ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Impact of Technology on Primary Students' Revision of Written Work
Author: Lisy, Jennifer Garrette
Date: 2015-01-09
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Influence of Technology,Elementary School Students,Revision (Written Composition),Grade 2,Computer Uses in Education,Cognitive Processes,Difficulty Level,Spelling,Statistical Analysis,Scoring Rubrics,Regression (Statistics),Achievement Tests

Few studies have examined the revision processes of second grade students and even fewer have explored the impact of digital writing on young students' revisions. This study utilized a within subject crossover trial using randomized block assignment (AB | BA) for counterbalancing. This study sought to determine (1) whether revising on paper versus revising on the computer significantly impacted revisions second graders made; (2) whether revising on paper verses the computer affected the change in quality from the first to final draft; (3) whether the cognitive load of transcription, writing speed and spelling ability affected the revisions second graders make when revising on paper and the computer; and (4) whether the cognitive load of transcription affected the change in quality scores when students revise on paper and the computer. 74 second graders from a middle class suburb participated in the study. Students received training on how to use the computer to type and edit texts and completed cognitive load measures on paper and the computer for writing speed and spelling ability. Each of the four classes was assigned to one of two conditions: paper revision, then computer revision or computer revision, then paper revision. Students wrote and revised two stories. Analyses revealed that second grade students made twice the number of revisions on computer than on paper. Across mediums, students primarily made low-level revisions: additions, substitutions, and deletions. Analyses of quality indicators determined that students increased word count in both mediums, with a greater increase when revising on paper. Percent of words spelled correctly increased in both mediums, with a greater increase on the computer likely due to the availability of spell check. Cognitive load measures indicated a typing was significantly slower than handwriting, but spelling ability significantly increased on the computer over handwriting. These findings supported previous research. Overall this study determined that second graders were able to effectively revise texts using paper and the computer. The computer proved to support students spelling resulting in an increase in the number of revisions and the percent of words spelled correctly. Computers can be a beneficial writing tool for second grade students. Appended are: (1) Computer and Mobile Device Access and Use Survey; (2) Writing What You Read Narrative Rubric from CRESST; (3) Writing What You Read: Overall Effectiveness Rubric; (4) Fluency Task; (5) Lesson Plans; and (6) Revision Scoring Guide.
The Role of Autonomy, Self-Realization, and Psychological Empowerment in Predicting Outcomes for Youth with Disabilities
Author: Shogren, Karrie A.
Date: 2016-00-00
Type: Reports - Research
Subjects: Longitudinal Studies,Disabilities,Special Education,Transitional Programs,Intellectual Disability,Personal Autonomy,Self Actualization,Empowerment,Self Determination,Predictor Variables

This study examined the degree to which the three of the four essential characteristics of self-determination (autonomy, self-realization, psychological empowerment) predicted quality of life-related adult outcome constructs using secondary analysis of data from the National Longitudinal Transition Study-2 (NLTS2). The pattern of predictive relationship was complex. Most findings were concentrated in a high incidence disability group, with autonomy predicting higher financial independence, employment, social relationships, independent living, and postsecondary education. For those with intellectual disability there was also a positive relationship between autonomy and inclusive residential opportunities. Implications of the complex pattern of findings for research and practice are discussed. [This paper was published in &quot;Remedial and Special Education,&quot; v37 n1 p55-62 Jan-Feb 2016 (EJ1085153).]
A Social-Ecological Analysis of the Self-Determination Literature
Author: Shogren, Karrie A.
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Self Determination,Intellectual Disability,Developmental Disabilities,Context Effect,Environmental Influences

This paper uses a social-ecological lens to examine self-determination research, attempting to organize what is known (and unknown) about contextual factors that have the potential to impact the development and expression of self-determined behavior in individuals with disabilities across multiple ecological systems. Identifying and categorizing the contextual factors that researchers suggest influences self-determination has the potential to allow for the development of a framework that promotes systematic consideration of contextual factors when designing, implementing, and evaluating supports to promote self-determination. Directions for future research and practice are discussed. [This paper was published in &quot;Intellectual and Developmental Disabilities,&quot; v51 n6 p496-511 Dec 2013 (EJ1015848).]
Determinants of Transfer of Training: A Comprehensive Literature Review
Author: Tonhäuser, Cornelia
Date: 2016-08-00
Type: Journal Articles
Subjects: Transfer of Training,Literature Reviews,Vocational Education,Work Environment,Vocational Evaluation,Training,Instructional Effectiveness,Learning Motivation,Social Support Groups,Measures (Individuals),Statistical Significance,Cognitive Ability,Self Efficacy,Locus of Control,Personality Traits,Goal Orientation

