27,658 results on '"Students"'
Search Results
2. School Nurses' Experiences and Roles in Promoting and Administering the HPV Vaccine: A Systematic Review Using the Socioecological Framework
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Kimberly McNally, Amira Roess, Ali Weinstein, Lisa Lindley, and Robin Wallin
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Understanding the school nurse's experience in human papillomavirus (HPV) vaccine promotion can reduce vaccine disparities. HPV vaccination is critical to cancer prevention. Despite the importance of the school nurse in vaccine promotion, there is a lack of understanding. This article aims to examine the knowledge, attitude, experience, and role of school nurses related to HPV vaccination and promotion in school settings. A systematic search for school nurses and their experiences related to HPV vaccination was conducted. A thematic synthesis was undertaken using the socioecological model. This review highlights the complexity of HPV vaccine promotion in schools over time. Multilevel factors impact nursing practice. Nurses have good vaccine knowledge and positive attitudes. Poor workflow processes, competing demands, and vaccine communication challenge school nurses. The themes that were synthesized informed the LEADS model. With the support of school nurses, reaching the goal of eliminating cervical cancer as a public health problem is possible.
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- 2024
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3. Refugee-Background Students in New Zealand and the United States: Roots and Results of Educational Policies and Practices
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McBrien, Jody L. and Hayward, Maria
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Both the United States (US) and New Zealand (NZ) have been resettling refugees since the Second World War. As such, and because of several international treaties signed by both countries, they must concern themselves with the education of resettled refugee students in their nations. In this study, the researchers examine the international agreements and national resettlement policies that shape these nations' refugee education policies. Second, educational practices for refugee students in the US and NZ using phenomenological qualitative research based on observations, interviews, and focus groups with teachers and refugee students are examined. The researchers conclude that the more systematic methods of resettlement and educational tools available to teachers in NZ through consistent national policies provide better opportunities for success than policies and practices that vary widely from state to state and even within states in the US.
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- 2022
4. Delivering on the Promise of Digital Equity
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Digital Promise and Weaver, D'Andre J.
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Digital knowledge and skills are needed to fully participate in the society and economy of the United States. The historic $65 billion Infrastructure Investment and Jobs Act represents a significant federal investment in advancing digital equity and inclusion, and an opportunity to make lasting change in communities across the country. This report proposes solutions to strategically use that funding to advance digital equity and inclusion. We recommend nine "big plays" that districts and states can make to that end, including building and sustaining infrastructure, strengthening teachers' digital skills, and deeply engaging underrepresented communities.
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- 2022
5. Legislating What Matters: How Policy Designs Shape Two New Immigrant Destinations Schools' Responses to Immigrant Students
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Brezicha, Kristina F.
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This comparative case study examines the policies of two new immigrant destinations in the United States and Canada that in the past 20 years experienced a rapid influx of immigrants. Using an integrated framework of policy design theory and the context of reception, this paper analyzes the framing of immigrant students in the state, district, and school-level policies. Interviews with immigrant students in these communities show how these policies shaped their schooling experiences and communicated important messages to them about their role in their new communities, thus shaping their political identities. The findings highlight the important interplay of these different policymakers in shaping the contexts of receptions students encountered. The paper concludes by discussing educators' role in working to craft more equitable policies.
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- 2022
6. Estimating the Number of Teachers of Students with Visual Impairments in the United States
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Savaiano, Mackenzie E., Shanahan Bazis, Pamela, Hebert, Michael, Rodgers, Derek B., Bosilevac, Madison, Leutzinger, Bridget, and Thompson, Madison
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Introduction and Methods: We do not have an accurate count of the number of teachers of students with visual impairments working in the field, and it is a difficult number to estimate. As part of a national survey, states were contacted to estimate how many teachers of students with visual impairments are working in the United States and compared to the estimate developed by the National Plan for Training Personnel to Serve Children with Blindness and Low Vision (NPTP) in 2000. Results and Discussion: The estimate calculated from this process is very similar to the estimate from NPTP (2000), indicating that there are roughly the same number of teachers of students with visual impairments in the field now as there were 20 years ago.
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- 2022
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7. Learning Renewed: Ten Lessons from the Pandemic
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Education Development Trust (United Kingdom), McAleavy, Tony, Riggall, Anna, and Korin, Astrid
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The health emergency has stress-tested the education systems. What has been learned from the experience? And how can that be applied to lessons while seeking to ensure that 'building back better' is an evidence-informed undertaking? In this report, the authors identify ten lessons from the crisis of 2020-2021 that should be used to inform planning for the reconstruction of education in the long term: (1) The crisis has reinforced the need for adaptive, agile policymaking; (2) Meeting the equity challenge depends on data, detail and deliberate action; (3) The best external support for teachers comes from other teachers; (4) School leadership matters; (5) Without effective assessment for learning, it is impossible to meet the needs of individual students; (6) Great teaching and learning are not enough: schools need to address the wellbeing of students and teachers; (7) Access to technology is necessary but not sufficient: many teachers urgently need training in digital pedagogy; (8) Technology solutions must be accessible -- and include a no-tech safety net; (9) Parental and community resources must be harnessed to support learning; and (10) Effective support for girls must be prioritised in plans for reopening and learning recovery. The authors arrived at these ten lessons through a thorough global review of a range of sources including policy documents and research findings and through a series of interviews with senior leaders in some of the organisations and programmes featured. [This report was written with Susy Ndaruhutse and Ruth Naylor.]
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- 2021
8. Normalization of English and Identity Construction of Refugee Background Youth from Burma/Myanmar in US Schools
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Tun, Kyaw Win
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This paper is based on the ethnographic multiple case study of four refugee background youths from Burma at four different schools in a midwestern urban school district in the US. My research finds that the normalization of English constructed the focal youths' language-related identities. I also argue that through this normalization, language difference between school and home became a difference that marginalized the focal youth in their class and racialized their subjectivity.
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- 2023
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9. Determining the Academic and Well-Being Needs of Students in Urban School Environments: A Delphi Study
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Morgan, Joseph John, Diamond, Lindsay Lile, Spies, Tracy Griffin, Raines, Tara C., and Boone, Randall
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Research indicates that there is a discrepancy in academic outcomes between students attending school in urban environments and those attending school in suburban environments. While educational reform efforts have focused on providing in-school academic interventions, they often do not consider variables that address well-being, nor are they aligned among critical stakeholders. This study implemented a two-round Delphi survey to develop consensus around critical priorities of focus to improve the academic and well-being outcomes of students. It was discovered that the main focus of intervention continues to be on academics, with less attention on well-being. Results and implications for practice are discussed.
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- 2023
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10. Teachers' Cultural, Social and Emotional Capabilities: How Teacher Compassion and Humility Is an Antecedent to Student Confidence
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Willis, Alison S.
