Educational Data Mining (EDM 2013), held in Memphis, Tennessee from the 6th to 9th of July 2013: (1) Stealth Assessment in Games: Why, What, and How (Valerie Shute); (2) Discovering the Structure of Mathematical Problem Solving (John R. Anderson); (3) EDM in a Complex and Changing World (Ryan S. J. D. Baker); (4) Limits to Accuracy: How Well Can We Do at Student Modeling? (Joseph Beck and Xiaolu Xiong); (5) Student Profiling from Tutoring System Log Data: When do Multiple Graphical Representations Matter? (Ryan Carlson, Konstantin Genin, Martina Rau and Richard Scheines); (6) Unsupervised Classification of Student Dialogue Acts with Query-Likelihood Clustering (Aysu Ezen-Can and Kristy Elizabeth Boyer); (7) A Spectral Learning Approach to Knowledge Tracing (Mohammad H. Falakmasir, Zachary A. Pardos, Geoffrey J. Gordon and Peter Brusilovsky); (8) Optimal and Worst-Case Performance of Mastery Learning Assessment with Bayesian Knowledge Tracing (Stephen Fancsali, Tristan Nixon and Steven Ritter); (9) Automatically Recognizing Facial Expression: Predicting Engagement and Frustration (Joseph Grafsgaard, Joseph B. Wiggins, Kristy Elizabeth Boyer, Eric N. Wiebe and James Lester); (10) Investigating the Solution Space of an Open-Ended Educational Game Using Conceptual Feature Extraction (Erik Harpstead, Christopher J. MacLellan, Kenneth R. Koedinger, Vincent Aleven, Steven P. Dow and Brad A. Myers); (11) Extending the Assistance Model: Analyzing the Use of Assistance over Time (William Hawkins, Neil Heffernan, Yutao Wang and Ryan S. J. D. Baker); (12) Differential Pattern Mining of Students' Handwritten Coursework (James Herold, Alex Zundel and Thomas Stahovich); (13) Predicting Future Learning Better Using Quantitative Analysis of Moment-by-Moment Learning (Arnon Hershkovitz, Ryan S. J. D. Baker, Sujith M Gowda and Albert T. Corbett; (14) InVis: An Interactive Visualization Tool for Exploring Interaction Networks (Matthew Johnson, Michael Eagle and Tiffany Barnes); (15) Tag-Aware Ordinal Sparse Factor Analysis for Learning and Content Analytics (Andrew Lan, Christoph Studer, Andrew Waters and Richard Baraniuk); (16) Discovering Student Models with a Clustering Algorithm Using Problem Content (Nan Li, William Cohen and Kenneth R. Koedinger); (17) Predicting Player Moves in an Educational Game: A Hybrid Approach (Yun-En Liu, Travis Mandel, Eric Butler, Erik Andersen, Eleanor O'Rourke, Emma Brunskill and Zoran Popovi); (18) Sequences of Frustration and Confusion, and Learning(Zhongxiu Liu, Visit Pataranutaporn, Jaclyn Ocumpaugh and Ryan S. J. D. Baker); (19) Data Mining in the Classroom: Discovering Groups Strategies at a Multi-Tabletop Environment (Roberto Martinez-Maldonado, Kalina Yacef and Judy Kay); (20) Meta-Reasoning Algorithm for Improving Analysis of Student Interactions with Learning Objects using Supervised Learning (L. Dee Miller and Leen-Kiat Soh); (21) Adapting Bayesian Knowledge Tracing to a Massive Open Online Course in edX (Zachary Pardos, Yoav Bergner, Daniel Seaton and David Pritchard); (22) Modeling and Optimizing Forgetting and Spacing Effects during Musical Interval Training (Philip I. Pavlik Jr., Henry Hua, Jamal Williams and Gavin Bidelman); (23) Tuned Models of Peer Assessment in MOOCs (Chris Piech, Jon Huang, Zhenghao Chen, Chuong Do, Andrew Ng and Daphne Koller); (24) Does Representational Understanding Enhance Fluency Or Vice Versa? Searching for Mediation Models (Martina Rau, Richard Scheines, Vincent Aleven and Nikol Rummel); (25) Predicting Standardized Test Scores from Cognitive Tutor Interactions (Steve Ritter, Ambarish Joshi, Stephen Fancsali and Tristan Nixon); (26) Predicting College Enrollment from Student Interaction with an Intelligent Tutoring System in Middle School (Maria Ofelia Clarissa San Pedro, Ryan S. J. D. Baker, Alex Bowers and Neil Heffernan); (27) Incorporating Scaffolding and Tutor Context into Bayesian Knowledge Tracing to Predict Inquiry Skill Acquisition (Michael Sao Pedro, Ryan S. J. D. Baker and Janice Gobert); (28) Applying Three Models of Learning to Individual Student Log Data (Brett van de Sande); (29) Evaluating Topic-Word Review Analysis for Understanding Student Peer Review Performance (Wenting Xiong and Diane Litman); (30) Mining Social Deliberation in Online Communication - If You Were Me and I Were You (Xiaoxi Xu, Tom Murray, Beverly Park Woolf and David Smith); (31) Paragraph Specific N-Gram Approaches to Automatically Assessing Essay Quality (Scott Crossley, Caleb Defore, Kris Kyle, Jianmin Dai and Danielle S. Mcnamara); (32) Degeneracy in Student Modeling with Dynamic Bayesian Networks in Intelligent Edu-Games (Alireza Davoodi and Cristina Conati); (33) Clustering and Visualizing Study State Sequences (Michel Desmarais and Francois Lemieux); (34) Analyzing the Mental Health of Engineering Students using Classification and Regression (Melissa Deziel, Dayo Olawo, Lisa Truchon and Lukasz Golab); (35) Hints: You Can't Have Just One (Ilya Goldin, Kenneth Koedinger and Vincent Aleven); (36) What and When do Students Learn? Fully Data-Driven Joint Estimation of Cognitive and Student Models (Jose Gonzalez-Brenes and Jack Mostow); (37) An Investigation of Psychometric Measures for Modelling Academic Performance in Tertiary Education (Geraldine Gray, Colm McGuinness and Philip Owende); (38) Modeling Affect in Student-Driven Learning Scenarios (Paul Salvador Inventado, Roberto Legaspi, Rafael Cabredo and Masayuki Numao); (39) An Algorithm for Reducing the Complexity of Interaction Networks (Matthew Johnson, Michael Eagle, John Stamper and Tiffany Barnes); (40) Mining Temporally-Interesting Learning Behavior Patterns (John Kinnebrew, Daniel Mack and Gautam Biswas); (41) Modeling Students' Learning and Variability of Performance in Problem Solving (Radek Pelanek, Petr Jarusek and Matej Klusacek); (42) Estimating Student Knowledge from Paired Interaction Data (Anna Raerty, Jodi Davenport and Emma Brunskill); (43) Using a Lexical Analysis of Students Self-Explanation to Predict Course Performance (Nicholas Rhodes, Matthew Ung, Alexander Zundel, Jim Herold and Thomas Stahovich); (44) A Meta-Learning Approach for Recommending a Subset of White-Box Classification Algorithms for Moodle Datasets (Cristobal Romero, Juan Luis Olmo and Sebastian Ventura); (45) Investigating the Effects of Off-Task Personalization on System Performance and Attitudes within a Game-Based Environment (Erica Snow, G. Tanner Jackson, Laura Varner and Danielle S. McNamara); (46) Students Walk through Tutoring: Using a Random Walk Analysis to Profile Students (Erica L. Snow, Aaron D. Likens, G. Tanner Jackson and Danielle S. McNamara); (47) From Events to Activities: Creating Abstraction Techniques for Mining Students Model-Based Inquiry Processes (Vilaythong Southavilay, Lina Markauskaite and Michael J. Jacobson); (48) A Comparison of Model Selection Metrics in DataShop (John Stamper, Kenneth Koedinger and Elizabeth McLaughlin); (49) Measuring the Moment of Learning with An Information-Theoretic Approach (Brett van de Sande); (50) Test-Size Reduction for Concept Estimation (Divyanshu Vats, Christoph Studer, Andrew S. Lan, Lawrence Carin and Richard Baraniuk); (51) Reading into the Text: Investigating the Influence of Text Complexity on Cognitive Engagement (Benjamin Vega, Shi Feng, Blair Lehman, Art Graesser and Sidney D'Mello); (52) Using Students' Programming Behavior to Predict Success in an Introductory Mathematics Course (Arto Vihavainen, Matti Luukkainen and Jaakko Kurhila); (53) Do Students Really Learn an Equal Amount Independent of Whether They Get an Item Correct or Wrong? (Seth Adjei, Seye Salehizadeh, Yutao Wang and Neil Heffernan); (54) Analysis of Students Clustering Results Based on Moodle Log Data (Angela Bovo, Stephane Sanchez, Olivier Heguy and Yves Duthen); (55) Mining the Impact of Course Assignments on Student Performance (Ritu Chaturvedi and Christie Ezeife); (56) Mining Users Behaviors in Intelligent Educational Games: Prime Climb a Case Study (Alireza Davoodi, Samad Kardan and Cristina Conati); (57) Bringing Student Backgrounds Online: MOOC User Demographics, Site Usage, and Online Learning (Jennifer Deboer, Glenda S. Stump, Daniel Seaton, Andrew Ho, David E. Pritchard and Lori Breslow); (58) Detecting Player Goals from Game Log Files (Kristen Dicerbo and Khusro Kidwai); (59) A Prediction Model that Uses the Sequence of Attempts and Hints to Better Predict Knowledge: Better to Attempt the Problem First, Rather Than Ask for a Hint (Hien Duong, Linglong Zhu, Yutao Wang and Neil Heffernan); (60) Towards the Development of a Classification Service for Predicting Students' Performance (Diego Garca-Saiz and Marta Zorrilla); (61) Identifying and Visualizing the Similarities Between Course Content at a Learning Object, Module and Program Level (Kyle Goslin and Markus Hofmann); (62) Using ITS Generated Data to Predict Standardized Test Scores (Kim Kelly, Ivon Arroyo and Neil Heffernan); (63) Joint Topic Modeling and Factor Analysis of Textual Information and Graded Response Data (Andrew Lan, Christoph Studer, Andrew Waters and Richard Baraniuk); (64) Component Model in Discourse Analysis (Haiying Li, Art Graesser and Zhiqiang Cai); (65) Modeling Student Retention in an Environment with Delayed Testing (Shoujing Li, Xiaolu Xiong and Joseph Beck); (66) Predicting Group Programming Project Performance using SVN Activity Traces (Sen Liu, Jihie Kim and Sofus Macskassy); (67) Toward Predicting Test Score Gains with Online Behavior Data of Teachers (Keith Maull and Tamara Sumner); (68) Domain-Independent Proximity Measures in Intelligent Tutoring Systems; (Bassam Mokbel, Sebastian Gross, Benjamin Paassen, Niels Pinkwart and Barbara Hammer); (69) Exploring Exploration: Inquiries into Exploration Behavior in Complex Problem Solving Assessment (Jonas Muller, Andre Kretzschmar and Samuel Greiff); (70) The Complex Dynamics of Aggregate Learning Curves (Tristan Nixon, Stephen Fancsali and Steven Ritter); (71) Extracting Time-Evolving Latent Skills from Examination Time Series (Shinichi Oeda and Kenji Yamanishi); (72) Uncovering Class-Wide Patterns in Responses to True/False Questions (Andrew Pawl); (73) Causal Modeling to Understand the Relationship between Student Attitudes, Affect and Outcomes (Dovan Rai, Joseph Beck and Ivon Arroyo); (74) Determining Review Coverage by Extracting Topic Sentences Using A Graph-Based Clustering Approach (Lakshmi Ramachandran, Balaraman Ravindran and Edward Gehringer); (75) Affective State Detection in Educational Systems through Mining Multimodal Data Sources (Sergio Salmeron-Majadas, Olga C. Santos and Jesus G. Boticario); (76) Exploring the Relationship between Course Structure and eText Usage in Blended and Open Online Courses (Daniel T. Seaton, Yoav Bergner and David E. Pritchard); (77) Data Preprocessing Using a Priori Knowledge (Jean Simon); (78) Discovering the Relationship between Student Effort and Ability for Predicting the Performance of Technology-Assisted Learning in a Mathematics After-School Program (Jun Xie, Xudong Huang, Henry Hua, Jin Wang, Quan Tang, Scotty Craig, Arthur Graesser, King-Ip Lin and Xiangen Hu); (79) Using Item Response Theory to Rene Knowledge Tracing (Yanbo Xu and Jack Mostow); (80) Estimating the Benefits of Student Model Improvements on a Substantive Scale (Michael Yudelson and Kenneth Koedinger); (81) A Dynamic Group Composition Method to Refine Collaborative Learning Group Formation (Zhilin Zheng); (82) Educational Data Mining: Illuminating Student Learning Pathways in an Online Fraction Game (Ani Aghababyan, Taylor Martin, Nicole Forsgren Velasquez and Philip Janisiewicz); (83) Automatic Gaze-Based Detection of Mind Wandering during Reading (Sidney D'Mello, Jonathan Cobian and Matthew Hunter); (84) DARE: Deep Anaphora Resolution in Dialogue based Intelligent Tutoring Systems (Nobal B. Niraula, Vasile Rus and Dan Stefanescu); (85) Are You Committed? Investigating Interactions among Reading Commitment, Natural Language Input, and Students Learning Outcomes (Laura K. Varner, G. Tanner Jackson, Erica L. Snow and Danielle S. McNamara); (86) Using Multi-level Models to Assess Data From an Intelligent Tutoring System (Jennifer Weston and Danielle S. McNamara); (87) Evaluation of Automatically Generated Hint Feedback (Michael Eagle and Tiffany Barnes); (88) Analysing Engineering Expertise of High School Students Using Eye Tracking and Multimodal Learning Analytics (July Gomes, Mohamed Yassine, Marcelo Worsley and Paulo Blikstein); (89) Investigating the Efficacy of Algorithmic Student Modelling in Predicting Students at Risk of Failing in Tertiary Education (Geraldine Gray, Colm McGuinness and Philip Owende); (90) BOTS: Harnessing Player Data and Player Effort to Create and Evaluate Levels in a Serious Game (Andrew Hicks); (91) Helping Students Manage Personalized Learning Scenarios (Paul Salvador Inventado, Roberto Legaspi and Masayuki Numao); (92) Determining Problem Selection for a Logic Proof Tutor (Behrooz Mostafavi and Tiffany Barnes); (93) Demonstration of a Moodle Student Monitoring Web Application (Angela Bovo, Stephane Sanchez, Olivier Heguy and Yves Duthen); (94) Students Activity Visualization Tool (Marius Stefan Chiritoiu, Cristian Mihaescu and Dumitru Dan Burdescu); (95) FlexCCT: Software for Maximum Likelihood Cultural Consensus Theory (Stephen France, Mahyar Vaghe and William Batchelder); (96) Visual Exploration of Interactions and Performance with LeMo. (Agathe Merceron, Sebastian Schwarzrock, Margarita Elkina, Andreas Pursian, Liane Beuster, Albrecht Fortenbacher, Leonard Kappe and Boris Wenzla); (97) Project CASSI: A Social-Graph Based Tool for Classroom Behavior Analysis and Optimization (Robert Olson, Zachary Daily, John Malayny and Robert Szkutak); (98) A Moodle Block for Selecting, Visualizing and Mining Students' Usage Data (Cristobal Romero, Cristobal Castro and Sebastian Ventura); (99) SEMILAR: A Semantic Similarity Toolkit for Assessing Students' Natural Language Inputs (Vasile Rus, Rajendra Banjade, Mihai Lintean, Nobal Niraula and Dan Stefanescu); (100) Gathering Emotional Data from Multiple Sources (Sergio Salmeron-Majadas, Olga C. Santos, Jesus G. Boticario, Raul Cabestrero, Pilar Quiros and Mar Saneiro); and (101) A Tool for Speech Act Classification Using Interactive Machine Learning (Borhan Samei, Fazel Keshtkar and Arthur C. Graesser). Individual presentations contain references. [For &quot;Proceedings of the International Conference on Educational Data Mining (EDM) (5th, Chania, Greece, June 19-21, 2012)&quot;, see ED537074.] ED558215 Proceedings of the International Conference on Educational Data Mining (EDM) (6th, Memphis, Tennessee, July 6-9, 2013) International Educational Data Mining Society 2013-07-00 978-0-9839525-2-7 434 International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org N/A 2013 -1 ERIC APR2020

New

Yes Caseworker Approach At Risk Students High School Students Potential Dropouts Dropout Prevention Program Evaluation Student Personnel Services Program Implementation Outcomes of Education Student Improvement Attendance Academic Failure Coordinators Community Coordination Social Support Groups Interpersonal Competence Identification Needs Assessment Corrin, William Parise, Leigh M. Cerna, Oscar Haider, Zeest Somers, Marie-Andrée Reports - Research North Carolina South Carolina Texas MDRC English High Schools Secondary Education Higher Education Postsecondary Education Too many students drop out and never earn their high school diploma. For students at risk of dropping out, academic, social, and other supports may help. &quot;Communities In Schools&quot; seeks to organize and provide these supports to at-risk students in the nation's poorest-performing schools, including through &quot;case-managed&quot; services. This report, the first of two from a random assignment evaluation of &quot;Communities In Schools&quot; case management, focuses primarily on the implementation of case management in 28 secondary schools during the 2012-2013 school year. The report also includes interim one-year findings about case management's impact on student outcomes. The report concludes with suggestions for improvement for &quot;Communities In Schools&quot; based mainly on the implementation findings. The next report will present two-year impact findings and more about the implementation of case management in the 2013-2014 school year. Appended to the report are: (1) Statistical Model and Statistical Power; and (2) Sample and Response Analysis. ED558497 Case Management for Students at Risk of Dropping Out: Implementation and Interim Impact Findings from the Communities in Schools Evaluation MDRC 2015-04-00 Corporation for National and Community Service Edna McConnell Clark Foundation 135 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2015 -1 ERIC APR2020 Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/85477

New

Yes Coaching (Performance) Academic Achievement Secondary School Teachers Secondary Schools Teacher Effectiveness Web Based Instruction Instructional Effectiveness Instructional Improvement Intervention Achievement Tests Teacher Student Relationship Achievement Gains Hypothesis Testing Allen, Joseph Pianta, Robert Gregory, Anne Mikami, Amori Lun, Janetta Reports - Research Journal Articles English Secondary Education Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner-Secondary--a Web-mediated approach focused on improving teacher-student interactions in the classroom--examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students. The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores. Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention. [For a related What Works Clearinghouse Intervention Report, see ED557783.] ED556046 An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement Grantee Submission Science v333 n6045 p1034-1037 Aug 2011 2011-08-00 Institute of Education Sciences (ED) 5 T http://dx.doi.org/10.1126/science.1207998 2011 -1 As Provided APR2020 Yes R305A100367 Meets Evidence Standards with Reservations http://ies.ed.gov/ncee/wwc/study/80136 ED559916 ED559928

New

Yes Program Effectiveness Program Evaluation Academic Achievement Charter Schools School Effectiveness Effective Schools Research Educational Assessment Educational Indicators Elementary Secondary Education Statistical Significance College Preparation Academic Persistence Academic Aspiration College Readiness Institutional Characteristics Educational Innovation Grants Investment Student Characteristics Profiles Graduation Rate Bayesian Statistics Educational Research School Surveys Grades (Scholastic) Tables (Data) Institutional Mission Control Groups Experimental Groups Standardized Tests Regression (Statistics) Scores Clearinghouses Tuttle, Christina Clark Gleason, Philip Knechtel, Virginia Nichols-Barrer, Ira Booker, Kevin Chojnacki, Gregory Coen, Thomas Goble, Lisbeth Reports - Research Mathematica Policy Research, Inc. KIPP Foundation English Elementary Secondary Education Secondary Education KIPP (Knowledge is Power Program) is a national network of public charter schools whose stated mission is to help underserved students enroll in and graduate from college. Prior studies (see Tuttle et al. 2013) have consistently found that attending a KIPP middle school positively affects student achievement, but few have addressed longer-term outcomes and no rigorous research exists on impacts of KIPP schools at levels other than middle school. In this first high-quality study to rigorously examine the impacts of the network of KIPP public charter schools at all elementary and secondary grade levels, Mathematica found that KIPP schools have positive impacts on student achievement, particularly at the elementary and middle school levels. In addition, the study found positive impacts on student achievement for new entrants to the KIPP network in high school. For students continuing from a KIPP middle school, KIPP high schools' impacts on student achievement are not statistically significant, on average (in comparison to students who did not have the option to attend a KIPP high school and instead attended a mix of other non-KIPP charter, private, and traditional public high schools). Among these continuing students, KIPP high schools have positive impacts on several aspects of college preparation, including more discussions about college, increased likelihood of applying to college, and more advanced coursetaking. This report provides detailed findings and also includes the following appendices: (1) List of KIPP Schools In Network; (2) Detail on Survey Outcomes; (3) Cumulative Middle and High School Results; (4) Detailed Analytic Methods: Elementary School (Lottery-Based Analyses); (5) Detailed Analytic Methods: Middle School (Lottery-Based Analyses); (6) Understanding the Effects of KIPP As It Scales Mathematica Policy Research; (7) Detailed Analytic Methods: Middle School (Matched-Student Analyses); (8) Detailed Analytic Methods: High School (Matched-Student Analyses); (9) Detailed Analytic Methods: High School (Matched-School Analyses); and (10) Detailed Tables For What Works Clearinghouse Review. [For the executive summary, see ED560080; for the focus brief, see ED560043.] ED560079 Understanding the Effect of KIPP as It Scales: Volume I, Impacts on Achievement and Other Outcomes. Final Report of KIPP&apos;s &quot;Investing in Innovation Grant Evaluation&quot; Mathematica Policy Research, Inc. 2015-09-17 222 Mathematica Policy Research, Inc. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: info@mathematica-mpr.com; Web site: http://www.mathematica-mpr.com N/A 2015 -1 ERIC APR2020 Meets Evidence Standards with Reservations https://ies.ed.gov/ncee/wwc/Study/85516

New

No Mathematics Achievement Elementary School Mathematics Comparative Analysis State Standards Achievement Tests Correlation Predictor Variables Grade 3 Grade 5 Multiple Choice Tests Curriculum Evaluation Grade 4 Racial Differences Gender Differences Low Income Groups Individualized Education Programs Scores Achievement Gains Roan, Clayton Dissertations/Theses - Doctoral Dissertations Illinois English Elementary Education Grade 3 Primary Education Early Childhood Education Grade 5 Intermediate Grades Middle Schools Grade 4 This study compared mathematics achievement in Illinois elementary schools using the &quot;Everyday Math&quot; and &quot;Saxon Math&quot; curricula. The Illinois Standards Achievement Test (ISAT) was used as the measure of student achievement. Multiple correlation analyses showed that the type of curriculum used was a significant predictor of mathematics achievement at the third and fifth grade levels. &quot;Everyday Math&quot; was found to support greater student achievement in these grades. When holding other variables constant, &quot;Everyday Math&quot; schools can be expected to have an average of 2.1% more questions correct on the multiple choice portion of the ISAT than &quot;Saxon Math&quot; schools at the third grade level. At the fifth grade level, &quot;Everyday Math&quot; schools are predicted to have an average of 4.3% more questions correct than &quot;Saxon Math&quot; schools. The type of curriculum used was not a significant predictor at the fourth grade level. Analysis of student achievement by subgroup found that &quot;Everyday Math&quot; supported significantly greater student achievement than &quot;Saxon Math&quot; for White students in third and fifth grades, non-Asian minorities in fifth grade, girls in third grade, non low-income students in third grade, and non-IEP students in third grade. Multiple correlation analyses for content strands found that curriculum was a significant predictor for elementary student achievement on each mathematics content strand tested in Illinois. &quot;Everyday Math&quot; was found to support significantly greater student achievement for each content strand. After analyzing the correlation coefficients for curriculum, schools using &quot;Everyday Math&quot; were found to have between 2.1% and 3.5% more questions correct on the content strand portions of the ISAT. Though &quot;Saxon Math&quot; was not found to support significantly greater achievement in any area statistically, average scores for low-income students using &quot;Saxon Math&quot; were better than those of low-income students using &quot;Everyday Math&quot; at each grade level. This suggests a potential weakness of the &quot;Everyday Math&quot; curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED548591 A Comparison of Elementary Mathematics Achievement in Everyday Math and Saxon Math Schools in Illinois ProQuest LLC Ph.D. Dissertation, Indiana State University 2012-00-00 978-1-2673-2731-4 118 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3507509 2012 -1 As Provided APR2020 Does Not Meet Evidence Standards http://ies.ed.gov/ncee/wwc/study/80885 ED565884

New

Yes Career Readiness College Readiness Consortia High Schools Colleges Program Effectiveness Outcomes of Education Academic Achievement College Entrance Examinations Advanced Placement Programs Enrollment Academic Persistence Scores Program Implementation Fidelity High School Students College Students Outcome Measures Intervention Mokher, Christine G. Lee, Steve Sun, Christopher Reports - Research Tennessee ACT Assessment Advanced Placement Examinations (CEEB) CNA Niswonger Foundation English High Schools Secondary Education Higher Education Postsecondary Education In Fall 2010, the Niswonger Foundation received a five-year validation grant from the Investing in Innovation Fund (i3) to create the Northeast Tennessee College and Career Ready Consortium of 29 high schools and five colleges. This report evaluates the Consortium's impact on student outcomes during each of the four years of program implementation. The findings from the confirmatory impact analyses indicate that students in Consortium schools had higher ACT scores, were more likely to participate in Advanced Placement (AP) courses, score a 3 or higher on an AP exam, enroll in college, and persist in college than students in matched comparison schools. Also, about half of all program components scored 2.0 or higher on a 3-point scale, indicating moderate fidelity of implementation. This report contains the results submitted to the National Evaluation of i3 (NEi3), which determines the overall impact of the federal investment in the i3 program. Appended to the report are: (1) Criteria for the NEi3 Evaluation; (2) Technical Information on Propensity Score Matching and Statistical Models; and (3) Supplemental Tables. ED569930 Final Findings from Impact and Implementation Analyses of the Northeast Tennessee College and Career Ready Consortium CNA Corporation 2016-09-30 Department of Education (ED) 98 CNA Corporation. 4825 Mark Center Drive, Alexandria, VA 22311. Tel: 703-824-2000; e-mail: inquiries@na.org; Web site: http://www.cna.org N/A 2016 -1 As Provided APR2020 396B100336 Meets Evidence Standards with Reservations https://ies.ed.gov/ncee/wwc/Study/85772

New

Yes Grade 9 Transitional Programs High School Freshmen Student Adjustment Communities of Practice Administrator Role Teacher Role Interdisciplinary Approach Teamwork Teaching Methods Quasiexperimental Design Program Effectiveness Academic Achievement Scores Standardized Tests Grades (Scholastic) Attendance Patterns Suspension Expulsion Graduation Student Behavior Comparative Analysis Student Records Surveys Somers, Marie-Andrée Garcia, Ivonne Reports - Evaluative Numerical/Quantitative Data Florida MDRC English Grade 9 Junior High Schools Middle Schools Secondary Education High Schools Ninth Grade Academies (NGAs)--also called Freshman Academies--have attracted national attention as a particularly intensive and promising approach for supporting a successful transition for high school freshmen. An NGA is a self-contained learning community for ninth-graders that operates as a school within a school. NGAs have four core structural components: (1) a designated separate space within the high school, (2) a ninth-grade administrator who oversees the academy, (3) a faculty assigned to teach only ninth-grade students, and (4) teachers organized into interdisciplinary teams that have both students and a planning period in common. The theory of action behind NGAs is that when these components are employed together, they interact to create a more personalized learning environment where ninth-grade students feel less anonymous and more individually supported. This, in turn, should help students succeed in school and stay on track to high school graduation. NGAs have shown promising results when employed as part of a whole-school reform model, but in these cases schools have received external support from a developer to create and sustain them. A growing number of schools and districts have been experimenting with NGAs on their own, but the little research that exists on their effectiveness is limited to anecdotal accounts. This study, which is based on a quasi-experimental research design, examines the effect of NGAs on students' progress toward graduation, their academic achievement, and their behavior in several school districts in Florida. The sample for this study includes 27 high schools that created NGAs between 2001-2002 and 2006-2007, along with 16 comparison high schools that serve ninth-grade students with similar characteristics as students in the NGA schools. As context for understanding the impact findings, this study also looks at the extent to which the key features of the NGA model were implemented in the NGA schools in the study and how this differs from the structures and supports in the comparison schools. The key finding is that the NGAs in this study do not appear to have improved students' academic or behavioral outcomes (credit earning, state test scores, course marks, attendance, suspensions, or expulsions). The findings also suggest that it can be difficult for schools to fully implement the components of the NGA model without expert assistance: Three years after their creation, only half the NGAs in the study had all four structural components of the model in place. Nationally, school districts continue to create NGAs, and recent efforts to implement them have incorporated various enhancements that are intended to strengthen and improve their implementation, but little is known about their effectiveness. Because students' experience in ninth grade is an important predictor of their future success, these efforts to create and improve NGAs should be examined in future studies. Appended are: (1) Technical Information; and (2) Beyond the Sunshine State: Ninth Grade Academies in Other School Districts. [&quot;Helping Students Make the Transition into High School: The Effect of Ninth Grade Academies on Students' Academic and Behavioral Outcomes&quot; was written with Janet Quint.] ED566404 Helping Students Make the Transition into High School: The Effect of Ninth Grade Academies on Students&apos; Academic and Behavioral Outcomes MDRC 2016-06-00 Institute of Education Sciences (ED) 102 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2016 -1 As Provided APR2020 Yes R305E090019 Meets Evidence Standards with Reservations https://ies.ed.gov/ncee/wwc/Study/85549

New

Yes Public Opinion Elementary Secondary Education School Choice School Policy Knowledge Level Familiarity Preferences Educational Change Institutional Characteristics Educational Finance Expenditures Educational Trends Educational Assessment Educational Indicators Standardized Tests Grades (Scholastic) Charter Schools Educational Vouchers Tax Credits Scholarships Educational Experience National Surveys Interviews DiPerna, Paul Catt, Andrew D. Reports - Research Numerical/Quantitative Data EdChoice Braun Research, Inc. English Elementary Secondary Education The purpose of the Schooling in America Survey is to measure public opinion on, and in some cases awareness or knowledge of, a range of K-12 education topics and school choice policies. The annual snapshots consider the perceived direction of American K-12 education; views on education spending; grades and preferences for different types of schools; standardized testing; and school choice topics, such as charter schools, vouchers, education savings accounts, and tax-credit scholarships. The 2016 survey included two sets of questions with a special focus on actions parents have taken to support their child's K-12 education. The organization of this report has four main sections. The first, second, and third sections describe key findings and presents charts for additional context: (1) broad K-12 education issues and school type preferences; (2) school choice policies and reforms; and (3) parents' schooling experiences. The fourth section details the survey's methodology, summarizes response statistics, and provides additional technical information on call dispositions for landline and cell phone interviews and weighting. ED570217 2016 Schooling in America Survey: Public Opinion on K-12 Education and School Choice. Polling Paper #28 EdChoice 2016-10-00 96 EdChoice. 111 Monument Circle Suite 2650, Indianapolis, IN 46204. Tel: 317-681-0745; e-mail: info@edchoice.org; Web site: http://www.edchoice.org N/A 2016 -1 ERIC APR2020

New

Yes Standards Access to Information Information Management Guides Research Methodology Role Intervention Reports Evaluation Methods Attrition (Research Studies) Effect Size Computation Statistical Significance Statistical Analysis Comparative Analysis Regression (Statistics) Case Studies Rating Scales Classification Randomized Controlled Trials Quasiexperimental Design Guides - Non-Classroom What Works Clearinghouse (ED) English With its critical assessments of scientific evidence on the effectiveness of education programs, policies, and practices (referred to as &quot;interventions&quot;), and a range of products summarizing this evidence, the What Works Clearinghouse (WWC) is an important part of the Institute of Education Sciences' strategy to use rigorous and relevant research, evaluation and statistics to improve our nation's education system. The mission of the WWC is to be a central and trusted source of scientific evidence for what works in education. Without a service like the What Works Clearinghouse, it can be difficult, time-consuming, and costly for educators to access the relevant studies and reach sound conclusions about the effectiveness of particular interventions. Educators who want to know whether a particular intervention is effective can read a WWC Intervention Report and know that it represents both a thorough review of the identified research literature on that intervention and a critical assessment and summary of the evidence reported by the study authors. In this version of the Handbook, pilot standards for judging the conditions under which studies using regression discontinuity or single-case designs meet WWC standards for causal validity have been added. As the WWC continues to refine processes, develop new standards, and create new products, the Handbook will be revised or augmented to reflect these changes. Chapter I describes the roles of those who contribute to the topic area reviews, along with details on participating organizations and conflicts of interest. Chapter II provides guidelines for identifying topic areas, research and interventions to develop intervention reports. Chapter III explains the review process. Chapter IV describes the types of intervention reports, the process of preparing the report, components of the intervention report, the rating system used to determine the evidence rating, and the metrics and computations used to aggregate and present the evidence. Appended are: (1) Assessing Attrition Bias; (2) Effect Size Computations; (3) Clustering Correction of the Statistical Significance of Effects Estimated with Mismatched Analyses; (4) Benjamini-Hochberg Correction of the Statistical Significance of Effects Estimated with Multiple Comparisons; (5) Pilot Standards for Regression Discontinuity Designs; (6) Pilot Standards for Single-Case Designs; (7) Intervention Rating Scheme; (8) Computation of the Improvement Index; and (9) Extent of Evidence Categorization. [See ED503772 to view previous version of this guide.] ED565673 What Works Clearinghouse Procedures and Standards Handbook, Version 2.1 What Works Clearinghouse 2011-09-00 106 What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc T 2011 -1 ERIC APR2020 Yes ED545233 ED544172 ED560732 ED544681

New

Yes Urban Schools Summer Programs Grade 6 Grade 7 Grade 8 Robotics Educational Innovation Middle School Students STEM Education Workshops Program Implementation Fidelity Goal Orientation Program Effectiveness Attendance Mathematics Achievement Academic Aspiration Career Choice Teacher Effectiveness Surveys Observation Student Surveys Mac Iver, Martha Abele Mac Iver, Douglas J. Reports - Research-practitioner Partnerships Reports - Research Maryland (Baltimore) Baltimore Education Research Consortium (BERC) English Grade 6 Intermediate Grades Middle Schools Elementary Education Grade 7 Junior High Schools Secondary Education Grade 8 In 2011 Baltimore City Schools submitted a successful proposal for an Investing in Innovations (i3) grant to offer a three year (2012-2014) summer program designed to expose rising sixth through eighth grade students to VEX robotics. The i3-funded Middle School Science, Technology, Engineering and Mathematics (STEM) Summer Learning Program was part of a larger Baltimore City STEM summer learning program entitled &quot;Create the Solution&quot; in 2012 and &quot;22nd Century Pioneers&quot; in 2013 and 2014. The five-week summer program offered in 2012, 2013, and 2014 consisted of a half-day of instruction in mathematics and science and a half-day of enrichment activities. The robotics workshop taught students the fundamentals of building robots and provided time for teams to build their own robots and participate in competitions. The larger program offered different enrichment activities such as sports or arts. This report addresses research questions regarding the program's: (1) implementation fidelity; (2) performance goals; (3) impact on student attendance and mathematics achievement outcomes; (4) impact on student aspirations for college, studying STEM subjects in college, and pursuing STEM careers; and (5) impact on measures of teacher effectiveness. The following includes a summary for each: (1) Implementation Fidelity: Instruction in mathematics and robotics was implemented with fidelity all three program years. Implementation fidelity was lower for the professional development in robotics and mathematics components of the program because teacher attendance rates did not meet the thresholds set by City Schools; (2) Enrollment Goals: Most program enrollment goals were not met. Enrollment in the i3-funded program was 193 students in 2012 (goal 400), 384 in 2013 (goal 500), and 386 in 2014 (goal 600). The program sought to enroll 80% low-performing students in mathematics each year, but fell significantly short of this goal despite the district's efforts to reach out to these students. In addition, the program goal of enrolling at least 50% female participants was not met. The program also sought to have at least 80% of students attend at least 70% of the time (17 of the 24 program days), but only 55% of students attended at that rate. The program did meet its goals for recruiting minority (at least 95%) and high poverty students (at least 80%) each year; (3) Program Impacts on Attendance: Found a significant program effect on attendance in the year following the 2012 program. Program students had average attendance rates of 1.4 percentage points higher than the comparison group the year following the program (97.0% vs. 95.6%). An even larger significant program effect for low-achieving students' attendance was found in the year following the 2012 program (96.4% vs. 93.8%). The 2013 program students had slightly but not significantly higher attendance rates than their matched comparison students in the year following the program. The authors also also examined whether there was still a program effect on attendance a year later (2013-14) for the Summer 2012 participants. Program participants had average attendance rates of 1.5 percentage points higher than comparison students (95.2% vs. 93.7%). Among the low-achieving students the attendance difference was 2.4 percentage points (93.6% for program students vs. 91.2% for comparison students). These effects were not statistically significant; (4) Program Impacts on Mathematics Achievement: There were no program effects on mathematics achievement for either the 2012 or 2013 programs; (5) Program Impacts on Student Aspirations: There was no evidence from student survey data that the robotics program had a positive effect on student aspirations to attend college, study STEM subjects in college, or pursue a STEM career for either the 2013 or 2014 programs; and (6) Program Impacts on Teacher Effectiveness: Analyses based on mean instructional effectiveness scores from Spring 2013 and Fall 2013 on the nine components of the district's teacher evaluation tool examined whether teachers who received the summer professional development in 2013 made gains in instructional effectiveness. The difference between program teachers' effectiveness scores before and after the professional development was not statistically significant. Data were not available to examine differences between program teachers and a comparable group of teachers who did not receive the summer professional development. The following are appended: (1) Implementation Fidelity; (2) Performance Goals; and (3) Methodology. ED570654 The Baltimore City Schools Middle School STEM Summer Program with VEX Robotics Baltimore Education Research Consortium 2015-07-00 61 Baltimore Education Research Consortium. 2701 North Charles Street Suite 300, Baltimore, MD 21218. Tel: 410-516-4044; Web site: http://www.baltimore-berc.org N/A 2015 -1 ERIC APR2020 Meets Evidence Standards with Reservations https://ies.ed.gov/ncee/wwc/Study/84089

New

Yes Reading Programs Program Effectiveness Quasiexperimental Design Elementary School Students Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Comparative Analysis Control Groups Experimental Groups Least Squares Statistics Statistical Significance Regression (Statistics) Models Probability Online Courses Electronic Learning Program Implementation Measures (Individuals) Predictor Variables Pretests Posttests Effect Size Correlation Borman, Geoffrey D. Park, So Jung Min, Sookweon Reports - Research California English Elementary Education Grade 3 Primary Education Early Childhood Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 The purpose of this study was to evaluate the impact of Achieve3000, a differentiated online literacy curriculum, on students' scores on the California State Test (CST). In the 2011-12 school year, 1,957 students in Chula Vista began using Achieve3000's solutions in 3rd through 8th grade. Using a form of propensity score matching called Inverse Probability-of-Treatment Weighting (IPTW), the researchers assigned weights for the likelihood that students in the non-user comparison group (N = 7,598) could have been in the Achieve3000 treatment group. A Weighted Least Squares (WLS) regression model with IPTW weights estimated the average treatment effect. The researchers found that, overall, the students assigned to Achieve3000 performed statistically significantly higher on the CST, by 2.4 points, than students who were not using these solutions. This suggests the program is effective in improving student learning over conventional classroom activities in the first year of use, however more data is needed to determine the long term impact of usage. Five appendices contain supplemental tables and figures. ED558845 The District-Wide Effectiveness of the Achieve3000 Program: A Quasi-Experimental Study Online Submission 2015-01-15 29 N/A 2015 -1 As Provided APR2020 Meets Evidence Standards with Reservations https://ies.ed.gov/ncee/wwc/Study/84959

New

Yes Randomized Controlled Trials Preschool Curriculum Early Childhood Education Low Income Curriculum Evaluation Executive Function Social Development Emotional Development Interpersonal Competence Hierarchical Linear Modeling Student Improvement At Risk Students School Readiness Curriculum Implementation Rating Scales Intelligence Tests Verbal Ability Vocabulary Task Analysis Scores Effect Size Upshur, Carole C. Heyman, Miriam Wenz-Gross, Melodie Reports - Research Journal Articles Massachusetts Peabody Picture Vocabulary Test English Preschool Education Early Childhood Education A classroom randomized trial (n = 31 classrooms) was conducted using the Second Step Early Learning (SSEL) curriculum compared to usual curricula. Head Start and community preschool classrooms enrolling low income children were randomly assigned to deliver SSEL (n = 16) or usual curricula (n = 15). Data are reported for four year olds independently assessed for executive functioning (EF) and social-emotional skills (SE) in fall and spring of the preschool year. Analyses used three level Hierarchical Linear Modeling, including two EF tasks or two SE tasks as level 1, child as level 2, and classroom as level 3. Controlling for baseline EF, SE, cognitive ability, parent income, child sex, age, and ethnicity, children receiving the SSEL curriculum had significantly better end of preschool EF skills and marginally significantly better end of preschool SE skills. The curriculum is thus promising in its potential to improve at-risk preschool children's EF and SE. ED573440 Efficacy Trial of the Second Step Early Learning (SSEL) Curriculum: Preliminary Outcomes Grantee Submission Journal of Applied Developmental Psychology v50 p15-25 May-Jun 2017 2017-00-00 Institute of Education Sciences (ED) 11 T http://dx.doi.org/10.1016/j.appdev.2017.03.004 2017 -1 As Provided APR2020 Yes R305A130336 Meets Evidence Standards with Reservations https://ies.ed.gov/ncee/wwc/Study/85540

New

Yes Middle School Students Science Instruction Secondary School Science Physics Playgrounds Learning Activities Scientific Principles Motion Energy Science Curriculum Inquiry Middle School Teachers Teaching Methods Gender Differences Ethnic Groups Racial Differences Randomized Controlled Trials Comparative Analysis Knowledge Level Student Surveys Statistical Analysis Friedman, Lawrence B. Margolin, Jonathan Swanlund, Andrew Dhillon, Sonica Liu, Feng Reports - Research Tests/Questionnaires New York (New York) American Institutes for Research (AIR) English Middle Schools Secondary Education Junior High Schools Playground Physics is a technology-based application and accompanying curriculum designed by New York Hall of Science (NYSCI) to support middle school students' science engagement and learning of force, energy, and motion. The program includes professional development, the Playground Physics app, and a curriculum aligned with New York State Learning Standards, Common Core State Standards, and Next Generation Science Standards. The iOS app allows students to record and review videos through three &quot;lenses&quot;: (1) motion; (2) force (Newton's third law); and (3) energy, and the curriculum integrates informal and formal, inquiry-based learning strategies to promote greater student knowledge and understanding of physics. The program was designed to be implemented in a formal school setting during the regular school day. This report describes the results of an experimental study of the Playground Physics program's impact on learning of physics concepts, student engagement, and science-related attitudes. Sixty New York City middle grade teachers were randomly assigned to treatment or control conditions. Treatment teachers were asked to participate in Playground Physics professional development and use Playground Physics as part of their physics instruction during the 2015-16 academic year; control teachers were asked to use their regular instruction. In total, 15 teachers left the study. The final sample included student data from 24 treatment teachers and 21 control teachers. The following are appended: (1) Playground Physics Curriculum Activities; (2) Student Outcome Measures; (3) Teacher Survey; (4) Impact Analysis Technical Approach; (5) Output from Statistical Models; (6) Knowledge Assessment Responses and Standards Alignment; (7) 2014-15 Fidelity of Implementation Analysis; and (8) Supplemental Analysis. ED574773 Enhancing Middle School Science Lessons with Playground Activities: A Study of the Impact of Playground Physics American Institutes for Research 2017-04-00 Department of Education (ED), Office of Innovation and Improvement 36 American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org N/A 2017 -1 ERIC APR2020 U411C110310 Meets Evidence Standards with Reservations https://ies.ed.gov/ncee/wwc/Study/85767

New

Yes Postsecondary Education Longitudinal Studies College School Cooperation Comparative Analysis Selective Admission Admission (School) Experimental Groups Control Groups College Credits Graduation Rate Transitional Programs High Schools Higher Education College Preparation Advanced Placement Programs High School Students College Students Dual Enrollment College Bound Students High School Graduates Edmunds, Julie A. Unlu, Fatih Glennie, Elizabeth Bernstein, Lawrence Fesler, Lily Furey, Jane Journal Articles Reports - Research North Carolina English Postsecondary Education Secondary Education High Schools Higher Education Developed in response to concerns that too few students were enrolling and succeeding in postsecondary education, early college high schools are small schools that blur the line between high school and college. This article presents results from a longitudinal experimental study comparing outcomes for students accepted to an early college through a lottery process with outcomes for students who were not accepted through the lottery and enrolled in high school elsewhere. Results show that treatment students attained significantly more college credits while in high school, and graduated from high school, enrolled in postsecondary education, and received postsecondary credentials at higher rates. Results for subgroups are included. [This paper was published in the &quot;Journal of Research on Educational Effectiveness&quot; (EJ1135800)] ED575019 Smoothing the Transition to Postsecondary Education: The Impact of the Early College Model Grantee Submission Journal of Research on Educational Effectiveness v10 n2 p297-325 2017 2017-00-00 Institute of Education Sciences (ED) 30 T http://dx.doi.org/10.1080/19345747.2016.1191574 2017 -1 As Provided APR2020 Yes R305A140361 R305R060022 R305A110085 Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/85523

New

No Crime Dropouts Delinquency Disadvantaged Youth Randomized Controlled Trials Intervention Youth Programs Recidivism Behavior Modification Program Effectiveness Urban Youth Juvenile Justice Heller, Sara B. Shah, Anuj K. Guryan, Jonathan Ludwig, Jens Mullainathan, Sendhil Pollack, Harold A. Reports - Research Illinois (Chicago) National Bureau of Economic Research English We present the results of three large-scale randomized controlled trials (RCTs) carried out in Chicago, testing interventions to reduce crime and dropout by changing the decision-making of economically disadvantaged youth. We study a program called Becoming a Man (BAM), developed by the non-profit Youth Guidance, in two RCTs implemented in 2009-10 and 2013-15. In the two studies participation in the program reduced total arrests during the intervention period by 28-35%, reduced violent-crime arrests by 45-50%, improved school engagement, and in the first study where we have follow-up data, increased graduation rates by 12-19%. The third RCT tested a program with partially overlapping components carried out in the Cook County Juvenile Temporary Detention Center (JTDC), which reduced readmission rates to the facility by 21%. These large behavioral responses combined with modest program costs imply benefit-cost ratios for these interventions from 5-to-1 up to 30-to-1 or more. Our data on mechanisms are not ideal, but we find no positive evidence that these effects are due to changes in emotional intelligence or social skills, self-control or &quot;grit,&quot; or a generic mentoring effect. We find suggestive support for the hypothesis that the programs work by helping youth slow down and reflect on whether their automatic thoughts and behaviors are well suited to the situation they are in, or whether the situation could be construed differently. [A full list of sponsors of this project can be found on the NBER web site: http://www.nber.org/papers/w21178.ack.] ED577230 Thinking, Fast and Slow? Some Field Experiments to Reduce Crime and Dropout in Chicago. NBER Working Paper 21178 National Bureau of Economic Research 2015-05-00 Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) Center for Disease Control and Prevention (CDC) (DHHS/PHS) US Department of Justice, Office of Juvenile Justice and Delinquency Prevention (OJJDP) Institute of Education Sciences (ED) 55 National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org N/A http://www.nber.org/papers/w21178 2015 -1 As Provided APR2020 Yes R21HD061757 P01HD076816 5U01CE00194902 2012JUFX0019 Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/85482 ED575971

New

No Prevention Violence Dropouts Randomized Controlled Trials Intervention Disadvantaged Youth Grade 7 Grade 8 Grade 9 Grade 10 Behavior Modification Cognitive Restructuring Control Groups Experimental Groups Economically Disadvantaged Minority Group Students Crime Neighborhoods Public Schools African American Students Hispanic American Students Males Graduation Rate Urban Schools Adolescents At Risk Students Statistical Analysis Qualitative Research Heller, Sara Pollack, Harold A. Ander, Roseanna Ludwig, Jens Reports - Research Illinois (Chicago) National Bureau of Economic Research English Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education Grade 8 Grade 9 High Schools Grade 10 Improving the long-term life outcomes of disadvantaged youth remains a top policy priority in the United States, although identifying successful interventions for adolescents--particularly males--has proven challenging. This paper reports results from a large randomized controlled trial of an intervention for disadvantaged male youth grades 7-10 from high-crime Chicago neighborhoods. The intervention was delivered by two local non-profits and included regular interactions with a pro-social adult, after-school programming, and--perhaps the most novel ingredient--in-school programming designed to reduce common judgment and decision-making problems related to automatic behavior and biased beliefs, or what psychologists call cognitive behavioral therapy (CBT). We randomly assigned 2,740 youth to programming or to a control group; about half those offered programming participated, with the average participant attending 13 sessions. Program participation reduced violent-crime arrests during the program year by 8.1 per 100 youth (a 44 percent reduction). It also generated sustained gains in schooling outcomes equal to 0.14 standard deviations during the program year and 0.19 standard deviations during the follow-up year, which we estimate could lead to higher graduation rates of 3-10 percentage points (7-22 percent). Depending on how one monetizes the social costs of crime, the benefit-cost ratio may be as high as 30:1 from reductions in criminal activity alone. [A full list of sponsors of this project can be found on NBER's web site: http://www.nber.org/papers/w19014.ack.] ED577232 Preventing Youth Violence and Dropout: A Randomized Field Experiment. NBER Working Paper No. 19014 National Bureau of Economic Research 2013-05-00 Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) Center for Disease Control and Prevention (CDC) (DHHS/PHS) 81 National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org N/A http://www.nber.org/papers/w19014 2013 -1 As Provided APR2020 R21HD061757 5U01CE00194902 Meets Evidence Standards without Reservations http://ies.ed.gov/ncee/wwc/study/85481 ED575971

New

Yes Dual Enrollment Disadvantaged Youth High School Students Postsecondary Education Access to Education College School Cooperation Associate Degrees College Credits Program Effectiveness Outcomes of Education Student Characteristics Gender Differences Family Income Student Records Student Surveys Selective Admission Program Evaluation High School Graduates College Attendance Academic Degrees Student Experience Racial Differences Ethnicity Socioeconomic Status English Language Learners Individualized Education Programs Disabilities First Generation College Students Academic Achievement Academic Persistence Enrollment Trends Berger, Andrea Turk-Bicakci, Lori Garet, Michael Song, Mengli Knudson, Joel Haxton, Clarisse Zeiser, Kristina Hoshen, Gur Ford, Jennifer Stephan, Jennifer Keating, Kaeli Cassidy, Lauren Reports - Research American Institutes for Research (AIR) English High Schools Secondary Education Postsecondary Education Higher Education Two Year Colleges In 2002, the Bill &amp; Melinda Gates Foundation launched the Early College High School Initiative (ECHSI) with the primary goal of increasing the opportunity for underserved students to earn a postsecondary credential. To achieve this goal, Early Colleges provide underserved students with exposure to, and support in, college while they are in high school. Early Colleges partner with colleges and universities to offer all students an opportunity to earn an associate's degree or up to two years of college credits toward a bachelor's degree during high school at no or low cost to the students. The underlying assumption is that engaging underrepresented students in a rigorous high school curriculum tied to the incentive of earning college credit will motivate them and increase their access to additional postsecondary education and credentials after high school. Since 2002, more than 240 Early Colleges have opened nationwide. This study focused on the impact of Early Colleges. It addressed two questions: (1) Do Early College students have better outcomes than they would have had at other high schools?; and (2) Does the impact of Early Colleges vary by student background characteristics (e.g., gender and family income)? To answer these questions, the authors conducted a lottery-based randomized experiment, taking advantage of the fact that some Early Colleges used lotteries in their admissions processes. By comparing the outcomes for students who participated in admissions lotteries and were offered enrollment with the outcomes for students who participated in the lotteries but were not offered enrollment, they can draw causal conclusions about the impact of Early Colleges. The primary student outcomes for this study were high school graduation, college enrollment, and college degree attainment. The authors also examined students' high school and college experiences. Data on student background characteristics and high school outcomes came from administrative records from schools, districts, and states; data on college outcomes came from the National Student Clearinghouse (NSC); and data on high school and college experiences and intermediate outcomes such as college credit accrual came from a student survey. The authors assessed the impact of Early Colleges on these outcomes for a sample of 10 Early Colleges that did the following: (1) Enrolled students in grades 9-12 and had high school graduates in the study years (2005-2011); (2) Used lotteries as part of the admission processes in at least one of the study cohorts (students who entered ninth grade in 2005-06, 2006-07, or 2007-08); and (3) Retained the lottery records. Eight of the 10 Early Colleges in the study were included in the student survey. The overall study sample included 2,458 students and the survey sample included 1,294 students. The study extended through three years past high school. ED577243 Early College, Early Success: Early College High School Initiative Impact Study American Institutes for Research 2013-09-00 130 American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org N/A 2013 -1 ERIC APR2020 Meets Evidence Standards without Reservations http://ies.ed.gov/ncee/wwc/study/84227 ED575971

New

Yes National Programs Program Effectiveness Advanced Placement Programs Advanced Students High School Students Outcomes of Education College Readiness STEM Education Disproportionate Representation Cohort Analysis Program Evaluation Comparative Analysis Achievement Tests College Entrance Examinations Program Implementation Fidelity Teacher Surveys Faculty Development Teacher Attitudes Student Attitudes Incentives Academic Achievement Sherman, Dan Li, Yibing Darwin, Marlene Taylor, Suzanne Song, Mengli Reports - Research Colorado Indiana American Institutes for Research (AIR) English High Schools Secondary Education Higher Education Postsecondary Education The National Math + Science Initiative's (NMSI's) College Readiness Program (CRP) is an established program whose goal is to promote science, technology, engineering, and mathematics education in high schools to improve students' readiness for college. It provides teacher, student, and school supports to promote high school students' success in mathematics, science, and English Advanced Placement (AP) courses, with a focus on students who are traditionally underrepresented in the targeted AP courses. Through a federal Investing in Innovation Fund (i3) validation grant awarded to NMSI in 2011, CRP was implemented in a total of 58 high schools in two states--Colorado and Indiana--beginning in the 2012-13 school year. American Institutes for Research (AIR) conducted an independent evaluation of the impacts of CRP on students' AP outcomes in these schools for the three cohorts of schools that adopted the program in sequential years, using a comparative interrupted time series (CITS) design that matched comparison schools to program schools in the two states. Overall, schools implementing CRP demonstrated significantly larger increases in the share of students taking and passing AP tests in targeted areas relative to comparison schools in each of the three cohorts of schools, and the gains in CRP schools were sustained over time. Fidelity of program implementation was evaluated using a fidelity matrix approach required as part of the National Evaluation of the i3 program, which showed that not all elements of the program were implemented with high fidelity. Teachers and students were not always able to attend all meetings, and schools did not always meet negotiated enrollment targets. Teacher survey data indicated that teachers found the professional development activities provided by CRP to be the most helpful support they received under CRP, and students reported that the tutoring and special study sessions were the most helpful. Although the program provided financial incentives to both teachers and students that were tied to student performance on AP tests, these incentives were considered the least important element of the program by both teachers and students ED577450 Final Report of the Impacts of the National Math + Science Initiative&apos;s (NMSI&apos;s) College Readiness Program on High School Students&apos; Outcomes American Institutes for Research 2017-08-00 42 American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org N/A 2017 -1 As Provided APR2020 Meets Evidence Standards with Reservations https://ies.ed.gov/ncee/wwc/Study/86107

New

Yes Grade 9 Algebra Mathematics Instruction Secondary School Mathematics Common Core State Standards Formative Evaluation Teacher Attitudes Scores Mathematics Achievement Pretests Posttests Quasiexperimental Design Program Implementation Program Effectiveness Mathematics Teachers Diaries Student Records Scoring Rubrics Surveys Herman, Joan L. Matrundola, Deborah La Torre Epstein, Scott Leon, Seth Dai, Yunyun Reber, Sarah Choi, Kilchan Reports - Research Tests/Questionnaires Kentucky National Center for Research on Evaluation, Standards, and Student Testing (CRESST) English Grade 9 Junior High Schools Middle Schools Secondary Education High Schools With support from the Bill and Melinda Gates Foundation, researchers and experts in mathematics education developed the Mathematics Design Collaborative (MDC) as a strategy to support the transition to Common Core State Standards in math. MDC provides short formative assessment lessons known as Classroom Challenges for use in middle and high school math classrooms. UCLA CRESST's study of ninth-grade Algebra 1 classrooms in Kentucky implementing MDC showed strong support from teachers for the intervention and a statistically significant positive impact on student scores on the PLAN Algebra assessment, as compared to similar students statewide in Kentucky. The following are appended: (1) MDC Instruments and Rubrics, (2) MDC Teacher Log Descriptives; (3) MDC Teacher Survey Descriptives; (4) Analysis of MDC Student Work Artifacts; and (5) Quasi-Experimental Analysis of MDC Effects. ED571792 The Implementation and Effects of the Mathematics Design Collaborative (MDC): Early Findings from Kentucky Ninth-Grade Algebra 1 Courses. CRESST Report 845 National Center for Research on Evaluation, Standards, and Student Testing (CRESST) 2015-06-00 Bill and Melinda Gates Foundation 144 National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org N/A 2015 -1 As Provided APR2020 Meets Evidence Standards with Reservations https://ies.ed.gov/ncee/wwc/Study/87634

New

Yes Educational Research Evaluation Methods Evidence Statistical Significance Computation Sample Size Randomized Controlled Trials Eligibility Intervention Comparative Analysis Effect Size Outcome Measures Research Reports Quasiexperimental Design Quality Assurance Certification Policy Qualitative Research Guides - Non-Classroom What Works Clearinghouse (ED) English The What Works Clearinghouse (WWC) systematic review process is the basis of many of its products, enabling the WWC to use consistent, objective, and transparent standards and procedures in its reviews, while also ensuring comprehensive coverage of the relevant literature. The WWC systematic review process consists of five steps: (1) Developing the review protocol; (2) Identifying relevant literature; (3) Screening studies; (4) Reviewing studies; and (5) Reporting on findings. A separate &quot;What Works Clearinghouse Standards Handbook&quot; (ED577036) describes Step 4, including the standards used by the WWC to review studies and assign one of the following three study ratings indicating the credibility of evidence from the study: &quot;Meets WWC Design Standards Without Reservations,&quot; &quot;Meets WWC Design Standards With Reservations,&quot; or &quot;Does Not Meet WWC Design Standards.&quot; Taken together, these two documents replace the single document used since March 2014, the &quot;What Works Clearinghouse Procedures and Standards Handbook (Version 3.0).&quot; Figure I.1 shows how the steps of the WWC systematic review process are divided between the two Handbooks. In general, this new &quot;Procedures Handbook&quot; contains the same procedures that were included in the &quot;Procedures and Standards Handbook (Version 3.0).&quot; However, in addition to changes to the organization, the following substantive updates were made: (1) The &quot;Handbook&quot; includes additional information that can be specified in review protocols. This additional information may be needed because of updates to the &quot;WWC Standards Handbook&quot; or to take into account methodological considerations that may vary by topic area; (2) The &quot;Handbook&quot; includes additional clarification of procedures. The additional clarification of the procedures is intended to support consistency across reviews, and includes new discussion of how the WWC defines studies and conducts its correction for multiple comparisons within studies; (3) The &quot;Handbook&quot; includes updated formulas for calculating statistical significance of findings. The formula for continuous outcomes includes a new small sample size adjustment, and a separate formula is provided for dichotomous outcomes; and (4) The &quot;Handbook&quot; includes procedures for reporting findings from randomized controlled trials that present complier average causal effects. A new appendix describes how the WWC reports findings and statistical significance from studies with complier average causal effect estimates to examine the effects of intervention participation rather than intervention assignment. The remainder of the document is organized as follows: Chapter II describes the steps that the WWC uses to develop a review protocol. Chapter III describes how the WWC identifies the relevant literature. Chapter IV describes the screening process to determine if a study is eligible for review, and Chapter V describes the procedures used to review eligible studies. Chapter VI describes how the WWC summarizes evidence of effectiveness. Organizational procedures used by the WWC to ensure an independent, systematic, and objective review are described in the appendices. As the WWC uses and applies the procedures in this &quot;Procedures Handbook,&quot; reviewers may occasionally need additional guidance. If necessary, the WWC will produce guidance documents for reviewers to provide clarification and interpretation of procedures and support consistency across reviews. This WWC reviewer guidance will clarify how these procedures should be implemented in situations where the current &quot;Procedures Handbook&quot; is not sufficiently specific to ensure consistent reviews. As the WWC continues to refine and develop procedures, the &quot;Procedures Handbook&quot; will be revised to reflect these changes. [See ED544775 to review the previous version of this guide. ] ED577035 What Works Clearinghouse™ Procedures Handbook, Version 4.0 What Works Clearinghouse 2017-10-00 76 What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc T 2017 -1 ERIC APR2020 Yes https://ies.ed.gov/ncee/wwc/handbooks

New

Yes Special Education Program Effectiveness Elementary School Students Reading Achievement Mathematics Achievement Social Development Emotional Development Faculty Development Urban Schools Elementary School Teachers Art Activities Cooperation Teaching Methods Artists Grade 2 Grade 3 Grade 4 Grade 5 Program Evaluation Effect Size Statistical Analysis Scores Reading Tests Mathematics Tests Disabilities At Risk Students Experimental Groups Control Groups Horowitz, Rob Reports - Research New York (New York) English Elementary Education Grade 2 Primary Education Early Childhood Education Grade 3 Grade 4 Intermediate Grades Grade 5 Middle Schools The purpose of this study was to examine the impact of the Everyday Arts for Special Education (EASE) program on elementary special education students' academic achievement (reading and math) and social-emotional learning. EASE was a 5-year program providing professional development and instruction in the arts in 10 New York City special education schools. The program served 300 teachers and 5,334 special education students over the 5 years. Through the program, special education teachers learned arts-based strategies to integrate into their instruction. The program included: (1) professional development workshops, (2) collaborative classroom modeling by teaching artists, (3) on-site professional development, (4) classroom instruction by special education teachers and visiting teaching artists. Impact was investigated through a quasi-experimental design, using the New York State Alternative Assessment (NYSAA) and the Student Annual Needs Determination Inventory (SANDI). The sample used to examine academic achievement included two cohorts of 4th grade students (2011-12 and 2012-13). Reading outcomes (NYSAA scores) were analyzed at the end of 5th grade (2013 and 2014 respectively). The sample used to examine social-emotional learning included two cohorts of students in 2nd-4th grade (2012-13, and 2013-14). Outcomes (SANDI scores) were analyzed at the end of 3rd, 4th and 5th grades, respectively (in spring 2014 and 2015). Analysis of the impact studies indicated a program effect on reading achievement and social-emotional learning. There was a substantively meaningful effect of the intervention on students' reading skills (Effect Size = 0.42) as measured by NYSAA. There was a modest but significant effect on students' SEL (Effect Size = 0.18) as measured by SANDI. Analysis of NYSAA math proficiency indicated indeterminate effects with no treatment-comparison difference (p = 0.97). A mixed-method study included weekly student assessment by participating teachers, structured observations, surveys, and interviews. The program was determined to have an effect on reading scores, social-emotional learning, communication and socialization skills, and teachers' ability to implement arts-based teaching methods for students with varied disabilities. The study's findings indicate that arts-based activities can support the engagement and academic achievement of students with disabilities, when classroom instruction is combined with comprehensive teacher professional development and consistent visits from experienced teaching artists. A supplemental table is appended. ED573547 Everyday Arts for Special Education Impact Evaluation. District 75, New York City Department of Education New York City Department of Education 2016-12-00 Department of Education (ED), Office of Innovation and Improvement 16 New York City Department of Education. 52 Chambers Street, New York, NY 10007. e-mail: RPSGResearch@schools.nyc.gov; Web site: http://schools.nyc.gov/default.htm N/A 2016 -1 As Provided APR2020 U396C100275

New

Yes At Risk Students Behavior Disorders Emotional Disturbances Interpersonal Competence Conflict Intervention Holistic Approach Classroom Techniques Time on Task Behavior Modification Academic Achievement Randomized Controlled Trials Elementary School Teachers Elementary School Students Rating Scales Comparative Analysis Program Effectiveness Positive Behavior Supports Screening Tests Observation Surveys Caldarella, Paul Larsen, Ross A. A. Williams, Leslie Wills, Howard P. Kamps, Debra M. Wehby, Joseph H. Reports - Research Missouri Utah Tennessee Systematic Screening for Behavior Disorders EISSN- English Elementary Education Students with deficits in social skills have been found to experience both short- and long-term problems, including interpersonal conflicts and academic difficulties. These problems are compounded for students with emotional and behavioral disorders (EBD). Class-wide function-related intervention teams (CW-FIT), a multi-tiered classroom management program, has been shown to be effective in increasing on-task behavior and decreasing disruptive behavior of students at risk for EBD. The present study examined the effects of CW-FIT on teachers' ratings of students' social skills, problem behaviors, and academic competence. A randomized control trial was completed with 160 elementary school teachers located in 19 schools across three states. Teachers completed rating scales on 350 students identified as at risk for EBD, for whom consent had been obtained. After being randomly assigned to treatment or control conditions, CW-FIT was implemented for approximately four months in treatment classrooms, after which teachers completed post-test ratings on all students. CW-FIT implementation was associated with significantly improved teacher ratings of social skills and academic competence for students at risk for EBD, but no significant changes in teacher ratings of student problem behaviors were found. Higher fidelity of CW-FIT implementation was associated with improved outcomes. Implications, limitations, and areas for future research are addressed. [This paper was published in &quot;Journal of Positive Behavior Interventions.&quot;] ED578028 Effects of CW-FIT on Teachers&apos; Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders Grantee Submission 2017-00-00 Institute of Education Sciences (ED) 35 T http://dx.doi.org/10.1177/1098300717723353 2017 -1 As Provided APR2020 Yes R324A120344

New

Yes Educational Research Evaluation Methods Research Reports Standards Randomized Controlled Trials Quasiexperimental Design Regression (Statistics) Research Design Eligibility Guides - Non-Classroom What Works Clearinghouse (ED) English The What Works Clearinghouse (WWC) systematic review process is the basis of many of its products, enabling the WWC to use consistent, objective, and transparent standards and procedures in its reviews, while also ensuring comprehensive coverage of the relevant literature. The WWC systematic review process consists of five steps: (1) Developing the review protocol; (2) Identifying relevant literature; (3) Screening studies; (4) Reviewing studies; and (5) Reporting on findings. This &quot;What Works Clearinghouse Standards Handbook (Version 4.0)&quot; provides a detailed description of the standards used by the What Works Clearinghouse (WWC) to review studies (Step 4 above). Steps 1-3 and Step 5 are described in a separate &quot;What Works Clearinghouse Procedures Handbook&quot; (ED577035). Taken together, these two documents replace the single document used since March 2014, the &quot;What Works Clearinghouse Procedures and Standards Handbook (Version 3.0).&quot; Figure I.1 shows how the steps of the WWC systematic review process are divided between the two Handbooks. This &quot;Standards Handbook&quot; provides a detailed description of the standards used by the WWC when reviewing studies that have met eligibility screens, including using one of the following eligible designs: randomized controlled trial, quasi-experimental design, regression discontinuity design, and single-case design. Studies that use other designs are not reviewed by the WWC. The WWC refers to randomized controlled trials and quasi-experimental designs collectively as group design studies. Studies reviewed against WWC standards receive one of the following three study ratings indicating the credibility of evidence from the study: &quot;Meets WWC Design Standards Without Reservations, Meets WWC Design Standards With Reservations&quot;, or &quot;Does Not Meet WWC Design Standards.&quot; The substantive differences between this version of the standards (4.0) and the previous version (3.0) include the following: (1) The regression discontinuity design standards have been revised; (2) The standards for cluster-level assignment studies have been revised; (3) The standards for studies with missing data have been revised; (4) The &quot;Standards Handbook&quot; includes standards for randomized controlled trials that present complier average causal effects; (5) Additional methods of statistical adjustment can be used to satisfy the baseline equivalence requirement; and (6) The handbook includes additional clarification of existing standards. The remainder of the document is organized as follows. Chapter II provides standards for randomized controlled trials and quasi-experimental designs. This chapter also provides additional standards for randomized controlled trials that present complier average causal effects (with supplemental technical detail in Appendix D). Chapter III provides standards for studies that use regression discontinuity designs. Chapter IV provides information on outcome eligibility and confounding factors that applies broadly across designs. As the WWC uses and applies the standards in this &quot;Standards Handbook&quot;, reviewers may occasionally need additional guidance. If necessary, the WWC will produce guidance documents for reviewers that provide clarification and interpretation of standards and support consistency across reviews. This WWC reviewer guidance will clarify how these standards should be implemented in situations where the current &quot;Standards Handbook&quot; is not sufficiently specific to ensure consistent reviews. As the WWC continues to refine and develop standards, the &quot;Standards Handbook&quot; will be revised to reflect these changes. [To view the previous version of this report, see ED544775.] ED577036 What Works Clearinghouse™ Standards Handbook, Version 4.0 What Works Clearinghouse 2017-10-00 130 What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc T 2017 -1 As Provided APR2020 Yes https://ies.ed.gov/ncee/wwc/handbooks

New

Yes Strategic Planning Student Participation College Attendance Graduation College Graduates Grade 12 College Bound Students Academic Degrees Graduation Rate Public Colleges Private Colleges Gender Differences Racial Differences Ethnicity Socioeconomic Status Family Income School Role Language Proficiency Limited English Speaking College Credits Course Selection (Students) College Mathematics Ma, David Hartley, Julie Reports - Evaluative Utah Utah System of Higher Education (USHE) English Higher Education Postsecondary Education Grade 12 Secondary Education High Schools In 2016, the Utah State Board of Regents adopted a 10-year strategic plan, including two specific goals related to students' participation in and completion of higher education: first, that 75% of Utah's 12th graders would enroll in post-secondary education within five years of high school graduation by the year 2025; and, second, that degree productivity at institutions within the Utah System of Higher Education would increase to 28 awards (i.e., certificates or degrees) per 100 full-time equivalent students by the year 2025. This Issue Brief explores the current patterns of higher education participation and completion in Utah. ED577076 Utah&apos;s Post-Secondary Participation and Completion Patterns. Issue Brief No. 2017-2 Utah System of Higher Education 2017-07-00 6 Utah System of Higher Education. Utah State Board of Regents, 60 South 400 West, Salt Lake City, UT 84101-1284. Tel: 801-321-7101; Web site: http://www.utahsbr.edu/ N/A 2017 -1 ERIC APR2020

New

No Advanced Placement Programs Standardized Tests Public Schools Private Schools College Admission Educational Indicators State Policy Financial Support Public Policy Educational Policy Student Participation College Credits Student Characteristics Racial Differences Ethnicity Socioeconomic Status Gender Differences Grade 9 Grade 10 Grade 11 Grade 12 Incentives Correlation Scores Reports - Descriptive Numerical/Quantitative Data Texas Texas Education Agency, Division of Accountability Research English Higher Education Postsecondary Education Grade 9 Junior High Schools Middle Schools Secondary Education High Schools Grade 10 Grade 11 Grade 12 This report reviews Advanced Placement (AP) and International Baccalaureate (IB) examination participation and performance in Texas during the 2009-10 school year. Campus-, district-, and state-level examination results for students in Texas public schools are presented, as well as state-level examination results for students in Texas public and nonpublic schools combined. The report discusses the use of AP and IB examination results in college admissions and the Academic Excellence Indicator System. It also provides descriptions and brief histories of the AP and IB programs, along with a brief history of state policy and funding related to the AP and IB programs in Texas. ED578872 Advanced Placement and International Baccalaureate Examination Results in Texas, 2009-10. Texas Education Agency 2011-06-00 206 Texas Education Agency. 1701 North Congress Avenue, Austin, TX 78701. Tel: 512-463-9734; Fax: 512-463-9838; e-mail: teainfo@tea.texas.gov; Web site: http://tea.texas.gov N/A https://tea.texas.gov/acctres/AP_IB_2009-10.pdf 2011 -1 As Provided APR2020 ED576303

New

Yes Models Educational Change Program Implementation Reading Instruction Reading Programs Change Strategies Educational Innovation Program Evaluation Program Effectiveness Intervention Experimental Groups Control Groups Kindergarten Elementary Education Reading Achievement Participant Satisfaction Student Characteristics Institutional Characteristics Staff Development Training Methods Performance Factors Comparative Analysis Outcome Measures Spanish Scores Academic Achievement Achievement Gains Surveys Qualitative Research Statistical Analysis Quint, Janet Zhu, Pei Balu, Rekha Rappaport, Shelley DeLaurentis, Micah Reports - Research National Assessment of Educational Progress MDRC English Elementary Education Kindergarten Primary Education Early Childhood Education Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous improvement, with the goal of ensuring that every child learns to read well in the elementary grades. This is the third and final report from an independent evaluation of the scale-up demonstration of the SFA elementary school reading program. Both the demonstration and the evaluation have been funded under the U.S. Department of Education's Investing in Innovation (i3) competition. Conducted by MDRC--a nonprofit, nonpartisan education and social policy research organization--the evaluation examines SFA's implementation and impacts in five school districts over a three-year period (the 2011-2012 school year through the 2013-2014 school year). It also includes an analysis of program costs. Finally, it considers the scale-up process itself--the methods employed and the extent to which the Success for All Foundation (SFAF), the organization that developed and provides technical assistance to schools operating the program, achieved its scale-up goals. [This report was written with Emma Alterman, Herbert Collado, and Emily Pramik. For the executive summary of this report, see ED579090. For the Early Findings report, see ED545452. For the Interim Report, see ED546642.] ED579089 Scaling up the Success for All: Model of School Reform. Final Report from the Investing in Innovation (i3) Evaluation MDRC 2015-09-00 Department of Education (ED) 273 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2015 -1 ERIC APR2020 Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/32024 ED573325

New

Yes Screening Tests At Risk Students Social Development Emotional Problems Behavior Problems Web Sites State Departments of Education Educational Policy State Policy Elementary Secondary Education Coding Briesch, Amy M. Chafouleas, Sandra M. Chaffee, Ruth Reports - Research Information Analyses EISSN- English Elementary Secondary Education Despite recommendations to extend prevention and early intervention related to behavioral health into school settings, limited research has been directed toward understanding how these recommendations have been translated by states into education policies and initiatives. This macro-level information is important toward understanding the priorities that have influence on the processes and practices occurring in local school settings. The current paper describes the findings of a systematic review of state-level Web sites to identify the extent to which state departments of education have provided specific guidance with regard to the who, what, where, when, and why of universal social, emotional, and/or behavioral screening practices. Although most state Web sites were found to include some mention of universal screening, in nearly half of the cases, either this was limited to a brief definition or the information provided was not necessarily specific to social, emotional, and/or behavioral domains. For those state-produced documents which did reference universal screening for social, emotional, and/or behavioral risk, those documents were found to be largely informational in nature (e.g., describing what universal screening is, how it might be conducted) as opposed to providing specific recommendations or mandates for implementation. Furthermore, documents varied widely with regard to the level of specificity provided, from those briefly mentioning universal screening as an essential component of MTSS to those specifically describing how universal screening for social, emotional, and/or behavioral risk may be conducted. Implications of these findings for future research, policy, and practice are discussed. [At time of submission to ERIC this article was in press with &quot;School Mental Health.&quot;] ED578432 Analysis of State-Level Guidance Regarding School-Based, Universal Screening for Social, Emotional, and Behavioral Risk Grantee Submission 2017-00-00 Institute of Education Sciences (ED) 41 T https://doi.org/10.1007/s12310-017-9232-5 2017 -1 As Provided APR2020 Yes R305A140543

New

Yes Primary Education Intervention Fidelity Program Implementation At Risk Students Reading Difficulties Reading Programs Kindergarten Grade 1 Grade 2 Grade 3 Coding Literature Reviews Capin, Philip Walker, Melodee A. Vaughn, Sharon Wanzek, Jeanne Reports - Research Information Analyses EISSN- English Primary Education Early Childhood Education Kindergarten Grade 1 Elementary Education Grade 2 Grade 3 Treatment fidelity data (descriptive and statistical) are critical to interpreting and generalizing outcomes of intervention research. Despite recommendations for treatment fidelity reporting from funding agencies and researchers, past syntheses have found treatment fidelity is frequently unreported (e.g., Swanson, &quot;The Journal of Special Education,&quot; 47, 3-13, 2011) in educational interventions and fidelity data are seldom used to analyze its relation to student outcomes (O'Donnell, &quot;Review of Educational Research,&quot; 78(1), 33-84, 2008). The purpose of this synthesis was to examine how treatment fidelity is supported, measured, and reported in reading intervention studies conducted with students at risk or with reading difficulties in grades K-3 from 1995 through 2015. All studies (k = 175) were coded to extract and classify information related to (a) the characteristics of the intervention study (e.g., publication year, research design); (b) treatment implementer training and support; (c) treatment fidelity data collection procedures, dimensions (i.e., adherence, quality, receipt, dosage, and differentiation), and levels of treatment fidelity data; and (d) the use of fidelity scores in the analysis of treatment effects. Results indicated that less than half (47%) of the reading intervention studies synthesized reported treatment fidelity data (numeric or narrative). Exploratory analyses showed that several study features were associated with the prevalence of fidelity reporting. Studies reporting treatment fidelity largely measured treatment adherence, and scores were, on average, high. Other dimensions of treatment fidelity (e.g., treatment differentiation), and analyses relating fidelity data to outcomes, were consistently absent from the corpus of reading intervention studies reviewed. Recommendations for enhancing how treatment fidelity data in intervention studies are collected and reported are presented. [At time of submission to ERIC this article was in press with &quot;Educational Psychology Review.&quot;] ED578789 Examining How Treatment Fidelity Is Supported, Measured, and Reported in K-3 Reading Intervention Research Grantee Submission 2017-00-00 Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 35 T https://doi.org/10.1007/s10648-017-9429-z 2017 -1 As Provided APR2020 Yes R305A150407 2P50HD05211711

New

Yes Artificial Intelligence Natural Language Processing Reading Comprehension Literature Comparative Analysis Accuracy Classification Mathematics Essays College Students Balyan, Renu McCarthy, Kathryn S. McNamara, Danielle S. Speeches/Meeting Papers Reports - Research EISSN- English Higher Education Postsecondary Education This study examined how machine learning and natural language processing (NLP) techniques can be leveraged to assess the interpretive behavior that is required for successful literary text comprehension. We compared the accuracy of seven different machine learning classification algorithms in predicting human ratings of student essays about literary works. Three types of NLP feature sets: unigrams (single content words), elaborative (new) n-grams, and linguistic features were used to classify idea units (paraphrase, text-based inference, interpretive inference). The most accurate classifications emerged using all three NLP features sets in combination, with accuracy ranging from 0.61 to 0.94 (F = 0.18 to 0.81). Random Forests, which employs multiple decision trees and a bagging approach, was the most accurate classifier for these data. In contrast, the single classifier, Trees, which tends to &quot;overfit&quot; the data during training, was the least accurate. Ensemble classifiers were generally more accurate than single classifiers. However, Support Vector Machines accuracy was comparable to that of the ensemble classifiers. This is likely due to Support Vector Machines' unique ability to support high dimension feature spaces. The findings suggest that combining the power of NLP and machine learning is an effective means of automating literary text comprehension assessment. [This paper was published in: A. Hershkovitz &amp; L. Paquette (Eds.), &quot;Proceedings of the 10th International Conference on Educational Data Mining&quot; (pp. 244-249), Wuhan, China: International Educational Data Mining Society.] ED577127 Combining Machine Learning and Natural Language Processing to Assess Literary Text Comprehension Grantee Submission Paper presented at the International Conference on Educational Data Mining (10th, 2017) 2017-00-00 Institute of Education Sciences (ED) Office of Naval Research (ONR) 7 T 2017 -1 As Provided APR2020 Yes R305A130124 R305A120707 N000141410343 N000141712300

New

Yes Parent Participation Parent School Relationship Secondary School Students Foreign Countries Program Evaluation Intervention Telecommunications Handheld Devices Randomized Controlled Trials Focus Groups Telephone Surveys Online Surveys Interviews Parent Attitudes Teacher Attitudes Student Attitudes Comparative Analysis Program Effectiveness Achievement Gains English Instruction Mathematics Instruction Databases Regression (Statistics) Miller, Sarah Davison, Jenny Yohanis, Jamie Sloan, Seaneen Gildea, Aideen Thurston, Allen Reports - Research Tests/Questionnaires United Kingdom (England) ISSN- Education Endowment Foundation (EEF) (United Kingdom) Queen's University Belfast (United Kingdom) English Secondary Education This report presents the findings from an efficacy trial and process evaluation of the Parent Engagement Programme (PEP). The PEP was a school-level intervention designed to improve pupil outcomes by engaging parents in their children's learning. The programme was developed collaboratively by research teams from the University of Bristol and Harvard University and was delivered between September 2014 and July 2015. The study was conducted by the Centre for Effective Education, Queen's University Belfast between February 2014 and February 2016. The trial involved 15,697 students in Years 7, 9, and 11 from 36 English secondary schools, with schools sending an average of 30 texts to each parent over the period of the trial. The developers of the intervention managed its delivery to ensure optimal implementation. It was a cluster randomised controlled trial with randomisation at the Key Stage level, designed to determine the impact of the intervention on the academic outcomes of students in English, maths, and science, and the impact on absenteeism. A process evaluation used focus groups, telephone surveys, interviews, and an online survey to provide data on implementation and to capture the perceptions and experiences of participating parents, pupils, and teachers. Key conclusions include: (1) Children who had the intervention experienced about one month of additional progress in maths compared to other children. This positive result is unlikely to have occurred by chance; (2) Children who had the intervention had reduced absenteeism compared to other children. This positive result is unlikely to have occurred by chance; (3) Children who had the intervention appeared to experience about one month of additional progress in English compared to other children. However, analysis suggests that this finding might have been affected by bias introduced by missing data, so evaluators cannot reliably draw this conclusion. There is no evidence to suggest that the intervention had an impact on science attainment; (4) Schools embraced the programme and liked its immediacy and low cost. Many respondents felt that the presence of a dedicated coordinator would be valuable to monitor the accuracy and frequency of texts. Schools should consider whether they would be able to provide this additional resource; and (5) The vast majority of parents were accepting of the programme, including the content, frequency, and timing of texts. [Note: The post-reporting appendix was added in June 2017.] ED581121 Texting Parents: Evaluation Report and Executive Summary Education Endowment Foundation 2017-06-00 Nominet Trust (United Kingdom) 85 Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/ T 2017 -1 ERIC APR2020 Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/84224

New

Yes Testing Accommodations Reading Difficulties Decoding (Reading) Reading Tests Measurement Standardized Tests Reading Comprehension Reading Aloud to Others Grade 4 Elementary School Students Hierarchical Linear Modeling Differences Comparative Analysis Diagnostic Tests Individualized Education Programs Statistical Analysis Gandhi, Allison Gruner Ogut, Burhan Stein, Laura Bzura, Robin Danielson, Louis Reports - Research Ohio Woodcock Diagnostic Reading Battery EISSN- English Grade 4 Intermediate Grades Elementary Education This study reports findings from studies examining potential read-aloud accommodations on standardized reading comprehension assessments for students with decoding difficulties. Three types of accommodations were evaluated: question stems and answer options read aloud; question stems, answer options, and proper nouns read aloud; and full read-aloud. Drawing from a sample of 207 fourth-grade students with and without decoding difficulties, we used 3-level hierarchical linear modeling to assess whether there were significant differences between students with and without decoding difficulties in the effect of each accommodation relative to no accommodation. Analyses showed that, for the students with decoding difficulties, all 3 read-aloud accommodations had significant effects when compared with no accommodation at all, and these effects were significantly larger than for average readers (effect sizes: 0.49, 0.55, and 0.50, respectively). When non-individualized education program students were excluded from the group of students with decoding difficulties, the effect sizes became notably larger. [This is the online version of an article published in &quot;Journal of Learning Disabilities.&quot;] ED581650 Enhancing Accessibility for Students with Decoding Difficulties on Large-Scale Reading Assessments Grantee Submission 2017-00-00 Institute of Education Sciences (ED) 12 T https://doi.org/10.1177/0022219417714774 2017 -1 As Provided APR2020 Yes R324A120110

New

Yes Foreign Countries Disabilities Academic Accommodations (Disabilities) Tables (Data) Public Schools Catholic Schools Private Schools Students Reports - Descriptive Numerical/Quantitative Data Australia Education Council (Australia) English The Nationally Consistent Collection of Data on School Students with Disability (the collection) identified 685,911 students received an educational adjustment due to disability. Through this collection, teachers use their professional judgement based on evidence to capture information. This report looks at the emergent data on students in Australian schools receiving adjustments for disability in 2016. ED581769 2016 Emergent Data on Students in Australian Schools Receiving Adjustments for Disability Education Council 2016-00-00 4 Education Council. PO Box 202, Carlton South Vic, Australia. Tel: +61-3-9639-0588); Fax: +61-3-9639-1790; e-mail: secretariat@ec.edu.au; Web site: http://www.scseec.edu.au/ N/A 2016 -1 ERIC APR2020

New

Yes Public Schools Elementary Schools Elementary School Students Reading Programs Reading Achievement Randomized Controlled Trials Program Effectiveness Outcomes of Education Evidence Reading Tests Achievement Tests Scores Reading Skills Program Implementation Fidelity Benchmarking Emergent Literacy Reading Fluency Control Groups Experimental Groups Statistical Analysis Hill, Darryl V. Lenard, Matthew A. Reports - Research North Carolina Lexile Scale of Reading Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Wake County Public School System (WCPSS), Data and Accountability Department English Elementary Education In 2013-14, the Wake County Public School System (WCPSS) launched Achieve3000 as a randomized controlled trial in 16 elementary schools. Achieve3000 is an early literacy program that differentiates non-fiction reading passages based on individual students' Lexile scores. Twoyear results show that Achieve3000 did not have a significant impact on student outcomes. However, both intent-to-treat and treatment-on-treated estimates show that in 2015, the second year of implementation, students in the treatment group outperformed their control-group counterparts by 0.13 standard deviation units (SD) on the year-end Achieve3000 LevelSet Lexile test. This effect size is consistent with mean empirical effect sizes reported by Lipsey et al. (2012). Yet in neither the pooled nor annual results did Achieve3000 significantly impact student performance on additional Lexile outcomes (EOG or DIBELS ORF). Both implementation and impact results for Achieve3000 suggest that the ability of this particular technology-based literacy solution to improve student performance beyond that of a control group fell short of vendor-defined and empirical expectations. ED581879 The Impact of Achieve3000 on Elementary Literacy Outcomes: Randomized Control Trial Evidence, 2013-14 to 2014-15. Eye on Evaluation. DRA Report No. 16.02 Wake County Public School System 2016-04-00 28 Wake County Public School System. 5625 Dillard Drive, Cary, NC 27518. Tel: 919-431-7215; Fax: 919-431-7193; e-mail: wcpss-data-accountability@wcpss.net; Web site: www.wcpss.net N/A 2016 -1 As Provided APR2020 Meets Evidence Standards with Reservations https://ies.ed.gov/ncee/wwc/Study/85405 ED581245

New

Yes Dropout Prevention Program Effectiveness Intervention Urban Schools Educational Change At Risk Students Attendance Student Behavior Academic Achievement Discipline Middle Schools High Schools Grade 6 Grade 9 Middle School Students High School Students Student Attitudes Corrin, William Sepanik, Susan Rosen, Rachel Shane, Andrea Reports - Research MDRC ICF International English Secondary Education Middle Schools Junior High Schools High Schools Grade 6 Intermediate Grades Elementary Education Grade 9 Diplomas Now is a partnership of three national organizations--Talent Development Secondary, City Year, and Communities In Schools--collaborating in an effort to transform urban secondary schools so that fewer students drop out and more graduate ready for postsecondary education and work. With the goal of a continuous system of support through secondary school, the Diplomas Now model seeks to help more students graduate by improving their attendance, behavior, and course performance, particularly in English/language arts and math, during the middle grades and high school. Acting as a representative for the partnership, Johns Hopkins University, home to Talent Development Secondary, was awarded an Investing in Innovation (i3) validation grant by the U.S. Department of Education in 2010 to support the expansion of Diplomas Now from a few schools to more than 30 middle and high schools in more than 10 school districts. The grant funds also support a rigorous random assignment evaluation of the Diplomas Now model, led by MDRC. This report discusses the early impacts of the Diplomas Now model on student and school outcomes at the end of the first and second years of model implementation. It focuses in particular on students during sixth and ninth grades, critical transition years into middle and high school. Accordingly, this report presents the &quot;first-year&quot; impacts of a &quot;multiyear&quot; program. In total, 62 high-needs schools (33 middle schools and 29 high schools) from 11 large urban school districts across the country were recruited to participate in the study starting in either the 2011-2012 or the 2012-2013 school year. Thirty-two of the participating secondary schools were randomly assigned to implement the Diplomas Now model (DN schools), and 30 were assigned to continue with &quot;business as usual&quot; (non-DN schools), either maintaining their existing practices and structures or pursuing other types of school reform. This third report focuses on the early impacts of Diplomas Now on students' attendance, behavior, and course performance measures (the ABC outcomes), separately and in combination, during their first year in middle school or high school over the course of the first two years that the model was implemented in participating schools. Does the implementation of Diplomas Now have an impact on how many students are on a path to high school graduation by the end of their first year of middle school or high school? During that first year, what difference does Diplomas Now make for attendance rates, suspensions and expulsions, and successful course completion? This report also discusses the impact of Diplomas Now on possible precursors to the ABC outcomes, such as the climate of the school, support from parents and the community, and students' attitudes and relationships. Two appendices are included: (1) Samples, Analytic Methods, and Early Outcome Measures; and (2) Supplemental ABC Outcome Findings. [For &quot;Laying Tracks to Graduation: The First Year of Implementing Diplomas Now,&quot; see ED546638. For &quot;Moving down the Track: Changing School Practices during the Second Year of Diplomas Now,&quot; see ED558491.] ED566904 Addressing Early Warning Indicators: Interim Impact Findings from the Investing in Innovation (i3) Evaluation of Diplomas Now MDRC 2016-06-00 Department of Education (ED) PepsiCo Foundation Ballmer Family Giving 126 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2016 -1 ERIC APR2020 Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/85478

New

Yes High School Students Dropouts Dropout Prevention Program Evaluation Program Effectiveness STEM Education On the Job Training Job Skills Skill Development Mentors Employment Opportunities At Risk Students Quasiexperimental Design Grade Point Average Suspension Incidence Outcomes of Education Grade 10 Comparative Analysis Statistical Significance Dowell, Kathleen Stevenson, Olivia Reports - Research Georgia EISSN- The Evaluation Group (TEG) English High Schools Secondary Education Grade 10 &quot;12 for Life&quot; is an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education. &quot;12 for Life&quot; provides a rigorous STEM curriculum, combined with on-the-job-training, work/life skills development, mentoring, and employment opportunities to high school students who are at high risk of dropping out of school. The impact evaluation used a quasi-experimental design (QED) to examine the effect of &quot;12 for Life&quot; on grade point average (GPA), number of suspensions, and incidence of dropping out of school. &quot;12 for Life&quot; students who enrolled in the program during the 2014-15 school year were followed for three years. Outcomes for &quot;12 for Life&quot; students were compared to a matched sample of students with similar risk factors for dropping out of school who started 10th grade in fall 2014 and who participate in business-as-usual, traditional academic instruction in the high school environment. Comparison students were followed for three years. Results showed no statistically significant impact on grade point average (GPA) at the end of 12th grade, number of suspensions, or incidence of dropping out of school. ED584161 Impact Evaluation of &quot;12 for Life&quot;: Better Lives through Education and Employment Grantee Submission 2018-05-18 Office of Innovation and Improvement (ED), Investing in Innovation (i3) 18 N/A https://www.evaluationgroup.com/ 2018 -1 As Provided APR2020 U411C130025

New

Yes Culturally Relevant Education Ethnic Studies Secondary School Curriculum High Schools Instructional Effectiveness Grade 9 High School Students Attendance Grade Point Average Credits At Risk Students Minority Group Students Regression (Statistics) Statistical Analysis Dee, Thomas Penner, Emily Reports - Research California (San Francisco) ISSN- Stanford Center for Education Policy Analysis (CEPA) English Secondary Education High Schools Grade 9 Junior High Schools Middle Schools An extensive theoretical and qualitative literature stresses the promise of instructional practices and content aligned with the cultural experiences of minority students. Ethnic studies courses provide a growing but controversial example of such &quot;culturally relevant pedagogy.&quot; However, the empirical evidence on the effectiveness of these courses is limited. In this study, we estimate the causal effects of an ethnic studies curriculum piloted in several San Francisco high schools. We rely on a &quot;fuzzy&quot; regression discontinuity design based on the fact that several schools assigned students with eighth-grade GPAs below a threshold to take the course in ninth grade. Our results indicate that assignment to this course increased ninth-grade student attendance by 21 percentage points, GPA by 1.4 grade points, and credits earned by 23. These surprisingly large effects are consistent with the hypothesis that the course reduced dropout rates and suggest that culturally relevant teaching, when implemented in a supportive, high-fidelity context, can provide effective support to at-risk students. ED580355 The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum. CEPA Working Paper No. 16-01 Stanford Center for Education Policy Analysis 2016-01-00 Institute of Education Sciences (ED) Stanford University, Graduate School of Education (GSE) 47 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2016 -1 As Provided APR2020 R305B130017 Meets Evidence Standards with Reservations https://ies.ed.gov/ncee/wwc/Study/85782

New

Yes Correlation Fractions Arithmetic Mathematics Instruction Mathematical Concepts Grade 6 Grade 8 Middle School Students Foreign Countries Textbooks Prediction Addition Subtraction Multiplication Hypothesis Testing Braithwaite, David W. Siegler, Robert S. Reports - Research Pennsylvania (Pittsburgh) China (Beijing) EISSN- English Grade 6 Intermediate Grades Middle Schools Elementary Education Grade 8 Junior High Schools Secondary Education Fraction arithmetic is among the most important and difficult topics children encounter in elementary and middle school mathematics. Braithwaite, Pyke, and Siegler (2017) hypothesized that difficulties learning fraction arithmetic often reflect reliance on associative knowledge--rather than understanding of mathematical concepts and procedures--to guide choices of solution strategies. They further proposed that this associative knowledge reflects distributional characteristics of the fraction arithmetic problems children encounter. To test these hypotheses, we examined textbooks and middle school children in the US (Experiments 1 and 2) and China (Experiment 3). We asked the children to predict which arithmetic operation would accompany a specified pair of operands, to generate operands to accompany a specified arithmetic operation, and to match operands and operations. In both countries, children's responses indicated that they associated operand pairs having equal denominators with addition and subtraction, and operand pairs having a whole number and a fraction with multiplication and division. The children's associations paralleled the textbook input in both countries, which was consistent with the hypothesis that children learned the associations from the practice problems. Differences in the effects of such associative knowledge on US and Chinese children's fraction arithmetic performance are discussed, as are implications of these differences for educational practice. [This paper was published in &quot;Journal of Experimental Psychology: Learning, Memory, and Cognition&quot; v44 n11 p1765-1777 Nov 2018.] ED580430 Children Learn Spurious Associations in Their Math Textbooks: Examples from Fraction Arithmetic Grantee Submission 2018-11-00 Institute of Education Sciences (ED) 46 T http://dx.doi.org/10.1037/xlm0000546 2018 -1 As Provided APR2020 Yes R305A150262

New

Yes Autism Pervasive Developmental Disorders Child Behavior Behavior Problems Youth Parent Attitudes Teacher Attitudes Symptoms (Individual Disorders) Diagnostic Tests Observation Cognitive Tests Behavior Rating Scales Adjustment (to Environment) Children Cognitive Ability Motor Development Young Children Statistical Analysis Severity (of Disability) Individual Characteristics Dickson, Kelsey S. Suhrheinrich, Jessica Rieth, Sarah R. Stahmer, Aubyn C. Reports - Research Journal Articles California Autism Diagnostic Observation Schedule Vineland Adaptive Behavior Scales Mullen Scales of Early Learning EISSN- English Cross-informant ratings of are considered gold standard for child behavioral assessment. To date, little work has examined informant ratings of adaptive functioning for youth with autism spectrum disorder (ASD). In a large, diverse sample of youth with ASD, this study evaluated parent-teacher concordance of ratings of adaptive functioning and ASD-specific symptomatology across time. The impact of child clinical characteristics on concordance was also examined. Participants included 246 children, their caregivers and teachers. Parent-teacher concordance was variable but generally consistent across time. Concordance was significantly impacted by autism severity and child cognitive abilities. Findings inform the broader concordance literature and support the need to consider child clinical factors when assessing child functioning in samples of children with ASD. [At time of submission to ERIC this article was in press with &quot;Journal of Autism and Developmental Disorders.&quot;] ED578251 Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder Grantee Submission 2017-00-00 Institute of Education Sciences (ED) National Institute of Mental Health (DHHS/NIH) 13 T https://doi.org/10.1007/s10803-017-3382-z 2017 -1 As Provided APR2020 Yes R324A130349 K01MH109574 5R25MH08091607

New

Yes Educational Opportunities Equal Education Low Income Students Minority Group Students Teacher Effectiveness Elementary School Teachers Public Schools Value Added Models Educational Benefits Racial Differences Achievement Gap Low Achievement African American Students Hispanic American Students White Students Socioeconomic Background Observation Statistical Analysis Hanselman, Paul Reports - Research North Carolina EISSN- English Elementary Education Are equal educational opportunities sufficient to narrow long-standing economic and racial inequalities in achievement? In this paper, I test the hypothesis that poor and minority students benefit less from effective elementary school teachers than their non-poor and White peers, thus exacerbating inequalities. I use administrative data from public elementary schools in North Carolina to calculate value-added measures of teachers' success in promoting learning and assess benefits for different students. Results suggest that differential benefits of effective teachers uniquely exacerbate Black-White inequalities while not contributing to economic achievement gaps. Racial differences are small relative to the benefits for all groups on average, not explained by differences in prior achievement, and largest for low-achieving students. While teacher-related learning opportunities at school are crucial for all students, these differences point to a relative disconnect between typical school learning opportunities and low-achieving minority students. [This paper was published in &quot;Sociology of Education&quot; v91 n2 p132-158 Apr 2018 (EJ1172891).] ED585866 Do School Learning Opportunities Compound or Compensate for Background Inequalities? Evidence from the Case of Assignment to Effective Teachers Grantee Submission 2018-01-00 Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 58 T http://dx.doi.org/10.1177/0038040718761127 2018 -1 As Provided APR2020 Yes R305C050055 R305B120013 P01HD065704

New

Yes Preschool Children Anxiety Disorders Comorbidity Outcomes of Treatment Symptoms (Individual Disorders) Response to Intervention Program Effectiveness Behavior Modification Intervention Behavior Problems Interpersonal Competence Seeley, John R. Small, Jason W. Feil, Edward G. Frey, Andy J. Walker, Hill M. Golly, Annemieke Forness, Steven R. Journal Articles Reports - Research Oregon Kentucky Indiana ISSN- English Preschoolers with elevated anxiety symptoms are at high risk not only of developing more severe mental health disorders in later life but are also apt to respond more poorly to intervention if they present with comorbid disruptive behavior. Because early signs of anxiety disorders may not be recognized as such in preschool settings, many children selected for Tier 2 interventions that target externalizing problem behaviors may also have co-occurring anxiety symptoms and disorders. The First Step to Success intervention has recently been adapted for preschoolers with externalizing behaviors and was found to be efficacious in a randomized controlled trial. The current report examines effects of the First Step intervention on a subsample of 38 preschoolers with comorbid anxiety symptoms. Compared to usual-care controls, preschoolers who were assigned to the First Step intervention demonstrated medium-to-large effects in reducing externalizing behavior and improving social functioning outcomes, but had small effects for reductions in internalizing behaviors. Implications for intervening with preschoolers at risk of comorbid disruptive and anxiety behaviors are discussed. [This is the online version of an article published in &quot;School Mental Health.&quot; For the final published version of this article, see EJ1229497.] ED581237 Effects of the First Step to Success Intervention on Preschoolers with Disruptive Behavior and Comorbid Anxiety Problems Grantee Submission School Mental Health v9 n3 p1-11 Sep 2017 2017-09-00 Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 11 T http://dx.doi.org/10.1007/s12310-017-9226-3 2017 -1 As Provided APR2020 R01HD055334

New

Yes Coaching (Performance) Intervention Caregiver Attitudes Early Intervention Delivery Systems Home Visits Interviews Focus Groups Rating Scales Educational Practices Severe Disabilities Feedback (Response) Learning Experience Employer Attitudes Early Childhood Education Qualitative Research Salisbury, Christine Woods, Juliann Snyder, Patricia Moddelmog, Kierstin Mawdsley, Helena Romano, Mollie Windsor, Kelly Journal Articles Reports - Research Florida Illinois EISSN- English Early Childhood Education Despite an emphasis in the field on triadic approaches to the delivery of early intervention (EI), remarkably little is known about the shared experiences of caregivers (CGs) and providers during home visits. Within the context of developing, refining, and evaluating the &quot;Embedded Practices and Intervention With Caregivers&quot; (EPIC) approach, two studies were undertaken with 11 EI providers and 19 CGs of infants/toddlers with moderate-severe delays/disabilities to gather their perspectives about and experiences with the EPIC approach. The EPIC intervention has two components: CG coaching and a five- question (5Q) process for supporting embedded practices. Interview, focus group, and rating scale data were collected in both studies and aggregated for reporting purposes in the present article. Findings are described with regard to the coaching and 5Q components and the extent to which participants found the intervention to be feasible, acceptable, and useful. Implications for future research and professional development on coaching and embedded intervention practices are discussed. [At the time of submission to ERIC this article was in press with &quot;Topics in Early Childhood Special Education.&quot;] ED581281 Caregiver and Provider Experiences with Coaching and Embedded Intervention Grantee Submission 2017-05-08 National Center for Special Education Research (ED) 13 T http://dx.doi.org/10.1177/0271121417708036 2017 -1 As Provided APR2020 Yes R324A130121

New

Yes Evaluation Methods Program Evaluation Program Effectiveness Comparative Analysis History Randomized Controlled Trials Innovation Research Design Wong, Vivian C. Steiner, Peter M. Anglin, Kylie L. Reports - Evaluative EISSN- English Given the widespread use of non-experimental (NE) methods for assessing program impacts, there is a strong need to know whether NE approaches yield causally valid results in field settings. In within-study comparison (WSC) designs, the researcher compares treatment effects from an NE with those obtained from a randomized experiment that shares the same target population. The goal is to assess whether the stringent assumptions required for NE methods are likely to be met in practice. This essay provides an overview of recent efforts to empirically evaluate NE method performance in field settings. We discuss a brief history of the design, highlighting methodological innovations along the way, and suggest future areas for consideration in the design, implementation, and analysis of WSCs. [This is the in press version of an article published in &quot;Evaluation Review.&quot;] ED586414 What Can Be Learned from Empirical Evaluations of Non-Experimental Methods? Grantee Submission 2018-07-00 Institute of Education Sciences (ED) National Science Foundation (NSF) 33 T https://doi.org/10.1177/0193841X18776870 2018 -1 As Provided APR2020 Yes R305B140026 2015028500

New

Yes Educational Change School Readiness Kindergarten Young Children Educational History Child Development Academic Achievement Low Income Students Achievement Gains Achievement Gap Educational Trends Self Control Obesity Minority Group Students Social Development Emotional Development Interpersonal Competence Language Skills Literacy Mathematics Skills Knowledge Level Well Being Latham, Scott Reports - Research Social Skills Rating System EISSN- English Kindergarten Primary Education Early Childhood Education This chapter documents changes in school readiness among entering kindergarteners across the years 1998-2010, a period characterized by dramatic changes to the early childhood landscape. I use a broad definition of school readiness that includes not only academic skills such as reading and math knowledge but also social and emotional skills and physical health. The most striking changes over time are large increases in children's math and literacy proficiency. These gains were even larger among low-income and black children, suggesting that early income and race-based achievement gaps have narrowed over time. However, this chapter also documents some concerning trends over time. Children's self-control and their approaches toward learning got worse across this period. Children were also more likely to be obese or overweight in 2010 than in 1998. These increases were largest among low-income and minority children, so racial/ethnic and income-based gaps in obesity have gotten larger. Taken together, the evidence suggests that children's school readiness has improved in some ways and declined in others across the years considered. Implications for policy and practice are discussed. [This paper was published in: A. J. Mashburn, J. LoCasale-Crouch, and K. C. Pears (Eds.). &quot;Kindergarten Transition and Readiness: Promoting Cognitive, Social-Emotional, and Self-Regulatory Development.&quot; Cham, Switzerland: Springer International.] ED586420 Changes in School Readiness of America&apos;s Entering Kindergarteners, 1998-2010 Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 30 N/A http://doi.org/10.1007/978-3-319-90200-5_5 2018 -1 As Provided APR2020 Yes R305B130017

New

Yes Alternative Assessment Intellectual Disability Progress Monitoring Autism Pervasive Developmental Disorders Reading Instruction Behavior Problems Testing Accommodations Word Lists Visual Aids Computer Software Computer Assisted Testing Children Down Syndrome Cues Prompting Jones, Francesca G. Gifford, Diane Yovanoff, Paul Al Otaiba, Stephanie Levy, Dawn Allor, Jill Reports - Research EISSN- English As part of standards-based reforms, there is increasing emphasis on ensuring that students with moderate intellectual disabilities (ID), including students with Autism Spectrum Disorders (ASD), learn to read. There is also converging evidence that explicit teaching of letter sounds, phonics, and sight words is effective for this population, but that students' responsiveness varies. A critical part of individualizing reading instruction for students with disabilities is the reliable assessment of progress and mastery of reading skills. However, assessment of many students with ID and students with ASD is challenging because of attention, behavioral, and communication issues related to testing situation; therefore, obtaining consistent results often proves to be a difficult task. We hypothesized that alternate assessment presentation formats, as a testing accommodation, would improve the reliability, validity, and consistency of assessment performance. In this study, three different presentation formats--word lists, flash cards, and PowerPoint presentation--were used when administering proximal, curriculum-based reading assessments to determine whether a particular format increased student engagement, reduced the need for prompts, and increased accuracy of identifying known items on the test. While statistical analyses did not support the hypothesis of a format by student effect, visual analysis of the data did suggest that the number of prompts required varied by student as a function of assessment format. Most noteworthy, assessment reliability, estimated with generalizability theory, indicated that reliability increased as a function of format by student. [This is the online version of an article published in &quot;Focus on Autism and Other Developmental Disabilities.&quot;] ED586421 Alternate Assessment Formats for Progress Monitoring Students with Intellectual Disabilities and below Average IQ: An Exploratory Study Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 11 T https://doi.org/10.1177/1088357618762749 2018 -1 As Provided APR2020 Yes R324A130102

New

Yes Artificial Intelligence Classification Comparative Analysis Prediction Accuracy Natural Language Processing Readability Expository Writing Readability Formulas Balyan, Renu McCarthy, Kathryn S. McNamara, Danielle S. Reports - Research Speeches/Meeting Papers Flesch Kincaid Grade Level Formula EISSN- English While hierarchical machine learning approaches have been used to classify texts into different content areas, this approach has, to our knowledge, not been used in the automated assessment of text difficulty. This study compared the accuracy of four classification machine learning approaches (flat, one-vs-one, one-vs-all, and hierarchical) using natural language processing features in predicting human ratings of text difficulty for two sets of texts. The hierarchical classification was the most accurate for the two text sets considered individually (Set A, 77.78%; Set B, 82.05%), while the non-hierarchical approaches, one-vs-one and one-vs-all, performed similar to the hierarchical classification for the combined set (71.43%). These findings suggest both promise and limitations for applying hierarchical approaches to text difficulty classification. It may be beneficial to apply a recursive top-down approach to discriminate the subsets of classes that are at the top of the hierarchy and less related, and then further separate the classes into subsets that may be more similar to one other. These results also suggest that a single approach may not always work for all types of datasets and that it is important to evaluate which machine learning approach and algorithm works best for particular datasets. The authors encourage more work in this area to help suggest which types of algorithms work best as a function of the type of dataset. ED585216 Comparing Machine Learning Classification Approaches for Predicting Expository Text Difficulty Grantee Submission Paper presented at the International Florida Artificial Intelligence Research Society Conference (31st, Melbourne, FL, May 2018) 2018-05-00 Institute of Education Sciences (ED) Office of Naval Research (ONR) 6 T 2018 -1 As Provided APR2020 Yes R305A130124 000141712300 N000141410343

New

Yes Reading Comprehension High School Students Content Area Reading Sciences Reading Skills Predictor Variables Summative Evaluation Intelligent Tutoring Systems Educational Technology Technology Uses in Education Questionnaires Reading Tests Logical Thinking Graphs Statistical Analysis Sentences Qualitative Research Likens, Aaron D. McCarthy, Kathryn S. Allen, Laura K. McNamara, Danielle D. Speeches/Meeting Papers Reports - Research Gates MacGinitie Reading Tests EISSN- English High Schools Secondary Education Self-explanations are commonly used to assess on-line reading comprehension processes. However, traditional methods of analysis ignore important temporal variations in these explanations. This study investigated how dynamical systems theory could be used to reveal linguistic patterns that are predictive of self-explanation quality. High school students (n = 232) generated self-explanations while they read a science text. Recurrence Plots were generated to show qualitative differences in students' linguistic sequences that were later quantified by indices derived by Recurrence Quantification Analysis (RQA).To predict self-explanation quality, RQA indices, along with summative measures (i.e., number of words, mean word length, and type-token ration) and general reading ability, served as predictors in a series of regression models. Regression analyses indicated that recurrence in students' self-explanations significantly predicted human rated self-explanation quality, even after controlling for summative measures of self-explanations, individual differences, and the text that was read(R[superscript 2]= 0.68). These results demonstrate the utility of RQA in exposing and quantifying temporal structure in student's self-explanations. Further, they imply that dynamical systems methodology can be used to uncover important processes that occur during comprehension. ED585218 Recurrence Quantification Analysis as a Method for Studying Text Comprehension Dynamics Grantee Submission Paper presented at the International Conference on Learning Analytics & Knowledge (8th, Sydney, New South Wales, Australia, Mar 7-9, 2018) 2018-03-00 Institute of Education Sciences (ED) Office of Naval Research (ONR) 11 T 2018 -1 As Provided APR2020 Yes R305A130124 N000141712300

New

Yes Information Sources Task Analysis History Instruction Science Instruction Educational Research Educational Theories Inquiry Barriers Assignments Teaching Methods Comprehension Cognitive Processes Wiley, Jennifer Jaeger, Allison J. Griffin, Thomas D. Reports - Research EISSN- English Starting with early research on multiple source comprehension that primarily emerged from work in history, researchers have explored several types of instructional manipulations including altering the features of the inquiry task that is given (such as being asked to write a narrative or an argument); changing features of the task environment (such as the format of the source documents or features of the document set); and varying the instructional context (such as having students engage in a particular activity or training prior to engaging in a multiple-source inquiry task). These three broad categories continue to represent the main types of manipulations that have been studied as this literature has expanded to also include explorations into the comprehension of scientific phenomena from multiple-source inquiry tasks. This chapter provides an overview discussing the kinds of processes that are theoretically involved in multiple-source comprehension; articulates the challenges that readers face when they attempt to engage in multiple-source inquiry tasks; and summarizes the empirical research that has attempted to explore multiple source comprehension processes using manipulations of the inquiry task, the task environment, and the instructional context. [This paper was published in: J. L. G. Braasch, I. Bråten, &amp; M. T. McCrudden (Eds.) &quot;Handbook of Multiple Source Use&quot; (p341-361). New York, NY: Routledge.] ED584615 Effects of Instructional Conditions on Comprehension from Multiple Sources in History and Science Grantee Submission 2018-00-00 Institute of Education Sciences (ED) National Science Foundation (NSF), Division of Undergraduate Education (DUE) 41 T https://doi.org/10.4324/9781315627496 2018 -1 As Provided APR2020 Yes R305A160008 1535299

New

Yes Elementary School Students At Risk Students Grade 1 Reading Skills Profiles Reading Instruction Phonological Awareness Decoding (Reading) Reading Comprehension Reading Fluency Reading Achievement Listening Comprehension Statistical Analysis Grimm, Ryan P. Solari, Emily J. McIntyre, Nancy S. Denton, Carolyn A. Reports - Research California Texas Clinical Evaluation of Language Fundamentals Gray Oral Reading Test EISSN- English Elementary Education Grade 1 Primary Education Early Childhood Education This study identified distinct, homogeneous latent profiles of at-risk (n = 141) and not at-risk (n = 149) first grade readers. Separate latent profile analyses were conducted with each subgroup using measures of phonological awareness, decoding, linguistic comprehension, and oral reading fluency. This study also examined which measures best differentiated the latent profiles. Finally, we examined differences on two measures of reading comprehension as a function of profile membership. Results showed two latent profiles of at-risk students and three latent profiles of not at-risk students. Latent profiles were generally rank ordered with regard to achievement across measures. However, the higher performing at-risk profile and the lowest performing not at-risk profile were nearly identical across measures. Phonological awareness and decoding measures were best at differentiating latent profiles, but linguistic comprehension was also important for the lowest performing students. Oral reading fluency was limited to distinguishing the highest achieving students from the other profiles, and did not perform well with the lower achieving profiles. Most of the pairwise comparisons of reading comprehension scores were consistent across measures, but the nearly identical profiles showed a significant difference on only one reading comprehension measure. Implications for identifying at-risk first grade readers and designing targeted early reading interventions for at-risk students are discussed. [This paper was published in &quot;Journal of School Psychology&quot; v69 p111-126 May 2018.] ED584830 Early Reading Skill Profiles in Typically Developing and At-Risk First Grade Readers to Inform Targeted Early Reading Instruction Grantee Submission 2018-05-00 Institute of Education Sciences (ED) 55 T https://doi.org/10.1016/j.jsp.2018.05.009 2018 -1 As Provided APR2020 Yes R324A150091

New

Yes Evidence Based Practice Self Determination Teaching Methods Models Program Implementation Intellectual Disability Developmental Disabilities Burke, Kathryn M. Shogren, Karrie A. Raley, Sheida K. Wehmeyer, Michael L. Antosh, A. Anthony LaPlante, Terri Reports - Descriptive EISSN- English Implementation science examines the process of how programs are put into action to produce outcomes and represents an emerging approach for analyzing the utilization of evidence-based practices (EBPs) in school settings. When EBPs are implemented effectively, they result in positive student outcomes. The &quot;Self-Determined Learning Model of Instruction&quot; (SDLMI) is an EBP shown to promote positive educational and post-school outcomes for students with disabilities; however, the process of implementing the SDLMI on a large scale poses significant challenges. We describe efforts to implement the SDLMI state-wide with transition-aged students with intellectual and developmental disabilities through the lens of implementation science. Key factors and issues that need to be addressed in ongoing research and practice to further advance student outcomes are highlighted. [This is the in press version of an article published in &quot;Education and Training in Autism and Developmental Disabilities.&quot;] ED585868 Implementing Evidence-Based Practices to Promote Self-Determination: Lessons Learned from a State-Wide Implementation of the Self-Determined Learning Model of Instruction Grantee Submission 2018-05-04 Institute of Education Sciences (ED) 29 T http://daddcec.org/Publications/ETADDJournal.aspx 2018 -1 As Provided APR2020 Yes R324L160002

New

Yes Self Determination Teaching Methods Goal Orientation Adolescents Intellectual Disability Evidence Based Practice Skill Development Program Implementation Fidelity Student Attitudes Teacher Attitudes Outcomes of Education Special Education Secondary School Students Secondary School Teachers Student Empowerment Shogren, Karrie A. Burke, Kathryn M. Antosh, A. Anthony Wehmeyer, Michael L. LaPlante, Terri Shaw, Leslie A. Raley, Sheida Reports - Research Rhode Island Goal Attainment Scale EISSN- English Secondary Education The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based practice designed to enable teachers to teach students to self-regulate problem solving to set and attain educationally-relevant goals. This study reports on findings and outcomes of the first year of a statewide implementation of the SDLMI by teachers working with students with intellectual disability to promote skills, knowledge, and beliefs that will lead to opportunities for meaningful, integrated employment. Data are reported on teacher fidelity of implementation of the SDLMI, student and teacher ratings of self-determination, student ratings of transition empowerment, and teacher ratings of student goal attainment. Data from the first year of the longitudinal implementation suggest that teachers can implement the SDLMI with fidelity, that students attain educationally relevant goals, and that teachers report changes in aspects of student self-determination, and that the SDLMI can be implemented statewide with school, district, and state-level supports. Recommendations for future research and policy-related implications for scaling up efforts to promote self-determination are provided. [This is the in press version of an article published in &quot;Journal of Disability Policy Studies.&quot;] ED585877 Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents with Intellectual Disability Grantee Submission 2018-07-10 Institute of Education Sciences (ED) 36 T https://doi.org/10.1177/1044207318792178 2018 -1 As Provided APR2020 Yes R324L160002

New

Yes Elementary School Students Grade 4 Elementary School Mathematics Mathematics Skills At Risk Students Learning Disabilities Accuracy Fractions Correlation Mathematics Tests Criterion Referenced Tests National Competency Tests Abstract Reasoning Predictor Variables Achievement Tests Children Intelligence Tests Scores Regression (Statistics) Statistical Analysis Foreman-Murray, Lindsay Fuchs, Lynn S. Reports - Research National Assessment of Educational Progress Wide Range Achievement Test EISSN- English Elementary Education Grade 4 Intermediate Grades Student explanations of their mathematical thinking and conclusions have become a greater part of the assessment landscape in recent years. With a sample of 71 4th-grade students at-risk for mathematics learning disabilities, we investigated the relation between student accuracy in comparing the magnitude of fractions and the quality of students' explanations of those comparisons, as well as the relation between those measures and scores on a criterion test: released fraction items from the National Assessment of Educational Progress (NAEP). We also considered the extent to which reasoning and language contribute to the prediction. Results indicated a significant, moderate correlation between accuracy and explanation quality. Commonality analyses indicated explanation quality accounts for little variance in NAEP scores beyond what is accounted for by traditional measures of magnitude understanding. Implications for instruction and assessment are discussed. [At time of submission to ERIC this article was in press with &quot;Journal of Learning Disabilities&quot;.] ED581313 Quality of Explanation as an Indicator of Fraction Magnitude Understanding Grantee Submission 2018-02-22 Institute of Education Sciences (ED) 39 T http://dx.doi.org/10.1177/0022219418775120 2018 -1 As Provided APR2020 Yes R324D130003

New

Yes Factor Structure Psychometrics Disabilities Special Education Teachers Family Involvement Factor Analysis Transitional Programs Planning Goal Orientation Test Construction Likert Scales Teacher Characteristics High School Students Student Characteristics Statistical Analysis Hennessey, Maeghan N. Terry, Robert Martin, James E. McConnell, Amber E. Willis, Donna M. Reports - Research EISSN- English High Schools Secondary Education The researchers examined the theoretical factor structure fit and psychometric properties of the Transition Assessment and Goal Generator (TAGG). In the first study, 349 transition-aged students with disabilities, their special educators, and family members completed TAGG assessments, and using exploratory factor analysis (EFA)/confirmatory factor analysis (CFA), a simple eight-factor structure emerged. In 2 subsequent years, independent samples of students with disabilities (Study II, N = 257; Study III, N = 846), their special educators, and family members completed the TAGG, and the TAGG structure replicated in both years across all versions using CFAs. The results provide evidence of construct validity and reliability. Implications of the results and identify future research needs are identified and discussed. [At the time of submission to ERIC, this article was in press with &quot;Career Development and Transition for Exceptional Individuals.&quot;] ED581414 Factor Structure and Basic Psychometric Properties of the &quot;Transition Assessment&quot; and &quot;Goal Generator&quot; Grantee Submission 2017-00-00 National Center for Special Education Research (ED) 12 T http://dx.doi.org/10.1177/2165143417691021 2017 -1 As Provided APR2020 Yes R324A100246

New

Yes Correlation Postsecondary Education Educational Attainment Employment Level High School Graduates High School Students Predictor Variables Interaction Individualized Education Programs Student Participation Academic Support Services Student Personnel Services Goal Orientation Grade Point Average Predictive Validity Transitional Programs Disabilities Teacher Surveys Student Surveys Regression (Statistics) Statistical Analysis Burnes, Jennifer J. Martin, James E. Terry, Robert McConnell, Amber E. Hennessey, Maeghan N. Reports - Research EISSN- English Postsecondary Education High Schools Secondary Education Higher Education We conducted an exploratory study to investigate the relation between nonacademic behavior constructs measured by the &quot;Transition Assessment and Goal Generator&quot; (TAGG) and postsecondary education and employment outcomes for 297 high school leavers who completed the TAGG during their high school years. Four of eight TAGG constructs predicted postsecondary educational outcomes: (a) Interacting With Others, (b) Student Involvement in the Individualized Education Program (IEP), (c) Support Community, and (d) Goal Setting and Attainment. Four constructs predicted postsecondary employment outcomes: (a) Employment, (b) Student Involvement in the IEP, (c) Support Community, and (d) Interacting With Others. The addition of student grade point average (GPA) strengthened some of the models. The findings appear to add predictive validity evidence to support use of TAGG results to assist with transition planning. [At time of submission to ERIC, this article was in press with &quot;Career Development and Transition for Exceptional Individuals.&quot;] ED581415 Predicting Postsecondary Education and Employment Outcomes Using Results from the Transition Assessment and Goal Generator Grantee Submission 2017-00-00 National Center for Special Education Research (ED) 11 T https://dx.doi.org/10.1177/2165143417705353 2017 -1 As Provided APR2020 Yes R324A100246

New

Yes Stress Management Stress Variables Coping Literature Reviews Responses Metacognition Physiology Biology Psychology Emotional Response Jamieson, Jeremy P. Crum, Alia J. Goyer, J. Parker Marotta, Marisa E. Akinola, Modupe Journal Articles Reports - Research Information Analyses ISSN-1061-5806 English Background: The dominant perspective in society is that stress has negative consequences, and not surprisingly, the vast majority of interventions for coping with stress focus on reducing the frequency or severity of stressors. However, the effectiveness of stress attenuation is limited because it is often not possible to avoid stressors, and avoiding or minimizing stress can lead individuals to miss opportunities for performance and growth. Thus, during stressful situations, a more efficacious approach is to optimize stress responses (i.e., promote adaptive, approach-motivated responses). Objectives and Conclusions: In this review, we demonstrate how stress appraisals (e.g., [Jamieson, J. P., Nock, M. K., &amp; Mendes, W. B. (2012). &quot;Mind over matter: reappraising arousal improves cardiovascular and cognitive responses to stress.&quot; &quot;Journal of Experimental Psychology: General,&quot; 141(3), 417-422. doi:10.1037/a0025719]) and stress mindsets (e.g., [Crum, A. J., Salovey, P., &amp; Achor, S. (2013). &quot;Rethinking stress: The role of mindsets in determining the stress response.&quot; &quot;Journal of Personality and Social Psychology,&quot; 104(4), 716-733. doi:10.1037/a0031201]) can be used as regulatory tools to optimize stress responses, facilitate performance, and promote active coping. Respectively, these interventions invite individuals to (a) perceive stress responses as functional and adaptive, and (b) see the opportunity inherent in stress. We then propose a novel integration of reappraisal and mindset models to maximize the utility and effectiveness of stress optimization. Additionally, we discuss future directions with regard to how stress responses unfold over time and between people to impact outcomes in the domains of education, organizations, and clinical science. ED585077 Optimizing Stress Responses with Reappraisal and Mindset Interventions: An Integrated Model Grantee Submission Anxiety, Stress, & Coping v31 n3 p245-261 2018 2018-00-00 Institute of Education Sciences (ED) 18 T https://doi.org/10.1080/10615806.2018.1442615 2018 -1 As Provided APR2020 Yes R305A150036

New

Yes Test Validity Screening Tests Well Being Mental Health High School Students Factor Analysis Path Analysis Anxiety Depression (Psychology) Life Satisfaction Student Surveys Symptoms (Individual Disorders) Goodness of Fit Dowdy, Erin Furlong, Michael J. Nylund-Gibson, Karen Moore, Stephanie Moffa, Kathryn Reports - Research California EISSN- English High Schools Secondary Education Contemporary mental health assessment conceptualizations focus on both well-being and distress. This study presents initial validation information for the &quot;Social Emotional Distress Survey--Secondary&quot; (SEDS-S), which was designed for school-based complete mental health screening that employs brief self-report measures of well-being and distress. The SEDS-S structure was investigated using two independent samples of U.S. high school students (N = 3,780). Findings from exploratory and confirmatory factor analyses suggested a one-factor model of distress with good model fit. Path analyses revealed significant positive relations of the SEDS-S distress factor with symptoms of anxiety and depression, and a significant negative relation with life satisfaction and strengths scores. Future research directions and use in school-based screening applications are discussed. [This paper represents the Online First version, to be published in &quot;Assessment for Effective Intervention.&quot;] ED585101 Initial Validation of the Social Emotional Distress Survey--Secondary to Support Complete Mental Health Screening Grantee Submission 2018-01-05 Institute of Education Sciences (ED) 23 T https://doi.org/10.1177/1534508417749871 2018 -1 As Provided APR2020 Yes R305A160157

New

Yes Persistence Individual Characteristics Reading Skills Performance Correlation Intelligent Tutoring Systems Essays Reading Comprehension Scores Cognitive Style High School Students Pretests Posttests Reading Tests Motivation McCarthy, Kathryn S. Likens, Aaron D. Kopp, Kristopher K. Perret, Cecile A. Watanabe, Micah McNamara, Danielle S. Speeches/Meeting Papers Reports - Research Gates MacGinitie Reading Tests EISSN- English High Schools Secondary Education The current study explored relations between non-cognitive traits (Grit, Learning Orientation, Performance Orientation), reading skill, and performance across three experiments conducted in the context of two intelligent tutoring systems, iSTART and Writing Pal. Results showed that learning outcomes (comprehension score, holistic essay score) were moderately to strongly correlated with reading skill. In contrast, these outcomes only weakly correlated with learning orientation (LO) and were unrelated to either Grit or performance orientation (PO). Further, regression analyses indicated that none of the noncognitive traits predicted learning gains. We open the discussion of these findings in the context of theoretical perspectives, construct validity and reliability, and large scale assessment. ED585219 The &quot;LO&quot;-Down on Grit: Non-Cognitive Trait Assessments Fail to Predict Learning Gains in iSTART and W-Pal Grantee Submission Paper presented at the International Conference on Learning Analytics & Knowledge (8th, Mar 2018) 2018-03-00 Institute of Education Sciences (ED) Office of Naval Research (ONR) 5 T 2018 -1 As Provided APR2020 Yes R305A130124 R305A120707 N000141410343

New

Yes Science Instruction Chemistry Science Laboratories Educational Technology Technology Uses in Education Simulated Environment Teaching Methods High School Students Problem Solving Inquiry Pretests Posttests Instructional Effectiveness Secondary School Science Thermodynamics Science Tests Davenport, Jodi L. Rafferty, Anna N. Yaron, David J. Reports - Research California (San Francisco) EISSN- English High Schools Secondary Education How can we help students develop an understanding of chemistry that integrates conceptual knowledge with the experimental and computational procedures needed to apply chemistry in authentic contexts? The current work describes ChemVLab +, a set of online chemistry activities that were developed using promising design principles from chemistry education and learning science research: setting instruction in authentic contexts, connecting concepts with science practices, linking multiple representations, and using formative assessment with feedback. A study with more than 1400 high school students found that students using the online activities demonstrated increased learning as evidenced by improved problem solving and inquiry over the course of the activities and by statistically significant improvements from pre- to posttest. Further, exploratory analyses suggest that students may learn most effectively from these materials when the activities are used after initial exposure to the content and when they work individually rather than in pairs. [This is the online version of an article published in &quot;Journal of Chemical Education.&quot;] ED585229 Whether and How Authentic Contexts Using a Virtual Chemistry Lab Support Learning Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 10 T http://dx.doi.org/10.1021/acs.jchemed.8b00048 2018 -1 As Provided APR2020 Yes R305A100069 R305A170049

New

Yes STEM Education Preschool Teachers Pedagogical Content Knowledge Self Efficacy Teaching Methods Randomized Controlled Trials Curriculum Control Groups Experimental Groups Knowledge Level Hypothesis Testing Comparative Analysis Teacher Surveys Program Implementation Regression (Statistics) Sibuma, Bernadette Wunnava, Susmitha John, Melissa-Sue Anggoro, Florencia Dubosarsky, Mia Speeches/Meeting Papers Reports - Research Massachusetts EISSN- English Preschool Education Early Childhood Education This paper reports a pilot study to determine the potential impact of an integrated STEM curriculum on Pre-K teachers' engineering content knowledge, self-efficacy and teaching practice. Using a randomized control trial design, researchers examined the impact of the curriculum in 17 Pre-K classrooms (8 intervention classrooms, 9 control classrooms) in central Massachusetts. Questionnaires measuring STEM and engineering content knowledge, self-efficacy and teaching practice were administered to participating Pre-K teachers (N = 42; 21 intervention, 21 control) in Fall 2017 and again in Spring 2018. Baseline analysis showed no significant differences in engineering and STEM content knowledge, pedagogical content knowledge, or teaching self-efficacy at the start of the pilot study between intervention and comparison classroom teachers. Fidelity of implementation was measured using an observation instrument developed by the project team based on a published implementation science framework. We hypothesized that teachers who implement the integrated STEM curriculum will have significantly higher engineering pedagogical content knowledge and self-efficacy than teachers in the comparison group. As well the teachers who implement the integrated STEM curriculum will show significant gains in their engineering pedagogical content knowledge and self-efficacy in teaching engineering and STEM as a result of their participation. [This paper was published in: &quot;2018 IEEE Integrated STEM Conference (ISEC)&quot; p234-237. ISBN 978-1-5386-3309-0. Institute of Electrical and Electronics Engineers.] ED585271 The Impact of an Integrated Pre-K STEM Curriculum on Teachers&apos; Engineering Content Knowledge, Self-Efficacy, and Teaching Practices Grantee Submission Paper presented at the IEEE Integrated STEM Education Conference (ISEC) (2018) 2018-00-00 Institute of Education Sciences (ED) 4 T 2018 -1 As Provided APR2020 Yes R305A150571

New

Yes Equal Education Socioeconomic Status Child Rearing Kindergarten Elementary School Students Middle School Students Learner Engagement Parent Child Relationship Discipline Social Differences Mathematics Achievement Reading Achievement Science Achievement Achievement Gains Longitudinal Studies Surveys Children Penner, Emily K. Reports - Research Early Childhood Longitudinal Survey EISSN- English Kindergarten Primary Education Early Childhood Education Elementary Education Middle Schools Secondary Education Junior High Schools Socio-economic status (SES) differences in parenting are often implicated in widening the SES-achievement gap. Using nationally representative data (N = 12,887), this study tests for variation across SES in the types and intensity of parenting behaviors utilized and then examines SES differences in the relationship between parenting and student achievement growth from kindergarten through eighth grade. Exploratory factor analysis identifies three dimensions of early parenting: Educational Engagement, Stimulating Parent-Child Interaction, and Discursive Discipline. Regression results indicate that all three dimensions are used most heavily by high-SES families. However, only Educational Engagement consistently predicts achievement growth. Surprisingly, it is positively associated with achievement for lower-, but not higher-SES students in first through eighth grades. Further, Educational Engagement is beneficial for low-SES children because it is particularly beneficial for low-achieving students, consistent with a compensatory hypothesis. [This paper was published in &quot;Journal of Educational Research&quot; v111 n2 p213-231 2018 (EJ1167899).] ED586513 Early Parenting and the Reduction of Educational Inequality in Childhood and Adolescence Grantee Submission 2018-00-00 Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 58 T http://dx.doi.org/10.1080/00220671.2016.1246407 2018 -1 As Provided APR2020 Yes R305B130017 P01HD065704

New

Yes Academic Achievement Mixed Age Grouping Preschool Education Preschool Children Disadvantaged Youth Early Intervention Surveys Preschool Teachers Change Looping (Teachers) Ansari, Arya Purtell, Kelly M. Reports - Research Head Start Family and Child Experiences Survey EISSN- English Preschool Education Early Childhood Education Using data from the Family and Child Experiences Survey 2009 Cohort (n = 1,073), this study considered the implications of mixed-age education for young children's academic achievement when they experienced continuity and/or changes in classroom age composition across two years in Head Start (at age 3 and age 4). Results from these analyses revealed that children in classrooms with a greater number of younger children during their second year in Head Start exhibited fewer gains in mathematics and language and literacy. Additionally, children who transitioned from being in classrooms with largely older classmates during year one to classrooms with largely same-age peers during year two exhibited greater gains in academics than children who experienced two years of mixed-age classrooms. Stability in children's teachers, one of the hallmarks of mixed-age programming, was not associated with children's academic achievement nor did it attenuate the negative consequences of mixed-age classrooms. [This is the in press version of an article published in &quot;Journal of Applied Developmental Psychology.&quot;] ED586758 Continuity and Changes in Classroom Age Composition and Achievement in Head Start Grantee Submission 2018-03-26 Institute of Education Sciences (ED) National Science Foundation (NSF) 36 T http://dx.doi.org/10.1016/j.appdev.2018.07.002 2018 -1 As Provided APR2020 Yes R305B130013 DRL0941014

New

Yes Program Evaluation Program Implementation Intervention Self Determination Goal Orientation Elementary School Students Secondary School Students Intellectual Disability Transitional Programs Outcomes of Education Supported Employment Late Adolescents Shogren, Karrie A. Burke, Kathryn M. Anderson, Mark H. Antosh, A. Anthony Wehmeyer, Michael L. LaPlante, Terri Shaw, Leslie A. Reports - Research Rhode Island Goal Attainment Scale EISSN- English Elementary Education Secondary Education This study examined the differential impact of implementing the &quot;Self-Determined Learning Model of Instruction&quot; (SDLMI) alone with implementing the SDLMI combined with &quot;Whose Future Is It?&quot; with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode Island is implementing systemic change in transition services and supports under the auspices of a Consent Decree entered into by the state with the U. S. Department of Justice. One area of focus is promoting self-determination during transition planning in the school context as a means to impact employment trajectories. This study focused on the impact of self-determination instruction on self-determination outcomes while youth were still in school, given research establishing a relationship between self-determination and employment outcomes. Latent mediation models suggested that students in the SDLMI only group reported significant increases in their self-determination scores from baseline to the end of the year and teachers of students in the SDLMI only group saw students' goal attainment as predicting change in self-determination over the course of the year. Teachers reported significant changes in student self-determination in the SDLMI + &quot;Whose Future Is It?&quot; group. Implications for individualizing interventions to teach skills associated with self-determination in the context of planning and setting goals for the transition to integrated employment are discussed. [This is the in press version of an article published in &quot;Research and Practice for Persons with Severe Disabilities.&quot;] ED585934 Evaluating the Differential Impact of Interventions to Promote Self-Determination and Goal Attainment for Transition-Age Youth with Intellectual Disability Grantee Submission 2018-05-08 Institute of Education Sciences (ED) 37 T http://dx.doi.org/10.1177/1540796918779775 2018 -1 As Provided APR2020 Yes R324L160002

New

Yes Social Cognition Reading Comprehension Children Adolescents Autism Pervasive Developmental Disorders Theory of Mind Word Recognition Oral Language Comparative Analysis Differences McIntyre, Nancy S. Oswald, Tasha M. Solari, Emily J. Zajic, Matthew C. Lerro, Lindsay E. Hughes, Claire Devine, Rory T. Mundy, Peter C. Reports - Research Autism Diagnostic Observation Schedule Gray Oral Reading Test Wechsler Individual Achievement Test EISSN- English Background: Many individuals with autism spectrum disorders (ASD) exhibit social cognitive impairments in the development of theory of mind (ToM), or the ability to attribute mental states to oneself and others. ToM has been shown to relate to reading comprehension for children and adolescents with typical development (TD) and with ASD. This study examined the relation between reading comprehension, word recognition, oral language, and ToM for higher-functioning children and adolescents with ASD (HFASD) as compared to those with TD. Method: 70 children with HFASD and 40 children with TD, aged 9-17 years, participated in the study. In order to describe the HFASD as compared to the TD sample, a series of ANOVAs and ANCOVAs were conducted. Multiple regression analyses were conducted with reading comprehension as the outcome variable. Separate regression models (TD &amp; HFASD) were run with IQ, word recognition, oral language, and two ToM measures (Happé's Strange Stories and the Silent Films Task) as predictors. Results: The TD group performed better than the HFASD group on all standardized and experimental measures. Regression analyses revealed that after controlling for IQ, word recognition, and oral language, both ToM measures predicted unique variance in reading comprehension in the HFASD, but not the TD, sample. Furthermore, the TD and HFASD groups displayed different patterns of significant predictors of reading comprehension. Conclusions: This study suggests that in addition to oral language and higher-order linguistic comprehension, social cognition is an important factor to consider when designing reading interventions for students with ASD. [This paper was published in &quot;Research in Autism Spectrum Disorders&quot; v54 p9-20 2018.] ED586107 Social Cognition and Reading Comprehension in Children and Adolescents with Autism Spectrum Disorders or Typical Development Grantee Submission 2018-00-00 Institute of Education Sciences (ED) National Institute of Mental Health (DHHS/NIH) 28 T http://dx.doi.org/10.1016/j.rasd.2018.06.004 2018 -1 As Provided APR2020 Yes R324A120168 1RO1MH085904

New

Yes Randomized Controlled Trials Consultation Programs Program Effectiveness Family School Relationship Parenting Skills Parent Teacher Cooperation Behavior Modification Interpersonal Competence Comparative Analysis Student Behavior Behavior Problems Kindergarten Grade 1 Grade 2 Grade 3 Rural Schools Urban Schools Interviews Diaries Child Behavior Rating Scales Questionnaires Self Efficacy Statistical Analysis Sheridan, Susan M. Witte, Amanda L. Holmes, Shannon Wu, ChaoRong Bhatia, Sonya A. Angell, Samantha Reports - Research Behavior Assessment System for Children EISSN- English Kindergarten Primary Education Early Childhood Education Grade 1 Elementary Education Grade 2 Grade 3 This study reports the results of a randomized controlled trial examining the effect of Conjoint Behavioral Consultation (CBC), a family-school partnership intervention, on children's behaviors, parents' skills, and parent-teacher relationships in rural community and town settings. Participants were 267 children, 267 parents, and 152 teachers in 45 Midwestern schools. Using an Intent to Treat approach and data analyzed within a multilevel modeling framework, CBC yielded promising results for some but not all outcomes. Specifically, children participating in CBC experienced decreases in daily reports of aggressiveness, noncompliance, and temper tantrums; and increases in parent-reported adaptive skills and social skills at a significantly greater pace than those in a control group. Other outcomes (e.g., parent reports of internalizing and externalizing behaviors) suggested a nonsignificant effect at post-test. CBC parents reported using more effective parenting strategies, gaining more competence in their problem-solving practices, and feeling more efficacious for helping their child succeed in school than parents in the control group. Parents participating in CBC also reported significant improvements in the parent-teacher relationship, and the parent-teacher relationship mediated the effect of CBC on children's adaptive skills. Implications for practice in rural communities, study limitations, and directions for future research are discussed. [This article was published in &quot;Journal of School Psychology&quot; v62 p81-101 2017.] ED581450 The Efficacy of Conjoint Behavioral Consultation in the Home Setting: Outcomes and Mechanisms in Rural Communities Grantee Submission 2017-00-00 Institute of Education Sciences (ED) 63 T https://doi.org/10.1016/j.jsp.2017.03.005 2017 -1 As Provided APR2020 Yes R324A100115 Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/85498

New

Yes Early Intervention Writing Instruction Beginning Writing Writing Difficulties Writing Skills Effect Size Writing Evaluation Educational Quality Best Practices Evidence Based Practice Educational Indicators Pretests Posttests Intervention McMaster, Kristen Kunkel, Amy Shin, Jaehyun Jung, Pyung-Gang Lembke, Erica Reports - Research Information Analyses EISSN- English The purpose of this best-evidence synthesis was to identify promising interventions that align with a theoretical model of early writing development, targeting three components of early writing: transcription, text generation, and self-regulation. We determined the extent to which these interventions are &quot;effective&quot; for children who struggle with early writing skills, by calculating effect sizes for group and single subject designs, and examined the overall &quot;quality&quot; of the research. Twenty-five studies met inclusion criteria. Among group design studies, mean effects ranged from g = 0.19 to 1.17 for measures of writing quantity and from g = 0.17 to 0.85 for measures of writing quality. Percentage of all non-overlapping data (PAND) for single subject designs ranged from 83%-100% for measures of writing quantity. Interventions with the strongest evidence of effects &quot;and&quot; highest methodological quality are described in detail. Recommendations for research and practice are provided. [This paper was published in the &quot;Journal of Learning Disabilities,&quot; Online First edition.] ED581496 Early Writing Intervention: A Best Evidence Synthesis Grantee Submission 2017-05-12 Institute of Education Sciences (ED) 45 T https://doi.org/10.1177/0022219417708169 2017 -1 As Provided APR2020 Yes R324A130144

New

Yes Stress Variables Stress Management Arousal Patterns Coping Symptoms (Individual Disorders) Psychophysiology Cognitive Processes Emotional Response Academic Achievement Behavior Modification Cognitive Restructuring Anxiety Disorders Jamieson, Jeremy P. Hangen, Emily J. Lee, Hae Yeon Yeager, David S. Journal Articles Reports - Research ISSN-1754-0739 English Regulating affective responses to acute stress has the potential to improve health, performance, and well-being outcomes. Using the biopsychosocial (BPS) model of challenge and threat as an organizing framework, we review how appraisals inform affective responses and highlight research that demonstrates how appraisals can be used as regulatory tools. &quot;Arousal reappraisal,&quot; specifically, instructs individuals on the adaptive benefits of stress arousal so that arousal is conceptualized as a coping resource. By reframing the meaning of signs of arousal that accompany stress (e.g., racing heart), it is possible to break the link between stressful situations, and malignant physiological responses and experiences of negative affect. Applications of arousal reappraisal for academic contexts and clinical science, and directions for future research are discussed. ED585105 Capitalizing on Appraisal Processes to Improve Affective Responses to Social Stress Grantee Submission Emotion Review v10 n1 p30-39 Jan 2018 2018-01-00 Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 10 T https://doi.org/10.1177/1754073917693085 2018 -1 As Provided APR2020 Yes R305A150036 HD084772

New

Yes Early Childhood Education Problem Based Learning STEM Education Curriculum Development Curriculum Design Preschool Children Engineering Preschool Teachers Self Efficacy Teacher Empowerment Participative Decision Making Teacher Persistence Outcomes of Education John, Melissa-Sue Sibuma, Bernadette Wunnava, Susmitha Anggoro, Florencia Dubosarsky, Mia Journal Articles Reports - Descriptive ISSN- English Early Childhood Education Preschool Education This paper describes an iterative participatory curriculum design approach to developing a problem-based STEM curriculum for preschool children. The curriculum aims to teach young children problem-solving using an adapted version of the engineering design process (EDP). Despite evidence showing that a rigorous, integrated STEM curriculum promotes cognitive development and curiosity, very little STEM or engineering instruction occurs in classrooms for three- to five-year-old children, and few studies include teachers in the curriculum design process. Research has shown that, when children experience an engineering curriculum, they show an increase in engagement, in the number of engineering behaviors displayed, and in persistence in completing activities. As well, when teachers are involved in designing curriculum, they are more likely to feel empowered and sustain implementation. Qualitative analysis of semistructured interviews with 13 preschool teachers after the development process showed that teachers who participated in the process perceived increased knowledge and self-efficacy in teaching STEM in their classrooms. These reflections support using a participatory curriculum design approach for empowering teachers and enhancing self-efficacy in teaching STEM to young children. High teacher self-efficacy has been associated with positive classroom outcomes and teacher retention in the profession. [This article was published in &quot;European Journal of STEM Education&quot; (EJ1190775).] ED586982 An Iterative Participatory Approach to Developing an Early Childhood Problem-Based STEM Curriculum Grantee Submission European Journal of STEM Education v3 n3 Article 7 2018 2018-00-00 Institute of Education Sciences (ED) 12 T https://doi.org/10.20897/ejsteme/3867 2018 -1 As Provided APR2020 Yes R305A150571

New

Yes Reading Tests Achievement Tests Elementary School Students Reading Fluency Emergent Literacy Grade 4 Supplementary Education Remedial Reading Intervention Reading Difficulties Reading Comprehension Vocabulary English Language Proficiency Comparative Analysis Effect Size Structural Equation Models Pretests Posttests Scores Wanzek, Jeanne Petscher, Yaacov Al Otaiba, Stephanie Rivas, Brenna Jones, Francesca Kent, Shawn Schatschneider, Christopher Mehta, Paras Reports - Research Gates MacGinitie Reading Tests Woodcock Johnson Tests of Achievement Dynamic Indicators of Basic Early Literacy Skills (DIBELS) EISSN- English Elementary Education Grade 4 Intermediate Grades Research examining effective reading interventions for students with reading difficulties in the upper elementary grades is limited relative to the information available for the early elementary grades. In the current study, we examined the effects of a multicomponent reading intervention for students with reading comprehension difficulties. We employed a partially nested analysis with latent variables to adequately match the design of the study and provide the necessary precision of intervention effects. We examined the effects of the intervention on students' latent word reading, latent vocabulary, and latent reading comprehension. In addition, we examined whether these effects differed for students of varying levels of reading or English language proficiency. Findings indicated the treatment significantly outperformed the comparison on reading comprehension (ES = 0.38), but no overall group differences were noted on word reading or vocabulary. Students' initial word reading scores moderated this effect. Reading comprehension effects were similar for English learner and non-English learner students. [This article was published in &quot;Journal of Educational Psychology&quot; (EJ1160638).] ED581509 Effects of a Year Long Supplemental Reading Intervention for Students with Reading Difficulties in Fourth Grade Grantee Submission 2017-00-00 Institute of Education Sciences (ED) 55 T http://dx.doi.org/10.1037/edu0000184 2017 -1 As Provided APR2020 Yes R324A150269 Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/85504

New

Yes Meta Analysis Case Studies Evidence Based Practice Behavioral Science Research Effect Size Computation Measurement Techniques Behavior Problems Student Behavior Research Methodology Functional Behavioral Assessment Grade 1 Pustejovsky, James E. Reports - Research EISSN- English Grade 1 Primary Education Elementary Education Early Childhood Education Methods for meta-analyzing single-case designs (SCDs) are needed to inform evidence-based practice in clinical and school settings and to draw broader and more defensible generalizations in areas where SCDs comprise a large part of the research base. The most widely used outcomes in single-case research are measures of behavior collected using systematic direct observation, which typically take the form of rates or proportions. For studies that use such measures, one simple and intuitive way to quantify effect sizes is in terms of proportionate change from baseline, using an effect size known as the log response ratio. This paper describes methods for estimating log response ratios and combining the estimates using meta-analysis. The methods are based on a simple model for comparing two phases, where the level of the outcome is stable within each phase and the repeated outcome measurements are independent. Although auto-correlation will lead to biased estimates of the sampling variance of the effect size, meta-analysis of response ratios can be conducted with robust variance estimation procedures that remain valid even when sampling variance estimates are biased. The methods are demonstrated using data from a recent meta-analysis on group contingency interventions for student problem behavior. [This is the in- press version of an article to be published in &quot;Journal of School Psychology.&quot; A previous version of this paper was presented at the annual convention of the American Educational Research Association, April 28, 2017 in San Antonio, Texas.] ED581550 Using Response Ratios for Meta-Analyzing Single-Case Designs with Behavioral Outcomes Grantee Submission 2018-02-23 Institute of Education Sciences (ED) 49 T https://doi.org/10.1016/j.jsp.2018.02.003 2018 -1 As Provided APR2020 Yes R305D160002

New

Yes Child Care Young Children Early Childhood Education Elementary Education Program Effectiveness Elementary School Students Educational Quality Mothers Ansari, Arya Pianta, Robert C. Reports - Research Arkansas (Little Rock) California (Irvine) Kansas Massachusetts (Boston) Pennsylvania (Philadelphia) Pennsylvania (Pittsburgh) Virginia North Carolina Washington (Seattle) Wisconsin (Madison) Peabody Picture Vocabulary Test Center for Epidemiologic Studies Depression Scale EISSN- English Early Childhood Education Elementary Education Data from the NICHD [National Institute of Child Health and Human Development] Study of Early Child Care and Youth Development (n = 1,307) were used to estimate the additive and multiplicative benefits of high quality child care between birth to 54 months of age and high quality elementary school education between first and fifth grade. Results indicated that the math and language and literacy benefits of high quality child care accrued from the end of preschool through age 15 only when coupled with higher quality classroom environments during the elementary school years. In contrast, the benefits of high quality child care were no longer present when children later attended lower quality classrooms in elementary school. Taken together, these results point to the importance of continued investments in children's education throughout the first decade of life. [At the time of submission, this article was in press with &quot;Developmental Psychology.&quot;] ED586759 Variation in the Long-Term Benefits of Child Care: The Role of Classroom Quality in Elementary School Grantee Submission 2017-12-31 Institute of Education Sciences (ED) 44 T http://dx.doi.org/10.1037/dev0000513 2017 -1 As Provided APR2020 Yes R305B130013

New

Yes Intervention Reading Programs Adolescents Reading Difficulties English Language Learners Urban Schools High School Students Program Effectiveness Reading Fluency Reading Comprehension Vocabulary Development Sentences Grade 9 Grade 10 Vaughn, Sharon Martinez, Leticia R. Williams, Kelly J. Miciak, Jeremy Fall, Anna-Maria Roberts, Greg Reports - Research Texas Gates MacGinitie Reading Tests EISSN- English High Schools Secondary Education Grade 9 Junior High Schools Middle Schools Grade 10 This study examined the effects of Reading Intervention for Adolescents, a 2-year extensive reading intervention targeting current and former English learners identified as struggling readers based on their performance on the state accountability assessment. Students who enrolled at three participating urban high schools were randomly assigned to the Reading Intervention for Adolescents treatment condition (n = 175) or a business-as-usual comparison condition. Students assigned to the treatment condition participated in the intervention for approximately 50 minutes daily for 2 school years in lieu of a school-provided elective course, which business-as-usual students took consistent with typical scheduling. Findings revealed significant effects for the treatment condition on sentence-level fluency and comprehension (g = 0.18) and on a proximal measure of vocabulary learning (g = 0.41), but not on standardized measures of word reading, vocabulary, or reading comprehension (g range: -0.09 to 0.06). Posthoc moderation analyses investigated whether initial proficiency levels interacted with treatment effects. On sentence-level fluency and comprehension and on vocabulary learning, initial scores were significantly associated with treatment effects--however, in opposite directions. Students who scored low at baseline on sentence reading and comprehension scored relatively higher at posttest on that measure, whereas students who scored high at baseline on the proximal vocabulary measure scored relatively higher at posttest on that measure. The discussion focuses on the difficulty of remediating persistent reading difficulties in high school, particularly among English learners, who are often still in the process of acquiring academic proficiency in English. [This paper was published in the &quot;Journal of Educational Psychology,&quot; 2018.] ED586763 Efficacy of a High School Extensive Reading Intervention for English Learners with Reading Difficulties Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 49 T 2018 -1 As Provided APR2020 Yes R305A150058 Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/86135

New

No Decoding (Reading) Reading Comprehension Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Correlation Regression (Statistics) Public Schools School Districts Grade 10 Reading Skills Scores Reading Processes Age Groups Wang, Zuowei Sabatini, John O'Reilly, Tenaha Weeks, Jonathan Reports - Research EISSN- English Grade 5 Intermediate Grades Middle Schools Elementary Education Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 Grade 9 High Schools Grade 10 We report results of two studies examining the relation between decoding and reading comprehension. Based on our analysis of prominent reading theories such as the Simple View of Reading (Gough &amp; Tunmer, 1986), the Lexical Quality Hypothesis (Perfetti &amp; Hart, 2002) and the Self-teaching Hypothesis (Share, 1995), we propose the Decoding Threshold Hypothesis, which posits that the relation between decoding and reading comprehension can only be reliably observed above a certain decoding threshold. In Study 1, the Decoding Threshold Hypothesis was tested in a sample of over 10,000 Grade 5-10 students. Using quantile regression, classification analysis (Receiver Operating Characteristics) and broken-line regression, we found a reliable decoding threshold value below which there was no relation between decoding and reading comprehension, and above which the two measures showed a positive linear relation. Study 2 is a longitudinal analysis of over 30,000 students' reading comprehension growth as a function of their initial decoding status. Results showed that scoring below the decoding threshold was associated with stagnant growth in reading comprehension. We argue that the Decoding Threshold Hypothesis has the potential to explain differences in the prominent reading theories in terms of the role of decoding in reading comprehension in students at Grade 5 and above. Furthermore, the identification of decoding threshold also has implications for reading practice. [This is the in press version of an article to be published in &quot;Journal of Educational Psychology.&quot;] ED586109 Decoding and Reading Comprehension: A Test of the Decoding Threshold Hypothesis Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 53 T https://psycnet.apa.org/doiLanding?doi=10.1037%2Fedu0000302 2018 -1 As Provided APR2020 Yes R305F100005 R305G040065

New

Yes Educational Improvement Change Strategies Educational Objectives Public Education Accountability Equal Education Communication Strategies Role Educational Administration Low Achievement Progress Monitoring Data Collection Elementary Secondary Education Leadership Responsibility Woods, Julie Rafa, Alyssa Guides - Non-Classroom Mississippi Vermont Education Commission of the States English Elementary Secondary Education This special report -- informed by the Education Commission of the States' March 2018 School Improvement Thinkers Meeting -- guides state leaders toward a better understanding of how to improve lower-performing schools. This brief contains questions in four key areas to provide a road map for digging into school improvement systems and orienting state leaders to the process and context within their state. This brief also includes links to key related resources to further assist state leaders with their school improvement efforts. ED586205 Guiding Questions for State School Improvement Efforts. Special Report Education Commission of the States 2018-07-00 Administrators Policymakers 7 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2018 -1 ERIC APR2020

New

Yes Writing Processes Prior Learning Task Analysis High School Students Word Lists Prompting Writing Evaluation Productivity Editing Knowledge Level Word Processing Sequential Learning Factor Structure Writing Achievement Multiple Choice Tests Writing Tests Test Format Deane, Paul O'Reilly, Tenaha Chao, Szu-Fu Dreier, Kelsey Reports - Research EISSN- English High Schools Secondary Education The purpose of the report is to explore some of the mechanisms involved in the writing process. In particular, we examine students' process data (keystroke log analysis) to uncover how students approach a knowledge-telling task using 2 different task types. In the first task, students were asked to list as many words as possible related to a particular topic (word listing). In a second task, students were asked to write to a specific prompt that was designed to elicit their background knowledge of a topic using connected text (knowledge elicitation). Using a matrix incomplete block design, 1,592 high school students completed the 2 writing tasks in addition to a multiple-choice test of their background knowledge in 2 of 5 possible topics in the domain of U.S. history. An array of process data including students' typing and associated timing features was used to predict the writing scores on the 2 different types of tasks. The analyses revealed several distinct patterns that were associated with processing at the task knowledge productivity level, the editing effort level, and the keyboarding effort level. The robustness of the features was reflected in a set of hierarchal regressions that demonstrated that the process features were predictive of the writing score even when students' knowledge scores on the associated multiple choice test were considered. In sum, the results indicate that process data in the form of log file analysis are useful for both understanding the writing process and exploring potential differences between students with high and low knowledge. [This report will be published in &quot;ETS Research Report.&quot; Research Report No. RR-18-xx (ISSN 2330-8516).] ED586324 Writing Processes in Short Written Responses to Questions Probing Prior Knowledge Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 55 T https://doi.org/10.1002/ets2.12226 2018 -1 As Provided APR2020 Yes R305A150176

New

Yes Metacognition Health Education Well Being Stress Variables High School Students Program Descriptions Program Effectiveness Control Groups Experimental Groups Pretests Posttests Social Isolation Case Studies Interpersonal Relationship Psychometrics Student Attitudes Symptoms (Individual Disorders) Levitan, Joseph Schussler, Deborah L. Mahfouz, Julia Frank, Jennifer L. Kohler, Kimberly M. Broderick, Patricia C. Mitra, Joy Oh, Yoonkyung Berrena, Elaine Greenberg, Mark T. Reports - Research Tests/Questionnaires EISSN- English High Schools Secondary Education Between 2014 and 2017, an interdisciplinary group of researchers examined whether a high school health class that incorporated mindfulness techniques lowered students' stress and improved their wellbeing. We received a grant from the Institute of Educational Sciences from the United States Department of Education to (1) train high school health teachers to implement the mindfulness-based curriculum and (2) study how the program impacted students. We examined changes in cognitive, social, emotional, and physical wellbeing indicators from before the course to after the course, using a quasi-experimental (intervention and control group with pre and post tests), mixed-methods (concurrent triangulation) design. Data consisted of student responses to psychometric surveys and interviews with a subsample of students. When we compared qualitative findings with quantitative outcomes, we discovered instances of different results through each method. This allowed us to provide explanations and context for certain outcomes. For example, the recent loss of a grandparent explained why one student scored high in social isolation. At other times, the two methods found two different &quot;outcomes stories&quot; from the same student. For example, a student reported in the interview that he was struggling with social interactions, but the psychometric indicators had him in the top quintile of social wellbeing indicators as compared to his peers. This case study discusses methodological approaches to mixed-method educational psychology research, the challenges of making sense of data from different sources, and the usefulness and limitations of mixed-methodologies for psychological outcome evaluations of student wellbeing interventions. We also discuss the process of working as a large group of researchers. This case is useful for students in psychology and education, and it is equally useful for early career researchers. ED586986 Evaluating Student Cognitive and Social-Emotional Growth during a High School Mindfulness Course Using Mixed-Method Design. SAGE Research Methods Cases Part 2 Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 978-1-5264-4642-8 19 T http://dx.doi.org/10.4135/9781526446428 2018 -1 As Provided APR2020 Yes R305A140113

New

Yes Mothers Employed Parents Children Child Care Supply and Demand Mexican Americans African Americans Whites Early Childhood Education Racial Differences Ethnicity Parent Role Employment Level Ackert, Elizabeth Ressler, Robert Ansari, Arya Crosnoe, Robert Reports - Research Early Childhood Longitudinal Survey EISSN- English Early Childhood Education Integrating family and child data from the Early Childhood Longitudinal Study-Birth Cohort with contextual data from the Census, this study examined associations among maternal employment, aspects of communities related to child care supply and demand, and the early care and education arrangements of 4-year-olds in Mexican-origin, black, and white families. Children with employed mothers were more likely to be in informal care arrangements than in early childhood education, regardless of racial/ethnic background. For children in Mexican-origin families, selection into informal care over early childhood education was more likely in zip codes with greater demand for care as measured by higher female employment. Utilization of parent care versus early childhood education was also more likely for children in Mexican-origin and black families in zip codes with higher female employment. Constraints associated with maternal employment thus hindered children from enrolling in early childhood education, and community contexts posed challenges for some groups. [This article was published in &quot;Journal of Marriage and Family&quot; May 2018.] ED587106 Maternal Employment, Community Contexts, and the Child Care Arrangements of Diverse Groups Grantee Submission 2018-05-23 Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 34 T https://doi.org/10.1111/jomf.12501 2018 -1 As Provided APR2020 Yes R305A150027 R24HD42849 T32HD00708135