Investments in training measures can only be considered effective if the transfer of the learned contents to practical situations is continuously successful. In this context the scientific and professional discourse regarding the effectiveness of further education, especially regarding transfer of training, has intensified considerably. This analysis provides a systematic and comprehensive overview of the current state of international empirical research regarding major determinants of transfer of training in the context of formalized further vocational training. Our review of literature differentiates the most important determinants on the organizational level of the characteristics of the work environment, the learning field level of measure-specific characteristics, as well as characteristics of participants on the individual level. Decades of transfer research brings forth a wealth of information regarding determinants which influence the transfer of training. The current analysis systematizes these results and clarifies that research regarding the determinants of the process of transfer of training identifies positive relationships at the three levels. In particular, the question of which determinants positively influence the success of transfer of training is well-studied for the individual level. The article shows that there is still a research deficit concerning the determinants of transfer of training at the learning field and organizational level. There is particular need for research regarding the dimensions of the determinants at the three levels. Finally, in this context this article identifies promising directions for future research.
Measuring the Early Adulthood Outcomes of Young Adults with Disabilities: Developing Constructs Using NLTS2 Data
Author: Shogren, Karrie A.
Date: 2016-00-00
Type: Reports - Research
Subjects: Young Adults,Disabilities,Data Analysis,Longitudinal Studies,Transitional Programs,Special Education,Quality of Life,Interpersonal Relationship,Financial Support,Employment,Well Being,Postsecondary Education,Independent Living,Health,Access to Health Care,Advocacy,Severity (of Disability),Outcomes of Treatment,Factor Analysis

Secondary data analysis was used to develop and examine disability-related differences in outcome constructs from the National Longitudinal Transition Study-2 (NLTS2). Findings suggest that outcome constructs could be created that represented key elements of quality of life domains including social relationships, financial independence, financial supports, employment, emotional well-being, postsecondary education, independent living, health status, access to services, and advocating for needs. The constructs could be measured equivalently across disability groups, but young adults with high incidence disabilities, generally, experienced more positive outcomes than those with more severe disabilities, despite the finding that those with more severe disabilities have greater access to services and financial supports. Implications for future research and practice are discussed. [This paper was published in &quot;Exceptionality,&quot; v24 n1 p45-61 2016 (EJ1093568).]
The Impact of Personal Factors on Self-Determination and Early Adulthood Outcome Constructs in Youth with Disabilities
Author: Shogren, Karrie A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Young Adults,Disabilities,Individual Characteristics,Self Determination,Longitudinal Studies,Transitional Programs,Special Education,Race,Sex,Family Income,Postsecondary Education,Racial Differences,Gender Differences,Personal Autonomy,Empowerment,Self Actualization

Data from the National Longitudinal Transition Study-2 (NLTS2) were used to examine the impact of three personal factors--race/ethnicity, gender, and family income--on self-determination (i.e., autonomy, psychological empowerment, self-realization) and early adulthood outcome constructs. Findings suggest for those with high incidence disabilities, family income predicts postsecondary education outcomes. And, males with high incidence disabilities have greater access to services and accommodations as adults, but lower use of financial supports (i.e., use of government support programs). African American youth across disability categories reported lower levels of financial independence. Females with intellectual disability reported greater social relationships, but lower levels of financial support and employment. Implications for future research, policy, and practice are discussed. [At time of submission to ERIC this article was in press with the &quot;Journal of Disability Policy Studies.&quot;]
The Mediating Role of Autonomy, Psychological Empowerment, and Self-Realization in Explaining the Relationship between School-Based Factors and Postschool Outcomes
Author: Shogren, Karrie A.
Date: 2016-06-27
Type: Reports - Research
Subjects: Special Education,Disabilities,Self Determination,Empowerment,Self Actualization,National Surveys,Longitudinal Studies,Transitional Programs,Personal Autonomy,Institutional Characteristics,Influences,Outcomes of Education,Youth,Secondary Schools,Experience,Secondary School Students

Secondary data analysis using the National Longitudinal Transition Study-2 dataset was conducted to examine the degree to which autonomy, psychological empowerment and self-realization (three of four essential characteristics of self-determination) play a mediating role in the relationship between school-based factors and postschool outcomes. The results suggest that autonomy, psychological empowerment and self-realization play a large and significant role in mediating the relationship between school-based factors and postschool outcomes. With over 50% of the indirect effects (i.e., the aggregated effects of the school-based factors on the outcome constructs through the self-determination constructs) significant, this provides support for the critical role of self-determination in secondary transition services and supports. Implications for research and practice are discussed.
Ways to Evaluate the Success of Your Teacher Incentive Fund Project in Meeting TIF Goals
Author: Milanowski, Anthony
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Program Evaluation,Incentives,Grants,Compensation (Remuneration),Program Effectiveness,Academic Achievement,Sustainability,Teacher Effectiveness,Equal Education,Management Systems,Human Capital,Teachers,Principals,Evaluation Methods