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A deeper understanding of how teachers bridge cultural differences in teacher-student relationships provides insights into the cultural, social and emotional capabilities needed in teachers. This phenomenographic study investigated the experiences and conceptions of Anglophonic Western trained teachers who worked in non-Western institutions with the aim of understanding how teachers working in cross-cultural contexts bridge cultural differences to engage students in learning. Findings show that teacher humility and compassion were antecedents to confidence in students. Further, findings reveal a need for systems administrators and teacher educators to make investments into teachers' and pre-service teachers' cultural, social and emotional capabilities for the sake of student confidence and engagement in learning. The study further revealed that student confidence is often evidence of a teacher's cultural capability.
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- 2023
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11. 'It Will Change Traditional School in a Very Positive Way': Educators' Perspectives of the Marshallese Experience during Spring 2020 Remote Learning
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Collet, Vicki S. and Berman, Elise
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The Marshallese are a new immigrant population in the United States that has experienced inequitable educational outcomes. Since school closures disproportionately affect high-poverty populations (Berkman, 2008; Cauchemez et al., 2009) and many Marshallese fall within this demographic, the authors wondered whether educational inequities might be deepened by school closures as a result of the COVID-19 pandemic. This study asks: What are the perceptions of educators about the impact of school closures on Marshallese families? A better understanding of these experiences can inform educational policies and practices as we prepare for uncertain school futures.
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- 2023
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12. Student Engagement during Emergency Remote Teaching: A Scoping Review
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Yang, Dong, Wang, Huanhuan, Metwally, Ahmed Hosny Saleh, and Huang, Ronghuai
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Research on student engagement has recently gained popularity as it can address problems such as early dropout and poor achievement. The growing interest in investigating student engagement during the COVID-19 pandemic is reflected in increased publications addressing this topic. However, no review provided research evidence and an overview of existing literature on student engagement during emergency remote teaching (ERT). We reviewed how student engagement studies were undertaken during ERT from three perspectives: (1) the landscape of studies, (2) methodologies issues, and (3) the strategies used to facilitate student engagement. 42 articles were analysed from an initial pool of 436 search results. The findings illustrate that current studies were predominately undertaken in the United States (36%) and China (22%) with focusing on STEM subjects as a dominant discipline. The literature was largely inconsistent in defining and measuring student engagement. In addition, the majority of studies (57%) investigated students' engagement from the perspective of students, unlike other stakeholders. The most prominent finding is that ERT promoted several important engagement strategies, including motivational factors, teachers' facilitation, a hybrid learning model, and using learning technologies to boost students' engagement.
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- 2023
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13. Mediation of Self-Concept and Moderation of Teacher Support between SES and Reading Achievement: Evidence from China and the United States
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Ma, Lihong, Xiao, Leifeng, and Li, Qi
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Background: Socioeconomic status (SES) is important in students' reading development. The mechanism of how they are linked, however, is underexplored. Aims: This research aimed to explore whether reading self-concept mediates the link between SES and reading achievement and whether teacher support moderates the direct and indirect link between SES and reading achievement. Samples: Using PISA 2018 database, we selected 17,346 15-year-olds from 537 schools in B-S-J-Z (China) and the United States (U.S.). Methods: Multilevel linear models were calculated to explore the potential mediation of self-concept and the potential moderation of teacher support between SES and reading achievement. Results: Results reveal that reading self-concept mediated the link between SES and reading achievement at student level both in China and the United States, and teacher support moderated the link between SES and reading self-concept both at student level and school level only in China, but not in the United States. Conclusion: Our research highlights the importance of self-concept and teacher support in improving students' reading achievement, especially for students of low SES, which has important theoretical significance and practical enlightenment for reading instruction.
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- 2023
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14. Uncovering the Research Behaviors of Reporters: A Conceptual Framework for Information Literacy in Journalism
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Boss, Katherine E., De Voe, Kristina M., Gilbert, Stacy R., Hernandez, Carolina, Heuer, Megan Blauvelt, Hines, April, Knapp, Jeffrey A., Tokarz, Rayla E., Tucker, Chiméne E., and Bisbee, Kristina V.
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The American news media is facing a crisis of public trust fueled, in part, by an epistemological disagreement of what constitutes quality news. Through a series of 50 interviews with journalism professionals and students, this research investigates how evidence-based journalism is created by gathering data on expert and novice research practices. Interviews were transcribed, coded, and analyzed through the lens of the ACRL "Framework" to provide the foundation for a journalism information literacy framework. This analysis can be used to inform library instruction and higher education journalism curricula and offers insights and greater transparency on the processes that underlie trustworthy news.
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- 2022
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15. How an Empty Chair at School Becomes an Empty Claim: A Discussion of Absence from School and Its Causality
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Frydenlund, Jonas Højgaard
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Interventions targeting absence from school justify themselves with the claim that absence causes negative effects or prevents good effects. I argue that these are empty claims. I propose that absence as a cause makes sense in two ways: (1) in the context of prevention, if we take into consideration our expectations of what would have taken place, had the child gone to school, and what did take place for the child instead, and (2) in the context of responses to absence. Both interpretations lead to a conception where absence, instead of being a direct cause, rather accrues consequences from our responses to it. I use these alternatives to argue that responses to absence justified with the empty claim contribute to the results that the literature has so far claimed absence to have. Absence is not the problem, it may only be the sign of one.
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- 2022
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16. Efficacy of Remote as Compared to In-Person School Psychological Services: A Rapid Systematic Evidence Review
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von Hagen, Alexa, Müller, Bettina, Sedlak, Anna, Bachmann, Gerhard, Herbert, Jana, and Büttner, Gerhard
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As a consequence of the COVID-19 pandemic, remote school psychological services have increased notably in many countries. With the aim of supporting evidence-based practices, we conducted a rapid systematic evidence review on the efficacy of remote as compared to in-person school psychological services. From a total of 3,873 references identified through our search, only three (< 1%) met eligibility criteria for this review. One of these studies showed serious risk of bias according to the ROBINS-I rating scale and was therefore excluded. Overall, the limited evidence that we identified indicates that the impact of remote school psychological services on consumer satisfaction and evaluated mental health outcomes of service users is equivalent or slightly higher to in-person school psychological services. However, this information needs to be interpreted with caution due to the scarcity of available data, as well as methodological limitations.