New

Yes Deception Identification Testing Problems Cheating Evaluation Methods Student Evaluation Error Patterns Statistical Distributions Simulation Computation Sinharay, Sandip Reports - Research EISSN- English Wollack, Cohen, and Eckerly (2015) suggested the &quot;erasure detection index&quot; (EDI) to detect fraudulent erasures for individual examinees. Wollack and Eckerly (2017) extended the EDI to detect fraudulent erasures at the group level. The EDI at the group level was found to be slightly conservative. This paper suggests two modifications of the EDI for the group level. The asymptotic null distribution of the two modified indices is proved to be the standard normal distribution. In a simulation study, the modified indices are shown to have Type I error rates close to the nominal level and larger power than the index of Wollack and Eckerly (2017). A real data example is also included. [This paper represents the OnlineFirst version published in the &quot;Journal of Educational and Behavioral Statistics,&quot; 2017.] ED581642 Detecting Fraudulent Erasures at an Aggregate Level Grantee Submission 2017-00-00 Institute of Education Sciences (ED) 38 T http://dx.doi.org/10.3102/1076998617739626 2017 -1 As Provided APR2020 Yes R305D170026

New

Yes Writing Difficulties Writing (Composition) Writing Instruction Notetaking Intervention Grade 4 Elementary School Students Reading Difficulties Reading Instruction Reading Strategies Program Effectiveness Learning Disabilities Reading Tests Teaching Methods Hebert, Michael Bohaty, Janet J. Nelson, J. Ron Roehling, Julia Christensen, Kristin Reports - Research Woodcock Reading Mastery Test EISSN- English Grade 4 Intermediate Grades Elementary Education Students with writing difficulties may have difficulty when writing informational text with source material due to (a) inexperience with such text and (b) difficulties reading and understanding source material. Teaching students to take notes related to informational text using text structures (e.g., description, compare/contrast) may help them access source text and improve planning and organization of their ideas. Two pilot studies examining the usability, feasibility and promise of a note-taking and text structure intervention are presented in this manuscript. In study 1, the researchers employed a multiple-probe design across three 4th grade participants with reading difficulties. In study 2, the researchers employed an underpowered experimental design, comparing the intervention to a narrative-based reading and writing strategies. Fidelity of implementation was acceptable to high in both studies, indicating preservice teachers find it useable and it is feasible to implement the lessons within the 30-minute time frame. However, there were mixed results of the intervention on note-taking outcomes. In study 1, a functional relation was demonstrated for two of three participants for the note-taking measure. In study 2, the intervention group did not statistically outperform the control group on the note-taking measure, but there was a non-significant effect size of 0.75 between the groups. The findings, though mixed, warrant further study of the intervention in a fully powered study. Results on reading outcomes for both studies are also discussed. [This paper was published in &quot;Learning Disabilities: A Multidisciplinary Journal&quot; v23 p34-55 2018 (EJ1189710).] ED588167 Taking Notes on Informational Source Text Using Text Structures: An Intervention for Fourth Grade Students with Learning Difficulties Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 55 T https://doi.org/10.18666/LDMJ-2018-V23-I2-9048 2018 -1 As Provided APR2020 Yes R324B130005

New

Yes Consultation Programs Professionalism Evidence Based Practice Rural Schools Educational Research Partnerships in Education Intervention Faculty Development Disabilities Special Education Special Education Teachers Preservice Teachers Program Implementation Research and Development Theory Practice Relationship Farmer, Thomas W. Hamm, Jill V. Lee, David L. Sterrett, Brittany I. Rizzo, Karen Hoffman, Abigail S. Reports - Evaluative EISSN- English Higher Education Postsecondary Education Although there have been several advances in the development of evidence-based practices (EBPs) to support students with disabilities, many rural schools struggle to use EBPs. Rural schools may experience challenges that constrain their potential to provide support for the implementation of EBPs. Further, there may be a mismatch between EBPs and the circumstances, resources, and needs of many rural schools. Directed consultation is an intervention support framework designed to adapt the use of EBPs by using local data and stakeholders' insights to align strategies to the unique features and needs of rural schools, teachers, and students. This manuscript considers the use of directed consultation to support the individualization and intensification of intervention for students with disabilities in rural schools. The establishment of rural research-practitioner partnerships is also discussed with the goal of developing a broad range of directed consultation content and delivery approaches. [This paper was published in &quot;Rural Special Education Quarterly&quot; v37 n3 2018 (EJ1186082).] ED588182 Directed Consultation and Supported Professionalism: Promoting Adaptive Evidence-Based Practices in Rural Schools Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 36 T http://dx.doi.org/10.1177/8756870518781307 2018 -1 As Provided APR2020 Yes R305A040056 R305A160398

New

Yes Preschool Education School Readiness Program Effectiveness Outcomes of Education Preschool Children Elementary School Students Student Experience Success Student Characteristics Student Development Early Intervention Ansari, Arya Purtell, Kelly M. Opinion Papers Reports - Evaluative EISSN- English Preschool Education Early Childhood Education Elementary Education Although scientific research has clearly shown that preschool programs prepare children for kindergarten, increasing attention has been drawn to whether these early investments in children's education have long-term impacts. Here, we argue that long-term impacts of preschool cannot be viewed in isolation from children's subsequent experiences and, in fact, are unlikely absent of continued investments in children's education. As part of this commentary we focus on two key themes: (a) what we can expect from one year of preschool education; and (b) what happens after children enter elementary school. In addressing these themes, we contextualize the work of Lipsey and colleagues (2018) in the existing evidence base and discuss areas in need of continued empirical attention. [This is the in press version of an article published in &quot;Early Childhood Research Quarterly.&quot;] ED586764 What Happens Next? Delivering on the Promise of Preschool Grantee Submission 2018-01-29 Institute of Education Sciences (ED) 23 T http://dx.doi.org/10.1016/j.ecresq.2018.02.015 2018 -1 As Provided APR2020 Yes R305B130013

New

Yes Early Childhood Education Preschool Education Kindergarten Child Care Centers Attendance Patterns Grade 1 Preschool Children Elementary School Students Program Effectiveness School Schedules Ansari, Arya Gottfried, Michael A. Reports - Research Early Childhood Longitudinal Survey EISSN- English Early Childhood Education Preschool Education Kindergarten Primary Education Grade 1 Elementary Education Background: School absenteeism has been recognized as a growing issue in the United States, especially during the early elementary school years when it is most pervasive. Accordingly, there has been growing interest in understanding why children are absent and whether certain early educational experiences can reduce children's rates of school absences. Objective: The objective of this investigation was to estimate the additive and multiplicative benefits of children's early school experiences in preschool (center-based care) and kindergarten (center-based care and full day kindergarten enrollment) for patterns of school absenteeism in kindergarten and first grade. Methods: To address these objectives, data were drawn from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 and included 12,835 children and families. Results: Children who attended center-based care in preschool and kindergarten had fewer missed school days and were less likely to be chronically absent in kindergarten and first grade. Children in full-day kindergarten programs had more absences by the end of kindergarten, but fewer absences by the end of the following year. No specific combination of early school arrangements was most beneficial. Instead, children who experienced more early educational arrangements were generally absent less frequently and these benefits were larger in first grade than in kindergarten. Conclusions: When taken together, findings underscore the importance of formal early educational programs and opportunities on longer-term school attendance. [This is the in press version of an article published in &quot;Child and Youth Care Forum.&quot;] ED586767 The Benefits of Center-Based Care and Full-Day Kindergarten for School Attendance in the Early Grades Grantee Submission 2018-04-17 Institute of Education Sciences (ED) 40 T http://dx.doi.org/10.1007/s10566-018-9453-2 2018 -1 As Provided APR2020 Yes R305B130013

New

Yes Child Development Visual Perception Psychomotor Skills Attention Mathematics Skills Young Children Kindergarten Grade 1 Grade 2 Grade 3 Longitudinal Studies Correlation Age Differences Developmental Stages Cognitive Processes Kim, Helyn Duran, Chelsea A. K. Cameron, Claire E. Grissmer, David W. Journal Articles Reports - Research ISSN-0009-3920 English Kindergarten Primary Education Early Childhood Education Grade 1 Elementary Education Grade 2 Grade 3 This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty-five 5-year-olds (kindergarteners) and one hundred nineteen 6-year-olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed. [This article was published in &quot;Child Development&quot; (EJ1172408).] ED586354 Developmental Relations among Motor and Cognitive Processes and Mathematics Skills Grantee Submission Child Development v89 n2 p476-494 Mar-Apr 2018 2018-00-00 Institute of Education Sciences (ED) National Science Foundation (NSF) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 19 T http://dx.doi.org/10.1111/cdev.12752 2018 -1 As Provided APR2020 Yes R305B090002 REAL1252463 5RC1HD0653402

New

Yes Preschool Education Classroom Techniques Educational Practices Instructional Effectiveness Teaching Methods Classroom Communication Class Activities Educational Quality Urban Schools Disadvantaged Environment Incidence Interpersonal Communication Student Participation Preschool Teachers Learner Engagement Child Language Preschool Children Teacher Student Relationship Bustamante, Andres S. Hindman, Annemarie H. Champagne, Carly R. Wasik, Barbara A. Reports - Research EISSN- English Preschool Education Early Childhood Education Circle time is a near universally used preschool activity; however, little research has explored its nature, content, and quality. This study examined activity types, teacher and child talk, child engagement, and classroom quality in a sample of public preschool classrooms in an urban, high-poverty school district. Results demonstrated that teacher talk was twice as prevalent as child talk, and there was a lack of back-and-forth exchanges and open-ended questions. Quality of instruction was low on all dimensions of the Classroom Assessment Scoring System, and child engagement dropped to low levels in about 40% of classrooms. Finally, classroom quality predicted child-to-teacher talk ratio and child engagement. Evidence calls into question the richness and quality of circle time and suggests that even modest improvements in quality and an increased focus on child participation could ensure that educators are not squandering valuable learning time and depleting children's behavioral self-regulation during the first activity of the day. [This paper was published in &quot;Elementary School Journal&quot; v118 n4 Jun 2018 (ISSN-0013-5984) (EJ1180331).] ED586359 Circle Time Revisited: How Do Preschool Classrooms Use This Part of the Day? Grantee Submission 2018-06-18 Institute of Education Sciences (ED) 22 T https://doi.org/10.1086/697473 2018 -1 As Provided APR2020 Yes R305B150014

New

Yes Neighborhoods Immigrants Young Children Low Income Groups Mothers Crime Safety Community Resources Ethnic Diversity Puerto Ricans Mexican Americans Child Care Hispanic Americans Environmental Influences Shuey, Elizabeth A. Leventhal, Tama Reports - Research Massachusetts (Boston) Illinois (Chicago) Texas (San Antonio) EISSN- English Neighborhoods constitute a microsystem theorized to be of great importance for immigrant families, with the potential to support and facilitate families' transitions to life in the United States. Yet, few studies examine immigrants' perceptions of their neighborhoods and the extent to which different aspects of these neighborhoods, such as safety or social cohesion, may shape the ways in which immigrant families interact with other microsystems in which they are embedded. This chapter uses longitudinal, ethnographic data to explore the ways in which neighborhoods matter for the child care choices of low-income immigrant mothers. In considering the mesosystem linkages between neighborhoods and child care, several themes emerge: Mothers discussed concerns about crime and safety, availability of neighborhood resources, and the meaning of living in co-ethnic compared with predominantly European American or more diverse communities. The bioecological model is used throughout the chapter to guide our understanding of the experiences of immigrant families with young children in the United States. [To appear in H. Chu &amp; B. Thelamour (Eds.), &quot;Navigating Systems.&quot; New York: Springer.] ED587110 Neighborhood Experiences of Immigrant Families with Young Children in the United States Grantee Submission 2018-04-27 Foundation for Child Development Institute of Education Sciences (ED) 34 T 2018 -1 As Provided APR2020 Yes R305A150027

New

Yes Racial Segregation School Segregation Access to Education Educational Opportunities Minority Group Students Educational Quality Elementary School Students Equal Education Inclusion Academic Achievement Achievement Gap Public Schools Elementary Schools Achievement Tests Standardized Tests Hanselman, Paul Fiel, Jeremy E. Reports - Research California Stanford Achievement Tests EISSN- English Elementary Education Persistent school segregation may allow advantaged groups to hoard educational opportunities and consign minority students to lower-quality educational experiences. Although minority students are concentrated in low-achieving schools, relatively little previous research directly links segregation to measures of school quality based on student achievement growth, which more plausibly reflect learning opportunities. Using a dataset of public elementary schools in California, this study provides the first analysis detailing the distribution of a growth-based measure of school quality using standard inequality indices, allowing disparities to be decomposed across geographic and organizational scales. We find mixed support for the school opportunity hoarding hypothesis. We find small White and Asian advantages in access to high-growth schools, but most of the inequality in exposure to school growth is within racial groups. Growth-based disparities both between and within groups tend to be on a more local scale than disparities in absolute achievement levels, focusing attention on within-district policies to mitigate school-based inequalities in opportunities to learn. [This paper was published in &quot;Social Forces&quot; v95 n3 p1077-1104 2017.] ED587155 School Opportunity Hoarding? Racial Segregation and Access to High Growth Schools Grantee Submission 2017-00-00 Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 46 T https://doi.org/10.1093/sf/sow088 2017 -1 As Provided APR2020 Yes R305B120013 P01HD065704

New

Yes Private Schools School Choice Enrollment Graduation Tax Credits Scholarships Low Income Students Higher Education Academic Persistence Elementary Schools Middle Schools High Schools Statistical Analysis Chingos, Matthew M. Kuehn, Daniel Reports - Research Florida Urban Institute English Higher Education Postsecondary Education Elementary Education Middle Schools Secondary Education Junior High Schools High Schools Although several studies have documented the effects of statewide private school choice programs on student test scores, this report is the first to examine the effects of one of these programs on college enrollment and graduation. Using data from the Florida Tax Credit (FTC) Scholarship program, we find that low-income Florida students who attended private schools using an FTC scholarship enrolled in and graduated from Florida colleges at a higher rate than their public school counterparts. [Additional support for this study was provided by the Bill and Susan Oberndorf Foundation and Kate and Bill Duhamel.] ED585325 The Effects of Statewide Private School Choice on College Enrollment and Graduation: Evidence from the Florida Tax Credit Scholarship Program. Education Policy Program. Research Report Urban Institute 2017-12-00 Walton Family Foundation Robertson Foundation Foundation for Excellence in Education Charles and Helen Schwab Foundation 54 Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site: http://www.urban.org N/A 2017 -1 As Provided APR2020 Meets Evidence Standards with Reservations https://ies.ed.gov/ncee/wwc/Study/85761 ED583552

New

Yes Biology Science Instruction Problem Solving Teaching Methods Protocol Analysis Case Studies Inferences Undergraduate Students Thinking Skills Psychometrics Validity Psychology Dai, Ting Van Boekel, Martin Cromley, Jennifer Nelson, Frank Fechter, Tia Reports - Research EISSN- English Higher Education Postsecondary Education This case study describes how our research team conducted the qualitative think-aloud approach (or cognitive pretesting) to obtaining cognitive validity evidence for a biology inference-making and reasoning measure for undergraduate students. The main goal of our work was to gather high-quality student think-aloud data of reasoning while they were completing the biology measure to complement quantitative psychometric data of the measure. We provide a detailed case study that demonstrates the development, refinement, and application of our think-aloud protocol. This case study also reveals the challenges we encountered, and discusses the valuable lessons we learned from solving various problems in this process. With this case study, we aim to provide student researchers with not only a brief introduction to basic theories of think-aloud research, a procedural description of how to conduct a think-aloud study for measurement validation purposes, but also a thoughtful discussion of challenges and possible solutions to assist in think-aloud research design. [This paper will be published in the &quot;SAGE Research Methods Cases.&quot;] ED585402 Using Think-Alouds to Create a Better Measure of Biology Reasoning Grantee Submission 2018-01-12 Institute of Education Sciences (ED) Students 22 T http://dx.doi.org/10.4135/9781526437167 2018 -1 As Provided APR2020 Yes R305A160335

New

Yes Test Items Ability Mathematics Item Response Theory Measurement Change Hypothesis Testing Cheating Sinharay, Sandip Jensen, Jens Ledet Reports - Research EISSN- English In educational and psychological measurement, researchers and/or practitioners are often interested in examining whether the ability of an examinee is the same over two sets of items. Such problems can arise in measurement of change, detection of cheating on unproctored tests, erasure analysis, detection of item preknowledge etc. Traditional frequentist approaches that are used in such problems include the Wald test, the likelihood ratio test, and the score test (e.g., Fischer, 2003; Finkelman, Weiss, &amp; Kim-Kang, 2010; Glas &amp; Dagohoy, 2007; Guo &amp; Drasgow, 2010; Klauer &amp; Rettig, 1990; Sinharay, 2017). This paper shows that approaches based on higher-order asymptotics (e.g., Barndorff-Nielsen &amp; Cox, 1994; Ghosh, 1994) can also be used to test for the equality of the examinee ability over two sets of items. The modified signed likelihood ratio test (e.g. Barndorff-Nielsen, 1986) and the Lugannani-Rice approximation (Lugannani &amp; Rice, 1980), both of which are based on higher-order asymptotics, are shown to provide some improvement over the traditional frequentist approaches in three simulations. Two real data examples are also provided. [This is an advance online version of an article published in &quot;Psychometrika.&quot;] ED588034 Higher-Order Asymptotics and Its Use to Test the Equality of the Examinee Ability over Two Sets of Items Grantee Submission 2018-05-22 Institute of Education Sciences (ED) 42 T http://dx.doi.org/10.1007/s11336-018-9627-8 2018 -1 As Provided APR2020 Yes R305D170026

New

Yes Preschool Education Educational Benefits Middle Class Preschool Children Academic Achievement Achievement Tests Scores Probability Academic Ability Interpersonal Competence Children Longitudinal Studies Surveys Kindergarten Grade 1 Grade 3 Grade 5 Grade 8 Ansari, Arya Reports - Research Early Childhood Longitudinal Survey EISSN- English Preschool Education Early Childhood Education Kindergarten Primary Education Grade 1 Elementary Education Grade 3 Grade 5 Intermediate Grades Middle Schools Grade 8 Junior High Schools Secondary Education Using data from the Early Childhood Longitudinal Study Kindergarten Cohort of 1998 (n = 15,070), this study used propensity scores to examine the short- and long-term academic and psychosocial benefits of preschool education for a diverse sample of middle-class children. Compared with children who attended informal care at age 4, preschool attendees consistently performed better on achievement tests from age 5 through early adolescence, but exhibited less optimal psychosocial skills. These negative behavioral effects of preschool were concentrated among children who attended preschool for 20 or more hours per week, but otherwise, there was little evidence of heterogeneity as a function of program type or child- and family-characteristics. The long-term academic advantages of preschool were, however, largely explained by their positive effects on academic skills early in formal schooling and there was evidence for convergence in children's academic test scores, which was partially attributed to the differences in children's social skills during the early elementary school years. [This is the online version of an article published in &quot;Journal of Educational Psychology.&quot;] ED587167 The Persistence of Preschool Effects from Early Childhood through Adolescence Grantee Submission 2018-00-00 Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) National Science Foundation (NSF) Administration for Children and Families (DHHS) Institute of Education Sciences (ED) 63 T http://dx.doi.org/10.1037/edu0000255 2018 -1 As Provided APR2020 Yes R01HD069564 R24HD42849 T32HD00708135 1519686 90YE01610100 R305B130013 R305A150027

New

Yes Alternative Teacher Certification Public Schools Teacher Effectiveness Public School Teachers Disadvantaged Schools Mathematics Achievement Achievement Gains Teacher Placement Reading Achievement Elementary Secondary Education Hansen, Michael Backes, Benjamin Brady, Victoria Xu, Zeyu Reports - Research Florida (Miami) National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research English Elementary Secondary Education A sizeable body of evidence has documented the effectiveness of Teach For America (TFA) corps members at raising the mathematics test scores of their students, though little is known about the program's impact at the school level. TFA's recent placement strategy in the Miami-Dade County Public Schools, in which large numbers of TFA corps members are placed as clusters into a targeted set of disadvantaged schools, provides an opportunity to evaluate the impact of the TFA program on broader school performance. This study examines whether the influx of TFA corps members led to a spillover effect on other teachers' performance. We find that many of the schools chosen to participate in the cluster strategy experienced large subsequent gains in mathematics achievement. These gains were driven in part by the composition effect of having larger numbers of effective TFA corps members. However, we do not find any evidence that the clustering strategy led to any spillover effect on schoolwide performance. In other words, our estimates suggest that the extra student gains for TFA corps members under the clustering strategy would be equivalent to gains resulting from an alternate placement strategy in which corps members were evenly distributed across schools. ED587173 Examining Spillover Effects from Teach for America Corps Members in Miami-Dade County Public Schools. Working Paper 113 National Center for Analysis of Longitudinal Data in Education Research (CALDER) 2015-08-00 Institute of Education Sciences (ED) 44 National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org N/A 2015 -1 As Provided APR2020 Yes R305C120008 Does Not Meet Evidence Standards http://ies.ed.gov/ncee/wwc/study/82176

New

Yes Text Structure Reading Comprehension Reading Instruction Grade 2 Grade 5 Teaching Methods Reading Materials Common Core State Standards Reading Strategies Reading Improvement Reader Text Relationship Roehling, Julia V. Hebert, Michael Nelson, J. Ron Bohaty, Janet J. Reports - Research Tests/Questionnaires EISSN- English Grade 2 Primary Education Elementary Education Early Childhood Education Grade 5 Intermediate Grades Middle Schools Students often have difficulty comprehending informational text. Results from a meta-analysis by Hebert, Bohaty, Nelson and Brown (2016) indicated that text structure instruction is effective for improving reading comprehension of expository text. This article presents evidence-based practices for teaching informational text structures to improve students' reading comprehension. The strategies presented are based on those identified through the meta-analysis conducted by Hebert and colleagues. [This paper was published in &quot;The Reading Teacher&quot; v71 p71-82 2017 (EJ1146103).] ED588183 Text Structure Strategies for Improving Expository Reading Comprehension Grantee Submission 2017-00-00 Institute of Education Sciences (ED) 27 T http://dx.doi.org/10.1002/trtr.1590 2017 -1 As Provided APR2020 Yes R324B130005

New

Yes Foreign Countries Educational Technology Technology Uses in Education Tutoring Science Instruction Grade 1 Elementary School Students Simulated Environment Scientific Concepts Multiple Choice Tests Feedback (Response) Pretests Posttests Thinking Skills Transfer of Training Concept Formation Teaching Methods Teacher Surveys Student Surveys Attitude Measures Multimedia Instruction Hautala, Jarkko Baker, Doris Luft Keurulainen, Aleksi Ronimus, Miia Richardson, Ulla Cole, Ronald Reports - Research Tests/Questionnaires Finland EISSN- English Grade 1 Primary Education Elementary Education Early Childhood Education The purpose of this pilot study with a within-subject design was to gain a deeper understanding about the promise and restrictions of a virtual tutoring system designed to teach science to first grade students in Finland. Participants were 61 students who received six tutoring science sessions of approximately 20 min each. Sessions consisted of a sequence of narrated multimedia science presentations during which a virtual tutor explained science phenomena displayed in pictures. Narrated science explanations were followed by one or more multiple choice questions with immediate feedback about students' choices and a possible second attempt, during which students reached 97% accuracy. A pretest and posttest was administered to assess students' ability to reason about the science and to transfer knowledge to new contexts. Results indicated significantly greater improvement in the understanding of the science concepts taught during the tutoring sessions, relative to the concepts that were not taught. Results from the surveys administered to teachers and students indicated that the program was well received. Detailed analysis of student error responses provided a deeper understanding about the complex interplay between students' prior knowledge, the way topics were taught in the multimedia lessons, and the way learning was assessed. Findings from the quantitative and qualitative analyses are discussed in the context of designing high quality lessons delivered through a virtual tutoring system. [This is the online version of a paper published in &quot;Education Technology Research and Development&quot; (EJ1171713).] ED588219 Early Science Learning with a Virtual Tutor through Multimedia Explanations and Feedback on Spoken Questions Grantee Submission 2018-02-22 National Science Foundation (NSF) Institute of Education Sciences (ED) 26 T https://doi.org/10.1007/s11423-017-9558-6 2018 -1 As Provided APR2020 Yes DRL0733323 R305B070008

New

Yes Bayesian Statistics Structural Equation Models Monte Carlo Methods Sample Size Goodness of Fit Computer Software Prediction Cain, Meghan K. Zhang, Zhiyong Reports - Research EISSN- English Despite its importance to structural equation modeling, model evaluation remains underdeveloped in the Bayesian SEM framework. Posterior predictive p-values (PPP) and deviance information criteria (DIC) are now available in popular software for Bayesian model evaluation, but they remain under-utilized. This is largely due to the lack of recommendations and guidelines for their use. To address this problem, PPP and DIC are evaluated in a series of Monte Carlo simulation studies. The results from these studies show that PPP and DIC are influenced by severity of model misspecification, sample size, model size, and choice of prior. It was also found that the cut-offs PPP&lt;0.10 and [Delta]&gt;7 work best in the conditions and models tested here to maintain false detection rates and misspecified model selection rates, respectively, at 0.05. The recommendations provided in this study will help researchers evaluate their models in a Bayesian SEM analysis, and set the stage for future development and evaluation of PPP, DIC, and other Bayesian SEM fit indices. [This paper was published in &quot;Structural Equation Modeling.&quot;] ED588225 Fit for a Bayesian: An Evaluation of PPP and DIC for Structural Equation Modeling Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 34 T https://doi.org/10.1080/10705511.2018.1490648 2018 -1 As Provided APR2020 Yes R305D140037

New

Yes Females Engineering Professional Personnel Gender Differences STEM Education College Preparation Self Esteem Preferences Occupational Aspiration Twins Sex Stereotypes High Schools Academic Aspiration High School Students College Students College Entrance Examinations Grade Point Average Shi, Ying Journal Articles Reports - Research North Carolina SAT (College Admission Test) ACT Assessment EISSN- English Secondary Education High Schools Higher Education Postsecondary Education This paper uses administrative North Carolina data linked from high school to college and national surveys to characterize the largest contributor to the STEM gender gap: engineering. Disparities are the result of differential entry during high school or earlier rather than postsecondary exit. Differences in pre-college academic preparation account for 5 to 7% of the gap. Females' relative lack of academic self-confidence explains 8%, while other-regarding preferences and professional goals capture a further 14%. Empirical evidence using identifying variation in the gender composition of twins in North Carolina shows that opposite-sex pairs are more likely to pursue gender-stereotypical majors. ED586772 The Puzzle of Missing Female Engineers: Academic Preparation, Ability Beliefs, and Preferences Grantee Submission Economics of Education Review v64 p129-143 2018 2018-00-00 Institute of Education Sciences (ED) 41 T https://doi.org/10.1016/j.econedurev.2018.04.005 2018 -1 As Provided APR2020 Yes R305B130017

New

Yes Early Childhood Education Kindergarten Preschool Children Attendance Patterns School Schedules Grade 1 Enrollment Predictor Variables Educational Benefits Longitudinal Studies Disabilities Preschool Education Ansari, Arya Gottfried, Michael A. Reports - Research Early Childhood Longitudinal Survey EISSN- English Early Childhood Education Kindergarten Primary Education Grade 1 Elementary Education Preschool Education Data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 were used to examine the implications of preschool and full-day kindergarten enrollment for the subsequent school absences of 2,056 children with disabilities. Results suggest that children with disabilities who went to preschool were absent less frequently in kindergarten, but these benefits did not persist through the end of first grade. Conversely, children with disabilities who attended full-day kindergarten programs were absent more frequently during the kindergarten year as compared with children in part-day programs, but these children experienced a sharper drop in absenteeism throughout the following school year resulting in no differences in school absences in first grade. No multiplicative benefits emerged for attending both preschool and full-day kindergarten. And even though these aforementioned benefits of preschool diminished rapidly, there were lingering academic benefits through the end of first grade because of improvements in earlier school attendance. [This paper was published in the journal &quot;AERA Open&quot; v4 p1-15 2018.] ED586804 Early Childhood Educational Settings and School Absenteeism for Children with Disabilities Grantee Submission 2018-00-00 36 T http://dx.doi.org/10.1177/2332858418785576 2018 -1 As Provided APR2020 Yes R305B130013

New

Yes Intervention Infants Psychomotor Skills Physical Therapy Motor Development Play Motor Reactions Longitudinal Studies Disabilities Family Environment Child Development Problem Solving Parent Child Relationship Comparative Analysis Toys Outcomes of Treatment Harbourne, Regina T. Dusing, Stacey C. Lobo, Michele A. Westcott-McCoy, Sarah Bovaird, James Sheridan, Susan Galloway, James C. Chang, Hui-Ju Hsu, Lin-Ya Koziol, Natalie Marcinowski, Emily C. Babik, Iryna Journal Articles Reports - Research Pennsylvania Delaware District of Columbia Virginia Bayley Scales of Infant Development EISSN- English Background: There is limited research examining the efficacy of early physical therapy on infants with neuromotor dysfunction. In addition, most early motor interventions have not been directly linked to learning, despite the clear association between motor activity and cognition during infancy. Objective: The aim of this project is to evaluate the efficacy of Sitting Together And Reaching To Play (START-Play), an intervention designed to target sitting, reaching, and motor-based problem solving to advance global development in infants with motor delays or neuromotor dysfunction. Design: This study is a longitudinal multisite randomized controlled trial. Infants in the START-Play group are compared to infants receiving usual care in early intervention (EI). Setting: The research takes place in homes in Pennsylvania, Delaware, Washington, and Virginia. Participants: There will be 140 infants with neuromotor dysfunction participating, beginning between 7 to 16 months of age. Infants will have motor delays and emerging sitting skill. Intervention: START-Play provides individualized twice-weekly home intervention for 12 weeks with families to enhance cognition through sitting, reaching, and problem-solving activities for infants. Ten interventionists provide the intervention, with each child assigned 1 therapist. Measurements: The primary outcome measure is the Bayley III Scales of Infant Development. Secondary measures include change in the Early Problem Solving Indicator, change in the Gross Motor Function Measure, and change in the type and duration of toy contacts during reaching. Additional measures include sitting posture control and parent-child interaction. Limitations: Limitations include variability in usual EI care and the lack of blinding for interventionists and families. Conclusions: This study describes usual care in EI across 4 US regions and compares outcomes of the START-Play intervention to usual care. ED586838 Sitting Together and Reaching to Play (START-Play): Protocol for a Multisite Randomized Controlled Efficacy Trial on Intervention for Infants with Neuromotor Disorders Grantee Submission Physical Therapy v98 n6 p494-502 Jun 2018 2018-06-00 National Center for Special Education Research (ED) 9 T https://dx.doi.org/10.1093/ptj/pzy033 2018 -1 As Provided APR2020 Yes R324A150103

New

No Intervention Student Behavior Behavior Modification Positive Behavior Supports Functional Behavioral Assessment Behavior Problems Program Effectiveness Elementary School Students Middle School Students High School Students Klingbeil, David A. Dart, Evan H. Schramm, Amber L. Reports - Research EISSN- English Elementary Education Middle Schools Secondary Education Junior High Schools High Schools Check-in/check-out (CICO) is widely used as a Tier 2 intervention within school-wide positive behavior interventions and supports. Evidence suggests that traditional CICO is primarily effective for students demonstrating problem behavior maintained by adult attention. A growing body of research has investigated function-modified CICO to address behaviors maintained by other consequences. The purpose of this review was to examine the evidence-base for function-modified versions of CICO to identify (a) the procedures used to assess students' behavior function and (b) the types of modifications and additions to CICO that have been empirically evaluated. We systematically reviewed 11 studies that examined the effects of function-based CICO. Researchers determined behavior function using a combination of direct observations and indirect assessments. These methods were more involved than a brief behavior screening. The modifications and additions to traditional CICO included changes that were functionally relevant and functionally independent. Based on the results of this review, more research is needed before function-based CICO can be considered an evidence-based practice. Moreover, the extent to which educators can implement function-based CICO without researcher support is also unknown. The implications of this review are discussed in terms of future research and practice. [This paper was published in the &quot;Journal of Positive Behavior Interventions&quot; 2018.] ED588342 A Systematic Review of Function-Modified Check-In/Check-Out Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 41 T http://dx.doi.org/10.1177/1098300718778032 2018 -1 As Provided APR2020 Yes R305L160013

New

Yes Art Education Data Access to Education Student Participation Art Teachers Information Utilization State Programs Teacher Qualifications Accountability State Policy Elementary Secondary Education von Zastrow, Claus Reports - Descriptive Guides - Non-Classroom Education Commission of the States National Endowment for the Arts English Elementary Secondary Education This Special Report -- drawing on insights from a technical working group of experts in arts education, state data systems and state policy -- offers guidance on key arts-education metrics many states could track by using data they already collect. ED588347 Using State Data Systems to Report Information on Arts Education Education Commission of the States 2018-09-11 12 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2018 -1 As Provided APR2020

New

Yes Emergent Literacy Numeracy Family Environment Parent Influence Parent Background Educational Attainment Socioeconomic Status Early Childhood Education Achievement Tests Foreign Countries International Assessment Elementary Secondary Education Child Development Academic Achievement Grade 4 Meinck, Sabine Stancel-Piatak, Agnes Verdisco, Aimee Reports - Research Costa Rica Nicaragua Paraguay Peru Australia Asia Europe North America Progress in International Reading Literacy Study Trends in International Mathematics and Science Study ISSN-2589-70396 International Association for the Evaluation of Educational Achievement (IEA) (Netherlands) English Early Childhood Education Grade 4 Intermediate Grades Elementary Education Elementary Secondary Education Prior research shows that establishing early literacy and numeracy skills may help children achieve better outcomes in later schooling. Data from the Regional Project on Child Development Indicators (PRIDI), which focused on Costa Rica, Nicaragua, Paraguay, and Peru, provided insights into four domains of child development that build the foundation for future learning outcomes: cognition, language and communication, socioemotional development, and motor skills. This brief presents results from in-depth analysis using data from Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS), which demonstrate that social inequalities and their relationship to learning outcomes commence in early childhood. The authors explored: (1) the engagement in early literacy activities of parents from different educational backgrounds; (2) the relationship between this engagement and later student achievement in primary school for children from diverse socioeconomic backgrounds; and (3) the relationship between children's attendance of institutional early childhood provision and parents' educational background. Results suggest that early learning activities have some effect on student achievement in later schooling. Further, in some education systems, parental engagement with children on stimulating learning activities is unequal across families from different educational backgrounds. Also, children from socially disadvantaged backgrounds tend to experience less stimulating educational activities at home and have poorer access to institutional early childhood provision. ED588391 Preparing the Ground: the Importance of Early Learning Activities at Home for Fourth Grade Student Achievement. IEA Compass: Briefs in Education. Number 3 International Association for the Evaluation of Educational Achievement 2018-09-00 10 International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl N/A 2018 -1 ERIC APR2020

New

Yes Libraries Librarians Library Services Library Materials Electronic Libraries Connaway, Lynn Silipigni, Comp. Reference Materials - Bibliographies OCLC Online Computer Library Center, Inc. English The way individuals get and share information has changed drastically in the past decade and will continue to change. In order for libraries to be a part of this environment, librarians must be aware of how and why individuals get and share their information and be able to help people utilize the library's virtual and physical services. In order to attract and engage users to the library, librarians need to develop these services in the environments where their users live, learn and work. These thoughts were the impetus for the publication of the 2015 compilation, &quot;The Library in the Life of the User: Engaging with People Where They Live and Learn,&quot; by Lynn Silipigni Connaway (see ED570948). This annotated bibliography is designed to help librarians develop user-centered library services. [Annotated by Erin M. Hood.] ED588035 Integrating the Library in the Life of the User: An Annotated Bibliography of Practical Ideas OCLC Online Computer Library Center, Inc. 2016-06-00 978-1-55653-516-1 14 OCLC Online Computer Library Center, Inc. 6565 Kilgour Place, Dublin, OH 43017. Tel: 800-848-5878; Fax: 614-764-6096; e-mail: support@oclc.org; Web site: http://www.oclc.org N/A 2016 -1 ERIC APR2020

New

Yes Learner Engagement Intelligent Tutoring Systems Reading Comprehension Adult Literacy Attention Adult Learning Foreign Countries Measurement Techniques Responses Accuracy Chen, Su Lippert, Anne Shi, Genghu Fang, Ying Graesser, Arthur C. Speeches/Meeting Papers Reports - Research Georgia (Atlanta) Canada (Toronto) EISSN- English Adult Education This paper describes a novel automated disengagement tracing system (DTS) that detects mind wandering in students using AutoTutor, an Intelligent Tutoring System (ITS) with conversational agents. DTS is based on an unsupervised learning method and thus does not rely on any self-reports of disengagement. We analyzed the reading time and response accuracy of 52 low literacy adults who interacted with AutoTutor to learn reading comprehension strategies. Our results show that students completing a lesson with 20 questions tend to start mind wandering at the 11th~15th question. Question chunks with mind-wandering have an accuracy of 20%, in contrast to 70% in accuracy for non-mind wandering. [This paper was published in: N. Guin &amp; A. Kumar (Eds.), &quot;Proceedings of the 14th International Conference on Intelligent Tutoring Systems (ITS 2018)&quot; (pp. 127-134). Cham, Switzerland: Springer.] ED588054 Disengagement Detection within an Intelligent Tutoring System Grantee Submission Paper presented at the International Conference on Intelligent Tutoring Systems (14th, Montreal, Canada, Jun 11-15, 2018) 2018-06-00 National Center for Education Research (ED) National Science Foundation (NSF) 8 T 2018 -1 As Provided APR2020 Yes R305C120001 ACI1443068

New

Yes Reading Comprehension Intelligent Tutoring Systems Adults Accuracy Reaction Time Prediction Adult Literacy Intervention Achievement Tests Literacy Education Computer Software Teaching Methods Foreign Countries Shi, Genghu Lippert, Anne M. Shubeck, Keith Fang, Ying Chen, Su Pavlik, Philip, Jr. Greenberg, Daphne Graesser, Arthur C. Reports - Research Georgia (Atlanta) Canada (Toronto) Woodcock Johnson Tests of Achievement EISSN- English Reading comprehension is often assessed by having students read passages and administering a test that assesses their understanding of the text. Shorter assessments may fail to give a full picture of comprehension ability while more thorough ones can be time consuming and costly. This study used data from a conversational intelligent tutoring system (AutoTutor) to assess reading comprehension ability in 52 low-literacy adults who interacted with the system. We analyzed participants' accuracy and time spent answering questions in conversations in lessons that targeted four theoretical components of comprehension: Word, Textbase, Situation Model, and Rhetorical Structure. Accuracy and answer response time were analyzed to track adults' proficiency for comprehension components, and we analyzed whether the four components predicted reading grade level. We discuss the results with respect to the advantages that a conversational intelligent tutoring system assessment may provide over traditional assessment tools and the linking of theory to practice in adult literacy. [This is the online version of an article published in &quot;Behaviormetrika.&quot;] ED588058 Exploring an Intelligent Tutoring System as a Conversation-Based Assessment Tool for Reading Comprehension Grantee Submission 2018-08-31 Institute of Education Sciences (ED) National Science Foundation (NSF) 19 T https://doi.org/10.1007/s41237-018-0065-9 2018 -1 As Provided APR2020 Yes R305C120001 ACI1443068

New

Yes Executive Function Mathematics Achievement Individual Differences Mathematics Teachers Mathematics Instruction Thinking Skills Grade 5 Elementary School Students Video Technology Elementary School Teachers Problem Solving Color Interference (Learning) Reaction Time Visual Stimuli Teacher Attitudes Begolli, Kreshnik Nasi Richland, Lindsey Engle Jaeggi, Susanne M. Lyons, Emily McLaughlin Klostermann, Ellen C. Matlen, Bryan J. Reports - Research Tests/Questionnaires Stroop Color Word Test ISSN- English Grade 5 Intermediate Grades Middle Schools Elementary Education Individual differences in executive function (EF) are well established to be related to mathematics achievement, yet the mechanisms by which this occurs are not well understood. Comparing representations (problems, solutions, concepts) is central to mathematical thinking, and relational reasoning is known to rely upon EF resources. The current manuscript explored whether individual differences in EF predicted learning from a conceptually demanding mathematics lesson requiring relational reasoning. Analyses revealed that variations in EF predicted learning when measured at a delay. Thus, EF capacity may impact students' overall mathematics achievement by constraining their resources available to learn from cognitively demanding reasoning opportunities in lessons. To assess the ecological validity of this interpretation, we report follow-up interviews with mathematics teachers who raised similar concerns that cognitively demanding activities such as comparing multiple representations in mathematics may differentially benefit their high versus struggling learners. Broader implications for ensuring that all students have access to, and benefit from, conceptually rich mathematics lessons are discussed. We also highlight the utility of integrating methods in science of learning (SL) research. [This is the online version of an article published in &quot;Thinking &amp; Reasoning.&quot;] ED586363 Executive Functions in Learning Mathematics by Comparing Representations: Incorporating Everyday Classrooms into the Science of Learning Grantee Submission 2018-00-00 Institute of Education Sciences (ED) National Science Foundation (NSF) National Institute on Aging (DHHS/NIH) 35 T https://doi.org/10.1080/13546783.2018.1429306 2018 -1 As Provided APR2020 Yes R305A170488 SMA1548292 1K02AG05466501

New

Yes Play Urban Planning Urban Areas Child Development At Risk Persons Young Children Early Childhood Education Equal Education Games Holistic Approach Physical Activities Community Programs Outdoor Education Signs Foreign Countries Low Income Groups Food Health Promotion Retailing Informal Education Hassinger-Das, Brenna Bustamante, Andres S. Hirsh-Pasek, Kathy Golinkoff, Roberta Michnick Journal Articles Reports - Descriptive New York (New York) Pennsylvania (Philadelphia) South Africa (Johannesburg) Oklahoma (Tulsa) Switzerland Delaware EISSN- English Early Childhood Education Children from under-resourced communities regularly enter formal schooling lagging behind their peers. These deficits in areas such as language development, reading readiness, and even in the kind of spatial skills that predict later mathematical knowledge, may persist throughout their lifespan. To address such gaps, policymakers have focused largely on schooling as the great equalizer. Yet, children only spend 20% of their waking hours in school. How can developmental scientists and educators address this &quot;other 80%&quot; for the benefit of children's development? One answer is the Learning Landscapes initiative, which involves crafting carefully planned play experiences that focus on learning outcomes, particularly for children and families from under-resourced communities. Playful learning, a broad pedagogical approach featuring child-directed play methods, provides a unique way to foster learning and engagement organically within the built environment. Learning Landscapes already incorporates several well-documented projects. The Ultimate Block Party brought over 50,000 people to Central Park to engage in playful learning activities. Supermarkets became hotspots for caregiver-child interaction by simply adding prompts for caregiver-child interaction through signage in everyday &quot;trapped&quot; experiences. Urban Thinkscape transformed a bus stop and adjacent lot into a hub for playful learning while families were waiting for public transportation. Finally, Parkopolis is a life-size human board game that fosters STEM and reasoning skills in public spaces. This paper reflects on data from these projects while reflecting on lessons learned and future directions. ED586364 Learning Landscapes: Playing the Way to Learning and Engagement in Public Spaces Grantee Submission Education Sciences v8 Article 74 2018 2018-00-00 Institute of Education Sciences (ED) 21 T http://dx.doi.org/10.3390/educsci8020074 2018 -1 As Provided APR2020 Yes R305B150014

New

Yes Books Electronic Publishing Vocabulary Development Bilingual Students Spanish Speaking English (Second Language) Kindergarten Grade 1 English Language Learners Morphology (Languages) Verbal Ability Intelligence Tests Vocabulary Elementary School Students Wood, Carla Fitton, Lisa Petscher, Yaacov Rodriguez, Estrella Sunderman, Gretchen Lim, Taehyeong Reports - Research Florida Kansas (Kansas City) Peabody Picture Vocabulary Test EISSN- English Kindergarten Primary Education Early Childhood Education Grade 1 Elementary Education Purpose: This study aimed to examine the effect of an intensive vocabulary intervention embedded in e-books on the vocabulary skills of young Spanish-English speaking English Learners (ELs) from low SES backgrounds. Methods: Children (288) in kindergarten and first grade were randomly assigned to treatment and read-only conditions. All children received e-book readings approximately 3 times a week for 10-20 weeks using the same books. Children in the treatment condition received e-books supplemented with vocabulary instruction that included scaffolding through explanations in Spanish, repetition in English, checks for understanding, and highlighted morphology. Results: There was a main effect of the intervention on expressive labeling (g = 0.38) and vocabulary on the PPVT (g = 0.14) with no significant moderation effect of initial PPVT score. There was no significant difference between conditions on children's expressive definitions. Conclusions: Findings substantiate the effectiveness of computer implemented embedded vocabulary intervention for increasing ELs' vocabulary knowledge. Implications: Computer-assisted vocabulary instruction with scaffolding through Spanish explanations, repetitions, and highlighted morphology is a promising approach to facilitate word learning for ELs in kindergarten and first grade. [This is the online version of an article published in &quot;Journal of Speech, Language, and Hearing Research.&quot; For the final published version of this article, see EJ1187764.] ED588534 The Effect of e-Book Vocabulary Instruction on Spanish-English Speaking Children Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 25 T https://doi.org/10.1044/2018_JSLHR-L-17-0368 2018 -1 As Provided APR2020 Yes R305A130460

New

Yes Teacher Attitudes Beliefs Self Efficacy Teaching Methods Student Diversity Culturally Relevant Education Spanish Speaking English (Second Language) Migrant Education Barriers Educational Innovation English Language Learners Teacher Role Parent Teacher Cooperation Elementary School Teachers Elementary School Students Wood, Carla Wofford, Mary Claire Hassinger, Abby Journal Articles Reports - Research EISSN- English Elementary Education Aims of the current study were to explore teachers' background, beliefs, attitudes, and sense of self-efficacy, as well as instructional supports and innovative practices in response to cultural and linguistic diversity in classrooms serving Spanish-English speaking children of migrant workers. A total of 22 teachers participated in semi-structured interviews regarding linguistic diversity in the classroom. Their responses were transcribed and qualitative analysis procedures were utilized to deconstruct units. Individual units were then clustered by similarities and differences into themes and subcategories of themes. Teacher responses to the interview questions produced themes: awareness of cultural and linguistic diversity, issues and challenges, and innovative instructional supports and practices. Participating teachers commented on general supports designed to assist communication between English Learners (EL) and the teacher or peers, facilitate communication with parents of ELs, and embrace and promote responsiveness to cultural linguistic diversity (CLD) in the classroom. Teachers identified specific supports to intensify instruction, including (a) employing multiple modalities, (b) increasing experience and exposure, and (c) providing individualized support. Additional resources and support are warranted to identify and disseminate effective practices to provide intensified instruction and support to ELs. [This article was published in &quot;Sage Open&quot; (EJ1197112).] ED588646 Acknowledging Challenges and Embracing Innovative Instructional Practices in Response to Cultural and Linguistic Diversity Grantee Submission Sage Open Apr-Jun 2018 2018-00-00 Institute of Education Sciences (ED) 13 T http://dx.doi.org/10.1177/2158244018771110 2018 -1 As Provided APR2020 Yes R305A130460

New

Yes Educational Environment Depression (Psychology) Mental Health Social Bias Negative Attitudes High School Students Student Attitudes Beliefs Grade 9 Grade 10 Correlation Learner Engagement Help Seeking Townsend, Lisa Musci, Rashelle Stuart, Elizabeth Ruble, Anne Beaudry, Mary Schweizer, Barbara Owen, Megan Goode, Carly Johnson, Sarah L. Bradshaw, Catherine Wilcox, Holly Swartz, Karen Reports - Research Maryland EISSN- English High Schools Secondary Education Grade 9 Junior High Schools Middle Schools Grade 10 Background: Although school climate is linked with youth educational, socioemotional, behavioral, and health outcomes, there has been limited research on the association between school climate and mental health education efforts. This study explored whether school climate was associated with students' depression literacy and mental health stigma beliefs. Methods: Data were combined from two studies: the Maryland Safe Supportive Schools Project and a randomized controlled trial of the Adolescent Depression Awareness Program. Five high schools participated in both studies, allowing examination of depression literacy and stigma measures from 500 ninth and tenth graders. Multilevel models examined the relationship between school-level school climate characteristics and student-level depression literacy and mental health stigma scores. Results: Overall school climate was positively associated with depression literacy (OR= 2.78, p&lt;0.001) and negatively associated with stigma (Est.=-3.822, p=0.001). Subscales of engagement (OR= 5.30, p&lt;0.001) and environment were positively associated with depression literacy (OR= 2.01, p&lt;0.001) and negatively associated with stigma (Est.=-6.610, p&lt;0.001), (Est.=-2.742, p&lt;0.001). Conclusions: Positive school climate was associated with greater odds of depression literacy and endorsement of fewer stigmatizing beliefs among students. Our findings raise awareness regarding aspects of the school environment that may facilitate or inhibit students' recognition of depression and subsequent treatment-seeking. [This is a post-peer-review, pre-copyedit version of an article published in &quot;Journal of School Health.&quot; For the published version of this article, see EJ1147403.] ED586841 The Association of School Climate, Depression Literacy, and Mental Health Stigma among High School Students Grantee Submission 2017-00-00 Institute of Education Sciences (ED) National Institute of Mental Health (DHHS/NIH) 8 T http://dx.doi.org/10.1111/josh.12527 2017 -1 As Provided APR2020 Yes R305A150221 R01MH095855

New

Yes High School Students Drug Use Drug Abuse Risk Correlation Incidence Middle School Students Institutional Characteristics Student Attitudes Educational Environment Drinking Smoking Marijuana Socioeconomic Status Health Education Drug Education Debnam, Katrina J. Saha, Shonali Bradshaw, Catherine Reports - Research Maryland EISSN- English High Schools Secondary Education Middle Schools Junior High Schools Background: Synthetic and other drugs have become available to teens, yet little is known about risk factors of use. Objective: To examine adolescent use of one class of synthetic drugs and its association with perceptions about its prevalence, access, and risk of substance use. Methods: Adolescents from a convenience sample of 104 middle and high schools (N=59,218) participated in an anonymous survey to assess school climate and substance use in 2013-2014. Multilevel logistic regression examined the association between risk for synthetic and other drug use, perceptions of substance use, and school-level characteristics. Results: Results indicated that 2,407 (4.3%) students reported synthetic and other drug use in the past 30 days. A large proportion of youth perceived drugs to be problematic at school but underestimated the harms associated with drug use. Participants also perceived tobacco, alcohol, marijuana, and prescription drugs are easy to obtain. Risk factors for synthetic and other drug use included the perception that substance use was a large problem at school, ease of access to drugs, and limited harm associated with drug use. School enrollment and socio-economic status of students reduced odds of drug use. Similar trends were found regarding marijuana use. Conclusion/Importance: Synthetic and other drug use is an emerging public health concern. Many youth identified substances as problematic and easily accessible in their schools but underestimated their potential harms. Health and education professionals need to increase effective education around substance use, including common risk factors for synthetic drug use. [This is the pre-copyedit version of an article published in &quot;Substance Use &amp; Misuse Journal.&quot;] ED586842 Synthetic and Other Drug Use among High School Students: The Role of Perceived Prevalence, Access, and Harms Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 25 T http://dx.doi.org/10.1080/10826084.2018.1455699 2018 -1 As Provided APR2020 Yes R305A150221

New

Yes Intelligent Tutoring Systems Educational Technology Technology Uses in Education Adult Literacy Teaching Methods Student Characteristics Adult Students Reading Comprehension Reading Skills Reading Difficulties Accuracy Fang, Ying Shubeck, Keith Lippert, Anne Chen, Qinyu Shi, Genghu Feng, Shi Gatewood, Jessica Chen, Su Cai, Zhiqiang Pavlik, Philip Frijters, Jan Greenberg, Daphne Graesser, Arthur Speeches/Meeting Papers Reports - Research Woodcock Johnson Tests of Achievement EISSN- English Adult Education A common goal of Intelligent Tutoring Systems (ITS) is to provide learning environments that adapt to the varying abilities and characteristics of users. To do this, researchers must identify the learning patterns exhibited by those interacting with the system. In the present work, we use clustering analysis to capture learning patterns in over 250 adults who used the ITS, &quot;CSAL&quot; (Center for the Study of Adult Literacy) &quot;AutoTutor,&quot; to gain reading comprehension skills. AutoTutor has conversational agents that teach literacy adults with low literacy skills comprehension strategies in 35 lessons. These comprehension strategies align with one or more of the following levels specified in the Graesser-McNamara theoretical framework of comprehension: &quot;word,&quot; &quot;textbase,&quot; &quot;situation model&quot; and &quot;rhetorical structure.&quot; We used the adult learners' average response times per question and performance across lessons to cluster the students' learning behavior. Performance was measured as the proportion of 3-alternative-response questions answered correctly. Lessons were coded on one of the four theoretical levels of comprehension. Results of the cluster analyses converged on four types of learners: proficient readers, struggling readers, conscientious readers and disengaged readers. Proficient readers were fast and accurate; struggling readers worked slowly but were not accurate; conscientious readers worked slowly and performed comparatively well; disengaged readers were fast but did not perform well. Interestingly, the behaviors of learners in different clusters varied across the four theoretical levels. Identifying types of readers can enhance the adaptivity of AutoTutor by allowing for more personalized feedback and interventions designed for particular learning behaviors. [This paper was published in: K.E. Boyer &amp; M. Yudelson (Eds.), &quot;Proceedings of the 11th International Conference on Educational Data Mining&quot; (pp.348-354). Buffalo, NY: Educational Data Mining Society.] ED588062 Clustering the Learning Patterns of Adults with Low Literacy Skills Interacting with an Intelligent Tutoring System Grantee Submission Paper presented at the International Conference on Educational Data Mining (11th, 2018) 2018-00-00 National Center for Education Research (ED) National Science Foundation (NSF) 8 T 2018 -1 As Provided APR2020 Yes R305C120001 ACI1443068

New

Yes Intelligent Tutoring Systems Educational Technology Technology Uses in Education Reading Difficulties Adult Literacy Reading Comprehension Accuracy Reaction Time Reading Skills Foreign Countries Adult Learning Shi, Genghu Hampton, Andrew J. Chen, Su Fang, Ying Graesser, Arthur C. Speeches/Meeting Papers Reports - Research Georgia (Atlanta) Canada (Toronto) EISSN- English Adult Education We developed a version of AutoTutor that helps struggling adult learners improve their comprehension strategies through conversational agents. We hypothesized that the accuracy and time to answer questions during the conversation could be diagnostic of their mastery of different reading comprehension components: words, textbase, situation model, and rhetorical structure. The results show that adults' performance on more basic reading components (i.e., meaning of words) was higher than on the deeper discourse levels. In contrast, time did not vary significantly among the theoretical levels. The results suggested that adults with low literacy had higher mastery on basic reading levels than deeper discourse levels. The tracking of performance on the four theoretical levels can provide a more nuanced diagnosis of reading problems than a single overall performance score and ultimately improve the adaptivity of an ITS like AutoTutor. [This paper was published in: R. Nkambou, R. Azevedo &amp; J. Vassileva (Eds.), &quot;Proceedings of the 14th International Conference on Intelligent Tutoring Systems&quot; (pp 463-465). Montreal, Cananda: Springer.] ED588068 Diagnosing Reading Deficiencies of Adults with Low Literacy Skills in an Intelligent Tutoring System Grantee Submission Paper was presented at the International Conference on Intelligent Tutoring Systems (14th, Jun 11-15, 2018) 2018-06-00 National Center for Education Research (ED) National Science Foundation (NSF) 3 T 2018 -1 As Provided APR2020 Yes R305C120001 ACI1443068

New

Yes Mental Health Health Services Adjustment (to Environment) Mental Disorders Psychological Patterns Adolescents Measurement Techniques Youth Test Construction Psychometrics Parents Peer Influence Interpersonal Competence Scores Conflict Parent Child Relationship Peer Relationship De Los Reyes, Andres Makol, Bridget A. Racz, Sarah J. Youngstrom, Eric A. Lerner, Matthew D. Keeley, Lauren M. Reports - Research Tests/Questionnaires Virginia Maryland District of Columbia EISSN- English A key component of delivering mental health services involves evaluating psychosocial impairments linked to mental health concerns. Youth may experience these impairments in various ways (e.g., dysfunctional family and/or peer relationships, poor school performance). Importantly, youth may display symptoms of mental illness without co-occurring psychosocial impairments, and the reverse may be true. However, all available instruments for assessing youth psychosocial impairments presume the presence of mental health concerns among those assessed. Consequently, key gaps exist in knowledge about the developmental psychopathology of psychosocial impairments; and thus how to understand impairments in the context of youth mental health. To address these issues we developed a modified version of a 5-item measure of adult psychosocial impairments (i.e., Work and Social Adjustment Scale for Youth [WSASY]) and tested its psychometric properties. A mixed clinical/community sample of adolescents and parents completed parallel versions of the WSASY, along with a multi-domain, multi-method battery of measures of adolescent internalizing and externalizing concerns, parent psychosocial functioning, adolescent-parent conflict, adolescent peer functioning, and observed social skills. On both versions of the WSASY, increased scores related to increased adolescent mental health concerns, adolescent-parent conflict, parent psychosocial dysfunction, and peer-related impairments. WSASY scores also distinguished adolescents who displayed co-occurring mental health concerns from those who did not, and related to observed social skills deficits within social interactions with unfamiliar peers. The WSASY opens doors to new areas of inquiry regarding the developmental psychopathology of impairment, including questions regarding the onset of impairments and their links to mental health. [This is the advance online version of a paper published in &quot;Journal of Child and Family Studies.&quot;] ED587178 The Work and Social Adjustment Scale for Youth: A Measure for Assessing Youth Psychosocial Impairment Regardless of Mental Health Status Grantee Submission 2019-00-00 Institute of Education Sciences (ED) National Institute of Mental Health (DHHS/NIH) 43 T http://dx.doi.org/10.1007/s10826-018-1238-6 2019 -1 As Provided APR2020 Yes R324A180032 R01MH110585

New

Yes Preschool Education School Choice Hispanic Americans Children Longitudinal Studies Surveys Immigrants Enrollment Rate Parent Participation Decision Making Parent Attitudes Expectation Ansari, Arya Reports - Research Early Childhood Longitudinal Survey EISSN- English Preschool Education Early Childhood Education With the national push to expand preschool education, there has been growing interest in understanding why Latino families are enrolled in preschool at lower rates than non-Latino families. This study applied the accommodations model by Meyers and Jordan (2006) to the Early Childhood Longitudinal Study-Birth Cohort (n = 5,850) to provide a more nuanced understanding of the preschool selection of U.S.- and foreign-born Latino families. Results from this investigation underscored the similarities and differences that existed in the selection behaviors of different groups of families, while also highlighting important differences within the Latino population. In general, these differences within the Latino population cut across community language use, child factors, and parents' beliefs about school readiness. Moreover, after accounting for the various selection factors, there were no longer any consistent differences in the preschool enrollment rates between Latino children and their Black and White peers. When taken together, these findings suggest that careful attention must be paid to the heterogeneity in the experiences of Latino families in navigating the preschool market. [This paper was published in &quot;Early Childhood Research Quarterly&quot; v41 p149-160 2017.] ED587189 The Selection of Preschool for Immigrant and Native-Born Latino Families in the United States Grantee Submission 2017-00-00 Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) Administration for Children and Families (DHHS) Institute of Education Sciences (ED) 43 T http://dx.doi.org/10.1016/j.ecresq.2017.07.002 2017 -1 As Provided APR2020 Yes R24HD42849 T32HD00708135 90YE01610100 R305A150027 R305B130013

New

Yes Primary Education Elementary School Students Low Income Groups Grade 1 Kindergarten Executive Function Mathematics Skills Skill Development Geometry Young Children Visual Perception Spatial Ability Psychomotor Skills Urban Schools Achievement Tests Arithmetic Diagnostic Tests Mathematics Tests Duran, Chelsea A. K. Byers, Anthony Cameron, Claire E. Grissmer, David Journal Articles Reports - Research Woodcock Johnson Tests of Achievement Keymath Diagnostic Arithmetic Test ISSN-0885-2006 English Primary Education Early Childhood Education Elementary Education Grade 1 Kindergarten Research has illuminated contributions--usually modeled separately--of both executive functioning (EF) and visuomotor integration (VMI) to mathematical development in early elementary school. This study examined simultaneous associations of EF and VMI, measured at the beginning of the school year, with concurrent and later mathematics performance on several mathematics assessments in kindergartners (n = 89, M[subscript age] = 5.5 years) and first graders (n= 73, M[subscript age] = 6.6 years) of low socioeconomic status. Both skills were related to concurrent performance on all assessments, as well as improvement through the end of the school year for all but a geometry subtest, which was predicted only by VMI. No significant influence of an interaction between the skills was present, except for concurrently on the geometry subtest and longitudinally on an assessment with a relatively strong emphasis on informal skills. Findings are discussed in the context of supporting mathematics development in early childhood. ED586376 Unique and Compensatory Associations of Executive Functioning and Visuomotor Integration with Mathematics Performance in Early Elementary School Grantee Submission Early Childhood Research Quarterly v42 p21-30 2018 2018-00-00 Institute of Education Sciences (ED) 10 T http://dx.doi.org/10.1016/j.ecresq.2017.08.005 2018 -1 As Provided APR2020 Yes R305A110703

New

Yes Children Longitudinal Studies Correlation Preschool Education Outcomes of Education Elementary School Students Academic Achievement Child Behavior Student Characteristics Institutional Characteristics Self Control Kindergarten Grade 1 Grade 3 Bassok, Daphna Gibbs, Chloe R. Latham, Scott Reports - Research Early Childhood Longitudinal Survey EISSN- English Preschool Education Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Grade 3 This study employs data from both kindergarten cohorts of the Early Childhood Longitudinal Study (n ~ 12,450 in 1998; n ~ 11,000 in 2010) to assess whether associations between preschool participation and children's academic and behavioral outcomes--both at school entry (Mean age = 5.6 years in both cohorts) and through third grade--have changed over time. Findings are strikingly similar across these two, nationally representative, U.S. cohorts: preschool is positively associated with academic outcomes and negatively associated with behavioral outcomes both at school entry and as children progress through school. Heterogeneity is documented with respect to child and preschool characteristics. However, there is no evidence that associations between preschool and medium-term child outcomes differ by elementary school characteristics. [This is the online version of an article published in &quot;Child Development.&quot;] ED586377 Preschool and Children&apos;s Outcomes in Elementary School: Have Patterns Changed Nationwide between 1998 and 2010? Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 23 T http://dx.doi.org/10.1111/cdev.13067 2018 -1 As Provided APR2020 Yes R305B090002 R305B130017

New

Yes Community Colleges Two Year College Students Urban Schools Remedial Instruction College Readiness Remedial Mathematics Remedial Reading Writing Instruction Academic Advising Tutoring Seminars Skill Development Program Effectiveness Developmental Studies Programs Academic Achievement Scrivener, Susan Gupta, Himani Weiss, Michael J. Cohen, Benjamin Cormier, Maria Scott Brathwaite, Jessica Reports - Evaluative New York (New York) MDRC Columbia University, Community College Research Center English Two Year Colleges Higher Education Postsecondary Education Many students who enter community college are deemed underprepared for college-level courses and are referred to developmental (remedial) education courses to build their math, reading, or writing skills. These students often struggle in developmental courses and in college more broadly. To help them, the City University of New York (CUNY) developed CUNY Start. CUNY Start targets incoming students who are assessed as needing remediation in math, reading, and writing. The program delays college matriculation (enrollment in a degree program) for one semester and provides intensive instruction in math, reading, and writing during that semester with a prescribed instructional approach. It also provides advising, tutoring, and a weekly seminar that teaches students skills they need to succeed in college. This report is an evaluation of the program. Findings in this report include: (1) CUNY Start was implemented as it was designed, and the contrast between the program and the colleges' standard courses and services was substantial; (2) During the first semester in the study, program group students made substantially more progress through developmental education than control group students; effects were especially large in math. In contrast, during that same semester, control group students earned more college credits than program group students, as predicted by CUNY Start's designers; and (3) During the second semester, program group students enrolled at CUNY colleges (that is, participated in CUNY Start or enrolled in any non-CUNY Start courses as matriculated students) at a higher rate than control group students. Seven appendices are included. ED586380 Becoming College-Ready: Early Findings from a CUNY Start Evaluation MDRC 2018-07-00 Institute of Education Sciences (ED) 172 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2018 -1 ERIC APR2020 Yes R305H140065 Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/86380

New

Yes Structural Equation Models Social Networks Personality Traits Statistical Analysis Models Maximum Likelihood Statistics Network Analysis Factor Structure College Students Friendship Liu, Haiyan Jin, Ick Hoon Zhang, Zhiyong Reports - Research EISSN- English Higher Education Postsecondary Education Psychologists are interested in whether friends and couples share similar personalities or not. However, no statistical models are readily available to test the association between personalities and social relations in the literature. In this study, we develop a statistical model for analyzing social network data with the latent personality traits as covariates. Because the model contains a measurement model for the latent traits and a structural model for the relationship between the network and latent traits, we discuss it under the general framework of structural equation modeling (SEM). In our model, the structural relation between the latent variable(s) and the outcome variable is no longer linear or generalized linear. To obtain model parameter estimates, we propose to use a two-stage maximum likelihood (ML) procedure. This modeling framework is evaluated through a simulation study under representative conditions that would be found in social network data. Its usefulness is then demonstrated through an empirical application to a college friendship network. [This paper was published in &quot;Multivariate Behavioral Research.&quot;] ED588082 Structural Equation Modeling of Social Networks: Specification, Estimation, and Application Grantee Submission 2018-00-00 Institute of Education Sciences (ED) National Science Foundation (NSF) 35 T https://doi.org/10.1080/00273171.2018.1479629 2018 -1 As Provided APR2020 Yes R305D140037 1461355

New

Yes Bayesian Statistics Meta Analysis Correlation Statistical Analysis Effect Size Regression (Statistics) Computer Software Research Zhang, Zhiyong Jiang, Kaifeng Liu, Haiyan Oh, In-Sue Reports - Research Information Analyses EISSN- English To answer the call of introducing more Bayesian techniques to organizational research (e.g., Kruschke, Aguinis, &amp; Joo, 2012; Zyphur &amp; Oswald, 2013), we propose a Bayesian approach for meta-analysis with power prior in this article. The primary purpose of this method is to allow meta-analytic researchers to control the contribution of each individual study to an estimated overall effect size though power prior. This is due to the consideration that not all studies included in a meta-analysis should be viewed as equally reliable, and that by assigning more weights to reliable studies with power prior, researchers may obtain an overall effect size that reflects the population effect size more accurately. We use the relationship between high-performance work systems and financial performance as an example to illustrate how to apply this method to organizational research. We also provide free online software that can be used to conduct Bayesian meta-analysis proposed in this study. Research implications and future directions are discussed. [This paper was published in &quot;Communications in Statistics -- Theory and Methods&quot; v46 n24 p11988-12007 2017.] ED588083 Bayesian Meta-Analysis of Correlation Coefficients through Power Prior Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 32 T https://doi.org/10.1080/03610926.2017.1288251 2018 -1 As Provided APR2020 Yes R305D140037

New

Yes Attribution Theory Cultural Relevance At Risk Students Teaching Methods Minority Group Students Ethnic Studies Culturally Relevant Education Grade Point Average College Credits Regression (Statistics) Grade 8 Grade 9 Attendance School Districts Dee, Thomas S. Penner, Emily K. Reports - Research California (San Francisco) EISSN- English Higher Education Postsecondary Education Grade 8 Junior High Schools Middle Schools Elementary Education Secondary Education Grade 9 High Schools An extensive theoretical and qualitative literature stresses the promise of instructional practices and content aligned with minority students' experiences. Ethnic studies courses provide an example of such &quot;culturally relevant pedagogy&quot; (CRP). Despite theoretical support, empirical evidence on the effectiveness of these courses is limited. We estimate the causal effects of an ethnic studies curriculum, using a &quot;fuzzy&quot; regression discontinuity design based on the fact that several schools assigned students with eighth-grade GPAs below a threshold to take the course. Assignment to this course increased ninth-grade attendance by 21 percentage points, GPA by 1.4 grade points, and credits earned by 23. These surprisingly large effects suggest that CRP, when implemented in a high-fidelity context, can provide effective support to at-risk students. [This paper was published in &quot;American Educational Research Journal&quot; v54 n1 p127-166 2017 (EJ1132535).] ED588084 The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum Grantee Submission 2017-00-00 Institute of Education Sciences (ED) 45 T http://dx.doi.org/10.3102/0002831216677002 2017 -1 As Provided APR2020 Yes R305B130017

New

Yes Program Evaluation Program Implementation Relaxation Training Test Construction Rating Scales Psychometrics Test Validity Test Reliability Fidelity Scoring Coding Secondary School Teachers Adolescents Grade 11 Broderick, Patricia C. Frank, Jennifer L. Berrena, Elaine Schussler, Deborah L. Kohler, Kimberly Mitra, Joy Khan, Lamiya Levitan, Joseph Mahfouz, Julia Shields, Lauren Greenberg, Mark T. Reports - Research EISSN- English Secondary Education Grade 11 High Schools As interest increases in mindfulness in education programs for youth, there is a need to develop reliable measures of the quality of program implementation. This paper describes the development and psychometric properties of a measure that can be used to assess and monitor quality of implementation of mindfulness programs/curricula in typical classroom or out-of-school settings. The Teaching Mindfulness in Education Observation Scale (TMEOS) is a 28-item instrument that integrates qualitative and quantitative aspects of mindfulness instruction. Items focus on procedural adherence as well as aspects of implementation that reflect embodiment during instructional delivery (e.g., alignment with the attitudinal foundations of mindfulness). Reliability and validity data were examined and indicated that the four major scoring domains and key features showed adequate inter-rater reliability and internal consistency.We conclude that observational assessment of multiple dimension of implementation quality, including adherence and process-oriented aspects of implementation such as embodiment, can be reliably used to assess implementation quality of mindfulness programs in education settings. However, adequate preparation and training are critical. Implications and directions for future research are discussed. [This is the online version of an article published in &quot;Mindfulness.&quot;] ED586864 Evaluating the Quality of Mindfulness Instruction Delivered in School Settings: Development and Validation of a Teacher Quality Observational Rating Scale Grantee Submission 2018-04-07 Institute of Education Sciences (ED) 10 T https://doi.org/10.1007/s12671-018-0944-x 2018 -1 As Provided APR2020 Yes R305A140113

New

Yes Student Placement Community Colleges Two Year College Students Remedial Instruction Measures (Individuals) Program Effectiveness College Mathematics College English Gender Differences Racial Differences Program Implementation Cost Effectiveness Barnett, Elisabeth A. Bergman, Peter Kopko, Elizabeth Reddy, Vikash Belfield, Clive R. Roy, Susha Reports - Research Numerical/Quantitative Data New York Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR) English Two Year Colleges Higher Education Postsecondary Education Many incoming college students are referred to remedial programs in math or English based on scores they earn on standardized placement tests. Yet research shows that some students assigned to remediation based on test scores would likely succeed in a college-level course in the same subject area without first taking a remedial course if given that opportunity. Research also suggests that other measures of student skills and performance, and in particular high school grade point average (GPA), may be useful in assessing college readiness. The Center for the Analysis of Postsecondary Readiness (CAPR) is conducting a random assignment study of a multiple measures placement system based on data analytics to determine whether it yields placement determinations that lead to better student outcomes than a system based on test scores alone. Seven community colleges in the State University of New York (SUNY) system are participating in the study. The alternative placement system evaluated uses data on prior students to weight multiple measures--including both placement test scores and high school GPAs--in predictive algorithms developed at each college that are then used to place incoming students into remedial or college-level courses. Over 13,000 incoming students who arrived at these colleges in the fall 2016, spring 2017, and fall 2017 terms were randomly assigned to be placed using either the status quo placement system (the control group) or the alternative placement system (the program group). The three cohorts of students will be tracked through the fall 2018 term, resulting in the collection of three to five semesters of outcomes data, depending on the cohort. This interim report, the first of two, examines implementation of the alternative placement system at the colleges and presents results on first-term impacts for 4,729 students in the fall 2016 cohort. The initial results are promising. The final report, to be released in 2019, will examine a range of student outcomes for all three cohorts, including completion of introductory college-level courses, persistence, and the accumulation of college credits over the long term. [This report was written with Dan Cullinan.] ED588752 Multiple Measures Placement Using Data Analytics: An Implementation and Early Impacts Report Center for the Analysis of Postsecondary Readiness 2018-09-00 Institute of Education Sciences (ED) 112 Center for the Analysis of Postsecondary Readiness. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; e-mail: capr@columbia.edu; Web site: https://postsecondaryreadiness.org N/A 2018 -1 ERIC APR2020 Yes R305C140007 Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/86409

New

Yes Intervention Family School Relationship Daily Living Skills Elementary School Students Attention Deficit Hyperactivity Disorder Symptoms (Individual Disorders) Outcomes of Treatment Behavior Problems Severity (of Disability) Academic Achievement Pfiffner, Linda J. Rooney, Mary E. Jiang, Yuanyuan Haack, Lauren M. Beaulieu, Allyson McBurnett, Keith Reports - Research EISSN- English Elementary Education Objectives: The Collaborative Life Skills (CLS) program is a school-home intervention for students with Attention Deficit Hyperactivity Disorder (ADHD) symptoms and impairment. CLS integrates school, parent, and student treatments followed by booster sessions during a maintenance period into the subsequent school year. The program is delivered by school-based mental health providers. Beneficial post-treatment effects have been documented. This study evaluates effects of CLS after the maintenance period in the subsequent school year. Method: Using a cluster randomized design, schools within a large urban public-school district were randomly assigned to CLS (12 schools) or usual services (11 schools). Approximately six students participated at each school (N=135, grade range=2-5). Measures were completed at baseline, post-treatment, and follow-up during the next school year. Results: Students from schools assigned to CLS, relative to those assigned to usual services, showed significantly greater improvement at follow-up on parent, but not teacher, ratings of ADHD and oppositional defiant disorder (ODD) symptom severity, organizational skills, and global impairment. Within-group analyses indicated that parent and teacher-reported post-treatment gains for CLS in ADHD and ODD symptoms, organizational skills and academic competence maintained into the next school year. Conclusions: These results extend support for CLS to the following school year by demonstrating sustained benefits on parent-reported ADHD and ODD symptoms and functional impairment. The lack of significant teacher-reported differences between CLS and usual services highlights the need for further study of booster treatments for improving outcomes with new teachers across school years. [This paper was published in &quot;Journal of the American Academy of Child and Adolescent Psychiatry&quot; v57 p245-251 Apr 2018.] ED588762 Sustained Effects of Collaborative School-Home Intervention for ADHD Symptoms and Impairment Grantee Submission 2018-04-00 Institute of Education Sciences (ED) 26 T https://doi.org/10.1016/j.jaac.2018.01.016 2018 -1 As Provided APR2020 Yes R324A120358

New

Yes Health Access to Information Information Seeking Adults Older Adults Adult Literacy Numeracy Information Sources Health Behavior Internet Allied Health Personnel Individual Characteristics Television Books Family Influence Peer Influence Newspapers Periodicals Radio Yamashita, Takashi Bardo, Anthony R. Liu, Darren Cummins, Phyllis A. Reports - Research EISSN- English Health literacy is often viewed as an essential skill set for successfully seeking health information to make health-related decisions. However, this general understanding has yet to be established with the use of nationally representative data. The objective of this study was to provide the first nationally representative empirical evidence that links health information seeking behaviors with health literacy among middle-age to older adults in the U.S. Data were obtained from the 2012/2014 Program for International Assessment of Adult Literacy (PIAAC). Our analytic sample is representative of adults age 45 to 74 (n = 2,989). Results showed that distinct components of health literacy (i.e., literacy and numeracy) were uniquely associated with the use of different health information sources (e.g., health professionals, the internet, television). Findings should be useful for government agencies and health care providers. [This paper was published in &quot;Journal of Aging and Health&quot; Online First Sep 2018.] ED588797 Literacy, Numeracy, and Health Information Seeking among Middle-Aged and Older Adults in the U.S. Grantee Submission 2018-09-27 Institute of Education Sciences (ED) 18 T https://doi.org/10.1177/0898264318800918 2018 -1 As Provided APR2020 Yes R305A170183

New

Yes Family Literacy Bilingual Students Bilingual Education Kindergarten Young Children Low Income Students At Risk Students Hispanic American Students Spanish English Books Parents as Teachers Language Skills Syntax Semantics Reading Interests Phonological Awareness Language Acquisition Emergent Literacy Reading Habits Time on Task Learner Engagement Libraries Reading Tests Intelligence Tests Verbal Ability Vocabulary Wood, Carla Fitton, Lisa Rodriguez, Estrella Reports - Research Journal Articles Woodcock Reading Mastery Test Peabody Picture Vocabulary Test EISSN- English Kindergarten Primary Education Early Childhood Education This study aimed to describe home literacy (HL) activities of Spanish-/English-speaking children of low-socioeconomic status backgrounds and examine the relationship between HL and performance on standardized assessments. Parents of 65 dual-language learners (DLLs) in kindergarten completed an HL questionnaire. Parents reported an average of 17 books at home and engaged in active HL activities for 24 minutes a day on average. The relations between HL activities and performance were evaluated using correlations and regression. Analyses revealed a significant relation between HL and children's language abilities, as measured by a bilingual measure of morphosyntax and semantics. Children's reported interest in reading was also positively associated with their phonological awareness skills. HL was significantly related to child interest in reading and language performance. These findings suggest that home literacy plays a role in the language and literacy development of DLLs. [This article was published in &quot;AERA Open&quot; (EJ1194144).] ED588647 Home Literacy of Dual-Language Learners in Kindergarten from Low-SES Backgrounds Grantee Submission AERA Open v4 n2 Apr-Jun 2018 2018-00-00 Institute of Education Sciences (ED) 15 T http://dx.doi.org/10.1177/2332858418769613 2018 -1 As Provided APR2020 Yes R305A130460

New

Yes Algebra Grade 8 Grade 9 Middle School Students High School Students Grade 6 Longitudinal Studies Thinking Skills Mathematics Skills Numbers Age Differences Individual Differences Predictor Variables Cirino, Paul T. Tolar, Tammy D. Fuchs, Lynn S. Reports - Research EISSN- English Grade 8 Junior High Schools Middle Schools Elementary Education Secondary Education Grade 9 High Schools Grade 6 Intermediate Grades Algebra I is a crucial course for middle and high school students for successful STEM related coursework. A key issue is whether students should take Algebra I in 8th versus 9th grade. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. Here, 53 students were assessed in 6th grade on cognitive, numerosity, and mathematical skills, and then followed; 26 students took Algebra I in 8th grade, and the other 27 in 9th grade. Comparisons between groups at grade 6 revealed gaps in some (but not all) cognitive skills and on mathematical competencies, but not on numerosity. By Algebra I, gaps in cognitive skills diminished, but gaps in mathematical skills remained constant. Gaps in algebra skills were also apparent, despite the age difference between groups. Results suggest that the additional year of instruction was not optimally tuned to pave the way for strong Algebra I performance. [This is the in press version of an article published in &quot;The Journal of Educational Research.&quot;] ED589565 Longitudinal Algebra Prediction for Early versus Later Takers Grantee Submission 2018-10-11 Institute of Education Sciences (ED) 45 T https://doi.org/10.1080/00220671.2018.1486279 2018 -1 As Provided APR2020 Yes R305A110067

New

Yes Preschool Education Early Childhood Education Early Intervention Public Education Child Care Centers Low Income Groups Parent Attitudes Preferences Institutional Characteristics School Choice Grants State Aid Parent Background Educational Attainment Family Income Gender Differences Racial Differences Ethnicity English (Second Language) Bassok, Daphna Magouirk, Preston Markowitz, Anna J. Player, Daniel Journal Articles Reports - Research Louisiana ISSN-0885-2006 English Preschool Education Early Childhood Education A rising proportion of four-year-olds now attend formal, or center-based, early childhood education (ECE) programs. Formal settings, such as Head Start, public preschool, and subsidized child care centers vary significantly in regulation, funding, and service provision. As these differences may have substantial implications for child development and family well-being, understanding how parents search for and select formal programs is critical. Using data from a sample of low-income families with four-year-olds enrolled in publicly-funded programs, we examine whether parents' preferences for ECE and their search processes vary across formal ECE program types. We find little evidence of differences in preferences across preschool types but do find significant differences in parents' search processes. Parents with children in subsidized child care consider more options, consider their search more difficult, and are less likely to call their child's program their &quot;first choice.&quot; Implications for policy and future research are discussed. ED586403 Are There Differences in Parents&apos; Preferences and Search Processes across Preschool Types? Evidence from Louisiana Grantee Submission Early Childhood Research Quarterly v44 p43-54 2018 2018-00-00 Institute of Education Sciences (ED) 12 T https://doi.org/10.1016/j.ecresq.2018.01.006 2018 -1 As Provided APR2020 Yes R305A140069

New

Yes Kindergarten Grade 1 Educational Quality Preschool Education Outcomes of Education Elementary Schools Early Intervention Language Skills Literacy Mathematics Skills Faculty Development Elementary School Teachers Classroom Environment Disadvantaged Youth Low Income Students Multivariate Analysis Statistical Analysis Jenkins, Jade M. Watts, Tyler W. Magnuson, Katherine Gershoff, Elizabeth Clements, Douglas Sarama, Julie Duncan, Greg J. Reports - Research New York Massachusetts Peabody Picture Vocabulary Test Woodcock Johnson Psycho Educational Battery EISSN- English Kindergarten Primary Education Early Childhood Education Grade 1 Elementary Education Preschool Education Prior research shows that short-term effects from preschool may disappear, but little research has considered which environmental conditions might sustain academic advantages from preschool into elementary school. Using secondary data from two preschool experiments, we investigate whether features of elementary schools, particularly advanced content and high-quality instruction in kindergarten and first grade, as well as professional supports to coordinate curricular instruction, reduce fadeout. Across both studies, our measures of instruction did not moderate fadeout. However, results indicated that targeted teacher professional supports substantially mitigated fadeout between kindergarten and first grade but that this was not mediated through classroom quality. Future research should investigate the specific mechanisms through which aligned preschool-elementary school curricular approaches can sustain the benefits of preschool programs for low-income children. [This paper was published in the &quot;Journal of Research on Educational Effectiveness&quot; v11 n3 p339-374 2018 (EJ1181585).] ED589957 Do High-Quality Kindergarten and First-Grade Classrooms Mitigate Preschool Fadeout? Grantee Submission 2018-00-00 Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) Institute of Education Sciences (ED) 41 T http://dx.doi.org/10.1080/19345747.2018.1441347 2018 -1 As Provided APR2020 Yes P01HD065704 R01HD06956 R305B120013 R305K050157 R305A120813

New

Yes Mathematics Instruction Teaching Methods Word Problems (Mathematics) Problem Solving Mathematical Logic Learning Disabilities Schemata (Cognition) Addition Multiplication Subtraction Elementary School Mathematics Middle Schools Secondary School Mathematics Powell, Sara R. Fuchs, Lynn S. Reports - Research EISSN- English Elementary Education Middle Schools Secondary Education Junior High Schools Many general and special education teachers across the U.S. teach word problems by defining problems as a single operation (e.g., &quot;Today, we're working on subtraction word problems&quot;) and linking key words (e.g., more, altogether, share, twice) to specific operations (e.g., share means to divide). Unfortunately, teaching students to approach word problems in these ways discourages mathematical reasoning and frequently produces incorrect answers. In Table 1, we list eight common key words, identify the operation typically associated with each, and provide word problems that illustrate how reliance on key words can result in incorrect answers. Neither of these approaches--defining problems in terms of a single operation or linking key words to specific operations--has evidence to support its use. [This article was published in &quot;Teaching Exceptional Children&quot; v51 p31-42 2018 (EJ1190453).] ED587213 Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning Grantee Submission 2018-00-00 Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) Institute of Education Sciences (ED) 30 T https://doi.org/10.1177/0040059918777250 2018 -1 As Provided APR2020 Yes R324A150078 R01HD053714 P20HD075443

New

Yes Parent Attitudes Educational Attitudes Preschool Education Preschool Children Low Income Groups Hispanic Americans Immigrants Parent Participation Parent School Relationship Developmentally Appropriate Practices Human Capital Trust (Psychology) Neighborhood Schools Decision Making Enrollment School Choice Social Networks School Safety Social Discrimination Equal Education Ansari, Arya Pivnick, Lilla Gershoff, Elizabeth Crosnoe, Robert Orozco-Lapray, Diana Reports - Research Texas EISSN- English Preschool Education Early Childhood Education With a qualitative approach drawing from four focus groups, this study explored what aspects of preschool are valued most by 30 low-income Latino/a immigrant parents with children enrolled in a state-funded preschool program in Texas. Beyond the push and pull factors of necessity, convenience, and supply, parents reported valuing the responsiveness of schools to families' needs and concerns, the provision of a safe and developmentally appropriate environment, the role of preschool in both care and education, the incorporation of parents within the school, and the school's capacity for developing parents' human and navigational capital. Even though parents saw great value in preschool preparing their children for school and helping themselves as parents, there was also fear and mistrust in neighborhood schools that was rooted in discrimination and long-term educational inequality. [This article will be published in &quot;Early Childhood Research Quarterly.&quot;] ED587222 What Do Parents Want from Preschool? Perspectives of Low-Income Latino/a Immigrant Families Grantee Submission 2018-02-20 Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) Administration for Children and Families (DHHS) Institute of Education Sciences (ED) 45 T https://doi.org/10.1016/j.ecresq.2018.08.007 2018 -1 As Provided APR2020 Yes R305B130013 R305A150027 R01HD069564 R24HD42849 T32HD00708135 90YE01610100

New

Yes Scaling Evidence Based Practice Early Intervention Preschool Education Preschool Children Mathematics Education Sequential Approach Low Income Students Instructional Effectiveness Effect Size Outcome Measures Supplementary Education Case Studies Thomas, Jaime Cook, Thomas D. Klein, Alice Starkey, Prentice DeFlorio, Lydia Reports - Research California EISSN- English Preschool Education Early Childhood Education Policymakers face dilemmas when choosing a policy, program, or practice to implement. Researchers in education, public health, and other fields have proposed a sequential approach to identifying interventions worthy of broader adoption, involving pilot, efficacy, effectiveness, and scale-up studies. In this paper, we examine a scale-up of an early math intervention to the state level, using a cluster randomized controlled trial. The intervention, &quot;Pre-K Mathematics,&quot; has produced robust positive effects on children's math ability in prior pilot, efficacy, and effectiveness studies. In the current study, we ask if it remains effective at a larger scale in a heterogeneous collection of pre-K programs that plausibly represent all low-income families with a child of pre-K age who live in California. We find that &quot;Pre-K Mathematics&quot; remains effective at the state level, with positive and statistically significant effects (effect size = 0.30, p &lt; 0.01). In addition, we develop a framework of the dimensions of scale-up to explain why effect sizes might decrease as scale increases. Using this framework, we compare the causal estimates from the present study to those from earlier, smaller studies. Consistent with our framework, we find that effect sizes have decreased over time. We conclude with a discussion of the implications of our study for how we think about the external validity of causal relationships. [This is the online version of an article published in &quot;Evaluation Review.&quot;] ED587225 The Sequential Scale-Up of an Evidence-Based Intervention: A Case Study Grantee Submission 2018-06-00 Department of Education (ED), Office of Innovation and Improvement 47 T https://doi.org/10.1177/0193841X18786818 2018 -1 As Provided APR2020 U411B120053

New

Yes Essays Scoring Automation Artificial Intelligence Writing Evaluation Zhang, Haoran Litman, Diane Reports - Research Speeches/Meeting Papers EISSN- English This paper presents an investigation of using a co-attention based neural network for source-dependent essay scoring. We use a co-attention mechanism to help the model learn the importance of each part of the essay more accurately. Also, this paper shows that the co-attention based neural network model provides reliable score prediction of source-dependent responses. We evaluate our model on two source-dependent response corpora. Results show that our model outperforms the baseline on both corpora. We also show that the attention of the model is similar to the expert opinions with examples. [This paper was published in &quot;Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications,&quot; pp. 399-409.] ED584162 Co-Attention Based Neural Network for Source-Dependent Essay Scoring Grantee Submission Paper presented at the Annual Workshop on Innovative Use of NLP for Building Educational Applications (13th, New Orleans, LA, Jun 5, 2018) 2018-06-05 Institute of Education Sciences (ED) 11 T 2018 -1 As Provided APR2020 Yes R305A160245

New

Yes Developmental Delays Self Control School Readiness Transitional Programs Program Effectiveness Responses Skill Development Cognitive Processes Feedback (Response) Neurological Organization Intervention Child Behavior Preschool Education Randomized Controlled Trials Behavior Problems Kindergarten Statistical Analysis McDermott, Jennifer Martin Pears, Katherine C. Bruce, Jacqueline Kim, Hyoun K. Roos, Leslie Yoerger, Karen L. Fisher, Philip A. Reports - Research EISSN- English Preschool Education Early Childhood Education Kindergarten Primary Education Background: Among children diagnosed with developmental delays, difficulties in self-regulation are prominent and have been linked to school readiness problems. Objective: The current study sought to examine the impact of the Kids In Transition to School (KITS) school readiness intervention program on self-regulation, with a specific focus on response monitoring skills, among children with developmental delays. Method: Children (n = 20 in the KITS group and n = 21 in a services as usual group) were administered a flanker task during which event-related potential data were collected to examine group differences in response monitoring. Results: Findings indicated that children in the KITS group showed significant enhancement of a neural index of response monitoring post-intervention. Specifically, the KITS group showed a significant change in the magnitude of their feedback-related negativity in response to negative performance feedback from baseline to post-intervention, whereas children in the services as usual group did not. There were no significant differences between the groups for the error-related negativity or the error-related positivity on incorrect trials nor were there group differences in behavioral performance on the task at the post-intervention assessment. Conclusion: Overall, these findings provide support for the plasticity of response monitoring skills in young children and support the growing literature demonstrating improved self-regulation outcomes via intervention that enhances children's response monitoring. [This paper represents the online first version of the article to be published in &quot;Applied Neuropsychology: Child.&quot;] ED584347 Improving Kindergarten Readiness in Children with Developmental Disabilities: Changes in Neural Correlates of Response Monitoring Grantee Submission 2017-00-00 Institute of Education Sciences (ED) 41 T http://dx.doi.org/10.1080/21622965.2017.1286239 2017 -1 As Provided APR2020 Yes R324A080026

New

Yes Incidence Attention Deficit Hyperactivity Disorder Symptoms (Individual Disorders) Anxiety Parents Preschool Teachers Preschool Children Elementary School Students Elementary School Teachers Child Behavior Check Lists Autism Diagnostic Tests Pervasive Developmental Disorders Observation Intelligence Tests Young Children Cognitive Development Llanes, Elizabeth Blacher, Jan Stavropolous, Katherine Eisenhower, Abbey Journal Articles Reports - Research California Massachusetts Child Behavior Checklist Autism Diagnostic Observation Schedule Wechsler Preschool and Primary Scale of Intelligence EISSN- English Preschool Education Early Childhood Education Elementary Education This study examined the prevalence of ADHD symptoms and anxiety as reported by parents and teachers for 180 preschool children (ages 4-5) and school-aged children (ages 6-7) with ASD using the Child Behavior Checklist--Parent and Teacher Report Forms (Achenbach and Rescorla, Manual for ASEBA school-age forms &amp; profiles, Research Center for Children, Youth, and Families, University of Vermont, Burlington, VT, 2001). Parents reported elevated anxiety symptoms in 31% of preschool children and 50% of school-aged children, while teachers reported lower rates of 5 and 30%, respectively. Parents reported elevated ADHD symptoms in 22% of preschool children and 45% of school-aged children, while teachers reported elevations in 20 and 24%, respectively. There was low concordance between parents and teachers, with teachers reporting fewer problems overall. Specific behaviors endorsed by parents and teachers are also discussed. [This is the online version of an article published in &quot;Journal of Autism and Developmental Disorders.&quot;] ED590509 Parent and Teacher Reports of Comorbid Anxiety and ADHD Symptoms in Children with ASD Grantee Submission 2018-07-30 Institute of Education Sciences (ED) 12 T https://doi.org/10.1007/s10803-018-3701-z 2018 -1 As Provided APR2020 Yes R324A110086

New

Yes Bayesian Statistics Statistical Inference Sampling Probability Research Design Nonparametric Statistics Sample Size Simulation Surveys Makela, Susanna Si, Yajuan Gelman, Andrew Reports - Research EISSN- English Cluster sampling is common in survey practice, and the corresponding inference has been predominantly design-based. We develop a Bayesian framework for cluster sampling and account for the design effect in the outcome modeling. We consider a two-stage cluster sampling design where the clusters are first selected with probability proportional to cluster size, and then units are randomly sampled inside selected clusters. Challenges arise when the sizes of nonsampled cluster are unknown. We propose nonparametric and parametric Bayesian approaches for predicting the unknown cluster sizes, with this inference performed simultaneously with the model for survey outcome, with computation performed in the open-source Bayesian inference engine Stan. Simulation studies show that the integrated Bayesian approach outperforms classical methods with efficiency gains, especially under informative cluster sampling design with small number of selected clusters. We apply the method to the Fragile Families and Child Wellbeing study as an illustration of inference for complex health surveys. [This is the online version of an article published in &quot;Statistics in Medicine.&quot;] ED588818 Bayesian Inference under Cluster Sampling with Probability Proportional to Size Grantee Submission 2018-00-00 National Science Foundation (NSF) National Institutes of Health (DHHS) Institute of Education Sciences (ED) Office of Naval Research (ONR) 20 T https://doi.org/10.1002/sim.7892 2018 -1 As Provided APR2020 Yes MMSSES1534400 MMSSES1534414 R21DK110688 R305D140059 N000141512541 N000141712141

New

Yes Low Income Students Achievement Gap At Risk Students Executive Function Social Development Emotional Development Academic Ability Preschool Education Preschool Children Kindergarten School Readiness Preschool Curriculum Minority Group Students Interpersonal Competence Emergent Literacy Language Skills Mathematics Skills Time on Task Program Effectiveness Achievement Tests Student Characteristics Family Characteristics Wenz-Gross, Melodie Yoo, Yeonsoo Upshur, Carole C. Gambino, Anthony J. Journal Articles Reports - Research Massachusetts Woodcock Johnson Tests of Achievement EISSN- English Preschool Education Early Childhood Education Kindergarten Primary Education Efforts to improve the achievement gap between low-income children and their more affluent peers has led to the development of classroom interventions and curricula to increase executive functioning (EF) and social-emotional skills (SE), thought to be foundational for learning. The Second Step Early Learning (SSEL) curriculum is a commercially available curriculum designed to improve school readiness by building EF and SE skills. However, although widely used, it has not been widely studied. Modeling SSEL's underlying theory of change, structural equation modeling (SEM) was used to longitudinally examine the effects of the curriculum on low-income preschool children's kindergarten school readiness through the hypothesized mediating role of EF and SE skills in improving pre-academic skills and task behavior in preschool. In a cluster randomized trial, 972 children attending 63 preschool classrooms within 13 low-income Head Start or community preschools were individually tested at the beginning (T1) and end of preschool (T2, n = 770) and followed into kindergarten (T3, n = 526). Children's average age at T1 was 53 months, with 51% male, 42% Anglo-American, 26% African-American, and 40% Hispanic-American. Children's executive functioning, social skills, pre-literacy/language, and pre-math skills were assessed by trained child assessors blind to study conditions at T1 and T2. Assessors also rated children's task behavior in the testing situation at T1 and T2. School records of children's kindergarten screening scores were obtained on 345 children at T3. It was expected that SSEL would improve children's SE and EF skills, and that these skills would lead to better preschool academic skills and on-task behavior, which in turn would result in better kindergarten readiness. We found no direct effects of SSEL on either pre-academic or on-task behavior outcomes in preschool, or on later kindergarten readiness. However, SSEL significantly increased EF, and as expected by SSEL's theory of change, growth in EF predicted gains in both pre-academics (pre-math and pre-literacy/language skills), and on-task behavior in preschool. End-of-year pre-academic skills and on task behavior in turn predicted better kindergarten readiness. Further, SE (although not impacted by SSEL) had direct and indirect effects on kindergarten readiness. Thus, overall, our findings largely support SSEL's theory of change, particularly in relation to EF. ED588819 Pathways to Kindergarten Readiness: The Roles of Second Step Early Learning Curriculum and Social Emotional, Executive Functioning, Preschool Academic and Task Behavior Skills Grantee Submission Frontiers in Psychology v9 Article 1886 Oct 2018 2018-10-00 Institute of Education Sciences (ED) 19 T https://doi.org/10.3389/fpsyg.2018.01886 2018 -1 As Provided APR2020 Yes R305A130336

New

Yes Sample Size Monte Carlo Methods Data Analysis Models Longitudinal Studies Planning Measurement Zhang, Zhiyong Liu, Haiyan Reports - Descriptive EISSN- English Latent change score models (LCSMs) proposed by McArdle (McArdle, 2000, 2009; McArdle &amp; Nesselroade, 1994) offer a powerful tool for longitudinal data analysis. They are becoming increasingly popular in social and behavioral research (e.g., Gerstorf et al., 2007; Ghisletta &amp; Lindenberger, 2005; King et al., 2006; Raz et al., 2008). Although conducting both univariate and multivariate latent change score analysis is not a difficult task any more (e.g., Ghisletta &amp; McArdle, 2012; Zhang et al., 2015), there is little discussion on the design issues such as sample size planning for LCSMs. To fill the gap, this study proposes a Monte Carlo based method to determine the required sample size and the number of measurement occasions for both univariate and bivariate LCSMs. The method can obtain the power for testing each individual parameter of the models such as the change rate and coupling parameters. The Monte Carlo procedure is implemented and provided in a free R package RAMpath (Zhang et al., 2015). Examples for sample size and measurement occasion planning for both univariate and bivariate LCSMs are provided. [This report was published in: E. Ferrer, S. M. Boker, and K. J. Grimm (Eds.) &quot;Advances in Longitudinal Models for Multivariate Psychology: A Festschrift for Jack McArdle.&quot;] ED588098 Sample Size and Measurement Occasion Planning for Latent Change Score Models through Monte Carlo Simulation Grantee Submission 2018-09-21 Institute of Education Sciences (ED) 37 T https://doi.org/10.4324/9781315160542-10 2018 -1 As Provided APR2020 Yes R305D140037

New

Yes Technical Assistance Adult Education High School Equivalency Programs Annual Reports Enrollment Management Tuition Accountability Graduation Requirements State Standards Testing Accommodations Credits Transfer Policy Guidelines Teacher Certification Out of State Students Student Evaluation Reports - Descriptive Guides - Non-Classroom Florida Florida Department of Education, Division of Career and Adult Education English Adult Education High School Equivalency Programs High Schools Secondary Education Higher Education Postsecondary Education The Adult High School (AHS) program enables an adult student, to complete the required courses and state assessments to earn a standard high school diploma. Course requirements in adult high school programs are designed in accordance with core content standards. A program of instruction for both traditional and co-enrolled AHS students shall be based on the Florida Department of Education (FDOE) adult education curriculum frameworks. Instructional methodologies may include, but are not limited to, traditional lecture instruction, competency- and performance-based adult education, distance learning and computer-assisted instruction. Adult general education programs are authorized by s. 1004.93, F.S., and defined as comprehensive instructional programs designed to improve the employability of the state's workforce through adult basic education, adult secondary education, English for Speakers of Other Languages (ESOL), applied academics for adult education instruction, and instruction for adults with disabilities in s. 1004.02(3), F.S. The AHS curriculum framework is correlated to the Florida Standards, and courses offered are the same as those offered in the K-12 school system. The FDOE AHS curriculum frameworks provide a minimum set of standards to be used by all facilitators delivering AHS education programs. AHS education includes both adult high school diploma programs and co-enrollment courses of study. Students in the AHS program must meet all state and local graduation requirements for a standard high school diploma, unless otherwise noted in this guide. Provided is information for adult high schools regarding the following topics: (1) enrollment criteria; (2) tuition and out-of-state fees; (3) assessing students for National Reporting System (NRS) reporting; (4) accountability and reporting; (5) graduation requirements; (6) statewide assessments; (7) assessment requirements for students with disabilities; (8) transfer of credit guidelines; (9) diploma/completion options; (10) course code directory; and (11) adult education instructor certification requirements. [For the 2016-2017 version of this paper, see ED579163.] ED591367 2017-2018 Florida Adult High School Technical Assistance Paper Florida Department of Education 2018-00-00 Practitioners 17 Florida Department of Education. Turlington Building Suite 1514, 325 West Gaines Street, Tallahassee, FL 32399. Tel: 850-245-0505; Fax: 850-245-9667; Web site: http://www.fldoe.org N/A 2018 -1 ERIC APR2020

New

Yes Middle Schools Leadership Training Principals Grants Program Evaluation Rural Areas Municipalities Educational Improvement Educational Assessment Educational Planning Coaching (Performance) Mentors Social Networks Faculty Development School Culture Educational Environment Teacher Effectiveness Educational Practices Administrator Effectiveness Mathematics Achievement Language Arts Reading Achievement Program Implementation Fidelity Grade 8 Flowers, Nancy Carpenter, Dawn M. H. Begum, Shahana Reports - Evaluative Kentucky Michigan EISSN- University of Illinois, Center for Prevention Research and Development (CPRD) English Middle Schools Secondary Education Junior High Schools Grade 8 Elementary Education The Middle-Grades Leadership Development (MLD) Project was designed to develop principal leaders and leadership teams who create high-performing middle-grades schools. Designed by the National Forum to Accelerate Middle-Grades Reform, the four-year project was funded from 2013 to 2017 by a U.S. Department of Education Investing in Innovation (i3) development grant. The project was implemented in 12 middle-grades schools in rural and small town areas of Kentucky and Michigan. Schools received an extensive set of school improvement supports, including: creating a vision using the Forum's Schools to Watch (STW) criteria; engaging in an assessment and planning process for improvement; STW leadership coach; principal mentor; STW mentor schools; leadership team; networking opportunities; and focused professional development. The evaluation of the MLD Project used a quasi-experimental design (QED) with matched comparison schools (12 treatment schools and 38 comparison schools) to examine the impact of the project on intermediate outcomes such as culture, collaboration, work climate, and teaching efficacy, as well as the long term outcomes of principal effectiveness and student achievement. Results showed that MLD treatment schools significantly improved their collaboration practices, teaching efficacy, middle-grades instructional practices, and their implementation of the STW criteria for high performance. There was significant improvement in the long-term outcome of principal effectiveness among treatment principals, with nine of the twelve principals improving their leadership skills and behaviors to the proficient or distinguished levels by the end of the grant. Although there was no overall intervention effect on ELA/reading or math student achievement, seven treatment schools displayed larger growth than the state average for some groups of students. The results provide unique insight into a middle-grades program focused on principal leaders and collaborative leadership. A roadmap that depicts the key supports, activities, and practices implemented at MLD schools that were the most impactful on building middle-grades leadership effectiveness were articulated. These include school-level practices (i.e., guiding vision, continuous improvement practices, reflective practices), principal-level practices (i.e., knowledge of young adolescents, commitment to developmentally appropriate practices, instructional leadership), collaborative leadership practices (i.e., developing teacher leaders, shared capacity), and teaching practices (i.e., student centered, high expectations, rigorous instruction) that combined, result in middle-grades leadership that is more effective. [The report was prepared by the Center for Prevention Research and Development.] ED589571 Middle-Grades Leadership Development (MLD) Project: A U.S. Department of Education Investing in Innovation (i3) Development Grant Final Evaluation Report Grantee Submission 2018-08-00 Office of Innovation and Improvement (ED), Investing in Innovation (i3) National Forum to Accelerate Middle-Grades Reform 79 T 2018 -1 As Provided APR2020 U411C130028

New

No College Readiness Career Readiness Academic Standards State Standards Instructional Leadership Administrators Affordances Administrator Behavior Educational Change Educational Policy State Policy Participative Decision Making Power Structure Elementary Secondary Education Pak, Katie Desimone, Laura M. Reports - Research Kentucky Ohio Texas EISSN- English Elementary Secondary Education This study examines the implementation of college- and- career- readiness content standards in Kentucky, Ohio, and Texas through the lens of distributed leadership theory, and determines the affordances and challenges of this distributed leadership through the lens of policy attribute theory. Data sources are 66, hour-long interviews of state and district administrators across the three states collected from Spring 2016 to Spring 2017. Based on distributed leadership and policy attribute theories, state leaders exhibited similar behaviors regarding the distribution of instructional leadership to regional, district, and organizational leaders to add specificity to the CCR standards, at the expense of compromising the consistency and power of the reform. This distribution of leadership is thought to contribute to the authority of the reform, though this authority is made tenuous by the instability of educational policies at the national and state levels. This analysis highlights the need to examine the implementation of education policy using leadership frameworks, and to leadership relationships between the state their regional and district partners. [This article was published in &quot;Educational Administration Quarterly,&quot; 2018.] ED589658 How Do States Implement College- and Career-Readiness Standards? A Distributed Leadership Analysis of Standards-Based Reform Grantee Submission 2018-09-00 Institute of Education Sciences (ED) 44 T https://doi.org/10.1177/0013161X18799463 2018 -1 As Provided APR2020 Yes R305C150007

New

Yes Kindergarten Grade 1 Grammar Spanish Speaking English (Second Language) English Language Learners Classroom Environment Socioeconomic Status Oral Language Elementary School Students Preschool Children Bilingual Students Morphology (Languages) Syntax Language Usage Rodriguez, Estrella Bustamante, Kristina Wood, Carla Sunderman, Gretchen Journal Articles Reports - Research Florida EISSN- English Kindergarten Primary Education Early Childhood Education Grade 1 Elementary Education In this study, we elicited grammatical forms (oral production) from a group of child heritage speakers of Spanish (N = 45) in English and Spanish, using the morphosyntax subtest of the Bilingual English-Spanish Assessment (BESA), (Peña et al. 2014). A cross-sectional design was used with 25 participants in kindergarten and 20 in first grade. All children spoke Spanish at home and attended English rural schools. We controlled for L2 class environment and socio-economic status. Research findings indicated children produced more target structures in L1 Spanish. This project supports the view that sequential bilingualism and continuous exposure to the heritage language may assist heritage speakers to maintain some L1 structures (Miller and Cuza 2013; Pascual y Cabo and Gómez Soler 2015). Patterns of L2 development are also addressed. ED588820 A Comparison of the Grammatical Production of Child Heritage Speakers of Spanish across Language and Grade: Kindergarten and Grade 1 Grantee Submission Languages v2 Article 27 2017 2017-00-00 Institute of Education Sciences (ED) 20 T http://dx.doi.org/10.3390/languages2040027 2017 -1 As Provided APR2020 Yes R305A130460

New

Yes Elementary School Students Student School Relationship Psychometrics Cultural Differences Test Validity Correlation Psychological Patterns Prosocial Behavior Stress Variables Foreign Countries Behavior Problems Wagle, Rhea Dowdy, Erin Yang, Chunyan Palikara, Olympia Castro, Susana Nylund-Gibson, Karen Furlong, Michael J. Reports - Research United States China United Kingdom Strengths and Difficulties Questionnaire EISSN- English Elementary Education The &quot;Psychological Sense of School Membership&quot; (PSSM) scale has been used for more than 20 years to measure students' sense of school belonging, yet its psychometric properties have had limited examination with pre-adolescent children. This study investigated the utility and psychometrics of the PSSM in three primary school samples from the United States, China, and the United Kingdom. Exploratory factor analysis revealed good fit for a unidimensional factor structure in the U.S. sample, which was subsequently confirmed in all three samples. Partial invariance across all three samples and full invariance across pairwise samples (United States and United Kingdom; United Kingdom and China) was found. Path analyses revealed significant positive relations of the PSSM total belonging score with gratitude and prosocial behavior, and significant negative relations with symptoms of distress. Future directions and implications are discussed. [This paper will be published in &quot;School Psychology International.&quot;] ED588824 Preliminary Investigation of the Psychological Sense of School Membership Scale with Primary School Students in a Cross-Cultural Context Grantee Submission 2018-10-04 Institute of Education Sciences (ED) 25 T https://doi.org/10.1177%2F0143034318803670 2018 -1 As Provided APR2020 Yes R305A160157

New

Yes State Aid Educational Policy Postsecondary Education Paying for College Student Financial Aid College Students Program Design Student Needs Goal Orientation Enrollment Academic Persistence Inclusion Pingel, Sarah Sponsler, Brian A. Holly, Neal Reports - Descriptive Wyoming Oregon Tennessee Education Commission of the States English Postsecondary Education Higher Education This Special Report examines four principles for state leaders to consider as they develop or evaluate financial aid redesign reform efforts. The financial aid redesign principles, identified through a Thinkers Meeting that included experts from across the country, fall into four areas: Financial aid programs should be student-centered, goal-driven and data-informed, timely and flexible, and broadly inclusive. [Support for this paper and this initiative was provided by Strada Education Network. For the first iteration of &quot;Redesigning State Financial Aid: Principles to Guide State Aid Policymaking,&quot; see ED556236.] ED588851 Redesigning State Financial Aid: Principles to Guide State Aid Policymaking. Updated August 2018 Education Commission of the States 2018-08-00 Policymakers 22 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2018 -1 As Provided APR2020

New

Yes Bayesian Statistics Data Analysis Drug Therapy Pharmacology Visual Impairments Meta Analysis Simulation Computation Weber, Sebastian Gelman, Andrew Lee, Daniel Betancourt, Michael Vehtari, Aki Racine-Poon, Amy Journal Articles Reports - Research EISSN- English Throughout the different phases of a drug development program, randomized trials are used to establish the tolerability, safety and efficacy of a candidate drug. At each stage one aims to optimize the design of future studies by extrapolation from the available evidence at the time. This includes collected trial data and relevant external data. However, relevant external data are typically available as averages only, for example, from trials on alternative treatments reported in the literature. Here we report on such an example from a drug development for wet age-related macular degeneration. This disease is the leading cause of severe vision loss in the elderly. While current treatment options are efficacious, they are also a substantial burden for the patient. Hence, new treatments are under development which need to be compared against existing treatments. The general statistical problem this leads to is &quot;meta-analysis,&quot; which addresses the question of how we can combine data sets collected under different conditions. Bayesian methods have long been used to achieve partial pooling. Here we consider the challenge when the model of interest is complex (hierarchical and nonlinear) and one data set is given as raw data while the second data set is given as averages only. In such a situation, common meta-analytic methods can only be applied when the model is sufficiently simple for analytic approaches. When the model is too complex, for example, nonlinear, an analytic approach is not possible. We provide a Bayesian solution by using simulation to approximately reconstruct the likelihood of the external summary and allowing the parameters in the model to vary under the different conditions. We first evaluate our approach using fake data simulations and then report results for the drug development program that motivated this research. ED590325 Bayesian Aggregation of Average Data: An Application in Drug Development Grantee Submission The Annals of Applied Statistics v12 n3 p1583-1604 2018 2018-00-00 Institute of Education Sciences (ED) Office of Naval Research (ONR) National Science Foundation (NSF) Defense Advanced Research Projects Agency (DARPA) (DOD) 22 T https://doi.org/10.1214/17-AOAS1122 2018 -1 As Provided APR2020 Yes R305D14005916 N000141512541 N0001416P2039 CNS1205516 DARPABAA1632

New

Yes Statistical Bias Computation Comparative Analysis Hierarchical Linear Modeling Least Squares Statistics Achievement Tests Secondary School Students Foreign Countries Scott, Marc A. Diakow, Ronli Hill, Jennifer L. Middleton, Joel A. Journal Articles Reports - Research Italy United Kingdom (Scotland) Sweden International Association for the Evaluation of Educational Achievement Tests EISSN- English Secondary Education We are concerned with the unbiased estimation of a treatment effect in the context of non-experimental studies with grouped or multilevel data. When analyzing such data with this goal, practitioners typically include as many predictors (controls) as possible, in an attempt to satisfy ignorability of the treatment assignment. In the multilevel setting with two levels, there are two classes of potential confounders that one must consider, and attempts to satisfy ignorability conditional on just one set would lead to a different treatment effect estimator than attempts to satisfy the other (or both). The three estimators considered in this paper are so-called &quot;within,&quot; &quot;between,&quot; and OLS estimators. We generate bounds on the potential differences in bias for these competing estimators to inform model selection. Our approach relies on a parametric model for grouped data and omitted confounders and establishes a framework for sensitivity analysis in the two-level modeling context. The method relies on information obtained from parameters estimated under a variety of multilevel model specifications. We characterize the strength of the confounding and corresponding bias using easily interpretable parameters and graphical displays. We apply this approach to data from a multinational educational evaluation study. We demonstrate the extent to which different treatment effect estimators may be robust to potential unobserved individual- and group-level confounding. ED590327 Potential for Bias Inflation with Grouped Data: A Comparison of Estimators and a Sensitivity Analysis Strategy Grantee Submission Observational Studies v4 p111-149 2018 2018-00-00 Institute of Education Sciences (ED) 39 T https://obsstudies.org/potential-bias-inflation-grouped-data-comparison-estimators-sensitivity-analysis-strategy/ 2018 -1 As Provided APR2020 Yes R305D110037 R305B120017

New

Yes Computer Assisted Testing Small Group Instruction Group Discussion Student Evaluation Reading Ability Elementary School Students Feasibility Studies Transcripts (Written Records) Content Analysis Grade 4 Discourse Analysis Predictor Variables Multiple Choice Tests Reading Comprehension Reading Tests Scores Reading Fluency Hierarchical Linear Modeling Statistical Analysis Kosh, Audra E. Greene, Jeffrey A. Murphy, P. Karen Burdick, Hal Firetto, Carla M. Elmore, Jeff Reports - Research EISSN- English Elementary Education Grade 4 Intermediate Grades We explored the feasibility of using automated scoring to assess upper-elementary students' reading ability through analysis of transcripts of students' small-group discussions about texts. Participants included 35 fourth-grade students across two classrooms that engaged in a literacy intervention called Quality Talk. During the course of one school year, data were collected at ten time points for a total of 327 student-text encounters, with a different text discussed at each time point. To explore the possibility of automated scoring, we considered which quantitative discourse variables (e.g., variables to measure language sophistication and latent semantic analysis variables) were the strongest predictors of scores on a multiple-choice and constructed-response reading comprehension test. Convergent validity evidence was collected by comparing automatically-calculated quantitative discourse features to scores on a reading fluency test. After examining a variety of discourse features using multilevel modeling, results showed that measures of word rareness and word diversity were the most promising variables to use in automated scoring of students' discussions. [This paper was published in &quot;Educational Measurement: Issues and Practice&quot; v37 p20-34 2018 (EJ1183280).] ED590404 Automated Scoring of Students&apos; Small-Group Discussions to Assess Reading Ability Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 50 T https://doi.org/10.1111/emip.12174 2018 -1 As Provided APR2020 Yes R305A130031

New

Yes Teacher Role Facilitators (Individuals) Group Discussion Taxonomy Discourse Analysis Small Group Instruction Language Arts Comprehension Task Analysis Coding Scoring Rubrics Classroom Communication Wei, Liwei Murphy, P. Karen Firetto, Carla M. Information Analyses Reports - Research EISSN- English Small-group discussions in which teachers and students interact with text are common in language arts classrooms. As documented in the extant literature, teacher discourse moves affect how the discussion unfolds and the resulting quality of the talk. What is not present in the literature is a unified lexicon or taxonomy for defining and classifying the various kinds of discourse moves teachers routinely enact during small-group discussions to promote comprehension. As such, the purpose of the present review is to (a) synthesize research on teacher discourse moves across the various discussion approaches that aim to promote high-level comprehension; and (b) forward an integrated taxonomy of teacher discourse moves. The taxonomy was developed and iteratively refined through card sorting activities and used as a coding rubric for classroom discussions. This integrated taxonomy is a noteworthy advancement for practitioners to facilitate their classroom discussions and for researchers studying the effects of small-group discussions. [This paper was published in &quot;The Elementary School Journal&quot; v118 n4 p578-609 Jun 2018 (EJ1180334).] ED590405 How Can Teachers Facilitate Productive Small-Group Talk?: An Integrated Taxonomy of Teacher Discourse Moves Grantee Submission 2018-06-00 Institute of Education Sciences (ED) National Science Foundation (NSF) 49 T https://doi.org/10.1086/697531 2018 -1 As Provided APR2020 Yes R305A130031 1316347

New

No Achievement Tests Foreign Countries International Assessment Secondary School Students Governance Global Approach Educational Policy Global Education Educational Assessment Cultural Pluralism Ethnic Diversity Student Diversity Socioeconomic Influences School Segregation Teacher Education Strategic Planning Educational Change Educational Trends Labor Market Job Skills Volante, Louis, Ed. Books Collected Works - General Reports - Evaluative China (Shanghai) Europe United Kingdom Italy Switzerland Poland New Zealand Program for International Student Assessment English Secondary Education The Program for International Student Assessment (PISA) is an international achievement measure that assesses 15-year-old student performance in the areas of reading, mathematics, and science literacy in over 70 countries and economies triennially. By presenting an in-depth examination of PISA's role in education governance and policy discourses, this book provides the reader with a critical analysis of the educational change process within our increasingly global educational policy environment. Exploring the prominent sociopolitical drivers of large-scale educational reform across the globe, chapter authors examine PISA's national and global implications from a diverse range of regional contexts. Through the presentation of crossdisciplinary viewpoints and topical issues related to the PISA international survey, this volume explains the degree to which PISA-focused research is linked to national educational policy discourses and international education agendas. The book is divided into 4 parts. Part I, Introduction, contains the following chapters: (1) PISA, Policy, and Global Educational Governance (Louis Volante and Xavier Fazio). Part II: Conceptual and Methodological Issues, contains the following chapters: (2) Problematizing the Expansion of PISA's Explanatory Power (Clara Morgan); (3) The Dialectical Impact of PISA on International Educational Discourse and National Education Reform (Alexander W. Wiseman and Budi Waluyo); and (4) Measurement and Evaluation Issues with PISA (Harvey Goldstein). Part III: Topical Issues within National and Transnational Contexts contains: (5) Shanghai-China and the Emergence of a Global Reference Society (Charlene Tan and Vicente Chua Reyes, Jr.); (6) Regional Ethnic Diversity, School Ethnic Diversity, and PISA Performance across Europe (Sjaak Braster and Jaap Dronkers); (7) Socioeconomic Segregation in Secondary Schools: Evidence from Across the UK (John Jerrim, Nikki Shure, Rodrigo Torres, &amp; Gabriel Gutiérrez); (8) Policy Implications of PISA in Germany: The Case of Teacher Education (Christine Sälzer and Manfred Prenzel); (9) The Role of PISA in Regional and Private/Public Debates in Italy (Daniele Checchi and Stefano Verzillo); (10) PISA, Policy, and Strategic Planning in Federal Switzerland (Jeanine Füeg, Vera Husfeldt, and Claudia Zahner Rossier); (11) The Use and Misuse of PISA Results in Poland (Maciej Jakubowski); (12) Using PISA to Monitor Trends and Evaluate Reforms in Australia (Geoff N. Masters); (13) A Vernacular Response: The Impact of PISA and the OECD on New Zealand Education (Martin Thrupp); (14) Disconnected Expectations? Labor Market Skill Content and Self-Expected Occupations of PISA 2015 Test Takers (Javier Luque). Part IV: Conclusion, contains: (15) PISA and the Future of Global Educational Governance (Sylke Viola Schnepf and Louis Volante). ED591409 The PISA Effect on Global Educational Governance. Routledge Research in Education Policy and Politics Routledge Research in Education Policy and Politics 2017-09-00 978-1-13-821741-6 244 Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/RREPP/ N/A https://www.routledge.com/The-PISA-Effect-on-Global-Educational-Governance/Volante/p/book/9781138217416 2017 -1 ERIC APR2020

New

No African American Students Black Dialects Language Usage Barriers English for Academic Purposes Code Switching (Language) Teaching Methods Contrastive Linguistics Achievement Gap White Students Individual Differences Academic Achievement Craig, Holly K. Books Reports - Descriptive English Many African American children make use of African American English (AAE) in their everyday lives, and face academic barriers when introduced to Standard American English (SAE) in the classroom. Research has shown that students who can adapt and use SAE for academic purposes demonstrate significantly better test scores than their less adaptable peers. Accordingly, AAE use and its confirmed inverse relationship to reading achievement have been implicated in the Black-White Test Score Gap, thus becoming the focus of intense research and practical interest. This volume discusses dialectal code-switching from AAE to SAE and stresses the benefits and importance of African American students becoming bi-dialectal. It provides background theory and science supporting the most promising educational approach to date, Contrastive Analysis, a set of longstanding methods drawn from Second Language research and used effectively with students ranging from kindergarten through college. It offers a deeper knowledge of AAE use by students, the critical features of Contrastive Analysis, and detailed information about successful applications which teachers can apply in their own pedagogy. ED591411 African American English and the Achievement Gap: The Role of Dialectal Code Switching. Routledge Research in Education Routledge Research in Education 2016-03-00 978-0-415-74386-0 176 Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/SE0393/ N/A https://www.routledge.com/African-American-English-and-the-Achievement-Gap-The-Role-of-Dialectal/Craig/p/book/9780415743860 2016 -1 As Provided APR2020

New

Yes State Policy Educational Policy Work Experience Programs High School Students Access to Education Career Exploration Career Counseling Educational Finance Educational Quality Credits Career Readiness Graduation Requirements Zinth, Jennifer Reports - Descriptive Nevada Idaho Montana Kentucky Delaware Tennessee South Carolina Georgia Nebraska California New Jersey Washington Pennsylvania Alabama Florida Maine Maryland New Hampshire Virginia Iowa Rhode Island Massachusetts Education Commission of the States English High Schools Secondary Education This Special Report outlines state-level policy components that help ensure work-based learning opportunities for high school students are well-coordinated, broadly accessible, aligned to state or regional workforce demands, and of high quality. ED588852 Work-Based Learning: Model Policy Components Education Commission of the States 2018-09-00 Joyce Foundation 13 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2018 -1 As Provided APR2020

New

Yes Transitional Programs Alignment (Education) School Readiness Preschool Children Kindergarten Academic Achievement Achievement Gap Early Childhood Education Atchison, Bruce Pompelia, Sarah Reports - Descriptive California Massachusetts West Virginia Education Commission of the States English Kindergarten Primary Education Early Childhood Education Policymakers and educators continue to grapple with issues of persistent achievement gaps in student performance at third grade and beyond. As they do, they look for ways to create a more seamless system of education that is &quot;connected from one stage to the next -- reducing the chances that students will be lost along the way or require remedial programs to acquire skills or knowledge they could have learned right from the start.&quot; Successful coordination between preschool and kindergarten helps to lay the groundwork for a child's positive school experience. If this transition does not go well, children can be turned off to learning and school at an early age. By aligning standards, curricula, instruction and assessments between preschool and kindergarten, children can experience a seamless pathway that sets them up for future success. Based on research and work with states, Education Commission of the States has identified these two key elements that states can consider when creating a coordinated preschool-to-third grade system: (1) Effective transition programs and practices that help the child and family move smoothly and successfully from one learning setting to another; and (2) Authentic alignment of the basic pedagogical components of early learning and kindergarten to create continuous learning and teaching experiences. This special report -- focused on early learning and kindergarten -- examines effective transition programs and practices, and the importance of alignment across basic pedagogical components. ED588870 Transitions and Alignment: From Preschool to Kindergarten. Special Report Education Commission of the States 2018-09-00 10 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2018 -1 ERIC APR2020

New

Yes Grade Repetition Educational Policy Attendance Cutting Scores Standardized Tests Discipline Student Behavior Elementary School Students Attribution Theory Middle School Students Social Promotion Correlation Suspension Behavior Problems Martorell, Paco Mariano, Louis T. Reports - Research New York (New York) EISSN- English Elementary Education Middle Schools Secondary Education Junior High Schools This study examines the impact of grade retention on behavioral outcomes under a comprehensive assessment-based student promotion policy in New York City. To isolate the causal effect of grade retention, we implement a fuzzy regression discontinuity (RD) design that exploits that grade retention is largely determined by whether a student scores below a cutoff on a standardized test score. We use data on students subject to the policy over a nine year span to examine impacts on attendance and disciplinary event outcomes. We do not find evidence of systematic effects of retention on behavioral outcomes in either direction. We do find sporadic non-sustained significant effects of retention on behavioral outcomes. When present, these isolated non-persistent effects tend to be beneficial when found for retained elementary school students and mixed for retained middle school students. [This paper was published in &quot;Journal of Research on Educational Effectiveness&quot; v11 n2 p192-216 2018 (EJ1175243).] ED588908 The Causal Effects of Grade Retention on Behavioral Outcomes Grantee Submission 2017-12-27 Institute of Education Sciences (ED) 45 T https://doi.org/10.1080/19345747.2017.1390024 2017 -1 As Provided APR2020 Yes R305E120006

New

Yes Health Insurance Kindergarten Outreach Programs Public Policy Regression (Statistics) Interviews Primary Health Care Child Health Economic Factors Prevention Focus Groups Medical Evaluation Intervention Enrollment Young Children Low Income Information Sources School Role Jenkins, Jade Marcus Journal Articles Reports - Research North Carolina EISSN- English Kindergarten Primary Education Early Childhood Education Background: Rates of child insurance coverage have increased due to expansions in public programs, but many eligible children remain uninsured. Uninsured children are less likely to receive preventative care, which leads to poorer health and achievement in the long term. This study is an evaluation of a school-based health insurance outreach initiative, ''Healthy and Ready to Learn,'' aiming to identify and enroll uninsured kindergarteners in areas of high economic need in 16 counties in North Carolina. Methods: Regression discontinuity design and difference-in-differences analyses were used to estimate the effect of the initiative on Medicaid and CHIP enrollment (primary outcome) and preventive care use (well-child visits; secondary outcome). Focus groups and key-informant interviews were conducted to assess best practices and identify barriers to outreach for child enrollment. Results: The initiative increased enrollment rates by 12.2% points and increased well-child exam rates by 8.6% points in the RD models, but not differences-in-differences, and did not significantly increase well-child visits. Conclusions: Findings demonstrate the potential benefits of using schools as a point of intervention in enrolling young children in public health insurance and as a source of trusted information for low-income parents. [This article is published in &quot;Journal of School Health&quot; (EJ1163159).] ED589659 Healthy and Ready to Learn: Effects of a School-Based Public Health Insurance Outreach Program for Kindergarten-Aged Children Grantee Submission Journal of School Health v88 n1 p44-53 Jan 2018 2018-01-00 Institute of Education Sciences (ED) 10 T http://dx.doi.org/10.1111/josh.12579 2018 -1 As Provided APR2020 Yes R305B120013

New

No Foreign Countries Higher Education Educational Finance Income Expenditures Foreign Students Foreign Workers College Students College Applicants College Graduates Student Satisfaction Disadvantaged Youth Outcomes of Education College Faculty Unemployment Research and Development Student Characteristics Teacher Characteristics Majors (Students) Place of Residence National Surveys Student Surveys Gender Differences Salaries Dropout Rate Academic Degrees Employment Numerical/Quantitative Data Reports - Descriptive United Kingdom European Union Universities UK (United Kingdom) English Higher Education Postsecondary Education This report provides a snapshot of statistics from academic year 2015-16 related to students at UK higher education institutions and the income and expenditure of these institutions. The statistics reviewed include universities' research activity, student employability, and information on international students and staff. ?????Highlights include: (1) 14% of undergraduate students, 38% of postgraduate students and 29% of academic staff are from outside of the UK; (2) University applications from 18-year-olds in areas of England with lower higher education participation rates have increased ?to record levels; (3) ?Employment rates and median salaries continue to be higher for graduates than for non-graduates; (4) In 2017, overall student satisfaction at UK higher education institutions was 84%; (5) Just under a quarter of total university income is from direct UK government sources; and (6) 16% of research income came from?? sources outside of the UK. Two appendices are included. [To view the 2016 report, see ED574191.] ED592536 Higher Education in Facts and Figures 2017 Universities UK 2017-10-00 978-1-8403-6386-9 35 Universities UK. Woburn House, 20 Tavistock Square, London, WC1H 9HQ, UK. Tel: +44-20-7419-4111; Fax: +44-20-7388-8649; e-mail: info@universitiesuk.ac.uk; Web site: http://www.universitiesuk.ac.uk N/A https://www.universitiesuk.ac.uk/facts-and-stats/data-and-analysis/Pages/research-facts-and-figures.aspx 2017 -1 ERIC APR2020

New

Yes Preschool Children Health Behavior Social Development Emotional Development Low Income At Risk Persons Intervention Teaching Methods Preschool Education Problem Solving Teacher Evaluation Health Promotion Parent Attitudes Schmitt, Sara A. Lewis, Kendra M. Duncan, Robert J. Korucu, Irem Napoli, Amy R. Reports - Research EISSN- English Preschool Education Early Childhood Education Children from low-income families are at greater risk for poor social-emotional development and physical health and may be in need of intervention. This study examined the extent to which the &quot;Positive Action&quot; (&quot;PA&quot;) preschool lessons improved low-income children's social-emotional competence and health behaviors. Mixed findings emerged with regard to whether the lessons facilitated growth in child outcomes. Results showed positive effects of &quot;PA&quot; on children's directly assessed social problem solving skills and their parent-rated social-emotional competence and health behaviors. Unexpectedly, program effects on teacher ratings of social-emotional competence were in the opposite direction. These findings provide preliminary evidence that &quot;PA&quot; may be effective in promoting positive social-emotional and health behavior outcomes for children, particularly when outcomes are assessed directly and by parents. [This paper was published in &quot;Early Childhood Education Journal&quot; v46 p141-151 2018 (EJ1165998).] ED590406 The Effects of &quot;Positive Action&quot; on Preschoolers&apos; Social-Emotional Competence and Health Behaviors Grantee Submission 2018-01-00 Institute of Education Sciences (ED) 28 T http://dx.doi.org/10.1007/s10643-017-0851-0 2018 -1 As Provided APR2020 Yes R305B120013

New

Yes Reading Comprehension Small Group Instruction Group Discussion Elementary School Students Grade 4 Reading Instruction Persuasive Discourse Language Arts Critical Thinking Discourse Analysis Predictor Variables Murphy, P. Karen Greene, Jeffrey A. Firetto, Carla M. Hendrick, Brendan D. Li, Mengyi Montalbano, Cristin Wei, Liwei Reports - Research EISSN- English Elementary Education Grade 4 Intermediate Grades Students often struggle to comprehend complex text. In response, we conducted an initial, year-long study of Quality Talk, a teacher-facilitated, small-group discussion approach designed to enhance students' basic and high-level comprehension, in two 4th-grade classrooms. Specifically, teachers delivered instructional mini-lessons on discourse elements (e.g., questioning or argumentation) and conducted weekly text-based discussions in their language arts classes. Analysis of the videorecorded discussions showed decreases in teacher-initiated discourse elements indicating a release of responsibility to students, whereas students' discourse reflected increased critical-analytic thinking (e.g., elaborated explanations or exploratory talk). Importantly, statistically and practically significant increases were evidenced on written measures of students' basic and high-level comprehension, indicating the promise of small-group discourse as a way to foster individual student learning outcomes. [This paper was published in &quot;American Educational Research Journal&quot; v55 n5 p1113-1160 Oct 2018 (EJ1191768).] ED590407 Quality Talk: Developing Students&apos; Discourse to Promote High-Level Comprehension Grantee Submission 2018-10-01 Institute of Education Sciences (ED) 78 T https://doi.org/10.3102/0002831218771303 2018 -1 As Provided APR2020 Yes R305A130031

New

Yes Kindergarten Young Children School Readiness Summer Programs Self Control Early Intervention Outcomes of Education Academic Achievement Numeracy Literacy At Risk Students Duncan, Robert J. Schmitt, Sara A. Burke, Maura McClelland, Megan M. Reports - Research Oregon EISSN- English Kindergarten Primary Education Early Childhood Education Self-regulation and academic skills in kindergarten are strong predictors of later achievement. However, many children enter kindergarten without adequate levels of these skills, often because of limited participation in early childhood education. The current study examined a kindergarten readiness summer program (Bridge to Kindergarten; B2K) that served children with no prior preschool experience. The first study goal was to examine the effects of adding a self-regulation intervention to the B2K program on children's self-regulation, math, and literacy. The second study goal was to compare changes in self-regulation, math, and literacy during the kindergarten transition period for children attending the B2K program with the intervention to expected development. Results from a randomized trial indicated that children who participated in the B2K program that included the self-regulation intervention experienced more gains in self-regulation relative to children who participated in the B2K program alone. There were no significant effects on math or literacy at the end of the program. However, when examining change during the kindergarten transition period, participation in the B2K program with the self-regulation intervention was associated with improved growth in self-regulation, math, and literacy into the fall of kindergarten compared to expected development. Collectively, the findings suggest a kindergarten readiness summer program that incorporates a self-regulation intervention leads to improved school readiness in children at higher risk for later school difficulties. [This paper was published in &quot;Early Childhood Research Quarterly&quot; v42 p291-300 2018.] ED590413 Combining a Kindergarten Readiness Summer Program with a Self-Regulation Intervention Improves School Readiness Grantee Submission 2018-00-00 Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 40 T http://dx.doi.org/10.1016/j.ecresq.2017.10.012 2018 -1 As Provided APR2020 Yes R305B120013 R305A100566 P01HD065704

New

No American Indian Education American Indian Students Vocational Education Labor Force Development Educational History Boarding Schools Tribally Controlled Education Colleges Tribes Change Strategies Cultural Maintenance Educational Change Self Determination Culturally Relevant Education Economic Development Higher Education Indigenous Knowledge Cultural Awareness Teacher Competencies Career Development Career Counseling Males Work Experience Public Health Allied Health Personnel Schmidtke, Carsten, Ed. Books Collected Works - General Reports - Descriptive English Higher Education Postsecondary Education In this collection of original essays, contributors critically examine the pedagogical, administrative, financial, economic, and cultural contexts of American Indian vocational education and workforce development, identifying trends and issues for future research in the fields of vocational education, workforce development, and American Indian studies. This book contains the following chapters: (1) Introduction: More Than Paraeconomic Survival (Carsten Schmidtke); (2) A History of American Indian Vocational Education (Jon Reyhner); (3) Education for Jobs, Education for Life (Charles Saunders); (4) From Boarding School to Tribal Colleges: The Rise of Retribalization Through Vocational Education (Charlotte Leforestier); (5) &quot;How Can We Change without Destroying Ourselves?&quot;: Arguments for Self-Determination and Workforce Education Through Tribal Colleges and Universities (John Goodwin); (6) The Role of Tradition in Education: Economic Development and American Indian Higher Education (Amy Fann, Linda Sue Warner &amp; G.S. Briscoe); (7) Educating the Educators: Making Workforce Education Successful Through Understanding and Respect for Indigenous Cultures (Delilah O'Haynes); (8) Career Development Counseling for American Indian Students (Carsten Schmidtke); (9) Young Native Men's Work Experience (J.K. Payden Spowart &amp; E. Anne Marshall); (10) Building Tomorrow's Tribal Public Health Workforce (Jennifer Pharr &amp; Michelle Chino); and (11) Conclusion (Carsten Schmidtke). ED591419 American Indian Workforce Education: Trends and Issues. Routledge Research in Education Routledge Research in Education 2016-04-05 978-1-13-895955-2 218 Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/SE0393/ N/A https://www.routledge.com/American-Indian-Workforce-Education-Trends-and-Issues/Schmidtke/p/book/9781138959552 2016 -1 ERIC APR2020

New

No Citizenship Education Educational History Public Schools Professional Associations Political Science Organizational Objectives High Schools Institutional Role Ahmad, Iftikhar Books Reports - Evaluative English High Schools Secondary Education This book presents a history of the ideas and activities of the American Political Science Association (APSA) in the field of citizenship education in public schools. Examining APSA's evolving objectives and strategies in implementing citizenship education, Ahmad analyzes the complicated relationship between the teaching of government in the public schools and the APSA's changing visions of citizenship education. By offering a narrative of political scientists' ideas on citizenship and citizenship education, Ahmad reveals the impact of APSA's worldview and official policies concerning pre-collegiate curriculum and instruction in citizenship education. By providing a comprehensive history of ASPA's agenda and its implementation, this book sheds light on the intersection between the pedagogical goals of political scientists and the meaning, purpose, and context for citizenship education in high schools. ED591420 Citizenship Education in the United States: A Historical Perspective. Routledge Research in Education Routledge Research in Education 2017-02-24 978-1-13-868437-9 128 Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/SE0393/ N/A https://www.routledge.com/Citizenship-Education-in-the-United-States-A-Historical-Perspective/Ahmad/p/book/9781138684379 2017 -1 As Provided APR2020

New

Yes Grade Repetition High School Students Academic Persistence Student Behavior Outcomes of Education Dropouts Credits Attendance Suspension Educational Policy State Policy Graduation Rate Reports - Research New York (New York) EISSN- RAND Education English High Schools Secondary Education This research brief summarizes the major findings from a multi-year research study of the long-term impacts of student grade retention. The study examined New York City students in grades 3 through 8 subject an assessment-based promotion policy in academic years 2003-2004 through 2011-2012, following them through the 2015-2016 school year. This summary focuses on the impact of grade retention on student persistence, including high school graduation, dropout, and credit accumulation, as well as effects on student behavior, including attendance and suspensions. It was developed for non-researcher audiences, including state and district policymakers, education leaders and teachers. [This brief describes research conducted in RAND Education and documented in Paco Martorell and Louis T. Mariano's &quot;The Causal Effects of Grade Retention on Behavioral Outcomes&quot; (see EJ1175243), and Louis T. Mariano, Paco Martorell, and Tiffany Tsai's &quot;The Effects of Grade Retention on High School Outcomes: Evidence from New York City Schools,&quot; WR-1259-DEIES, 2018.] ED588913 How Does Repeating a Grade Impact Students&apos; High School Persistence and Behavior? The Case of New York City. Research Brief Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 4 N/A http://www.rand.org/t/RB10025 2018 -1 As Provided APR2020 Yes R305E120006

New

Yes Research Data Information Management Information Services Higher Education Capacity Building Foreign Countries Case Studies Research Universities Incentives Compliance (Legal) Behavior Standards Scholarship Strategic Planning Researchers Needs Bryant, Rebecca Lavoie, Brian Malpas, Constance Reports - Research United Kingdom (Edinburgh) Illinois (Urbana) Illinois (Champaign) Australia Netherlands OCLC Online Computer Library Center, Inc. English Higher Education Postsecondary Education &quot;The Realities of Research Data Management&quot; is a four-part series that explores how research universities are addressing the challenge of managing research data throughout the research lifecycle. The series examines the context, influences, and choices higher education institutions face in building or acquiring research data management (RDM) capacity--in other words, the infrastructure, services, and other resources needed to support emerging data management practices. Findings are based on case studies of four institutions: University of Edinburgh (UK), the University of Illinois at Urbana-Champaign (US), Monash University (Australia), and Wageningen University &amp; Research (the Netherlands). In this third report in the series, the authors explore the incentives that inspired the acquisition of RDM capacity on the part of the four research universities described in the case studies and describe both the general patterns and context-dependent circumstances that shaped these incentives. Based on the case studies, as well as the broader RDM landscape, the authors organized these incentives into four broad categories: compliance, evolving scholarly norms, institutional strategy, and researcher demand. Key takeaways include: (1) University investment in research data management infrastructure, services, or personnel is motivated by locally relevant incentives; (2) Case study partners acted to establish RDM services in anticipation of, rather than in direct response to, researcher demand and explicit policy mandates; (3) Researcher demand and compliance with policy mandates were important factors in re-shaping and sustaining the RDM service bundle over time, but were not the key drivers for establishing RDM services in the case study institutions; (4) While the constellation of relevant incentives differs from one context to another, the acquisition or development of local RDM capacity is invariably motivated by an interest in protecting or enhancing institutional reputation and success; and (5) Consequently, the long-term sustainability of university RDM services is contingent upon alignment with institutional needs, as much as individual researcher needs. [For Part One, see ED589133. For Part Two, see ED589134. For Part Four, see ED589138. For the Supplemental, see ED589139.] ED589137 Incentives for Building University RDM Services. The Realities of Research Data Management, Part Three. OCLC Research Report OCLC Online Computer Library Center, Inc. 2018-01-00 978-1-55653-043-2 26 OCLC Online Computer Library Center, Inc. 6565 Kilgour Place, Dublin, OH 43017. Tel: 800-848-5878; Fax: 614-764-6096; e-mail: support@oclc.org; Web site: http://www.oclc.org N/A 2018 -1 ERIC APR2020

New

Yes Graduation Rate Community Colleges Two Year College Students Low Income Students Academic Achievement Acceleration (Education) Associate Degrees Demonstration Programs Outcomes of Education Program Evaluation Program Implementation Costs College Programs Sommo, Colleen Cullinan, Dan Manno, Michelle Reports - Research Ohio MDRC English Two Year Colleges Higher Education Postsecondary Education While the United States has made strides in increasing college access among low-income students, college completion has remained low. Graduation rates are particularly low at the nation's community colleges, which enroll a disproportionate percentage of low-income and nontraditional college students. Seeking to address this problem, in 2014 three community colleges in Ohio -- Cincinnati State Technical and Community College, Cuyahoga Community College, and Lorain County Community College -- undertook a new strategy to help more of their lowest-performing students succeed academically. The highly successful Accelerated Study in Associate Programs (ASAP) developed by the City University of New York (CUNY) provided a model. ASAP is a comprehensive program that provides students with up to three years of financial and academic support and other support services to address multiple barriers to student success, with the goal of helping more students graduate within three years. This brief presents two-year impact, implementation, and cost findings for the pooled, full study sample in the ASAP Ohio demonstration. The findings show that students in the program group clearly outperformed the control group with respect to persistence in school, credit accumulation, and graduation. Graduation rates more than doubled: 19 percent of the program group earned a degree or credential after two years compared with 8 percent of the control group. The brief also presents some findings from analyses of the programs' implementation and costs. [This report was written with Sean Blake and Erick Alonzo.] ED592008 Doubling Graduation Rates in a New State: Two-Year Findings from the ASAP Ohio Demonstration. Policy Brief MDRC 2018-12-00 12 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2018 -1 ERIC APR2020 Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/87147

New

Yes Labor Market Recruitment Employers Employees Trend Analysis Personnel Selection Internship Programs College Graduates Industry Business Job Applicants Organizations (Groups) Organization Size (Groups) Occupational Surveys Employment Patterns Employment Opportunities Small Businesses Labor Turnover Talent Development College Students Salaries Employment Associate Degrees Bachelors Degrees Masters Degrees Doctoral Degrees Cooperatives Intention Gardner, Phil Reports - Research Michigan State University, Collegiate Employment Research Institute English Higher Education Postsecondary Education Two Year Colleges This year approximately 3,300 employers attempted the survey with 2.560 providing enough information to be included in our analyses. Seventy-three percent (1859 respondents) are recruiters seeking full-time talent or hiring managers overseeing talent acquisition within their organizations. Other contributors include internship and co-op managers (11%), recruiters seeking experienced talent (10%), and those filling short-term assignments of six months or less (7%). The results presented here focus on the information provided in this and subsequent briefs by full-time recruiters, hiring managers, and internship and co-op managers. The respondents represent the rich diversity of companies and organizations seeking new college talent. Seventy-seven percent represented organizations with fewer than 500 employers: 28% fewer than 49 employees, 12% 50 to 99 employees and 25% 100 to 499 employees. Large organizations comprised 23% of the response: 19% 500 to 3,999 employees, 9% 4,000 to 24,999, and 6% over 25,000 employees. The number of large organizations is down slightly from levels reported the last two years. Every major industrial sector (based on major NAIC codes) provided information for this survey. Sectors providing the highest number of respondents included: construction, educational services, finance and insurance services, healthcare and social assistance, manufacturing, and business, professional, and scientific services. An employer from every state and several territories appeared among the respondents. The respondents were geographically distributed across the country. States providing the highest number of respondents included: California, Illinois, Massachusetts, Michigan, Texas, and Wisconsin. Eighty-three percent of respondents reported that they hired at least one new college graduate during the 2017-18 academic year. Even better news is found among the seventeen percent of employers who were not actively hiring last year as 86 % are entering the college market this year. In examining these expectations in more detail, we find only two percent of those who hired last year do not intend to hire any new personnel this year. The employer outlook continues to brighten. The vast majority (93%, up 4 percentage points) described the overall new college labor market as good to excellent. Their average annual rating of 3.75 is a .35 improvement over last year. This is the best outlook since the recession's bottom in 2009. Employers in this survey express the highest level of optimism in the labor market since the late 1990s. [For &quot;Recruiting Trends, 2017-2018. 47th Edition. Brief 1: Hiring Outlook for the Class of 2017-18, Including Hiring Plans by Organization Size,&quot; see ED586477. For &quot;Recruiting Trends, 2018-2019. 48th Edition. Part II: Recruiting Challenges, Tough Positions, Improving Recruiting and Major Hiring Outlook,&quot; see ED593320.] ED593305 Recruiting Trends, 2018-2019. 48th Edition. Part I: Hiring Outlook Collegiate Employment Research Institute 2018-00-00 14 Collegiate Employment Research Institute. 113 Student Services Building, Michigan State University, East Lansing, MI 48824. Tel: 517-355-9510; Fax: 517-355-9523; Web site: http://ceri.msu.edu N/A 2018 -1 ERIC APR2020

New

No High School Students Writing Instruction Computer Assisted Instruction Writing Strategies Intelligent Tutoring Systems Essays Educational Games Writing Skills Writing Attitudes Reading Tests Roscoe, Rod D. Allen, Laura K. McNamara, Danielle S. Reports - Research Tests/Questionnaires Gates MacGinitie Reading Tests EISSN- English High Schools Secondary Education A critical challenge for computer-based writing instruction is providing appropriate and adaptive practice. The current study examined three modes of computer-based writing practice with the goal of identifying those with the greatest learning and motivational value. High school students learned about writing strategies by studying lessons within the Writing Pal tutoring system and then practiced relevant strategies via essay-based practice, strategy practice, or game-based strategy practice. Students acquired strategy knowledge regarding their assigned topics, but there were no main effects of practice format. Similar findings were observed for students' beliefs about the value of writing practice. However, the effects of practice format depended on prior literacy ability in subtle ways. Essay-based practice appeared to be more effective for skilled readers, whereas less skilled readers benefitted more from game-based practice. Overall, &quot;multiple forms&quot; of practice opportunities may optimize benefits, although non-game forms of strategy practice are less preferable to students than game-based formats. [At the time of submission, this article was in press with &quot;Journal of Educational Computing Research.&quot;] ED590415 Contrasting Writing Practice Formats in a Writing Strategy Tutoring System Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 32 T http://dx.doi.org/10.1177/0735633118763429 2018 -1 As Provided APR2020 Yes R305A120707

New

Yes Nontraditional Students Older Adults Adults Enrollment Trends Part Time Students Full Time Students Public Colleges Age Differences Community Colleges Student Characteristics Employment Level Academic Degrees Certification Employment Qualifications Two Year College Students Higher Education Cummins, Phyllis A. Brown, J. Scott Bahr, Peter Riley Mehri, Nader Reports - Research Ohio EISSN- English Higher Education Postsecondary Education Two Year Colleges Recent years have seen growing recognition of the importance of a college-educated workforce to meet the needs of employers and ensure economic growth. Lifelong learning, including completing a postsecondary credential, increasingly is necessary to improve employment outcomes among workers, both old and young, who face rising demands for new and improved skills. To satisfy these needs, many states have established postsecondary completion goals pertaining to the segments of their population ages 25 to 64 years. Although it is not always clear how completion goals will be attained for older students, it is widely recognized that community colleges will play an important role. Here, we use data from the Integrated Postsecondary Education Data System (IPEDS) to examine enrollment trends by part-time and full-time status for students enrolled in Ohio's public postsecondary institutions from 2006 to 2014. Unlike previous research that considers all students 25 and older as a homogenous group, we divide older learners into two groups: ages 25 to 39 and ages 40 to 64. We find that adults in these age groups who attend a public college are more likely to attend a community college than they are a four-year institution and are more likely to attend on a part-time basis. We discuss the implications of these trends and their relevance to college administrators. [This paper will be published in &quot;Adult Learning.&quot;] ED590440 Heterogeneity of Older Learners in Higher Education Grantee Submission 2018-11-09 Institute of Education Sciences (ED) 24 T https://doi.org/10.1177/1045159518812077 2018 -1 As Provided APR2020 Yes R305A160156

New

Yes Research Data Information Management Information Services Higher Education Foreign Countries Case Studies Research Universities Training Expertise Outsourcing Organization Bryant, Rebecca Lavoie, Brian Malpas, Constance Reports - Research United Kingdom (Edinburgh) Illinois (Urbana) Illinois (Champaign) Australia Netherlands OCLC Online Computer Library Center, Inc. English Higher Education Postsecondary Education &quot;The Realities of Research Data Management&quot; is a four-part series that explores how research universities are addressing the challenge of managing research data throughout the research lifecycle. The series examines the context, influences, and choices higher education institutions face in building or acquiring research data management (RDM) capacity--in other words, the infrastructure, services, and other resources needed to support emerging data management practices. Findings are based on case studies of four institutions: University of Edinburgh (UK), the University of Illinois at Urbana-Champaign (US), Monash University (Australia), and Wageningen University &amp; Research (the Netherlands). This final report of the series examines the &quot;sourcing and scaling&quot; choices made by the four research universities regarding their acquisition of RDM capacity. The choices that individual institutions make with respect to sourcing and scaling likely depend on a host of factors, including local staffing and infrastructure, availability of cooperatively sourced or nationally provisioned services, and willingness to pay for commercially sourced solutions. The report concludes with some general insights about sourcing and scaling RDM services that emerge from the case studies. While each of the four case studies partners pursued a different strategy, there are trends that span the institutions, including: curation services are the most likely to be externalized education and expertise services are largely local in scale. Sourcing and scaling RDM changes to fit institutional needs. [For Part One, see ED589133. For Part Two, see ED589134. For Part Three, see ED589137. For the Supplemental, see ED589139.] ED589138 Sourcing and Scaling University RDM Services. The Realities of Research Data Management, Part Four. OCLC Research Report OCLC Online Computer Library Center, Inc. 2018-04-00 978-1-55653-068-5 30 OCLC Online Computer Library Center, Inc. 6565 Kilgour Place, Dublin, OH 43017. Tel: 800-848-5878; Fax: 614-764-6096; e-mail: support@oclc.org; Web site: http://www.oclc.org N/A 2018 -1 ERIC APR2020

New

Yes Foreign Countries Information Management Research Administration Research Libraries Library Services College Libraries Adoption (Ideas) Information Technology Decision Making Research Needs Needs Assessment Researchers Metadata Standards Cataloging Open Source Technology Library Role Financial Support Bryant, Rebecca Dortmund, Annette Malpas, Constance Reports - Research Tests/Questionnaires Finland Germany Netherlands OCLC Online Computer Library Center, Inc. English Higher Education Postsecondary Education This report provides university and research library leaders with useful insights on emerging practices and infrastructures in European research information management (RIM), on the current and future role of persistent person and organization identifiers, and, more specifically, on incentives and barriers to adoption in three different national settings--Finland, Germany, and the Netherlands--in order to better understand the decision-making dynamics in this space. Through research and semi-structured interviews with practitioners and stakeholders within universities, national libraries, and collaborative information and communications technology (ICT) organizations in Finland, Germany, and the Netherlands, the authors explore local institutional RIM practices and examine the role--perhaps even the necessity--of persistent identifiers for the facilitation of group-scale RIM activity and data aggregation. This work was part of a joint research collaboration with LIBER (Ligue des Bibliothèques Européennes de Recherche -- Association of European Research Libraries). This report documents a rapidly changing RIM landscape, as CRIS systems aggregate more types of data, harvest publications from a growing number of external sources, and serve as an important node interoperating within a large, complex scholarly communications landscape. ED589142 Convenience and Compliance: Case Studies on Persistent Identifiers in European Research Information Management. OCLC Research Report OCLC Online Computer Library Center, Inc. 2017-12-00 978-1-55653-038-8 62 OCLC Online Computer Library Center, Inc. 6565 Kilgour Place, Dublin, OH 43017. Tel: 800-848-5878; Fax: 614-764-6096; e-mail: support@oclc.org; Web site: http://www.oclc.org N/A 2017 -1 As Provided APR2020

New

Yes Physical Activities Physical Activity Level Elementary School Students Elementary School Teachers Intervention Program Effectiveness Gender Differences Recess Breaks Physical Education Age Differences Faculty Development Student Characteristics Calvert, Hannah G. Mahar, Matthew T. Flay, Brian Turner, Lindsey Journal Articles Reports - Research EISSN- English Elementary Education Background: Evidence of the positive effects of school physical activity (PA) interventions, including classroom-based PA (CBPA), is rapidly growing. However, few studies examine how variations in scheduled PA opportunities and teacher-implemented CBPA affect students' PA outcomes. Methods: Teachers at five elementary schools attended training on how to implement CBPA. Data on school day PA opportunities (physical education [PE], recess, CBPA) were obtained via calendar and teacher-recorded CBPA logs. Daily step counts were measured via accelerometry in 1,346 students across 65 classrooms in first through fifth grades. Results: PE, recess, and CBPA contributed significantly to students' daily steps. Males accrued more steps than females over the school day, during PE, and during recess. No gender disparity was seen in the amount of additional steps accrued during CBPA. Overall step counts were lower among fifth grade students versus first grade students, but CBPA attenuated this difference such that grade level differences were not significant in fifth grade students who received CBPA. Conclusions: Gender disparities in step totals were present on PE and recess days, but not on CBPA days. CBPA appears to provide equal PA benefits for both genders, and to potentially minimize the decline in PA among older students. ED590457 Classroom-Based Physical Activity: Minimizing Disparities in School-Day Physical Activity among Elementary School Students Grantee Submission Journal of Physical Activity and Health v15 n3 p161-168 2018 2018-00-00 Institute of Education Sciences (ED) 8 T https://doi.org/10.1123/jpah.2017-0323 2018 -1 As Provided APR2020 Yes R305A150277

New

Yes STEM Education Dual Enrollment Undergraduate Students Education Work Relationship Employment Potential High School Students College Credits Disproportionate Representation Curriculum Evaluation Student Placement Eligibility Student Recruitment Academic Advising Coaching (Performance) Mentors Tuition Low Income Students Federal Aid Student Loan Programs Educational Quality Transfer Policy Zinth, Jennifer Reports - Evaluative Texas Florida Illinois North Carolina Ohio Virginia Idaho Nevada Iowa Kentucky New Hampshire Indiana Nebraska North Dakota Hawaii Colorado Utah Rhode Island Oregon Louisiana Minnesota Perkins Loan Program Education Commission of the States English Higher Education Postsecondary Education High Schools Secondary Education In spite of the well-paying, in-demand jobs that many STEM degrees can lead to, just 18 percent of the 1.9 million bachelor's degrees awarded in the U.S. in 2015-16 (the most recent data available) were in STEM subject areas.3 Given that about 5 percent of workers with a non-STEM undergraduate degree work in a STEM field, a large proportion of a state's workforce is unlikely to secure jobs in these growing occupational areas without first generating and encouraging a student body interested in science, technology, engineering and math. One option for exposing students to these fields and putting them on a pathway toward a degree is dual enrollment -- or the opportunity to take college-level coursework (for college credit) while in high school. This Special Report outlines state-level policy components that help ensure dual enrollment programs in science, technology, engineering and math are broadly accessible, particularly to students traditionally underrepresented in STEM courses. ED590462 STEM Dual Enrollment: Model Policy Components Education Commission of the States 2018-10-00 Joyce Foundation 14 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2018 -1 ERIC APR2020

New

Yes Vocabulary Development Databases Training Models Statistical Analysis Prediction Performance High School Students Language Arts Secondary School Teachers Surveys Context Effect Kapelner, Adam Soterwood, Jeanine NessAiver, Shalev Adlof, Suzanne Reports - Research South Carolina Connecticut EISSN- English High Schools Secondary Education Vocabulary knowledge is essential to educational progress. High quality vocabulary instruction requires supportive contextual examples to teach word meaning and proper usage. Identifying such contexts by hand for a large number of words can be difficult. In this work, we take a statistical learning approach to engineer a system that predicts informativeness of a context for target words that span the range of difficulty from middle school to college level. Our database (released open source) includes 1,000 hand-selected words associated with approximately 70,000 contextual examples gathered from the Internet. Our training data included each context rated by 10 individuals on a four-point informativeness scale. We process the text of each context into a novel collection of approximately 600 numerical features that captures diverse linguistic information. We then fit a nonparametric regression model using Random Forests and compute out-of-sample prediction performance using cross-validation. Our system performs well enough that it can replace a human judge: for a target word not found in our dataset, we can provide curated contexts to a student learner such that most of the contexts (54 percent) feature rich contextual clues and confusing contexts are rare (&lt;1 percent). The quality of our curated contexts was validated by an independent panel of high school language arts teachers. [This paper was published in &quot;IEEE Transactions on Learning Technologies&quot; v11 n1 p13-26 Jan-Mar 2018 (ISSN 1939-1382) (EJ1174702).] ED589145 Predicting Contextual Informativeness for Vocabulary Learning Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 17 T http://dx.doi.org/10.1109/TLT.2018.2789900 2018 -1 As Provided APR2020 Yes R305A130467

New

Yes Family Environment Mathematics Instruction Numeracy Preschool Children Parent Attitudes Parents as Teachers Spatial Ability Mathematics Knowledge Level Mathematics Skills Parent Role Academic Ability Mathematics Activities Cognitive Development Verbal Ability Individual Characteristics Zippert, Erica L. Rittle-Johnson, Bethany Reports - Research Wechsler Preschool and Primary Scale of Intelligence Peabody Picture Vocabulary Test EISSN- English The goal of the current study is to develop a more complete understanding of the early &quot;home math environment,&quot; encompassing both numeracy and non-numeracy aspects of that environment. Parents of preschoolers (n = 63) were surveyed about their support of three components of early mathematics knowledge (i.e., numeracy, spatial, and pattern) as well as parents' math-related beliefs about themselves and their children. Children were administered a broad math knowledge assessment which included a numeracy subscale, and individual measures of spatial and patterning skills in the fall (concurrently). Broad math knowledge was measured again in the spring of the preschool year. Parents indicated providing some support of early math development through numeracy, spatial, and patterning activities, with a stronger emphasis on numeracy than pattern and space. Parents' child-specific ability beliefs were related to their numeracy, pattern, and broad math support, while their parent-specific ability beliefs were related to their spatial support. Parent support was rarely linked to child skills, except that numeracy support related to concurrent numeracy knowledge. Findings suggest that although parents do support a broad range of early math skills at home, parents tend to prioritize supporting early numeracy. Parents' beliefs, especially about their child's academic abilities, may influence components of the early home math environment, but future research is needed to better understand the relations between parent's academic beliefs and the home math environment they create. [This paper will be published in &quot;Early Childhood Research Quarterly.&quot;] ED589147 The Home Math Environment: More than Numeracy Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 47 T http://dx.doi.org/10.1016/j.ecresq.2018.07.009 2018 -1 As Provided APR2020 Yes R305A160132

