ethanporcaro/eric-fulltext-meta huggingface dataset:
The Influence of School Leadership on Classroom Participation: Examining Configurations of Organizational Supports
Author: Sebastian, James
Date: 2014-08-00
Type: Journal Articles
Subjects: Administrative Organization,Comparative Analysis,Instructional Leadership,Outcomes of Education,Parent Student Relationship,Qualitative Research,School District Size,Urban Schools

Background: In this paper we call for studying school leadership and its relationship to instruction and learning through approaches that highlight the role of configurations of multiple organizational supports. A configuration-focused approach to studying leadership and other essential supports provides a valuable addition to existing tools in school organizational analysis and is particularly useful in examining equifinality and causal asymmetry. Equifinality is the idea that more than one pathway can result in a desired outcome whereas causal asymmetry suggests that the set of conditions that lead to the presence of an outcome need not be the same as the conditions that lead to its absence. Focus of Study: This study uses a configurational approach to examine how school leadership and other organizational supports are related to an important aspect of instruction--students' classroom participation. Research Design: We apply fuzzy set qualitative comparative analysis (QCA) to administrative and survey data of high schools from a large urban school district to examine combinations of organizational supports that are associated with classroom participation. Conclusions: The study draws attention to the utility of applying configurational approaches to investigate the influence of complex combinations of organizational supports on school outcomes. We compare this approach to more traditional methods that focus on the effects of isolated factors, controlling for each other. Our results show that leadership is associated with students' classroom participation via multiple configurations of organizational supports. These configurations are different from the set of organizational supports that are related to an absence of classroom participation. [This article was published in &quot;Teachers College Record,&quot; (EJ1033699).]
Increasing Mathematical Computation Skills for Students with Physical and Health Disabilities
Author: Webb, Paula
Date: 2017-10-00
Type: Reports - Research
Subjects: Physical Disabilities,Mathematics Instruction,Mathematical Concepts,Teaching Methods,Concept Formation,Individualized Instruction,Program Effectiveness,Hypothesis Testing,Grade 4,Grade 3,Elementary School Students,Cancer,Case Studies,Mixed Methods Research,Pretests Posttests,Addition,Subtraction,Visual Stimuli,Computation

Students with physical and health disabilities struggle with basic mathematical concepts. The purpose of this research study was to increase the students' mathematical computation skills through implementing new strategies and/or methods. The strategies implemented with the students was utilizing the ten-frame tiles and technology with the purpose of increasing their understanding of basic mathematical concepts. The methods applied was through individualized instruction to improve the students' abilities to calculate basic mathematical computations. After the instruction utilizing the ten-frame tiles and technology, the students did improve their understanding of basic mathematical computation, however, the gain was modest.
Promoting Social Competence and Peer Relationships for Adolescents with Autism Spectrum Disorders
Author: Carter, Erik W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Peer Relationship,Adolescent Attitudes,Autism,Pervasive Developmental Disorders,Middle School Students,High School Students,Social Influences,Environmental Influences,Intervention,Friendship,Social Development,Skill Development,Behavior Modification,Communication Skills,Interpersonal Competence,Barriers,Family Involvement

This article addresses some of the key considerations and complexities associated with intervening to address social competence and peer relationships of adolescents with autism spectrum disorder (ASD) in middle and high school settings. First, we provide a brief overview of the social context during adolescence for all students. Next, we highlight particular challenges for adolescents with ASD. Then, we discuss potential school-based intervention pathways that appear particularly responsive to these contexts and challenges. Finally, we offer several recommendations for research and practice aimed at improving the social competence and connections of young people with ASD--during high school and into early adulthood. [This paper was published in &quot;Remedial and Special Education&quot; (EJ1021132).]
Addressing the Academic Needs of Adolescents with Autism Spectrum Disorder in Secondary Education
Author: Fleury, Veronica P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Secondary Education,Academic Achievement,Intervention,Student Characteristics,Cognitive Ability,Reading Achievement,Writing Achievement,Mathematics Achievement,STEM Education,Teaching Methods,Educational Strategies,Alternative Assessment,Academic Accommodations (Disabilities),Theory of Mind,Disabilities,Intelligence Tests