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- 2022
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17. Seven School-Related Disasters: Lessons for Policymakers and School Personnel
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Stough, Laura M., Kang, Donghyun, and Lee, Sungyoon
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Students are highly dependent on the emergency planning and evacuation decisions made by policymakers and school personnel when disasters occur. The purpose of this study was to examine selected cases of school-related disasters, highlighting how factors of the school context intersected with natural hazards and subsequently affected schoolchildren. Purposeful maximal sampling was used to select school-related disaster cases for their geographical diversity, different instructional contexts, and types of initiating hazards. Among these, seven cases with broad considerations pertaining to educational policy and safe school environments were selected. A within-case analysis was conducted of each case, followed by a cross-case thematic analysis. Six overarching factors were found in the thematic synthesis of the findings. First, school safety practices apply anytime children are under the supervision of school personnel, making knowledge of emergency procedures across multiple types of school settings essential. Second, elements that place schoolchildren at risk also place school personnel at risk. Third, teachers and school administrators need to be well-trained and knowledgeable enough to make independent decisions in emergency situations. Fourth, children must know emergency procedures so they may take independent action, given teachers are also at-risk during disasters. Fifth, most school disasters can be prevented through safe school construction. Finally, it is the responsibility of policymakers to ensure schools are safe learning environments for children. By participating in and advocating for a culture of preparedness, educational policymakers can better protect schoolchildren, as well as school personnel, in disaster situations.
- Published
- 2018
18. Analyzing U.S. Young Adults' Skills by Student and Employment Status: Methodology for a New PIAAC Variable with Initial Results. NCES 2018-122
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National Center for Education Statistics (ED), Westat, Inc., and Provasnik, Stephen
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The Program for the International Assessment of Adult Competencies (PIAAC) is a cyclical, large-scale study of adult skills and life experiences focusing on education and employment. It is coordinated by the Organization for Economic Cooperation and Development (OECD) and developed by participating countries with the support of the OECD. Between 2011 and 2015, PIAAC surveyed a nationally representative sample of adults between the ages of 16 and 65 in 33 countries and regions. The survey focused on cognitive skills in three domains: literacy, numeracy, and problem solving in technology-rich environments. In addition, it collected data about educational background, family background, health and skill use on the job and outside of work. This report is intended primarily for researchers using PIAAC data to investigate policy issues related to young adults and their transition into the labor force. The content of this report is primarily methodological and assumes that the reader has an understanding of basic statistical analysis. However, recognizing both that policymakers may also be interested in the findings that are possible with this new variable, and that the PIAAC International Data Explorer makes data analysis possible online for the general public, the discussion has been kept accessible to these audiences and to provide a short review of the basic patterns of performance that emerge when using this new variable. Results in this report are presented: (1) as average scale scores (estimated on a 0-500 scale) in the three domains of literacy, numeracy, and problem solving in technology-rich environments; and (2) as percentages of young adults reaching the proficiency levels established for each of these domains. There are five proficiency levels for literacy and numeracy (below Level 1, Level 1, Level 2, Level 3, and Level 4/5) and four levels for problem solving in technology-rich environments (below Level 1, Level 1, Level 2, and Level 3). This report combines the top two proficiency levels (Levels 4 and 5) for the literacy and numeracy scales, following the OECD's reporting convention (OECD, 2013), because across all participating countries, no more than 2 percent of adults reached Level 5.
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- 2018
19. What Is Wrong with Grade Inflation (If Anything)?
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Finefter-Rosenbluh, Ilana and Levinson, Meira
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Grade inflation is a global phenomenon that has garnered widespread condemnation among educators, researchers, and the public. Yet, few have deliberated over the ethics of grading, let alone the ethics of grade inflation. The purpose of this paper is to map out and examine the ethics of grade inflation. By way of beginning, we clarify why grade inflation is a problem of practical ethics embedded in contemporary social practice. Then, we illuminate three different aspects of grade inflation--longitudinal, compressed, and comparative--and explore the ethical dilemmas that each one raises. We demonstrate how these three aspects may be seen as corresponding to three different victims of grade inflation--individuals, institutions, and society--and hence also to three potential agents of harm--teachers, schools, and educational systems. Next, we reflect upon various compelling reasons that these agents inflate grades, whether from an ethic of care, fiduciary responsibility, or simple self-preservation. Subsequently, we consider a variety of means of combatting grade inflation, and invite more educators and philosophers to delve into the complex practical ethics of grade inflation.
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- 2015
20. Health and Safety Concerns in Art and Design Primary School Classrooms in Botswana: Reflections on the Art and Design Module
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Mannathoko, Magdeline Chilalu
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The International Labour Organization (1982) standards on occupational safety and health constitution introduced the standard that workers should be protected from sickness and injury emanating from their employment. The United States, Britain, and Botswana adopted the principle and designed rules for risk reduction at work. The British education system assigned the British Local Education Authority responsibility for the health and safety of school members, including learners. Similarly, the U.S. Office of Environmental Health Hazard Assessment (OEHHA) (2007) advised schools on health and safety issues. The argument differs from that of Botswana, where the focus is on selected economy sectors exclusive of school environments. Although the Republic of Botswana Revised Policy on Education (1994) is silent on this subject, the Curriculum Development and Evaluation Department (CDED, 2002, 2005) developed an initiative that included a module on "health and safety" in the Creative and Performing Arts (CAPA) syllabus. This module is an amalgamation of discrete components: namely, physical education, music, design, technology, home economics, drama, and dance. The module advises teachers to sensitize pupils to common hazards in the school and properly dispose of hazardous supplies to reduce risk and injury. The Center for Educator Development in Fine Arts (1999-2018) in the US thus recommends classroom practices to ensure the safety of learners and teachers. It is in this context that the qualitative study investigated the extent to which the "health and safety" module was implemented in primary school art and design lessons in four selected schools in Botswana.
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- 2019
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21. Characteristics of Private Schools in the United States: Results from the 2011-12 Private School Universe Survey. First Look. NCES 2013-316
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National Center for Education Statistics (ED), Broughman, Stephen P., and Swaim, Nancy L.
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In 1988, the National Center for Education Statistics (NCES) developed a private school data collection that improved on the sporadic collection of private school data dating back to 1890 by developing an alternative to commercially available private school sampling frames. Since 1989, the U.S. Bureau of the Census has conducted the biennial Private School Universe Survey (PSS) for NCES. The PSS is designed to generate biennial data on the total number of private schools, students, and teachers, and to build a universe of private schools to serve as a sampling frame of private schools for NCES sample surveys. The target population for the PSS is all schools in the 50 states and the District of Columbia that are not supported primarily by public funds, provide classroom instruction for one or more of grades kindergarten through 12 (or comparable ungraded levels), and have one or more teachers. Organizations or institutions that provide support for home schooling, but do not provide classroom instruction, are not included. The 2011-12 PSS data were collected between September 2011 and May 2012. All data are for the 2011-12 school year except the high school graduate data, which are for the 2010-11 school year. Because the purpose of this report is to introduce new NCES survey data through the presentation of tables containing descriptive information, only selected findings are listed. These findings are purely descriptive in nature and are not meant to imply causality. These findings have been chosen to demonstrate the range of information available from the 2011-12 PSS rather than to discuss all of the observed differences, emphasize any particular issue, or make comparisons over time. The tables in this report contain counts and percentages demonstrating bivariate relationships. All of the results have been weighted to reflect the sample design and to account for nonresponse and other adjustments. Comparisons drawn in the selected findings have been tested for statistical significance at the 0.05 level using Student's t statistics to ensure that the differences are larger than those that might be expected due to sampling variation. No adjustments were made for multiple comparisons. Many of the variables examined are related to one another, and complex interactions and relationships have not been explored. Statistical Analysis Software (SAS 9.2) and SUDAAN (10.0) were used to compute the statistics for this report. Appended are: (1) Glossary; (2) Technical Notes; and (3) Standard Error Tables. (Contains 31 tables and 2 footnotes.)