New

No Foreign Countries Higher Education Educational Finance Income Expenditures Foreign Students Foreign Workers College Students College Applicants College Graduates Disadvantaged Youth Outcomes of Education College Faculty Unemployment Research and Development Student Characteristics Teacher Characteristics Majors (Students) Place of Residence National Surveys Student Surveys Gender Differences Salaries Dropout Rate Academic Degrees Employment Age Ethnicity Numerical/Quantitative Data Reports - Descriptive United Kingdom European Union Universities UK (United Kingdom) English Higher Education Postsecondary Education This report provides a snapshot of statistics from academic year 2016-17 related to students at UK higher education institutions and the income and expenditure of these institutions. The statistics reviewed include universities' research activity, student employability, and information on international students and staff. ?????Highlights include: (1) Non-UK staff accounted for 43% of academic staff in engineering and technology; and 39% in biological, mathematical and physical sciences; (2) 14% of undergraduate students, 35% of postgraduate students and 30% of academic staff were from outside the UK 18-year-old entry rates were at their highest recorded levels in England and Scotland; and (3) The high-skill employment rate in England was 56% higher for postgraduates than non-graduates. One appendix is included. [To view the 2017 report, see ED592536.] ED592541 Higher Education in Facts and Figures 2018 Universities UK 2018-12-00 978-1-8403-6413-2 32 Universities UK. Woburn House, 20 Tavistock Square, London, WC1H 9HQ, UK. Tel: +44-20-7419-4111; Fax: +44-20-7388-8649; e-mail: info@universitiesuk.ac.uk; Web site: http://www.universitiesuk.ac.uk N/A https://www.universitiesuk.ac.uk/facts-and-stats/data-and-analysis/Pages/facts-and-figures-2018.aspx 2018 -1 ERIC APR2020

New

No Multimedia Instruction Mathematics Instruction Problem Solving Preschool Children Video Technology Computer Games Educational Games Mathematics Achievement Instructional Effectiveness Parent Attitudes Learner Engagement Preschool Education Nonschool Educational Programs Mathematics Skills Parents Moorthy, Savitha Hupert, Naomi Llorente, Carlin Pasnik, Shelley Reports - Research Tests/Questionnaires New York California Education Development Center, Inc. (EDC) SRI Education English Early Childhood Education Preschool Education This report presents results from the &quot;CPB-PBS Ready To Learn PEG+CAT&quot; Content Study. &quot;PEG+CAT&quot; is a unique transmedia property that emphasizes early mathematics and problem solving. Each episode is structured around a specific mathematical problem the characters are trying to solve together. It includes video episodes, interstitial video, online games, and a tablet-based app, that allows children and their families to engage with the same characters, settings, and narratives on multiple devices, across various physical and social settings. The study examined how a sample of 59 four-year-old children engaged with and learned from selected sets of &quot;PEG+CAT&quot; videos and interactive games over five less-than-hour-long interactions. These five independent, unmediated interactions took place in a controlled learning laboratory setting. This study is one of an interrelated series of studies included in the Ready To Learn summative evaluation, being conducted by EDC's Center for Children and Technology and SRI Education's Center for Technology in Learning (EDC/SRI). EDC/SRI are serving as the external summative evaluators on behalf of the Ready To Learn partnership among the US Department of Education, the Corporation for Public Broadcasting, and PBS. [For the executive summary, see ED599706.] ED594256 &quot;PEG+CAT&quot; Content Study: Report to CPB-PBS the &quot;Ready to Learn Initiative&quot; Education Development Center, Inc. 2014-09-00 Department of Education (ED) Corporation for Public Broadcasting (CPB) Public Broadcasting Service (PBS) 110 Education Development Center, Inc. 55 Chapel Street, Newton, MA 02458-1060. Tel: 617-969-7100; Fax: 617-969-5979; Web site: http://ltd.edc.org N/A http://cct.edc.org/sites/cct.edc.org/files/ms-resources/EDC-SRI%20PegCat_Content_Study_Report.pdf 2014 -1 As Provided APR2020 U295A1005

New

No Trust (Psychology) Resilience (Psychology) African American Students Males High School Students Charter Schools Barriers Student Experience Positive Attitudes Role Models Facilitators (Individuals) Parent Role Teacher Role Administrator Role Social Development Emotional Development Academic Achievement Postsecondary Education Equal Education Public Education College Students Rhoden, Stuart Books Reports - Research English High Schools Secondary Education Postsecondary Education Higher Education Centered on a case study of a mid-Atlantic charter school, this book identifies the key factors that help Black male students navigate high school in spite of traditional and historical barriers. Rather than examining their experiences through a deficit model, this book adds to the growing body of data on the importance of positive role models--including parents, peers, teachers, and administrators--in facilitating socio-emotional and academic success at the secondary and postsecondary level. Rhoden demonstrates that encouraging trust and persistence in Black male students are essential components to positive academic and social achievement in the face of perceived and real structural inequalities. ED591422 Building Trust and Resilience among Black Male High School Students: Boys to Men. Routledge Research in Education Routledge Research in Education 2018-06-27 978-1-13-806661-8 124 Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/SE0393/ N/A https://www.routledge.com/Building-Trust-and-Resilience-among-Black-Male-High-School-Students-Boys/Rhoden/p/book/9781138066618 2018 -1 As Provided APR2020

New

No Teaching Methods Educational Policy Educational Change Educational Trends Futures (of Society) Educational Research School Administration Global Approach Competition Holistic Approach Multiple Intelligences Teacher Effectiveness Teacher Education Elementary Secondary Education 21st Century Skills Creativity Instructional Leadership Institutional Autonomy Cheng, Yin Cheong Books Reports - Descriptive English Elementary Secondary Education As social contexts and demands change in the 21st century, pedagogies and policies must adapt to keep up. Increasing emphasis on global preparedness, competitivity, and holistic education alongside a fast-paced, ever-changing environment may make policy implementation difficult. However, Cheng asserts that it is only by understanding the current trends, visions, and issues in education policy, implementation, and research that we can reflect, adapt, and improve future initiatives. To that end, Cheng elucidates the different paradigm shifts in classrooms and pedagogy all over the world. In his exploration of third-wave paradigm shifts in education, he charts the rationales, concerns, and effects in topics such as contextualized multiple intelligences, integrated learning, national education in globalization, teacher effectiveness and development, school-based management, and systemic education reform. This book is a promising referential resource for any policy-maker, academic, and educator who knows that the only way to progress is to look at and learn from the current issues and future trends globally. ED594928 Paradigm Shift in Education: Towards the Third Wave of Effectiveness. Routledge Research in Education Routledge Research in Education 2019-02-21 978-1-1383-8802-4 Policymakers 268 Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/SE0393/ N/A https://www.routledge.com/Paradigm-Shift-in-Education-Towards-the-Third-Wave-of-Effectiveness/Cheng/p/book/9781138388024 2019 -1 As Provided APR2020

New

No Art Education Literacy Education Ethnography Public Schools High School Teachers High School Students Constructivism (Learning) Aesthetics Interdisciplinary Approach Teaching Methods Guidelines Whitelaw, Jessica Books Reports - Evaluative English High Schools Secondary Education This book highlights the unique and co-generative intersections of the arts and literacy that promote critical and socially engaged teaching and learning. Based on a year-long ethnography with two literacy teachers and their students in an arts-based public high school, this volume makes an argument for arts-based education as the cultivation of a critical aesthetic practice in the literacy classroom. Through rich example and analysis, it shows how, over time, this practice alters the in-school learning space in significant ways by making it more constructivist, more critical, and fundamentally more relational. ED594931 Arts-Based Teaching and Learning in the Literacy Classroom: Cultivating a Critical Aesthetic Practice. Routledge Research in Education Routledge Research in Education 2019-05-08 978-1-138-34456-3 186 Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/SE0393/ N/A https://www.routledge.com/Arts-Based-Teaching-and-Learning-in-the-Literacy-Classroom-Cultivating/Whitelaw/p/book/9781138344563 2019 -1 As Provided APR2020

New

Yes Labor Market Recruitment Employers Employees Trend Analysis Personnel Selection Majors (Students) College Graduates Job Applicants Organizations (Groups) Employment Patterns Organization Size (Groups) Small Businesses Talent Development College Students Employment Critical Thinking Interpersonal Communication Communication Skills Teamwork Job Skills Employer Attitudes Gardner, Phil Reports - Research Michigan State University, Collegiate Employment Research Institute English Higher Education Postsecondary Education This year approximately 3,300 employers attempted the survey with 2.560 providing enough information to be included in the analyses. Seventy-three percent (1859 respondents) are recruiters seeking full-time talent or hiring managers overseeing talent acquisition within their organizations. Other contributors include internship and co-op managers (11%), recruiters seeking experienced talent (10%), and those filling short-term assignments of six months or less (7%). The results presented here focus on the information provided in this and subsequent briefs by full-time recruiters, hiring managers, and internship and co-op managers. Every major industrial sector (based on major NAIC codes) provided information for this survey. Sectors providing the highest number of respondents included: construction, educational services, finance and insurance services, healthcare and social assistance, manufacturing, and business, professional, and scientific services. An employer from every state and several territories appeared among the respondents. The respondents were geographically distributed across the country. States providing the highest number of respondents included: California, Illinois, Massachusetts, Michigan, Texas, and Wisconsin. The sustained, often explosive, growth of the college labor market has strained the ability of organization staffing professionals to meet their yearly hiring goals. They face increased competition, lack of qualified candidates, disinterest in the types of positions available or the job's location. For some positions few applicants are available. In an attempt to engage potential candidates, college recruiting staffs are examining their practices and incorporating more transparency at each step of the process. Part II of the Recruiting Trends 2018-2019 report focuses on the challenges hiring professionals face as they recruit college candidates, the positions proving more difficult to fill, and efforts to improve the recruiting process. The report concludes with a look at the hiring prospects for different academic majors. The most difficult positions to fill are in the skilled trades; simply, there are too few candidates and not enough candidates in the training pipeline. Skilled medical positions (nursing, physical therapist and other specialists) also are very difficult to fill. Institutions training skilled medical talent are at capacity. Estimates from several source suggest that 60,000 qualified nursing applicants are denied admittance yearly due to lack of space. [For &quot;Recruiting Trends, 2017-2018. 47th Edition. Brief 2: Hiring Outlook by Industry Sector and Geographic Region,&quot; see ED586486. For &quot;Recruiting Trends, 2018-2019. 48th Edition. Part I: Hiring Outlook,&quot; see ED593305.] ED593320 Recruiting Trends, 2018-2019. 48th Edition. Part II: Recruiting Challenges, Tough Positions, Improving Recruiting and Major Hiring Outlook Collegiate Employment Research Institute 2018-00-00 20 Collegiate Employment Research Institute. 113 Student Services Building, Michigan State University, East Lansing, MI 48824. Tel: 517-355-9510; Fax: 517-355-9523; Web site: http://ceri.msu.edu N/A 2018 -1 ERIC APR2020

New

Yes Vocational Education Postsecondary Education Undergraduate Study Noncredit Courses College Credits Certification Academic Degrees Associate Degrees Tuition Fees Wages Job Placement Dual Enrollment High School Students Federal Aid Enrollment Trends Carruth, Blair Palica, Michael Reports - Evaluative Numerical/Quantitative Data Utah Utah System of Higher Education (USHE) English Higher Education Postsecondary Education Two Year Colleges High Schools Secondary Education This report includes data on a diverse and broad array of Career and Technical Education (CTE), credit and noncredit offerings, provided by the Utah System of Higher Education (USHE) institutions that prepare people for employment in current or emerging occupations that require postsecondary credentials other than a baccalaureate or advanced degree. It also provides data on statewide programs, Short Term Intensive Training (STIT) and Custom Fit, where industry-specific courses are provided by USHE institutions on contract for individual companies. ED595862 Career and Technical Education. 2018 Annual Report. Issue Brief No. 2018-6 Utah System of Higher Education 2018-11-00 11 Utah System of Higher Education. Utah State Board of Regents, 60 South 400 West, Salt Lake City, UT 84101-1284. Tel: 801-321-7101; Web site: http://www.utahsbr.edu/ N/A 2018 -1 ERIC APR2020

New

No Educational Change 21st Century Skills Teaching Methods Guides Educational Principles Barriers Learning Processes Instructional Effectiveness Educational Policy Equal Education Educational Technology Educational Improvement Elementary Secondary Education Teacher Role Sustainability Educational Objectives Van den Branden, Kris Books Reports - Evaluative English Elementary Secondary Education &quot;Rethinking Schools and Renewing Energy for Learning&quot; presents a comprehensive view on the major challenges educators face in the 21st century, and the ways in which schools can make a difference. It describes key principles that can serve as guidelines for tackling those challenges in an effective and manageable way, looking both at what children should learn, and what they want to learn. Drawing on research, policy-related literature, and a wide range of practice-based examples, the book addresses various topics, such as goals, pedagogy, assessment, equity, policy, and the role of technology in learning. The book suggests that schools can be as rewarding and fulfilling as they have been in the past and gives examples of how this can be accomplished. &quot;Rethinking Schools and Renewing Energy for Learning&quot; will be of great interest to academics, postgraduate students, teacher educators, and scholars in the field of education, specifically interested in primary education, secondary education, teacher education, and education policy. ED594932 Rethinking Schools and Renewing Energy for Learning: Research, Principles and Practice. Routledge Research in Education Routledge Research in Education 2019-02-14 978-1-138-48693-5 Students Teachers 170 Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/SE0393/ N/A https://www.routledge.com/Rethinking-Schools-and-Renewing-Energy-for-Learning-Research-Principles/Branden/p/book/9781138486935 2019 -1 As Provided APR2020

New

No Vocational Education Teachers Vocational Education Professional Education Teaching Methods Higher Education Experiential Learning Occupations Accounting Allied Health Personnel Dentistry Animals Clothing Textiles Instruction Health Services Social Services Training Medical Education Medical Services Knowledge Level Teacher Education Loo, Sai Books Reports - Descriptive English Higher Education Postsecondary Education &quot;Teachers and Teaching in Vocational and Professional Education&quot; introduces a critical understanding of how teachers deliver occupational or vocational courses at various academic levels. Including wider coverage of work-related programmes and based on empirical research, this book uses the term occupation-related to refer to programmes spanning several academic levels and education sectors, including the further and higher education sectors. The book disassociates the English context of work-related studies, where issues of the academic-vocational division and socio-cultural dimensions have hampered critical investigations of this under-researched topic. Also, it offers a conceptual framework from the perspectives of teachers in their teaching and work-related settings derived from the understanding and development of Bernstein's recontextualization process. &quot;Teachers and Teaching in Vocational and Professional Education&quot; will be of great interest to academics, researchers and postgraduates who are engaged in the study of education and occupation-related programmes. The programme areas include accounting, dental hygiene, equine studies, fashion and textiles, health and social care, medical training of clinicians and emergency medicine, and travel and tourism. ED594940 Teachers and Teaching in Vocational and Professional Education. Routledge Research in Vocational Education Routledge, Taylor & Francis Group 2017-09-18 978-1-138-05697-8 Students Researchers 248 Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com N/A https://www.routledge.com/Teachers-and-Teaching-in-Vocational-and-Professional-Education/Loo/p/book/9780367245122 2017 -1 As Provided APR2020

New

Yes College Outcomes Assessment Student Evaluation Universities College Students Pretests Posttests Testing Programs Program Administration Program Development Pastor, Dena A. Foelber, Kelly J. Jacovidis, Jessica N. Fulcher, Keston H. Sauder, Derek C. Love, Paula D. Reports - Descriptive Virginia ISSN-2155-7535 Association for Institutional Research (AIR) English Higher Education Postsecondary Education James Madison University has used dedicated Assessment Days for more than 30 years to collect longitudinal data on student learning outcomes. Our model ensures all incoming students are tested twice: once before beginning classes and again after accumulating 45-70 credit hours. Although each student completes only four instruments during a 2-hour testing period, 25 different assessments are administered, thereby allowing for the examination of student growth on a variety of different outcomes. This article describes our model and outlines the logistics involved in planning for Assessment Day, including the physical and human resources needed for its success. We also address changes we have made over the years and the challenges we continue to encounter. Our intention is to share lessons learned and encourage readers to consider how our model might be adapted for the assessment of programs both large and small at their own institutions. ED594970 University-Wide Assessment Days: The James Madison University Model. The AIR Professional File, Spring 2019. Article 144 Association for Institutional Research 2019-00-00 17 Association for Institutional Research. 1435 East Piedmont Drive Suite 211, Tallahassee, FL 32308. Tel: 850-385-4155; Fax: 850-383-5180; e-mail: air@airweb.org; Web site: http://www.airweb.org N/A 2019 -1 As Provided APR2020

New

Yes Institutional Research Data Use Decision Making Private Colleges Management Systems Governance Administrative Organization Organizational Change Trust (Psychology) Advisory Committees Anderson, Rebekah Rip, Nichole Reports - Descriptive Oregon (Portland) ISSN-2155-7535 Association for Institutional Research (AIR) English Higher Education Postsecondary Education The main purpose of institutional research (IR) is to provide objective, systematic, and thorough data that support an institution's enrollment goals, planning, policy formation, and decision making. Traditionally, institutions gathered data on their activities, students and staff, programs, management, and operations. University staff then analyzed and interpreted those data to inform decision making down the road. In the case of our institution, there was only limited and non-cohesive data when a reorganization of the personnel and department structure occurred. The purpose of this paper is to explain the strategies and institutional shift University of Western States (UWS) used to facilitate strategic and data-driven decision making; how UWS improved the data, technology operations, and data management to cultivate an environment of data stewards; and how UWS turned these data into valuable information to use for strategic decision support. ED594971 From Data Crisis to Data-Centric. The AIR Professional File, Spring 2019. Article 145 Association for Institutional Research 2019-00-00 21 Association for Institutional Research. 1435 East Piedmont Drive Suite 211, Tallahassee, FL 32308. Tel: 850-385-4155; Fax: 850-383-5180; e-mail: air@airweb.org; Web site: http://www.airweb.org N/A 2019 -1 As Provided APR2020

New

No Principals Administrator Education State Policy Educational Policy Advocacy Evidence Based Practice Educational Change Networks Colleges Institutional Cooperation Models Educational Innovation Partnerships in Education Program Implementation Hunt, Erika L., Ed. Hood, Lisa, Ed. Haller, Alicia M., Ed. Kincaid, Maureen, Ed. Books Collected Works - General Illinois English Higher Education Postsecondary Education Providing an in-depth look at the processes, pitfalls, and successes that can emerge from major education reform efforts at the state level, this volume covers the full policy change cycle in the development and transformation of the Illinois principal preparation program. Offering perspectives from the major stakeholder groups involved in transforming Illinois principal preparation--school districts, universities, state education agencies, teachers unions, and professional associations--this book documents the three district policy stages: policy formation, implementation, and improvement. As a national award-winning leader in principal preparation policy and practice, Illinois serves as a model for effective policy reform. Grounded in a strong theoretical framework, this volume provides candid observations and lessons learned for researchers, scholars, and policymakers. Following an introduction, contents include: (1) Setting the Stage for the State Policy Change Process Involving Principal Preparation in Illinois: The What and How (Alicia Haller, Erika Hunt, and Debra Baron); (2) Applying the Advocacy Coalition Framework to the Policy Change Process in Illinois (Alicia Haller, Erika Hunt, and Debra Baron); (3) Policy Transfer from Local to Statewide: Scaling Evidence-Based Principal Preparation Practices in Illinois (Steve Tozer and Diane Rutledge); (4) The Role of Policy Entrepreneurs: What Policy Organizations Bring to State Education Reform (Lynne Haeffele); (5) The Role of Policy Networks to Support Policy Diffusion Through Implementation: A Multi-Case Study of Four Universities Working Together (Lisa Hood, Erika Hunt, Alicia Haller, and Deb Baron); (6) Modeling Innovation into Principal Preparation: The Illinois Partnerships for Rigorous Training (IL-PART) Project (North Central College faculty); (7) Monitoring Implementation: Results of Statewide Study on Implementation (Brad White); and (8) Developing Systems for Continuous Improvement for Principal Preparation Programs (Kristine Servais and Joe Pacha). ED594975 Reforming Principal Preparation at the State Level: Perspectives on Policy Reform from Illinois. Routledge Research in Education Policy and Politics Routledge Research in Education Policy and Politics 2019-04-04 978-1-1382-9922-1 Researchers Students Policymakers 264 Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/RREPP/ N/A https://www.routledge.com/Reforming-Principal-Preparation-at-the-State-Level-Perspectives-on-Policy/Hunt-Hood-Haller-Kincaid/p/book/9781138299221 2019 -1 ERIC APR2020

New

No Selective Admission Low Income Students Access to Education Tuition College Choice College Applicants Enrollment Socioeconomic Status High Achievement Student Financial Aid College Students Dynarski, Susan Libassi, C. J. Michelmore, Katherine Owen, Stephanie Reports - Research Michigan National Bureau of Economic Research English Higher Education Postsecondary Education Low-income students, even those with strong academic credentials, are unlikely to attend a highly selective college. With a field experiment, we test an intervention to increase enrollment of low-income students at the highly selective University of Michigan. We contact students (as well as their parents and principals) with an encouragement to apply and a promise of four years of free tuition and fees upon admission. Materials emphasize that this offer is not contingent on completing aid applications (e.g., the FAFSA or PROFILE). Treated students were more than twice as likely to apply to (67 percent vs. 26 percent) and enroll at (27 percent vs. 12 percent) the University of Michigan. There was no diversion from schools as (or more) selective as UM. The enrollment effect of 15 percentage points (pp) comprises students who would otherwise attend a less selective, four-year college (7 pp), a community college (4 pp), or no college (4 pp). Effects persist through two years of follow-up. The intervention closed by half the income gaps in college choice among Michigan's high-achieving students. We conclude that an encouragement to apply, paired with a promise of aid, when communicated to students and influential adults, can substantially close income gaps in college choices. ED594348 Closing the Gap: The Effect of a Targeted, Tuition-Free Promise on College Choices of High-Achieving, Low-Income Students. NBER Working Paper No. 25349 National Bureau of Economic Research 2018-12-00 National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org N/A http://dx.doi.org/10.3386/w25349 2018 -1 As Provided APR2020 Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/86381

New

Yes Computer Oriented Programs Lifelong Learning Educational Technology Educational Benefits Electronic Learning Informal Education Independent Study Online Courses Self Actualization Learning Motivation Teacher Role Teacher Student Relationship Web 2.0 Technologies Foreign Countries Ersöz, Abdullah R. Küçüksüleymanoglu, Rüyam Ersöz, Zeynep Journal Articles Reports - Research Turkey ISSN-2501-9120 English Edmodo is basically a web application that is similar to Facebook but provides educational tools instead of a social media platform. Edmodo also reinforces classroom activities. Another benefit of Edmodo is that it allows teachers to create online classes. Teachers post assignments, lecture notes, exams, competitions, and also evaluate students and communicate with them via Edmodo. E-Learning makes it possible to learn about information and communication technologies. Applications such as Edmodo Classroom 2.0 makes it possible to learn even outside the classroom. These applications are viewed as solutions to insufficient class hours and issues that are experienced within the class. In the digital age, new generations tend to maintain different opinions and also different learning capabilities. It's important that we care about how this generation can learn and respond to diverse teaching methods for the sake of their future. Online activities that support learning outside classroom is similar to other learning practices. Life-long learning is important for building the future of our education. A process is alternative to formal education. It has no place and no time. Life-long learning aims to ensure the community are aware of all learning opportunities, it establishes a culture of learning so that people are excited by learning and they can enhance independent learning through technology. Students who use technology as a part of their life makes life-long learning necessary. Environments and mass media are needed in lifelong learning activities to provide learning outside the school. In this study, a course work is explained with using Edmodo for life-long learning. It also explains how the learning continues in online environments and the benefits of life-long learning of Edmodo. In this way, it is thought that the researchers who study same subjects can benefit in an effective way. ED597937 A Suggestion on How &quot;Edmodo&quot; Can Encourage a Lifelong Learning Online Submission European Journal of Open Education and E-learning Studies v2 n1 p141-153 2017 2017-00-00 13 N/A 2017 -1 As Provided APR2020

New

No Educational Theories Educational Anthropology Instructional Design Science Laboratories Biology Social Systems Faculty Development Autism Mothers Educational Trends Foreign Countries Varenne, Herve, Ed. Books Collected Works - General Reports - Descriptive United States Mexico English This volume investigates the ubiquitous education of everyday life as people contest the normal, settle on a new convention, and deal with the difficulties that arise. By documenting adolescent Dominican girls, young men in Silicon Valley, successful venture capitalists, and others imagining, explaining, and challenging the status quo, this book presents evidence that the proper starting point for education is struggle and play within and around institutionalized social and cultural conditions. Through a development of Varenne's earlier research at the intersection of anthropology and education, this book highlights transformative work that constructs new cultures, and it presents a revitalized theory of culture, difference, and education. Contents include: (1) Normals, emerging and diverging (Hervé Varenne); (2) Girls, taking new directions (Sarah Wessler and Hervé Varenne); (3) Designing, animating and repairing a suitable DoItYourself biology lab (Michael Scroggins and Hervé Varenne); (4) Re-designing capitalism (Daniel Souleles and Hervé Varenne); (5) Teachers, educating themselves about their school (Jill Koyama and Hervé Varenne); (6) Figuring out the ages of autism (Juliette de Wolfe and Hervé Varenne); (7) Mothers, educating themselves about their children's futures in Mexico and the United States (Gabrielle Oliveira and Hervé Varenne); (8) To not/wear or to not not/wear hijab: The girls and boys of Bangladesh Avenue in America (Sunonda Sammadar Corrado and Hervé Varenne); (9) Animals instructing humans instructing animals (Jennifer Van Tiem and Hervé Varenne); and (10) What next? Keeping life in education (Hervé Varenne). ED594999 Educating in Life: Educational Theory and the Emergence of New Normals. Routledge Research in Education Routledge Research in Education 2019-04-23 978-1-1383-1366-8 286 Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/SE0393/ N/A https://www.routledge.com/Educating-in-Life-Educational-Theory-and-the-Emergence-of-New-Normals/Varenne/p/book/9781138313668 2019 -1 As Provided APR2020

New

No Neoliberalism Commercialization Educational Change Foreign Countries Educational Policy Marketing Public Schools Elementary Secondary Education Entrepreneurship Vocational Education Academic Education Competition Adult Education Institutional Evaluation Trust (Psychology) Corporations School Choice Immigrants Equal Education Dahlstedt, Magnus, Ed. Fejes, Andreas, Ed. Books Collected Works - General Sweden English Elementary Secondary Education Adult Education &quot;Neoliberalism and Market Forces in Education&quot; provides a wide perspective on the dramatic transformation of education policy in Sweden that has taken place during the last 30 years, with a specific focus on marketization. The marketization of education in Sweden is set in the wider international context of changes in education systems. With contributions from researchers across a wide range of scientific disciplines, the book provides examples of the consequences of market orientation in education in terms of increase in inequality as well as in terms of what the market orientation means for principals, teachers, and students. It considers how Sweden has developed one of the most marketized education systems in the world and the possible consequences of such processes, as identified by research. &quot;Neoliberalism and Market Forces in Education&quot; will be of great interest to educational practitioners, politicians, scholars in the field, and postgraduate and research students in education. This book contains the following chapters: (1) Market forces in Swedish education (Magnus Dahlstedt and Andreas Fejes); (2) Public schools' market strategies (Håkan Forsberg and Mikael Palme); (3) Equity and choice for newly arrived migrants (Dennis Beach and Marianne Dovemark); (4) Consequences of free school choice and local responses (Viktor Vesterberg and Magnus Dahlstedt); (5) Market reforms in Sweden and the OECD (Anders Trumberg); (6) Representations of a school in constant crisis (Eva Reimers); (7) 'Market relevance' and the academic-vocational divide (Mattias Nylund); (8) Fostering entrepreneurial citizens (Magnus Dahlstedt and Andreas Fejes); (9) Neoliberalising adult education (Marie Carlson and Bengt Jacobsson); (10) A stimulating competition in the upper secondary school market? (Ann-Sofie Holm and Lisbeth Lundahl); (11) Procurement as a market in adult education (Andreas Fejes and Diana Holmqvist); (12) School fairs as the market place of education (Martin Harling); (13) Swedish school companies going global (Linda Rönnberg); (14) School inspection and the market (Sara Carlbaum); (15) Trust-based evaluation in a market-oriented school system (Jonas Vlachos); and (16) Lessons from Sweden (Andreas Fejes and Magnus Dahlstedt). ED595001 Neoliberalism and Market Forces in Education: Lessons from Sweden. Routledge Research in Education Policy and Politics Routledge Research in Education Policy and Politics 2019-02-28 978-1-1386-0088-1 Media Staff Practitioners Students 244 Routledge. Available from: Taylor & Francis Group LLC, 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; Web site: http://www.routledge.com/books/series/RREPP/ N/A https://www.routledge.com/Neoliberalism-and-Market-Forces-in-Education-Lessons-from-Sweden-1st/Dahlstedt-Fejes/p/book/9781138600881 2019 -1 ERIC APR2020

New

Yes Robotics Thinking Skills Programming Student Projects Active Learning Secondary School Students Foreign Countries Comparative Analysis Measurement Teaching Methods Computer Science Education Student Attitudes STEM Education Reliability Pretests Posttests Karaahmetoglu, Kübra Korkmaz, Özgen Journal Articles Reports - Research Turkey ISSN-2148-6123 English Secondary Education The aim of this study is to investigate the effects of project-based Arduino educational robot applications on students' computational thinking skills and their perception of STEM skill levels. The study group consists of 6th grade students from 2 different secondary schools from Turkey. Within the scope of the research, classes were assigned to experimental and control groups neutrally. There are 15 students in the control group and 18 students in the experimental group. The experimental study continued for 11 weeks in both groups. In the experimental group, project-based Arduino educational robot applications were applied in classes whereas in the control group, project development activities were carried out with block based programming tool. The research data were collected by using the computer-based skill level scale ([alpha] = 0.809) and the Basic STEM Skill Levels scale ([alpha] = 940). The mean, standard deviation, minimum, and maximum, Mann-Whitney U tests were used for independent measurements and the associated measurements were performed on the collected data. At the end of the research, it was determined that activities based on block based robotic programming tool did not have a significant effect on both students' total scores of STEM skills and scores related to factors, but when computational thinking skills were analyzed, it was found that they contributed significantly more than the total score and problem solving factor based on block based programming tool. ED595950 The Effect of Project-Based Arduino Educational Robot Applications on Students&apos; Computational Thinking Skills and Their Perception of Basic STEM Skill Levels Online Submission Participatory Educational Research v6 n2 p1-14 Dec 2019 2019-12-00 14 T 2019 -1 As Provided APR2020

New

Yes Reading Instruction Reading Skills Teaching Methods Online Courses Educational Technology Technology Uses in Education Reading Programs Skill Development Mastery Learning Reading Motivation Program Effectiveness Elementary Schools Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Conventional Instruction Phonics Vocabulary Listening Skills Intervention Kloos, Heidi Sliemers, Stephanie Cartwright, Macey Mano, Quintino Stage, Scott Journal Articles Reports - Research EISSN- English Elementary Education Early Childhood Education Grade 2 Primary Education Grade 3 Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Important strides have been made in the science of learning to read. Yet, many students still struggle to attain reading proficiency. This calls for sustained efforts to bridge theoretical insights with applied considerations about ideal pedagogy. The current study was designed to contribute to this conversation, namely by looking at the efficacy of an online reading program. The chosen reading program, referred to as MindPlay Virtual Reading Coach (MVRC), emphasizes the mastery of basic reading skills to support the development of reading fluency. Its focus on basic skills diverges from the goal of increasing reading motivation. And its focus on reading fluency, vs. broad literacy achievement, offers an alternative to already existing reading enrichment. In order to test the efficacy of MVRC, we recruited three school districts. One district provided data from elementary schools that used the MVRC program in Grades 2 to 6 (N = 2,531 total). The other two districts participated in a quasi-experimental design: Six 2nd-grade classrooms and nine 4th-grade classrooms were randomly assigned to one of three conditions: (1) instruction as usual, (2) instruction with an alternative online reading program, and (3) instruction with MVRC. Complete data sets were available from 142 2nd-graders and 172 4th-graders. Three assessments from the MVRC screener were used: They assessed reading fluency, phonic skills, and listening vocabulary at two time points: before and after the intervention. Results show a clear advantage of MVRC on reading fluency, more so than on phonics or listening vocabulary. At the same time, teachers reported concerns with MVRC, highlighting the challenge with reading programs that emphasize basic-skills mastery over programs that seek to encourage reading. ED596283 MindPlay Virtual Reading Coach: Does It Affect Reading Fluency in Elementary School? Online Submission Frontiers in Education v4 n67 Jul 2019 2019-07-10 39 T 2019 -1 As Provided APR2020

New

Yes School Readiness Intervention Early Childhood Education Outcomes of Treatment Outcomes of Education Adolescents Followup Studies Executive Function Grades (Scholastic) Emotional Response Stimuli Behavior Problems Disadvantaged Youth Self Control Academic Achievement Watts, Tyler W. Gandhi, Jill Ibrahim, Deanna A. Masucci, Michael D. Raver, C. Cybele Reports - Research Illinois (Chicago) EISSN- English Early Childhood Education The current paper reports long-term treatment impact estimates for a randomized evaluation of an early childhood intervention designed to promote children's developmental outcomes and improve the quality of Head Start centers serving high-violence and high-crime areas in inner-city Chicago. Initial evaluations of end-of-preschool data reported that the program led to reductions in child behavioral problems and gains in measures of executive function and academic achievement. For this report, we analyzed adolescent follow-up data taken 10 to 11 years after program completion. We found evidence that the program had positive long-term effects on students' executive function and grades, though effects were somewhat imprecise and dependent on the inclusion of baseline covariates. Results also indicated that treated children had heightened sensitivity to emotional stimuli, and we found no evidence of long-run effects on measures of behavioral problems. These findings raise the possibility that developing programs that improve on the Head Start model could carry long-run benefits for affected children. [This paper was published in &quot;PLOS ONE&quot; Jul 2018.] ED589148 The Chicago School Readiness Project: Examining the Long-Term Impacts of an Early Childhood Intervention Grantee Submission 2018-00-00 Institute of Education Sciences (ED) National Institutes of Health (DHHS) 79 T https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0200144 2018 -1 As Provided APR2020 Yes R01HD046160

New

No Community Colleges Educational Change Economic Climate Program Implementation Accountability Educational History College Programs Program Evaluation Program Effectiveness Enrollment Student Attrition Jordan, Chet Picciano, Anthony Books Reports - Evaluative California New York Tennessee Florida Connecticut Wisconsin English Higher Education Postsecondary Education Two Year Colleges The book analyses and evaluates several key community college reform programs that emerged after the Recession of 2008 and as a result of major initiatives in California, New York, Tennessee, Florida, Connecticut and Wisconsin. Because of the economic downturn in the early 21st Century, an already eroding financial base for public higher education saw even further losses. At the same time, enrollments were booming, particularly in the two-year sector where many students who would have traditionally forgone a college education, were now enrolling to ensure their competitiveness in a harsh labor market. Chapters in this book examine the development and implementation of initiatives and accountability measures imposed across the states by the Obama administration, and consider their effectiveness in reducing the impact of the loss of students, and their role in improving courses. This book will be of interest to postgraduates and researchers exploring the history of education in the United States, as well as academic administrators, faculty, and policy-makers with an interest in reform-based practices that have been successfully implemented in community colleges. ED598626 Post-Recession Community College Reform: A Decade of Experimentation. Routledge Research in Higher Education Routledge, Taylor & Francis Group 2019-07-25 978-1-1383-2079-6 Students Researchers Administrators Teachers Policymakers 156 Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com N/A https://www.routledge.com/Post-Recession-Community-College-Reform-A-Decade-of-Experimentation-1st/Jordan-Picciano/p/book/9781138320796 2019 -1 As Provided APR2020

New

Yes Foreign Countries Feedback (Response) Conferences (Gatherings) Student Attitudes Teacher Student Relationship Cooperation Females College Students English (Second Language) Majors (Students) Writing Skills Academic Language Second Language Instruction Teacher Role Alrezqi, Wafa'a Mueed Althaqafi, Abeer Sultan Reports - Research Tests/Questionnaires Saudi Arabia EISSN- English Higher Education Postsecondary Education The present study focuses on feedback-based writing conferences (FBWCs) that involve feedback sessions with the teacher in a more dialogic and collaborative atmosphere to respond to students' writing. The rationale behind eliciting students' views and preferences regarding one-on-one and group FBWCs stems from the importance of fostering effective collaboration between students and their teachers using the learners' preferred approaches of critical and constructive discussions. Three research questions were developed to guide the mixed methods study, which focused on students' perceptions, their preferences concerning individual or group FBWCs, and their suggestions for better implementation of FBWCs in foundational academic writing courses. The study's participants were 77 first-year female university students majoring in English. All the students responded to an online survey, and nine of them voluntarily participated in semi-structured interviews. Statistical analyses of quantitative data were performed by SPSS, using a descriptive analysis approach in addition to using paired &quot;t tests.&quot; A thematic analysis approach was used to analyse qualitative data. Findings revealed students' satisfactions with, and their positive views about, the usefulness of FBWCs for their academic writing development. The students' responses indicated no significant differences between their preferences for individual or group FBWCs; however, students emphasized their needs for adequate and meaningful feedback in collaborative and motivating environments. The results identified implications for EFL teaching, namely, that teachers should play facilitating and guiding roles during individual and group FBWCs, given that students expressed preferences for the teacher's feedback over peer- and self-evaluation. ED595025 The Perception of Female Saudi English Students of the Relative Value of Writing Feedback through ?Conferencing Online Submission 2019-00-00 64 N/A 2019 -1 As Provided APR2020

New

Yes Program Effectiveness Program Implementation Fidelity Grade 6 Grade 7 Middle School Students Reading Comprehension Reading Achievement Reading Difficulties Student Motivation Learner Engagement Early Adolescents Gender Differences Age Differences Socioeconomic Status Ethnicity Evidence Based Practice Direct Instruction Vocabulary Development Word Study Skills Content Area Reading Institutional Characteristics Professional Development Class Size Teacher Student Ratio Educational Technology Technology Uses in Education Teaching Methods Reading Skills Decoding (Reading) Reading Fluency Writing Instruction Reading Programs Reading Instruction Intervention Vaden-Kiernan, Michael Caverly, Sarah Bell, Nance Sullivan, Kate Fong, Carlton Atwood, Erin Borman, Geoffrey Park, So Jung Jones, Debra Hughes Reports - Research Louisiana Iowa Tests of Basic Skills SEDL Abt Associates, Inc. English Elementary Education Grade 6 Intermediate Grades Middle Schools Grade 7 Junior High Schools Secondary Education The Louisiana Striving Readers evaluation assessed the implementation and effectiveness of the Voyager &quot;Passport Reading Journeys&quot; (PRJ), a widely used supplemental literacy intervention for struggling adolescent readers that reflects the research-based practices recommended by the National Reading Panel (2000) and other more recent syntheses (Biancarosa &amp; Snow, 2004; Edmonds, et al., 2009; Kamil, et al., 2008; Scammacca et al., 2007; Torgesen et al., 2007). To date, PRJ has been adopted in 45 states across the country in almost 470 districts and over 2,200 schools, and has served over 268,000 students. PRJ offers four levels of instruction appropriate for middle and high school students. The PRJ curriculum uses direct, explicit instruction in reading comprehension, vocabulary, and word study for adolescents who struggle with reading using age-appropriate fiction and non-fiction texts. The Louisiana Striving Readers Program, funded by the Louisiana Department of Education (LDOE) through a grant from the U.S. Department of Education, targeted over 1,200 struggling readers in grades 6-7 from ten middle schools across the state of Louisiana. The grant required a rigorous, independent experimental evaluation, conducted by SEDL, addressing fidelity of program implementation and program impacts on student motivation and reading achievement. The study reported here had two specific aims: (1) determine the fidelity of implementation, or the extent to which the program was delivered as the grant indicated it should be implemented; and (2) determine the impacts of PRJ on student reading and other related outcomes (i.e., student motivation and engagement in reading) and how the effects may have varied by student subgroups. This report details the intervention, the implementation study design and results, and the impact study design and results. ED595145 Louisiana Striving Readers: Final Evaluation Report SEDL 2012-03-00 Department of Education (ED) Institute of Education Sciences (ED) 220 SEDL. 4700 Mueller Boulevard, Austin, TX 78723. Tel: 800-476-6861; Tel: 512-476-6861; Fax: 512-476-2286; e-mail: info@sedl.org; Web site: http://www.sedl.org N/A 2012 -1 ERIC APR2020 Yes S371A090009 Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/81701

New

No Relaxation Training Metacognition Intervention Children Autism Elementary School Students Physical Activities Students with Disabilities Pervasive Developmental Disorders Carroll-Wray, Kathleen Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This school-based yoga program was developed for elementary school aged children with autism spectrum disorder-level 1, also referred to as high functioning autism. High functioning autism (HFA) is associated with developmental delays in social domains involving communication and interaction, as well as restricted, repetitive behaviors, and sensory challenges (American Psychiatric Association, 2013). Common comorbid concerns relate to attention, anxiety and depression (Stoddart, 2005; Tarazi, et al., 2015; Volkmar, et al., 2014). While there is some existing literature regarding the efficacy of yoga as an intervention for children with autism, the majority of the literature regarding yoga focuses on these comorbid diagnoses (American Academy of Pediatrics, 2016; Birdee, et al., 2009; Black, et al., 2015; Galantino, 2008). This dissertation addressed this discrepancy first with a review of the literature regarding high functioning autism; existing research for yoga as a school based intervention for children's attention, anxiety and depression; and, the efficacy of using yoga in schools with children who have autism. Following this review, a formal needs assessment was conducted, involving interviews with occupational therapists, mental health professionals, and educators. The literature review and needs assessment informed recommendations for the development of &quot;Go with the Flow: A School Based Yoga Program for Elementary School Aged Students with High Functioning Autism.&quot; [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED596417 Go with the Flow: A School Based Yoga Program for Elementary School Aged Students with High Functioning Autism ProQuest LLC Psy.D. Dissertation, The Chicago School of Professional Psychology 2019-00-00 978-0-4387-1057-3 202 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10937085 2019 -1 As Provided APR2020

New

No Interpersonal Competence Social Development Young Children Skill Development Teaching Methods Parent Role Teacher Role Interpersonal Communication Interpersonal Relationship Coping Self Esteem Conflict Resolution Self Control Inquiry Schmidt, Christine A. Books Reports - Descriptive English Social competency is a set of skills that provide children with the tools and abilities to successfully navigate the world around them. &quot;Developing Social Competency in Young Children&quot; looks at each of the seven Cs of social competence--communication, community building, coping, confidence, conflict resolution, control, and curiosity. During any given day, a child will enter and exit many group situations. More often than not, children lack the knowledge and experience to be socially competent in all situations. There is not a switch or a specific age when children automatically become socially competent and adults often assume that when children reach a certain age or milestone they will know how to effectively employ the seven Cs of social competency without being taught. These skills must be taught and environments need to be designed to encourage the development of these skills while intentionally providing opportunities to test and hone them. &quot;Developing Social Competency in Young Children&quot; examines the role of the adult in designing the environment and using intentional strategies to maximize a child's success. At the end of each skill discussed, there are parent and staff educational tips and strategies that can be used in everyday life. ED599741 Developing Social Competency in Young Children Redleaf Press 2019-00-00 978-1-60554-653-7 Parents Practitioners 192 Redleaf Press. 10 Yorkton Court, St. Paul, MN 55117-1065. Tel: 800-423-8309; Fax: 800-641-0115; Web site: http://www.redleafpress.org N/A https://www.redleafpress.org/Developing-Social-Competency-in-Young-Children-P2299.aspx 2019 -1 As Provided APR2020

New

Yes Psychomotor Skills Motor Development Inclusion Preschool Education Preschool Children Physical Activities Exercise Access to Education Students with Disabilities Literacy Numeracy Developmental Disabilities Individualized Instruction Science Activities Interdisciplinary Approach Yang, Hsiu-Wen Ostrosky, Michaelene M. Favazza, Paddy C. Stalega, Melissa V. Block, Marty E. Reports - Descriptive EISSN- English Early Childhood Education Preschool Education During the preschool years children develop many new skills, including gross motor abilities, which serve as a foundation for school readiness skills in areas such as language, socialization and cognition. Like other domains, motor skill development does not happen without practice opportunities. That is, it requires multiple opportunities whereby children engage in physical activities to become proficient at skills such as marching, climbing, and throwing. The purpose of this article is to describe strategies that teachers can use to encourage and facilitate all children's participation in motor activities within inclusive preschool settings. [This is the online version of an article published in &quot;Young Exceptional Children.&quot; For the final published version of this article, see EJ1234760.] ED595406 Embedding Motor Activities into Inclusive Preschools Grantee Submission 2018-06-29 Institute of Education Sciences (ED) Teachers 18 T http://dx.doi.org/10.1177/1096250618783994 2018 -1 As Provided APR2020 Yes R324A150074

New

No College Readiness Career Readiness Accountability Educational Policy State Standards Language Arts Academic Standards Teacher Attitudes Administrator Attitudes Principals School Districts Elementary Secondary Education English Policy Analysis Public Officials Comparative Analysis Edgerton, Adam Kirk Desimone, Laura M. Reports - Research Texas Ohio Kentucky ISSN- English Elementary Secondary Education Critics of standards-based reform often cite an accountability policy environment that disproportionately affects teachers compared with principals and district officials. We directly examine this disproportionality. In our three study states of Texas, Ohio, and Kentucky, we use survey analysis to understand how policy environments for district officials, principals, and teachers differ. We find that in all three states, teachers report experiencing significantly more accountability than do principals. Teachers in every state also report significantly lower authority toward their state's standards. In Texas, these authority gaps predict less coverage of English language arts standards. [This is the in press version of an article published in &quot;American Journal of Education&quot; (ISSN 0195-6744).] ED595641 Mind the Gaps: Differences in How Teachers, Principals, and Districts Experience College- and Career-Readiness Policies Grantee Submission 2019-08-00 Institute of Education Sciences (ED) 27 T https://doi.org/10.1086/704099 2019 -1 As Provided APR2020 Yes R305C150007

New

No Mathematics Instruction Coaching (Performance) Educational Change Intervention Context Effect Interpersonal Relationship Adjustment (to Environment) Elementary Secondary Education Teacher Improvement Faculty Development Beginning Teachers Experienced Teachers Russell, Jennifer Lin Correnti, Richard Stein, Mary Kay Bill, Victoria Hannan, Maggie Schwartz, Nathaniel Booker, Laura Neergaard Pratt, Nicole Roberts Matthis, Chris Reports - Research Tennessee EISSN- English Elementary Secondary Education Attempts to scale up instructional interventions confront implementation challenges that mitigate their ultimate impact on teaching and learning. In this article, we argue that learning about adaptation during the design and implementation phases of reform is critical to the development of interventions that can be implemented with integrity at scale. Through analysis of data generated during a mathematics instructional coaching initiative, we examine the adaptations coaches made to diverse relational and organizational contexts. Findings from two studies of adaptation illustrate the need to attend to the extent to which adaptations are consistent with the core features of a reform. Based on our findings, we posit a generalizable model that supports evidence-based mutual adaptation. [This is the online first version of an article published in &quot;American Educational Research Journal.&quot;] ED599340 Learning from Adaptation to Support Instructional Improvement at Scale: Understanding Coach Adaptation in the TN Mathematics Coaching Project Grantee Submission 2019-00-00 Institute of Education Sciences (ED) 40 T https://doi.org/10.3102/0002831219854050 2019 -1 As Provided APR2020 Yes R305H140112

New

Yes Preschool Children Mathematics Mathematics Skills Knowledge Level Predictor Variables Spatial Ability Cognitive Ability Prior Learning Mathematical Concepts Hypothesis Testing Preschool Education Visual Perception Short Term Memory Cognitive Development Intelligence Tests Young Children Children Language Tests Language Skills Statistical Analysis Rittle-Johnson, Bethany Zippert, Erica L. Boice, Katherine L. Reports - Research Wechsler Preschool and Primary Scale of Intelligence Wechsler Intelligence Scale for Children EISSN- English Preschool Education Early Childhood Education Because math knowledge begins to develop at a young age to varying degrees, it is important to identify foundational cognitive and academic skills that might contribute to its development. The current study focused on two important, but often overlooked skills that recent evidence suggests are important contributors to early math development: patterning and spatial skills. We assessed preschool children's repeating patterning skills, spatial skills, general cognitive skills and math knowledge at the beginning of the pre-kindergarten year. We re-assessed their math knowledge near the end of the school year, with complete data for 73 children. Children's repeating patterning and spatial skills were related and were each unique predictors of children's math knowledge at the same time point and seven months later. Further, repeating patterning skills predicted later math knowledge even after controlling for prior math knowledge. Thus, although repeating patterning and spatial skills are related, repeating patterning skills are a unique predictor of math knowledge and growth. Both theories of early math development and early math standards should be expanded to incorporate a role for repeating patterning and spatial skills. [This article will be published in &quot;Early Childhood Research Quarterly.&quot;] ED582139 The Roles of Patterning and Spatial Skills in Early Mathematics Development Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 51 T http://dx.doi.org/10.1016/j.ecresq.2018.03.006 2018 -1 As Provided APR2020 Yes R305A160132

New

No High School Teachers Instructional Design Educational Principles Novices Guides Teaching Experience Teacher Attitudes Valencic, Adam T. Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Secondary Education Novice designers continue to be an increasingly larger part of the instructional design community and methods to support them in their efforts continue to be developed. These novice designers desire support and training, yet frequently grow frustrated with the complex models and theories often employed by professional instructional designers. Literature suggests that a principles-based approach to instructional design, such as Merrill's first principles of instruction, may be more suitable for novice designers as a design guide than would these more complex models, yet little research has been done investigating the use of these principles-based approaches from a qualitative perspective. High school teachers with little to no prior instructional design experience were recruited and briefly trained in the first principles of instruction, whereupon they used the first principles as a guide to creating online discussion boards for their otherwise traditional classes. Basic qualitative inquiry was used as a framework for interviewing participants and gathering data about their experiences throughout the design and implementation process. Their experiences indicated that the first principles of instruction were approachable and useful as a design guide, particularly when compared with their previous attempts at creating discussion boards. However, participants struggled to describe their experiences in design terms, and most participants also indicated that additional support would be useful if they were to continue in their design efforts. Nearly all participants indicated that they would be willing to continue to use the first principles of instruction, though, as the participants found the principles to be sensible, approachable, and easy to apply to their learning environment needs. Recommended further research would examine novice designers applying a principles-based approach to more than one design task or by having novice designers use multiple design theories or approaches. This further research would expand the parameters of the comparative analysis, adding to the instructional design knowledge base and providing additional understanding of how to best support novice designers in their design efforts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600369 The Impact of the First Principles on High School Novice Designers ProQuest LLC D.Ed. Dissertation, Capella University 2019-00-00 978-0-4389-7196-7 143 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13806791 2019 -1 As Provided APR2020

New

Yes Teacher Shortage Labor Turnover Teacher Qualifications Teacher Persistence Teacher Characteristics Institutional Characteristics Principals Teacher Role Administrator Role Barriers Teacher Selection Intellectual Disciplines Rural Schools Faculty Mobility American Indian Students Geographic Location Enrollment Teaching Conditions Intention Administrator Attitudes Teacher Attitudes Superintendents Job Satisfaction Teacher Salaries School Size Poverty Geographic Regions Experience Salaries School District Size Housing Yoon, Sun Young Mihaly, Kata Moore, Aurora Reports - Research Montana Regional Educational Laboratory Northwest (ED) Education Northwest English This study was conducted at the request of education policymakers who participate in the Montana Rural Recruitment and Retention Task Force. Like many states, Montana is struggling to recruit and retain qualified educators, especially in certain subject areas and in more rural parts of the state. The purpose of this study is to provide information that will help the task force address these challenges. Task force members asked REL Northwest to examine the following questions: (1) What is the extent of educator shortages in the state in 2017/18? How do educator shortage patterns vary by characteristics of school systems?; (2) To what extent did educators stay in their position and school system, move to a different position within the school system, move to a different school system, or leave the public education system between 2016/17 and 2017/18? How do educators' decisions to stay, move, or leave school systems and/or positions vary by the characteristics of educators and school systems?; and (3) To what extent were teachers and principals in Montana employed in multiple roles within their school systems and/or within multiple school systems in 2016/17? How did patterns in holding multiple roles differ by the characteristics of school systems? To examine these questions, REL Northwest used statewide administrative data from 2016/17 and 2017/18 .Task force members were also interested in the intended mobility of educators in the following school year (2018/19), including factors associated with accepting their current position, and--for administrators--the top barriers they faced to hiring teachers. To meet this request, we examined data from an existing statewide survey of teachers, principals, and superintendents, and we provide the findings in an appendix. Task force members and other policymakers in Montana will use this information as they determine how to address the state's educator workforce challenges. Given the high percentage of schools located in rural areas in Montana, the study findings may be useful to other states with similar demographics. Educator mobility in Montana: Understanding issues of educator shortages and turnover. Key findings: (1) Educator shortages in Montana: (a) In the 2017/18 school year, district administrators in Montana reported that 62 percent of positions in shortage subject areas, such as math and science, were difficult to fill or unable to be filled; and (b) In the 2017/18 school year, rural school system administrators reported a higher percentage of positions as difficult to fill or unable to be filled, as compared to non-rural school system administrators; (2) Educator mobility and attrition in Montana: (a) In the 2017/18 school year, 86 percent of teachers and 87 percent of principals in Montana returned to the same position and school system they were working in the previous school year; (b) Among educators who did not stay in their position and school system from 2016/17 to 2017/18, more than half left the Montana public education system; (c) The percentage of teachers who stayed in their position and school system was higher in school systems with a below-average proportion of American Indian students, school systems located in non-rural areas, and school systems with higher enrollment; (d) Among teachers who moved between school systems, more teachers moved from rural to non-rural areas (29 percent) than from non-rural to rural areas (21 percent), indicating that rural school systems lost teachers to non-rural school systems from 2016/17 to 2017/18; and (e) The percentage of principals who stayed in their position and school system was higher in school systems with a below-average proportion of American Indian students, those with lower levels of poverty, those with higher enrollment, and those located in non-rural areas; and (3) Multiple educator roles: In the 2016/17 school year, 29 percent of Montana teachers and 24 percent of principals held multiple positions. This percentage was higher in school systems located in the most remote rural areas, where 36 percent of teachers and 40 percent of principals held more than one position. [This project was conducted in partnership with the Rural Recruitment and Retention Task Force, which is convened by the Montana Office of the Commissioner of Higher Education and RISE4MT (Recruiting Incredible School Educators for Montana).] ED598943 A Snapshot of Educator Mobility in Montana: Understanding Issues of Educator Shortages and Turnover Regional Educational Laboratory Northwest 2019-10-00 108 Regional Educational Laboratory Northwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: https://ies.ed.gov/ncee/edlabs/regions/northwest/index.asp T 2019 -1 As Provided APR2020 Yes EDIES17C0009

New

Yes Foreign Countries Online Courses Vocational Education Educational Technology Technology Uses in Education Program Effectiveness Withdrawal (Education) Academic Persistence Teaching Methods Educational Quality Teacher Competencies Student Needs Certification Postsecondary Education Griffin, Tabatha Mandy Mihelic Reports - Research Numerical/Quantitative Data Australia National Centre for Vocational Education Research (NCVER) (Australia) English Postsecondary Education The online delivery of training is well established in the vocational education and training (VET) sector, and it is not unusual for a course to include training that is delivered online in one or more units. However, little is known about the online delivery of entire qualifications in VET and how this works, given the overarching role of the competency-based training system in the sector. This research provides a contemporary view of how online learning is used to deliver complete qualifications in the Australian VET sector. It estimates the extent to which entire qualifications are delivered online, as well as investigates the nature of this online delivery and whether this training is providing students with a similar experience and outcomes to that of face-to-face training. The final element of this research identifies the factors that contribute to good practice in online delivery. Key messages include the following: (1) It is estimated that 8.6% of all VET program commencements in 2017 were in courses delivered fully online; (2) Online VET is characterised by higher subject withdrawal rates and lower course completion rates; (3) Higher subject withdrawals and course non-completion can be due to many factors, such as poor quality training, the delivery mode not suiting the student, issues with securing a work placement (if required), or the student lacking access to the necessary tools or technology to complete the course; (4) For those students who completed an online course, the outcomes were mixed but in general, comparable to other delivery modes; and (5) The attributes of good practice in online delivery include, a positive and supportive attitude, students with realistic expectations of the course and delivery mode on enrollment, well-structured, up-to-date and engaging resources, effective and accessible student support, and skilled and knowledgeable teachers and trainers. ED599094 Online Delivery of VET Qualifications: Current Use and Outcomes. Research Report National Centre for Vocational Education Research (NCVER) 2019-00-00 Australian Government Department of Employment, Skills, Small and Family Business 978-1-925717-39-6 84 National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au N/A 2019 -1 ERIC APR2020

New

Yes Hispanic American Students Higher Education College Students Advocacy Hispanic Americans Diversity Employment Internship Programs Capacity Building Student Financial Aid Conferences (Gatherings) Awards Nonprofit Organizations Access to Education Reports - Descriptive Hispanic Association of Colleges and Universities (HACU) English Higher Education Postsecondary Education For over thirty years, the Hispanic Association of Colleges and Universities (HACU) has advocated on behalf of Hispanic higher education in the U.S. and around the world. The mission of the association is to Champion Hispanic Success in Higher Education. HACU fulfills its mission by: promoting the development of member colleges and universities; improving access to and the quality of postsecondary educational opportunities for Hispanic students; and meeting the needs of business, industry and government through the development and sharing of resources, information and expertise. HACU is the only organization that represents existing and emerging Hispanic-Serving Institutions (HSIs). HSIs today represent 13 percent of all institutions of higher education that enroll 62 percent of Hispanic undergraduates. HACU serves its membership through advocacy, conferences, partnerships and educational programs, and offers scholarships and internship opportunities for students. HACU, is a nonprofit 501(c)(3) association with a membership of more than 470 colleges and universities in the U.S., Puerto Rico, Latin America and Spain. HACU's headquarters are located in San Antonio, Texas, and regional offices are in Washington, D.C., and Sacramento, California. Following a brief introduction and letters from the HACU chair and president, this report provides a status report on Hispanics in higher education and the institutions that serve them. Topics discussed in this 2016 annual report include: (1) HACU Calendar of Events; (2) Membership; (3) Advocating for Hispanic Higher Education; (4) Investing in College Students; (5) 30th Anniversary Events; (6) 21st National Capitol Forum on Hispanic Higher Education; (7) Youth Leadership Development Forum; (8) 30th Annual Conference; (9) Honoring Champions of Hispanic Higher Education Success/HACU Awards; and (10) Financials. [For the 2015 report, see ED595174.] ED595175 Hispanic Association of Colleges and Universities 2016 HACU Annual Report Hispanic Association of Colleges and Universities 2016-00-00 32 Hispanic Association of Colleges and Universities. 8415 Datapoint Drive Suite 400, San Antonio, TX 78229. Tel: 210-692-3805; Fax: 210-692-0823; e-mail: hacu@hacu.net; Web site: http://www.hacu.net N/A 2016 -1 ERIC APR2020

New

Yes Reading Difficulties Program Effectiveness Intervention Reading Achievement Fidelity Faculty Development Program Implementation Reading Instruction Grade 6 Grade 7 Grade 8 Grade 9 Achievement Tests Reading Teachers Learning Strategies Middle School Students High School Students Grade 10 Swanlund, Andrew Dahlke, Katie Tucker, Natalie Kleidon, Brianna Kregor, Jennifer Davidson-Gibbs, Debbie Hallberg, Kelly Tests/Questionnaires Reports - Research Wisconsin (Milwaukee) Wisconsin Measures of Academic Progress Wisconsin Knowledge and Concepts Examinations American Institutes for Research (AIR) English Elementary Education Grade 6 Intermediate Grades Middle Schools Grade 7 Junior High Schools Secondary Education Grade 8 Grade 9 High Schools Grade 10 American Institutes for Research (AIR) conducted an evaluation of the effect on struggling readers of implementing the READ 180 reading intervention in five participating schools in Milwaukee Public Schools (MPS) under a Striving Readers grant from the U.S. Department of Education. The evaluation used an experimental design in order to produce a rigorous estimate of the impact of the READ 180 intervention on measures of reading achievement for struggling students. The evaluation also explored implementation fidelity and the contexts and conditions of implementation that may extend or limit the intervention's effects. To measure program impact on students' academic performance in reading, AIR analyzed student achievement data collected from the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) benchmark assessment. AIR also administered a student survey to assess the impact on student engagement and self-efficacy for reading. This report asked the following research questions: (1) Does the READ 180 reading intervention improve students' academic performance in reading?; (2) With what fidelity did the program implement the professional development model and what factors mediated the level of implementation?; and (3) With what fidelity did classroom intervention teachers implement READ 180 and what factors mediated the level of implementation? ED595200 Striving Readers: Impact Study and Project Evaluation Report--Wisconsin Department of Public Instruction (with Milwaukee Public Schools) American Institutes for Research 2012-01-00 107 American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org N/A 2012 -1 ERIC APR2020 Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/81700

New

Yes Foreign Countries Vocational Education Secondary Education Certification Apprenticeships Trainees Educational Trends Age Groups Tables (Data) Reports - Descriptive Numerical/Quantitative Data Australia ISSN-2205-5290 National Centre for Vocational Education Research (NCVER) (Australia) English Secondary Education This publication presents information on VET in Schools, the vocational education and training (VET) undertaken by school students as part of their senior secondary certificate of education (SSCE). The VET in Schools arrangement offers two main options: students can undertake school-based apprenticeships and traineeships; or they can enrol in other VET subjects and courses as part of their school curriculum. Data are presented by the state or territory of the senior secondary assessment authority. In 2018, there were: (1) 230 700 VET in Schools students; and (2) 18 200 school-based apprentices and trainees, representing 7.9% of all VET in Schools students. In 2018, compared with 2017: (1) VET in Schools students decreased by 4.7%; (2) school-based apprentices and trainees decreased by 8.9%; and (3) students undertaking other VET in Schools programs decreased by 4.3%. From 2014 to 2018: (1) VET in Schools students decreased by 6.7%; (2) school-based apprentices and trainees decreased by 13.3%; and (3) students undertaking other VET in Schools programs decreased by 6.0%. [This work was produced with funding provided through the Australian Government Department of Employment, Skills, Small and Family Business.] ED598133 VET in Schools 2018. Australian Vocational Education and Training Statistics National Centre for Vocational Education Research (NCVER) 2019-00-00 Australian Government Department of Employment, Skills, Small and Family Business 3 National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au N/A 2019 -1 ERIC APR2020

New

No Teaching Methods Communication Skills Skill Development Parent School Relationship Letters (Correspondence) Bullying Eligibility Disability Identification Testing Special Education Students with Disabilities Student Needs Student Evaluation Individualized Education Programs Meetings Teamwork Parent Rights Student Records Student Placement Arbitration Civil Rights Interpersonal Communication School Responsibility Student Behavior Attendance Child Health School Schedules Extended School Year Feedback (Response) Guides - Non-Classroom Ohio Rehabilitation Act 1973 (Section 504) Ohio Coalition for the Education of Children with Disabilities English This booklet has been developed in hopes that it may aid in keeping communication open and focused between families and schools. Building communication between parents and the school staff through letters offers a way of keeping records of ideas, concerns, and suggestions. This booklet provides general guidelines to writing letters as well as sample letters to address various educational needs. [This guide was originally published in 2006.] ED601038 Building Communication through Letter Writing. Revised Ohio Coalition for the Education of Children with Disabilities 2019-09-00 Office of Special Education and Rehabilitation Services (OSERS) (ED) Ohio Department of Education, Office for Exceptional Children Ohio Department of Education, Office for Early Learning and School Readiness Parents 52 Ohio Coalition for the Education of Children with Disabilities. 165 West Center Street Suite 302, Marion, OH 43302. Tel: 800-374-2806; Fax: 740-383-6421; e-mail: ocecd@gte.net; Web site: http://www.ocecd.org N/A https://www.ocecd.org/Downloads/Letter%20Writing%20Book%20Rev%20Sept%2018%202019%20Final.pdf 2019 -1 ERIC APR2020

New

Yes Mathematical Logic Concept Mapping College Students Mathematics Skills Public Colleges Foreign Countries Knowledge Level Persuasive Discourse Problem Solving College Mathematics Mathematical Concepts Instructional Effectiveness Issa, Ndungo Majuma, Biira Journal Articles Reports - Research Uganda ISSN-2350-2282 English Higher Education Postsecondary Education The study aimed at describing university students' ability in constructing mathematical proofs using logical arguments and constructing an effective teaching-learning map. The study adopted a correlational research design. An open-ended mathematics assessment involving questions on mathematical logic and construction of mathematical proofs was administered to fifteen University students of mathematics (control group) at Mountains of the Moon university. The students' responses were analyzed and their ability to construct valid mathematical proofs was measured and correctness of their solutions was discussed. A concept map for teaching-learning mathematical logic and methods of proof was developed and shared with a different group of fifteen students of mathematics (assumed to have same level of mathematical knowledge). The group was assessed using the similar assessment tool. The mean level of knowledge of mathematical logic and method of proof was from to be 2.2 (between moderate and average) for the first assessment teat and 3.4 (between average and high level), while the mean score for test 1 and test 2 were 48 and 70 respectively. The Chi square test at 0.01 level indicated a statistically significant difference between the two sets of results with p&lt;0.05. The students' knowledge level increased as they made use of the teaching-learning map. The teaching-learning concept map was evaluated to be an effective teaching-learning guide for logic and methods of proof. ED601039 A Concept Map for Teaching-Learning Logic and Methods of Proof: Enhancing Students&apos; Abilities in Constructing Mathematical Proofs Online Submission Merit Research Journal of Education and Review v7 n9 p101-108 Sep 2019 2019-09-00 8 N/A 2019 -1 As Provided APR2020

New

Yes Kindergarten School Readiness Student Adjustment Transitional Programs Equal Education Family Involvement School Role School Districts Information Dissemination Professional Development School Orientation Preschool Education Intervention Summer Programs Outreach Programs Attendance Teacher Collaboration Family School Relationship Loewenberg, Aaron Reports - Descriptive Oregon Oregon (Portland) Ohio (Cincinnati) Illinois (Chicago) New America English Early Childhood Education Elementary Education Kindergarten Primary Education Preschool Education There are many actions schools and districts can take to help ensure a child's transition into kindergarten is smooth and stress-free for her and her family. This report highlights innovative efforts schools and districts across the country are taking to ease the transition into kindergarten for families and students, including students who did not have access to pre-K prior to kindergarten. We include a range of models at different stages of development that are taking innovative approaches to ensuring a smooth transition to kindergarten. These schools and districts, while different from one another, are taking important steps to ensure the kindergarten year is a successful one for children and families. ED599742 Moving into Kindergarten: How Schools and Districts Are Connecting the Steps for Children and Families New America 2019-08-26 Heising-Simons Foundation 28 New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: https://www.newamerica.org N/A 2019 -1 As Provided APR2020

New

No Correctional Institutions Institutionalized Persons Postsecondary Education Access to Education Reentry Students Transitional Programs Program Effectiveness Correctional Education Educational Policy Student Recruitment Enrollment Community Involvement Educational Finance Financial Support Family Role Staff Development Faculty Development Stakeholders Persistence Davis, Lois M. Tolbert, Michelle C. Reports - Evaluative North Carolina RAND Corporation English Postsecondary Education Before 2013, incarcerated individuals in North Carolina could enroll in college correspondence courses, but there was no coordinated effort to provide a path toward a postsecondary degree or credential. Furthermore, there was no coordination around reentry. The Vera Institute of Justice's Pathways from Prison to Postsecondary Education Project (Pathways) was a multistate demonstration project in three states--Michigan, New Jersey, and North Carolina--intended to create a continuum of higher education and reentry support services that begin two years prior to an individual's release from prison and continue in the community for two years postrelease, with the goal of educational progression and degree attainment. RAND and RTI International researchers conducted an independent evaluation of the North Carolina Pathways Program, examining the implementation of the in-prison and community components of the program, the experiences of Pathways students and staff, factors that facilitated or hindered their participation in the program, and lessons learned. The findings and recommendations will be of interest to other states, corrections officials, and educators interested in implementing postsecondary education programs for incarcerated adults. Notably, North Carolina Department of Public Safety (NCDPS) continues to fund components of Pathways after the demonstration project ended. Pathways affected how NCDPS approaches both higher education in prison and reentry planning. It has led to more coordination among prisons and probation and parole officers and community resources. Because of Pathways, education has become the fourth pillar of the department's reentry focus (along with housing, employment, and transportation). [Funding support provided by the Laughing Gull Foundation and the Vera Institute of Justice.] ED599743 Evaluation of North Carolina&apos;s Pathways from Prison to Postsecondary Education Program RAND Corporation 2019-00-00 978-1-9774-0262-2 112 RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org N/A https://doi.org/10.7249/RR2957 2019 -1 As Provided APR2020

New

No Foreign Countries Teacher Education Educational Policy Politics of Education Influences Power Structure Networks Private Sector Hall, Stephanie Michelle Dissertations/Theses - Doctoral Dissertations Brazil EISSN- English The theory of a globally structured education agenda interrogates the political and economic systems that influence how states take on policy ideas. One way that globalizing processes may take place is through &quot;network governance,&quot; or via networks of people, ideas, researchers, governments, non-governmental organizations, private companies, etc. This study explores how power plays a role in the proliferation of particular policy ideas about teacher education in such networks. Brazilian education expanded greatly since the 1990s as did the demand for teachers of higher qualifications. Via &quot;network ethnography,&quot; this study examined the people, organizations, and ideas that influenced teacher education policy since the mid-1990s. Network ethnography is an emerging method and framework in international education research, and this study builds on what is understood about the role of corporations and other private enterprises in education policy. The results of this network ethnography revealed two primary coalitions, each of whose power over teacher education policy shifted with federal regime changes. One coalition, centered around the Brazilian Campaign for the Right to Education, frames teacher training and schooling as places to foster participatory democracy and build citizens. The other coalition, centered around the All for Education Movement, frames teacher training as a set of apolitical technical skills that should be provided in so-called proven and fiscally efficient ways. In light of these results, I argue that the dominant coalition, led by the All for Education Movement, which is backed by the business and financial sectors, steadily and consistently worked to solidify its place in the federal education policymaking arena throughout the time period under study and as a result governs teacher qualification and teacher training issues. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602187 Privatized from the Inside: A Network Ethnography of Brazilian Teacher Education Policy under the Workers&apos; Party ProQuest LLC Ph.D. Dissertation, University of Maryland, College Park 2019-00-00 978-1-0855-6643-8 211 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13814168 2020 -1 As Provided APR2020

New

No Community Colleges Governing Boards Administrative Organization Trustees Selection Student Costs Two Year College Students Graduation Rate Salaries Education Work Relationship Outcomes of Education Camp, Jason Lee Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Two Year Colleges This dissertation examined if community college governing board structure and trustee selection influence institutional and student outcomes. This study employed a causal-comparative design and one-way between subjects ANOVA to examine the effects of board structure and trustee selection on the average cost of attendance, graduation rate, and salary after attending. The participants were 894 public community colleges in the United States. The independent variables included board structure (local boards versus statewide boards) and board composition (elected boards versus appointed boards). The independent variable data were collected from a report, &quot;Public Community College Governing Boards: Structure and Composition,&quot; compiled by the Association of Community College Trustees. The 3 dependent variables (i.e., average cost of attendance, graduation rate, and salary after attending) was collected from pre-existing publicly available data from the United States Department of Education College Scorecard. The research indicated that a locally governed board does result in a lower cost of attendance. The results also signaled that community college boards with elected boards of trustees have a lower cost of attendance and a higher salary after attending. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602188 Community College Governing Boards: Effects of Structure and Composition on Student and Institutional Outcomes ProQuest LLC Ph.D. Dissertation, Mississippi State University 2019-00-00 978-1-3921-7256-8 68 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13814851 2020 -1 As Provided APR2020

New

Yes Databases Computer Science Education College Faculty Departments Scoring Rubrics Teacher Education Programs Student Records Preservice Teachers College Students Academic Achievement Information Systems Standards Majors (Students) Student Projects College Seniors Programming Languages Portfolios (Background Materials) Moffett, David W. Speeches/Meeting Papers Reports - Descriptive Tests/Questionnaires Indiana EISSN- English Higher Education Postsecondary Education The Education Program Provider Chair's objective was to create a student legacy artifact archival retrieval system. The goal was to have the database system operational by Spring Semester, 2019. The purpose of the new system was to house and index student and pre-service candidate product across performance levels reflective of the program's key assessments. Program continuous improvement was the intended result of the new system. The Chair and a Senior Computer Science Major met 10 times, using a 16-stage process to create the new Teacher Candidate Artifact System (TCAS). Scored student artifacts were the study instruments. Evaluators improved ability to score student artifacts through their use of the system. Student and pre-service candidate reviews of prior student artifacts improved subsequent ones. Faculty accessing the system improved their writing of rubric performance levels. TCAS enhanced program continuous improvement. Knowledge regarding implementing such a system is valuable to all Education Program Providers. ED599348 The Teacher Candidate Artifact System (TCAS) for Education Program Provider Continuous Improvement Online Submission Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Cincinnati, OH, Oct 17, 2019) 2019-10-17 30 T 2019 -1 As Provided APR2020

New

Yes National Competency Tests Civics Academic Achievement Knowledge Level Skills Personality Citizenship Education Citizen Participation Grade 4 Grade 8 Grade 12 Reports - Descriptive National Assessment of Educational Progress National Assessment Governing Board Council of Chief State School Officers (CCSSO) Center for Civic Education American Institutes for Research (AIR) Department of Education (ED) English Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education Grade 4 Intermediate Grades Grade 12 High Schools The National Assessment of Educational Progress (NAEP) is a survey mandated by the U.S. Congress to collect and report information about student achievement in various academic subjects, such as mathematics, science, reading, writing, history, geography, and civics. The National Assessment Governing Board sets policy and the overall dimensions for the assessment program. The Governing Board has scheduled a national assessment in civics for 2018 to gauge knowledge and skills about civics and government of the nation's eighth-grade students. Due to limited funding, the Governing Board decided to conduct the assessment at only grade 8 for 2018. This civics assessment will use the same framework as was used in 1998 to enable NAEP to report on trends in student achievement from 1998 to 2018. To gauge the civic knowledge and skills of the nation's eighth-grade students, NAEP has scheduled an assessment for 2018. A biennial, congressionally mandated survey, NAEP sometimes is called The Nation's Report Card because for more than 25 years it has collected and reported survey-based information about student achievement in mathematics, science, reading, writing, history, geography, and other subjects, including civics. NAEP is not a national test; however, it is a barometer or broad indicator of how much and how well students are learning. It is not used to gather information on individual students or as a basis for sanctions or rewards in the education system. In accordance with law, NAEP does not report scores for individual students or schools. ED599353 Civics Framework for the 2018 National Assessment of Educational Progress National Assessment Governing Board 2018-01-00 108 National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. Tel: 202-357-6938; Fax: 202-357-6945; Web site: http://www.nagb.org N/A 2018 -1 As Provided APR2020 ZA95001001

New

No Elementary Secondary Education Preschool Education Supervisor Supervisee Relationship School Counselors Supervision Entry Workers Bledsoe, Kenya G. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education Early Childhood Education Preschool Education Clinical supervision is representative of an exclusive relationship between a supervisor, supervisee, and the clients being served. Yet, there is absence of supervision for school counselors working in the PK-12 school setting. Upon graduation, early career school counselors must quickly acclimate to a new school environment while balancing student related concerns and the programmatic implication of a comprehensive school counseling program (CSCP). Whereas clinical supervision was readily during their graduate programs, there is limited access to clinical supervision post-graduation which can prove problematic for early career school counselor development. Unfortunately, very little is known about early career school counselors' clinical supervision needs and experiences. The purpose of this study was to explore the clinical supervision experiences of early career school counselors. With a focus on clinical supervision experiences, adding this perspective will address the gap in the literature and highlight the meaning of supervision amongst early career school counselors. Through semi-structured interviews, nine early career counselors shared their lived experiences with post-master's clinical supervision and provided insight on their supervision needs, experiences, and meaning of supervision and how it impacted their work as school counselors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601611 Exploring Clinical Supervision Experiences of Early Career School Counselors: An Interpretative Phenomenological Analysis Study ProQuest LLC Ph.D. Dissertation, The University of Alabama 2019-00-00 978-1-3922-5394-6 187 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810357 2019 -1 As Provided APR2020

New

No Allied Health Personnel Speech Language Pathology African American Students Achievement Gap Oral Language Black Dialects Written Language Elementary School Teachers Negative Attitudes Language Attitudes Responses Grade 1 Grade 3 Grade 5 Brown, Dana Michelle Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Early Childhood Education Grade 1 Primary Education Grade 3 Grade 5 Intermediate Grades Middle Schools The achievement gap between African American students and their Caucasian peers is a problem that has persisted within the educational system since the early 1970s. Researchers have been investigating whether differences in oral language, such as, Nonmainstream American English (NMAE) use contribute to this gap. There is also concern from researchers about teachers' and speech-language pathologists' (SLP) perceptions of NMAE use within academic settings, along with the methods that teachers and SLPs use to respond to linguistic differences. The purpose of this current research was to examine first, third, and fifth-grade teachers' and elementary school-based SLPs' perceptions of and responses to the African American English (AAE) dialect based on oral and written language examples. A survey method elicited demographic information, perceptions, and responses to AAE use from participants. Descriptive analyses revealed that the participants had negative perceptions of AAE use. Chi Square and logistic regression analyses revealed that perceptions did not impact the likelihood of the participants responding using the actions provided. Neither professional development nor whether or not the participants reported to use AAE themselves was associated with most of the responses to students' use of AAE. The results suggest that teachers and SLPs have negative perceptions regarding students AAE use. However, the participants' perceptions were less likely to influence how they respond to AAE use. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601612 Teachers&apos; and Speech-Language Pathologists&apos; Perceptions of and Responses to Students&apos; African American English within Academic Settings ProQuest LLC Ph.D. Dissertation, The Florida State University 2019-00-00 978-1-0857-8874-8 125 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810367 2019 -1 As Provided APR2020

New

Yes Culturally Relevant Education Positive Behavior Supports Intervention Students with Disabilities At Risk Students Racial Differences Racial Bias Ethnicity Discipline Disproportionate Representation Cultural Relevance Planning Transitional Programs Gender Differences Disabilities Federal Legislation Equal Education Educational Legislation Gadd, Sonja Butler, Bettie Ray Reference Materials - Bibliographies Individuals with Disabilities Education Act National Technical Assistance Center on Transition (NTACT) English Positive Behavioral Intervention and Supports (PBIS) arose from the need to respond to the pervasive racial disparities in behavioral outcomes for students with, and at-risk, for disabilities. Initially, the use of culturally appropriate interventions was indirectly emphasized through PBIS (Sugai et al., 2000b). Researchers have often critiqued the framework as being culturally neutral (Cramer &amp; Bennett, 2015). McIntosh and colleagues (e.g., 2014, 2019) have been working to address issues of disproportionality and culturally responsive in PBIS to ensure schools understand the complexities of these issues to ensure equity for all students. Leverson, Smith, McIntosh, Rose, and Pinkelman (2019) define culturally responsive PBIS as including: (1) Identity, (2) Voice, (3) Supportive Environment, (4) Situational Appropriateness, and (5) Data for Equity (p. 2). The purpose of this annotated bibliography is to synthesize relevant research and resources on Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS). The implementation of CRPBIS and its associated outcomes are briefly summarized. To conclude, additional resources on CRPBIS are provided. ED601040 Culturally Responsive Practices and Positive Behavioral Interventions and Supports (PBIS): Annotated Bibliography National Technical Assistance Center on Transition 2019-00-00 Office of Special Education and Rehabilitative Services (ED) 17 National Technical Assistance Center on Transition. College of Education, University of North Carolina Charlotte, 9201 University City Blvd, Charlotte, NC 28223. Tel: 704-687-8606; e-mail: ntactmail@uncc.edu; Web site: http://transitionta.org N/A 2019 -1 ERIC APR2020 H326E140004

New

Yes Bilingual Education State Policy Educational Policy Immersion Programs Language of Instruction Definitions Eligibility Student Placement Academic Standards Program Evaluation Language Proficiency Teacher Qualifications Faculty Development Educational Finance Educational Benefits English Language Learners Boyle, Andrea August, Diane Tabaku, Lisa Cole, Susan Simpson-Baird, Ashley Reports - Research Office of English Language Acquisition (OELA) (ED) American Institutes for Research (AIR) English This report presents an analysis of relevant research and extant data related to dual language education policies and practices. Dual language education programs are a type of bilingual education program in which students are taught literacy and academic content in English and a partner language. Dual language programs aim to help students develop high levels of language proficiency and literacy in both program languages, attain high levels of academic achievement, and develop an appreciation and understanding of multiple cultures. Recent research suggests that the approach provides more opportunities for English learners (ELs) to reach higher levels of academic achievement than other types of programs. Dual language programs vary in structure, implementation, and enrolled student populations. The main models include: (1) Two-way dual language programs (also known as two-way immersion programs), and (2) One-way dual language programs, in which students from predominantly one language group receive instruction in both English and a partner language. The first chapter of this report describes the historical and federal policy context for dual language programming and the data collection methods used to generate this report. Chapters II through VI then report on data collection and analysis for the areas related to dual language programs: (1) Chapter II: Key features and components of dual language programs, including state issued definitions, requirements, and guidance; (2) Chapter III: State-level and district-level eligibility and EL reclassification criteria; (3) Chapter IV: Standards, assessment, and accountability policies and practices; (4) Chapter V: Teacher qualifications, including certification requirements and professional development for educators; and (5) Chapter VI: State support available for dual language programs, including funding and technical assistance. The report concludes by briefly describing benefits associated with dual language programming; terminology, development, and sustainability challenges; state support for addressing these challenges; and areas for future research. ED601041 Dual Language Education Programs: Current State Policies and Practices Office of English Language Acquisition, US Department of Education 2015-12-00 147 Office of English Language Acquisition, US Department of Education. 400 Maryland Ave SW, Washington, DC 20202. Tel: 877-424-1616; e-mail: edpubs@edpubs.ed.gov; Web site: https://www.ed.gov/category/keyword/office-special-education-programs-osep N/A 2019 -1 ERIC APR2020 ED04CO0025/0018

New

Yes Bilingualism Bilingual Teachers Internship Programs Paraprofessional Personnel Public School Teachers Teacher Shortage School Districts Diversity (Faculty) Teacher Recruitment Career Choice Teacher Certification Partnerships in Education Program Descriptions Teacher Education Programs Garcia, Amaya Garza, Roxanne Reports - Evaluative Illinois (Chicago) New America English Chicago Public Schools (CPS) is in the midst of a teacher shortage crisis. At the same time, the district is looking for ways to increase the racial and linguistic diversity of the educator workforce. A new bilingual teacher residency program is attempting to help close these gaps and ease current shortages by recruiting from within and tapping paraeducators who show promise and interest in becoming licensed teachers. This paper explores how CPS designed and implemented the program in partnership with National Louis University and the National Center for Teacher Residencies. ED599744 Chicago&apos;s Bilingual Teacher Residency: A Partnership to Strengthen the Teacher Pipeline New America 2019-10-25 22 New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: https://www.newamerica.org N/A 2019 -1 As Provided APR2020

New

Yes Hispanic Americans Teacher Recruitment Barriers Diversity (Faculty) Minority Group Teachers Hispanic American Students Teacher Student Relationship Teaching (Occupation) Profiles Career Choice Bilingual Teachers Teacher Education Programs Internship Programs English Language Learners Spanish English (Second Language) Financial Support Academic Support Services Social Support Groups Alternative Teacher Certification Elementary Secondary Education Garza, Roxanne Reports - Evaluative Texas (San Antonio) Illinois (Chicago) Washington New America English Elementary Secondary Education This report adds a significant perspective to the current wave of efforts aimed at diversifying the teacher workforce, specifically to address the mismatch between Latinx students and Latinx teachers. The Latinx population is the largest ethnic group in America's public schools, currently making up a quarter of the student population, and expected to grow to one-third by 2027. Research shows that schools and districts with teachers that reflect the cultural, racial, and/or linguistic backgrounds of Latinx students are better equipped to support them. This report--one of the first focused solely on pathways into teaching for Latinx individuals--explores how Latinx teachers typically enter the profession and the barriers they face along the way. This report profiles three Latinx-focused pathways into teaching that are attempting to reduce those barriers, reflects on key findings, and offers recommendations for policymakers and practitioners. ED599745 Paving the Way for Latinx Teachers: Recruitment and Preparation to Promote Educator Diversity New America 2019-10-31 Policymakers Practitioners 74 New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: https://www.newamerica.org N/A 2019 -1 As Provided APR2020

New

Yes Apprenticeships Academic Degrees Community Colleges Partnerships in Education Employers Credentials Models Cost Effectiveness Educational Quality Program Design Labor Force Development Technical Education College Credits Tesfai, Lul Reports - Descriptive New America English Higher Education Postsecondary Education Two Year Colleges Community colleges have a long history of developing and delivering training that is responsive to the needs of regional employers, both large and small, and providing students with affordable pathways to postsecondary credentials of value. Building high-quality apprenticeship programs requires expertise in both areas. This brief presents an overview of the ways in which community colleges, in partnership with employers and other stakeholders, can support various apprenticeship training models, the tradeoffs to each model, and steps and strategies for building high-quality apprenticeships that culminate in postsecondary credentials and/ or degrees. ED599746 Creating Pathways to College Degrees through Apprenticeships. Education Policy New America 2019-09-19 4 New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: https://www.newamerica.org N/A 2019 -1 ERIC APR2020

New

No Telecommunications Medicine Athletics Physical Education Graduate Students Technology Integration Distance Education Patients Intervention Self Efficacy Electronic Learning Medical Education Clinical Diagnosis Scores Information Technology Adoption (Ideas) Educational Benefits Usability Computer Assisted Testing Winkelmann, Zachary K. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This study examined athletic training students' technology acceptance, knowledge, skill application, and perceptions regarding a distance-learning module and standardized patient (SP) encounter relative to telemedicine for athletic training clinical practice. Six athletic training programs delivered at the post-baccalaureate level voluntarily integrated the online module related to telemedicine in their curricula. Fifty-five second-year athletic training students participated in all parts of the study including four module quizzes, an individual SP encounter, and pre- and post-intervention surveys related to technology acceptance and transactional distance. I identified that participants had low acceptance for technology at the onset of the study that improved after the two-week intervention for the constructs of self-efficacy and perceived ease of use related to eLearning and the constructs of perceived usefulness, perceived ease of use, and attitude related to telemedicine. On the SP encounter, 87.3% of participants correctly communicated the diagnosis of a lateral ankle sprain with another 3.6% correctly communicating the diagnosis but referred the patient to another provider to confirm the diagnosis. Participants scored poorly in the constructs of data gathering and telemedicine but scored well in the constructs of communication/interpersonal skills and patient education. Overall, the sum score of all constructs on the SP encounter resulted in an average score of 30.15 ± 5.79 out of 50 (range 15-42; percentage: 60.29% ± 11.59%, range 30.0%-84.0%). The specific tasks with 98% adherence or higher included the student was in a quiet room, asked only one question at a time, conducted a thorough medical history, and provided an appropriate immediate care plan. I identified a significant improvement in confidence for &quot;using telemedicine technology&quot; from pre (M = 2.60 ± 0.83) to post (M = 3.49 ± 0.92) intervention (t(54) = -6.412, p [less than or equal to] 0.001). Most participants reported engaging in the module, and the facilitator and resources provided were helpful. Participants felt the material in the online module was neither difficult nor easy (n = 35, 63.6%) with only four participants' stating the material was difficult (n = 4, 7.3%). Additional open-ended responses that were qualitatively coded identified two constructs focused on eLearning and telemedicine. Each construct had the same two domains: benefits and limitations. Under eLearning, the benefits domain included three categories, including previous experiences, learning on their own time, and productive. The limitations domains of eLearning included neutrality, workload, and missing interaction or content categories. The benefits of telemedicine included four categories with subtle but distinct differences, including access, technological convenience, consultation, and clinician assessment measures. Finally, two categories under limitations of telemedicine emerged from the data, including the inability to complete a musculoskeletal exam and other. Overall, the results of this study identified that technology acceptance and transactional distance are important components of online learning. The performance on the SP encounter highlighted that it is possible to teach the delivery of telemedicine patient care asynchronously with some students achieving and implementing all content related to this technology. Athletic training educators should be mindful to include debriefing sessions following SP encounters and to properly educate learners regarding the differences in online education requirements specific to workload and user interactions. The participants in this study expanded their views on telemedicine including benefits of its use yet were often held back by technology issues or lack of perceived transferability to their future clinical practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602189 Impressions of Telemedicine in Athletic Training Education ProQuest LLC Ph.D. Dissertation, Indiana State University 2019-00-00 978-1-3922-3549-2 161 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13814183 2020 -1 As Provided APR2020

New

No Adolescents Secondary School Students Adolescent Attitudes Student Attitudes Mathematics Education English Instruction Self Concept Majors (Students) Academic Aspiration Academic Ability Individual Differences Gender Differences Stereotypes Language Arts Expectation Predictor Variables Umarji, Osman Eccles, Jacquelynne Speeches/Meeting Papers Reports - Research ISSN- English Secondary Education Higher Education Postsecondary Education A variable and person-centered approach was applied to understand the development of cross domain self-concepts of ability, patterns of math and English self-concepts of ability throughout adolescence, and their associations with college major. An expectancy-value perspective was integrated with dimensional comparison theory to understand how math and English self-concept of ability relate to one another over time and within a person. Regression analysis identified a positive association of math self-concept throughout adolescence on math related majors and a negative association of English self-concept on math related majors. Cluster analysis classified students into six to seven patterns of varying math and English self-concept of ability. Stereotypical gender differences were observed in cluster membership, with women overrepresented in high English clusters and males over represented in high math clusters. Cluster membership was predictive of the math related college majors. Students who were higher in math self concept of ability relative to English were overrepresented in math intensive majors. Findings support the importance of considering intraindividual hierarchies and ipsative relationships when studying the development of self-concept of ability and academic choices. ED602190 The Development of Adolescents&apos; Math and English Self-Concept Patterns and Their Associations with College Major Selection AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 48 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2020 -1 As Provided APR2020

New

Yes Foreign Countries Technical Education Schools Readiness Educational Change Participation Access to Information Educational Finance Financial Support Expertise Educational Planning Student Recruitment School Personnel Straw, Suzanne Sims, David McCrone, Tami Bradley, Eleanor Reports - Research United Kingdom (England) National Foundation for Educational Research (NFER) (United Kingdom) English T Levels are a major part of the Government's reforms to strengthen England's skills system by improving vocational and technical education. These two-year technical programmes for young people aged 16 to 19 years will combine classroom theory, practical learning and an industry placement. Each T Level will be equivalent to three A Levels. The first three T Levels to be delivered are in Digital, Construction, and Education and Childcare. Fifty providers--further education (FE) colleges, independent training providers, sixth form colleges, a University Technical College (UTC), academies, schools and a university--will deliver one or more of these T Level programmes across England from September 2020. This qualitative research provides an independent evidence-informed picture of how provider organisations are preparing to deliver these first three T Levels. The study objectives were to investigate: (1) providers' views on how they are preparing to deliver the first T Levels and their progress to date; (2) the perceptions of organisations who represent and support the post-16 education and training sector on providers' preparation for the introduction of T Levels, within the wider context of level 3 technical provision; and (3) the challenges being faced and learning points for current and future providers of T Levels. The research involved in-depth, semi-structured interviews with senior/middle leaders with organisation-wide responsibility for T Levels in half (25) of the first 50 providers of the three T Levels to be delivered in 2020. The authors additionally interviewed ten senior sector representatives with extensive knowledge of vocational and technical education. Sector representatives were from: associations and unions of teachers, lecturers and education leaders; expert bodies covering applied learning, technical qualifications and professional development; and representative bodies of education and training providers and employers. Interviews with providers primarily focused on their preparation for delivery. Interviews with sector representatives provided broader perspectives on the sector's preparation for the delivery of T Levels. ED599354 T Levels Research: How Are Providers Preparing for Delivery? National Foundation for Educational Research 2019-06-00 978-1-911039-89-1 59 National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk N/A 2019 -1 ERIC APR2020

New

Yes Data Collection Information Management Enrollment Relocation Student Mobility Crisis Management Planning Information Systems Educational Legislation Federal Legislation Check Lists Natural Disasters Emergency Programs Elementary Secondary Education Guides - Non-Classroom Reports - Descriptive Family Educational Rights and Privacy Act 1974 Stewart B McKinney Homeless Assistance Act 1987 Health Insurance Portability and Accountability Act 1996 National Forum on Education Statistics (ED) Quality Information Partners, Inc. (QIP) English Elementary Secondary Education The purpose of this guide is to provide timely and useful best practice information for collecting and managing data about students who have temporarily or permanently enrolled in another school or district because of a crisis. It includes lessons learned and provides recommendations for collecting and maintaining data about students who may move into or out of a school or district during and following a crisis. This publication builds upon &quot;Crisis Data Management: A Forum Guide to Collecting and Managing Data about Displaced Students,&quot; published in 2010. It includes case studies and real-world examples; updates best practices related to collecting and managing education data before, during, and after a crisis based on the severe impacts of recent weather events and other crises; and addresses innovations in education data technology that have changed how education agencies collect, manage, and disseminate data. This guide focuses on crisis data management, with a specific emphasis on data on displaced students, from the perspective of the education data community. [For &quot;Crisis Data Management: A Forum Guide to Collecting and Managing Data about Displaced Students. NFES 2010-804,&quot; see ED511639.] ED599381 Forum Guide to Planning for, Collecting, and Managing Data about Students Displaced by a Crisis. NFES 2019-163 National Forum on Education Statistics 2019-09-00 82 National Forum on Education Statistics. 1990 K Street NW Room 9095, Washington, DC 2006. Fax: 202-502-7475; Web site: http://nces.ed.gov/forum/ N/A 2019 -1 ERIC APR2020 Yes EDIES16Q0009 https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=NFES2019163

New

No Individualized Education Programs Students with Disabilities Student Needs Teamwork Transitional Programs Inclusion Mainstreaming Standardized Tests Parent Responsibility Access to Education Educational Legislation Federal Legislation Equal Education Cooperative Planning Educational Objectives Academic Accommodations (Disabilities) Extended School Year Guides - Non-Classroom Ohio Individuals with Disabilities Education Act Ohio Coalition for the Education of Children with Disabilities English An IEP is an Individualized Education Program. When a child is identified with a disability under the Individuals with Disabilities Education Act (IDEA) a child has a right to a Free, Appropriate, Public Education (FAPE). For a child to receive FAPE there has to be an IEP developed in order for the child to progress in the general education curriculum. This guide discusses: IEP team members; prior written notice; what should be on the IEP; transition; services; least restrictive environment; special factors on the IEP; statewide testing; contact OCECD; &quot;For My Records&quot; forms; and parent responsibilities/important timelines. [This guide was originally published in 2006.] ED601042 What Is an IEP? Revised Ohio Coalition for the Education of Children with Disabilities 2019-06-00 Office of Special Education and Rehabilitation Services (OSERS) (ED) Ohio Department of Education, Office for Exceptional Children Ohio Department of Education, Office for Early Learning and School Readiness Parents 32 Ohio Coalition for the Education of Children with Disabilities. 165 West Center Street Suite 302, Marion, OH 43302. Tel: 800-374-2806; Fax: 740-383-6421; e-mail: ocecd@gte.net; Web site: http://www.ocecd.org N/A https://www.ocecd.org/Downloads/What%20is%20an%20IEP%20Book%20Rev%206%202019.pdf 2019 -1 ERIC APR2020

New

Yes Culturally Relevant Education Special Education Intervention Student Diversity At Risk Students Students with Disabilities Transitional Programs Planning Gadd, Sonja Butler, Bettie Ray Reference Materials - Bibliographies National Technical Assistance Center on Transition (NTACT) English The purpose of this annotated bibliography is to synthesize relevant research and resources on the effective integration of culturally responsive/sustaining practices in special education. The strategies and interventions that have produced positive academic outcomes for culturally and linguistically diverse (CLD) students with and at risk for disabilities are briefly summarized. To conclude, additional resources on culturally responsive/sustaining practices are provided. ED601043 Culturally Responsive (Sustaining) Practices for Students with and at Risk for Disabilities: Annotated Bibliography National Technical Assistance Center on Transition 2018-00-00 Office of Special Education and Rehabilitative Services (ED) 8 National Technical Assistance Center on Transition. College of Education, University of North Carolina Charlotte, 9201 University City Blvd, Charlotte, NC 28223. Tel: 704-687-8606; e-mail: ntactmail@uncc.edu; Web site: http://transitionta.org N/A 2019 -1 ERIC APR2020 H326E140004

New

No Foreign Countries Language of Instruction College Faculty Teacher Attitudes Immigrants Foreign Nationals African Languages Universities Language Role Faculty Mobility English Language Fluency Professional Identity Self Concept Career Development Language Skills Educational Opportunities Native Language Language Attitudes Higher Education Hurst, Ellen Reports - Research South Africa English Higher Education Postsecondary Education This chapter analyses interviews with 13 African scholars from a range of countries who are currently working at a South African university. The interviews explore aspects of their migration journeys and the role that language, particularly the English language, has played in their mobility. The majority of the participants originate from English-speaking African countries, and are fluent English speakers. English is currently the international language of the academy, and English fluency can almost be seen as a prerequisite for an international academic career. The driving question behind this research is what have these African highly skilled academic migrants gained and lost from English in terms of their mobility, careers and identities? The participants show complex orientations towards the medium. On the one hand, English is recognised as an enabling medium for international success in academia, and for career and educational opportunities aboard. On the other hand, participants perceive that the emphasis on the English medium has negative effects on their relationships with their home languages and their home countries. The research raises questions about the role of English in higher education in Africa. [For the complete volume, &quot;Academic Mobility. International Perspectives on Higher Education Research. Volume 11,&quot; see ED601003.] ED601044 English and the Academy for African Skilled Migrants: The Impact of English as an &apos;Academic Lingua Franca&apos; International Perspectives on Higher Education Research 2014-00-00 21 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: https://www.emerald.com/insight/publication/issn/1479-3628 T https://doi.org/10.1108/S1479-362820140000011015 2019 -1 As Provided APR2020

New

No Pedagogical Content Knowledge Mathematics Instruction Agricultural Education Teacher Attitudes Self Concept Mathematics Skills Teaching Experience Correlation Teacher Education High School Teachers Faculty Development McNall, Sarah Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Secondary Education The purpose of this study was to determine South Western agriculture teacher's mathematical content knowledge. Mathematics and science are both essential to the field of agriculture; however, while science curriculum is currently integrated in many high school agricultural education classrooms, mathematics coverage is limited (Stubbs &amp; Myers, 2015). The opportunity for students to engage in real world applications of mathematical content through school-based agricultural education programs exists, but if teachers do not possess the content knowledge necessary to teach mathematics, students are then left at a disadvantage. Therefore, the objectives of this study were to describe agriculture teachers perceived mathematical content knowledge, actual mathematical content knowledge, and the relationship between perceived and actual mathematical content knowledge for South Western agriculture teachers. The Content Knowledge Framework was utilized in determining agriculture teacher's content knowledge for the subject area of mathematics (Even, 1990). A quantitative analysis revealed South Western agriculture teachers perceived their average mathematical ability as being at a moderate level, while their average actual mathematical ability was 44%. The analysis also revealed a negative correlation to teachers' perceived ability and years spent teaching and a positive correlation between teachers' actual ability and years teaching. It is recommended that mathematics requirements at the agricultural teacher preparation level be reexamined. Additionally, professional development for South Western agriculture teachers in various mathematics content is encouraged. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601613 South Western Agriculture Teachers&apos; Mathematical Content Knowledge ProQuest LLC M.S. Dissertation, The University of Arizona 2019-00-00 978-1-3921-6091-6 47 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810398 2019 -1 As Provided APR2020

New

No At Risk Students First Generation College Students Student Financial Aid Academic Persistence Transitional Programs Academic Support Services Student Needs Student Adjustment Program Effectiveness School Holding Power Costs Grants Academic Achievement Starke, Tadarrayl M. Dissertations/Theses - Doctoral Dissertations Florida EISSN- English Higher Education Postsecondary Education First-generation college students face unique challenges in higher education compared to students whose parents are college graduates. These students tend to come from lower socioeconomic backgrounds and face difficulty enrolling and persisting in higher education (Horn, 1998; Ishitani, 2003; Latino et al., 2018; Nunez &amp; Cuccaro-Alamin, 1998; Warburton, Bugarin, &amp; Nunez, 2001). They rely more on financial aid and employment to pay for college (Choy, 2001; Pratt, Harwood, Cavazos, &amp; Ditzfeld, 2017), and are highly susceptible to attrition as a result of lacking the financial means to pay for college (Eitel &amp; Martin, 2009). Postsecondary transition and academic support programs were designed to address factors affecting first-generation college student success, postsecondary transition and academic support programs (Almaraz et al., 2010; Kezar, 2000; Tate et al., 2015; Thayer, 2000; Walpole et al., 2008). Effective programs target students with the greatest financial need, assist students with navigating college, and adapt programming to student characteristics (Perna, 2015). Participants of these programs tend to have greater levels of student success compared to first-generation college students who do not participate (Ackermann, 1991; Almaraz et al., 2010; Carey, 2008; Garcia, 1991; McGlynn, 2009). At Florida State University (FSU), the Center for Academic Retention and Enhancement (CARE) is a comprehensive transition and academic support program designed to increase access and student success for first-generation college students. In 2015, FSU developed the CARE Grant to provide a minimum of 75% of the cost of attendance to CARE students in an effort to reduce the level of unmet financial need and increase student success. The purpose of the study was to explore the effects of awarding the grant-filled financial aid package on the persistence and academic achievement of first-generation college students enrolled in an academic support program. CARE provided a unique context to explore the effects of financial aid on academic performance and retention of students in an academic support program. This study is grounded in research relating to retention, first-generation college students, factors relating to their postsecondary persistence and academic success, transitional and academic support programs, financial aid and college costs, and relevant theories relating to the impact of financial aid and college costs on student retention. The research framework is influenced by Reason (2009), who developed a conceptual framework that included organizational context as an element contributing to retention. In the conceptual framework of this study, student demographics and pre-college characteristics contribute to a student's persistence at FSU through the context of CARE participation. Financial aid and college costs variables are additional influences to a student's persistence through to graduation.Through linear and binary logistic regression, the study analyzed the effects of multiple background, academic, and financial variables on FSU GPA, Overall GPA, and first-to-second year retention. The sample consisted of 1,425 students enrolled in CARE between summer 2013-2016 who reenrolled and received financial aid for the subsequent first term. The control group was students who enrolled in CARE in 2013 and 2014 who did not receive the CARE Grant. The study collected data on student GPAs and first-year retention to analyze the effects of the awarding the CARE Grant using data collection procedures native to FSU. The study's findings suggested the grant had no statistically significant effect on academic performance and retention when controlling for other variables. Only high school GPA was statistically significant and positive for both FSU GPA and Overall GPA. High school GPA and Black/African American classification were statistically significant and positively related to retention. The findings are significant in advancing knowledge of first-generation student success, financial aid, and postsecondary academic support programming. Recommendations for future research include examining graduation rates for the population studied, adding additional variables to better explore what elements contribute to academic performance and retention for CARE students, and using mixed methods research to capture additional qualitative factors influencing academic performance and retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601614 Aid and College Success: The Effect of a Grant-Filled Financial Aid Package on The Academic Performance and Persistence of Traditionally Underrepresented Students in an Academic Support Program ProQuest LLC Ed.D. Dissertation, The Florida State University 2019-00-00 978-1-0855-9535-3 103 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809830 2019 -1 As Provided APR2020

New

Yes Reentry Workers Unemployment Neurological Impairments Employment Patterns Career Readiness Physical Mobility Fatigue (Biology) Retirement Job Layoff Family Work Relationship Physical Disabilities Pain Visual Impairments Wu, Rongxiu Corbin, Amanda Goldstein, Penina Adams, Chithra Rumrill, Phillip Bishop, Malachy Sheppard-Jones, Kathy Reports - Research University of Kentucky, Human Development Institute English Multiple sclerosis (MS) is one of the most common neurological disorders in the world, and it is increasing in incidence and prevalence in the United States. Some 10,000 new cases of MS are diagnosed each year in the US (Kalb, 2016). Initial symptoms are most often evident during early adulthood, typically between the ages of 20 and 50 (Kalb, 2016; Schapiro, 2003). With its onset in early to middle adulthood, multiple sclerosis (MS) usually affects people with established employment histories who were working at the time of diagnosis (Rumrill, 2016). However, the progression of the disease is accompanied by what can only be referred to as a mass exodus from the labor force. A cross sectional analysis by Julian, Vella, Vollmer, Hadjimichael and Mohr (2008) found that 60% of people living with MS were unemployed. Adding to this research are findings that the majority of Americans with MS are unemployed five years after diagnosis (Uccelli, Specchia, Battaglia, &amp; Miller, 2009). This research brief explores the reasons why people leave the workforce and their readiness and eagerness to return to work. ED599747 Preliminary Examination of Return to Work Interests among Unemployed Individuals with Multiple Sclerosis. Research Brief. Spring 2019 Human Development Institute 2019-00-00 4 Human Development Institute. 126 Mineral Industries Building, Lexington, KY 40506. Tel: 859-257-1714; Fax: 859-323-1901; Web site: http://hdi.uky.edu N/A 2019 -1 ERIC APR2020

New

Yes Prior Learning Adult Students Higher Education College Credits Educational Policy Vocational Education Community Colleges Job Training Grants Evaluation Methods School Policy Leadership Role Teacher Role College Faculty Educational Finance Incentives Palmer, Iris Nguyen, Sophie Reports - Evaluative New America English Adult Education Higher Education Postsecondary Education Two Year Colleges In this report we walk through a systematic review of how PLA [prior learning assessment] was implemented under the ideal circumstances provided by the TAACCCT [Trade Adjustment Assistance Community College and Career Training] grant program. We found that there was positive policy development, but student use of PLA opportunities remained low. In some isolated places, we found policy and practice changes that were connected to an increase in students' use of PLA. From this analysis, we distilled lessons on implementation and suggest how to scale up the use of PLA in higher education. ED599748 Connecting Adults to College with Credit for Prior Learning New America 2019-10-03 Lumina Foundation 33 New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: https://www.newamerica.org N/A 2019 -1 As Provided APR2020

New

Yes State Policy Educational Policy College Programs Apprenticeships Costs Student Financial Aid Tuition College Students Educational Finance On the Job Training Tuition Grants Paying for College Scholarships State Aid Incentives Best Practices Prebil, Michael Reports - Evaluative Kentucky New Jersey Texas California North Carolina Washington Florida New America English Higher Education Postsecondary Education Existing state policies to support the costs of apprentices' classroom training at colleges are a patchwork. Some states have implemented effective subsidies to support credit-bearing apprenticeship offerings without any cost to the apprentice; other policies are well-intentioned but counterproductive. Across the country, though, many states already have the policy groundwork to support college classes for apprentices, even with rather modest investments. In this brief, I explore the advantages and drawbacks of four current approaches to funding the classroom component of apprenticeship and provide recommendations for policymakers looking to support college-connected apprenticeships in their state. ED599749 Solid Foundations: Four State Policy Approaches for Supporting College-Connected Apprenticeships New America 2019-09-16 JPMorgan Chase & Co. 35 New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: https://www.newamerica.org N/A 2019 -1 As Provided APR2020

New

Yes College Students College Mathematics Mathematics Achievement Relevance (Education) Mathematics Instruction Program Effectiveness Acceleration (Education) Developmental Studies Programs Algebra Prerequisites Required Courses Models Ganga, Elizabeth Mazzariello, Amy Reports - Evaluative Texas (Austin) California Arkansas Education Commission of the States Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR) English Higher Education Postsecondary Education In an effort to make math courses more relevant and improve success rates in college math, various organizations and colleges developed a new model of math education that has come to be called &quot;math pathways.&quot; Math pathways enable students to take different paths through the math curriculum, depending on their course of study. With math pathways, college students learn math relevant to their academic and career pursuits. While only a small fraction of workers use higher-level math, employees in many occupations need data-analysis skills and an understanding of math concepts. Rethinking math in this way requires coordination between two-year colleges and their four-year transfer partners, along with changes to state and college system policies. But for many students, multiple math pathways can remove the obstacle that algebra requirements often pose. In this report, three prominent examples of math pathways are described and research evidence on their effectiveness is reviewed: (1) Dana Center Mathematics Pathways (DCMP), developed by the Charles A. Dana Center at the University of Texas at Austin; (2) Carnegie Math Pathways, developed by the Carnegie Foundation for the Advancement of Teaching and now run by WestEd; and (3) Math pathways developed by the California Acceleration Project (CAP), a faculty-led professional development network supporting California's community colleges. [This resource is the second in a series about developmental education. The first installment is &quot;Developmental Education: An Introduction for Policymakers&quot; (ED582926).] ED590584 Math Pathways: Expanding Options for Success in College Math Education Commission of the States 2018-10-00 Institute of Education Sciences (ED) 9 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2018 -1 ERIC APR2020 Yes R305C140007

New

Yes Socioeconomic Status Anxiety Cognitive Processes Psychological Patterns Evaluation Measurement Techniques Longitudinal Studies Spouses National Surveys Measures (Individuals) Adults Hittner, Emily F. Rim, Katie L. Haase, Claudia M. Reports - Research Beck Anxiety Inventory EISSN- English Cognitive reappraisal reduces anxiety, but we know little about how socioeconomic status (SES) moderates this association. Drawing from developmental, affective, and health psychological frameworks, the present two studies investigated SES as a moderator of reappraisal and anxiety using performance-based (Study 1) and self-report (Study 1 and 2) measures of reappraisal; analyzing non-clinical (Study 1) and clinical (Study 2) symptoms of anxiety; and utilizing a small, laboratory-based study (Study 1) and a large-scale 9-year longitudinal study (Study 2). Across studies, findings showed that reappraisal predicted lower anxiety at low levels of SES but did not or less so at high levels of SES. These results were found for self-report measures of reappraisal; generalized across non-clinical and clinical symptoms of anxiety; and emerged both concurrently and prospectively across 9 years. Findings remained stable when controlling for a number of covariates, including age, gender, and race; were more robust for income than education; largely generalized across gender (except for a men-specific moderation effect for education in Study 2); and were directional such that SES did not moderate associations between anxiety and changes in reappraisal. These findings highlight the importance of considering socioeconomic context in the link between reappraisal and anxiety. [This is the online version of an article published in &quot;Emotion.&quot;] ED590788 Socioeconomic Status as a Moderator of the Link between Reappraisal and Anxiety: Laboratory-Based and Longitudinal Evidence Grantee Submission 2018-12-17 Institute of Education Sciences (ED) 13 T 2018 -1 As Provided APR2020 Yes R305B140042

New

No Controversial Issues (Course Content) Teacher Attitudes Democracy Beginning Teachers Citizenship Education Classroom Communication Educational Principles Graduate Students Social Justice Secondary School Curriculum Critical Theory Tannebaum, Rory Philip Speeches/Meeting Papers Reports - Research ISSN- English Secondary Education Higher Education Postsecondary Education This interdisciplinary study seeks to explore the extent to which graduate students enrolled within a teacher preparation program associate the use of Controversial Public Issues (CPI) in the K12 classroom with broad principles of democratic education. The study also attempts to understand how twelve teacher candidates view the practicality of using CPI within the K12 classroom setting. Preliminary findings suggest that participants -- though enthusiastic about integrating CPI into their pedagogy -- associate the use of CPI with citizenship education (e.g., voting) instead of reform-oriented components of democratic education (e.g., providing spaces for historically marginalized groups or overturning the status quo). Future research should explore ways in which teacher preparation programs can foster a deeper understanding of democratic education in teachers. ED602191 Connecting Controversial Public Issues with Democratic Education: A Multicase Study Investigating Teachers&apos; Understandings AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 26 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2020 -1 As Provided APR2020

New

No Autism Pervasive Developmental Disorders High School Students Student Diversity Inclusion Intervention Teaching Methods Cooperative Learning Peer Relationship Program Effectiveness Barraza, Daniel Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education High Schools The purpose of the study is to examine the impact of a peer-mediated intervention on the inclusion of students with Autism Spectrum Disorders (ASD) in the classroom. Three high school students from a Culturally and Linguistically Diverse (CLD) background receiving Special Education services with an autism eligibility and participated. A concurrent multiple baseline design across participants was used to measure the effectiveness of a peer-mediated intervention (independent variable) in a group of students on the autism spectrum (dependent variable) in the inclusive classroom. Results regarding peer-mediated sessions, teacher methodologies, and the increase of social oriented collaborative strategies among typical students and adolescents with ASD in the inclusive classroom are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602192 Peer-Mediated Intervention with Culturally Linguistically Diverse Secondary Students with Autism Spectrum Disorders in Inclusive Classrooms ProQuest LLC Ph.D. Dissertation, Northern Arizona University 2019-00-00 978-1-0856-0092-7 158 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13814230 2020 -1 As Provided APR2020

New

No Principals Administrator Behavior Student Improvement Academic Achievement Teacher Attitudes Access to Information Suburban Schools Middle Schools Administrator Role School Administration Counties Murry, Letoni Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Junior High Schools Middle Schools Secondary Education The purpose of this study was to explore the behaviors and characteristics of school leadership, specifically principals' behaviors, that lead to increased student achievement. This study examined (a) what type of information is available to principals, (b) how they use the information, and (c) what factors determine a positive or negative impact on teachers' use of the student achievement information. This research study also studied the perceptions of teachers concerning the usefulness of student achievement information; teachers' attitudes toward using the information; and the external pressure applied to teachers to use it. Data were collected from schools at suburban middle schools in Rutherford County, whose students have been shown to be at the state's average level of proficiency for students. Quantitative data were collected using the Teacher Educator Survey. The study demonstrated that principals are essential to student achievement in suburban middle schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602194 Principals&apos; Behaviors in Improving Student Achievement from Teachers&apos; Perception in Rutherford County ProQuest LLC Ed.D. Dissertation, Tennessee State University 2019-00-00 978-1-3922-4488-3 145 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13814266 2020 -1 As Provided APR2020

New

Yes Individualized Instruction Data Use School Districts Data Collection Best Practices State Departments of Education Mastery Learning Strategic Planning Needs Assessment Educational Environment Sustainability Privacy Public Schools Feedback (Response) Educational Finance Electronic Learning Student Records Faculty Development Partnerships in Education Stakeholders Communication Strategies Information Security Guides - Non-Classroom Reports - Descriptive Colorado Ohio Nebraska Vermont Utah Idaho Montana Connecticut Rhode Island National Forum on Education Statistics (ED) Quality Information Partners, Inc. (QIP) English Educators employ different methods of teaching and learning to help their students succeed. One such method is personalized learning, which aims to tailor instruction to the needs, talents, and skills of each individual learner. Rapid advances in technology platforms and digital content over the last decade have enabled more widespread use of personalized learning. As a result, many schools and districts may be interested in expanding its use across various content areas and grade levels. Effective personalized learning requires the collection, understanding, and use of data across many variables. Schools and districts that are interested in implementing personalized learning need to be prepared to ensure the data access, data privacy, and time and training to use data that are necessary to making personalized learning scalable. This document is designed to assist education agencies as they consider whether and how to expand their use of personalized learning. It provides an overview of personalized learning and describes best practices used by education agencies to collect data for personalized learning; to use those data to meet personalized learning goals; and to support the relationships, resources, and systems needed for effective use of data in personalized learning. It also provides a particular focus on data considerations needed by different locations depending on their approach to personalized learning, and considers questions such as which data elements are appropriate at the district or state levels. Because personalized learning is still a developing prospect in many locations, the concepts and examples provided here are intended to help facilitate idea sharing and discussion. ED599382 Forum Guide to Personalized Learning Data. NFES 2019-160 National Forum on Education Statistics 2019-08-00 53 National Forum on Education Statistics. 1990 K Street NW Room 9095, Washington, DC 2006. Fax: 202-502-7475; Web site: http://nces.ed.gov/forum/ N/A 2019 -1 ERIC APR2020 Yes EDIES16Q0009 https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=NFES2019160

New

Yes Student Financial Aid Educational Legislation Federal Legislation Higher Education Educational Innovation Barriers Federal Regulation Public Agencies Reports - Descriptive Higher Education Act Title IV National Association of Student Financial Aid Administrators (NASFAA) English Higher Education Postsecondary Education Education has been an evolving enterprise since Plato first sat at Socrates' feet. What sets the past few decades apart in the history of education, though, is the rapid pace of change. New technologies, workforce demands, consumer expectations, entrepreneurial innovations and public sensitivity to cost are increasing the pressure for accessible, productive and meaningful education programs. Yet, too often, traditional higher education policies and financial aid rules stymie even the most sensible of these innovations. Federal aid programs were designed primarily around traditional semester, quarter or longer-term certificate calendars. In past years, Congress and the U.S. Department of Education (ED) have tweaked around the edges to accommodate online and modular modalities. In more recent years, ED has used its experimental sites authority to study potential regulatory changes to foster innovation in competency-based education, subscription models, short-term certificates and partnerships with non-traditional education providers. Yet, existing ED guidance and the potential of non-compliance liability continues to stifle innovation and wider use of emerging educational concepts and technologies. The barriers include anachronistic regulations and practices which, while well-intentioned, cause institutions to shy away from innovation. This report addresses these barriers with recommendations that both expand ED's tool set to foster innovation and revise regulations to better support emerging educational programs and maintain adequate protections for students and taxpayers. ED599386 Modernizing Title IV Aid to Encourage and Accommodate Innovation in Higher Education. NASFAA Task Force Report National Association of Student Financial Aid Administrators 2019-00-00 8 National Association of Student Financial Aid Administrators. 1101 Connecticut Avenue NW Suite 1100, Washington, DC 20036. Tel: 202-785-0453; Fax: 202-785-1487; e-mail: membership@NASFAA.org; Web site: http://www.nasfaa.org N/A 2019 -1 ERIC APR2020

New

No Foreign Nationals College Faculty Evaluation Criteria High Achievement Academic Achievement Higher Education College Administration Ethnicity Cultural Background Social Integration Faculty Mobility Comparative Analysis Foreign Countries Bokek-Cohen, Ya'arit Davidovitch, Nitza Reports - Research Israel English Higher Education Postsecondary Education Most studies of foreign-born faculty have documented various difficulties in their careers in academic institutions. This chapter offers data regarding the successful careers of foreign-born faculty in the Israeli academic world and identifies the factors that contributed to this success. Our data are based on several measures for success of foreign-born faculty in the studied institution. A statistical analysis was performed in order to examine to what degree scoring on various excellence criteria distinguishes between foreign- and native-born faculty. The research reveals that foreign-born faculty have succeeded in reaching impressive academic achievements. Five complementary explanations for the successful integration are presented, with the most crucial being in-group ethno-cultural similarity of faculty who immigrated from the same country. We conclude by discussing managerial implications for the successful integration of foreign-born faculty in higher education institutions. [For the complete volume, &quot;Academic Mobility. International Perspectives on Higher Education Research. Volume 11,&quot; see ED601003.] ED601045 Insights into the Successful Integration of Foreign-Born Faculty in Israeli Academia: The Empowering Effect of In-Group Ethno-Cultural Similarity International Perspectives on Higher Education Research 2014-00-00 21 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: https://www.emerald.com/insight/publication/issn/1479-3628 T https://doi.org/10.1108/S1479-362820140000011017 2019 -1 As Provided APR2020

New

No Civil Rights International Law Higher Education College Faculty Travel Freedom Social Discrimination Faculty Mobility Academic Freedom Political Attitudes Beiter, Klaus Reports - Descriptive English Higher Education Postsecondary Education Scholarly excellence in higher education depends in part on the ability of members of the academic community to be able to travel abroad, to return home and to move freely within a state for the purposes of study, teaching and research. Articles 12 and 13 of the International Covenant on Civil and Political Rights of 1966 protect the right to freedom of movement and the right of aliens not to be arbitrarily expelled from a state, respectively. Any person may rely on these provisions to claim various stated entitlements related to freedom of movement. International human rights law does not, however, offer (clear) protection where an alien wishes to enter a state. It appears, however, that Article 26 of the International Covenant on Civil and Political Rights, prohibiting discrimination on the ground of, amongst other things, 'political or other opinion', may be relied on to prevent states from restricting the entry of scholars solely on the basis of the academic opinions they hold or views they have expressed. The right to freedom of movement of scholars -- conceived as a right to academic mobility -- forms a part of the right to academic freedom. International human rights law does not accord express protection to this right. Whereas the right to freedom of opinion and expression in Article 19 of the International Covenant on Civil and Political Rights may be relied on to protect a multitude of facets covered by the right to academic freedom, Article 13 of the International Covenant on Economic, Social and Cultural Rights of 1966 on the right to education may, in fact, be seen to constitute a complete locus for the right to academic freedom. [For the complete volume, &quot;Academic Mobility. International Perspectives on Higher Education Research. Volume 11,&quot; see ED601003.] ED601046 The Protection of the Right to Academic Mobility under International Human Rights Law International Perspectives on Higher Education Research 2014-00-00 23 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: https://www.emerald.com/insight/publication/issn/1479-3628 T https://doi.org/10.1108/S1479-362820140000011019 2019 -1 As Provided APR2020

New

Yes LGBTQ People Teaching Methods Inclusion Student Diversity Preschool Education Elementary Secondary Education Educational Technology Technology Uses in Education Open Educational Resources Culturally Relevant Education Student Needs Educational Environment Controversial Issues (Course Content) Faculty Development Instructional Materials Language Usage Costs Shared Resources and Services State Policy Prescott, Sabia Reports - Descriptive New America English Early Childhood Education Preschool Education Elementary Secondary Education &quot;Supporting LGBTQ-Inclusive Teaching,&quot; the first report of its kind to examine the possibilities inherent in LGBTQ-inclusive materials for training classroom teachers, explores the biggest challenges to creating, implementing, and scaling up this kind of PreK-12 teacher professional learning. It is also the first to consider the opportunities in harnessing digital materials, particularly open educational resources (OER), as tools for helping to overcome those challenges and enabling queer inclusion. Situated within the broader context of culturally responsive teaching (CRT), this report aims to help set a research and practice agenda for education leaders that envisions ways to combine lessons learned from both the LGBTQ advocacy and open education fields. ED599750 Supporting LGBTQ-Inclusive Teaching: How Open Digital Materials Can Help New America 2019-10-22 William and Flora Hewlett Foundation 23 New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: https://www.newamerica.org N/A 2019 -1 ERIC APR2020

New

Yes Accountability Higher Education Educational Change Educational Finance Public Colleges Universities Educational Objectives Standards Equal Education Eligibility Sanctions Rewards Educational Improvement Program Evaluation Institutional Evaluation Student Financial Aid Educational Equity (Finance) Federal Aid Grants Risk Loan Repayment Incentives Protopsaltis, Spiros Reports - Evaluative Pell Grant Program New America English Higher Education Postsecondary Education This paper provides a brief overview of the current state of federal accountability and the need for change, and a summary of the landscape of state accountability reforms through funding structures for public colleges and universities. It explores key questions or decision points that must be addressed in designing a federal accountability system and provides recommendations for each, in an attempt to form a set of guiding principles for thinking about the system's objectives. And it identifies recommendations both for what needs to be measured and how, with a focus on the goals of completion, equity, and safeguards against risk to borrowers and taxpayers. Overall, the paper argues for a combined system of consequential and report-card accountability, with the former including both bright lines for eligibility and graduated sanctions and rewards to drive continuous improvement. ED599751 Searching for Accountability in Higher Education: A Balanced Framework of Goals &amp; Metrics New America 2019-10-02 Arnold Ventures 25 New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: https://www.newamerica.org N/A 2019 -1 As Provided APR2020

New

No Ethics Legal Problems Student Personnel Services Student Personnel Workers Higher Education Standards Decision Making Models School Responsibility Professional Identity Theory Practice Relationship Hispanic Americans Vignettes Case Studies Hornak, Anne M., Ed. Books Collected Works - General English Higher Education Postsecondary Education The goal of this book is to help the reader gain knowledge on ethical and legal issues in the field of student affairs and develop competency to follow the profession's principles and standards of conduct. The significance of the book is due to its focus on the practical value of ethics and legal issues and its aim to address the knowledge, skills, and dispositions required of student affairs educators to develop and maintain integrity in their life and work as described by the ACPA/NASPA. The text offers readers a number of major unique features: It offers multiple ethical decision-making models to guide student affairs educators in their ethical decision-making process. It proposes that ethics is not an individual but an organizational responsibility. It offers that ethical decision making is a professional skill that can be practiced and applied in student affairs educators' day-to-day practice. It presents the reader with the most current legal issues in student affairs and higher education. Finally, it reflects three themes: integration of ACPA/NASPA competency areas; development of professional identity; and application of knowledge and theory to practice. The book is critical and timely. A book that focuses on ethical and legal issues in student affairs is needed for faculty in preparation programs, new professionals navigating their identity as student affairs educators, and a resource for mid- and senior-level professionals facilitating ongoing professional development. The book begins to address what it means to have a professional identity, which is ground in the shared ethical and legal values espoused within the profession and academia. Each chapter uniquely contributes to the complexity embedded in the study of ethics and how that is applied to practice. Additionally, the volume is a balance of procedural knowledge, case illustrations, and guided practice exercises to facilitate the reader's ability to translate the theory and research discussed into professional decision making and application. After a foreword by the series editor, Naijian Zhang, chapters include: (1) Overview of the Volume (Anne M. Hornak); (2) Theoretical Frameworks for Ethical Practice (Jonathan J. O'Brien); (3) Practical Overview of Ethical Decision-Making Models (Anne M. Hornak); (4) Creating a Campus Conversation about Ethics (V. Barbara Bush and Daniel Chen); (5) Ethical Decision Making in Practice (Regina Garza Mitchell, Ramona Meraz Lewis, and Brian Deitz); (6) Current Legal Issues in Student Affairs (Natalie Jackson and Janelle Schaller); (7) Academic Integrity and the Student Affairs Professional (Tricia Bertram Gallant); (8) Designing a Collective, Ethical, and Equitable Student Success Culture in Hispanic-Serving Institutions (Patricia L. Farrell-Cole and José A. Cabrales); (9) Ethical Vignettes and Case Studies (Tamara Hullender and Margaret Partlo); and (10) Conclusion: What Does This All Mean? (Anne M. Hornak). ED599752 Ethical and Legal Issues in Student Affairs and Higher Education Charles C. Thomas, Publisher, Ltd 2019-00-00 978-0-398-09310-5 Teachers 208 Charles C. Thomas, Publisher, Ltd. 2600 South First Street, Springfield, IL 62704. Tel: 800-258-8980; Tel: 217-789-8980; Fax: 217-789-9130; e-mail: books@ccthomas.com; Web site: http://www.ccthomas.com N/A https://www.ccthomas.com/details.cfm?P_ISBN13=9780398093105 2019 -1 ERIC APR2020

New

No Females Immigrants College Students Acculturation Student Adjustment Student Attitudes Family Influence Paying for College Emotional Response Barriers College Role Student Empowerment Cultural Differences Student Financial Aid Access to Health Care Dining Facilities Mentors Student Personnel Services Lalla, Shireen Dissertations/Theses - Doctoral Dissertations Florida EISSN- English Higher Education Postsecondary Education This phenomenological study explored the perceptions and lived experiences of female West Indian immigrant students as they academically and socially acculturated while attending Florida Atlantic University (FAU). Snowball techniques were employed to select 11 female immigrant West Indian undergraduate and graduate students living in southeastern Florida and attending FAU. Data were gathered from two in-depth one-on-one interviews with each participant. Stories emerged that highlight the immigrant experiences of these female West Indian students. Such narratives have been lacking in the higher education literature about how this population of women persists in colleges and universities in the United States (U.S.). Six findings emerged that constituted the acculturation and adjustment experiences of these women: (1) family influence, (2) financial difficulties, (3) emotional and physical challenges, (4) institutional support, (5) women's empowerment, and (6) host society adaptation. In conclusion, female West Indian immigrant students are a valuable asset and provide a tremendous benefit to higher education institutions in the U.S. in terms of cultural and academic contributions that they offer. More attention needs to be paid towards better preparing university staff, administrators, and faculty. This can lead to increased retention and graduation rates. The study gives voice to these women whose lived experiences in higher education have been so seldom addressed. Analysis of their experiences suggests a plan of action that includes: family engagement programming, on-campus financial support, student health services outreach, healthier dining options, mentorship programs, immigrant student support services department, online community support, faculty, cultural awareness, and immigrant student programming. Recommendations for future research are also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601615 West Indian Immigrant Women: The Higher Education Lived Experiences of Undergraduate and Graduate Students at Florida Atlantic University ProQuest LLC Ph.D. Dissertation, Florida Atlantic University 2019-00-00 978-1-3922-7329-6 160 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809837 2020 -1 As Provided APR2020

New

No Law Enforcement Community Colleges Graduates Learning Experience Transfer of Training Job Training Education Work Relationship Program Effectiveness Evangelista, Reynaldo A. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Two Year Colleges Few issues are more complex and require more effort than the training and performance of law enforcement personnel to be competent in a society where their performance is significantly important and multifarious to the general public. It is imperative that our law enforcement personnel are well prepared in their respective training programs and in skills that are transferable to their jobs. The theoretical lens that guided this research is the Kirkpatrick (Kirkpatrick &amp; Kirkpatrick, 2006) model. The purpose of this study was to determine to what extent graduates of a law enforcement academy hosted by a Mid-Atlantic regional community college perceived their learning experiences to be effective and transferable to their job. There were no significant differences in the Total Effectiveness, as it relates to Reaction, Learning, Behavior/Performance, and Results/Impact of graduates job performance. The findings of this study also suggest that law enforcement personnel employed by different types of agencies did not differ in their perceptions of the total effectiveness of the law enforcement training program at the academy hosted by a Mid-Atlantic regional community college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601616 Effectiveness and Impact on Job Performance of a Community College Law Enforcement Curriculum ProQuest LLC Ed.D. Dissertation, Morgan State University 2019-00-00 978-1-0857-1053-4 179 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810165 2019 -1 As Provided APR2020

New

No Charter Schools Beginning Principals Mentors Administrator Attitudes Self Concept Anxiety Management Development Henkenberns, Cathy Dissertations/Theses - Doctoral Dissertations EISSN- English The school principal is a critical influence on instructional quality, leading teaching and learning towards improved student achievement. For that reason, it is imperative that the first-year principal receives support to manage this complexity during year one transition. This role assumes added difficulty as the literature described the tension that a charter school principal experiences to balance local autonomy and accountability. While the literature offers research on leadership and development, little is known about the support systems that first-year charter school principals require to navigate the leadership transition. The goal of this study was to address this gap through understanding how mentoring activities support the needs of these unique school leaders. Specifically, to gain insight into the first-year charter school principal experience in mentoring. By understanding this experience, a charter school organization can proactively plan support systems aiding a new principal's transition and capacity to lead the school. A qualitative phenomenological study collected first-year charter school principals' experience through one interview using open-ended questions. Qualitative analysis coded participants' responses into four themes. The themes led to three findings: 1) principals reported feelings of self-doubt and anxiety about being the right leader for the school; 2) principals appreciated their mentor relationship but shared a desire for more focused levels of support; 3) without focused support from the organization, the mentoring experience can be random and lack specific development of the mentee. Implications for practice include establishing a leadership pipeline with focused mentoring support, consideration of personalized learning plan to honor individual principal need for professional development and incorporating reflective practice as a strategy for leadership development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602195 First Year Charter School Principal Transition: A Phenomenological Study of First-Year Charter School Principal Experiences in Mentoring ProQuest LLC Ed.D. Dissertation, Central Michigan University 2019-00-00 978-1-3922-4801-0 136 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13814277 2020 -1 As Provided APR2020

New

No Parent Participation Urban Education Urban Schools Elementary Schools Principals Administrator Attitudes Parent Attitudes Central Office Administrators African Americans Barriers School Districts Low Income Groups Capacity Building Human Capital Social Capital Educational Policy Faculty Development Culturally Relevant Education Wheeler, Dwayne Dissertations/Theses - Doctoral Dissertations Maryland EISSN- English Elementary Education Parent participation continues to decline among African American communities in urban schools. Parental involvement is essential to closing the achievement gap in urban schools. This grounded theory study explored the principals' perceptions and experiences of elementary school principals, parents, and district office staff as it relates to promoting parental involvement in the educational process of children in an urban school district in north-central Maryland. In order to develop a substantive theory addressing the barriers of low parent participation, data were collected from multiple sources. The data consisted of transcripts of semi-structured interviews of the participants, notes from parent focus group discussions, document review from school and district's Family and Community Engagement Office, and field notes. The findings suggest the existence of complex and unique barriers that continue to plague the parental involvement in this urban school district with students from low income, traditionally and culturally underserved minorities. The findings add to the existing literature. An important contribution of this study is the development of a model to explain and address the barriers related to low parental involvement. Based on the findings, recommendations were incorporated into the development of &quot;Wheeler's Model: Circle of Continuous Engagement.&quot; The new model describes ways to address the barriers to low parental involvement by building the capacity of the principals, as well as human and social capital of the parents in the communities being served by the school district enabling them to handle challenges in their schools, and the city. The findings of this study have the potential to inform parents, school leaders, and policy decisions. This study underscores the need for designing professional development that is (a) differentiated, (b) culturally relevant, (c) based on the realities of the work environments, (d) the issues in the local communities, and (e) based on the research evidence from urban contexts. Engaging parents in transparent conversations and providing resources will shift the trajectory of the current state of affairs to a collaborative, respectful, highly effective partnership, where students excel socially, emotionally, and academically. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602196 Promoting Parental Involvement in Urban Elementary Schools: Perceptions and Experiences of Principals, Parents, and District Office ProQuest LLC Ed.D. Dissertation, Morgan State University 2019-00-00 978-1-0857-2924-6 204 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13814280 2020 -1 As Provided APR2020

New

Yes Program Evaluation Educational Innovation Grants Family Programs Family Involvement Early Childhood Education Primary Education Mathematics Achievement Reading Achievement Language Acquisition Interpersonal Competence Literacy Outcomes of Education Spencer, Rachael Derrick, Christy Stevenson, Olivia Reports - Evaluative EISSN- The Evaluation Group (TEG) English Early Childhood Education Primary Education &quot;Partners Advancing Childhood Education&quot; (&quot;PACE&quot;) is an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education. &quot;PACE&quot; is a family engagement program that enhances family engagement skills among educators and leadership skills among parents to support the academic and social-emotional development of children in pre-K through third grade (ages three to eight). The impact evaluation used a quasi-experimental design (QED) to examine the effect of &quot;PACE&quot; participants' mathematics, language, literacy, and social emotional development. &quot;PACE&quot; enrolled three cohorts of students over 3 years (cohort 1: 2014; cohort 2: 2015; cohort 3: 2016) and followed each cohort over a full year (September through September). Outcomes for &quot;PACE&quot; students were compared to a sample of students with similar characteristics who participated in business-as-usual, traditional academic instruction in matched pre-K and elementary programs. Comparison students were recruited using similar methods and time frames as those used for &quot;PACE&quot; students. Using hierarchical linear modeling, we found no statistically significant difference in mathematics, language, literacy, or social emotional development gains among &quot;PACE&quot; students compared to those exposed to business-as-usual. [This report was prepared for the United Way of Greater Atlanta.] ED591020 Impact Evaluation of Partners Advancing Childhood Education (&quot;PACE&quot;) Grantee Submission 2018-12-00 Office of Innovation and Improvement (ED), Investing in Innovation (i3) 23 T 2018 -1 As Provided APR2020 U411C130102

New

No Nontraditional Students Academic Achievement High School Equivalency Programs State Universities Phenomenology Undergraduate Students Student Characteristics Learning Processes Educational Experience Educational Attainment Bachelors Degrees One Parent Family Part Time Students Student Employment Children Russell, Megan Elizabeth Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education High Schools High School Equivalency Programs Secondary Education Higher Education Postsecondary Education This article explored the academic experiences of nontraditional students enrolled in an undergraduate degree program. For the purposes of this study students were deemed to be nontraditional if they met one of the following characteristics: had delayed enrollment into postsecondary education; attended college part-time; worked full time; were financially independent for financial aid purposes; had dependents other than a spouse; were a single parent; and/or were a GED recipient (NCES, n.d.). The researcher sought to justify the importance of gleaning additional information regarding different components of the learning processes and academic experiences in which nontraditional students were engaged in throughout their educational endeavor. Furthermore, it was the researcher's hope that this study would add to the body of research that already exists on the academic side of nontraditional students' journey to a bachelor's degree. This article specifically addresses the experiences of nontraditional students at a large public university in the South. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602502 Nontraditional Students&apos; Academic Success Experiences at a Large Public University in the American South: A Phenomenological Investigation ProQuest LLC Ed.D. Dissertation, The University of Memphis 2019-00-00 978-1-0855-7060-2 96 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13857837 2020 -1 As Provided APR2020

New

Yes Professional Development Educational Needs Child Neglect Delinquency Children Youth Juvenile Justice Educational Environment Safety Correctional Education Correctional Institutions Institutionalized Persons Student Needs At Risk Students Gender Differences Racial Differences Ethnicity Special Education Psychological Needs Culturally Relevant Education Language Usage Student Records Mental Health Substance Abuse Social Development Emotional Development Skill Development Self Management Interpersonal Competence Poverty Disabilities Educational Legislation Federal Legislation Equal Education Academic Support Services Learner Engagement Compliance (Legal) Family Involvement Trauma Elementary Secondary Education Student Motivation de Azúa, Ramón L. Reports - Descriptive Individuals with Disabilities Education Act Elementary and Secondary Education Act Civil Rights Act 1964 Title VI Title IX Education Amendments 1972 Americans with Disabilities Act 1990 National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) English Elementary Secondary Education In 2017, the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) released its first in a series of professional development briefs that focus on the professional development needs and interests of neglected or delinquent (N or D) State coordinators, correctional educators, and providers of Title I, Part D (Part D) programs and services. These briefs are intended to inform the planning, design, and delivery of professional development for individuals working in Part D and correctional education programs. This third professional development brief seeks to foster a shared understanding of the fundamentals for creating and sustaining safe and supportive learning environments in juvenile justice settings and includes potential ideas for professional development offerings that may enhance the conditions for learning plus social and emotional learning (SEL) opportunities. [For the first and second briefs in this series see ED577000 and ED577001, respectively.] ED599390 Safe and Supportive Learning Environments in Juvenile Justice Systems. Professional Development National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) 2018-10-00 Office of Elementary and Secondary Education (ED), Student Achievement and School Accountability Programs 14 National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC). American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: NDTAC@air; Web site: https://neglected-delinquent.ed.gov/ N/A 2019 -1 ERIC APR2020 EDESE15O5037

New

Yes Paying for College Parent Attitudes Money Management Parent Financial Contribution Family Financial Resources Parent Responsibility Economic Factors Student Loan Programs Grants Student Financial Aid Goal Orientation Decision Making Personality Traits College Planning Numerical/Quantitative Data Reports - Research Tests/Questionnaires Sallie Mae Bank Ipsos Public Affairs English Higher Education Postsecondary Education Secondary Education Introduced in 2009, &quot;How America Saves for College&quot; is Sallie Mae's national study conducted by Ipsos that surveys American parents with children under the age of 18 about how they are preparing financially for college. The 2018 study is the seventh in the series. This primary research captures data on parents' saving-for-college behaviors and habits, their attitudes and feelings about saving, planning, and paying for college, and how much they have saved. Ipsos conducted online interviews with 2,003 parents between January 18, 2018, and February 15, 2018. Parents were asked to report the total amount saved for college and the amount they had saved during the last year. This report includes a full set of response tables associated with each itemized question. ED599391 How America Saves for College 2018: Sallie Mae&apos;s National Study of Parents with Children under Age 18 Sallie Mae Bank 2018-00-00 88 Sallie Mae Bank. 300 Continental Drive, Newark, DE 19713. Web site: http://news.salliemae.com/research-tools N/A 2019 -1 ERIC APR2020

New

No Educational Researchers College Faculty Faculty Mobility Figurative Language Language Usage Professional Identity Social Sciences Humanities Foreign Countries Higher Education Hallett, Fiona Eryaman, Mustafa Yunus Reports - Evaluative Europe English Higher Education Postsecondary Education This chapter presents an analysis of the lived experiences of academic mobility for three educational researchers, at various stages of their research career, from different European national contexts. Lived experiences were explored by examining the metaphors used by each educational researcher to convey their experiences of academic mobility. These metaphors were then explored in further depth via individual interviews. The purpose of this analysis is to extend the debate around academic mobility, which often fails to differentiate between academic mobility and mobile academics. In addition, this chapter explores the impact of the desire for, and experience of, academic mobility on the complex, hybrid and changing process of academic identity formation. In conclusion, the chapter questions whether conventional ideas of research in the social sciences and humanities are essentially connected in one way or another to the nation state, or whether research is fundamentally an international occupation. [For the complete volume, &quot;Academic Mobility. International Perspectives on Higher Education Research. Volume 11,&quot; see ED601003.] ED601047 Beyond Diaspora: The Lived Experiences of Academic Mobility for Educational Researchers in the European Higher Education Area International Perspectives on Higher Education Research 2014-00-00 18 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: https://www.emerald.com/insight/publication/issn/1479-3628 T https://doi.org/10.1108/S1479-362820140000011010 2019 -1 As Provided APR2020

New

Yes English (Second Language) Second Language Learning Second Language Instruction Foreign Countries Program Descriptions Language Planning International Education Language Proficiency Achievement Gains Student Mobility Higher Education Research Reports Program Evaluation Citation Analysis Research Methodology Test Preparation College Students Language Tests Senefonte, Fabio Henrique Rosa Journal Articles Information Analyses Brazil Test of English as a Foreign Language ISSN-2357-9234 English Higher Education Postsecondary Education Unquestionably, discussions on the internationalization of higher education have gained currency in the educational context (Knight, 2004; Altbach; Knight, 2007; Delgado-Marquez; Hurtado-Torres; Bondar, 2011), and language policies prove to be a crucial issue in the internationalization arena. In this regard, Paraná's government created the Paraná Speaks Languages (English) Program in order to meet the demands of such internationalization. With this background in mind, this study aimed to provide a bibliographic analysis of the research on the aforementioned institutional program. Moreover, the study seeks to answer the following research inquiry: What is the focus of the body of literature on the Paraná Speaks English Program? Following the academic procedures of the bibliographic research, only three studies (Marson, Borges, 2015; El Kadri, Di Raimo, 2017; Marson, 2017) were found and analyzed under a qualitative perspective. Results show that the literature in this topic is significant scarce. Besides, the studies scrutinized are centered on virtual and real gains promoted by the program. Such gains concern the improvement in language proficiency, which in turn strengthens academic mobility and the internationalization of higher education. ED601048 Research on the Paraná Speaks English Program: A Bibliographic Analysis Online Submission Claraboia v12 p89-98 Jul-Dec 2019 2019-00-00 10 N/A 2019 -1 As Provided APR2020

New

Yes Developmental Disabilities Disabilities Children Health Services Health Insurance Assistive Technology Access to Education Educational Needs Place of Residence Community Programs Employment Financial Support Screening Tests Access to Health Care Federal Legislation State Programs Transitional Programs Higher Education Student Needs Head Injuries Brain Independent Living Home Programs Caregivers Supported Employment Vocational Rehabilitation Blindness State Aid Advocacy Autism Down Syndrome Mental Disorders Legislators Students with Disabilities Social Services Equal Education Educational Legislation Guides - Non-Classroom Reports - Descriptive Kentucky Individuals with Disabilities Education Act University of Kentucky, Human Development Institute English Higher Education Postsecondary Education This manual was designed primarily for use by individuals with developmental disabilities and related conditions. It is hoped that it is also useful for families, as well as service coordinators and providers who directly assist families and individuals with developmental disabilities. The focus of this manual is to provide easy-to-read information concerning available resources, and to provide immediate contact information for the purpose of applying for resources and/or locating additional information. Sections include: (1) Resources for Children with Disabilities; (2) Healthcare and Insurance Resources; (3) Assistive Technology; (4) Education; (5) Community Living; (6) Employment Resources; (7) Financial Resources; and (8) Additional Resources. [For the November 2016 edition of this Manual, see ED574707.] ED599753 Kentucky Disability Resource Manual: A Handbook of Program Descriptions, Eligibility Criteria, and Contact Information. Updated Human Development Institute 2019-07-00 Administration on Developmental Disabilities (DHHS) 60 Human Development Institute. 126 Mineral Industries Building, Lexington, KY 40506. Tel: 859-257-1714; Fax: 859-323-1901; Web site: http://hdi.uky.edu N/A 2019 -1 ERIC APR2020

New

Yes Community Colleges Career Education Federal Aid Grants Job Training Vocational Education Vocational Schools Educational Finance College Role Labor Force Development Program Effectiveness Graduation Rate Credentials Employment Level Outcomes of Education Wages Job Skills Blume, Grant Meza, Elizabeth Bragg, Debra Love, Ivy Information Analyses New America English Higher Education Postsecondary Education Two Year Colleges The Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant represented an unprecedented investment by the federal government in integrated postsecondary education and workforce training offered primarily by community and technical colleges. Between 2011 and 2018, 256 grants totaling nearly $2 billion were awarded through four rounds of competitive grants. Ultimately, 630 community colleges were represented in the overall group of 729 colleges and universities funded by TAACCCT, with community colleges making up 85 percent of all postsecondary institutions securing these grants (Cohen, 2017). More than any time in their over 100 years of existence, the TAACCCT grant spotlighted the critical role of community colleges in responding to economic downturns and preparing workers for a future in which postsecondary education and credentials are a necessity. This brief presents results of a meta-analysis of quasi-experimental design (QED) evaluation studies to estimate the average effects of TAACCCT grants on four student outcomes: program completion, credential attainment, post-training employment, and pre- to post-training wage change. Complementing emerging evidence on TAACCCT reported by the Urban Institute (see Cohen et al., 2017; Durham et al., 2017; Eyster, Cohen, Mikelson, &amp; Durham, 2017; and Durham, Eyster, Mikelson, &amp; Cohen, 2017) and forthcoming results from ABT Associates' national impact evaluation, we hope this brief contributes to a fuller understanding of the impact of TAACCCT on the outcomes of student participants, many of whom enrolled in community colleges to master skills needed to secure living-wage jobs in the aftermath of the Great Recession. ED599754 Estimating the Impact of Nation&apos;s Largest Single Investment in Community Colleges: Lessons and Limitations of a Meta-Analysis of TAACCCT Evaluations New America 2019-10-00 Lumina Foundation 37 New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: https://www.newamerica.org N/A 2019 -1 As Provided APR2020

New

No Testing Memory Recall (Psychology) Prior Learning Interference (Learning) Reading Comprehension Persuasive Discourse Reading Processes Fatigue (Biology) Reading Strategies Accuracy McCabe, Rebecca M. Braasch, Jason Speeches/Meeting Papers Reports - Research ISSN- English Objectives and Theoretical Frame: Previous research has established the role of proactive interference (PI)--when old knowledge interferes with acquiring new knowledge--in forgetting simple experimental materials like lists of words (Wickens, 1972), nonsense syllables (Keppel &amp; Underwood, 1962), and word pairs (Postman &amp; Keppel, 1977). Additionally, retrieval practice has been shown to reduce PI using similar materials (Szpunar, McDermott, &amp; Roediger, 2008). However, research has yet to investigate the role of PI and how retrieval practice may reduce it when learning from complex argumentative texts, such as reading multiple documents. Thus, the current research examined whether PI occurs when reading multiple argumentative texts on a topic and whether retrieval practice successfully reduces PI in this setting. A secondary goal was to rule out fatigue as an alternative explanation using a PI release condition (i.e., testing whether a lack of conceptual overlap between sets of information eliminates PI-related forgetting; Wickens, 1972). Methods: A total of 108 participants (69.4% female) completed this study. Argumentative texts had three components: source, claim, and evidence. Participants in the PI condition read 24 texts on the same topic. The retrieval practice condition did as well, although they practiced retrieval of the first 16 texts. The PI release condition read 16 texts on a different topic followed by the eight target texts. The no-PI condition only read eight texts on the target topic. After a delay, memory for the last eight texts was tested using free recall of the texts and recognition tests of the evidence and sources. Results: During free recall, the no-PI condition exhibited the highest claim recall accuracy (better memory for target texts and less intrusions from previous non-target texts), which did not significantly differ from that of the retrieval practice condition. The release condition did not significantly differ from the retrieval practice condition, but it was significantly lower than the control condition. The PI condition was the lowest condition on both claim recall accuracy and recognizing which evidence statements were from the final set of eight texts. For source memory, however, the retrieval practice condition was significantly worse than all other conditions at recognizing which sources were from the target set, suggesting a trade-off: Claim and evidence memory was strengthened at the expense of source memory. Significance: The current experiment contributes uniquely to research on readers' memory for arguments presented across multiple documents. Results suggest PI decreases memory for information from multiple texts and that this forgetting is not simply due to reading fatigue. The detrimental effect of PI in this context can be reduced through retrieval practice (i.e., taking breaks to remember what was previously read), though the results stress the importance of practicing retrieval of &quot;all&quot; and not just a subset of information (e.g., only claims and evidence). These findings have educational implications for how readers interact with a series of texts as they try to learn from them. ED602198 Intermittent Testing Reduces Proactive Interference in Multiple Document Comprehension AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 5 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2020 -1 As Provided APR2020

New

No Physical Education Athletics Higher Education College Students Racial Bias Gender Bias Social Bias Sexual Orientation Critical Theory Masculinity Teaching Methods Self Concept Assignments Elementary Secondary Education Hazelwood, Bruce Lee Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Elementary Secondary Education Discussions about sports continue to permeate the news and political realms and may prove to be a useful but underutilized tool to teach difficult subjects like race, gender, and sexuality. However, most scholarly work on sport focuses on a specific systemic inequality within a sport and/or how an issue affects sport and thus are sociological in nature, rather than providing educators strategies so that they can utilize sport as a pedagogical vehicle to teach systemic inequalities. Through semi-structured interviews with university educators, this dissertation examines how and why these participants employ sport to educate students on systemic social issues (racism, classism, sexism, homo/transphobia) in their classrooms Theoretical constructs from Critical Race Theory and Critical Masculinity Studies aided in understanding how discussions of race/White supremacy, gender/sex/patriarchy, and heteronormativity/homo/transphobia operated in a curriculum that draws from sports. Findings include the assumptions of participants in utilizing sport as critical pedagogy, particularly around sport being an access point both as content and as a humanizing factor for the educator. An important finding is participants utilized critical sport pedagogies in both sport-centered and non-sport-centered courses, highlighting an aspect of accessibility. Further, the study revealed how the identities of participants (which included disciplinary training as well as their race, gender, and sexual orientation) shaped their focus in teaching a critical sport pedagogy. Another finding focused on the varied strategies participants employed when utilizing a critical sport pedagogy, including the use of media and providing student choice for assignments and projects. Findings will prove valuable to educators, both in K-12 schools and higher educations (as well as informal schooling) as they ponder how and why to develop their own critical sport pedagogies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602199 &quot;Get That Son of a Bitch off the Field!&quot;: Sport in University Classrooms ProQuest LLC Ph.D. Dissertation, Washington State University 2019-00-00 978-1-0856-0419-2 202 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13814653 2020 -1 As Provided APR2020

New

Yes Summer Programs Reading Programs Reading Achievement Achievement Gap Knowledge Level Parents Reading Habits Books Libraries Family Involvement Community Involvement Parent Attitudes Literacy Parent Role Self Determination Children Adolescents Individual Characteristics Reports - Research Numerical/Quantitative Data Scholastic Inc. YouGov English At first glance, parents seem aware of the importance of summer reading, as 94% agree reading over the summer can help their child during the school year. And yet, nearly half of parents with school-age children are unaware of the &quot;summer slide&quot; (47%), the loss of academic skills that occurs when school is not in session and which is attributed largely to the lack of reading. This is of critical importance as the effects of the summer slide are cumulative. Researchers estimate that by the time a struggling reader reaches middle school, summer reading loss has accumulated to a two-year lag in reading achievement. A case can be made that we can begin to address this contributing factor to the reading achievement gap by addressing an information gap. &quot;The Summer Reading Imperative&quot; is the third installment of the &quot;Scholastic Kids &amp; Family Reading Report™: 7th Edition,&quot; and explores the &quot;summer slide&quot; awareness gap, libraries and community support to drive summer reading, and supporting summer reading through book access and choice. [For companion reports, see &quot;Teacher &amp; Principal School Report: Focus on Literacy&quot; (ED594417) and &quot;Teacher &amp; Principal School Report: Equity in Education&quot; (ED574028).] ED599392 The Summer Reading Imperative. Kids &amp; Family Reading Report™. 7th Edition Scholastic Inc. 2019-00-00 16 Scholastic Inc. 557 Broadway, New York, NY 10012. Tel: 212-343-6857; Fax: 212-343-4913; Web site: http://www.scholastic.com/primarysources N/A 2019 -1 ERIC APR2020

New

Yes Recognition (Achievement) Academic Achievement Electronic Publishing Credentials Career Readiness Graduation Requirements Alternative Assessment Elementary Secondary Education Reports - Descriptive Ohio Stark Education Partnership English Elementary Secondary Education The issuing of badges for achievement is not necessarily a new concept for adults (consider the military), nor for children (look at scouting). Yet, except for sports trophies and award days, the concept is alien to education where letter grades and scores on standardized tests remain the primary means of recognition. This document shares alternative means to measure growth and learning in education, with an emphasis on &quot;soft skills.&quot; The document discusses Open Badges--visual tokens of achievement, affiliation, authorization, or other trust relationship sharable across the web--as one way to recognize learning beyond formal credentialing systems. A parallel effort exists in Ohio. While not an open badging system, per se, students in the Class of 2018 may earn the &quot;Ohio Means Jobs Readiness Seal,&quot; which also serves as one of the qualifiers under Option One of the 2018 Ohio Graduation Requirements. The document also discusses Credly, a thought leader in the digital credentials movement. Credly is committed to &quot;access and equity by making the Credly platform universally available to anyone looking to be part of the Digital Credentials movement.&quot; ED599397 Alternative Means to Show Student Growth and Learning: Open Badges and Other Systems. A White Paper of the Stark Education Partnership Stark Education Partnership 2018-10-00 13 Stark Education Partnership. 400 Market Avenue North Suite B Plaza, Canton, OH 44702. Tel: 330-452-0829; Fax: 330-452-2009; Web site: http://www.edpartner.org N/A 2019 -1 ERIC APR2020

New

Yes Higher Education Educational Indicators Psychology Biological Sciences Agricultural Education Social Sciences Engineering Education Mathematics Computer Science Statistics Educational Trends Cross Cultural Studies Comparative Education Institutional Characteristics Distance Education Online Courses Government Role Bachelors Degrees Masters Degrees Doctoral Degrees Gender Differences Race Ethnicity Trend Analysis Foreign Students Educational Attainment Benchmarking Community Colleges Minority Group Students Physical Sciences Earth Science Foreign Countries Academic Persistence Trapani, Josh Hale, Katherine Reports - Research Numerical/Quantitative Data National Science Foundation, National Science Board English Higher Education Postsecondary Education Two Year Colleges The report provides a portrait of science and engineering (S&amp;E) higher education in the United States, including trends over time and comparisons with other nations. S&amp;E fields, as defined in this report, include astronomy, chemistry, physics, atmospheric sciences, earth sciences, ocean sciences, mathematics and statistics, computer sciences, agricultural sciences, biological sciences, psychology, social sciences, and engineering. At the doctoral level, the medical and health sciences are included under S&amp;E because the doctoral-level data correspond to the doctor's-research/scholarship degree level, which includes research-focused degrees. The report is divided into four main sections. The first section provides an overview of the U.S. higher education system, with special emphasis on several types of institutions, and on distance and online education. This section also provides information on sources of aid for undergraduate and graduate S&amp;E education, with a focus on the federal government's role. The second section looks at trends over time in S&amp;E degree awards at the undergraduate and graduate levels, highlighting patterns by field. The third section focuses on the demographic attributes of S&amp;E degree recipients, including sex and race and ethnicity. It examines trends by degree level and field. The final section focuses on international S&amp;E higher education. This section provides data on students on temporary visas who study or earn degrees in the United States. It also benchmarks the United States with other nations in terms of S&amp;E degrees awarded. ED599398 Higher Education in Science and Engineering. Science &amp; Engineering Indicators 2020. NSB-2019-7 National Science Foundation 2019-09-04 67 National Science Foundation. 4201 Wilson Boulevard, Arlington, VA 22230. Tel: 703-292-7000; e-mail: NSBoffice@nsf.gov; Web site: http://www.nsf.gov N/A 2019 -1 ERIC APR2020

New

No Questioning Techniques Feedback (Response) Teaching Methods Thinking Skills Elementary School Students Coaching (Performance) Small Group Instruction Mentors Faculty Development Elementary School Teachers Teacher Student Relationship Conferences (Gatherings) Comparative Analysis Instructional Effectiveness Scaffolding (Teaching Technique) Little, Sarah J. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education The purpose of this dissertation was to explore the effects of the Gradual Increase of Responsibility Model (Collet, 2008) when used by coaches to mentor teachers in best questioning practices in kindergarten through second grade classrooms. The researcher focused on questioning practices after observing missed opportunities to extend student thinking in primary school classrooms during teacher-student conferences in both reading and writing. Vicki Collet's Gradual Increase of Responsibility Model (2008) was chosen as a coaching model based on the wide range of teacher experiences in the researcher's educational setting. This coaching model allowed the researcher to scaffold teachers based on their experience and need. After initial observations of teachers' small group and independent conferences with students to determine questioning practices, the researcher devised a plan to mentor teachers, including modeling, recommending, questioning, providing affirmation, and praising, all levels of coaching as defined by Collet (2008). The researcher provided a scaffold through these stages as appropriate for individual teachers. The researcher then conducted final observations of teachers' conferences with students and compared questioning data to initial conferences. After all data was collected and analyzed, the effectiveness of the coaching model was determined, and further use of the model as a coaching tool was evaluated. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601617 Coaching by Scaffolding: Increasing Teacher Questioning through Structured Modeling and Feedback ProQuest LLC Ed.D. Dissertation, University of South Carolina 2019-00-00 978-1-0855-7028-2 157 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810065 2020 -1 As Provided APR2020