The number of individuals with Autism Spectrum Disorder (ASD) who enter secondary school settings and access the general education curriculum continues to grow. Many educators may find they are not prepared to adapt their instruction to meet both state standards and the diverse needs of the full spectrum individuals with ASD, which has implications for postsecondary success. In this article, we present an overview of current knowledge around academic instruction for this population, specifically (a) how characteristics associated with ASD can impact academic performance, (b) academic profiles of individuals with ASD across content areas, and (c) interventions that have been successful in improving academic outcomes for this population, including special considerations for those individuals who take alternate assessments based on alternate achievement standards. We conclude by offering suggestions for future research and considerations for professional development. [This paper was published in &quot;Remedial and Special Education&quot; (EJ1021012).]
Effects of Peer Networks on the Social Interactions of High School Students with Autism Spectrum Disorders
Author: Gardner, Karen F.
Date: 2014-00-00
Type: Journal Articles
Subjects: Peer Relationship,Peer Influence,Interaction,High School Students,Autism,Pervasive Developmental Disorders,Adolescents,Intervention,Social Development,Interpersonal Competence,Student Attitudes,Teacher Attitudes,Program Implementation,Fidelity,Program Effectiveness,Adjustment (to Environment),Behavior Rating Scales,Rating Scales,Urban Schools,Observation,Coding,Surveys,Likert Scales

Supporting social interactions and positive peer relationships is an important element of comprehensive secondary education and transition programming. For many adolescents with autism spectrum disorders (ASDs), such social connections may be fairly limited apart from intentional programming. We examined the efficacy and social validity of peer network interventions as an avenue for promoting social interactions and social skills for two high school students with ASD. The introduction of peer networks was accompanied by substantial increases in peer interactions for both students. Adult facilitators, peer partners, and students with ASD each considered the intervention to be acceptable and feasible to implement. We offer recommendations for designing social-focused interventions for adolescents with ASD and highlight future research directions.
Head Start at Ages 3 and 4 versus Head Start Followed by State Pre-K: Which Is More Effective?
Author: Jenkins, Jade Marcus
Date: 2016-03-00
Type: Reports - Research
Subjects: Achievement Tests,Kindergarten,Early Childhood Education,Preschool Education,Regression (Statistics),Program Effectiveness,Weighted Scores,Reading Skills,Prior Learning,Educational Policy,Comparative Analysis,Program Length,Peer Influence,Curriculum Evaluation,Student Records,Effect Size,Achievement Gains,Early Intervention,Writing Skills,Probability,Financial Support,At Risk Students,Student Characteristics,Writing Readiness,Reading Readiness

As policy-makers contemplate expanding preschool opportunities for low-income children, one possibility is to fund two, rather than one year of Head Start for children at ages 3 and 4. Another option is to offer one year of Head Start followed by one year of pre-k. We ask which of these options is more effective. We use data from the Oklahoma pre-k study to examine these two &quot;pathways&quot; into kindergarten using regression discontinuity to estimate the effects of each age-4 program, and propensity score weighting to address selection. We find that children attending Head Start at age 3 develop stronger pre-reading skills in a high quality pre-kindergarten at age 4 compared with attending Head Start at age 4. Pre-k and Head Start were not differentially linked to improvements in children's pre-writing skills or pre-math skills. This suggests that some impacts of early learning programs may be related to the sequencing of learning experiences to more academic programming. [This paper was published in &quot;Educational Evaluation and Policy Analysis&quot; v38 n1 p88-112 Mar 2016 (EJ1089933).]
Using a Brief Preschool Early Numeracy Skills Screener to Identify Young Children with Mathematics Difficulties
Author: Purpura, David J.
Date: 2015-03-00
Type: Journal Articles
Subjects: Mathematics Skills,Mathematics Instruction,Preschool Education,Screening Tests,At Risk Students,Preschool Children,Numeracy,Mathematics Achievement,Statistical Analysis,Computation,Correlation,Learning Problems

A critical component in enhancing academic success is identifying children at risk of later academic difficulties. Although significant efforts have been devoted to design effective assessment processes in elementary school, fewer efforts (particularly for mathematics) have been made for preschool. The focus of this study was to design and evaluate a brief early numeracy skills screening tool. Measure development and validation occurred in a two-stage process with diverse and distinct samples. In the first stage, 393 preschool children were assessed on a battery of early numeracy tasks. By use of an item response theory framework, 24 items that spanned the ability continuum were selected for inclusion in the brief measure. In the second stage, 129 preschool children were assessed on the brief measure, the Test of Early Mathematics Ability--Third Edition, and two literacy measures. The data resulted in acceptable psychometric properties and strong diagnostic accuracy. Theoretical and practical implications are discussed. [This paper was published in &quot;School Psychology Review&quot; (EJ1141706).]
Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams
Author: Caldarella, Paul
Date: 2017-00-00
Type: Reports - Research
Subjects: Classroom Techniques,Student Behavior,Elementary School Students,Music Education,Intervention,Teamwork,Positive Behavior Supports,Grade 6,Teacher Role,Program Effectiveness,Teacher Attitudes,Student Attitudes,At Risk Students,Behavior Modification,Observation,Questionnaires,Positive Reinforcement,Group Dynamics,Interpersonal Competence