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- 2013
22. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
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International Association for Development of the Information Society (IADIS)
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The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.
- Published
- 2012
23. The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457
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National Center for Education Statistics (ED)
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This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Nationally representative samples of 213,100 fourth-graders and 168,200 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) in reading. At each grade, students responded to questions designed to measure their reading comprehension across two types of texts: literary and informational. The results from the 2011 assessment are compared to those from previous years, showing how students' performance in reading has changed over time. Findings reveal: (1) Students' reading comprehension unchanged from 2009 at grade 4, and improves at grade 8; (2) Higher percentage of eighth-graders perform at or above "Proficient" than in 2009; and (3) Scores in 12 states higher than in 2009 at grade 4 or 8 and lower in 2 states. Appendix tables are included. (Contains 36 figures and 44 tables.)
- Published
- 2011
24. Public Elementary and Secondary School Student Enrollment and Staff Counts from the Common Core of Data: School Year 2009-10. First Look. NCES 2011-347
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National Center for Education Statistics (ED) and Chen, Chen-Su
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This report presents findings on the numbers of public school students and staff in the United States and other jurisdictions in school year 2009-10, using data from the State Nonfiscal Survey of Public Elementary/Secondary Education of the Common Core of Data (CCD) survey system. The CCD is an annual collection of data that are reported by state education agencies (SEAs) to the National Center for Education Statistics (NCES) through the U.S. Department of Education's ED"Facts" data collection system. Selected findings include: (1) Public elementary and secondary schools had 49.4 million students in membership in school year 2009-10 (table 1); (2) Summing across grades, there were 34.5 million students enrolled in prekindergarten through grade 8 and ungraded classes; there were 14.9 million students enrolled in grades 9-12 in the 2009-10 school year (derived from table 1); (3) When examining students for whom race/ethnicity was reported in the 2009-10 school year, 54 percent were White; 22 percent were Hispanic; 17 percent were Black; 5 percent were Asian/Pacific Islander; and 1 percent were American Indian/Alaska Native (table 2); (4) In school year 2009-10, public elementary and secondary schools and local education agencies employed a total of 6.4 million full-time-equivalent (FTE) staff (table 3); (5) Of the FTE staff in the 2009-10 school year, 51 percent were teachers; 15 percent were instructional aides, instructional coordinators and supervisors, guidance counselors/directors, or librarians; and 24 percent were student and other support staff. School or district administrators comprised 4 percent of staff, and administrative support staff comprised the remaining 7 percent (derived from table 3); (6) The student/teacher ratio in public schools in school year 2009-10 was 15.4 (i.e., there were about 15 students for every FTE teacher employed) (table 4). The ratio ranged from a high of 22.9 in Utah to a low of 10.6 in Vermont. The elementary student/teacher ratio was 19.1, while the secondary student/teacher ratio was 12.1; and (7) The category of other instructional and student support includes instructional aides, instructional coordinators and supervisors, librarians, library support, and student support services staff. In the 2009-10 school year, there were about 42.2 students for every instructional and student support staff member (table 4). Appendices include: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 4 tables and 4 footnotes.)
- Published
- 2011
25. Indicators of School Crime and Safety: 2010. NCES 2011-002/NCJ 230812
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National Center for Education Statistics (ED), US Department of Justice, Bureau of Justice Statistics, Robers, Simone, Zhang, Jijun, and Truman, Jennifer
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Ensuring safer schools requires establishing good indicators of the current state of school crime and safety across the nation and regularly updating and monitoring these indicators. This is the aim of this report. This report is the thirteenth in a series of annual publications produced jointly by the National Center for Education Statistics (NCES), Institute of Education Sciences (IES), in the U.S. Department of Education, and the Bureau of Justice Statistics (BJS) in the U.S. Department of Justice. This report presents the most recent data available on school crime and student safety. The indicators in this report are based on information drawn from a variety of data sources, including national surveys of students, teachers, and principals. Sources include results from a study of violent deaths in schools, sponsored by the U.S. Department of Education and the Centers for Disease Control and Prevention; the National Crime Victimization Survey and School Crime Supplement to the survey, sponsored by the BJS and NCES, respectively; the Youth Risk Behavior Survey, sponsored by the Centers for Disease Control and Prevention; and the Schools and Staffing Survey and School Survey on Crime and Safety, both sponsored by NCES. The most recent data collection for each indicator varied by survey, from 2007 to 2009. Each data source has an independent sample design, data collection method, and questionnaire design, or is the result of a universe data collection. All comparisons described in this report are statistically significant at the 0.05 level. This report covers topics such as victimization, teacher injury, bullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, and student perceptions of personal safety at school. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur away from school are offered as a point of comparison where available. Appendices include: (1) Technical Notes; and (2) Glossary of Terms. (Contains 52 tables, 49 figures and 40 footnotes.) [For "Indicators of School Crime and Safety: 2009," see ED507417.]
- Published
- 2010
26. Comparative Indicators of Education in the United States and Other G-8 Countries: 2006. NCES 2007-006
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National Center for Education Statistics (ED), Washington, DC., Miller, David C., Sen, Anindita, and Malley, Lydia B.
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This report describes how the education system in the United States compares with education systems in the other Group of Eight (G-8) countries. The G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom, and the United States--are among the world's most economically developed countries. Comparative Indicators of Education in the United States and Other G-8 Countries: 2006 draws on the most current information about education from three primary sources: the Indicators of National Education Systems (INES) project, conducted by the Organization for Economic Cooperation and Development (OECD); the 2003 Program for International Student Assessment (PISA 2003), also conducted by the OECD; and the 2003 Trends in International Mathematics and Science Study (TIMSS 2003), conducted by the International Association for the Evaluation of Educational Achievement (IEA). Begun in 2002, the series is published on a biennial basis. The report begins with a summary section that highlights key findings; it then presents 20 indicators that compare different aspects of the education system in the United States to education systems in other G-8 countries. The indicators are organized into the following sections: (1) population and school enrollment; (2) academic performance; (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income (includes breakdowns by gender and field of study). Each indicator is presented in a two-page format. The first page presents key findings that highlight how the United States compares with its G-8 peers (with data available) on the indicator. The key findings are followed by a short section that defines the indicator and describes key features of the methodology used to produce it. The second page presents graphical depictions of the data that support the key findings. These tables and/or figures also include the specific data source for the indicator and more detailed notes on interpreting the data. An appendix presents: "The Education Systems of the G-8 Countries." (Contains 5 tables and 38 figures.)