New

No Educational Technology Technology Uses in Education Handheld Devices Telecommunications Teacher Attitudes High School Teachers School Policy Cavazos, Michelle Marie Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Secondary Education Cavazos, Michelle M., Teachers' Attitudes and Perceptions on Bring Your Own Device Programs in the Secondary Classroom. Doctor of Education (Ed.D.), March 2019, 105 pp., 3 tables, 4 figures. The purpose of this research is to investigate teacher attitudes and perceptions of Bring Your Own Device (BYOD) on learning in the secondary classroom. The study was completed as a qualitative narrative inquiry. The study took place in a high school that has had BYOD policies in place since the beginning of the establishment of the campus. The manuscript brings forward the themes and reflections that represent teacher attitudes and perceptions of the BYOD implementation on learning in the secondary classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601618 Teachers&apos; Attitudes and Perceptions on Bring Your Own Device Programs in the Secondary Classroom ProQuest LLC Ed.D. Dissertation, The University of Texas Rio Grande Valley 2019-00-00 978-1-3922-7926-7 127 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809882 2020 -1 As Provided APR2020

New

Yes Accountability English Language Learners State Standards Language Proficiency Stakeholders Program Implementation Program Evaluation Elementary Secondary Education Educational Legislation Federal Legislation Validity Reliability Evaluation Methods Scoring Scaling Information Security August, Diane Slama, Rachel Information Analyses Every Student Succeeds Act 2015 Office of English Language Acquisition (OELA) (ED) American Institutes for Research (AIR) English Elementary Secondary Education This literature review begins with a description of the process used to conduct the literature review, parameters for the review, and the characterization of the literature. The body of this review consists of four sections: (1) Development and/or Adoption of State English Language Proficiency (ELP) Standards, (2) Design and Development of the ELP Assessment System, (3) Technical Quality, and (4) Uses of an ELP Assessment System for Accountability. The research questions are described at the beginning of each section. At the end of the document, Areas for Further Research are provided, some of which are related to outstanding problems of practice. ED601049 Literature Review Related to Assessment and Accountability Provisions Relevant to English Learners Office of English Language Acquisition, US Department of Education 2016-09-00 44 Office of English Language Acquisition, US Department of Education. 400 Maryland Ave SW, Washington, DC 20202. Tel: 877-424-1616; e-mail: edpubs@edpubs.ed.gov; Web site: https://www2.ed.gov/about/offices/list/oela/index.html N/A 2019 -1 ERIC APR2020 ED04CO0025/0020

New

Yes Parent Participation Family Involvement Annotated Bibliographies Transitional Programs Individualized Education Programs Students with Disabilities Secondary Education Special Education Autism Emotional Disturbances Behavior Disorders Intellectual Disability Minority Groups Family School Relationship Reference Materials - Bibliographies National Technical Assistance Center on Transition (NTACT) English Secondary Education The purpose of this annotated bibliography is to provide educators with sources that define parent and family involvement and offer suggestions for how to involve families in the transition planning process. Based on the categorical nature of the literature identified, the bibliography is organized by the following categories: parents of students with autism, emotional/behavior disabilities, learning disabilities, intellectual disabilities, and culturally diverse families. [This bibliography was originally prepared for the National Secondary Transition Technical Assistance Center (NSTTAC) in 2009. It was then revised for the National Technical Assistance Center on Transition (NTACT) in September 2015 by D. A. Rowe and K. A. Hirano, and updated for NTACT in 2017.] ED601050 Parent and Family Involvement Annotated Bibliography. Updated National Technical Assistance Center on Transition 2017-00-00 Office of Special Education and Rehabilitative Services (ED) Teachers 25 National Technical Assistance Center on Transition. College of Education, University of North Carolina Charlotte, 9201 University City Blvd, Charlotte, NC 28223. Tel: 704-687-8606; e-mail: ntactmail@uncc.edu; Web site: http://transitionta.org N/A 2019 -1 ERIC APR2020 H326E140004

New

Yes Identification Intervention Secondary School Students At Risk Students Dropouts Dropout Prevention Annotated Bibliographies Graduation Predictor Variables Educational Indicators Predictive Validity Terrell, Misty Reference Materials - Bibliographies National Technical Assistance Center on Transition (NTACT) English Secondary Education Early warning systems (EWS), in the context of secondary transition, are tools that analyze individual student-level data and estimate each student's risk of dropping out of school or completing school on time. Such tools generally consider three primary types of data--commonly referred to as the A, B, Cs: attendance/absence data, behavior/discipline data, and course performance/credit accrual data (Mac Iver &amp; Mac Iver, 2009). Based on the values of variables examined in each of these categories, a student is assigned a numeric score, which is compared to a series of cut points that delimit a series of risk levels (e.g., low, medium, high risk). The focus of the literature addressing EWS is primarily on school completion (i.e., dropout prevention and graduation), rather than on secondary transition per se, and is aimed at practitioners. Many EWS articles address the predictors of success for various grades (Allensworth, Gwynne &amp; de la Torre, 2014) and how EWS can be implemented to identify interventions and supports that will help students remain in school and succeed (Frazelle &amp; Nagel, 2015). This annotated bibliography summarizes various EWS publications according to the type of research (i.e., experimental, correlational, descriptive, discussion, reviews). [This bibliography was originally prepared for the National Technical Assistance Center on Transition (NTACT) in 2016 by Mathew Klare and Bradley Stevenson. It was updated in 2017 by Misty Terrell.] ED601051 Early Warning Systems in Transition Annotated Bibliography. Updated National Technical Assistance Center on Transition 2017-00-00 Office of Special Education and Rehabilitative Services (ED) 19 National Technical Assistance Center on Transition. College of Education, University of North Carolina Charlotte, 9201 University City Blvd, Charlotte, NC 28223. Tel: 704-687-8606; e-mail: ntactmail@uncc.edu; Web site: http://transitionta.org N/A 2019 -1 ERIC APR2020 H326E140004

New

Yes Educational Finance State Aid Expenditure per Student Public Schools Resource Allocation Elementary Secondary Education School Districts Poverty Educational Equity (Finance) Farrie, Danielle Kim, Robert Sciarra, David G. Reports - Research Arizona United States Nebraska Illinois North Carolina South Carolina Education Law Center English Elementary Secondary Education This report provides key insights into the difficult working conditions endured by teachers in Arizona and across the nation. Arizona provides just $8,569 in per pupil funding, the lowest among all states. In fact, Arizona provides $5,477 &quot;less&quot; per pupil than the national average. Arizona also invests only 2.5% of its state wealth, as measured by the gross domestic product of its economy, in K-12 public education -- the lowest percentage in the nation. And Arizona's high-need schools, as measured by district poverty levels, receive the same levels of funding as the state's low-need schools. In this report, the authors present their analysis of the condition of public school funding in Arizona and 48 other states. Using the most recently available data from the 2016-17 school year, they rank and grade each state on three core measures to answer the question: How fair is school funding in your state? The measures are: (1) Funding Level; (2) Funding Distribution; and (3) Funding Effort. Each state's rankings and grades on these school measures are presented as a tool to inform policymakers, business and community leaders, teachers, parents and students about the condition of public school funding in their state. The report is also designed to assist advocates in their efforts to improve the level and distribution of school funding for students in state public school systems. ED599755 Making the Grade 2019: How Fair Is School Funding in Your State? A Guide for Advocates and Policymakers Education Law Center 2019-00-00 Policymakers Teachers Parents Students Community 18 Education Law Center. 60 Park Place Suite 300, Newark, NJ 07102. Tel: 973-624-1815; Fax: 973-624-7339; e-mail: elc@edlawcenter.org; Web site: http://www.edlawcenter.org N/A 2019 -1 ERIC APR2020

New

Yes Kindergarten School Districts Elementary Schools School Role Teacher Role Board of Education Role School Readiness Transitional Programs Educational Legislation Federal Legislation Disabilities Equal Education Federal Aid Child Care Grants Block Grants Local Government State Government Federal Government Government Role Financial Support Early Intervention Federal Programs Bornfreund, Laura Ewen, Danielle McDonald, Davida Reports - Descriptive Every Student Succeeds Act 2015 Individuals with Disabilities Education Act Child Care and Development Block Grants Race to the Top New America English Early Childhood Education Elementary Education Kindergarten Primary Education How can local education agencies (LEAs), elementary schools, and teachers make sure the kindergarten year deepens and builds on children's previous learning? What are the best ways to keep children and families connected to school and engaged in learning? And how can LEAs, schools, and classroom teachers provide the smoothest transition possible into kindergarten? These are questions that states, LEAs, and public elementary schools must address or risk lost time, learning, and engagement. There are a number of federal programs that can help support state and local efforts to improve transitions for new kindergarteners and their families, including the Every Student Succeeds Act (ESSA), Individuals with Disabilities Education Act (IDEA), Head Start Act, and the Child Care and Development Block Grants (CCDBG). Yet, in each of these programs, improved transitions for children are just one of many goals embedded in the program are competing for funding and time at the state and local level. To help state and local leaders focus their efforts to support smooth transitions, especially into kindergarten, this report discusses why transitions matter, highlight effective practices, explain funding streams that can support transition planning and activities, and share state and local examples. ED599756 Using Local, State, and Federal Dollars to Improve Pre-K to K Transitions New America 2019-09-00 Heising-Simons Foundation 31 New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: https://www.newamerica.org N/A 2019 -1 ERIC APR2020

New

No Foreign Countries Communicative Competence (Languages) Cultural Awareness English (Second Language) Second Language Instruction Language Teachers Teacher Attitudes Beliefs College Faculty Values Barriers Alqefari, Abdulrahman Dissertations/Theses - Doctoral Dissertations Saudi Arabia EISSN- English Higher Education Postsecondary Education Intercultural communicative competence (ICC) is an essential part of instruction in the diverse English as a Foreign or Second Language classroom (EFL, ESL), but instructors may not have sufficient knowledge, skills, or tools to be able to promote ICC in their classes. The Saudi Arabia Ministry of Education's (MoE) policies on teaching English encourage students to be cross-culturally competent, yet various people, including students and parents, have demonstrated concerns regarding the inclusion of Western values, beliefs, and cultures into the EFL curriculum. Consequently, these differences lead to teachers facing various content and process barriers in the EFL classroom. Using Byram's Intercultural Model as a framework, this study explored Saudi EFL teachers' ICC, with a focus on their beliefs about, reported cultural teaching practices of, and impediments to ICC teaching. The study used a mixed methods explanatory design, incorporating a narrative framework. Current Saudi teachers in university EFL classrooms provided 197 survey responses and 11 qualitative interviews. Analysis of the data included descriptive and correlation statistical procedures and descriptive and provisional coding. Findings indicate that teachers have a strong belief in integrating ICC in their teaching. However, their reported classroom practices revealed that ICC was not addressed systematically, and there were restrictions to discussing sensitive topics. Some of objectives within the dimensions of the model were preferred over others. Teachers favored raising awareness of home culture values and beliefs over those of the target culture. The research also identified external (content, hierarchical decision-making, and intergroup dynamics) and internal (conscious and unconscious) impediments to ICC. Implications of this study suggest that enriched teacher training programs, curricular support, and research exploring the pedagogical development of ICC in the context of Saudi Arabia are critical and timely given the country's educational goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602200 Exploring Teaching Intercultural Communicative Competence among Saudi University EFL Teachers ProQuest LLC Ph.D. Dissertation, The University of Memphis 2019-00-00 978-1-0856-0498-7 228 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13814775 2020 -1 As Provided APR2020

New

No College Students College Mathematics Mathematics Skills Mathematics Tests Problem Solving Self Concept Eye Movements Word Problems (Mathematics) Reading Mathematics Achievement Predictor Variables Achievement Tests Foreign Countries International Assessment Strohmaier, Anselm Robert Schiepe-Tiska, Anja Müller, Fabian Reiss, Kristina M. Speeches/Meeting Papers Reports - Research Taiwan Program for International Student Assessment ISSN- English Higher Education Postsecondary Education Secondary Education Self-concept is an important noncognitive predictor of learning success and academic achievement, but mechanisms behind these effects are mostly unknown (Marsh, 2006). We analyzed the influence of mathematical self-concept on university students' eye movements in reading mathematical PISA items in a mathematical and a problem-solving context. In a linear regression, higher self-concept was significantly associated with a longer total fixation time and a smaller number of fixations, saccades, and regressions (R[superscript 2] ranging from 0.09 to 0.13). No interaction effects with the context were found. We conclude that self-concept influences the process of solving mathematical word problems via reading irrespective of the context. This is one important step to further understand the mechanisms and importance of noncognitive predictors of educational success. ED602201 Mathematical Reading Patterns: The Influence of Self-Concept and Situational Context AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2020 -1 As Provided APR2020

New

Yes Longitudinal Studies Information Systems Elementary Secondary Education Data Use Decision Making State Programs Student Records Teachers Postsecondary Education Labor Force Vocational Education Early Childhood Education Bloom-Weltman, Julia Reports - Research Numerical/Quantitative Data National Center for Education Statistics (ED) Applied Engineering Management Corporation (AEM) English Elementary Secondary Education Postsecondary Education Early Childhood Education Statewide Longitudinal Data Systems grant-funded projects represent one of the most developed and systemic K-12 education data projects in U.S. history. This report reviews what types of K-12 data elements are included in state systems, data linking with other systems, and how the data are used for reporting and decision making. ED599400 Statewide Longitudinal Data Systems (SLDS) Survey Analysis: Descriptive Statistics. Stats in Brief. NCES 2020-157 National Center for Education Statistics 2019-10-00 34 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2019 -1 As Provided APR2020 Yes EDIES11O0017 http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020157

New

Yes Family Involvement Juvenile Justice Family Characteristics Family School Relationship Therapy National Standards Barriers Elementary Secondary Education Educational Legislation Federal Legislation Delinquency Prevention Youth Jackson, Kia Christopher, Okori Penkoff, Katie Reports - Descriptive Every Student Succeeds Act 2015 Juvenile Justice Delinquency Prevention Act 1974 National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) English Elementary Secondary Education In this update to the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth's (NDTAC's) 2006 issue brief on family involvement, the evolving definition of family and the compelling reasons for family engagement are explored. Further, promising advances in the field and innovative ways in which systems across the country are approaching family involvement and engagement are presented. The expanding role of the Federal government through the inclusion of family engagement in statutory and nonregulatory guidance is discussed. Finally, a selection of the ever-growing resources and tools for State, local, and tribal jurisdictions interested in establishing and/or building upon their efforts to meaningfully engage and partner with families is provided. ED599401 Family Involvement, 2nd Edition. NDTAC Issue Brief National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) 2019-06-00 Office of Elementary and Secondary Education (ED) 11 National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC). American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: NDTAC@air; Web site: https://neglected-delinquent.ed.gov/ N/A 2019 -1 ERIC APR2020 EDESE15O5037

New

Yes Community Colleges Middle Management Professional Development Leadership Training Teamwork Cooperation Change Strategies Deans Department Heads Professional Identity Transformational Leadership Coaching (Performance) College Faculty Program Development Asera, Rose Reports - Descriptive California RP Group English Higher Education Postsecondary Education Two Year Colleges The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) in 2013 to support the development of middle leaders across the California Community Colleges. Every year LFM produces an internal evaluation report presenting what participants learned from their experiences; academy leaders incorporate that feedback into ongoing program development. This year's report focuses on the roles middle leaders can play in the early stages of design and development of Guided Pathways. The report begins with LFM's purpose, design, and outcomes, and describes recent programmatic changes. The body of the report then presents observations about middle leaders in the development of Guided Pathways in the following categories: (1) The connection between LFM teams and college Guided Pathways leadership teams; (2) Application of LFM strategies and tools to development of Guided Pathways; (3) College progress in Guided Pathways; and (4) Anticipated challenges and opportunities for the coming year. Subsequent sections continue exploration of how middle leaders develop their leadership identity, particularly in the context of Guided Pathways, and further describe the embedded coaching component of the LFM program design. [For the executive summary to this report &quot;Middle Leaders in the Design and Development of Guided Pathways: Leading from the Middle 2018. Executive Summary,&quot; see ED599406.] ED599404 Middle Leaders in the Design and Development of Guided Pathways: Leading from the Middle 2018 RP Group 2019-05-00 23 RP Group. 369-B Third Street Suite 397, San Rafael, CA 94901. Tel: 510-527-8500; e-mail: info@rpgroup.org; Web site: https://rpgroup.org N/A 2019 -1 ERIC APR2020

New

No Student Financial Aid Federal Aid Need Analysis (Student Financial Aid) Academic Achievement Grievance Procedures Eligibility College Students Riley, Sheila Wyatt Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Federal Student Aid Programs act as equalizers by removing income inequity as a barrier to college access and outcomes. However, the need-based aid morphs into merit-based at the end of the first year, as students must meet progression benchmarks to remain eligible for federal financial aid. The study examined Satisfactory Academic Progress (SAP) policy and the appeal process at Title IV participating institutions. The study also examined the perception administrators had about students' behavior related to the SAP policy and the appeal process. The results indicated that the average student became aware of SAP requirements, the financial consequences, and the appeal process after losing eligibility for financial aid. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601619 An Examination of the Satisfactory Academic Progress Policy and the Appeals Process ProQuest LLC Ed.D. Dissertation, Trevecca Nazarene University 2019-00-00 978-1-3922-4464-7 101 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810099 2020 -1 As Provided APR2020

New

No Adult Students Asynchronous Communication Industrial Training Student Needs Technology Uses in Education Instructional Design Electronic Learning Adult Education Educational Change Warner, Michael C. Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education This study examines the effectiveness of asynchronous learning in a corporate workspace. Education is the basis for success both in a corporate environment and the personal lives of the employees. The challenge is that today's skills in the corporate environment are not always available through higher education. Educating workers is a success factor for the individual and the company. Interviews with a diverse group of adult learners about their challenges and experiences when learning asynchronously towards understanding what improves the transfer of knowledge in that context. Using Interpretive Phenomenological Analysis (IPA) several themes emerged, and conclusions were drawn: Meeting the Adult Learner Need, Effective use of Technology, Changes to Instructional Design, and Impact to the Organization. There were four key findings, resulting in recommendations for practice in online learning. When using asynchronous learning for adults in a corporate environment be sure to connect learners during the learning event. Leveraging technology can intelligently replicate the human interaction seen in traditional classroom experiences. It was also clear that instructional design must adapt to the new methods of learning and gain the organization's support when considering the learner's needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601620 The Corporate Adult Learner: A Study of the Effectiveness of Asynchronous Learning in a Corporate Workspace ProQuest LLC Ed.D. Dissertation, Northeastern University 2019-00-00 978-1-3921-9342-6 151 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810103 2020 -1 As Provided APR2020

New

Yes Equal Education Inclusion Justice Conflict Resolution Students with Disabilities At Risk Students Transitional Programs Intervention Minority Group Students African American Students Program Implementation Interpersonal Competence Discipline Suspension Behavior Modification Gadd, Sonja Butler, Bettie Ray Reference Materials - Bibliographies National Technical Assistance Center on Transition (NTACT) English The use of restorative practices, now popular in many schools, offer a step forward in the search of a promising solution to the disparate and overly punitive treatment of students of color and students with and at risk for disabilities. Restorative practices are student-centered interventions that are designed to establish positive relationships with all students (Kline, 2016). There is both a proactive and responsive component to restorative practices that can, and perhaps should, work in tandem to yield the most desirable outcome (Wachtel, 2013). The &quot;proactive&quot; component of restorative practices focuses on creating just and equitable learning environments and nurturing healthy relationships; whereas the &quot;responsive&quot; component focuses on repairing harm and transforming conflict (Evans &amp; Vaandering, 2016). The purpose of this annotated bibliography is to summarize relevant research and resources on restorative practices for students of color and students with and at risk for disabilities. The implementation of restorative practices and its associated outcomes are briefly summarized. To conclude, additional resources on restorative practices are provided. ED601052 Promoting Equity and Inclusion Using Restorative Practices for Students with and at Risk for Disabilities--Annotated Bibliography National Technical Assistance Center on Transition 2019-00-00 Office of Special Education and Rehabilitative Services (ED) 10 National Technical Assistance Center on Transition. College of Education, University of North Carolina Charlotte, 9201 University City Blvd, Charlotte, NC 28223. Tel: 704-687-8606; e-mail: ntactmail@uncc.edu; Web site: http://transitionta.org N/A 2019 -1 ERIC APR2020 H326E140004

New

Yes Reading Difficulties Reading Programs Reading Instruction Program Implementation Program Evaluation Middle School Students High School Students School Districts Literacy Education Outcomes of Education Intervention Faculty Development Reading Improvement Reading Achievement Fidelity English Language Learners Hofstetter, Carolyn Huie Strick, Betsy Der-Martirosian, Claudia Ong-Dean, Colin Long, Pamela Lou, Yuan Yuan Reports - Research Numerical/Quantitative Data Tests/Questionnaires California (San Diego) Office of Elementary and Secondary Education (ED) San Diego Unified School District English Junior High Schools Middle Schools Secondary Education High Schools The San Diego Unified School District Striving Readers Project aims to work within the research base on adolescent literacy to conceptualize, describe and apply the elements of effective teaching and professional development with the goal of increasing the literacy achievement of struggling adolescent readers. Since the inception of the Striving Readers grant program in 2006-07, the San Diego Unified School District (SDUSD) has implemented an innovative adolescent literacy program, called Strategies for Literacy Independence across the Curriculum (SLIC), in eight middle and high schools throughout the District. An additional eight middle and high schools are participating as comparison schools. In total, 16 middle and high schools are participating in the San Diego Striving Readers evaluation study. This report summarizes the targeted and whole-school SLIC literacy programs and presents implementation and impact findings from the first four years (2006-07, 2007-08, 2008-09, 2009-10) of the 5-year evaluation study. [This report was submitted to the U.S. Department of Education, Office of Elementary and Secondary Education to fulfill requirements of the Striving Readers grant.] ED601054 Striving Readers: Implementation and Impact of the Targeted and the Whole-School Interventions, Summary of Year 4 (2009-10) San Diego Unified School District 2011-06-00 191 San Diego Unified School District. Research and Evaluation Department, 4100 Normal Street Room 1008A, San Diego, CA 92103. Tel: 619-725-7190; Web site: https://www.sandiegounified.org/ N/A 2019 -1 ERIC APR2020

New

No Social Justice Equal Education Racial Bias Gender Bias Race Poverty Social Class Social Bias Sexuality Religion English (Second Language) English Language Learners Islam Attention Deficit Hyperactivity Disorder Ethnicity Teaching Methods Teacher Attitudes Values Teacher Influence Teacher Role Theories Vocabulary Teacher Improvement Beginning Teachers Critical Literacy Homosexuality Inclusion School Culture Ethnic Groups Arshad, Rowena, Ed. Wrigley, Terry, Ed. Pratt, Lynne, Ed. Books Collected Works - General English Teachers want to do their best for every child, but worry about causing offence and often shy away from troublesome issues. The classroom situations and strategies presented here will help teachers negotiate their way through complex situations and bring about constructive change. This book clarifies concepts and value differences and the subtle ways in which inequality often works. Theoretical as well as practical, these chapters look from inside out from the perspective of the teacher. They cover a wide range of issues: race, gender, poverty and class, sexuality, religion, English as an Additional Language, Islamophobia, Traveller children and ADHD. The book is essential reading for student teachers, early career teachers and teacher educators, but will also be invaluable for experienced teachers as they navigate their work in an increasingly diverse society. This book contains the following chapters: (1) Shaping Practice: The Impact of Personal Values and Experiences (Rowena Arshad); (2) Individual Teachers Making a Difference in the Classroom and the School (Laura Mitchell); (3) Learning about Concepts, Terminology and Theories: From Ambiguity to Clarity (Shereen Benjamin and Akwugo Emejulu); (4) Resolving Dilemmas and Improving Practice in the Early Career of Teaching (Helen Knowles); (5) Using Critical Literacy to 'Do' Gender (Lynne Pratt and Yvonne Foley); (6) 'I'm Not Homophobic but I Find This Area Difficult' (Shereen Benjamin); (7) Inclusive Practices for Pupils with English as an Additional Language (Andy Hancock); (8) Challenging Islamophobia: A Whole-School Approach (Paul Vernell); (9) Religion and Belief: Dilemmas and Possibilities (Ann MacDonald); (10) Rethinking Poverty and Social Class: The Teacher's Response (Terry Wrigley); (11) 'Not Much I Can Do - He's Got ADHD' (Gwynedd Lloyd); (12) Gypsies, Roma, Travellers: Teachers Making a Difference (Gillean McCluskey and Tess Watson); (13) The Twenty-First Century Teacher Needs to Engage with Race and Racism (Rowena Arshad); and (14) Some Final Thoughts (Terry Wrigley, Rowena Arshad, and Lynne Pratt). [Foreword by Ian Menter. For the second edition, see ED599758.] ED599757 Social Justice Re-Examined: Dilemmas and Solutions for the Classroom Teacher Trentham Books 2012-07-30 978-1-8585-6507-1 238 Trentham Books. Available from: UCL IOE Press, UCL Institute of Education, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7611-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/ N/A https://www.ucl-ioe-press.com/books/social-justice-equality-and-human-rights/social-justice-re-examined/ 2019 -1 ERIC APR2020

New

No Social Justice Equal Education Racial Bias Gender Bias Race Poverty Social Class Social Bias Sexuality Religion English (Second Language) English Language Learners Islam Attention Deficit Hyperactivity Disorder Ethnicity Teaching Methods Teacher Attitudes Values Teacher Influence Teacher Role Theories Teacher Improvement Beginning Teachers Critical Literacy Homosexuality Inclusion School Culture Ethnic Groups Gender Issues Coping Students with Disabilities Sustainability Foreign Countries Arshad, Rowena, Ed. Wrigley, Terry, Ed. Pratt, Lynne, Ed. Books Collected Works - General United Kingdom English Teachers want to do their best for every child, but worry about causing offence and often shy away from troublesome issues. The classroom situations and strategies presented here will help teachers negotiate their way through complex situations and bring about constructive change. This book clarifies concepts and value differences and the subtle ways in which inequality often works. Theoretical as well as practical, these chapters look from inside out from the perspective of the teacher. They cover a wide range of issues: race, gender, poverty and class, sexuality, religion, English as an Additional Language, Islamophobia, Traveller children and ADHD. The book is essential reading for student teachers, early career teachers and teacher educators, but will also be invaluable for experienced teachers as they navigate their work in an increasingly diverse society. This book contains the following chapters: (1) Shaping Practice: The Impact of Personal Values and Experiences (Rowena Arshad); (2) Individual Teachers Making a Difference in the Classroom and the School (Laura Mitchell); (3) Key Concepts and Theories: From Ambiguity to Clarity (Shereen Benjamin and Rowena Arshad); (4) Resolving Dilemmas and Improving Practice in the Early Career of Teaching (Helen Knowles); (5) Education, Poverty and Social Class: Some Issues for Teachers (Terry Wrigley); (6 Using Critical Literacy to 'Do' Gender (Lynne Pratt and Yvonne Foley); (7) Sexuality, Sex and Gender: Respect and Recognition (Shereen Benjamin); (8) Educate and Act for Anti-Racism (Rowena Arshad and Clare Harker); (9) Inclusive Practices for Pupils for whom English is an Additional Language (Andy Hancock); (10) Facing the Challenge of Child Poverty (Siobhan Collingwood and Sheila Laing); (11) Islamophobia and 'British values': A Curricular Approach (Sadia Habib); (12) 'How Am I Meant to Cope with This Range of Disabilities?' (Gillean McCluskey and Gwynedd Lloyd); (13) Gypsies, Roma and Travellers: Teachers Making a Difference (Maureen Finn and Pauline Duncan); and (14) Learning for Sustainability: Our Collective Future Depends on It (Kirsten Leask, Beth Christie and Rosa Murray). [For the first edition, see ED599757.] ED599758 Social Justice Re-Examined: Dilemmas and Solutions for the Classroom Teacher. 2nd Edition Trentham Books 2019-11-04 978-1-8585-6909-3 224 Trentham Books. Available from: UCL IOE Press, UCL Institute of Education, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7611-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/ N/A https://www.ucl-ioe-press.com/books/social-justice-equality-and-human-rights/social-justice-re-examined-2/ 2019 -1 ERIC APR2020

New

No Leadership Role Participative Decision Making Teacher Surveys Administrator Surveys Foreign Countries Principals Teachers School Administration Administrator Characteristics Context Effect Leadership Responsibility Instructional Leadership Faculty Development Liu, Yan Printy, Susan M. Speeches/Meeting Papers Reports - Research United Kingdom (England) Denmark Estonia Latvia Norway Slovakia Chile France Canada Teaching and Learning International Survey (NCES) ISSN- English The concept of distributed leadership articulates principals need to develop a shared vision and empower the teachers with expertise to build strong organizational capacity. Though empirical evidence grows steadily, there still lacks the complete evidence on how each of the school leadership responsibilities is actually distributed among the people within the school, given each leadership function needs varied skills and expertise. This current study intends to measure the extent to which school leadership roles are collectively fulfilled by formal leaders who have the position and informal leaders who have the expertise, in order to compare the variations among countries and schools using the TALIS data. ED602202 Open the Black Box of Distributed Leadership: Evidence from the 2013 TALIS AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 15 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2020 -1 As Provided APR2020

New

No Principals Instructional Leadership Lesson Plans Adoption (Ideas) Power Structure Participative Decision Making Leadership Styles Administrator Attitudes Faculty Development School Policy Teacher Attitudes Wilkinson, Gareth Bryan Akiba, Motoko Speeches/Meeting Papers Reports - Research Florida ISSN- English This study used interview and observation data to investigate how school principals approached both the promotion and implementation of lesson study. Using distributed leadership and sensemaking, the study found that the principals received a lack of formal guidance and they used prior knowledge to adapt the model. To capture buy-in, the principals distributed leadership as a mechanism to bridge the gap to teachers while simultaneously empowering teacher leaders. In an environment of instability, the principals also utilized distributed leadership to sustain and scale up of the reform initiative. However, a dichotomy of distributed leadership was evident. &quot;Active&quot; principals offered direct support to the teams while &quot;passive&quot; principals allowed the teacher leaders to run the lesson study without any principal interference. ED602203 Principals and Distributed Leadership: Mechanism for Stimulating, Sustaining, and Scaling up Lesson Study AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 21 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2020 -1 As Provided APR2020

New

Yes Career Readiness State Programs Vocational Education Sustainability Secondary Education High School Students State Policy Educational Policy Postsecondary Education College Readiness Field Experience Programs Audits (Verification) Graduation Requirements Reports - Descriptive Nevada Advance CTE: State Leaders Connecting Learning to Work Education Strategy Group (ESG) Council of Chief State School Officers (CCSSO) English Secondary Education High Schools Postsecondary Education Nevada was one of the 10 states selected to participate in New Skills for Youth (NSFY). NSFY, launched by JPMorgan Chase &amp; Co. in 2016, is a $75 million, five-year initiative, aimed at strengthening and expanding high-quality career pathways for youth. As part of this initiative, the Council of Chief State School Officers, Advance CTE and Education Strategy Group worked with states to improve their career readiness systems. This snapshot profiles the work Nevada did to enhance its career readiness system across the entire NSFY initiative. Between 2016 and 2019, Nevada: (1) Designed and implemented the college- and career-ready (CCR) high school diploma: Nevada's efforts to transform its career readiness system were structured around a new high school diploma authorized by the Legislature in 2017; (2) Built the infrastructure to scale work-based learning opportunities statewide: Throughout the NSFY initiative, Nevada worked to formalize and coordinate work-based learning activities and expand opportunities to learners across the state; and (3) Completed a comprehensive career pathways audit: Under then-Governor Brian Sandoval, Nevada took aggressive action to strengthen its current and future workforce and diversify its economy by strengthening high-growth &quot;New Nevada&quot; sectors such as advanced manufacturing, information technology, education and health care. [For the Impact Summary, see ED602101.] ED602204 New Skills for Youth: Nevada Impact Snapshot Advance CTE: State Leaders Connecting Learning to Work 2019-12-00 JPMorgan Chase & Co. 4 Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/ N/A 2020 -1 As Provided APR2020

New

No Nonprofit Organizations After School Programs Summer Programs Data Collection Data Use Educational Improvement Program Evaluation Management Information Systems Information Management Data Analysis Visual Aids Troubleshooting Yoo, Paul Youngmin Whitaker, Anamarie A. McCombs, Jennifer Sloan Reports - Descriptive Guides - General Massachusetts (Boston) Minnesota (Saint Paul) Rhode Island (Providence) RAND Education and Labor US Department of Veterans Affairs English Expanded learning intermediaries are nonprofit organizations dedicated to making after-school and summer programs better and more accessible for children and youth. They do this by coordinating efforts and resources in a given community, knitting programs together into a cohesive system, helping individual programs function at a high level, and pushing the system as a whole to provide the greatest benefit to as many young people as possible. In 2014, Every Hour Counts, a national coalition of expanded learning intermediaries, released a measurement framework to help communities think about what data to collect, how to collect them, and how to use them. The framework also aims to guide intermediaries on how to use the data to coordinate continuous improvement efforts, how program efforts can improve youth outcomes, and how to identify system strengths and areas for improvement. Every Hour Counts then engaged the RAND Corporation to evaluate efforts in three cities (Boston, Massachusetts; St. Paul, Minnesota; and Providence, Rhode Island) to put the framework into practice. This guide draws from the RAND evaluation with Boston After School &amp; Beyond, Providence After School Alliance, and Sprockets. It offers practical, research-based advice to those in the expanded learning field who work with data, or want to work with data. [This report was commissioned by Every Hour Counts.] ED599405 Putting Data to Work for Young People: A Ten-Step Guide for Expanded Learning Intermediaries RAND Corporation 2019-09-00 Charles Stewart Mott Foundation Wallace Foundation 978-1-9774-0348-3 30 RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org N/A https://doi.org/10.7249/TL350 2019 -1 ERIC APR2020

New

Yes Community Colleges Middle Management Professional Development Leadership Training Teamwork Cooperation Change Strategies Deans Department Heads Professional Identity Transformational Leadership Coaching (Performance) College Faculty Program Development Asera, Rose Reports - Descriptive California RP Group English Higher Education Postsecondary Education Two Year Colleges The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) in 2013 to support the development of middle leaders across the California Community Colleges. Every year LFM produces an internal evaluation report presenting what participants learned from their experiences; academy leaders incorporate that feedback into ongoing program development. This year's report focuses on the roles middle leaders can play in the early stages of design and development of Guided Pathways. This report provides an executive summary of the full report. The full report begins with LFM's purpose, design, and outcomes, and describes recent programmatic changes. The body of the report then presents observations about middle leaders in the development of Guided Pathways in the following categories: (1) The connection between LFM teams and college Guided Pathways leadership teams; (2) Application of LFM strategies and tools to development of Guided Pathways; (3) College progress in Guided Pathways; and (4) Anticipated challenges and opportunities for the coming year. Subsequent sections continue exploration of how middle leaders develop their leadership identity, particularly in the context of Guided Pathways, and further describe the embedded coaching component of the LFM program design. [For the full report &quot;Middle Leaders in the Design and Development of Guided Pathways: Leading from the Middle 2018,&quot; see ED599404.] ED599406 Middle Leaders in the Design and Development of Guided Pathways: Leading from the Middle 2018. Executive Summary RP Group 2019-05-00 10 RP Group. 369-B Third Street Suite 397, San Rafael, CA 94901. Tel: 510-527-8500; e-mail: info@rpgroup.org; Web site: https://rpgroup.org N/A 2019 -1 ERIC APR2020

New

No Case Studies African American Students Males College Attendance Community Colleges Academic Advising Student Attitudes Academic Persistence School Holding Power Academic Achievement Educational Experience Two Year College Students Role Models Cody, Philip M. Dissertations/Theses - Doctoral Dissertations Georgia EISSN- English Higher Education Postsecondary Education Two Year Colleges The purpose of this qualitative case study is to examine how African American men at three community colleges in Georgia perceive the academic advising process and how the academic advisor influences their retention. A declining number of African American men are attending and completing college. This trend is troubling not only because of its implications for the men themselves, but also because of the long-term economic, political, and social effects for the African American population. The qualitative case study examined African American men's views of academic advising, and its impact on their academic persistence and achievement will thus address the problem of declining African American male enrollment in higher education and suggest the services or resources colleges can provide to combat the issue. The researcher used Wood and Harris's (2014) Socio-Ecological Outcomes Model coupled with Schlossberg's (1989, 2011) Theory of Marginality to assess student outcomes and how those outcomes affect African American male retention rates. All of the participants chosen for this study were African American male students, attending one of three community colleges in Georgia. There were twelve participants selected for this study. The researcher found that African American male students' academic advising experiences had a considerable influence on their retention rates at community colleges. The researcher also discovered that poor academic progress, lack of support, from both the institutions and their families, and a lack of positive role models at their prospective institutions often influenced their futures and their retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601621 A Case Study Approach to the Impact of Academic Advising on African American Men at Three Community Colleges in Georgia ProQuest LLC Ed.D. Dissertation, Morgan State University 2019-00-00 978-1-0857-3005-1 155 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810128 2020 -1 As Provided APR2020

New

No Intelligent Tutoring Systems Geometry Mathematics Instruction Retention (Psychology) Mathematics Achievement Instructional Effectiveness Student Motivation Self Efficacy Learner Engagement Student Attitudes Computer Software High School Students Grade 11 Oueini, Simela Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Secondary Education Grade 11 This purpose of this paper is to deepen the understanding for a problem of practice in the mathematics educators' classroom of low retention of information thus leading to poor mathematics achievement. The identification of the problem of practice led to a development of a research focus examining the effects of using intelligent tutoring software in the mathematics classroom and the impact it has on mathematics achievement, student motivation as it relates to self-efficacy, student engagement and attitudes towards mathematics. Using a convergent mixed methods approach (Creswell, 2012), this paper elaborates on the research questions addressing &quot;What effects does the integration of ALEKS, an artificial intelligence, web-based software program, have on the achievement, self-efficacy, engagement and attitudes towards mathematics of 11th grade geometry students?&quot; Baseline data was collected on the students and a theoretical framework justified the need for the study. A research plan was developed that would collect and analyze data over a period of six weeks that would best answer the research questions. Results showed that ALEKS had a positive impact on student achievement, although the results were not statistically significant. Results also showed that ALEKS positively impacted the self-efficacy and attitudes of students by aiding in their understanding and enjoyment of mathematics. Lastly, an action plan was developed that delineates the next steps in the study. The teacher researcher will share and communicate results of this study and implement action steps that involve further exploration of the impact of ALEKS when used in a high school setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601622 The Impact of Intelligent Tutoring Software on Geometry Students ProQuest LLC Ed.D. Dissertation, University of South Carolina 2019-00-00 978-1-0855-6618-6 185 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808619 2020 -1 As Provided APR2020

New

No Pedagogical Content Knowledge Technological Literacy Preservice Teachers Student Surveys Transformative Learning Student Attitudes Educational Technology Course Descriptions Factor Analysis State Universities Required Courses Teacher Education Programs Elementary School Teachers Middle School Teachers Ozden, Sule Yilmaz Mouza, Chrystalla Speeches/Meeting Papers Reports - Research Tests/Questionnaires ISSN- English Higher Education Postsecondary Education Elementary Education Junior High Schools Middle Schools Secondary Education The purpose of this quantitative study was to develop and test a survey instrument to measure pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) framed by a transformative lens. The &quot;Survey of Teaching Knowledge with Curriculum-Based Technology&quot; was developed and administered to 124 pre-service teachers within the context of a required educational technology course taught at a large, Mid-Atlantic University. Survey data were analyzed using exploratory factor analysis (EFA). Results revealed evidence of two discrete domains: Knowledge of Technology and Knowledge of Teaching with Curriculum-Based Technology. The findings of this work provide support for a transformative approach to examining TPACK. Findings have implications for researchers, educators, and teacher preparation programs. ED601055 Teaching Knowledge with Curriculum-Based Technology: Development of a Survey Instrument for Preservice Teachers AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 38 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Adolescents Sexual Identity Discussion Groups LGBTQ People Computer Mediated Communication Peer Counseling Brion-Meisels, Gretchen A. Parodi, Katharine Speeches/Meeting Papers Reports - Research ISSN- English Adolescents increasingly use online, peer-to-peer platforms as a site of identity exploration and development. Prior research suggests that experiences online can foster feelings of connection and belonging, as well as promote a willingness to engage in self-disclosure during a critical developmental period; however, only recently has research explored how LGBTQ youth use these spaces. This study investigates how adolescents using an online message board to discuss sexuality and sexual identity describe their reasons for writing. Drawing on a content analysis and qualitative coding, our findings suggest that LGBTQ adolescents often visit this space to resolve feelings of confusion, isolation, or rejection. Implications for researchers and practitioners are explored. ED601056 Teens Helping Teens: Investigating Adolescents&apos; Talk about Sexual Identity on an Online Message Board AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 14 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Rural Education Rural Schools College School Cooperation Scholarship Equal Education Educational Policy Politics of Education Leadership Sustainability Trust (Psychology) Interprofessional Relationship Power Structure Social Capital Hampshire, Ellen M. Lindle, Jane Clark Speeches/Meeting Papers Information Analyses Reports - Evaluative ISSN- English Higher Education Postsecondary Education During the Obama/Duncan federal education policy era, grant programs emphasized school -- community, and university partnerships to address student needs in high poverty areas. Critics noted the over-representation of urban poverty regions as compared to rural areas. Meanwhile, researchers have contributed insight regarding methods for effective, sustainable collaboration. Yet, the school-university partnership literature also understates the particular issues associated with rural political culture identity, also called &quot;placism,&quot; and associated complications given multiple federal agency definitions of rurality. Alongside the need for a systematic understanding of how multi-sector collaboration might serve rural education needs, a parallel educational accountability literature implicates school leaders as accountable agents for school and student success. Such implications suggest a need to reconcile the logic of school-university partnership, school leaders' accountability, and multi-sector service roles in addressing specific rural education needs. This paper uses a thematic, integrative literature review to first identify critical elements of sustainability within the nexus of political cultures between universities, rural schools, and other social service sectors. Then, we propose a logic model incorporating such elements into a sustainable university and school alliance dedicated to the development of school leaders' capacity for promoting equity in schooling for rural and underserved students. ED601057 Public Scholarship Partnerships: Political Culture Considerations in Rural School-University Research Communities AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 33 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Social Studies Intellectual Disciplines Pedagogical Content Knowledge Case Studies Teaching Methods Knowledge Base for Teaching Reading Comprehension Suburban Schools School Administration Content Area Reading State Standards Faculty Development Literacy Education History Instruction Reading Achievement Program Descriptions High School Teachers High School Students Hass, Kerrie Lynn Dissertations/Theses - Doctoral Dissertations Florida EISSN- English Higher Education Postsecondary Education High Schools Secondary Education Low achievement in reading is a concern in a suburban school in the southeastern part of Florida. In an attempt to combat this issue, the school's administration has focused on teaching disciplinary literacy in content area classes, specifically social studies. In addition, the state standards also require that social studies teachers meet the Reading for History/Social Studies standards. Despite the effort put forth by the administration, there has yet to be an assessment of the social studies teachers' knowledge of the Reading for History/Social Studies standards or the instructional practices used to meet these standards. The purpose of this qualitative case study was to explore social studies teachers' knowledge of the Reading for History/Social Studies standards and the instructional practices utilized to meet the demands of these standards. Shulman's theory of pedagogical content knowledge framed this study, as it explores the need for teachers to be knowledgeable in both content and pedagogy. A purposeful sample of 10 social studies teachers participated in an interview and an instructional observation and submitted documents for review. Data were analyzed using hand coding for themes. The study results showed that teachers had concerns for the pacing of their course, their knowledge/preparation, and professional development opportunities. Based on the data, a 3 half-day professional development program was created to target social studies teachers' understanding of the Reading for History/Social Studies Florida Standards and their knowledge of disciplinary literacy instruction. This program may contribute to positive social change in helping social studies teachers effectively implement disciplinary literacy instruction, thus increasing student achievement in reading. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600370 Disciplinary Literacy Instruction in High School Social Studies ProQuest LLC Ed.D. Dissertation, Walden University 2019-00-00 978-0-4388-9599-7 128 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13805969 2019 -1 As Provided APR2020

New

No Teacher Persistence At Risk Students Minority Group Students Mentors Teacher Orientation Incentives Socioeconomic Status Correlation Low Achievement Institutional Characteristics Gray, Christine Lynne Dissertations/Theses - Doctoral Dissertations Florida EISSN- English Educational leaders are concerned about teacher retention rates. More teachers are leaving the profession and fewer colleges are enrolling students into their teacher preparation programs (Sawchuk, 2016). This study focused on potential correlations between the dependent variable of teacher retention and 3 independent variables: induction and mentoring programs, incentives, and a school's socioeconomic status. The author conducted the study in a school district in Florida that contained low-performing schools with high-minority at-risk populations. Data collection involved emailing a survey based on Giacometti's (2005) instrument to 1,359 members of the district's teacher's union, with 401 completing the survey. The author used Qualtrics survey software to collect the data and the Statistical Package for Social Science (version 25) to analyze the data. Cronbach's alpha permitted assessment of the internal consistency of the questions within each domain, and point biserial correlation, Kendall's tau-b correlation, and a chi-square provided tests of the correlations. The author found no significant correlations between any of the independent variables and teacher retention. The results of the study indicate the need to further study the variables that play a role in teacher retention rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600371 Teacher Retention Rates: Variables That Play a Role in Low-Performing Schools with High Minority At-Risk Populations ProQuest LLC Ed.D. Dissertation, Concordia University (Oregon) 2019-00-00 978-0-4389-8115-7 141 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13806382 2019 -1 As Provided APR2020

New

Yes Foreign Countries Test Preparation Mathematics Tests Social Media Communities of Practice Student Attitudes Teacher Attitudes Technology Uses in Education Scaffolding (Teaching Technique) Teacher Student Relationship Interaction Computer Mediated Communication Student Satisfaction Peer Relationship Cooperative Learning Biton, Yaniv Hershkovitz, Sara Hoch, Maureen Speeches/Meeting Papers Reports - Research Israel English To help students prepare for the resit exam of the mathematics Bagrut (Israeli matriculation) of 2013, the Center for Educational Technology established a virtual review session using Facebook, for four days before the exam. 614 students and 16 teachers participated. We examined three central questions, each about using Facebook to prepare for the mathematics Bagrut: What opportunities for learning were created? What are the students' opinions? What are the teachers' opinions? Analysis of the posts on Facebook revealed five types of situations with potential for learning. Answers to on-line questionnaires show that both students and teachers hold positive opinions towards the solution for learning provided by Facebook. We recommend researching the opportunities for learning afforded by the social networks. [For the complete proceedings, see ED597799.] ED599759 Learning with Facebook: Preparing for the Mathematics Bagrut -- A Case Study North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Elementary Schools Physical Activities Public Schools Program Implementation Educational Practices Institutional Characteristics Turner, Lindsey Chaloupka, Frank J. Reports - Research EISSN- English Elementary Education The integration of physical activity into elementary school classrooms, through brief activity breaks (ABs) and lessons that incorporate movement into instruction as active lessons (ALs), are key parts of school physical activity programming and can improve children's health and academic outcomes. With nationally representative survey data from 640 public elementary schools in the United States, we examined the use of these practices and the extent of implementation within classrooms. ALs were used in 71.7% of schools, and ABs were used in 75.6% of schools. In multivariate models, ALs were significantly less likely to be used in majority-Latino schools (adjusted odds ratio = 0.48, 95% confidence interval [0.25, 0.93], p &lt; 0.05) than in predominantly White schools. ABs were significantly less likely to be used in lower socioeconomic schools (adjusted odds ratio = 0.57, 95% confidence interval [0.34, 0.95], p &lt; 0.05) than in higher socioeconomic schools. At schools where ABs were ever used, they were used by 45.6% of teachers, but fewer teachers used them at larger schools ([beta] = -0.08, p &lt; 0.01) and at lower socioeconomic schools ([beta] = -0.09, p &lt; 0.05). The reach of ALs and ABs is modest and classroom-level implementation is quite low. Additional dissemination and support is warranted to improve the reach and implementation of these strategies in elementary schools. Such efforts could improve the school-day experience in ways that benefit millions of young children. [This is the online version of an article published in &quot;Health Education &amp; Behavior.&quot; For the final published version of this article, see EJ1141102.] ED599760 Reach and Implementation of Physical Activity Breaks and Active Lessons in Elementary School Classrooms Grantee Submission 2016-00-00 Institute of Education Sciences (ED) 6 T https://doi.org/10.1177/1090198116667714 2019 -1 As Provided APR2020 Yes R305A150277

New

Yes Career Readiness State Programs Vocational Education Sustainability Secondary Education High School Students State Policy Educational Policy Advisory Committees School Business Relationship Credentials Alignment (Education) Standards Low Income Students Access to Education Reports - Descriptive Ohio Advance CTE: State Leaders Connecting Learning to Work Education Strategy Group (ESG) Council of Chief State School Officers (CCSSO) English Secondary Education High Schools Ohio was one of the 10 states selected to participate in New Skills for Youth (NSFY). NSFY, launched by JPMorgan Chase &amp; Co. in 2016, is a $75 million, five-year initiative, aimed at strengthening and expanding high-quality career pathways for youth. As part of this initiative, the Council of Chief State School Officers, Advance CTE and Education Strategy Group worked with states to improve their career readiness systems. This snapshot profiles the work Ohio did to enhance its career readiness system across the entire NSFY initiative. Between 2016 and 2019, Ohio: (1) Galvanized employer engagement at the state and local levels: Ohio created statewide advisory councils tasked with guiding the design and implementation of career pathways, validating industry-recognized credentials and expanding work-based learning offerings; (2) Designed and launched the OhioMeansJobs-Readiness Seal: In 2018, the Ohio Department of Education (ODE) designed and piloted a career readiness diploma endorsement called the OhioMeansJobs-Readiness Seal; (3) Supported the integration of academic and technical standards: In 2018, ODE released guidance to help local districts and schools expand opportunities for simultaneous credit, a policy that allows Ohio students to participate in Career Technical Education (CTE), dual credit or work-based learning and still receive credit for their core academic courses; and (4) Expanded access to high-quality career pathways for low-income students: Through NSFY, Ohio identified and leveraged an opportunity to expand access to career pathways using funding from the Every Student Succeeds Act (ESSA). [For the Impact Summary, see ED602101.] ED602205 New Skills for Youth: Ohio Impact Snapshot Advance CTE: State Leaders Connecting Learning to Work 2019-12-00 JPMorgan Chase & Co. 4 Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/ N/A 2020 -1 As Provided APR2020

New

Yes Career Readiness State Programs Vocational Education Sustainability Secondary Education High School Students State Policy Educational Policy Certification Alignment (Education) Coordinators Personnel Selection Job Training Access to Education Postsecondary Education Regional Programs Reports - Descriptive Tennessee Advance CTE: State Leaders Connecting Learning to Work Education Strategy Group (ESG) Council of Chief State School Officers (CCSSO) English Secondary Education High Schools Postsecondary Education Tennessee was one of the 10 states selected to participate in New Skills for Youth (NSFY). NSFY, launched by JPMorgan Chase &amp; Co. in 2016, is a $75 million, five-year initiative, aimed at strengthening and expanding high-quality career pathways for youth. As part of this initiative, the Council of Chief State School Officers, Advance CTE and Education Strategy Group worked with states to improve their career readiness systems. This snapshot profiles the work Tennessee did to enhance its career readiness system across the entire NSFY initiative. Between 2016 and 2019, Tennessee: (1) Established a statewide career pathways certification program: Tennessee established the Tennessee Pathways Certification, which recognizes career pathways that meet specific criteria for quality; (2) Aligned regions and service delivery across state systems: To address fragmentation across state systems, then-Governor Bill Haslam directed the Department of Education, the Department of Labor and Workforce Development (LWD), and the Department of Economic and Community Development (ECD) to work together to align their service delivery regions and improve coordination; (3) Hired and trained regional coordinators: In 2018, the Tennessee NSFY team hired and trained nine Tennessee Pathways regional coordinators to support the planning and delivery of high-quality career pathways within each of the Tennessee Pathways regions; and (4) Expanded access to early postsecondary opportunities (EPSOs): Throughout the NSFY initiative, Tennessee took steps to expand access to EPSOs for learners. [For the Impact Summary, see ED602101.] ED602206 New Skills for Youth: Tennessee Impact Snapshot Advance CTE: State Leaders Connecting Learning to Work 2019-12-00 JPMorgan Chase & Co. 4 Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/ N/A 2020 -1 As Provided APR2020

New

Yes Educational Attainment Higher Education Data Use State Policy Data Collection Access to Information Information Dissemination Information Management Web Sites Colleges Partnerships in Education State Programs Agency Cooperation Educational Finance Budgets Reports - Evaluative Virginia State Council of Higher Education for Virginia English Higher Education Postsecondary Education &quot;The Virginia Plan for Higher Education&quot; articulates the objective that the Commonwealth will be the best-educated state by 2030. To achieve this objective, Virginia not only must increase educational-attainment rates, but also close the gaps in the differing rates of attainment that exist across its population and its regions. The effective use and communication of data are powerful tools in that effort. For these higher levels of attainment to be achieved, Virginia must address the &quot;value proposition&quot; of higher education to students and families and to the Commonwealth. Policy makers, educators, families and students need easy access to trusted information upon which to make informed decisions about policies, funding and life choices. While State Council of Higher Education for Virginia (SCHEV) has significant data assets, including the Virginia Longitudinal Data System (VLDS), it is imperative that those data support the alignment among education, workforce and human capital needs of the Commonwealth and that information on the alignment is readily and easily available to the various users. Within this context, in January 2018 the State Council of Higher Education for Virginia (SCHEV) formed an ad hoc committee to develop a blueprint to guide the use of data policy and data systems maintained by SCHEV as strategic assets in transforming the lives of Virginians and the Commonwealth through higher education. Already committed to the goals of &quot;The Virginia Plan,&quot; the Council recognized the need to devote attention to making SCHEV's data resources more focused for policy decision-makers and other stakeholders. This report is a summary of the ad hoc committee's considerations, findings and proposed actions including sections on assessing SCHEV's data resources - gap analysis; reviewing other state efforts; aligning data and information with &quot;The Virginia Plan&quot;; identifying financial resources with data and policy; and opportunities to improve information and data. ED599411 Using Data to Inform Policy: Report of Council&apos;s Ad Hoc Committee on Data and Policy State Council of Higher Education for Virginia 2019-05-00 18 State Council of Higher Education for Virginia. 101 North 14th Street, James Monroe Building, Richmond, VA 23219. Tel: 804-225-2600; Fax: 804-225-2604; Web site: http://www.schev.edu N/A 2019 -1 ERIC APR2020

New

Yes Middle Management College Faculty Program Evaluation Community Colleges Leadership Cooperation Leadership Training Leadership Role Asera, Rose Reports - Descriptive California RP Group English Higher Education Postsecondary Education Two Year Colleges The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 to support the development of middle leaders across California Community Colleges (CCCs). This report captures reflections from both leaders of and participants in the 2017 LFM Academy, with the goal of advancing and deepening our collective understanding of middle leadership. The report begins with an overview of the program's purpose and design, outcomes, and changes in 2017. The authors then present the reflections associated with the LFM outcomes, organized in three clusters: (1) individual leadership; (2) collective leadership; and (3) college transformation. The conclusion highlights potential next steps for the Academy. [For the executive summary to this report &quot;Reflections from the Leading from the Middle Academy, 2017. Executive Summary,&quot; see ED599414.] ED599413 Reflections from the Leading from the Middle Academy, 2017 RP Group 2018-02-00 24 RP Group. 369-B Third Street Suite 397, San Rafael, CA 94901. Tel: 510-527-8500; e-mail: info@rpgroup.org; Web site: https://rpgroup.org N/A 2019 -1 ERIC APR2020

New

No Educational Finance Public Support Innovation Entrepreneurship Public Colleges State Policy State Legislation Legislators State Aid Intellectual Property School Business Relationship Educational Experience Kim, Joowon Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This dissertation is comprised of three studies that investigate the implications and determinants of public funding for universities. The first chapter lays down the foundation for the other two studies. I discuss how state-level policies, as determined by legislators, represent a pivotal component of firms' non-market strategies that have direct implications for the viability of their innovative and entrepreneurial activities. I expand this discussion to identify gaps in extant studies surrounding state-level policies and state legislators. The second study focuses on the state funding for 420 public universities to estimate the precise return on state investments in higher education as measured by two economic outcomes -- the generation of university patents and formation of business establishments in a given university's local economy from 2002 through 2014. Using an instrumental variable estimation strategy, I predict and find a positive, causal association between state funding and the number of patents granted to public universities. I also observe a similar causal relationship between state funding and the entry of new business establishments near a given campus. This becomes pronounced for small firms in the manufacturing, retail, and service sectors, and even more for small firms in high-technology industries that are known to rely heavily on universities as a source of external inventions - pharmaceutical, medical equipment, and semiconductor. The third study explores a new determinant of state funding for 420 public universities by leveraging novel, hand-collected data on the educational experiences of state legislators - specifically if and where they received postsecondary education. I predict and find a statistically significant, positive association between the share of legislators who attended their states' public institutions and state funding for their entire public higher-education system. A similar positive relationship is also observed between the share of state legislators who attended particular campuses of the state's public university system and funding for those campuses. This relationship is more pronounced among publicly educated legislators who represent legislative districts close to their alma mater's district, and becomes most consequential when the legislator's district contains his or her alma mater. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601623 Essays on the Determinants of Public Funding for Universities and the Impact on Innovation and Entrepreneurship ProQuest LLC Ph.D. Dissertation, Duke University 2019-00-00 978-1-3921-9620-5 146 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809940 2020 -1 As Provided APR2020

New

No Educational Technology Technology Uses in Education High Achievement Program Effectiveness Technology Integration Individualized Instruction Elementary School Teachers Elementary School Students Program Implementation Teacher Competencies Accountability Access to Computers Abernathy, Christie S. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Encouraging the academic growth of every student is an important part of providing a free appropriate public education in America. Each school should be focused on providing the best education for all of our students, including our top performing who will be competing with other students from all over the world for college entry and career opportunities. This group of high-performing students sometimes do not receive targeted instruction due to their above-grade-level performance on state accountability measures. Additionally, students are surrounded by the use of devices for a large portion of their daily lives. It remains crucial in developing future leaders and productive citizens for schools to engage students and provide strategies for student growth through the use of devices. There are many ways that districts have implemented devices. Multiple studies that I have explored have highlighted positive integrations using technology and there is also research that identifies negative integrations of digital devices in the classroom. There is much research that provides data on specific programs using devices, but little research has been conducted on how devices have been used to provide differentiation. Due to the lack of research in this area, I felt that it would be enlightening to administrators and districts to investigate how teachers are leveraging digital devices in elementary schools in order to provide enrichment for their high-performing student subgroup. Today school systems are spending millions on purchasing devices for each child, therefore it is important for districts to have a strong implementation plan and provide teachers the training they need to capitalize on their investment. In this qualitative research study, I closely examined a group of teachers who had shown growth on accountability measures with their high-performing students in the elementary classroom. My research examined how those teachers were using one-to-one digital devices in the classroom to provide high-performing students with learning opportunities that offer an engaging learning environment that facilitates academic growth in this group of students. This study included three different schools. I conducted interviews with two teachers in each of those schools and completed observations of their classrooms. I selected the schools due to the teachers being identified in EVAAS as making growth with high-performing students on their state accountability measures. They were also selected because they have integrated one-to-one devices for at least 2 years in their classrooms. The goal of my study was to identify resources and strategies teachers are using in the elementary classroom with their high-performing students by utilizing devices to help students make growth. Through interviewing six different teachers, conducting observations, and facilitating a focus group session, I was able to identify multiple strategies and resources that are being used with devices. I was able to answer my primary research question by identifying how teachers are using the devices. I also focused on several secondary questions to fully understand how academic content was being delivered, if enrichment was being provided, and if higher-order and critical thinking skills were being taught. In my research, I found that the teachers who participated in the study are using one-to-one devices to provide differentiated instruction to their high-performing students through multiple resources and venues. Hopefully the results of this study will prove helpful to teachers and leaders that need ideas on how to grow their high-performing students by preparing them with the most engaging environment by using one-to-one devices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601624 The Use of Digital Devices with High-Performing Students in Elementary Schools ProQuest LLC Ed.D. Dissertation, The University of North Carolina at Greensboro 2019-00-00 978-1-0855-6963-7 163 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810248 2020 -1 As Provided APR2020

New

No Educational Policy Career Development Professional Identity Leadership Training Doctoral Degrees Administrator Education Instructional Leadership Educational Improvement Decision Making Evidence Based Practice Psychological Patterns Curriculum Development Universities Graduate Students Professional Personnel Research Training Student Attitudes College Faculty Longitudinal Studies Internship Programs On the Job Training Lindle, Jane Clark Hampshire, Ellen M. Knoeppel, Robert Charles Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Given education policy demands, leadership programs wrestle with questions about how to prepare practicing professionals, who are aspiring leaders, for the consequential use of data. From problem identification to implementation, current leadership preparation must build a culture where research processes are accessible, interpretable, and applicable to education policy implementation practices. A growing body of research findings illustrate cognitive and identity challenges faced by mid-career professionals pursuing terminal degrees. Such students pursue doctorates as a practical stage in career advancement and presumably as a professional requirement for specialized expertise in data use. In educational leadership, the imperative for furthering professional goals includes professional practices in meeting state and federal educational improvement mandates that require evidence-based decision making. Thus, such students require curriculum and development in research investigation and analysis methods; yet, may face both cognitive and identity dissonance in their immersion in the university-based research culture. In this study, a team of researchers administered a slightly modified form of the Postgraduate Research Experience Questionnaire (PREQ) to five cohorts with two snapshots in 2011 and 2015. Results demonstrate student perceptions about their doctoral program's stages of research immersion. ED601058 Public Scholarship and Professional Identity: Mid-Career Educational Leaders&apos; Research Culture Preparation and Perceptions AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 28 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

Yes Career Development African American Teachers Males Elementary Secondary Education Teacher Recruitment Teacher Persistence Faculty Mobility Teacher Attitudes Personal Narratives Disproportionate Representation Teaching Experience Socialization Inclusion Diversity (Faculty) Underwood, Kimberly Smith, Donna Johnson-Lutz, Hilary Taylor, Joy Roberts, J. Medgar Reports - Evaluative ISSN- National Network of State Teachers of the Year (NNSTOY) University of Phoenix (UOPX), College of Education English Elementary Secondary Education Despite students of color comprising over 50% of current classroom populations and the United States Census Bureau's prediction that people of color will become the &quot;majority-minority&quot; in the overall United States population by 2043, these trends fail to correlate with representations of educators of color in P-12 education, especially for new cohorts of Black male teachers. In fact, according to the National Center for Education Statistics (NCES), male educators comprise only 23% of the public school workforce and more Black male teachers represent less than 2% of the total teacher population. Undoubtedly, the clarion call of all stakeholders within P-12 education should be seeking and retaining qualified and caring educators regardless of race or ethnicity. As such, race and ethnicity cannot be the sole factor in determining how teachers are recruited, hired, and promoted. However, there is an abundance of evidence to support the presence of diverse racial and ethnic demographics as necessary, influential factors in creating progressive school systems. Therefore, the diversification of P-12 schools should remain a key priority in current education reform strategies. The content of this white paper will include a critical examination of the career trajectories of Black male educators from three perspectives: recruitment, retention, and mobility. Insights, observations, and opinions of these dynamic fellows, using reflective quotes and personal narratives are incorporated throughout this document. Finally, this focused dialogue presents recommendations for future initiatives, models, and actions supporting Black males in education. ED601059 Having Our Say: Examining the Career Trajectories of Black Male Educators in P-12 Education National Network of State Teachers of the Year 2019-07-00 31 National Network of State Teachers of the Year. 1525 Wilson Boulevard Suite 710, Arlington, VA 22209. Tel: 609-992-5532; Web site: http://www.nnstoy.org/ N/A 2019 -1 ERIC APR2020

New

Yes Social Development Emotional Development Skill Development Preschool Children Preschool Education Program Effectiveness Resilience (Psychology) At Risk Persons Violence Poverty Substance Abuse Failure Prevention Suicide Behavior Modification Early Childhood Education Academic Achievement Empathy Self Control Aksoy, Pinar Journal Articles Reports - Research ISSN-2501-1111 English Early Childhood Education Preschool Education The individuals continue to live with the achieved skills and behaviors. The inefficiencies in these skills affect the acquisition of new skills, learning and quality of life. Social-emotional learning skills are the skills that are necessary in various areas from social life to academic life. Social-emotional learning skills can be improved through teaching of the desirable behavioral patterns, and also through the prevention of undesirable behavioral patterns. In this study, available prevention programs for the development of social-emotional learning in preschool years were examined. The five prevention programs titled as Al's Pals: Kids Making Healthy Choices, DARE to be You, High/Scope Perry Preschool Program, Second Step, and Zippy's Friends were handled. The aims, contents, and effects of these programs were reviewed. The results of the review showed that Al's Pals is a resiliency-based prevention program to risk factors such as violence and poverty, DARE to be You is a resiliency-based intervention program to later substance abuse while High/Scope Perry Preschool Program is an intervention program to abstain from school failure and other related problems. It was also revealed that Second Step is a violence-prevention program, and Zippy's Friends is a suicide prevention program. It was found that all of these programs are valid and effective in improving behaviors that negatively affect social-emotional learning of preschool children. It is clear that these programs can be used by proficient teachers and educators to support children's social-emotional learning skills as well as main objectives of the programs regarding prevention. ED599761 Prevention Programs for the Development of Social-Emotional Learning in Preschool Years Online Submission European Journal of Education Studies v6 n6 p1-14 2019 2019-00-00 14 N/A 2019 -1 As Provided APR2020

New

No Mathematics Instruction Computer Assisted Instruction Community Colleges Two Year College Students Remedial Instruction Mathematics Achievement Low Achievement Educational Change Instructional Effectiveness Comparative Analysis Teaching Methods Independent Study Outcomes of Education Mathematics Teachers Teacher Characteristics Weiss, Michael J. Headlam, Camielle Journal Articles Reports - Research EISSN- English Higher Education Postsecondary Education Two Year Colleges Community colleges are a large sector of postsecondary education. In 2016-2017, the United States had nearly 1,000 public 2-year postsecondary institutions (community colleges), serving almost nine million students, representing 39% of all undergraduates. The majority of entering community college students require developmental (or remedial) math. Success rates in the developmental math course sequence and college more broadly are discouragingly low. Policymakers, practitioners, and researchers alike are eagerly searching for reforms to improve success rates, but there is a dearth of causal evidence on the effectiveness of most proposed reforms. We sought to answer the following question: what effect does a modularized, computer-assisted, self-paced approach to developmental math (compared with a more &quot;traditional&quot; direct-instruction course alternative) have on students' likelihood of completing the developmental math course sequence? Findings from a randomized controlled trial (n=1,403) are presented. The program was well implemented; however, we did not find evidence that this approach was superior to the &quot;traditional&quot; math class. Although these results are disappointing, they are important because modularization and self-paced computer-assisted instruction are popular reforms. [This article was published in &quot;Journal of Research on Educational Effectiveness&quot; (EJ1229042).] ED599762 A Randomized Controlled Trial of a Modularized, Computer-Assisted, Self-Paced Approach to Developmental Math Grantee Submission Journal of Research on Educational Effectiveness v12 n3 p484-513 2019 2019-00-00 Institute of Education Sciences (ED) 31 T https://doi.org/10.1080/19345747.2019.1631419 2019 -1 As Provided APR2020 Yes R305A130125

New

Yes Career Readiness State Programs Vocational Education Sustainability Secondary Education High School Students State Policy Educational Policy Academic Standards Alignment (Education) Field Experience Programs Access to Education Equal Education School Community Relationship Reports - Descriptive Rhode Island Advance CTE: State Leaders Connecting Learning to Work Education Strategy Group (ESG) Council of Chief State School Officers (CCSSO) English Secondary Education High Schools Rhode Island was one of the 10 states selected to participate in New Skills for Youth (NSFY). NSFY, launched by JPMorgan Chase &amp; Co. in 2016, is a $75 million, five-year initiative, aimed at strengthening and expanding high-quality career pathways for youth. As part of this initiative, the Council of Chief State School Officers, Advance CTE and Education Strategy Group worked with states to improve their career readiness systems. This snapshot profiles the work Rhode Island did to enhance its career readiness system across the entire NSFY initiative. Between 2016 and 2019, Rhode Island: (1) Refreshed all statewide Career Technical Education (CTE) standards and aligned state funding with industry priorities: To ensure that all CTE programs are aligned with industry expectations for entry-level work, the state's Career and Technical Education Board of Trustees created CTE standards in 57 career pathways across 13 high-priority sectors; (2) Established a statewide work-based learning intermediary: One of Rhode Island's major accomplishments was operationalizing work-based learning across the state through a statewide intermediary, Skills for Rhode Island's Future; (3) Expanded equitable access to high-quality career pathways: In 2018, RIDE launched a new program called CTE Innovation and Equity Grants to reach under-served students; and (4) Seeded local innovation through a network of PrepareRI ambassadors: To foster local innovation, RIDE organized a network of teachers, administrators and school leaders to serve as PrepareRI ambassadors in their communities. [For the Impact Summary, see ED602101.] ED602207 New Skills for Youth: Rhode Island Impact Snapshot Advance CTE: State Leaders Connecting Learning to Work 2019-12-00 JPMorgan Chase & Co. 4 Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/ N/A 2020 -1 As Provided APR2020

New

Yes Career Readiness State Programs Vocational Education Sustainability Secondary Education High School Students State Policy Educational Policy School Business Relationship Educational Indicators Data Collection Reports - Descriptive Wisconsin Advance CTE: State Leaders Connecting Learning to Work Education Strategy Group (ESG) Council of Chief State School Officers (CCSSO) English Secondary Education High Schools Wisconsin was one of the 10 states selected to participate in New Skills for Youth (NSFY). NSFY, launched by JPMorgan Chase &amp; Co. in 2016, is a $75 million, five-year initiative, aimed at strengthening and expanding high-quality career pathways for youth. As part of this initiative, the Council of Chief State School Officers, Advance CTE and Education Strategy Group worked with states to improve their career readiness systems. This snapshot profiles the work Wisconsin did to enhance its career readiness system across the entire NSFY initiative. Between 2016 and 2019, Wisconsin: (1) Designed and launched Pathways Wisconsin: Pathways Wisconsin is supported by regional coordinators who work with employers, K-12 and postsecondary leaders and other key stakeholders to develop career pathways that are approved at the state level; (2) Engaged employers to strengthen regional career pathways: While the state originally planned to identify CEO champions to lead in each region, state leaders soon recognized that a better strategy would be to engage existing networks of employers through the regional economic development organizations; and (3) Enhanced the state data system with Career Technical Education (CTE) data and career readiness indicators: To improve data quality and alignment, the Wisconsin Department of Public Instruction integrated CTE data collection into the state's WISEdata student information system. [For the Impact Summary, see ED602101.] ED602208 New Skills for Youth: Wisconsin Impact Snapshot Advance CTE: State Leaders Connecting Learning to Work 2019-12-00 JPMorgan Chase & Co. 4 Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/ N/A 2020 -1 As Provided APR2020

New

Yes Middle Management College Faculty Program Evaluation Community Colleges Leadership Cooperation Leadership Training Leadership Role Asera, Rose Reports - Descriptive California RP Group English Two Year Colleges Higher Education Postsecondary Education The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 to support the development of middle leaders across California Community Colleges (CCCs). This is an executive summary to that full report that captures reflections from both leaders of and participants in the 2017 LFM Academy, with the goal of advancing and deepening our collective understanding of middle leadership. The report begins with an overview of the program's purpose and design, outcomes, and changes in 2017. The authors then present the reflections associated with the LFM outcomes, organized in three clusters: (1) individual leadership; (2) collective leadership; and (3) college transformation. The conclusion highlights potential next steps for the Academy. [For the full report &quot;Reflections from the Leading from the Middle Academy, 2017,&quot; see ED599413.] ED599414 Reflections from the Leading from the Middle Academy, 2017. Executive Summary RP Group 2018-02-00 9 RP Group. 369-B Third Street Suite 397, San Rafael, CA 94901. Tel: 510-527-8500; e-mail: info@rpgroup.org; Web site: https://rpgroup.org N/A 2019 -1 ERIC APR2020

New

No Grade Repetition Public Schools Student Characteristics Instructional Program Divisions Race Ethnicity Sex Language Proficiency At Risk Students Foster Care Homeless People Migrants Special Education Vocational Education Academically Gifted Talent English Language Learners Economically Disadvantaged Elementary Secondary Education Students with Disabilities Military Personnel Tables (Data) Reports - Evaluative Numerical/Quantitative Data Texas Texas Education Agency, Division of Research and Analysis English Elementary Secondary Education This annual report provides information for the 2016-17 school year on grade-level retention in the Texas public school system. Data on retention are provided by student characteristics, including grade level; race/ethnicity; gender; degree of English proficiency; and economic, at-risk, foster care, homeless, immigrant, migrant, military-connected, and overage statuses. Data also are provided by program participation in special education, career and technical education, gifted and talented, and Title I. [For the companion report, see &quot;Grade-Level Retention and Student Performance in Texas Public Schools, 2016-17&quot; (ED599553).] ED599464 Grade-Level Retention in Texas Public Schools, 2016-17 Texas Education Agency 2018-10-00 94 Texas Education Agency. 1701 North Congress Avenue, Austin, TX 78701. Tel: 512-463-9734; Fax: 512-463-9838; e-mail: teainfo@tea.texas.gov; Web site: http://tea.texas.gov N/A https://tea.texas.gov/sites/default/files/retention_2016-17.pdf 2019 -1 As Provided APR2020

New

Yes Public Schools School Safety Discipline Violence Weapons Vandalism Substance Abuse Bullying Elementary Schools Middle Schools High Schools English Language Learners Students with Disabilities Gender Differences Training Suspension Expulsion Racial Differences Reports - Descriptive Numerical/Quantitative Data New Jersey New Jersey Department of Education English Elementary Education Junior High Schools Middle Schools Secondary Education High Schools Elementary Secondary Education This report has been revised to best highlight information from the new Student Safety Data System for the 2017-18 school year. The New Jersey Department of Education (Department) migrated to a new reporting system, the Student Safety Data System (SSDS), which includes improved definitions, new reporting fields, and updated guidance for reporting incidents. As such, comparing this year's report to previous years' data can lead to inaccurate conclusions in many reporting categories, and this report should be considered a baseline year. This information is provided by New Jersey public schools on disciplinary infractions and their consequences by the New Jersey Department of Education to the Governor and Legislature to fulfill the requirements of the &quot;Public School Safety Law N.J.S.A.&quot; 18A:17-46 through 48. Districts are encouraged to review their incidents in comparison to state-level results and consider whether proactive steps are needed to improve school climate and student safety. Although the report has been revised to best highlight information from the new data system, the SSDS continues collection of incidents of violence, vandalism, weapons, substance use, and harassment, intimidation and bullying (HIB), as well as HIB trainings and programs. In addition, the system now collects details on all allegations of HIB, along with all student suspensions and other removals from school, as well as reports to the police and arrests. New features and data reporting changes in the SSDS were developed to capture details required for state and federal data collection, including School Performance requirements of the Every Student Succeeds Act and &quot;N.J.S.A.&quot; 18A:7E-3 and the federal Civil Rights Data Collection. Changes were also made to make reporting easier for schools and districts and to improve data quality. ED599466 Commissioner&apos;s Annual Report to the Education Committees of the Senate and General Assembly on Student Safety and Discipline in New Jersey Public Schools for the Period of July 1, 2017 to June 30, 2018 New Jersey Department of Education 2018-06-30 27 New Jersey Department of Education. 100 River View Plaza, P.O. Box 500, Trenton, NJ 08625-0500. Tel: 609-292-4469; Web site: http://www.state.nj.us/education/ N/A 2019 -1 ERIC APR2020

New

No Science Instruction Self Efficacy Middle School Students Barriers Teaching Methods Inquiry Student Attitudes Teaching Styles Gender Differences Scores Teacher Attitudes Cooperative Learning Science Achievement McNulty, Brittany P. Dissertations/Theses - Doctoral Dissertations EISSN- English Junior High Schools Middle Schools Secondary Education Self-efficacy can determine how hard a student works, if they will persevere in the face of obstacles or succeed academically (Britner &amp; Pajares, 2006). It has been suggested that practices in an inquiry-based science class can provide positive experiences needed to increase self-efficacy of middle school students (Britner &amp; Pajares, 2006). Middle school (ages 11-14) is a time when students' attitudes toward science have been shown to change (Gibson &amp; Chase, 2002). Inquiry-based science is not always utilized in middle school and studies have shown that the way science is taught may be linked to teachers' self-efficacy (Menon &amp; Sadler, 2016; Appleton, 2007). Through mixed-methods research, the self-efficacy of students in middle school was investigated while studying the environment in which they learned. Surveys, classroom observations, and an analysis of teaching activities, gave insight into the teaching styles and inquiry-levels utilized by two teachers, at different schools. A student questionnaire was developed to track students' self-efficacy over a semester. Inquiry-based science was found in both classrooms, but utilized more in the classroom of the teacher who reported feeling a higher level of preparedness. Students learning in the more collaborative, inquiry-based environment saw increases in their self-reported self-efficacy scores. Gender differences were also evident. Further studies are needed to examine if these changes are significant or would occur over a longer period of time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601625 Science Self-Efficacy in Middle School ProQuest LLC M.S. Dissertation, Illinois State University 2019-00-00 978-1-0855-9651-0 84 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809582 2019 -1 As Provided APR2020

New

No Teacher Effectiveness Summer Programs Reading Programs Camps Literacy Self Efficacy Program Effectiveness Response to Intervention Program Implementation Knowledge Level Nelms, Gary C. Dissertations/Theses - Doctoral Dissertations EISSN- English This study set out to determine whether there was a relationship between teacher efficacy and a standard treatment protocol. Teachers participated in a pre and post survey to measure their confidence level in Leveled Literacy Intervention, the literacy program and their literacy knowledge, before and after implementation over a summer reading camp. The research shows at the 90 percent level teachers did show significance on three questions. The study also determined that LLI did show significance between tier 2 and tier 3 students when involved in a summer reading camp. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601626 Teacher Efficacy as It Relates to Response to Intervention When Implemented during a Summer Reading Program ProQuest LLC Ed.D. Dissertation, Trevecca Nazarene University 2019-00-00 978-1-3922-4461-6 112 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809566 2020 -1 As Provided APR2020

New

No Faculty Development School Turnaround Principals Academic Achievement High Schools High School Teachers Administrator Role Leadership Terrell, Anthony S. Speeches/Meeting Papers Reports - Research ISSN- English High Schools Secondary Education A collective case study methodology is used to explore how high school turnaround principals leveraged the professional development of teachers to raise student achievement. The study also sought to capture the characteristics of the professional development programs principals implemented. Interview data were collected from five turnaround principals and from teachers who served under their leadership. Data were analyzed to determine the frequency with which principals and teachers referred to specific leadership approaches. Student pass rates on standardized math and reading tests were used to measure student achievement. A cross-case analysis of cases revealed key leadership considerations and professional development plan characteristics. ED601060 The Role of Teacher Professional Development in Turnaround Principals&apos; Approach to Raising Student Achievement AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 21 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Principals Administrator Effectiveness Instructional Leadership Time Management School Administration Professional Development Administrator Attitudes Scheduling Behavior Change Program Effectiveness Goldring, Ellen B. Grissom, Jason A. Neumerski, Christine M. Blissett, Richard Murphy, Joseph F. Porter, Andrew C. Speeches/Meeting Papers Reports - Research ISSN- English Research over the past 35 years consistently reveals that principals spend minimal amounts of time on instructional leadership activities. Similarly, we know very little about how principals might be trained to change their time allocation to focus more on instructional leadership tasks. The paper describes the implementation and the time use of principals involved in the SAM® process, a program specifically developed to increase principals' time allocation in the domains and tasks of instructional leadership. Using mixed methodologies, the paper describes patterns of principals' time allocation and principals' reflections and experiences during the change process as they work toward increasing instructional time use, including the structural and cultural changes that are made in SAM schools. ED601061 The Search for Principal Effectiveness: Increasing Principals&apos; Time on Instructional Leadership through the SAM Process AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 7 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Undergraduate Students Alumni Private Financial Support Donors Student School Relationship Student Satisfaction Student Behavior Identification (Psychology) Resources Wapner, Stephanie G. Speeches/Meeting Papers Reports - Descriptive ISSN- English Higher Education Postsecondary Education In an ongoing era of decreasing state and federal funding for higher education, this paper uses resource dependency and organizational identity theory to argue that alumni represent a critical resource for higher education institutions, but that the development of their organizational identity as alumni, and therefore their identity as prospective donors, begins at matriculation. This paper proposes a new model of alumni identity development and advocates for using this in practice by expanding partnerships between student affairs and alumni professionals. ED601062 Undergraduates as Prospective Alumni: A New Framework for the Study and Practice of Alumni Philanthropy AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 14 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

Yes Grade 8 Middle School Students Foreign Countries Mathematical Concepts Middle School Mathematics Equations (Mathematics) Learning Strategies Cognitive Style Chua, Boon Liang Hoyles, Celia Speeches/Meeting Papers Reports - Research Singapore English Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education This paper reports on the performance of 167 eighth graders in Singapore making generalisations for a quadratic figural pattern presented in a non-successive format. Data were collected through administering a written test in which the students had to establish the functional rule underpinning the pattern. The findings revealed that the students constructed a variety of functional rules, expressed prevalently in symbols using a range of generalising strategies, some of which were novel in the literature. [For the complete proceedings, see ED597799.] ED599763 Modalities of Rules and Generalising Strategies of Year 8 Students for a Quadratic Pattern North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Knowledge Base for Teaching Mathematics Faculty Development Academic Language Elementary School Teachers Doctoral Students Discourse Analysis Cooper, Jason Speeches/Meeting Papers Reports - Research English Elementary Education Higher Education Postsecondary Education The framework of mathematical knowledge for teaching (MKT) is brought under the discursive framework of Commognition in order to track learning in professional development (PD). I follow MKT in differentiating between subject matter discourse and pedagogical discourse. The framework, which I call Mathematical Discourse for Teaching (MDT) permits a combined view on mathematical and meta-mathematical issues as constituted in discourse. Such meta-issues are found to be a significant part of what is taught and learned in a particular PD, where mathematics Ph.D. students teach elementary school teachers. Through the analysis of a lesson on parity I show how &quot;knowing&quot; has different meanings in mathematical and pedagogical discourses, and find evidence of learning in the evolving ways in which the parties use this term. [For the complete proceedings, see ED597799.] ED599764 Mathematical Discourse for Teaching: A Discursive Framework for Analyzing Professional Development North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Undergraduate Students Engineering Education Mathematical Models Mathematics Skills Problem Solving Calculus Mathematical Logic Cognitive Processes Czocher, Jennifer A. Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education This study utilized an innovative data analysis approach to examine how engineering undergraduates engaged in mathematical modelling. Individual modelling routes were constructed via modelling activity diagrams and were used to critically examine the theoretical framework. Implications for the theoretical model are offered along with implications for future research. [For the complete proceedings, see ED597799.] ED599765 Toward Building a Theory of Mathematical Modelling North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Career Readiness State Programs Vocational Education Equal Education Access to Education Field Experience Programs Sustainability Secondary Education High School Students Postsecondary Education Students with Disabilities School Business Relationship Advisory Committees State Policy Educational Policy Reports - Descriptive Delaware Advance CTE: State Leaders Connecting Learning to Work Council of Chief State School Officers (CCSSO) Education Strategy Group (ESG) English Secondary Education High Schools Postsecondary Education Delaware was one of the 10 states selected to participate in New Skills for Youth (NSFY). NSFY, launched by JPMorgan Chase &amp; Co. in 2016, is a $75 million, five-year initiative, aimed at strengthening and expanding high-quality career pathways for youth. As part of this initiative, the Council of Chief State School Officers, Advance CTE, and Education Strategy Group worked with states to improve their career readiness systems. This snapshot profiles the work Delaware did to enhance its career readiness system across the entire NSFY initiative. Between 2016 and 2019, Delaware: (1) Grew the Delaware Pathways program: Delaware expanded the Delaware Pathways program, the statewide system of career pathways for youth, as well as training opportunities for educators and community-based partners to ensure the success of career pathway implementation; (2) Scaled and operationalized work-based learning across the state: To provide more options for career readiness, Delaware prioritized the expansion of work-based learning and pre-apprenticeship opportunities for K-12 students; (3) Supported students with disabilities to increase enrollment and success in career pathways: Delaware developed a new framework to strengthen supports for learners with disabilities, who make up 14 percent of the high school population in the state, to ensure that they can access and succeed in career pathways; and (4) Established statewide industry councils: To deepen the connections already formed between education and industry, Delaware began convening statewide industry councils in 2018. [For the summary report, see ED602101.] ED602209 New Skills for Youth: Delaware Impact Snapshot Advance CTE: State Leaders Connecting Learning to Work 2019-12-00 JPMorgan Chase & Co. 4 Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/ N/A 2020 -1 As Provided APR2020

New

Yes Career Readiness State Programs Vocational Education Access to Education Sustainability Secondary Education High School Students Postsecondary Education State Policy Educational Policy Alignment (Education) Vocational Education Teachers Beginning Teacher Induction Reports - Descriptive Kentucky Advance CTE: State Leaders Connecting Learning to Work Council of Chief State School Officers (CCSSO) Education Strategy Group (ESG) English Secondary Education High Schools Postsecondary Education Kentucky was one of the 10 states selected to participate in New Skills for Youth (NSFY). NSFY, launched by JPMorgan Chase &amp; Co. in 2016, is a $75 million, five-year initiative, aimed at strengthening and expanding high-quality career pathways for youth. As part of this initiative, the Council of Chief State School Officers, Advance CTE, and Education Strategy Group worked with states to improve their career readiness systems. This snapshot profiles the work Kentucky did to enhance its career readiness system across the entire NSFY initiative. Between 2016 and 2019, Kentucky: (1) Fully aligned all career pathways with labor market priorities: Kentucky transformed and phased out virtually every career pathway that was not well aligned with labor market demand; (2) Implemented the regional career academy model: Kentucky converted shared-time area technical centers and locally operated career and technical centers into regional career academies--full-time schools where students receive both academic and career instruction--to remove barriers to access for learners; (3) Improved CTE teacher induction and support: In 2017, Kentucky upgraded its New Teacher Institute program to provide more consistent supports to increase educator retention rates, especially in low-income and rural areas lacking professional development infrastructure for teachers; and (4) Expanded access to dual credit opportunities aligned to learners' career pathways: The commonwealth moved to reduce barriers to entry for dual credit opportunities and minimize &quot;random acts of dual credit.&quot; [For the summary report, see ED602101.] ED602210 New Skills for Youth: Kentucky Impact Snapshot Advance CTE: State Leaders Connecting Learning to Work 2019-12-00 JPMorgan Chase & Co. 4 Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/ N/A 2020 -1 As Provided APR2020

New

No Elementary Secondary Education Public Schools Grade Repetition Student Characteristics Instructional Program Divisions Racial Differences Ethnicity Gender Differences Language Proficiency English Language Learners Immigrants Migrants Socioeconomic Influences At Risk Students Dyslexia Foster Care Homeless People Military Personnel Geographic Location Special Education Vocational Education Academically Gifted Educational Legislation Federal Legislation Reports - Evaluative Numerical/Quantitative Data Texas Elementary and Secondary Education Act Title I Texas Education Agency, Division of Research and Analysis English Elementary Secondary Education This annual report provides information for the 2017-18 school year on grade-level retention in the Texas public school system. Data on retention are provided by student characteristics, including grade level; race/ethnicity; gender; degree of English proficiency; and economic, at-risk, dyslexia, foster care, homeless, immigrant, migrant, military-connected, and overage statuses. Data also are provided by program participation in special education, career and technical education, gifted and talented, and Title I. ED599468 Grade-Level Retention in Texas Public Schools, 2017-18 Texas Education Agency 2019-09-00 84 Texas Education Agency. 1701 North Congress Avenue, Austin, TX 78701. Tel: 512-463-9734; Fax: 512-463-9838; e-mail: teainfo@tea.texas.gov; Web site: http://tea.texas.gov N/A https://tea.texas.gov/sites/default/files/retention_2017-18.pdf 2019 -1 As Provided APR2020

New

No Advanced Placement Programs Standardized Tests Public Schools Student Participation College Credits Student Characteristics Racial Differences Ethnicity Socioeconomic Status Gender Differences Grade 9 Grade 10 Grade 11 Grade 12 Scores Academic Achievement Language Arts Science Instruction Mathematics Instruction Social Studies College Readiness Intellectual Disciplines Bilingual Education English Language Learners Vocational Education Academically Gifted Special Education At Risk Students Immigrants High School Students Reports - Descriptive Numerical/Quantitative Data Texas Texas Education Agency, Division of Research and Analysis English Higher Education Postsecondary Education Grade 9 High Schools Junior High Schools Middle Schools Secondary Education Grade 10 Grade 11 Grade 12 This report presents Advanced Placement (AP) and International Baccalaureate (IB) examination participation and performance results in Texas public schools for the 2012-13 and 2013-14 school years. Data are provided by student characteristics, including race/ethnicity; gender; and economic, atrisk, English language learner, immigrant, and migrant statuses. Data also are provided by participation in bilingual education or English as a second language, career and technical education, gifted and talented, special education, and Title I programs. ED599471 Advanced Placement and International Baccalaureate Examination Results in Texas Public Schools, 2012-13 and 2013-14. Texas Education Agency 2015-12-00 62 Texas Education Agency. 1701 North Congress Avenue, Austin, TX 78701. Tel: 512-463-9734; Fax: 512-463-9838; e-mail: teainfo@tea.texas.gov; Web site: http://tea.texas.gov N/A https://tea.texas.gov/sites/default/files/ap_ib_texas_12-13_13-14.pdf 2015 -1 As Provided APR2020

New

No Advanced Placement Programs Standardized Tests Public Schools Student Participation College Credits Student Characteristics Racial Differences Ethnicity Socioeconomic Status Gender Differences Grade 9 Grade 10 Grade 11 Grade 12 Scores Academic Achievement Language Arts Science Instruction Mathematics Instruction Social Studies College Readiness Intellectual Disciplines Bilingual Education English Language Learners Vocational Education Academically Gifted Special Education At Risk Students Immigrants High School Students Reports - Descriptive Numerical/Quantitative Data Texas Texas Education Agency, Division of Research and Analysis English Higher Education Postsecondary Education Grade 9 High Schools Junior High Schools Middle Schools Secondary Education Grade 10 Grade 11 Grade 12 This report presents Advanced Placement (AP) and International Baccalaureate (IB) examination participation and performance results in Texas public schools for the 2014-15 school year. Data are provided by student characteristics, including race/ethnicity; gender; and economic, at-risk, English language learner, immigrant, and migrant statuses. Data also are provided by participation in bilingual education or English as a second language, career and technical education, gifted and talented, special education, and Title I programs. ED599472 Advanced Placement and International Baccalaureate Examination Results in Texas Public Schools, 2014-15. Texas Education Agency 2017-09-00 66 Texas Education Agency. 1701 North Congress Avenue, Austin, TX 78701. Tel: 512-463-9734; Fax: 512-463-9838; e-mail: teainfo@tea.texas.gov; Web site: http://tea.texas.gov N/A https://tea.texas.gov/sites/default/files/ap_ib_texas_2014-15.pdf 2017 -1 As Provided APR2020

New

No College Transfer Students Student Participation Educational Attainment Bachelors Degrees Community Colleges Student College Relationship Student Experience College Seniors Bickel, Amelia Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Two Year Colleges The community college has long been touted as a democratizing force for American higher education, and one of the primary ways that America will reach its degree attainment needs to compete globally. However, in recent decades, community colleges have come under scrutiny for producing lower than desired success rates in terms of transfer and degree attainment. While research has addressed the factors that may cause lower attainment rates at the community college, less has been focused on the role the four-year institution plays in the degree attainment pathway for transfer students. Additionally, while the literature regarding best practices in supporting freshman student transition and retention is strong, fewer studies have focused on supporting the success of transfer students and even less on the involvement experiences they have at four-year institutions and what role those experience play in degree attainment. The current research used an instrumental case study approach to highlight the experiences of transfer students who were in their final semester prior to graduation at a four-year institution. Through nine collective case studies, a more complete understanding of participants' definitions and descriptions of involvement and whether or not these experiences shaped their journey to achieving the baccalaureate degree was uncovered. The implications of this research can inform four-year institutions regarding ways to better serve incoming transfer students and support their degree completion post-transfer. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601627 Pathways to the Baccalaureate: Exploring Graduating Transfer Students&apos; Involvement at a Four-Year Institution ProQuest LLC Ed.D. Dissertation, The University of Alabama 2019-00-00 978-1-3922-5383-0 256 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808741 2020 -1 As Provided APR2020

New

No School Counseling School Counselors Counselor Role Leadership Training Graduate Study Counselor Training Experiential Learning Intervention Skill Development Program Effectiveness Student Attitudes LeBlanc, Joseph J., IV Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Advocates for the school counseling profession have called for school counselors to become leaders in their schools (e.g., Bemak, 2000; Campbell &amp; Dahir, 1997; House &amp; Sears, 2002). However, evidence suggests that school counselors are not getting enough leadership training within their graduate programs. Rather, &quot;on the job&quot; experiences may be the primary means by which school counselors develop leadership as part of their profession identities (Janson, 2009; Mason &amp; McMahon, 2009; Shillingford &amp; Lambie, 2010; Young, Dollarhide, &amp; Baughman, 2015). A few researchers have examined specific interventions on pre-service school counselors' leadership skill development (Briggs, Staton, &amp; Gilligan, 2009; Michel et al., 2018). However, scholarship has been not focused on introducing students to school counseling leadership. Recent scholarship suggests that an examination of training practices around school counseling leadership remains a need (Kneale, Young, &amp; Dollarhide, 2018). The purpose of this study was to explore the effectiveness of an extended training intervention for school counseling leadership practice in an introductory school counseling course. Experiential learning theory (ELT) (Kolb, 1984) served as the instructor's pedagogical foundation. The ten-week intervention was assessed through a pretest-posttest design. Variables related to participants' (n = 12) perceived frequency of leadership practice and school counseling self-efficacy were measured, along with multiple assessments of students' thoughts about school counseling leadership. Participants also provided feedback through a rating system about the educational experiences offered. Results indicated notable changes with respect to all variables measured. A discussion follows with suggestions for school counselor educators and future research on training school counselor leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601628 Preparing School Counselor Leaders: An Intervention Study with First-Year School Counseling Students ProQuest LLC Ph.D. Dissertation, The University of North Carolina at Greensboro 2019-00-00 978-1-0855-9696-1 283 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809799 2020 -1 As Provided APR2020

New

No Student Participation Educational Change High School Students School Safety Educational Environment Participative Decision Making Academic Achievement 21st Century Skills Intervention Partnerships in Education Learner Engagement Student Attitudes Student Empowerment Weiss, John Speeches/Meeting Papers Reports - Research Michigan ISSN- English High Schools Secondary Education Over four years the Michigan Department of Education (MDE) led efforts across the state to implement the Safe and Supportive Schools (S3) initiative. This federally funded school reform effort targeted the 22 lowest performing high schools in Michigan. One of the primary objectives of the initiative was to implement interventions to increase levels of school safety and student support. It was theorized that such climate gains would lead to increased levels of student achievement. Additionally, the Michigan Department of Education committed in the S3 project to have &quot;student voice&quot; help lead school reform efforts. This article provides an overview of Neutral Zone's &quot;youth driven spaces&quot; (YDS) model and its implementation to help support student voice across 19 schools that were part of the S3 school reform effort. As a result, students made significant gains in 21st century skills; schools made improvements in climate and culture; and overall as a result of the comprehensive S3 school reform efforts 70% of the cohort moved off the Michigan failing schools list and graduation rates increased. ED601063 Giving Students Voice in School Reform AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-10 26 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Computer Simulation Supervision Skill Development Teacher Administrator Relationship Graduate Students Administrator Education Principals Feedback (Response) Experiential Learning Instructional Effectiveness Instructional Leadership Starrett, Teresa Martin Speeches/Meeting Papers Reports - Research Florida ISSN- English Higher Education Postsecondary Education This study examined focused on an experiential learning activity for preservice administration students seeking principal certification. A total of twelve graduate students conducted preconferences, walkthroughs, observations and postconferences through completion of a supervision project. Rather than work with selected teachers, postconferences were conducted in a virtual reality format with an adult avatar utilizing TeachLivE. An analysis of a Likert scale and comparisons of open-ended question pre and post surveys showed student growth during two separate experiences in the lab. Students reported a greater understanding of postconferences and the supervision cycle on a whole. ED601064 Using TeachLivE: Examining the Impact of Virtual Learning on Preservice Administrators&apos; Understanding of Supervision AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 13 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

Yes Preschool Education Preschool Children Grade Repetition Kindergarten Grade 1 Grade 2 Grade 3 Elementary School Students Academic Achievement Program Effectiveness Special Education Mathematics Achievement Reading Achievement Language Arts Student Characteristics Racial Differences Ethnicity Gender Differences Language Usage Socioeconomic Status Low Income Students Educational Quality Unterman, Rebecca Weiland, Christina Reports - Research Massachusetts (Boston) English Early Childhood Education Preschool Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 In this paper we use data from students who participated in the oversubscribed Boston Public Schools (BPS) prekindergarten program as a window into variation in the program's medium-term effects. We first examine whether, for the sample of students who applied to oversubscribed BPS prekindergarten programs, there is variation in the effects of the Boston prekindergarten program on children's kindergarten-through-second-grade retention, kindergarten-through-third-grade special education placement, and third-grade state test scores. We find statistically significant variation in effects on student outcomes, and we predict this variation with multiple proxies for early elementary school quality. We find that the academic proficiency of third-graders within the schools for which prekindergarten children competed is most strongly associated with prekindergarten program effects. Students who won a lottery for a prekindergarten program in a school with third-grade academic proficiency scores in the bottom quartile of the distribution experience no or negative effects by third grade. In contrast, students who won a lottery for a prekindergarten program in a school with third-grade academic proficiency scores in the top quartile of the distribution experience positive effects by third grade. An exploration of how this quality measure is defined suggests that while a part of its predictive power may be related to the characteristics of the students who enroll in these schools (specifically, their family income level), it also appears that the schools themselves contribute to these effects. Prekindergarten gains persisted if kids applied to and won a seat in a higher-quality elementary school. ED601065 Quantifying and Predicting Variation in the Medium-Term Effects of Oversubscribed Prekindergarten Programs. Working Paper MDRC 2019-07-00 Institute of Education Sciences (ED) 60 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2019 -1 As Provided APR2020 Yes R305A140059

New

Yes Numeracy Achievement Tests Foreign Countries International Assessment Secondary School Students Factor Structure Mathematics Education Psychometrics Mathematics Tests Scores Test Interpretation Student Evaluation Goodness of Fit Ekmekci, Adem Carmona, Guadalupe Speeches/Meeting Papers Reports - Research Program for International Student Assessment English Secondary Education Accurate interpretations of large-scale assessment results and sound judgments about students' mathematical literacy depend on these assessments' validity and reliability. One important type of evidence towards this validation is the dimensionality analysis, which explores the conformity between the intended factorial structure (related closely to defining a construct--e.g., mathematical literacy, and its perception) and the statistical structure of the test results. This study investigates the dimensionality of mathematical literacy in PISA. Our results show that the structural relationship between PISA's theoretical (cognitive) and score interpretation frameworks is not at an expected level. These results have important implications for the way mathematical literacy is assessed from mathematics education and psychometric perspectives. [For the complete proceedings, see ED597799.] ED599766 Studying Mathematical Literacy through the Lens of PISA&apos;s Assessment Framework North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Mathematics Instruction Language Role Psycholinguistics Language Usage Teaching Methods Memory Contrastive Linguistics American Indian Languages Languages Indigenous Populations Foreign Countries Numbers Second Languages Grammar Edmonds-Wathen, Cris Speeches/Meeting Papers Reports - Evaluative Australia Brazil English Linguistic relativity, the idea that language affects the way that people think, and that people who speak different languages think differently, has implications for mathematics education because people use different languages to teach, learn and practice mathematics. This paper reviews research on linguistic relativity and number, looking at languages with very few number words, languages with extensive and regular number systems and the order of composition of numbers. Linguistic relativity appears to involve memory more than perception. Linguistic relativity effects involving number need to be taken into account in designing mathematics education research. [For the complete proceedings, see ED597799.] ED599767 Linguistic Relativity and Number North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Likert Scales Test Construction Curriculum Development Fidelity Maximum Likelihood Statistics Factor Analysis Test Validity Test Reliability Goodness of Fit Curriculum Implementation Ocak, Gürbüz Olur, Burak Journal Articles Reports - Research ISSN- English The purpose of this study is to develop a five-point Likert scale called 'Curriculum Fidelity'. For this purpose, a draft scale consisting of 65 items have been represented to the expert opinion firstly and it has been decided that 15 items should be excluded. The remaining 50 items have been given to 249 teachers and the maximum likelihood has been used in the factor analysis of the scale in order to examine the structural validity. The remaining 28 items have been grouped into 3 factors. The explained variance is 62,753 of the total variance. The Cronbach's Alpha value is 0.94. Furthermore, item-total, item-remaining and item discrimination have been found significant. After exploratory factor analysis, it has been found that goodness of fit indexes are acceptable according to the results of confirmatory factor analysis (RMSEA= 0.075; CFI= 0.90; RMR= 0.08; GFI= 0.79; AGFI= 0.76; NNFI= 0.89). ED599768 The Development of the Curriculum Fidelity Scale Online Submission International Journal of Academic Research in Progressive Education and Development v8 n4 p185-200 2019 2019-00-00 16 N/A 2019 -1 As Provided APR2020

New

Yes Career Readiness State Programs Vocational Education Access to Education Sustainability Secondary Education High School Students State Policy Educational Policy Leadership Training Equal Education Field Experience Programs Reports - Descriptive Louisiana Advance CTE: State Leaders Connecting Learning to Work Council of Chief State School Officers (CCSSO) Education Strategy Group (ESG) English Secondary Education High Schools Louisiana was one of the 10 states selected to participate in New Skills for Youth (NSFY). NSFY, launched by JPMorgan Chase &amp; Co. in 2016, is a $75 million, five-year initiative, aimed at strengthening and expanding high-quality career pathways for youth. As part of this initiative, the Council of Chief State School Officers, Advance CTE, and Education Strategy Group worked with states to improve their career readiness systems. This snapshot profiles the work Louisiana did to enhance its career readiness system across the entire NSFY initiative. Between 2016 and 2019, Louisiana: (1) Continuously improved the Jump Start program: Through NSFY, Louisiana improved Jump Start, which aligns K-12 Career Technical Education (CTE) with the state's economic development strategies; (2) Developed and implemented the CTE Leadership Academy: Recognizing that high-quality CTE opportunities in the state also require effective CTE leaders, Louisiana launched the CTE Leadership Academy; (3) Implemented a micro-industry engagement strategy: Louisiana implemented a technology-based strategy to increase equity and access to work-based learning, especially for students in remote areas; and (4) Expanded access to work-based learning: Through Jump Start Summers and the Building Employment Skills for Tomorrow (BEST) program, Louisiana greatly expanded onsite work-based learning opportunities for high school students. [For the summary report, see ED602101.] ED602211 New Skills for Youth: Louisiana Impact Snapshot Advance CTE: State Leaders Connecting Learning to Work 2019-12-00 JPMorgan Chase & Co. 4 Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/ N/A 2020 -1 As Provided APR2020

New

Yes Career Readiness State Programs Vocational Education Sustainability Secondary Education High School Students State Policy Educational Policy Career Counseling Educational Counseling Labor Force Development Coordination Postsecondary Education Dual Enrollment Reports - Descriptive Massachusetts Advance CTE: State Leaders Connecting Learning to Work Council of Chief State School Officers (CCSSO) Education Strategy Group (ESG) English Secondary Education High Schools Postsecondary Education Massachusetts was one of the 10 states selected to participate in New Skills for Youth (NSFY). NSFY, launched by JPMorgan Chase &amp; Co. in 2016, is a $75 million, five-year initiative, aimed at strengthening and expanding high-quality career pathways for youth. As part of this initiative, the Council of Chief State School Officers, Advance CTE, and Education Strategy Group worked with states to improve their career readiness systems. This snapshot profiles the work Massachusetts did to enhance its career readiness system across the entire NSFY initiative. Between 2016 and 2019, Massachusetts: (1) Designed and launched a college and career pathways designation program: Following recommendations from the Early College Joint Committee in 2017, the Massachusetts Department of Elementary and Secondary Education (DESE) and Department of Higher Education designed and launched a new initiative to expand access to high-quality college and career pathways (HQCCPs); (2) Consolidated and coordinated workforce planning: In Massachusetts, cross-agency workforce development efforts are coordinated by the governor's Workforce Skills Cabinet, which includes leadership from the Executive Offices of Education, Labor and Workforce Development, and Housing and Economic Development; and (3) Refreshed college and career advising across the commonwealth: DESE developed a new college and career advising framework that focuses on career development and college and career planning in grades 9-12. [For the summary report, see ED602101.] ED602212 New Skills for Youth: Massachusetts Impact Snapshot Advance CTE: State Leaders Connecting Learning to Work 2019-12-00 JPMorgan Chase & Co. 4 Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/ N/A 2020 -1 As Provided APR2020

New

Yes Community Colleges Middle Management Professional Development Leadership Training Teamwork Cooperation Change Strategies Deans Department Heads Professional Identity Transformational Leadership Coaching (Performance) College Faculty Asera, Rose Reports - Descriptive California RP Group English Higher Education Postsecondary Education Two Year Colleges The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 to support the professional development of middle leaders. This is an executive summary to the full report that captures reflections from both leaders of and participants in the 2016 LFM Academy, with the goal of advancing and deepening our collective understanding of middle leadership. The report begins with an overview of the program's purpose and design, outcomes, and changes in 2016. The authors then present the reflections associated with the LFM outcomes, organized in three sections: (1) leadership development; (2) team collaboration and leadership; and (3) leadership in the context of a college initiative. This report asks the following questions: What can we learn from the experiences of LFM participants? How can those experiences contribute to an emerging description of middle leadership and an understanding of the process of developing middle leaders? [For the full report, &quot;What Do We Mean When We Talk about Middle Leadership? Insights from an Evaluation of the 2016 Leading from the Middle Academy,&quot; see ED599474.] ED599473 What Do We Mean When We Talk about Middle Leadership? Insights from an Evaluation of the Leading from the Middle Academy 2016. Executive Summary RP Group 2017-04-00 13 RP Group. 369-B Third Street Suite 397, San Rafael, CA 94901. Tel: 510-527-8500; e-mail: info@rpgroup.org; Web site: https://rpgroup.org N/A 2019 -1 ERIC APR2020

New

Yes Community Colleges Middle Management Professional Development Leadership Training Teamwork Cooperation Change Strategies Deans Department Heads Professional Identity Transformational Leadership Coaching (Performance) College Faculty Asera, Rose Reports - Descriptive California RP Group English Higher Education Postsecondary Education Two Year Colleges The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 to support the professional development of middle leaders. This report was developed for campus executive leaders and other administrators who are in positions to support and encourage leadership development at their colleges. In addition, current and potential middle leaders can read about the experiences of colleagues who may have common aspirations and challenges as they work to develop their leadership identity. And finally, this work can also inform campus leadership development programs. The report begins with an overview of the program's purpose, design, and anticipated outcomes. The authors then present the evaluation findings associated with each of the LFM outcomes, organized into three sections: (1) leadership development, (2) team collaboration and leadership, and (3) leading change in the context of a college initiative (which includes a summary of college projects conducted as part of the LFM Academy experience). The conclusion sums up insights gained about middle leadership over the four years of LFM and highlights potential next steps for the Academy. [For the executive summary, &quot;What Do We Mean When We Talk about Middle Leadership? Insights from an Evaluation of the Leading from the Middle Academy 2016. Executive Summary,&quot; see ED599473.] ED599474 What Do We Mean When We Talk about Middle Leadership? Insights from an Evaluation of the 2016 Leading from the Middle Academy RP Group 2017-04-00 24 RP Group. 369-B Third Street Suite 397, San Rafael, CA 94901. Tel: 510-527-8500; e-mail: info@rpgroup.org; Web site: https://rpgroup.org N/A 2019 -1 ERIC APR2020

New

No Community Colleges Two Year College Students Student Attitudes Success Expectation Student Experience Student Needs Student College Relationship Head, Brooke Adkison Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Two Year Colleges The purpose of this qualitative case study was to understand community college student success from the student perspective. Research questions included: (1) How do community college students define success? (2) What are student expectations facilitating success? (3) How do student perceptions of success, expectations facilitating success, and overall college experience influence student success, as perceived by students? Expansive research has provided insights into the contextual complexity of community college students served, varying missions of community college, and the pivotal role of engagement in serving underprepared and underserved students. This study utilized semi-structured interviews to gather in-depth data, guided by the psychology contract theory, to better understand how students perceived success, student expectations of the institution facilitating success, and how fulfillment of these expectations influenced student experience and overall success. Data provided insights regarding the varying goals of students and noteworthy impact of relational contexts of institutional agreements and fulfillment of expectations that are influential to success. Students articulated expectations, however, institutional agents' understanding of students and expectations proved to be more influential on success than fulfillment. Student success remains complex and varies based on individual student goals. Students enroll with expectations of agreement with the institution, explicit and implicit, which influences success. The understanding of student needs and expectations and relational aspects of agreement proved most influential in student success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601629 Understanding Community College Student Perception of Success beyond Traditional Measures of Persistence and Degree Attainment ProQuest LLC Ed.D. Dissertation, The University of Alabama 2019-00-00 978-1-3922-5389-2 171 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809265 2020 -1 As Provided APR2020

New

No Mathematics Achievement Teaching Methods Conventional Instruction Algebra Geometry Gender Differences Academic Aptitude Mathematics Curriculum High School Students Integrated Curriculum Potter, Darek W. Dissertations/Theses - Doctoral Dissertations Tennessee ACT Assessment EISSN- English Higher Education Postsecondary Education High Schools Secondary Education This descriptive causal-comparative study examined differences between ACT mathematics subtest scores for students taught using an integrated mathematics curriculum (Integrated Math 1-2-3) and students taught using a traditional mathematics curriculum (Algebra 1-Geometry-Algebra 2). The study also controlled for gender and aptitude. The results of this study add to the existing body of research to help school districts make an informed decision about which mathematics curriculum would best meet the needs of their students. The data used in this study were obtained from four high schools in two school districts located in Tennessee. One school district switched from a traditional mathematics curriculum to an integrated mathematics curriculum at the start of the 2012-2013 school year and the second school district transitioned at the start of the 2015-2016 school year. Data were analyzed using Model 3 of the Hayes (2018) PROCESS macro, ANCOVA, and factorial ANOVA. The study found that in three of the four included high schools, a traditional mathematics curriculum was associated with higher achievement on the ACT mathematics subtest than an integrated mathematics curriculum. The results for the fourth high school indicated that student achievement did not necessarily differ depending on the mathematics curriculum employed. The study also found that the moderating effects of gender and aptitude were not significant. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601630 Integrated versus Traditional Curriculum: Moderating Effects of Gender and Aptitude on High School Act Mathematics Achievement ProQuest LLC Ph.D. Dissertation, Tennessee Technological University 2019-00-00 978-1-3921-6089-3 140 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809953 2020 -1 As Provided APR2020

New

No Administrator Education Administrator Attitudes Educational Strategies Beginning Principals Theory Practice Relationship Problem Based Learning Reflection Self Evaluation (Individuals) Observation Leadership Effectiveness Class Activities Classroom Communication Leadership Qualities Constructivism (Learning) Writing Assignments Reading Assignments Oliver, John A. Gordon, Stephen P. Oliver, Michele Speeches/Meeting Papers Reports - Research ISSN- English Although we now have a growing number of general suggestions for improving instruction in principal preparation programs as well as studies on particular instructional models, there is a dearth of studies that compare the broad range of traditional and innovative instructional strategies available to professors of educational leadership. Moreover, we have very little research that explores aspiring principals' perceptions of the value of various instructional strategies. This study examined the value that students in principal preparation programs placed on a variety of instructional strategies. ED601066 The Value Aspiring Principals Place on Various Instructional Strategies in Principal Preparation Programs AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 43 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Racial Differences Outcomes of Education Special Education Student Placement Disproportionate Representation Minority Group Students Longitudinal Studies Surveys Reading Achievement Mathematics Achievement Scores Identification Kindergarten Young Children Ethnicity Asian American Students African American Students American Indian Students Hispanic American Students White Students English Language Learners Learning Disabilities Hernandez Finch, Maria E. Finch, William Holmes Speeches/Meeting Papers Reports - Research Early Childhood Longitudinal Survey ISSN- English Early Childhood Education Elementary Education Kindergarten Primary Education The issue of over or under representation of ethnic minority students in special education placement has received a great deal of attention in recent years. An equally important question that has not received as much attention centers on the impact of special education placement, particularly early in a child's education career, on subsequent academic growth. This study used data from the Early Childhood Longitudinal Survey to examine how special education placement impacted change over time in reading and mathematics test scores, as well as parent and teacher perceptions of children's academic prowess, while controlling for family demographics, and school characteristics. Study results revealed that in some instances early identification did result in relatively more positive academic outcomes than did nonidentification. ED601067 Ethnic Differences in the Impact of Special Education Placement on Academic Growth Trajectories AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 31 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Human Capital Social Systems Educational Attainment Higher Education Economic Impact Productivity College Graduates Economic Development Brain Drain Labor Force Development Foreign Countries Brajkovic, Lucia Speeches/Meeting Papers Reports - Research Albania Bosnia and Herzegovina Croatia Czech Republic Hungary Macedonia Montenegro Poland Romania Serbia Slovakia Slovenia ISSN- English Higher Education Postsecondary Education The notion that investment in human capital is associated with better economic outcomes was coined in the U.S. and is assumed to translate equally across nations regardless of countries' socio-economic and political situation. The purpose of this study is to examine whether human capital tenets hold in European countries that transitioned from socialist regimes to a market-based economy. The modeling approach relied on 18 years (1994 to 2012) of country level data collected from the World Bank, in order to explore whether the increase in labor force with tertiary education (i.e., human capital) was associated with better economic outcomes in posttransition European countries, measured by GDP per capita. The comparison group was configured by European countries that did not experience the aforementioned transition during the same time period. Findings from the panel data estimations with country fixed effects consistently indicated that increases in the proportion of labor force with post-secondary education were not associated with better economic outcomes for post-transition countries, and that the opposite was true for non post-transition countries. Given that these findings problematize the applicability of the human capital theory in this region, the political economy theory of rent-seeking is utilized to help us further explore this issue. ED601068 Higher Education and Human Capital in Posttransition European Countries: The Consequences of Rent-Seeking Behavior AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 39 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

Yes Mathematics Skills Mathematical Concepts Fractions Item Response Theory Mathematics Tests Secondary School Students Grade 6 Foreign Countries Problem Solving Test Items Goodness of Fit Mathematics Instruction Visual Aids Scores Dreher, Anika Kuntze, Sebastian Winkel, Kirsten Speeches/Meeting Papers Reports - Research Germany English Secondary Education Elementary Education Grade 6 Intermediate Grades Middle Schools Given the key role of conversions of representations for mathematical understanding, it is highly relevant to investigate in detail competencies regarding conversions of representations. In particular, a corresponding competence model should not only be developed theoretically, but also examined empirically. However, such empirical studies are rather scarce, especially concerning content domains other than functions. Consequently, this study focuses on the design and empirical validation of a competence structure model regarding conversions of representations in the domain of fractions using multidimensional item response modelling. The results suggest that the data support the theoretically developed structure of the model and moreover, they indicate a hierarchical relationship which may give rise to a competence level model. [For the complete proceedings, see ED597799.] ED599769 Empirical Study of a Competence Structure Model Regarding Conversions of Representations -- The Case of Fractions North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Algebra Textbook Content Learner Engagement Teaching Guides Grade 4 Grade 5 Grade 6 Elementary School Mathematics Foreign Countries Public Schools Mathematical Concepts Demosthenous, Eleni Stylianides, Andreas Speeches/Meeting Papers Reports - Research Cyprus English Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Even though there is growing consensus for engaging primary students with early algebraic ideas, there is limited research knowledge about the relevant learning opportunities designed in textbooks. Textbooks are considered to play an important role in what is happening in classrooms, especially in educational contexts where classroom instruction relies heavily on textbooks. An analytic framework was developed to identify the opportunities designed in textbooks for engaging students with algebra-related tasks and to examine the respective guidance (or lack thereof) in the accompanying teacher guidebooks. The framework was used to analyse a primary textbook series for grades 4-6 and relevant findings are presented. Implications for textbook design, research, and practice are discussed in light of these findings. [For the complete proceedings, see ED597799.] ED599770 Algebra-Related Tasks in Primary School Textbooks North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Calculus Mathematics Instruction Generalization Learning Processes Transfer of Training College Students Task Analysis Mathematical Concepts Correlation Teaching Methods Student Attitudes Dorko, Allison Weber, Eric Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education The purpose of this paper is to describe (a) multivariable calculus students' meanings for the domain and range of single and multivariable functions and (b) how they generalize their meanings for domain and range from single-variable to multivariable functions. We first describe how students think about domain and range of multivariable functions as inputs and outputs, independent and dependent quantities, and as associated with particular variables. We then use an actor-oriented transfer framework to describe the ways in which students identify similarities between domain and range in single- and multivariable functions, and how they use these similarities to generalize their meanings for domain and range. [For the complete proceedings, see ED597799.] ED599771 Generalizing Domain and Range from Single-Variable to Multivariable Functions North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Career Readiness State Programs Vocational Education Sustainability Secondary Education High School Students State Policy Educational Policy Career Planning Accountability Electronic Learning Experiential Learning Inservice Teacher Education Reports - Descriptive Oklahoma Advance CTE: State Leaders Connecting Learning to Work Council of Chief State School Officers (CCSSO) Education Strategy Group (ESG) English Secondary Education High Schools Oklahoma was one of the 10 states selected to participate in New Skills for Youth (NSFY). NSFY, launched by JPMorgan Chase &amp; Co. in 2016, is a $75 million, five-year initiative, aimed at strengthening and expanding high-quality career pathways for youth. As part of this initiative, the Council of Chief State School Officers, Advance CTE, and Education Strategy Group worked with states to improve their career readiness systems. This snapshot profiles the work Oklahoma did to enhance its career readiness system across the entire NSFY initiative. Between 2016 and 2019, Oklahoma: (1) Implemented and scaled Individual Career and Academic Planning (ICAP): With the passage of House Bill (H.B.) 2155 in May 2017, Oklahoma began implementing ICAP, a statewide system of career and academic planning for grades six through 12 that was integrated into state graduation requirements beginning with the graduating class of 2023; (2) Enhanced the state accountability system: Oklahoma updated its state accountability system in 2017 to value career readiness achievements in school and district report cards; (3) Developed the Oklahoma Edge website and online learning community: To support its holistic approach to career planning, Oklahoma developed an information- and resource-sharing platform for students, parents, educators and businesses; and (4) Expanded teacher externships: Oklahoma expanded teacher externship programs, which provide worksite placements for teachers that allow them to gain hands-on experiences and later impart the knowledge gained to their students. [For the summary report, see ED602101.] ED602213 New Skills for Youth: Oklahoma Impact Snapshot Advance CTE: State Leaders Connecting Learning to Work 2019-12-00 JPMorgan Chase & Co. 4 Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/ N/A 2020 -1 As Provided APR2020

New

Yes American Indian Education Grants Educational Finance Funding Formulas Federal Aid American Indian Students Eligibility Alaska Natives Tribes Reports Information Dissemination School Community Relationship Outreach Programs Knowledge Level Parent Participation Community Involvement Student Needs Elementary Secondary Education Educational Legislation Federal Legislation Stakeholders Parents Advisory Committees Parent Role Progress Monitoring Program Effectiveness Academic Achievement Cultural Awareness American Indian Languages Native Language Instruction School Readiness Learner Engagement Graduation Rate College Attendance Career Readiness Dropout Rate Substance Abuse Prevention Achievement Gap Culturally Relevant Education Professional Development Government Role Federal Government State Government Local Government Correctional Education Mentors Reports - Descriptive Every Student Succeeds Act 2015 Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service English Elementary Secondary Education Higher Education Postsecondary Education Indian Education Formula Grants represent the U.S. Department of Education's largest investment in addressing the unique academic and cultural needs of American Indian and Alaska Native students. The program is aimed at supporting services that are responsive to the unique cultural, language, and educational needs of these students and help them meet academic standards. School districts, tribes, Indian community-based organizations, and Bureau of Indian Education (BIE) schools receiving these grants are required to consult with parents and local tribes in the effort to shape grant-funded services that supplement and enrich regular school programs. This study conducted grantee surveys and case studies to examine the operations of the Title VI grants program across the United States and inform the field about the services that Title VI funds support, how grantees work with stakeholders to identify program-eligible children, and how they measure progress toward their project objectives. [For the full report, see ED602106 and for the technical appendices, see ED602114.] ED602214 Results in Brief: Implementation of the Title VI Indian Education Formula Grants Program Office of Planning, Evaluation and Policy Development, US Department of Education 2019-10-00 2 Office of Planning, Evaluation and Policy Development, US Department of Education. Available from: ED Pubs. Education Publications Center, US Department of Education, NTIS, P.O. Box 22207, Alexandria, VA 22304. Tel: 877-433-7827; Fax: 703-605-6794; e-mail N/A 2020 -1 As Provided APR2020

New

Yes Community Colleges Middle Management Professional Development Leadership Training Teamwork Cooperation Change Strategies Deans Department Heads Professional Identity Transformational Leadership Coaching (Performance) College Faculty Program Evaluation Asera, Rose Reports - Evaluative California RP Group English Higher Education Postsecondary Education Two Year Colleges The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 as a professional development experience for community college educators--faculty, administrators, and staff--who have formal or informal leadership responsibilities. Based on a commitment to learning from experience, the LFM leadership team conducts an annual internal evaluation of the academy experience. This report summarizes findings from the evaluation of the Year 3 (2015) LFM Academy and builds on the formative evaluation of the first two years. This report shares evaluation findings, promotes understanding about the development of middle leaders, and highlights the roles these individuals can take in advancing institutional change. This report is written for community college educators including campus executive leaders and other administrators who are in positions to support and encourage leadership development at their colleges. In addition, current and potential middle leaders can read about the experiences of colleagues with common aspirations and challenges. The report begins with an overview of the program's design and a description of the 2015 participants and team projects; the findings are then organized by program outcomes. [For the executive summary, see ED599478.] ED599476 Leading from the Middle: Year 3 (2015) Evaluation Report RP Group 2016-03-00 Teachers Administrators 20 RP Group. 369-B Third Street Suite 397, San Rafael, CA 94901. Tel: 510-527-8500; e-mail: info@rpgroup.org; Web site: https://rpgroup.org N/A 2019 -1 ERIC APR2020

New

No Advanced Placement Programs Standardized Tests Public Schools Student Participation College Credits Student Characteristics Racial Differences Ethnicity Socioeconomic Status Gender Differences Grade 9 Grade 10 Grade 11 Grade 12 Scores Academic Achievement Language Arts Science Instruction Mathematics Instruction Social Studies College Readiness Intellectual Disciplines Bilingual Education English Language Learners Vocational Education Academically Gifted Special Education At Risk Students Immigrants Reports - Descriptive Numerical/Quantitative Data Texas Texas Education Agency, Division of Research and Analysis English This report presents Advanced Placement (AP) and International Baccalaureate (IB) examination participation and performance results in Texas public schools for the 2015-16 school year. Data are provided by student characteristics, including race/ethnicity; gender; and economic, at-risk, English language learner, immigrant, and migrant statuses. Data also are provided by participation in bilingual education or English as a second language, career and technical education, gifted and talented, special education, and Title I programs. ED599477 Advanced Placement and International Baccalaureate Examination Results in Texas Public Schools, 2015-16. Texas Education Agency 2018-08-00 60 Texas Education Agency. 1701 North Congress Avenue, Austin, TX 78701. Tel: 512-463-9734; Fax: 512-463-9838; e-mail: teainfo@tea.texas.gov; Web site: http://tea.texas.gov N/A https://tea.texas.gov/sites/default/files/ap_ib_texas_2015-16.pdf 2018 -1 As Provided APR2020

New

Yes Community Colleges Middle Management Professional Development Leadership Training Teamwork Cooperation Change Strategies Deans Department Heads Professional Identity Transformational Leadership College Faculty Program Evaluation Asera, Rose Reports - Descriptive California RP Group English Higher Education Postsecondary Education Two Year Colleges The Research and Planning Group for California Community Colleges (RP Group) launched Leading from the Middle (LFM) Academy in 2013 as a professional development experience for community college educators--faculty, administrators, and staff--who have formal or informal leadership responsibilities. Over the first three years, close to 150 California community college educators have participated. Based on a commitment to learning from experience, the LFM leadership team conducts an annual internal evaluation of the academy experience. This executive summary highlights the evaluation findings of the Year 3 (2015) LFM Academy. Findings focus on leadership development, team collaboration and leadership, and leadership in the context of a college initiative. [For the full report, see ED599476.] ED599478 Leading from the Middle: Year 3 (2015) Executive Summary RP Group 2016-03-00 Teachers Administrators 9 RP Group. 369-B Third Street Suite 397, San Rafael, CA 94901. Tel: 510-527-8500; e-mail: info@rpgroup.org; Web site: https://rpgroup.org N/A 2019 -1 ERIC APR2020

New

No Semitic Languages Teacher Attitudes Teaching Methods Language Usage Case Studies Second Language Learning Second Language Instruction Language Teachers Native Speakers Private Schools Pragmatics Classroom Communication Language Variation Language Fluency Age Differences Azi, Yaseen Ali Dissertations/Theses - Doctoral Dissertations EISSN- English Through this descriptive qualitative case study of three native speaking Arabic teachers in an L2 Arabic classroom in a private school setting in the U.S., this study presented a four-stage multi-layered analytical approach demonstrating functional, interactional and pedagogical analyses of the uses of Arabic Arabic pragmatic markers (PMs) in teacher talk and also providing a detailed emic analysis of the phenomena by incorporating teachers' perceptions of their uses of those elements in their classroom talks. Findings of the functional analysis clearly showed that Arabic PMs perform different micro functions at four macro levels (&quot;structural,&quot; &quot;interpersonal,&quot; &quot;referential&quot; and &quot;multi-functional&quot;). Moreover, linking results from the uses of Arabic PMs in the three teachers' actual productions to their perceived uses of those linguistic devices leads us to have a better understanding of why specific functional, interactional and pedagogical uses of those Arabic PMs are highlighted in each teacher talk. The analysis of the three teachers interview answers demonstrated that their classroom context is strongly associated with important variables such as students' age and fluency level, teacher's beliefs and language ideologies and those factors can have a significant impact on how Arabic was taught in their classrooms in general and how Arabic PMs were used in their classroom talks in particular. Finally, the present study concluded with significant pedagogical implications in relation to Arabic classroom pedagogy and Arabic teacher education in a foreign language context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601631 Investigating Arabic Pragmatic Markers in Teacher Talk: A Multi-Layered Analytical Approach ProQuest LLC Ph.D. Dissertation, The University of New Mexico 2019-00-00 978-1-0857-7745-2 420 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808575 2020 -1 As Provided APR2020

New

No Principals Coaching (Performance) Teacher Improvement Educational Practices Activities Teacher Attitudes Administrator Attitudes Public Schools Elementary School Teachers Elementary Schools Valdez, Jennifer Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Elementary Education With consistent pressure and an elevated sense of accountability for student achievement, campus principals need to maximize their resources and focus their leadership on academic areas that achieve the most success from students. Leading instructional coaches to engage teachers in the activities that teachers and principals view as most impactful to their teaching practices will allow principals to leverage the work of these highly skilled specialists and build teacher capacity. This mixed-methods, action-research, study identified the instructional coaching activities that teachers and principals determine to be the most influential in changing teachers' instructional practices. The frequency of specific instructional coaching activities used, as well as the strengths and weaknesses of the activities in improving teachers' practices, from teachers' and principals' perspectives, were also studied. The coaching activities studied encompass coplanning lessons with a coach, coteaching with the coach, reflective questioning by the coach, modeling by the coach, debriefing a lesson with the coach, classroom observation by the coach, and analyzing student data with the coach. The participants in this study were from a public school district in southeast Texas that utilizes an instructional coaching model at the elementary level. Quantitative and qualitative data from teachers and principals were collected using close-ended and open-ended questions on a survey. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601632 Informing Campus Principals: A Mixed Methods Study on the Instructional Coaching Activities That Impact Teaching Practices ProQuest LLC Ed.D. Dissertation, Texas A&M University - Commerce 2019-00-00 978-1-3921-8815-6 161 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809984 2020 -1 As Provided APR2020

New

No Foreign Countries Student Adjustment Children Migration Patterns Biculturalism Learning Processes Mexican Americans Spanish Adolescents Social Integration Public Education Cultural Pluralism Bilingual Students Broxner, Colette I. Despagne Speeches/Meeting Papers Reports - Research Mexico ISSN- English The Mexican Nation State has been created upon the Doctrine of Mestizaje which includes one single language, Spanish, and one single identity, the mestizo. This doctrine hides social practices of discrimination (Gómez Izquierdo, 2008). Although multiculturalism in Mexico recognizes diversity and difference, it still perceives them as problems to be solved through assimilation policies (Díaz Polanco, 2006) towards the single identity and Spanish-language use. Traditionally, these assimilation policies have been carried out by the Mexican National Education System. Originally, in Mexico, the &quot;other&quot; referred to indigenous people, but today, the global financial crisis and the U.S. American immigration policy have created an additional &quot;other&quot;, which are Mexican children who grew up in the United States, and who have been deported or repatriated to Mexico with their parents. The Mexican National Education System reported 307,000 foreign children in schools in 2013, 98% of which were born in the United Sates (Jacobo Suárez &amp; Espinosa Cárdenas, 2015). Most of these children went to school in the US; therefore their adaptation in the Mexican education system offers many important challenges that schools have to take into account. This theoretical presentation aims to analyze the educational challenges binational children have to face by integrating into Mexican schools. On one side, the work will focus on critical applied linguistic theories which evaluate the multilingual subjective realities (Kramsch, 2009, 2011) that impact their learning process; and on the other, it will focus on theories that may offer transnational children possible solutions to create a third space (Bhabha, 1994) in which they may negotiate their multiple identities. By integrating into the Mexican school system, these children and adolescents face linguistic and identity challenges. In other words, they must assimilate to an educational system based on a monolithic paradigm (i.e., one identity, one language) (García &amp; Sylvan, 2011) that does not recognize students' funds of knowledge (González, Moll, and Amanti, 2005) or linguistic and cultural multi-competences (Cook, 1992, 2002). Transnational children feel discriminated against because their multiple identities are not accepted. In addition, even though most of them possess Basic Interpersonal Communication Skills in Spanish because it is their heritage language, they do not possess Cognitive Academic Language Skills that allow them to succeed in school (Cummins, 1979, 1981). They need time and scaffolding instruction in Spanish to become proficient in academic areas. Hence, the growing research body in this area aims to support Mexican schools to shift from a monolithic to a pluralistic approach that would recognize all students' linguistic and cultural multi-competences. By acknowledging diverse students' funds of knowledge, schools could create ecological plurilinguistic and pluricultural spaces where all languages and cultures are perceived as resources. This would permit transnational children to create imagined communities (i.e. communities of the imagination that allow them to expand their identities and change their sense of self) (Norton, 2000) that would support them to integrate their lived experiences in their learning process, and to resist and contest their marginalization by repositioning themselves as no longer marginalized (McKay &amp; Wong, 1996). ED601069 The Adaptation Process of Transnational Children in Mexican Schools: A Theoretical Approach AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 12 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Professional Autonomy Faculty Development Grants Teamwork School Districts Teacher Administrator Relationship Central Office Administrators Counties Common Core State Standards Systems Approach Science Curriculum Instructional Leadership Teacher Role Administrator Role Instructional Improvement Sullivan, Lisa H. Speeches/Meeting Papers Reports - Research Tests/Questionnaires California ISSN- English This paper describes outcomes of a series of teacher professional development grants that put teachers in the driver's seat of their own professional learning. Teachers used grant funds to build a team, select a focus for their teams' professional growth, and take actions that they felt would be most effective in helping them improve their practice. Grant funding also included additional supports for teams related to larger systems level change, capacity building and using local resources, as well as encouragement to include administrators and/or district leaders on their teams. The idea was that developing a shared leadership model that promoted teachers and administrators learning side by side would help sustain the professional learning process over time. ED601070 How to Balance Teacher Autonomy and System Coherence? AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 16 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

Yes Foreign Countries Faculty Development Teacher Collaboration Beginning Teachers Mathematics Instruction Learning Processes Lesson Plans Learning Activities Elementary School Teachers Experienced Teachers Ding, Liping Jones, Keith Pepin, Birgit Sikko, Svein Arne Speeches/Meeting Papers Reports - Research China (Shanghai) English Elementary Education Using data from a research project in Shanghai, China, this paper reports on an expert teacher's implicit 'Local Instruction Theories' (LIT) (Gravemeijer, 2004) that underpin his guidance of a junior teacher in lesson design and implementation. Our analysis focuses on the expert teacher's input to the junior teacher to help her understand how and why to redesign a lesson as part of a school-based teacher professional development project. We identified three key points of the expert's implicit LIT: mathematics has its own form of exploration; each student should have their own thinking path at each key point of the learning process; and each student should not only be able to experience use of their own representation, but also learn about other students' representations and the excellence of representations. [For the complete proceedings, see ED597799.] ED599772 An Expert Teacher&apos;s Local Instruction Theory Underlying a Lesson Design Study through School-Based Professional Development North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Teacher Expectations of Students Mathematics Teachers Geometry Mathematics Instruction Mathematical Logic Mathematics Skills Student Evaluation Semiotics Norms Class Activities High School Students Outcomes of Education Dimmel, Justin K. Herbst, Patricio G. Speeches/Meeting Papers Reports - Research English High Schools Secondary Education We report on the development and piloting of a method that provides a sufficient condition for confirming that an observed regularity in a classroom is a norm. The method we describe is a refinement of the breaching experiment technique (Garfinkel, 1963; Mehan, 1979) that uses random assignment to experimental conditions as a means to facilitate controlled comparisons between participants' reactions to different episodes of instruction. We use this method to confirm the existence of normative ways that teachers scrutinize the details of proofs in geometry. [For the complete proceedings, see ED597799.] ED599773 What Details Do Geometry Teachers Expect in Students&apos; Proofs? A Method for Experimentally Testing Possible Classroom Norms North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Mathematics Instruction Worksheets Secondary School Teachers Foreign Countries Teaching Methods Cultural Differences Language Usage Deniz, Ozlem Gerofsky, Susan Nicol, Cynthia Speeches/Meeting Papers Reports - Research Canada China Belize India United States English Secondary Education This paper reports an in-depth study that explores the nature and use of mathematics worksheets using a genre analysis approach. Nine secondary level teachers with collective experience from five different countries participated. Through individual online and focus group interviews teachers shared their own worksheets and their understandings and use of worksheets for teaching and learning math. Results indicate that mathematics worksheets have culturally recognizable features and characteristics, they are used to emphasize procedural over conceptual aspects of mathematics learning, and can structure the way mathematics is taught. This study highlights the potential of genre-bending as an approach to extend and re-imagine the structure and use of mathematical texts such as worksheets. [For the complete proceedings, see ED597799.] ED599774 Mathematics Texts: Worksheets and Genre-Bending North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Skilled Workers Independent Study Vocational Education Competence Manufacturing Industry Osypenko, Serhii Journal Articles Reports - Research ISSN-2223-5752 English The conceptual provisions of the purposeful development of the prospective skilled employees' self-education competence in the Institutions of Vocational Education (Vocational Education and Training) (hereinafter referred to as IVE (VET)) are investigated. It is determined that at present the level of educational process organization in IVE (VET) doesn't meet the requirements of modern production. Among the main vectors for the modernization of vocational training of prospective skilled employees, the dominant of which should be made on the development of students' self-educational abilities, and technological knowledge of the machine-building industry skilled employees must be constantly improved and replenished with new information. The results of the definitive analysis of such significant for the research concepts as &quot;competence approach&quot;, &quot;competence&quot;, &quot;qualification&quot; are manifested. Self-education competence is interpreted as a personality's integrated property synthesizing knowledge, skills, experience of self-education and personal qualities that can be performed in productive student's self-education activity and behavior and ensure a prospective skilled worker's preparedness and ability to identify deliberately the reality, to master reasonably the social experience of mankind and perform self-realization. It is defined that self-education competence of a prospective machine-building industry skilled employee is constructed of five interdependent and mutually determined components: motivational-valuable, cognitive, operational-activity-oriented, organizational-volitional and reflexive-evaluative. The principal methodological approaches (competence, personality-oriented, activity-oriented, systematic, reflexive, axiological, informational, environmental) and pedagogical principles of the development of prospective skilled employees' self-education competence (value-substantive orientation, system and consistency, continuity, personification, mobility, researching, reflection, visibility, humanization, problem solving, integration) are suggested. On the basis of factor analysis, pedagogical conditions are determined, the directions for achieving the goal of purposeful development of students' self-education competence in IVE(VET) of machine-building profile are given. The prospect of further scientific research, related to the design of methods and technologies for the development of students' self-educational competence in the Institutions of VE (VET) of machine-building profile, are defined. ED602503 Conceptual Framework of the Development of Prospective Skilled Machine-Building Industry Employees&apos; Self-Education Competence Online Submission Professional Pedagogy: Scientific Herald of the Institute of Vocational Education and Training of NAES of Ukraine v1 n18 p24-30 2019 2019-00-00 7 N/A 2020 -1 As Provided APR2020

New

No Transformative Learning Educational Innovation Educational Change Elementary Secondary Education Active Learning Program Implementation Educational Benefits Barriers Holland, Kaylah Evelyn Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education Research suggests that individuals learn best when they are involved in an experience through active learning (Bonwell &amp; Eison, 1991; Michael, 2007; Seglem &amp; Bonner, 2016). One of the current issues in education is that many learning environments are unengaging and only encourage students to take a passive role (Slavich &amp; Zimbardo, 2012). For the purpose of this research study, active learning is defined as lessons taught with purposeful design and intentional instruction that allow students to take ownership of their learning in an environment conducive to engagement, collaboration, and problem-solving. This cross-sectional descriptive research study will describe the characteristics, results, benefits, and barriers Google Innovators have towards implementing active learning experiences into K12 classrooms. Twenty-one Google Innovators met the requirements and participated in the Active Learning Implementation Survey. This study describes the (1) characteristics reported by Google Innovators to implement active learning experiences in K12 classrooms, (2) results of the implementation of active learning reported by Google Innovators, and their perceptions of the (3) benefits and (4) barriers to implementing active learning experiences in their classrooms. Findings from this study indicate that all six constructs (purposeful design, intentional instruction, student ownership, engagement, collaboration, and problem-solving) as characteristics of active learning are being implemented in the K12 classrooms of participating Google Innovators. The data also suggests that the results and benefits of active learning that align with related literature are present and noticeable in the K12 classrooms of participating Google Innovators. Barriers remain to be an issue with participating educators because personal perceptions and varying educational environments hinder responses as suggested by the data. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602504 Transformational Learning Experiences: How Google Innovators Are Transforming K12 Education Using Active Learning ProQuest LLC Ed.D. Dissertation, The University of Memphis 2019-00-00 978-1-0855-6091-7 155 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13857278 2020 -1 As Provided APR2020

New

No Online Courses Electronic Learning Distance Education Educational Trends Blended Learning Educational Games Computer Games Discussion Groups Computer Mediated Communication Educational Technology Elementary Secondary Education Higher Education Virtual Classrooms School Holding Power Cultural Differences Active Learning Academic Achievement Communities of Practice Cross Cultural Training Affordances Program Administration Black Colleges Cognitive Style Self Management Migrants Internet Web Based Instruction Second Language Instruction 21st Century Skills Inclusion Productivity Instructional Design Social Media Handheld Devices Urban Education Electronic Journals Problem Based Learning Case Method (Teaching Technique) Teacher Attitudes Tutors Engineering Education Notetaking Culturally Relevant Education Resilience (Psychology) Teacher Participation Foreign Countries Medical Education Web 2.0 Technologies Nontraditional Education Journalism Education Critical Thinking Foreign Students Student Personnel Services Developing Nations Adult Students Doctoral Dissertations Student Satisfaction Assistive Technology English for Academic Purposes Transformative Learning Nursing Education Teacher Role Entrepreneurship Authentic Learning Labor Force Development Best Practices Generational Differences Canada Natives Human Factors Engineering Metadata Teacher Education Programs Textbook Preparation Electronic Publishing Books Collected Works - General United States China Vietnam Italy Canada Africa Information Resources Management Association English Elementary Secondary Education Higher Education Postsecondary Education Adult Education The rapid growth in online and virtual learning opportunities has created culturally diverse classes and corporate training sessions. Instruction for these learning opportunities must adjust to meet participant needs. &quot;Online Course Management: Concepts, Methodologies, Tools, and Applications&quot; is a comprehensive reference source for the latest scholarly material on the trends, techniques, and management of online and distance-learning environments and examines the benefits and challenges of these developments. Highlighting a range of pertinent topics, such as blended learning, social presence, and educational online games, this multi-volume book is ideally designed for administrators, developers, instructors, staff, technical support, and students actively involved in teaching in online learning environments. Chapters in the book include: Volume I: (1) Emergence of Successful Online Courses: A Student and Faculty Shift (Amy L. Sedivy-Benton, Andrew L. Hunt, Teri L. Hunt, James M. Fetterly, and Betty K. Wood); (2) Introducing a Teaching Innovation to Enhance Students' Analytical and Research Skills: A Blended Learning Initiative (Hela Miniaoui and Avneet Kaur); (3) Blended Learning and Distance Education: Enablers and Barriers (Amir Manzoor); (4) Trends of Blended Learning in K-12 Schools: Challenges and Possibilities (Alex Kumi-Yeboah and Patriann); (5) Blended and Online Learning in Virtual K-12 Schools (Alex Kumi-Yeboah); (6) Implementation of Online Education for K-12 School Children (Charlene Marie Jones); (7) Preparing for Online and Distance Learning Courses: Factors Affecting Student Learning and Retention (Paul A. Asunda, Jennifer Calvin, and Rosalie Johanson); (8) Cultural Orientation Differences and Their Implications for Online Learning Satisfaction (Moussa Tankari); (9) Active Learning Application of Technology Tools and Services and Increased Student Achievement: Online and Blended Learning Environments in Higher Education Institutions (Nwachukwu Prince Ololube); (10) A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes (Diogo Casanova and António Moreira); (11) Evaluating Learning Experience Through Educational Social Network Support in Blended Learning (Marva Mirabolghasemi and Noorminshah A. Iahad); (12) The Role of Social Constructivist Instructional Approaches in Facilitating Cross-Cultural Online Learning in Higher Education (Janella Melius); (13) Building Learning Spaces: Creating Online Learning Environments (David Starr-Glass); (14) Tracing Online Lecturer Orchestration of Multiple Roles and Scaffolds Over Time (Bronwen Cowie and Elaine Khoo); (15) MOOC and Blended Learning Models: Analysis from a Stakeholders' Perspective (Teresa Torres-Coronas, and María-Arántzazu Vidal-Blasco); (16) Program Administration and Implementation of an Online Learning Initiative at a Historically Black College University (S. Suzan J. Harkness); (17) Communication and Collaboration Strategies for an Effective Online Professor (Heather Miller, Tom Cavanagh, and Annissa Furr); (18) Understanding Online Cultural Learning Styles and Academic Performance of Management Students in an Ethnic Context (Syed Raza Ali Bokhari and Iqbal Ahmed Panhwar); (19) A Skype-Buddy Model for Blended Learning (Carmen E. Macharaschwili and Linda Skidmore Coggin); (20) Self-Management Strategies in a Student-Driven Learning Environment (Teoh Sian Hoon, Kor Liew Kee, and Nur Shaminah Mustafa Kamalu); (21) Creating Online Community: Challenges and Solutions (Mats Deutschmann); (22) Creating Dialogical Spaces in Blended Environments: A Case Study of Classroom Design in Two English Literature Courses (Kristin C. Ross); (23) Designing an Online Interactive Learning Program to Improve Chinese Migrant Children's Internet Skills: A Case Study at Hangzhou Minzhu Experimental School (Yan Li, Niki Y. Guo, and Maria Ranieri); (24) The Community of Inquiry Framework, Blended Learning, and the i[superscript 2]Flex Classroom Model (Karen Swan); (25) The Design and Implementation of English Instruction in Four High Schools with CSIEC System (Jiyou Jia); (26) Content and Language Integrated Learning in Higher Education: A Technology-Enhanced Model (Giovanna Carloni); (27) Familiar or Unfamiliar Context? Application of M-Games in the Blended Module of L2 Learning (Amir Mashhadi and Saeed Khazaie); (28) The Psychological Domain: Enhancing Traditional Practice in K-12 Education (Adrian O'Connor, Niall Seery, and Donal Canty); (29) A Model for Teacher Training to Improve Students' 21st Century Skills in Online and Blended Learning: An Approach from Film Education (Julia Breddermann, Juan-Francisco Martínez-Cerdá, and Joan Torrent-Sellens); Volume II: (30) Inclusion and Universal Design for Learning in Italian Schools (Paola Aiello, Diana Carmela Di Gennaro, Carmen Palumbo, Iolanda Zollo, and Maurizio Sibilio); (31) Arranging and Rearranging Practice in Digital Spaces: Professional Learning Amongst Teacher Educators (Laurette S. M. Bristol and Merilyn Childs); (32) The Adaptation of a Residential Course to Web-Based Environment for Increasing Productivity (Hakan Tüzün, Hatice Çirali Sarica, Nihal Menzi Çetin, Mehmet Kokoç, Gülsen Sert, and Arman Alir); (33) Designing Learning in Social Online Learning Environments: A Process-Oriented Approach (Philip Bonanno); (34) Placing Technology in Learner-Centered Design Through Blended Learning in Post-Secondary Education (Doug Reid and John Ewing); (35) Cross-Analysis of the Activity Systems of Higher Education International Students in Online Learning (Elizabeth Murphy and María A. Rodríguez-Manzanares); (36) Portraits of the Activity Systems of International Higher Education Students in Online Learning (Elizabeth Murphy and María A. Rodríguez-Manzanares); (37) Redefining the Classroom: Integration of Open and Classroom Learning in Higher Education (Shikha Gupta, Sheetal Taneja, and Naveen Kumar); (38) Considerations for Online English Language Learning: The Use of Facebook in Formal and Informal Settings in Higher Education (Evriklea Dogoriti and Jenny Pange); (39) The i2Flex Instructional Methodology Implemented in Middle School Classes for Young EFL and Foreign Language Learners (Jenny Eugenia Grigoropoulos and Heike Arnold); (40) iPad Usage and Appropriate Applications: K-12 Classroom With a 1-to-1 iPad Initiative (Julia Bennett and Fan-Yu Lin); (41) Design of Blended Mobile Learning in an Urban Environment (Adam K. L. Wong and Artie Ng); (42) Minecraft Server Project: Designing Synchronous Blended Learning Environments to Support Distributed Mentorship (Ugochi Acholonu, Jessa Dickinson, Dominic Amato, and Nichole Pinkard); (43) Microblogging as an Assisted Learning Tool in Problem-Based Learning (PBL) in Bahrain: The Edmodo Case (Vasileios Paliktzoglou and Jarkko Suhonen); (44) Making Sense of Building Online Learning Communities Justina Kwapy); (45) A Case Study of Online MBA Courses: Online Facilitation, Case-Based Learning, and Virtual Team (Rich Magjuka and Xiaojing Liu); (46) Teachers Conceptions and Approaches to Blended Learning: A Literature Review (Vicki Caravias); (47) Motivational Active Learning in Blended and Virtual Learning Scenarios: Engaging Students in Digital Learning (Johanna Pirker, Maria Riffnaller-Schiefer, Lisa Maria Tomes, and Christian Gütl); (48) Exploring the Experiences of Students and Professors in a Blended Learning Graduate Program: A Case Study of a Faculty of Education (Maurice Taylor, Sait Atas, and Shehzad Ghani); (49) Teacher Conceptions and Approaches to Blended Learning Environments (Vicki Caravias); (50) What Are Tutors' Experiences with Online Teaching? A Phenomenographic Study (Cvetanka Walter); (51) Using Blended Learning Approach to Deliver Courses in an Engineering Programme (Richie Moalosi, Jacek Uziak, and Moses Tunde Oladiran); (52) QR Codes and Mobile Technology Used in the Blended Learning Approach (Ghizlene Soulimane, Belkacem Kouninef, Mohamed Senouci, and Mohamed Djelti); (53) Effectiveness of Student's Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning (Minoru Nakayama, Kouichi Mutsuura, and Hiroh Yamamoto); (54) Culturally Responsive Online Learning for Asian/Pacific Islanders in a Pacific Island University (Catherine E. Stoicovy); (55) Constructivist Internet-Blended Learning and Resiliency in Higher Education (Jennifer L. Penland); Volume III: (56) Applying the Seven Principles for Good Practice in Undergraduate Education to Blended Learning Environments (Stephanie Babb, Cindy Stewart, and Ruth Johnson); (57) A Blended Chinese-as-a-Foreign-Language Short Course: Design and Perceptions (Shenglan Zhang); (58) Faculty Participation in Online Higher Education: What Factors Motivate or Inhibit Their Participation? (Michael S. Hoffman); (59) Perceptions and Viability of Launching LIS E-Learning Programs in Developing Countries: A Vietnam Case Study (Sandra Hirsh, Debbie Faires, Alice Hines); (60) Taking Advantage of MOOCs in K-12 Education: A Blended Approach (Samantha Briggs and Helen Crompton); (61) Gamified - Blended Learning Professional Development: A Descriptive Case Study (Phu Vu, Christopher Michael Knoell, Amy Nebesniak, and Jane Strawhecker); (62) Laying the Ground for Online English as a Second or Foreign Language (ESL/EFL) Composition Courses and University Internationalization: The Case of a U.S.-China Partnership (Estela Ene); (63) Critical Success Factors in the Adoption of Technologies in Education in Higher Education: The Case of ISCAP (Polytechnic of Porto) (Anabela Mesquita and Paula Peres); (64) Hard-Learned Lessons: Online Course Development in the Years Following Hurricane Katrina (Sandra E. Weissinger and Ashraf Esmail); (65) Challenges Faced by Key Stakeholders Using Educational Online Technologies in Blended Tertiary Environments (Kimberley Tuapawa); (66) Influencing Factors for Adopting Technology Enhanced Learning in the Medical Schools of Punjab, Pakistan (Shazia Iqbal, Shahzad Ahmad, Ian Willis); (67) Integration of Web 2 Technologies for ODL (Rajshree Satish Vaishnav); (68) Supporting Student Self-Regulation: In a Blended, Flipped Learning Format (Jane Kenney and Ellen Newcombe); (69) Blended Instruction: Helping Meet Some Academic Challenges for Nontraditional Higher Education Students (Sue C. Evans); (70) Meaningful Gamification for Journalism Students to Enhance Their Critical Thinking Skills (Ling-Yi Huang and Yu-Chu Yeh); (71) Social Presence and Student Engagement in Online Learning (Luka Ngoyi and L. J. Sandy Malapile); (72) Contradictions and Expansive Transformation in the Activity Systems of Higher Education International Students in Online Learning (Elizabeth Murphy and María A. Rodríguez-Manzanares); (73) Blended Learning in China: At the Crossroads (Hanrong Wang and Harry Nuttall); (74) Students Support Services: A Case of Blended Learning in Higher Learning Institutions in Tanzania (Christina Raphael); (75) Blended Learning in Higher Education: A Developing Country Perspective (Amir Manzoor); (76) &quot;We Had a Blast!&quot;: An Empirical Affirmation of Blended Learning as the Preferred Learning Mode for Adult Learners (Stephen Asunka); (77) Characterizing Online Learners' Time Regulation: Comparative Case Studies of Virtual Campuses in France and Spain (Margarida Romero and Christophe Gentil); (78) Social Presence in Online Dissertation Classes (Libi Shen and Irene Linlin Chen); (79) Connecting Communication to Curriculum and Pedagogy in Online Environments (Marius Boboc); (80) Factors That Contribute to Students' Course Satisfaction While Attending Online or Distance Learning Courses (Dinah A. Esquivel); (81) Experiences of an Online Doctoral Course in Teacher Education (Despina Varnava-Marouchou and Mark A. Minott); (82) Factors Influencing International Student Success in a K-12 Blended Learning Program (Annette Levesque and Doug Reid); (83) Assistive Technology and Distance Learning: Making Content Accessible (Kathleen Bastedo and Jessica Vargas); (84) Teaching English for Academic Purposes Through the Use of Digital Tools (Tal Levy and Leslie J. Cohen); (85) From &quot;Sage on the Stage&quot; to Facilitator of Learning: A Transformative Learning Experience for New Online Nursing Faculty (Denise Passmore); Volume IV: (86) Profiling and Supporting Adult Learners (Chi Zhang and Guangzhi Zheng); (87) The Teacher's Role in the Blended Classroom ... Or When 1 + 1 &gt; 2 (Morten Fahlvik); (88) Interactive Online Learning: Solution to Learn Entrepreneurship in Sparsely Populated Areas? (Rauno Rusko); (89) Generation of Authentic Learning and Learners: The Conditions of Learning Underpinning Blended Learning and Online Forums (Phil Fitzsimmons and Peter Kilgour); (90) EMxC3 = e&amp;mLearning Cultivating Connected Communities: Sustainable Workforce Talent Development (Dominic Mentor); (91) Materials Design and Pedagogy for Technology-Enhanced Language Learning (Hazel L. W. Chiu); (92) Information Superhighway and Continuous Professional Development for the Networked Teachers: Online Communities of Practice (Asli Lidice Gokturk Saglam); (93) The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education: A Literature Review (Emily Chapman-Waterhouse, Ayona Silva-Fletcher, and Kim Whittlestone); (94) Best Practices of Teaching Cross-Cultural Adults in Online Format (Barbara Hagler); (95) Teachers' Experience as Foreign Language Online Learners: Developing Teachers' Linguistic, Cultural, and Technological Awareness (Congcong Wang); (96) The Activity System of Higher Education Students Using Technology (Elizabeth Murphy and María A. Rodríguez-Manzanares); (97) Differences in Generational Characteristics and Their Implications for Cross-Cultural Online Learning and Knowledge Management (Doo Hun Lim, Seung Won Yoon, and Ji Hoon Song); (98) A Review of Activity Theory Studies of Domestic and International Students Using Technology in Higher Education (Elizabeth Murphy, María A. Rodríguez-Manzanares); (99) Adult Millennials: Conceptualizing a Student Subpopulation with Implications for Online Teaching and Learning (Brian Bourke); (100) The Cost-Effect Analysis of Integration of CSIEC System into English Instruction (Jiyou Jia); (101) A Blended Approach to Canadian First Nations Education: The SCcyber E-Learning Community (Norman Vaughan, Neepin Auger, Martin Sacher, and Mavis Sacher); (102) A Distributed Community of Practice to Facilitate Communication, Collaboration, and Learning Among Faculty (Mayela Coto); (103) A Design Theory for Vigilant Online Learning Systems (M. Keith Wright); (104) Human Systems Engineering and Educational Technology (Rod D. Roscoe, Russell J. Branaghan, Nancy J. Cooke, and Scotty D. Craig); (105) Adaptation of Descriptive Metadata for Managing Educational Resources in the GREDOS Repository (Erla M. Morales Morgado, Rosalynn A. Campos Ortuño, Ling Ling Yang, and Tránsito Ferreras-Fernández); (106) Adult Learners Online: Cultural Capacity Assessment and Application (Adam A. Morris and Michael T. Miller); (107) Adoptability of E-Textbooks Featuring Educational Online Games (Do Kyun Kim, Lucian F. Dinu, and Chang Geun Kim); (108) Reflections on Distance Higher Education in Africa: Challenges and Opportunities (Luka Mathayo Mkonongwa and Sotco Claudius Komba); (109) Using Blended Learning and Emerging Technologies to Transform the Adult Learning Experience (Leslie Cordie, Maria Martinez Witte, and James Witte); (110) Blending Digital Content in Teacher Education Programs (Patricia Dickenson and Cynthia Sistek-Chandler); (111) Affordances in Digital Textbook Use and Development (Elena Railean); and (112) Leadership in Global Open, Online, and Distance Learning (Ebba Ossiannilsson). [Edited by the Information Resources Management Association. This book is a 4 volume set.] ED602215 Online Course Management: Concepts, Methodologies, Tools, and Applications. Critical Explorations IGI Global 2018-00-00 978-1-5225-5472-1 2240 IGI Global. 701 East Chocolate Avenue Suite 200, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; e-mail: cust@igi-global.com; Web site: http://www.igi-global.com/ T http://doi.org/10.4018/978-1-5225-5472-1 2020 -1 ERIC APR2020

New

Yes Educational Trends Dropout Rate Graduation Rate High School Students High School Graduates Academic Achievement Educational Indicators Student Characteristics Racial Differences Gender Differences Family Income Students with Disabilities Geographic Regions White Students African American Students Hispanic American Students Asian American Students Pacific Islanders American Indian Students Multiracial Persons Credentials High School Equivalency Programs McFarland, Joel Cui, Jiashan Holmes, Juliet Wang, Xiaolei Reports - Evaluative Numerical/Quantitative Data National Center for Education Statistics (ED) American Institutes for Research (AIR) English High Schools Secondary Education Adult Education High School Equivalency Programs The report draws on a wide array of surveys and administrative datasets to present statistics on high school dropout and completion rates at the state and national levels. The report includes estimates of the percentage of students who drop out in a given 12-month period (event dropout rates), the percentage of young people in a specified age range who are high school dropouts (status dropout rates), and the percentage of young people in a specified age range who hold high school credentials (status completion rates). In addition, the report includes data on the percentage of students who graduate with a regular diploma within four years of starting ninth grade (adjusted cohort graduation rates). This report updates a series of NCES reports on high school dropout and completion rates that began in 1988. [For the 2018 report, see ED590552.] ED602216 Trends in High School Dropout and Completion Rates in the United States: 2019. Compendium Report. NCES 2020-117 National Center for Education Statistics 2020-01-00 82 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2020 -1 As Provided APR2020 Yes EDIES12D0002 https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020117

