US Department Of Education Research Articles

Research on the Model of Entrepreneurial University and Advanced University Governance: Policy Recommendations for Public Universities in Vietnam

Research on the Model of Entrepreneurial University and Advanced University Governance: Policy Recommendations for Public Universities in Vietnam

Class Size, Funding and Academic Performance

Available data indicate that academic performance among students in the United States has in many cases remained unchanged or has been declining over several decades despite concerted efforts at the state and federal levels in improve performance. With regard to public schools, the decline is commonly attributed to large class size and insufficient funding.
 Although numerous studies have examined funding and class size and their influence on student performance, many of these investigations did not consider the available longitudinal data.
 Consequently, they fail to provide a clear examination of both funding and class size effects. Close examination of these data from the US Department of Education, however, shows no significant funding or class-size effect. The present study involved data mining the vast store of education research produced at the US Department of Education to examine the role of class size and funding on public education.

COVID-19 and Black Lives Matter: Examining Anti-Asian Racism and Anti-Blackness in US Education

The spread of COVID-19 and the uprisings following the murder of George Floyd has brought the United States to a moment of racial reckoning. The hitherto ignored and hidden impacts of race and racism has captured public imagination at the intersection of this pandemic and the Black Lives Matter movement in the US. Institutions of higher education have a critical role and responsibility to spearhead transformative justice and change.

Classed Pathways to Marriage: Hometown Ties, College Networks, and Life after Graduation.

This article identifies mechanisms through which social class background shapes the marital outcomes of college-going white American women. Scholars are interested in the relative influences of ascriptive and achieved characteristics on mate selection. Research indicates that social class background continues to influence the marriage patterns of college-educated Americans but does not identify the mechanisms through which this occurs. The study analyzes six waves of longitudinal interviews with 45 women from differing social class backgrounds. The first interview was conducted at age 18, when women started college at a Midwestern public university. The final interview was collected at age 30, and was supplemented by a survey collecting the income, education, occupation, and debt of women and their spouses. Women from privileged backgrounds were more likely to marry and married men who earned substantially more than the partners of less privileged women. Differences resulted from lifelong variation in social networks, originating in childhood. College did not interrupt long-standing exclusionary class networks. After graduation, social class background shaped where women moved, as well as with whom they worked and socialized. Higher education in the contemporary US may reinforce rather than interrupt class homogamy in marriage, even when students attend the same schools. The role of higher education in shaping classed social networks is in need of further study.

The 2020 Pittendrigh/Aschoff Lecture: My Circadian Journey.

The circadian field has come a long way since I started as a postdoctoral fellow ~30 years ago. At the time, the only known animal clock gene was period, so I had the privilege of witnessing, and participating in, the molecular revolution that took us from the discovery of the circadian clock mechanism to the identification of pathways that link clocks to behavior and physiology. This lecture highlights my role and perspective in these developments, and also demonstrates how the successful use of Drosophila for studies of circadian rhythms inspired us to develop a fly model for sleep. I also touch upon my experiences as a non-white immigrant woman navigating my way through the US science and education system, and hope my story will be of interest to some.

Reference and Instructional Services to Postsecondary Education Students with Intellectual Disabilities

This paper presents the results of a survey completed by academic librarians at United States colleges and universities identified on the ThinkCollege.net website, a project of the Institute for Community Inclusion at the University of Massachusetts Boston funded by grants from the Office of Postsecondary Education, US Department of Education. The objective of the study was to learn about the reference and instructional involvement of academic librarians in providing resources, library services, and learning activities with enrolled college students with intellectual disabilities (ID). The results reveal several recommendations for academic libraries and librarians toward improving access to postsecondary education for students with ID.

A telecollaborative approach to foster students' critical thinking skills

This study reports on a telecollaborative approach to foster students' critical thinking skills, more specifically to help them gain knowledge about a different educational culture and develop a critical perspective upon their own educational culture at the university. The study specifically examines the extent to which participation in telecollaboration enabled students to complete a critical thinking task, students' overall impressions of the telecollaboration, and the factors that affected the perceived success of their telecollaborative learning experiences. Undergraduate students taking a Critical Thinking course at a university in Turkey (n=53) telecollaborated with undergraduate students at a university in the USA for three weeks. They were given a critical thinking task, in which students were asked (a) to develop discussion questions that would elicit the information they needed for their arguments from their US partners, (b) to exchange information with their partners, (c) to compare their education with the US education and analyze their education from a critical-thinking perspective, (d) to develop three written arguments based on the telecollaboratively-exchanged information as their final product, and (e) to reflect upon the whole telecollaborative learning process. According to the analysis of their written argument grades and survey responses, telecollaboration provided students with an effective medium to complete the critical thinking task, although some students reported experiencing some problems. Suggestions are offered for better learning experiences in future telecollaborative implementations.

