Showing 1 – 6 of 6 results.
Curated
Evaluation of Gender Violence and Harassment Prevention Programs in Middle Schools in Cleveland, Ohio, 2006-2007 [United States] (ICPSR 22660)
Released/updated on: 2010-11-12
Geographic coverage: United States, Ohio, Cleveland
Time period: 2006-11-01--2007-05-01
The study was designed to help increase the capacity of programs to prevent gender violence and harassment (GV/H) among middle school youth. The long-term goal of the study was to help prevent intimate partner violence, sexual violence, and sexual harassment by employing rigorous methods to evaluate strategies for altering violence-supportive attitudes and norms of youth. Specifically, the study was structured to evaluate the relative effectiveness of common approaches to youth GV/H prevention programming (in terms of knowledge, attitudes, intended behavior, behavior, and emotional safety of youth participants) for one of the youngest populations ever studied in this area. In a longitudinal randomized controlled trial study, two five-lesson curricula were created to address gender violence and harassment (GV/H) in middle schools, and classrooms were assigned randomly to treatment and control groups. Treatment 1 was an interaction-based curriculum focused on the setting and communication of boundaries in relationships, the determination of wanted and unwanted behaviors, and the role of the bystander as intervener. Treatment 2 was a law and justice curriculum focused on laws, definitions, information, and data about penalties for sexual assault and sexual harassment. The control group did not receive either treatment. Pencil-and-paper surveys were designed for students to complete, and were administered either by a member of the research team or by teachers who were trained by a member of the research team in proper administration processes. Data were collected from three inner-ring suburbs of Cleveland, Ohio, from November 2006 to May 2007. Surveys were distributed at three different times: immediately before the assignment to one of the three study conditions, immediately after the treatment (or control condition) was completed, and 5-6 months after their assignment to one of the three study conditions. The data contain responses for 1,507 students over 3 waves. Additionally, researchers used multiple imputations for this dataset which resulted in 5 imputed datasets for each record for a total of 7,535 cases in the data file. The data have 697 variables, including from such questions as whether someone had ever or in the past 6 months done something to the respondent such as slapped or scratched the respondent, hit the respondent, or threatened the respondent. Additionally, respondents were asked if they had done these same actions to someone else. Respondents were also asked a series of questions regarding whether they had ever been sexually harassed by someone or if they had sexually harassed someone themselves. Next, respondents were asked to rate whether they agreed with a series of statements such as "It is all right for a girl to ask a boy out on a date", "If you ignore sexual harassment, more than likely it will stop", and "Making sexual comments to a girl is wrong". Students were then asked to indicate whether a series of statements were true or false, such as "If two kids who are both under the age of 16 have sex, it is not against the law" and "If a person is not physically harming someone, then they are not really abusive". Respondents were then asked to read three scenarios and indicate how they would respond in that scenario. Also, students indicated how likely they would be to react in specified ways to a prepared statement. Data also provide demographic information such as age, gender, and ethnic/racial background, as well as variables to generically identify school district, school, and class period.
Curated
Simple Crosstabs
Ithaka S+R Instructor Survey, United States, 2024 (ICPSR 39221)
Released/updated on: 2025-08-12
Geographic coverage: United States
The first cycle of the 2024 US Instructor Survey queried a random sample of faculty members and instructors in the United States to gain a better understanding of their attitudes, perceptions, and practices regarding teaching, learning, and instructional support at their respective campuses. This survey is a renewed adaptation of Ithaka S+R's triennial US Faculty Survey, fielded since 2000, with a special focus on instruction, diverse teaching, and learning modalities.
Curated
Simple Crosstabs
SETUPS: Voting Behavior: The 2012 Election (ICPSR 34808)
Released/updated on: 2014-12-18
Geographic coverage: United States
Time period: 2012-09-01--2012-12-01
Voting Behavior: The 2012 Election is an instructional module designed to offer students the opportunity to analyze a dataset drawn from the 2012 American National Election Study (ANES). This instructional module is part of the SETUPS (Supplementary Empirical Teaching Units in Political Science) series and is featured online.
Curated
Simple Crosstabs
SETUPS: Voting Behavior: The 2020 Election, United States (ICPSR 38313)
Released/updated on: 2022-02-16
Geographic coverage: United States
Voting Behavior, The 2020 Election is an instructional module designed to offer students the opportunity to analyze a dataset drawn from the American National Election (ANES) 2020 Time Series Study [ICPSR 38034]. This instructional module is part of the Supplementary Empirical Teaching Units in Political Science (SETUPS) series. SETUPS are computer-related modules designed for use in teaching introductory courses in American government and politics. The modules are intended to demonstrate the process of examining evidence and reaching conclusions in a way that stimulates students to think independently and critically, with a deeper understanding of substantive content. They enable students with no previous training to make use of the computer to analyze data on political behavior.