New

Yes Higher Education Undergraduate Students In State Students Tuition Fees State Aid Paying for College Out of State Students Financial Support Graduate Students Institutional Characteristics Colleges Community Colleges Public Colleges Geographic Location Income Costs Grants Student Financial Aid Reports - Descriptive Virginia State Council of Higher Education for Virginia English Higher Education Postsecondary Education Two Year Colleges The Appropriation Act directs the State Council of Higher Education for Virginia (SCHEV) to submit an annual report to the Governor and the chairs of the House Appropriations and Senate Finance Committees on the annual change in total charges for tuition and fees approved by the boards of visitors at Virginia public institutions of higher education. This report focuses on tuition and fees for in-state undergraduates and provides a summary of the following four items: (1) Tuition and fees for the 2019-20 academic year; (2) State funding and tuition and fee trends; (3) Tuition and fee comparisons to other states; and (4) Pathways to increase affordability beyond tuition and fees. The appendices provide comparisons of changes in tuition and fees for student types, including in-state undergraduate, out-of-state undergraduate, in-state graduate, out-of-state graduate, in-state first professional and out-of-state first professional. ED599479 2019-20 Tuition and Fees: Tuition and Fees at Virginia State-Supported Colleges and Universities State Council of Higher Education for Virginia 2019-08-00 48 State Council of Higher Education for Virginia. 101 North 14th Street, James Monroe Building, Richmond, VA 23219. Tel: 804-225-2600; Fax: 804-225-2604; Web site: http://www.schev.edu N/A 2019 -1 ERIC APR2020

New

No Advanced Placement Programs Standardized Tests Public Schools Student Participation College Credits Student Characteristics Racial Differences Ethnicity Socioeconomic Status Gender Differences Grade 9 Grade 10 Grade 11 Grade 12 Scores Academic Achievement Language Arts Science Instruction Mathematics Instruction Social Studies College Readiness Intellectual Disciplines Bilingual Education English Language Learners Vocational Education Academically Gifted Special Education At Risk Students Immigrants Reports - Descriptive Numerical/Quantitative Data Texas Texas Education Agency, Division of Research and Analysis English Higher Education Postsecondary Education Grade 9 High Schools Junior High Schools Middle Schools Secondary Education Grade 10 Grade 11 Grade 12 This report presents Advanced Placement (AP) and International Baccalaureate (IB) examination participation and performance results in Texas public schools for the 2016-17 school year. Data are provided by student characteristics, including race/ethnicity; gender; and economic, at-risk, dyslexic, English language learner, homeless, immigrant, and migrant statuses. Data also are provided by participation in bilingual education or English as a second language, career and technical education, gifted and talented, special education, and Title I programs. ED599480 Advanced Placement and International Baccalaureate Examination Results in Texas Public Schools, 2016-17. Texas Education Agency 2019-04-00 61 Texas Education Agency. 1701 North Congress Avenue, Austin, TX 78701. Tel: 512-463-9734; Fax: 512-463-9838; e-mail: teainfo@tea.texas.gov; Web site: http://tea.texas.gov N/A https://tea.texas.gov/sites/default/files/ap_ib_texas_2016-17.pdf 2019 -1 As Provided APR2020

New

Yes United States History History Instruction Elementary Schools Middle Schools High Schools Academic Achievement Grade 4 Grade 8 Grade 12 Course Content Civics Geography Economics Democracy Interaction Socioeconomic Influences Thinking Skills Race Ethnicity Religion Cultural Influences Technological Advancement World History Ideology Reports - Descriptive Tests/Questionnaires National Assessment of Educational Progress National Assessment Governing Board Council of Chief State School Officers (CCSSO) American Historical Association American Institutes for Research (AIR) National Council for History Education (NCHE) National Council for the Social Studies Department of Education (ED) English Elementary Education Junior High Schools Middle Schools Secondary Education High Schools Grade 4 Intermediate Grades Grade 8 Grade 12 All students need to know and understand the origins and evolution of their nation. They also need to understand the development of the nation's democratic institutions and ideals so that they are prepared to take part knowledgeably, as citizens and voters, in shaping America's future. The framework in U.S. history for the 1994-2018 National Assessment of Educational Progress (NAEP) was developed by the National Assessment Governing Board under a contract to the Council of Chief State School Officers in 1991-1992. The original framework project committees included a broad range of historians, educators, policymakers, business representatives, and other interested citizens. In addition, comments were received from several hundred individuals, including state and local educators, public officials, and parents. The Governing Board has scheduled a national assessment in U.S. history for 2018 to gauge the knowledge and skills of the nation's eighth-grade students. Due to limited funding, the Governing Board decided to conduct the assessment at only grade 8 for 2018. This U.S. History Assessment will use the same framework as in 1994 to enable NAEP to report on trends in student achievement from 1994 to 2018. In 2003, the Governing Board revised and updated the framework for the 2006 U.S. History Assessment. The framework document was revised to make it more useful to the general public, to delete outdated and extraneous information, and to include released NAEP questions to illustrate more clearly the content and format of the assessment. These relatively minor revisions to the framework will ensure that NAEP can maintain the U.S. history trend line of student achievement for grades 4, 8, and 12 in 1994, 2001, 2006, and 2010, and for grade 8 in 2014 and 2018. The revisions in 2003 were made by the Governing Board's Assessment Development Committee in consultation with an external panel of historians and teachers. ED599481 U.S. History Framework for the 2018 National Assessment of Educational Progress National Assessment Governing Board 2018-01-00 88 National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. Tel: 202-357-6938; Fax: 202-357-6945; Web site: http://www.nagb.org N/A 2019 -1 As Provided APR2020 RN91072001

New

Yes Foreign Countries Elementary School Mathematics Mathematics Instruction Numbers Symbols (Mathematics) Neurosciences Coles, Alf Speeches/Meeting Papers Reports - Research United Kingdom English Elementary Education Throughout the twentieth century there was debate as to the primacy of ordinality or cardinality in the development of the concept of number. Psychological experiments have largely given way to neuro-science in deciding this issue. There are results suggesting students' awareness of symbol-symbol relations is the best predictor of future mathematical attainment, which could be interpreted as meaning ordinality is the key awareness. This report draws on evidence from a recent project in primary schools in the UK that took an ordinal approach to learning number. One suggestion arising from this work is the potential educational power of a pedagogy based on developing an awareness of mathematical structure. [For the complete proceedings, see ED597799.] ED599775 Ordinality, Neuroscience and the Early Learning of Number North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Geometric Concepts Concept Formation Misconceptions Foreign Countries Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Middle School Students High School Students Dohrmann, Christian Kuzle, Ana Speeches/Meeting Papers Reports - Research Germany English Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 Grade 9 High Schools Grade 10 Results of the last thirty years in mathematics education have shown the importance of an operational concept development. One of the geometrical concepts that has been researched for years already, however, not with the particular focus on its systematic teaching in school mathematics, is the concept of angle. In this paper we focus on children's understanding of the angular size of 1 [degree] and its development obtained through a test followed by a task-based interview. The interview results with 9 pupils showed that they have a fragmented understanding of the angle concept, enabling them to fully grasp what 1 [degree] angle is. Moreover, many of the children's misconceptions were directly connected to the measuring tool, namely set square, and angle notation. Implications for systematic teaching of the angle concept are given at the end. [For the complete proceedings, see ED597799.] ED599776 Unpacking Children&apos;s Angle &quot;Grundvorstellungen&quot;: The Case of Distance &quot;Grundvortsellung&quot; of 1 [Degree] Angle North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Equal Education Required Courses College Preparation College Mathematics Algebra Middle School Students Grade 8 Grade 9 Mathematics Achievement Scores Grades (Scholastic) Dropout Rate Achievement Gains Gender Differences Racial Differences Special Education Mathematics Tests Standardized Tests Achievement Tests Cohort Analysis Grade Point Average College Entrance Examinations Carolan, Tracy Speeches/Meeting Papers Reports - Research Wisconsin (Madison) Wisconsin Knowledge and Concepts Examinations ACT Assessment English Secondary Education Higher Education Postsecondary Education Junior High Schools Middle Schools Elementary Education Grade 8 Grade 9 High Schools PISA 2012 results indicate that school systems that group students based on ability levels tend to have lower performance than those that do not divide students by ability. One way some in the United States have sought to increase equity of opportunity is to mandate enrollment of students in college-preparatory mathematics, i.e., Algebra 1 in eighth or ninth grade. This paper is based on a study conducted on one such curricular change. It uses a multiple linear regression model to compare two graduating class cohorts--one from before the initiative and one after--on test scores, courses completed, grades, and drop-out rates. There were positive gains for select groups of males and negative results for most females with the highest losses found for White females, especially those qualifying for special education services. [For the complete proceedings, see ED597799.] ED599777 &quot;Algebra for All&quot;: The Hidden Cost North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Family School Relationship School Community Relationship Academic Achievement Student Behavior Social Development Emotional Development Partnerships in Education Preservice Teachers Student Attitudes Teacher Role Barriers Self Efficacy Parent Teacher Cooperation Test Construction Test Validity Test Reliability Sorenson, Carly A. Dissertations/Theses - Doctoral Dissertations Colorado EISSN- English Higher Education Postsecondary Education There are many positive effects that family, school, and community partnerships (FSP) have on student achievement, behavior, and social-emotional development (Desforges &amp; Abouchaar, 2003; Epstein, 1994, 2011; Graham, 2011; Henderson &amp; Mapp, 2002; Jeynes, 2005, 2007; Ulugag, 2008). Due to the many benefits FSP have on student educational outcomes, current education reform efforts and legislation have mandated the implementation of FSP practices in schools. Additionally, legislation has called for increased accountability efforts to ensure that educators have appropriate levels of FSP skills and competencies (U.S. Department of Health and Human Services and the U.S. Department of Education, 2016). As such, the Family-School Partnering and Collaboration Scale (FSPCS) was developed to assess preservice educators' self-reported perceptions of roles, responsibilities, and barriers to implementing FSP; attitudes about the importance of collaborating with families; and self-efficacy beliefs related to FSP. The purpose of this study was to develop and initially validate the FSPCS. After an extensive review of the literature related to FSP and an expert panel review, a pilot version of the FSPCS was administered to preservice educators taking a course on FSP practices. Following the pilot study, a supplemental literature review was conducted along with a second expert panel review and cognitive interviews with preservice educators before the final version of the FSPCS was administered to 155 preservice educators from different education training programs throughout the state of Colorado. Descriptive statistics, exploratory factor analysis, Rasch modeling, reliability analysis, and comparison tests were performed on the scale data. The results indicated that the items factored into a 4-factor solution appropriately with the three most pronounced domains being Perceptions, Attitudes, and Beliefs and the fourth factor, Perceptions of Barriers being viewed as a sub-class of Perceptions. The scale was found to be reliable: the domains of &quot;Perceptions of Roles and Responsibilities&quot; (Cronbach's alpha: 0.92), &quot;Attitudes about the Importance of Collaborating with Families&quot; (Cronbach's alpha: 0.73), and &quot;Self-efficacy Beliefs Related to FSP&quot; (Cronbach's alpha: 0.94) had high internal consistency values. The sub-class factor of &quot;Perceptions of Barriers to Implementing FSP&quot; was low (Cronbach's alpha: 0.58). Study findings, limitations, and recommendations for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601633 Development and Validation of the Family-School Partnering and Collaboration Scale ProQuest LLC Ph.D. Dissertation, University of Denver 2019-00-00 978-1-0857-7700-1 206 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809065 2020 -1 As Provided APR2020

New

No Social Development Emotional Development Elementary School Teachers Program Implementation Teacher Attitudes Program Effectiveness Barriers Teacher Competencies Educational Practices Educational Principles Gambino, Thomas John Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Schools provide the opportunity for children to learn not only academic skills, but social and emotional skills as well. Programs within schools that target childrens' emotional needs and social skills, lead to an increase in academic achievement and self-regulation skills as well as a decrease in maladaptive behaviors and mental illness risk factors (Fraser, Thompson, Day, &amp; Macy, 2014; Wong, Li-Tsang, &amp; Siu, 2014; Zhai, Raver, &amp; Jones, 2015). Social emotional programs also help to increase teachers' self-efficacy, confidence, and discipline in the classroom (Rimm-Kaufman &amp; Sawyer, 2004). Responsive Classroom (RC) is a social emotional classroom program designed to help teachers create a collaborative and safe environment within their classrooms to promote student learning and growth (Center for Responsive Schools, Inc., 2017). In order to evaluate implementation of RC in an elementary school, a survey was completed by all teachers who had implemented RC in their classrooms. Questions about implementation of RC practices and principles and teacher perceptions of program effectiveness and competence to implement the program were included. Teachers also completed open-ended questions designed to assess their knowledge of RC practices and principles and their thoughts about program barriers and facilitators. Results included both quantitative and qualitative data about the program. This implementation evaluation of RC identified implementation barriers within an elementary school as well as provided recommendations to the stakeholders. Implementation barriers included lack of training and time. &quot;Closing Circle,&quot; was rated by teachers as the least useful practice, and teachers also felt least competent in implementing it. Teachers' ratings for RC practices and principles' usefulness, and knowledge of RC were not significantly different across overall years of teaching experience and years of using RC. Recommendations for the elementary school included continued implementation of RC, providing training to all staff and first year teachers, applying for grants for extra resources, providing mentoring opportunities for new teachers, reviewing &quot;Closing Circle&quot; during faculty meetings, allowing time during the school day for teachers to implement RC practices, and having the principal of the school join each classroom's &quot;Morning Meeting&quot; and &quot;Closing Circle.&quot; [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601634 An Implementation Evaluation of Responsive Classroom ProQuest LLC Psy.D. Dissertation, Rutgers The State University of New Jersey, Graduate School of Applied and Professional Psychology 2019-00-00 978-1-0883-1998-7 65 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809995 2020 -1 As Provided APR2020

New

No Foreign Countries Higher Education Foreign Students Educational Administration Governance College Students Elementary Secondary Education Public Colleges Enrollment Relocation Angel, Hiram Abel Speeches/Meeting Papers Reports - Descriptive Mexico United States ISSN- English Higher Education Postsecondary Education Elementary Secondary Education Higher education in Mexico could be observed as one of the most complicated and impossible to understand. Divided into more than 30 autonomous universities, each university system has its own particular process to admit a candidate to study. This makes it particularly hard for a foreign student to study in Mexico. Moreover, the difficulties are increased when a student arrives via a deportation process or a returned dynamic from the US. For example, from 2008 to 2014, more than 500,000 young people have returned from the US. If we considered information released by US Immigration and Customs Enforcement (ICE), this number could be nearer to 750,000. These young people do not receive the same opportunity to study in Mexican universities as their fellow Mexican citizen peers, because they are considered foreign students with studies in the US. The problem begins when they try to apply to Mexican universities, and continues when they must carry out other procedures with other institutions, such as local, state, and federal governmental bodies. In order to study at a Mexican university, these returned young people must apply for and receive a special authorization from the Department of Education for their elementary, middle school and high school documents to be considered legal and valid. The additional problem is that not all Mexican universities employ the same process in their admission requirements. Potential students are faced with multiple admission processes, without a clear idea about which is the correct process. In my research, I have discovered that in Mexico there are as many admission processes as there are local and autonomous universities. The lack of a transparent and national university system does not only affect returning students, it also affects the process of internationality mobility in general. Even though some universities have carried out actions to open up access to foreign students, they have not reformed internal practices that are limiting the enrollment of new students returning to Mexico. In this paper, I try to answer the question: How are Mexican universities responding to the issue of Mexican returned students inside their lecture rooms? First, I explain how the Mexican higher education system works. Then, I describe why the legal codification of the &quot;autonomous university&quot; could be considered a restriction instead of an advantage nowadays. Finally, I use information from the Mexican autonomous universities to show the process that a returned student faced when trying to enroll, focusing on the case of Universidad de Guadalajara, the second biggest university in the country. Finally, I describe qualitative interviews with returning students at the Universidad de Guadalajara. These students came from the US with K-12 educations, or even some years of higher education. ED601071 Mexican Universities and Returned Students from the United States: The Case of the University of Guadalajara AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 12 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Advocacy Mexicans Ethnography Oral History Young Adults Undocumented Immigrants Public Policy Participatory Research Action Research Telecommunications Program Descriptions Barriers Educational Attainment College Attendance Employment Educational Legislation Student Records Elementary Secondary Education College Preparation Information Technology Photography Social Media Video Technology Census Figures Mass Media Personal Narratives Social Discrimination Immigrants Immigration Multilingualism Case Studies Access to Education Higher Education Foreign Countries Student Mobility Law Enforcement Information Seeking Books Authors Student Attitudes Anderson, Jill Speeches/Meeting Papers Reports - Evaluative Mexico Mexico (Mexico City) Deferred Action for Childhood Arrivals (DACA) ISSN- English Higher Education Postsecondary Education Elementary Secondary Education Secondary Education Beginning in March 2012, my public scholarship with deported and returning young adults originated from an ethnographic and oral history framework based upon participant research action methodology (Seidman 2006). In collaboration with the Asamblea Popular de Familias Migrantes (APOFAM), I began to meet with groups of returning and deported young people working at a Colorado-based call center in Mexico City (Anderson 2015). We learned that one of the biggest obstacles they were facing was the revalidation of their US-based studies. Without official revalidation from the Mexican Secretariat of Education (SEP), these young people could not apply to university programs or certain jobs. Fast-forward to June 2015, when a reform to the General Law on Education was announced; a waiver of the requirement for an apostille and an official translation for documents in order to revalidate primary, secondary, and preparatory education. How did we get from the diagnostics of discrimination to legal reform on a national level? As one voice among many, I trace the odyssey of using new (and not so new) technologies (crowd-funding, photography, social media, video, census data, ethnographic interviews, organizational allies, press releases) to disseminate my research broadly and quickly in support of public policy reform. I present the stories and the data that I published in the book I co-authored with Nin Solis: Los Otros Dreamers (September 2014) as a qualitative diagnostic of discrimination using first-person testimonies and images. I highlight the multi-authored nature of this work, where the voices of migrant youth and advocates joined together, to speak from the subaltern position codified in US constitutional and immigration law (Kanstroom 2007). In so doing, I argue that the &quot;publication&quot; of twenty-first public scholarship takes place across diffuse, idiosyncratic, multilingual, and multi-platform contexts that are temporally and spatially distinct from traditional forms of publication. This case study of the struggle for access to higher education in Mexico offers significant implications for educators looking to advocate for public policy changes in the US and in Mexico. Post DACA, it also provides a transnational context in order to better understand the struggle for access to higher education and educational mobility by undocumented graduates from high schools across the US. Finally, in the process of reflecting upon the lessons learned via my collaborations with deported and returning youth eager to share their stories publically, this paper explores the resonances of the term &quot;Dreamer&quot; in contexts beyond US borders (Coutin 2007, Brotherton and Barrios 2009, Flores 2009), asking whether this historic expulsion of young people from the United States might be adequately considered a &quot;Dreamer diaspora&quot; with demands for access to higher education and transborder educational mobility at its core? ED601072 Academic Advocacy with &quot;Dreamers&quot; in Mexico: From U.S. American High Schools to Mexican Higher Education AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 21 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

Yes Funding Formulas Institutional Autonomy School Districts Educational Finance Educational Equity (Finance) Resource Allocation Elementary Secondary Education Principals Administrators Teacher Salaries Low Income Students English Language Learners Students with Disabilities Expenditure per Student Professional Autonomy Poverty Institutional Characteristics Administrator Attitudes Reports - Descriptive Maryland (Baltimore) Massachusetts (Boston) Ohio (Cleveland) Colorado (Denver) Indiana (Indianapolis) Wisconsin (Milwaukee) Tennessee (Nashville) Maryland California (San Francisco) Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service English Elementary Secondary Education Over the past 25 years, a small but growing number of school districts have implemented weighted student funding (WSF) systems as a way to increase school-level autonomy and more equitably distribute resources among schools. In these districts, which are predominantly large urban school systems, education leaders have implemented policies that allocate dollars to schools rather than staffing positions, using weights to provide higher levels of funding for certain types of students who need additional support, such as students from low-income households, English learners, and students with disabilities. In addition, these systems are intended to shift more decision-making responsibility over resource allocation and school programming to principals and other school stakeholders. This study identified 27 districts operating WSF systems as of the 2018-19 school year and used survey and case study data to examine how WSF districts have implemented these systems, the types of weights and other adjustments that they use, how they compare with districts that use more traditional resource allocation practices, and funding equity outcomes. [For the full study &quot;Districts' Use of Weighted Student Funding Systems to Increase School Autonomy and Equity: Findings from a National Study. Volume 1 -- Final Report,&quot; see ED600460. For &quot;Districts' Use of Weighted Student Funding Systems to Increase School Autonomy and Equity: Findings from a National Study. Volume 2 -- Technical Appendices,&quot; see ED600464.] ED602217 Results in Brief: Districts&apos; Use of Weighted Student Funding Systems to Increase School Autonomy and Equity--Findings from a National Study Office of Planning, Evaluation and Policy Development, US Department of Education 2019-10-00 2 Office of Planning, Evaluation and Policy Development, US Department of Education. Available from: ED Pubs. Education Publications Center, US Department of Education, NTIS, P.O. Box 22207, Alexandria, VA 22304. Tel: 877-433-7827; Fax: 703-605-6794; e-mail N/A 2020 -1 As Provided APR2020

New

Yes Second Language Instruction Second Language Learning English Language Learners Electronic Learning Educational Technology Elementary Secondary Education Technology Uses in Education Teaching Methods Barriers Access to Computers Technology Integration Instructional Effectiveness Educational Needs Public Schools Faculty Development Reports - Descriptive Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service English Elementary Secondary Education English learners (ELs) are one of the fastest growing student demographics in the United States, and are a diverse group, representing over 400 different language backgrounds. In the 2015--16 school year, there were 4.8 million EL students in grades K--12 in U.S. public schools, accounting for 10 percent of all enrolled students. Also, over past decades, grade K--12 teachers in public schools have gained increased access to computers and digital technology for instruction, and many report using digital learning resources (DLRs) to enhance and differentiate their students' language and content area instruction. This Results in Brief describes findings from a national study of how districts and teachers are using Digital Learning Resources (DLRs) for instructing EL students. In addition, the study developed two toolkits for practitioners, one to inform educators about the range of DLRs that are available and considerations for using DLRs to support their EL students, and one to assist educational technology developers in improving the usefulness of DLRs for instructing EL students. [For the full study &quot;Supporting English Learners through Technology: What Districts and Teachers Say about Digital Learning Resources for English Learners. Volume I: Final Report,&quot; see ED600461. For &quot;Supporting English Learners through Technology: What Districts and Teachers Say about Digital Learning Resources for English Learners. Volume II: Technical Appendices,&quot; see ED600462.] ED602218 Results in Brief: Supporting English Learners through Technology: What Districts and Teachers Say about Digital Learning Resources for English Learners Office of Planning, Evaluation and Policy Development, US Department of Education 2019-05-00 2 Office of Planning, Evaluation and Policy Development, US Department of Education. Available from: ED Pubs. Education Publications Center, US Department of Education, NTIS, P.O. Box 22207, Alexandria, VA 22304. Tel: 877-433-7827; Fax: 703-605-6794; e-mail N/A 2020 -1 As Provided APR2020

New

Yes Charter Schools Public Schools Educational Finance Elementary Secondary Education Private Financial Support Income Food Service Investment Tuition Transportation Extracurricular Activities Community Services Metropolitan Areas Batdorff, Meagan Cheng, Albert Maloney, Larry May, Jay F. Wolf, Patrick J. Reports - Research Arkansas Arizona California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Louisiana Massachusetts Maryland Michigan Minnesota Missouri New Jersey New Mexico New York North Carolina Ohio Oregon Pennsylvania South Carolina Tennessee Texas Utah Wisconsin University of Arkansas, School Choice Demonstration Project (SCDP) English Elementary Secondary Education Public education funding relies on revenues from a variety of sources, from local taxpayers to federal programs targeting students with specific needs. The vast sum of funding collected--in excess of $600 billion annually--often masks which entities fund the education of our nation's youth. Questions of funding adequacy and equity across school sectors, school districts and individual schools are prominent in discussions of how to improve educational outcomes, especially for students from disadvantaged backgrounds. This report is a follow-up to a 2014 report which analyzed the non-public revenue received by public charter schools and traditional public schools (TPS) in the 15 states with both substantial charter school sectors and reliable data regarding the specific sources of non-public revenue. Findings reveal that both TPS and charters receive the lion's share of their revenue from public sources--further evidence that they are merely two different governance structures for public schools. At the same time, both TPS and charters are involved in the private-sector economy by selling meals to their students, reaping profits from their investments of reserve funds and competing for charitable funds. Although some charter school networks and individual schools receive non-public revenue that covers 10-15% of the per-pupil cost of education at their schools, no charter schools are more dependent on private funds than they are on public funds and more than a third of charter schools receive no revenue at all from private philanthropy. The findings of the study reveal that private philanthropy alone cannot be relied upon to close the charter school funding gap in the U.S. Therefore, if children in public charter schools are to receive funding levels that are equitable to their peers in TPS, significant changes will have to be made in the public school funding laws in many states. [To view the 2014 report, &quot;Charter School Funding: Inequity Expands,&quot; see ED581409.] ED599482 Buckets of Water into the Ocean: Non-Public Revenue in Public Charter and Traditional Public Schools School Choice Demonstration Project 2015-06-00 Walton Family Foundation 35 School Choice Demonstration Project. Department of Education Reform, University of Arkansas, 201 Graduate Education Building, Fayetteville, AR 72701. Tel: 479-575-3172; Fax: 479-575-3196; e-mail: edreform@uark.edu; Web site: http://www.uaedreform.org/school-choice-demonstration-project/ N/A 2019 -1 ERIC APR2020

New

Yes Public Schools Elementary Secondary Education State Boards of Education State Departments of Education Institutional Characteristics Expenditures Income Educational Finance Student Characteristics School Personnel Boards of Education Numerical/Quantitative Data Reports - Descriptive Tennessee Tennessee Department of Education English Elementary Secondary Education In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for the scholastic year ending June 30, 2013, provides a numerical record of information describing the condition of education in the state of Tennessee. The report provides the following information: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical &amp; Financial Tables for Public Schools Grades K-12. ED599483 State of Tennessee Annual Statistical Report of the Department of Education for the Scholastic Year Ending June 30, 2013 Tennessee Department of Education 2013-06-30 187 Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail: Education.Comments@state.tn.us; Web site: http://www.tennessee.gov/education/ N/A 2019 -1 ERIC APR2020

New

Yes Persuasive Discourse Educational Philosophy Logical Thinking Mathematics Education Educational Games Cooperative Learning Classroom Communication Teaching Methods Secondary School Students Foreign Countries Cramer, Jenny Christine Speeches/Meeting Papers Reports - Evaluative Germany English Secondary Education Argumentation and proof have been in the focus of attention in mathematics education research for several decades. While it has often been pointed out that it is important to give argumentation a prominent position in the mathematics classroom, it is far from clear how to teach argumentation, particularly to students from non-privileged backgrounds. In this paper, I show how Habermas' theory of communicative action gives a valuable perspective on what makes argumentation likely to occur. The context of a logical game situation in which argumentation happened is analysed to support the following result: the exclusion of force and a cooperative mode of communication are helpful elements in understanding the fostering of argumentation. [For the complete proceedings, see ED597799.] ED599778 Using Habermas to Explain Why Logical Games Foster Argumentation North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Eye Movements Visual Perception Mathematics Education Geometry Expertise Novices College Freshmen High School Students Chumachemko, Dmitry Shvarts, Anna Budanov, Aleksandr Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education High Schools Secondary Education The aim of the research is to investigate the transformation of the perception process through mathematics education, by an example of scanning the Cartesian coordinate system in order to locate a target point. We compared participants with different competence in mathematics. Historically, motion along axes appeared as a specific &quot;theoretical&quot; action that constituted the Cartesian coordinate system. We detected this specificity as a dominance of vertical and horizontal saccades of eye movements in perception processes of all groups of participants. Experts-novices differences dealt with an ability of experts to use additional essential information and to discard unnecessary data. Furthermore, a lot of evidences of shortening of the perception actions from novices to experts are presented. [For the complete proceedings, see ED597799.] ED599779 The Development of the Visual Perception of the Cartesian Coordinate System: An Eye Tracking Study North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Mathematics Curriculum Curriculum Development Instructional Materials Mathematical Concepts Mathematics Instruction Discourse Analysis Language Usage Semantics Concept Mapping Concept Formation Choppin, Jeffrey Yeneayhu, Demeke Borys, Zenon Speeches/Meeting Papers Reports - Research English We use thematic analysis to explore how mathematical concepts are developed in four enactments of the same task. Thematic analysis emerges from Systemic Functional Linguistics and provides a means to explore the development of mathematical ideas in the classroom discourse. Thematic analysis was used to explore how themes related to the comparison of like quantities were developed in a task designed to introduce different types of comparisons and different ways to represent comparisons. The thematic analysis showed similarities across the four teachers' enactments, suggesting an influence from the design of the task. There were also differences that pointed to teachers' different emphasis and their own understanding of the thematic pattern. [For the complete proceedings, see ED597799.] ED599780 Using Thematic Analysis to Study Curriculum Enactments North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Foreign Countries Medical Students Well Being Mental Health Academic Achievement Gender Differences Burnout Age Differences Wimberly, Courtney E. Dissertations/Theses - Doctoral Dissertations Sri Lanka EISSN- English Higher Education Postsecondary Education Objective: Though the role of negative mental health has been investigated, positive mental health in medical students remains an under-investigated topic. This study sought to describe and explore mental well-being in a population of medical students in Sri Lanka, by investigating the range and level of both positive and negative mental health and covariates and by comparing the results with those of US studies. Methods: Students at University of Ruhuna Faculty of Medicine completed paper-based, cross-sectional questionnaires that included demographic items, the Mental Health Continuum-Short Form (MHC-SF), the Kessler 10 Psychological Distress Scale (K10), and the Oldenburg Burnout Inventory (OLBI). Analysis took place in Stata and RStudio. Results: Most students were categorized with moderate positive mental health (64.8%) and severe psychological distress (40.4%). Negative and positive mental health outcomes were moderately associated. None of the demographic factors was a significant predictor of positive mental health nor academic performance, and none of the mental health outcomes predicted academic performance. Females reported significantly higher levels of burnout. Conclusions: Medical students in Sri Lanka may experience different levels of positive and negative mental health by year in school. In the current study, final year students reported significantly higher levels of psychological distress and burnout than first year students. Males and older students were significantly more likely to have poor academic performance. Institutions should monitor medical student well-being and direct resources toward evidence-based activities, allowing students to continue along the upward spiral of well-being and flourish into successful medical practitioners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601635 Mental Well-Being in Students at University of Ruhuna Faculty of Medicine: A Cross-Sectional Study ProQuest LLC M.S. Dissertation, Duke University 2019-00-00 978-1-0855-9294-9 72 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809054 2020 -1 As Provided APR2020

New

No Educational Technology Technology Uses in Education Laptop Computers Access to Computers Teacher Role Planning Lesson Plans Program Effectiveness Barriers Pedagogical Content Knowledge Technological Literacy Amick, Michael A. Dissertations/Theses - Doctoral Dissertations EISSN- English Districts across the country are quickly moving toward a 1:1 student to laptop ratio. Where computer labs or carts were once the norm, many districts are now purchasing all students a laptop to start the year. This movement is occurring at a rapid pace, despite a growing body of research that shows that increased technology does not automatically lead to achievement gains. The teacher plays a vital role in student outcomes, with or without technology. In particular, the manner in which teachers plan lessons is significant to classroom outcomes. This is evident in that the Charlotte Danielson Framework for Teaching (2011), adopted by the majority of states as the rubric for teacher evaluations, recognizes planning as one of the four broad categories essential to effective teaching. Given the explosion of interest in educational technology, as well as the recognition that planning is important to good teaching, the primary goal of this research study was to determine the impact that 1:1 technology has on teacher planning. A secondary purpose of the research was to determine the barriers to improving the quantity and quality of technology lessons planned in a 1:1 environment. The theoretical frameworks used in this study are the Substitution Augmentation Modification Replacement (SAMR) model and the Technological Pedagogical and Content Knowledge (TPACK) framework. The SAMR model was used as a guide to determine whether technology was used in a way that increased the rigor of a planned lesson (Puentedura, 2014). TPACK was used as a framework to understand barriers to planning technology lessons (Koehler &amp; Mishra, 2005). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601636 The Impact of 1:1 Technology Initiatives on Teacher Planning ProQuest LLC Ed.D. Dissertation, Duquesne University 2019-00-00 978-1-3921-9075-3 171 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810311 2020 -1 As Provided APR2020

New

No Bullying Academic Achievement Student School Relationship Peer Relationship Elementary Secondary Education Mathematics Achievement Grade 4 Grade 8 Foreign Countries Student Experience Ferguson, Sharlyn Speeches/Meeting Papers Reports - Research Europe North America Asia Australia New Zealand Trends in International Mathematics and Science Study ISSN- English Elementary Secondary Education Elementary Education Grade 4 Intermediate Grades Grade 8 Junior High Schools Middle Schools Secondary Education The objective of this paper is to investigate differences in the academic achievement of students who report experiencing both bullying and a lack of belonging within their school settings as compared to their peers who report neither of these experiences. This study will expand upon existing research by using a cross-national sample of students from the Trends in International Mathematics and Science Study (TIMSS) 2011 to analyze two peer relational factors as they relate to mathematics achievement: (1) belongingness and (2) bullying. The purpose of the study will be to identify an international trend and examine education systems in which academic achievement increases or decreases with these two factors interacted, with each factor taken separately, and investigate the patterns amongst them. ED601073 The Interaction between Belongingness and Bullying in Relation to the Mathematics Achievement of Fourth and Eighth-Grade Students on the 2011 TIMSS (Trends in International Mathematics and Science Study) AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 17 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No College Students Experiential Learning Service Learning Urban Schools Poverty Consciousness Raising Disadvantaged Program Effectiveness Student Attitudes Community Programs Social Change Stewart, Kristyn Sutherland, Danielle Morris Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education This study uses ethnographic methods to generate an understanding of college students' experiences participating in an immersive service-learning program located in an urban, high poverty neighborhood. While living in the community, students learned from organizers and participated in activities designed to build relationships that enhanced their understanding of systemic social issues. While participants' experiences varied based on motivations, their perception of service learning was redefined and their consciousness was raised in a way that forced them to examine their privilege and role in creating social change. Our research has implications for the types of experiences that help students develop an increased sense of awareness and justice that affects their understanding of their personal and professional selves. ED601074 Immersive Service-Learning and College Students: Changes in Perception, Consciousness, and Ideology AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 31 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Science Instruction Science Process Skills Preservice Teachers Preservice Teacher Education Science Education Pedagogical Content Knowledge Teaching Methods Evidence Methods Courses Scientific Methodology Learning Processes Student Attitudes Elementary School Teachers Arias, Anna Maria Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Elementary Education New reforms envision ambitious science teaching, which requires a set of knowledge and abilities beginning teachers may not have. To support learning to teach, a practice-based approach has been suggested. This study examines the pathways of four preservice teachers' learning of one science teaching practice, &quot;supporting students to construct evidence-based claims&quot;, during a two-year practice-based teacher education program. Analyses uncovered similarities across the teachers' pathways such as growth in science knowledge for teaching. Differences also existed. For example, one preservice teacher struggled to support students to analyze the data, whereas another developed sophisticated ability to do so. These analyses highlight the potential of a practice-based approach and extend understandings of preservice teachers' learning. The findings have implications for teacher educators. ED601075 Supporting Children to Construct Evidence-Based Claims in Science: Individual Learning Trajectories in a Practice-Based Program AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 41 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

Yes Educational Legislation Elementary Secondary Education Federal Legislation Program Implementation Migrant Education Eligibility Migrant Children Information Transfer Student Needs Delivery Systems Reports - Descriptive Elementary and Secondary Education Act Title I Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service English Elementary Secondary Education The children of migratory workers are extremely disadvantaged and are more likely than their nonmigratory peers to live in poverty and experience disconnected educational experiences that can hinder their educational progress and success (Berger 2014; Quandt et al. 2016; U.S. Department of Labor 2017; Wiltz 2016). Congress established the Migrant Education Program (MEP) in 1966 through an amendment to the 1965 &quot;Elementary and Secondary Education Act (ESEA)&quot;. The goal of the program under &quot;ESEA,&quot; as amended by the &quot;Every Student Succeeds Act of 2015 (ESSA),&quot; is to help meet the unique educational needs of migratory children. The &quot;Study of the Implementation of the 'ESEA' Title I, Part C Migrant Education Program&quot; examined how state MEP grantees and local/regional MEP subgrantees implemented the program's four central components--identification and recruitment, records transfer, service delivery, and coordination and collaboration--to help reduce barriers to migratory children's school success. The findings can be used to help describe the program and the children it serves and to inform program planning and support by MEP grantees, subgrantees, and the Department. [For the full report, see ED600466 and for the technical appendices, see ED600467.] ED602219 Results in Brief: Study of the Implementation of the &quot;ESEA&quot; Title I, Part C Migrant Education Program Office of Planning, Evaluation and Policy Development, US Department of Education 2019-08-00 2 Office of Planning, Evaluation and Policy Development, US Department of Education. Available from: ED Pubs. Education Publications Center, US Department of Education, NTIS, P.O. Box 22207, Alexandria, VA 22304. Tel: 877-433-7827; Fax: 703-605-6794; e-mail N/A 2020 -1 As Provided APR2020

New

Yes Welfare Services Poverty Programs Food Federal Programs Child Health Program Effectiveness Costs Children Health Services National Surveys Purchasing Hoynes, Hilary Bronchetti, Erin Christensen, Garret Reports - Research National Health Interview Survey ISSN-1936-9379 University of Kentucky Center for Poverty Research English The food stamp program (SNAP) is one of the most important elements of the social safety net and is the second largest anti-poverty program for children in the U.S. (only the EITC raises more children above poverty). The program varies little across states and over time, which creates challenges for quasi-experimental evaluation. Notably, SNAP benefit levels are fixed across 48 states; but local food prices vary widely, leading to substantial variation in the real value of SNAP benefits. In this study, we leverage time variation in the real value of the SNAP benefit across markets to examine the effects of SNAP on child health. We link panel data on regional food prices and the cost of the Thrifty Food Plan [TFP], as measured by the USDA's Quarterly Food at Home Price Database, to restricted-access geo-located National Health Interview Survey data on samples of SNAP-recipient and SNAP-eligible children. We estimate the relationship between the real value of SNAP benefits (i.e., the ratio of the SNAP maximum benefit to the TFP price faced by a household) and children's health and health care utilization, in a fixed effects framework that controls for a number of individual-level and region characteristics, including non-food prices. Our findings indicate that children in market regions with a lower real value of SNAP benefits utilize significantly less health care, and may utilize emergency room care at increased rates. Lower real SNAP benefits also lead to an increase in school absences but we find no effect on reported health status. ED602220 The Real Value of SNAP Benefits and Health Outcomes. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2017-03 University of Kentucky Center for Poverty Research 2017-00-00 Economic Research Service (USDA) Food and Nutrition Service (USDA) 30 University of Kentucky Center for Poverty Research. 302D Mathews Building, Lexington, KY 40506. Tel: 859-257-7641; Fax: 859-257-6959; e-mail: ukcpr@uky.edu; Web site: http://www.ukcpr.org N/A 2020 -1 As Provided APR2020 58500030066

New

Yes Public Schools Elementary Secondary Education State Boards of Education State Departments of Education Institutional Characteristics Expenditures Income Educational Finance Student Characteristics School Personnel Boards of Education Reports - Descriptive Numerical/Quantitative Data Tennessee Tennessee Department of Education English Elementary Secondary Education In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for the scholastic year ending June 30, 2014, provides a numerical record of information describing the condition of education in the state of Tennessee. The report provides the following information: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical &amp; Financial Tables for Public Schools Grades K-12. ED599484 State of Tennessee Annual Statistical Report of the Department of Education for the Scholastic Year Ending June 30, 2014 Tennessee Department of Education 2014-06-30 194 Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail: Education.Comments@state.tn.us; Web site: http://www.tennessee.gov/education/ N/A 2019 -1 ERIC APR2020

New

Yes Public Schools Elementary Secondary Education State Boards of Education State Departments of Education Institutional Characteristics Expenditures Income Educational Finance Student Characteristics School Personnel Boards of Education Reports - Descriptive Numerical/Quantitative Data Tennessee Tennessee Department of Education English Elementary Secondary Education In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for the scholastic year ending June 30, 2015, provides a numerical record of information describing the condition of education in the state of Tennessee. The report provides the following information: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical &amp; Financial Tables for Public Schools Grades K-12. ED599485 State of Tennessee Annual Statistical Report of the Department of Education for the Scholastic Year Ending June 30, 2015 Tennessee Department of Education 2015-06-30 222 Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail: Education.Comments@state.tn.us; Web site: http://www.tennessee.gov/education/ N/A 2019 -1 ERIC APR2020

New

Yes Public Schools Elementary Secondary Education State Boards of Education State Departments of Education Institutional Characteristics Expenditures Income Educational Finance Student Characteristics School Personnel Boards of Education Reports - Descriptive Numerical/Quantitative Data Tennessee Tennessee Department of Education English Elementary Secondary Education In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for the scholastic year ending June 30, 2016, provides a numerical record of information describing the condition of education in the state of Tennessee. The report provides the following information: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical &amp; Financial Tables for Public Schools Grades K-12. ED599486 State of Tennessee Annual Statistical Report of the Department of Education for the Scholastic Year Ending June 30, 2016 Tennessee Department of Education 2016-06-30 205 Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail: Education.Comments@state.tn.us; Web site: http://www.tennessee.gov/education/ N/A 2019 -1 ERIC APR2020

New

Yes Word Problems (Mathematics) Logical Thinking Mathematical Logic Elementary School Students Grade 3 Grade 4 Grade 5 Grade 6 Mathematical Concepts Greek Age Differences Foreign Countries Addition Degrande, Tine Verschaffel, Lieven Van Dooren, Wim Speeches/Meeting Papers Reports - Research Belgium English Elementary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Both additive and proportional reasoning are types of quantitative analogical (QA) reasoning. We investigated the development and nature of primary school children's QA reasoning by offering two missing-value word problems to 3rd to 6th graders. In one problem, ratios between given numbers were integer, in the other ratios were non-integer. These word problems were written in the Greek alphabet, and thus totally incomprehensible to the children. QA answers considerably increased with age. Younger children more frequently chose additive relations, whereas older children chose more proportional relations. The nature of the ratios between the given numbers also affected the answers, particularly in 5th grade. [For the complete proceedings, see ED597799.] ED599781 &quot;That Sounds Greek to Me!&quot; Primary Children&apos;s Additive and Proportional Responses to Unreadable Word Problems North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Teacher Attitudes Transfer of Training Beliefs Urban Schools Mathematics Teachers Mathematical Concepts Student Attitudes Problem Solving Novelty (Stimulus Dimension) Self Concept Learning Diamond, Jaime Marie Speeches/Meeting Papers Reports - Research California English Researchers in psychology and mathematics education have been conducting systematic investigations of students' generalization (or transfer) of learning since the beginning of the 20th century. However, we do not know how teachers, the people typically associated with student learning, think about this phenomenon. This study, thus, identified teachers' beliefs about students' generalization of learning. Five categories of teacher beliefs were identified, highlighting the importance of bringing teachers into the ongoing transfer conversation as the categories identified both extend current conceptualizations of transfer into the domain of mathematics education and identify new beliefs regarding students' transfer of learning. [For the complete proceedings, see ED597799.] ED599782 Teachers&apos; Beliefs about Students&apos; Generalization of Learning North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Discourse Analysis Classroom Communication Mathematics Instruction Faculty Development Teacher Attitudes Teaching Methods Middle School Teachers Mathematics Teachers Cavanna, Jillian M. Reports - Research Speeches/Meeting Papers English Secondary Education Junior High Schools Middle Schools Professional development that furthers teachers' understanding of mathematics classroom discourse offers possibilities to improve students' learning of mathematics. It is not clear, however, how teachers relate such professional development experiences to their own classroom practice. In this paper, I discuss the features of mathematics classroom discourse that were most salient for teachers in relation to their classroom practice as they engaged in professional development focused on secondary mathematics classroom discourse. [For the complete proceedings, see ED597799.] ED599783 Shaping Mathematics Classroom Discourse: Relating Professional Development and Classroom Practice North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Quality of Life Small Colleges Community Colleges College Role Rural Population Rural Schools School Community Relationship Accountability Access to Education Community Development Reed, Jared William Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Two Year Colleges Community colleges play a fundamental role in higher education. They are open-access institutions, providing higher education services to individuals from a variety of backgrounds. Community colleges also provide important workforce development and training opportunities to help develop the local economy. Today, states and the federal government are increasing efforts to increase accountability in higher education. As community colleges face the challenge of responding to accountability measures, it is important for institutions to begin reexamining their role within the community. This dissertation research explored the phenomenon of quality of life and the role of a small, rural community college in contributing to quality of life using the Community Capitals Framework and Sense of Community Theory as a theoretical framework. Qualitative data collection occurred using focus group interviews at multiple sites. This study contributes to the literature on higher education and community development by further developing an understanding of rural communities and community colleges by exploring the impact of the small, rural community college in contributing to quality of life in a rural community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601637 Quality of Life in a Rural Community: Perceptions of the Role and Contributions of the Small, Rural Community College ProQuest LLC Ph.D. Dissertation, Iowa State University 2019-00-00 978-1-3922-6613-7 152 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808973 2020 -1 As Provided APR2020

New

No Preschool Teachers Elementary School Teachers Middle School Teachers Teacher Attitudes Social Development Emotional Development Self Management Poverty Curriculum Design Curriculum Implementation Quraishi, Shea O'Rourke Dissertations/Theses - Doctoral Dissertations EISSN- English Early Childhood Education Preschool Education Elementary Education Junior High Schools Middle Schools Secondary Education The K-12 education system in the United States is rife with debate about what content should be taught and about how students' achievement with that content should be measured. While much of the public discourse focuses on traditional academic areas such as literacy and math, increasingly, educators are understanding that social and emotional learning (SEL) is a critical element of students' school experiences and of their preparedness for life after graduation. Also called non-cognitive skills, SEL typically includes explicit, systematic instruction on the management of emotions, relationships, and decision-making, as well as teaching techniques that are integrated throughout all instruction. An increasing number of schools and districts are experimenting with SEL programming. This qualitative study used a case study approach to investigate an often-overlooked aspect of successful SEL programming: the teachers who are tasked with implementing it. Specifically, the study considered the sense-making of teachers at one high-poverty, pre-kindergarten through eighth grade school regarding one particular SEL program, Community Building Sessions™. Insights from this study serve to inform future research and decisions regarding SEL programming design and implementation at Frameworks of Tampa Bay, Inc., a nonprofit organization that supports teachers and administrators in implementing SEL curricula in pre-kindergarten through grade 12. More broadly, this study's findings contribute to the collective understanding about how teachers view and think about SEL. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601638 Teachers&apos; Individual and Collective Sense-Making of a Social and Emotional Learning Program ProQuest LLC Ed.D. Dissertation, The Florida State University 2019-00-00 978-1-0855-6616-2 197 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808604 2020 -1 As Provided APR2020

New

Yes School Psychologists Role Beginning Teachers Intervention Teacher Effectiveness Facilitators (Individuals) Urban Schools Poverty Program Effectiveness Barriers Communities of Practice Elementary Schools Shernoff, Elisa S. Frazier, Stacy L. Maríñez-Lora, Ané M. Lakind, Davielle Atkins, Marc S. Jakobsons, Lara Hamre, Bridget K. Bhaumik, Dulal K. Parker-Katz, Michelle Neal, Jennifer Watling Smylie, Mark A. Patel, Darshan A. Journal Articles Reports - Research ISSN-0279-6015 English Elementary Education School psychologists have training and expertise in consultation and evidence-based interventions that positions them well to support early career teachers (ECTs). The current study involved iterative development and pilot testing of an intervention to help ECTs become more effective in classroom management and engaging learners, and more connected to colleagues. The intervention included group seminars, professional learning communities, and coaching. The sample included N = 15 ECTs and N = 57 school personnel in three high-poverty, urban schools. Feasibility and initial promise of the intervention was examined using a mixed method design, which yielded promising trends in ECTs effectiveness and connectedness. ECTs described facilitators to effectiveness and connectedness associated with the intervention and barriers associated with the structural realities of schools and gaps in their training. ECTs described effectiveness as neither static nor global, and perceived meaningful progress, leveraging individual relationships and group formats to receive instrumental and emotional support. [This article was published in &quot;School Psychology Review&quot; (EJ1141224).] ED601076 Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed Method Study Grantee Submission School Psychology Review v45 n2 p226-249 2016 2016-00-00 Institute of Education Sciences (ED) 24 T 2019 -1 As Provided APR2020 Yes R305A090085

New

No Social Networks Decision Making Capstone Experiences Undergraduate Students Engineering Education Engineering Design Teamwork Classification Network Analysis Student Leadership Student Attitudes Novoselich, Brian Knight, David Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Background: Multiple national-level reports have indicated the need for engineers to take more prominent leadership roles to better-inform complex policy decisions. Engineering faculty are tasked to develop a basic level of leadership knowledge within undergraduate engineering students that can then be applied increasingly throughout their careers. Recent engineering leadership literature, however suggests that an adequate model of how engineers lead does not exist and that engineers find the traditional, vertical conceptualizations incompatible with the collaborative nature of engineering practice. Several studies indicate that a shared leadership model may be more appropriate than the historically vertical leadership conceptualization for knowledge work similar to that found in student design teams. Purpose/Hypothesis: This study examines the extent to which the Full Range of Leadership is shared within undergraduate, senior-level engineering capstone design teams and classifies teams based on their level of leadership sharedness. Design/Methods: This quantitative study examines round-robin (360-degree) student leadership ratings gathered from mechanical engineering capstone design team students using a 14-item subset of the Multifactor Leadership Questionnaire. Shared leadership is measured using social network analysis and operationalized as a combination of network decentralization and density across three forms of leadership related to the Full Range of Leadership model. Cluster analyses of decentralization and density measures groups the design teams into a shared leadership classification system. Results: Results suggest that leadership, on average, is more shared than centralized within capstone design teams. The amount of leadership varies across the three forms examined, in alignment with previous studies of the Full Range of Leadership model for student teams in other contexts. Classification results show that measures of shared leadership create dichotomous groupings of teams, facilitating a quadrant classification of shared leadership. Conclusions: This study corroborates previous engineering teamwork research that encourages the conceptualization of leadership as shared within engineering student design teams. To allow students to relate their design work experiences to concepts of leadership, shared leadership models may be more consistent than historical, vertical models. The results develop a taxonomy of how engineers lead within their design teams accounting for forms of leadership and levels of leadership sharing. ED601077 Shared Leadership in Engineering Teams: A Social Network Analysis of Mechanical Engineering Capstone Design Teams AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 32 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

Yes Community Colleges Outcomes of Education Associate Degrees Education Work Relationship Educational Certificates Gender Differences Two Year College Students College Graduates Income Age Differences Jepsen, Christopher Troske, Kenneth Coomes, Paul Reports - Research Kentucky ISSN-1936-9379 University of Kentucky Center for Poverty Research English Higher Education Postsecondary Education Two Year Colleges This paper provides the first detailed empirical evidence of the labor-market returns to community college diplomas and certificates. Using detailed administrative data from Kentucky, we estimate panel-data models that control for differences among students in pre-college earnings and educational aspirations. Associate's degrees and diplomas have quarterly earnings returns of nearly $2,000 for women, compared to returns of approximately $1,500 for men. Certificates have small positive returns for men and women in most specifications. There is substantial heterogeneity in returns across fields of study. Degrees, diplomas, and certificates all correspond with higher levels of employment. ED602221 The Labor-Market Returns to Community College Degrees, Diplomas, and Certificates. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2010-08 University of Kentucky Center for Poverty Research 2010-00-00 Office of the Assistant Secretary for Planning and Evaluation (DHHS) 55 University of Kentucky Center for Poverty Research. 302D Mathews Building, Lexington, KY 40506. Tel: 859-257-7641; Fax: 859-257-6959; e-mail: ukcpr@uky.edu; Web site: http://www.ukcpr.org N/A 2020 -1 As Provided APR2020 3U01PE00000206S1

New

Yes Food Security (Psychology) Federal Programs Nutrition Welfare Services Poverty Programs Parents Well Being Children Adolescents Participation Program Effectiveness Knowledge Level Young Adults Risk Wolfson, Julia Insolera, Noura Cohen, Alicia Reports - Research ISSN-1936-9379 University of Kentucky Center for Poverty Research English In this report we present results from our study of the effect of SNAP [Supplemental Nutrition Assistance Program] and WIC [Special Supplemental Nutrition Program for Women, Infants and Children] participation during childhood on food insecurity risk in young adulthood. We also examined the effect of parental nutritional knowledge and childhood food involvement on food insecurity in young adulthood. We used data from the Panel Study of Income Dynamics Original Childhood Development Supplement. Our balanced panel (n=1,305) was comprised of individuals who were 0-12 years old in 1997, had data on SNAP and income from their year of birth through 2015, food insecurity data in 2015/2017, and had moved out of their parents' home and started their own household prior to 2015. We estimated logistic models using sample, cluster and strata weights to generate nationally representative results. We find a small, but non-statistically significant effect of SNAP and WIC participation during childhood on odds of being food insecure during young adulthood. When examining change in food security from 1999-2015, we find that participation in SNAP during ages 0-5 years (OR 2.36, 95% CI: 0.99, 5.61), and during ages 12-18 years (OR 2.68, 95% CI: 1.09, 6.57) is associated with a higher odds of being more secure in 2015 than in 1999 compared to low income children who were eligible for, but did not participate in SNAP. Participation in both SNAP and WIC during ages 0-5 predicts higher odds (OR: 4.47, 95% CI: 2.04, 9.78) of being more secure in young adulthood than in childhood compared to low income children who were eligible for, but did not participate in SNAP or WIC. Finally, we saw a statistically significant protective effect of high parental nutritional knowledge (in 1999) and child time spent preparing food (during ages 5-12) on food insecurity risk in 2015-2017. SNAP and WIC, as well as parental nutritional knowledge and childhood food involvement appear to have some protective effect on food insecurity in young adulthood. Future research should further investigate the effects of nutrition education, nutrition assistance program participation, and involvement in food preparation on food insecurity over the short- and long-term. ED602222 The Influence of Nutrition Assistance Program Participation, Parental Nutritional Knowledge, and Family Foodways on Food Security and Child Well-Being. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2019-02 University of Kentucky Center for Poverty Research 2019-05-00 Economic Research Service (USDA) 29 University of Kentucky Center for Poverty Research. 302D Mathews Building, Lexington, KY 40506. Tel: 859-257-7641; Fax: 859-257-6959; e-mail: ukcpr@uky.edu; Web site: http://www.ukcpr.org N/A 2020 -1 As Provided APR2020 58400060059R

New

Yes Public Schools Elementary Secondary Education State Boards of Education State Departments of Education Institutional Characteristics Expenditures Income Educational Finance Student Characteristics School Personnel Boards of Education Reports - Descriptive Numerical/Quantitative Data Tennessee Tennessee Department of Education English Elementary Secondary Education In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for the scholastic year ending June 30, 2017, provides a numerical record of information describing the condition of education in the state of Tennessee. The report provides the following information: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical &amp; Financial Tables for Public Schools Grades K-12. ED599487 State of Tennessee Annual Statistical Report of the Department of Education for the Scholastic Year Ending June 30, 2017 Tennessee Department of Education 2017-06-30 211 Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail: Education.Comments@state.tn.us; Web site: http://www.tennessee.gov/education/ N/A 2019 -1 ERIC APR2020

New

Yes Public Schools Elementary Secondary Education State Boards of Education State Departments of Education Institutional Characteristics Expenditures Income Educational Finance Student Characteristics School Personnel Boards of Education Reports - Descriptive Numerical/Quantitative Data Tennessee Tennessee Department of Education English Elementary Secondary Education In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for the scholastic year ending June 30, 2018, provides a numerical record of information describing the condition of education in the state of Tennessee. The report provides the following information: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical &amp; Financial Tables for Public Schools Grades K-12. ED599488 State of Tennessee Annual Statistical Report of the Department of Education for the Scholastic Year Ending June 30, 2018 Tennessee Department of Education 2018-06-30 216 Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail: Education.Comments@state.tn.us; Web site: http://www.tennessee.gov/education/ N/A 2019 -1 ERIC APR2020

New

Yes Principals Professional Development Instructional Leadership Leadership Qualities Program Effectiveness Feedback (Response) Academic Achievement Teacher Competencies Educational Environment Persistence Labor Turnover Teacher Recruitment Teacher Persistence Faculty Development Leadership Responsibility Elementary Schools Achievement Gains Human Capital Teacher Attitudes Observation Language Arts Mathematics Achievement Herrmann, Mariesa Clark, Melissa James-Burdumy, Susanne Tuttle, Christina Kautz, Tim Knechtel, Virginia Dotter, Dallas Wulsin, Claire Smither Deke, John Reports - Research National Center for Education Evaluation and Regional Assistance (ED) English Elementary Education Helping principals improve their leadership practices is a common use of federal funds and one way to improve instruction and student achievement. This study sought to better understand the effectiveness of an intensive principal professional development program focused primarily on helping principals conduct structured observations of teachers' classroom instruction and provide targeted feedback based on those observations. The report found that the program did not change principal practices as intended or improve students' achievement. However, improvements in some of the targeted principal practices were positively associated with improved student achievement. Attention on how to change these practices might be a potential avenue for improving the program. [For the one page highlights to this study, &quot;The Effects of a Principal Professional Development Program Focused on Instructional Leadership. Study Highlights. NCEE 2020-0002,&quot; see ED599490. For the appendices to this study, &quot;The Effects of a Principal Professional Development Program Focused on Instructional Leadership: Appendices. NCEE 2020-0002,&quot; see ED599491.] ED599489 The Effects of a Principal Professional Development Program Focused on Instructional Leadership. NCEE 2020-0002 National Center for Education Evaluation and Regional Assistance 2019-10-00 20 National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/ T 2019 -1 As Provided APR2020 Yes EDIES14C0028 https://ies.ed.gov/ncee/pubs/20200002/

New

Yes Mathematics Teachers Observation Lesson Plans Fractions Student Evaluation Mathematics Instruction Elementary School Teachers Foreign Countries Teaching Methods Elementary School Mathematics Vignettes Mathematical Concepts Choy, Ban Heng Speeches/Meeting Papers Reports - Research Singapore English Elementary Education This study uses lesson study to investigate what mathematics teachers notice about students' mathematical reasoning during the planning of a lesson on fractions. Most research examines teaching noticing during or after a lesson, and focuses on the specificity of what teachers notice as a characteristic of noticing expertise. In this paper I propose a new notion of productive noticing, and apply it to analyse two vignettes of teachers' mathematical noticing during lesson preparation. Findings suggest that teachers' noticing is most productive when it goes beyond the specificity of what teachers notice to include justification based on what they have noticed about students' thinking. The study also demonstrates the usefulness of this construct in analysing what mathematics teachers notice when planning lessons. [For the complete proceedings, see ED597799.] ED599784 Teachers&apos; Productive Mathematical Noticing during Lesson Preparation North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Foreign Countries Vendors Employees Bus Transportation Mathematics Activities Heuristics Problem Solving Chahine, Iman C. Naresh, Nirmala Speeches/Meeting Papers Reports - Research Lebanon India English Studies on cognition have capitalized on the role of contexts and experience in shaping our cognitive competence. In the past few decades, the mathematical education research field has begun to pay increased attention to the mathematics practices of both adults and children that take place in non-academic settings. As a result, theoretical fields such as ethnomathematics, situated cognition, and workplace mathematics have gained prominence. In this paper, we use Vergnaud's theory of conceptual fields to highlight the workplace mathematical activities of two groups of practitioners-Street vendors in Lebanon, and Bus conductors in India. [For the complete proceedings, see ED597799.] ED599785 Cognition in the Workplace: Analyses of Heuristics in Action North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Community Colleges Two Year College Students College Mathematics Mathematical Concepts Graphs Learning Strategies Knowledge Level Misconceptions Comprehension Difficulty Level Cho, Peter Moore-Russo, Deborah Reports - Research Speeches/Meeting Papers English Higher Education Postsecondary Education Two Year Colleges To understand the mathematical concept of function, students must understand certain subconcepts, such as domain and range. Many researchers have studied students' understanding of functions, but no study has focused on how students come to understand the domain and range for the graphs of functions. In this study, we identified four common strategies, two transitional conceptions, and two representational challenges evidenced by students. In general, determining the range was more difficult than determining the domain for the students. [For the complete proceedings, see ED597799.] ED599786 How Students Come to Understand the Domain and Range for the Graphs of Functions North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Social Justice College Housing Student Personnel Workers Resident Advisers Communities of Practice Workshops Peer Teaching Program Design Professional Development Competence Inclusion Prince, Krista L. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education In this dissertation, I explored how residence life professionals are teaching social justice. Using critically informed qualitative methods, I conducted semi-structured interviews with 10 student affairs professionals who are responsible for ongoing social justice-oriented initiatives in residence life. I also analyzed documents associated with these initiatives. Initiatives included living and learning communities, resident advisor courses, workshops for residents, and peer education programs. I found that personal experiences, professional preparation and development, and academic resources informed the design of these initiatives; while institutional factors, stakeholders, and human resources influenced design. The seven key behaviors for delivering these initiatives were largely consistent with critical pedagogy, even as participants did not systematically draw upon this theory, or specific other theories. While there is much to praise about the work being done, there is a need to enhance training for professional staff facilitators, incorporate assessment of the impact these initiatives are having, and reconceive the competency and value of inclusion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601639 An Exploratory Study of Social Justice Education in Residence Life ProQuest LLC Ph.D. Dissertation, The University of North Carolina at Greensboro 2019-00-00 978-1-0855-5786-3 228 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808801 2020 -1 As Provided APR2020

New

No Adult Students College Transfer Students Community Colleges Universities Coordinators Administrator Attitudes Craig, Bethany M. Dissertations/Theses - Doctoral Dissertations Illinois EISSN- English Adult Education Higher Education Postsecondary Education Two Year Colleges Despite the research that exists about transfer students, there is limited literature on the services that colleges and universities provide to adult students who transfer from community college to university. The number of adult students who participate in postsecondary education continues to grow. The purpose for this mixed method exploratory study was to gather data through both telephone conversations and a survey of transfer coordinators at Illinois institutions of higher education, including community colleges, public four-year institutions, and private, nonprofit four-year institutions. The study sought to understand what transfer coordinators perceive their colleges and universities are doing to help adult students transfer from community colleges to universities, what transfer coordinators perceive their colleges should be doing to help adult students transfer, and is there a gap between what coordinators perceive that their colleges are doing to help adult students transfer from community colleges to universities and what they perceive that their colleges should be doing. Important implications for practice emerged from the findings: (a) college and universities should provide resources and support for faculty to help them understand how teaching adult students differs from teaching traditional students; (b) colleges and universities should focus on providing course offerings at convenient times and places as well as bachelor's degree completion programs for place-bound community college graduates; (c) institutions should work with other colleges and universities around the state to collaborate and improve services for adult students; (d) colleges and universities may want to consider ways to make adult students feel connected and as welcome as traditional students; (e) institutions may want to consider providing support services offered at convenient times for adult students. In addition to these recommendations, the study also suggests areas for further research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601640 Navigating for the Adult Student: Ways to Help Adult Students Transfer Successfully from Community Colleges to Universities ProQuest LLC Ph.D. Dissertation, Illinois State University 2019-00-00 978-1-0883-2637-4 169 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809322 2020 -1 As Provided APR2020

New

No Deafness Hearing Impairments Assistive Technology Nonverbal Communication Screening Tests Clinical Diagnosis Developmental Stages Severity (of Disability) Individualized Education Programs Academic Accommodations (Disabilities) Teacher Role Sign Language Advocacy Deaf Interpreting Parent Role Language Acquisition Disabilities Equal Education Federal Legislation Educational Legislation Reading Interpersonal Competence Emergency Programs Dennison, Kim, Comp. Guides - Non-Classroom Ohio Individuals with Disabilities Education Act Ohio Coalition for the Education of Children with Disabilities English Once their child has been diagnosed as deaf or hearing impaired, parents may not know what to do. This booklet will help answer some of the questions these parents might have. A resource section has been included for parents and professionals on pages 43-44, for future reference. One of the most important things to remember is that, once a child has been diagnosed, it is extremely important to have the child evaluated in order to determine the proper amplification that he or she will need and to get services in place so that the child can start using the hearing that they may have. This is extremely important for language development to take place. A couple of facts to remember…..facial expressions and body language provide important clues in communication. Only 30 to 50 percent of spoken English is distinguishable on the lips, even for avid lip readers. A person who has deafness or hearing impairment may seem to be acting dramatically at times. It is a way of expressing themselves when they are happy, sad, excited, etc. As easy as it will be for others to be able to &quot;see&quot; their emotions, it will be twice as easy for them to &quot;see&quot; or &quot;read&quot; other people's emotions. People who have deafness or hearing impairment pick up on visual cues very easily. Remember, it might not be &quot;what&quot; is said, but &quot;how&quot; it is said, and with what kind of body language and facial expressions. Be careful so that the person with deafness or hearing impairment does not misinterpret information. [This guide was originally published in 2015 (ED585164).] ED601078 A Guide for Parents and Educators of Deaf or Hearing Impaired Children. Revised Ohio Coalition for the Education of Children with Disabilities 2019-05-00 Office of Special Education and Rehabilitation Services (OSERS) (ED) Ohio Department of Education, Office for Exceptional Children Ohio Department of Education, Office for Early Learning and School Readiness Parents Teachers 48 Ohio Coalition for the Education of Children with Disabilities. 165 West Center Street Suite 302, Marion, OH 43302. Tel: 800-374-2806; Fax: 740-383-6421; e-mail: ocecd@gte.net; Web site: http://www.ocecd.org N/A https://www.ocecd.org/Downloads/A%20Guide%20for%20Parents%20Educ%20Deaf%20or%20HI%20Book%20Rev%2012%202015.pdf 2019 -1 ERIC APR2020

New

No Teaching Conditions Teacher Persistence School Effectiveness Urban Schools Elementary School Teachers Secondary School Teachers Institutional Characteristics Leadership Principals Teacher Administrator Relationship Forsyth, Patrick B. Ford, Timothy G. Lepine, John A. Olsen, Jentre James Dollarhide, Ellen Ansley Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education Secondary Education Elementary Secondary Education Purpose: In this paper, we explore the effects of leader-malleable school conditions on the stability of a building-level teacher corps. We conceptualize &quot;teacher corps stability&quot; as a school-level continuity of faculty along with a set of hospitable, antecedent conditions associated with enduring work group collaboration which have consequences for school effectiveness. Based upon this definition, we identify a set of leader-malleable school conditions, both instrumental (structural/leadership oriented) and expressive (composed of affective climate indicators associated with teacher commitment to school success) likely related to year-to-year stability of a school's faculty. Design/Methodology/Approach: Using a structural equation modeling (SEM) approach, we tested our hypothesized model of teacher corps stability on data from a large, urban district with over 2,500 teachers in 74 schools in the southwestern United States. We employed Confirmatory Factor Analysis (CFA) for specification of the instrumental and expressive latent variables, these were then re-specified as observed variables in an SEM path analysis of teacher corps stability while controlling for important school characteristics. Findings: Our path model of teacher corps stability explained 37% of the variance in teacher corps stability from the 2013-2014 to 2014-2015 academic year. Our findings reveal an average retention of 2.5 more teachers per school for each standard deviation increase in the expressive antecedents of teachers. Originality/Value: In contrast to policy solutions to teacher turnover--which are largely out of the hands of local education agencies--a leader's attention to specific malleable organizational structures and climate conditions within their school can measurably affect teacher corps stability a vital resource for school improvement. ED601079 Modeling Malleable Antecedents of Teacher Corps Stability AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 30 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

Yes Children Adolescents Food Security (Psychology) Young Adults Early Experience Sexuality Crime Heflin, Colleen Kukla-Acevedo, Sharon Reports - Research ISSN-1936-9379 University of Kentucky Center for Poverty Research English Exposure to stressful life experiences during childhood, such as food insecurity, can have negative consequences for attainment later in life. The developmental timing of stressful events and how they influence outcomes over the life course is a critical area of research. Indeed, a more comprehensive understanding of the latter life consequences of childhood food insecurity could guide policy-makers in designing more effective social policies to reduce the severity of the poor life outcomes. This project uses data from the Panel Study of Income Dynamics to estimate the young adult impacts (as late as age 25) of food insecurity experienced in discrete childhood stages -- middle childhood (ages 5-10), early adolescence (ages 11-14), and middle adolescence (ages 15-18). It aims to identify which childhood stage-specific effects of food insecurity are most important to five young adult outcomes in two main areas -- risky sexual behaviors and criminal justice involvement. Results provide consistent evidence that the mean food security scores in middle childhood are associated with the criminal justice involvement outcome. The results are less consistent with the sexual risk taking outcomes. Middle childhood food insecurity is associated with the number of sexual partners in young adulthood, while early adolescent food insecurity is associated with the number of children in young adulthood. Results indicate that male respondents appear to be more sensitive to food insecurity than females. ED602223 Childhood and Adolescent Food Security and Young Adult Outcomes. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2019-05 University of Kentucky Center for Poverty Research 2019-05-00 Economic Research Service (USDA) 34 University of Kentucky Center for Poverty Research. 302D Mathews Building, Lexington, KY 40506. Tel: 859-257-7641; Fax: 859-257-6959; e-mail: ukcpr@uky.edu; Web site: http://www.ukcpr.org N/A 2020 -1 As Provided APR2020 58500030066

New

Yes Welfare Services Poverty Programs Food Federal Programs Program Effectiveness Employment Eligibility Adults Participation Harris, Timothy F. Reports - Research ISSN-1936-9379 University of Kentucky Center for Poverty Research English The American Recovery and Reinvestment Act waived work requirements nationally in 2010 and broadened waiver eligibility in subsequent years for Able-Bodied Adults without Dependents (ABAWDs) receiving Supplemental Nutrition Assistance Program (SNAP) benefits. From 2011 to 2017, many states voluntarily imposed work requirements, while other areas became ineligible for waivers because of improved economic conditions. Using data from the American Community Survey from 2010 to 2017, I analyze the influence of work requirements on employment and SNAP participation for ABAWDs. I find that work requirements increased employment for ABAWDs and also significantly decreased SNAP participation. ED602224 Do SNAP Work Requirements Work? University of Kentucky Center for Poverty Research Discussion Paper Series, DP2019-08 University of Kentucky Center for Poverty Research 2019-07-00 W.E. Upjohn Institute for Employment Research 52 University of Kentucky Center for Poverty Research. 302D Mathews Building, Lexington, KY 40506. Tel: 859-257-7641; Fax: 859-257-6959; e-mail: ukcpr@uky.edu; Web site: http://www.ukcpr.org N/A 2020 -1 As Provided APR2020

New

Yes Food Security (Psychology) Access to Education Children Adults Longitudinal Studies Educationally Disadvantaged Postsecondary Education Economically Disadvantaged Educational Attainment Hamersma, Sarah Kim, Matthew Reports - Research ISSN-1936-9379 University of Kentucky Center for Poverty Research English Postsecondary Education Education is considered one of the great equalizers of economic opportunity. However, pre-existing differences in educational access may generate differences in educational investment, which may perpetuate the economic inequalities that education is supposed to mitigate. In this paper, we examine the role of reduced educational investment as a mechanism for the intergenerational transmission of food insecurity. Specifically, we examine how food insecurity during childhood may reduce educational investments, which, in turn, may increase food insecurity during adulthood. Identifying the mechanism(s) for the intergenerational transmission of food insecurity is essential for designing effective policies to address food insecurity and improve national nutrition and health. Furthermore, understanding the extent to which improvements in food security create positive spillovers in future educational attainment and food security will provide a clearer assessment of the value of programs designed to improve food security. We use longitudinal data from the Panel Study of Income Dynamics to examine education as a potential mechanism (mediator) in the intergenerational transmission of food insecurity. We follow a sample of children almost two decades as they transition from childhood to adulthood. We use an estimator developed by Flores and Flores-Lagunes (2009) to estimate the share of the intergenerational transmission of food insecurity that can be attributed to compromised educational investments. In our preliminary analysis, we find only a small amount of evidence for reduced educational investment as a mechanism for the intergenerational transmission of food insecurity. However, the estimates vary widely across specifications such that large effects are not ruled out. ED602225 Does Early Food Insecurity Impede the Educational Access Needed to Become Food Secure. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2019-04 University of Kentucky Center for Poverty Research 2019-05-00 Economic Research Service (USDA) 28 University of Kentucky Center for Poverty Research. 302D Mathews Building, Lexington, KY 40506. Tel: 859-257-7641; Fax: 859-257-6959; e-mail: ukcpr@uky.edu; Web site: http://www.ukcpr.org N/A 2020 -1 As Provided APR2020 58400060059R

New

Yes Principals Professional Development Instructional Leadership Program Effectiveness Feedback (Response) Academic Achievement Teacher Competencies Leadership Responsibility Elementary Schools Achievement Gains Teacher Attitudes Observation Language Arts Mathematics Achievement Reports - Descriptive National Center for Education Evaluation and Regional Assistance (ED) English Elementary Education Helping principals improve their leadership practices is a common use of federal funds and one way to improve instruction and student achievement. The study highlighted in this one page report sought to better understand the effectiveness of an intensive principal professional development program focused primarily on helping principals conduct structured observations of teachers' classroom instruction and provide targeted feedback based on those observations. One hundred elementary schools participated in the study, with half randomly assigned to receive the program. The study compared student achievement and teachers' perceptions of principals' practices in schools that received the professional development program with those that did not. The results provide evidence about the program's effectiveness and which principal practices are associated with student achievement. [For the full study, &quot;The Effects of a Principal Professional Development Program Focused on Instructional Leadership. NCEE 2020-0002,&quot; see ED599489. For the appendices to the study, &quot;The Effects of a Principal Professional Development Program Focused on Instructional Leadership: Appendices. NCEE 2020-0002,&quot; see ED599491.] ED599490 The Effects of a Principal Professional Development Program Focused on Instructional Leadership. Study Highlights. NCEE 2020-0002 National Center for Education Evaluation and Regional Assistance 2019-10-00 1 National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/ T 2019 -1 ERIC APR2020 Yes https://ies.ed.gov/ncee/pubs/20200002/

New

Yes Professional Development Principals Elementary Schools Program Effectiveness Academic Achievement Leadership Qualities School Districts Public Schools Educational Environment Time Management Persistence Teacher Persistence Observation Leadership Styles Human Capital Coaching (Performance) Administrator Attitudes Language Arts Mathematics Achievement Instructional Leadership Herrmann, Mariesa Clark, Melissa James-Burdumy, Susanne Tuttle, Christina Kautz, Tim Knechtel, Virginia Dotter, Dallas Wulsin, Claire Smither Deke, John Reports - Descriptive Numerical/Quantitative Data National Center for Education Evaluation and Regional Assistance (ED) English Elementary Education The four appendices in this report accompany the full report &quot;The Effects of a Principal Professional Development Program Focused on Instructional Leadership. NCEE 2020-0002,&quot; (ED599489). They include: (1) The Study's Principal Professional Development Program; (2) Study Design, Data Collection, and Analytic Methods; (3) Supplemental Tables; and (4) Interpreting Study Findings: Alternatives to P-Values and Statistical Significance. [For the study highlights to this report, &quot;The Effects of a Principal Professional Development Program Focused on Instructional Leadership. Study Highlights. NCEE 2020-0002,&quot; see ED599490.] ED599491 The Effects of a Principal Professional Development Program Focused on Instructional Leadership: Appendices. NCEE 2020-0002 National Center for Education Evaluation and Regional Assistance 2019-10-00 90 National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/ T 2019 -1 ERIC APR2020 Yes EDIES14C0028 https://ies.ed.gov/ncee/pubs/20200002/

New

No Access to Computers Educational Technology Technology Uses in Education Middle School Students Grade 6 Parent Attitudes Program Effectiveness Value Judgment Family School Relationship Studer, Micah David Dissertations/Theses - Doctoral Dissertations EISSN- English Junior High Schools Middle Schools Secondary Education Elementary Education Grade 6 Intermediate Grades The Digital Divide that segments the technology &quot;haves&quot; from the &quot;have-nots&quot; continues to persist despite technology being more accessible than ever before. As schools adopt one-to-one programs in the form of ubiquitous computing programs, it remains unclear whether allowing students to take the devices home would affect the Digital Divide between higher- and lower-socioeconomic status households. Cardinal Middle School piloted a program that provided Chromebooks to all students in the 2014-2015 school year. Each student in the sixth grade received a device to take to and from school, and they continued to receive access to personal devices throughout junior high school. This study follows up with the parents from that original cohort of device recipients to examine their perceptions of the value of the program. Specifically, this study aims to assess the perceived value of the program by the parents as well as the benefits and challenges that they have encountered along the way. Using qualitative and quantitative data, this study suggests that parents participating in ubiquitous computing take home programs perceive value for their students and their families. Specifically, these types of programs support connections between the school and the home by transcending traditional barriers that restricted &quot;school&quot; to the four walls of the institution by providing an individualized educational experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599492 Parent Perceptions of Technology in a Ubiquitous Computing Take Home Environment ProQuest LLC Ed.D. Dissertation, University of California, Davis 2018-00-00 978-0-4389-3027-8 109 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10975330 2019 -1 As Provided APR2020

New

Yes Grade 5 Elementary School Teachers Teacher Effectiveness Self Efficacy Elementary School Students Mathematics Instruction Mathematics Achievement Foreign Countries Teacher Influence Correlation Predictor Variables Chang, Yu-Liang Wu, Su-Chiao Speeches/Meeting Papers Reports - Research Taiwan English Elementary Education Grade 5 Intermediate Grades Middle Schools The main purpose of this study was to examine the effects of fifth-grade mathematics teachers' efficacy (MTE) on their students' mathematics self-efficacy (SMSE) and mathematical achievement (SMA) in the classroom. Two instruments (for MTE and SMSE) were administered to 62 classes (62 teachers and 1283 fifth-graders) for gathering data, associated with SMA scores in school. Corresponding statistical analyses were applied to the obtained data. The findings revealed that mathematics teachers' efficacy beliefs were significantly influential to both SMSE and SMA. It also showed that MTE ratings could effectively predict SMA. Consequently, suggestions derived from findings and discussions were proposed for further improvement of these mathematics teachers' efficacy and, in turn, for enhancing fifth-graders' mathematics self-efficacy and mathematical achievement in the future. [For the complete proceedings, see ED597799.] ED599787 Is a Mathematics Teacher&apos;s Efficacy Influential to Their Students&apos; Mathematics Self-Efficacy and Mathematical Achievement? North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Mathematics Instruction Validity Mathematical Logic Geometry Teaching Methods Secondary School Mathematics High Schools Faculty Development Mathematical Concepts Concept Formation Scaffolding (Teaching Technique) Cirillo, Michelle Speeches/Meeting Papers Reports - Research English Secondary Education High Schools In this study, a tool that worked to support teachers with the introduction to formal proof in geometry is discussed. The tool helped teachers navigate the &quot;shallow end&quot; of proof. More specifically, the tool was shown to support teachers with introducing and scaffolding proof. Findings from this study suggest that the tool may be useful for supporting formal reasoning in geometry as well as other areas. [This project is supported by a grant from the Knowles Science Teaching Foundation. For the complete proceedings, see ED597799.] ED599788 Supporting the Introduction to Formal Proof North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 National Science Foundation (NSF) 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020 0918117

New

Yes Secondary School Mathematics Secondary School Teachers Educational Opportunities Mathematics Education Geometry Grade 8 Urban Schools Group Discussion Secondary School Students Intervention Teaching Methods Learning Activities Ferrer, Miquel Fortuny, Josep M. Morera, Laura Planas, Núria Speeches/Meeting Papers Reports - Research English Secondary Education Elementary Education Grade 8 Junior High Schools Middle Schools We present a case study that has been developed to inform about the teaching activity of a secondary mathematics teacher in a whole group discussion and the mathematical learning opportunities generated for the students in this classroom context. For data of one lesson we determine the episodes that shape the whole group discussion. For each episode we then examine the effects of the observed actions on the type of learning that can be encouraged. Our research reveals significant relationships between the teaching activity of the teacher and the creation and potential exploitation of mathematical learning opportunities on the part of the students. [For the complete proceedings, see ED597799.] ED599789 The Teaching Activity and the Generation of Mathematical Learning Opportunities North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Reading Programs Program Effectiveness Reading Motivation Reading Achievement Elementary School Students Primary Education Reading Difficulties Votypka, Jean Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Early Childhood Education Primary Education The purpose of this mixed methods study is to examine the relationship and the changes that take place over time between reading motivation, reading frequency and reading achievement for students participating in PREP, a primary reading engagement program. It is imperative to build reading motivation when students are young so they enjoy reading for the act of reading itself. This is especially true for primary students who struggle to read because reading is intimidating to them from the very beginning. Participants in the study were drawn from 6 classes of twenty first through third grade students who read beneath the benchmark for their grade. Over a span of three months, students were surveyed, interviewed, and observed participating in the PREP program. Parent interviews were conducted, each group of students was observed four times per week as they participated in the PREP program, and field notes were recorded during small group focus groups. This data, along with reading achievement scores and reading frequency counts, was collected and coded to frame possible answers to the research questions posed. The study's significance is grounded in the intent to help educators understand the effect and importance of reading motivation and reading frequency in the primary grades. This study is significant because it focuses on HOW to motivate students to read in first through third grades. This study provides a process that has been tried and true through this study but also through years of trial and error in the researcher's classroom. The meaningful research nature of the study coupled with the researcher's years of teaching students how to read could help other reading teachers learn how to better motivate the primary struggling readers they work with. Limitations, recommendations for future research, and recommendations for practice were explored. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601641 Evaluating the Effectiveness of a Primary Reading Engagement Program (PREP) ProQuest LLC Ph.D. Dissertation, St. John's University (New York) 2019-00-00 978-1-0883-6303-4 160 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808995 2020 -1 As Provided APR2020

New

No Academic Achievement Self Efficacy Accountability Reputation Institutional Evaluation Correlation Low Achievement Teacher Leadership Teacher Attitudes Teacher Surveys Teacher Student Relationship Peer Relationship Instructional Leadership Educational Resources Educational Legislation Federal Aid Federal Programs Federal Legislation School Effectiveness Comparative Analysis Teacher Administrator Relationship School Administration Elementary Secondary Education Wells, Lauren Louise Dissertations/Theses - Doctoral Dissertations Race to the Top No Child Left Behind Act 2001 EISSN- English Elementary Secondary Education The No Child Left Behind Act (NCLB) of 2002 emphasized holding schools accountable for student achievement and academic growth. Accountability was a continued focus as President Obama offered states Race to the Top funding if they included, among other changes, a focus on accountability and identifying low achieving schools. One Midwestern state made those changes and began ranking schools according to student achievement. Reviewed literature finds positive correlations between teacher self and collective efficacy and student achievement. Additional research identifies leadership actions that influence teacher self and collective efficacy. This study examines how the school label of &quot;low-achieving&quot; (versus non-low achieving) affect teachers' self- and collective efficacy as well as the leadership actions that are present in labeled schools. A quantitative study using survey data from teachers at low-achieving and non-low achieving schools revealed supported past research on teacher efficacy and shed light on teachers' feelings about their colleagues, students, available resources, and leadership actions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601642 Teacher Self and Collective Efficacy: The Effects of School Labels and the Influence of School Administrators ProQuest LLC Ph.D. Dissertation, Oakland University 2018-00-00 978-1-3923-0094-7 155 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810422 2020 -1 As Provided APR2020

New

No Technology Integration Program Implementation Teacher Attitudes Faculty Development Online Courses Integrated Learning Systems Elementary Education McDonald, Maureen Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education The use of technology has become an integral part of daily life. In addition to personal use, many employers use technology in the workplace to communicate, increase productivity, and work collaboratively (Purcell &amp; Rainie, 2014; Ertmer &amp; Ottenbreit-Leftwich, 2010). This trend is important for teachers to note. As the need for skilled users of technology in the workplace rises, it is increasingly important for teachers to prepare students to use technology to collect and critically analyze information, communicate their ideas, and collaborate with others (National Governors Association Center for Best Practices &amp; Council of Chief State School Officers, 2010). The Center Elementary School (CES) administration, with support from the district and Parent Teacher Association (PTA), has supplied teachers with various technologies such as laptops, SMARTboards, and iPads. As of the 2018-2019 school year, access to devices was not an obstacle; however, the vision for expected teacher and student technology use remained unclear. At CES, teacher and student usage of technology is inconsistent across grade levels and classrooms. As such, the goal of this Executive Leadership Portfolio (ELP) was to examine teacher, administrator, and PTA board member views on technology integration at CES for the purpose of developing a long-term vision for technology integration. Given the time it takes to design a relevant, solid long-term vision, this ELP focuses specifically on improvement strategies that could set CES on the path towards this goal. ere are a number of artifacts in this work that reflect different aspects of technology integration at CES. I used a modified version of the School Technology Needs Assessment (STNA) (SERVE Center, 2007) to assess teacher opinions and understanding of their environment, professional development, and the impact of technology on teachers and students. Additionally, the survey gathered data on the frequency of teacher and student participation in various technology-related activities. The results indicated teachers wanted more professional learning related to technology integration. Administration echoed that need, sharing their interest to have more technology-experienced teachers provide professional learning for their colleagues in formal and informal settings. I created an infographic to present data from the teacher surveys, administrator interviews, and parent focus group. The infographic also illustrated the top four professional learning interests according to the STNA results. To help address the gap in professional learning, I designed four online course modules using the district's learning management system, Schoology. These modules, framed by research-based practices, shared with users a planning structure for integrating technology in a meaningful way. The modules followed a design-based approach in which teachers not only learn about technology, but how it can be used in specific contexts (Lawless &amp; Pellegrino, 2007). Creating a long-term vision for technology integration for CES is an administrative decision involving many stakeholders and lies beyond the scope of this ELP. Instead, the artifacts shared in this document are pieces of the puzzle in moving towards this critical goal. I recommend they be examined closely by all stakeholders so issues related to technology integration at CES can be studied. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602505 A Vision and Implementation Plan for Technology Integration ProQuest LLC D.Ed. Dissertation, University of Delaware 2019-00-00 978-1-0856-1652-2 275 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13858000 2020 -1 As Provided APR2020

New

No Teacher Selection Comparative Analysis Heuristics Decision Making Principals Stress Variables Bias Administrator Attitudes Scores Teacher Effectiveness Administrator Surveys Familiarity Cognitive Processes Elementary Secondary Education Nalls, Tommy Lee, Jr. Dissertations/Theses - Doctoral Dissertations Mississippi EISSN- English Elementary Secondary Education Productive hiring practices can increase the opportunity that every student will be taught by an effective teacher. Integrity of hiring practices is sacrificed when decision-making models, methods, and protocols fall short due to improper implementation. To compensate for the lack of information generated from poor hiring resources and protocols, principals rely on heuristics and cognitive bias to help ease the stress of making decisions. This study highlighted heuristics and cognitive biases that are elevated during the hiring process. Comparisons were made between the hiring practices and the heuristics and cognitive biases used by principals in Mississippi schools. Data was generated utilizing a survey questionnaire that analyzed principal perception of various teacher hiring practices and principals' familiarity with and use of heuristics and cognitive biases that are elevated during decision-making. The data collected was examined using a one-way analysis of variance (ANOVA) statistical test and an independent t-test to determine any statistically significant differences between the sample means of each subgroup for each research question. The results indicated some statistically significant differences between mean scores reported categorically by principals in various teacher hiring practices, and in their familiarity with heuristics and cognitive biases and their use during the teacher hiring process. Learning more about the aspects of heuristics and cognitive biases can help principals understand the nuances of decision-making and identify pit-falls that may be present during the hiring process that are derailing the opportunity for school principals to hire the best teachers for their buildings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602506 The Effects of Heuristics and Cognitive Biases on Teacher Hiring Practices in Mississippi Schools ProQuest LLC Ed.D. Dissertation, Mississippi College 2019-00-00 978-1-0857-0594-3 143 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13859140 2020 -1 As Provided APR2020

New

Yes Educational Technology Elementary School Students Reflection Computer Mediated Communication Evaluative Thinking Computer Science Education Logical Thinking Low Achievement Intervention Goal Orientation Computer Uses in Education Student Centered Learning Educational Practices Electronic Learning Coding Diversity Programming Parent Attitudes Workshops Program Effectiveness Blended Learning Higher Education Foreign Countries Integrated Learning Systems Computer Oriented Programs Music Listening Vocabulary Skill Development Mentors Active Learning Cooperative Learning Knowledge Management Computer Software Web Based Instruction American Indian Languages Educational Policy College Faculty College Students Teacher Student Relationship Interpersonal Communication Teacher Attitudes Elementary School Teachers Creative Thinking Game Based Learning 21st Century Skills Transformative Learning Biology Visual Aids Undergraduate Students Student Responsibility Learning College Instruction Beginning Teachers Professional Identity Computer System Design Secondary School Students High School Students Kommers, Piet, Ed. Issa, Tomayess, Ed. Isaías, Pedro, Ed. Hui, Wendy, Ed. Collected Works - Proceedings Hong Kong Ghana Finland Bulgaria Italy International Association for Development of the Information Society (IADIS) English Elementary Education Higher Education Postsecondary Education Secondary Education High Schools These proceedings contain the papers and poster of the 6th International Conference on Educational Technologies 2019 (ICEduTech 2019), which has been organised by the International Association for Development of the Information Society and co-organised by the Lingnan University, in Hong Kong, February 8-10, 2019. ICEduTech is the scientific conference addressing real topics as seen by teachers, students, parents and school leaders. ICEduTech conference topics include: (1) Education in Context; (2) Education as Professional Field; (3) Curricular Evolution; (4) Learner Orientation; (5) Integrating Educational Technologies; and (6) International Higher Education. ED601080 Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (6th, Hong Kong, February 8-10, 2019) International Association for Development of the Information Society 2019-02-00 978-989-8533-83-8 226 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2019 -1 ERIC APR2020

New

No Faculty Development Elementary School Teachers Blended Learning Urban Schools School Districts Teacher Attitudes Teacher Surveys Course Content Active Learning Transformative Learning Thinking Skills Teaching Skills Cooperation Attitude Change Holt, Angela Nicole Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This mixed method convergent study explored the impact of design and delivery of professional development practices in a large, urban school district in Missouri. Certificated classroom teachers at 23 pre-determined elementary school sites (541 participants) were electronically surveyed. Additionally, three department leaders were interviewed and their responses provided insights about core features of professional development (content focused, active learning, coherence, duration and collective participation) present within the district. The International Association for K-12 Online Learning's (iNACOL) Blended Learning Teacher Competency Framework and transformative learning theory both provided a lens for examining professional development design and practice within the research study. The quantitative results of the study reveal significant increase in teacher responses from the technical skill and adaptive thinking domains. Additionally, qualitative data collected during the study found professional development delivered during the implementation window did include all five core features of professional development (content focused, active learning, coherence, duration and collective participation). While significance was noted in several variables studied, the Mindset domain showed no significant improvements in teacher responses on either measurement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601081 Professional Development Design in Elementary School Blended Learning Environments: Changes in Teacher Mindsets and Adaptive Thinking Skills ProQuest LLC D. Ed.Ch.Psychol. Dissertation, University of Missouri - Columbia 2018-00-00 978-1-3920-1228-4 182 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13869876 2019 -1 As Provided APR2020

New

Yes Welfare Services Educational Attainment Family Structure Adult Education Probability Children Reading Tests Scores Adults College Graduates Marital Status Gender Differences Longitudinal Studies Vaughn, Cody Reports - Research ISSN-1936-9379 University of Kentucky Center for Poverty Research English Adult Education Higher Education Postsecondary Education In the early 90's, the United States reformed its welfare system through state waivers and the Temporary Assistance for Needy Families program. These changes altered family resources and potential investments for childhood human capital, which in turn could affect later adult outcomes. Using data from the Panel Study of Income Dynamics, I examine the long-run impact of growing up under welfare reform on adult education and family structure through age 28. I find that as children, these individuals have higher reading test scores by an average of 6% of a standard deviation. As adults, I find robust evidence that these treated individuals are on average 9% more like to graduate college. I find some evidence that they are more likely to be married and less likely to have a child out of wedlock. The effects for women are larger than men for college completion, marriage rates, and out of wedlock births. ED602226 Long-Run Impact of Welfare Reform on Educational Attainment and Family Structure. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2018-07 University of Kentucky Center for Poverty Research 2018-10-00 46 University of Kentucky Center for Poverty Research. 302D Mathews Building, Lexington, KY 40506. Tel: 859-257-7641; Fax: 859-257-6959; e-mail: ukcpr@uky.edu; Web site: http://www.ukcpr.org N/A 2020 -1 As Provided APR2020

New

Yes Foreign Countries Teacher Effectiveness Mathematics Achievement Elementary School Teachers Elementary School Students Teacher Qualifications Teaching Experience Teacher Motivation Correlation Ndungo, Issa Biira, Majuma Journal Articles Reports - Research Uganda ISSN-2315-7704 English Elementary Education According to the National Assessment Program in Education (NAPE) report (2015), pupils' proficiency (achievement) level in mathematics (numeracy) is low at primary six. Also teachers are essential to pupils' achievement in mathematics; their characteristics such as commitment, qualification, teaching abilities are significant to pupils' levels of achievement. The success or failure of any academic program depends largely on the teacher ability to deliver which is a function of teachers' qualification, experience and commitment. This study examined the teachers' quality factors that are thought to affect pupils' achievement in mathematics in primary six. The study used teachers and pupils, to obtain data, a total of 70 respondents were randomly selected from five primary schools of Kyondo sub-county, Kasese district. Basing on the findings of the study, it was revealed that first, the teachers' qualification and experience are not significant to pupils' level of achievement in mathematics. While teachers' level of commitment is highly significant to the pupils' level of achievement in mathematics. Therefore the low level of pupils' achievement in mathematics at primary in Kyondo sub- county is mainly as a result of low levels of teacher commitment to classroom activities. ED602227 Teacher Quality Factors and Pupils&apos; Achievement in Mathematics in Primary Schools of Kyondo Sub-County, Kasese District, Uganda Online Submission Academia Journal of Educational Research v6 n7 p191-195 Jul 2018 2018-07-00 5 N/A 2020 -1 As Provided APR2020

New

Yes School Segregation Racial Segregation Minority Group Students Ethnicity Urban Schools Metropolitan Areas Incidence School Desegregation Race Di Carlo, Matthew Jama, Bilan Reports - Research District of Columbia Virginia Maryland Albert Shanker Institute English In this research brief, we describe and decompose school segregation by race and ethnicity in the Washington, D.C., metropolitan area, in which we include: the District of Columbia; Alexandria, Arlington, and Fairfax County in Virginia; and Montgomery County and Prince George's County in Maryland. We find only modest segregation within all but one of these six metro area districts, with the sole exception being D.C. proper. Segregation across the entire metro area, however, is moderate to high. The reason for this counterintuitive discrepancy is extensive segregation between the districts. In fact, we find that roughly half of total multiracial segregation (i.e., segregation of white, black, Hispanic and Asian students), and almost two-thirds of the segregation of black and white students, is due to the sorting of students into districts, rather than schools within districts. This means that even if all six D.C. metro area districts were to integrate their schools internally, at least half of total metro areawide segregation would remain intact. Finally, we find that segregation between suburbs is a larger contributor to total metro area segregation than segregation between the city (D.C. proper) and the suburbs. Our results illustrate the importance of between-district segregation as a factor in the overall segregation of students in the D.C. metro area. Absent the movement of students across district boundaries, there is often an &quot;invisible ceiling&quot; on the potential metro areawide impact of even the most successful intra-district desegregation efforts. ED602228 School Segregation by Race and Ethnicity in the D.C. Metro Area. Research Brief Albert Shanker Institute 2019-10-00 20 Albert Shanker Institute. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4401; Fax: 202-879-4403; Web site: http://www.shankerinstitute.org N/A 2020 -1 As Provided APR2020

New

No Problem Solving Mathematics Instruction Grade 2 Elementary School Mathematics Critical Thinking Mathematics Achievement Thinking Skills Teaching Methods Concept Formation Mathematical Concepts Instructional Effectiveness Plyler, Lockey Dissertations/Theses - Doctoral Dissertations South Carolina EISSN- English Early Childhood Education Elementary Education Grade 2 Primary Education Problem-solving occurs when mathematical tasks create opportunities that provide challenges for increasing students' mathematical understanding and development. This research study determined the influence of the &quot;launch-explore-summarize/extend&quot; problem-solving framework on second-grade student performance of place value tasks. The dissertation in practice measured problem-solving success. This action research study occurred at an elementary school in Columbia, South Carolina. The teacher-researcher determined appropriate problem-solving tasks and assessed students' academic achievement and critical thinking skills. Following a mixed methods action research design, the researcher analyzed qualitative and quantitative data to determine the significance of the problem-solving framework. The data indicated significant student growth during the six-week intervention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599493 Problem-Solving in an Early Childhood Mathematics Classroom ProQuest LLC Ed.D. Dissertation, University of South Carolina 2018-00-00 978-0-4388-7566-1 136 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10976004 2019 -1 As Provided APR2020

New

No Muslims Immigrants College Students Student Attitudes Educational Experience Social Integration Cultural Background Cross Cultural Studies Self Concept Religious Factors Friendship Interpersonal Attraction Educational Policy Student Adjustment Acculturation Clubs Culturally Relevant Education College Faculty Diversity (Faculty) Ethnic Groups Participative Decision Making Scholarships Peer Relationship Foreign Countries Chubaryan, Siranush Dissertations/Theses - Doctoral Dissertations Armenia France Germany EISSN- English Higher Education Postsecondary Education Migrant students from Muslim backgrounds constitute a minority in Armenia, France and Germany. This study, conducted in 2014, explored the influence of higher education on the civic and social integration of migrant students from Muslim backgrounds into French, German and Armenian societies. The present research sought to understand whether and how the social and religious identities of migrant students from Muslim backgrounds changed while trying to integrate into the society of their respective European host countries. Qualitative, semi-structured interviews with nine migrant student-participants from Muslim backgrounds and post-interview reflections on responses written by student participants were the main methods of data collection for this study. The results of the study revealed that migrant students from Muslim backgrounds noticed changes in their social and religious identities. Some of the interviewed students paid attention on their appearance and tended to look like their European peers; others spoke only the language of their host country and tried to make friends mostly with Europeans. Moreover, some students did not follow their religious traditions and rituals because they thought that religious practice could hinder their integration. Despite their willingness to integrate, there were still some students among interviewed participants who were trying to preserve various aspects of cultures and traditions of their home country. Further, The narratives of student-participants revealed that they faced problems on their path towards integration, which according to them could be solved, if the higher educational policy tackled in more depth the following important aspects: creation of interactive student clubs; incorporation of culture related subjects into the curriculum; having professors from diverse ethnic and religious backgrounds; participation of all students in decision making processes; introducing need based scholarships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599494 The Experience of Muslim Migrant Students in Armenian, German and French Institutions of Higher Education ProQuest LLC Ph.D. Dissertation, University of South Carolina 2018-00-00 978-0-4388-7558-6 361 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10975530 2019 -1 As Provided APR2020

New

Yes Mathematics Instruction Mathematical Concepts Computer Software Graphs Teaching Methods Teacher Education Programs Teacher Educators Preservice Teachers Mathematics Teachers Educational Technology Technology Uses in Education Concept Formation Foreign Countries Getenet, Seyum Tekeher Beswick, Kim Speeches/Meeting Papers Reports - Research Ethiopia English Higher Education Postsecondary Education This paper describes the use of the free software, to teach graphs of logarithmic functions at an Ethiopian College of Teacher Education. Data comprised two video-recorded lessons and interview data provided by a mathematics teacher educator, and three primary school mathematics pre-service teachers who were in the class of learners. Pre-service teachers using Microsoft Mathematics readily understood and described properties of logarithmic functions as the bases varied. The study highlights the importance of illustrating the use of particular software to teach specific mathematics concepts. [For the complete proceedings, see ED597799.] ED599790 Using ICT in Teaching a Specific Mathematics Concept: Graphs of Logarithmic Functions North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Deafness Algebra Mathematics Instruction Educational Technology Technology Uses in Education Teaching Methods Mathematical Logic Learning Activities Cognitive Processes Foreign Countries Grade 9 Visual Aids Sign Language Fernandes, Solange Hassan Ahmad Ali Healy, Lulu Speeches/Meeting Papers Reports - Evaluative Brazil English Grade 9 High Schools Junior High Schools Middle Schools Secondary Education This paper explores the algebraic expressions of deaf learners as they explore and construct sequences using the digital microworld Mathsticks. More specifically, it attempts to identify how the deaf students coordinated bodily, discursive and digital resources in order to attribute their own personal senses to the notion of variable. Examples of their interactions with the tasks and tools are analysed to identify evidence of the presence of the three conditions of algebraic thinking, indeterminacy, denotation and analyticity. Our findings suggest that the creation of a shared sign &quot;secret number&quot; to represent the idea of variable was central in facilitating the students to adopt algebraic rather than arithmetic approaches and to appropriate the idea of a general term. [For the complete proceedings, see ED597799.] ED599791 Algebraic Expressions of Deaf Students: Connecting Visuo-Gestural and Dynamic Digital Representations North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Lecture Method Teaching Methods Mathematics Teachers Course Content Student Attitudes Comprehension College Faculty College Students Mathematical Logic Validity Notetaking College Mathematics Fukawa-Connelly, Tim Lew, Kristen Mejia-Ramos, Pablo Weber, Keith Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education This case study investigates the effectiveness of a lecture in advanced mathematics. We video recorded a lecture delivered by an experienced professor. Using video recall, we then interviewed the professor to determine the content he intended to convey and we analyzed his lecture to see if and how this content was conveyed. We also interviewed six students to see what they understood from this lecture. The students did not comprehend much of the content that the professor intended to cover in his lecture. We propose three reasons for why students failed to grasp much of the content that the professor intended to convey. [For the complete proceedings, see ED597799.] ED599792 Why Lectures in Advanced Mathematics Often Fail North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Undergraduate Students Architectural Education Academic Persistence Academic Achievement Educational Attainment School Holding Power Educational Quality Enrollment State Universities Grade Point Average College Freshmen Writing Tests Scores Critical Reading Reading Tests Verbal Ability Mathematics Tests Required Courses High Schools College Admission College Entrance Examinations Majkowski, Bruce Robert Dissertations/Theses - Doctoral Dissertations New York (Buffalo) SAT (College Admission Test) EISSN- English Higher Education Postsecondary Education High Schools Secondary Education Many undergraduate architecture programs have experienced high attrition levels, dating back to the 1940s (McClure, 1948). Despite this longstanding nature, many architecture faculty consider it an indicator of the quality of the program, not a problem to fix (Wiencke, 1994). However, the recession in 2008 had far-reaching effects, greatly reducing the amount of building construction and job prospects for future architects (Rampell, 2012; Whoriskey, 2012), resulting in major reductions in undergraduate architecture program enrollments. Many states, also reeling from the recession, implemented new funding models linked to enrollment, further exacerbating the problem. Increased scrutiny of limited government funds by politicians, stakeholders, and parents further focused attention on programs where many students did not succeed. In combination, these dynamics encouraged attention on undergraduate architecture programs, with an emphasis on understanding the factors causing attrition, promoting persistence, and encouraging academic success in these programs. The setting for this study was the University at Buffalo, a large, public research university in the State University of New York System. The study included 2,210 students enrolled at the university in the architecture program from fall 2000 to spring 2013, tracking them for six years as they worked to attain their degrees. The study found that high school GPA was the best pre-enrollment factor for predicting degree attainment and academic performance in architecture for freshmen students, augmented by SAT writing scores. SAT math and verbal/critical reading scores played nearly no role in predicting degree attainment or academic performance. For transfer students, the best predictive pre-enrollment factor was prior college GPA. Following enrollment, performance in required courses in the first year provided the best predictor of degree attainment and academic performance, accounting for the greatest amount of explained variance across all factors. First-year courses provided the foundation on which the rest of the program built, essentially defining the barrier courses that a student needed to complete for success in the program. In addition to augmenting the limited literature on major-specific persistence, the study provided an improved understanding of relevant admission factors for undergraduate architecture programs, providing a basis to locate students better able to succeed in the major. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601643 Understanding Factors Affecting Degree Attainment and Student Success in Undergraduate Architecture Programs ProQuest LLC Ph.D. Dissertation, State University of New York at Buffalo 2019-00-00 978-1-3922-6858-2 396 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809507 2020 -1 As Provided APR2020

New

No Student Athletes Selective Admission Private Colleges Donors Alumni Private Financial Support Fund Raising College Athletics Behavior Patterns Student College Relationship Identification (Psychology) Departments Meyer, Jesse Dissertations/Theses - Doctoral Dissertations Illinois (Chicago) EISSN- English Higher Education Postsecondary Education This dissertation consists of an interpretive, bounded case study conducted at the University of Chicago, a selective private research institution with a Division III athletics program. At selective institutions, alumni-athletes represent a crucial fundraising source for the athletics department. Research suggests that the level of identity to one's undergraduate alma mater correlates highly with the likelihood of giving. However, little is known about how the identity make up of these unique student-athletes influences their giving patterns. Using a mixed method, qualitative-dominant approach, the researcher sought to explore how and to what extent identity salience to dual roles as student and athlete influenced University of Chicago alumni-athletes' philanthropic behavior towards their alma maters' athletics department. Though no definitive connections were made between identity salience and giving designations, the student-athlete identity formation process remains unique at selective institutions and, in some fashion, influences giving behavior. As the reliance on private philanthropy has increased at selective institutions, particularly in their athletics departments, it is imperative that administrators from the academy, the athletics department, and the development office collaborate to create a campus environment that is most conducive to maximizing alumni-athlete philanthropy. Institutional recommendations and suggested areas of scholarly inquiry are aimed at selective institutions, where the athletics program philosophically operates as any other extracurricular activity yet has unique challenges that merit specific support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601644 Identity Matters: An Exploratory, Mixed Methods Case Study to Examine the Influence of Athlete and Student Identity Salience on the Giving Patterns of Student-Athletes at a Highly Selective Midwestern Private University ProQuest LLC Ph.D. Dissertation, University of Kansas 2019-00-00 978-1-0855-6613-1 201 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808577 2020 -1 As Provided APR2020

New

No College Readiness Career Readiness Grade 8 Middle School Students Daily Living Skills Agricultural Education Youth Programs Public Schools Program Effectiveness Student Educational Objectives Academic Achievement Tarlton, Edward Lamont Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education The purpose of this study was to explore the impact of the 4-H Life Skills program on participants' noncognitive college and career readiness levels, utilizing the ACT Engage 6-9 instrument (formerly known as the Student Readiness Inventory--Middle School) to evaluate quantitatively the noncognitive (psychosocial) college and career readiness levels among eighth-grade public-schooled Texas 4-H participants with more than 2 years of tenure. ACT Engage 6-9 was developed to measure noncognitive (psychosocial) variables related to student academic achievement and student retention. This information, combined with results for the variables of gender, academic grade ranges, intended Texas Education Agency (TEA) high school diploma path, intended TEAC Grade 9 Endorsement Area selection, intended after-high-school plans, intended education level attainment goals, 4-H program participation, 4-H program tenure, and Future Farmers of American (FFA) participation, was used to measure the participants' college and career readiness. Findings from this study may serve as an early identifier of areas of noncognitive college and career readiness strengths and risk and inform the design of evidence-based interventions to support 4-H participants' college and career readiness, especially for rural students where a high percentage lag in college enrollment, take more remedial college courses, have fewer resources, and &quot;undermatch&quot; more when selecting colleges to attend. The framework of the study was grounded in positive youth development theory, which focuses on engaging students in an institutional framework from a position of strength and provides developmental, human, and funding resource assets to prepare them for the future. Using a quantitative research model with purposive sampling, an online survey was administered to 69 eighth-grade public-schooled Texas 4-H participants with more than 2 years of tenure. Descriptive statistics, means, standard deviations, and independent-samples t test were used to analyze participant responses from both the ACT Engage 6-9 and the variables framed by the literature. While the findings apply only to the study group, they indicate that (a) 4-H participation had a statistically significant positive influence on these youths' noncognitive college and career readiness; (b) participants' secondary educational goals were &quot;undermatched&quot;, meaning that they choose to pursue an Associate degree or attend a college that is less selective than their high school credentials permit access to; (c) students who earned mostly A's scored higher across the scales of academic discipline, optimism, and managing feelings; (d) students who participated in both 4-H and FFA scored higher on family attitude toward education, school safety climate, relationships with school personnel, and managing feelings compared to students who participated only in 4-H. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601082 Utilizing the Act Engage 6-9 to Explore Noncognitive College and Career Readiness Levels among 8th-Grade Texas 4-H Participants ProQuest LLC Ph.D. Dissertation, Texas A&M University 2018-00-00 978-0-4388-8011-5 189 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13839885 2019 -1 As Provided APR2020

New

No Management Systems Case Studies Teacher Attitudes Teaching Experience High School Teachers Career Centers School Districts Teacher Motivation Positive Attitudes Pedagogical Content Knowledge Technology Integration Open Source Technology Technological Literacy Mentors Peer Relationship Time Management Jamsri, Pornsuree Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Secondary Education This dissertation is a case study about how teachers use Learning Management Systems (LMS) and teaching technologies in their classes. Research was conducted through interviews, observations, and document analysis. Data analysis yielded fourteen themes and thirty-two codes about teachers' beliefs and experiences. Codes were validated using triangulation, rich, thick description, and member checking. This research builds on Fishbein and Ajzen's Theory of Reasoned Action (TRA) and the theory of Diffusion of Innovation (DOI). Data was collected in two high schools and a career center situated within a school district that provided and supported, but did not require the use of, a commercial LMS. All participants use the LMS and other technologies. They were motivated by their positive attitude, subject expertise, longevity in the field, and previous experiences. They also believed that regular use of technology prepares students for the future. Participants self-identified as a minority among teachers in their early adoption of technology confirming the theory of DOI. This study found differences between the LMS use of the extensive and limited users of technology, with the extensive users incorporating a wide variety of tools in unsupported Open Source LMSs. The most extensive users of technology were in science, humanities and IT; limited users, who rely mostly on the district-supported LMS, were in business and health, suggesting different needs in an LMS across the curriculum. This research found that new technologies require time to learn and to use effectively, suggesting that teachers need more time to prepare during school hours as well as more peer mentoring to use the LMS to its fullest extent. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601083 The Integrating of Teaching and Learning through Technology in High School: Learning Management Systems (LMS) and Alternatives ProQuest LLC Ph.D. Dissertation, University of Missouri - Columbia 2015-00-00 978-1-3920-1241-3 222 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13869889 2019 -1 As Provided APR2020

New

Yes Educational Experience Poverty Race Academic Achievement Public Schools Minority Group Students Low Income Students Longitudinal Studies Surveys Kindergarten Grade 1 Elementary School Students Student Characteristics Classroom Environment Rural Schools Fram, Maryah Stella Miller-Cribbs, Julie Van Horn, Lee Reports - Research Early Childhood Longitudinal Survey University of Kentucky Center for Poverty Research English Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 This paper reports findings of a study examining child-, classroom-, and school-level factors that effect academic achievement among public school children in the South. Using ECLS-K data, we compare and contrast the learning environments in high/low minority and high/low poverty schools. A sizeable minority of Southern children attend schools that are race and/or class segregated; on multiple dimensions these schools are less desirable than are schools attended by more privileged children, and children attending these schools have lower levels of academic achievement. Results from 3-level random intercepts models show that a range of child and family factors, as well as classrooms with less experienced teachers and with more low-level readers, and rural school location all contribute to lower reading gains during first grade. We find no &quot;race effects&quot; on achievement, net of other variables. Issues of &quot;selection&quot; are discussed, and implications for social work are explored. ED602229 Poverty, Race and the Contexts of Achievement: Examining Educational Experiences of Children in the American South. University of Kentucky Center for Poverty Research Discussion Paper Series, 2005-02 University of Kentucky Center for Poverty Research 2005-09-00 Office of the Assistant Secretary for Planning and Evaluation (DHHS) 22 University of Kentucky Center for Poverty Research. 302D Mathews Building, Lexington, KY 40506. Tel: 859-257-7641; Fax: 859-257-6959; e-mail: ukcpr@uky.edu; Web site: http://www.ukcpr.org N/A 2020 -1 As Provided APR2020 5ASPE41702

New

Yes Postsecondary Education Credentials Academic Degrees Certification Educational Attainment Income Becker, Gretchen Reports - Research Alaska Alaska Commission on Postsecondary Education English Postsecondary Education Alaska's statewide postsecondary attainment goal is for 65% of working-age Alaskans to have a postsecondary credential by the year 2025. The Alaska Postsecondary Access and Completion Network (the Network), a non-profit group of educators, industry, and other higher education stakeholders, adopted the attainment goal in 2014 to increase Alaska residents' readiness for projected job openings requiring postsecondary credentials. The Network defines postsecondary credentials to include college degrees, certificates, licenses, and endorsements. However, the most accurate data available from the US Census Bureau American Community Survey describes only seven postsecondary education attainment levels, including &quot;Some college, but less than one year,&quot; &quot;One or more years of college credit, no degree,&quot; combined in this brief as residents with &quot;some college&quot; experience. Despite a lack of data on certificates and other non-degree credentials, education stakeholders may still be interested to learn more about these &quot;some college&quot; Alaska residents. This research brief uses the American Community Survey 2017 (1-Year Estimates) data to describe the demographics and careers of these residents and to compare them to those of residents with a college degree. ED602230 Alaska Postsecondary Research Brief: Alaskans with Some College Experience Alaska Commission on Postsecondary Education 2019-08-00 2 Alaska Commission on Postsecondary Education. 3030 Vintage Boulevard, Juneau, AK 99801. Tel: 800-441-2962; Tel: 907-465-2962; Fax: 907-465-5316; e-mail: customer_service@acpe.state.ak.us; Web site: http://alaskadvantage.state.ak.us N/A 2020 -1 ERIC APR2020

New

No Information Literacy Models Instructional Effectiveness Information Seeking Grade 6 Affective Behavior Self Efficacy Anxiety Social Studies Student Behavior Kohout-Tailor, Jessica L. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Grade 6 Intermediate Grades Middle Schools Junior High Schools This action research study describes how teaching an information literacy model affects the information behavior of sixth-grade students. The theoretical framework that supported this study was Carol Kuhlthau's Information Search Process or ISP (1989). This study used a sequential mixed-methods design to examine the following questions: &quot;How will teaching the Simple Four information literacy model (Alewine, 2006) to sixth-grade students affect their information seeking behavior?&quot; The study also explored the effects the model had on students' affective behavior through the second research question: &quot;How will teaching the Simple Four information literacy model (Alewine, 2006) to sixth-grade students affect their confidence and anxiety levels when seeking information?&quot; The participants of this study included one sixth-grade social studies class, comprised of 26 students. Data collection instruments included pre- and post-questionnaires, interviews, and participant observations. Results of this study indicated that there was a statistically significant increase in the self-efficacy and confidence levels of students after using the Simple Four model (Alewine, 2006). There was not a statistically significant decrease in the anxiety levels of students after using the model. Students found the model beneficial during their research tasks with the organization of their information, help in understanding and remembering sources, a reduction in negative feelings, metacognition, and the revision of their work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599495 The Effects of Using an Information Literacy Model on the Information Seeking Behavior of Sixth-Grade Students ProQuest LLC Ed.D. Dissertation, University of South Carolina 2018-00-00 978-0-4388-7562-3 178 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10975714 2019 -1 As Provided APR2020

New

No Community Colleges Two Year College Students Goal Orientation Academic Persistence Remedial Mathematics College Mathematics Mathematics Achievement Grades (Scholastic) Competition Student Placement McGuire, Kerri L. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Two Year Colleges Community college practitioners are seeking innovative approaches to improve student retention and completion rates while also demonstrating the value of a community college education for students, families, and communities. Developmental education for underprepared students is a focal point for institutional reform efforts to impact student success because developmental education programs receive criticism for being a hindrance to college completion. One such criticism is that colleges use ineffective course placement practices to place students into developmental course pathways that they are unlikely to complete. In response to this criticism, institutions have adopted course placement practices that utilize multiple measures to determine the appropriate course level instead of relying solely on traditional cognitive measures, such as standardized tests, to predict student success. Many institutions seek insight from the use of non-cognitive predictors of success such as ratings available through the use of instruments such as Angela Duckworth's Grit Scale or Emotional Intelligence questionnaires introduced by Daniel Goleman. The present study examined the relationship between students' developmental math course grades and two non-cognitive traits measured by the TypeFocus™ Success Factors Questionnaire: (1) Willing to Compete and (2) Goal Persistence. The correlational research design aims to identify possible applications for using a measure of non-cognitive traits among community college students to inform a more accurate course placement process for developmental mathematics students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599496 The Impact of Goal Persistence and Willing to Compete on Community College Student Success in Developmental Math Coursework ProQuest LLC Ph.D. Dissertation, Clemson University 2018-00-00 978-0-4388-6527-3 103 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10975867 2019 -1 As Provided APR2020

New

Yes Communities of Practice High School Students Calculus Student Experience Social Development Geometry Grade 12 Advanced Placement Programs Foreign Countries Mathematical Concepts Handheld Devices Technology Uses in Education Educational Technology Computer Software Interaction Mathematics Activities Ferrara, Francesca Ng, Oi-Lam Speeches/Meeting Papers Reports - Research Canada English High Schools Secondary Education Grade 12 In this paper, we explore an approach to understanding how multimodality works in a community of practice. Using a social learning framework, we show how a community of practice, involving a pair of high school students, engaged in perceptual, bodily, and imaginary experiences while discussing about calculus concepts in a dynamic geometry environment. Our findings suggest that learners' multimodal experiences emerge in both visible and invisible uses of the artefact and are situated in the mathematical activities. This study enriches our understanding about how students participate in the mathematical activities with dynamic geometry environments. [For the complete proceedings, see ED597799.] ED599793 Mathematical Activities in a Social Learning Framework: How Multimodality Works in a Community of Practice North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Mathematics Instruction Problem Solving Communities of Practice Knowledge Base for Teaching Pedagogical Content Knowledge Faculty Development Teacher Collaboration Teaching Methods Grade 10 Secondary School Mathematics Foreign Countries Mathematical Concepts Learning Processes Foster, Colin Wake, Geoffe Swan, Malcolm Speeches/Meeting Papers Reports - Research United Kingdom Japan English Grade 10 High Schools Secondary Education Although the importance of mathematical problem solving is now widely recognised, relatively little attention has been given to the conceptualisation of mathematical processes such as representing, analysing, interpreting and communicating. The construct of Mathematical Knowledge for Teaching (Hill, Ball &amp; Schilling, 2008) is generally interpreted in terms of mathematical content, and in this paper we describe our initial attempts to broaden MKT to include mathematical process knowledge (MPK) and pedagogical process knowledge (PPK). We draw on data from a problem-solving-focused lesson-study project to highlight and exemplify aspects of the teachers' PPK and the implications of this for our developing conceptualisation of the mathematical knowledge needed for teaching problem solving. [For the complete proceedings, see ED597799.] ED599794 Mathematical Knowledge for Teaching Problem Solving: Lessons from Lesson Study North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Teacher Attitudes Preservice Teachers Teacher Education Programs Theory Practice Relationship Mentors Power Structure Cooperating Teachers Expertise Institutes (Training Programs) Summer Programs Interprofessional Relationship Elementary School Mathematics Fede, Bryan Civil, Marta Toscano, Rocío Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education Elementary Education This paper reports on an intentionally constructed hybrid space, the Odyssey, as an approach to address the gap between theory and practice in teacher education programs. In the Odyssey, prospective teachers and mentor teachers engaged in joint explorations of mathematics. We analyzed the interactions among participants using the concepts of figured worlds and positional identities (Holland, Lachicotte, Skinner, &amp; Cain, 1998). Findings point to the potential of experiences such as the Odyssey to challenge the power differential that often exists between mentor and prospective teachers. Furthermore the act of engaging in mathematical activities together may encourage prospective teachers to elaborate on their mathematical explanations as well as allow mentor teachers the opportunity to (re)visit mathematical ideas. [For the complete proceedings, see ED597799.] ED599795 Exploring Mathematics Together: Figuring the Worlds of Teachers and Prospective Teachers North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 National Science Foundation (NSF) 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020 DRL1019860

New

No Behavior Problems Questionnaires Screening Tests Child Behavior Elementary School Students Gender Differences Age Differences Psychometrics Test Reliability Prosocial Behavior Elementary School Teachers Factor Structure Bosik, Sara Wynne Dissertations/Theses - Doctoral Dissertations Strengths and Difficulties Questionnaire EISSN- English Elementary Education This study assesses the utility of the U.S. version of the Strengths and Difficulties Questionnaire (SDQ) teacher form as a screener for mental health and behavior concerns. The SDQ was administered to a community sample of 391 culturally and linguistically diverse students in grades K-6. Internal reliability was assessed using Cronbach's alpha. Difference by sex and grade were explored through t-tests and one-way analysis of variance (ANOVA), respectively. A confirmatory factor analysis (CFA) was conducted to evaluate factor structure. Results revealed strong internal reliability for the measure as a whole (alpha = 0.77). Scale alphas were minimally acceptable to satisfactory (alpha range = 0.69 to 0.91). Analysis showed significant differences across sex and grade. Males experienced significantly more total difficulties than females, and females demonstrated significantly more prosocial behaviors. Students in lower grades displayed less prosocial behavior than those in grades above them, whereas students in higher grades exhibited more emotional symptoms than those in grades below them. CFA found a five-factor model to be the best fit among those tested, however it was barely acceptable even with modifications. Overall, the U.S. version of the SDQ teacher form was determined to be adequate for identifying students experiencing general difficulties but lacking in the psychometric soundness to help evaluators differentiate among the types of problems with which students may struggle. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601645 Psychometric Properties of the Teacher Version of the Strengths and Difficulties Questionnaire in a Diverse U.S. Sample ProQuest LLC Psy.D. Dissertation, University of Colorado at Denver 2019-00-00 978-1-3922-0716-1 46 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809099 2020 -1 As Provided APR2020

New

No LGBTQ People College Students Student School Relationship College Environment Teacher Student Relationship Barriers Student Leadership Student Attitudes Student Experience Interpersonal Relationship Student Participation Interaction Social Support Groups Well Being Walker-Payne, Katherine Dissertations/Theses - Doctoral Dissertations Kentucky (Louisville) EISSN- English Higher Education Postsecondary Education This qualitative study, &quot;An Exploration of the Institutional Factors that Influence the Engagement of Transgender College Students&quot;, investigates the ways in which four transgender college students at a private institution in Louisville, KY engage with their campus, specifically in the areas of academic challenge, campus environment, and experience with faculty. The genesis for this study is recent National Student Survey of Engagement (NSSE) data that suggest that transgender college students have higher levels of engagement in areas including student leadership as well as a noted absence of existing research on levels of engagement for transgender college students. Participants participated in one-time interviews and discussed topics including their college experience, both in general and as related to gender identity, social and leadership involvement on campus, participation in campus activities and events, and interactions with faculty. While participants rated their experience overall as positive, there are specific challenges noted by these students, both in terms of discomfort accessing certain campus resources, as well as limited engagement with faculty members outside of the classroom. Participants cited the connection with other transgender college students as critical to their well-being and success in college. Recommendations for practice include ensuring inclusive institutional practices and fostering the leadership of transgender college students who show leadership potential. Recommendations for further study include broadened participant pools and exploring engagement of transgender students in a variety of academic disciplines, exploring post-graduation outcomes for transgender students, including enrollment in graduate school and career options, as well as exploring the engagement of transgender graduate students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601646 An Exploration of the Institutional Factors That Influence the Engagement of Transgender College Students ProQuest LLC Ed.D. Dissertation, Spalding University 2019-00-00 978-1-3922-9990-6 74 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809186 2020 -1 As Provided APR2020

New

No Communication (Thought Transfer) Scholarship Publishing Industry Misconceptions Universities Academic Libraries Administrative Organization Intellectual Property Technological Advancement Bedenbaugh, Robin Adrienne Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This dissertation provides an historical analysis of libraries and discusses the broader system of scholarly communication and publishing using mixed methods from critical media studies, library studies, organizational communication, systems sociology, and rhetorical studies. It argues that practices of scholarly publishing in the US university environment are grounded in myths and ideological systems of gatekeeping which may prevent participants from recognizing dangers and opportunities associated with digital librarianship. Three such myths operate to support the status quo system of scholarly communication: the myth of authority, the myth of influence, and the myth of permanence. These myths portend and reflect structural changes in relationships governing the intertwining of library and university organizations, including emergent organizational forms, intellectual property challenges by commercial scholarly publishers, and new library-centered forms of publication enabled by new technologies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601084 Slouching towards Alexandria: A Critical Analysis of the Scholarly Communication System ProQuest LLC Ph.D. Dissertation, Texas A&M University 2018-00-00 978-0-4388-8029-0 222 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13839903 2019 -1 As Provided APR2020

New

No High School Teachers Teacher Persistence Faculty Mobility Labor Turnover Teacher Attitudes Work Environment School Culture Job Satisfaction Barriers Professional Autonomy Johnson, S. Beery Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Secondary Education The purpose of this qualitative bounded case study was to find the factors that lead teachers at SS High to remain in teaching and more specifically, to stay in their current building. A review of literature provided revealed that teachers are leaving the profession and moving between buildings at alarming rates that in turn negatively affect our children's education. An examination of why teachers stay in the profession was rarely studied and relates to what motivating factors are prevalent for the teachers to stay. Literature revealed motivational strategies from theorists Herzberg, Pink, and Maslow like autonomy, purpose, empowerment, and leadership opportunities that lead to more teacher satisfaction, which then can lead to greater teacher retainment. This study used semi-structured interviews with teachers who had four-ten years' experience, a focus group with teachers with 11-30 tenure, and a pertinent document review to gather teacher perceptions in order to determine themes district and building leaders can use to retain more teachers. The themes were: a) Creating a Positive Culture; b) Creating a Family Atmosphere; c) Autonomy; and d) Limiting Factors. The findings allow building and district leadership with implications for practice that will provide heightened satisfaction for teachers, which will keep them in the building and district and provide better support for learning to students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601085 Exploring the Reasons Teachers Stay in the Profession: A Case Study in One Midwestern Urban High School ProQuest LLC Ed.D. Dissertation, University of Missouri - Columbia 2017-00-00 978-1-3920-1245-1 125 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13869893 2019 -1 As Provided APR2020

New

Yes After School Programs Summer Programs Adolescents Drug Abuse Competence 21st Century Skills Adolescent Development Brain Environmental Influences At Risk Persons Individual Characteristics Family Environment Family Influence Community Influence Resilience (Psychology) Skill Development Intervention Self Concept Self Esteem Reports - Descriptive Colorado Tennessee Missouri Puerto Rico Maryland (Baltimore) Oklahoma Washington (Seattle) Oregon Kentucky Afterschool Alliance National Recreation and Park Association (NRPA) English Early childhood has long been known to be a formative time in a child's development-- a time when the brain produces more than 1 million neural connections every second during the first few years of a child's life. However, there are factors at the individual and community levels that impact the development process. In communities across America, afterschool and summer learning programs are providing a safe and supportive environment for adolescents during the out-of-school time hours. During those hours, staff work with young people to build up the skills and competencies they will need to navigate life's challenges and become the country's next generation of leaders, thinkers, and trailblazers. This publication discusses the importance of the adolescent years, the importance of afterschool and summer learning programs, as well as the opiod epidemic and state-level afterschool efforts to address substance misuse. [This report was developed in partnership with the Alliance for a Healthier Generation.] ED602231 Afterschool: Fostering Protective Factors That Can Last a Lifetime. Issue Brief No. 75 Afterschool Alliance 2019-09-00 6 Afterschool Alliance. 1616 H Street NW Suite 820, Washington, DC 20006. Tel: 202-347-1002; Fax: 202-347-2092; e-mail: info@afterschoolalliance.org; Web site: http://afterschoolalliance.org N/A 2020 -1 ERIC APR2020

New

Yes Family Involvement Transitional Programs High School Students Barriers College School Cooperation Partnerships in Education Educational Improvement Program Implementation Program Effectiveness School Involvement Grade 8 Grade 9 Middle Schools High Schools Mac Iver, Martha Abele Sheldon, Steven Epstein, Joyce Rice, Eric Mac Iver, Douglas Simmons, Adie Journal Articles Reports - Research Washington (Seattle) EISSN- English High Schools Secondary Education Higher Education Postsecondary Education Elementary Education Grade 8 Junior High Schools Middle Schools Grade 9 This case study focuses on one district's process of continuous improvement in family engagement. The improvement effort addresses the point at which family engagement tends to decline precipitously and students are particularly vulnerable--the transition into high school. In this article we analyze the implementation of a continuous improvement approach to engaging families as students make this critical transition. In particular, we describe (a) the variation in schools' family engagement activities and participation in cycles of inquiry, (b) the challenges identified by schools to implementing the family engagement approach and cycles of inquiry, and (c) the learning that occurred for both the participating schools and the district-university partnership team through the continuous improvement process. [This article was published in &quot;School Community Journal&quot; (EJ1184768).] ED602232 Engaging Families in the High School Transition: Initial Findings from a Continuous Improvement Initiative Grantee Submission School Community Journal v28 n1 p37-66 2018 2018-00-00 Institute of Education Sciences (ED) 30 T 2020 -1 As Provided APR2020 Yes R305H150081

New

No Educational Indicators College Readiness Student Placement Community Colleges Two Year College Students Cutting Scores Accuracy Developmental Studies Programs Leeds, Daniel M. Mokher, Christine G. Reports - Research Florida EISSN- English Higher Education Postsecondary Education Two Year Colleges Over half of community college students place into developmental education, resulting in significant financial costs. We extend previous research demonstrating that using placement tests to assign students into developmental courses results in frequent misplacement. We use Florida data to explore the extent to which students are misplaced into their first college course by more than one level. Results suggest moving away from placement tests and toward other metrics (like high school GPA) may not be as beneficial in Florida as was demonstrated in prior studies. Rather, it may be preferable to choose cutoffs that minimize misplacement than to use new metrics. States should consider their own unique contexts and examine whether they can improve placement accuracy by changing cut scores. [The paper will be published in &quot;Educational Evaluation and Policy Analysis.&quot;] ED602233 Improving Indicators of College Readiness: Methods for Optimally Placing Students into Multiple Levels of Postsecondary Coursework Grantee Submission 2019-10-04 Institute of Education Sciences (ED) 61 T 2020 -1 As Provided APR2020 Yes R305E120010

New

No Art Education STEM Education Females Science Achievement Student Attitudes Science Laboratories Instructional Effectiveness Standardized Tests Scores Inquiry Cooperative Learning Elementary School Students Hands on Science Role Models Disproportionate Representation Curriculum Implementation Cifaldi, Barbara Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This research identifies a problem of practice with standardized science test scores declining over the last eight years. The Sea Turtle Elementary School for the Creative Arts (STESCA; pseudonym) schedule allowed 150 minutes per week for science instruction, compared with 450 minutes per week for mathematics instruction. Science instruction has been implemented primarily through direct instruction and the use of textbooks and videos. In addition to the limited instructional time for science and predominant use of direct instructional methods, there is a lack of racially diverse and female role models evident in the curriculum. With STESCA's standardized science test scores declining over the last eight years, the staff has embraced the integration of STEAM (Science, Technology, Engineering, Arts, Math) into the curriculum. The identification of the problem led to the question: Will implementing a STEAM lab that promotes inquiry, cooperative learning, and hands-on activities have a positive impact on science achievement and attitudes towards science of elementary age girls? To answer the question, an action research study was utilized using the four stages: planning, acting, developing, and reflecting (Mertler, 2014). The approach of the action research is through the lens of feminist pedagogy. The action research study was comprised of a one-group pretest-posttest pre-experimental design. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599497 Impact of a STEAM Lab on Science Achievement and Attitudes for Girls ProQuest LLC Ed.D. Dissertation, University of South Carolina 2018-00-00 978-0-4388-7545-6 144 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10974393 2019 -1 As Provided APR2020

New

No Misconceptions English Language Learners Instructional Improvement Public Schools English (Second Language) Native Language Teacher Student Relationship Teacher Expectations of Students Educational Diagnosis Special Education English Instruction Family Involvement Gottschalk, Barbara Books Reports - Descriptive ASCD English Nearly three-quarters of public schools in the United States enroll English language learners (ELLs). That means teachers at all grade levels need to know how to help these students achieve full academic English language proficiency. In &quot;Dispelling Misconceptions About English Language Learners,&quot; Barbara Gottschalk dispels 10 common misconceptions about ELLs and gives teachers the information they need to help their ELLs succeed in the classroom. From her perspective as a teacher of English as a second language, Gottschalk answers several key questions: (1) Just who is an English language learner?; (2) Why is it important to support home language maintenance and promote family engagement?; (3) What are the foundational principles for instruction that help educators teach ELLs across the content areas?; (4) How can teachers recognize and incorporate the background knowledge and experiences ELLs bring to class?; (5) Why is it important to maintain high standards and expectations for all students, including ELLs?; and (6) How can a teacher tell when an ELL needs special education versus special teaching? By answering these questions, and more, Gottschalk gives teachers a crystal-clear understanding of how to reach ELLs at each stage of English language acquisition. Her expert guidance reinforces for teachers what they are already doing right and helps them understand what they might need to be doing differently. ED599498 Dispelling Misconceptions about English Language Learners: Research-Based Ways to Improve Instruction ASCD 2019-00-00 978-1-4166-2828-6 Teachers 176 ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org N/A https://shop.ascd.org/ProductDetail.aspx?ProductId=234705396&Dispelling-Misconceptions-About-English-Language-Learners:-Research-Based-Ways-to-Improve-Instruction 2019 -1 As Provided APR2020

New

Yes Socioeconomic Status Ethnicity Predictor Variables Mathematics Achievement Family Income Parent Background Educational Attainment Foreign Countries Mathematics Curriculum Poverty Elementary Secondary Education Gates, Peter Abdul Rahman, Shafia Speeches/Meeting Papers Reports - Research Malaysia English Elementary Secondary Education There is concern internationally that socio-economic class and ethnicity remain the most significant predictors of outcomes in mathematics; performance is often largely dependent on family income and level of parental education. Consequently the influence of pupils' socio-economic backgrounds remains a major challenge to those of us in the field concerned with achieving equitable education. However, the ways in which socio-economic factors play out in different parts of the world subject to different political systems and structures, remains unclear. In this paper we present an analysis of mathematics achievement in Penang to offer a localized perspective on the ways in which socio-economic status and ethnicity affect achievement. [For the complete proceedings, see ED597799.] ED599796 Culture and Disadvantage in Learning Mathematics North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Learning Processes Secondary School Mathematics Secondary School Students Academic Standards Curriculum Development Mathematics Curriculum National Standards Benchmarking Affordances Student Educational Objectives Mathematical Concepts Algebra Ellis, Amy B. Weber, Eric Lockwood, Elise Speeches/Meeting Papers Reports - Evaluative English Secondary Education This paper addresses the role of learning progressions in informing many international standards documents, discussing the affordances and limitations of building standards and curricula from a learning progression model. An alternate model, the hypothetical learning trajectory, is introduced and contrasted with learning progressions. Using the example of exponential functions, learning progressions are compared to learning trajectories in terms of their theoretical origins and practical implications. Recommendations for further work building learning trajectories in secondary mathematics are discussed. [For the complete proceedings, see ED597799.] ED599797 The Case for Learning Trajectories Research North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Fractions Mathematics Instruction Grade 5 Grade 6 Grade 7 Error Patterns Foreign Countries Mathematics Skills Bias Numbers Mathematical Concepts Mathematical Logic Gómez, David M. Jiménez, Abelino Bobadilla, Roberto Reyes, Cristián Dartnell, Pablo Speeches/Meeting Papers Reports - Research Chile (Santiago) English Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education The application to rational numbers of the procedures and intuitions proper of natural numbers is known as Natural Number Bias. Research on the cognitive foundations of this bias suggests that it stems not from a lack of understanding of rational numbers, but from the way the human mind represents them. In this work, we presented a fraction comparison questionnaire to 502 school children from 5th to 7th grade to investigate if the Natural Number Bias succeeds in explaining their error patterns. About 25% of children responded in a way perfectly consistent with the Bias, but good students committed many errors in items that the Bias predicts to be easy. We propose an explanation based on comparison strategies and wrong generalizations of a common remark used for teaching fraction magnitude. [For the complete proceedings, see ED597799.] ED599798 Exploring Fraction Comparison in School Children North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Reading Achievement Teacher Student Relationship Grade 7 Grade 8 Reading Tests Benchmarking English Language Arts Correlation Middle School Students Student Attitudes Gender Differences Teacher Leadership Student Responsibility Teacher Characteristics Teaching Styles Romanelli, Paul Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education Grade 8 Reading proficiency is crucial to academic success across all content areas. This study takes a close look at student reading achievement over the course of one full school year and the impact that the quality of teacher-student interactions have on student reading growth at the middle school level. The middle school level students participating in the study were enrolled in Grades 7 and 8. Students were administered the Houghton Mifflin Harcourt (HMH) Reading Inventory (RI) which is a tool used to measure a student's reading ability. Approximately 500 students were administered the RI benchmark assessment at the beginning (Fall -- September/October) and end (Spring -- May/June) of the 2017-18 school year to determine their Lexile Level. After the students involved in this study completed a full year of ELA instruction, they were administered the Questionnaire on Teacher Interaction (QTI) during the Fall of the 2018-19 school year. The QTI was used to determine the rating levels associated with the interactions students had with their prior year's ELA teacher. These interactions were categorized into 8 groups based on student responses about their teacher: Leadership, Helping/Friendly, Understanding, Student Responsibility/Freedom, Uncertain, Dissatisfied, Admonishing, and Strict. A regression analysis was conducted to determine the correlation between each of these areas and student reading achievement. In addition, gender was analyzed as a variable to determine if the results differed for male and female students. Based on the results of the study, specific teacher-student interactions regarding gender can be identified that will aid in student reading growth and teachers can adjust their practice accordingly. In addition to reading, there may be implications for academic achievement in other subject areas as well. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601647 Student Perceptions of Teacher-Student Interactions as a Predictor of Reading Growth in Middle School ProQuest LLC Ed.D. Dissertation, St. John's University (New York) 2019-00-00 978-1-0855-6892-0 100 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809306 2020 -1 As Provided APR2020

New

No Photography Social Action Research Methodology College Students Decision Making Majors (Students) Career Choice Academic Advising Student Interests Vocational Interests Dunn, Craig James Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This dissertation sought to use PhotoVoice, an arts-based research method, as a way for pre-college and college students to decide on an area of study and career path. This study called upon the aid of student-participants to carry out the research and academic professionals to help in examining the research. Using a framework set in Strength Based Advising, students were asked to explore three guided subjects to identify their personal interest, their current study interests, and work/work environment interests through photography. Using the three guided subjects, students were asked to make connections between their pictures and examine possible careers and college majors congruent with their personal interests. To examine the data, students were asked about their experience taking part in the PhotoVoice study, how they found success, and if the study helped cultivate new views or reinforce their old views. After the study concluded with the student-participants, I examined the data alongside four academic professionals to discuss how viable the PhotoVoice study can be as a tool for advising. Additionally, I examine my growth as a researcher through this dissertation process. As a novice researcher, it was important for me take a reflexive look at how I carried out the research and how my understanding of social justice and positionality as a white male grew during this process. Though the use of the PhotoVoice study, several students were able to decide on an area of study and career path while others found the study useful in organizing their interests but were unable to make a declaration. The academic professionals found that the PhotoVoice study could be useful as a primary component to a class and as pre-advising tool. However, due to the large amount of time needed to conduct the PhotoVoice study, the academic professionals felt the scalability of the study would be difficult to administer in a standard advising setting. I conclude the study with future considerations for the PhotoVoice study and where the student-participants were in terms of their decisions at the conclusion of the research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601648 Major Decisions: Using a PhotoVoice Study to Aid Students in Deciding on an Area of Study and/or Career ProQuest LLC Ed.D. Dissertation, Washington State University 2019-00-00 978-1-0855-9591-9 188 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809368 2020 -1 As Provided APR2020

New

Yes Reading Difficulties Reading Programs Program Evaluation Intervention Middle School Students Reading Instruction Instructional Effectiveness Faculty Development Standardized Tests Small Group Instruction Independent Reading Reading Teachers Language Arts Content Area Reading Reading Tests Program Implementation Student Evaluation Reading Improvement Barriers Computer Software Eligibility Vocabulary Reading Comprehension Coaching (Performance) Experimental Groups Control Groups Outcomes of Education Meisch, Allison Hamilton, Jennifer Chen, Eva Quintanilla, Priscilla Fong, Pauline Gray-Adams, Karen Petta, Ian Thornton, Nancy Reports - Evaluative Numerical/Quantitative Data Tests/Questionnaires New Jersey (Newark) Westat, Inc. Department of Education (ED) English Junior High Schools Middle Schools Secondary Education This report summarizes the results of the Newark, New Jersey, Striving Readers program for project Years 1, 2, 3, 4, and 5. This report updates one analysis (3 years); the remainder of the impacts and implementation findings are for Year 4. The Striving Readers Grant addresses the unmet needs of middle school students reading 2 or more years below grade level and provides professional development for teachers in all core content areas to help them learn about and use more effective literacy strategies. Nineteen middle schools in Newark are participating in the U.S. Department of Education Striving Readers study. Two components of the project are being evaluated: a targeted intervention and a whole-school intervention. [This report is the product of a collaborative effort involving numerous individuals at Westat and Newark Public Schools.] ED601086 Striving Readers Study: Targeted &amp; Whole-School Interventions -- Year 5 Westat 2011-12-00 228 Westat. 1600 Research Boulevard, Rockville, MD 20850. Tel: 301-251-1500. Web site: https://www.westat.com/ N/A 2019 -1 ERIC APR2020

New

No Educational Environment Academic Achievement Positive Behavior Supports Program Effectiveness School Culture Intervention Faculty Development Discipline Elementary School Teachers Elementary School Students Elementary Schools Wells, Laurie Katheryn Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Elementary Education This mixed methods study addressed the need for common area expectations that serve to create a positive school culture and climate. An embedded research design was used during which information from teacher interviews were conducted before designing a professional development for teacher and student training of common area expectations. The training process included teacher and student training on the foundations and processes of PBIS, as well as teacher education on principles of working with students in poverty. Teacher interviews were used during the training process to determine the understanding and commitment level of the teachers regarding the systems changes. After the common area expectations were established, new discipline data was compared to discipline data from the previous year in order to measure the effectiveness of the new procedures. The administrative and PBIS team analyzed this data identifying common areas of need, teachers who needed additional training, and students who required individual intervention. After an academic year of implementation, STAAR data was analyzed to show improvement in student academic performance. As a result of the intervention, a correlation was evident between implementation of Tier 1 of the PBIS framework, and an improved culture and student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601087 Improving School Climate and Student Performance through Tier 1 Positive Behavior Intervention and Support Implementation ProQuest LLC Ed.D. Dissertation, Texas A&M University 2018-00-00 978-0-4388-8087-0 71 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13839938 2019 -1 As Provided APR2020

New

No Eye Movements Oral Reading Silent Reading Reading Skills Beginning Reading Elementary School Students Grade 1 Reading Achievement Kim, Young-Suk Petscher, Yaacov Vorstius, Christian Journal Articles Reports - Research ISSN-0361-476X English Elementary Education Early Childhood Education Grade 1 Primary Education Our understanding about the developmental similarities and differences between oral and silent reading and their relations to reading proficiency (word reading and reading comprehension) in beginning readers is limited. To fill this gap, we investigated 368 first graders' oral and silent reading using eye-tracking technology at the beginning and end of the school year. Oral reading took a longer time (greater rereading times and refixations) than silent reading, but showed greater development (greater reduction in rereading times and fixations) from the beginning to the end of the year. The relation of eye-movement behaviors to reading proficiency was such that, for example, less rereading time was positively related to reading proficiency, and the relation was stronger in oral reading than in silent reading. Moreover, the nature of relations between eye movements and reading skill varied as a function of the child's reading proficiency such that the relations were weaker for poor readers, particularly at the beginning of the year. The relations between eye movements and reading proficiency stabilized in the spring for children whose reading skill was 0.30 quantile and above, but weaker relations remained for readers below 0.30 quantile. These findings suggest the importance of examining eye-movement behaviors in both oral and silent reading modes and their developmental relations to reading proficiency. ED602234 Unpacking Eye Movements during Oral and Silent Reading and Their Relations to Reading Proficiency in Beginning Readers Grantee Submission Contemporary Educational Psychology v58 p102-120 2019 2019-00-00 Institute of Education Sciences (ED) 19 T https://doi.org/10.1016/j.cedpsych.2019.03.002 2020 -1 As Provided APR2020 Yes R305A120147

New

Yes Foreign Countries Test Construction Reflection Thinking Skills Measures (Individuals) Likert Scales Middle School Students Factor Analysis Ocak, Gürbüz Yildirim, Hakan Olur, Burak Journal Articles Reports - Research Turkey ISSN-2501-5915 English Junior High Schools Middle Schools Secondary Education The main purpose of this study is to develop a Reflective Thinking Scale to determine the reflective thinking levels of secondary school students. In this study, criterion sampling was employed, one of the purposeful sampling methods. The sample of the study consisted of 300 students in 6th, 8th and 8th grades in Emirdag, Afyonkarahisar. The items in the scale were graded according to 5-point Likert type. The sub-dimensions of the reflective thinking scale are reflection about action, reflection during action and reflection for action. While developing the scale, literature related to the definition of reflective thinking, reflective thinking process, characteristics of reflective thinking individuals, types of reflective thinking, ways of developing reflective thinking were examined. After examining these, a pool of items was created for the purpose of the reflective thinking scale. 52 items were selected from the pool of items and a draft scale was prepared, and 25 students in the 8th grade were pre-tested. Then, the items were presented to the expert opinion and applied to the 300 students attending 6th, 8th and 8th grades. Factor analysis was performed on the collected data. Kaiser-Meyer-Olkin (KMO) and Barlet tests were performed to determine the suitability of the data for factor analysis. Kaiser-Meyer-Olkin (KMO) value was found to be 0.900. Barlett's test was calculate as x2: 1859,813; sd: 231; p &lt;0.01. Confirmatory factor analysis was conducted within the framework of the validity studies of the reflective thinking scale. Confirmatory factor analysis fit indexes are as GF1 = 0.86; AGF1 = 0.83; RMR = 0.078; NNF1 = 0.94; CF1 = 0.95 and RMSEA = 0.071. After the first level confirmatory factor analysis, the second level confirmatory factor analysis was performed. ED602235 Development of Reflective Thinking Scale for Senior Primary Education Students Online Submission European Journal of Alternative Education Studies v5 n1 p1-15 Jan 2020 2020-01-00 15 T 2020 -1 As Provided APR2020

New

No Community Colleges Deans Administrator Role Educational Change Leadership Responsibility Middle Management Rentsch, Kathleen C. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Two Year Colleges American higher education is in crisis. Persistent opportunity and achievement gaps limit college access and completion for low-income and underrepresented students. Fewer students are completing their studies on-time, thus prolonging their entry into better paying, career-focused employment. Meanwhile, the cost of attending college and related student loan debt continues to escalate. There have been calls for comprehensive systemic change dating back to the 2006 Spellings Commission, yet performance data demonstrates that little has improved. While there is voluminous research on change and change management in higher education, there remains much to be learned about implementing and sustaining change, and about the roles and behaviors of specific actors beyond the college president or executive leaders. This study focused on the role of community college academic deans as middle managers during planned organizational change. Study participants included eight academic deans from community colleges in the Northeast that are currently implementing guided pathways. Interpretative phenomenological analysis (IPA) methodology was utilized to examine how participants made sense of the experience of being middle managers during planned change. Findings revealed four super-ordinate themes that characterized their experiences: deans' roles and responsibilities; leading &amp; managing; mindset; and executive-level sense-making/sense-giving. Knowledge generated from this analysis can inform the professional preparation, ongoing development, and day-to-day practice of community college academic deans and other middle managers, and executive leaders as they work together to advance student success by improving organizational function and performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599499 Driving from the Middle: The Role of Community College Academic Deans during Periods of Planned Change ProQuest LLC Ed.D. Dissertation, Northeastern University 2018-00-00 978-0-4388-7474-9 178 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10974151 2019 -1 As Provided APR2020

New

No Individualized Instruction Mathematics Instruction Mathematics Achievement Student Needs Learning Processes Instructional Materials Material Development Instructional Design Outcomes of Education Mastery Learning Mathematics Skills Skill Development Lawson, Dawn M. Dissertations/Theses - Doctoral Dissertations EISSN- English The aim of this action research study is to determine how differentiated mathematics stations effect student learning. The research question that guided this study is as follows: How does the implementation of differentiated instruction using math stations impact individual student learning progression on the SLO posttest, unit pretest and post tests, and end of the year state assessment. The research question is answered through an action research study where students completed mathematics stations designed to meet the individual need of students. Research theorists, instructional strategies, and policies effecting education support the focus of the study, differentiated instruction. Research focused on educational theorists provides background information on how students learn thus aiding in the development of materials used in the mathematics stations. The methodology of this action research study focused differentiated instruction over the traditional whole group instructional method. Lessons and materials were designed and organized to provide instruction to fill gaps, to provide grade level instruction, and provide additional practice for students who had previously shown mastery of the skill. The teacher-researcher was involved in the daily instructional progress, allowing modifications to be made immediately when necessary. The overall achievement of the students who participated in the action research study portrays a positive effect on student mastery of mathematic skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599500 The Impact of Differentiated Instruction on Student Accomplishment through Mathematics Stations ProQuest LLC Ed.D. Dissertation, University of South Carolina 2018-00-00 978-0-4388-7571-5 132 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10976305 2019 -1 As Provided APR2020

New

Yes Foreign Countries Gender Differences Mathematics Achievement Preservice Teachers Elementary School Teachers Attitude Measures Sex Stereotypes Social Influences Adults Beliefs Gómez-Chacón, Inés Mª Leder, Gilah Forgasz, Helen Speeches/Meeting Papers Reports - Research Spain (Madrid) English Higher Education Postsecondary Education Elementary Education In this paper we report data, gathered in Madrid, Spain, from two groups aged 20-39: one group comprised pedestrians stopped in the City streets, the other consisted of university students, specifically prospective primary school teachers [PPST]. It was found that the PPST were generally more negative than members of the general public about mathematics and its importance. Overall, there was relatively little evidence of gender stereotyping, However, when found, the traditional male stereotype prevailed. [For the complete proceedings, see ED597799.] ED599799 Personal Beliefs and Gender Gaps in Mathematics North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 7 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Beginning Teachers Mathematics Teachers Affective Behavior Professional Identity Teacher Behavior Foreign Countries Frade, Cristina Lerman, Stephen Meira, Luciano Speeches/Meeting Papers Reports - Research United Kingdom (London) English This paper presents the story of a novice mathematics teacher, through which we aim to explore the social nature of affective behaviours drawing on a pragmatist perspective of identity formation. Data was produced by interview and treated as narrative, allowing the teacher-participant to freely trace and trace back contextually relevant aspects of her/his life experience. Our analysis indicates that teachers' affective positionings towards others emerge from shared social scenarios, manifested in response/reaction to such scenarios, and reflect their attempts to redescribe themselves in the eyes of others. [For the complete proceedings, see ED597799.] ED599800 Jamila&apos;s Story: Analysing Affective Behaviors through a Pragmatist Perspective of Identity North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Mathematics Teachers Pedagogical Content Knowledge Secondary School Teachers Secondary School Mathematics Mathematics Instruction Teaching Methods Classroom Communication Classroom Techniques Reflective Teaching Student Educational Objectives Flores, Eric Carrillo, José Speeches/Meeting Papers Reports - Research English Secondary Education The aim of this paper is to show connections between a teacher's conceptions about the teaching and learning mathematics reflected in the planning designed by a secondary level mathematics teacher, and the specialised knowledge deployed both at the design stage and in the teacher's reflections after the lesson. The research method followed was an instrumental case study via content analysis. The study contributes to the development of an analytical model for studying mathematics teachers' specialised knowledge. [For the complete proceedings, see ED597799.] ED599801 Connecting a Mathematics Teacher&apos;s Conceptions and Specialised Knowledge through Her Practice North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Socialization Language Usage Mandarin Chinese Sino Tibetan Languages Foreign Countries Political Influences Language Attitudes Social Change Urbanization Self Concept Identification (Psychology) Ethnography Second Language Learning Language Acquisition Family Relationship Cultural Awareness Language Skill Attrition Correlation Cultural Maintenance Ward, Shannon Dissertations/Theses - Doctoral Dissertations China EISSN- English Learning Language, Transforming Knowledge investigates the relationships among language shift, urbanization, and social change in the lives of Amdo Tibetan children. Amdo, the easternmost region of greater Tibet, is today incorporated into the Chinese provinces of Qinghai, Sichuan, and Gansu. The homeland of a Tibetic language, also known as Amdo, this region has historically seen extensive language contact spurred by population movement. Since the 1990s, however, rapid urbanization has changed the ideological scale through which language contact is positioned from local to national, leading to the widespread use of Mandarin. The adoption of Mandarin has been facilitated by political and economic changes that destabilize long-standing Amdo modes of identification through language, homeland, and kinship. This host of changes has therefore provoked an ideological shift, redefining the contours of belonging among Amdo people by reformatting place-based ethnolinguistic identities. This dissertation is based on fifteen months of ethnographic and linguistic research that documented the language acquisition and socialization of young Amdo children ages one through four, growing up in this period of social change. This research involved recording, transcribing, and analyzing young Amdo children's everyday interactions with family members and peers, in both rural and urban settings. This joint ethnographic and linguistic analysis first locates the links among language shift to Mandarin, urbanization, and social change within everyday family interactions. In so doing, it attends to children's everyday uses of language as a form of cultural knowledge. By examining children's emergent knowledge through language use, this analysis traces the interactive mechanisms that contribute to the transmission or loss of Amdo linguistic structures. In examining how children, themselves, form new place-based identities through interaction, it advances understanding of the relationship between linguistic structure and social change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601649 Learning Language, Transforming Knowledge: Language Socialization in Amdo Tibet ProQuest LLC Ph.D. Dissertation, New York University 2019-00-00 978-1-0856-7124-8 340 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808663 2020 -1 As Provided APR2020

New

No Academic Persistence Females White Students Minority Group Students Two Year College Students Community Colleges Rural Schools Academic Degrees Student Motivation Personality Traits Student Characteristics Educational Attainment Fathers College Attendance Student College Relationship Penn, Charisse T. Dissertations/Theses - Doctoral Dissertations Ohio EISSN- English Two Year Colleges Postsecondary Education Higher Education The purpose of this quantitative study was to examine persistence factors of Minority and White female students at &quot;three rural community colleges in Ohio. The study also examined the demographic characteristics of female Ohio rural community college students.&quot; The independent variables in this study were race (White, Minority), gender, first-year-to-college status (first year, non-first year), and enrollment status (enrolled, non-enrolled). The dependent variables in this study were the ten College Persistence Questionnaire factors: academic integration, financial stress, social integration, degree commitment, collegiate stress, advising, scholastic conscientiousness, institutional commitment, academic motivation, and academic efficacy. Descriptive statistics examined the demographic characteristics of female community college students. Inferential statistics (MANOVA, Multivariate regression, Chi-Square) were employed to examine the relationships between the independent and dependent variables. The overall findings indicate Minority female students' Degree Commitment, Scholastic Conscientiousness and Institutional Commitment were lower than that of White female students. In addition, the results of enrolled versus non-enrolled suggested female students who were enrolled had lower Degree Commitment, Academic Motivation and Academic Efficacy than that of female students who were not enrolled. Last, the results indicate that there is no significant main effect of first year to college (first-year versus non-first year) on any of the ten College Persistence Factors and that a statistically significant relationship was found between the father's education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601650 Examining Persistence Factors for Minority and White Female Students at Rural Community Colleges in Ohio ProQuest LLC Ed.D. Dissertation, Morgan State University 2019-00-00 978-1-0857-0674-2 103 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810286 2020 -1 As Provided APR2020

New

No Case Studies International Schools Parent Child Relationship Cultural Background Cultural Differences Place of Residence Foreign Countries Self Concept Student Attitudes Student Mobility Cultural Influences Second Language Learning Language Usage Multilingualism Bilingualism Cultural Awareness World Views Friendship School Culture Magee, Erinn A. Dissertations/Theses - Doctoral Dissertations Panama EISSN- English The purpose of this case study is to explore the impact that Third Culture Kids have on one international school community. Third Culture Kids or TCKs are children who live in a culture that is not the culture of their parents (Pollock &amp; Van Reken, 1999). Not to be confused with immigrants, these children move from country to country and do not settle in a single place. At the same time, they grow up expecting to return to their passport country (Cockbum, 2002). These children's lives are influenced both by their parents' culture (which they may have limited first-hand experience with) and the culture (s) they have grown up surrounded by. The result of the constant exposure to different cultures develops into a unique, &quot;third,&quot; culture for the child. (. Nineteen Third Culture Kids in an international school in the Republic of Panama were interviewed in order to explore with the aim of understanding how their experiences as transient students affected their school community. The Third Culture Kids in this study have lived, at a minimum, in two different countries. Neither the children nor their parents held passports from Panama. Combined, the nineteen students speak ten languages fluently: English, Spanish, Italian, French, Korean, Mandarin, Portuguese, Arabic, Singhalese, and Hebrew. The students speak an average of 2.8 languages each, with one child speaking five languages fluently. Every student spoke at least two languages. In their brief lives, they have lived in 28 countries: Argentina, Bolivia, Brazil, Canada, Chile, Colombia, Costa Rica, Ecuador, El Salvador, France, Guatemala, Honduras, India, Jamaica, Mexico, Netherlands, Panama, Peru, Rwanda, South Korea, Spain, Sri Lanka, Taiwan, United Kingdom, United Arab Emirates, United States, Venezuela, and Zimbabwe. On average, the students have lived in 3.8 countries each, with two having lived in six countries. These children understand the advantages of being Third Culture Kids. They understand that as a whole, they are more tolerant, mature, have a wider worldview, and they appreciate human differences. In the international schools they have attended, they observed how challenging it is to make friends in schools without other Third Culture Kids, and they feel they can make the biggest difference when they are in a school includes other TCKs. The case study found that TCKs contribute greatly to a school's culture. They attribute this to their willingness to participate in efforts to create an open and caring attitude. More than one TCK expressed that they feel free to be himself or herself in this particular school, in contrast to other international schools they have attended. Despite published results that suggest difficulty in establishing friendship with local students, they report making great friends not only with fellow TCKs, but also with Panamanians students. In understanding how TCKs can be embraced and introduced into a school's efforts to create an inclusive environment, academic institutions can instill openness, maturity, and a broader worldview in students who are not TCKs. In such an open community, instead of remaining on the sidelines, TCKs and their accepting attitudes can influence the entire school-- building a powerful community of children whose collective interests and experiences reflect the need for inclusiveness to spread throughout the entire globe. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601088 Third Culture Kids: Examining Their Impact in School Communities, a Case Study ProQuest LLC Ed.D. Dissertation, University of Missouri - Columbia 2017-00-00 978-1-3920-1284-0 113 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13869942 2019 -1 As Provided APR2020