- Published
- 2007
27. National School Debate: Banning Cell Phones in Public Schools: Analyzing a National School and Community Relations Problem
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Johnson, Clarence and Kritsonis, William Allan
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School systems in America face many critical challenges pertaining to regulating cell phone use by students in today's schools. School executives and classroom teachers face challenges daily relative to how to effectively deal with student's using cell phones. There are many drawbacks and benefits for cell phone use by students. The authors stress that school administrators and teachers must work cooperatively with school patrons to solve emerging concerns.
- Published
- 2007
28. Implementing International Virtual Elementary Classroom Activities for Public School Students in the U.S. and Korea
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O'Neill, Eunhee Jung
- Abstract
In today's global society, individuals with an understanding of different cultures that have the ability to apply this understanding to real world problem solving are more likely to become leaders. Preparing students for a global society is becoming a significant part of education. While many international online exchange projects have been conducted at schools to help expose students to the world and experience international collaborations, few studies have focused on both developing intercultural competence for elementary school students and discovering practical ways of implementing a cross-cultural exchange program into the public elementary school systems as well. This study, International Virtual Elementary Classroom Activities (IVECA), planned to explore how American and Korean students can develop culturally meaningful interactions through asynchronous online communications in a content management system (CMS), Blackboard; and investigate the factors or strategies useful for integrating IVECA into public school curricula. Data were collected using observation and interview methods, and also included reviewing students' journals. The data analysis involved interpretive analytic induction. Findings indicated that IVECA (a) promotes students' intercultural competence; (b) developed their social interaction skills both in the regular classrooms and the virtual classroom; (c) facilitated diverse students' motivations for learning at school; (d) enhanced writing and reading skills; and (e) engaged learning disabled students in the classroom activities. Additional findings from this study indicate that (a) a systematic support system for teachers' technology use and instructional design is necessary, and (b) school administrators' positive perception toward cross-cultural exchange activities and their coherent connections between state learning standards and IVECA objectives are important. Further considerations are addressed and the different influences of IVECA on the U.S. students and Korean students and its implementation, which takes into consideration such influences, will also be discussed.
- Published
- 2007
29. Computer-Based Assessment of Collaborative Problem Solving: Exploring the Feasibility of Human-to-Agent Approach
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Rosen, Yigal
- Abstract
How can activities in which collaborative skills of an individual are measured be standardized? In order to understand how students perform on collaborative problem solving (CPS) computer-based assessment, it is necessary to examine empirically the multi-faceted performance that may be distributed across collaboration methods. The aim of this study was to explore possible differences in student performance in human-to-agent (H-A), compared to human-to-human (H-H) CPS assessment tasks. One hundred seventy nine 14 years-old students from the United States, Singapore and Israel participated in the study. Students in both H-H and H-A modes were able to collaborate and communicate by using identical methods and resources. However, while in the H-A mode, students collaborated with a simulated computer-driven partner, and in the H-H mode students collaborated with another student to solve a problem. Overall, the findings showed that CPS with a computer agent involved significantly higher levels of shared understanding, progress monitoring, and feedback. However, no significant difference was found in a student's ability to solve the problem or in student motivation with a computer agent or a human partner. One major implication of CPS score difference in collaboration measures between the two modes is that in H-A mode one can program a wider range of interaction possibilities than would be available with a human partner. Thus, H-A approach offers more opportunities for students to demonstrate their CPS skills. This study is among the first of its kind to investigate systematically the effect of collaborative problem solving in standardized assessment settings.
- Published
- 2015
- Full Text
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30. The Influence of Parents' Beliefs and Expectations on Students' Mathematics Achievement in the United States and Japan: A Comparison of Teachers' Perceptions
- Author
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Pliskow, Tia
- Abstract
Over the last four decades, considerable research has been done comparing the relative achievement in mathematics by students in the United States and Japan. The current study focuses on one possible factor influencing student achievement: parental influence. The researcher interviewed a small group of teachers in the two countries regarding their insights into this phenomenon. While the literature reviewed seems to support the idea that Japanese students are more likely to be influenced by parent expectations, the current study found that in both countries, teachers perceived that parental beliefs influenced students. Further, findings suggest that the American parents in the present study have lower expectations than their Japanese counterparts. Finally, the present study also suggests that some Japanese parents are beginning to lower their expectations from expectations that have historically been high. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2014
31. PE on YouTube--Investigating Participation in Physical Education Practice
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Quennerstedt, Mikael
- Abstract
Background: In this article, students' diverse ways of participating in physical education (PE) practice shown in clips on YouTube were investigated. YouTube is the largest user-generated video-sharing website on the Internet, where different video content is presented. The clips on YouTube, as used in this paper, can be seen as a user-generated archive of ongoing PE practices that can enrich our understanding of "how" students participate in PE, as well as "what" they participate in. Purpose: The purpose of the study was to analyse students' diverse ways of participating in PE in order to say something about its practice. Research design: A transactional approach, which takes action in ongoing activities as the point of departure, was used as a theoretical framework, and the sample used consisted of student- and teacher-posted video clips from 285 PE lessons in 27 different countries. Data analysis: In the analysis, students' and teachers' actions-in-ongoing-events were explored in terms of how they participate in the sociocultural practice of PE in terms of students' and teachers' habits-of-action. In the analysis students' and teachers' actions-in-ongoing-events were coded in terms of how they participated in ways that made the situation become stable. Findings: In transactional studies an effort is made to empirically describe and categorise the results of the analysis from the functions the actions constitute in a certain situation. In this study this implied categorising how actions, in the constant flow of actions, contributed to other actions being oriented in a specific direction in a certain situation. Four themes emerged from the analysis: Doing sport, Trying and having fun, Training fitness, and Dancing. Each theme describes how students and teachers participate and how they through their participation shape the content of PE practice. Conclusions: Questions of knowledge in PE can be seen as manifested in students' and teachers' ways of being and acting, as well as their ability to participate in the ongoing PE practices. The consequences of the study indicate that PE and what is regarded as relevant knowledge in PE practice can be constituted in several different ways. PE is about diverse ways of participating, and in this diversity PE is constituted in manifold ways in its practice. These participatory processes contribute to the constitution of PE as a sociocultural practice, and students know PE practice through these processes. (Contains 2 tables and 7 notes.)