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support (PBS) is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and reinforcing appropriate social skills. Class-Wide Function-Related Intervention Teams (CW-FIT), a specific PBS intervention involving social skills instruction, positive reinforcement, and group contingencies, has proven effective in elementary schools but has not been evaluated specifically in music classrooms. The present study sought to investigate the effectiveness of CW-FIT in increasing on-task behavior and teacher praise-to-reprimand ratios in a sixth-grade music classroom. A single-subject reversal (ABAB) design was used. Results indicated that student on-task behavior increased when CW-FIT was implemented. Teacher praise-to-reprimand ratios also improved. Results suggest the teacher and the students found CW-FIT valuable and enjoyable. Study limitations and implications are addressed. [This paper was published in &quot;Update: Applications of Research in Music Education&quot; v35 n3 p23-30 Jun 2017 (EJ1140013).]
The Role of Big Five Personality Traits in Predicting Prospective EFL Teachers&apos; Academic Achievement
Author: Kirkagac, Senay
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Grade Point Average,Personality Traits,Correlation,Academic Achievement,Multiple Regression Analysis,Neurosis,Language Teachers,Preservice Teachers,Prediction,Personality Measures,Foreign Countries,Reliability,Extraversion Introversion,Teacher Education Programs,Undergraduate Students

This study sought to find out the possible relationships between personality traits and academic achievement of prospective English as a Foreign Language (EFL) teachers. A total of 200 university students from a major state university voluntarily participated in the study. Data were collected through the International Personality Item Tool (IPIP) and the self-reported grade-point average (GPA). The tool was designed to determine the dominant personality trait(s) of the participants within the scope of Big Five Personality Traits; that is, conscientiousness, extraversion, agreeableness, openness and neuroticism. In line with the literature the results revealed that there were statistically significant relationships between the participants' personality traits and academic achievement. Specifically, conscientiousness, openness and agreeableness were the personality traits that positively and significantly correlated with academic achievement. Furthermore, in order to find out the predictive effects of the personality traits on academic achievement, the multiple regression analyses were conducted. According to the results of the analyses, personality traits were able to predict 17% of the academic achievement, with openness being the strongest determinant. Conscientiousness followed openness while three other traits failed to predict academic achievement of the participants.
Supervision Anxiety as a Predictor for Organizational Cynicism in Teachers
Author: Gündüz, Hasan Basri
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Supervision,Teacher Attitudes,Anxiety,Predictor Variables,Attitude Measures,Likert Scales,Correlation,Regression (Statistics),Statistical Significance,Organizational Culture,Public Schools

The purpose of this is study is to reveal how the anxiety that the teachers who work in the Beyoglu district of Istanbul experience, due to the supervision process, predict their organizational cynicism levels. With this respect, the study was conducted on 274 teachers with the relational screening model. The &quot;Supervision Anxiety Scale&quot; and the &quot;Organizational Cynicism Scale&quot; were used to collect the data. The SPSS 22.0 software was used to analyze the data and arithmetic mean, standard deviation, Pearson Product-Moment Correlation Analysis and regression analyses were conducted. According to the study findings, there is a positive, moderate level and statistically significant level relationship between supervision anxiety and organizational cynicism levels of teachers. The regression analysis results suggest that supervision anxiety of teachers is a significant predictor of their organizational cynicism levels.
Detracking and Tracking Up: Mathematics Course Placements in California Middle Schools, 2003-2013
Author: Domina, Thurston
Date: 2016-08-00
Type: Reports - Research
Subjects: Middle School Students,Track System (Education),Student Placement,Mathematics,Algebra,Grade 8,Disadvantaged Schools,Advantaged,Secondary School Mathematics,Accountability,Geometry,Enrollment Trends,Advanced Courses,Educational Opportunities,Mathematics Curriculum,Common Core State Standards,Hypothesis Testing,Achievement Tests,Tables (Data)

Between 2003 and 2013, the proportion of California 8th graders enrolled in Algebra or a more advanced course nearly doubled to 65 percent. In this paper, we consider the organizational processes that accompanied this curricular intensification. Facing a complex set of accountability, institutional, technical/functional, and internal political pressures, California schools responded to the Algebra-for-all effort in diverse ways. While some schools detracked by enrolling all 8th graders in Algebra, others &quot;tracked up,&quot; creating more advanced geometry opportunities while increasing algebra enrollments. These responses created a new differentiated course structure that is likely to benefit advantaged students. Consistent with the Effectively Maintained Inequality hypothesis, we find that detracking occurred primarily in disadvantaged schools while &quot;tracking up&quot; occurred primarily in advantaged schools. [This paper was published in the &quot;American Education Research Journal&quot; v53 n4 p1229-1266 Aug 2016 (EJ1111102).]
An Early Look at the Career Ready Internship Program. Issue Focus
Author: Rutschow, Elizabeth Zachry
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Career Readiness,Internship Programs,Education Work Relationship,College Students,Program Implementation,Scaling,Sustainability,Surveys,Outcomes of Education

