Browsing by Subject "Longitudinal study"
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Item An investigation of the effectiveness of turnaround interventions in a population of chronically failing schools in Texas(2022-07-25) Crompton, Joanne; Reyes, Pedro, 1954-; Cruz, Paul; Cantu, Norma; Reyna, SylviaThe purpose of this study was to analyze the long-term (defined as three years) effectiveness of turnaround interventions and identify characteristics of public schools and the systems in which they were embedded that facilitated or impeded their ability of school systems to sustain improved turnaround outcomes. A population of 93 chronically failing schools for which turnaround interventions were implemented in 2016 was extracted from the Texas Education Agency’s Multi-Year Rating List comprised of 7,761 schools. The performance of these 93 schools in the three-year period after the interventions was tracked. Four performance patterns emerged: High Performers, Late Bloomers, Popcorn, and Ongoing Failing. The variables analyzed were classified into two categories. The first category addressed administration, enrollment, and teacher turnover. Five major findings emerged: most school turnaround interventions in Texas improved failing schools, but approximately half failed to reach the standard of “acceptable performance”; there was no consistent relationship between size of schools’ enrollments and failing schools, but the percentage of students attending chronically failing schools was higher in school systems with lower total student enrollment; elementary schools were substantially overrepresented; the population of failing campuses were located in school systems that averaged higher expenditures per pupil than the Texas average, but within this population campuses achieving an A or B ranking three years after the turnaround expended $1,250 more per pupil than school systems with campuses receiving F grades; teacher turnover was higher than the Texas average and teachers had fewer years of experience, but among the 93 failing schools, teacher turnover rates were higher at the schools rated A or B three years after the intervention than the cohort of systems ranked CDF. The second category analyzed student data. There were two major findings. First, African American, economically disadvantaged, and at-risk students were overrepresented in the chronically failing schools. Second, meaningful changes in the profiles between 2016 and 2019 were: an increase in per pupil expenditures by the systems with chronically failing schools; a decline in average enrollment; and an increase in the proportion of White students.Item LongSAL : a longitudinal search as learning study with university students(2023-07-18) Bhattacharya, Nilavra; Gwizdka, Jacek; Rieh, Soo Young; Lease, Matthew; Capra, RobertLearning today comprises navigation, discernment, induction, and synthesis of the wide body of information on the Internet present ubiquitously at every student’s fingertips. Learning, or addressing a gap in one’s knowledge, has been well established as an important motivator behind information-seeking activities. The Search as Learning research community advocates that online information search systems should be reconfigured to become educational platforms to foster learning and sensemaking. Modern search systems have yet to adapt to support this function. An important step to foster learning during online search is identifying behavioural patterns that distinguish searchers gaining more vs. less knowledge during search. Previous efforts have primarily studied searchers in the short term, typically during a single lab session. Researchers have expressed concerns over this ephemeral approach, as learning takes place over time, and is not fleeting. In this dissertation, an exploratory longitudinal study was conducted to observe the long-term searching behaviour of students enrolled in a university course, over the span of a semester. Our research aims were to identify if and how students’ searching behaviour changes over time, as they gain new knowledge on a subject; and how individual traits such as motivation, metacognition, self-regulation, and other individual differences moderate their searching as learning behaviour. We found that differences in these traits create observable and quantifiable differences in information searching as a learning activity. Students with higher levels of metacognition, self-regulation, and motivation were more effective and efficient in their search behaviours, reported better learning and search outcomes, and obtained better grades. We posit that learning environments should be designed to foster the effective use of metacognitive strategies to help learners develop and apply productive self-regulated learning. Moreover, learning technologies can be used to induce, track, model, and support learners’ metacognition across tasks, domains, and contexts. The study recommends that understanding the complex relationship between motivation and metacognition is essential to designing effective searching as learning environments. Findings from this exploratory longitudinal study will help to build improved search systems that foster human learning and sensemaking, which are more equitable in the face of learner diversity.