- Published
- 2013
- Full Text
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32. Teaching about the Holocaust: Major Educational Predicaments, Proposals for Reform, and Change-- An International Perspective
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Gross, Zehavit
- Abstract
The aim of this article is to analyze the findings of a research project on how the Holocaust is taught around the world. The project analyzes central issues and educational events that occur while teaching the Holocaust "behind the classroom door," in public schools in different countries. Researchers from 10 nations participated in the project: Germany, Austria, Switzerland, Poland, Estonia, Scotland, Australia, the United States, Canada, and Israel. One of the major findings of this research was that although the official establishment is very interested in teaching the subject of the Holocaust, teachers can find it hard to teach because of resistance by their students, who occasionally react in class with cynical, racist, anti-Semitic, and antidemocratic remarks. In all the countries, researchers indicate three principal ways of handling the question of the Holocaust: education, teacher training, and research.
- Published
- 2013
33. Media Spectacle, Insurrection and the Crisis of Neoliberalism from the Arab Uprisings to Occupy Everywhere!
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Kellner, Douglas
- Abstract
I argue that 2011 witnessed a series of challenges to neoliberalism on a global scale perhaps not seen since the political upheavals of 1968, and that media spectacle provided the form of a series of global insurgences from the North African Arab Uprisings to the Occupy movements. Crises of neoliberalism also generated movements in Italy, Spain, Greece and other European movements that utilised strategies of the Arab Uprisings and provided global media spectacles of popular struggle and insurrection. In fall 2011, Occupy Wall Street adapted these tactics to symbolically attack the citadel of neoliberalism and the Occupy movement provided a democratic response to crises of capitalism and neoliberalism that have resulted in global economic crisis since 2008. The Occupy Wall Street movement in turn generated Occupy movements throughout the world under the slogan of Occupy Everywhere!
- Published
- 2013
- Full Text
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34. Substitution and Sameness: Two Components of a Relational Conception of the Equals Sign
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Jones, Ian, Inglis, Matthew, Gilmore, Camilla, and Dowens, Margaret
- Abstract
A sophisticated and flexible understanding of the equals sign (=) is important for arithmetic competence and for learning further mathematics, particularly algebra. Research has identified two common conceptions held by children: the equals sign as an operator and the equals sign as signaling the same value on both sides of the equation. We argue here that, in addition to these two conceptions, the notion of "substitution" is also an important part of a sophisticated understanding of mathematical equivalence. We provide evidence from a cross-cultural study in which English and Chinese children were asked to rate the "cleverness" of operational, sameness, and substitutive definitions of the equals sign. A principal components analysis revealed that the substitutive items were distinct from the sameness items. Furthermore, Chinese children rated the substitutive items as "sort of clever" or "very clever", whereas English children rated them as "not so clever", suggesting that the notion of substitution develops differently across the two countries. Implications for developmental models of children's understanding of equivalence are discussed. (Contains 5 tables and 1 figure.)
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- 2012
- Full Text
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35. Regulating Conduct in New Frontiers
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Uhler, Scott F. and Smith, Gregory T.
- Abstract
As Internet-based communications and interactions by and between students and school staff become more prevalent, an appreciation of school rules for student behavior is important. Students carry electronic devices, sending and receiving communications inside and outside school, so two key questions exist regarding search and seizure of such devices: (1) What are the limits on a school's authority to search or seize student property relative to sexting and/or cyberbullying?; and (2) To what extent can a school regulate off-campus sexting and cyberbullying when it relates to students? Foundational legal principles in this area were established by the U.S. Supreme Court decades ago in "Tinker v. Des Moines," when the court confirmed that students enjoy certain constitutional protections while at school. When investigating potential student misconduct relative to sexting and cyberbullying, schools must still operate within the parameters of the Constitution regarding due process, free speech, and search and seizure rights. When the seriousness or shocking nature of a student's misconduct online affects other students or school staff, it makes the misconduct difficult to ignore. But certain limits exist on school authority to regulate off-campus behaviors or to conduct lawful searches. Schools are charged with addressing bullying or harassing behaviors (including cyberbullying) under recent amendments to the Illinois School Code. And according to a "Dear Colleague Letter" from the U.S. Department of Education's Office of Civil Rights (OCR) dated October 26, 2010, a school that does nothing (if it has the authority to act) could run afoul of the civil rights laws that OCR enforces. The Illinois Legislature also has created new statutes imposing criminal sanctions for cyberstalking and prohibitions on sexting by minors. This means schools need to balance both the need to understand students' rights and protections in this area, while taking reasonable, lawful steps to assure that students and staff are not being victimized.
- Published
- 2012
36. Subgroups of Adult Basic Education Learners with Different Profiles of Reading Skills
- Author
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MacArthur, Charles A., Konold, Timothy R., Glutting, Joseph J., and Alamprese, Judith A.
- Abstract
The purpose of this study was to identify subgroups of adult basic education (ABE) learners with different profiles of skills in the core reading components of decoding, word recognition, spelling, fluency, and comprehension. The analysis uses factor scores of those 5 reading components from on a prior investigation of the reliability and construct validity of measures of reading component skills (MacArthur, Konold, Glutting, & Alamprese, 2010). In that investigation, confirmatory factor analysis found that a model with those 5 factors fit the data best and fit equally well for native and non-native English speakers. The study included 486 students, 334 born or educated in the United States (native) and 152 not born nor educated in the US (non-native) but who spoke English well enough to participate in English reading classes. The cluster analysis found an 8-cluster solution with good internal cohesion, external isolation, and replicability across subsamples. Of the 8 subgroups, 4 had relatively flat profiles (range of mean scores across factors less than 0.5 SD), 2 had higher comprehension than decoding, and 2 had higher decoding than comprehension. Profiles were consistent with expectations regarding demographic factors. Non-native speakers were overrepresented in subgroups with relatively higher decoding and underrepresented in subgroups with relatively higher comprehension. Adults with self-reported learning disabilities were overrepresented in the lowest performing subgroup. Older adults and men were overrepresented in subgroups with lower performance. The study adds to the limited research on the reading skills of ABE learners and, from the perspective of practice, supports the importance of assessing component skills to plan instruction.
- Published
- 2012
- Full Text
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37. Class in the Classroom: The Relationship between School Resources and Math Performance among Low Socioeconomic Status Students in 19 Rich Countries
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Baird, Katherine
- Abstract
This paper investigates achievement gaps between low and high socioeconomic students in 19 high-income countries. On average, math scores of students with indicators of high socioeconomic status (SES) are over one standard deviation above those with low SES indicators. The paper estimates the extent to which these achievement gaps can be attributed to differences in classroom- and school-level resources available to students from different SES backgrounds. In some countries, achievement gaps can be largely explained by differences in the characteristics of schools attended. However, in many other countries, the gap appears more closely related to differences in the characteristics of the students. The results point to the importance of institutional difference among countries in explaining international differences in the quality of education received by different groups within a nation. (Contains 4 tables, 2 figures and 13 notes.)