This brief outlines some simple methods that Teacher Incentive Fund grants could add to their local evaluations to find out how well they are promoting attainment of the four overall TIF goals. The methods described in this brief can help grantees determine if they are moving toward improving effectiveness, student achievement, and equity. Grantees can use simple comparisons over time and, in some cases, comparisons to external standards such as statewide or district-wide trends to see whether measures of the key TIF goals are at least moving in the right direction. Grantees can also use their TIF evaluations to collect information about whether the number of effective teachers teaching poor, minority, and disadvantaged students in hard-to-staff subjects has increased. Last, surveys, interviews, and focus groups done as part of TIF program evaluations provide an opportunity to assess the support of educators for sustaining performance-based compensation and other human capital management activities the TIF grant has supported. This information is also likely to be important when making a case for sustaining important elements of TIF and for deciding which elements should be priorities for sustainability efforts. Showing stakeholders how the TIF grant is achieving important goals not only adds to the knowledge base about performance-based compensation, but it also helps grantees build a case for sustaining important components of the TIF program.
Exploring Student, Family, and School Predictors of Self-Determination Using NLTS2 Data
Author: Shogren, Karrie A.
Date: 2016-02-00
Type: Reports - Research
Subjects: Self Determination,Predictor Variables,Family Characteristics,Student Characteristics,Institutional Characteristics,Longitudinal Studies,National Surveys,Structural Equation Models,Disabilities,Personal Autonomy,Empowerment,Data Analysis,Correlation,Transitional Programs,Special Education

This study conducted secondary analysis of data from the National Longitudinal Transition Study-2 (NLTS2) to examine the degree to which student, family, and school constructs predicted self-determination outcomes. Multi-group structural equation modeling was used to examine predictive relationships between 5 students, 4 family, and 7 school constructs developed from NLTS2 data and self-determination outcomes (autonomy, psychological empowerment, and self-realization) across disability groups. The pattern of predictive relationship between the constructs and self-determination outcomes across disability groups was complex. Only one construct--self-concept--showed a positive predictive relationship with all three self-determination constructs across most disability groups. Implications of the complex pattern of findings for research and practice are discussed. [This article was published in &quot;Career Development and Transition for Exceptional Individuals,&quot; v39 n1 p23-33 Feb 2016.]
How to Use the School Survey of Practices Associated with High Performance. REL 2016-162
Author: Weinstock, Phyllis
Date: 2016-09-00
Type: Reports - Research
Subjects: School Surveys,High Achievement,School Effectiveness,Educational Practices,Evaluation Utilization,Leadership Effectiveness,Curriculum,Faculty Development,School Culture,Data,Educational Improvement,Information Utilization,Elementary Secondary Education,Interviews,Psychometrics,Item Response Theory,Likert Scales

This report describes and explains how to use the School Survey of Practices Associated with High Performance, which measures the degree to which schools are engaging in practices associated with high performance. State education departments and school districts can use the survey results to identify and describe school practices associated with high performance, compare practices across school subgroups, target schools for specific interventions, and design interventions. The survey, designed to be taken by teachers and school administrators, measures practices in the domains of effective leadership, strong curriculum, professional development, school culture, and ongoing data use for school improvement. The survey has undergone psychometric validation. The report also includes the survey and describes its development and validation. The following are appended: (1) Surveys reviewed in developing the School Survey of Practices Associated with High Performance; (2) Cognitive interviews; (3) Related literature on schools that beat the odds; (4) Piloting and psychometric validation of the survey; (5) Calculating domain scores.
The Educational and Behavioral Impacts of the Ewing Marion Kauffman Charter School. Working Paper 43
Author: Johnson, Matthew
Date: 2016-03-00
Type: Reports - Research
Subjects: Public Schools,Charter Schools,Low Income Groups,Comparative Analysis,Program Effectiveness,Academic Achievement,Attendance,Suspension,Student Behavior,Program Implementation,Student Attitudes,Expectation,Faculty Development,Scores,Standardized Tests,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Statistical Analysis,Quasiexperimental Design,Interviews,Parent Surveys,Student Surveys,Focus Groups,Statistical Significance

