ethanporcaro/eric-fulltext-meta huggingface dataset:
Direct Behavior Rating Instrumentation: Evaluating the Impact of Scale Formats
Author: Miller, Faith G.
Date: 2017-03-00
Type: Journal Articles
Subjects: Behavior Rating Scales,Test Format,Accuracy,Undergraduate Students,Student Behavior,Test Construction,Time

The purpose of this study was to investigate the impact of two different Direct Behavior Rating--Single Item Scale (DBR-SIS) formats on rating accuracy. A total of 119 undergraduate students participated in one of two study conditions, each utilizing a different DBR-SIS scale format: one that included percentage of time anchors on the DBR-SIS scale and an explicit reference to duration of the target behavior (percent group) and one that did not include percentage anchors nor a reference to duration of the target behavior (no percent group). Participants viewed nine brief video clips and rated student behavior using one of the two DBR-SIS formats. Rating accuracy was determined by calculating the absolute difference between participant ratings and two criterion measures: systematic direct observation scores and DBR-SIS expert ratings. Statistically significant differences between groups were found on only two occasions, pertaining to ratings of academically engaged behavior. Limitations and directions for future research are discussed.
Examining Alphabet Writing Fluency in Kindergarten: Exploring the Issue of Time on Task
Author: Puranik, Cynthia S.
Date: 2017-03-00
Type: Journal Articles
Subjects: Kindergarten,Alphabets,Writing Skills,Time on Task,Curriculum Based Assessment,Scores,Criterion Referenced Tests,Writing Evaluation,Writing Tests,Standardized Tests,Pretests Posttests,Correlation,Predictive Validity,Emergent Literacy,Statistical Analysis

Curriculum-based measures (CBMs) are necessary for educators to quickly assess student skill levels and monitor progress. This study examined the use of the alphabet writing fluency task, a CBM of writing, to assess handwriting fluency--that is, how well children access, retrieve, and write letter forms automatically. In the current study, the alphabet writing fluency task was administered at both the beginning and end of the kindergarten school year. Scores were calculated for two time increments, 15 and 60 s, and compared with an alphabet writing, untimed task. All three scores were compared with criterion measures of writing, including both standardized writing assessments and compositional CBMs of writing. Results indicate that measuring alphabet writing fluency using either timed tasks (15- or 60-s) at the beginning or the end of kindergarten may not be a useful or valid endeavor. In contrast, the alphabet writing, untimed task measure showed stronger correlations to criterion writing measures in comparison with the 15- and 60-s alphabet writing fluency tasks and also showed greater concurrent and predictive validity. Limitations and further areas of study are discussed.
Impact of Bug-in-Ear Professional Development on Early Childhood Co-Teachers&apos; Use of Communication Strategies
Author: Ottley, Jennifer R.
Date: 2017-02-00
Type: Journal Articles
Subjects: Faculty Development,Preschool Teachers,Team Teaching,Teacher Collaboration,Communication Strategies,Peer Teaching,Coaching (Performance),Video Technology,Training,Technology Uses in Education,Educational Technology,Feedback (Response)

The goal of this study was to build the capacity of early childhood teachers to implement evidence-based strategies. We investigated the efficacy of professional development with bug-in-ear peer coaching in improving teachers' use of communication strategies, the teachers' maintenance of strategies post intervention, and the social validity of the intervention. Four early childhood co-teacher dyads participated in the single-case design study. Data were analyzed through visual analysis and masked visual analysis. Results indicate that three of the four teacher dyads increased the frequency with which they used the strategies, with one dyad sustaining their use of targeted strategies post intervention. All teachers perceived that the intervention had positive effects on their children and indicated that bug-in-ear peer coaching was an acceptable form of professional development. Nonetheless, implications for research and practice are discussed to ensure that performance-based feedback is as meaningful as possible.
Examining the Relations between Self-Regulation and Achievement in Third-Grade Students
Author: Day, Stephanie L.
Date: 2017-03-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Students,Self Control,Scoring,Mathematics Achievement,Reading Achievement,Short Term Memory,Attention,Inhibition,Hierarchical Linear Modeling,Correlation,Measures (Individuals),Achievement Tests