- Published
- 2012
- Full Text
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38. Streaming and Setting in UK Primary Schools: Evidence from the Millennium Cohort Study
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Hallam, Susan
- Abstract
There has been research on grouping pupils by ability for most of the twentieth century since Whipple carried out a study of the effects of special class placement on a group of high aptitude 5th and 6th graders in the USA in 1919. Since then hundreds of studies have been undertaken and there have been many literature reviews and syntheses of research findings. Historically, streaming was the dominant form of grouping adopted in the UK. This article provides a brief historical perspective on structured ability grouping, a summary of recent research on streaming and setting amongst seven-year-olds from the Millennium Cohort Study, and considers some of the implications of what appears to be an increase in structured ability grouping in the primary school.
- Published
- 2012
- Full Text
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39. Poor Results for High Achievers
- Author
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Bui, Sa, Imberman, Scott, and Craig, Steven
- Abstract
Three million students in the United States are classified as gifted, yet little is known about the effectiveness of traditional gifted and talented (G&T) programs. In theory, G&T programs might help high-achieving students because they group them with other high achievers and typically offer specially trained teachers and a more advanced curriculum. While previous research indicates that ability grouping is in fact correlated with higher achievement, these findings could be misleading if students placed in high-ability classrooms were likely to be successful for reasons that researchers are unable to measure, such as stronger motivation. To the authors' knowledge, no existing studies offer convincing evidence on the causal effect of G&T programs on student achievement. Their research begins to fill this gap with two studies of the G&T programs available to high-achieving middle-school students in a large urban school district in the southwestern United States. The authors present new evidence on the impact of gifted and talented programs. This article first takes a closer look at the programs and the evidence on their effects. (Contains 3 figures.)
- Published
- 2012
40. Time for Action: Stop Teaching to the Test and Start Teaching Skills
- Author
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Wurdinger, Scott D. and Wurdinger, Scott D.
- Abstract
This book should be read by anyone concerned about the future of education in the United States. It was written for students, parents, educators, administrators, and policy makers because it will require effort from all these individuals to create meaningful change in the education system. This book discusses why the education system needs to change now, and provides practical examples of teaching approaches, school models, and assessment systems that can move the education system forward in the right direction. Students deserve an education that teaches them how to solve challenging problems and inspires them to become life long learners. Read this book and then go out and implement these ideas.
- Published
- 2011
41. Opportunities-to-Learn at Home: Profiles of Students with and without Reaching Science Proficiency
- Author
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Liu, Xiufeng and Whitford, Melinda
- Abstract
This study examines the relationship between opportunity-to-learn (OTL) at home and students' attainment of science proficiency. The data set used was the 2006 PISA science US national sample. Data mining was used to create patterns of association between home OTL variables and student attainment of science proficiency. It was found that students who failed to reach science proficiency are characterized by having fewer than 100 books at home; these students are also found to take out-of-school individual or group lessons with their teachers or with other teachers. On the other hands, students who reached science proficiency are characterized by having more than 100 books at home, not taking any out-of-school lessons, and having a highest parent level of graduate education. In addition to the above common characteristics, other home characteristics (e.g. computer and internet at home and language spoke at home) are also identified in profiles of students who have reached science proficiency. We explain the above findings in terms of current social-cultural theories. We finally discuss implications of the above findings for future studies and for improving science education policy and practice.
- Published
- 2011
- Full Text
- View/download PDF
42. Talkin' bout My Generation: Boomers, Xers, and Educational Change
- Author
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Stone-Johnson, Corrie
- Abstract
From 1998 to 2003, Andy Hargreaves and Ivor Goodson, along with colleagues Shawn Moore, Sonia James-Wilson, Dean Fink, and Corrie Giles, undertook a large-scale study of eight secondary schools in Ontario, Canada, and New York in the United States to investigate teachers' perceptions and experiences of educational change over 30 years spanning from the 1970s through the 1990s (Hargreaves and Goodson in Edu Admn Quart 42(1):3-41, "2006"). The "Change Over Time?" study not only provided a unique glimpse into how schools and teachers experience educational change but also demonstrated that most of what educators and scholars previously considered when looking at educational change neglected its political, historical, and longitudinal aspects. Hargreaves and Goodson highlighted five change forces that shape educational change: waves of reform, changing student demographics, teacher generations, leadership succession, and school interrelations. This article, based on work conducted in Massachusetts from 2007 to 2009 (Stone-Johnson in Enduring reform: The impact of mandated change on middle career teachers. Boston College, Chestnut Hill, "2009"; Teachers' career trajectories and work lives. Springer, Dordrecht, "2009"), elaborates upon two of these aspects, waves of reform and teacher generations, highlighting the response of the current generation of teachers in mid-career to the most recent wave of reform.
- Published
- 2011
- Full Text
- View/download PDF
43. Expanding the Learning Experience beyond the Classroom Walls for Developmental Immigrant Students
- Author
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Goldschmidt, Myra M., Ousey, Debbie Lamb, and Brown, Christine
- Abstract
Developmental immigrant students are a growing phenomenon in the United States, a growing population in higher education, and a growing presence in undergraduate classes, and like their mainstream developmental counterparts, many are academically underprepared for the rigors of college (Goldschmidt & Ousey, 2011), sometimes prolonging, or even preventing their pursuit of higher education. For this cohort of developmental students, learning outside of the classroom is as important as learning inside of the classroom: Learning beyond the classroom walls not only enriches what these students have learned in class by bringing the "American experience" to life, but it also enhances the students' role as global diplomats, both on and off campus.
