ethanporcaro/eric-fulltext-meta huggingface dataset:
Preschool Inclusion: Key Findings from Research and Implications for Policy. Child Care and Early Education Research Connections
Author: Lawrence, Sharmila
Date: 2016-04-00
Type: Reports - Evaluative
Subjects: Preschool Education,Inclusion,Outcomes of Education,Child Development,Learning,Educational Quality,Educational Improvement,Educational Policy,Educational Research,Disabilities,Rating Scales,Intervention,Teaching Methods,Peer Teaching,Faculty Development,Preschool Teachers,Teacher Attitudes,Interpersonal Competence,Preschool Children

A recent policy statement issued by the U.S. Department of Health and Human Services (HHS) and U.S. Department of Education (DOE) on early childhood inclusion presents extensive recommendations for state and local actions that could improve young children's access to high quality inclusive preschool programs (HHS/DOE, 2015). This brief builds on the research review and policy recommendations in the HHS/DOE policy statement. It highlights research relevant to three questions: (1) What are the effects of inclusive preschool on children's early learning and development?; (2) What is known about the quality of inclusive preschool programs?; and (3) What is known about how to improve the quality of inclusive preschool? In a final section, this brief presents recommendations for policies that are supported by research, including policies related to the funding of early care and education programs, states' professional development systems, and investments in gathering critical information about inclusive preschool programs for ongoing monitoring and quality improvement. The majority of studies reviewed were published between 2000 and 2015 and were found through searches for research articles in the Child Care and Early Education Research Connections collection. Individual studies examining interventions and professional development were included in the review only if they were conducted in inclusive classrooms, while existing reviews sometimes include research in other settings.
Analysis of the Rater Effects on the Scoring of Diagnostic Trees Prepared by Teacher Candidates with the Many-Facet Rasch Model
Author: Nalbantoglu Yilmaz, Funda
Date: 2017-00-00
Type: Journal Articles
Subjects: Scoring,Item Response Theory,Preservice Teachers,Interrater Reliability,Bias,Foreign Countries,Diagnostic Tests,Rating Scales

In the study, it was aimed to investigate the leniency/severity, bias and halo effect of the raters which were used in the scoring of the diagnostic tree prepared by the teacher candidates with the many-facet Rasch model. The research study group constitutes 24 teacher candidates who are taking measurement and evaluation lesson from the students of the faculty of teaching department of classroom teaching in a state university. Teacher candidates in the study team have formed two groups between themselves. Each group developed a diagnostic tree related with their field. Diagnostic trees prepared by teacher candidates were scored by a faculty member in the direction of the same criteria and 12 peers selected from each group. The effects of scoring were determined and the data were analyzed with the many-facet Rasch model. In the study, it was reached to the results that some raters rated severely on some criteria and groups than expected, and some raters showed halo effects on an individual-level.
Tiered Systems of Support: Practical Considerations for School Districts. Issue Focus
Author: MDRC
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Tutoring,Resource Allocation,Scheduling,After School Education,Response to Intervention,Time Factors (Learning),Curriculum,Reading Programs,Staff Development,Special Needs Students,Caseworker Approach,School Districts

Students learn or progress at their own paces. How can schools make sure that they get the help they need--and only the help they need? Many are turning to multi-tiered systems of support. This brief provides some practical considerations for schools contemplating tiered approaches.
Basic Process Skills and Attitude toward Science: Inputs to an Enhanced Students&apos; Cognitive Performance
Author: Maranan, Veronique M.
Date: 2017-06-00
Type: Dissertations/Theses - Masters Theses
Subjects: Science Process Skills,Scientific Attitudes,Grade 7,Science Achievement,Correlation,Foreign Countries,Junior High School Students,Secondary School Science,Statistical Analysis