While a college degree offers the opportunity for increased income, a degree alone does not guarantee a student's successful entry into the workforce. Work-based learning, such as internships and apprenticeship programs, has become an increasingly popular way to help students build workforce skills and experience and gain real-world exposure to a career in the field of their interest. For employers, such programs provide labor while also building a talent pipeline, which many have argued is lacking in the current U.S. workforce. But despite their potential and popularity, a lack of consistent standards for internship programs has led to much variability in their quality and structure, with many providing less-than-ideal work experiences. Moreover, a large proportion of internships are unpaid, making it difficult for low-income students to participate and creating inequities between their career experiences and those of students who can afford to work for free. Finally, school districts and colleges struggle to develop enough internship slots to meet student demand. One recently created internship program is exploring how to address these challenges. In 2015, Great Lakes Higher Education Guaranty Corporation (Great Lakes) awarded $12.2 million to selected four-year colleges in Iowa, Minnesota, Ohio, and Wisconsin to develop semester-long paid internships for college juniors and seniors with financial needs. In 2016, Manpower Demonstration Research Corporation (MDRC) began researching the implementation, scaling, and sustainability of the Career Ready Internship (CRI) program, as well as employers', students', and colleges' experiences with the program. The research team has disseminated two surveys--one to student participants and another to employers--and is examining multiple years of program data as well as progress reports that colleges submitted to Great Lakes. This issue focus provides a brief overview of the CRI program in the context of recent research on internships and a snapshot of early findings from the study.
The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning
Author: Sebastian, James
Date: 2016-11-00
Type: Reports - Research
Subjects: Principals,Teacher Leadership,Teacher Empowerment,Administrator Role,Leadership Responsibility,Teacher Influence,Administrator Effectiveness,Educational Environment,Faculty Development,Elementary Schools,Surveys,Structural Equation Models

School principals can play an important role in promoting teacher leadership by delegating authority and empowering teachers in ways that allow them influence in key organizational decisions and processes. However, it is unclear whether instruction and student learning are enhanced by promoting teacher influence in all aspects of school organization or whether it is better for principals to directly work on certain processes while delegating influence on others. We compare pathways from principal leadership through school organizational processes to student outcomes that include teacher influence as a mediating factor to pathways that do not include teachers' influence. Our results suggest that effective principals use teacher leadership to improve the school learning climate while they work directly on professional development and school program coherence. [This paper was published in the &quot;American Journal of Education&quot; v123 n1 p69-108 Nov 2016 (ISSN 0195-6744) (EJ1119202).]
Can Sector Strategies Promote Longer-Term Effects? Three-Year Impacts from the WorkAdvance Demonstration
Author: Schaberg, Kelsey
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Labor Force Development,Models,Training Methods,Low Income Groups,Job Skills,Program Evaluation,Program Effectiveness,Job Placement,Economic Impact,Salary Wage Differentials,Participation,Program Implementation,Labor Market,Employment Potential,Change Strategies,Job Training,Adult Education

Individuals with low incomes often struggle to advance in the labor market, yet at the same time, some employers report difficulty finding workers with the necessary skills. WorkAdvance is a workforce development model that seeks to address the needs of both of these groups through its &quot;dual customer&quot; approach. The model offers training and placement services to help prepare individuals for quality jobs in sectors where there is strong local demand and the opportunity for career advancement. Between 2011 and 2013, four WorkAdvance programs were evaluated using a random assignment research design. Some programs showed promising earnings gains in the second year of follow-up, but whether WorkAdvance could consistently increase earnings in the long term was an open question. This brief provides an interim look at the effectiveness of WorkAdvance at promoting upward mobility in the long term by updating the economic impact findings through the third year of follow-up.
Professional Sense-Makers: Instructional Specialists in Contemporary Schooling
Author: Domina, Thurston
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Academic Standards,Educational Policy,Educational Trends,Longitudinal Studies,Professional Development,Program Implementation,Public Schools,Qualitative Research,School Districts,School Personnel,Specialists,State Standards,Statistical Analysis,Trend Analysis

This brief documents the expansion of instructional specialist staffing in U.S. public school districts. We use data from the National Center of Education Statistics' annual Common Core of Data to chart staffing trends in public school districts between 1997-98 and 2012-13. The number of instructional specialists per 1,000 U.S students doubled during that period, and the proportion of districts employing no specialists declined from nearly 20% to 7%. We suggest that specialists are poised to play a pivotal &quot;professional sense-making&quot; role as schools work to implement new instructional standards in the classroom. [This paper was published in &quot;Education Researcher&quot; v44 n6 p359-364 Aug-Sep 2015 (EJ1073976).]