- Published
- 2011
44. Validation of a New Conceptual Model of School Connectedness and Its Assessment Measure
- Author
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Hirao, Katsura
- Abstract
A self-report assessment scale of school connectedness was validated in this study based on the data from middle-school children in a northeastern state of the United States (n = 145). The scale was based on the School Bonding Model (Morita, 1991), which was derived reductively from the social control (bond) theory (Hirschi, 1969). This validation included the development of an assessment scale for the model and the hypothesis testing of the content domains, internal structure, and relationships to students' outcome variables of the scale. The result of the hypothesis testing provided the evidence of the convergent validity and the concurrent validity of the School Bonding scale. The factor analysis result suggested the scale consists of four factors, each of which reflected the unique combinations of the hypothetical sub-constructs of the model. These four factors accounted for 37.5 percent of shared variance of the scale, each of which might represent (1) "teacher acceptance", (2) "peer acceptance", (3) "perceived benefit of ongoing school programs", and (4) "perceived benefit of school for students' future goals". The internal consistency for sub-scales based on the newly extracted four factors were ranged from alpha = 0.64 to 0.83. The reliability for the entire scale was alpha = 0.89. There was no mean difference on the scores between participant schools or between genders. Significant mean differences were found between grade levels (7th and 8th graders) and between participants' race/ethnicity (only the "perceived benefit of school for students' future goals" sub-scale between Asian and African American children). Scores on each sub-scale (i.e., factor) were uniquely associated with specific student outcomes such as perceived academic performance, attendance, delinquent acts, or negative moods. Evidence for the validity of this model and its assessment scale suggests the importance of "peer acceptance," "teacher acceptance," and their integration for children's better school performance and avoiding their problem behaviors. The findings from this study would have implications for the social work practice, research, and education, each of which intends to identify the nature of children's adaptation in various environments such as cultural, societal, economic, and political arena. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2011
45. Straight A's: Public Education Policy and Progress. Volume 10, Number 20
- Author
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Alliance for Excellent Education
- Abstract
"Straight A's: Public Education Policy and Progress" is a biweekly newsletter that focuses on education news and events both in Washington, DC and around the country. The following articles are included in this issue: (1) "Now What?": New Fordham Institute Report Explores Next Steps After Common Core Adoption, Offers Model to Govern Effort; (2) "State Government Redesign Efforts": New Brief Examines Governors' Actions to Reduce Spending, Close Budget Shortfalls; (3) "Facing Facts": According to New Survey of Residents in Five Fiscally Challenged States, Policymakers Taking Office in 2011 to Face Huge Budget Challenges, Conflicting Advice from Taxpayers; and (4) "Evaluating Teacher Effectiveness": New Report Examines How Teacher Assessments Can Be Reliable Indicators of Teacher Success.
- Published
- 2010
46. The Global Classroom and the Educational Challenge of Cultural Diversity
- Author
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Moyer, Sonja S.
- Abstract
Change in education is not going away; instead, it seems to be increasing exponentially. Technology has been the catalyst, and the changes with the greatest impact on education are the location and size of the classroom. The challenges associated with these changes involve working with students from potentially an unlimited number of countries and cultures meeting online. Global education will have to bridge many differences, including language, religion, and values. Meeting new educational challenges of cultural diversity with old solutions will not be sufficient. (Contains 1 table.)
- Published
- 2010
47. Stakeholder Utility: Perspectives on School-Wide Data for Measurement, Feedback, and Evaluation
- Author
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Upreti, Gita, Liaupsin, Carl, and Koonce, Dan
- Abstract
More than 10,000 schools in the United States have adopted the multi-tiered model of behavioral and academic supports known as school-wide positive behavior interventions and supports (PBIS). Schools and districts adopting, implementing, and sustaining PBIS are charged with collecting and disseminating data generated by and related to students, parents, teachers, and administrators. Additionally, researchers and technical assistance providers collect school- and district-level measures to measure outcomes related to PBIS implementation. The interests and needs of this broad range of stakeholders impact the usefulness of each piece of data that is collected for each stakeholder group. This paper presents a construct called "stakeholder utility," driven by stakeholder role and purpose, which may help stakeholders design and appraise measures to be used for assessment, evaluation, and research. (Contains 1 table, 2 figures, and 1 note.)
- Published
- 2010
48. Parental Advocacy for Students with Autism
- Author
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Barclift, Coriann
- Abstract
Students attending schools in the United States who have autism would benefit from increased parental involvement to enhance their learning. There is a lack of research regarding parental advocacy on behalf of students with autism. The purpose of this phenomenological study was to examine the lived experiences and perceptions of parents who have children with autism. The study was based on Bronfenbrenner's ecology of human development theory regarding the significant role that parents play in the development of a child. To collect data, in depth interviews were conducted to understand the lived experiences and perceptions of parents who have children with autism. Following the guidelines of a phenomenological study, data analysis included a line-by-line analysis of participants' responses, coding, and identifying common themes among the participants' answers, and member checking. NiVivo8 was used to manage the data. The results indicated that parents feel teachers should be aware of the language used in individualized education plan meetings. Participants also indicated that educators need to be sensitive to the language barriers that parents may have when discussing educational issues relating to special education services and autism. More education about autism needs to be provided to the teachers and parents. This study could lead to positive social change by providing information to schools regarding the experiences of parents of children with autism. This knowledge could help establish more effective partnerships between parents and teachers, and encourage parental advocacy that could have a positive impact on students' educational 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.]
- Published
- 2010
49. Grass-Roots Character Education Programs--A Study of the Need, Implementation, and Effect in Public Elementary Schools
- Author
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Zickefoose, Gale
- Abstract
This qualitative study took place in a single school district in the northwest United States. The purpose of this study was to explore the need, implementation, and the effect of a grass-roots character education program in public elementary schools. To narrow the field of 31 elementary schools in the district, the elementary school principals and one staff member at each of those sites were surveyed. Three schools were selected after the survey. Fifteen participants were interviewed using a semi-structured guide. Each of the staff members was interviewed three times. The parents and students were interviewed twice. Responses were audio recorded and later transcribed. Common themes emerged from the interviews. The themes that emerged in this study were shared leadership, action, principal implementation, teacher implementation, caring adults, and parent and community implementation. The final theme, assessment, emerged as questions related to the outcome or effect of character education was posed to participants. The participant responses indicated that a character education program is in place at each of the schools. Each school implemented and assessed the character education program differently. It is reasonable to conclude that public schools need character education programs because schools are charged to produce good citizens that are able to function in society. Many in our society are not prepared to become good citizens in any location other than the public school. The steps necessary to implement a character education program vary but all of the participant school programs implemented strategies that are consistent with the frameworks identified in the study. Finding ways for the parents and students, as well as the staff members, to assess the effect of the character education program at their site is a challenge that remains. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2010
50. How Student Data Matters in Writing Program Administration
- Author
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Cordaro, Danielle A.
- Abstract
The writing program administration literature in rhetoric and composition has long advocated the use of local data to determine the direction each writing program should take. Using a mixed-method design employing a standard survey and in-depth interviews, this dissertation describes how writing programs across institutional and programmatic contexts use empirical data derived from outcomes-based assessment and from other sources to make improvements in the design of their programs. It also begins to define a rhetorical relationship between writing program administrators and students and asks how and whether students act as an audience for writing program administrators. Findings suggest that participants in the study confine their exploration of their student audiences to data directly relevant to writing or specific learning outcomes, limiting the scope of their analysis of student audiences. The final chapter posits three methods WPAs can use to expand their perspective student audiences and on the kinds of data that might be useful in program design and revision. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2010
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