Curated
Study of Instructional Improvement (SII) (ICPSR 26282)
Released/updated on: 2010-05-20
Geographic coverage: United States
Time period: 2000-01-01--2004-01-01
To meet the growing need for high-quality research on whole-school approaches to instructional improvement, researchers at the University of Michigan School of Education, in cooperation with the Consortium for Policy Research in Education (CPRE), conducted a large-scale, mixed method, longitudinal Study of Instructional Improvement to investigate the design, implementation, and effects on student achievement of three of the most widely-adopted whole-school school reform programs in the United States: the Accelerated Schools (ASP), America's Choice (AC), and Success for All (SFA). Each of these school reform programs sought to make "comprehensive" changes in the instructional capacity of schools, and each was being implemented in schools in diverse social environments. Each program, however, also pursued a different design for instructional improvement, and each developed particular strategies for assisting schools in the change process. In order to better understand the process of whole-school reform, Study of Instructional Improvement (SII) developed a program of research to examine how these interventions operated and to investigate their impact on schools' instructional practice and student achievement in reading and mathematics. The research program had 3 components: a longitudinal survey of 115 schools (roughly 30 schools in each of the 3 interventions under study, plus 26 matched control schools), case studies of the 3 interventions under study, and detailed case studies of 9 schools implementing the interventions under study (plus 3 matched control schools). Across all components of the SII study, the research examined alternative designs for instructional improvement, alternative strategies for putting these designs into practice in local schools, and the extent to which alternative designs and support strategies promote substantial changes in instructional capacity and student achievement in reading and mathematics. The most comprehensive component of SII was a large-scale, longitudinal, multisurvey study of schools. The use of survey research methods was intended to track the course of schools' engagement in comprehensive approaches to instructional improvement and to investigate the conditions under which this led to substantive changes in instructional practices and student achievement in reading and mathematics. The study design called for each school to participate in the study for a period of three years, although some schools voluntarily provided a fourth year of teacher, leader, and school-level information (no additional student-level data). In addition, survey researchers conducted interviews, primarily a telephone protocol with a parent or guardian of each cohort student in order to gather information on students' family background and on students' home and community environments. Researchers also gathered data from school leaders and others about the policy environments in which the schools are located. Another component of the research program involved the development of detailed case studies of a small number schools participating in the study. The case studies gathered observational, interview, and documentary evidence to better understand how instructional change processes unfolded in different school settings. Case studies were conducted in 12 schools operating in differently configured state and district policy environments. In each environment, researchers selected schools participating in one of the interventions under study as well as a "matched" control school. Finally, case study data was used to chart key similarities and differences in the design and operations of the interventions under study, to analyze how different design features affect operating strategies, and to better understand the general problem of how intervention programs can work to devise and "bring to scale" a feasible scheme for improving instruction in local schools.
Curated
Union Army Recruits in Black Regiments in the United States, 1862-1865: [Instructional Materials] (ICPSR 3466)
Released/updated on: 2004-02-27
Geographic coverage: North Carolina, New York, District of Columbia, United States, Kentucky, Alabama, Florida, Arkansas, New Jersey, South Carolina, Pennsylvania, Iowa, Illinois, Texas, Massachusetts, Missouri, Louisiana, Ohio, Georgia, Maryland
Time period: 1862-01-01--1865-01-01
These instructional materials were prepared for use with UNION ARMY RECRUITS IN BLACK REGIMENTS IN THE UNITED STATES, 1862-1865 (ICPSR 9426), compiled by Jacob Metzer and Robert A. Margo. The data file and accompanying documentation are provided to assist educators in instructing students about the demographic, military, and medical history of African-American men who volunteered for service in the Union Army during the American Civil War. An instructor's handout has also been included. This handout contains the following sections, among others: (1) General goals for student analysis of quantitative datasets, (2) Specific goals in studying this dataset, (3) Suggested appropriate courses for use of the dataset, (4) Tips for using the dataset, and (5) Related secondary source readings. This data collection was designed to examine the characteristics of free Blacks and ex-slaves mustered into the Union Army between 1862 and the end of the Civil War. In addition to variables on personal characteristics (such as skin, eye, and hair color, height, age, birthplace, and occupation before enlistment), the data also contain Army-related variables (such as regiment and company number, rank, enlistment date and place, changes in rank, and date and cause of end of service).