New

No Graduate Students Graduate Study Teaching Experience Teacher Education Programs Teacher Effectiveness Teaching Methods Affective Behavior Verbal Communication McCartney, Marsha J. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This study establishes the types of teaching experiences that graduate students have in graduate school, their teaching approach, and how these affect teaching efficacy. Data were collected from 327 graduate students from a variety of degree program disciplines at various stages in their degree programs. A sources of teaching efficacy questionnaire was developed using confirmatory factor analysis and exploratory factor analysis. Hierarchical multiple regression was used to determine if a significant amount of variance in teaching efficacy could be explained by the sources of teaching efficacy reported by graduate students. A series of regression analyses was used to determine if a significant amount of variance in teaching efficacy could be explained by the teaching approach. Hierarchical multiple regression was then used to determine if a significant amount of variance in teaching efficacy could be explained by the sources of teaching efficacy and teaching approach, combined. Positive affective states and positive verbal experiences contributed significantly to teaching efficacy. Conceptual change/student focused approaches, for both lecture and discussion class styles, contributed significantly to teaching efficacy. Positive affective states and conceptual change/student-focused (lecture) significantly influenced teaching efficacy in the combined model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601089 College Teaching Preparedness: Contributions of Graduate Student Experiences ProQuest LLC Ph.D. Dissertation, University of Missouri - Columbia 2014-00-00 978-1-3920-1288-8 149 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13869946 2019 -1 As Provided APR2020

New

Yes Preservice Teachers Student Attitudes Teaching (Occupation) Career Choice Undergraduate Students Foreign Countries Gender Differences Departments Parent Background Grade Point Average Age Differences Student Motivation Yasan-Ak, Nehir Yilmaz-Yendi, Bahar Journal Articles Reports - Research Turkey EISSN- English Higher Education Postsecondary Education The purpose of this study was to investigate the pre-service teachers' attitudes towards teaching profession and explore the effects of the certain variables (gender, GPA, age, department, motives for selecting teaching profession, and the level of mother and father education) on their attitudes. The participants of the study consisted of 344 undergraduate students, (282 females and 62 males) from five different departments at the faculty of education at Middle East Technical University during the fall semester of the 2015-2016 educational year. As a means of data collection, the &quot;Attitude Measurement Scale for Teaching Profession&quot; developed by Üstüner (2006) was applied. The scale was a one-dimensional 5-Likert type ranging from &quot;strongly disagree (1)&quot; to &quot;strongly agree (5)&quot; with 34 items. For the analysis of the data, Independent-Samples t-test and One-Way-ANOVA were used. According to the findings obtained from the study, while the attitudes of pre-service teachers towards the teaching profession showed a significant difference regarding gender, GPA, department, and motives for selecting the teaching profession, it did not show any significant difference for age and the level of mother and father education. ED602236 An Investigation of Pre-Service Teachers&apos; Attitudes towards Teaching Profession in Regard to Some Variables: The Case of Middle East Technical University Online Submission International Online Journal of Education and Teaching (IOJET) v7 n1 p111-125 2020 2020-00-00 16 N/A 2020 -1 As Provided APR2020

New

Yes Integrated Services Academic Achievement At Risk Students Child Development Program Effectiveness Elementary Secondary Education Cost Effectiveness Program Implementation Wasser Gish, Joan Reports - Evaluative Massachusetts (Boston) Massachusetts America's Promise Alliance, Center for Promise English Elementary Secondary Education Learning depends on the social, emotional, physical, &amp; mental health of students. This resource shares policy recommendations to transform disjointed resources for children into potent systems of integrated student support. The systems that come together to support young people's learning and development include schools, community organizations, health care providers, businesses, out-of-school service providers, and municipal and state agencies. But these systems are at times siloed in how they serve youth. Integrated student support offers a compelling solution to addressing the strengths and needs of the whole child. Integrated student support is a strategy for promoting students' academic success by securing and coordinating supports that target academic and non-academic barriers to achievement in order to promote improved outcomes for students, families, and communities. Well implemented integrated student support has the power to boost academic and life outcomes by efficiently directing existing services and resources towards the well-being of students. Building Systems of Integrated Student Support, presented by the Boston College Center for Optimized Student Support and the Center for Promise, distills insights from the sciences and lessons learned from practitioners. This brief provides decision-makers at the state and local levels with policy recommendations and guidance to advance effective systems of integrated student support that transform disjointed and siloed resources for children, youth, and families into a coherent and potent system of opportunity. The brief also spotlights examples of how ISS are being supported by policy makers and leaders at the state and local levels. [The brief was written in partnership with the Center for Optimized Student Support, Boston College.] ED602237 Building Systems of Integrated Student Support: A Policy Brief for Local and State Leaders America's Promise Alliance 2019-04-00 25 America's Promise Alliance. 1110 Vermont Avenue NW Suite 900, Washington, DC 20005. Tel: 202-657-0600; Fax: 202-657-0601; e-mail: publications@americaspromise.org; Web site: http://www.americaspromise.org N/A 2020 -1 As Provided APR2020

New

Yes Numbers Visual Aids Mathematics Instruction Calculus Foreign Countries Postsecondary Education College Students Relationship González-Martín, Alejandro S. Speeches/Meeting Papers Reports - Research Canada English Postsecondary Education Higher Education Our research focuses on the learning of series as a consequence of institutional choices for their teaching. Our analyses of textbooks and teaching practices led us to conjecture the existence of some implicit contract rules in the teaching of series: in particular, the teaching of series is made almost exclusively in the algebraic setting, with no importance given to visualisation or to the interpretation of visual images. The analysis of the students' responses to a questionnaire suggests that students learn series without developing any ability to visualise or to interpret images concerning series, which could have consequences on the learning of subsequent notions. [For the complete proceedings, see ED597799.] ED599802 Pre-University Students&apos; Personal Relationship with the Visualisation of Series of Real Numbers North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Mathematics Teachers Teacher Education Online Courses Electronic Learning Faculty Development Educational Research Research Methodology Communities of Practice Computer Mediated Communication Technology Uses in Education Instructional Materials Social Networks Network Analysis Flores, Eric Escudero, Dinazar I. Aguilar, Mario Sánchez Speeches/Meeting Papers Reports - Research English We present a literature review of the emerging research area online mathematics teacher education (OMTE). The review focuses on identifying (1) the main issues investigated in the area, (2) the main theoretical approaches employed, (3) the kind of empirical evidence that the researchers produce and present in order to support their findings and the way they analyze the data. Finally we use the concept of humans-with-media (Borba &amp; Villarreal, 2005) to reflect on the possible transformations that online environments produce in the production of research knowledge within this research area. Our study provides an updated overview of the OMTE research area. [For the complete proceedings, see ED597799.] ED599803 Online Mathematics Teacher Education: Main Topics, Theoretical Approaches, Techiniques and Changes in Researchers&apos; Work North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes High School Teachers Calculus Secondary School Mathematics Mathematics Instruction Beliefs Mathematics Curriculum Foreign Countries Preservice Teachers Student Teachers Erens, Ralf Eichler, Andreas Speeches/Meeting Papers Reports - Research Germany English High Schools Secondary Education Higher Education Postsecondary Education A teacher's instructional planning that is enacted in his classroom practice and that potentially impact on his students' knowledge and beliefs could be understood as an individual belief system dependent from his actual teaching and learning experience. Individual belief systems might be contradictory when we regard different teachers or one teacher concerning different mathematical disciplines. For this reason, this report focuses on thirty teachers' beliefs about their teaching of a specific mathematical domain, i.e. calculus that is a central part of the (German) curriculum at upper secondary level. After a brief outline of the theoretical framework and methodology of this research project, results of the qualitative reconstruction of different aspects of teachers' belief systems on calculus will be explained. [For the complete proceedings, see ED597799.] ED599804 On the Structure of Secondary High-School Teachers&apos; Belief Systems on Calculus North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No African American Students Student Attitudes Student School Relationship Two Year College Students Community Colleges Resilience (Psychology) Urban Schools Student Experience Musaindapo, SyLinda Nicole Gordon Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Higher Education Postsecondary Education African American students' perceptions of belonging impact their experiences on community college campuses and in their local communities. This research study explores the impact of gentrification on a group of resilient African American college students in an urban community college located in the western region of the United States. Participants used negative experiences with onlyness and otherness as opportunities to build community for other African Americans. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599501 Exploring African American Students&apos; Perceptions of Belonging at an Urban Community College in the Western United States ProQuest LLC Ed.D. Dissertation, Northern Illinois University 2018-00-00 978-0-4388-5469-7 109 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10974290 2019 -1 As Provided APR2020

New

No Beginning Teachers Program Effectiveness Early Childhood Education Teacher Education Programs Family Involvement Family School Relationship Parent Teacher Cooperation Teacher Role Communication Strategies Diversity Time Barriers Experience Preservice Teacher Education Proctor, Jackie Dissertations/Theses - Doctoral Dissertations EISSN- English Early Childhood Education Higher Education Postsecondary Education The research is clear that parents and families are an essential component to the education of the whole child. Since this is so well-documented, it is essential for educator preparation programs to have coursework and experiences focused on this critical aspect of education. New teachers must leave educator preparation programs with the skills necessary to engage families. The purpose of this phenomenological case study was to explain the extent to which new teachers feel prepared to engage families in an early childhood setting. Therefore, this study explored the strengths and areas of growth in each teacher's educator preparation program in regard to family engagement in the early childhood classroom. For the purpose of this research study, five second or third-year teachers in multiple midwestern school districts were chosen to participate in semi-structured interviews surrounding educator preparation and family engagement in an early childhood classroom. The research themes found in the data collection and analysis process were (a) encouraging family involvement, (b) forming and maintaining positive relationships, (c) providing a number of communication opportunities, (d) diversity among families, (e) time as a barrier, (f) minimal courses in educator preparation with a specific focus on family engagement, and (g) a lack of authentic experiences working with families. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599502 Preparing New Teachers to Engage Families in Early Childhood: Strengths and Areas of Growth in the Development of Early Childhood, Preservice Teachers ProQuest LLC Ed.D. Dissertation, University of Nebraska at Omaha 2018-00-00 978-0-4388-6366-8 88 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10976386 2019 -1 As Provided APR2020

New

No Middle School Students Middle School Mathematics Schemata (Cognition) Learner Engagement Learning Strategies Academic Persistence Toney, Richard P. Dissertations/Theses - Doctoral Dissertations EISSN- English Junior High Schools Middle Schools Secondary Education The purpose of this study was to determine effects of growth mindset strategies on the perseverance and engagement of students in a middle school setting. Participants were surveyed before and after and were asked their perceptions about the use of these strategies. The participants also completed weekly surveys to determine the levels of perseverance and engagement in their classrooms, and they also reported the frequency that the strategies were used. The results of the study revealed that engagement and perseverance did increase when growth mindset strategies were used in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601651 The Effect of Growth Mindset Strategies on Perseverance and Engagement in Middle School Math Classrooms ProQuest LLC Ed.D. Dissertation, Trevecca Nazarene University 2019-00-00 978-1-3922-4467-8 136 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810298 2020 -1 As Provided APR2020

New

No Tenure College Faculty Adjunct Faculty Job Satisfaction Correlation Teacher Motivation Higher Education National Surveys Comparative Analysis Teacher Attitudes Professional Identity Predictor Variables Theories Teacher Salaries Work Environment Job Security Peer Relationship Teacher Administrator Relationship Professional Recognition Teacher Supervision Classification Hanousek-Monge, Rebekah Lynn Dissertations/Theses - Doctoral Dissertations National Survey of Postsecondary Faculty EISSN- English Higher Education Postsecondary Education Across the United States, colleges and universities are adding a significant number of adjuncts and non-tenure track instructors to fill their respective classroom voids as subsequently, fewer opportunities for tenure-track status professors are being made available. While there is an economic value in hiring non-tenure track faculty, many individuals believe a negative correlation exists between such instructors and overall job satisfaction. If individuals are neither motivated nor contented with their role as a non-tenure track professor, does a negative correlation exist between such instructors and job satisfaction? To address this question, data collected from the 2004 National Study of Postsecondary Faculty (NSOPF:04) were obtained to determine the value in such assumptions. Independent t-tests were run to evaluate overall job satisfaction between full-time and part-time non-tenure track professors to tenure-track faculty to identify the strongest predictors for job satisfaction. As this study corresponds with the attitudes and motivation of non-tenure track employees, Frederick Herzberg's Motivation-Hygiene Theory, also referred to as the Two-Factor Theory, is examined to identify any positive correlations and relationships pertinent to the support of this research paper. As Herzberg explains, factors influencing job satisfaction are intrinsic motivators and are different than those that cause dissatisfaction within a job. Factors which impact dissatisfaction are described as hygiene factors and are those extrinsic variables influenced externally. Herzberg's main factors which served as key determinants leading to job dissatisfaction are salary, supervision, work conditions, security, status and relationships with supervisors and peers. When looking at factors influencing satisfaction, Herzberg identifies achievement, recognition, the work itself, responsibility, and growth as the main variables (Herzberg, 1959). This paper examines the impact of non-tenure track faculty status on job satisfaction and suggests that adjuncts and all contractual teachers are less satisfied with their jobs based on teacher classification. This coupled with research regarding sociological implications and examining Herzberg's motivation-hygiene theory, demonstrates the challenges for higher education institutions to provide excellent, suitable and motivational opportunities to its corresponding constitutes who classify as non-tenure track faculty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601652 Non-Tenure Status and Its Effect on Job Satisfaction ProQuest LLC Ed.D. Dissertation, St. John's University (New York) 2019-00-00 978-1-0855-6865-4 110 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810425 2020 -1 As Provided APR2020

New

No Success Developmental Studies Programs Program Evaluation Program Development Program Implementation Case Studies Educational Change Educational Benefits Womack, Pamela Carlton Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Developmental Education is the gateway to higher education for the thousands of students who desire to attend college but lack the prerequisite academic skills to be successful. In recent years, DE has been cast into unfavorable light by national policy organizations composed of wealthy entrepreneurs and philanthropists, and the result has. been a groundswell of public opinion that Developmental Education does more harm than. good (Boylan, Levine, &amp; Anthony, 2017). A group of Texas Legislators decided to &quot;take the bull by the horns&quot; and solve the perceived problem. The result was the &quot;2010-2011 Texas Success Initiative,&quot; which mandated sweeping changes in Developmental Education in Texas. The purpose of this study was to investigate Texas Developmental Education practitioner's perspectives and experiences of the planning, implementation, and assessment of the changes mandated by the &quot;2010-2011 Texas Success Initiative.&quot; This study was a Naturalistic Inquiry case study. The primary forms of data that were gathered included audio recorded semi-structured interviews and public and private documents. The interview recordings were transcribed, analyzed, and sorted into thematic groups. A model for effectively implementing innovative change in an organizational setting was utilized as a conceptual framework for this investigation. The participants in this study gave thoughtful, candid responses to the questions, supplying perspectives from many different roles, different types of institutions, and different disciplinary fields and a wide range of demographics in regard to gender, age, ethnicity, and educational background. The findings are organized according to the sequential stages of change initiatives, which are planning, implementation, and assessment, with focus on the strengths and weaknesses at each stage of the process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601090 Too Much, Too Fast!: An Investigation of Practitioners&apos; Perspectives and Experiences of the Planning, Implementation, and Assessment of the &quot;2010-2011 Texas Success Initiative&quot; ProQuest LLC Ph.D. Dissertation, Texas A&M University 2018-00-00 978-0-4388-8092-4 304 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13839941 2019 -1 As Provided APR2020

New

No Special Education Teachers Principals Administrator Attitudes Graduate Study Administrator Education Administrator Qualifications Administrator Role McCoy, Lucas Luke W. Dissertations/Theses - Doctoral Dissertations Missouri EISSN- English Higher Education Postsecondary Education The purpose of this qualitative research project was to examine the perceptions of Northwest Missouri principals and university leaders from across the state of special education training that is received during principal preparatory graduate programs. A review of relevant literature gives background on the history of special education in the United States, the role of principals in special education, and a brief history on principal preparatory programs. Perceptions of principals regarding their own training revealed a lack of adequate preparation for leading in the area of special education. The researcher used a semi-structured interviews and focus group with principals in Northwest Missouri as well as on online survey for various university leaders. The interviews, focus group, and published courses of study from the universities produced data where three major themes evolved. The three themes included: (a) The Organization of Special Education in a Building or District, (b) The Principal's Role in Special Education, and (c) Training of Principals Regarding Special Education. Kotter's Change Theory was used to indicate a sense of urgency to make changes in how aspiring principals are trained regarding special education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601091 Perceptions of Special Education Training as Viewed by Northwest Missouri High School Principals and Missouri University Leaders ProQuest LLC Ed.D. Dissertation, University of Missouri - Columbia 2018-00-00 978-1-3920-1289-5 126 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13869947 2019 -1 As Provided APR2020

New

No Second Language Learning Second Language Instruction Teaching Methods Intercultural Communication Guides Language Proficiency National Organizations Educational Change Teacher Student Relationship Language Teachers Educational Resources Information Technology Baldwin, Leslie Books Guides - Classroom - Teacher American Council on the Teaching of Foreign Languages (ACTFL) English A concise &quot;go to&quot; guide for new language educators that provides basic practical information, suggestions, and templates, without going into the detail found in a more comprehensive methods textbook. Since the publication of the first edition in 2007, concepts of planning, instruction, and grading have evolved, proficiency-based NCSSFL-ACTFL Can-Do Statements have been created, and, of course, the available tools and resources have changed a great deal. When this text was originally published, overhead projectors were common in classrooms, students rarely had their own cell phones, and social media were still relatively new. Today the instructional environment is different, as are the tools and resources available to teachers. Amid all the ways in which teaching has changed, much remains the same. Learners still need to be meaningfully engaged with the language. Educators must plan opportunities for learning that are relevant for learners. Students must believe that teachers care for them as individuals. Language and intercultural skills are increasingly important in our global society. Teaching is difficult, and educators new to the profession need support and guidance. New teachers must learn a great deal, regardless of the amount of preparation they need before entering the classroom. This second edition of &quot;The Keys to the Classroom&quot; captures the changes and additions that meet the needs of language educators in today's rapidly changing environment. [To view the first edition, see ED582341.] ED602238 The Keys to the Classroom. Second Edition American Council on the Teaching of Foreign Languages 2019-00-00 978-1-9425-4469-2 Teachers Students American Council on the Teaching of Foreign Languages. 700 South Washington Street Suite 210, Alexandria, VA 22314. Tel: 703-894-2900; Fax: 703-894-2905; e-mail: headquarters@actfl.org; Web site: http://www.actfl.org N/A https://www.actfl.org/store.php?Product_code=KEYS_CLAS2 2020 -1 As Provided APR2020

New

Yes High School Students Dropouts Student Attitudes Low Income Students Urban Schools Poverty Resilience (Psychology) Family Problems Decision Making Reentry Students Barriers Student School Relationship Social Environment Family Violence School Safety Neighborhoods Hynes, Michelle Reports - Research America's Promise Alliance, Center for Promise English High Schools Secondary Education This report adds to the large and growing body of research about why some young people fail to complete high school on the traditional four-year timeline. To explore this issue, the Center for Promise at America's Promise Alliance (a partnership between America's Promise Alliance and Tufts University) gathered the stories of more than 200 young people through 30 facilitated group interviews in 16 high-poverty, geographically distributed urban communities across the country. In addition, nearly 3,000 more young people drawn from all 50 states responded to a survey; about two-thirds of those respondents had stopped attending school for at least a semester, while the remainder had finished high school uninterrupted. Analyzing the qualitative and quantitative data led the Center's research team to four primary findings: (1) Both disengaging from and re-engaging with school result from clusters of factors; (2) Young people who stop going to school are likely to be navigating home, school, or neighborhood environments that they experience as toxic; (3) Connectedness to others is a high priority for young people; and (4) Young people who interrupted their high school education often &quot;bounced back&quot; from difficult circumstances, but individual resilience was insufficient to re-engage with school. Overall, the stories demonstrated that these young people were reaching up toward a more sustainable future, whether that meant returning to complete high school, finding ways to support their families, seeking opportunities to be better role models for their own children, or giving back to their communities. ED602239 Don&apos;t Call Them Dropouts: Understanding the Experiences of Young People Who Leave High School before Graduation. A Report from America&apos;s Promise Alliance and its Center for Promise at Tufts University America's Promise Alliance 2014-00-00 Target Corporation 72 America's Promise Alliance. 1110 Vermont Avenue NW Suite 900, Washington, DC 20005. Tel: 202-657-0600; Fax: 202-657-0601; e-mail: publications@americaspromise.org; Web site: http://www.americaspromise.org N/A 2020 -1 ERIC APR2020

New

Yes Mathematical Logic Validity Geometry Definitions Geometric Concepts High School Students Arabs Foreign Countries Visual Aids Secondary School Mathematics Yahya, Aehsan Haj Hershkowitz, Rina Dreyfus, Tommy Speeches/Meeting Papers Reports - Research Israel English High Schools Secondary Education We present the second stage of a study within the context of geometry, whose aim is to investigate relationships between and influence of visualization, the concept images of students concerning geometrical concepts and their definition, and students' ability to prove. We focus on links between the understanding of the definition's role in concluding the geometrical concept attributes and proofs that deal with these attributes. We exemplify this stage in our research, by means of examples, which reveal that the difficulties students have in understanding the geometric concepts' definitions affect the understanding of the proving process and hence the ability to prove. [For the complete proceedings, see ED597799.] ED599805 Investigating Students&apos; Geometrical Proofs through the Lens of Students&apos; Definitions North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Mathematics Instruction Mathematics Education Learning Processes Guidelines Educational History Semiotics Philosophy Linguistics Psycholinguistics Computer Science Neurosciences Computational Linguistics Teaching Methods Area Studies Art Educational Research Gerofsky, Susan Speeches/Meeting Papers Reports - Descriptive English The theme of 'embodiment' has become an important approach in current mathematics education research, growing in significance from the mid-1990s onward. However terminology of 'body' and 'embodiment' is used to signal multiple, widely varying meanings in this research. Studies are grounded in a number of radically different theoretical bases, with the result that mathematics education researchers do not necessarily mean the same thing at all when they refer to 'body', 'embodiment' and 'embodied mathematics learning'. In this theoretical paper, the author offers a framework for interpreting these polysemous terms in relation to their theoretical groundings, with examples from the mathematics education literature. [For the complete proceedings, see ED597799.] ED599806 Making Sense of the Multiple Meanings of &apos;Embodied Mathematics Learning&apos; North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Foreign Countries Public Opinion Mathematics Education Cultural Context Gender Differences Males Disproportionate Representation Sex Stereotypes Mathematical Aptitude Hall, Jennifer Speeches/Meeting Papers Reports - Research Canada Australia English By investigating the general public's views, we can better understand the cultural milieu in which mathematics teaching and learning take place. This study, part of an international research project, investigated the Canadian general public's views of gender and mathematics. Using a brief survey, people on the street and in public spaces in four demographically diverse locations in the Canadian province of Ontario were asked their views on the topic. The findings suggest reasons to be both cautiously optimistic and concerned. While the most common response to the questions examined was to see no gender difference, more participants held a gendered view (typically privileging boys) than a gender-neutral view. [For the complete proceedings, see ED597799.] ED599807 Gender-Neutral, yet Gendered: Exploring the Canadian General Public&apos;s Views of Mathematics North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Plagiarism Computer Software College Faculty College Students Technology Uses in Education Assignments Ethics Cheating Meyer, Patricia Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This study explored the adoption level of a specific plagiarism detection software by college professors in a classroom environment. As universities and colleges struggle with the issue of plagiarism and maintaining high standards of integrity, technology tools have been created and provided to assist faculty in identifying if a student has plagiarized their work. The university that was used in this study provided plagiarism technology to their faculty known at Turnitin©. Turnitin© plagiarism software assist faculty in educating students on how to properly research and cite sources when completing their course work. The software is capable of detecting if a student has copied word for word from the Internet or has used work from another student. Turnitin© provides reports on usage of the technology by faculty. These reports indicated low usage of Turnitin© by faculty. This study explored why the plagiarism software that was implemented at the university was not being used in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599503 Adoption of Plagiarism Detection Software by College Faculty ProQuest LLC Ed.D. Dissertation, Northern Illinois University 2018-00-00 978-0-4388-5483-3 96 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10976882 2019 -1 As Provided APR2020

New

No Superintendents Leadership Collective Bargaining Teacher Salaries Fringe Benefits Teacher Recruitment Teacher Persistence High School Teachers STEM Education Teacher Attitudes Administrator Attitudes Teacher Administrator Relationship Abdoo, Christopher George Dissertations/Theses - Doctoral Dissertations New York EISSN- English High Schools Secondary Education In school districts across the United States, it has become increasingly difficult to recruit and retain STEM teachers. This is due, in part, to the limited number of candidates in teacher preparation school compared to other disciplines, as well as greater opportunities for STEM teachers in other employment sectors when compared to teachers in many other certification areas. The researcher designed this correlational quantitative study to examine the relationship of collectively bargained factors, including salary and non-salary items (health insurance, health insurance in retirement, health insurance buyouts, retirement incentives, contractual hours per day, contractual work days per year, sick days, and personal days) to the recruitment and retention of high school STEM teachers in Capital Region school districts of New York State. The researcher designed a survey instrument to collect high school teachers' perception of the influence of collectively bargained items, as well as superintendent leadership on their recruitment and retention to their current school district. The researcher also designed a survey instrument to collect superintendents' perception of the influence of collectively bargained items, as well as superintendent leadership on the recruitment and retention of high school teachers to their current school district. In total, 32 superintendents and 1,129 high school teachers were included in the sample; a 45.71% and 25.46% response rate respectively. The results of this study indicate that collectively bargained salary and benefits matter to high school teacher recruitment and retention and there is no statistically significant difference between how high school non-STEM and high school STEM teachers perceive the influence of specific collectively bargained benefits on their recruitment and retention. In addition, there are statistically significant differences between superintendents and high school teachers in this study regarding the importance of salary toward the recruitment of high school teachers and the influence that improving medical benefits has on high school teacher retention. Further, there were statistically significant differences between superintendents and high school teachers on the influence of superintendent leadership on high school teacher recruitment and retention. The results of this study suggest that superintendents and Boards of Education should consider the influence of specific collectively bargained benefits, particularly medical benefits, on the recruitment and retention of high school teachers and seek to maintain or improve high quality medical benefits in the most cost effective manner possible. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599504 Examining the Influence of Superintendent Leadership and Collectively Bargained Salary and Benefits on the Recruitment and Retention of High School STEM Teachers in the Capital Region of New York State ProQuest LLC Ed.D. Dissertation, Sage Graduate School 2018-00-00 978-0-4389-3459-7 184 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10976437 2019 -1 As Provided APR2020

New

No Middle School Teachers Teacher Attitudes English Teachers Language Arts Technological Literacy Teaching Methods English Instruction Coaching (Performance) Outcomes of Education Teacher Role Literacy Education Barriers Faculty Development Baker, Sarah Elizabeth Dissertations/Theses - Doctoral Dissertations EISSN- English Junior High Schools Middle Schools Secondary Education The intent of this mixed methods study was to explore what middle school English Language Arts (ELA) teachers believe are the necessary digital literacies required for students and to determine what teacher practices are currently being conducted to support these necessary literacies. To investigate digital literacy practices, three data collection instruments were developed for collecting data -- an interview schedule designed for six secondary instructional coaches, a questionnaire that was administered to 122 middle school ELA teachers, and six classroom observations. The data were analyzed through inductive and descriptive approaches. The findings suggest that middle school teachers understand their role in the development of digital literacies and some teachers are working to navigate digital reading and writing practices. However, inconsistent use of digital tools and other barriers prevent the research site from fully supporting digital literacy development. A professional development proposal was developed that outlines suggested topics and learning outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601092 Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms ProQuest LLC Ed.D. Dissertation, Texas A&M University 2018-00-00 978-0-4388-8156-3 163 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13839982 2019 -1 As Provided APR2020

New

No Family Work Relationship Agricultural Education Secondary School Teachers Teacher Persistence Teacher Attitudes Success Family Involvement Time Management Teacher Collaboration Spouses Teacher Administrator Relationship Academic Achievement Teacher Education Programs Sommerlatte Lowes, Kelley Renee Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Secondary Education The purpose of this study was to determine how agricultural science teachers in central Texas balance family and a successful career as a secondary agricultural science teacher. This study identified the supports that agricultural science teachers need in order to maintain a career and a family to remain teachers in the profession. Research questions that guided this study were as follows: How do you make it all work in terms of family and work balance? In terms of family, what are the social supports that you need to maintain your role? How do you define success and has that changed since you first started teaching? This study utilized qualitative phenomenological analysis methodology to gain knowledge about the supports necessary to juggle a family and a career. Several themes emerged as data was coded for this study: involving your children in the program, organization, prioritizing time, importance of teaching partners, spousal support, family, and a supportive administration. Teachers were also asked to define their version of success. These individuals cited student success, survival, and creating a well-rounded program as their version of success. Teachers suggested that educator preparation programs should focus on properly preparing future agriculture teachers and helping them understand this career. Many also recommended that administrator should learn more about agriculture programs as well as teachers need to educate these administrators by having open conversations. Recommendations for future studies were to compare male and female experiences in teaching agricultural science. Another possible study could look at how other similar professions also balance their career and families. A study could focus on how administrators support their agricultural science teachers. Finally, it is suggested that a study be conducted on those who left the profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601093 Making It Work: A Qualitative Study of Work-Life Balance of Agricultural Science Teachers ProQuest LLC Ph.D. Dissertation, Texas A&M University 2018-00-00 978-0-4388-8205-8 110 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13840031 2019 -1 As Provided APR2020

New

Yes College Seniors Student Attitudes Introductory Courses Public Speaking Required Courses Gender Differences Majors (Students) Educational Benefits State Universities Self Efficacy Teacher Characteristics Tucker, Barbara G. Kinkead, Clint Self, Sean D. Reports - Research EISSN- English Higher Education Postsecondary Education Members of three graduating classes of a state college in the Southeast were surveyed regarding their perceptions and attitudes toward the required basic public speaking course. Previous literature on basic communication courses indicates debate over the priorities for the course content but little investigation of long-terms effects on or attitudes of students. Quantitative responses showed significant correlation between gender and enjoyment of the course and confidence in speaking. Qualitative responses shed light on what the graduates perceived as memorable, educational, and important, as well as negative, about their basic course experience. Findings indicate subjects' recognition of the course's value to their life and education but the perception that the course was insufficient. The personality and teaching approach of the instructor was indicated as strongest reason for positive attitudes. ED602240 Graduating Seniors&apos; Perceptions of the Basic Course in Public Speaking Online Submission 2019-00-00 31 N/A 2020 -1 As Provided APR2020

New

No Higher Education Leadership Training Educational Improvement Leadership Effectiveness Educational Administration Doctoral Programs Equal Education Seminars Teaching Methods Instructional Leadership Policy Formation Educational Practices Doctoral Dissertations Democracy Social Justice Foreign Policy Doctoral Degrees Citizenship Education Islam Networks Student Attitudes Educational Experience Foreign Countries Western Civilization Taysum, Alison, Ed. Rayner, Stephen, Ed. Books Collected Works - General Africa United Arab Emirates United States United Kingdom (England) ISSN-1479-3628 English Higher Education Postsecondary Education This volume acknowledges the need for better understanding in leadership, management and administration of new knowledge which is crucial for effective leadership in a period of massive policy reform and deepening austerity in education. The doctorate is key to meeting this global challenge as it offers new and valid ways of enabling innovation and utility in an approach to knowledge creation and management that embodies meaningful methods for assuring improvement, effectiveness, efficiency, and equity in education. The chapters in this edited collection emerge from a British Educational Leadership Management and Administration Society (BELMAS) funded Seminar Series. The international leading academics and researching practitioners contributing chapters to the book focus upon purposes, pedagogies, and the impact of the doctorate on educational leaders and leadership development. Further, the chapters reveal how doctoral study helps equip leaders to implement policy and develop strategies to steer their organizations towards improving policy provision and practice. This book contains the following chapters: (1) Introduction: Investing in Our Education? Leading, Learning, Researching and the Doctorate (Alison Taysum and Stephen Rayner); (2) Academic and Professional Knowledge in the Professional Doctorate (David Scott); (3) Doctoral Study in Challenging Times: Entrenching Banality or Revitalising Prospects for 'Wicked' Intellectual Work. The Case of Educational Administration (Marlene Morrison); (4) Leadership: Skilled Manager or Virtuous Professional? (Richard Pring); (5) New Directions for the Doctoral Thesis (Richard Andrews); (6) Western Doctoral Programmes as Public Service, Cultural Diplomacy or Intellectual Imperialism? Expatriate Educational Leadership Teaching in the United Arab Emirates (Eugenie A. Samier); (7) Can We Impact Leadership Practice through Teaching Democracy and Social Justice? (Carolyn M. Shields); (8) The Education Doctorate (Ed.D.) and Educational Leader Dispositions and Values in England and the United States (Alison Taysum and Charles L. Slater); (9) Democratic Citizenship Education and Islamic Education: On Sceptical Doctoral Encounters (Yusef Waghid); (10) Developing Nodes in Leading Networks of Knowledge for Leader and Leadership Development: Some African Students' Perspectives on their Experience of Doctoral Education (Emefa Takyi-Amoako); (11) Investing in Our Education? Leading, Learning, Researching and the Doctorate (Annette Thomas-Gregory and Justine Mercer); and (12) Conclusions: The Doctoral Dividend; Leading, Learning, Researching (Stephen Rayner and Alison Taysum). A section about the authors and an index are included. ED602241 Investing in Our Education: Leading, Learning, Researching and the Doctorate. International Perspectives on Higher Education Research. Volume 13 International Perspectives on Higher Education Research 2014-10-31 978-1-7844-1132-9 Administrators 260 Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley BD16 1WA, West Yorkshire, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: https://www.emerald.com/insight/publication/issn/1479-3628 T https://www.emerald.com/insight/publication/doi/10.1108/S1479-3628201413 2020 -1 ERIC APR2020

New

Yes Mathematics Skills Mathematics Activities Mathematical Models Problem Solving Creative Thinking Creativity Cognitive Ability Academically Gifted Elementary School Students Middle School Students Clubs Relevance (Education) Gilat, Talya Amit, Miriam Speeches/Meeting Papers Reports - Research English Elementary Education Junior High Schools Middle Schools Secondary Education The study described herein is part of a larger, inclusive research study exploring the effects of model-eliciting activities (MEAs) of &quot;real-life&quot; situations on the development of students' mathematical creativity. This part aim at revealing students' cognitive abilities that are involved in the creative modeling processes using a qualitative analytical method. The participants were mathematically talented students, members of the &quot;Kidumatica&quot; math club. The data include videotapes, classroom observation and modeling products. Three core categories--appropriateness, 'mathematical resourcefulness' and inventiveness--of students' cognitive creative abilities are identified, defined and illustrated. These findings may give a better understanding of the larger concept of mathematical creativity. [For the complete proceedings, see ED597799.] ED599808 Revealing Students&apos; Creative Mathematical Abilities through Model-Eliciting Activities of &quot;Real-Life&quot; Situations North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Spatial Ability Geometry College Students Mathematics Instruction Instructional Effectiveness Visual Perception Geometric Concepts Foreign Countries Computer Assisted Instruction Ferrara, Francesca Mammana, Maria Flavia Speeches/Meeting Papers Reports - Research Italy English Higher Education Postsecondary Education In this paper, we present an approach to spatial geometry that involved a group of university students, who engaged in visual experiences while discussing about geometrical properties using a dynamic geometry environment. Drawing on aspects related to the difficulty of seeing in 3D, we introduce suitable connections between quadrilaterals and tetrahedra as a way to enhance visual skills in space geometry. In so doing, we show examples of the way learners manage &quot;to see in space&quot; through the affordances offered by the DGE. [For the complete proceedings, see ED597799.] ED599809 Seeing in Space Is Difficult: An Approach to 3D Geometry through a DGE North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Graduate Students Professional Development Mathematics Instruction Calculus Teaching Assistants Training STEM Education Undergraduate Study College Faculty Coordinators Teacher Role Program Effectiveness Ellis, Jessica Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education This report details the importance of professional development and training for graduate student teaching assistants (GTAs) in in the teaching of calculus. Findings from a large, national study in the United States show that GTAs are teaching a large percentage of Calculus I students (either as the primary teacher or as a recitation leader), receiving widely varied preparation for this teaching, and experiencing this preparation to varying degrees of effectiveness. The results motivate the need to further investigate the current landscape of GTA professional development, and lay the groundwork for subsequent analyses to explore connections between GTA PD, instructor attributes, such as beliefs and practices, and student success. [For the complete proceedings, see ED597799.] ED599810 Preparing Future Professors: Highlighting the Importance of Graduate Student Professional Development Programs in Calculus Instruction North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No College Readiness College Credits Educational Attainment College Freshmen Educational Indicators Low Income Students Racial Differences Stafford, Jennifer Dissertations/Theses - Doctoral Dissertations Kentucky EISSN- English Higher Education Postsecondary Education The purpose of this study was to determine if attaining the college readiness indicators adopted by the Kentucky Board of Education affect postsecondary outcomes. This study evaluated students' overall college credit attainment in the first year of college to determine if attaining the college readiness indicators affects student performance outcomes. These indicators included a college admissions exam, dual credit courses, and Advanced Placement. The research showed several differences in first year college credit attainment of student meeting varying college readiness indicators. The research suggested that (1) meeting readiness indicators in both math/natural science and English/reading/arts/humanities/social/behavior content areas is better than meeting readiness indicators in only one, (2) that students qualifying for free or reduced lunch may earn a greater average number of college credit hours as compared to those having paid lunch status, and (3) there were no differences by race or ethnicity when meeting the different college readiness benchmarks. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601653 Effects of Meeting College Readiness Indicators on First-Year College Credit Attainment ProQuest LLC Ed.D. Dissertation, Northern Kentucky University 2019-00-00 978-1-3922-1710-8 93 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810458 2020 -1 As Provided APR2020

New

No Student Athletes Physical Activity Level Lifelong Learning Exercise College Seniors Psychological Needs Personal Autonomy Wellness Program Effectiveness Peer Relationship Sustainability Student Adjustment Smith, Melinda B. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Student-athletes (SAs) face challenges to maintaining physical activity as they graduate beyond college athletics. Transition barriers include the loss of team support (Fuller, 2014), less motivation without specific goals (Plateau, Petrie, &amp; Papathomas, 2017) and identity-related changes (Fuller, 2014; Reifsteck, Gill, &amp; Labban, 2016). The purpose of this project was to implement and evaluate &quot;PILATES Connect,&quot; designed to support basic psychological needs satisfaction and self-determined motivation for final-year SAs as they transition to enjoyable and sustainable lifetime physical activity. Using Self-Determination Theory (SDT) as a framework, SAs progressed in Pilates training and discussed the transition with peers. Twelve participants completed &quot;PILATES Connect&quot; with an adherence rate of 94.4% and strongly recommended the program for others. Pre and post-program Basic Psychological Needs in Exercise Scale (BPNES) and Behavioural Regulation in Exercise Questionnaire (BREQ-3) scores did not reveal significant changes in basic psychological needs satisfaction and self-determination for physical activity. However, participant ratings of perceived autonomy and relatedness were consistently high through the six sessions. Perceived competence ratings increased significantly from earlier to later sessions, F(5, 3) = 29.7, p = 0.009. Participants progressed in Pilates skills, enjoyed the freedom to modify or advance exercises and felt less alone as they discussed ideas with other SAs. Adherence rates, evaluations and focus group feedback provide support for continuing to offer &quot;PILATES Connect&quot; in the future, supporting SA lifetime physical and psychological wellness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601654 PILATES Connect: Support for Collegiate Student-Athletes in the Transition to Meaningful Lifetime Physical Activity ProQuest LLC Ed.D. Dissertation, The University of North Carolina at Greensboro 2019-00-00 978-1-0855-9594-0 61 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810463 2020 -1 As Provided APR2020

New

No Audio Books Elementary School Students Rural Areas Independent Reading Reading Attitudes Learner Engagement Reading Motivation Hartell, Anne W. Dissertations/Theses - Doctoral Dissertations South Carolina EISSN- English Elementary Education The purpose of this study was to investigate the impact of audio books on students' reading experiences in a public elementary school in rural upstate South Carolina. This study was conducted to address the problem of practice reported by teachers as low motivation and engagement during independent reading in classrooms that contributed to negative experiences during independent reading. This action research study utilized interviews, a focus group, a survey, and classroom observations to gather qualitative data on the reading experience before and after the introduction of audio books from three resources. Adult support, access, interest, focus, and difficulty were themes revealed during data collection and analysis that impacted the experience of reading for students. The study revealed that audio books may or may not have an impact on students' perceptions of reading, but their implementation can positively impact the reading experience for students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599505 Audio Books&apos; Impact on Students&apos; Reading Experiences ProQuest LLC Ed.D. Dissertation, University of South Carolina 2018-00-00 978-0-4388-7548-7 132 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10974681 2019 -1 As Provided APR2020

New

No Place Based Education Learner Engagement STEM Education Hands on Science Active Learning Inquiry Student Attitudes Attitude Change Science Achievement Interdisciplinary Approach Problem Based Learning Student Centered Learning Constructivism (Learning) Instructional Effectiveness Lloyd, Molly Dissertations/Theses - Doctoral Dissertations EISSN- English &quot;Place-based education&quot; refers to pedagogy that connects student learning with the local environment and students' lives. Educators' preoccupation with standardized test scores have increased the disconnect between formal education and student's life experiences. Schools have developed systems of learning in isolated subjects through reading texts, listening to lectures, or watching videos rather than authentic, experiential learning. School districts have embraced a STEM (science, technology, engineering, and science) approach to education as a way of invigorating student learning. There are many approaches to integrating, hands-on, inquiry-based science lessons. As science PASS test scores have declined, educators are examining best STEM instructional practices. Two essential questions guided the research. What impact would the implementation of &quot;From Seeds to Shoreline®,&quot; a place-based educational program, have on student attitude toward learning science and student achievement? At the conclusion of an action research study, the teacher-researcher found: (1) an increase in pre and post assessments of student attitude and engagement in learning science, (2) an increase in test scores after the implementation of the &quot;From Seeds to Shoreline®&quot; program, (3) an appreciation for the historical approaches and pedagogical evolution of place-based education, and (4) an appreciation for place-based education as a method of instruction and learning which incorporates interdisciplinary learning, problem-based learning, immersive experiential learning, student centered learning, and a constructivist model of learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599506 From Seeds to Shoreline®: A Place-Based Approach to Impacting Student Engagement and Achievement ProQuest LLC Ed.D. Dissertation, University of South Carolina 2018-00-00 978-0-4388-7554-8 141 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10975384 2019 -1 As Provided APR2020

New

No Standardized Tests Special Needs Students Student Attitudes Fear Self Esteem Testing Accommodations Student Evaluation Special Education Performance Factors Nash, Teresa D. Dissertations/Theses - Doctoral Dissertations EISSN- English This mixed methods study examined the effects of requiring students with special needs to take the same assessment as their same-aged peers. A significant difference in student performance on End-of-Course (EOC) exams was found at the state and local level when comparing students with special needs to students without special needs. Students with special needs expressed concerns with not performing well on EOCs, fear of not knowing or remembering concepts assessed, and not being smart enough to go on to college. Student self-esteem, classroom modifications, and assessment procedures of students with special needs were concerning to special educators. By acknowledging that each student performs at different levels, assessing students according to each student's level of performance, and allowing students to experience success, the educational system will be leaving no child behind. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601094 Does One Test Fit All? The Effects of State-Mandated Assessments on Students with Special Needs ProQuest LLC Ed.D. Dissertation, University of Missouri - Columbia 2017-00-00 978-1-3920-1314-4 164 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13869972 2019 -1 As Provided APR2020

New

No Science Instruction Science Achievement Reading Comprehension Teaching Methods Reading Strategies Content Area Reading Grade 7 Program Effectiveness Faculty Development Knowledge Level Text Structure Beerwinkle, Andrea Lynne Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education The ability to comprehend science texts is not only an academic skill but a life skill. Currently, however, the majority of students across grade levels in the United States are reading below grade level &quot;and&quot; have science achievement below grade level. The text structure strategy, a reading comprehension strategy in which students are taught to use the structure of a text (e.g., comparison, cause and effect, problem and solution) to construct the main idea of the text, has been shown to be successful in improving reading comprehension. Therefore, the text structure strategy was implemented in grade 7 science classes to improve reading comprehension and science knowledge. The intervention included practice-based professional development, weekly instructional planning, modeling of text structure lessons in science, and adaptation of instructional materials to support the text structure strategy. This study investigated the efficacy of the text structure strategy in a grade 7 science classroom with four teachers and 169 students in a small, semi-rural district. The researcher collaborated with school administrators to provide teachers with practice-based professional development and ongoing in- and out-of-classroom support during the intervention. The study utilized a quasi-experimental pretest-posttest design. Results from paired t-tests showed that students significantly improved on science knowledge, reading comprehension, signaling word knowledge, and main idea quality. The text structure strategy in science has promise as an effective strategy to improve reading comprehension and science knowledge of middle school students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601095 A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science ProQuest LLC Ph.D. Dissertation, Texas A&M University 2018-00-00 978-0-4388-8157-0 93 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13839983 2019 -1 As Provided APR2020

New

No Academic Language Listening Comprehension Reading Comprehension Elementary School Students Grade 2 Oral Language Reading Skills Listening Comprehension Tests Word Recognition Reading Tests Achievement Tests Kim, Young-Suk Grace Petscher, Yaacov Uccelli, Paola Kelcey, Benjamin Reports - Research Woodcock Johnson Tests of Achievement ISSN-0022-0663 English Elementary Education Early Childhood Education Grade 2 Primary Education Two widely studied language skills in relation to reading comprehension are listening comprehension skill and academic language proficiency. Although their constituent skills and theoretical accounts of how they are related to reading comprehension share a large overlap, they have been studied in separate lines of work. In this study, we investigated the dimensionality of listening comprehension and academic language proficiency tasks, their relations to reading comprehension, and the impact of assessment modality (reading vs. oral language) of academic language proficiency, using data from children in Grade 2 (N = 350). Two cohorts of children from the same schools were assessed on the same set of listening comprehension, word reading, reading comprehension, and academic language tasks. Whereas the first three constructs were assessed in identical manner across the 2 cohorts, academic language tasks were assessed in different modalities (1 cohort in a reading context and the other cohort in an oral language context). Academic language proficiency and listening comprehension skill tasks were best described as having a general oral language construct that captured common variance among all the tasks as well as having specific residual factors. Students' average performance on academic language tasks was lower in the reading context, wherein students' reading skill was also captured beyond the academic &quot;language&quot; proficiency. Across assessment modalities, it was the general oral language construct, not the specific factors, that was reliable, and consistently and most dominantly related to reading comprehension after accounting for word reading. [This is the online version of an article published in &quot;Journal of Educational Psychology.&quot;] ED602242 Academic Language and Listening Comprehension--Two Sides of the Same Coin? An Empirical Examination of Their Dimensionality, Relations to Reading Comprehension, and Assessment Modality Grantee Submission 2019-12-19 Institute of Education Sciences (ED) 22 T http://dx.doi.org/10.1037/edu0000430 2020 -1 As Provided APR2020 Yes R305A130131

New

Yes Private Sector English (Second Language) Second Language Learning Second Language Instruction Language Teachers Working Hours Foreign Countries Web Sites Employment Opportunities Preferences Advertising Role Yaman, Ismail Sahin, Mustafa Journal Articles Reports - Research Turkey ISSN-2602-4578 English English language teaching (ELT) and the training of English language teachers have long been important issues in Turkey. However, the related discussions and studies about ELT and English language teachers have mostly concentrated on the systems and issues in the public education sector. Aiming to fill this gap about the involvement of the private sector, this qualitative study intends to find out details concerning the role of the private sector in terms of the employment of English language teachers. To this end, the document analysis method was adopted and the keyword 'Ingilizce ögretmeni' (English language teacher) was scanned in detail on &quot;kariyer.net&quot;, a popular job advertisement website in Turkey. The obtained 173 relevant advertisements were then put into content analysis in terms of variables including city distribution, experience preferences, nationality preferences, graduated programme preferences, certificate preferences, place of employment, working hours, and special features. The findings have been presented in detailed tables and interpreted with reference to the research questions of the study. ED602243 An Investigation into the Employment of English Language Teachers in the Private Sector in Turkey Online Submission Journal of Language Research v3 n1 p1-13 2019 2019-00-00 13 N/A 2020 -1 As Provided APR2020

New

No High School Graduates College Students Student Adjustment Adjustment (to Environment) Sense of Community Prior Learning Academic Achievement College Readiness O'Connor, Flannery Dissertations/Theses - Doctoral Dissertations Pennsylvania (Philadelphia) EISSN- English High Schools Secondary Education Higher Education Postsecondary Education College enrollment rates have increased over the past 30 years, but there continue to be gaps in college enrollment as well as graduation rates across demographics such as socioeconomic status and race. This is a social justice issue that affects the population of this study, which focuses on graduates of Cristo Rey Philadelphia High School (CRPHS). Both positive social and academic adjustment, especially during the first year of college, is found to be strongly related to retention and persistence through college. This study took a mixed methods approach and gathered data on the students' academic and socio-emotional adjustment to college as well as the study participants' high school experiences. Regression analyses determined any high school predictors of college adjustment. Results showed that a Cristo Rey graduate's perception of their high school's impact on their academic and social adjustment to college was a significant predictor of academic adjustment and sense of belonging on their college campus. A graduate's high school academic performance was a predictor of sense of belonging, but not of academic adjustment. Student interviews revealed major themes of college readiness, the power of relationships and the importance of community on a student's adjustment to college. Analyses of findings from this mixed-methods study leads to implications for policy and research for both Secondary Schools and Higher Educational Institutions, particularly Predominately White Intuitions, on how to best support and value a Cristo Rey Philadelphia student's adjustment to college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602507 An Investigation of the Links between the Cristo Rey Philadelphia High School Experience and Adjustment to College ProQuest LLC Ed.D. Dissertation, University of Pennsylvania 2019-00-00 978-1-3922-2699-5 126 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13858005 2020 -1 As Provided APR2020

New

No Discipline Policy Suspension Attendance Rural Schools Punishment Public Education Positive Behavior Supports Program Effectiveness Elementary School Students Children Instructional Program Divisions Race Educational Change Response to Intervention Tate, Lauren Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Elementary Education Widespread school discipline problems came to forefront in the educational arena in the 1990s (Ogulmus &amp; Vuran, 2016). Exclusionary practices (e.g., in- or out-of-school suspension, strict rules, or punishment [Skiba &amp; Peterson, 2000]), also known as traditional school discipline practices (TSDP) (Scheuermann &amp; Hall, 2011) have become common behavioral practices across the American public education landscape (U.S. Department of Education, 2016). These practices remove students from instruction, often resulting in detrimental impacts to student performance (Edward &amp; Brea, 2016), and have neither positive effects on student behavior (Ogulmus &amp; Vuran, 2016) nor positive longevity effects (Costenbader &amp; Markson, 1998). In support of federal legislation aimed at retention of students in the school environment (U.S. Department of Justice, 2011), Positive Behavior Interventions and Support (PBIS) (used interchangeably with School Wide Positive Behavior Interventions and Support [SWPBIS]), focuses on improving the school climate. The PBIS-tiered behavior system in Tennessee, Response to Instruction and Intervention for Behavior (RTI2-B), was created to increase prosocial behaviors and decrease problem behaviors. Although PBIS has been well studied throughout the literature, there has been a paucity of formal research conducted on this tiered behavior system. The purpose of this quantitative study was to determine if the RTI2-B program created statistically significant differences in attendance and suspension rates of students by grade and race at three rural Tennessee elementary schools, using archived student data from a small rural school district in western Tennessee. A paired samples t test was conducted to compare suspension rates before and after program implementation, and another paired samples t test was used to analyze school-wide attendance patterns before and after program implementation. Bivariate analysis was used to examine post-intervention suspension differences by race. The relationships between pre- and post-intervention attendance data by year, pre- and post-suspension data by grade across years, and post-intervention differences in race were also analyzed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602508 Examining Exclusionary Discipline Practices: Utilizing Response to Instruction and Intervention for Behavior as an Innovation for Change in Attendance and Suspension Rates within Three Rural Elementary Schools in Tennessee ProQuest LLC Ed.D. Dissertation, The University of Memphis 2019-00-00 978-1-0855-6019-1 117 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13857350 2020 -1 As Provided APR2020

New

Yes Validity Mathematical Models Secondary School Mathematics Epistemology Secondary School Students Secondary School Teachers Foreign Countries Student Behavior Goizueta, Manuel Mariotti, Maria Alessandra Planas, Núria Speeches/Meeting Papers Reports - Research Spain (Barcelona) English Secondary Education The focus of this report is on the process of resolution of a task; specifically, on the validation of the mathematical model proposed by a group of students and the numerical result that is constructed within this model. Habermas' construct of rational behavior is used to describe validity conditions that emerge and are used by the students as means for validation. We take a classroom episode from a design experiment to examine how the emergence of these conditions points to a socially constituted mathematical epistemology in the secondary school mathematics classroom, to shared and tacit principles of the didactic contract concerning the knowledge there, and to non-mathematical references that are taken for granted. [For the complete proceedings, see ED597799.] ED599811 Validating in the Mathematics Classroom North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 7 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Professional Identity Preservice Teachers Secondary School Teachers Mathematics Teachers Preservice Teacher Education Emotional Response Student Attitudes Values Objectives Gomez, Carlos Nicolas Conner, AnnaMarie Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education Secondary Education Understanding the formation of the professional identities of prospective teachers is important to better understand the decision-making processes of future teachers. Through an exploration of four prospective teachers' visions of practice and designated identities, we found that their images of future students' affective responses while learning mathematics were a strong influence in the prospective teachers' evolving professional identities. [For the complete proceedings, see ED597799.] ED599812 &quot;I Also Want Them to Feel Comfortable&quot;: Affect and the Formation of Professional Identity North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 National Science Foundation (NSF) 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020 1149436

New

Yes Textbooks Arithmetic Foreign Countries Educational History Mathematics Education Teaching Methods Learning Freiman, Viktor Volkov, Alexei Speeches/Meeting Papers Reports - Evaluative Russia English In this paper, we investigate the Arithmetic authored by L.F. Magnitskii (1669-1739) especially focusing on the methods of teaching and learning represented in this arithmetical manual that remained highly influential among the Russian educators for more than a century after its publication in 1703. We suggest that Magnitskii, even though drawing upon arithmetical manuals published in Western Europe in the 17th century, introduced a number of new elements that can be properly interpreted only if one takes into consideration his didactical agenda. [For the complete proceedings, see ED597799.] ED599813 What Did the Students Learn from Mathematics Textbooks? The Case of L. F. Magnitskii&apos;s &quot;Arithmetic&quot; North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Preservice Teachers Second Language Learning Second Language Instruction English (Second Language) Language Teachers Figurative Language Validity Reliability Student Attitudes Undergraduate Students Word Frequency Foreign Countries Phenomenology Creativity Language Usage Yaman, Ismail Journal Articles Reports - Research Turkey ISSN-2602-4047 English Higher Education Postsecondary Education This qualitative study aims to reveal pre-service English language teachers' perceptions concerning 'teaching English to young learners' through metaphors. It has been carried out with the participation of 83 4th grade undergraduate students attending the English Language Teaching Programme at Ondokuz Mayis University. The data have been collected via a metaphor form with an open-ended statement as &quot;Teaching English to young learners is ……… because …………&quot;. The gathered data have been analysed through content analysis in stages coding and elimination, category development, validity and reliability, interpretation of the data. During the preliminary analysis of the gathered metaphors 11 of them were omitted due to the missing parts on the form. The remaining 72 metaphors were put into a similarity analysis revealing that 31 different metaphors in total were produced by the participants. The metaphors &quot;fun&quot; and &quot;turning-point&quot; have appeared to be the ones with the highest frequency. Among the other metaphors with high frequency are &quot;joy,&quot; &quot;challenge,&quot; &quot;difficulty,&quot; and &quot;hard-work.&quot; As for the categories yielded by the study, the frequency list is led by 'an enjoyable process', which is followed by 'a demanding process', 'an important process', 'a creative process', and 'an easy process' consecutively. Related discussions and recommendations are presented in the light of these findings. ED602244 Exploring Pre-Service English Language Teachers&apos; Perceptions about &apos;Teaching English to Young Learners&apos; through Metaphors Online Submission International Journal of Eurasian Education and Culture (IJOEEC) v4 n7 p141-157 2019 2019-00-00 17 N/A 2020 -1 As Provided APR2020

New

Yes English (Second Language) Second Language Learning Second Language Instruction Linguistics Psychology Professional Recognition Researchers Teaching Methods Learning Theories Yaman, Ismail Journal Articles Reports - Research EISSN- English This study aims to give a brief overview of some prominent figures in the field of English Language Teaching (ELT) and their main contributions to the field. Since the field is closely interlinked with linguistics and psychology, most of the major contributors covered in the study are psychologists or linguists from various time frames as of the late 1800s. Actually, the current stage attained in the field is the accumulation of knowledge and experiences throughout centuries;and some outstanding figures have made really remarkable contributions in this long process.While some of them produced ground-breaking theories concerning a specific aspect of the field,some others produced guiding academic resources that has been employed by thousands of ELT researchers and practitioners. Although there are many studies which focus on different aspects o fELT and cover dispersed information about the outstanding figures covered here and their contributions, there is not one which provides a compact pile of information on these significant contributors. It has been intended to fill this gap in the existing literature and constitute a to-the point address about the fathers and mothers of ELT for the researchers, practitioners, and the interested layman. ED602245 An Overview of the Key Figures in ELT Online Submission Karabuk University Journal of Institute of Social Sciences v9 n2 p741-760 2019 2019-00-00 20 N/A 2020 -1 As Provided APR2020

New

No Principals Administrator Attitudes School Psychologists Counselor Role Consultants Role Perception Counselor Training Wood, Brandon J. Dissertations/Theses - Doctoral Dissertations EISSN- English Understanding the existing discrepancy between school psychologist engagement in systems-level consultation and the ascribed importance of such practice is likely multifaceted. Barriers, such as time spent in assessment-related activities, a lack of training in consultation, and high student-to-school psychologist ratios, among others, are known to reduce the possibilities and opportunities for school psychologist participation in systems-level consultation (Cramer &amp; Rosenfield, 2003; Curtis, March, Castillo, Stockslager, &amp; Gelley, 2012). An underexplored potential barrier for school psychologist entry into systems-level activity is a school's principal. Most studies of educational professionals' perceptions of school psychologists were conducted over a decade ago (e.g., Gilman &amp; Gabriel, 2004). The present study sought to explore principal perceptions of school psychologist preparedness for and engagement in systems-level consultation. Results of this study suggested that principals may not perceive school psychologists as having the necessary knowledge and skills to provide systems-level consultation. Additionally, a principal's knowledge about systems-level consultation and school psychologist accessibility were found to significantly influence how often principals provided school psychologists with systems-level consultation opportunities. Results of this study will aid school psychology training programs in preparing future systems-level consultants and help current school psychologists interested in expanding their roles by entering into systems-level activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601655 School Principals&apos; Perspectives on School Psychologists as Systems-Level Consultants ProQuest LLC Ph.D. Dissertation, Indiana State University 2019-00-00 978-1-3922-3534-8 118 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808706 2020 -1 As Provided APR2020

New

No Program Effectiveness English Language Learners Models Limited English Speaking Immersion Programs Language of Instruction Individualized Education Programs Parent Role Withdrawal (Education) Language Proficiency Language Arts Achievement Tests Evidence Based Practice Achievement Gap Avila, Delphina J. Dissertations/Theses - Doctoral Dissertations Arizona EISSN- English The price of not being English proficient in the United States is costly. A study using 2000 census data showed that people who were not English proficient experienced lower earnings than those who spoke only English (Community and Regional Development Estate, 2005). The cost of being a non-proficient English speaker has the potential to decrease one's earning and perpetuate the poverty cycle, which is already higher for individuals of color (Wagmiller &amp; Adelman, 2009). The National Center for Education Statistics (NCES) (2016) reports that between 2014 and 2015, there were 4.6 million students in public schools who were considered English Learners. Per the same source, that number continues to rise (NCES, 2016). In 2016, Arizona assessed 33,520 Limited English Proficient (LEP) students (Arizona Department of Education [ADE], 2016). This number rose to 42,767 in 2017 (ADE, 2017b). While the number of English Learners in our classrooms may be increasing, our progression in moving the needle for their academic achievement is seemingly stagnant. Why? In 2017, Arizona English Learners continue to lag behind their peers on statewide standards testing despite years passing since No Child Left Behind regulation and Move on When Reading laws. In response to legislation, Arizona has enacted English-Only instruction and requires that English Learners partake in a Structured English Immersion (SEI) Program or an Individual Language Learner Plan (ILLP), unless specifically withdrawn by a parent (PW). No current data exist to illustrate whether there is a significant difference amongst academic achievement by English Learner students participating in a Structured English Immersion classroom, an Individual Language Learner Plan, or a Parent Withdrawal from the English Learner III Program. This translates to educators are teaching using various program models sans evidence of which yields higher student achievement or English Language Arts proficiency. The researcher proposed a quantitative study to determine whether there was a significant difference amongst English Learner students participating in a Structured English Immersion classroom, or on an Individual Language Learner Plan, or a Parent Withdrawal from the English Learner Program in the area of student academic achievement as measured by Arizona's Measurement of Educational Readiness to Inform Teaching (AzMERIT) English Language Arts (ELA). Material for the proposed study included various resources provided by the Arizona Department of Education, American Institutes for Research, National Center for Education Statistics, The Annie E. Casey Foundation, as well as the works of linguistics experts, language acquisition researchers and education reformers. Using a quantitative research method offered the opportunity to study information in a formal, objective, and systematic way. The independent variables were English Learner Program Models and the dependent variable was the student achievement outcome after students participated in an English Learner Program. The implication on education, specifically education in Arizona, was the opportunity to compare current program models used to achieve English Language Arts proficiency and suggest for utilization, best practices based on real-student evidence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601656 Arizona English Learner Program Model Effectiveness ProQuest LLC Ed.D. Dissertation, Northern Arizona University 2019-00-00 978-1-3922-7319-7 288 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808755 2020 -1 As Provided APR2020

New

No Secondary Schools Computer Uses in Education Technology Integration Secondary School Teachers Teacher Characteristics Urban Schools Faculty Development Computer Literacy Internet Garcia, Rosalinda C. Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Secondary Education The purpose of this study was to identify the level of teachers' knowledge and ICT integration according to the International Society for Technology in Education (ISTE) Standards for Teachers among three urban, secondary schools in Central Texas. This study also investigated why, how and whether teachers in different secondary schools may integrate new literacies (or ICT) differently and whether ICT related professional development activities and procedures might differentially contribute to the integration of ICT into classroom instruction across the three schools. The quantitative findings from the survey instrument suggested that the urban secondary teachers described themselves as having an adequate amount of knowledge of the ISTE Standards for Teachers in Category 1, 2, and 3. The mean scores for the standards in Category 1, 2, and 3 N=12 had a mean of M=3.46. Data collected during teacher observations were compared with the teacher self-report survey responses as a means to determine the degree of relationship between knowledge, professional development opportunity, and degree of implementation of ICT related instruction. The data indicated that in comparison to the information on the teacher survey, students did not participate in the literacies of the Internet as much as the survey indicated. The results from this study showed that some schools have fallen behind the expectation of the twenty-first century teaching and learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601096 The Role of Information and Communication Technology in Secondary Schools ProQuest LLC Ed.D. Dissertation, Texas A&M University 2018-00-00 978-0-4388-8171-6 163 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13839997 2019 -1 As Provided APR2020

New

No Peer Evaluation Revision (Written Composition) Self Efficacy Online Courses Freshman Composition Scaffolding (Teaching Technique) College Freshmen Multimedia Materials Instructional Effectiveness Antee, Audrey Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This study examined the possible impact of instructor scaffolding on peer review in online college freshman composition courses. The instruction, Collaborative Multimedia Peer Review, was developed from the social cognitive model for sequential skill acquisition in order to prompt students to use feedback that would promote self-efficacy and revision skills. Students also utilized VoiceThread(TM), an online tool for creating multimedia presentations. The purpose of the study was to determine what relationships may exist between students' writing self-efficacy, revision skills, and perceptions of peer review, revision, and learning. Students using Collaborative Multimedia Peer Review were compared to students using peer review worksheets to determine what differences, if any, existed in writing self-efficacy and revision efforts between the two groups of students. The qualitative data included students' peer review feedback, follow-up responses to feedback, and students' rough and final drafts which were part of the last essay assignment in the course. Quantitative data were collected from students' responses to the Writing Self-Regulatory Efficacy Scale and a survey on student perceptions. While findings showed the groups to be very similar in their revision skills and in their final self-efficacy scores, analysis revealed that the students using Collaborative Multimedia Peer Review began the course with a lower self-efficacy average than those in course sections using peer review worksheets. The improvement in scores on the Writing Self-Regulatory Efficacy Scale at the end of the course could indicate Collaborative Multimedia Peer Review may have contributed to improvements in self-efficacy. The discussion considers how results contribute to the development of more standard, effective composition instruction and peer review practices for online composition courses. Also, implications for how instructors categorize writing skill levels, frame composition instruction, and deliver feedback are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601097 Exploring Relationships between Peer Review, Revision Strategies, and Self-Efficacy in Online College Composition ProQuest LLC Ed.D. Dissertation, University of Florida 2017-00-00 978-0-4389-4631-6 156 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13847388 2019 -1 As Provided APR2020

New

No Academic Achievement Computer Science Education Online Courses Distance Education Academic Persistence Programming Asynchronous Communication Urban Areas Community Colleges Introductory Courses Scores Comparative Analysis Assignments Teaching Methods School Holding Power Assignon, Selom Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Two Year Colleges The problem of low student completion rates in distance learning courses remains one of the major issues that institutions of higher learning face. Efforts by school administrators to reverse this trend have so far produced mixed results. The rapid expansion of distance learning has encouraged many institutions to move more courses online, including computer programming courses. Using a randomized post-test-only experimental design method, this study examines how the use of a mobile phone text messaging application (Remind) as a two-way communication tool may help foster a learning environment that enhances interaction between students and instructors and increases student achievement. The study uses the dialogue construct of Moore's transactional distance theory as a conceptual framework and was conducted at an urban community college. The study had fifty students who were randomly assigned to two groups of twenty-five after being enrolled in an online introductory computer programming course. Analysis of data collected indicate that there was no significant difference in the achievement scores between the treatment and the control groups. The two dependent variables used to analyze the students' achievement scores were final proctored exam scores and their total scores on programming assignments. However, performance results on individual programming assignments at the beginning of the study suggested that students in the treatment group did perform better on the first three programming assignments. Discussions about the use of text messaging as a communication tool in an online environment and the frequency and types of student-to-instructor interactions that affect student academic achievement were also highlighted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599507 The Impact of Text Messaging on Students&apos; Academic Achievement in an Online Computing Course ProQuest LLC Ph.D. Dissertation, Northern Illinois University 2018-00-00 978-0-4388-5475-8 133 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10976085 2019 -1 As Provided APR2020

New

No High School Teachers Communities of Practice Faculty Development Teacher Attitudes Teacher Researchers Teacher Collaboration Learning Theories Situated Learning Procter, Joe Don Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Secondary Education Adult Education The focus of this study was to explore high school teachers' perceptions of self-directed professional development learning as participants in a community of practice. The questions for this study were: How did directing their own learning influence high school teachers' perceptions of their professional development? How did participating in a community of practice influence high school teachers' perceptions of their professional development? Four teachers participated in a community of practice. Individual participants used practitioner inquiry to collect and to analyze data as appropriate to their classroom practice instructing the students. I was both a participant and a researcher in the study. In my role as participant, I too used practitioner inquiry to examine my professional practice and my experience in the community. My membership in the community of practice provided access to and perspective about participating teachers' experiences. The conceptual framework included sociocultural theory and social constructivism to explore theories of learning and culture in a community of practice. I utilized methods of interactional ethnography to investigate relationships between discourse, activities, and the participants' construction of knowledge. I examined video recordings, transcripts and written artifacts produced in the community of practice. I analyzed the participant's experiences from their words and descriptions with Spradley's Developmental Research Sequence. Using an interactional ethnographic perspective allowed me to examine how teachers constructed professional development individually and cooperatively as participants in a community of practice. Findings from this study suggest, among other things, that teachers individually constructed their own professional development utilizing practitioner inquiry to explore self-selected questions specific to their practice in the context of their work with support from the community. Practitioner inquiry was an individual process. Collaboration in a learning community enabled the teachers to construct their professional development connected to context of work. Findings from this research study contribute to an understanding how Situated Learning Theory connects to teacher professional development. Situated Learning Theory can explain how member participation in a learning community can prompt engagement and motivate learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599508 A Practitioner Inquiry of High School Teachers&apos; Experiences Participating as a Community of Practice ProQuest LLC Ph.D. Dissertation, University of the Incarnate Word 2018-00-00 978-0-4388-5628-8 180 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10976452 2019 -1 As Provided APR2020

New

Yes Mathematical Concepts Elementary School Students Intuition Fractions Intermediate Grades Foreign Countries Problem Solving Mathematics Education Elementary School Mathematics Frizlar, Torsten Rink, Roland Speeches/Meeting Papers Reports - Research Germany (Berlin) English Elementary Education Intermediate Grades We encounter ratios on a daily basis. They also play an important role as a basic construct of thinking in many areas of school mathematics. For example, a fraction can be interpreted as the ratio of a part to the respective whole. Many children appear to have difficulties with fractions and although the concept of ratios is crucial for this subject area, there has been hardly any scientific research on how the understanding of ratios is developed. In this article, we will highlight, using the &quot;marbles problems&quot;, how children between 3rd and 6th grade handle ratios. [For the complete proceedings, see ED597799.] ED599814 Black and White Marbles -- Older Primary Students&apos; Intuitive Conceptions and Approaches Concerning Ratios North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Teacher Qualifications Preservice Teachers Multicultural Education Educational Needs Foreign Countries Knowledge Level Democracy Gender Differences Departments Cultural Pluralism Self Efficacy Classroom Techniques Student Attitudes Teacher Competencies Teacher Education Olur, Burak Oguz, Aytunga Journal Articles Reports - Research Turkey ISSN-2226-6348 English Higher Education Postsecondary Education The aim of this study is to determine the needs of prospective teachers for multicultural education. Convergent parallel design, which is of the mixed research methods, has been employed in the study. The sample of the study has been selected by simple sampling method and constitutes of 165 prospective teachers who are studying at Afyon Kocatepe University Faculty of Education during 2016-2017 academic year. The quantitative data of the study have been collected by 'Perception on Multicultural Education and Democracy Scale', the qualitative data have been collected open ended questions created by the researchers. In the analysis of the quantitative data, descriptive statistics, Mann Whtney-U and Kruskall Wallis have been employed and the content analysis method has been used for the analysis of qualitative data. It has been concluded that the prospective teachers explain the multicultural education only on its cultural dimension and that they have inadequate knowledge in the field of multicultural education and that they need an education about multicultural education. ED599815 Qualification Perception of Prospective Teachers on Multicultural Education: A Need Assessment Online Submission International Journal of Academic Research in Progressive Education and Development v8 n4 p165-184 2019 2019-00-00 20 N/A 2019 -1 As Provided APR2020

New

Yes Self Concept Classroom Environment Middle School Students Mathematics Education Coeducation Questionnaires Attitude Measures Single Sex Classes Gender Differences Student Attitudes Mathematics Achievement Comparative Analysis Carter, Traci Kombe, Dennis Che, S. Megan Speeches/Meeting Papers Reports - Research English Junior High Schools Middle Schools Secondary Education In this paper we present findings from a study investigating the relationship between all girls' classes, all boys' classes and coeducational classes on student mathematics self-concept and student perception of classroom environment. Further, we compared responses of girls in all girls' classes to girls in coeducational classes and responses of boys in all boys' classes to boys in coeducational classes. Using the Mathematics Attitude Scale and the What is Happening in This Class questionnaire, we found no significant differences in student responses on any of the subscales or domains for any of the subgroups, except for Math as a Male Domain. Our findings indicate that student mathematics self-concept and student perception of the classroom environment are similar regardless of whether students are in a single-sex or a coeducational class. [For the complete proceedings, see ED597799.] ED599816 Student Academic Self-Concept and Perception of Classroom Environment in Single-Sex and Coeducational Middle Grades Mathematics Classes North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Sociolinguistics Pragmatics Second Language Learning Second Language Instruction Semitic Languages Speech Acts Foreign Countries English (Second Language) Religion Language Usage Responses Social Status Social Differences Language Proficiency Transfer of Training Language Tests Contrastive Linguistics Cultural Influences Interpersonal Communication English Semantics Native Speakers North Americans Alrefaee, Yasser Al-Ghamdi, Naimah Almansoob, Najeeb Journal Articles Reports - Research Tests/Questionnaires Yemen ISSN-1923-869X English The present paper attempts to study the realization of refusal responses to invitations and requests among Yemen EFL learners in equal, higher and lower social status. It also aims to find out the pragmatic failure resulted from negative pragmatic transfer. In order to do so, refusals of 40 Yemeni EFL (20 high and 20 low proficient) learners were compared with refusals of 20 native speakers of English (ENS) and 20 native speakers of Arabic (ANS). Data were collected using a Written Discourse Completion Test (WDCT) consisting of six refusals to invitations and requests in higher, equal and lower social status. This study finds out that Yemenis and Americans used different refusal strategies when refusing persons of equal and lower social status. ANS also used the adjunct of invoking the name of God which is religiously rooted and culturally specific to assert their excuses. Interestingly, Yemeni EFL learners showed a tendency toward the L1 pragmatic norms in the use of invoking the name of God and also in the use of more Direct strategies when refusing someone equal or lower in status. With respect to the content of refusals, Yemenis used general and vague excuses when refusing someone equal or lower in social status whereas Americans, on the other hand, were found to use detailed and clear excuses with persons of different social status. ED602246 A Sociolinguistic Study of the Realization of Refusals among Yemeni EFL Learners Online Submission International Journal of English Linguistics v9 n6 p172-185 2019 2019-00-00 14 N/A 2020 -1 As Provided APR2020

New

Yes Brain Hemisphere Functions Reading Comprehension Correlation Diagnostic Tests Reading Difficulties Dyslexia Second Language Learning Learning Processes Cognitive Ability Syntax Interdisciplinary Approach Reading Processes Perkins, Kyle Jiang, Xuan Journal Articles Reports - Descriptive ISSN-2166-2681 English In this paper, we first introduce functional magnetic resonance imaging (fMRI), followed by a review of three themes of neuroimaging research on the neural correlates of reading-related skills: (1) typical and struggling readers, including developmental dyslexics, (2) an inverted U-shaped function in second-language reading that portrays an increased activation in the reading network during learning phases and a decrease in activation as participants were more familiar with the exercise, and (3) cognitive capacity and syntactic complexity. Our intent is to show that interdisciplinary work involving how language operates in the brain, including the neural basis of reading comprehension, can provide a deeper understanding of some of the mechanics, processes, and behavioral data associated with reading comprehension. ED602247 Neuroimaging and Reading Comprehension Online Submission Journal of Interdisciplinary Studies in Education v8 n2 p74-94 2019 2019-00-00 21 T 2020 -1 As Provided APR2020

New

No Community Colleges Job Satisfaction Comparative Analysis Institutional Mission Leadership Empathy Metacognition Persuasive Discourse Correlation College Administration College Faculty Teacher Leadership Employee Attitudes Teacher Attitudes Administrator Attitudes Measures (Individuals) Leadership Styles Listening Organizational Culture Watson, Yvonne Dissertations/Theses - Doctoral Dissertations Maryland EISSN- English Higher Education Postsecondary Education Two Year Colleges The study and practice of servant leadership in institutions of higher education is gaining momentum because the application of servant leadership can make a difference in the daily work associated with campus tasks and missions. Servant leadership characteristics include the ability to listen, empathy, healing, self-awareness, persuasion, conceptualization, stewardship, growth of others, and the ability to build community together. The research problem for the study was to investigate servant leader characteristics and determine if perceptional differences exist between servant leadership and job satisfaction among four levels of employees (top leadership, management, faculty, and non-faculty employees) in two Maryland community colleges. Employees were asked to complete the Organizational Leadership Assessment as developed by Laub (1999) to determine the organization's health level and ability to exhibit a servant- leadership culture. Overall, 97 employees from two Maryland colleges completed the OLA instrument. The survey results indicate servant leadership is a significant predictor of job satisfaction and show a statistical difference in levels of between non-faculty workers and faculty with a similar difference between top leadership and management. Job satisfaction increases for community college employees as servant leadership increases. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602248 Employee Perceptions of Servant Leadership: Comparisons by Level and with Job Satisfaction in Two Maryland Community Colleges ProQuest LLC Ed.D. Dissertation, Morgan State University 2019-00-00 978-1-0883-4615-0 89 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815168 2020 -1 As Provided APR2020

New

No Sustainability Study Abroad Rural Schools Community Colleges Program Length Program Administration Funding Formulas College Administration Teacher Student Relationship College Faculty Lieberman, Michelle Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Two Year Colleges In this era of increased globalization, it is important to prepare students to participate in world issues and a worldwide economy. Study abroad increases knowledge regarding international affairs, boosts access to valuable cross-cultural experiences, and promotes academic success, retention (Raby, Rhodes, &amp; Biscarra, 2014), cultural awareness (Clarke, Flaherty, Wright, &amp; McMillen, 2009), and professional growth (Younes &amp; Asay, 2003). Community colleges educate nearly half of the nation's undergraduate students, but offer disproportionately few study-abroad programs (Hardy &amp; Katsinas, 2007). Little existing research has documented the study abroad experiences of community college students. Even fewer studies have addressed sparse community college participation in study abroad programs and approaches for improving it. No researchers have explored the result of study abroad participation on rural community colleges. The researcher implemented a qualitative survey, interviewed leaders of community college short-term study abroad programs, and conducted document analysis aimed at developing sustainable short-term study abroad programs at rural community colleges. The findings revealed that rural community colleges would enhance faculty motivation and implement successful study abroad programs if administrators acknowledged and encouraged the efforts of study abroad leaders. The findings further indicated that study abroad programs at rural community colleges could be successfully and sustainably funded through various combinations of federal, state, and private initiatives. The results furthermore indicated that study abroad programs are more likely to be sustainable when structural changes are made in the college to support study abroad. Finally, the findings of the study indicate that anxieties on the part of students and their families could be eased if faculty leaders took the initiative to build trusting personal relationships with them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601657 Sustainability of Study Abroad Programs at Rural Community Colleges ProQuest LLC Ph.D. Dissertation, Old Dominion University 2019-00-00 978-1-3922-3535-5 135 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808775 2020 -1 As Provided APR2020

New

No Emergency Programs Crisis Management College Faculty Teacher Role Writing Teachers Classroom Techniques Ethics Teacher Responsibility Natural Disasters Violence Teacher Response Teacher Education Schlachte, Carl Paul Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education &quot;Before the Aftermath: A Pedagogy for Disaster Responsiveness&quot; examines how teachers of writing at the college level can respond to social, natural, or political disasters that interrupt their classes. As disaster becomes an increasingly prominent feature of contemporary life, teachers are encountering it in their work, and being forced to address these circumstances pedagogically. This project extends from that premise to explore what teachers who experience disaster do to address these disruptions, and to offer strategies of preparedness that can be deployed in teacher training efforts to better equip them to respond. From cases including the classroom responses of teachers to Hurricane Sandy in New York City in 2012, and the online circulation of strategies for response to the violence in Charlottesville, Virginia in 2017, I demonstrate the complexities of choosing to address disruption, a task that requires teachers to attend to classroom emotions, to the stories of marginalized groups affected by the events, and to embrace the necessary failure of any pedagogical response to disaster. For scholars in rhetoric, composition, and writing studies, this project offers a critical vocabulary for understanding and engaging with unpredictable and often tragic circumstances of teaching by (1) theorizing disaster as a rhetorical situation of teaching and learning, and (2) offering concrete pedagogical strategies and orientations they can use in response. Ultimately, this project asks us to view teachers as a kind of &quot;first responder&quot; in their classrooms, and to view teaching in the wake of disaster as an ethical responsibility in an adversity-laden age. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601658 Before the Aftermath: A Pedagogy for Disaster Responsiveness ProQuest LLC Ph.D. Dissertation, The University of North Carolina at Greensboro 2019-00-00 978-1-0855-9287-1 268 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808800 2020 -1 As Provided APR2020

New

No Bayesian Statistics Second Language Learning Language Research Periodicals Effect Size Hypothesis Testing Comparative Analysis Computer Software Simulation Research Methodology Second Languages Norouzian, Reza Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation consists of three manuscripts. The manuscripts contribute to a budding &quot;methodological reform&quot; currently taking place in quantitative second-language (L2) research. In the first manuscript, the researcher describes an empirical investigation on the application of two well-known effect size estimators, eta-squared (eta 2) and partial eta-squared (etap2), from the previously published literature (2005-2015) in four premier L2 journals. These two effect size estimators express the amount of variance accounted for by one or more independent variables. However, despite their widespread reporting, often in conjunction with ANOVAs, these estimators are rarely accompanied by much in the way of interpretation. The study shows that etap 2 values are frequently being misreported as representing eta 2. The researcher interprets and discusses potential consequences related to the long-standing confusion surrounding these related but distinct estimators. In the second manuscript, the researcher discusses a Bayesian alternative to p-values in t-test designs known a &quot;Bayes Factor&quot;. This approach responds to pointed calls questioning why null hypothesis testing is still the go-to analytic approach in L2 research. Adopting an open-science framework, the researcher (a) re-analyzes the empirical findings of 418 L2 t-tests using the &quot;Bayesian hypothesis testing,&quot; and (b) compares the Bayesian results with their conventional, &quot;null hypothesis testing&quot; counterparts. The results show considerable differences arising in the rejections of the null hypothesis in certain cases of previously published literature. The study provides field-wide recommendations for improved use of null hypothesis testing, and introduces a free, online software package developed to promote Bayesian hypothesis testing in the field. In the third manuscript, the researcher provides an applied, non-technical rationale for using Bayesian estimation in L2 research. Specifically, the researcher takes three steps to achieve my goal. First, the researcher compares the conceptual underpinning of the Bayesian and the Frequentist methods. Second, using real as well as carefully simulated data, the researcher introduces and applies a Bayesian method to the estimation of standardized mean difference effect size (i.e., Cohen's d) from t-test designs. Third, to promote the use of Bayesian estimation of Cohen's d effect size in L2 research, the researcher introduces a free, web-accessed, point-and-click software package as well as a suite of highly flexible R functions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601098 Methodological Reform in Quantitative Second Language Research: Effect Sizes, Bayesian Hypothesis Testing, and Bayesian Estimation of Effect Sizes ProQuest LLC Ph.D. Dissertation, Texas A&M University 2018-00-00 978-0-4388-8196-9 131 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13840022 2019 -1 As Provided APR2020

New

No College Faculty Self Efficacy Faculty Development Teacher Certification Vocational Adjustment Teacher Motivation Community Colleges Teacher Collaboration Group Discussion Curriculum Development Program Effectiveness Guidance Programs Teacher Student Relationship Raneri, April Bailey Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Two Year Colleges This research addresses how part-time and full-time faculty roles have changed over recent years and the role that faculty development programs have played in assisting faculty with adjusting to these changes. This phenomenological study explored self-efficacy formation and intrinsic motivation of instructors taking part in a professional development program at a community college. Social cognitive theory and symbolic interactionism were used to frame the experiences of instructors in their formation of self-efficacy and intrinsic motivation throughout and following the completion of a professional development certification program that certifies faculty on their understanding, knowledge, and use, of a nationally-recognized college-wide student guidance program. Seven participants completed a two-part interview series to help understand the changes they experienced as a result of the program and the meaning they gave to those experiences. Seven themes were found to be evident throughout the study. These themes included: being intrinsically motivated to participate in the course; having the time and space to communicate with colleagues and cultivate ideas; needing to work in small groups to develop rich discussions, strong relationships, and the exchange of ideas; increased communication with faculty, students and the community; increased self-efficacy; changes in the curriculum focus; and changes in course design and delivery. Finally, a discussion of the implications to higher education will help faculty development leaders understand how to design their programs, and higher education administration leaders understand ways to use faculty development programs as a tool to communicate the values, goals, and mission of the institution. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601099 Exploring Self-Efficacy of Faculty Participating in a Professional Development Certification Program ProQuest LLC Ph.D. Dissertation, University of Florida 2017-00-00 978-0-4389-4762-7 155 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13847507 2019 -1 As Provided APR2020

New

No Science Instruction Academic Standards Educational Change Teaching Methods Problem Solving 21st Century Skills Outcomes of Education Teacher Attitudes Cooperative Learning Individualized Instruction Learner Engagement Academic Language Student Behavior Waters, Tracy Leann Dissertations/Theses - Doctoral Dissertations EISSN- English Research shows that U.S. students continue to lag behind in science and mathematics internationally (Fleischman, Hopstock, Pelczar, &amp; Shelley, 2010; Provasnik et al., 2012). A recent study found there is a direct link between students' mastery of academic subjects and their ability to collaboratively problem solve, a critical 21st century skill (OECD, 2016). Unless U.S. schools explicitly teach collaborative problem solving, U.S. students will be insufficiently prepared to adapt to the ever-changing demands of the future. The recently developed Next Generation Science Standards (NGSS) represent a significant departure from past approaches to science education, which has implications for classroom teaching and student learning (Bybee, 2014). This study found that with the support of an NGSS-aligned curriculum, effective district and building-level professional development, and the formation and support of a district-level teacher leader network and school-level professional learning communities, teachers reported altering their teaching practices by releasing responsibility, differentiating instructional approaches, and adjusting their assessment of student capacity. This study additionally revealed that these changes in practices resulted in increased collaboration, mastery of science concepts, and engagement and participation; improved academic vocabulary and discourse; and improved student behavior in the science classroom. Finally, this study found that participating teachers shifted their beliefs around teaching and learning, recognizing science has strong connections with other core subjects; student collaboration can greatly impact learning outcomes; responsibility for learning should be shared with students; and student demographics should not dictate teacher expectations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599509 The Effects of the Next Generation Science Standards (NGSS) on Teaching Practices: An Instrumental Case Study ProQuest LLC Ed.D. Dissertation, Northeastern University 2018-00-00 978-0-4388-7472-5 182 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10937467 2019 -1 As Provided APR2020

New

No College Freshmen Intention Academic Persistence Correlation Church Related Colleges Leadership Styles Academic Advising Decision Making Influences Kelly, Jennifer Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This correlational study sought to determine the relationship between advisor servant leadership behaviors and first-year students' intent to persist from fall 2016 to spring 2017 and from spring 2017 to fall 2017 with students in a private, four-year, religiously affiliated university in the United States. The research was grounded in Tinto's (1975) persistence theory and Greenleaf's (1977) theory of servant leadership. The Advisor Servant Leadership Behavior Scale (ASLBS) (Paul, 2012) and descriptive analysis were applied. Study results indicated that all four servant-leader constructs, degree awareness (DA), conceptual mapping (CM), advising environment (AE), and holistic growth (HG), were associated with advisors' influence on their students' decisions to continue from fall term to spring term; only DA and AE were associated with intent to return from spring term to the next fall term. Based on the results, in a private, four-year, non-profit, religiously affiliated university in the United States, combined servant leader behaviors (DA, CM, AE, and HG) are associated with student persistence during an academic year. DA and AE behaviors are related to student persistence into the advancing year. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599510 The Relationship between Advisor Servant Leadership Behaviors and First-Year Students&apos; Intent to Persist ProQuest LLC Ed.D. Dissertation, Concordia University (Oregon) 2018-00-00 978-0-4389-0430-9 164 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10973132 2019 -1 As Provided APR2020

New

Yes Intellectual Disciplines Specialists Expertise Lay People Feedback (Response) Observation Classroom Observation Techniques Mathematics Teachers Secondary School Teachers Foreign Countries Teacher Evaluation Mathematics Instruction Instructional Improvement Evans, Sheila Jones, Ian Dawson, Clare Speeches/Meeting Papers Reports - Research United Kingdom English Secondary Education Schools, districts and inspectorates routinely use non-specialists to observe lessons for accountability and professional development purposes. However, there is little empirical research on how well non-specialists observe lessons. We describe two pilot studies in which education professionals made judgements about mathematics lesson observation reports, written by both specialists and non-specialists. In terms of providing feedback to the observed teachers, the professionals considered the specialists' reports to be significantly more useful than the non-specialists' reports. Written advice about a teacher's practice influenced these judgements. The paper considers theoretical and practical implications, as well as limitations of our findings. [For the complete proceedings, see ED597799.] ED599817 Do Subject Specialists Produce More Useful Feedback than Non-Specialists When Observing Mathematics Lessons? North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Inferences Computer Software Educational Technology Technology Uses in Education Video Technology Learning Modules Vocabulary Development Scaffolding (Teaching Technique) Feedback (Response) Oral Reading Teaching Methods Program Effectiveness Comprehension Instructional Design Student Attitudes Teacher Attitudes Elementary School Students Language Tests McMaster, Kristen L. Kendeou, Panayiota Bresina, Britta Cook Slater, Susan Wagner, Kyle White, Mary Jane Butterfuss, Reese Kim, Jasmine Umana, Cristina Reports - Research Tests/Questionnaires Clinical Evaluation of Language Fundamentals EISSN- English Elementary Education We describe the design and development of a technology-based inference-making intervention system that includes a set of interactive learning modules, each of which engages students to (a) view age-appropriate children's videos, (b) learn vocabulary words that are central to main ideas in each video, (c) respond to inferential questions, (d) receive scaffolding and specific feedback for each question, and (e) engage in a set of read-aloud lessons implemented by the classroom teacher and designed to promote transfer of inferencing from non-reading to reading contexts. First, we present the design principles that guided development, drawing on an integrated language comprehension framework. Next, we describe the design process, drawing on a field test of the usability and feasibility of the intervention system. Findings revealed that students and teachers found the system to be usable and helpful for support inference-making, and that it was feasible for classroom use. Then, we provide evidence from a field trial that showed that children who used the intervention system made gains in language comprehension, and that a version with 'offline' questioning (questions asked after viewing videos) was slightly superior to an 'online' version (questions asked during viewing). Finally, we highlight lessons learned that are informing additional development. [This paper will be published in &quot;L1-Educational Studies in Languages and Literature.&quot;] ED599818 Developing an Interactive Software Application to Support Young Children&apos;s Inference-Making Grantee Submission 2019-08-22 Institute of Education Sciences (ED) 47 T 2019 -1 As Provided APR2020 Yes R324A160064 R305A170242

New

No Biographies Authors Reading Motivation Grade 3 Elementary School Students Children Talent Academically Gifted Affective Behavior Literacy Elementary School Curriculum Instructional Effectiveness Salem, Cherie B. Dissertations/Theses - Doctoral Dissertations EISSN- English Early Childhood Education Elementary Education Grade 3 Primary Education This Dissertation in Practice (DIP) utilizes Action Research methods to answer the question of: What is the impact of utilizing an authentic study of an author's life and literary works to increase students' motivation to read in a third grade gifted and talented classroom? Through intentional questioning and inquiry, the following Chapters provide justification of the Problem of Practice (POP), why students who have the ability or will to read, do not have the motivation or desire to read. Does this negative attitude toward reading begin through literacy curriculum taught in our schools today? Literacy curricula in schools today do not foster the affective elements of reading: attitude, desire, and motivation. Instead, most literacy programs are scripted, fast-paced, data-driven, and are mandated by states or districts. Through the Action Research cyclical process, quantitative and qualitative data were analyzed concurrently through a Mixed Method Triangulation design. Based on the results of the Action Research study, third grade Academically Gifted and Talented students seemingly demonstrated an increase of affective elements (attitude, desire, and motivation) in reading through the implementation of an author study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602249 What Is the Impact of Utilizing an Authentic Study of an Author&apos;s Life and Literary Works to Increase Students&apos; Motivation to Read in a Third Grade Gifted and Talented Classroom? ProQuest LLC Ed.D. Dissertation, University of South Carolina 2019-00-00 978-1-0855-6477-9 137 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815027 2020 -1 As Provided APR2020

New

No Study Abroad Business Administration Education Global Approach Cultural Awareness Cultural Differences Comparative Analysis Undergraduate Students Educational Experience Individual Development Cultural Pluralism Measures (Individuals) Student Attitudes Correlation Scores Gender Differences Student Participation Disproportionate Representation Student Characteristics Higher Education Educational Practices Cognitive Development Ozkul, Pavla Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Educating for global competence is vital if college graduates are to thrive in today's technology driven and globally competitive world. One strategy for introducing students to unknown cultures and gaining important life skills is participation in a study abroad experience. The purpose of this exploratory quasi-experimental research design study was to assess the relationship between perceived global competence levels and participation in study abroad experiences of business undergraduate students. The study assessed three dimensions of personal development: cognitive, intrapersonal, and interpersonal in a multicultural environment using a total of six global competence scales. Data were gathered from business undergraduate students using the validated Global Perspective Inventory (GPI) instrument before and after their study abroad. The control group included students who did not study abroad, and the treatment group was comprised of students who did. The first research question compared the mean differences in the global competence scales of the two groups. The second question addressed the relationship between the mean change scores in the global competence scales and study abroad participation for both the control and treatment groups. Research question 3 compared the mean change scores in the global competence scales and various student demographics only for students who studied abroad. Data analysis indicated a positive relationship between study abroad experiences and the global competence scales. The analysis found that out of the six scales measured by GPI, five had significant change scores. The findings indicated a significant relationship between the cognitive domain and study abroad experience while the intrapersonal domain ascertained significant differences only when comparing the change scores between the control and the treatment group. In addition, the interpersonal domain had significant change scores for both of its scales. This study's results confirmed the nationwide trend--white females were the major participants in study abroad programs. The implications for practice may support the expansion of an effective study abroad program to enhance student global competence including methods to ensure involvement of underrepresented individuals. The study findings can further guide higher education practices in embedding global competence and learning beyond the classroom into curricula. Recommendations for future research include an increase in the variety of data collected and the design of a predictive model to estimate the change scores in the global competence scales across the university population. Another recommendation is the addition of a qualitative component in conjunction with the Global Perspective Inventory to allow students to describe their global experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602250 Assessing Study Abroad Relationship with Perceived Global Competence Levels of Undergraduate Business Students ProQuest LLC Ph.D. Dissertation, University of South Florida 2019-00-00 978-1-3922-2954-5 172 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815193 2020 -1 As Provided APR2020

New

No Autism Pervasive Developmental Disorders Technology Uses in Education Handheld Devices Teaching Methods Phonics Preschool Children Literacy Education Phonological Awareness Learner Engagement Student Behavior Keating, Colleen Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this study was to evaluate the effects of using the iPad as compared to traditional paper curriculum to teach phonics to young children with autism spectrum disorder (ASD) ages five to six years old. The study also evaluated whether the iPad can increase academic engagement and decrease challenging behavior while completing literacy tasks. A single-subject ABCBC experimental design with generalization assessments across novel stimuli was used. A total of three participants were involved in the study and all had a previous diagnosis of autism. Data sources used throughout the study included Hooked on Phonics curriculum, Apple iPad, partial interval recording system, momentary time sample, and anecdotal reports. Results included an increase in phonological awareness, an increase in academic engagement, and a decrease in challenging behavior as a result of the Hooked-on Phonics curriculum in both the traditional paper and iPad as an instructional tool. Future research will want to evaluate the effectiveness of the iPad on different literacy skills and other context areas. It will also want to assess generalization across novel environments and conduct maintenance sessions to see if the skills learned remain over time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601659 The Effects of Mobile Technology on Literacy Development, Behavior and Academic Engagement for Young Children with Autism ProQuest LLC Ph.D. Dissertation, St. John's University (New York) 2019-00-00 978-1-0855-6579-0 137 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808915 2020 -1 As Provided APR2020

New

No Student Leadership Peer Teaching Health Education Health Promotion Acquired Immunodeficiency Syndrome (AIDS) Adolescents Clinics Intervention Resilience (Psychology) Peer Relationship Instructional Effectiveness Outcomes of Education Stress Management Compliance (Psychology) Self Esteem Feasibility Studies Almarzooqi, Sahar Dissertations/Theses - Doctoral Dissertations EISSN- English Background: Youth living with HIV have worse health outcomes compared to adults or children. Few interventions have been developed engaging youth in their care to promote resilience. Peer-led education is one potential way to boost confidence and bolster resilience while also improving HIV knowledge of youth living with HIV (YLHIV). Peer youth leaders (PYL) can be effective educators because they are seen as trustworthy and relatable to their peers. PYL themselves may also benefit from increased resilience and empowerment after taking on leadership position at their monthly adolescent HIV clinic. This study evaluated the acceptability, feasibility, and effectiveness of using PYL to teach an HIV education. Methods: Seven HIV-infected youth were recruited based on their previous enrollment in a mental health intervention for HIV-infected youth. Those who demonstrated confidence, excellent adherence, and upstanding behavior were chosen to become PYL. PYLs were trained by a doctor, social worker, and previously trained group leaders of a mental health intervention to teach an HIV education curriculum adapted from the Baylor International Pediatric AIDS Initiative. Trainings occurred once a week for two to three hours in preparation for teaching at the monthly adolescent HIV clinic. Two PYLs taught one-hour lessons to youth during the monthly adolescent HIV clinic. Approximately 25 clinic attendees were asked to volunteer to complete pre/post knowledge assessments and provided feedback on the PYL model. Acceptability and feasibility of using PYL to deliver an HIV curriculum to YLHIV was evaluated through attendance records, fidelity checklists and feedback notes that were documented by trained group leaders who supervised PYL curriculum delivery. In depth interviews were conducted to evaluate change in fears, motivations, and resilience among PYL before and after assuming the leadership role. PYL resilience was measured using the Connor-Davidson Scale at baseline (prior to starting the teaching role) and 6 months after initiating training. Results: A PYL model of delivering an HIV curriculum was both feasible and acceptable as reported by youth attending monthly adolescent HIV clinic and PYL. Qualitative findings showed peer education created safe discussion spaces, reduced stress of participants, and enhanced beliefs of importance in maintaining good adherence. HIV knowledge was improved as measured by self-report, and improvement did not meet statistical significant (p = 0.057). PYL leaders demonstrated trends toward improved resilience as measured by Connor-Davidson Resilience Scale and increased confidence, feelings of self-worth, sense of purpose, social support, and optimism and decreased internal stigma based on in-depth interviews. Conclusions: Results demonstrated the PYL model of teaching an HIV curriculum was feasible and acceptable. PYL had improved resilience as a result of taking on a leadership role at their monthly adolescent HIV clinic. Future evaluation of YLHIV retention in care and health outcomes as a result of participation in the PYL education should be explored. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601660 Feasibility, Acceptability, and Effectiveness of a Peer Youth Leader Model to Deliver a HIV Curriculum in Routine HIV Adolescent Clinic and Impact on Youth Leader Resilience: A Mixed-Methods Study ProQuest LLC M.S. Dissertation, Duke University 2019-00-00 978-1-0855-9305-2 80 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808941 2020 -1 As Provided APR2020

New

Yes Electronic Learning Educational Research Learning Analytics Internet Information Technology Teaching Methods Informal Education Educational Technology Blended Learning Computer Assisted Instruction Electronic Publishing Textbooks Secondary Education Computer Simulation Educational Games Second Language Learning Health Education Biomedicine Handheld Devices Student Attitudes Visualization Rural Areas Foreign Countries Artificial Intelligence Bilingual Education Special Education Behavior Change Critical Thinking Research Projects Verbs Computer Oriented Programs Affordances Computer Literacy Knowledge Economy Music Education Individualized Instruction Special Schools Elementary Education Parent Attitudes Resistance (Psychology) Achievement Gains Higher Education College Science Physics Independent Study Computer Assisted Testing Sánchez, Inmaculada Arnedillo, Ed. Isaias, Pedro, Ed. Ravesteijn, Pascal, Ed. Ongena, Guido, Ed. Collected Works - Proceedings South Africa Czech Republic International Association for Development of the Information Society (IADIS) English Secondary Education Elementary Education Higher Education Postsecondary Education These proceedings contain the papers and posters of the 15th International Conference on Mobile Learning 2019, which was organised by the International Association for Development of the Information Society and co-organised by the University of Applied Sciences, in Utrecht, The Netherlands, April 11-13, 2019. The Mobile Learning 2019 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. In particular, but not exclusively, these proceedings aim to explore the theme of mobile learning under the following topics: (1) Learning analytics and mobile learning; (2) Cloud computing and mobile learning; (3) Pedagogical approaches, models, and theories for mLearning; (4) mLearning in and across formal and informal settings; (5) Strategies and challenges for integrating mLearning in broader educational scenarios; (6) User Studies in mLearning; (7) Learner mobility and transitions afforded by mLearning; (8) Socio-cultural context and implications of mLearning; (9) Mobile social media and user generated content; (10) Enabling mLearning technologies, applications, and uses; (11) Evaluation and assessment of mLearning; (12) Research methods, ethics, and implementation of mLearning; (13) Innovative mLearning approaches; (14) Tools, technologies, and platforms for mLearning; and (15) mLearning: Where to next and how? ED601100 Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (15th, Utrecht, The Netherlands, April 11-13, 2019) International Association for Development of the Information Society 2019-04-00 978-989-8533-86-9 198 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2019 -1 ERIC APR2020

New

No Public Policy Undocumented Immigrants Immigration Federal Legislation Educational Policy Student Mobility Prior Learning Mexicans Journalism Student Financial Aid Scholarships Educational Attainment Educational Opportunities Employment Opportunities Exchange Programs Inclusion Scholarship Role Social Change College Faculty Personal Narratives Case Studies Social Responsibility Researchers Advocacy Civil Rights Elementary Secondary Education Higher Education Landa, Nancy Speeches/Meeting Papers Reports - Evaluative Deferred Action for Childhood Arrivals (DACA) ISSN- English Higher Education Postsecondary Education Elementary Secondary Education This paper provides an analysis of the intersection between education and immigration policies within a transnational context and explores the extent to which U.S. immigration law has caused a forced return migration to Mexico of the U.S. DREAMer population. My analysis includes a discussion of the social conditions and lack of policies in Mexico to facilitate the educational reinsertion as well as how U.S. immigration law limits mobility of this subpopulation of the Mexican Diaspora that has been returning in record numbers to its country of origin (Passel et al. 2012). A normative analysis of U.S. immigration policy will be presented to understand the systematic legal exclusion and expulsion from the United States of individuals who had been integrated in the U.S. educational system and society (Gonzales 2011) and who are currently excluded from federal executive actions like Deferred Action for Childhood Arrivals (DACA). This paper reviews educational policies that impact returning DREAMers when they find themselves outside U.S. jurisdiction. The analysis will draw from ongoing collaborative work done with allies in academia, investigative journalism, and NGOs to develop an initial diagnosis of reinsertion policies and initiatives that are nonexistent in Mexico. This paper will explore the challenges faced by returning DREAMers to revalidate their U.S. degrees, to continue their education in Mexico, to access financial aid and scholarships, to use the education and knowledge they acquired abroad. Additionally, it will look at how U.S. immigration policies place mobility restrictions with re-entry bans (Kanstroom, 2012) which limit educational and labor opportunities for returned DREAMers. Regional initiatives such as &quot;100,000 Strong&quot; and other academic exchange programs in the Americas will be analyzed as part of a transnational ecosystem that fails to be inclusive of the returned DREAMer population. In advancing the dialogue on the role of public scholarship as a necessary component of organized action to propel social change, this paper will reflect on my own transformation from a deported DREAMer and research subject to that of an insider researcher (Voloder and Kirpitchenki, 2013), public advocate and media influencer who is driving educational policy changes in Mexico. I trace my trajectory starting with my &quot;coming out&quot; of the shadows of deportation in 2012 and documenting my life post-deportation and transition as a migration scholar in 2013. My personal narrative has become a public case study which illustrates failed policies in the US-Mexico region towards the returning DREAMer population (Truax 2013; Truax 2015). I will argue that academia has a social responsibility to the target populations it researches and that propelling research projects with participatory methodologies and other critical genres of qualitative work (Marshall and Rossman 2011: 20) is an important element in democratizing academia. In doing so, I will discuss how my role as an insider researcher in migration studies has created a bridge between research and advocacy, allowing me a platform to propel meaningful research projects and initiatives that empower migrants to become change agents in advancing a social justice agenda that advocates for our right to education and mobility. ED601101 From Marginalization to Insider Research: Advancing the Right to Educational Mobility of U.S.-Educated Deportees in Mexico AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., Apr 8-12, 2016) 2016-04-12 14 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

Yes Test Items Test Construction Mathematics Achievement Thinking Skills Foreign Countries Performance Factors Catholic Schools Elementary School Students Visual Aids Children Cognitive Processes Difficulty Level National Competency Tests Numeracy Greenlees, Jane Logan, Tracy Speeches/Meeting Papers Reports - Research Australia English Elementary Education This study investigated the performance and reasoning of 143 Australian students who completed mathematics tasks sourced from their national test. Specifically, this study examined changed student performance and reasoning on items where the graphic component was modified. The results of the study revealed significant performance differences between the original and modified items and provided insight into how these modifications influenced student reasoning. [For the complete proceedings, see ED597799.] ED599819 The Influence of Graphics in Mathematics Test Item Design North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Mathematics Curriculum Curriculum Implementation Mathematics Education Discourse Analysis Visual Aids Elementary School Mathematics Elementary School Students Grade 5 Mathematical Concepts Mathematics Instruction Discussion (Teaching Technique) Erath, Kirstin Prediger, Susanne Speeches/Meeting Papers Reports - Research English Elementary Education Grade 5 Intermediate Grades Middle Schools More and more curricula and standards worldwide specify not only mathematical contents as learning goals but also process-oriented goals for mathematical practices. But even with clear formulations in the formal curricula, the implemented curricula of these mathematical practices can diverge substantially for different classroom cultures, as this research report shows for the discursive practice of &quot;explaining&quot;. By adopting an interactionist perspective, we compare the implemented curriculum in different video- recorded classroom microcultures. The comparative case study on the topic &quot;explaining diagrams&quot; in grade 5 shows that explaining practices and their underlying norms differ considerably with respect to explanandum, repertory of explanans in epistemic modes, and participation structures. [For the complete proceedings, see ED597799.] ED599820 Mathematical Practices as Under-Determined Learning Goals: The Case of Explaining Diagrams in Different Classroom Microcultures North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Spanish Speaking Educational Indicators Bilingualism Oral Language English Language Learners Language of Instruction English (Second Language) Second Language Learning Kindergarten Grade 1 Grade 2 Elementary School Students Reading Tests Standardized Tests Language Skills Skill Development Longitudinal Studies Correlation Reading Achievement Reading Difficulties Rojas, Raúl Hiebert, Lindsey Gusewski, Svenja Francis, David J. Reports - Research EISSN- English Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 This study investigated early indicators of Spanish-speaking English learners (ELs) at risk for reading difficulties at the end of Grade 2 by examining their early bilingual oral language development, taking into account language of academic instruction. Standardized measures of reading and narrative samples were collected in English and Spanish from kindergarten to Grade 2 from 1,243 ELs primarily instructed in English or Spanish. Conditional growth curve models yielded four primary findings of reading and oral language development. First, ELs with low reading achievement at end of Grade 2 demonstrated early reading difficulties during kindergarten. Second, although ELs demonstrated overall higher reading achievement in their instructed language, this difference decreased over time. Third, ELs with low reading achievement at end of Grade 2 demonstrated lower oral language skills in each language over time. Fourth, ELs demonstrated overall higher oral language skills in their instructed language, yet these differences varied over time. The study provided a detailed description of the longitudinal relations among the bilingual reading and oral language skills of Spanish-speaking ELs during the early school years. These findings help to inform the processes of early identification and intervention for Spanish-speaking ELs who are likely to demonstrate reading achievement difficulties. [This paper was published in &quot;New Directions for Child and Adolescent Development&quot; n166 p43-77 2019 (EJ1221828).] ED599821 Moving Forward by Looking Back: Understanding Why Some Spanish-Speaking English Learners Fall Behind Grantee Submission 2019-00-00 Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) Department of Education (ED) National Center for Special Education Research (ED) 59 T http://dx.doi.org/10.1002/cad.20305 2019 -1 As Provided APR2020 Yes R324A160258 P50HD052117 R305P030031 PO1HD39521

New

No Second Language Learning Second Language Instruction Oral Language Communicative Competence (Languages) Student Attitudes Language Tests Scores Teaching Methods Technology Integration Spanish Universities Comparative Analysis Standards Video Technology Task Analysis Language Teachers Teacher Attitudes Self Esteem Safety Educational Environment Student Motivation Instructional Design College Students College Faculty Educational Technology Jaramillo Cherrez, Nadia Veronica Dissertations/Theses - Doctoral Dissertations Iowa EISSN- English Higher Education Postsecondary Education This study examines the impact of technology-mediated pedagogical tasks on students' willingness to communicate and communicative performance in the intermediate level of Spanish at Iowa State University. Drawing from the framework on technology-mediated tasks by Gonzalez-Lloret &amp; Ortega, 2014, and the World-Readiness Standards for communicative performance of the American Council on the Teaching for Foreign Languages, the technology-mediated pedagogical tasks were designed and implemented over the course a semester on the video platform Flipgrid. A quasi-experimental mixed-methods research with two groups of participants: (1) technology-mediated tasks (FG), and comparison group (CG) was conducted. Quantitative data sources included a pre-post survey on learners' willingness to communicate, scores on speaking quizzes, scores on final oral presentation, scores and analytic data from the Flipgrid tasks. The qualitative data included learners' reflections on their participation in the technology-mediated oral (FG group only), learners' midterm and final survey, focus-group interviews with students, and semi-structured interviews with instructors. Results of this study indicated that the implementation of the technology-mediated pedagogical tasks facilitated students' increase in their willingness to communicate and communicative performance, as well as in the use of Spanish in spontaneous ways. In addition, the findings suggest that students in the FG group perceived increased confidence in their speaking skills while participating in the tasks within a safe and free-from judgment learning environment. The findings also showed the instructor's mixed perceptions while facilitating the technology-mediated tasks. The course instructor believed that students' apparent growth in their communicative performance responded more from students' interest and motivation than from extended practice. Contrastively, students in the CG had statistically significantly higher scores in the post-survey than students in the FG, specifically for the variable &quot;international posture.&quot; In addition, the CG group's instructor perceived that students' speaking skills related mostly to the learning environment and the support provided. This dissertation shows that the design of the pedagogical tasks is closely connected to the affordances of the technology applications, therefore, placing greater emphasis on evaluating how the technology can leverage language learning. This study has pedagogical as well as theoretical implications regarding the design of technology-mediated pedagogical tasks and the conditions of the learning environment that can foster or hinder students' willingness to participate and communicative performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602252 Examining the Impact of Technology-Mediated Oral Communicative Tasks on Students&apos; Willingness to Communicate and Communicative Performance ProQuest LLC Ph.D. Dissertation, Iowa State University 2019-00-00 978-1-3922-6339-6 205 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815048 2020 -1 As Provided APR2020

New

No Principals Administrator Attitudes School Counselors Counselor Role Experience Training Professional Development Program Effectiveness Gordon, Joseph M. Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this study was to investigate principals' perceptions of school counselor roles and responsibilities. Participants completed perception surveys prior to and following a training on state and national models of school counseling practice. Analysis of demographic data and pre- and posttest survey responses showed training on state and national models of practice impacted principal perceptions of certain school counseling tasks. Data also showed a relationship between perceptions and years of experience. Qualitative data further examined principals' perceptions of school counselor roles and comprehensive school counseling programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602254 Principal Perceptions of School Counselor Roles: The Impact of Training on State and National Models of Practice ProQuest LLC Ed.D. Dissertation, Trevecca Nazarene University 2019-00-00 978-1-3922-4494-4 133 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815079 2020 -1 As Provided APR2020

New

No Adjunct Faculty College Faculty Part Time Faculty Teacher Role Teaching Experience Job Satisfaction Self Actualization Job Security Walton, Erin Maree Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The increase in use of part-time faculty, commonly referred to as &quot;adjunct,&quot; has shifted the academic workforce. Utilization of this populace has increased steadily over the past several years and is anticipated to continue this growth as colleges and universities seek cost-cutting measures in balancing their annual budgets. With this increase, however, comes unexpected consequences for the educators who fill these roles; often they are underpaid, overworked, and employed tenuously from term-to-term with no security in employment. This dissertation examines the adjunct faculty role; including what adjunct faculty need to be successful, versus what they have been provided to succeed in their roles. The research uses a constructivist framework alongside Maslow's Hierarchy of Needs and Herzberg's Theory of Motivation to juxtapose the adjunct work experience with traditional models of satisfaction and self-actualization; the data collected support the theory that adjunct faculty cannot feel secure and valuable in their role under the current adjunct faculty work model, and provides insights for administrators in an effort to better support these faculty and potentially positively impact student outcomes in kind. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599511 Adjunct Faculty: The Silent Majority ProQuest LLC Ed.D. Dissertation, Concordia University (Oregon) 2018-00-00 978-0-4389-0014-1 150 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10974058 2019 -1 As Provided APR2020

New

No Reading Instruction Teaching Methods Culturally Relevant Education Reading Comprehension Reading Materials Secondary School Students English Instruction Racial Bias Barriers Self Esteem Writing Instruction Educational Change Action Research Platt, Wendy Harriford Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education This paper describes an action research question focused on how explicit instruction in reading, coupled with culturally responsive teaching, can affect the confidence levels of African-American male ninth-graders regarding their reading comprehension abilities. The research question seeks to illustrate the benefits of using explicit instruction in the context of materials seen as relevant by the student to unpack each step of the reading comprehension process thereby engaging students who otherwise view reading as a streamlined, passive process; it also uses teacher modeling to show how to increase reading comprehension, Also, classroom instruction on the secondary level makes use of statewide textbook adoptions and ancillary materials, and packaged English 1 End-of-Course preparation materials. Rather than explicitly teaching the skills of reading comprehension with engaging texts, teachers use racially biased, privileged White, middle-class texts to present the steps of reading without modeling. The instruction necessary to navigate the texts is withheld from students who then experience challenges that result in lower confidence levels and disengagement from the curriculum. Focusing on confidence levels allows this study to provide direct and compelling evidence that teachers should make changes moving from implicit to explicit instruction while engaging students in reading and writing material that is meaningful and culturally relevant to them. The paper concludes with an evaluation of ethical considerations that may arise during the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599512 Impact of Explicit Instruction Using Culturally Relevant Texts in Reading on Student Confidence ProQuest LLC Ed.D. Dissertation, University of South Carolina 2018-00-00 978-0-4388-7575-3 120 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10976513 2019 -1 As Provided APR2020

New

No Low Achievement Hispanic American Students Low Income Students Elementary School Students Elementary School Teachers Teacher Attitudes Racial Bias Social Bias Teacher Influence Bilingual Students Student Needs Educational Quality Achievement Gap Vanatti, Cheryl S. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This qualitative case study explored the factors contributing to student underperformance as measured by standardized assessments in a predominantly Latino, low-income public elementary school in the southeastern United States. Findings from teacher interviews and observations with five voluntary teacher participants revealed that despite excellent amenities, services, and a dedicated staff, student performance may still be impacted by teacher perceptions and valuations of themselves and their students as well as imprecise instructional practice. Findings from teacher participant interviews indicated incidences of deficit thinking and inattention toward the predominantly low-income, Latino, emergent bilingual population of the school. Interviews also revealed perceptions of a widespread devaluation of teachers assigned to primary grade-levels. Classroom observational findings indicated deficiencies in rigorous, goal-aligned standards-based instruction. Although schools have sought to address the realities of low-income children and families with meal programs, extended school days, parent engagement incentives, and a host of other wrap-around services, the gaps in student achievement, as measured by standardized tests, remain relatively unresponsive. It is hoped that the findings of this study will contribute to broader understandings of not only specific instructional practices that may aid teachers in better serving the needs of emergent bilingual, low-income, Latino student populations, but also underscore the complexities involved in teaching and learning in an era of high-stakes, standards-based accountability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601102 Swimming through Murky Water, Trying to Find Your Way: Teaching Pedagogies and Perceptions That Help Explain Student Underperformance at an Elementary School Serving Low-Income, Predominantly Latino Students ProQuest LLC Ph.D. Dissertation, University of Florida 2017-00-00 978-0-4389-47894 137 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13847534 2019 -1 As Provided APR2020

New

No Deafness Special Needs Students Access to Education Case Studies Teaching Methods Information Technology Bilingualism Lesson Plans Guidelines Instructional Design Decision Making Student Needs Active Learning Literacy Education Special Education Skill Development Daily Living Skills Social Development Academic Achievement Teacher Attitudes Diaries Role Partnerships in Education Brandt, Sarah E. Dissertations/Theses - Doctoral Dissertations EISSN- English This instrumental case study examined universal design for learning (UDL) as a digital media design resource for teachers of bilingual Deaf students with special needs. Ten teachers from a school program for bilingual Deaf children with special needs engaged in professional development (PD) provided through the professional teaching and learning cycle (PTLC) on the application of UDL to this population of students. Through the stages of the PTLC, teachers learned about UDL, used this knowledge to incorporate specific UDL guidelines into a lesson plan including a digital media component, and implemented that plan with their students. Teachers reconvened to analyze their use of UDL and adjust their practice. This study involved analysis of data sources including interview, document, artifact, rubric, survey, and research journal. In examining the role of UDL, the data revealed that teachers utilized the UDL principles, tiers, and individual guidelines to make design decisions. They were guided by their grounding in Deaf education, their experiences and backgrounds with this population, and the learning needs of their students. Teachers utilized the structure of the UDL guidelines to reflect on their teaching practice and push themselves and their students to higher skill levels. In examining the feature of PD and teacher learning, the data revealed that the presence of five critical features of PD was more relevant to the success of the PD than the structure of the PTLC. The presence and strength of these five critical features -- content focus, cohesion, duration, active learning, and collective partnerships -- supported and hindered teacher learning in various ways. This study is significant because it explored digital media design for a population underrepresented in the literature. Bilingual Deaf students with special needs demand unique and specialized instruction across all areas of language, literacy, academic, social, and life skill development. This study illustrated that UDL is a powerful tool that can be utilized as a design resource for teachers of bilingual Deaf students with special needs to provide instruction that increases opportunities for success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601103 Universal Design for Learning as a Digital Media Design Resource for Teachers of Bilingual Deaf Students with Special Needs ProQuest LLC Ed.D. Dissertation, University of Florida 2017-00-00 978-0-4389-4640-8 335 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13847397 2019 -1 As Provided APR2020

New

No Experienced Teachers Elementary School Teachers Public School Teachers Teacher Persistence Teacher Motivation Teacher Characteristics Teaching Experience Resilience (Psychology) Recognition (Achievement) Collegiality Preservice Teacher Education Student Behavior Teacher Student Relationship Teacher Administrator Relationship Parent Teacher Cooperation Educational Change Faculty Workload Family Work Relationship Professional Isolation Teacher Burnout Barriers Young, Leslie Ann Dissertations/Theses - Doctoral Dissertations California EISSN- English Elementary Education Higher Education Postsecondary Education This phenomenological qualitative study involved 15 veteran K-6 public school teachers--each having taught a minimum of 24 years--from several districts in Southern California. It identified and examined what factors influenced the ongoing commitment and engagement of these teachers over the course of their careers. Factors mirrored the study's theoretical framework and included: 1) the teacher's challenges, 2) the teacher's personal characteristics or attributes, and 3) the teacher's professional life phases. A majority of the teachers interviewed spoke to the escalation of the environmental challenges they confronted while on the job, such as, student behavior, administrative and parental support, educational reform, work load, and instructional time constraints as well as individual factors, such as, family issues and personality. In particular, the increased aggressive misbehavior of some students along with an all-too-common lack of support from both parents and administrators left these teachers feeling disrespected, isolated, and even burnt-out at times. However, the study's findings pointed to the affirmative power of the teachers' personal characteristics--specifically, their passion for teaching and their students along with the teachers' resilience--in helping them to combat the trying environmental and individual challenges they faced during the various professional life phases of their careers, and remain committed and engaged. Moreover, the study's findings suggest that veteran teachers could benefit from recognition, growth, variety and interaction with colleagues in order to have a meaningful longevity in their careers as well as more robust support from both site and district administrators. The findings also recommend that teacher educators introduce their pre-service and beginning teachers to what it takes emotionally to stay committed and engaged in the profession in meaningful ways, thereby, giving these new teachers a deeper foundation of what being an effective and fulfilled teacher really entails. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601661 Veteran K-6 Public School Teachers: Remaining Committed and Staying Engaged in Their Careers ProQuest LLC Ph.D. Dissertation, The Claremont Graduate University 2019-00-00 978-1-3921-8951-1 181 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808807 2020 -1 As Provided APR2020

New

No One Parent Family Mothers Bachelors Degrees Undergraduate Students Public Colleges Student Experience Nontraditional Students Student College Relationship Student Needs Peer Relationship College Attendance Harry, Christal M. Dissertations/Theses - Doctoral Dissertations New Jersey EISSN- English Higher Education Postsecondary Education The purpose of this study was to examine the experiences of single-parent women students pursuing baccalaureate degrees at one public 4-year institution in northern New Jersey. The researcher administered the Mattering Scales for Adult Students in Higher Education to a sample of 103 single-parent mother students. The survey consisted of 45 Likert-scale statements focused on how the students regarded their institutional experience and how well they felt their needs were being met. The results reflected the extent to which they believed they mattered to their institution. The findings revealed that single-parent women at this one public 4-year institution in northern New Jersey generally had positive attitudes toward mattering. However, responses to some statements in the Administration and Interaction with Peers subscales indicated lower perceptions of mattering. Additionally, significant differences were found in regard to students' enrollment status. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601662 Moving in, Moving through, Moving out: An Analysis of Single-Parent Women Pursuing Baccalaureate Degrees at One Public Four-Year Institution in Northern New Jersey ProQuest LLC Ed.D. Dissertation, Saint Peter's University 2019-00-00 978-1-0856-0617-2 127 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13808670 2020 -1 As Provided APR2020

New

No Females Rural Schools Women Administrators College Presidents Barriers Equal Opportunities (Jobs) Leadership Styles Community Colleges Career Development Experience Family Work Relationship Mentors Geographic Location Rural Areas Jackson, Patsy Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Two Year Colleges The purpose of this qualitative, phenomenological study is to investigate the lived experience of females who ascended to rural community college presidencies. This study explores their perceptions of barriers and facilitators that influenced their success in capturing a rural community college presidency. Lastly, this study aims to examine their leadership approach and their intended leadership legacy. An imminent leadership crisis exists for community colleges and has created an uncertain future for these open access institutions. The number of qualified applicants to fill the presidential pipeline is declining and sitting presidents are retiring at alarming rates, threatening the sustainable of community colleges across the country. Women, ascending in leadership, are often overlooked for senior leadership roles, including presidential positions. A plethora of evidence exists to support the notion of the persistent glass ceiling in higher education and research, investigating the factors contributing to this glass ceiling, need to be explored to enable women to successfully navigate the leadership ladder. This qualitative, phenomenological study explored the lived experience of 10 women who successfully captured the presidential position in various community colleges and investigated experiences impacting their ascension. Study findings depicted a circuitous ascension pathway for these women, multiple challenges with work-life balance and career delay and diversion. Additional findings reflected the value of emphasizing authenticity in leadership, finding the good fit in a presidential position, and committing to mentoring other women. Findings did not reveal geographical binding and rurality as major issues of relevance for study participants. This research may be of value to help determine specific strategies to empower women through mentoring, networking and leadership development opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602509 Exploring the Lived Experience of Female Presidents in Higher Education: A Journey of Ascension to the Rural Community College Presidency ProQuest LLC D.E. Dissertation, Eastern Kentucky University 2019-00-00 978-1-3921-7607-8 133 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13857855 2020 -1 As Provided APR2020

New

Yes Rural Areas Rural Schools Elementary Secondary Education Barriers Poverty Low Income Groups Educational Attainment Enrollment Trends Human Capital Transportation Educational Policy Access to Health Care Social Problems Substance Abuse Minority Groups Community Role Rural Urban Differences Racial Differences Ethnicity Children Housing Employment Level Internet Food Geographic Regions Social Capital Public Schools Robson, Kelly Burgoyne-Allen, Phillip Squire, Juliet Schulz, Jeff Reports - Descriptive Numerical/Quantitative Data Bellwether Education Partners English Elementary Secondary Education Fourteen percent of the nation's population lives in rural communities, and one in five K-12 students attends a rural school. This is a substantial portion of the population, but it's far too often overlooked by education analysts, advocates, and policymakers. Rural communities tend to face some persistent challenges, including higher rates of poverty, lower median household incomes, and lower rates of educational attainment compared to urban areas. The schools serving these rural communities often struggle with declining enrollment, high rates of child poverty, low economies of scale, and a lack of human capital and adequate transportation. Education policy and practice in rural communities must take into account broader community factors, such as limited economic opportunity, poor access to healthcare, and social challenges, like drug addiction. Moreover, rural communities are incredibly diverse, both economically and racially. Some of the country's most impoverished areas are communities with significant minority populations in the rural South, along the U.S.-Mexico border, and on Native American reservations throughout the West. Those focused on improving outcomes for low-income and minority students simply cannot continue to overlook rural America. The purpose of this document is to provide an overview of the state of rural communities and schools. It aims to equip advocates, decision-makers, and other stakeholders with a shared understanding of rural education to generate a more accurate and nuanced policy response. ED602510 Wide-Open Spaces: Schooling in Rural America Today Bellwether Education Partners 2019-12-00 Walton Family Foundation 49 Bellwether Education Partners. e-mail: contactus@bellwethereducation.org; Web site: http://bellwethereducation.org N/A 2020 -1 ERIC APR2020

New

Yes Mathematics Teachers Test Construction Test Theory Test Items Item Response Theory Test Reliability High School Teachers Secondary School Mathematics Teaching Methods Questionnaires Test Validity Teacher Responsibility Teacher Attitudes Mathematics Instruction Herbst, Patricio Dimmel, Justin Erickson, Ander Ko, Inah Kosko, Karl W. Speeches/Meeting Papers Reports - Research English High Schools Secondary Education We describe the conceptualization, development, and piloting of two instruments--a survey and a scenario-based assessment--designed to assess, teachers' recognition of an obligation to the discipline of mathematics and the extent to which teachers justify actions that deviate from what is normative on account of this obligation. We show how we have used classical test theory and item response theory to select items for the instruments and we provide information on their reliability, using a sample of 88 high school mathematics teachers. [For the complete proceedings, see ED597799.] ED599822 Mathematics Teachers&apos; Recognition of an Obligation to the Discipline and Its Role in the Justification of Instructional Actions North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 National Science Foundation (NSF) 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020 DRL0918425

New

Yes Mathematics Teachers Secondary School Teachers Preservice Teachers STEM Education Student Attitudes Pedagogical Content Knowledge Teaching Methods Mathematics Instruction Course Content Problem Solving Validity Mathematical Logic Prior Learning Experience Hallman-Thrasher, Allyson Connor, Jeff Speeches/Meeting Papers Reports - Research Tests/Questionnaires English Secondary Education Higher Education Postsecondary Education This qualitative study examines what mathematics teacher candidates with STEM backgrounds think about their future work as mathematics teachers. The content preparation for a STEM career is not identical with that taken by traditional teacher candidates and may not develop the pedagogical content knowledge necessary for candidates to connect their experience with the grade 7-12 classroom. Candidates were found to emphasize applied mathematics in both what, and how, with little attention given to mathematical proof. Given their interest applications of mathematics, they, surprisingly, struggled to articulate how to meaningfully integrate science and mathematics. [For the complete proceedings, see ED597799.] ED599823 What and How Mathematics Should Be Taught: Views of Secondary Mathematics Teacher Candidates with STEM Backgrounds North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Algebra Mathematics Instruction College Mathematics Undergraduate Students Mathematical Concepts Fundamental Concepts Student Attitudes Teaching Methods Hannah, John Stewart, Sepideh Thomas, Mike Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education This research project involved teaching linear algebra to second year undergraduates. Using Tall's three worlds of mathematical thinking as a theoretical framework, students were taught fundamental linear algebra concepts using each of the embodied, symbolic and formal dimensions. By varying the order in which these approaches were used in each topic we investigated students' perceptions of the combinations and their potential for understanding and learning. The results show that students seem to react positively to symbolic examples and embodied ideas but there is little effect overall of order on understanding. [For the complete proceedings, see ED597799.] ED599824 Teaching Linear Algebra in the Embodied, Symbolic and Formal Worlds of Mathematical Thinking: Is There a Preferred Order? North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Information Management Information Systems Information Dissemination Databases Teacher Attitudes Lunch Programs Data Analysis Low Income Students Poverty Teacher Collaboration Access to Information Newton, Whitney Dissertations/Theses - Doctoral Dissertations EISSN- English Schools face increasing pressure to ensure teachers are using data to support and inform their instruction, and the practice of data-based decision making has many positive effects on teacher satisfaction, instruction, and student achievement. Teachers face difficulties in gathering, organizing, and effectively utilizing student data to drive their instruction without the use of a database. Some databases are on the market that offer important features for effective data management, but it is not clear whether teachers have been consulted regarding the most critical for practical, cyclical elements for data-based decision making in the classroom. The purpose of this study was to discover teachers' perspectives and uses of the most critical features of database systems in successful schools with a culture that embraces data and assessment in a system with a significant percentage of students' receiving free/reduced lunch. From these perspectives, the study sought to build a framework, or set of foundational principles, for data systems that support teacher efficacy in analyzing data and delivering data-driven instruction. This study found that schools serving students living in poverty and that have cultures that embrace data had several cultural and functional systems in place to ensure teachers were able to collaborate during the school day. In collaboration, teachers looked at student data to determine individual student success and growth regularly and frequently. Teachers identified a framework for the most critical data system features from their perspective that (a) was streamlined and organized, (b) could be accessed anywhere, (c) provided students access in one case, (d) was real-time and fluid, (e) saved time, and (f) was accessible by peers and administration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602255 A Framework for Data Management in Schools: How Academically Successful, Low-Income Schools Manage and Distribute Student Data to Teachers ProQuest LLC Ph.D. Dissertation, Indiana State University 2019-00-00 978-1-3922-3556-0 207 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815203 2020 -1 As Provided APR2020

New

No Trainees Counselor Training Coaching (Performance) Lecture Method Student Attitudes Evidence Based Practice Thinking Skills Reflection Instructional Effectiveness Competence Student Characteristics Case Method (Teaching Technique) Binensztok, Vassilia Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this quasi-experimental, longitudinal study was to measure the effects of reflective practice coaching on 35 participants, as compared to participants who did not receive coaching. Data was collected over a period of eight weeks. A secondary purpose was to examine the effects of a standardized case conceptualization training lecture on 84 participants. A third purpose was to examine the relationships between counselor trainee demographic variables, their attitudes towards evidence-based practice, disposition towards reflective reasoning, and competence in writing case conceptualizations. This was the first study to contribute to the reflection in counseling literature. A convenience sample of N = 84 participants participated in two standardized case conceptualization training lectures. An intervention group (N = 35) received an additional three one-on-one reflection coaching sessions. The comparison group (N = 49) received the training lectures and no coaching. Participants from both groups attended two 3-hour training lectures, which taught the integrative case conceptualization model developed by Sperry (2010). Intervention group participants took part in three additional one-on-one reflection coaching sessions. Pre- and post-training lecture case conceptualization skills were assessed using the Case Conceptualization Evaluation Form (CCEF) 2.0. Levels of reflective thinking were measured with pre-, post-, and post-post- administrations of The Reflection in Learning Scale (Sobral, 2005). Variance in case conceptualization competence was analyzed using a MANOVA. Intervention group participants' mean CCEF 2.0 scores were significantly higher than those of the comparison group (M = 72.64 and M = 46.81, respectively). Reflective thinking was determined not to be a mediating or moderating variable. Mean CCEF 2.0 scores from the first training lecture increased from the pre-test to the post-test (M = 11.20 and M = 24.10, respectively) for all participants. Mean case CCEF 2.0 scores also increased from the pre-test to the post-test in the second training lecture (M = 21.33 and M = 52.29, respectively) for all participants. Additionally, a paired sample t-test showed improvement on the Reflection in Learning Scale (Sobral, 2005) between the post-test and post-post test for the intervention group. Results were significant (|t| = 1.91, df 34, p &lt; 0.001, one-tailed). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602256 The Influence of Reflective Practice on the Case Conceptualization Competence of Counselor Trainees ProQuest LLC Ph.D. Dissertation, Florida Atlantic University 2019-00-00 978-1-3922-7423-1 129 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815083 2020 -1 As Provided APR2020

New

No Technology Integration Educational Technology Technology Uses in Education Mathematics Instruction Elementary School Mathematics Grade 3 Multiplication Manipulative Materials Computer Simulation Protocol Analysis Teaching Methods Mathematical Concepts Concept Formation Instructional Effectiveness Camp, Mary E. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Early Childhood Education Grade 3 Primary Education The purpose of this action research was to evaluate the implementation of technology integration with multiplication concepts (i.e., repeated, arrays, and decomposing numbers) for struggling third grade mathematics students. This study incorporated the use of virtual manipulatives and student think-aloud recordings to measure students' conceptual understanding of basic multiplication. This study focused on two overarching research questions: (1) The first question explored how technology integration with multiplication concepts (i.e., repeated addition, arrays, and decomposing numbers) impacted student understanding; and (2) the second question explored how students select and explain strategies for solving multiplication problems. Data collection consisted of teacher-made pre- and posttests with virtual manipulatives and student think-aloud recordings. Data analysis incorporated an evaluative mixed-methods approach using objective assessment data with non-parametric tests and constant comparative method. After transcribing, reviewing, and coding data, overlapping themes emerged, including students' conceptual understandings, students' conceptual misunderstandings, and students' correct methodology with careless errors. (Careless errors in this study refers to simple errors in counting or adding. In several cases, the students used virtual manipulatives to build the problems correctly but made errors when counting or adding the manipulatives). Findings revealed that virtual manipulatives significantly improved participants' conceptual understandings of all three given multiplication strategies. The impact of virtual manipulatives is reflected in the increased percentages of students who demonstrated conceptual understanding of the three strategies from the end of week one to end of the innovation. Conceptual understanding for each of the strategies (i.e., repeated addition, arrays, and decomposing numbers) increased by 40 percent over the course of this innovation. In addition, the impact of virtual manipulatives and think-aloud recordings is reflected in the increase of correct scores from the pretest to posttest. Four Wilcoxon Signed-ranks tests were conducted for (1) overall pretest-posttest scores and the three specific strategies (2) repeated addition pretest-posttest scores, (3) arrays pretest-posttest scores, and (4) decomposing numbers pretest-posttest scores. All four tests were statistically significant with posttest scores higher than pretest scores. The student think-aloud self-recordings provided valuable insight into students' developing conceptual understandings, and consequently helped guide and direct remediation throughout this innovation. By listening to their own recordings, students were able to evaluate their work, identify mistakes, and correct careless errors before turning in their recordings. Consequently, the think-aloud recordings promoted student self-reflection and were essential in providing specific, individualized instruction for all participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599513 Making Meaning of Multiplication: Integrating Virtual Manipulatives and Think-Alouds with Repeated Addition, Arrays, and Decomposing Numbers to Build Conceptual Understandings ProQuest LLC Ed.D. Dissertation, University of South Carolina 2018-00-00 978-0-4388-7537-1 193 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10973473 2019 -1 As Provided APR2020

New

No Enrollment Influences Career Academies Student Attitudes Counselor Role Parent Influence Teacher Influence Peer Influence Course Content Catalogs Web Sites Publications Decision Making Knowledge Level Student Interests Ketchledge, Whitney Stokes Dissertations/Theses - Doctoral Dissertations EISSN- English Career academies are small learning communities that allow high school students to learn their core content in the context of the career field they may be interested in pursuing. This type of learning environment incorporates business and industry and postsecondary institutions so academy students receive academic curricula that prepares them for higher education and allows students to have experiences in the career field. There is considerable research demonstrating strong benefits of the academy model to students and teachers, but there is little indicating why students enroll in the academy and what methods of recruitment may work best. The purpose of this study was to assess factors influencing students' decisions to enroll in career academy programs. The study investigated two research questions. The first research question looked at factors that influence students to apply for academy programs. The second research question explored reasons students have for choosing not to enroll in academy programs. A survey conducted by the school division was used to collect the necessary data with n = 401 responses from students enrolled in an academy and n = 2,421 responses from students not enrolled in an academy. To investigate factors influencing students to apply for academy programs, a factor analysis was performed. This analysis resulted in two larger groupings linking items together based on program experience and student attitudes. A Pareto analysis indicated that counselors were the greatest influencing factors on student decisions to enroll in career academy programs. Parents, teachers, other students, the course catalog, website, and brochure also played a considerable role in how students learned about the academies. To investigate reasons students have for not applying, a Pareto analysis was conducted with the reasons of not knowing, not interested, and missed deadline as most influential. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599514 Factors Influencing Student Enrollment in Career Academy Programs ProQuest LLC Ph.D. Dissertation, Old Dominion University 2018-00-00 978-0-4388-9904-9 117 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10976539 2019 -1 As Provided APR2020

New

No Student Participation Program Effectiveness Sense of Community Student Attitudes Extracurricular Activities Social Environment Campuses College Transfer Students Transitional Programs Karasek, Kristen Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This study sought to explore the experience of participating in a bridge program, specifically the construct of sense of belonging. The study examined the extent to which participating in a bridge program can impact students' sense of belonging as well as, if there is an impact, what aspects of the bridge program--academic, social, and co-curricular involvement--contribute to the impact. The four participants discussed their experience in the bridge program and explored their sense of belonging deriving from their sense and feeling of being included, valued, and connected to the college community (Hurtado &amp; Carter, 1997; Pittman &amp; Richmond, 2008; Tovar et al., 2009; Vaccaro &amp; Newman, 2016). Results of the study indicated that bridge program participation did have some impact on students' sense of belonging as evidenced by participants' reflections. A cross case analysis of the cases identified three common themes of impact the bridge program experience had on students' sense of belonging: campus access, community living, and social connection. Thus, participants identified the social and co-curricular environments as the aspects of the bridge program that had the most impact. Findings suggested that further research should explore the construct of sense of belonging within bridge program participation through a longitudinal study to see the impact of participating in the bridge program over time. Furthermore, researchers could design a comparative analysis study to explore the construct of sense of belonging as experienced by bridge program participants as compared to native, fully admitted students. Based on participant reflections, practitioners should work to understand and effectively combat bridge students' feeling of being &quot;other than&quot; as well as make strong programmatic efforts throughout the bridge year to get students involved based on their varied needs and interests. This effort should focus on opportunities that immerse students in the receiving institution campus community to support and encourage them to create and develop social networks for their long-term success as well as success during the bridge year. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601104 Exploring the Impact of Bridge Program Participation on Students&apos; Sense of Belonging ProQuest LLC Ed.D. Dissertation, The University of Akron 2018-00-00 978-0-4389-7630-6 168 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13850501 2019 -1 As Provided APR2020

New

No Active Learning Blended Learning Academic Persistence Affordances STEM Education Introductory Courses Physics Chemistry Student Attitudes Conventional Instruction Student Volunteers Tutoring College Students Such, Brenda Lee Ruei-Chi Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Within the last 10 years, higher education has seen the accelerated development of blended learning (BL), active learning (AL), and STEM education. The presented mixed methods study examined a proposed framework that BL affordances enable or constrain AL, as a representation of constructivist learning theory, and that the relationship between BL affordances and AL influences student persistence in introductory science courses. Graham's (2006) definition of BL along the four dimensions of space, time, humanness, and fidelity was paired with Meyers and Jones' (1993) framework for AL as the combination of basic elements to learning, teaching resources, and learning strategies. The BL-AL relationship was then examined along the lines of Graham, Frederick, Byars-Winston, Hunter, and Handelsman's (2013) four dimensions of student persistence--student motivation, student confidence, science learning, and identification as a scientist. The research design followed Yin's (2014) recommendations for a multiple-case study, in which one introductory physics course and one introductory chemistry course were the units of analysis. Interviewed were two student volunteers from each of the following groups: high-, average-, and low-performing. Content analysis was conducted for course documentations on the course website and the learning management system Canvas(TM). In-class and online observations were evaluated using Eddy, Converse, and Wenderoth's (2015) Practical Observation Rubric To Assess Active Learning (PORTAAL) examining student practice, logic development, accountability, and reduction of apprehension. The researcher developed a survey instrument, Blended Learning for Active Learning (BL4AL), capturing students' perspectives concerning AL through traditional and nontraditional learning methods for their persistence in the sciences. Findings indicated students from all levels had varying views of BL affordances in comparison to the original intention of the instructors. Study Edge(c), a third-party tutoring service, was discovered to be an integral component to the students' experiences of BL for AL and student persistence. The regression model using BL4AL responses was found to be significant in the physics course (F(8, 218) = 7.69, p[less than] 0.01, f[superscript 2] = 0.28) and in the chemistry course (F(8, 293) = 6.84, p[less than]0.01, f[superscript 2] = 0.19), and explained 19% of variance in the former and 13% of variance in the latter. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601105 Blended, Active, and Persistent: An Investigative Study of Blended Learning Affordances for Active Learning and Student Persistence ProQuest LLC Ph.D. Dissertation, University of Florida 2017-00-00 978-0-4389-4780-1 302 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13847525 2019 -1 As Provided APR2020

New

No Depression (Psychology) Social Development Emotional Development Health Education Mental Health High School Students Instructional Effectiveness Coping Adolescents Minniti, Antonette Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Secondary Education Education on depression is an important part of social emotional learning. Lacking emotion regulation skills tend to lead to larger problems, such as academic struggles, disconnect from peers, strife at home and trouble in interpersonal relationships. Research in depression education or educational programs connected to mental health literacy are minimal, especially at the high school level. The purpose of this research will focus on examining the impact of one depression education program, John Hopkins Hospital's Adolescent Depression Awareness Program (ADAP). ADAP is a three-day program that informs students about the facts of depression, how it is treated, and what to do if the individual students or someone they know needs help with depression. The program involves administering the Adolescent Depression Knowledge Questionnaire before the program begins, and again six weeks later as a post-test. This study is a non-experimental quantitative study using secondary data from a sample population of approximately 260 students, ages 15-18, who attend a high school in the Midwest and are enrolled in a health education class (required for graduation). Research questions focus on the levels of understanding that students retain of depression and resources to cope with depression after participating in the ADAP curriculum. The findings of this study revealed that students were able to retain information about depression and ways to reach out for help following the ADAP program. Some items on the questionnaire came up as statistically significant while other items did not show significance. Overall, the benefit of incorporating an effective mental health literacy program into a high school can make a difference in a student's life. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601663 Social Emotional Learning through Depression Education in a High School Setting ProQuest LLC Ed.D. Dissertation, Illinois State University 2019-00-00 978-1-3922-6310-5 138 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809081 2020 -1 As Provided APR2020

New

No Foreign Countries Mothers Children Autism Pervasive Developmental Disorders Stress Variables Beliefs Child Rearing Cultural Differences Foreign Nationals Developed Nations Family Relationship Medical Services Educational Practices Child Development Alotaibi, Basmah M. Dissertations/Theses - Doctoral Dissertations Saudi Arabia EISSN- English This narrative research examines the experiences of five Saudi Arabian mothers of children with ASD who are living in the United States. Multiple interviews were used in qualitative research to learn more about the different experiences of these mothers. The purpose of the study was to learn about the participants' experiences, including their stressors, beliefs, and thoughts about raising their children with ASD in a culture that is different from the one where they were raised. Culture can shape mothers' attitudes and beliefs about raising children with disabilities. Saudi Arabian mothers living abroad are likely to observe different ways of mothering, and they may be exposed to new ways of thinking about mothering. When a Saudi Arabian mother of a child with ASD lives in a developed country like the United States, she may enjoy opportunities to live her experiences far from her extended family, with whom she may or may not have conflicts. She may also learn about resources that can foster her child's development. Living abroad means exposure to other people and other ways of thinking, which can lead to personal growth and change. The most significant finding from these mothers was the comparison between the educational and the medical sectors in the United States and Saudi Arabia. All of the mothers hope that the services in both sectors will improve to help people with disabilities. This study has implications for educators, doctors, and communities. Future research is needed to study the experiences of Saudi Arabian mothers of children with ASD who are living in Saudi Arabia. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601664 Understanding the Experiences of Saudi Arabian Mothers of Children with Autism in the United States ProQuest LLC Ph.D. Dissertation, Wayne State University 2019-00-00 978-1-0855-9297-0 239 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809026 2020 -1 As Provided APR2020

New

Yes Grade 4 Elementary School Teachers Constructivism (Learning) Teaching Methods Mathematical Logic Multiplication Mathematics Skills Learning Activities Mathematical Concepts Concept Formation Faculty Development Elementary School Students Accountability Teacher Influence Teacher Attitudes Mathematics Achievement Hodkowski, Nicola Tzur, Ron Johnson, Heather Lynn McClintock, Evan Speeches/Meeting Papers Reports - Research Colorado English Elementary Education Grade 4 Intermediate Grades We examine a 4th grade teacher's development of a constructivist-based, adaptive pedagogy (AP) approach--and its contribution to student multiplicative reasoning and outcomes, mixing qualitative analysis of segments from her interviews with quantitative analysis of her student outcomes on the state-mandated test. Her reflections indicate a shift to this pedagogical approach, which tailors the intended mathematics and classroom activities to students' available conceptions. The data reflect how, via professional development, her new understanding of students' learning to reason multiplicatively promoted learning opportunities for them and thus--their outcomes. We discuss how linking teacher development to student conceptions--adaptive pedagogy--can contribute to improving their outcomes. [For the complete proceedings, see ED597799.] ED599825 Relating Student Outcomes to Teacher Development of Student-Adaptive Pedagogy North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Foreign Countries Longitudinal Studies Mathematics Achievement Psychological Patterns Self Efficacy Elementary School Students Secondary School Students Correlation Hannula, Markku S. Bofah, Emmanuel Tuohilampi, Laura Metsämuuronen, Jari Speeches/Meeting Papers Reports - Research Finland English Elementary Education Secondary Education In this paper, a nationally representative longitudinal data of mathematics learning outcomes in Finland is analyzed in order to determine the direction of causality between mathematics-related affect and achievement. First, the results indicated that students' mathematical achievement, emotion, and self-efficacy were significantly stable over time. Different models were estimated to test the reciprocal relationship between students affect and achievement. The results indicated that mathematics achievement and self-efficacy have a reciprocal relation, where the dominant effect is from achievement to self-efficacy. The results indicate also a weaker unidirectional effect from achievement to emotion. [For the complete proceedings, see ED597799.] ED599826 A Longitudinal Analysis of the Relationship between Mathematics-Related Affect and Achievement in Finland North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Fractions Reflection Error Patterns Error Correction Grade 7 Grade 8 Mathematics Instruction Instructional Effectiveness Secondary School Students Secondary School Mathematics Foreign Countries Knowledge Level Heemsoth, Tim Heinze, Aiso Speeches/Meeting Papers Reports - Research Germany English Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education Grade 8 Educational research assumes that error reflections are efficient if they include the rationale behind the own error instead of just correcting the error. However, thus far there is a lack of empirical evidence regarding this aspect. Thus, we conducted a field experiment with pre-post-follow-up design and with 7th and 8th grade students (N = 174). The study was conducted during standard mathematics lessons. We compared two different error-handling strategies. Our findings indicate that students who reflected the rationales behind their errors enhanced their procedural knowledge more than students who reflected on the corresponding correct solution only. Regarding conceptual knowledge we found this effect only at the follow-up-test. The implications for theory and school instructions are discussed. [For the complete proceedings, see ED597799.] ED599827 How Should Students Reflect upon Their Own Errors with Respect to Fraction Problems? North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Community Colleges College Faculty Part Time Faculty College Freshmen Grouping (Instructional Purposes) Institutional Characteristics Teacher Characteristics Gibson, Natalie A. Dissertations/Theses - Doctoral Dissertations Kentucky EISSN- English Higher Education Postsecondary Education Two Year Colleges Community colleges rely heavily on part-time faculty members (Cohen &amp; Brawer, 2008). Almost 70% of community college faculty teach part-time. Empirical evidence suggests that community college student success could decline as the employment of part-time faculty increases. In the face of clear evidence that collaborative interactions are vital to student engagement and success, the Community College Center for Student Engagement (2014a) found that few part-time and full-time faculty members frequently use structured group learning experiences (SGLE) in their teaching. SGLE are cohorts of first-year students who take classes together. Students who participate in SGLE are more likely to successfully complete developmental courses and have higher levels of persistence than students who do not participate in SGLE (Center for Community College Engagement, 2014b). The purpose of this research is to analyze the survey data from the Kentucky Community and Technical College System to identify and explore individual and organizational factors that may relate to the use of SGLE among part-time faculty members. Identifying these factors presents Kentucky administrators opportunities to increase adoption of SGLE among part-time faculties. The study employed Blackburn and Lawrence's (1995) theoretical framework from &quot;Faculty at Work.&quot; The researcher used a quantitative, ex post facto research design. Statistical analyses of pre-existing data from 968 Kentucky part-time faculty who responded to the Community College Faculty Survey of Student Engagement during 2011-2016 was completed. The major findings of this study suggest that part-time faculty who taught an SGLE were more likely to plan at least one SGLE than those who did not teach an SGLE. In addition, part-time faculty who taught an SGLE were more likely to participate on a college work team than those who did not teach an SGLE. Given the exploratory nature of the ex post facto research design, these findings are tentative and could provide a basis for future empirical research.Based on these findings, the researcher offered the following recommendations to improve practice in the Kentucky System: inventory and assess college efforts to support part-time faculty, highlight and scale a promising college practice for adoption, and support and incentivize grassroots initiatives involving part-time faculty members. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602257 Relationships between Individual and Organizational Factors and the Use of Structured Group Learning Experiences by Part-Time Faculty within the Kentucky Community and Technical College System ProQuest LLC Ed.D. Dissertation, Morgan State University 2019-00-00 978-1-0857-4637-3 129 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815095 2020 -1 As Provided APR2020

New

No English (Second Language) Second Language Learning Second Language Instruction Language Teachers Teacher Attitudes Socialization Foreign Countries Transfer of Training Learning Experience Teaching Methods Communities of Practice Case Studies Educational Practices Beginning Teachers Females English Literature Educational Background Linguistics Teaching Styles Lesson Plans Professional Identity Language Proficiency Grammar Communication Skills Educational Environment Jama, Itithaz Dissertations/Theses - Doctoral Dissertations Saudi Arabia EISSN- English The purpose of this study was to examine the perceptions of English foreign language instructors who worked at the English Institute in Saudi Arabia. The study explored how EFL instructors transferred their own language learning experiences to their teaching and how this transfer influenced their instructional practices. Finally, the study examined the teaching methods and strategies that participants used when teaching English in a Saudi educational context. The study employed a community of practice (CoP) framework (Lave &amp; Wenger, 1991) to understand EFL instructors' teaching practices in the traditional context of Saudi Arabian classrooms. Using CoP in the field of TESOL field is essential to understand EFL/ESL teachers' practices, experiences, and their engagement and socialization (Kim &amp; Duff, 2012). A qualitative case study methodology was utilized to deeply understand EFL instructors' perceptions, practices, and the application of knowledge and methods in participants' classrooms. Three novice female instructors whose educational background was in Linguistics, TESOL, and English Literature agreed to participate in the study. Data were collected from lesson plans, observational notes, semi-structured interviews, and a final focus group session. These multiple data sources highlighted participants' perceptions, teaching styles, educational perspectives, and teaching identities.Research findings addressed the gap between the participants' perceptions and their teaching practices. All participants agreed that learning English was not only focusing on teaching English form and meaning, but also emphasizing the meaning of the context to help students broaden their understanding of English concepts. However, the English Institute still structured participants' teaching by specifying that particular classes teach each proficiency skill in isolation. To summarize, the English Institute offered novice instructors the freedom to use varied approaches for teaching EFL. Yet in their own classroom, these novice instructors continued to struggle with their beliefs while teaching within their instructional contexts. All believed that English instructors should focus on teaching communicative skills and grammatical structures, and all tried to challenge themselves by shifting from traditional to modern instructional methods including the use of other approaches, communicative methods, and methodology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602258 Investigating Saudi EFL Instructors&apos; Perceptions and Practices Implementing TESOL Strategies ProQuest LLC Ph.D. Dissertation, Southern Illinois University at Carbondale 2019-00-00 978-1-0855-6433-5 141 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815224 2020 -1 As Provided APR2020

New

No Small Colleges Private Colleges Information Technology Computer Uses in Education Costs Administrator Attitudes Data Use Consortia Partnerships in Education Nontraditional Education Campbell, Kellie B. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This study examined how Chief Information Officers (CIOs), also known as Information Technology leaders, understand the use of technology as a strategy for reducing academic costs in small, private, liberal arts colleges in New England. Semi-structured interviews were conducted with eight CIOs throughout small, private, liberal arts colleges in New England. Transcripts were analyzed using Interpretative Phenomenological Analysis (IPA) to identify themes. Four major themes emerged: the importance of positioning Information Technology (IT) within the college, the use of available data, the offering of alternative education models, and the opportunities around consortiums and institutional partnerships. These findings were considered in light of the extant literature and Snowden and Boone's Cynefin framework and suggest opportunities for: assessing the position of IT in an organization and how that supports strategy; building out a data strategy on a campus that prioritizes considerations of what to assess and measure; thinking through alternative delivery, such as online learning; and considering consortium and institutional partnerships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599515 Perspectives from Information Technology Leaders: Reducing Academic Costs in Small, Private, Liberal Arts Colleges in New England ProQuest LLC Ed.D. Dissertation, Northeastern University 2018-00-00 978-0-4388-7475-6 131 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10974334 2019 -1 As Provided APR2020

New

No Kindergarten Vocabulary Development Teaching Methods Scientific Concepts Science Instruction Reading Comprehension Oral Reading Intervention Writing (Composition) Freehand Drawing Reading Instruction Reading Materials Content Area Reading Content Area Writing Rutherford, Erica Dissertations/Theses - Doctoral Dissertations EISSN- English Early Childhood Education Elementary Education Kindergarten Primary Education Information text can be utilized to enhance both reading and science instruction in the kindergarten classroom. These books bring abstract concepts to life for young learners, and can serve as the focal point for numerous topics of study. Although many teachers incorporate information books into their teaching, it is important that teachers understand how to best harness the full instructional power of these texts. One pedagogical strategy teachers can employ to teach content knowledge, as well as reading comprehension is the interactive read aloud. As such, the goal of this study is to determine the impact of interactive read alouds with information text on kindergarten students' ability to convey their own understanding of science content through multiple modes (e.g., orally, written and drawn). The research questions guiding this study focus on the role information text plays in student vocabulary knowledge and the ability to produce oral and written explanation statements, as these skills are vital to developing understanding of scientific concepts. Data will be collected through the examination of student samples of emergent writing, which includes drawings. The results of this study indicate two major findings: more written than verbal explanations were produced by students in both the intervention and nonintervention classrooms and a greater use of cause and effect statements produced by students in the intervention class. This study adds to the growing body of literature concerning the use of information text in elementary settings, while also providing teachers with a deeper understanding of the role that interactive read alouds with informational text support young children's writing in science. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599516 A Mixed Methods Study of Kindergarten Students&apos; Explanation Writing and Vocabulary Acquisition ProQuest LLC Ed.D. Dissertation, The University of Alabama 2018-00-00 978-0-4388-8852-4 158 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10976618 2019 -1 As Provided APR2020

New

No Administrators Administrator Role Diversity (Institutional) Small Colleges Private Colleges College Administration Administrator Effectiveness Administrator Attitudes Conflict Equal Education Inclusion Role Perception Leadership Styles Smith-Morris, Micaiah Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education To accomplish the important work of diversifying the student body, staff, faculty and administrators in order to create a welcoming and inclusive culture, many institutions of higher education have installed an executive leader to serve as the organization's chief officer of diversity, with the objective of infusing diversity into the college or university mission in a manner that meaningfully affects internal stakeholders and external stakeholders alike. This study explored how the chief officers of diversity within small, private, four-year, colleges have conceptualized their role, giving consideration to modern structural and operational conventions of chief diversity officers, to the missions of the institutions, and to any theological underpinnings. This study examined the four principle organizational components that affect the productivity and effectiveness of the chief officer of diversity and are affected by the productivity and effectiveness of the chief officer of diversity. The findings of this study revealed that the chief diversity officers of small, private, four-year colleges are primarily ranked as academic managers within their campus hierarchies and employ the Collaborative Officer operational model to facilitate educational and social experiences with provocative diversity and inclusion themes, in accordance with the civil rights multicultural approach to diversity. The findings also revealed salient themes relating to these chief diversity officers' perceptions of successes and challenges: (1) increased participation from campus citizens was considered a success, (2) misperceptions about the role and purpose of the chief diversity officer's position was considered a challenge, and (3) scarcity of both financial and human resources was considered a challenge. Additionally, this study discovered the perception of increased tensions as modern conventions regarding inherent privileges and biases interrupt historically held campus beliefs and customs, along with the perception of incongruence between scriptural ethos, sexual orientation and gender identities as a matter of diversity, equity and inclusion. Finally, this study discovered that the chief diversity officers of small, private, four-year colleges are aware of their evolutionary lag, and would reconceptualize their current roles to ensure future success by adopting a strategic leadership diversity approach at the executive administrative level of the college, as is the prevailing practice with their public counterparts. The findings of this study will advance our limited understanding of the current developmental lifecycle of the chief diversity officer position within private, four-year, institutions of higher learning, and will inform future considerations for diversity officers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601106 Re-Conceptualizing the Role of Chief Diversity Officer within Small, Private, Four-Year Colleges ProQuest LLC Ph.D. Dissertation, Immaculata University 2018-00-00 978-0-4389-7885-0 217 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13850812 2019 -1 As Provided APR2020

New

No Community Colleges Rural Schools Academic Persistence Agenda Setting Institutional Mission College Graduates Two Year College Students Educational Objectives Anderson, Carissa M. Dissertations/Theses - Doctoral Dissertations Ohio EISSN- English Higher Education Postsecondary Education Two Year Colleges Launched in 2009, the college completion agenda aims to significantly increase the number of community college graduates by 2020. While the American Association of Community Colleges (AACC) (2012) believes that the goals of the completion agenda can be achieved without institutions sacrificing their mission or reducing student services, little is yet known about the impact this effort has had or is having on rural community colleges. The proliferation of performance-based funding models and the application of Resource Dependency Theory suggests that the potential impact is significant. Through collective case study and document analysis, the goal of this research was to understand the impact of the completion agenda on rural community colleges in Ohio. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601107 Higher Education&apos;s Assembly Line: Understanding the Impact of the College Completion Agenda on Rural Community Colleges in Ohio ProQuest LLC Ph.D. Dissertation, Ohio University 2018-00-00 978-0-4388-8440-3 239 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13840232 2019 -1 As Provided APR2020