The Kauffman School is a public charter school that serves students from low-income neighborhoods in Kansas City, Missouri. This paper used a matched comparison group design to estimate the impacts of the Kauffman School on student achievement, attendance, and suspensions. We found that the Kauffman School had positive and statistically significant impacts on student achievement in mathematics, reading, and science. This paper also used surveys, interviews, focus groups, and classroom observations to describe the hallmarks and operations of the Kauffman School and explore possible mechanisms for its effects, informing the literature on school effectiveness. We found evidence that the Kauffman School's hallmarks are largely being implemented faithfully, and that key stakeholders believe the Kauffman School's methods are having a positive influence on students' behavior, attitudes, and performance. The following are appended: (1) Data Preparation Details for Impact Analysis; (2) Data for Analysis of School Hallmarks; (3) Sample Selection for Impact Analysis; (4) Multiple Imputation Methodology; (5) Propensity-Score Matching Methodology; (6) Additional Attendance and Suspension Impact Estimates; and About the Series.
Do Principals' Professional Practice Ratings Reflect Their Contributions to Student Achievement? Evidence from Pennsylvania's Framework for Leadership. Working Paper 46
Author: Mccullough, Moira
Date: 2016-06-00
Type: Reports - Research
Subjects: Principals,Academic Achievement,Administrator Role,Correlation,Leadership Responsibility,Leadership Qualities,Administrator Evaluation,Scores,Mathematics Achievement,Student Characteristics,Value Added Models,Elementary Secondary Education,Administrator Characteristics,Statistical Analysis

Although states and school districts have begun to evaluate school principals, there is little evidence on the validity of principal evaluation measures. To fill this gap, we examined Pennsylvania's Framework for Leadership (FFL), a tool for measuring and evaluating principals' professional practices. Using data on more than 300 principals, we find that FFL evaluation scores are significantly and positively correlated with estimates of principals' contributions to student achievement. The strongest relationships are in the domains of (1) systems leadership and (2) professional and community leadership. Contributions to math achievement were more highly correlated than contributions to achievement in other subjects. The results are driven mainly by evaluations of principals who have led their schools for at least three years. This is the first study to find evidence that ratings of principals' professional practice are correlated with credible measures of principals' contributions to student achievement.
What's the Secret Ingredient? Searching for Policies and Practices That Make Charter Schools Successful. Working Paper 47
Author: Gleason, Philip M.
Date: 2016-07-00
Type: Information Analyses
Subjects: Charter Schools,Success,Educational Practices,Academic Achievement,Program Effectiveness,Low Income Groups,At Risk Students,Literature Reviews,Research Methodology,Observation,Urban Areas,Student Behavior,School Schedules,Scores,School Policy,Institutional Characteristics

The charter school sector in the United States has grown steadily since the first charter school opened in 1992. As of the 2015-2016 school year, more than 6,800 charter schools served nearly 3 million students in forty states and the District of Columbia. Overall, research suggests that the average charter school performs about the same as nearby traditional public schools, but there is great variation in the effects of charter schools. Some charter schools are successful in boosting student achievement and others are not, which raises the question of what characteristics distinguish good charter schools from bad. This paper addresses this issue by summarizing the research on factors associated with successful charter schools. The research suggests that urban charter schools and charter schools primarily serving low-achieving and low-income students have the strongest positive impacts on student achievement. The policies most consistently found to be associated with positive charter school impacts include long school days or years, comprehensive behavioral policies with rewards and sanctions, and a mission that prioritizes boosting student achievement. In addition, moderately strong evidence suggests that high-dosage tutoring, frequent feedback and coaching for teachers, and policies promoting the use of data to guide teachers' instructional practices are positively associated with charter schools' achievement impacts.
Market Signals: How Do DC Parents Rank Schools, and What Does It Mean for Policy? Policy Brief
Author: Glazerman, Steven
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: School Choice,Charter Schools,Simulation,Selective Admission,Competitive Selection,Admission (School),Preferences,Public Schools,Parent Attitudes,Decision Making,Student Records,Enrollment,Institutional Characteristics,Census Figures,Elementary Secondary Education,Student Characteristics,Computation

This brief describes (1) what parents look for when they choose a school and (2) how these preferences affect the sorting of students into schools under different school-choice policies. The findings are based on lists of preferred schools submitted by over 20,000 applicants to a citywide lottery for more than 100 traditional and charter public schools in Washington, DC. The results confirm previous findings that commuting distance, school demographics, and academics play important roles in school choice. However, we also found considerable variation in parents' preferences. [This brief summarizes findings from &quot;Market Signals: Evidence on the Determinants and Consequences of School Choice from a Citywide Lottery. Working Paper 45,&quot; (ED568709).]