Children with stronger self-regulation skills generally demonstrate greater overall success in school both academically and socially. However, there are few valid and reliable measures of self-regulation in middle elementary school. Such a measure could help identify whether a child is truly having difficulties. Thus, the Remembering Rules and Regulation Picture Task (RRRP) was developed. The aim of this study was to develop scoring systems for the RRRP and then to examine the associations between RRRP and independent measures of self-regulation and academic achievement in mathematics and reading. Children (N = 282) from 34 third-grade classrooms in Florida participated in this study. Results revealed that the RRRP captured three constructs: working memory, attentional flexibility, and inhibitory control. Hierarchical linear modeling (HLM) demonstrated that the RRRP was significantly and positively associated with other measures of self-regulation. The RRRP was significantly and positively associated with mathematics and reading as well. The RRRP appears to be a promising measure of children's self-regulation skills.
Using Heteroskedastic Ordered Probit Models to Recover Moments of Continuous Test Score Distributions from Coarsened Data
Author: Reardon, Sean F.
Date: 2017-02-00
Type: Journal Articles
Subjects: Scores,Statistical Analysis,Models,Computation,Mathematical Formulas,Statistical Distributions,Monte Carlo Methods,National Competency Tests

Test score distributions of schools or demographic groups are often summarized by frequencies of students scoring in a small number of ordered proficiency categories. We show that heteroskedastic ordered probit (HETOP) models can be used to estimate means and standard deviations of multiple groups' test score distributions from such data. Because the scale of HETOP estimates is indeterminate up to a linear transformation, we develop formulas for converting the HETOP parameter estimates and their standard errors to a scale in which the population distribution of scores is standardized. We demonstrate and evaluate this novel application of the HETOP model with a simulation study and using real test score data from two sources. We find that the HETOP model produces unbiased estimates of group means and standard deviations, except when group sample sizes are small. In such cases, we demonstrate that a &quot;partially heteroskedastic&quot; ordered probit (PHOP) model can produce estimates with a smaller root mean squared error than the fully heteroskedastic model.
Teaching Mathematical Problem-Solving with the Brain in Mind: How Can Opening a Closed Problem Help?
Author: Ambrus, András
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Brain,Problem Solving,Group Activities,Short Term Memory,Foreign Countries,Executive Function,Cognitive Processes,Mathematical Concepts,Elementary Secondary Education,Higher Education,Teacher Education

In the international literature, increasing numbers of articles and books are published about teaching and learning, with the brain in mind. For a long time, I have been sceptical about this question. However, seeing many unresolved issues in the teaching and learning of mathematics, I slowly started to study the relevant literature and have attempted to implement some ideas in my teaching. In this article, I will report on my experience with a selected mathematical problem in mathematics lessons and group study sessions; I will demonstrate how I modified the problem, based on my experience with the students, and I will reflect on my studies of brain-based mathematics teaching and learning.
Forming Positive Identities to Enhance Mathematics Learning among Adolescents
Author: Mkhize, Duduzile Rosemary
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Adolescents,Mathematics Achievement,Self Concept,Student Motivation,Adolescent Attitudes,Self Determination,High School Students,Cognitive Ability,Action Research,Identification (Psychology),Secondary School Mathematics,Foreign Countries

Learners' participation in mathematics decreases during their transition from primary to high school. This is despite adolescents' cognitive growth equipping them with enhanced cognitive ability; to learn mathematics. Hence low participation in mathematics does not result from cognitive deficiency. Rather, lack of motivation to learn mathematics may be the factor. According to self-determination theory, motivation results from nurturing three human basic needs: autonomy, connectedness and competence. Since identity is linked to autonomy, identities in mathematics learning impacts motivation to learn the subject. Hence, this paper reports on the action research intervention which took advantage of adolescents' preoccupation with identity formation. In line with continuous cycles of action research, the intervention is the pilot of the ongoing study that seeks to enhance mathematics learning by utilizing non-cognitive factors that resonate with the characteristics of adolescents. The paper reports on how the autonomy to form their identities in mathematics learning, impacted the adolescents' learning and attitude towards mathematics. Qualitative results show that learners lived up to their self-formed identities and this enhanced their motivation to learn mathematics. Further studies that forge positive identities in mathematics classrooms to enhance motivation to learn mathematics are recommended.
Reclaiming the Idea of the University as a Possible Solution to Today's Crisis
Author: Pavlenko, Sonia
Date: 2014-00-00
Type: Journal Articles
Subjects: Universities,College Role,Institutional Mission,Economic Impact,Economic Factors,Performance Factors,Educational Change,Organizational Change,Social Change