This study focused on the correlation of mastery in basic process skills and attitude toward Science to grade 7 students' performance. From the 200 respondents 74% or most of the students are normally in the age bracket for Grade 7 students which is 11 to 12. One hundred one (101) respondents or 50.5 % of the total respondents are male while 99 respondents or 49.5 % of the total respondents are female. Although many students are in the &quot;mastered&quot; level, there are also many students in lower level especially in the &quot;low mastery&quot; and &quot;no mastery&quot; level who must be aided to improve their skills and performance. The students have homogeneity of &quot;high positive attitude&quot; in all the items in the survey of attitude toward Science except in classroom environment. Many students have &quot;outstanding&quot; performance in Science but there are also many with &quot;Fairly Satisfactory&quot; and &quot;Did not meet expectations&quot; that need immediate attention. In correlation between attitude toward Science and students' performance, only &quot;understanding dimension&quot; established significant relationship in terms of teaching strategy; all the cognitive process dimensions are not related in terms of academic value; &quot;analyzing&quot; and &quot;creating&quot; dimensions are significantly related in terms of Science activity; and &quot;understanding,&quot; &quot;applying&quot; and &quot;analyzing dimensions&quot; are significantly related in terms of classroom environment. In correlation between mastery in basic process skills and performance in Science, observing and predicting skills show significant relation with &quot;remembering&quot; dimension; observing, inferring and predicting skills have significant relationship with &quot;understanding&quot; dimension; only &quot;classifying&quot; skill has no significant relationship to &quot;applying dimension&quot;; communicating and predicting skills are significantly related to &quot;analyzing&quot; dimension; only inferring is significantly related to &quot;evaluating&quot;; and all basic process skills are significantly related to &quot;creating.&quot; In the light of the aforementioned findings, the following conclusions are drawn: The null hypothesis stating that the mean level of students' mastery of the basic process skills is not significantly related to performance in Science is &quot;partially supported.&quot; As per indicated in the findings, the null hypothesis stating that there is no significant relationship between students' attitude and performance in Science is &quot;partially confirmed.&quot;
Cohort Graduation Rate: Policy and Technical Manual. 2016-17 Graduation Rates Based on Students First Entering High School during the 2012-13 and 2013-14 School Years
Author: Oregon Department of Education
Date: 2017-00-00
Type: Tests/Questionnaires
Subjects: Graduation Rate,High School Students,Cohort Analysis,Longitudinal Studies,High Schools,School Districts,Outcomes of Education,Accountability,Group Membership,Computation,Data Collection,Check Lists

High School graduation rates are key indicators of accountability for high schools and school districts in Oregon. Beginning with the 2008-09 school year, the Oregon Department of Education (ODE) implemented the cohort method of calculating graduation rates. The cohort method identifies the year the student entered high school for the first time (known as the high school entry year, or cohort year) and uses longitudinal student data to determine the student's outcome after four years. An extended rate, allowing one additional year for completion, is also tracked and reported as the 5-year Cohort Graduation Rates. These reports include other outcome categories for students in the cohort, in addition to graduates, and are disaggregated by student groups such as race/ethnicity and gender. Under Oregon's State Plan, high school graduation rate targets were set for each year of accountability. Due to the additional time needed to calculate accurate Cohort Graduation Rates, the 2016-17 rates will be used as part of the 2017-18 Accountability Year determinations. [This document was produced by Oregon Department of Education Office of Accountability, Research &amp; Information Services.]
Apprenticeships: Useful Alternative, Tough to Implement. Policy Analysis No. 805
Author: Heriot, Gail
Date: 2016-11-17
Type: Reports - Evaluative
Subjects: Apprenticeships,Foreign Countries,Financial Support,Job Skills,Vocational Education,Experiential Learning,Postsecondary Education,Educational History,Student Financial Aid,Student Loan Programs

A college education is not everyone's cup of tea. The United States needs other ways to instill job skills in the younger generation. The German apprenticeship system is sometimes viewed as an appealing alternative. But substantially increasing apprenticeship opportunities in the United States may not be as easy or inviting as it sounds. The German model depends for its success on strong unions and professional licensing requirements. Applying the German method to the United States would require huge--and, for some, hugely unpopular--changes to the structure of the economy. This paper discusses various ways to encourage apprenticeships--from ensuring that potential apprentices can borrow money to finance apprenticeships in the way they currently borrow for college (thus allowing the employer to avoid having to pay an apprentice more than he is initially worth) to more elaborate public subsidies and changes in the law.
California School Paraprofessional Teacher Training Program. An Annual Report to the Legislature as Required by SB 1636 (Chap. 1444, Stats. 1990)
Author: California Commission on Teacher Credentialing
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Paraprofessional School Personnel,Teacher Aides,Library Personnel,Teacher Certification,Alternative Teacher Certification,State Legislation,Financial Support,State Policy,Funding Formulas