New

No Elementary School Students Children Gifted Program Effectiveness Coping Anxiety Stress Management Intervention Outcomes of Treatment Student Satisfaction School Psychology Case, Maryn Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This study is an evaluation of the Brief Coping Cat anxiety reduction psychoeducational curriculum within a gifted elementary school population. The goal of the Brief Coping Cat intervention is to decrease students' self-reported feelings of anxiety by teaching them a variety of strategies designed to help them recognize, understand, and manage emotions and physical reactions to anxiety. The primary evaluation question of this program evaluation focuses on students' perception of their experience in the intervention, as measured by mixed methods. Pre-treatment and post-treatment data show decreased anxiety and global psychological distress as evidenced by the decrease of mean scores. Students also reported satisfaction and favorable impressions of their experiences. Implications for the use of this intervention with gifted populations are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601665 Program Evaluation of the Coping Cat Program with Gifted, Elementary Students ProQuest LLC Psy.D. Dissertation, University of Colorado at Denver 2019-00-00 978-1-3922-4018-2 59 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809632 2020 -1 As Provided APR2020

New

No Wellness Metacognition Anxiety Stress Management Scores Intervention Preservice Teachers Student Attitudes Stress Variables Likert Scales Role Measures (Individuals) Outcomes of Treatment Bradley, Donald Dissertations/Theses - Doctoral Dissertations State Trait Anxiety Inventory EISSN- English Higher Education Postsecondary Education This study examined whether the Koru mindfulness intervention led to improved wellness outcomes, as evidenced by decreases in anxiety and stress scores, and increases in mindfulness scores of preservice teachers. This study also investigated the extent to which participants implemented the Koru intervention with fidelity and were satisfied with the intervention. The research is guided by the following questions: (1) To what extent do preservice teachers who volunteered and were randomly selected for a mindfulness practice (MP) intervention implement the intervention with fidelity (i.e., come to the workshop and practice at home) throughout the period of the intervention? (2) How satisfied are participants with the intervention throughout and at the end of the intervention? (3) To what degree does intervention participation affect students' stress levels, as measured by the Perceived Stress Scale (PSS; Cohen, Kamarck, &amp; Mermelstein, 1983)? (4) To what degree does intervention participation affect students' anxiety levels, as measured by the &quot;State-Trait Anxiety Scale&quot; (STAI-Y; STAI-Y; Spielberger, Gorsuch, Lushene, Vagg, &amp; Jacobs, 1983)? (5) To what degree does intervention participation affect students' mindfulness levels, as measured by the Mindful Attention Awareness Scale (MAAS; Brown &amp; Ryan, 2003)? Major findings from this study demonstrate that Koru did significantly reduce preservice teachers' anxiety and stress levels; however, no significant effects on mindfulness were observed. Findings from this research show mindfulness training can potentially benefit preservice teachers' wellness outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601666 The Role of Koru on Preservice Teachers&apos; Stress, Anxiety, and Mindfulness Levels ProQuest LLC Ph.D. Dissertation, Temple University 2019-00-00 978-1-3921-8532-2 112 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809640 2020 -1 As Provided APR2020

New

Yes Addition Mathematics Skills Grade 7 Problem Solving Mathematics Achievement Foreign Countries Elementary School Students Gender Differences Hopkins, Sarah Bayliss, Donna Speeches/Meeting Papers Reports - Research Australia English Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education In this study we investigated how 200 students in seventh grade (mean age = 12.38 years) solved simple addition problems and if the way they performed simple addition was related to their achievement in mathematics. Four performance groups were identified: proficient, almost proficient, inaccurate min counting and accurate min counting. More than half the participants did not display proficient or close to proficient performance despite expectations that proficiency is achieved around third grade. Findings unique to this study were that accurate min counting was associated with lower math achievement and that girls were more likely to display this pattern of performance than boys. The findings corroborate a growing awareness that many students are not achieving proficiency and that this is a concern requiring attention. [For the complete proceedings, see ED597799.] ED599828 The Importance of Achieving Proficiency with Simple Addition North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Student Attitudes Mathematics Skills Competence High School Students High School Teachers Mathematics Teachers Secondary School Mathematics Foreign Countries Teaching Methods Course Content Hsieh, Feng-Jui Wang, Ting-Ying Speeches/Meeting Papers Reports - Research Taiwan English High Schools Secondary Education This study employed latent class cluster analysis to explore students' perceptions of what aspects of mathematical literacy, composed of mathematics competencies and attitudes, teachers should focus on. The sample included 1,219 Taiwanese senior high school students and 59 mathematics teachers. Three profiles were identified for mathematics competence, which were characterized as comprehensive, test-oriented, and limited thought-oriented. Regarding mathematics attitudes and mathematics learning attitudes, three profiles were identified and characterized as: broad, math-interior oriented, and mind-focused. Students and teachers differed in their perceptions on the importance of some aspects of mathematical literacy. [For the complete proceedings, see ED597799.] ED599829 What Aspects of Mathematical Literacy Should Teachers Focus on from the Student&apos;s Point of View? North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Problem Solving Elementary School Students Measurement Computation Foreign Countries Grade 4 Grade 5 Grade 6 Age Differences Nonverbal Ability Huang, Hsin-Mei E. Speeches/Meeting Papers Reports - Research Taiwan English Elementary Education Intermediate Grades Grade 4 Grade 5 Middle Schools Grade 6 In this study, how fourth- to sixth-grade children perform measurement estimation was investigated. The data were collected by a measurement estimation task that contained linear and area estimations and interviews from 72 children, each in one fourth- (n = 21), fifth- (n = 32), or sixth-grade (n = 19) class at local public elementary schools in cities in north Taiwan. The results indicated significant differences in the performance of the children in the estimation task among the three grade levels. The sixth-graders were observed to outperform the fourth-graders but they performed similarly to the fifth-graders. Grade level also influenced children's ability to estimate area rather than linear estimation. The children's strategies used for estimating an object with a long length included Benchmark, Guessing, Looking, and Other strategies. [For the complete proceedings, see ED597799.] ED599830 Investigating Children&apos;s Ability to Solve Measurement Estimation Problems North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Family School Relationship School Community Relationship Partnerships in Education Public Schools Rural Schools Elementary Schools Hawaiians Pacific Americans Samoan Americans Filipino Americans Diversity Values Inouye, Cherilyn Dissertations/Theses - Doctoral Dissertations Hawaii EISSN- English Elementary Education The primary aim of this study is to promote social justice and educational equity by empowering the voices of parents and community members in a rural public-school community with a diverse minority population. The research questions focused on understanding how their perceptions, beliefs, experiences, and values influence their engagement with the local public school. Based on the values of the community and its families, I offer recommendations to improve the school's family and community engagement efforts to support students' academic achievement as well as their overall experience in school. This study focused on Waimanalo Elementary and Intermediate School, which is located in the culturally diverse community of Waimanalo. Waimanalo has a large Native Hawaiian population, as well as other minority ethnic groups such as Filipinos, Micronesians, and Samoans. Because the majority of Waimanalo residents and students at Waimanalo School represent these nondominant groups, particularly the indigenous people of Hawai?i, I used parent involvement research and critical theories, such as critical race theory, tribal critical race theory, community cultural wealth, setter colonialism, and survivance, to analyze the data. I conducted semi-structured interviews with 22 participants who reflected the diverse cultural composition of the Waimanalo community. The participants represented key stakeholder groups that are too often left out of the school improvement process, including former students and parents, current parents, current staff members, and community members and leaders. Participants varied in age, gender, ethnic and cultural background, level of involvement with Waimanalo School, and level of involvement in the community. While individual participants had different experiences and preferences for school programs and offerings, ultimately, participants shared an appreciation for the smallness and closeness of the school and community, as well as an acknowledgement and resistance toward the stigmatization of Waimanalo and Waimanalo School. The Hawaiian values of aloha, ?ohana, and kuleana were important to participants regardless of their ancestry, and there was also a shared appreciation for the Hawaiian culture and an ahupua?a lifestyle. The parents and community members who took part in this study favored a strengths-based approach that reflects the cultural wealth of their community and school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602259 Ho?olohe Pono: Listening to the Voices of Parents and Community to Envision a School-Family-Community Partnership at Waimanalo School ProQuest LLC D.Ed. Dissertation, University of Hawai'i at Manoa 2019-00-00 978-1-0855-6136-5 365 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815276 2020 -1 As Provided APR2020

New

No Principals Experience Data Analysis Elementary Secondary Education Influences Public Schools Data Use Frontiera, Candice Dissertations/Theses - Doctoral Dissertations Hawaii EISSN- English Elementary Secondary Education The potential benefits of the growing amount of available educational data have not been fully realized, especially for principals, who play a key role in deriving insight from data to inform school improvement. The purpose of this mixed methods study was to describe experiences of principals using data analysis tools in a K-12 system. With a two-phased explanatory sequential design anchored in activity theory, the researcher investigated the types of data and tools used by principals, how they were used, and what factors influenced such use. Data were collected through an online survey administered to all public school principals in Hawai'i as well as a think-aloud protocol and semistructured interviews with a smaller group. Responses showed that principals used school process and perceptual data on a more frequent basis than student learning or demographic data despite the greater investment in tools for the latter. Factors that influenced use included: (a) data characteristics, such as quality and quantity; (b) school organizational characteristics, such as professional learning and time; (c) computer system characteristics, such as integration, accessibility, user interface, and functionality; and (d) user characteristics, such as disposition and skills. Trends emerged around the ways the tools were not as useful or usable because of a lack of the following: data visualization, interactive dashboards, customization, and technological advancements. Thus, school district administrators are urged to increase investment in advanced analytic tools that can support a greater variety of data types and ways to integrate data systems. Findings may be used by tool designers and developers to improve tools. Structured time and training are also needed to support users. Additional research is suggested for improved understanding of the mediating role of evolving digital tools in analysis activity in order to help educators leverage greater insights. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602260 A Mixed Methods Study of Principals&apos; Experience Using Data Analytic Tools in Hawai&apos;I ProQuest LLC Ph.D. Dissertation, University of Hawai'i at Manoa 2019-00-00 978-1-0855-6460-1 266 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815230 2020 -1 As Provided APR2020

New

No Adult Literacy Tutors Volunteers Teacher Attitudes Adult Education Teacher Motivation Literacy Education O'Connor, Erin Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education Most adult literacy studies tend to focus on learner outcomes, and the few that do include tutors usually focus on their compassion as volunteers and/or assess the effectiveness of tutor training. Since community adult literacy programs are largely dependent on volunteer tutors to provide instruction, tutors come from various backgrounds and are not required to meet a standard of educational training. It should not be taken for granted that tutors are familiar with all of the theoretical approaches in adult literacy instruction, and it is reasonable to assume that different tutors may approach learning situations differently, based on their own underlying assumptions and experiences. This study was conducted to better understand how tutors think about different aspects of their work and why they volunteer for the cause of adult literacy. Findings suggest that most tutors find at least some value in literacy activities representative of the main themes in the literature of the field, and that different subgroups of tutors share preferences for particular types of activities. Findings also indicate that tutors have a sense of universal ethics when they think about fairness in the context of societal organization, view tutoring as a way to express their humanitarian values, and are motivated by the worth they place on literacy in a socially just society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599517 Adult Literacy Learning: Perceptions and Motivations of Volunteer Tutors ProQuest LLC Ph.D. Dissertation, The University of Alabama 2018-00-00 978-0-4388-8857-9 149 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10976687 2019 -1 As Provided APR2020

New

No Technological Literacy Pedagogical Content Knowledge College Faculty Faculty Development Teacher Attitudes Technology Integration Andzenge, Senenge Taver'shima Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Engaging instructors with technology remains a problem in higher education (Westberry, McNaughton, Billot, &amp; Gaeta, 2015). For many instructors, competency with new tools and practices remains a barrier to using technologies in their teaching (Buchanan, Sainter, &amp; Saunders, 2013; Georgina &amp; Hosford, 2009; Georgina &amp; Olson, 2008; Kopcha, 2010, 2012; Roblyer &amp; Doering, 2013). Developing competencies in teaching with technology can change or transform instructor's thinking about themselves and their approach to teaching (Baran, Correia, &amp; Thompson, 2011; Redmond, 2011). While professional development in higher education can offer instructors opportunities to develop knowledge and competencies that may enhance their practice (Lowenthal, 2008; Desimone, et. al 2002), many professional development experiences around technology either don't allow learners to be self-driven, or place more emphasis on the technology than on concerns for pedagogy (Barber, 2011). This dissertation is a multiple case-study of higher education instructors addressing the following research questions: RQ1 How do instructors describe their technological pedagogical content knowledge (TPACK)? RQ2 How do professional development activities support instructor's technological pedagogical content knowledge development? Using qualitative methods, data were collected from questionnaires, interviews, digital artifacts, and field notes and analyzed to offer perspectives of instructors describing their TPACK and how professional development activities support their knowledge development. Each instructor's TPACK story traces through their beginnings teaching with technology, ways they have come to integrate technology and pedagogy through developing their practice, factors that motivated and drove them to pursue professional development opportunities which help them integrate technology and pedagogy, and tensions which continue to challenge them and their integration of technology and pedagogy. Findings from this research provide insights that can inform the implementation of faculty professional development programs and activities, support technology integration, and be an encouragement to instructors in similar higher education contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599518 Developing TPACK in Practice: A Multiple Case Study of Higher Education Instructors ProQuest LLC Ph.D. Dissertation, University of Minnesota 2018-00-00 978-0-4388-7778-8 156 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10976705 2019 -1 As Provided APR2020

New

No Preschool Teachers Teacher Attitudes Teacher Education Foreign Countries Social Development Teaching Methods Emotional Development Behavior Problems Preschool Education Questionnaires Specialists Translation Factor Analysis Comparative Analysis Validity Scores Teacher Student Ratio Teacher Role Self Efficacy Parent Teacher Cooperation Preschool Curriculum Luo, Li Dissertations/Theses - Doctoral Dissertations China (Beijing) China EISSN- English Early Childhood Education Preschool Education Preschool social education has become an increasingly important area of research and practice in mainland China with the social domain being recognized as an independent preschool curricular domain since 2001. Little is known, however, about the specific teaching practices that Chinese preschool teachers are using to promote children's social-emotional competence and to prevent or address challenging behavior. The purposes of the present study were to develop and validate a questionnaire focused on social, emotional, and behavioral teaching practices and to use the questionnaire to examine Chinese preschool teachers' self-reported use of and confidence about implementing the practices. The questionnaire was titled the Social- Emotional Teaching Practices Questionnaire -- China (SETP-C; Snyder &amp; Luo, 2017). Before primary data collection for the present study occurred, the SETP-C was developed and various sources of validity evidence were gathered using systematic and iterative quantitative and qualitative approaches. The development and validation of the SETP-C consisted of four phases: item generation and selection, initial validation and item reduction, external expert review, and wording and translation. A non-experimental, descriptive survey research design was used to gather SETP-C data from a sample of 1,599 Chinese teachers from 120 preschools in Beijing and Ningbo. Using these data, four confirmatory factor analytic models were tested and compared to provide score validity evidence focused on internal structure. A sevenfactor solution was chosen due to its conceptual and statistical soundness. Internal consistency score reliability evidence was also promising and showed high degree of internal consistency for subscale scores. Findings showed Chinese preschool teachers reported they were implementing many social-emotional teaching practices, but were less likely to implement and less confident about practices that address the needs of children with persistent challenging behavior. Teacher's role, experience, a social-emotional curriculum, child-to-teacher ratio, inclusion of children with disabilities, and child age were significantly associated with teachers' reported use and confidence with implementing social, emotional, and behavioral teaching practices. Teachers identified two primary requests in terms of supports for implementing practices: a specific social-emotional curriculum and family support and cooperation. Limitations and implications of the present study along with considerations for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601108 Development and Validation of a Questionnaire Used to Evaluate Chinese Preschool Teachers&apos; Perspectives about Social, Emotional, and Behavioral Teaching Practices ProQuest LLC Ph.D. Dissertation, University of Florida 2017-00-00 978-0-4389-4728-3 312 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13847473 2019 -1 As Provided APR2020

New

No Positive Behavior Supports Program Evaluation Formative Evaluation Referral Prereferral Intervention Reinforcement Elementary School Students Outcomes of Treatment Racial Differences African American Students White Students Predictor Variables White, Joshua E.P. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education School Wide Positive Behavior Interventions and Support (SWPBIS) is a broad approach providing school personnel with tools and skills to enhance student academic achievement and improve socially relevant behavior (OSEP-TAC on PBIS, 2016). SWPBIS is a 'technology' with four core features: (1) behavioral strategies; (2) integrated interventions; (3) commitment to long-term outcomes; and (4) system organizational to ensure sustained impacts (Dunlap, Sailor, Horner &amp; Sugai, 2009). This research sought to explore the impact of SWPBIS interventions (particularly tangible reinforcements) from two baseline years to the first implementation year, as measured by the number of negative student behaviors (i.e., minor/pre-referrals and major office disciplinary referrals (ODRs)). The study adds to existing research, with an exploration of relationships between tangible reinforcements and referrals. The research was designed as a formative evaluation, focused on the design of an elementary school SWPBIS model. Archival data on 838 students were collected over three years. Data were collapsed for each year, with limitations to monthly regression analyses discussed. Statistical methods included Chi Squares, critical ratio tests, ANOVAs, and MANOVAs. The school experienced a 20.17% increase in enrollment, 23.75% decrease in total referrals, 20.05% decrease in minor/pre-referrals, and 45.15% decrease in proportion of major ODRs. There was a significant decrease in the proportion of referrals from the second baseline year to the intervention year. The school realized significantly lower proportions of students receiving minor referrals and ODRs in the intervention year. African American / Black students had a significantly higher average number of major ODRs than Caucasian American / White students in both baseline years, but such differences did not persist into the intervention year. The number of tangible reinforcements did not predict and was not significantly related to the number of negative student behaviors measured by minor referrals and ODRs. The method and results of this research should help inform practice and guide future research in the early implementation phases of SWPBIS models. Overall, this study supported the importance of empowering teachers and staff to improve the quality of the educational learning environment through a system of proactive, comprehensive, School-Wide Positive Behavioral Interventions and Supports. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601109 School-Wide Positive Behavioral Interventions and Supports: A Formative Evaluation of First Year Implementation ProQuest LLC Ph.D. Dissertation, University of Florida 2017-00-00 978-0-4389-4795-5 244 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13847540 2019 -1 As Provided APR2020

New

No Mentors Social Development Emotional Development Beginning Teachers Special Education Teachers Job Satisfaction Teacher Persistence Teacher Attitudes Disadvantaged Schools Urban Schools Teacher Competencies Social Support Groups Self Management Interpersonal Competence Beginning Teacher Induction Roster, Jaclyn M. Dissertations/Theses - Doctoral Dissertations New York (New York) EISSN- English The purpose of this phenomenological qualitative study was to explore the extent to which mentorship of new special education teachers working in high need, urban schools incorporated instruction of a teachers' own social and emotional learning competencies and how these teachings impacted new special education teachers' job satisfaction and retention. Participants of the study included new special educators teaching within high need schools in New York City and the mentors who worked with this population of teachers. A teacher's own social and emotional learning competencies is an important component of new teacher success, but research has been limited in how mentorship can support teachers in this way. Using Moustakas' heuristic process in phenomenological analysis to extract common themes across the collected data, this study explored how mentors worked with new teachers to develop their own social and emotional learning competencies. It helped determine how these practices benefited new special educators, including their effects on retention in the field. The study found that new special educators who received social and emotional learning supports from their mentors within their first years of teaching reported greater job satisfaction and more positive thoughts on staying in the teaching profession as compared to those new teachers who did not receive the same supports. The findings also indicated that, of the five social and emotional competencies, self-management was deemed the most effective SEL support provided by mentors. These findings can guide teacher trainings, school districts, schools, and mentors, to refine how to best assist new special education teachers working in high need, urban schools. It can inform best mentorship practices in social and emotional learning and lead to more effective, happier teachers who stay within the special education teaching profession. Keywords: mentor, mentee, social and emotional learning, teachers' social and emotional learning, new teacher, teacher induction, special education teacher, high need school, professional development, self-awareness, social-awareness, responsible decision-making, self-management, relationship skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601667 Can Mentors Who Teach Social and Emotional Learning to New Special Educators Enhance Job Satisfaction and Retention? Perspectives from New Teachers and Mentors ProQuest LLC Ed.D. Dissertation, St. John's University (New York) 2019-00-00 978-1-0855-6939-2 146 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809652 2020 -1 As Provided APR2020

New

No Adult Students College Students Social Justice Outcomes of Education Higher Education Integrated Curriculum Transformative Learning Self Concept Student Characteristics Social Problems Peloquin, Danielle Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education Higher Education Postsecondary Education The adult learner population attending higher education has been on the rise for decades and is continuing to exceed expectations in regards to enrollments. However, today's higher education institutions still cater to traditional age learners when creating and delivering curricula. By incorporating social justice courses into the curriculum, institutions of higher education could play a role in transforming adult learners' identities and sense of self. This research investigated the impact of a social justice curriculum on the identities of adult learners enrolled in higher education. Major findings include the shared characteristics of adult learners, adult learner's established sense of self, and the complex connection between the adult learner and the personal and academic connection to social issues. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601668 It&apos;s Not Age, It&apos;s Awareness: The Impact of a Social Justice Curriculum on Adult Learners in Higher Education ProQuest LLC Ed.D. Dissertation, Northeastern University 2019-00-00 978-1-3921-9333-4 213 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809691 2020 -1 As Provided APR2020

New

Yes Persuasive Discourse Preservice Teachers Mathematics Instruction Validity Mathematical Logic Foreign Countries College Freshmen Kempen, Leander Biehler, Rolf Speeches/Meeting Papers Reports - Research Germany English Higher Education Postsecondary Education In this paper we report our findings from a study, in which 177 undergraduate pre-service teachers had to verify a statement of elementary number theory at the onset of a lecture serving as a bridging course. The answers were categorized to investigate the qualities of the given argumentations. We also separated the results of three different subsets: (1) the of students in their first semester, to get to know their level of arguing after having past their A-Levels, (2) the students, that take part in this course the first time and are in a higher semester and (3) the subset of repeaters to investigate their problems in detail. [For the complete proceedings, see ED597799.] ED599831 The Quality of Argumentations of First-Year Pre-Service Teachers North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Elementary School Mathematics Elementary School Teachers Mathematics Instruction Teacher Competencies Video Technology Teacher Evaluation Evaluation Methods Knowledge Base for Teaching Computer Assisted Testing Test Construction Pedagogical Content Knowledge Foreign Countries Test Validity Test Reliability Knievel, Imke Lindmeier, Anke Heinze, Aiso Speeches/Meeting Papers Reports - Research Germany English Elementary Education Teacher cognition is seen as an important factor for the quality of instruction and, accordingly, student learning of a subject. However, in-depth research on these relations can only be done if a sound theoretical model for subject-specific teacher cognition (knowledge and competence/practical skills) and corresponding measures are available. This work aims at the development of reliable and valid measures for primary school teachers in mathematics. The subject-specific cognition is modeled as basic professional knowledge (BK) and further two components of reflective competence (RC) and action-related competence (AC). Using video-based items, we developed a computer-based standardized test and collected data of N = 85 primary mathematics teachers. We present results on the quality of the measures and have a closer look on the structure of teacher cognition. [For the complete proceedings, see ED597799.] ED599832 Video-Based Measurement of Primary Mathematics Teachers&apos; Action-Related Competences North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Geometric Concepts Cognitive Processes Elementary School Students Young Children Longitudinal Studies Technology Uses in Education Grade 2 Grade 3 Logical Thinking Mathematics Instruction Elementary School Mathematics Kaur, Harpreet Sinclair, Nathalie Speeches/Meeting Papers Reports - Research English Elementary Education Early Childhood Education Grade 2 Primary Education Grade 3 This paper presents preliminary results of longitudinal study on the development of children's geometric thinking in dynamic geometry environments. Here we investigate young children's (age 7-8, grade 2/3) interactions, in a whole classroom setting with an Interactive Whiteboard, with Sketchpad-based tasks involving the use of different types of constructed triangles (scalene, isosceles, equilateral). We use Sfard's discursive approach to show how the children developed a reified discourse on these different types of triangles and how they described the behaviour of these triangles in terms of their invariances (side lengths and angles). [For the complete proceedings, see ED597799.] ED599833 Young Children&apos;s Thinking about Various Types of Triangles in a Dynamic Geometry Environment North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Information Seeking Bilingualism Indo European Languages English (Second Language) Second Language Learning Adults Context Effect Social Behavior Philosophy Language Role Self Concept Case Studies Andragogy Phenomenology Games Sociocultural Patterns Learning Theories Behavior Patterns Design Sanentz, Shahe Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education The purpose of this research is to understand the information seeking and information utilization behaviors of Armenian-English adult bilinguals, while paying particular attention to the contextual and experiential as well as to the affective and motivational aspects involved. At a meta-theoretical level, the study is rooted primarily in the symbolic interactionism of George Herbert Mead, Herbert Blumer, and Erving Goffman and the social constructionism of Peter L. Berger and Thomas Luckmann. Its central underpinning assumption is that the generation, seeking, and utilization of information are social and collective behaviors. At a theoretical level, this exploration of the human information behavior of adult bilinguals is informed by ELIS (Everyday Life Information Seeking) and the scholarship of Reijo Savolainen, Kimmo Tuominen, and Sanna Talja, together with the works, among others, of Jerome S. Bruner and his notions pertaining to narrative construction, Elfreda Chatman and her small worlds and life in the round, Ross J. Todd and his information intent, and Marcia J. Bates and her berrypicking. The central assumption here is that, because language plays a key role in social construction, bilinguals--with two or more languages at their disposal--occupy a distinct position within this social process. The research uses mainly qualitative methods, based primarily on the grounded theory of Juliet Corbin, Anselm Strauss, Kathy Charmaz, Thomas R. Lindlof, and Bryan C. Taylor and the narrative-inquiry method of D. Jean Clandinin and F. Michael Connelly, while also drawing upon biographical methods, as described by Joanna Bornat, Zhiwei Chen, Sanjeev Sonawane, and Brian Roberts, the thick description of Clifford Geertz, and the case study method of Robert K. Yin. The study is also inspired, among others, by the andragogy of Malcolm S. Knowles, the existential phenomenology of Martin Heidegger, the many notions, including language games, of Ludwig Wittgenstein, the bilingualism of Francois Grosjean, the communities of practice of Etienne Wenger, the deschooling of Ivan Illich, the hierarchy of needs of Abraham H. Maslow, and the zone of proximal development of Lev Vygotsky. The value of this endeavor inheres in making a contribution toward understanding the information behaviors of bilinguals, which is prerequisite to designing information products and services optimized for them. Given that half of humanity is bilingual and in view of the paucity of research in this arena, the need for basic research on the human information behavior of adult bilinguals is both evident and pressing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602261 Information Seeking and Utilization Behaviors of Adult Bilinguals ProQuest LLC Ph.D. Dissertation, Rutgers The State University of New Jersey, School of Graduate Studies 2019-00-00 978-1-0883-2640-4 221 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815277 2020 -1 As Provided APR2020

New

No Educational Games Video Games Architectural Education Geometric Concepts Puzzles Design Sandstrom, Alice M. Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation proposes the development of an educational video game that teaches its players. This proposed game seeks to address the following two issues/problems within the topic of shape grammar. First, the process of designing with shape grammar requires the designer to first develop shape rules at the start of the design process, opposite to what feels natural, where shape rules are developed through recursive analysis during the design process and applied throughout the remainder of the design process. And second, the higher barrier of entry when it comes to using shape grammar in digital design applications makes it difficult to utilize in design education. Within the proposed game a player is given a variety of 3D spatial puzzles to solve. At the start of each puzzle, a player is provided a set of labeled puzzle pieces and to solve each of these puzzles a player goes through a process of instantiation, manipulation, and connection to arrange each of those puzzle pieces within a 3D digital environment. As the player is arranging the provided puzzle pieces, the game provides them meaningful feedback on their choices through scoring in addition to tracking their actions as design rules, compiling those rules into a design schema. The player can go back and explore the design schema through a process of exploration. This project looks at the development of a prototype version this proposed game using the Martin House by Frank Lloyd Wright as a basis for a single puzzle level to be implemented. This project concludes with an outline for future development of the proposed game. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602262 Developing an Educational Video Game from Architectural Precedents ProQuest LLC D.Arch. Dissertation, University of Hawai'i at Manoa 2019-00-00 978-1-0855-9140-9 252 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815279 2020 -1 As Provided APR2020

New

No African American Students Disproportionate Representation Racial Composition Whites College Students Christianity Church Related Colleges Private Colleges Racial Bias Racial Differences Academic Persistence Graduation Rate Student Experience Religion Barriers Equal Education Social Environment Peer Relationship Teacher Student Relationship Coping Student Attitudes Goss, Harold Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Black students continue to be underrepresented at Predominantly White Institutions and persist at lower rates than their White counterparts. Council of Christian Colleges and Universities (CCCU) member institutions with evangelical missions continue to struggle more than other private institutions with racial inequality as it relates to retention and graduation rates. The overall purpose of this qualitative study was to better understand the experiences of Black students at a CCCU institution. Specific objectives were to better understand how Black students experience campus, academic, and religious life at a CCCU institution. Using a descriptive case-study approach, I interviewed 22 participants at Private Christian University (PCU) and analyzed the data using In Vivo Coding, constant comparison, and thematic analysis. The findings indicate that Black students at PCU face a number of academic and social challenges. They rely on relationships with peers, faculty, and staff to help navigate those challenges and in many cases are able to look back on them in constructive and positive ways. Findings also suggest formal religious activities that are required and presumed by the institution to be nurturing are having the opposite effect for some Black students at PCU. I also found that Black students are turned off by the style of worship and in particular the type of music that is central to the religious services. Many of them cope with disliking the campus convocations by seeking other religious outlets on campus and in the local community. Understanding the experiences of Black students at an individual CCCU institution may provide insights for improving retention and graduation rates for Black. A better understanding of how Black students experience this CCCU institution can also help practitioners create programs and initiatives that improve their experience. Educating faculty and staff regarding the importance of relationships with Black students should be a priority. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599519 A Case Study of the Experiences of Black Students at a Council for Christian Colleges and Universities Member Institution ProQuest LLC Ed.D. Dissertation, The University of Alabama 2018-00-00 978-0-4388-8814-2 146 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10975403 2019 -1 As Provided APR2020

New

No Transformational Leadership Principals Self Efficacy Teacher Attitudes Job Satisfaction Predictor Variables Teacher Effectiveness Elementary School Teachers Teacher Administrator Relationship Hinson, Jennifer Dissertations/Theses - Doctoral Dissertations Alabama EISSN- English Elementary Education This study examined the relationship between transformational style of leadership as defined by Leithwood, Aitken, and Jantzi (2006) and teacher job satisfaction as explained by Herzberg's motivation theory (1959). Additionally, the relationship between transformational style of leadership and perceived principal support and transformational style of leadership and collective efficacy were explored. Two theories form the platform for the study to include Leithwood's transformational leadership theory and Herzberg's motivation-hygiene theory. Leithwood identified five dimensions of transformational leadership to include setting direction, developing people, redesigning the organization, improving instructional practice, and related practices in a study identifying the relationship between transformational style of leadership and school conditions as well as classroom conditions (Leithwood &amp; Sun, 2012). Herzberg identified both satisfiers and dissatisfiers, with satisfiers listed as achievement, importance of work, growth, interpersonal relationships, and recognition (Herzberg, 1959). Sixty-six elementary schools located in northern central Alabama participated in the study, with 1,416 teachers responding to respective surveys distributed to them. Four instruments were used to include Leithwood's Educational Leadership Survey for Teacher Respondents (2006, 2014), Perceived Principal Support Scale (DiPaola, 2012), Collective Efficacy Scale (Goddard &amp; Hoy, 2003), and Teacher Job Satisfaction Scale (Amoroso, 2002). The unit of analysis was at the school level. Four relationships were explored with results indicating positive and significant correlations. Transformational style of leadership and perceived principal support yielded positive results ([beta] = 0.44 p = 0.00, t = 3.8) with an adjusted R squared of 0.16 (p &lt; 0.01). Transformational style of leadership and collective efficacy yielded positive but not statistically significant results ([beta] = 0.20 p = 0.08, t = 1.7), with an adjusted R squared value of 0.18 (p &gt; 0.05). Transformational style of leadership and teacher job satisfaction yielded positive and significant results ([beta] = 0.44 p = 0.00, t = 3.87) with an adjusted R squared value of 0.17 (p &lt; 0.01). Transformational style of leadership working through perceived principal support and collective efficacy to positively affect teacher job satisfaction was analyzed using a structural equation model: path analysis, which was not confirmed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599520 Transformational Leadership, Perceived Principal Support, and Collective Efficacy: Predictors of Teacher Job Satisfaction ProQuest LLC Ed.D. Dissertation, The University of Alabama 2018-00-00 978-0-4388-8860-9 97 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10976728 2019 -1 As Provided APR2020

New

No Formative Evaluation Student Evaluation Evaluation Methods Statistics Introductory Courses Tests Responses Audience Response Systems Summative Evaluation Sequential Approach Nelson, Bryan T. Dissertations/Theses - Doctoral Dissertations EISSN- English Formative assessment has long been used to gauge students' understanding of course material prior to taking an exam. With the advent of more advanced technology, only recently have instructors been able to combine formative assessment with a student response system to allow students to respond to questions in real time during class. Previous studies show mixed findings on the relationship between the use of student response systems and student learning. For example, some studies show that those students who used a student response system performed better on exams or in the course when compared to those who did not, while others found no significant difference. In addition, the influence of testing students formatively multiple times before a summative assessment has been of little focus. A quasi-experimental design was used in this study to test students on 112 concepts in introductory statistics at three time points: during class using a student response system, during an online quiz about one week later, and on an exam at the end of the unit. Each concept was associated with one of four course units and was assigned a level of cognitive demand. The primary goal of the study was to determine if the sequences of correct and incorrect responses that students provided on two formative assessments influenced their ability to answer a corresponding summative assessment question correctly using a logistic regression model and Monte Carlo simulation. Also, a series of loglinear models was used to determine if the sequence of responses, unit of the course, and level of cognitive demand were independent. The results of this study indicate that students who answered both formative assessments correctly performed the best on the exam, followed by those who answered only the quiz question correctly. However, students who answered only the student response system question correctly fared no better on the exam than those who missed both formative assessments. Students who completed more sequences were more likely to overachieve their predicted exam results. Moreover, the results showed that students' sequences of responses, the course unit, and the level of cognitive demand were not independent. Students tended to overachieve on less cognitively demanding sequences requiring descriptive statistics and on strategic thinking exam questions requiring inference, but underachieved in the probability unit and on more challenging descriptive statistics questions. This study provided insight on the influence of that repeated practice on exam performance, suggesting that working independently after learning a concept is more beneficial to student learning than using a student response system in class. This study also demonstrated how statistics education can effectively use formative assessment in the classroom and test higher-order thinking using multiple-choice questions. University instructors may find the results useful in reevaluating the use of active learning in their classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602511 The Influence of Question Sequencing Using Formative Assessment in Introductory Statistics ProQuest LLC Ed.D. Dissertation, Duquesne University 2019-00-00 978-1-3921-9097-5 269 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13858037 2020 -1 As Provided APR2020

New

No Church Related Colleges Christianity Biblical Literature College Administration Spiritual Development Teaching Methods Student Leadership Religious Education Program Descriptions Educational Resources School Culture College Students Stanley, Jeremiah Ryan Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This project focuses on promoting a culture of spiritual growth through equipping student leaders for discipleship on the campus of a Christian college. The project is implemented through six training modules designed to equip student leaders for the work of discipleship. Chapter 1 introduces the project, explaining the purpose, goals, background,and rationale for promoting a culture of spiritual growth. Chapter 2 develops a biblical theology for promoting a culture of spiritual growth through discipleship. Specifically, this chapter focuses on three passages of Scripture which provide explanation for why a Christian college should be focused on equipping students for discipleship. Chapter 3 examines various resources in both the field of Christian higher education and institutional management which provide explanation for why a Christian college exists and how spiritual purpose can be maintained through promoting a culture of spiritual growth. Chapter 4 outlines the implementation of the six-week discipleship training modules presented to the student leaders at Trinity Baptist College. Chapter 5 offers analysis and reflection upon the entire project. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602512 Promoting a Culture of Spiritual Growth through Equipping Student Leaders for Discipleship at Trinity Baptist College in Jacksonville, Florida ProQuest LLC D.Min. Dissertation, The Southern Baptist Theological Seminary 2019-00-00 978-1-0857-7953-1 150 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13857415 2020 -1 As Provided APR2020

New

No Intervention Health Services Medical Services Nurses Veterans Fatigue (Biology) Altruism Daily Living Skills Symptoms (Individual Disorders) Identification Caring Quality of Life Job Satisfaction Hospices (Terminal Care) Continuing Education Course Descriptions Burnout Barriers Kritz, Gabriela W. Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education Purpose: The purpose of this preliminary, pre-post, interventional project was to (1) explore the pervasiveness of compassion fatigue &amp; (2) promote self-care activities &amp; evaluate the effectiveness of compassion fatigue education on reducing hospice nursing staffs' compassion fatigue symptoms in a single hospice care unit. Background and Rationale: In the nursing profession, staff are at increased risk for compassion fatigue because they frequently witness &amp; are in contact with other people's suffering, trauma, &amp; pain. This can lead to many internal and external consequences if not addressed. Compassion fatigue has been historically under-recognized, understudied, &amp; undertreated. Thus, demonstrating how important projects like this are to retaining caring, compassionate, experienced nurses. Methodology: The project took place in the hospice unit at the Durham Veteran Affairs Medical Center (DVAMC). Project participants completed the Professional Quality of Life Tool Version 5 (ProQOL-5), a demographics questionnaire &amp; a self-care habits survey prior to the intervention. Project participants then accessed the continuing education class &quot;Compassion Fatigue: Don't Forget to Care for Yourself When Caring for Others by Connie Vogel&quot; via Nurse.com. The ProQOL-5 &amp; the same self-care habits survey served as the post-intervention assessment &amp; were collected at 30- and 60-days post-intervention. Results: Only two nursing staff participated at all time periods. By the end of the study, participant JP21967 increased their compassion satisfaction by 7.32%, decreased their burnout by 20.83% &amp; secondary trauma by 20.69%, &amp; increased their self-care habits. Participant MA11978 decreased their compassion satisfaction by 11.36%, increased their burnout by 5% &amp; secondary trauma by 13.64%, &amp; decreased their self-care habits. These findings suggest that the degree to which people engage in self-care may lessen compassion fatigue. Conclusion: Although the purpose of this study was to reduce compassion fatigue among hospice nurses, context related barriers may have influenced participation. Further research is needed in the area of compassion fatigue not only for the sake of nurses but also for the sake of healthcare systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602513 Evaluating the Effects of an Educational Intervention on Compassion Fatigue in Veteran Affairs Hospice Nursing Staff ProQuest LLC D.N.P. Dissertation, The University of North Carolina at Chapel Hill 2019-00-00 978-1-3922-0267-8 57 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13858100 2020 -1 As Provided APR2020

New

No School Culture Student Diversity Minority Group Students Academic Persistence School Holding Power Equal Education Outcomes of Education Community Colleges Academic Achievement Educational Practices Graduation Rate Educational Environment Case Studies Disproportionate Representation Fear Student Attitudes Efficiency Enrollment Strategic Planning Peer Relationship College Faculty Teacher Student Relationship Two Year College Students Orellana, Darcy A. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Two Year Colleges The lack of equitable educational outcomes for students of color continues to be a glaring problem for community colleges. Community colleges are challenged to find solutions to address long-standing achievement gaps. One institutional response has been to implement high impact practices (HIPs) as a means to improve persistence, retention, and graduation rates for all students. HIPs, however, have produced mixed results in terms of enhancing student success, and evidence suggests that students of color participate in fewer HIPs and thus receive less benefit from them. This study considers the proposition that students of color may decide not to participate in HIPs, or may not derive benefit from the HIPs in which they participate, if these practices are implemented in an organizational culture that does not value diversity. The purpose of this study was to understand how community colleges can foster learning environments that promote success for all students where the educational benefits of diversity are valued, equitable outcomes for students are facilitated, and traditionally underrepresented and underserved groups are empowered. This multi-site case study, using critical theory and culturally-engaging organizational culture concepts, examined the complexities of organizational culture at the perspectives of racially and ethnically diverse students. Study findings suggest that students of color at these colleges perceived the organizational culture as welcoming and valuing students, but also focusing on efficiency via enrollment and retention strategies. Diversity was understood primarily in structural and strategic terms. Furthermore, students described instances where diversity was engaged through a deficit lens that included fear of diversity. While the students described their colleges and faculty positively, they also discussed events and actions that revealed a cultural misalignment between organizational culture and the students' own definitions of success. Fear of diversity resonated in the classroom and in interpersonal relationships with faculty and peers. Diversity was not infused in the curriculum. Recommendations for colleges are presented to foster intentional questioning of how organizational cultures are enacted and to promote equitable practices that align with diverse students' definitions of success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602514 Organizational Culture in Community Colleges: Making Connections to Diverse Student Success ProQuest LLC Ed.D. Dissertation, University of Massachusetts Boston 2019-00-00 978-1-3922-3878-3 409 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13858292 2020 -1 As Provided APR2020

New

No Fund Raising Electronic Learning Administrator Attitudes Higher Education Private Colleges Alumni Educational Finance Szucs, Peter J. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The influence of online education on higher education fundraising practices and giving patterns is not well understood. This qualitative case study explored how fundraising managers perceived the impact of online education on higher education fundraising. To explore this phenomenon, the researcher interviewed fundraising managers at private, nonprofit colleges and universities in the western United States, and reviewed publicly available documents on the participant schools fundraising and financial information. The interviews demonstrated that study participants were concerned about connecting with graduates of online programs, and perceived that online students may have less affinity for their alma mater than on-ground alumni. The fundraising managers interviewed reported that data on the giving patterns and the most effective strategies to engage online alumni are still emerging. Despite this lack of information, the fundraising managers interviewed believed that targeted, personalized solicitations may be the best way to engage and solicit funds from graduates of online programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600372 Fundraising Managers&apos; Perceptions of Online Education&apos;s Influence on Fundraising Practices and Giving ProQuest LLC Ed.D. Dissertation, Concordia University (Oregon) 2019-00-00 978-0-4389-0592-4 180 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13805702 2019 -1 As Provided APR2020

New

No Competence Adults Decision Making Intellectual Disability Developmental Disabilities Self Determination Quality of Life Risk Participation Educational Attainment Employment Level Independent Living Legal Responsibility Caregiver Attitudes Ogle, Lindsey Dissertations/Theses - Doctoral Dissertations EISSN- English Personal decision-making is a core element of self-determination and quality of life for individuals with intellectual and developmental disabilities (IDD), however, they have traditionally been appointed a guardian to make decisions for them. Guardians are encouraged to involve their wards in decisions, but this comes with challenges as many are unsure of how to include their wards in decisions and must carefully balance managing risks with promoting self-determination. Despite the important role that individual decision-making plays in self-determination and quality of life, there have been surprisingly few research studies that focused on understanding how guardians involve their wards in decision-making, or factors that can influence the opportunities guardians' give their wards to participate in decisions. The aim of this study is to describe guardians' perceptions of wards' competence to make decisions at different levels of risk and its association with guardians' willingness to involve their wards in decisions. A secondary aim was to explore the relationship between perceived competence and involvement in decisions with broad educational, vocational, and independent living outcomes. Eighty-one guardians of adults with IDD in the US completed an online survey. The survey was developed based on three core constructs: involvement of ward in decisions, competence of ward to make decisions, and risks associated with decisions. The questionnaire included 15 different decision-making scenarios at three different levels of risk. Participants answered two Likert-type questions about each scenario; one for rating the involvement of their ward in decisions and one for rating the competence of the ward in making decisions. Findings showed that guardians' perception of their wards' competence in decision-making was highly correlated with how involved their wards were in the same decisions. Both how competent wards were perceived to be by their guardians and how involved wards were in those decisions decreased as decisions became more risky. Higher perceived competence and higher involvement were also associated with higher educational achievement and employment status, but were not associated with the current living status of wards. Implications and future directions are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600373 Guardian Perceptions of Competence and the Involvement of Adults with Intellectual and Developmental Disabilities in Low, Moderate, and High-Risk Decisions ProQuest LLC Ph.D. Dissertation, Indiana University 2019-00-00 978-0-4389-7150-9 126 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13806137 2019 -1 As Provided APR2020

New

No Developmental Studies Programs Adjunct Faculty College Faculty Community Colleges Metacognition Needs Assessment Knowledge Level Faculty Development Professional Isolation Mentors Inclusion Townsend, Jonathan Dissertations/Theses - Doctoral Dissertations California EISSN- English Higher Education Postsecondary Education Two Year Colleges There is an ubiquitous problem with developmental education in community colleges. In 2009-2010, the success rate for developmental English sequence completion in California Community Colleges was 45.4% (California Community Colleges Chancellor's Office, n.d.). The purpose of this project was to conduct a needs analysis of how to raise success rates in developmental English courses at one community college. One component of self-regulated learning (SRL), metacognition, is significantly correlated to increased academic performance. But do adjunct faculty, who teach over 75% of DE courses, teach metacognitive strategies to their students? Three research questions, utilizing the Clark and Estes (2008) KMO gap analysis framework, guided the needs analysis that addressed the knowledge, motivation, and organizational resources and solutions for adjunct faculty explicitly teaching metacognitive strategies in developmental English courses. A qualitative study was conducted of four adjunct instructors, employing observations, interviews, and document analysis. The emergent themes revealed that there were gaps in adjunct faculty knowledge of what metacognition is and how to teach it. Adjuncts desired more professional development on instructional topics as well as modeling from expert instructors. The largest barrier to adjunct participation was time-related, and alternative PD formats were suggested to accommodate this. Finally, adjunct faculty felt isolated from the organization, vulnerable within it, and desired more professional community. The study offers recommendations including creating a faculty mentor program, valuing metacognition's inclusion in DE, creating a plan to communicate this value clearly and frequently from all levels of the organization, and ensuring that its processes and structures are congruent with these values. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602515 Developmental Education Pathway Success: A Study on the Intersection of Adjunct Faculty and Teaching Metacognition ProQuest LLC Ed.D. Dissertation, University of Southern California 2018-00-00 978-1-0857-8989-9 221 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13858303 2020 -1 As Provided APR2020

New

No LGBTQ People Females Homosexuality Family Structure Social Bias Social Justice Elementary Schools Child Rearing Parent Participation Educational Environment Parent Attitudes Principals School Personnel Inclusion Curriculum Baldwin, Christine M. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Over the past few decades, a growing number of same-sex parents have joined school communities nationwide as their children reached school age (Byard, Kosciw, &amp; Bartkiewicz, 2013). The already large and growing population of LGBQT parent-headed families necessitates the need for educators to examine the ways anti-LGBQT bias and behavior permeate the schooling experience of children who have same-sex parents. The children of these families can conceivably spend seven to 11 years of their lives in an elementary school setting. If schools in the United States have the responsibility of maintaining equitable classrooms and operating in diverse environments, especially an environment that now has legalized same-sex marriage, then the perceptions of same-sex family's schooling experience should be explored. This phenomenological study considered the lived experience of women who partner with women, and particularly their experiences raising elementary school-aged children. This study sought to examine how the elementary school experience is, or is not, reflective of a supportive school environment, broad curriculum, and allowed for parental participation in the activities of the school. Data was gathered from observation of personal interaction and semi-structured interviews with seven women from suburban and metropolitan areas in the Midwest. As a result, nine common themes emerged from the data analysis. Findings revealed that a parent's impression of the school principal and school staff is fundamentally important to feelings of inclusion. All participants expressed the need for school administrators to examine current systems in place that may be offensive to the non-traditional family unit. Participants maintained that curriculum resources are not inclusive of all types of families. Finally, the findings of this study call for an examination of how personal bias works in tandem with institutional structures to perpetuate inequity across family's experiences with elementary schools. This study concludes with implications and recommendations for schools to reflect on current practice in relation to same-sex parent's experiences in the elementary school setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602516 The Schooling Experience: Women Who Partner with Women Parent Perspectives on Elementary School ProQuest LLC Ed.D. Dissertation, Aurora University 2019-00-00 978-1-3922-7743-0 126 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13858305 2020 -1 As Provided APR2020

New

No Family Work Relationship Tenure College Faculty Women Faculty Family Needs Career Development Gender Differences Teacher Attitudes Personal Narratives Grounded Theory Child Rearing Engineering Education Self Concept Professional Identity Caring Socialization Sex Stereotypes Biology Child Care Social Change Faculty Recruitment Gossage, Lily Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Balancing the needs of family with career ambitions is often challenging for women who pursue science, technology, engineering, or mathematics (STEM) careers, particularly in academia. In these male-dominated workplaces, few incentives exist for women who decide to manage both work and family. In this basic qualitative research study, a modified approach combining in-depth interviewing with life-history interviewing was used to examine the work-life balance experiences of 12 tenured and tenure-track women engineering faculty who have children. The research question addressed participants' perceptions of engineering academia and experiences regarding family formation, child-raising, and the tenure process. Data were analyzed using the constant comparison method. The conceptual lens consisted of identity formation, feminine ethic of care, procedural knowing, and social learning. Four themes or key findings surfaced from this study: Participants experienced gender stereotyping in engineering academia, participants recognized overlap between the tenure and biological clocks, participants expressed a default arrangement in assuming the burden of childcare, and participants revealed that work-life balance is a false concept. The most significant finding was that the notion of work-life balance was inconsistent with participants' experiences with managing childcare and career; they described their experiences to be more about work-life integration. Implications for positive social change include improving gender diversity and the representation of women in engineering academia. Senior leaders and administrators at institutions of higher education may use study findings, for instance, to undertake program reform to recruit more women into engineering academia. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600374 Work-Life Balance of Tenured and Tenure-Track Women Engineering Professors ProQuest LLC Ph.D. Dissertation, Walden University 2019-00-00 978-0-4389-1134-5 211 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13805974 2019 -1 As Provided APR2020

New

No African American Students Males Public Schools Zero Tolerance Policy Discipline Policy Institutionalized Persons Recidivism Outcomes of Education Hodgest, Kelvin D. Dissertations/Theses - Doctoral Dissertations Texas EISSN- English The Zero-Tolerance Act of 1994 introduced a public education policy, which has allowed educators, administrators, and law enforcement officials to implement school rules, which are initiated with no limitations. Unfortunately, African American males represent the student population, which is most often affected by this phenomenon. The use of isolation from peers, on and off campus suspensions, expulsion, and incarceration, have all become major problems in the public school system for the African American male student. Ironically, as a result of premature incarceration, the African American male has become the centerpiece of the school-to-prison pipeline, which has ultimately created an environment where African American males have become products of recidivism. Thus, the purpose of this study was to provide educators, education administrators, law enforcement, and policy-makers with research information that proves that this form of discipline broadens the learning gap in the African American male student, and it subsequently is lacking the educational foundation and social skills needed to live a sustainable life outside of the criminal justice system. For this research study, 20 formerly incarcerated African American males who reside in Tarrant County, Texas and attended public school were interviewed in order to understand if the use of zero-tolerance incarceration in the educational setting was associated with becoming a future repeat offender. The use of zero-tolerance in the public school system has created an environment that fosters the premature incarceration of the African American juvenile male, which was substantiated through the interview responses of the 20 research participants who believed that this form of discipline has created a learned behavior, which has produced a statistical increase in recidivism in the African American adult male. It is was important to provide the relevance of this research study's findings for stakeholders including educators, law enforcement, policy makers, and the general public in order to better understand the ramifications of the zero-tolerance policy in the public school system and how they affect the African American male's educational opportunities and overall livelihood. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600375 The School Administered Incarceration of the African American Male Student, and Its Effect on Future Imprisonment ProQuest LLC Ed.D. Dissertation, Northcentral University 2019-00-00 978-0-4389-4865-5 136 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13806813 2019 -1 As Provided APR2020

New

No Principals Administrator Attitudes Response to Intervention Fidelity Program Implementation School Districts Success Redditt, Kathryn King Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Recent resounding dialogue surrounding school improvement has led to reform initiatives including Response to Instruction and Intervention (RTI[superscript 2]). Although all 50 states have implemented some form of an RTI model, Tennessee's state-wide framework to address struggling learners has placed us at the forefront of educational reform. The Response to Instruction and Intervention (RTI[superscript 2]) initiative in Tennessee was implemented as a framework for teaching and learning to ensure success for all learners through a model of high expectations and supports for students. The lack of research surrounding the perceptions of principals regarding RTI[superscript 2] in their respective schools and districts has created a gap of knowledge. To avoid the impediment of a lack of fidelity to the RTI[superscript 2] framework this study sought to add to the limited research and analyze current practices in 5 municipal districts. This quantitative study utilizes survey research as a secondary analysis of the RTI[superscript 2] implementation in 5 municipal school districts. Previously published data including responses to questions on 5 constructs of RTI[superscript 2] from the Tennessee Educator Survey and demographic data from the Tennessee School District Report Card were investigated. The study sought to answer two overarching questions surrounding the school districts' and school principals' biggest successes and continued challenges. The data was analyzed through four research questions using a Friedman rank sum test, T-test, Shapiro-Wilk, linear regressions, and a multiple regression. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602517 An Analysis of Principals&apos; Perceptions of Their Levels of Response to Instruction and Intervention ProQuest LLC Ed.D. Dissertation, The University of Memphis 2019-00-00 978-1-0883-3152-1 131 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13857968 2020 -1 As Provided APR2020

New

No Biblical Literature Parent Education Discipline Parent Role Parenting Styles Curriculum Development Program Development Program Implementation Program Evaluation Program Effectiveness Willard, Blake Charles Dissertations/Theses - Doctoral Dissertations North Carolina EISSN- English Adult Education This project was designed to develop a Bible curriculum that trains parents to be primary disciple-makers of their children at Covenant Preparatory School in Southern Pines, North Carolina. Chapter 1 explains the purpose, goals, context, and rationale for the project. Chapter 2 provides a biblical and theological basis why parents are to be the primary disciple-makers of their children. An exploration and exegesis of Genesis 18:17-19; 22:6-7, Deuteronomy 6:4-9, Proverbs 1:8-19, Ephesians 6:1-4, and 2 Timothy 3:14-15 provide the primary supporting texts supporting the purpose of this project. Chapter 3 provides historical, theoretical, and practical support for training parents to disciple their children in a Christian school. Chapter 4 describes the project's initial assessment, curriculum development and implementation, post-assessment, and results. Chapter 5 evaluates the project's success and describes areas for future improvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602518 Training Parents at Covenant Preparatory School in Southern Pines, North Carolina, to Disciple Their Children ProQuest LLC D.Ed.Min. Dissertation, The Southern Baptist Theological Seminary 2019-00-00 978-1-0857-8002-5 171 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13858775 2020 -1 As Provided APR2020

New

No College Students Electronic Learning Web Based Instruction Student Satisfaction Online Courses Social Isolation Sense of Community Familiarity Student Adjustment Teacher Student Relationship Feedback (Response) Computer Mediated Communication Teacher Competencies Faculty Development Lewis, Willa A. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Since the evolution of the Internet, online instruction has grown significantly and expected to continue. In the United States, 90% of colleges and universities provide online programs to between 6.7 million and 15 million students. Despite the benefits and expected growth of online instruction, researchers have found challenges in this learning modality. These challenges include a lack of interaction in online learning environments, which is this study's general problem. The specific problem is the lack of social presence or connectedness in online learning, which results in students feeling isolated or disconnectedness. This descriptive qualitative phenomenological study included an investigation on social presence through the perspectives and lived experiences of 10 first-time online students. The research purpose was to identify factors causing students to feel isolated or disconnectedness and understand how these factors impact their overall online learning experience and satisfaction. Results from this study can make a substantive and scholarly contribution to the field of education. A 3-phase semi-structured interview protocol was applied to gather the causality of their perceptions and experiences. The target population included 10 first-time online students either taking or have taken their first online course within the past year and 10 online instructors/facilitators working in academia with at least 5-years of online teaching experience. The common and divergent themes that emerged were: student unfamiliarity with and discomfort in the online learning environment, faculty incompetence, feelings of impersonality, isolation or disconnectedness, satisfaction with online experiences, and the importance of a course rubric, instructor timely feedback, interaction between instructors, students, and content, course structure and design, and institutional and instructor support. Results revealed an overall assertion that social presence plays a crucial role in online learning, as it is the tool needed to promote interaction between instructors, students, and content, enable the building of online relationships and perception as a real person that leads to connectedness and satisfaction. The study's findings also revealed that without the social presence construct in the learning environment students feel a sense of discomfort, impersonality, isolation or disconnectedness resulting from for example, long delays in instructor feedback, instructor incompetence, unfamiliarity with and uncertainty using course technology, unclear online communication techniques, and lack of instructor and institutional support. Ascertaining all student perspectives is vital, considering online learning is a new yet growing learning platform, the institution has a responsibility not just to maintain its reputation but also to ensure its students have the curricula, materials, and trained instructors to fulfill and satisfy their learning needs. Based on the findings practical recommendations include ensuring newly hired online instructors receive extensive training before assigning them to instructor online and institutions establish a professional development training plan to ensure they keep current with technology. Institutions are to monitor, revise, maintain and ascertain that curricula, faculty, and student services are up to par to meet students' needs. For future research, recommend this study be replicated, extend the participation audience to include all online students, and exclude the online instructors since the study focuses on students. Since the reviewed literature failed to present empirical evidence showing how online education has aided in improving student learning outcomes, modify this qualitative research and conduct a mix method study to understand the connection between student academic achievements and feelings of connectedness. This data may offer further insight about the social presence construct to help academic institutions better understand the construct, establish solutions to deter student feelings of isolation or disconnectedness, promote feelings of presence or connectedness, remove negative feelings about online learning, and improve overall student satisfaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600376 First-Time Online Students&apos; Perspectives towards Social Presence and Satisfaction ProQuest LLC Ph.D. Dissertation, Northcentral University 2019-00-00 978-0-4388-9278-1 226 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13805724 2019 -1 As Provided APR2020

New

No Best Practices English Language Learners Elementary School Students Poverty Grade 5 Hispanic American Students School Districts Phenomenology Teaching Methods Language Arts English Instruction Grade 4 Elementary School Teachers Achievement Gap Educational Technology Teacher Collaboration Technological Literacy Pedagogical Content Knowledge Small Group Instruction Instructional Materials Mathematics Achievement Greene, Megan C. Dissertations/Theses - Doctoral Dissertations California EISSN- English Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 4 Purpose: The purpose of this qualitative phenomenological study was to identify and describe effective instructional strategies for English language arts and mathematics perceived by expert fourth and fifth grade elementary teachers in southern California to reduce the achievement gap in high poverty and high English language learner (ELL) elementary schools. Methodology: The researcher selected a qualitative research design to describe the instructional strategies used by teachers in three southern California school districts. Through in-depth, semi-structured, open-ended interviews, the researcher provided an examination of the instructional strategies used to address the needs of high poverty and high ELL elementary schools. Teachers were identified from three criteria: (a) teaching at a school with a Latino population of 50% or more, (b) population of 80% or more in poverty, and (c) currently teaching fourth or fifth grade. Data collected using NVivo software to determine patterns and categories. Findings: Based on the responses from the study participants, four major findings were established for both Research Questions 1 and 2. Conclusions: The major finding from Research Questions 1 and 2 were summarized as four conclusions: (a) collaboration is the number one tool teachers need to prepare students; (b) teachers need training on a collaborative style for teaching small groups, the management, and different teaching strategies and organizational patterns to make small group instruction effective in a large group setting; (c) teachers do not have the technology skills and knowledge necessary to maximize the impact of technology as an instructional tool; and (d) teachers do not have the technology skill and knowledge to maximize the impact of technology as an instructional tool for mathematics or mathematics using manipulatives. Recommendations: Six recommendations are: (a) larger sample across the United States focusing on ELLs from different origins; (b) similar study with a teacher of a different origin from the ELLs, (c) similar study of secondary teachers' effective instructional strategies, (d) observational study in collaboration to evaluate effectiveness in supporting ELLs, (e) similar study with special education students, and (f) study of English only students comparing differences and similarities between ELLs and effective instructional strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600377 Best Practices for Addressing the Achievement Gap for Hispanic Elementary Students ProQuest LLC Ed.D. Dissertation, Brandman University 2019-00-00 978-0-4389-26783 179 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13806388 2019 -1 As Provided APR2020

New

No LGBTQ People High Schools History Instruction United States History Controversial Issues (Course Content) Activism Citizenship Education Social Bias Curriculum State Standards Barriers Curriculum Development Brensilver Berman, Stacie Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Secondary Education This study examines the movement to integrate LGBTQ (Lesbian, Gay, Bisexual, Transgender, Queer) history into high school US history courses. Using such primary sources as government documents, classroom resources, and organizational agendas, and oral history interviews with teachers, gay rights activists, and scholars, the study probes grassroots and top-down initiatives in support of and resistance to this curricular reform. It explores the debate over teaching LGBTQ history in high schools, the conflict between educators and activists who see that history as vital to citizenship education and historical literacy and their foes, evangelicals to whom that history is threatening. The study found evidence that there is, in liberal regions of the US, a small yet vibrant grassroots movement generating quality LGBTQ history curriculum, but that the momentum of this movement has been limited by a lack of widespread support. Even top-down initiatives in liberal California, the first state to mandate teaching LGBTQ history in public schools -- it also does not appear in most states' standards -- have had limited impact on school practice due to a lack of mobilization towards implementation. In conservative states far more formidable legal and moral obstacles exist, including laws prohibiting all but negative representations of the LGBTQ community. Thus, the study reveals that despite the work of dedicated LBGTQ history advocates, twenty first century America remains quite divided over whether high school history classes should include LGBTQ history, so most students encounter very little of it. The study offers the first detailed portrait of a prophetic minority championing a more inclusive, accurate vision of the American past that ends the invisibility of LGBTQ history, and reveals that the troubling narrative of this recent history of curricular reform has been dominated by the reluctance of a conservative nation and many of its school systems to embrace or even consider that vision. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602520 &quot;Be Ready to Fight, Because It&apos;s Worth It&quot;: Efforts to Include LGBTQ History in High School U.S. History Classes, 1990-2017 ProQuest LLC Ph.D. Dissertation, New York University 2019-00-00 978-1-3922-1044-4 577 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13858521 2020 -1 As Provided APR2020

New

No College Readiness Career Readiness African American Students Males Mentors Fraternities African American Organizations Student Satisfaction Clark, Keyma T. Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this dissertation is to investigate how three school-based mentoring programs are preparing African American male youth for post- graduation, college, and careers. The influence of mentoring experiences and mentoring relationships are addressed in order to uncover the influence of racial matching on the mentoring relationship. Mentee and mentor interviews were compared to evaluate the personal perspectives past participation in Chi Omega Lambda, Kappa Leadership, and Theta Phi Psi mentoring advocate program and the mentoring experience. Mentees and mentors expressed overall satisfaction with the mentoring experience and positive comments on the mentoring relationship. The interviews did not reveal differences in the mentoring experience based upon the race of the mentor, but the opportunity for preparing mentees for college and college access differed more for one of the organizations verses the other two. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602521 College and Career Readiness of Black Males Mentored by Black Fraternities: A Comparative Case Study ProQuest LLC D.E. Dissertation, The University of North Carolina at Chapel Hill 2019-00-00 978-1-3922-0345-3 75 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13859097 2020 -1 As Provided APR2020

New

No Middle School Teachers Creativity Teacher Effectiveness High Achievement Suburban Schools Self Concept Professional Identity Teacher Attitudes Pedagogical Content Knowledge Mull, John Charles Dissertations/Theses - Doctoral Dissertations EISSN- English Junior High Schools Middle Schools Secondary Education Creativity has gained prominence as an important skill for citizens in a rapidly-changing, hyperconnected world. This study introduces and attempts to understand a new construct--&quot;creativity for teaching&quot; (&quot;CFT&quot;)--which captures how teachers apply their own creativity. Education researchers largely eschew the term &quot;creativity&quot; in favor of other constructs, though creativity clearly plays an important role in studies related to teacher effectiveness. This qualitative study, situated in a high-achieving suburban middle school, considered: (1) in what ways and to what extent teachers see themselves, their work, and their profession as creative, (2) in what ways and to what extent teachers see other teachers' work as creative, and (3) what factors inspire, promote, or inhibit teachers' creativity. Eight teachers participated in two semi-structured interviews and completed a series of CFT logs that limited reflections to a 24-hour period of time; fifteen additional participants contributed through focus group interviews. Teachers' first impressions of creativity highlighted: personality factors, the Arts, and highly memorable personal examples of creative products, made from scratch, and featuring high investments of time. Many teachers initially indicated that they did not see themselves as creative. When prompted to consider a specific definition for CFT, teachers identified many examples from their own practices that were smaller in scale, greater in frequency, and better aligned with the reasons they noted CFT was important. Teachers acknowledged that their conceptions of creativity broadened as a result of their reflection. Variations in CFT were evident across subject matter areas; however, in all cases, pedagogical content knowledge was critical for teachers to apply their CFT in ways that promoted student learning. CFT was determined to be essential to the work of teachers, but the individualized nature of novelty and contextual value inherent in CFT make it easy to overlook. Implications of these findings for the academy, school leaders, and professional development include recommendations to explicitly include creativity in the discourse of teacher practices, make clear the expectation for teachers to use creativity on an everyday basis, and prompt teachers to consider broader notions of creativity that connect to their classroom practice and their subject matter. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602522 Hiding in Plain Sight: Exploring Middle School Teachers&apos; Accounts of &quot;Creativity for Teaching&quot; ProQuest LLC Ed.D. Dissertation, University of Pennsylvania 2019-00-00 978-1-3922-2703-9 217 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13859102 2020 -1 As Provided APR2020

New

No Juvenile Courts Trauma Truancy Prevention Intervention Young, Tron M. Dissertations/Theses - Doctoral Dissertations EISSN- English Many schools across the nation are looking for effective ways to address truancy. Considering trauma informed practices is a promising approach, but an important obstacle to implementation is the dominant perspective that a punitive approach is more appropriate or effective. By researching how partnerships between the school, juvenile courts, and community social agencies can impact students that are chronically truant, we can better understand how to replicate the use of trauma informed practices in the educational settings to address truancy. The purpose of this qualitative study is to find out to what extent and how the Student and Family Education Court truancy diversion program is considering trauma in its intervention. In other words, is the truancy diversion program taking into account the traumatic experiences of students and families, as intended, when developing interventions? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602523 Student and Family Education Court: A Trauma-Informed Truancy Diversion Program ProQuest LLC Ed.D. Dissertation, Southern Illinois University at Edwardsville 2019-00-00 978-1-3922-6351-8 73 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13857932 2020 -1 As Provided APR2020

New

No Males Masculinity Sex Role Leadership Styles Fraternities Presidents Self Esteem Knowledge Level Caring Conflict Resolution Power Structure College Students Witkowicki, Christina Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The purpose of this study was to explore the relationship between college male leaders and their perceptions of masculinity, gender role norms and their leadership style. This qualitative study utilized a brief questionnaire and semi-structured, one on one interviews with 14 former Interfraternity Council and/or North American Interfraternity Conference fraternity chapter presidents at one of two site institutions near a Mid-Atlantic metropolitan area. Bandura's (1971) social learning theory was used as a framework in this study. A post-intentional phenomenological approach was used to gather data reflecting the experience of the participants through their term as a fraternity president. Nine themes emerged to answer the two research questions of how perceptions of gender role norms inform leadership styles in college men, including what messages of masculinity and gender role norms college men receive and from where those messages are received, and how leadership styles of college men are reflections of their learned masculinities. The themes identified in this study contributed to four findings. First, authoritarian approaches to leadership hide a lack of confidence in knowledge and abilities of leading a group. The second finding is that in caring for others, participants saw themselves as their organization's savior. Third, the participants had such difficulty navigating conflicting expectations of gender and unprovoked attacks on campus that they chose to disengage entirely. Finally, participants isolated themselves from their organization in order to maintain moral authority and power over their members. Five recommendations for practice are outlined based on the findings of the study. The first recommendation is to develop materials to help students decide to run for a position and facilitate transition into that decision prior to their fraternity elections. The second recommendation is to provide ongoing training and debriefing for fraternity chapter presidents. Third, it is recommended to incorporate healthy masculinity into new member programming. The fourth recommendation is to encourage and facilitate relationships between chapter presidents. Finally, it is recommended to develop a campus or fraternity Good Samaritan policy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600378 The Influence of Gender Role Norms and Perceptions of Masculinity on Leadership Style Development in College Men ProQuest LLC Ed.D. Dissertation, The George Washington University 2019-00-00 978-0-4389-4831-0 336 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13806468 2019 -1 As Provided APR2020

New

No Student Leadership Undergraduate Students Peer Relationship Student Experience Leadership Role Problems Stump, James Douglas, Jr. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Most universities provide many opportunities for students to be leaders (Planety, Hussar, Snyder, Provasnik, Kena, Dinkes, KewalRamani, &amp; Kemp, 2008). Providing student leadership opportunities can positively influence the development of leadership qualities to serve students post-graduation (Dugan &amp; Komives, 2007). By placing students in these positions there exists the potential to create a unique set of challenges. This research focused on the specific realities of the challenges associated with leading peers on a university campus as they exist for the participants and desired an understanding of the social and cultural context in which these challenges exist. The problem that this study addresses is, &quot;what are the challenges undergraduate students assigned to leadership positions face when leading peers?&quot; The two primary research questions are, &quot;In what ways are participant student leaders able to identify and describe their experiences leading their peers, and in what ways are participant student leaders able to identify specific challenges in peer leadership?&quot; For students who experience peer leadership firsthand, the realities of the challenges of their work are multiple and relative, and student leaders define the reality of their challenges as subjective. This was a basic field study using ethnographic techniques, collecting data through focus groups and interviews, where student leader participants discussed the experiences of leading peers. Four types of student leaders participated: Sports Team Captains, Resident Assistants, Academic Mentors and SGA Officers. The data revealed three themes: Theme One -- Construct of Peer Leadership, or &quot;this is how I think about peer leadership&quot;; Theme Two -- Understanding Leader Work, or &quot;this is what I understand about doing my job as student leader&quot;; and Theme Three -- Leader-Life Convergence, or &quot;I am a leader but I am also a student.&quot; These themes revealed challenges student leaders faced and that student leaders thought about and functioned within their leader roles in different ways, indicating that perhaps student leaders understand the concept of peer leadership within the context of their assigned roles. Two types of student leaders emerged: Community Builders (Resident Assistants and Sports Team Captains) and Campus Bureaucrats (Academic Mentors and SGA Officers). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600379 Community Builders and Campus Bureaucrats: The Challenges of Student Peer Leadership ProQuest LLC Ed.D. Dissertation, Shenandoah University 2019-00-00 978-0-4389-4590-6 216 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13806818 2019 -1 As Provided APR2020

New

No Rural Schools Charter Schools Low Income Groups Cultural Influences Teacher Persistence Teacher Responsibility Teaching Conditions Teacher Attitudes Job Satisfaction Principals Leadership Responsibility Teacher Salaries Teacher Employment Benefits Family Work Relationship Peer Relationship Collegiality Olsen, Jackson Dissertations/Theses - Doctoral Dissertations EISSN- English Teachers are the primary drivers of student outcomes and are crucial to the life and health of our education system. And yet, teacher attrition in American schools has steadily risen over the past three decades, becoming the source of growing concern among education leaders, researchers, and policymakers (Borman &amp; Dowling, 2008; Sutcher, Darling-Hammond &amp; Carver-Thomas, 2016). When a teacher leaves the classroom, they contribute to a host of burdens on the school that must scramble to fill the vacancy, including lower attendance rates, increased disciplinary incidents, and lower test scores (Hanushek, Kain &amp; Rivkin, 2004; Ronfeldt, Loeb, &amp; Wyckoff, 2013). The problem is especially pronounced in rural, No Excuse charter schools. These schools are found exclusively in low-income communities and are isolated from the social and cultural amenities found in metropolitan areas. Aside from having a smaller pool of qualified, degree-holding teacher applicants, these communities have deeply rooted identities and characteristics that can present challenges to teacher retention (Kaden, Patterson Healy &amp; Adams, 2016; Maranto &amp; Shuls, 2012). When considered in tandem with the fact that No Excuse charter schools often require more from their teachers, the challenge of retaining teachers in these schools is exacerbated (Ash, 2014; Lack, 2009; Torres, 2013). This mixed methods study examined teacher retention in these unique schools through teacher interviews and the distribution of a survey to teachers across the country. Analysis of the data identified themes and factors that impact teachers' decisions to remain in the classroom, migrate to another school, or leave the classroom altogether. Data was further analyzed using Herzberg's Motivation-Hygiene theoretical framework, identifying teacher retention factors as &quot;satisfiers&quot; and &quot;dissatisfiers.&quot; Both qualitative and quantitative data suggest that there are two primary satisfiers that have a positive impact on teacher retention in these schools: feeling valued and strong principal leadership. Hygiene factors--or dissatisfiers--that had the biggest impact on teacher retention were: improving salary and benefits, improving work-life balance, and having positive relationships with colleagues. Further investment in and emphasis on these factors are recommended as a means to improve teacher retention in these unique schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602524 An Exploration of Teacher Retention in Rural No Excuse Charter Schools in the United States ProQuest LLC D.E. Dissertation, The University of North Carolina at Chapel Hill 2019-00-00 978-1-3922-0356-9 200 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13859157 2020 -1 As Provided APR2020

New

No Parent Child Relationship African Americans Academic Achievement Resilience (Psychology) Elementary School Students Children At Risk Students Poverty Socioeconomic Status Parent Attitudes Low Income Students Socialization Family Environment Parent Role White Students Watkins, Charity S. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education For the more than 15 million children currently living in poverty in the United States, the risk for academic failure is high. With significantly greater likelihood of experiencing hunger, poor physical health, abuse and neglect, psychological disorders, developmental delays, and learning disabilities, it is not surprising that children living in poverty are five times more likely to drop out of school compared to children from higher socioeconomic backgrounds. However, despite these immense challenges, it must be noted that not all children experiencing economic hardship are failing in school. Parents, who are children's first teachers, play a critical role in helping their children to beat the odds and excel in school. Parents' promotion of children's academic resilience is especially crucial for Black children, who are three times more likely than White children to live in poverty. In order to develop interventions and strategies to support the academic success of low-income Black children, it is necessary to understand the specific attitudes, beliefs, and behaviors of low-income Black parents that are positively associated with children's academic achievement. Using a three-paper structure, this dissertation critically examined how socioeconomic status (SES) and race influence the attitudes, beliefs, and behaviors of low-income Black parents and, in turn, the academic achievement of low-income Black children. The first paper is a systematic review of literature that examined the mechanisms through which Black parents' racial socialization strategies promote academic achievement among low-income Black children in elementary school. Through an ecological systems lens, the systematic review identified child, parent, family, school, and community level factors that facilitate the effects of parental racial socialization practices on the academic achievement of low-income Black children. For the second paper, a confirmatory factor analysis--the first step of conducting general structural equation modeling (SEM)--was conducted in order to ensure that the Elementary School Success Profile (ESSP), an online multidimensional socio-environmental assessment tool used to identify risk and promotive factors for children's academic success, performed the same for low-income Black and White students when assessing the home educational environment and children's academic achievement. After Paper 2 findings indicated measurement invariance and demonstrated that the home educational environment and academic achievement of Black and White students would be measured the same way, multigroup general SEM was conducted in the third paper to test if the relationship between home educational environment and academic achievement was moderated by race. The final paper revealed that the relationship between home educational environment and children's academic achievement was moderated by race with low-income White students experiencing increases in academic achievement and low-income Black students experiencing declines in academic achievement despite both groups experiencing the same level of home educational support. Altogether, the three papers demonstrate the importance of disentangling the effects of SES from the effects of race in order to understand the unique needs and challenges faced by low-income Black families. Families who are low SES are not homogenous as they are affected and respond differently to socioeconomic risk factors based on race. By examining the protective effects of parental racial socialization strategies on the academic achievement of low-income Black children, the findings from this dissertation can be used to develop culturally relevant social interventions to support both Black parents and Black children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602525 Parenting to Beat the Odds: How Low-Income African American Parents Promote Children&apos;s Academic Resilience in Elementary School ProQuest LLC Ph.D. Dissertation, The University of North Carolina at Chapel Hill 2019-00-00 978-1-3922-0299-9 119 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13858582 2020 -1 As Provided APR2020

New

No Adult Students Success Dropout Prevention Educational Background Student Educational Objectives School Culture Reentry Students Disproportionate Representation School Personnel High School Students Student Development African American Students Hispanic American Students American Indian Students Adult Programs Kirk, Chelsea Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education High Schools Secondary Education There are many consequences that surface as a result of not having a high school diploma, and the U.S. is facing a dropout crisis which is disproportionately affecting African America, Latino, and Native American students. As such, many students from under-represented backgrounds thus find themselves reenrolling in school through adult education programs. Adult students who have faced significant educational inequality in their lives pose a unique student profile in the education system, which leads us to question the very model and structures that exist. Adult education programs are created to serve a need in the community and promote adult student success. Yet, what is success for adult students? In the traditional education system, success typically means graduation, college and career readiness, or even gifted and talented programs. These are all orientations of success that define and mold school structure, school systems, and school policies to generate student success. However, because of their relationship to the educational system from other times in their lives, adult education programs should not simply assume that their students share one of these traditional orientations towards success. Understanding what success means for adult students with a particular history with education is essential to preventing dropout in the present. Thus, it is critical to understand what adult students seek to achieve through reenrolling in an adult education program to inform school structure. Additionally, it is necessary to understand what the staff who supports adult students understands as success for this student group, to also help shape school structure that finds successful outcomes. This exploratory, qualitative study provided the space for students and staff in an adult education program to have a voice and share their experiences, stories, and opinions around education and success orientations. Theories of social reproduction and deficit models were applied as a conceptual framework to examine how high school drop outs and adult students are perceived. Narrative inquiry and appreciative inquiry were drawn on to guide interviews and visual representation activities to gather qualitative data. The intent of this study was to provide a better understanding of the experience of adult students while also attempting to discover what success means for this student population that can help inform school structure to promote successful outcomes. The study found that success is in fact different for adult students returning to a formal education program because they evaluate and find success in ways beyond that of traditional high school students. Therefore, success should be viewed through re-framed orientations as success feels and looks different for adult students. The unique experiences of adult students lead them to attach great emotion to success. In this study, adult students were able to find success in new and re-framed ways as the result of a foundational culture of safety and care at their school. The culture of safety and care set the context for how the adult students oriented success. Two orientations of success emerged from the adult students in this study: success as fulfillment and success as validation. The faculty and staff that worked alongside the students in the study, also viewed success from new and unique orientations, which supported the need to re-frame how success is viewed for adult students. The faculty and staff played a unique role in the lives of their students. Additionally, the faculty and staff embraced a culture of varied outcomes that created the very culture of success in their school. In this study, the faculty and staff oriented success in two ways as well: success as self-growth and success as agency. Thus, by re-framing success, we can better understand what adult students seek when returning to a formal education program, which can inform school structure and policy for adult education programs. Additionally, by embracing new orientations of success, adult schools can work to engage, retain, empower, and further prepare their students while shifting the narrative of adult students. We know that adult students have not found success in the traditional ways in which success is defined. Therefore, if we want to serve adult students when they return to school, we must ensure we are not failing them through repeated systemic failure and creating a space that promotes their assets and values their experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602526 Re-Framing Adult Student Success: Understanding and Identifying Successful Outcomes for Adult Students in Adult Education Programs ProQuest LLC Ed.D. Dissertation, University of Pennsylvania 2019-00-00 978-1-3922-2702-2 208 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13859049 2020 -1 As Provided APR2020

New

No Instructional Effectiveness Intelligent Tutoring Systems Teaching Methods Computer Assisted Design Equipment Adults Age Differences College Students Reinforcement Artificial Intelligence Student Attitudes Hu, Yang Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education In this dissertation, the author presents two projects regarding teaching strategies that apply to an intelligent tutoring system (ITS). The author applied multiple-solution teaching methods to the ITSs. The first project is an ITS that aims to help college students learn how to use Computer-Aided-Design (CAD) software, FreeCAD ITS. The second project is named SHiB ITS, and it seeks to help seniors learn the principles of finding the right spots to install a smart-home kit in their own house. In the two projects, the author experimented three teaching strategies, trial-and-error, practicing worked examples, and a combination of the two. The results of the post-test survey of the FreeCAD ITS show that college student participants like to learn by practicing multiple-solutions. Also, students in the combination teaching strategy group performed better in post-tests than the ones in the other two groups. The results of the post-test survey of the SHiB ITS shows that both older and younger adults like to learn in having exercises of multiple solutions. The older adults benefit more from the trial-and-error teaching strategy, while the younger adults benefit more from the combination teaching strategy. The experimental results agree to each other. The author then explored machine learning algorithms that uses an AI agent to teach another agent to perform a complicated task. The author proposed two algorithms that require a state importance input, a reinforcement learning (RL) algorithm that trains an RL teacher to teach, and an artificial neural network (ANN) that simulates behaviors of a teacher. Then the author applied the explored RL algorithm to train an RL teacher that knows how to perform tasks of SHiB ITS. The author added the trained teacher to the SHiB ITS and experimented the system with recruited participants. The results suggest that participants taught by the RL teacher performed better in the task that requires alternative solutions. In the post-survey, they significantly indicate that it is quick for them to learn to use the SHiB ITS with the RL teacher. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602527 Teaching Effectiveness of Intelligent Tutoring Systems ProQuest LLC Ph.D. Dissertation, Washington State University 2019-00-00 978-1-0855-5798-6 156 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13857527 2020 -1 As Provided APR2020

New

No Parent Attitudes Teacher Attitudes Developmentally Appropriate Practices Technology Uses in Education Preschool Children Preschool Teachers Television Viewing Films Faculty Development Expectation State Standards VanHefter, Lindsay Dissertations/Theses - Doctoral Dissertations Delaware EISSN- English Early Childhood Education Preschool Education This study investigated Delaware parent and teacher perceptions of developmentally appropriate technology usage for preschoolers. The study used a non-experimental cross-sectional descriptive design using a researcher-designed, web-based survey instrument. A sample of 300 teachers and 300 parents was invited to participate in the study, which returned 29 completed teacher questionnaires and 18 completed parent questionnaires. The results showed both similarities and differences between the perceptions of parents and teachers. Both groups had concerns about children using technology. Both groups allowed children to utilize technology while they were engaged in work-related tasks, but when children were using technology, about a quarter of parents and a quarter of teachers discussed what was on the screen with children. In general, teachers restricted television and movie watching much more than parents did. Teachers were also less likely to allow children to use technology in their presence than parents were. In conclusion, the results of the study suggest a need for professional development for early childhood teachers to learn about what types of developmentally appropriate practices align with expectations in the state's quality rating improvement system. The results of the study also suggest there is room for improvement in the parent and teacher communication regarding the usage of technology for young children, including what the expectations are for school and home introduction to technology. Additionally, the state could support these gaps by developing state standards related to technology exposure to guide teachers in their instruction of technology in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600380 Delaware Parent and Teacher Perceptions of Developmentally Appropriate Technology for Preschoolers ProQuest LLC Ed.D. Dissertation, Drexel University 2019-00-00 978-0-4389-6849-3 124 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13806819 2019 -1 As Provided APR2020

New

No Foreign Countries Technology Integration Educational Technology Technology Uses in Education College Faculty Teaching Methods Instructional Design Beliefs Educational Environment Constructivism (Learning) Bascombe-Fletcher, Patricia Ann Dissertations/Theses - Doctoral Dissertations Trinidad and Tobago EISSN- English Higher Education Postsecondary Education Research has shown that the accelerated growth of technology in the global society is not paralleled in teaching and learning. In Trinidad and Tobago, while there is heavy government and university funding to support technology integration into education, it is not clear if and how university faculty is integrating technology in their teaching. This qualitative holistic single-case study explored how a purposively selected sample of 10 lecturers in the Bachelor of Education program in one university in Trinidad and Tobago integrates technology into their teaching. The rationale for this study developed from a personal desire to uncover the teaching strategies and approaches that the faculty use that may impact student teachers' future practice. In-depth semi-structured interviews were the primary data collection method, supported by critical incidents journal entries and focus group interviews with students. The data was coded using N-Vivo 11 software and analyzed around four broad categories based on the study's integrated theoretical framework. The four categories were: (a) instructional design theory, (b) learning theory, (c) media theory, and (d) trends in higher education. From these four categories, six themes were identified: (1) 21st century learning and delivery modes, (2) beliefs about learning, (3) appropriate learning environments, (4) constructivist learning and approaches, (5) adoption and acceptance factors, and (6) application of instructional design theory and media theory principles. The study revealed that all the lecturers integrated 21st-century learning and delivery modes but may need to broaden their understanding and the scope of their practice. Recommendation for professional training was offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600381 A Qualitative Single-Case Holistic Case Study of Faculty Integration of Digital Technology into Their Teaching at One University in Trinidad and Tobago ProQuest LLC EDD/ET Dissertation, University of Phoenix 2018-00-00 978-0-4389-6251-4 342 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13806843 2019 -1 As Provided APR2020

New

No Public Schools Access to Health Care School Health Services Mental Health Principals Administrator Qualifications Administrator Education School Administration Professional Development Caring Barriers Administrator Attitudes Elementary School Students Hite, Wendy L. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education The purpose of this qualitative study was to learn what practicing educational leaders state are the competencies needed for school administrators to access school-based mental health services for students. Research questions included what competencies of elementary principals facilitate the provision of mental health services for students in elementary public schools and what administrative structures, policies, and procedures are needed in elementary schools for students to access mental health services. Standards for school administrators in pre-service programs were reviewed to determine if there are gaps in what administrators are taught in pre-service programs versus what knowledge they need to have in order to implement school-based mental health services. Elementary principals, guidance counselors, school-based mental health practitioners, and school social workers who have experience supervising or working with students who have a DSM-V diagnosis of eligibility for special education, such as an emotional disability, were interviewed for this study. One semi-structured interview with participants was conducted onsite to gain an understanding of the phenomenon of school-based mental health services for students. Emerging themes included the principals having the mindset that the academic needs of students cannot be met until mental health needs are met, providing ongoing professional development for all staff, intentionally using vocabulary for the social-emotional health provider position to avoid the stigma of the term, &quot;mental health,&quot; having a defined structure of how students access services, having a relationship with the local community mental health center, having support from the central administration office, and the principal having experience with mental health. A culture of care for all students was identified across participant responses. Barriers to providing school-based mental health services were physical space in the school building and ongoing funding sources. Participant responses did not reference the Professional Standards for Education Leaders. One of the top 10 graduate schools for educator leadership preparation referenced the Professional Standards for Education Leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602528 Accessing Mental Health Services for Students in Public Schools ProQuest LLC Ph.D. Dissertation, Indiana State University 2019-00-00 978-1-3922-3571-3 117 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13858899 2020 -1 As Provided APR2020

New

No Well Being Online Courses Educational Technology Technology Uses in Education Students with Disabilities Charter Schools Parent Attitudes Student Attitudes Educational Environment Student Experience School Safety Student Needs Teaching Methods Self Determination Special Education Tonks, DeLaina Cales Dissertations/Theses - Doctoral Dissertations EISSN- English Student well-being (as opposed to an overemphasis on learning outcomes or technologies) should serve as the central component of a successful online model for students with disabilities. Historically, research on online schools for students with disabilities has focused on outcomes. One online charter school's growth of the students with disabilities population has outpaced the growth of the general education student population over the past eight years, which is an unusual trend that warrants additional scrutiny. Using anonymous parent and student surveys coupled with in-depth phenomenological interviews, this explanatory mixed-methods study investigates the reasons families of students with disabilities chose online learning at this particular school and what their experiences have been. The findings suggest that parents and students value the learning environment in terms of choosing when, where, and how to learn, and the student experience in terms of safety, support, academics, and teachers. Further analysis suggests the importance of mattering, social safety and connection, open educational resource-enabled pedagogy, and self-determination in providing supportive online learning environments for students with disabilities and their parents. This dissertation can be downloaded at www.delainatonks.com. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602529 A Mixed Methods Study of Special Education Families&apos; Experiences at an Online Charter School ProQuest LLC Ph.D. Dissertation, Brigham Young University 2019-00-00 978-1-3921-9676-2 244 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13858975 2020 -1 As Provided APR2020

New

No First Generation College Students Graduate Students Mentors Outcomes of Education Teacher Student Relationship Peer Relationship School Orientation Psychological Needs College Applicants Career Development Sense of Community Ojeda, Opal Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This study's inquiry aimed to examine the mentoring experiences of first-generation graduate students, meaning first-generation college students who are currently enrolled in graduate school. Mentors can provide guidance for first-generation graduate students and can have a positive impact on their experience of the graduate school process. This study examined the impact of mentoring relationships on first-generation graduate students and the memorable messages they received from these mentors. Semi-structured interviews were conducted with sixteen first-generation college students who were currently in doctoral programs. Using the qualitative research approach of thematic analysis (Braun &amp; Clarke, 2006), predominant domains and themes were created to provide a rich description of the entire data set. A total of three overarching domains were identified with ten themes within them. Domains covered the areas of (1) Creating a Positive Relationship, (2) Navigating the World of Higher Education, and (3) Supporting the Emotional Needs of Students. Participants emphasized how mentors created positive mentoring relationships. These relationships often began through connecting over shared backgrounds or interests and then deepened through the supportive environment that mentors created. Within the supportive environment, mentors were open to both a personal and professional relationship with their mentees. Participants also reported that their mentors helped them to navigate higher education. This was done by helping participants with the application process to graduate school and providing them with opportunities that were needed to make them competitive applicants. Mentors also assisted students in navigating the culture of graduate school and in guiding their career paths. Finally, participants stated that mentors supported their emotional needs. This was done in a variety of ways including encouraging students to attend graduate school, building up students' confidence that they can be successful in graduate school, and increasing students' sense of belonging in graduate school. Discussion of research recommendations and implications for training and practice are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602530 Memorable Messages from Mentors: A Qualitative Study of First-Generation Graduate Students ProQuest LLC Ph.D. Dissertation, University of Minnesota 2019-00-00 978-1-3922-1734-4 124 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13858981 2020 -1 As Provided APR2020

New

No Audio Equipment Information Dissemination Empathy Occupational Therapy Allied Health Personnel Student Attitudes Graduate Students Masters Programs Professional Education Professionalism Lancaster, Stephanie Bullard Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Higher Education Postsecondary Education Empathy and client-centeredness are aspects of professionalism essential to the effectiveness of occupational therapy services. As such, both are key components of the educational process of occupational therapy students, as highlighted by the integration of both concepts in the standards set forth by the accrediting body of occupational therapy education programs. Additionally, although a host of anecdotal accounts support the significance of empathy and client-centeredness in the work of occupational therapy practitioners, there is limited evidence in the literature supporting specific treatments in addressing either in the education of occupational therapy students. In response, an investigation was conducted of the effect of a narrative-account podcast on empathy and client-centeredness on occupational therapy students using an experimental, posttest-only control group design. Students in the master's level occupational therapy program at the University of Tennessee Health Science Center were stratified by year of study in the program. Participants were randomly assigned to either the treatment group or the control group. Following a five-week long treatment, levels of empathy and client-centeredness were measured in both groups and compared using the &quot;Kiersma-Chen Empathy Scale&quot; and the &quot;Patient-Practitioner Orientation Scale&quot; via post-test, respectively. Analyses were conducted using a multivariate analysis of variance (MANOVA), with findings being non-significant. Implications and recommendations are shared to guide occupational therapy educators in facilitating in their students the development of these two attributes of professionalism necessary for effective client care. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602532 There&apos;s Something in the Air: Effect of a Narrative-Account Podcast on Empathy and Client-Centeredness among Occupational Therapy Students ProQuest LLC Ed.D. Dissertation, The University of Memphis 2019-00-00 978-1-0855-6017-7 138 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13857495 2020 -1 As Provided APR2020

New

No Sustainability Instructional Leadership Stress Variables Principals Urban Schools High Schools Leadership Styles Educational Policy Faculty Development Mentors Professional Autonomy Administrator Role Income Administrator Attitudes Barriers Occupational Information Graf, Katie Dissertations/Theses - Doctoral Dissertations Connecticut EISSN- English High Schools Secondary Education The purpose of this qualitative narrative study was to examine the sources of stress experienced by urban high school principals and to explore the extent to which stress factors contribute to sustainable leadership practices. The study also sought to provide insight into what urban high school principals perceive as being most supportive and helpful to them with regard to alleviating identified stress factors, thus allowing them to successfully fulfill their daily duties and responsibilities, and promote sustainability. In order to gain an in-depth and behind-the-scenes view of four urban high school principals, a narrative research design was selected. The study used in-depth semi-structured interviews as the method for gathering data from four DRG I Connecticut high school principals. The results of this study support seven policy recommendations to support Connecticut's urban high school principals: (a) Cultivate urban school leaders from within; (b) Provide formal mentoring and ongoing professional development for urban principals and their successors; (c) Embed a community component into the job description of urban principals; (d) Provide urban administrators greater autonomy for selecting their administrative teams; (e) Provide incentives for aspiring urban principals; (f) Align the model for measuring schoolwide growth and success with principles of sustainability; and (g) Redefine the role of head principal. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602533 Understanding Principles of Sustainable Leadership: An Examination of Stress Factors Which Challenge Urban High School Principals ProQuest LLC Ed.D. Dissertation, Southern Connecticut State University 2019-00-00 978-1-0855-5874-7 198 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13858843 2020 -1 As Provided APR2020

New

No Undergraduate Students Academic Achievement Social Media Females Popular Culture Self Concept Blacks African American Students Films Racial Identification Television Viewing Educational Experience Animation Academic Ability Black Colleges Correlation Institutional Characteristics Student Attitudes Staton, Torri Allyce Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Elementary Education Black consumers watch and stream television at a higher percentage than any other demographic. Research has shown that presence of Black teachers, administrators, and school officials has positively influenced Black students' academic success. Research on how Black students understand and connect to portrayals of Blackness is needed in order to best understand the influence that presence and representation in popular culture has on Black students, their identities, and their academic achievement. There have been statements presented predominantly on social media that representation matters -- implying that it is important for adolescents to see representations of themselves in popular culture -- including on television and film screens. This study aims to understand the types of academic and racial affirmation do Black female students describe when revisiting K-12 school -- related academic experiences. This study also aims to analyze what experiences of Black characters in television and film intersect with the academic experiences described by Black female undergraduates as affirming their racial and academic identities.This study used a life narrative methodology with data collected through a series of interviews. The researcher sought to better understand pieces of the life of the interlocutor to provide context to their academic and popular culture experiences. The goal of this study was for participants to tell their own stories of academic identity, popular culture, and how both of those identities have been affirmed in school environments, in the community, and in the home. This study also sought to understand how the Black female characters in television shows and films these women watched affirmed and influenced them. This study found that all of the women connected to Black actresses and Black female characters in a variety of types of roles for racial and academic affirmation. This included attributing Black womanhood to animated characters that were depicted as &quot;race-less&quot;. Additionally, being in a predominantly Black school environment led to an association between academic identity and racial identity. This study contains important implications as to how Black women develop racial and academic identities and the role that popular culture and media plays in this development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602534 Does Representation Really Matter? Black Undergraduate Women&apos;s Stories of Identity, Academic Achievement, and (Dis)Connections with Black Female Characters in Popular Culture ProQuest LLC Ph.D. Dissertation, The University of North Carolina at Chapel Hill 2019-00-00 978-1-3922-0237-1 187 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13857581 2020 -1 As Provided APR2020

New

Yes Homework Mathematics Instruction Educational Technology Technology Uses in Education Feedback (Response) Intelligent Tutoring Systems Error Correction Grade 7 Middle School Students Program Effectiveness Kelly, Kim Heffernan, Neil Heffernan, Cristina Goldman, Susan Pellegrino, James Soffer-Goldstein, Deena Speeches/Meeting Papers Reports - Research Massachusetts English Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education Much debate surrounds the effectiveness of the common educational practice of homework (Cooper et al., 2006). A randomized-controlled trial has shown that using a web-based homework system that provides immediate feedback to students, while they are doing their mathematics homework, and detailed item reports to teachers significantly improves student learning. The use of that data also changed the homework review process, leading to a more comprehensive and meaningful review of student errors and misconceptions. [For the complete proceedings, see ED597799.] ED599834 Improving Student Learning in Math through Web-Based Homework North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 Institute of Education Sciences (ED) 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020 Yes R305C100024

New

Yes Educational Change Inspection Parent Participation Educational Principles Empowerment School Effectiveness Instructional Leadership Curriculum Development Student Participation Educational Improvement Educational Finance Financial Support School Districts Foreign Countries Resource Allocation Elementary Secondary Education Professional Autonomy Educational Planning Poverty Achievement Gap Academic Achievement Teacher Empowerment School Community Relationship Reports - Evaluative United Kingdom (Scotland) Education Scotland English Elementary Secondary Education The Education Reform -- Joint Agreement published in June 2018 sets out agreed principles and enablers and measures that will support and encourage the empowerment of schools in Scotland. These include the commitment that Education Scotland would carry out three inspections in the 2018-19 academic year looking at the following themes: Readiness for Empowerment; Curriculum Leadership; and Parent and Pupil Participation. Evidence was gathered in the areas of improvement, curriculum, staffing, and funding. The report explains what was found, including some positive information about steps local authorities had already taken to start to deliver the empowerment agenda, and makes a series of recommendations designed to advance that agenda. Key strengths, and aspects for improvement are also discussed. ED599835 Thematic Inspection of Readiness for Empowerment Education Scotland 2018-12-00 34 Education Scotland. Denholm House Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA, UK. Tel: +44-014-1282-5000; e-mail: enquiries@educationscotland.gov.uk; Web site: https://education.gov.scot/ N/A 2019 -1 ERIC APR2020

New

Yes Mathematics Mathematical Concepts College Freshmen Psychological Patterns Calculus Reliability Definitions Jayakody, Gaya N. Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education In this paper I present a case study to illustrate conflicts between different 'realizations' of the concept of 'continuous function' held by a university first year student. Sfard's commognitve framework is used in the analysis of a student's work on continuity. I point out how these conflicting realizations have arisen from the inconsistent definitions presented in text books and other mathematical resources. The study also points to the need of extending the notion of &quot;commognitive conflict&quot; in the framework. [For the complete proceedings, see ED597799.] ED599836 A Case Study of Conflicting Realizations of Continuity North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No English (Second Language) Second Language Learning Second Language Instruction Teaching Methods Faculty Development Online Courses Teacher Attitudes Administrator Attitudes Self Efficacy Culturally Relevant Education Parent Attitudes Standardized Tests Scores Achievement Gains Language Arts Reading Achievement Catholic Schools English Language Learners Evidence Based Practice Instructional Effectiveness Prater, Sedonna W. Dissertations/Theses - Doctoral Dissertations EISSN- English In this mixed-methods research study, the researcher investigated the impact of professional development training using the University of Notre Dame's &quot;English as a New Language (ENL) Online Professional Development Modules&quot; (Lichon, Dees, &amp; Roach, 2017) on teacher and administrator efficacy in teaching English language learners (ELs) and serving their families in six Catholic schools. The research findings revealed teachers increased their efficacious beliefs about their ability to teach ELs through the focused training in language acquisition, evidence-based instructional strategies, and culturally sustaining pedagogy. Findings further revealed increased cultural competency promoting proactive inclusionary practices by the schools' principals and satisfaction by parents because of demonstrated practices and dispositions. Students' standardized achievement scores in English, reading, and language arts indicated significant gains. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601669 Effects of English as a New Language Online Training Modules on Stakeholder Perceptions ProQuest LLC Ed.D. Dissertation, Trevecca Nazarene University 2019-00-00 978-1-3922-4462-3 199 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809701 2020 -1 As Provided APR2020

New

No Predictor Variables School Holding Power First Generation College Students Undergraduate Students Low Income Students Summer Programs Transitional Programs Anthony, Marshall Cedric, Jr. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The narrative of first-generation, low-income students (FGLI) has a long, and often complicated tradition in the history of American higher education. FGLI students experience challenges in postsecondary retention. FGLI students are rapidly enrolling in higher education, but they are dropping out of college at alarming rates. Over 4.5 million FGLI students enroll in higher education, but 46.8% of FGLI students drop out of college and 90% fail to graduate within six years. For the past decade, a growing number of postsecondary institutions have attempted to increase their commitment to serve FGLI students through targeted pipeline interventions, such as summer bridge programs (SBP). Summer bridge programs occur during the summer before incoming college students' first Fall semester, and last four to six weeks. The majority of older and more recent studies have found positive relationships between developmental SBPs and the retention of academically underprepared and economically disadvantaged students attending community colleges and open-admissions four-year postsecondary institutions. However, fewer empirical studies have been useful predicting the retention of academically prepared FGLI students who participate in non-developmental SBPs at selective institutions. The present study expands our empirical understanding about the relationship between non-developmental SBPs and the retention of academically prepared FGLI undergraduate students attending selective four-year institutions. Specifically, this study focuses on academically prepared FGLI undergraduate students attending Excel State University (ESU), a public, four-year university located in the Southeast. Developmental SBPs are predictive of the retention of academically underprepared FGLI students, but the findings in this present study reveal contrasting results for academically prepared FGLI students in non-developmental SBPs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601670 Bridge Inspection: Predicting the Retention of Academically Prepared First-Generation, Low-Income Students Participating in a Summer Bridge Program ProQuest LLC Ph.D. Dissertation, The Florida State University 2019-00-00 978-1-0855-9501-8 108 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809775 2020 -1 As Provided APR2020

New

Yes Mathematical Concepts Calculus College Mathematics College Students Concept Formation Introductory Courses Jones, Steven R. Speeches/Meeting Papers Reports - Research English Higher Education Postsecondary Education Student understanding of integration has become a topic of recent interest in calculus research. Studies have shown that certain interpretations of the definite integral, such as the area under a curve or the values of an anti-derivative, are less productive in making sense of contextualized integrals, while on the other hand understanding the integral as a Riemann sum or as &quot;adding up pieces&quot; is highly productive for contextualized integrals. This report investigates the frequency of these three conceptualizations in a general calculus student population. Data from student responses show a high prevalence of area and anti-derivative ideas and a very low occurrence of summation ideas. This distribution held even for students whose calculus instructors focused on Riemann sums while introducing the definite integral. [For the complete proceedings, see ED597799.] ED599837 The Frequencies of Various Interpretations of the Definite Integral in a General Student Population North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Mathematics Instruction Teaching Methods Problem Solving Elementary School Students Textbooks Content Analysis Cross Cultural Studies Educational Change Curriculum Development Comparative Education Foreign Countries Jiang, Chunlian Cai, Jinfa Speeches/Meeting Papers Reports - Research China United States English Elementary Education This study analyzed the problem-posing tasks in Chinese and U.S. elementary mathematics textbooks. Significant differences were found between the Chinese and U.S. textbooks in the presentation of problem posing activities. By analyzing problem posing in textbooks, we gain insight into how reform ideas are reflected in the mathematics curriculum. With respect to problem posing itself, it would appear that the curriculum reform has moved problem-posing tasks into greater prominence, but great effort is needed to make problem posing a reality in both curriculum and instruction. In fact, our analysis shows that even in these reform textbooks, the proportion of problem posing tasks is very small. [For the complete proceedings, see ED597799.] ED599838 An Analysis of Mathematical Problem-Posing Tasks in Chinese and US Reform Textbooks North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Generalization Learning Processes Mathematics Education Socialization Correlation Guidelines Educational Philosophy Teaching Methods Instructional Design Elementary Secondary Education Hayata, Toru Koyama, Masataka Speeches/Meeting Papers Reports - Research English Elementary Secondary Education The purpose of this study is to clarify for what students do generalize something in learning mathematics. In this study, we make a distinction between generalization and extension, and focus on the function of generalization in terms of its meaning, purpose, and usefulness. Through reviewing literature on generalization and philosophical considerations, six functions with their examples are identified; variablization, purification, unification, discovery, association, and socialization. We propose a new theoretical framework for the function of generalization in learning mathematics, suggesting that the framework has possibility of a principle of didactics for teachers and a guideline in forming mental habit for students. [For the complete proceedings, see ED597799.] ED599839 A Theoretical Framework for the Function of Generalization in Learning Mathematics North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Severe Disabilities Multiple Disabilities Special Education Special Education Teachers Inclusion Curriculum Communication (Thought Transfer) Age Ability Urban Schools Public Schools Depagter, Avril C. Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation seeks to explore the ways in which teachers in substantially separate classroom spaces make meaning of their work with students who have severe, multiple disabilities. In American urban public schools, a binary-laden culture perpetuates and reinscribes a dominant ideology that prizes inclusive settings and a meritocratic ethos for abled students, while constraining students with disabilities into a prescriptive model of teaching and learning. This results in a either/or suspension that ensures a discursive closure to both confine and constrain children with severe special needs into a continuum of attainment: focused specifically on a skills-based curriculum and a movement towards a more general education setting instead of an excluded, substantially separate space. Furthermore, this either/or logic provides a systematized approach to decision making about educational programs (general education or special education), settings (included or resource room or self-contained classroom), and ability designations for children with severe disabilities that is deeply entrenched in a recursion of the either/or. In practice, these binaries of setting are delusional and ultimately fictitious, as they &quot;both&quot; break down &quot;and&quot; are reproduced by the closed conversations that take place within them. In this thesis, I employed a phenomenological approach to explore the ways in which educators of students with severe, multiple made meaning of their work in substantially separate classrooms and how this meaning is created and sustained within the boundaried discourse of ability/disability. Using discourse and its closure as a conceptual backdrop and Disability theory and Postcolonial theory as a theoretical framework, I agitated the suspension of either/or under the themes of curriculum, communication, age and ability, and finally, setting via the conceptualization of inclusion as a discourse. Braiding together the overlapping experiences of research participants, both reinscription of the dominant discourse and moments of agitation were discovered within the context of setting and structure of inclusion, allowing for a complication of the larger discourse. Finally, this work offers a new way to reconsider the boundaries of discursive closure through dialogue and naming as a subversion of dominant ideology, reconceptualizing how education views disability, settings, curriculum, and pedagogy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601671 Suspending the Binary Logic of Inclusion and Disability: How Teachers Make Meaning of Their Work with Students with Severe Multiple Disabilities in Substantially Separate Spaces ProQuest LLC Ph.D. Dissertation, University of Massachusetts Boston 2019-00-00 978-1-3922-3829-5 232 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809499 2020 -1 As Provided APR2020

New

No Undergraduate Students Science Education College Science Majors (Students) Organic Chemistry Self Efficacy Science Process Skills Skill Development Latorre, Joann Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Science education at the postsecondary level is essential to building a foundation for increasing support, participation, and interest in STEM occupations and careers. This current study uses a phenomenological approach to explore the lived experiences and perspectives of eight post-secondary science majors while enrolled in a university 200-level organic chemistry course. Semi-structured, in-depth interviews among participants were conducted to analyze how post-secondary science majors negotiated their science dispositions for perceiving science and developing meaningful conceptual understanding of science in different settings. This study examines elements of the classroom and laboratory atmosphere that can influence student self-efficacy towards acquiring science skills. Thematic analysis (Seidman, 2006) in addition to social cognitive theory (Bandura, 1997) provides the framework for disclosing intersecting schema. In the summary of the findings emerged two major themes: Science Connectiveness and Science Connectedness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601672 Science Self-Efficacy in University Level Students: A Phenomenological Study of Organic Chemistry ProQuest LLC Ph.D. Dissertation, New Mexico State University 2019-00-00 978-1-3922-1005-5 153 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809549 2020 -1 As Provided APR2020

New

No Teacher Attitudes Educational Technology Secondary School Teachers Misconceptions Barriers Resistance to Change Secondary Education Technology Uses in Education Teaching Experience DiGregorio, Katie Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education Instructional technology in the secondary education classroom changed the way that students learn in the classroom and how teachers deliever instruction. The phenomenological study on debunked the myths of perceived barriers by teachers in the secondary education classroom. The myths regarding instructional technology were the reluctance of change, technology as independent of pedagogy and content, technology as invasive in the classroom. The research questions that guided this study focused on the first-order barriers, capability and context beliefs of teachers as well as the how the instructional technology impacted instruction and pedagogy in the secondary classroom. A semi-structured interview protocol was developed based on research literature and secondary education teachers participated in one-to-one interviews. The emergent themes. patterns, and discrepancies from participants interview data provided insight into their lived experiences regarding the use of instructional technology in the secondary education classroom. The use of instructional technology in a secondary classroom was a result of both internal and external factors; technology was not considered invasive, teachers showed an openness to change in their instructional practices as well as shifted their pedagogical practices to meet the needs of the 21st-century student. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601110 Debunking the Myths: Teachers&apos; Perceptions of the Use of Instructional Technology in the Secondary Education Classroom ProQuest LLC Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services 2019-00-00 978-1-3920-0051-9 119 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13855622 2019 -1 As Provided APR2020

New

No Programming Introductory Courses Cognitive Style Preferences Teaching Methods Difficulty Level Learning Modalities Instructional Materials Majors (Students) College Students Interdisciplinary Approach Bates, Carla Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education As society moves into the information age, it has generated the need for people capable of computational, and computer-oriented tasks. Universities have responded with more disciplines requiring at least one programming course, but educators stand witness to students of all degree majors struggling in these introductory programming courses. Traditionally, these courses follow a classic pattern of lecture followed by homework programs written during lab sessions. This raises the question of whether students would be more likely to complete a beginning programming course successfully if instructors included various pedagogy styles. In this research, the question is addressed by interacting with students through various methods in a controlled fashion to quantify the impact of student learning styles. This is achieved by the instructor posting programming teaching materials matching known learning style featuring variation in visual, aural, read/write, and kinesthetic (VARK) concentrations. Then the students complete the VARK®, A Guide to Learning Styles, questionnaire. It is found that there are not any significant statistical relationships in regard to preferred learning styles, but additional teaching material for different preferred learning styles were popular with the students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601111 Teaching Pedagogy and Preferred Learning Styles for Introductory Computer Programming Courses ProQuest LLC Ph.D. Dissertation, University of Missouri - Columbia 2017-00-00 978-1-3920-0733-4 204 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13855956 2019 -1 As Provided APR2020

New

Yes Grade 8 Middle School Mathematics Knowledge Level Student Role Teacher Role Student Behavior Middle School Students Middle School Teachers Mathematics Instruction Hershkowitz, Rina Tabach, Michal Rasmussen, Chris Dreyfus, Tommy Speeches/Meeting Papers Reports - Research English Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education In this report we further develop the notion of knowledge agent and analyse knowledge agency in an 8th grade mathematics classroom learning probability. By knowledge agency we mean the many ways and variations in which knowledge agents act. We also observe the teacher as an orchestrator of the learning process who as such invests efforts to create a learning environment that enables students to be active and become knowledge agents. In our previous work we have identified mainly a single student who acted as knowledge agent. Here we show how four students acted as a group of knowledge agents and that knowledge agency may appear in different forms: as one student and his followers, as two students, and as group of students. [For the complete proceedings, see ED597799.] ED599840 From Knowledge Agents to Knowledge Agency North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Algebra Symbols (Mathematics) Numbers Bias Fractions Equations (Mathematics) Mathematical Concepts Secondary School Students Foreign Countries Comprehension Hewitt, Dave Speeches/Meeting Papers Reports - Research United Kingdom English Secondary Education The meaning given to letters is significant for students' ability to be successful with algebraic tasks. Recent studies have noted that even when students have a sense of generalised number, they often have a natural number bias in the values they think a letter can take. This study analyses interviews from 13 students across two schools to explore the meaning they had for letters. The responses supported the idea that some students have a natural number bias and also that the notion of a letter representing a fraction is problematic. In addition, three other factors emerged which affected the meaning given to a letter: what was mentally stressed; the desire to avoid &quot;messy&quot; calculations; and viewing an equation as an example of a wider class of equations. [For the complete proceedings, see ED597799.] ED599841 The Space between the Unknown and a Variable North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Mathematical Concepts Concept Formation Grade 11 High School Students Mathematics Skills Mathematics Instruction Problem Solving Secondary School Mathematics Hiebert, Erica J. A. Speeches/Meeting Papers Reports - Research English Grade 11 High Schools Secondary Education Despite their apparent simplicity, the concepts of square numbers and square roots are problematic for high school students. I inquired into students' understanding of these concepts, focusing on obstacles that students face while attempting to solve square number problems. The study followed a modified analytic induction methodology that included a written questionnaire administered to 51 grade 11 students and follow up clinical interviews with 9 students. The study revealed significant obstacles relating to the representation of square numbers and confusion of concepts including both weak distinction between the concepts of square numbers and square roots and inconsistent evoking of their concept images. [For the complete proceedings, see ED597799.] ED599842 Students&apos; Understanding of Square Numbers and Square Roots North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Reading Comprehension Student Motivation Grade 4 Reading Fluency Music Web Based Instruction Reading Instruction Instructional Effectiveness Elementary School Students Gender Differences Student Attitudes Holland, Amy L. Dissertations/Theses - Doctoral Dissertations Arkansas Dynamic Indicators of Basic Early Literacy Skills (DIBELS) EISSN- English Elementary Education Grade 4 Intermediate Grades Students around the United States continue to struggle in areas of literacy. The problem addressed by this study is that fourth-grade students in the United States are scoring below proficiency in reading levels including areas of comprehension and reading fluency (Leon, 2015). The purpose of the mixed method study was to examine fourth-grade students' fluency and reading comprehension change after using the Lyrics 2 Learn software, and students' perceptions concerning the program. Lyrics 2 Learn (2017) is an online program utilizing music in correlation with reading to increase fluency and comprehension skills. Twenty two fourth-grade students from an elementary school in Northwest Arkansas participated in the research. Quantitative research questions involved determining if the Lyrics 2 Learn program made a significant difference in the reading comprehension and fluency skills of the student. The question was also divided to determine if there were significant differences between males versus females. Quantitative variables included the MAPSs, Bebop, and DIBELS reading assessments. Qualitative data was obtained through a Google form. Students were asked to give personal perceptions of the program including favorite parts of the program as well. Results for the research question involving the implementation of the program showed significant positive outcomes for all students. There was no significant difference in outcomes between males and females. Student perceptions concerning the integration of the program into the curriculum proved positive overall. Comments included enjoying the lyrics and comprehension questions. The results of the study show that the Lyrics 2 Learn program can be a positive tool for any classroom if properly implemented within the daily content. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600382 A Mixed-Methods Study Involving the Effects on Reading Comprehension and Student Motivation in the Fourth-Grade Classroom Involving the Lyrics 2 Learn Program ProQuest LLC Ed.D. Dissertation, Northcentral University 2019-00-00 978-0-4389-2812-1 143 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13806190 2019 -1 As Provided APR2020

New

No Leadership Styles Teacher Persistence Administrator Role Job Satisfaction Principals School Administration Instructional Leadership Teacher Effectiveness Accountability Teacher Attitudes Federal Legislation Educational Legislation Elementary Secondary Education Interprofessional Relationship Disadvantaged Schools Mead, Twanna Lynn Dissertations/Theses - Doctoral Dissertations Texas Elementary and Secondary Education Act Title I EISSN- English Elementary Secondary Education This dissertation is intended to complement the conversation in the social sciences about the challenging role of campus principals and the influence they have on teacher retention and job satisfaction. School principals are held accountable for creating positive change within the campus, therefore they supervise the operational and instructional supervision of the faculty and staff. This study explores the distinct role of principal leadership and its requirements. Leadership in a Title I school, involves demands that related to the school's success. Leadership style has the power to arouse or impede teacher success. School leaders must know how to operate the campus effectively, while simultaneously acting as an instructional leader. Retaining successful teachers will help meet campus expectations and all state and federal accountability requirements. In order to do so, school leaders must exhibit leadership skills and adopt practices that support the attainment of goals set by education guidelines set by legislature. Studies have shown an association of a principal's leadership style to collaboration, working relationships, student achievement, and teacher retention. This study investigates the perceptions of teachers working at Title I campuses and the factors that determine how they feel about their working relationships, job satisfaction, and retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600383 A Descriptive Case Study of the Impact of Leadership Style on Teacher Retention in a Title I School Campus in Texas ProQuest LLC Ed.D. Dissertation, Concordia University (Oregon) 2018-00-00 978-0-4389-8256-7 167 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13807236 2019 -1 As Provided APR2020

New

No Collectivism Personal Autonomy American Indian Students Electronic Learning Cultural Influences Postsecondary Education Place of Residence Tribes Independent Study Bell, Leslie Sue Dissertations/Theses - Doctoral Dissertations EISSN- English Postsecondary Education Electronic learning offers opportunities to complete post-secondary education to students who are unable or reluctant to relocate. Successful electronic learning requires study skills and learner autonomy; aspects of transactional distance theory. The problem addressed in this quantitative correlational study was the absence of strategies to support learner autonomy of American Indian students in electronic learning environments. American Indians are purported to demonstrate the cultural orientation of collectivism and have the lowest level of educational attainment of any ethnic group in the United States. Collectivism increases obligations to care for family members and a longing for home that is greater than in groups that tend to be more independent. Feelings of not belonging, culturally dissonant epistemologies, and racial microaggression on campus are issues that are reported to lead to attrition. Electronic learning at home may mitigate these problems, yet few studies of transactional distance have been conducted among American Indian populations. The purpose of this quantitative correlational study was to examine if there is a relationship between collectivist cultural orientation and learner autonomy in a sample of American Indian students enrolled in post-secondary electronic educational experiences within the past two years. The research questions asked if correlations exist between 1) collectivism and learner autonomy, 2) childhood residence and collectivism, and 3) childhood residence and learner autonomy. A total of 50 participants associated with two American Indian tribes in the southwestern United States completed a survey based on a measure of individual levels of collectivism and the Autonomous Learning Scale. No statistically significant correlation was found between collectivism and learner autonomy; or between childhood residence and collectivism. A statistically significant relationship was found between childhood residence and learner autonomy. Thus, in this population, collectivism is not a barrier to the development of skills of learner autonomy that are believed to be vital to successful electronic learning. Future research should explore ways to develop strategies to improve learner autonomy among American Indian populations. Studies should also be conducted to improve awareness of cultural diversity of American Indian learners and others in the educational environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600384 The Relationship between Collectivist Culture and Learner Autonomy of American Indians in Electronic Learning Environments ProQuest LLC Ph.D. Dissertation, Northcentral University 2019-00-00 978-0-4389-6258-3 128 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13806969 2019 -1 As Provided APR2020

New

No Improvement Programs Program Evaluation Higher Education Educational Improvement Accreditation (Institutions) Evaluators Cooperation Critical Theory Data Analysis Data Use Decision Making Dobrenen, Diana D. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Institutions of higher education are required by U.S. accrediting bodies to articulate their conceptual framework and develop a viable program improvement plan through a continuous reflective process of progressive problem solving that enables data-driven decision-making practices. To meet or exceed national accreditation standards for leadership, institutions of higher education develop viable improvement plans based upon analytical processes that include data-driven decision making. To meet or exceed accreditation standards, the program improvement plan at the action research site where this study took place was based on the collection and analysis of data retrieved from their program annual review assessment process. However, at this action research site, program evaluators responsible for the analysis and evaluation of program annual review data worked in a limited silo-like isolated manner to complete the program improvement process. The purpose of this action research study was to identify the benefits and challenges of implementing a critical friend approach in collaboration with program evaluators during the program annual review assessment process. Qualitative and quantitative data were collected from multiple sources and yielded patterns and themes to address and find solutions for the problem. Three questions guided this action research: (a) how and to what extent did the critical friend analyze data in collaboration with the program evaluators to improve the program annual review assessment process? (b) what safeguards, if any, did the critical friend implement to help ensure systematic analysis and accountability of assessment? and (c) what are the benefits and challenges of collaboration between a critical friend and program evaluators? Twelve voluntary study participants provided data collected from interviews, observations, a survey questionnaire, and confidential notes documented in the researcher's journal. A thematic analysis of the collected data identified three themes: (a) program evaluators collaborate with a critical friend to evaluate program annual review practices, (b) program evaluators and a critical friend identify leadership practices that influence program annual review practices, and (c) program evaluators and a critical friend identify decision-making practices that impact program annual review assessment processes. Each of these themes supported the importance of working with a critical friend during the assessment process in higher education. The results of this study support the importance of collaboration with a critical friend during the process of assessment in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600385 Impact of a Critical Friend in Program Evaluation: An Action Research Study ProQuest LLC D.Ed. Dissertation, Capella University 2019-00-00 978-0-4389-7149-3 163 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13806044 2019 -1 As Provided APR2020

New

No Medical School Faculty Teacher Attitudes Educational Change Web Based Instruction Blended Learning Educational Benefits Time Management Faculty Development Supplementary Reading Materials Student Evaluation Sinning, Melinda Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The purpose of this qualitative, exploratory, single-case study was to develop an understanding of how faculty members at a small, private healthcare college in the Midwest perceived the transition from teaching their curricula in a face-to-face instructional environment to presenting those same curricula through hybrid instruction, and how they integrated the curricula from one instructional method to another. Two research questions guided this study and three themes with three sub-themes emerged from the research. Faculty believed students benefited from hybrid instruction, but they found that the time commitment involved in a hybrid course was unexpectedly greater than that of a traditional, face-to-face course. Further, preparation for a hybrid class was more time-consuming than preparation for a traditional class and more time was spent out of class to answer questions and assist students in a hybrid than in a traditional course. Next, no formal process existed to follow when making the transition from traditional to hybrid instruction and although training was provided regarding the technical use of the learning management system, no education was provided regarding online pedagogy. The final theme was that faculty members used much more supplemental material and more frequent assessments to enhance student engagement and understanding in their hybrid courses than they did in their traditional courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600386 Faculty Perceptions of the Transition to Online Instruction: A Case Study ProQuest LLC EDD/CI Dissertation, University of Phoenix 2018-00-00 978-0-4389-3436-8 188 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13806045 2019 -1 As Provided APR2020

New

No Single Sex Classes Elementary Schools Data Use Decision Making Grade 5 Grouping (Instructional Purposes) Administrator Attitudes Teacher Attitudes Elementary School Teachers Sorrells, Michelle L. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Grade 5 Intermediate Grades Middle Schools Administrators at a Southeastern elementary school eliminated single-sex instructional grouping in 5th-grade classes without a proper analysis of all available data and later reflected upon whether this instructional model should be revived. Because data-based decisions may positively improve teaching and learning for all stakeholders, the purpose of this qualitative case study was to explore all available data leading to this decision, inform stakeholders about the decision-making processes in the local school, and provide data to inform future decisions. Conceptually framed with Mandinach's data-driven decision making (DDDM) model, the guiding question for the study focused on perceptions of teacher, administrator, and leadership team member about the DDDM process related to single-sex instructional grouping in the local venue. The data were collected using 8 interviews with administrators, teachers, and school leadership team members involved in the instructional decision. Data from interview were transcribed, analyzed, and coded for emergent themes, types of data and decisions, decision making processes, and stakeholder perceptions. The findings showed a gap in DDDM practice and affirmed the value of data for informed decision making. The findings guided recommendations for a professional development series created to increase data literacy and DDDM best practices. Improving DDDM for teaching and learning may promote positive social change by developing educational stakeholder skill sets for all decision-making as well as providing targeted, data-driven instruction for learners whether in multi- or single-sex instructional grouping. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600387 Data-Driven Decision Making about Single-Sex Instructional Grouping at an Elementary School ProQuest LLC Ed.D. Dissertation, Walden University 2019-00-00 978-0-4389-1330-1 338 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13806195 2019 -1 As Provided APR2020

New

No English Language Learners Achievement Gap Students with Disabilities Academic Achievement Special Education Second Language Learning Program Effectiveness Team Teaching Regular and Special Education Relationship Grade 3 Elementary School Students Elementary Secondary Education Grade 8 Language Arts Mathematics Achievement High School Graduates Graduation Rate Peer Influence Inclusion Mathieu, Lorna Dissertations/Theses - Doctoral Dissertations New York (New York) EISSN- English Early Childhood Education Elementary Education Grade 3 Primary Education Elementary Secondary Education Grade 8 Junior High Schools Middle Schools Secondary Education High Schools English Learners (ELs) represent one of the fastest-growing groups among the school-age population in the United States. However, there have been significant achievement gaps between ELs and native English-speaking students in all grades and content areas. The gap only widens when EL students with a disability are considered. This study built on the existing literature by examining longitudinal data that tracked the academic achievement outcomes of ELs classified with an educational disability who attended three special education instructional programs rather than linguistic instructional programs, and evaluating whether these programs were differentially effective for students of different ethnic backgrounds and type of disability. The programs included General Education (GE), Integrated Co-Teaching (ICT) or Collaborative Team Teaching (TT), and Special Education classes (SE). Using existing data from the New York City Department of Education, the analytic sample for this study looked at one cohort consisting of approximately 2,297 ELs who entered third grade during the 2006-2007 school year and followed them through the 2015-2016 school year when students were expected to be in the twelfth grade. Academic achievement in ELA and math were measured by the Grade 3-8 New York State ELA and math standardized exam scores. Achievement was also measured by graduation status as well as type of diploma earned upon projected year of high school completion. A three-level linear mixed model (LMM), logistic regression modeling, and cross-tabulations were used to analyze the dataset. Overall, the results from the present study supported findings from previous studies indicating that students who have the opportunity to engage with typically developing peers display better long-term academic achievement outcomes. Nonetheless, consistent with prior research, increased gaps between ELs and non-ELs as well as Disabled students and their Non-Disabled peers were noted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600388 An Examination of Special Education Instructional Programs for English Learners in New York City Schools ProQuest LLC Ed.D. Dissertation, Teachers College, Columbia University 2019-00-00 978-0-4389-6930-8 185 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13805726 2019 -1 As Provided APR2020

New

No Team Teaching Teacher Attitudes Administrator Attitudes Expectation Students with Disabilities Regular and Special Education Relationship Elementary School Teachers High School Teachers Special Education Teachers Educational Practices McCaw, Jordan S. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education High Schools Secondary Education Several major pieces of legislation (Rehabilitation Act of 1973, Individuals with Disabilities Education Act, No Child Left Behind, and the Every Student Succeeds Act), guaranteed that students would be educated in the least restrictive environment. This legislation, and the larger trend toward inclusion, fueled the advent of the co-teaching model in K-12 school systems around the country. Extensive research has been conducted in the area of co-teaching; however, few studies have addressed supervisory expectations of co-teachers. Similarly, there is a shortage of literature on the extent to which the most effective model of co-teaching is implemented in classrooms. The research demonstrates that the integrated co-teaching model is a widely accepted instructional delivery model for students with disabilities. Not all schools, however, implement co-teaching in a manner that is consistent with the most effective model delineated in the foundational research of Cook and Friend (1995). Many schools, for example, limit the amount of time the special education is present, do not schedule common planning time, and do not have trained administrators overseeing the program. Furthermore, the lack of a common evaluation instrument that gives teachers a clear outline of expectations and the appropriate support to meet those expectations is problematic. With this context in mind, this collective case study examined administrative expectations of co-teaching. Additionally, it explored general education and special education teacher perceptions and practices related to co-teaching. Participants included eight administrators and two teams of elementary co-teachers from the Riverfront Elementary School and two teams of high school co-teachers from East Park High School. There were three focus groups: an administrator focus group, a general education teacher focus group, and a special education focus group. Data collection for this study included individual interviews, focus group discussions, observations and review of documents. Triangulation of data provided validity and reliability to the findings. The findings of this qualitative case study indicate that administrator viewpoints and expectations were more or less consistent with the Cook and Friend model of co-teaching; however, their actions were not always aligned with the best practices the Cook and Friend model delineates. Administrators tended to view partnerships through the lens of a power dynamic between teachers. Selection of co-teachers was often based on the constraints of the master schedule at the secondary level. At the elementary level, the challenge was the number of available special educators in the school. Master schedules, availability of staff, selection of co-teachers were identified in Cook and Friend (1995) as potential roadblocks to effective co-teaching. Consistent with the research of Cook and Friend (1995), the findings related to the general education and special education teachers suggest that this district's co-teaching model was logistically different between the elementary and secondary level. The elementary framework, which replicated a &quot;push-in&quot; service, did not include enough common preparation time. By contrast, the secondary framework included ample common preparation time and full time co-teaching. The findings suggest that the implementation at each level affects co-teacher's ability to differentiate by utilizing the recommended approaches (i.e. one-teach-one assist; one-teach-one observe; parallel teaching; station teaching; alternative teaching). A unifying finding related to general education and special education teachers was the need to minimize the power relationship in the classroom setting. Differentiation of instruction was used to navigate this power dynamic. A distinctive finding was that as a regular practice, co-teachers were not observed together. The integrated co-teaching program at the East Park Public Schools is a popular instructional delivery vehicle for students with mild and moderate disabilities. The findings identified areas in which the model is successful and areas in need of growth and attention. Participants expressed a variety of ways in which the model can be strengthened. The implications of these findings on leadership and special education are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED600389 Co-Teaching: A Collective Case Study of Co-Teacher Perceptions/Practices and Administrator Expectations ProQuest LLC Ed.D. Dissertation, Hofstra University 2019-00-00 978-0-4389-2296-9 158 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13806260 2019 -1 As Provided APR2020

New

Yes Grade 6 Mathematics Instruction Teaching Methods Mathematical Concepts Attention Course Content Classroom Communication Lesson Plans Foreign Countries Elementary School Students Concept Formation Hino, Keiko Koizumi, Yuka Speeches/Meeting Papers Reports - Research Japan English Elementary Education Grade 6 Intermediate Grades Middle Schools On the basis of the construct of &quot;discursive focus&quot; by Sfard (2000), this study explores how students' attention is brought to new mathematical content in whole-class interaction between the teacher and the children. In a sixth-grade lesson introducing the concept of constancy of proportion, we analyzed the progression of social interaction in terms of how different foci were presented, problematized, or modified. The results show that the children's vague attention to the constant number was questioned and made an object of examination. The children's attention was then carefully controlled by involving them in building new perspectives, which became the basis for making sense of constancy of proportion. We also point out several significant teaching actions for making this process happen. [For the complete proceedings, see ED597799.] ED599843 Interactive Construction of Attention Paths toward New Mathematical Content: Analysis of a Primary Mathematics Lesson North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Mathematics Instruction Pacific Islanders Group Activities Small Group Instruction Scaffolding (Teaching Technique) Cooperative Learning Peer Relationship Children Early Adolescents Low Income Students Urban Schools Elementary School Students Verbal Communication Problem Solving Foreign Countries Hunter, Roberta Anthony, Glenda Speeches/Meeting Papers Reports - Research New Zealand English Elementary Education Small group interactions can provide rich conceptual mathematical understandings. This paper reports on the mathematical talk of Maori and Pasifika students as they participated in small group activity. The findings illustrate that when the students were scaffolded to work collaboratively the talk shifted between focusing on mathematics (mathematizing) and people (subjectifying) and this supported their learning. [For the complete proceedings, see ED597799.] ED599844 Small Group Interactions: Opportunities for Mathematical Learning North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Spatial Ability Geometry Problem Solving Grade 9 Grade 8 Visualization Cognitive Processes Problems Secondary School Students Ho, Siew Yin Ramful, Ajay Lowrie, Tom Speeches/Meeting Papers Reports - Research English Grade 9 High Schools Junior High Schools Middle Schools Secondary Education Elementary Education Grade 8 This case study contrasts the strategies used by two students in solving bilateral symmetry and reflection tasks, based on the differential properties they attended to. The ninth grader focussed on congruence of sides as the main property of reflection whereas the eighth grader focussed on perpendicularity and equi-distance, as is the normative procedure. The inadequate criteria for reflection shaped the ninth grader's actions and equally served to validate her solutions, although in a flawed fashion. The visual strategy took over as a fallback measure. We attend to some of the well-known constraints that students encounter in dealing with symmetry, particular situations involving slanted line of symmetry. Importantly, we made an attempt to show how visual and analytical strategies interact in the production of a reflected image. [For the complete proceedings, see ED597799.] ED599845 Visual and Analytical Strategies in Spatial Visualization: Perspectives from Bilateral Symmetry and Reflection North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Educational Philosophy Mathematics Achievement Achievement Gap Discourse Analysis Educational Policy Political Attitudes Government Role Educational Legislation Federal Legislation Teaching Methods Educational Equity (Finance) Economic Factors Competition Public Education Educational Resources Educational Quality Academic Standards Data Analysis Elementary Secondary Education Indiogine, Salvatore Enrico Kulm, Gerald Speeches/Meeting Papers Reports - Research No Child Left Behind Act 2001 English Elementary Secondary Education The objective of the study was to document and analyze the justifications given by federal institutions of the United States for governmental control of mathematics education as function of the achievement gaps (AGs) in mathematics. We wanted to shed light on the discourses made in the public arena that have legitimized this control and firmly established in the national conscience that the knowledge of mathematics is essential to the prosperity and survival of the nation. The research question can be briefly stated as &quot;what insights and understandings of the national education policy discourse on the achievement gaps in mathematics does Foucault's (2009) governmentality offer?&quot; [For the complete proceedings, see ED597799.] ED599846 U.S. Political Discourse on Math Achievement Gaps in Light of Foucault&apos;s Governmentality North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 7 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes Mathematics Instruction Textbooks Textbook Content Foreign Countries Mathematical Concepts Cultural Differences Difficulty Level Cognitive Processes Hong, Dae S. Choi, Kyong Mi Reports - Evaluative Speeches/Meeting Papers South Korea United States English This study compared sections of functions and linear functions from four Korean textbooks and Core Plus Mathematics Project (CPMP). To understand differences and similarities among these textbooks, both horizontal and vertical analyses were conducted. The horizontal analysis results revealed that topics related to functions and linear functions are introduced relatively earlier in Korean textbooks than in CPMP. The vertical analysis results confirmed the findings of previous study (Hong &amp; Choi, 2014), which can be interpreted as &quot;textbook signature&quot;. [For the complete proceedings, see ED597799.] ED599847 How Is the Function Concept Introduced in Textbooks?: A Comparative Analysis North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

Yes College Mathematics Mathematics Instruction Small Group Instruction Tutoring College Freshmen Calculus Epistemology Mathematical Concepts Foreign Countries Teaching Methods Jaworski, Barbara Didis, M. Gözde Speeches/Meeting Papers Reports - Research United Kingdom English Higher Education Postsecondary Education In a developmental research approach, from a sociocultural position, we address the meanings students make of mathematics in teaching sessions and how this relates to the intentions of the teacher and approaches to teaching. Analyses of data come from small group tutorials of one tutor with first year university mathematics students (n=5). We exemplify using data from one tutorial which addressed concepts in calculus that first year students encounter in their lectures. We explain teaching design and an approach to implementing it, and address issues that arise in practice and how these are related to students' meaning-making of mathematical concepts. Development of 'knowledge in practice' is seen alongside that of knowledge in the public domain. [For the complete proceedings, see ED597799.] ED599848 Relating Student Meaning-Making in Mathematics to the Aims for and Design of Teaching in Small Group Tutorials at University Level North American Chapter of the International Group for the Psychology of Mathematics Education Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014) 2014-00-00 8 North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ T 2019 -1 As Provided APR2020

New

No Multicampus Colleges Student Adjustment College Transfer Students Student Mobility Student Experience Undergraduate Students Study Abroad Foreign Students Student Development Geographic Regions Latin Americans Anyfanti, Alexandra Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Students are in constant transition as they move from one academic institution to another, from one academic level to another, from one major to another, or from college to the world of the work (Killam &amp; Degges-White, 2017). While all of those stages of transition have been the focus of numerous studies, the increasing diversity of student mobility requires additional attention to cover non-traditional or international transitions. With a growing attention on the internationalization of education and cross-border education, International Branch Campuses (IBCs) have expanded in number and significance. The transition of students that transfer from a Latin American IBC to its US main campus offers the opportunity to draw attention to a unique group of students. This study used a sequential mixed methods research design in order to explore the transition experience of the students that transfer from a Latin American IBC to its US main campus upon completing their sophomore year. Most feedback about their experience so far has been anecdotal, and there has not been an empirical study to reveal how these students--mostly international--experience the transition and how they handle the changes. Schlossberg's (1981) Transition Theory provides a relevant theoretical framework to delineate the transition from the international branch campus to the main campus, and to capture the developmental stages that the transfer students experience. The results of this study can have practical implications for the administrators in both locations. Understanding this transition experience from the vantage point of the students can pave the way for informed changes, additional support mechanisms, and tailored resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601673 Understanding the Transition Experience of Students Transferring from a Latin American International Branch Campus to Its US Main Campus ProQuest LLC Ed.D. Dissertation, The Florida State University 2019-00-00 978-1-0855-8212-4 262 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809590 2020 -1 As Provided APR2020

New

No Military Schools Females College Students Leadership Individual Development Student Experience Oral History Feminism Alumni Disproportionate Representation Outcomes of Education Lewis, Leslie A. Dissertations/Theses - Doctoral Dissertations New York EISSN- English Higher Education Postsecondary Education Although women have been at the United States Military Academy (USMA) at West Point for over 40 years, they are an understudied group. This omission also encompasses studies about leader development and leader identity development. Over the years, West Point has focused its leadership research on identifying predictors of leadership performance and, with the integration of women cadets, merely added them into their studies to see if they had the same predictors as men. Other than this shift, the literature neglects how women's experiences at West Point affected their leader identity development. To address this knowledge blind spot, this study employed feminist oral history to capture memories and stories of women from the Class of 1985, the sixth West Point class to include women. The artifact-elicitation interviews focused on how these alumnae interpreted the way their West Point experiences informed their leader identity development at the Academy, in the Army, in subsequent civilian careers, and today. The intense holistic West Point leadership experience was not the only factor that informed the women's leader identities. Being members of a small, marginalized group at a male-dominated, hypermasculine institution also played a significant role. The effects of tokenism, sexism, misogyny, and sexual misconduct added extra layers of challenge to the women's journeys. As junior officers in a Cold War Army where they were often even more underrepresented, the women drew on and adapted the lessons learned from West Point to be effective leaders. Lessons from West Point continued to inform the women's leader identities in subsequent civilian careers and in raising families and/or caretaking. This study helped fill a gap in the understanding of women's experiences at West Point, especially around leader identity development, and was the first study to take a longitudinal approach. Future studies on West Point women from subsequent decades would help increase overall understanding of the experiences of women at West Point, in the Army, and in other traditionally male-dominated institutions like STEM. In addition, a more qualitative approach to understanding the leader identity development of all cadets would help make the leadership research at West Point more in-depth and robust. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601674 West Point Women: An Oral History of the West Point Experience and Leader Identity Development ProQuest LLC Ph.D. Dissertation, Clemson University 2019-00-00 978-1-3922-1925-6 391 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809612 2020 -1 As Provided APR2020

New

No Nursing Students Two Year College Students Critical Thinking Cognitive Tests Scores Test Use Nursing Education Associate Degrees Predictive Validity Academic Achievement College Entrance Examinations Introductory Courses Belim, Stephanie L. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Postsecondary Education Higher Education The selection for the best candidates for the nursing profession from a large group of applicants into a small number of program openings for associate degree nursing programs poses a critical task for nursing administration and faculty. Admission criteria vary throughout nursing programs. The selection criteria need to target students that will be able to make it through the nursing program as well as can practice utilizing strong clinical reasoning. The ATI® TEAS is the current standardized admission assessment used for predicting success in the first semester of a nursing program. The purpose of this study was to determine if there is a correlation between ATI® Critical thinking score and successful completion of first-semester Fundamentals Nursing Course to predict first-semester success. A retrospective correlation design was used with findings of a statistically significant positive correlation between the ATI® Critical Thinking Assessment scores and first semester success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601675 Utilizing ATI® Critical Thinking Assessment Scores to Predict First Semester Success in an Associate Degree in Nursing Program ProQuest LLC Ph.D. Dissertation, William Carey University 2019-00-00 978-1-0883-8172-4 85 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809616 2020 -1 As Provided APR2020

New

No School Culture Study Abroad Student Participation Minority Group Students College Students Disproportionate Representation Institutional Mission Student Diversity Public Colleges Program Development Hudson, Holly Suzanne Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This dissertation seeks answers to perplexing questions: 1) Why don't more students--particularly minority and other traditionally underserved students--participate in study abroad programming? 2) Does institutional culture play a role? In higher education, study abroad is almost universally perceived to be good for students. Research supports this view, as there are tangible and intangible benefits for students who study abroad during their college careers. While participation is up, it has not increased significantly--certainly not to the extent that one would expect given the way it has been prioritized. The majority of participants are still mostly white women. Despite making both internationalization and diversity strategic priorities and even major principles of their mission statements, colleges and universities have failed to raise study abroad participation among traditionally underserved students. I sought to understand the role of institutional culture in this shortcoming by conducting a single-case study of a large, public university. I interviewed administrators, faculty and staff, and reviewed promotional and informational materials from the Study Abroad office. I found that the institution's culture, particularly if the institution emphasizes traditions centered on traditionally served students, can inhibit the program growth and diversity initiatives, even if those are made institutional priorities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601676 Organizational Culture and Diversity Participation in Study Abroad ProQuest LLC Ed.D. Dissertation, The University of Alabama 2019-00-00 978-1-0855-7265-1 160 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810195 2020 -1 As Provided APR2020

New

No Community Colleges Institutional Cooperation Consortia Expertise Management Systems College Administration Best Practices Shared Resources and Services Program Implementation Gore, Frederic Steven Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Two Year Colleges With the mounting pressures on institutions of higher education to do more with limited resources, the opportunity to collaborate with other colleges has emerged as a viable tool to create efficiencies and obtain valuable knowledge otherwise unattainable by an institution, even if that collaboration takes place with a competing institution. Enterprise resource planning (ERP) systems are critical to managing student information and college operations, but can be challenging for colleges to implement. Consortia present a unique solution to colleges to address gaps in their expertise and skills needed to achieve a successful ERP implementation. This study explores the factors that are critical to successful ERP implementations in a community college setting and aims to develop a model that will assist colleges in targeting their efforts so as to make the best use of their resources. This paper shares a set of best practices to assist community colleges in accomplishing successful ERP implementations. In addition, this paper introduces a potential solution to community colleges of using a consortium relationship with like colleges to support the ERP implementation process and best practices with regard to these consortia to successfully support these efforts. Additionally, this best practices are discussed in this paper and are a compilation from insights gained through a review of the academic literature on ERP success factors and surveys of four community colleges that had completed ERP implementations. We hope that these insights will prove beneficial to colleges contemplating the implementation of a new ERP system. We believe that this paper can also assist colleges in determining if a consortium approach to their ERP implementation would be advantageous, generating greater bargaining power for the participating colleges, providing for the sharing of information between colleges, and helping to accommodate for any deficiency in expertise. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602264 Cooperation in Community Colleges ProQuest LLC D.B.A. Dissertation, University of South Florida 2019-00-00 978-1-3922-2957-6 95 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815339 2020 -1 As Provided APR2020

New

No Textbook Selection Purchasing Academic Achievement Student Satisfaction Two Year College Students Community Colleges Correlation Educational Media Printed Materials Grades (Scholastic) Costs Rill, Josef Dissertations/Theses - Doctoral Dissertations Florida EISSN- English Two Year Colleges Postsecondary Education Higher Education This dissertation examined the relationship of student textbook purchasing practices to student success and satisfaction in selected general education undergraduate courses at a Florida public community college. The study utilized secondary data sources, specifically bookstore purchasing data, student records, and student satisfaction survey results. Descriptive statistics and ANOVA were used to determine relationships. Seven specific research questions were answered, and statistically significant results were identified as a result of the data analysis. The results indicated that there was a relationship between the type of textbook/course material purchased or rented and a student's final grade in a course. There was also a relationship between digital media textbooks/course materials and lower course satisfaction. When reviewing when students elected not to purchase any textbook/course material for a course that required one, those students reflected lower course grades than students that had access to the textbook/course material in some capacity. When students were provided with an option for their textbook/course material media type, traditional textbooks (paperback or hardcover print) were the most frequently selected. Finally, the results indicated that there was a relationship between higher priced textbooks/course materials and lower grades, when compared to lower priced textbooks/course materials, and course satisfaction scores also reflected lower scores with higher priced textbooks/course materials. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602265 The Textbook Decision: Purchasing Options Affecting Students in the Classroom ProQuest LLC Ph.D. Dissertation, University of South Florida 2019-00-00 978-1-3922-2948-4 156 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13814972 2020 -1 As Provided APR2020

New

No College Freshmen Minority Group Students Student Diversity Perspective Taking Student Attitudes Teacher Student Relationship Well Being Resilience (Psychology) Student Characteristics Psychological Patterns Academic Persistence Religion Educational Environment Racial Differences Ethnicity Grade Point Average Dufault-Hunter, David Conn, Steve McIntosh, Eric J. Schreiner, Laurie A. Best, Neil Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education This study examined the extent to which inclusion of diverse perspectives in the classroom contributed to the variation in thriving among first-year students of color at a midsize university on the West Coast. Student thriving was defined as academic, interpersonal, and psychological engagement and well being. The results indicated that presenting diverse perspectives in class directly and indirectly contributed to the variation in thriving in students of color. Exposure to multiple perspectives has positive effects on all students, but was particularly influential among students of color as it is related to greater frequency and satisfaction with student-faculty interactions and contributed more significantly to students' levels of thriving at the end of the first semester. The final structural model explained 70% of the variation in student thriving. ED599849 The Influence of Diverse Perspectives on Student Thriving among First-Year Students of Color AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 51 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Robotics Learning Processes Gifted Emotional Intelligence Verbal Ability Stimulation Intervention Aerospace Education Technology Uses in Education Psychoeducational Methods Special Education Teaching Methods Interpersonal Competence Individualized Instruction Elementary School Students Program Descriptions Almazan, Dafne Ashley Almazan, Delanie Alina Labastida, Erick Rodrigo Reyes Habib, Tufic Arceo, Mayda Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education Robotics and engineering technology use in education has promoted gifted student's learning by fulfilling their needs of cognitive stimulation. However, the psycho-educative effects on these students and its impact on their education have not been fully described. We performed a yearlong qualitative intervention with ten children, exploring the process and effects of robotics and aerospace technology teaching in a full-time special education program designed in America for gifted students on social skills, verbal expression and learning processes. We found that children not only learned about robotics, engineering theory and practice but also improved their learning skills and behavior by having a challenging goal within their education. This technology usage as learning tool enhanced gifted students' social intelligence and verbal abilities. ED599850 The Use of Robotics and Aerospace Technology as Learning Tool for Elementary-Level Gifted Students AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 9 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Change Agents Social Justice Teacher Educators Fiction Novels Race Teacher Education Educational Change Sleeter, Christine E. Speeches/Meeting Papers Reports - Evaluative ISSN- English Higher Education Postsecondary Education Transforming education for social justice, particularly racial justice, has constituted the core of my work as a teacher educator. So after having authored, co-authored, and edited almost twenty academic books toward that end, it came as a surprise to many that I turned to writing fiction, specifically the novel, &quot;White Bread&quot; (2015). Why and how did I do that? In this essay, I discuss three reasons I chose to write research as fiction: 1) to bring a suppressed history to life, 2) to illustrate the method and potential of critical family history, and 3) to prompt teachers to envision themselves as social justice change agents. ED599851 Writing Fiction to Awaken Historical Memory AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 10 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Racial Differences Anxiety Symptoms (Individual Disorders) Mental Health Behavior Problems Screening Tests Minority Group Students African American Students Hispanic American Students White Students Youth Parent Attitudes Davis, Elizabeth Dissertations/Theses - Doctoral Dissertations Diagnostic Interview Schedule for Children EISSN- English Data was collected in 2014 and 2015 by principle investigator Dr. Lorraine Kubicek, Ph.D. as part of the Project to Learn about Youth--Mental Health (PLAY-MH). The study was funded by the Disability Research and Dissemination Center, University of South Carolina School of Medicine and the Center for Disease Control. Parents of 250 students completed the phone interview that included the demographic questionnaire (Kubicek et. al., 2016) and the NIMH Diagnostic Interview Schedule for Children IV (NIMH DISC-IV) (Shaffer, et al., 2000). It was hypothesized that students who identified as non-white would have lower symptom counts of both agoraphobia and generalized anxiety disorder. Two one-way analysis of variance (ANOVA) tests were conducted on mean symptom counts of agoraphobia and generalized anxiety disorder, identified on the DISC-IV, by race, identified on the demographic questionnaire. Significance was found for symptom counts of agoraphobia by race and symptom counts of generalized anxiety disorder by race. The agoraphobia hypothesis was not supported, African American students had the highest mean symptom count of agoraphobia. The generalized anxiety disorder hypothesis was partially supported because white students had the highest mean symptom count, however those results were only statistically significant when compared to Hispanic students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601677 Racial Differences in Anxiety Symptoms among School Age Youth ProQuest LLC Psy.D. Dissertation, University of Colorado at Denver 2019-00-00 978-1-3922-0718-5 40 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810247 2020 -1 As Provided APR2020

New

No Undergraduate Students Females African American Students Academic Persistence Barriers Public Colleges Adult Students College Graduates Student Experience Wells-Lopez, Monique Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Adult Education While a growing number of adult Black females have enrolled in postsecondary institutions over the last decade their graduation rates remain low. The aim of this phenomenological research was to examine the challenges unique to adult Black women's academic persistence. The study examined the intersectionality of race, gender, class and age and its impact on the situational barriers, intersecting identities and institutional barriers that impacted the persistence of adult Black female undergraduates seeking a higher education degree. Ten adult Black women age 25 and older who were enrolled in or recently graduated from a 4-year public institution in the State of Massachusetts participated in this study. The researcher merged Collins (1990) theory of intersectionality with Cross' (1981) CAL model of adult learning to gain further insights into the experiences of adult Black female undergraduates. This study used a modified Van Kaam (1966) method of analysis by Moustakas (1994) to gain insights into the experiences of the participants. Findings from this study indicate that the participants experienced multiple barriers related to family, health, employment, and financial aid eligibility. Despite these challenges the adult Black female undergraduates found strategies to overcome these barriers and persist toward their educational goals. The implications from this study indicate the need to review financial aid policies to support adult student's educational goals and increase support services for adult Black female undergraduates. Recommendations include increasing federal and state funding for affordable day care for low income families and creating a supportive environment for adult Black female undergraduates in higher education institutions. The study provides information to higher education institutional agents, policy makers, colleges and universities to assist them in modifying and developing practices and policies aimed at increasing the persistence and graduation rates of adult Black female undergraduates. Furthermore, this study contributes to the literature on adult Black female college persistence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601678 Barriers Influencing the Persistence of Adult Black Female Undergraduates in Public Higher Education ProQuest LLC Ed.D. Dissertation, University of Hartford 2019-00-00 978-1-0855-9561-2 185 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809394 2020 -1 As Provided APR2020

New

No Mentors College Students Students with Disabilities Intellectual Disability Attitudes toward Disabilities Attitude Change Positive Attitudes Self Concept Carey, Gwendolyn C. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Peer, staff, and faculty members who mentored college students with Intellectual Disabilities (ID) completed self-reflections and digital interviews, and participated in focus groups. The information was used to determine whether the mentoring experience affected their attitudes and beliefs regarding individuals with ID as well as whether mentor personal growth occurred as a result of participation in the mentoring experience. The research suggested that participants from all groups of mentees did experience a change in their attitudes and beliefs regarding those with ID. Those changes in attitude and beliefs were overwhelmingly positive. Peer, staff, and faculty mentors also reported many benefits from participation in the mentoring experience including but not limited to increased self-awareness and self-improvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602266 The Effect of the Mentoring Experience on the Mentors of College Students with Intellectual Disabilities ProQuest LLC Ed.D. Dissertation, Florida Atlantic University 2019-00-00 978-1-3922-7419-4 109 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13814973 2020 -1 As Provided APR2020

New

No College Freshmen Majors (Students) Grade Point Average Extracurricular Activities Student Experience Learning Activities Recreational Activities Intention Performance Gender Differences Darby, Denise Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Higher education institutions are tasked with providing opportunities in and out of the classroom that provide students opportunities for a successful college experience. First year student expectations of the college experience initially influence selection of academic and social activities. Unmet or unrealistic expectations may lead to poor academic outcomes, stunted social development, and attrition. This study focused on traditional first year students at the onset of their college career. Through selection of anticipated field of major study, GPA, and extracurricular activities, students initially identify potential academic activities and potential social activities. This study provided quantitative data in an effort to identify possible relationships between and among those intentions. Student selection of major field of study may drive academic progress and influence selection of social activities. This study used the College Student Expectations Questionnaire (CSXQ) responses of 3272 first time in college (FTIC) students who attended a large public university in the southeast during the fall 2012 semester. Results, conclusions, significance, and implications of the work to the discipline are reported here. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602267 Relationships between Major, Performance, Time on Academic Activities, Social Activities, and Gender of First-Year Traditional Students ProQuest LLC Ph.D. Dissertation, University of South Florida 2019-00-00 978-1-3922-2949-1 105 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13814979 2020 -1 As Provided APR2020

New

No Middle School Students Mathematics Education Secondary School Mathematics Outcomes of Education Tutorial Programs Video Technology Mathematics Achievement Self Efficacy Mathematics Anxiety Student Attitudes Instructional Effectiveness Computer Assisted Instruction Hall, Laura K. Dissertations/Theses - Doctoral Dissertations EISSN- English Junior High Schools Middle Schools Secondary Education This study was designed to determine what change the i-Ready math tutorial videos had on math performance, self-efficacy, and math anxiety with middle school math students. In addition, the study determined the student perception of the effectiveness of the i-Ready math tutorial videos. The purpose was to help educators identify a specific tool that would raise student's math performance, self-efficacy, and decrease the student's math anxiety. The following measurements were used in this study Renaissance STAR Math, i-Ready pre- and posttest, &quot;Mathematics Self-Efficacy and Anxiety Survey,&quot; and a student perception survey were used in this study. The overall sample population included both seventh and eighth graders showed significant difference among the Renaissance STAR Math screeners, but no significant difference in the students' self-efficacy and anxiety. However, the study found the spring cohort showed the most gains in their math self-efficacy and decline in their math anxiety. It is proposed that computer-assisted technology can have an impact on student learning outcomes, self-efficacy, and anxiety. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601679 The Impact of i-Ready on Middle School Math Students ProQuest LLC Ed.D. Dissertation, Trevecca Nazarene University 2019-00-00 978-1-3922-4463-0 185 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13809795 2020 -1 As Provided APR2020

New

No African American Students Males Student Attitudes Identification (Psychology) Black Colleges College Students Student Motivation Role Models Aspiration Extracurricular Activities Program Effectiveness Social Support Groups College Preparation Achievement Bailey, Ro'Shaun A. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Secondary Education The purpose of this qualitative study was to explore the experiences of African American male Upward Bound participants to determine their identity status and to document their perceptions of Upward Bound's influence on their academic outcomes. This study examined the experiences of eight African American male Upward Bound participants at Southeastern State University, a Historically Black College and University (HBCU) in a southeastern state. The participants were asked to respond to semi-structured interview questions during three separate interviews. Their interviews were analyzed and coded for common themes using Marica's Theory of Identity Status and Bush and Bushes African American Male Theory as the lenses. The themes that were developed from the code frequency chart were &quot;Motivation to Work Harder,&quot; &quot;Emotional Support,&quot; &quot;Positive Influence,&quot; &quot;Role Models,&quot; &quot;Aspirations to Succeed,&quot; and &quot;Participation in Extracurricular Activities.&quot; The experiences of each participant varied slightly, and their perceptions of Upward Bound's influence on their academic outcomes were relatively consistent. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601680 Perceptions of Upward Bound&apos;s Influence on the Academic Outcomes of African American Male Program Participants and Descriptions of Their Identity Status ProQuest LLC Ph.D. Dissertation, Morgan State University 2019-00-00 978-1-0857-3430-1 197 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810183 2020 -1 As Provided APR2020

New

No Coaching (Performance) Teacher Attitudes Literacy Data Use Elementary School Teachers Urban Schools Reading Achievement Minority Group Students Faculty Development Program Effectiveness Communities of Practice Progress Monitoring Benchmarking Teacher Administrator Relationship Grouping (Instructional Purposes) Low Achievement School Effectiveness Milton, Jessica R. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Low-income urban schools that have chronic student underachievement have championed instructional coaching as an effective education reform strategy. Studies have shown that instructional coaching can be a promising approach for teacher professional development aimed at building educators' capacity to use student data to inform literacy instruction and increase student performance on standardized reading assessments (Bertrand &amp; Marsh, 2015; Huguet, Marsh, &amp; Farrell, 2015; Marsh, McCombs, &amp; Martorell, 2010). The purpose of this qualitative case study was to better understand how teachers in a low-performing urban elementary school serving mostly minority students perceived student assessment, data use, and literacy instruction after participating in an externally funded professional development initiative. Of particular interest was exploring how instructional coaching and a professional learning community (PLC) led by an external literacy consultant influenced teachers' perceptions of collaborative data use and literacy practices implemented in the school. The findings from this study suggest that during the three-year coaching project, teachers perceived an increased focus on using benchmark and progress monitoring assessments to measure student performance and progress with developing reading skills. Additionally, teachers experienced mounting pressure from school leadership to use data to improve student learning outcomes and to conform to a preferred approach to literacy instruction. Although there was increased teacher dialogue about student literacy data within the PLC, data conversations mainly focused on low-performing students who did not meet reading benchmarks, which resulted in assigning students to reading groups for targeted interventions. Data analysis revealed that teachers perceived student progress toward meeting mid-year and end-of-year literacy goals as being an outcome of the instructional coaching they received and the small-group literacy instruction they implemented in their classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602535 Exploring How Instructional Coaching Influenced Teachers&apos; Perceptions of Assessment, Data Use, and Literacy Practices: A Case Study of an Urban Elementary School ProQuest LLC D.E. Dissertation, The University of North Carolina at Chapel Hill 2019-00-00 978-1-3922-0316-3 183 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13858838 2020 -1 As Provided APR2020

New

No Lobbying Higher Education Advocacy Institutional Characteristics Objectives Federal Legislation Educational Finance Expenditures Marsicano, Christopher R. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Lobbyists attempt to influence legislation on behalf of their clients. While there is no shortage of research on lobbying and interest groups in political science, few education researchers have examined how lobbyists represent clients in the higher education sector. Using both quantitative and qualitative methods, this dissertation examines the role lobbyists play in advocating the interests of American postsecondary education institutions. The first chapter provides a thorough review of the literature on lobbying for higher education. The second uncovers the institutional characteristics that predict lobbying behavior among colleges and universities using a descriptive analysis of a unique panel dataset. The third chapter uses qualitative interviews to examine the goals and tactics of higher education lobbyists and their propensity to work together to achieve common goals. The fourth chapter examines the impact of Congress's decision to ban earmark funding on higher education lobbying activity and expenditures. Lastly, the dissertation concludes with a discussion of the findings from the previous chapters and identifies areas for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602536 Lobbying for Alma Mater: Higher Education Institutions as Interest Groups ProQuest LLC Ph.D. Dissertation, Vanderbilt University 2019-00-00 978-1-0883-3686-1 232 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13858986 2020 -1 As Provided APR2020