Higher education has always been associated in one way or another with crisis. One could even argue that the university has always faced one type of crisis or another. The one debated the most is the economic crisis; however, there are many debates focusing on other types of crisis. Furthermore, all major reforms in the history of higher education (from Humboldt's reform in 19th century Prussia to the views promoted by Y Gasset against the background of the Spanish revolution, or even the Bologna Process) have arisen as a result of a crisis. Today, the global economic crisis has yet again highlighted the fact that the idea of the university, the very foundation on which it was built, is no longer present when addressing contemporary issues in higher education. Our paper argues that there is an imperative need to reclaim and reconsider the idea of the university, as this could provide a possible solution to today's crisis in higher education. Furthermore, we will attempt to show the reasons why this should occur, as well as the manner in which it could be achieved. The focus today is on too many minute, detailed aspects of higher education institutions, which are managed, evaluated, quality assured, ranked, assessed and so forth, while the global perspective on the university has been lost/ignored. Today's crisis could be used as an opportunity to reassess and re-establish a relevant idea for today's university.
Opinions of Prospective Classroom Teachers about Their Competence for Individualized Education Program (IEP)
Author: Debbag, Murat
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Opinions,Teacher Competencies,Individualized Education Programs,Qualitative Research,Questionnaires,Questioning Techniques,Inclusion,Special Education,Special Education Teachers,Foreign Countries,Preservice Teachers,Classroom Techniques

This research aims to determine the opinions of prospective classroom teachers about preparation and implementation of Individualized Education Program (IEP). In this study, a qualitative research method was used. The participants were 20 classroom-teaching students that had been selected through the purposive sampling method. In the study, the questionnaire &quot;Examining IEP&quot; was used as a reference, which has been improved by the researcher. The questionnaire includes open-ended questions. According to the analysis results, prospective class teachers state that they do not think that they are qualified enough to evaluate students' performance, to identify individual needs which is related to the performance, to set or create goals, to collaborate with parents and school administration, or to plan educational adaptations. They also state that they have concerns about possible problems that may arise during implementation of individualized education programs.
Defining Moments in Policy Development, Direction, and Implementation in Irish Initial Teacher Education Policy
Author: O'Doherty, Teresa
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Educational Policy,Policy Formation,Educational Change,Achievement Tests,Secondary School Students,International Assessment,Reports,Equal Education

This paper explores the impact of significant OECD documents on the development of Irish education policy, specifically teacher education policy, over the last half century. While other commentators have argued that Irish education has been predominantly influenced by policy developments in the UK, US or Europe, this paper identifies the OECD as a significant trigger for domestic policy reform and discusses key reports/publications that have influenced both ideological and structural reforms of Irish education. Long before the growth of evidence-based reform or the emergence of a global education policy field, Irish policy makers invited the newly formed OECD to review Ireland's provision of education; this review generated base-line data and highlighted both the inequity of Irish education as well as its inadequacy in providing for the future needs of the Irish economy. Thus began a long-term relationship with the OECD, which has served to prompt and guide policy revision and reform at critical decision points over five decades. While engagement with the OECD cannot simply explain changes in Irish education, it does, however, provide a valuable perspective on domestic policy making.
Analysis of the Influence of Adolescence Period Sport Activities on Emphatic Tendency
Author: Acet, Mehmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Adolescents,High School Students,Foreign Countries,Athletics,Team Sports,Empathy,Statistical Analysis,Comparative Analysis,Athletes,Likert Scales

This study was conducted to find out how the empathic tendency levels of adolescent high school students were shaped in terms of sport activities and some variables. The study group includes a total of 1868 students, 866 females and 1002 males, between the ages 14 and 18 who were studying in different high schools (science high school, vocational high school, sports high school, Anatolian high school, etc). The data were collected through Emphatic Tendency Scale developed by Dökmen (1988) and the personal information form developed by the researchers. In conclusion, this study conducted on adolescent high school students showed that students within adolescence age groups showed similar emphatic tendencies, female students had higher emphatic tendencies, parents' being alive and educational and economic status influenced emphatic tendency and participation in sport was important and sports performed within a circle of friends caused positive contributions.
Preferences of Teaching Methods and Techniques in Mathematics with Reasons
Author: Ünal, Menderes
Date: 2017-00-00
Type: Journal Articles
Subjects: Preferences,Teaching Methods,Mathematics Instruction,Qualitative Research,Case Studies,Semi Structured Interviews,Teacher Attitudes,Mathematics Teachers,Mathematics Curriculum,Mathematics Skills,Mathematical Concepts,Secondary School Mathematics,Secondary School Teachers,Thinking Skills,Problem Solving,Foreign Countries