ЗАРУБЕЖНЫЙ ОПЫТ ФОРМИРОВАНИЯ ЧЕЛОВЕЧЕСКОГО КАПИТАЛА

The paper determines that an adequate education system contributes to the development of human capital in the country. The analysis of the experience of the countries of East and South-East Asia, which showed that a significant role in their innovative development is played by the education of citizens. The Governments of these countries were able to build an export-oriented education system that makes a signifi-cant contribution to the economy. A model of the development of the higher education system focused on the foreign sector of the economy is proposed. The analysis of the US education system has shown that univer-sities receive a significant part of their funding from special funds formed by donations from graduates. The education system in the United States and other countries is linked to scientific research and development, which, unlike in Russia, is carried out mainly in university laboratories. The proposal to combine domestic universities with industry research centers and academic institutions will lead to an increase in the efficiency of funds allocated to finance science and education and will ensure the competitiveness of the economy.

Epidemic Response: How to evaluate and respond to evolving and conflicting risk information with a focus on education and clinical environments

By October, we will have learned a great deal about responding to an epidemic or pandemic that has proved to have a level of transmission unprecedented in the modern era. The possible and likely responses include many unknowns. Coordinated and collaborative implementation has been complicated by conflicting information from multiple governments and organizations in several languages. What will we learn about how the United States can improve its ability to respond? How do we develop consistent and accurate warnings and messaging to the public in order to increase compliance regarding a new, and not well understood, epidemic? What factors increase or decrease compliance? How are US education policymakers deciding about face-to-face instruction? How have physicians and hospitals adapted their workflows in the face of uncertainty and supply chain inconsistencies? This panel will include a warnings expert, an expert on education law and policy, and two physicians.

미국의 직업교육과 사회이동에 관한 종합적 고찰 - 직업교육훈련(Vocational Education Training, VET) 프로그램 효과와 정책 사례를 중심으로 -

미국의 직업교육과 사회이동에 관한 종합적 고찰 - 직업교육훈련(Vocational Education Training, VET) 프로그램 효과와 정책 사례를 중심으로 -

A Critical Review of 'Getting Tough? The Impact of High School Graduation Exams'

The highly-praised and influential study, “Getting Tough?,” was published in 2001. Briefly, while controlling for a host of student, school, state, and educator background variables, the study regressed 1988 to 1992 student-level achievement score gains onto a dummy variable for the presence (or not) of a high school graduation test at the student’s school. The 1992-1988 difference in scores on the embedded cognitive test in a US Educational Department longitudinal survey comprised the gain scores. The study was praised for its methodology, controlling for multiple baseline variables which previous researchers allegedly had not, and by some opposed to high-stakes standardized testing for its finding of no achievement gains. Indeed, some characterized the work as so far superior in method it justified dismissing all previous work on the topic. Moreover, the article was timely, its appearance in print coincident with congressional consideration of the No Child Left Behind Act (2001) and its new federal mandate requiring annual testing in seven grades and three subjects in all U.S. public schools. The article also served as the foundation for a string of ensuing studies nominally showing that graduation exams bore few benefits and outsized costs (e.g., in dropout rates). Graduation exam opponents would employ these critical studies as evidence to political effect. From a high number of more than thirty states around the turn of the millennium, graduation tests are now administered in only seven or eight states. The multivariate analysis in “Getting Tough?” should have had the advantage of authenticity — an analysis of a phenomenon studied in its actual context. But that should mean that the context is understood and specified in the analysis, not ignored as if it couldn’t matter. And, it could have been understood and specified. Most of the relevant information left out of “Getting Tough?” — specific values for other factors that tend to affect test performance or student achievement — was available from the three contemporary surveys, and the rest could have been obtained from a more detailed evidence-gathering effort. The study could have been more insightful had it been done differently, perhaps with less emphasis on “more sophisticated” and “more rigorous” mathematical analysis, and more emphasis on understanding and specifying the context — how testing programs are organized, how tests are administered, the effective differences among the wide variety and forms of tests and how students respond differently to each, the legal context of testing in the late 1980s and early 1990s, and so on.

Creating a Sustainable Partnership Between a Science Center, University, and Local School Districts: A Retrospective on Over 20 Years of Successful Programming and Partnership.