New

No College Faculty Institutional Mission Adjunct Faculty Educational Change Higher Education Tenure Job Security Teacher Salaries Teacher Attitudes Values Educational Resources Competition College Role Work Environment Childress, Herb Books Reports - Descriptive English Higher Education Postsecondary Education Class ends. Students pack up and head back to their dorms. The professor, meanwhile, goes to her car . . . to catch a little sleep, and then eat a cheeseburger in her lap before driving across the city to a different university to teach another, wholly different class. All for a paycheck that, once prep and grading are factored in, barely reaches minimum wage. Welcome to the life of the mind in the gig economy. Over the past few decades, the job of college professor has been utterly transformed--for the worse. America's colleges and universities were designed to serve students and create knowledge through the teaching, research, and stability that come with the longevity of tenured faculty, but higher education today is dominated by adjuncts. In 1975, only thirty percent of faculty held temporary or part-time positions. By 2011, as universities faced both a decrease in public support and ballooning administrative costs, that number topped fifty percent. Now, some surveys suggest that as many as seventy percent of American professors are working course-to-course, with few benefits, little to no security, and extremely low pay. In &quot;The Adjunct Underclass&quot;, Herb Childress draws on his own firsthand experience and that of other adjuncts to tell the story of how higher education reached this sorry state. Pinpointing numerous forces within and beyond higher ed that have driven this shift, he shows us the damage wrought by contingency, not only on the adjunct faculty themselves, but also on students, the permanent faculty and administration, and the nation. How can we say that we value higher education when we treat educators like desperate day laborers? Measured but passionate, rooted in facts but sure to shock, &quot;The Adjunct Underclass&quot; reveals the conflicting values, strangled resources, and competing goals that have fundamentally changed our idea of what college should be. This book is a call to arms for anyone who believes that strong colleges are vital to society. ED601681 The Adjunct Underclass: How America&apos;s Colleges Betrayed Their Faculty, Their Students, and Their Mission University of Chicago Press 2019-04-00 978-0-2264-9666-5 208 University of Chicago Press. 1427 East 60th Street, Chicago, IL 60637. Tel: 773-702-7700; Fax: 773-702-9756; e-mail: marketing@press.uchicago.edu; Web site: http://www.press.uchicago.edu/books N/A https://www.press.uchicago.edu/ucp/books/book/chicago/A/bo26910456.html 2020 -1 As Provided APR2020

New

Yes Public Libraries Library Services Career Centers Library Role Agency Cooperation Barriers Data Collection Supply and Demand Information Dissemination Holcomb, Stephanie Dunford, Amy Idowu, Fopefoluwa Reports - Research Rutgers, The State University of New Jersey, John J. Heldrich Center for Workforce Development English Public libraries serve an important role in the U.S. workforce development system by offering a wide range of free career services and job-seeking activities for job seekers and the general public (U.S. Department of Labor, Employment and Training Administration, 2017). During the Great Recession, over 30 million people, roughly 10% of the total U.S. population at that time, reported using computers in public libraries for employment-related activities (Becker et al., 2010; U.S. Department of Education, Office of Career, Technical, and Adult Education [OCTAE], 2014). While public libraries have historically been involved in the workforce development system, today, they offer critical supports in advancing employment and education at over 16,500 public library outlets in the United States (Perez &amp; Duncan, 2015). This role has increased since the Great Recession and became formalized through changes in the Workforce Innovation and Opportunity Act of 2014. Public libraries offer a range of career services, including résumé and cover letter support, job application assistance, interview preparation, training, and referrals to American Job Centers/other support services. The purpose of this study is to chronicle the extent to which public libraries across the United States are providing these career services. Researchers used three strategies to address the research questions for this study: a literature review and data collection from library websites, a national survey of state library staff that included open-ended responses, and structured telephone interviews with local library staff. The research team used descriptive statistics and rigorous qualitative coding methods to analyze the data. While data are not nationally representative, researchers collected data from 42 states. ED601682 Public Libraries: A Community&apos;s Connection for Career Services John J. Heldrich Center for Workforce Development 2019-09-00 35 John J. Heldrich Center for Workforce Development. Rutgers University, 30 Livingston Avenue, New Brunswick, NJ 08901. Tel: 732-932-4100; Fax: 732-932-3454; e-mail: hcwd@rci.rutgers.edu; Web site: http://www.heldrich.rutgers.edu N/A 2020 -1 ERIC APR2020

New

No Grade 1 Summer Programs Program Effectiveness Reading Achievement Mathematics Achievement Low Income Students Barriers Teacher Attitudes Elementary School Teachers Kindergarten Report Cards Evaluation Methods Program Evaluation Segersten, Margaret Kay Dissertations/Theses - Doctoral Dissertations EISSN- English Early Childhood Education Elementary Education Grade 1 Primary Education Kindergarten The purpose of this mixed methods study was to analyze a First Grade Summer Jumpstart program after the first year of implementation to evaluate the effectiveness of the program to positively impact academic achievement in reading and math for first grade students. In order to achieve this overall objective, the following research questions framed this study: 1. To what extent did the First Grade Summer Jumpstart program impact reading and math achievement for all attendees compared to students with similar demographics who did not attend the program? 2. To what extent did the First Grade Summer Jumpstart program impact reading and math achievement for students that were from low socioeconomic families compared to students with similar demographics who did not attend the program? 3. What are perceived benefits of the First Grade Summer Jumpstart program for participants? 4. What are the perceived challenges or opportunities to improve the First Grade Summer Jumpstart program? This mixed method study investigated the effectiveness of a First Grade Summer Jumpstart program by analyzing archived data, open-ended survey data, focus group interview data, and individual interview data. Teachers and administrators who directly recommended students for the program, designed the program, taught in the program, or had students in their first-grade class that participated in the program during the first year of implementation were invited to participate in the study. The quantitative data showed different outcomes to the extent that the First Grade Summer Jumpstart program had on reading and math achievement. The quantitative data revealed no significant difference between the participants of the program and the non-participants. When analyzing the outcomes for the low socioeconomic students that participated in the First Grade Summer Jumpstart program to non-participants, the data again demonstrated no significant difference between the participants and non-participants of the program. On the other hand, when examining the perceptions of the teachers in the qualitative part of the study, it was perceived that the students maintained or made growth during the program when using the kindergarten fourth quarter report card as a common assessment for the First Grade Summer Jumpstart program. After analyzing the quantitative and qualitative data, nine recommendations for educators to improve summer learning programs through a continuous improvement cycle are suggested. Following the recommendations for educators, there are three recommendations for future researchers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602269 First Grade Summer Jumpstart&apos;s Impact on Student Learning ProQuest LLC Ed.D. Dissertation, Western Illinois University 2019-00-00 978-1-3922-3433-4 203 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815138 2020 -1 As Provided APR2020

New

No Principals Elementary School Teachers Influences Administrator Effectiveness Self Efficacy Teacher Attitudes School Effectiveness Academic Achievement Banks, Jennifer Anne Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This study explored ways in which self-efficacy beliefs and actions of a principal contributed to the shaping of school's collective efficacy through teachers' perceptions. A general qualitative methods approach was used. The study featured a single embedded case design highlighting one high-poverty school achieving state accreditation standards for student proficiency levels in English and math. The study population consisted of 14 elementary school teachers in a district in a state in the mid-Atlantic region. Data were collected through a survey, semi-structured interviews, and a focus group to answer the following research questions: (1) What experiences/elements were influential in developing the school's collective efficacy? (2) How has the self-efficacy of the principal contributed to the school's collective efficacy and influenced achievement? The major purpose of this study was to seek understanding of how the self-efficacy beliefs and actions of a principal contributes to the shaping of a school's collective efficacy through teachers' perceptions. Two major themes and five subthemes were revealed by the research and concluded with implications for practice and research. Seven significant findings resulted from this work and illuminated the potential for principal development to support the building of collective efficacy of elementary school principals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602270 Principal Influence on Collective Efficacy: A Single Case Study Looking at Principal Efficacy Influence on an Elementary School through the Perspective of Teachers ProQuest LLC Ph.D. Dissertation, Old Dominion University 2019-00-00 978-1-3922-3555-3 97 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815139 2020 -1 As Provided APR2020

New

No Women Administrators Instructional Leadership Urban Areas Rural Areas Barriers Power Structure Decision Making Leadership Role Gender Differences Race Aggression Politics Females Administrator Attitudes Martin, Jennifer L. Chase, Elizabeth Speeches/Meeting Papers Reports - Research ISSN- English This study documents the experiences of two diverse groups of women holding educational leadership positions in two very different locales: one in an urban sector in the east, the other in a rural area of the mid-west, and illuminates the challenges they face in maintaining and furthering their leadership positions. Drawing on focus-group methodology to explore the overt and covert forms of discrimination women leaders experience as they embrace roles of power, decision-making, and authority, we found three issues with which all participants struggled: difficulties in achieving and maintaining &quot;voice,&quot; the challenges when faced with gendered and racialized &quot;microaggressions,&quot; and the politics of &quot;fit.&quot; These themes are offered as sightlines into the challenges currently facing women in educational leadership roles. ED599852 Women in Educational Leadership and the Politics of Fit AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 18 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Poetry Critical Thinking Social Studies Teaching Methods Speech Communication Student Empowerment Grade 8 Bagwell, Lauren Blevins, Brooke Jansing, Natalie Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education Spoken word poetry is an art form that has the propensity to engage students in critical thinking and empower them to use voice to represent their perspectives regarding controversial issues. Infusion of spoken word poetry in social studies classroom serves as a powerful means of self-representation for youth and alternative perspectives at a time when textbooks have become a source of hegemony and Eurocentric language. Until recently, research has focused primarily on spoken word poetry as a pedagogical tool in the English classroom. This study looks to address the role spoken word poetry can play as tool that cultivates meaningful understanding, engagement, and student voice in the social studies classroom. ED599853 Why the Social Studies Needs Her Poets: A Case for Spoken Word Poetry in the Social Studies Classroom AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 11 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Youth Programs Citizen Participation Activism Capacity Building Participative Decision Making Community Problems Problem Solving Community Action Community Needs Needs Assessment Political Science Leadership Training Community Change High School Students African American Students Hispanic American Students Curriculum Development Wright, Dana E. Speeches/Meeting Papers Reports - Research ISSN- English High Schools Secondary Education Community change approaches have increasingly involved participatory practices in which community members directly impacted by an issue participate in implementing change efforts. However, community participation as a practice and approach does not always include youth participation. Within the field of youth organizing, young people are envisioned as community assets capable of contributing to solving youth-identified community issues. In youth organizing campaigns, young people identify a community need or issue that they face, research the factors contributing to the identified issue and follow through with action projects that address this issue to benefit their communities. Employing a qualitative research approach, this article examines six organizing groups and discusses capacity building and organizational learning to support youth organizing and youth-led social change work. This article further discusses the impacts of youth organizing and political education trainings on extending the systemic analysis of emerging organizers. Finally, this article discusses implications for the field. ED599854 Youth Organizing: Capacity Building and Organizational Learning AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 24 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

Yes Instructional Materials Individualized Education Programs Assistive Technology Students with Disabilities Academic Accommodations (Disabilities) Access to Education Educational Legislation Federal Legislation Equal Education Academic Achievement Student Needs Special Education Testing Accommodations Postsecondary Education School Districts State Departments of Education Goal Orientation Carl, Diana Zabala, Joy Karger, Joanne Reports - Descriptive Individuals with Disabilities Education Act ISSN- National Center on Accessible Educational Materials at CAST, Inc. English Postsecondary Education Questions often arise about how accessible educational materials (AEM) and technologies might be included in individualized education programs (IEPs). This resource discusses a number of locations in the IEP where it might be appropriate to refer to a student's use of AEM. The right to accessible educational materials when needed is an inherent component of the obligation of SEAs [state education agencies] and LEAs [local education agencies] to ensure that students with disabilities receive a free appropriate public education (FAPE). There is no specific requirement in IDEA [Individuals with Disabilities Education Act] regarding where to include the consideration and documentation of AEM in developing the IEP. However, to promote clarity and consistency across IEP teams, SEAs and LEAs are encouraged to provide guidance related to considering a student's need for accessible materials and technologies in the IEP. ED601683 Accessible Educational Materials and Technologies in the IEP. Revised National Center on Accessible Educational Materials 2018-04-00 Office of Special Education Programs (ED/OSERS) 17 National Center on Accessible Educational Materials. Available from: CAST. 40 Harvard Mills Square Suite 3, Wakefield, MA 01880. Tel: 781-245-2212; Fax: 781-245-5212; e-mail: aem@cast.org; Web site: http://aem.cast.org N/A 2020 -1 As Provided APR2020 H327Z140001

New

No Access to Education Higher Education College Students Economically Disadvantaged Socioeconomic Background Academic Achievement Barriers Success Social Capital College Graduates Employment Potential Employment Patterns Salaries Foreign Countries Gaskell, Simon Lingwood, Rebecca Reports - Evaluative United Kingdom Universities UK (United Kingdom) English Higher Education Postsecondary Education Historically, much of the focus of universities, policymakers and governments on higher education's impact on social mobility has been on disadvantaged students' access or admission to university, while focus on such students' successful participation and attainment is growing. The third phase beyond access and participation -- disadvantaged individuals' success beyond graduation -- has often been overlooked in comparison. Within the wider public debate about graduate outcomes, however, it is important that sufficient attention is paid to the specific challenges faced by disadvantaged students in building the skills and individual attributes often most valued -- and in some cases demanded -- by employers. For universities and employers, working to address these challenges can be complicated by narrow definitions of what constitutes an individual graduate's success, and indeed in actually defining what is meant by the term 'disadvantaged' and how it is best measured. This discussion paper concerns the influence of socio-economic background on graduate success and explicitly the notion of a 'third phase' of widening opportunity to supplement widening access and the optimisation of academic achievement regardless of socio-economic background. ED601684 Widening Opportunity in Higher Education -- The Third Phase: Beyond Graduation Universities UK 2019-11-00 978-1-8403-6442-2 41 Universities UK. Woburn House, 20 Tavistock Square, London, WC1H 9HQ, UK. Tel: +44-20-7419-4111; Fax: +44-20-7388-8649; e-mail: info@universitiesuk.ac.uk; Web site: http://www.universitiesuk.ac.uk N/A https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2019/widening-opportunity-third-phase.pdf 2020 -1 ERIC APR2020

New

No Self Efficacy Academic Persistence STEM Education Mentors Training Females Black Colleges College Students African American Students Program Effectiveness Skill Development Outcomes of Education Sharpe, Kathryn Marie Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The limited number of women persisting in STEM degree programs and pursuing STEM careers is concerning, particularly when one considers the absence of minority women in this field. One way of addressing this issue is to explore avenues that build women's STEM self-efficacy. Providing connections with other more experienced women involved in STEM through e-mentoring is one approach that could give women the support and experience they need to feel confident in their ability to succeed in STEM fields. Highly qualified mentors are a key component in the mentoring process and, therefore, need focused training that prepares them to support mentees. As such, this multi-site case study explored how self-efficacy and persistence can be facilitated through e-mentor training. A short survey, along with observations, focus groups, and interviews were conducted to gather the experiences of stakeholders participating in a STEM e-mentor training program across two historically Black colleges and universities (HBCUs). These methods looked specifically at mentors' self-efficacy and persistence as well as what could be learned about the potential impact of online mentor training programs. Results of the pre and post-test survey demonstrated that the training program promoted an increase in self-efficacy, mentorship skill development, and STEM persistence. Although mentors had unique experiences across the two sites, all five mentors shared that their experience in the e-mentoring training was positive and that the content of the training was beneficial to their self-efficacy, particularly STEM self-efficacy, persistence, and development of mentorship skills and behaviors. The findings of this study are important as they provide much-needed insight regarding the influence of e-mentoring training for women of color serving as mentors while enrolled in STEM degree programs. Given ongoing initiatives to support equitable participation of women and minorities in STEM and given the literature that supports the positive benefits of peer mentorship relationships in general, understanding the impact of mentor training and relationships on mentors specifically is needed. This study offers transferability in that others may find this research useful as they pursue work related to building self-efficacy and persistence in various contexts or with additional minority populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602272 Building Self-Efficacy and Persistence through STEM E-Mentor Training: A Multi-Site Case Study ProQuest LLC Ed.D. Dissertation, The University of Memphis 2019-00-00 978-1-0856-1158-9 157 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815239 2020 -1 As Provided APR2020

New

No Hispanic American Students Females College Students STEM Education Disproportionate Representation Academic Persistence Teacher Role Family Role Peer Influence Guidance Social Support Groups Student Personnel Services Contreras Aguirre, Hilda Cecilia Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The underrepresentation of females in science, technology, engineering, and mathematics (STEM) programs, in particular, minority females such as Latinas persists. Multiple studies have addressed such lack of presence by recriminating their race and gender. Fewer researches have focused on Latinas' assets and their leadership adopted throughout the college pathway to successfully attain their degree. This qualitative inquiry sought a better understanding of ten Latinas' college experiences as it relates to their persistence and influence of race influencing their STEM degree attainment at two Hispanic-Serving Institutions (HSIs). Focusing on the role that peers, faculty, students support services, and family play in Latinas' college persistence, the findings of the study revealed the guidance and formative role that faculty and students support services have on Latina students both to support them academically and professionally. In addition, the study found the critical role that peers and family play for Latinas by providing emotional support to help, motivate, and inspire them becoming part of their success as STEM college students. Finally, the study concluded that Latinas use multiple strategies and resources (e.g., finding another Latina peer, participating in on-campus organizations, and finding an informal mentor) to meet the program requirements, adjust socially and academically to the campus, and expand their social network. The findings of this study demonstrated the importance of different stakeholders (e.g., peers, professors, and family) for Latinas' persistence in STEM at two HSIs. To improve Latinas' self-perception in male-dominated disciplines, further qualitative studies should analyze the hiring practices of STEM faculty, the role of Latina faculty mentors, the counterspaces or safe spaces created to navigate the college experience, and the leadership adopted within their field. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602273 Exploring Latina STEM College Student Success at Southern Hispanic Serving Higher Education Institutions ProQuest LLC Ed.D. Dissertation, Texas A&M University - Corpus Christi 2019-00-00 978-1-0855-5272-1 220 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13856315 2020 -1 As Provided APR2020

New

No Research Design Bias Meta Analysis Computation Response to Intervention Outcomes of Treatment Research Problems Ferron, John M. Joo, Seanghwane Speeches/Meeting Papers Reports - Descriptive ISSN- English Single-case researchers frequently adopt a form of response-guided experimentation where decisions about the design of the study are made based on an ongoing visual analysis. For example, multiple-baseline researchers may delay the start of intervention until data document a stable baseline pattern so that baseline trends can be reliably extended, or the researchers may wait for a case to respond to intervention prior to intervening with the next case. Although well intentioned, these response-guided experimental strategies may substantially bias the intervention effect estimates. To illustrate, consider a study where the intervention was designed to increase a behavior that in the absence of the intervention would not trend up or down. Although the true baseline slope parameter is zero, it is unlikely that the slope of the observed values would be exactly zero. If by chance the slope happened to be negative after gathering the minimum number of baseline observations the researcher would intervene, but if the slope were notably positive the researcher would gather another observation, or two, or three, each time looking for a flat or downward trend. When the more acceptable baseline emerged, the researcher would intervene. If this study were to be replicated many times, the average baseline slope would be negative, not zero, and as a consequence the intervention effect estimate would be positively biased. Meta-analyses of single-case studies are likely to include studies that used response-guided experimentation and thus it is important to understand the degree to which these practices may bias treatment effect estimates. If the biases are minimal then it may be reasonable to ignore the response-guided nature of the data collection in the meta-analysis of single-case studies. If the biases are substantial, however, then it is important to determine if there are ways of responding to the data that meet the needs of the researchers but create fewer problems for effect estimation and meta-analyses. The purpose of this Monte Carlo simulation study is to evaluate which response-guided practices and which estimation approaches (within- versus between-series estimators) provide the least biased effect estimates. An algorithm was written to simulate a variety of response-guided practices, including extending phases when there is baseline instability, operationalized as non-negligible trend in the direction of expected change or non-negligible trend in either direction, as well as practices that look for a response to intervention prior to intervention with each successive case. Design factors for the simulation study include the response-guided practices, as well as the number of cases per study, the number of studies included in the meta-analysis, and the parameter values of the generating model. Both within- and between-series estimates of the treatment effect are obtained for each data condition using multilevel meta-analytic models. The bias and RMSE for each type of treatment effect is estimated for each data condition based on 2000 simulated meta-analyses. Based on preliminary runs of the pilot code the simulation will be completed in September. ED599855 Waiting for Baselines to Stabilize: Consequences of Response-Guided Experimentation on Meta-Analyses of Single-Case Studies AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 10 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Critical Theory Inquiry Reflective Teaching School Culture Power Structure Graduate Students Public Colleges Advanced Courses Cultural Awareness Program Effectiveness Problem Solving Preschool Education Elementary Secondary Education Inservice Teacher Education Fox, Rebecca K. Dodman, Stephanie L. Holincheck, Nancy Webb, Kelley E. Speeches/Meeting Papers Reports - Research ISSN- English Higher Education Postsecondary Education Early Childhood Education Preschool Education Elementary Secondary Education This study investigates teachers' understandings of and perspectives on the role of culture in their educational settings through cultural inquiry studies and reflections. The participants included 22 in-service teachers enrolled in an advanced master's degree program. Using the Cultural Inquiry Process with a social justice stance, teachers in this study engaged in critical reflective inquiry to purposefully examine assumptions regarding culture and seek solutions to existing dilemmas in their classrooms. Qualitative methods were used to analyze the reflective writings of the participants. Findings show that the cultural inquiry process expanded their reflective capacity regarding culture, culturally responsive actions for change, and articulations of future actions that demonstrate reflection as a systematic process. ED599856 Perspectives on Culture: Teachers&apos; Development of Critical Reflective Capacity through the Cultural Inquiry Process AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 11 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Sex Fairness Equal Education Sustainable Development Access to Education Educational Quality Guides Educational Planning Gender Differences Faculty Development Active Learning Teaching Methods Learning Processes Student Centered Learning Reading Lists Educational Policy Educational Practices Capacity Building Foreign Countries Guides - Non-Classroom Asia United Nations Educational, Scientific, and Cultural Organization (UNESCO) Bangkok (Thailand) English Under the new Sustainable Development Goal agenda, gender equality and education are important concerns. The achievement of gender equality requires girls, boys, women and men to access their right to good quality education and training throughout their lives. Education can empower people to participate actively in their societies, access better economic opportunities and build healthy, happy lives and communities. This updated and expanded version of the Gender in Education Network in Asia-Pacific (GENIA) Toolkit is designed for use by gender focal points and education planners and implementers. It introduces key concepts and theoretical debates, and outlines practical approaches for mainstreaming gender equality throughout the education system, and within education policy. The toolkit is designed to be used selectively, depending on the user's needs. It can be used as a self-study tool. Readers can select topics that they have identified as priority learning areas to help them improve their own understanding and practical capacity. The toolkit can also be used by trainers to facilitate training sessions. Trainers can choose tools from the kit that best match the needs of their trainees. It may be useful to conduct a simple pre-training needs assessment to help you identify your trainees' experiences and strengths, and the areas they most want or need to learn about or gain confidence in. Trainers are encouraged to adapt the materials. Each tool provides useful information, suggested activities, and short recommended reading lists. References for sources cited in the training are provided in endnotes. Trainers will need to decide how much information to share with trainees, and design training sessions with a good mix of presentations and active learning, so that they demonstrate learner-centred, inclusive approaches to teaching and learning. This toolkit -- as the name suggests -- provides a collection of tools for trainers to dip into, rather than a prescriptive training course that needs to be followed step-by-step and word-for-word. ED601685 Gender in Education Network in Asia-Pacific (GENIA) Toolkit: Promoting Gender Equality in Education UNESCO Bangkok 2019-00-00 978-92-9223-639-7 371 UNESCO Bangkok. Asia and Pacific Regional Bureau for Education, Mom Luang Pin Malakul Centenary Building, 920 Sukhumvit Road, Prakanong, Klongtoey, Bangkok 10110, Thailand. Tel: +66-2-3910577; Fax: +66-2-3910866; e-mail: bangkok@unesco.org; Web site: https://bangkok.unesco.org/ N/A https://bangkok.unesco.org/content/gender-education-network-asia-pacific-genia-toolkit-promoting-gender-equality-education 2020 -1 ERIC APR2020

New

Yes Instructional Materials Accessibility (for Disabled) Educational Technology Students with Disabilities Purchasing Contracts Electronic Publishing Printed Materials Assistive Technology Student Recruitment Users (Information) Usability Guidelines Curry, Cynthia Reports - Descriptive ISSN- National Center on Accessible Educational Materials at CAST, Inc. English A digital educational material or technology is accessible when a learner with a disability &quot;is afforded the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services as a learner without a disability in an equally effective and equally integrated manner, with substantially equivalent ease of use&quot; (U.S. Department of Education, Office for Civil Rights). Edtech developers have been making significant advances in accessibility in response to states and districts that have made buying accessible a priority. As a result, all learners are experiencing benefits. Customization features, options for physical interaction, and multiple modes of output are assets of accessible design. This one-page document outlines five actions educators can take to ensure the procurement of accessible materials. ED601686 Five Things Educators Can Do to Buy Accessible National Center on Accessible Educational Materials 2018-00-00 Department of Education (ED) Teachers 1 National Center on Accessible Educational Materials. Available from: CAST. 40 Harvard Mills Square Suite 3, Wakefield, MA 01880. Tel: 781-245-2212; Fax: 781-245-5212; e-mail: aem@cast.org; Web site: http://aem.cast.org N/A 2020 -1 As Provided APR2020

New

No Higher Education Correctional Education Institutionalized Persons Correctional Institutions Access to Education Grants Eligibility Federal Aid Educational Attainment Program Effectiveness Recidivism Prevention Cost Effectiveness State Aid Davis, Lois M. Reports - Research North Carolina Pell Grant Program RAND Corporation English Higher Education Postsecondary Education Each year, more than 700,000 incarcerated individuals leave federal and state prisons and return to local communities where they will have to compete with individuals in those communities for jobs. In today's economy, having a college education is necessary to compete for many jobs, and the stakes for ex-offenders are higher than they are for others: Being able to land a job can mean the difference between successfully transitioning back into a community and returning to prison. There has been a resurgence and of interest in recent years in expanding higher education in prison at the federal and state levels, particularly expansions that offer a path to degrees or industry-recognized credentials. The 2015 U.S. Department of Education three-year Second Chance Pell Experimental Sites Initiative temporarily lifted the federal ban on Pell Grants to incarcerated individuals who otherwise met Title IV eligibility requirements and recently announced that it will expand the Second Chance Pell program to add new colleges to the experimental sites. Focusing on the Second Chance Pell Experimental Sites Initiative and the experience of the Pathways from Prison to Postsecondary Education initiative in North Carolina--this Perspective summarizes what is known about the educational attainment and deficits of those incarcerated in state and federal prisons and about the effectiveness of educational programs in helping to reduce recidivism. It also assesses key issues remaining to be addressed. It is intended to be of interest to state and federal policymakers interested in expanding these programs and builds on other RAND Corporation research in this area. ED599857 Higher Education Programs in Prison: What We Know Now and What We Should Focus on Going Forward. Perspective RAND Corporation 2019-08-00 16 RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org N/A https://doi.org/10.7249/PE342 2019 -1 As Provided APR2020

New

No Program Evaluation Teacher Behavior Teaching Methods Models Program Implementation Art Education Integrated Curriculum Coaching (Performance) Behavior Change Teacher Effectiveness Success Elementary School Teachers Interdisciplinary Approach Faculty Development Miller, Rachelle Wake, Donna Whittingham, Jeff Speeches/Meeting Papers Reports - Research Arkansas ISSN- English Elementary Education The purpose of this study was to compare differences in teachers' instructional behaviors during Year 2 implementation of the A+ Model of arts integration. Forty-six (i.e., 23 control, 23 experimental) randomly selected teachers from six school sites (i.e., 3 control, 3 experimental) were observed over a two year period. In addition, six teachers participated in a peer coaching project during year 2. A two-way mixed ANOVA assessed differences in control and treatment teachers and resulted in a significant interaction between group and time. Descriptive statistics indicated change in teacher instructional behaviors after an eight-week peer coaching project, showing growth in all eight essentials. Findings from semi-structured interviews showed that teachers experienced success and infrastructure obstacles during the peer coaching project. ED599858 Program Evaluation of the A+ Schools Model: Year 2 Results AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 16 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Content Analysis Reflection Language Teachers Second Language Learning Second Language Instruction Practicums Teacher Education Programs Journal Writing Information Sources Teaching Methods Assignments Learning Experience Student Attitudes Preservice Teachers Tanaka, Jay Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education At least one element of second language teacher education (L2TE) permeates contextual differences: reflection. Farrell (2012) suggests that the terms &quot;reflection&quot; and &quot;reflective practice&quot; are now mandatory terms used within in L2TE program curricula. Teacher learners (TLs) commonly engage in reflective assignments such as teacher journals and group discussions. However, there has been a lack of sufficiently data-led investigations into the content and nature of TL reflections (Mann &amp; Walsh, 2017), with most taking the form of self-reports or short extracts from teacher reflection journals. While such studies provide important insights from the perspectives of language teacher reflection researchers within unique contexts, more structured, qualitative content analysis (Schreier, 2012) provides the valuable ability to systematically compare reflection across contexts and individual cases. This is crucial for building a richer understanding of language teacher reflection generally. The current study investigates the reflection of 17 TLs across two distinct practicums. Variation in the amount of reflection in different topics and the amount of reflection that included the act of referencing sources of information was analyzed across individual TLs and across four different reflection assignments (reflective journals, final papers, group discussions, and observation debriefs). Findings revealed a generally high concentration of reflection on teaching actions related to the content and structure of lesson activities; however, reflection in final papers featured a greater variety of topics than in other reflection assignment data. With respect to referencing, TLs with professional teaching experience had low frequencies of references to their experiences as language learners. In addition, the general amount of referencing sources of information in reflection was found to be different across individual TLs. The overall findings illustrate that referencing is an important aspect of TL reflection, and I argue for an explicit focus on this concept within L2TE, encouraging the diversification of the kinds of sources TLs reference in their reflection. Similarly, I also argue for efforts toward the diversification of TL reflection among various topics related to language teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602274 Qualitative Content Analysis of Reflection in Language Teacher Practicum Settings ProQuest LLC Ph.D. Dissertation, University of Hawai'i at Manoa 2019-00-00 978-1-0855-6106-8 187 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815263 2020 -1 As Provided APR2020

New

No Social Justice Transformative Learning Resistance (Psychology) Low Income Students African American Students College Students Black Colleges Achievement Gap Bias Educational Practices Student Attitudes Self Efficacy Culturally Relevant Education Parks, Jalesa D. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education This study focuses on bridging the gap in the literature as it relates to the use of social justice pedagogy as a proactive means by which to address the achievement gap, inherent biases, and deficit views of low-socioeconomic, African American students in today's schools. Research questions for the study are as follows: 1) What practices within social justice pedagogy do students find to be distinct from traditional classroom practices? 2) How do Black students perceive the impact of social justice pedagogy on their Transformative Resistance? 3) How do Black students perceive the impact of social justice pedagogy on their self-efficacy and identity development? To answer the research questions, the study employs the data retrieved from the reflective essays of 50 first-year, African American students who were enrolled in an English Composition course that emphasized social justice on the campus of a Historically Black College and University. Initial data reveal that social justice pedagogy may be implemented by way of culturally relevant pedagogy, critical consciousness, and emancipatory pedagogy, which can affect students' development of transformational resistance, Black identity, and self-efficacy. Frameworks for implementing social justice practices, developing transformative resistance, and implications and recommendations for future studies conclude this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602275 The Impact of Social Justice Pedagogy on Transformational Resistance in Low-Socioeconomic, African American Students ProQuest LLC Ed.D. Dissertation, The University of Memphis 2019-00-00 978-1-0855-7243-9 216 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13856161 2020 -1 As Provided APR2020

New

No Study Abroad Intercultural Communication Undergraduate Students College Freshmen Educational Trends Program Effectiveness Outcomes of Education Best Practices Program Evaluation Academic Achievement Carroll, Christina P. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Participation in study abroad has tripled in the last two decades, with over 332,000 U.S. undergraduate students studying overseas for academic credit in the 2016/2017 school year (Institute of International Education, 2018). Programs aimed at freshman students are a popular new trend in education abroad. As freshman program offerings increase, so does the urgency to assess the merits and effectiveness of these programs. Existing literature illustrates benefits of the study abroad experience in general, but provides little insight on outcomes for freshman students participating in first-year programs. Through a mixed methods approach, this study seeks to investigate academic and intercultural communication program outcomes of a full, first-year study abroad experience for a single freshman cohort. This study will provide institutional stakeholders their first outcomes assessment of a new and increasingly popular type of educational program. Additionally, the study will inform the field of study abroad through a descriptive analysis of participant data and their perceptions. The results have the potential to serve as a foundation for future research and the development of best practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601687 An Investigation of a College Freshmen Study Abroad Program: Academic and Intercultural Communication Outcomes ProQuest LLC Ed.D. Dissertation, The Florida State University 2019-00-00 978-1-0855-9669-5 140 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810685 2020 -1 As Provided APR2020

New

No Ethnicity Korean Americans Correlation Socialization Academic Achievement Church Role Biblical Literature Religious Education Religious Factors Acculturation Asian Culture Student Attitudes Scores Achievement Tests Reading Tests Korean Language Fluency Bilingualism English (Second Language) Second Language Learning Lee, David Dissertations/Theses - Doctoral Dissertations EISSN- English The aggregation of various Asian American ethnic groups into one homogenous block and the comparatively sparse amount of research on Asian Americans creates of one the most misunderstood groups in American society and scholarship. The aim of this dissertation is to study one Asian American ethnic group, Korean Americans, and to find the relationship between their ethnic identity formation and academic achievement. Other factors such as socialization, the role of the church, and religious identity are also investigated within the framework of the theories of second culture acquisition (SCA). Specifically, the alternation model was chosen because of the nonhierarchical nature of this two-dimensional model in which both Korean and American cultures could coexist whereby one culture does not necessarily have to be lost in order to acquire another. This quantitative study samples from Korean American students attending Bible study classes within ethnic Korean churches across two states. A battery of survey measures designed specifically for Korean Americans is used to test for ethnic and religious identity as well as socialization. To replicate academic achievement, two reading and two mathematics tests are also administered to the 45 participants. The results revealed that an additive phenomenon occurred in which students who were multicultural and/or are members of a Korean organization were shown to achieve higher scores on the achievement tests. These outcomes held true even on the reading tests when compared to students who only adhered to an American identity in which they only spoke English. The data also revealed the importance of the mastery of dual languages, in this case Korean, whereby those with higher levels of fluency exhibited increased test scores. Disaggregating Asian Americans and finding the mechanisms driving academic outcomes revealed the unique complexities and interactions of ethnicity, culture, history, migration, and language which influence and characterize one Asian American ethnic group. Using an in-depth and singular approach to studying Asian Americans revealed more piercing insights than relying on generalizations and &quot;model minority&quot; stereotypes as the lens with which to view this diverse group of peoples. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601688 The Impact of Ethnic Identity on Academic Achievement Pertaining to Korean American College Students ProQuest LLC Ph.D. Dissertation, The Claremont Graduate University 2019-00-00 978-1-0855-6795-4 198 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810666 2020 -1 As Provided APR2020

New

No Foreign Countries Middle School Students Grade 8 At Risk Students Constructivism (Learning) Cooperative Learning Active Learning Student Projects After School Programs Construction (Process) Design Urban Schools Thanapornsangsuth, Sawaros Speeches/Meeting Papers Reports - Research Thailand (Bangkok) ISSN- English Junior High Schools Middle Schools Secondary Education Elementary Education Grade 8 This research presents two case studies on how human-centered design process can help the students find their purpose in making and designing in a constructionist learning-environment. Human-centered design guides students to deeper understanding of others' needs and encourages them to think and act collaboratively and creatively. When the students are making prototypes, they are creating objects-to-think-with, which enables them to express themselves, learn, explore and experiment with new knowledge and boundaries. The research is implemented through the Little Builders program, a month long four-day program in Bangkok, Thailand. Its design builds upon the constructionist framework with the support of human-centered design process, providing 8th grade students in a Thai urban school the opportunity to design and build social innovations as a team in an after school setting. ED599859 Little Builders: Finding Purposes in Making in a Constructionist-Learning Environment Using Human-Centered Design AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 17 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Art Education Integrated Curriculum Elementary School Curriculum Common Core State Standards Elementary School Students Academic Achievement Instructional Improvement Disadvantaged Youth Urban Schools Faculty Development Elementary School Teachers Program Effectiveness Southworth, Robert A. Gardiner, Martin Frederick Speeches/Meeting Papers Reports - Research New York (Rochester) ISSN- English Elementary Education Project RAISE is an Arts Integration model that integrates the arts into Common Core curricula of the treatment group: 11 K-6 elementary schools. The RAISE Model fits most closely to an &quot;elaborated residency&quot; (Ingram, 2003) that &quot;builds capacity&quot; of teachers and students to use arts integration strategies in English and Math. This research reveals that arts integration through job-embedded peer-to-peer professional development is an innovation that provides equity and improvement for all students and raises student achievement scores by 40% on average. The current research in the ninth poorest city in America gives hope that we can transform this knowledge into public policy by using arts integration professional development strategies as engaging practice in order to improve school reform. ED599860 Measuring the Effect of Arts Integration on Disadvantaged Students and Their Teachers AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 12 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Foreign Countries Secondary School Teachers Validity Mathematical Logic Geometry Mathematics Instruction Teaching Methods Problem Based Learning Questioning Techniques Instructional Materials Problem Solving Geometric Concepts Textbooks Hunte, Andrew Anthony Speeches/Meeting Papers Reports - Research Trinidad and Tobago ISSN- English Secondary Education This study describes how a secondary school teacher in Trinidad and Tobago implemented opportunities for reasoning and proof in Geometry. Data were collected via teaching observations, teacher interviews, audio, and video recording. The analysis of the data suggested that the teacher used open-ended questioning, revoicing, group work, and problem-based learning to motivate students to explain their thinking and engage in mathematical experiences with pattern identification, conjecturing, and proof-construction. The teacher also created a social constructivist environment for students' engagement with reasoning and proof. Overall, the teacher's instructional practices seemed to align with the reformers' vision for mathematics instruction. The findings of this study can help reformers and policy makers understand the interplay between reform-based policies and actual classroom instruction. ED599861 Reform-Based Instruction of Reasoning and Proof in Trinidad and Tobago AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 27 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No College Faculty Teacher Attitudes Inquiry Cultural Influences Foreign Countries College Instruction Educational Strategies Computer Uses in Education Ragula, Mounika Reddy Dissertations/Theses - Doctoral Dissertations India EISSN- English Higher Education Postsecondary Education Higher education in India is considered an essential part of nation-building because education is emphasized as the key driver for the development of the country. With the recognition of the importance of education, the Indian government shows a strong desire to develop a system of higher education to match with global competition in producing citizens who are highly trained technical personnel. Students must be active recipients in classrooms to become global citizens and to be able to foster the creation of knowledge rather than be mere passive recipients (Altbach, 2012). The purpose of this qualitative case study was to examine and understand the instructional practices at a selected institute of higher education in India. Specifically, this study was intended to obtain the perceptions of faculty in fostering inquiry skills and considering culture while teaching in higher education classrooms. To this end, this study examined these perceptions in terms of utilizing laptop technology. This study revealed the instructional strategies used by the faculty at the selected institute of higher education, faculty understanding of the key instructional strategies, and the impact of using these identified key instructional strategies. Furthermore, this study investigated the current instructional practices, factors affecting the use of these strategies, and ways to improve to practice new instructional strategies. In conclusion, this study indicated three areas where improvements must occur to provide engaging learning opportunities for students. Additionally, this research indicated the need for training and professional development opportunities to encourage faculty to practice student-centered instructional strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602276 A Case Study on Faculty Perspectives in Fostering Inquiry Skills and Cultural Influence in Higher Education Classrooms ProQuest LLC Ph.D. Dissertation, Indiana State University 2019-00-00 978-1-3922-3558-4 190 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13856360 2020 -1 As Provided APR2020

New

No Culturally Relevant Education Response to Intervention African American Students Special Education Disproportionate Representation Barber, Sonia Perry Dissertations/Theses - Doctoral Dissertations Florida Virginia EISSN- English The federal law, Individuals with Disabilities Education Act, which was enacted to provide funds to states to support special education programs and to ensure that children and parents rights are protected, has been reauthorized several times. Yet, despite the multiple amendments to improve the law, there remains a disproportionate representation of minority students in special education. Such disparity creates a plethora of problems for African-American students. This study extends a previous case study in relation to using culturally responsive practices to reduce disproportionate representation among African Americans in special education. The purpose of this study is to determine the extent a Culturally Responsive approach to Response to Intervention may have decreased disproportionate representation among African Americans in special education in two school districts. The researcher used content analysis in order to develop a consensus on the knowledge and use of culturally responsive practices aligned with Response to Intervention techniques to decrease disproportionate representation in special education among African- American students in Florida and Virginia. The findings, implications, and recommendations for using culturally responsive practices with Response to Intervention models could reduce disproportionate representation among African American students in special education by using a theoretical framework as guide for implementation. The results also suggested the need for continued research to improve how states define the criteria for determining disproportionate representation for all subgroups of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602277 Building a Case for Culturally Responsive Practices Used with Response to Intervention Models to Reduce Disproportionate Representation among African Americans in Special Education ProQuest LLC Ed.D. Dissertation, The University of Memphis 2019-00-00 978-1-0855-6083-2 146 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13856172 2020 -1 As Provided APR2020

New

No Teacher Attitudes Student Attitudes Online Courses Teacher Student Relationship Undergraduate Students College Faculty Course Organization Feedback (Response) Educational Experience Grading Videoconferencing Caring Career Choice Job Skills Kirkland, Randi Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Online learning is experienced by students and instructors at many universities, and enrollment has continued to increase in recent years (Legon &amp; Garrett, 2017; Legon &amp; Garrett, 2018). Several researchers have identified elements of instructor presence or the various roles instructors play in courses (Garrison, Anderson, &amp; Archer, 2000, Richardson et al., 2015) and how those elements affect students (Hosler &amp; Arend, 2012; Ladyshewsky, 2013; Lear et al., 2009; Ma, Han, Yang, &amp; Cheng, 2014; Tanner, Noser, &amp; Totaro, 2009). The purpose of this qualitative study was to explore the perceptions of instructor presence and its effects on students through the lens of both instructors and students. Instructors and students in undergraduate online courses shared their experiences regarding the elements of instructor presence. Qualitative data were collected through individual instructor interviews, student participation in an individual interview or online qualitative survey, and end of semester student surveys. There were many consistencies between students and instructors of the same course. The two groups usually agreed on whether or not the course went well. In some courses, the instructor assumptions of what students experienced were in line with the students' reports. There were, however, some discrepancies in areas such assessment feedback, grading practices, and web-conferences. Overall, study results showed that instructors and students find course organization and consistency to be beneficial in providing a good experience and keeping students on track. Instructors provided varying degrees of feedback on assessments, and some students indicated the desire for more detailed or timely feedback. Students and instructors indicated communication as vital for an online course. While not experienced often, technology issues can greatly deter a course. Several instructors expressed that they cared about the students' success in their course and careers. Students shared their appreciation for instructors caring about them and how it affected their attitude toward or participation in the course. Instructors also showed that they cared about their students' success beyond the classroom by taking steps to help students gain skills needed in their profession or discussing career options. Some students noted that they had applied course concepts in their jobs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601689 Instructor Presence in Online Courses: A Qualitative Study of Student and Instructor Perspectives ProQuest LLC Ph.D. Dissertation, The University of Alabama 2019-00-00 978-1-3922-5404-2 176 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810633 2020 -1 As Provided APR2020

New

No Medical Students Medical Services Medical Education Well Being Patients Stress Variables Coping Educational Environment Online Courses Student Attitudes Stress Management Dexter, Nadine Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Medical students enrolled in medical schools around the nation today are a vital part of continuing to provide quality health care services to patients. The success of these students in their educational endeavors is important to the health and well-being of future patients that they will serve. These students first become exposed to immense stress while in medical school, which will follow them into their residencies and into their medical practices. This will impact patient care and the quality of care for years to come. This study examines stressors experienced by medical students who are in their second year of medical education. This study also explores which coping strategies for managing stress were utilized by medical students. Finally, this study investigates which coping strategies succeeded for students and if those strategies were provided by their educational institution or were provided outside of the medical education environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601690 An Examination of Stressors Experienced by Second-Year Students in an Online Medical Education Program ProQuest LLC Ed.D. Dissertation, The Florida State University 2019-00-00 978-1-0855-7009-1 109 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810508 2020 -1 As Provided APR2020

New

No Multivariate Analysis Regression (Statistics) Sampling Sample Size Evaluation Methods Social Science Research Bayesian Statistics Accuracy Error of Measurement Monte Carlo Methods Finch, William Holmes Hernandez Finch, Maria E. Speeches/Meeting Papers Reports - Research ISSN- English High dimensional multivariate data, where the number of variables approaches or exceeds the sample size, is an increasingly common occurrence for social scientists. Several tools exist for dealing with such data in the context of univariate regression, including regularization methods such as Lasso, Elastic net, Ridge Regression, as well as the Bayesian model with spike and slab priors. These methods have not been widely studied in the context of multivariate regression modeling, however. Thus, the goal of this simulation study was to compare the performance of these methods for high dimensional data with multivariate regression, in which there exist more than one dependent variable. Simulation results revealed that the regularization methods, particularly Ridge Regression, were found to be particularly effective in terms of parameter estimation accuracy and control over the Type I error rate. Implications for practice are discussed. ED599862 Multivariate Regression with Small Samples: A Comparison of Estimation Methods AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 45 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Access to Information Educational Research Information Dissemination Web Sites Educational Researchers Interviews Educational Practices Educational Policy Influences Paufler, Noelle Angeline Amrein-Beardsley, Audrey Speeches/Meeting Papers Reports - Research ISSN- English In response to the call for a unique subdiscipline, education informatics, &quot;Inside the Academy&quot; models the innovative use of technology to transmit educational research beyond academia. The website is a platform-based online educational historiography that chronicles and archives the personal and professional journeys of esteemed members of the education academy through engaging and inspiring video interviews. In this study, researchers conducted an in-depth qualitative analysis of the 21 honorees' interview data thus far interviewed. Analyses revealed increasing evidence that &quot;Inside the Academy&quot; is a useful research tool helping to expand interest in the profession, provide opportunities for educational researchers and scholars to engage the public, and promote access to research-based information about contemporary educational issues, policies, theories, and beliefs. ED599863 Scholars in the Public Forum: Increasing Online Access to Research, Informing Policy, and Improving Practice AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 30 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Art Education Urban Teaching Change Agents Teaching Experience Faculty Development Urban Schools Self Esteem Teacher Competencies Resilience (Psychology) Elementary Secondary Education Preservice Teachers Beginning Teachers Experienced Teachers Woywod, Christine Doerr-Stevens, Candance Worm, Joelle Speeches/Meeting Papers Reports - Research ISSN- English Elementary Secondary Education Higher Education Postsecondary Education This study examines the experiences of educators teaching in and through the arts as they participate in various arts-centered forms of professional development. In particular, the study asks how arts-centered practices promote educator confidence, competence and resilience for teaching in large urban districts. Drawing on the work of Ellsworth (2005), Heath (2014), Marshall &amp; Donohue (2014), and Cosier (2012), the paper uses a Teachers' Life Histories (Goodson, 2008) approach along with Mediated Discourse Analysis (Norris &amp; Jones, 2005) to analyze the learning experiences, dispositions and curriculum design practices of educators teaching in and through the arts. Preliminary findings reveal that arts-centered programming can promote professional growth for educators in terms of their confidence and competence teaching in and through the arts, but that deep relationships with program participants are needed in order to meet the needs of individuals and teacher cohorts. Fields of emergence for learning within this study provide insights on how teacher educators might successfully design and facilitate arts-centered experiences within teacher preparation and professional development programs to prepare educators as change makers ready to provide historically underserved urban K-12 students with quality learning experiences in and through the arts. ED599864 Stepping onto Fertile Ground: Urban Teachers Growing as Change-Makers with and through the Arts AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 16 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Special Education Teachers Culturally Relevant Education Teacher Competencies Student Needs Alternative Teacher Certification Elementary Secondary Education Student Diversity Students with Disabilities Public Schools Traditional Schools Charter Schools Social Development Emotional Development Academic Achievement Chatman, Tasia Anna Dissertations/Theses - Doctoral Dissertations New York (New York) EISSN- English Elementary Secondary Education Currently, one third of teachers in the United States were trained by alternate route programs (Constantine et al., 2009). Although alternate routes programs fill a need within the education landscape, it is not enough to get more teachers into classrooms faster. Teachers must be prepared to address the needs of their students. Therefore, it is necessary to consider the skills teachers need to be effective. With the urgency to address the shortage of special education teachers and the alternate certification programs created to address this need, research is necessary to inform the traditional and alternate special education teacher preparation programs (Brownell, Ross, Colon &amp; McCallum, 2005). Relay Graduate School of Education is an alternate certification K-12th grade teacher preparation program situated in New York City. As an alternate certification teacher preparation program, Relay graduate students must solidify a teaching position within a New York City Department of Education school or a charter school located within New York City, and continue teaching in a school while enrolled at Relay. A majority of Relay graduate students enter the program as early career teachers with three years or less of experience. Within the literature review, I examined the results of prior studies of general and special education traditional and alternate route teacher preparation programs use of culturally responsive instruction. This study examined the experiences of early career special education teachers enrolled at Relay and their preparedness to address the academic and social emotional needs of culturally and linguistically diverse students with disabilities using culturally responsive teaching practices. To understand the experiences of teachers, I utilized a qualitative approach to examine the narratives of five teachers using a semi-structured interview protocol. The participants were employed as special education teachers of 6th-12th grade students in New York City during the 2016-2017 school year. During that school year, two of the participants taught at charter schools and three of the participants taught at traditional public schools.After analyzing participants' responses, three meaning units were identified around teacher experiences in the classroom and in the program: (1) influences of school context, (2) competencies and (3) connections and disconnections. Within the latter two meaning units, subthemes also emerged. Within the meaning unit of competencies, participants' responses reflected three additional subthemes: (1) academic competencies (2) classroom competencies and (3) social emotional competencies. Within the meaning unit of connections and disconnections, three subthemes were identified: (1) community connections (2) disconnections and (3) difficult situations. Participants described being academically prepared to address their students' needs. They described utilizing classroom competencies, such as relationship building skills and specific special education competencies, such as assessing students reading abilities. Participants also described including students' cultures in their lessons to bridge gaps between students' understanding and the content. In contrast to how some culturally responsive teaching practices were evident in participants' instruction, participants were unable to identify specific details they learned to help them address the social emotional needs of their students. One participant explicitly stated she was not prepared to address the needs of her students at her school. This could be attributed to her school setting, because she taught in an alternative school. While this participant explicitly stated she was not prepared to address the needs of her students, responses from all participants suggested a foundational knowledge of how to address the social and emotional needs of culturally and linguistically diverse students may indicate a gap in the curriculum at Relay Graduate School of Education and other teacher preparation programs. Special education teachers may benefit from instruction on how to address the social emotional needs of their students. Social emotional needs may affect a student academically (Durlak et al., 2011). Without knowledge on the impact of a students' social emotional needs, a teacher may not effectively, address the academic needs of his/her students and thus may not meet the needs of the whole learner. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602278 Preparing Early Career Culturally Responsive Special Education Teachers ProQuest LLC Ed.D. Dissertation, Rutgers The State University of New Jersey, School of Graduate Studies 2019-00-00 978-1-0883-1907-9 101 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13856419 2020 -1 As Provided APR2020

New

No Student Attitudes Caring Personal Autonomy Student Centered Learning Learner Controlled Instruction Self Determination Community Colleges Two Year College Students College Faculty Teaching Methods Conventional Instruction Preferences Grote, Diane E. Whitley Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Higher Education Postsecondary Education Two Year Colleges While there are a variety of teaching methods that may or may not be successful, this study focused on a student led, autonomous classroom environment--where autonomy is defined as offering students several choices and much control of a classroom. The researcher addressed how this learning environment supported the idea of demonstrating care in the classroom based on Nel Noddings' care theory and Deci and Ryan's self-determination theory. The study addressed guidelines for professors at the community college based on students' perceptions of care in the autonomy-based classroom. The data collected for this study reflected two campuses at one community college in central Texas. The study, conducted during fall 2018, focused on students enrolled in the researcher's three English autonomy-based classes as well as students enrolled in an English professor colleague's three instructor-controlled classes. The populations varied in ethnicity, gender, and age based on the two participating campus locations. Data relied on student participation in a pre and post-survey and results for them (generating a sample size of 35), interviews with six students (two from each of the autonomous courses), an interview with an English professor colleague, and student course outcomes. The study instrument used--Faculty Caring Survey--was developed by Garza and Overschelde (2017) to determine professor caring behaviors as identified by undergraduate and graduate students. Quantitative data statistically revealed students in the instructor-controlled classroom favored this method of learning and earned slightly higher grades than students in the autonomous classroom. However, there was not enough data to offer a final determination. All interviews, on the other hand, provided support for students' perceptions of caring behaviors and recognition of the benefits of an autonomous classroom. The evidence base for care theory at the community college level requires further analysis. A similar or replicated study should be conducted to include student voices in the instructor-controlled classroom. Also, a study that includes more student input from both the instructor-controlled and autonomous classrooms would offer further analysis of student perceptions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602279 Student Autonomy as a Contemporary Measure of Care Theory and Student Perceptions of Care ProQuest LLC Ed.D. Dissertation, Texas A&M University - Corpus Christi 2019-00-00 978-1-3922-2093-1 187 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13856189 2020 -1 As Provided APR2020

New

No School Counseling Program Effectiveness Interpersonal Competence Behavior Problems Academic Achievement Mental Health Intervention Prevention Disadvantaged Youth Child Health Metzler, Gabriela Carol Dissertations/Theses - Doctoral Dissertations EISSN- English This study sought to evaluate the school-based counseling services that were provided to 95 students as part of the Children First counseling program. The primary evaluation question focused on the effectiveness of the program in positively impacting traditionally underserved populations in the following domains: increasing social skills, decreasing problem behaviors, and increasing academic competence. A review of relevant literature revealed the impact of school-based services on decreasing barriers to mental health services and improving the coordination of care among agencies, specifically with underserved populations. The results of the evaluation study indicated that the Children First program is effectively preventing mental health issues and intervening with children experiencing such challenges, including those who are traditionally underserved. Implications for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601691 School-Based Counseling Services with Underserved Populations: A Multisite Evaluation of Outcomes ProQuest LLC Psy.D. Dissertation, University of Colorado at Denver 2019-00-00 978-1-3922-1624-8 33 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810494 2020 -1 As Provided APR2020

New

No Teacher Attitudes Literacy Education Teaching Methods Kinesthetic Methods Multiple Intelligences Kindergarten Preschool Teachers Learning Activities Learner Engagement School Districts Teacher Motivation Instructional Effectiveness Curtis, Kyle C. Dissertations/Theses - Doctoral Dissertations EISSN- English Early Childhood Education Elementary Education Kindergarten Primary Education Preschool Education Throughout elementary schools in the United States there is an ongoing concern about students' reading proficiency. Many programs, strategies and initiatives have been implemented across elementary classrooms in the United States to help students become proficient readers by third grade. Numerous theorists and researchers support the idea that direct physical movement and play increases the function of the brain and helps the brain get ready to learn concepts (Lengel &amp; Kuczala, 2010). Kinesthetic learning, one of the Howard Gardner's multiple intelligences, is one approach to incorporate physical and tactile strategies in teaching across subjects. The purpose of this study was to examine kindergarten teacher perceptions of the implementation of kinesthetic learning into the classroom during literacy instruction. This qualitative study drew upon data collected from a pre-implementation teacher perception survey, documentation of a teacher discussion group and a post-implementation teacher interview. Five teachers volunteered for this study and all taught kindergarten in the same school district. The duration of the study was 12 weeks. After collecting the teacher perception survey, a discussion group was held during which teachers generated a list of kinesthetic activities that they could implement during literacy instruction. Teachers implemented kinesthetic learning activities into their literacy instruction over an eight week period. The post implementation interviews were conducted one on one by the researcher following the eight weeks of kinesthetic learning. Based on the interviews, all teacher participants reported that kindergarten students responded positively to and were actively engaged in the kinesthetic activities incorporated into literacy instruction. Another perception shared by all the teachers was that implementing kinesthetic learning into literacy was only successful with adult support. This study is a first step to looking at the implementation of kinesthetic learning into literacy instruction in kindergarten classrooms in one school district. Based on their perceptions of student engagement, the teachers in this study felt positive and motivated to continue the implementation of kinesthetic learning activities into literacy instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601692 Teacher Perceptions of Kinesthetic Learning during Literacy Instruction ProQuest LLC Ph.D. Dissertation, Oakland University 2019-00-00 978-1-3923-0096-1 115 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810546 2020 -1 As Provided APR2020

New

Yes Principals Management Development Preschool Education Administrator Qualifications Educational Change State Policy Educational Policy Program Implementation Internship Programs Institutional Characteristics Stakeholders Progress Monitoring Lieberman, Abbie Reports - Evaluative Illinois New America English Early Childhood Education Preschool Education This paper explores Illinois's shift from a general administrative license, called a &quot;Type 75&quot; license, to a &quot;PK-12 Principal Endorsement.&quot; It includes both a history of the reform efforts and a look at how implementation has fared nearly a decade after the legislation was signed into law. It also offers lessons and recommendations for other states looking to ensure principals are equipped to lead pre-K and early grade classrooms. [For an overview of this report, see ED599867.] ED599865 Preparing Principals for Pre-K in Illinois: The Prairie State&apos;s Story of Reform and Implementation New America 2019-10-00 Heising-Simons Foundation 40 New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: https://www.newamerica.org N/A 2019 -1 As Provided APR2020

New

No Protocol Analysis Responses Data Collection Interviews Cognitive Processes Validity Credibility Adjustment (to Environment) Psychological Patterns Social Influences Generalization 21st Century Skills Tests Leighton, Jacqueline P. Speeches/Meeting Papers Reports - Research ISSN- English Over the last three decades, there has been increased attention on the collection and interpretation of &quot;response processing data&quot; to inform claims of learners' knowledge and skills (e.g., see Ercikan et al., 2010; Kobrin &amp; Young, 2003; see also, Leighton, 2004). Response processing data are perhaps most consequential in the development of validation arguments to support claims or inferences about test-takers (see AERA, APA &amp; NCME, 2014). However, these data may also serve to inform test development and encourage dialogue on fair student assessment of 21st century skills. One challenge is that methods for collecting response processing data vary in non-trivial ways and must be employed judiciously depending on the cognition of interest being measured. Thus, the objective of the paper is to highlight how two methods -- cognitive labs and think alouds -- can and should be used adaptively to inform distinct goals in test development, validity arguments, and to further the credibility of claims made about test-takers. ED599866 The AVCs of Response Processing Data: The Latest What, When, and How of Think-Alouds AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 19 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

Yes Principals Management Development Preschool Education Administrator Qualifications Educational Change State Policy Educational Policy Program Implementation Progress Monitoring Stakeholders Internship Programs Lieberman, Abbie Reports - Descriptive Illinois New America English Early Childhood Education Preschool Education In 2010, Illinois passed legislation making significant changes to its principal preparation and licensure policies. With the goal of improving student outcomes and closing achievement gaps, the state updated standards for principal preparation programs with a focus on instructional leadership. Illinois's reforms were ambitious, requiring all programs to reapply for approval from the state board of education under the new standards. Included in the legislation was something unique to Illinois-- a call to prepare all principals to lead pre-K students. This overview of the report, &quot;Preparing Principals for Pre-K in Illinois: The Prairie State's Story of Reform and Implementation&quot; includes both a history of the reform efforts and a look at how implementation has fared nearly a decade after the legislation was signed into law. It also offers lessons and recommendations for other states looking to follow Illinois's lead and ensure principals are equipped to lead pre-K and early grade classrooms. [For the full report, see ED599865.] ED599867 Preparing Principals for Pre-K in Illinois: The Prairie State&apos;s Story of Reform and Implementation. Education Policy. [Overview] New America 2019-00-00 4 New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: https://www.newamerica.org N/A 2019 -1 ERIC APR2020

New

No Teacher Persistence Labor Turnover Administrator Role Principals High Schools Urban Schools School Districts Administrator Responsibility Teacher Attitudes Decision Making Leadership Styles Gender Differences Teaching Experience Curriculum Development Instruction Student Evaluation Correlation Abitabile, Antonio W. Dissertations/Theses - Doctoral Dissertations New York EISSN- English High Schools Secondary Education Small City School Districts across New York State are becoming increasingly fearful of losing newly hired, highly talented teachers. In the United States, 8% of teachers leave the profession annually and greater than 50% quit teaching before reaching retirement age (Sutcher, 2016). A study done on teacher retention decisions in New York City revealed lack of administrative support as one of the top five reasons for teacher attrition (Boyd, Grossman, Ing, Lankford, Loeb &amp; Wyckoff, 2011). The importance of a teacher's effect on student achievement cannot be overstated. Teachers have more influence on student achievement than any other factor (Carver-Thomas &amp; Darling-Hammond, 2017). The purpose of this quantitative study was to investigate the effect that high school principals have on the retention of high school teachers in Small City School Districts in New York State. This research examined the responsibilities of high school principals who are important to teachers' decision to remain in their current role; determine which responsibilities exist in their schools; and analyze the correlation between the two. The leadership practices and principles that are defined in The 21 Responsibilities of the School Leader, as outlined by Marzano, Waters and McNulty's book (Marzano, McNulty, &amp; Waters, 2005) School Leadership that Works, are the conceptual frame for this study. This study utilized anonymous survey results from 295 respondents currently employed in 13 Small City School Districts located within the Northeastern Regional Information Center of New York State. The findings from the research indicate that while all of the 21 Responsibilities used in this research are existent, respondents were neutral in their perception of whether any of them were important to supporting teacher retention. However, when separating the results by demographics, there were significant differences by gender and years of teaching experience. Responses by females and teachers with less than 10 years' experience demonstrated statistically significant differences, whereas they perceive a vast majority of the 21 Responsibilities used in this study to be more important than their male and veteran teacher counterparts. Also, the Responsibility of Involvement with Curriculum, Instruction, and Assessment ranked last amongst survey results as important to supporting teacher retention and perceived existence by the building principal. Finally, all leadership behaviors used in this study demonstrated a moderately positive correlation between what was perceived as important to supporting teacher retention and perceived existence of the behavior by the principal. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599521 The Leadership Effect of School Principals on Teacher Retention in Urban High Schools ProQuest LLC Ed.D. Dissertation, Sage Graduate School 2018-00-00 978-0-4389-3457-3 125 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10975002 2019 -1 As Provided APR2020

New

No College Freshmen Undergraduate Students Foreign Students Academic Language Multiple Literacies Computer Uses in Education Writing (Composition) Social Distance Writing Strategies Asians Cultural Context Yang, Rong Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Driven by the desire to expand and deepen the understanding of the academic performance and multiliteracies development of international Chinese undergraduate students, and the current scarcity of research on the said topic, this study examined first-year international Chinese students' academic writing process, and how this process was situated in the cultural- historical context, and mediated by students' use of web-enabled resources and the their interaction with the social others. This research project comprised two parts, namely, a survey study and a multiple case study. The data were collected through survey responses, interviews, and real-time screen recordings. The most common challenges and strategies in academic writing for this group of students were investigated. While using digital resources and relying on past ESL training and writing experience were unsurprisingly chosen as the most convenient strategies, asking the instructors and teaching assistants for help was also found popular among the respondents. In addition, the participants were aware of the fact that, so far, digital tools were not able to solve all the challenges they encountered in academic writing, and the challenges were the result of an intricacy of influencing factors. Students did not demonstrate highly advanced skills in searching for resources and determining their credibility and authorship, and they did not seem to be bothered much by the frequency of all the transactions during the writing process and were generally happy with what they could find at their fingertips for achieving the short-term goal of finishing the academic assignment. Meanwhile, they were able to articulate a series of strategies and criteria to illustrate their basic multiliteracies skills, and they were cognizant of the inadequacy of their multiliteracies. These students interacted with various social others within the bounded system, and were influenced by and influencing others during this process. They generally preferred working alone and thinking independently on their writing assignments, but they also wished for clearer instructions and communications of expectations from the instructors and more opportunities to exchange views and ideas with other student groups. These students' academic writing and multiliteracies practices were deeply situated in their cultural, historical, and educational backgrounds, as well as the current social-academic context. Their decision-making process in relation to writing strategies and digital resources use embodied their constant negotiation with their multiple identities evolving from the past into the present. In addition to verifying previous research findings and filling gaps in the literature, identifying the emerging contradictions was another objective of this study. Gaps and misfits found in different levels and among different components in the bounded system provided implications for pedagogy and curriculum development and student academic support, and were expected to inspire further exploration of the related issues in future academic writing and multiliteracies studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599522 First-Year International Chinese Undergraduate Students&apos; Academic Writing in the Digital Age ProQuest LLC Ph.D. Dissertation, University of California, Santa Barbara 2018-00-00 978-0-4388-9685-7 255 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10973507 2019 -1 As Provided APR2020

New

No Public Colleges Private Colleges Community Colleges Educational History Institutional Mission Reputation Educational Objectives Institutional Characteristics Educational Change Educational Opportunities Educational Finance Relationship Hopkins, Mark Loren Dissertations/Theses - Doctoral Dissertations Iowa EISSN- English Higher Education Postsecondary Education Two Year Colleges Using archival records preserved by Iowa's community colleges, private four-year colleges, and public universities, this dissertation examines how Iowa's established higher education institutions responded to and adjusted to the &quot;presence&quot; of new two-year colleges from 1965 to 1975. This decade was a critical period of development for Iowa two-year colleges as they were most vulnerable to and influenced by other education institutions during an economic downturn. This study also explores how the curricular tension between vocational education and liberal arts education shaped early relationships between Iowa's new two-year colleges and other higher education institutions. Specifically, this dissertation examines six two-year colleges, seventeen private four-year colleges, and three public universities to understand how the curricular purpose, mission and identity, position in the higher education hierarchy, and reputation of each type of institution played a role in early relationship-building. Ultimately, this study sought to answer the question whether the state's new two-year colleges developed relationships with other higher education institutions that increased educational opportunities for Iowa students. Chapter 2 explains how officials from Merged Area I and Western Iowa Tech, two of Iowa's two-year colleges founded as vocational-only institutions, persisted in their efforts to offer liberal arts education. Officials from neighboring private colleges resisted their efforts because they believed two-year colleges that offered liberal arts education posed a competitive threat. Chapter 3 explores how Iowa's two-year colleges posed a financial threat, as well as a curricular threat. Part I highlights how Iowa private college officials confronted the financial threat by collaborating with the Iowa Association of Private Colleges and Universities to advocate for the Iowa Tuition Grant. Part II shows how eight private colleges responded to the curricular threat in three distinct ways: strengthening their role as a liberal arts college, making significant institutional changes for long-term survival, and changing or creating new curricular programs. This dissertation also considers the contributions of Iowa's three public universities, Northern Iowa, Iowa State University, and the University of Iowa. Chapter 4 explains how each university responded in a distinct way to the presence of two-year colleges. This dissertation concludes by explaining how this study contributes to the debate between scholars about whether two-year colleges were egalitarian institutions or diversion institutions, specifically, whether two-year colleges and their relationships with other higher education institutions provided Iowa students with more educational opportunities and the path to a baccalaureate degree. I concluded that the presence of Iowa's two-year colleges pressured private college officials to respond in ways that increased educational opportunity, and officials from Iowa's three public universities to respond in ways that helped two-year colleges secure a stronger position in the higher education system hierarchy, which strengthened the ability of two-year colleges to provide a path to a baccalaureate degree. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602280 Increasing Educational Opportunity: How Iowa&apos;s Private Four-Year Colleges and Public Universities Responded to the State&apos;s New Public Two-Year Colleges, 1965-1975 ProQuest LLC Ph.D. Dissertation, The University of Iowa 2019-00-00 232 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13815340 2020 -1 As Provided APR2020

New

No Hunger Minority Group Students College Students Ethnicity Place of Residence Grade Point Average Traditional Schools Student Financial Aid Wastes Food Colleges Consciousness Raising Student Behavior Gootee-Ash, Amy Dissertations/Theses - Doctoral Dissertations Delaware Maryland EISSN- English Higher Education Postsecondary Education This quantitative study investigated food insecurity levels and attitudes and behaviors towards food waste at minority-serving colleges (MSIs). A validated survey from the United States Department of Agriculture's (USDA) Adult Food Security Survey Modules (AFSSM) was used to assess food security population levels. Paper 1 of the three included is a case study at a MSI (n = 229) that examined food security levels. No significant relationships at the p &lt; 0.05 were found between food security and student ethnicity, living arrangements, meal plan enrollments, or grade-point averages. Paper 2 examined food security at three MSIs (n = 449) and two traditional, diverse schools (TDUs; n = 236). Food security levels between MSIs and TDUs were shown to be statistically significant (p &lt; 0.05), while levels of student financial aid participation between MSIs and TDUs were not statistically significant. A comparison of food security levels at regional-state colleges in Delaware and Maryland reveal a significant difference in levels of food security (p &lt; 0.05). The third paper found no significant relationship between students (n = 222) who were exposed to food waste education campaigns and reported levels of food waste behaviors. No statistical significance could be discerned between meal plan offerings and reported plate waste, which is food thrown away by consumers after a meal. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602283 Examining University Food Systems: Understanding Student Food Insecurity Levels and Food Waste at Minority-Serving Institutions ProQuest LLC Ph.D. Dissertation, Northern Illinois University 2019-00-00 978-1-3922-9320-1 109 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13856436 2020 -1 As Provided APR2020

New

No Resilience (Psychology) African American Students Females Institutional Characteristics White Students College Students Socialization Racial Identification Ethnicity Coping Cultural Background Student Personnel Services College Environment Help Seeking Causey, Shakiera T. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The purpose of the current study was to understand and attempt to contextualize the nuanced experiences of Black college women and discover new information that might be insightful to help dismantle institutional barriers that prohibit academic success and stifle resilience. The sample consisted of 288 Black female college students. Secondary data analysis was utilized to examine any significant association between racial socialization, resilience, and racial-ethnic identity among Black collegiate women attending a PWI. Latent profile analysis was performed to identify resilience profiles. Resilience profiles related to coping were categorized as &quot;cross-ethnically engaged, pro-ethnically engaged, and disengaged and detached.&quot; The most prevalent group, &quot;Cross-Ethnically Engaged,&quot; was characterized by participants who reported relatively high levels of seeking campus support from within and across cultural/ethnic groups. &quot;Disengaged and Detached,&quot; was characterized by participants who indicated low scores of seeking on campus support within ethnic groups and across ethnic groups with regard to race-based coping. &quot;Pro-ethnically Engaged,&quot; was characterized by participants who indicated high scores actively seeking on campus support from members of their own racial/ethnic group as a mechanism for coping. Participants who reported receiving more cultural pride focused racial socialization messages are more likely to be categorized with the &quot;Pro-Ethnic Engaged&quot; Resilience profile. Those who reported receiving more alertness to discrimination racial socialization messages were more likely to be categorized as &quot;Disengaged and Detached.&quot; The current study findings suggest that racial socialization is an important process in the development of resilience in Black collegiate women attending a PWI. Racial socialization and ethnic identity foster differing coping strategies based on the type of racial socialization messages being received and the stage of ethnic identity that individuals are in. Findings from the current study indicate that the availability of on-campus support for Black female college students is of great import when considering the different ways race-based coping and support seeking behaviors are demonstrated. This suggests that more university driven and diversity focused resources can be the determining factor for how campus climate is perceived by students of color. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601693 Resilience in Black Collegiate Women Attending a Predominantly White Institution: A Latent Profile Analysis ProQuest LLC Ph.D. Dissertation, The University of North Carolina at Greensboro 2019-00-00 978-1-0855-9623-7 83 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810555 2020 -1 As Provided APR2020

New

No Reading Strategies Computer Assisted Instruction Gender Differences Race Ethnicity Adults Item Response Theory Reading Tests Reaction Time Literacy Reading Achievement Data Analysis Hicks, Juanita C. Dissertations/Theses - Doctoral Dissertations Program for the International Assessment of Adult Competencies (PIAAC) EISSN- English Researchers are increasingly interested in the cognitive behaviors students display during tests. This interest has led researchers to look for innovative ways to collect this type of data. Due to the proliferation of computer-based assessments, process data has become popular for its ability to help show what students know, what students don't know, and how students interact during assessments. Aim: The aims of the current study are 1) to use process data to identify potential reading strategies and 2) to examine if reading strategy is associated with gender, race/ethnicity, and differences in performance. Methods: Apply latent profile analysis (LPA) to extracted process data variables collected from US examinees who participated in the literacy section of the Program for the International Assessment of Adult Competencies (PIAAC). The variables are item response time and number of highlight events per item. Results: A two-class solution provided the best fit for the data in each testlet of the literacy section of the PIAAC. Class one progressed through items in each testlet faster than class two. Class one most closely resembled a skimming strategy while class two most closely resembled a full-reading strategy. However, there was not conclusive evidence to suggest that the classes were reminiscent of skimming and full-reading. Class assignment had no significant relationship with gender nor race/ethnicity, and there was no significant difference in literacy performance between the two classes, except in one case. Even then, both classes performed at a level two on the PIAAC literacy achievement scale. Discussion: Response time was found to be the only discriminating variable in the identification of patterns related to reading strategies. While there was some separation between classes, it was minimal in some cases. Response time was found to be useful but not enough to identify conclusive reading strategies. Further research is needed to identify process data variables with explanatory power other than response time to aid in the identification of reading strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601694 The Use of Process Data to Examine Reading Strategies ProQuest LLC Ph.D. Dissertation, The University of North Carolina at Greensboro 2019-00-00 978-1-0855-9649-7 121 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810563 2020 -1 As Provided APR2020

New

No Foreign Policy American Indians Females History Instruction Leadership Responsibility Tribes Stereotypes Misconceptions Feminism Activism Sex Fairness American Indian Culture Postcolonialism Self Concept Student Empowerment Gender Differences Abrahamson, Heather P. Speeches/Meeting Papers Reports - Research ISSN- English This paper critically analyzes the ways that colonization and European patriarchal discourse led to, and often supports, a type of historical instruction wherein educators rely on the use &quot;[of a] narrative [that] is presented as though there are no alternatives or counternarratives possible&quot; (VanSledright, 2008, p. 115). I provide an example of these practices through the exploration of the damages caused by historical and cultural (mis)representations of Native American women. These (mis)representations minimized the leadership responsibilities women held within their tribal cultures and cultivated incorrect stereotypical images of Indigenous women as squaws or princesses (Lajimodiere, 2011, p. 57). This legacy of error, which history has often left unchallenged, has served to negatively impact and suppress the individual, personal, and professional lives of Native American women for centuries. Within this work I present the perspectives of Native American Women as they unite in efforts to correct the errors of (mis)representation by designing and facilitating Indigenous Feminist theory. According to Duarte (2012), Indigenous women have typically felt excluded from the &quot;liberal feminist&quot; movement, which has typically included &quot;white or mestiza, urban-upper and middle-class females&quot; (p. 161). Because of this exclusion, Indigenous women worldwide are working to build a feminist movement that simultaneously seeks both culture and gender-based demands for equality. Namely, Indigenous women in the Americas are working to end patriarchal governments. My research contributes to postcolonialism and education by describing how (mis)represented Native American women have formed united groups such as the Critical Indigenous Feminist movement in order to (re)write history and (re)claim identity. It also serves to inspire history teachers and students alike to think about history as a never-ending quest that includes &quot;multiple sources [in order to] become the site of investigations into the past with the goal of building [multidimensional] interpretations&quot; (VanSledright, 2008, p. 117), thereby promoting history instruction that allows students to empower themselves as learners, seek deeper understanding, and to challenge the dominant narrative. ED599868 The Damages of Colonization and (Mis)Representation of Native American Women AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 24 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Prediction Predictor Variables Multiple Regression Analysis Sample Size Responses Correlation Mundfrom, Daniel J. DePoy Smith, Michelle L. Kay, Lisa W. Speeches/Meeting Papers Reports - Research ISSN- English It is widely known that the presence of multicollinearity in a dataset can have detrimental effects on determining which predictors are responsible for the variation in the response (e.g. Pedhazur, 1982). There also exist some indication that the presence of multicollinearity does not impact one's ability to accurately estimate/predict the value of the response variable for any specific values of the predictors (e.g. Weiss, 2012). This idea is not widely present in regression textbooks, nor is there much research literature that supports it. This study was conducted to examine this relationship in situations that varied in the number of predictors, strength of the association between the predictors and the response, sample size, and level of the multicollinearity among the predictors. ED599869 The Effect of Multicollinearity on Prediction in Regression Models AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 8 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Computer Mediated Communication Bullying Social Media High School Freshmen Suburban Schools Knowledge Level Student Responsibility Seminars Interpersonal Relationship Intervention Victims Prevention Laws School Policy Leviner, Michelle Dissertations/Theses - Doctoral Dissertations South Carolina EISSN- English High Schools Secondary Education A rapidly growing and destructive phenomenon among today's adolescent students is cyberbullying, a malicious use of the easy and widespread accessibility of electronic devices and the internet. Whereas traditional bullying typically involves and is known to only a few people, cyberbullying allows perpetrators to spread cruel information to a large audience in a short amount of time, typically via social media. Cyberbullying has negative results for adolescents at school, even if it occurs outside of school hours. With the growing inclusion of technology, specifically social media, in education, educating students on responsible technology usage is more important than ever. This quantitative case study investigated 30 students' knowledge of social media responsibility and the relationship between social media responsibility and cyberbullying. All participants were high school freshmen in a suburban school district near Charleston, South Carolina. Students completed questionnaires before and after attending a series of seminars, on social media responsibility and cyberbullying, including social media applications, laws on cyberbullying, school policies on social media and cyberbullying, and resources and interventions for those victimized by cyberbullying. The results showed the importance of integrating seminars into the curriculum for the following purposes: (1) education on social media responsibility encourages appropriate usage in interacting with others, (2) seminars provide intervention and resources for students who are victims of cyberbullying. This study may inform educators who seek to create a positive atmosphere in their own schools through promoting positive social media interactions and decreasing incidents of cyberbullying. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599523 Cyberbullying and Social Media Responsibility in Schools ProQuest LLC Ed.D. Dissertation, University of South Carolina 2018-00-00 978-0-4388-7556-2 161 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10975442 2019 -1 As Provided APR2020

New

No Ethnography Second Language Instruction Second Language Learning English (Second Language) Case Studies Computer Games War Peace Immigration Computer Mediated Communication Communities of Practice Teaching Methods Trust (Psychology) Interviews Language Skills Skill Development Shahrokni, Seyed Abdollah Dissertations/Theses - Doctoral Dissertations EISSN- English This ethnographic case study aims to examine second language socialization (SLS) in a massively multiplayer online game (MMOG) called &quot;Stronghold Kingdoms&quot; (SK). To explore the affordances of this community for SLS, the social dynamics in a faction community during 4 life-time periods, namely, war, post-war peace and life in exile, end of the world, and immigration to a new world were investigated using three methods: observation, analysis of records (in-game forum exchanges), and interview. The results suggested that the norms of the faction community, that is, communication, collaboration, skills, support, rules, closeness, trust, status, and shared experiences provided a supportive environment for SLS. Moreover, the results of an interview conducted with one of the faction non-native English speakers (NNES) revealed that the affordances of &quot;SK&quot; were important in the development and improvement of second language skills. This study offers important implications for second language pedagogy and research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599524 Second Language Socialization in Stronghold Kingdoms an Ethnographic Case Study ProQuest LLC Ph.D. Dissertation, Washington State University 2018-00-00 978-0-4388-8621-6 142 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10975095 2019 -1 As Provided APR2020

New

No On Campus Students Online Courses Course Selection (Students) Student Experience College Students Communications Student Attitudes Enrollment Trends Relevance (Education) Learner Engagement Educational Technology Technology Uses in Education Maseberg-Tomlinson, Jason L. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education On-campus college students are enrolling in online courses at a greater rate than ever before for a variety of reasons, from needing a more flexible schedule for work to keeping their degree progress on track when on-campus sections fill before they can enroll to utilizing a modern modality for coursework. In order for online courses to help students successfully meet learning outcomes, the courses need to be well-designed for all students, including on-campus students who may be more comfortable in on-campus classrooms and less skilled in how to learn and engage academically in online courses. The purpose of this case study was to explore the experiences of multiple participants who all participated in an online communications course, either as students earning on-campus degrees at the same institution, as teaching assistants, or as the faculty member at a mid-sized land grant institution in the midwestern United States. The participants were selected with both criterion- and purposeful-based sampling. The participants' experiences were viewed using the theoretical framework of symbolic interactionism. Individuals' worlds are made of objects that may be physical, social, or abstract. The objects in this study are the elements within an online communications course; the participants shared about the elements that they perceived as most engaging. The data collected from this study is useful in building more engagement into courses that have high on-campus student enrollments, which the literature indicates will continue to grow. Participants specifically shared the importance of course organization, strategic course relationships, and relevancy of content in creating the necessary engagement that helps students learn to not just endure but to embrace the subjects they are studying online. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602284 College Students Moving Online: On-Campus Student Engagement in Online Courses ProQuest LLC Ph.D. Dissertation, Kansas State University 2019-00-00 978-1-0856-1516-7 211 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13856440 2020 -1 As Provided APR2020

New

No Secondary School Teachers Teacher Collaboration Communities of Practice Faculty Development Teacher Attitudes Junior High School Teachers High School Teachers Suburban Schools Program Effectiveness Cooperation Evidence Based Practice Evaluation Methods Administrator Role Time Interpersonal Communication Newman, Barbara Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education Junior High Schools Middle Schools High Schools In an effort to increase collaboration and support teachers in a formalized way, schools and districts have put structures in place for teachers and afforded them the time to participate in professional learning communities. This opportunity for teacher collaboration can impact the professional growth that is essential in moving a teacher's practice forward. By working together, teachers can improve their instructional practice, identify instructional strategies that are most effective, and impact student achievement and learning. Despite having multiple resources and training related to PLCs, there remains the need to better understand and identify what effective PLC groups use and do to make them successful. Even when some of these attributes can be articulated, there still remains a need to better understand the protocols and support that directly influence success. This qualitative study was designed to determine the attributes of successful PLCs at the secondary level. The researcher explored the views and experiences of junior high and senior high PLC members, the protocols, and the training and supports that assist teachers. The participants in this study were twelve teachers from two schools, a junior high and senior high school, in a large suburban school district. The participants were chosen from these two schools where principals have self-identified their campuses as ready to refine their professional learning practice through participation in a cohort. All of the teachers were engaged in campus wide PLC professional development related to data teams. The teachers voluntarily participated in focus groups to express views and share their own personal PLC experiences. The focus groups were audio-recorded and transcribed before being analyzed. The findings of the study identified the attributes, protocols and supports that the teachers perceive as necessary to implement successful professional learning communities, such as collaboration, data- and student-focused mindset and practices, assessments, tools, administrator support, protected time and communication. The teachers shared stories to describe their experiences, as well as the perceived successes of engaging in professional learning communities. The findings could be used to help other educators prepare for or refine the implementation of PLCs at their schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602285 Attributes of Successful Professional Learning Communities at the Secondary Level ProQuest LLC Ed.D. Dissertation, Northern Arizona University 2019-00-00 978-1-3922-7442-2 120 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13856461 2020 -1 As Provided APR2020

New

No Elementary School Teachers Middle School Teachers High School Teachers Principals Faculty Promotion Parochial Schools Christianity Knowledge Level Faculty Development Skill Development Interprofessional Relationship Mentors Supervision School Culture Stress Management Family Work Relationship Coaching (Performance) Orientation Bowar, Joshua E. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Junior High Schools Middle Schools Secondary Education High Schools This study examined the supports needed by teachers who transition to the position of principal in the school where they were once a teacher (people who have become what the researcher has coined as &quot;teacher-transitioned principals&quot;). Despite the importance of succession plans in education and supporting new leaders who are part of these plans, there is limited research on this topic. A case study approach was used to understand what teacher-transitioned principals within the same school need during their first year as a principal. A respondent-driven interview protocol was developed and used. Using convenience sampling to identify participants, interviews were conducted with three teacher-transitioned principals in Christian schools across the United States. Criteria for participant selection was limited to people who had one year of experience of being a teacher-transitioned principal within the same school and who were currently serving in their second year. An effort was made to identify participants from a wide range of positions, such as elementary, middle school, and high school. Themes that emerged as a result of the research process were teacher-transitioned principals within the same school need the following during their first year: 1) a clear understanding of the position; 2) opportunities for skill development; 3) a focus on relationships; 4) a strong mentor; 5) a knowledgeable supervisor; 6) a knowledge of school culture; 7) access to stress reduction resources; 8) personal and professional life balance coaching; 9) connections to other principals; 10) a thorough induction; and 11) access to support for their spouse. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601695 From Teacher to Principal: A Case Study of Teachers Transitioning to Principals within a School ProQuest LLC Ed.D. Dissertation, University of South Dakota 2019-00-00 978-1-3922-1243-1 208 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810619 2020 -1 As Provided APR2020

New

No Teacher Burnout Stress Variables Resilience (Psychology) Depression (Psychology) Anxiety Mexicans Teacher Attitudes Foreign Countries Burnout Measures (Individuals) Mental Health Advocacy Consciousness Raising Alvarado Alvarado, Sandra Cecilia Dissertations/Theses - Doctoral Dissertations Mexico Maslach Burnout Inventory EISSN- English The present study examines resilience, depression, anxiety, stress, and burnout among teachers in Mexico. Data collection took place in the city of Tijuana, Mexico. Thirty-six teachers participated in this study by filling out the paper-based survey with three instruments: Maslach Burnout Inventory for Educators Survey, Depression, Anxiety, Stress Scale, and Connor-Davidson Resilience Scale. Linear regression was utilized to test resilience, depression, anxiety, stress, and burnout among Mexican teachers. Findings show that resilience was a significant predictor for depression, stress, and burnout, but not for anxiety. The goal of this research project is to help advocate for mental health awareness among educators in Mexico. Implications, limitations and recommendations for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601696 Resilience, Mental Health, and Burnout among School Teachers in Mexico ProQuest LLC M.S. Dissertation, California State University, Long Beach 2019-00-00 978-1-0855-6860-9 48 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810594 2020 -1 As Provided APR2020

New

No Elementary Secondary Education Public Education Educational Quality Educational Finance Academic Achievement Regional Characteristics Differences Educational Opportunities National Competency Tests Achievement Gains Grade 4 Grade 8 Educational Indicators Poverty Graduation Rate Advanced Placement Collected Works - Serial United States National Assessment of Educational Progress Editorial Projects in Education (EPE) English Elementary Secondary Education Elementary Education Grade 4 Intermediate Grades Grade 8 Junior High Schools Middle Schools Secondary Education Stagnation or promise? The third and final installment of &quot;Quality Counts 2019&quot; offers evidence for both in an annual summing up of the nation's K-12 system. The Education Week Research Center analyzed dozens of factors ranging from the academic to the socioeconomic in coming up with its all-inclusive state rankings and A-F grades. The results and analysis offer cautions along with clues to moving forward as policymakers seek to jump-start national progress in public education. Articles in this issue's Quality Counts report include: (1) Nation Earns a Grade of C Amid Mixed State Showing (Sterling C. Lloyd and Alex Harwin); and (2) Challenging Slog Toward Boosting School Quality (Evie Blad). [Snapshots written by Evie Blad, with research assistance from Hector Arzate. For the first installment in this three-part series, see ED592465. For the second installment, see ED595739.] ED599870 Quality Counts 2019: Grading the States. Education Week. Volume 39, Number 3 Education Week 2019-09-04 8 Education Week. Available from: Editorial Projects in Education, Inc.. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: library@epe.org; Web site: http://www.edweek.org/info/about/ N/A https://www.edweek.org/ew/collections/quality-counts-2019-state-achievement/index.html 2019 -1 ERIC APR2020

New

No Foreign Students Asians Educational Experience College Students Student Attitudes Self Concept Postcolonialism Peer Relationship Student Adjustment Context Effect Stereotypes History Foreign Countries Foreign Policy Park, Jungyeol Speeches/Meeting Papers Reports - Research South Korea United States ISSN- English Higher Education Postsecondary Education This study examines international students' experiences of othering on their campuses. To achieve this goal, a case of a South Korean international student's experiences was addressed from postcolonial perspectives. In particular, this study asks: &quot;What does a Korean international student's experiences of othering look like?&quot; and &quot;What is the base of a Korean international student's experiences of othering?&quot; To achieve the purpose of this study, the concept of othering is utilized to interrogate how the participant projected othering onto her peers while simultaneously was a recipient of othering in her campus experiences. As Fine (1994) explains, othering is a co-construction of self as well as other. So, through othering, the action and process of finding differences between us and them take place while similarities within our group are also constructed. Additionally, othering is usually seen as colonizers' exclusive property. However, in this study, othering includes not only colonizers excluding the colonized, but also excluding by the colonized. This qualitative study employed a semi-structured interview. Through repetitive and reflexive reading of the interview transcript, I constructed preliminary findings. First, the participant's othering was selective based on specific contexts. She had various relationships with diverse people within different contexts. Social, economic, and political contexts where she was situated contributed to her stereotypes about others. She defined some Americans as her second family with positive impressions, but other Americans were classified with neutral or negative stereotypes. Second, the participant's historical and educational background had an impact on her othering. Her learning about Cultural Studies in a US institution influenced her focus on differences between South Koreans and Americans or other Asians, rather than understanding similarities across their nationalities. Further, her knowledge about the modern history of South Korea impacted her negative stereotypes about South Korea's education system. Through these findings, I question and complicate theories of othering based on specific contexts and backgrounds, rather than simplifying that othering is conducted only by the colonizer position. In particular, this study intends to complicate theories about othering by focusing on how international students experience othering on their campuses, especially in terms of historicization (During, 2000) and the context of education and research (Minh-Ha, 1989). ED599871 Understanding Experiences of Othering: Examining a South Korean International Student in a U.S. University AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 20 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Doctoral Programs Graduate Students Spiritual Development Females Womens Education Student Characteristics Richards, Katherine M. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The doctoral journey can be a personal one for many students. Students not only lean on their educational background and work experiences, but they may utilize some very personal attributes of their life during their doctoral journey. Spirituality might be considered one of those personal attributes that is interwoven into various contexts of student lives. The purpose of this qualitative study was to explore the role of spirituality among women during their doctoral journeys. This study furthered our understanding of the role of spirituality within the context of higher education. Fifteen women from diverse religious and spiritual backgrounds who were at various stages of their doctoral journeys were interviewed. Five themes were identified as the result of the analysis of this study: Personalized Spirituality, Spiritually-Influenced Life Purpose and Goals, Spirituality in Offering Guidance, Personal Accountability and Spiritual Support, Personal and Spiritual Growth. Implications and recommendations for future research are suggested in areas of support for doctoral students, experiential learning within, and further exploration of meaning-making of spirituality within the context of women's doctoral journey. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602286 The Role of Spirituality in Women&apos;s Doctoral Journeys: A Portraiture Study ProQuest LLC Ed.D. Dissertation, Northern Illinois University 2019-00-00 978-1-3922-9314-0 230 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13856211 2020 -1 As Provided APR2020

New

No Educational Finance Higher Education State Policy Accountability Budgeting Taxonomy Neary, Christopher Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Performance-based funding (PBF) is an important component of many states' higher education funding policies. A majority of U.S. states hold their public colleges accountable through the establishment of PBF indicators designed to boost student success. Recent national pushes for college student success, like the College Completion Agenda and the Complete College America Alliance, inspire a collective analysis of U.S. state PBF policies. I use document analysis and develop policy diffusion proxy models that explain commonality in various forms. My research inspires institutional leaders and state legislators to strategically fund postsecondary programs, faculty, and staff that influence student success. Although each state designs its own funding policy, these stakeholders can use this suggested national standard of practice to determine how their state's policies contribute to a national push for student success. This research also inspires scholars to expand the purview of state-level higher education policy to PBF's collective impact on U.S. higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602287 U.S. Higher Education Performance-Based Funding Policy Diffusion and Its Association with State Political Ideologies and State Budgeting Taxonomies ProQuest LLC Ph.D. Dissertation, Iowa State University 2019-00-00 978-1-3922-6343-3 181 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13856465 2020 -1 As Provided APR2020

New

No Large Group Instruction Online Courses Educational Technology Technology Uses in Education Higher Education Access to Education Distance Education Foreign Countries Student Attitudes Student Experience Sintjago, Alfonso Jose Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Massive Open Online Courses (MOOCs) are an example of what is now possible through education technologies. Due to their unique reach and viral growth, many universities have developed MOOCs since 2011. Sometimes over 100,000 participants enroll in a single MOOC. MOOCs promise to increase the reach of higher education internationally especially to those who currently lack access. The mission of Coursera, one of the leading MOOC providers, is to &quot;provide universal access to the world's best education&quot;. Multiple studies have noted that the overwhelming majority of MOOC participants are international, yet their experiences have not been thoroughly analyzed by geographical region. This dissertation analyzes data from five Coursera MOOCs. MOOCs developed by Coursera are considered &quot;eXtended&quot; MOOCs or &quot;xMOOCs&quot; which are different in format to &quot;Connectivist&quot; MOOCs or &quot;cMOOCs&quot;. This dissertation study analyzes international participant experiences in five MOOCs to improve our understanding of who these participants are, why they are participating, what are the positive and negative aspects of their experience, and what suggestions they have for improving these MOOCs. This study analyzes data collected during an evaluation of five Coursera MOOCs from 2012-2013. A pre-course survey (N = 21,178), a post-course survey (N = 2,793), a survey for international participants (N = 1,757), and focus groups with international participants (N = 81) were conducted. This study also takes into consideration the author's own experiences as an xMOOC participant. Surveys were studied through a series of chi-square tests. Focus groups were analyzed using theme analysis. While the majority of participants in xMOOC are international, they participate in xMOOCs for a diverse series of reasons some of which are more prevalent depending on their geographical region. Participants' outlook on the future of MOOCs is also varied yet overall most participants considered xMOOCs to be a very positive opportunity for learners that was not available to them before. This study found significant differences in international participants' experiences according to their geographical region, as well as similarities between all international participants. The study also identified two primary groups of international participants, those from lower HDI regions, and those from higher HDI regions. Some of the concerns shared by international participants have been addressed by MOOC developers but additional changes could be made to better address the needs of international participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599525 International Participants&apos; xMOOC Perspectives ProQuest LLC Ph.D. Dissertation, University of Minnesota 2018-00-00 978-0-4388-7782-5 690 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10976811 2019 -1 As Provided APR2020

New

No Humor Continuing Education Leadership Styles Leadership Role Administrator Behavior Sarris, Emmanuel Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education Humor is a useful tool at everyone's disposal. How or when it is used in Continuing Education (CE) leaders is an area of research that has not been done before. A CE leader deals with teams of all sizes and oversees a potentially large budget and student base. With all the responsibility of a leader and having to manage teams and programs properly, it is important to understand the role leadership and humor styles play in their work life and environment. The central research question of this study is, &quot;What is the relationship between leadership style and the use of humor in Continuing Education leadership?&quot; The research done in this study looks to find a better understanding of the use of humor in Continuing Education. More specifically, it looks to understand how leadership and humor are related in CE leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599526 Leadership and Humor Styles in Continuing Education Administrators ProQuest LLC Ed.D. Dissertation, Northern Illinois University 2018-00-00 978-0-4388-5472-7 172 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10975159 2019 -1 As Provided APR2020

New

No Adventure Education Higher Education Experiential Learning Student Attitudes Student Surveys Program Descriptions Private Colleges Program Costs Barriers College Faculty Program Implementation Skill Development Leadership Reflection Group Dynamics DeLangie, Nicholas Brian Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Adventure Education is the field of study that uses human-powered activities in the wilderness to facilitate both individual and group growth and development. Over the past few decades, this field has focused on a return to the natural environment to provide experiential learning for students to develop both technical skills and higher-level personal skills in leadership, facilitation, reflection, and group dynamics. With recent research supporting the educational value of experiential learning and the career-focused skills that are fostered in Adventure Education, institutions may want to consider adding Adventure Education. Based on a multi-faceted study consisting of 211 student surveys, four interviews with administrative personnel, a current program analysis across 15 institutions with Adventure Education programs, and 10 surveys from program personnel in existing Adventure Education programs, a proposal and implementation guide for institutions to adopt an Adventure Education program was developed. When applied to a private, four-year institution the conclusion was that program cost and a need for new faculty may be barriers too large to overcome. However, results pointed to a new direction--adding universal, general education courses focusing on the same type of life-skills that Adventure Education offers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601697 Developing a Proposal for the Implementation of Adventure Education in Higher Education ProQuest LLC Ed.D. Dissertation, The University of North Carolina at Greensboro 2019-00-00 978-1-0855-6946-0 62 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810620 2020 -1 As Provided APR2020

New

No Training Methods Instructional Effectiveness Simulation Young Children Weapons Autism Pervasive Developmental Disorders Situated Learning Child Safety Skill Development Orner, Margaret E. Dissertations/Theses - Doctoral Dissertations EISSN- English Every year children are unintentionally injured or killed due to finding an unattended firearm. Although research evaluating various approaches to teach safety skills shows that behavioral skills training and in situ training are effective, limited research exists evaluating small-scale simulation training in teaching safety skills to children. Furthermore, there is no research evaluating this approach with children with Autism Spectrum Disorder (ASD). This study evaluated the effectiveness of small-scale simulation training in teaching firearm safety to 5- to 6-year-old children with ASD. Simulation training was effective for one participant and in situ training was necessary for one participant. However, in situ training was not effective for the third participant. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601698 Evaluating Small-Scale Simulation Training for Teaching Firearm Safety to Children with ASD ProQuest LLC M.S. Dissertation, University of South Florida 2019-00-00 978-1-3922-2835-7 44 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810903 2020 -1 As Provided APR2020

New

No Elementary School Teachers English Language Learners Student Diversity Culturally Relevant Education Language Usage Mathematics Instruction Teaching Methods Teacher Competencies Program Effectiveness Faculty Development Song, Kim Hyunsook Coppersmith, Sarah A. Speeches/Meeting Papers Reports - Research ISSN- English Elementary Education A demand exists to better prepare elementary teachers to improve math content and pedagogical competence for increasing numbers of English language learners (ELLs) (Grossman, Schoenfeld, &amp; Lee, 2005). This paper will share how QTEL grant graduates demonstrate linguistically and culturally responsive math teaching (LCRMT) strategies in their classrooms with ELLs. A LCRMT framework is developed based on research on linguistically responsive teaching (Song &amp; Simons, 2014; Commins &amp; Maramontes, 2006), culturally responsive pedagogical content knowledge of mathematics (Aguirre, Zavala, &amp; Katanyoutnant, 2012; Schleppegrell, 2007; Turner &amp; Drake, 2016), and sociocultural constructivists' perspectives on student interactions (Vygotsky, 1978; Lemke, 1990; Engestrom, 2001; Polman, 2004). The LCRMT framework has two dimensions; three mathematics-related competences for the 1st dimension and three how-to actors for the 2nd dimension. The first dimension has math content competence, math discourse competence, and math pedagogical competence (Halliday, 1978; Schleppegrell, 2007; Aguirre, Zavala, &amp; Katanyoutnant, 2012). The 2nd dimension includes know in-depth, develop cognitive and procedural demands, and examine and develop crosscultural and sociopolitical beliefs (Song &amp; Simons, 2014; Commins &amp; Maramontes, 2006). The three how-to actors under each of the math-related competences will be described. The dichotomy of math content, math discourse, and/or math pedagogy is complex and not easily separated (Moschkovich, 2007), and the LCRMT framework can be used as a planning and assessment tool for teaching mathematics to ELLs. This qualitative study's research question is: &quot;How do elementary inservice teachers demonstrate their LCR math teaching practice in classes with ELLs after they graduated from QTEL program?&quot; Twelve elementary preservice and eight inservice cohort teachers with ELLs, who were mostly white, female, and monolingual, participated in the 2015 QTEL program. Data analysis continues. Preliminary results from an inservice teacher were summarized; a full research methods and results will be presented at the 2017 convention. Activity theory was used for examining and reporting qualitative data (narratives and observations) through identified &quot;activity systems&quot; (Yamagata-Lynch, 2010, p.90 &amp; Engestrom1987). Coding provided two activity systems (Engestron, 1987) to compare: the university teacher training (Triangle 1 - e.g., theory-based LCRMT) and what graduates actually taught (Triangle 2). The first activity system had texts, LCRT strategies, and math content pedagogy knowledge for Tools, teachers in QTEL training for Subject, LCRMT competences for Object/Goal, cooperative learning; LCRT, and LCRMT for Rules, and TESOL instructors for Division of Labor. The second activity system for QTEL graduates had lessons, manipulatives, books, and computers for Tools, teachers for Subject, math teaching for Object/Goal, classroom, order, routine, rules for talking for Rules, and teacher or learner-directed teaching for Division of Labor. Graduated teachers preferred school-provided routines and rules over LCRMT strategies; used SIOP, but did not give individualized language anchors for ELLs. Researchers were puzzled to find LCRMT strategies for ELLs lacking A contribution of this paper is this juxtaposed finding, a gap between University training and actual teaching, which will provide a benchmark for conversations about teaching academic content like Math and social languages to the increasing diverse student populations. ED599872 Training Teachers with Linguistically and Culturally Responsive Math Teaching (LCRMT) versus Observing Math Teaching: LCRMT within Two Activity System Triangles AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 18 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Feminism Prevention Violence Females Teacher Education Programs Course Descriptions Course Content Foreign Countries Social Change Socialization Rape Teaching Methods Sexuality Interpersonal Relationship Bachega, Denise Ferreira Galli, Ernesto Rodrigue de Mello, Roseli Gouvea Bellini, Daniela Mara Speeches/Meeting Papers Information Analyses Brazil ISSN- English To address, in teacher education, the prevention of gender violence is crucial to its eradication. In this work we seek to understand how the Brazilian and international debates on violence against women are taking place in teacher education. In this sense, we analyze the theoretical advance over the last seven years of a course in the Pedagoy Course in UFSCar and its relation with national and international productions on prevention of violence against women. We found that the course content went from theoretical aspects of the feminist debate to actions aimed at preventing and overcoming gender violence, which attends the indication of the international debate on teacher education for the prevention of violence against women. ED599873 The Theoretical Discussion Advance of the Dialogic Feminism Course at the Universidade Federal de São Carlos between 2009 and 2016 AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 27 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Online Courses Higher Education Educational Technology Technology Uses in Education Student Characteristics Conventional Instruction Course Selection (Students) Student Attitudes Management Information Systems Undergraduate Students Delivery Systems Teacher Student Relationship Grade Point Average Grades (Scholastic) Expectation Lavin, Amy Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Online education is pervasive in higher education today. More students are taking courses online than ever before. Institutions are encouraged to adopt virtual classrooms as the market demands access. This study examined the characteristics of students who choose to enroll in online or face-to-face courses and their eventual academic outcomes in their selected course. The purpose was to determine whether online and face-to-face students possess the same skillsets or if there are characteristics that a student should possess when choosing to enroll in an online class or program. Additionally, this study examined students' perception of online courses versus face-to-face courses to determine if there were any differences in students' feedback based on the type of course in which they were enrolled. The course Management Information Systems 101 (MS107) served as the focus of this study; it is a required undergraduate business course in an urban university. Typically, undergraduate sophomores or juniors take this course and are declared business majors at the university. The units for analysis consisted of students enrolled in MS107 in the fall of 2017 and spring of 2018 semesters. The online courses were conducted via WebEx, synchronously with live interaction from the professor. The face-to-face classes were conducted in the traditional environment on the university's main campus. Data were collected from the university's student system, student feedback forms, and the university's New Student Questionnaire (NSQ) and concatenated to present a full picture of each student's course outcome, demographics, and responses to the NSQ. The purpose in analyzing this information was to determine if there are behavioral, demographic, or other characteristics that might lend to better or worse performance in an online classroom. Finally, student feedback was analyzed to determine whether students have different opinions of MS107 depending on course delivery method. Results of this study indicate that from a course delivery perspective, engagement between students and faculty is a critical asset that should be developed in the online classroom environment. In the analysis of the student self-reported characteristics, many of the characteristics for success for the entire sample hold true for the characteristics of successful students in the face-to-face sections. For the online sections, however, the key predictors of success are simply previous grade point average and expectation of high averages in college, eliminating variables like self-confidence and hard working. The results of this study support prior research that states students perform better in face-to-face classrooms than online; however, this research begins to showcase what opportunities might be available for improvement in the online classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602289 Assessing Student Characteristics for Success in Online versus Face-to-Face Environments ProQuest LLC Ed.D. Dissertation, Temple University 2019-00-00 978-1-3921-8545-2 107 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13856291 2020 -1 As Provided APR2020

New

Yes English (Second Language) Curriculum Development 21st Century Skills Foreign Countries Teaching Methods Secondary School Students Constructivism (Learning) Curriculum Evaluation Communication Skills Blended Learning Group Discussion Language Skills Critical Thinking Creative Thinking Skill Development Independent Study Cooperative Learning Learning Strategies Service Learning Reflection Performance Based Assessment Role of Education Developing Nations Multiple Literacies Citizenship Education Global Approach Educational Needs El-Koumy, Abdel Salam A. Books Reports - Descriptive Egypt EISSN- English Secondary Education This book provides a multifaceted framework in which curricular content and methods of teaching, learning, and assessment are all tuned to adequately prepare students at the secondary school level and beyond for building a 21st century Egypt at no added cost, both during and after their formal education. This framework was developed in light of: (a) relationship between language and twenty-first century skills; (b) theoretical and experimental literature on twenty-first century skills and dispositions; (c) needs of Egyptian learners and Egyptian society; (d) constructivist theories of teaching, learning, and assessment; and (e) existing potentials of Egypt without additional cost or support from others. The book consists of four parts. The first part lays the theoretical foundations for the proposed framework. The second part deals with development and assessment of multifaceted curricular content prior to its wide-scale implementation in schools. The third part tackles multifaceted teaching and learning methods. Finally, the fourth part considers multifaceted assessment of both teaching and learning. The book includes nine tables, three figures, a bibliography, and a subject index. [This book was published by Modern Academy for University Books.] ED602290 A Multifaceted Framework for EFL Curriculum Development to Prepare Students for Building a 21st Century Egypt Online Submission 2019-12-00 978-977-831-019-1 475 N/A 2020 -1 As Provided APR2020

New

No Biology Science Instruction Action Research Grade 9 High School Students Literacy Education Teaching Methods Science Tests Standardized Tests Scores Vocabulary Development Instructional Effectiveness Morrison, Anna H. Dissertations/Theses - Doctoral Dissertations South Carolina EISSN- English Grade 9 High Schools Junior High Schools Middle Schools Secondary Education This dissertation focuses on the development and implementation of an action research study that seeks to determine the impact of integrating literacy strategies in the biology classroom on standardized test scores. The teacher-researcher identified the problem of practice in her classroom after four years of observation of ninth-grade biology students. These observations led the teacher-researcher to develop, research, and investigate the following question: What is the impact of Larson's (2014b) Generative Vocabulary Matrix (GVM) in a high school biology course as demonstrated by students' performance on the South Carolina End-of-Course Examination Program? This dissertation orients the research question from a theoretical perspective and provides literature to support the relevance of this work. Additionally, this dissertation provides details associated with the process of planning, developing, acting, and reflecting on this action research study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599527 Integrating Literacy Strategies in the Biology Classroom: Using a Generative Vocabulary Matrix to Improve Standardized Test Scores ProQuest LLC Ed.D. Dissertation, University of South Carolina 2018-00-00 978-0-4388-7557-9 115 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10975514 2019 -1 As Provided APR2020

New

No English Teachers College Faculty Curriculum Design Decision Making Private Colleges College English English Instruction Teaching Methods Introductory Courses Best Practices Theory Practice Relationship Educational Assessment Educational Objectives Reflection Irons, Jeanine Amethyst Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education The purpose of this study was to examine the course design and pedagogical decision-making processes of English teachers at liberal arts colleges. Principles of course design iterated by Fink (2013) through the Integrated Course Design (ICD) model provided a framework for the study. The participants in this study were full-time English department faculty members teaching English 102; participants were of varying ages, educational backgrounds, and years of teaching experience. The participant group included an even number of male and female instructors. Study participants reflected the elements of Fink's ICD model to at least a moderate degree. Data for the study was collected through face-to-face interviews with each instructor, classroom observations, and review of course-related documents. Thematic analysis using qualitative methods facilitated the organization of data into manageable strands. Thematic coding identified connections between the collected data and the research questions. Use of one-on-one teaching strategies emerged from data analysis; this is reported in Chapter IV. The study examined instructors' moves as they planned and taught their 102 courses. Through these means, alignment was found between best practices presented in literature and what occurred in actual teaching and learning situations, or, put another way, between theory and practice. In particular, evidence of these components of course design described by Fink (2013) was found in the participants' course design and pedagogical decision-making processes: Backward Design, Educative Assessment, Goals for Significant Learning, Use of Reflection, Consideration of Situational Factors, and the six taxa of Significant Learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599528 A Qualitative Study of English Instructors&apos; Course Design and Pedagogical Decision-Making Processes at Private Liberal Arts Colleges ProQuest LLC Ed.D. Dissertation, The University of Alabama 2018-00-00 978-0-4388-8866-1 233 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10976885 2019 -1 As Provided APR2020

New

No Higher Education Aggression Work Environment Females Professional Personnel School Personnel Interpersonal Relationship Experience Psychological Patterns Resilience (Psychology) Schiffelbein, Kathryn E. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Numerous studies describe the harsh realities of workplace aggression. Many of these studies originated in Scandinavia and Australia, but in recent years research in workplace aggression has increased in the U.S. Researchers attribute workplace aggression to negative emotional, physical, and psychological outcomes. More recently, researchers studied workplace aggression in higher education populations such students, faculty, and administrators, however, research on professional staff is insufficient. In this three-manuscript dissertation study, I explored the lived adverse interpersonal experiences of female professional staff in higher education and discovered how they moved through the experiences. I offer an alternative to the male &quot;normal experience&quot; through a feminist post-intentional phenomenological lens of female professional staffs' experiences with workplace aggression in higher education. Tentative manifestations, or themes, and discussion provide insight to the female lived experiences of workplace aggression and shame in higher education. I found the participants' experiences included different types of workplace aggression: incivility, bullying, harassment, and emotional abuse. As a result, female professional staff felt elements of shame such as being trapped, powerless, and isolated. I explored how the participants moved through their experiences utilizing components of shame resilience. The majority of participants' voices were silenced as they reached out for help. Their institutional representatives avoided reports of bullying and abuse, consequently silencing and shaming their voices. The results of this study contribute to the literature on higher education organizational culture, workplace aggression, feminist phenomenology, and shame resilience theory. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601699 Silenced Female Voices: How Institutionalized Avoidance Condones a Culture of Workplace Aggression and Shame in Higher Education ProQuest LLC Ph.D. Dissertation, University of Idaho 2019-00-00 978-1-0855-8238-4 256 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810756 2020 -1 As Provided APR2020

New

No Mental Health Correlation Divorce Educational Attainment Depression (Psychology) Parent Child Relationship Graduate Study Longitudinal Studies National Surveys Children Symptoms (Individual Disorders) Pittelli, Brittany V. Dissertations/Theses - Doctoral Dissertations National Longitudinal Survey of Youth EISSN- English Higher Education Postsecondary Education Studies between parental divorce and children's educational attainment have been extensively observed in family research. However, few studies have attempted to examine the negative relationship of those associations with graduate level attainment. This study suggests that parental divorce is associated with diminished overall mental health (i.e., depressive symptoms) in children, and that this decrease may help explain the connection between parental divorce and lower graduate level academic attainment. Using data from the National Longitudinal Survey of Youth 1997 (NLSY97), a nationally representative sample of nearly 9,000 individuals interviewed, this study outlines hypotheses that link parental divorce, mental health, and graduate level academic success among children. The results suggest children of divorce are less likely to attain a graduate degree and are slightly more likely to have depressive symptoms than children from continuously married parents. There were no significant mediating effects regarding parental divorce and children's higher degree acquisition. The findings imply that the negative effects of divorce may persist past the college years, but that mental health/emotional resources do not seem to help us understand the relationship between divorce and the highest levels of educational attainment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601700 Mental Health and the Relationship between Parental Divorce and Children&apos;s Higher Degree Acquisition ProQuest LLC M.A. Dissertation, University of South Carolina 2019-00-00 978-1-0855-9648-0 45 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810774 2020 -1 As Provided APR2020

New

No Social Bias Islam Inclusion Student Diversity Dialogs (Language) Program Descriptions Attitude Measures Student Attitudes College Students Attitude Change Program Effectiveness Muslims Comparative Analysis Intergroup Relations Religion Negative Attitudes Davis, Jason Oliver Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education College campuses in America have become increasingly diverse in recent years. The increase in diversity has not resulted in an increase in intergroup dialogue and/or interactions. Many college campuses have employed a variety of diversity and inclusion programs to foster intergroup relations and improve campus climate. One type of program that has been utilized is &quot;difficult dialogues,&quot; conversations centered on topics often deemed too taboo to discuss (race, religion, LGBTQ, etc.). This research study explored the impact of difficult dialogue programs on implicit attitudes towards Islam. Using a quasi-experimental design, I investigated whether participation in a difficult dialogue program led to a change in results on an implicit attitude test (IAT) of college students. In addition to examining the impact of this program, I also explored the views of participants in the program about their opinions regarding Islam. The study focused on undergraduate students of a single university. I compared the treatment group of 18 students who participated in a difficult dialogue session to the control group of 15 students who did not participate. Participants from both groups were recruited from courses housed in the same department at the university in an attempt to minimize differences between the two groups. Findings revealed that participants in the treatment group had increased their affinity towards Islam to a higher degree than those in the control group. Findings also revealed that participants in the treatment group were less likely to have negative associations of Muslims following the difficult dialogue session and were more likely to recognize discrimination towards Muslims. Finally, the research revealed that participants of difficult dialogue sessions reported an increase in desire for further interactions with Muslims and learning about Islam. The implication of the findings for college campuses is that difficult dialogues on religion can be an effective tool to minimize biases towards religions and interfaith tensions and promote future interactions between faith communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601701 Confronting Islamophobia: Exploring the Potential Effect of Difficult Dialogue on Undergraduate Student Biases Concerning Islam ProQuest LLC Ph.D. Dissertation, Oakland University 2019-00-00 978-1-0855-9476-9 141 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810797 2020 -1 As Provided APR2020

New

No Intervention Handwriting Accuracy Elementary School Students Students with Disabilities Autism Pervasive Developmental Disorders Writing Skills Program Effectiveness Young Children Panos, Kristin Monroe Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Elementary students who demonstrate accuracy and speed in handwriting are better equipped to generate higher quality, longer composition. Unfortunately, students with autism spectrum disorder (ASD) tend to encounter significant difficulties with legibility, size, and speed of handwriting. The present study used a single-subject, multiple-baseline design across participants to examine the effects of CASL (Center for Advancing Student Learning) Handwriting intervention on handwriting accuracy and speed for three early elementary students with ASD. The dependent variable was correct letter points (CLP) and error letter points (ELP) as measured on a 90-s sentence copy probe. The intervention was delivered over eighteen, 20-min sessions which included alphabetic knowledge activities, explicit instruction in handwriting, and timed practice with goal-setting, praise, performance feedback, and self-graphing. After starting intervention, all students showed immediate increases in overall handwriting accuracy. Throughout intervention, handwriting accuracy continued to improve for each student, and handwriting speed increased for 2 of 3 students. However, the observed gains fell short of high levels of accuracy needed to achieve fluency as a learning outcome. Results extend prior research on handwriting intervention for students with ASD, the CASL Handwriting Program, behavioral fluency theory, the Instructional Hierarchy, explicit instruction, and timed practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601702 Effects of Intervention on Handwriting Accuracy and Speed for Elementary Students with Autism Spectrum Disorder ProQuest LLC Ph.D. Dissertation, The University of Iowa 2020-00-00 978-1-0857-5935-9 288 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810807 2020 -1 As Provided APR2020

New

No Intelligence Quotient Spanish Speaking English Language Learners Disability Identification Validity Grade 1 Grade 2 Elementary School Students Longitudinal Studies Language of Instruction Classification Low Achievement Cutting Scores Language Minorities Evaluation Methods Evaluation Criteria Intelligence Tests Santi, Kristi L. Khalaf, Shiva Bunta, Ferenc Rojas, Raúl Francis, David J. Reports - Research EISSN- English Early Childhood Education Elementary Education Grade 1 Primary Education Grade 2 This article examines the validity of IQ-achievement discrepancy and low-achievement as criteria for the identification of disabilities in Spanish-speaking ELs and the factors that moderate the validity of these approaches as bases for identification. While there has been a long history of examining the validity of different approaches to disability identification in monolinguals, there are no systematic approaches taken for ELs. Data from Grades 1 and 2 of a large longitudinal data set consisting of young Spanish-speaking students attending schools in the U.S. were used to empirically examine criteria for disability identification among language minority children - one of the first large-scale attempts. Findings indicated significant overidentification when the language of assessment was not matched to the language of the instruction, although effects varied predictably over time and by language of instruction. Validation of classifications using measures external to the classification found that low achieving and discrepant children differ from typically developing children, and from one another in predictable ways based on differences in IQ. The study highlights the importance of taking into account the language of instruction and the severity of the cut-off to reduce misidentification of typically developing children. [This paper was published in &quot;New Directions for Child and Adolescent Development&quot; n166 p111-143 2019 (EJ1221827).] ED599874 IQ-Achievement Discrepancy for Identification of Disabilities in Spanish-Speaking English Learners Grantee Submission 2019-00-00 National Center for Special Education Research (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) Department of Education (ED) 53 T http://dx.doi.org/10.1002/cad.20304 2019 -1 As Provided APR2020 Yes R324A160258 P50HD052117 P01HD39521 R305P030031

New

No Teacher Effectiveness Teacher Influence Teacher Competencies Elementary Secondary Education Social Networks Academic Achievement Middle Schools Public Schools Value Added Models Opper, Isaac M. Reports - Research New York (New York) RAND Corporation English Elementary Secondary Education Junior High Schools Middle Schools Secondary Education Having good teachers in the classroom matters, and in recent years better data have helped researchers more accurately measure individual teachers' effects on their pupils. A novel RAND study goes further, finding that teachers' effectiveness (or lack thereof) ripples out beyond their own students and affects the educational experiences of their pupils' future peers. The research also found that ignoring a teacher's effect on his or her students' future peers can underestimate a good teacher's value by anywhere from 30 to 90 percent, depending on which assumptions are made about the dynamic nature of the comparisons and the precise definition of the peer group. To better understand how a teacher's impact may extend beyond the students in her classroom, a new RAND study, &quot;Does Helping John Help Sue? Evidence of Spillovers in Education,&quot; highlights the potential spillover effects of a good teacher by separating out the effect of a student's peers' test scores from the effect of other aspects of peers' backgrounds. This research brief summarizes findings from this study and suggests future research questions that could further broaden the understanding of how good teachers can indirectly have a positive influence on their students' future peers. ED599875 How Teacher Effectiveness Spills over into Other Classrooms. Research Brief RAND Corporation 2019-00-00 2 RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org N/A https://doi.org/10.7249/RB10066 2019 -1 ERIC APR2020

New

No Educational Finance High School Students Academic Achievement Low Income Students Expenditure per Student Teacher Salaries Administrators College Entrance Examinations Scores Academic Standards State Standards Taxes Tresnak, Michael E. Dissertations/Theses - Doctoral Dissertations Illinois ACT Assessment EISSN- English High Schools Secondary Education Higher Education Postsecondary Education The purpose of this study was to examine the relationship among selected school funding variables, percentage of low socioeconomic status students, and student achievement. Funding variables included percentage of funds a school district received from the three primary sources: local, state, and federal. Additional funding variables included per pupil expenditures, as well as teacher salaries and administrative salaries. Student achievement variables included ACT composite, ACT math, ACT reading, and the percentage of students that met or exceeded state standards. The population studied consisted of Illinois school districts containing high schools. The data used was the data the Illinois State Board of Education provided to the Illinois Interactive Report Card. The years studied consisted of the data sets for the 2011, 2012, 2013 and 2014 school report cards. The concentration of low socioeconomic status students was found to have the strongest correlation to student achievement. Specifically, the greater the concentration of low socioeconomic students present in a district, the lower the student achievement scores. The second strongest indicator of student achievement was the percentage of funding that came from local sources or property taxes. Although schools with greater degrees of local source funding saw higher student achievement scores, the indicator's significance was not confirmed by linear regression. There was minimal correlation between student achievement and the average per pupil expenditure rate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602291 Funding and High School Student Achievement in the State of Illinois ProQuest LLC Ed.D. Dissertation, Northern Illinois University 2019-00-00 978-1-3922-9316-4 166 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13856223 2020 -1 As Provided APR2020

New

No Lexicology Auditory Perception Phonetics Phonemes Articulation (Speech) Cues Stimuli Acoustics Smart, Jane Bradley Dissertations/Theses - Doctoral Dissertations EISSN- English In speech perception tasks with ambiguous bottom-up information, lexical processes have been shown to influence listener responses, such as in phoneme categorization tasks (Ganong, 1980). Proponents of interactive theories of speech perception and spoken word recognition assert this influence is a top-down feedback mechanism that can affect bottom-up perceptual processes (e.g., McClelland &amp; Elman, 1986). While robust influences on phoneme perception have been reported in multiple studies (Connine &amp; Clifton, 1987; Ganong, 1980; Gow, Segawa, Ahlfors, &amp; Lin, 2008; Pitt &amp; Samuel, 1993; among others), some phonetic contrasts, particularly those that distinguish place of articulation, have been tested in very limited circumstances. Furthermore, there is little research testing this phenomenon with impoverished stimuli or under poor listening conditions, where interaction from lexical processes in phoneme perception may increase, provided that bottom-up input is sufficient to activate higher-level processes. To determine the extent of lexical influences in perception, or the &quot;lexical identification shift&quot; (Pitt &amp; Samuel, 1993) with previously untested stimuli in non-degraded and spectrally-degraded conditions, a series of experiments analogous to Ganong's (1980) paradigm were conducted. The first study investigated top-down influences in phoneme perception, including the contribution of coarticulation cues, in normal hearing adults. In the second study, the lexical identification shift was examined in multiple levels of spectral degradation with noise-vocoded (NV) speech. These experiments illustrate the interplay between top-down and bottom-up information in speech perception; specifically, the influence of top-down knowledge in identification of place-of-articulation contrasts, and the impact of spectral degradation on perception in these tasks. Results in the first study revealed a significant lexical identification shift with place-of-articulation phonetic contrasts across three separate experiments, providing further support for lexical interaction in speech perception. These results also established the contribution of coarticulatory information in relation to the lexical shift, which increased substantially with both a full continuum of stimuli and stimuli that are substantially more categorical. Mixed results were obtained in the second study, with a significant lexical identification shift in the 20-channel NV condition, and no significant differences in phoneme categorization with lexically-biased continua in undistorted, 10-channel and 16-channel NV conditions. Furthermore, the lexical shift was smaller in the 20-channel NV condition, compared to shifts observed in the first study that did not include spectrally-degraded stimuli. Overall, outcomes indicate that lexical influence in the perception of stop consonant place-of-articulation phonetic contrasts is restrained by spectrally-degraded input, with evidence of this restraint apparent in conditions with relatively low-levels of distortion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602292 Lexical Influence in Phoneme Perception with Non-Degraded and Spectrally-Degraded Speech ProQuest LLC Ph.D. Dissertation, University of South Florida 2019-00-00 978-1-3922-2963-7 161 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13856288 2020 -1 As Provided APR2020

New

No Advanced Courses Mathematics Instruction Problem Solving High School Students Calculus Disproportionate Representation Student Attitudes Attitude Change Expectation Learning Strategies Parent Attitudes Student Characteristics Teaching Methods Gray, Christine A. Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Secondary Education The teacher-researcher spent eight weeks as a participant observer in and advanced high school mathematics class in a small town in the southeast. The process of problem-solving was introduced to all twenty students from a combined IB Math SL and AP Calculus AB class. After the pretest, three students were selected, from under-represented groups, for in-depth observation, interviews, and collection of artifacts in order to determine the impact of problem-solving techniques. The work of these students, from underrepresented groups, was examined to gain insight into their experiences and thought processes surrounding problem-solving. The students answered questions about their attitude towards problem solving. The students' attempts were marked for how far they were able go in solving the problem and the strategies that were utilized. The students were also interviewed to find out if their attitude was changing over the eight-week time period. Observations and interviews were coded and analyzed for themes and patterns. Three themes emerged related to the first two steps Polya's problem-solving strategies; the lack of problem-solving strategies introduced in previous math classes, the independence of the student, and the expectations of the student and/or their parents. The study attempted to examine the perspective of the student in using problem-solving techniques. The study represents an effort to gain new awareness about student learning that may have significant influence on teaching and learning problem-solving in an advanced mathematics classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599529 The Impact of Applying the First Two Steps of Polya&apos;s Four Problem-Solving Steps in an Advanced Mathematics Classroom ProQuest LLC Ed.D. Dissertation, University of South Carolina 2018-00-00 978-0-4388-7552-4 97 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10975271 2019 -1 As Provided APR2020

New

No High School Students Adolescents Mathematics Achievement High School Teachers Communities of Practice Teacher Student Relationship Student Motivation Student Centered Learning Student Participation Learner Engagement Mathematics Instruction Negative Attitudes Active Learning Student Projects 21st Century Skills Transformative Learning Housen, Monica Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Secondary Education International tests indicate that students in the United States rank lower in mathematical achievement than students in many other countries (NCES, 1998; OECD, 2014). More than one-quarter of American 15-year-olds do not reach a baseline proficiency in math and do not have the requisite skills to effectively participate in day-to-day life decisions (OECD, 2012). One cause of low math performance is student disaffection (Lewis, 2013a, 2013b; NCES, 2013b), which teachers are uniquely positioned to combat. This intrinsic retrospective case study investigated the experiences of three high school teachers in a professional learning community (PLC) aimed at disrupting students' math disaffection. Students' responses to these teachers' efforts and the impact of a student-centered teaching approach on students' motivation, engagement, and participation were also captured. Knowles's theory of andragogy and self-directed learning formed the theoretical framework for this qualitative inquiry. Literature across the threads of students' historical math experiences, mathematical disaffection, alternative pedagogies to teaching math, and teacher professional development informed this study. In this case, high school students' math disaffection was effectively disrupted through a flexible curriculum that engaged students in project based learning with a focus on 21st century skills. Students who contributed to designing their own learning responded with higher levels of motivation, engagement, and participation. This study revealed that teachers in a self-directed PLC experienced growth in creativity and a transformation of their perceptions of their roles as educators. Findings from this study inform teachers and districts seeking to improve students' mathematical engagement and implement effective teacher professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599530 Disrupting High School Students&apos; Mathematical Disaffection through a Professional Learning Community: A Retrospective Case Study ProQuest LLC Ed.D. Dissertation, Northeastern University 2018-00-00 978-0-4388-7476-3 268 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10976730 2019 -1 As Provided APR2020

New

No Physical Activities Physical Activity Level Life Style Program Effectiveness Student Behavior Recess Breaks Physical Education Intervention Elementary School Students Grade 2 Grade 3 Grade 4 Health Promotion Teacher Role Calvert, Hannah G. Turner, Lindsey Reports - Research Idaho EISSN- English Elementary Education Early Childhood Education Grade 2 Primary Education Grade 3 Grade 4 Intermediate Grades Objectives: Many school-aged children do not meet the daily minimum recommendations for accruing moderate to vigorous physical activity (MVPA), and spend much of their day sedentary. The purpose of this study was to investigate the effects of teacher-delivered classroom-based physical activity (CBPA) on students' MVPA and sedentary behaviors. Methods: Participants included 157 students across seven classrooms and 500 student-days of observation. Students wore accelerometers for one week during fall of 2017, and teachers recorded their CBPA offerings daily. Minutes of scheduled recess and physical education (PE) were also recorded. Results: Overall, students spent the majority of the school day engaged in sedentary behavior, and accrued an average of 20 and 28 minutes of MVPA on non-PE and PE days, respectively. Students did not engage in lengthy bouts of sedentary behavior, and spent approximately 30 minutes each day in sedentary bouts. Mixed effects regressions revealed that offering any CBPA was associated with greater percent time in MVPA and less in sedentary behavior. Conclusions: CBPA is an important contributor to the 30 minutes of school day MVPA that students should accrue, especially since PE and recess are often not sufficient. [This paper was published in &quot;Health Behavior Policy Review&quot; Sep 2019.] ED599876 School Day Classroom-Based Physical Activity and Sedentary Behavior Grantee Submission 2019-09-01 Institute of Education Sciences (ED) 23 T https://doi.org/10.14485/HBPR.6.5.5 2019 -1 As Provided APR2020 Yes R305A150277

New

No Public Schools Private Schools Victims of Crime Antisocial Behavior Verbal Communication Gender Differences Violence Teacher Student Relationship Racial Differences Trend Analysis Teaching Experience Elementary Secondary Education National Surveys Elementary School Teachers Secondary School Teachers Rural Schools Suburban Schools Urban Schools Gimbert, Belinda Luke, Jeremy Byron Kapa, Ryan Moulthrop, Dorothy Speeches/Meeting Papers Reports - Research Schools and Staffing Survey (NCES) ISSN- English Elementary Secondary Education Elementary Education Secondary Education This study identifies trends in teacher victimization between 1993 and 2012. We analyze rates of verbal and physical abuse toward teachers, comparing teachers at public and private schools and male and female teachers. Public school teachers experience more threats and attacks than their private school counterparts. However, those private school teachers who have been attacked experience a higher number of attacks than their public school counterparts who have also been attacked at any point in the same time period. Trends indicate that the number of attacks and threats toward teachers has gone up since 2007. These trends help to inform theories related to the increase or decrease of teacher victimization and set the stage for a larger study to come. ED599877 Trends in Teacher Victimization, 1993-2012 AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 30 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Infants Toddlers Child Development Early Intervention Parents Professional Personnel Hammond, Ruth Anne Guides - General ZERO TO THREE: National Center for Infants, Toddlers and Families English This unique guidebook provides theoretical and practical perspective for those who care for infants and toddlers, whether parent, medical professional, educator, or early interventionist. Easy-to-read and engaging, this summary of the Educaring® Approach introduced by Magda Gerber, founder of Resources for Infant Educarers (RIE), highlights the evolution and key elements of this integrated, multilayered approach and describes how to support babies and toddlers in becoming confident, joyful explorers and caring, connected people. The second edition is updated to reflect the latest science and impacts of the digital age and is richly illustrated with stories and examples from the author's vast experience. ED599878 Respecting Babies: A Guide to Educaring for Parents and Professionals. Second Edition ZERO TO THREE 2019-00-00 Parents ZERO TO THREE. 1255 23rd Street NW Suite 350, Washington, DC 20037. Tel: 800-899-4301; Tel: 202-638-1144; Fax: 202-638-0851; Web site: http://zerotothree.org/ N/A https://www.zerotothree.org/resources/2978-respecting-babies-a-guide-to-educaring-for-parents-and-professionals 2019 -1 As Provided APR2020

New

No STEM Education Online Courses Student Behavior High School Students Extracurricular Activities Course Content Peer Relationship Interaction Self Efficacy Self Management Teacher Role Parent Role Student Attitudes Educational Experience Success Keaton, Whitney G. Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Secondary Education The student perspective in research done in online and STEM education is largely absent but is important for understanding how both of these areas can come together to best serve students. This study uses teacher ratings, school data and student interviews to investigate the perceptions students in online STEM courses have of their past and current educational experiences. Also, using an adaptation of Moore's Framework of Interactions (Moore, 1989), the academic and extracurricular behaviors of these students are examined in relation to their interactions with course content and humans, specifically instructors, parents and peers. The results when looking at interactions with content showed that the areas important to success in online STEM courses were self-efficacy, self-regulation, rigor, and research opportunities. It was also found that the interactions that students have with their instructors, parents and peers are different in this setting as compared to a traditional learning environment. Teachers in online schools serve the role of a facilitator that students felt was important to their success, but was not their only source of instruction. Parents took on many roles in this setting, including monitoring, motivating, instructing and organizing. Learner-learner interaction looked the most different from traditional schools because these participants generally had little interaction with peers due to time and distance constraints. Implications of these findings for students, schools, education and research are given. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601703 Examining the Academic and Extracurricular Experiences and Behaviors of High School Students in Online STEM Courses ProQuest LLC Ph.D. Dissertation, George Mason University 2018-00-00 978-1-3922-1007-9 193 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810826 2020 -1 As Provided APR2020

New

No High School Students Adolescents Immigrants Secondary School Mathematics Mathematics Achievement Achievement Tests Foreign Countries International Assessment Mathematics Tests Educational Experience Socialization Cultural Differences Preferences Bilingualism Student Adjustment Grade 8 Lowry, Amanda E. Dissertations/Theses - Doctoral Dissertations United States Canada Botswana Italy United Arab Emirates Trends in International Mathematics and Science Study EISSN- English High Schools Secondary Education Elementary Education Grade 8 Junior High Schools Middle Schools This research examined the experiences of immigrant students and emergent bilinguals in mathematics. The purpose of these studies was to identify, describe, and understand some of the various factors that impact mathematics achievement and success for these student groups through qualitative case studies and quantitative analysis of the 2015 TIMSS achievement data. The levels of analysis and study were chosen to take both a micro- and macro-lens to the issues of immigrant students and emergent bilinguals.The results of the first two studies suggest that prior educational experiences influence preferences for teaching and learning for students who make a transition from one educational culture to another. Indicators of success were identified so that students could self-report and relate them to their current performance in mathematics. The studies also show that models of success that are normed for dominant student groups may not be accurate for non-dominant groups in mathematics. They explore the Discourses that immigrant students are socialized into through the learning of mathematics, as well as how institutional factors impact how students participate in mathematics. The third study continued evaluating indicators of success, but through the 2015 8th grade TIMSS assessment results in five countries: United States, Canada, Italy, Botswana, and the United Arab Emirates. Models of success were developed using hierarchical linear modelling to understand how indicators of success impact both immigrant students and emergent bilinguals in each of these countries. The models were compared and contrasted to begin to understand the challenges of broadly generalizing students within these two populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601704 Experiences of Immigrant Students in High School Mathematics ProQuest LLC Ph.D. Dissertation, Rutgers The State University of New Jersey, School of Graduate Studies 2019-00-00 978-1-0883-2623-7 156 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13811033 2020 -1 As Provided APR2020

New

Yes Foreign Countries Refugees Student Experience Elementary School Students Student Attitudes Parent Attitudes Teacher Attitudes Student Adjustment Adjustment (to Environment) Stress Variables Language Skills Cultural Differences Religion Faculty Development Student Needs Alkan, Vesile Içen, Mustafa Journal Articles Reports - Research Turkey Iran ISSN-2602-4047 English Elementary Education Turkey is the one of the country hosting a large number of refugees and asylum seekers as stated in UNCHR. In Turkish context, it is seen that there have been a broad studies about Syrian immigrants. On the contrary, it can be said that there is a lack in studies about Iranian refugees and asylum seekers even there has been a dramatic increase due to the rigid and restrictive system of governance in Iran. Therefore, this study aimed to investigate Iranian pupils' experiences at a primary school in order to draw the picture of their lives in Turkish schools. To this view, this study designed according to a case study method following qualitative approach. The data was gathered from three pupils, three parents and three teachers with semi-structured interview forms. The results indicated that Iranian pupils' experiences grouped under themes like adaptation to new temporary world, tension resulting from moving to a new place and incompetence in language. It is seen that Iranian pupils had difficulties at the beginning and are worried about possible religion conflicts in Turkey. The results of this study suggested that teachers need training courses regarding multicultural education in order to support Iranian pupils' learning process. ED602293 Iranian Asylum Seeker and Refugee Pupils&apos; Experiences at a Turkish Primary School Online Submission International Journal of Eurasian Education and Culture (IJOEEC) v4 n7 p266-280 2019 2019-00-00 15 T 2020 -1 As Provided APR2020

New

No College Students College Faculty Knowledge Level Food Nutrition Dietetics Eating Habits Foods Instruction Cooking Instruction Health Programs Program Effectiveness Szczepanski, Jessica Rose Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education As higher education becomes more prominent and prevalent across the country and around the world, its presence influences many individuals in multiple different capacities. The emphasis placed on learning within this setting can be employed not only to improve mental attributes but also physical well-being. A majority of campuses are equipped with expertise and resources to enhance physical well-being and elicit health behavior change among both college students and university employees. As the overall health of these populations continues to decline, particularly in the areas of food and nutrition, it is essential to explore current behaviors as well as identify and develop future strategies that promote physical well-being within the campus setting. Current Behaviors: &quot;College Students&quot;: A survey comprised of individual validated and reliable instruments was delivered via online survey software (Qualtrics, Provo, UT) and disseminated as a mass email to all students enrolled at a large land-grant university in the Midwest. Scores from each individual instrument were determined to measure eating competence, food/nutrition aptitudes, and dietary intake within the target population. All data analyses were conducted using Statistical Package for Social Sciences software program (IBM SPSS v24). Descriptive statistics, independent samples t-tests, and correlations were completed to assess various demographic variables, eating competence, food/nutrition aptitudes, and dietary intake among college students. Of those who participated, 615 completed the entire survey and were included in data analyses. Participants categorized as eating competent (n = 333, 54%) had significantly higher food/nutrition aptitudes (p &lt; 0.01) and superior dietary intake (p = 0.03) compared to participants categorized as eating incompetent (n = 282, 46%). All correlations between eating competence, aptitudes, and intake were identified as moderate (r = 0.23-0.33) and statistically significant (p &lt; 0.01). Outcomes from the survey indicate marginal eating competence, food/nutrition aptitudes, and dietary intake among college students. Results also suggest a positive correlation exists between eating competence and other measured aptitudes and intake within the target population. Future research is warranted to further explore the role of eating competence as well as its connections to other food/nutrition aptitudes and dietary intake among college students. Future Strategies: &quot;College Students&quot;: A nutrition education program, &quot;Culinary Boot Camp&quot; (&quot;CBC&quot;), was developed and delivered to students at a large land-grant university in the Midwest. Online surveys (Qualtrics, Provo, UT) composed of individual validated and reliable instruments assessed various food/nutrition aptitudes as well as dietary intake pre- to post-intervention. Again, all data analyses were completed using Statistical Package for Social Sciences software program (IBM SPSS v24). A total of 86 college students participated in &quot;CBC,&quot; with 71 completing pre-surveys and 46 completing post-surveys. A statistically significant change occurred within several food/nutrition aptitudes (p = 0.05); those with the greatest improvements included cooking skills/attitudes and grocery shopping self-efficacy (p &lt; 0.01). Trends towards change were observed within overall dietary intake, with convenience food consumption (p = 0.03) and fruit/vegetable servings (p = 0.06) changing most pre- to post-intervention. Results from the intervention indicate &quot;CBC&quot; may be an effective nutrition education program to enhance food/nutrition aptitudes and encourage better dietary intake among college students. Additional research is required to support and establish the positive outcomes and success of &quot;CBC.&quot; &quot;College Students vs. University Employees&quot;: The nutrition education program &quot;CBC&quot; was developed and delivered to students and employees at a large Midwestern land-grant university. Online surveys (Qualtrics, Provo, UT) served as the primary evaluation tool to examine participant food/nutrition aptitudes and dietary intake pre- to post-intervention. Again, Statistical Package for Social Sciences software program (IBM SPSS v24) was used for all data analyses. Of the 86 student/92 employee participants, 71/66 completed pre-surveys and 46/50 completed post-surveys. Most student aptitudes demonstrated statistically significant improvements (p = 0.05), while trends towards improvement (p = 0.10) were observed within intake measures. All aptitudes and most intake measures improved significantly among employee participants (p = 0.02). All participants demonstrated the greatest improvements in cooking skills/attitudes and grocery shopping self-efficacy pre- to post-intervention (p &lt; 0.01). Employees exhibited significantly greater improvements (p = 0.02) in almost all food/nutrition aptitudes, but most dietary intake improvements were comparable between the two participant groups. Results from the intervention suggest &quot;CBC&quot; is an effective nutrition education program to develop food/nutrition aptitudes and promote better dietary intake among university students and employees alike. Future research is recommended to further investigate the impact of CBC on food/nutrition aptitudes and dietary intake across diverse populations, both on- and off-campus. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED602294 Food/Nutrition Aptitudes and Dietary Intake among College Students and University Employees: Effectiveness of a Culinary Boot Camp Nutrition Education Program on Improving Current State and Providing Future Solutions ProQuest LLC Ph.D. Dissertation, Iowa State University 2019-00-00 978-1-0883-1902-4 419 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13856296 2020 -1 As Provided APR2020

New

No Cultural Awareness Student Projects Active Learning Teaching Methods Foreign Countries Intercultural Communication Measures (Individuals) Student Journals Student Attitudes Textbooks Sociocultural Patterns Worksheets Case Studies Action Research Educational Change Curriculum Development College Students Technical Education Oral Language Communications Elam, Jesse Russell Dissertations/Theses - Doctoral Dissertations Japan EISSN- English Higher Education Postsecondary Education The purpose of this exploratory mixed-methods action research study was to expose six students studying Oral Communications 1 (OC1) at Japan's Technical University (JTU) to a sociocultural component using the textbook &quot;Mirrors and Windows&quot; (Huber-Kriegler, Lazar, &amp; Strange, 2003) over an eight-week period with the assistance of project-based learning (PBL). Both quantitative and qualitative data were collected using: (a) the IDI, (b) field notes, (c) reflective student journals, (d) worksheets from in-class tasks, and (d) a focus group. This dissertation used Mertler's (2014) step-by-step process of action research to collect, document, and to analyze data concerning the students' changes in intercultural competence. The Intercultural Development Inventory (IDI) was used as the primary quantitative source of data in addition to categorized quantified anecdotes from the qualitative sources using meta-inferences. A case study was constructed using the qualitative sources (the field notes, worksheets, and focus group) through narrative analysis to further elaborate on the results from the IDI. Both quantitative and qualitative interpretations showed successful improvement in three participants' intercultural competence--from polarization defense to minimization--after the completion of the curriculum adjustment. Furthermore, analysis of the case study illustrated why some students were able to transcend polarization defense while others failed. Through the action research process improvements to the sociocultural component, methodology, and theoretical framework for future studies are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599531 Fostering Intercultural Competence through Problem-Based Learning: A Case Study of A Socioculturally Modified Curriculum in Japanese Higher Education ProQuest LLC Ed.D. Dissertation, University of South Carolina 2018-00-00 978-0-4388-7561-6 231 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10975665 2019 -1 As Provided APR2020

New

No School Holding Power Associate Degrees Nursing Students Community Colleges Urban Universities Minority Group Students Scores Grade Point Average Grades (Scholastic) Anatomy Physiology Nursing Education Rohr, Denise A. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Two Year Colleges This action research study was undertaken at an urban community college in the Midwestern United States. Concern existed that students who might be successful, particularly those from minorities underrepresented in the nursing workforce, might be prevented from entering the program by adopted admission criteria which might not be truly predictive of future success. A logistic regression model was used to study the relationship between applicant ranking score, student overall grade point average, grade in Anatomy and Physiology 1 course, and overall score on the Test of Essential Academic Skills and success in the first clinical nursing course. Although the logistic regression model created was not predictive, it was found that a relationship did exist between overall score on the Test of Essential Academic Skills and success in the first clinical course. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599532 Factors Influencing Retention of Associate Degree Nursing Students ProQuest LLC Ed.D. Dissertation, Northern Kentucky University 2018-00-00 978-0-4388-7565-4 66 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10975998 2019 -1 As Provided APR2020

New

No Formative Evaluation Computer Assisted Testing Test Validity Student Evaluation Protocol Analysis Interviews Common Core State Standards Construct Validity Test Items Misconceptions Usability Cognitive Processes Elementary School Students Secondary School Students Mix, Daniel F. Tao, Shuqin Speeches/Meeting Papers Reports - Research Tests/Questionnaires ISSN- English Elementary Education Secondary Education Purposes: This study uses think-alouds and cognitive interviews to provide validity evidence for an online formative assessment--i-Ready Standards Mastery (iSM) mini-assessments--which involves a heavy use of innovative items. iSM mini-assessments are intended to help teachers determine student understanding of each of the on-grade-level Common Core State Standards (CCSS) before, during, or after instruction. These mini-assessments focus on measuring how well students have mastered the material and identifying potential misconceptions that require targeted instruction. That said, it is clear that three salient features of iSM will shape the motif of this study: (1) a CCSS-aligned assessment; (2) a formative assessment that aims to provide teachers with actionable information to pinpoint misconceptions and guide remediation; and (3) the use of innovative items. To evaluate the degree to which these features and inferences can be supported by the items and tests, we seek to gather validity evidence to understand the following three questions: (1) In general, are students using the cognitive processes that are intended to be measured? (construct validity) (2) In general, for students who answer items wrong, does our analysis of why students might answer an item incorrectly match up with what was observed? (misconception analysis) and (3) Are students able to use the online assessment interface without difficulty? In other words, are the features that students will be asked to use, such as dropdown menus, coordinate graphs, and number line features intuitive or difficult to understand? (usability issues) Methodology: The methodology employed in this study is a hybrid of think-aloud and cognitive interview. The former is to record students' thought processes in real time, whereas the latter is a retrospective interview following the think-aloud protocol. Specifically, in this study, as a student says out loud his/her thought processes while responding to an item, administrators marks down his/her observation of the student's cognitive processes, reaction and engagement to the actual item. This process is followed by in-depth cognitive interviews, which are conducted by well-trained administrators following carefully-designed protocols. These protocols are designed to ask both item-specific and overall questions aimed to address the three research questions laid out above. We carefully selected 23 reading and 38 math forms for this study, with six items per form, ranging from grade 2 to grade 6. 47 school-age children of employees volunteered to participate, resulting in 82 sessions in total. Preliminary results Analysis results show that 91% of the students' cognitive processes matched the expectation of the CCSS, and 69% of the misconceptions matched or were related to the response analysis. Results also reveal some usability issues that might introduce construct-irrelevant variance into test scores. Specifically, students indicated they struggled with some features with some innovative item types, some online tools, and the navigation system. Educational significance: This study shows how think-alouds and cognitive interviews can be used to provide validity evidence regarding response process for a formative assessment. Findings can help inform decision-making regarding how to (1) better assess CCSS constructs, (2) provide more instructionally-relevant feedback, and (3) minimize usability issues associated with innovative items. ED599879 Using Think-Alouds to Validate a Formative Assessment AERA Online Paper Repository Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017) 2017-04-28 45 AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository 2019 -1 As Provided APR2020

New

No Literacy Education Faculty Development Interdisciplinary Approach Achievement Gap High Schools Middle Schools Content Area Reading Content Area Writing Reading Skills Writing Skills Teaching Methods Assignments Bottoms, Gene Rock, Daniel Tadlock, Joseph Reports - Descriptive Opinion Papers Mississippi North Carolina Oklahoma South Carolina Texas (San Antonio) Southern Regional Education Board (SREB) English High Schools Secondary Education Junior High Schools Middle Schools Literacy is the foundation for success in school and society. An essential goal of every school is to help every student read, write and think critically. Dedicated teachers are the catalyst for reaching this goal. The Southern Regional Education Board (SREB) developed a literacy professional learning model to better support these dedicated teachers. SREB's powerful literacy practices stem from and expand upon the Literacy Design Collaborative (LDC) instructional framework. LDC is a vehicle for developing reading, writing and thinking skills within a variety of academic disciplines, not just in English language arts courses. When teachers help students become literate in their discipline, they ultimately strengthen students' learning of the content and the subject matter. SREB provides professional development to educators in how to use these powerful literacy practices to change how teachers teach and students learn. These practices empower teachers from various disciplines -- including English language arts, science, social studies and career and technical education -- to collaborate, plan lessons together and create more relevant assignments that engage and excite students. The teacher success stories in this publication illustrate how SREB partnered with states, districts, schools and teachers to immerse students in grade-level assignments that raise achievement. These stories also show how implementing this literacy model can be both challenging and rewarding. These stories highlight only a few of the teachers who rose to the challenge and persevered. ED599880 Literacy across the Curricula: Teacher Success Stories Southern Regional Education Board (SREB) 2018-06-00 28 Southern Regional Education Board. 592 10th Street NW, Atlanta, GA 30318-5790. Tel: 404-875-9211; Fax: 404-872-1477; e-mail: publications@sreb.org; Web site: http://www.sreb.org N/A https://www.sreb.org/sites/main/files/file-attachments/18v13_literacyacrosscurricula.pdf 2019 -1 ERIC APR2020

New

No Whites Race Racial Bias STEM Education College Students White Students Student Behavior Minority Group Students Educational Resources Standards Student Attitudes Social Attitudes Algebra College Mathematics Nishi, Naomi W. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Postsecondary Education Whiteness is present and performed when whites are discussing race and racism. It is also working when race isn't being discussed in STEM college classrooms. As this dissertation shows, white students in college algebra participate in white racial bonding, committing racial microaggressions and what I coin &quot;nanoaggressions&quot; against Students of Color. White students also perform whiteness through their hoarding class resources and forcing Students of Color to earn inclusion through a host of unspoken rules and whiteness norms. This study uses critical portraiture to richly demonstrate what whiteness and racism looks and feels like in a college algebra class and the consequences of this whiteness for Students of Color. I conclude by questioning the necessity of algebra as a gatekeeper course for STEM majors and offer implications and recommendations to dismantle this whiteness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601705 Critical Rightness Studies: Whiteness in College Algebra ProQuest LLC Ph.D. Dissertation, University of Colorado at Denver 2019-00-00 978-1-3922-1010-9 257 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13811039 2020 -1 As Provided APR2020

New

No STEM Education Teacher Effectiveness Program Effectiveness Adolescents Adolescent Attitudes Public Schools Self Efficacy School Districts Program Implementation Faculty Development Minority Group Students Females Teacher Attitudes Elementary Secondary Education Wilson, Michelle M. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education The newest science standards and national economy demand a committed emphasis to STEM integration in K-12 education. The need for STEM programs in K-12 education continues to grow, specifically in the formative adolescent years. In response, one public school district pursued and was awarded a grant to implement a STEM program. This research study is an investigation into the impact of this program on both students and teachers throughout the school district. The purpose of this mixed method, three-article dissertation was to probe the effectiveness of the district-wide STEM program on adolescents and their teachers. The researcher was particularly attentive to the relationship between teacher efficacy in STEM and students' confidence in and attitudes toward STEM, whether a difference existed in groups of teachers and students who were surveyed before and after the STEM program was implemented, and whether a difference existed in terms of race and gender regarding students' levels of STEM confidence. Historical data including both teacher and student responses that were collected by the district were used for a variety of analyses. The studies found that there was no relationship between teachers' STEM efficacy and students' STEM confidence, but there was an increase in both groups' levels of STEM efficacy and confidence after the program. Analysis of teachers' comments indicated that three areas of priority concentration for STEM professional development are time, efficacy, and equipment. The studies also found that there were no differences regarding gender or race in terms of STEM confidence among students. Females' STEM confidence increased after the STEM program, while minority students' STEM confidence did not. The studies provide both quantitative and qualitative analyses to the national focus on STEM education and best practices for equipping teachers and their students to have positive experiences with STEM learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED601706 Cultivating the Roots of STEM: Investigating the Influence of a STEM Program on Teachers&apos; Efficacy and Adolescents&apos; Attitudes toward STEM ProQuest LLC Ph.D. Dissertation, The University of Alabama 2019-00-00 978-1-3922-5401-1 135 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13810493 2020 -1 As Provided APR2020

New

Yes Mathematics Anxiety Rating Scales Mathematics Instruction Test Construction Test Validity Test Reliability Preservice Teachers Elementary School Teachers Foreign Countries Factor Analysis Self Efficacy Alkan, Vesile Cosguner, Tolga Fidan, Yücel Journal Articles Reports - Research Turkey EISSN-2148-7456 English Higher Education Postsecondary Education Elementary Education This study aimed to develop mathematics teaching anxiety scale for prospective primary school teachers. It was designed based on survey method and conducted with four sampling group consisting of 956 prospective primary school teachers at Education Faculties in Turkey. First sampling group was consisted of 404 prospective primary school teachers and 96 out of it were involved in the application of open-ended questions and 308 were involved in exploratory factor analysis. 305 prospective primary school teachers in the second sampling group participated in the confirmatory factor analysis, 108 prospective teachers in the third group were involved in criterion validity and 139 prospective teachers in the fourth one participated in the test-retest reliability analysis. As a result of the principal component analysis of the Mathematics Teaching Anxiety Scale (MTAS), it was found that the scale indicating single factor structure and consisting of 31 items (47.43% of the total variance). After suggested modifications, the scale MTAS was constructed with 19 items. 12 items were removed from the scale and the confirmatory factor analysis (CFA) was carried out with 19 items. According to CFA results (0[less than or equal to]X2 / df = 1.483[less than or equal to]2, RMSEA = 0.040, RMR = 0.050, AGFI = 0.908, TLI = 0.972, CFI = 0.976, IFI = 0.976, GFI = 0.928, NFI = 0.930 and RFI = 0.919), it was confirmed that the scale structure was consisting of 19 items and one dimension. The Cronbach's alpha coefficient of the final form of Mathematics Teaching Anxiety Scale was calculated as 0.93. ED602295 Mathematics Teaching Anxiety Scale: Construction, Reliability and Validity Online Submission International Journal of Assessment Tools in Education v6 n3 p506-521 2019 2019-00-00 16 N/A 2020 -1 As Provided APR2020

New

Yes Career Readiness Vocational Education Educational Innovation Education Work Relationship School Community Relationship School Business Relationship Access to Education Educational Cooperation High Schools Middle Schools Public Schools Family School Relationship Alignment (Education) Reports - Descriptive Louisiana (New Orleans) Advance CTE: State Leaders Connecting Learning to Work English High Schools Secondary Education Junior High Schools Middle Schools Launched in 2016, JPMorgan Chase &amp; Co. New Skills for Youth (NSFY) is a $75 million, five-year global initiative aimed at transforming how cities and states ensure that young people are career ready. The local investments from across the world -- Innovations Sites -- aim to identify and implement the most promising ideas in career education, with a special focus on communities with the greatest needs. In just a few short years, the number of New Orleans, Louisiana public school graduates earning statewide industry-recognized credentials in three leading industries--health sciences, creative media and technology, and skilled crafts--has increased fivefold. This is in large part due to the work by YouthForce NOLA, an education, business and civic collaborative that prepares New Orleans public school students to pursue high-wage, high-demand career pathways. JPMorgan Chase &amp; Co. NSFY initiative invested in Youthforce NOLA as an Innovation Site to expand and enhance the organization's efforts to develop a pipeline of skilled workers for high-demand, high-wage careers. This snapshot profiles the work YouthForce NOLA is doing to improve career pathways for learners. ED602296 New Skills for Youth Innovation Sites 2019 Snapshot: New Orleans, Louisiana Advance CTE: State Leaders Connecting Learning to Work 2019-08-00 JPMorgan Chase & Co. 9 Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/ N/A 2020 -1 As Provided APR2020

New

No Scientific Literacy English Language Learners Secondary School Students College Students Reading Comprehension Writing Skills Introductory Courses Biology Equal Education Public Schools Track System (Education) College Preparation Textbook Content English for Academic Purposes Intensive Language Courses Student Needs Instructional Improvement Science Instruction Roo, Anna Karin Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education Higher Education Postsecondary Education This dissertation explores science literacy for English learners (ELs) in secondary and university contexts. The two studies conducted for this dissertation demonstrate the reading comprehension abilities of secondary school ELs, and the writing of ELs for a university introductory biology course. The first study reveals some inequity in public school education that ELs face when they arrive at the secondary school level. ELs can be placed into low-track streams limiting their options for college preparatory courses, and thus limiting their access to university. The transition chapter between the two studies highlights some areas where English for academic purposes (EAP) or intensive English program (IEP) books may not prepare students for the linguistic rigor of university writing course work. The second study identifies that ELs perform in between the work of their non-EL peers at the top 10% and the bottom 10% of the course. The study also indicates that all students could benefit from more genre instruction before writing lab reports. As all three groups of students struggled in similar areas of the lab report format, the study indicates that it takes time for all students to develop the skills needed science writing. The final chapter highlights areas to improve science literacy instruction for ELs at both the secondary and university levels. These suggested ways to improve science literacy for ELs would also benefit all students to develop science literacy. Overall, this dissertation gives insight to the needs of ELs at secondary and university level science instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599533 Exploring Science Literacy of English Learners in K-16 Learning Environments ProQuest LLC Ph.D. Dissertation, Washington State University 2018-00-00 978-0-4388-8622-3 119 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10975128 2019 -1 As Provided APR2020

New

No Web Based Instruction Seminars College Faculty Intention Faculty Development Technology Integration Public Administration Education Foreign Countries Gender Differences Teacher Attitudes Usability Teacher Behavior Predictor Variables Educational Benefits Resistance to Change Saghir, Ali Mohammed Dissertations/Theses - Doctoral Dissertations Saudi Arabia EISSN- English Higher Education Postsecondary Education Professional development helps employees improve their skills and competencies for performing work-related tasks. It entails equipping workers with technical skills to enable them to use a new technology. However, institutions are still faced with challenges when integrating new technologies into their systems. It is important for the management of various institutions to inquire about employees' readiness to adopt a change before implementing it to determine the level of possible resistance. The purpose of this quantitative study was to examine the behavioral intention of faculty members on the use of webinars as a tool to receive professional development content at the Institute of Public Administration in Saudi Arabia. Moreover, gender investigated to see whether this demographic characteristic relates to faculty members' behavioral intentions to use webinars, and whether it moderates the predictive relationships between perceived usefulness / ease of use and behavioral intention. The theoretical framework that guided the study was the technology acceptance model which comprises two main constructs, namely perceived usefulness and perceived ease of use. A quantitative correlational design research methodology was also utilized in the study. Moreover, the survey method was used to collect the data. Also, data from 194 faculty members were used for both descriptive and inferential statistics. The results showed perceived usefulness and perceived ease of use were statistically significant predictors of behavioral intention to use webinars. In addition, the results indicated gender had no statistically significant moderating effect on the relationship between perceived usefulness, perceived ease of use and faculty members' behavioral intention to use webinars. This research concluded that, by examining these attributes of employees, managers may predict possible resistance to adopting new technologies in educational facilities. The research findings are aimed at helping institutions understand the factors that determine the employees' willingness to embrace a technology. Lastly, future prospects on examining the ways that perceived usefulness and perceived ease of use can be promoted effectively within an institution are suggested. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED599534 Determinants Related to Faculty Members&apos; Intention to Use Webinars for Professional Development Purposes ProQuest LLC Ph.D. Dissertation, Northern Illinois University 2018-00-00 978-0-4388-5476-5 114 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&a