In this descriptive study, the goal was to determine teachers' preferred pedagogical methods and techniques in mathematics. Qualitative research methods were employed, primarily case studies. 40 teachers were randomly chosen from various secondary schools in Kirsehir during the 2015-2016 educational terms, and data were gathered via semi-structured interviews. While analyzing the data, a categorical descriptive analysis technique was employed in which participants' opinions were divided into categories and sub-categories, and quotations were included to ensure opinions were reflected accurately. Results of these interviews showed that teachers preferred techniques such as &quot;Question and Answer&quot; and &quot;Demonstration,&quot; that offered relative ease of use. Techniques such as &quot;Scenario&quot; and &quot;Case Study&quot; had fallen out of favor, as they required greater preparation and use of educational materials.
Europe's Got Talent: Setting the Stage for New Teachers by Educative Mentoring
Author: da Rocha, Karin
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mentors,Qualitative Research,Questionnaires,Interviews,Group Discussion,Beginning Teacher Induction,Faculty Development,Experienced Teachers,Inservice Teacher Education,Likert Scales,Teacher Surveys,Teacher Role,Work Experience,Participant Satisfaction,Training Methods,Elementary School Teachers

Growing challenges, demographic change and the need to deal with various demands in one's professional and private life call for a high flexibility and willingness to learn, especially among teachers, who serve as role models in this respect. Consequently, professional development has to focus on reflective and introspective processes. At the beginning of a teaching career, educative mentoring can provide valuable support. In the course of planning a new teacher-training program in Austria, the University College of Teacher Education Styria, in Graz, is conducting a mentoring project in primary schools from 2012 to 2014. It takes place in two Styrian districts and is accompanied by evaluation research. Local mentors support new teachers. Moreover, in-service training for new teachers, mentors and principals is provided. The topics of the courses correspond to the participant groups' roles and interests, foster social and digital networking, and encourage peer discussion and cross-group communication. The qualitative research entailed in the project investigates supporting factors of educative mentoring and communication processes by applying questionnaires, expert interviews and group discussions. This article focuses on the role, challenges and duties of a mentor, taking into account the value of educative mentoring for professional learning communities and individual learning processes.
An Investigation on 3-6-Year-Old Chinese Children's Perception of &quot;Death&quot;
Author: Ji, Yan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Death,Asian Culture,Cultural Influences,Young Children,Comprehension,Age Differences,Gender Differences,Animals,Preschool Children,Kindergarten,Pictorial Stimuli,Semi Structured Interviews

Because of the taboo in Chinese culture, there is little research on Chinese children's perception of &quot;death&quot;. The research on preschoolers' cognition of &quot;death&quot; could deepen our research on children's cognition process, guide children's life education, and improve the psychologic intervention on the children who experience such torment at their home. This research, with six variables of death concept, applicability, universality, irrevocability, dysfunctionality, causality, and judgment, investigated 180 3-6-year-old Chinese children's general perception of &quot;death&quot;, and their cognition of such six sub-concept of &quot;death&quot;. The experiment results demonstrated the status of Chinese children's cognition of &quot;death&quot;: (1) 3-6-year-old children understand &quot;death&quot; more accurately as they grow older; (2) There is no significant difference in the perception of &quot;death&quot; between different gender children; (3) Children who have experiences with pets have more accurate understanding of &quot;death&quot; than those not; (4) Children have unbalanced understanding of six sub-concept of &quot;death&quot;; and (5) Children's perception of &quot;death&quot; is self-centered. On the basis of such findings, the author advocates to include &quot;death&quot; education into children's daily education, and make use of picture books and the experience with pets to help them understand &quot;death&quot; properly.
Inclusion Assistants in General Education Settings--A Model for In-Service Training
Author: Moshe, Anat
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Inservice Teacher Education,Special Needs Students,Special Education,Regular and Special Education Relationship,Disabilities,Paraprofessional School Personnel,Teaching Methods

The inclusion assistant (IA) is a fairly new position in the education system and is the outcome of current ideological and legislative steps to include students with special needs into the general educational system. The IA's function is to personally accompany students with severe disabilities--autism, developmental disabilities, physical disabilities, and mental disorders--in the general class. The IA helps the student cope with the classwork and social environment, relieving the teacher of the inclusive classroom of the extra duties. Unfortunately, studies carried out in the United States, Europe, and Israel have indicated that IAs lack adequate training: they are not required to undergo any pre-service training and are frequently not offered any in-service training or guidance. This paper reviews the roles and characteristics of this challenging position and offers a model of an easy-to-implement, in-service, professional development program with minimal time demands that can serve to increase the IA's skills.