The University of Alabama at Birmingham (UAB) and the McWane Science Center have partnered for over 20 years to provide secondary students in Alabama opportunities to conduct inquiry-based, standards-aligned science labs. LabWorks (middle school) and GENEius (high school) programs offer multiple research laboratory experiences in which students explore molecular biology, physical science, genetics, engineering, anatomy, and forensic science, with associated summer professional development for teachers: BioTeach and GeoTeach. These programs each attract 3,000-4,000 participants annually. This partnership has been synergistic, allowing the science center to offer high-level secondary science programming, while giving the university a conduit into the K-12 world. Originally, these programs were developed through Howard Hughes Medical Institute funding, and then expanded through support from the National Institutes of Health, the National Science Foundation, and the US Department of Education. These programs have excited secondary students and teachers about science education and careers, provided authentic science experiences, and given teachers the opportunity to experience a model of learning that engages students in "real science" closely linked to their curriculum. For over 20 years, this unique, evolving partnership has increased the understanding of over 90,000 students and teachers relative to the opportunities that science and STEM careers hold.

Developing a fidelity measure of early intervention programs for children with neuromotor disorders.

To describe the development of an intervention-specific fidelity measure and its utilization and to determine whether the newly developed Sitting Together and Reaching to Play (START-Play) intervention was implemented as intended. Also, to quantify differences between START-Play and usual early intervention (uEI) services. A fidelity measure for the START-Play intervention was developed for children with neuromotor disorders by: (1) identifying key intervention components, (2) establishing a measurement coding system, and (3) testing the reliability of instrument scores. After establishing acceptable interrater reliability, 103 intervention videos from the START-Play randomized controlled trial were coded and compared between the START-Play and uEI groups to measure five dimensions of START-Play fidelity, including adherence, dosage, quality of intervention, participant responsiveness, and program differentiation. Fifteen fidelity variables out of 17 had good to excellent interrater reliability evidence with intraclass correlation coefficients (ICCs) ranging from 0.77 to 0.95. The START-Play therapists met the criteria for acceptable fidelity of the intervention (rates of START-Play key component use ≥0.8; quality ratings ≥3 [on a scale of 1-4]). The START-Play and uEI groups differed significantly in rates of START-Play key component use and quality ratings. The START-Play fidelity measure successfully quantified key components of the START-Play intervention, serving to differentiate START-Play from uEI.

Social Emotional Learning for Social Emotional Justice: A Conceptual Framework for Education in the Midst of Pandemics

US education is situated not only in the midst of the novel coronavirus pandemic but also in longstanding “pandemics” of oppression, including but not limited to systemic racism. In this paper, the authors critique the oppressive aspects of traditional SEL and introduce the concept of Social Emotional Learning for Social Emotional Justice (SEL-SEJ). An emergent concept for re-imagining SEL, SEL-SEJ is explicitly oriented toward social justice. Drawing on a decolonial understanding of “resilience,” SEL-SEJ builds from principles of reciprocity and relationships. SEL-SEJ can help educators support students, communities support educators, and school systems support communities.

When Large-Scale Assessments Meet Data Science: The Big-Fish-Little-Pond Effect in Fourth- and Eighth-Grade Mathematics Across Nations.

The programming language of R has useful data science tools that can automate analysis of large-scale educational assessment data such as those available from the United States Department of Education’s National Center for Education Statistics (NCES). This study used three R packages: EdSurvey, MplusAutomation, and tidyverse to examine the big-fish-little-pond effect (BFLPE) in 56 countries in fourth grade and 46 countries in eighth grade for the subject of mathematics with data from the Trends in International Mathematics and Science Study (TIMSS) 2015. The BFLPE refers to the phenomenon that students in higher-achieving contexts tend to have lower self-concept than similarly able students in lower-achieving contexts due to social comparison. In this study, it is used as a substantive theory to illustrate the implementation of data science tools to carry out large-scale cross-national analysis. For each country and grade, two statistical models were applied for cross-level measurement invariance testing, and for testing the BFLPE, respectively. The first model was a multilevel confirmatory factor analysis for the measurement of mathematics self-concept using three items. The second model was multilevel latent variable modeling that decomposed the effect of achievement on self-concept into between and within components; the difference between them was the contextual effect of the BFLPE. The BFLPE was found in 51 of the 56 countries in fourth grade and 44 of the 46 countries in eighth grade. The study provides syntax and discusses problems encountered while using the tools for modeling and processing of modeling results.

Follow the leader or go your own way: The use of logos and branding in AmeriCorps and similar federally funded service grant programs as a pre-cursor to sustainable branding

ABSTRACT We compare three federally funded grant programs: AmeriCorps, Head Start and TRIO. AmeriCorps, part of the Corporation for National and Community Service (CNCS), consists of three programs, the AmeriCorps National Civilian Corps, AmeriCorps State and National and AmeriCorps Vista (AmeriCorps Programs, 2018). Head Start, funded through the United States Department of Health and Human Services, provides direct educational and social services to children under the age of 5 from low-income families (Office of Head Start, 2018). TRIO, which consist of seven different programs 1 , is funded through the United States Department of Education (USDE) and provides educational outreach services to students from disadvantaged backgrounds (Federal TRIO Programs, 2019). This analysis seeks to gain a better understanding of how the AmeriCorps, Head Start and TRIO programs use logos and branding on their websites by asking the following questions: • How are logos used by AmeriCorps, Head Start, and TRIO program grantees? • What are the requirements and guidelines for use of logos in each program? • What happens when there is a lack of clear guidance for logo usage, or no official logo at all?

Sleep medicine education in US and Canadian orofacial pain residency programs: Survey outcomes

The role of the dentist in the field of sleep medicine has grown significantly over the past few decades. This applies not only to the management of sleep disorders but also to the screening of those patients who may be at risk of developing a sleep disorder and the need to proceed with a thorough clinical interview, examination, and referral to a sleep physician when appropriate. Now more than ever, this requires education in dental schools about sleep, sleep disorders, the relationship between sleep and pain, and the management options. Dr. Moreno-Hay is an assistant professor and the program director, orofacial pain, Department of Oral Health Sciences, College of Dentistry, University of Kentucky, Lexington, KY. Dr. Hernández is an associate clinical professor, Oral Medicine Graduate Program, School of Dentistry, University of Alberta, Edmonton, Alberta, Canada. Dr. Mulet is an adjunct assistant professor and an associate program director, Orofacial Pain Graduate Program, School of Dentistry, University of Minnesota, Minneapolis, MN. Dr. Villalon is a visiting faculty member, Department of Orofacial Pain, School of Dentistry, University of California, Los Angeles, Los Angeles, CA. Dr. Alonso is an assistant professor and the director, orofacial pain, Department of Anesthesiology, Duke University, Durham, NC. Dr. Lockerman is an instructor of surgery, University of Massachusetts Medical School, Worcester, MA, and a clinical instructor in orofacial pain, The Maurice and Gabriela Goldschleger School of Dental Medicine, Tel Aviv University, Tel Aviv, Israel. Dr. Bailey is a visiting instructor, Department of Orofacial Pain and a co-director of sleep medicine miniresidency, School of Dentistry, University of California, Los Angeles, Los Angeles, CA.

The Future of US Education

Review ofKill It to Save It: An Autopsy of Capitalism's Triumph Over Democracy. By Corey Dolgon (Bristol: Policy Press, 2018, 320pp.)The Age of American Unreason in a Culture of Lies. By Susan Jacoby (London: Vintage Books, 2018, 364pp.)

미국 신체육 운동의 기반 이론 탐색

본 연구는 신체육 운동의 이론적 토대와 사상에 대한 통합적인 연구가 부족한 현 시점에서 19세기 말부터 20세기 초반에 출현하여 현재까지 체육교과의 존립을 정당화 하는데 결정적인 역할을 한 미국 ‘신체육(New Physical Education)’의 출현 기반이 된 이론인 생물학적 건강이론과 심리학적 놀이 이론을 심층적으로 탐색하는데 목적이 있다. 본 연구는 문헌 및 사료에 대한 고찰과 의미 분석법을 활용하였다. 미국 스포츠 및 체육사 철학과 관련된 책자, 논문, 저널, 신문, 기타 텍스트 자료와 같은 사료를 모두 활용하였다. 구체적 연구절차로 미국에서 신체육 운동이 전개되기 전부터의 체육과 스포츠 문화의 변화 과정을 리뷰하고, 신체육 사상가들의 특성을 탐색하면서 그 기저에 위치하고 있는 이론을 도출하기위해 노력하였다. 연구결과로써 메치코프(A. Mechikoff)는 19세기 미국 사회에서 스포츠 활동을 정당화시키는데 가장 큰 영향을 미친 것은 찰스 다윈의 진화론이었다고 밝혔다. 다윈주의 사고가 선험론과 실용주의 사상의 발전을 촉진시킨 것처럼 1900년 이전 미국체육진흥운동가들의 체육에 대한 가치관은 건강 중시 사조와 직결된 것이었고, 신체 활동을 통한 신체적, 정신적 건강이라는 논리적 토대 위에 신체육이 탄생했던 것이다. 생리학적 건강이론과 함께 미국 신체육 운동의 이론적 토대가 된 것은 놀이 이론이었다.

미국의 체육 발달과 신체육 출현 과정 탐색

미국의 체육 발달과 신체육 출현 과정 탐색