The primary purpose of the California School Paraprofessional Teacher Training Program (PTTP) was to create local career ladders that enable school paraprofessionals--including teacher assistants, library-media aides, and instructional assistants--to become certificated classroom teachers in K-12 public schools. This pathway to teaching program was established in 1990 by Chapter 1444 of the Statutes of 1990 (SB 1690, Roberti), which added sections 69619 to 69619.3 to the State Education Code. The PTTP program was subsequently expanded by Chapters 737 and 831 of the Statutes of 1997 (The Wildman-Keeley-Solis Exemplary Teaching Training Act of 1997), which added sections 44390 to 44393 to the State Education Code. Chapter 554 of the Statutes of 2007 (SB 193, Scott) was signed into law in October 2007. SB 193 amended the law, which now includes a mandate for common entry and participation criteria for new PTTP participants. Changes to the PTTP and program funding occurred when, as part of the revised 2008-09 budget, the Governor and the Legislature changed how funds for General Fund Proposition 98 programs were allocated. PTTP funding was no longer identified as a per participant allocation and became a part of a block grant in which the local education agency (LEA) has flexibility in determining how PTTP funds are used. Due to the 2008-2009 Tier III funding designation, the enrollment of new participants in the PTTP program was suspended in March 2011. The 2013-2014 state budget process and subsequent legislation brought additional significant changes to the funding and program status of the PTTP. Funding for the PTTP and other Proposition 98 Local Assistance Programs is now part of the Local Control Funding Formula (LCFF). Program funding under LCFF remains flexible and the program sponsors may elect to use funds for other educational purposes. Additionally, under LCFF, most of the state categorical programs such as PTTP have been folded into the flexible funding for districts and county offices of education. AB 97 (Chap. 47, Stat. 2013) includes implementation requirements for LCFF. Section 44393 of the Education Code requires the Commission on Teacher Credentialing (Commission) to report to the Legislature regarding the status of the California School Paraprofessional Teacher Training Program. This report fulfills the Commission's legislative reporting requirement.
Requirements for California Instructors of Adult Education. A Joint Report to the Legislature as Required by SB 173 (Chap. 545, Stats. 2014)
Author: California Commission on Teacher Credentialing
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Adult Education,Teacher Qualifications,Credentials,Community Colleges,State Legislation,Educational Legislation,Teaching Experience,Teacher Evaluation

Since the early 1970s adult education in California has been offered by both the community colleges and K-12 school organizations. These two sectors of the California education system have distinctly different requirements for the educators who deliver classroom instruction in adult education courses. Statewide, instructors of adult education at K-12 school organizations are required to hold the appropriate credential issued by the Commission on Teacher Credentialing (CTC). Within the California community college system, a teaching credential issued by the CTC is not a requirement; in most cases, instructor requirements are based on academic degrees. A report issued by California's Legislative Analyst's Office in 2012 raised concerns about the state's dual delivery model for adult education. Included in these concerns was the issue that the differences in requirements for instructors of adult education create a barrier for individuals interested in teaching adult education courses offered at both community colleges and K-12 school organizations. Following on this concern, Senate Bill 173 was introduced and subsequently signed by the Governor in 2014. Included in the language of the bill was a request for the Commission on Teacher Credentialing (CTC) to work with the Academic Senate for California Community Colleges (ASCCC) to identify the possibility for reciprocity standards for instructors of adult education courses. This report discusses the outcomes of the work accomplished by the CTC and ASCCC. Two possible modifications in the credential requirements and preparation of the CTC's Designated Subjects Adult Education teaching credential are presented along with next steps for CTC staff to engage the adult education community at K-12 school organizations.
The Predictive Power of Undergraduates&apos; Personality Traits and Self-Esteem Regarding Their Forgiveness
Author: Yalcin, S. Barbaros
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Personality Traits,Self Esteem,Predictor Variables,Correlation,Self Concept Measures,Foreign Countries,Prosocial Behavior,Multiple Regression Analysis,Statistical Analysis

Purpose: The purpose of this study is to determine whether or not the undergraduates' personality traits and self-esteem predict their forgiveness. Methods: The study was conducted using a descriptive research designed as a relational survey method. The study group consists of 323 undergraduates, of whom 250 (77.2 %) are female and 73 (22.5%) are male. The Adjective Based Personality Scale (ABPT), developed by Bacanli, Ilhan and Arslan (2009), &quot;Rosenberg Self-Esteem Scale&quot;, developed by Rosenberg (1965) and adapted to Turkish by Çuhadaroglu (1986), and &quot;Heartland Forgiveness Scale&quot;, developed by Thompson, Snyder and Hoffman (2005) and adapted to Turkish by Bugay and Demir (2010), were used for data collection procedure. Results: The results indicate that the undergraduates' five-factor personality traits and self-esteem are correlated with their forgiveness levels. In addition, the undergraduates' personality traits of openness, neuroticism and extraversion predict their forgiveness levels.
University Students&apos; Early Maladaptive Schemas&apos; Prediction of Their Mindfulness Levels
Author: Yalcin, S.Barbaros
Date: 2017-00-00
Type: Reports - Research
Subjects: College Students,Schemata (Cognition),Measures (Individuals),Foreign Countries,Metacognition,Prediction,Student Attitudes,Standards,Parent Attitudes,Negative Attitudes,Parent Child Relationship,Psychological Needs,Prevention,Statistical Analysis

Purpose: The aim of this study is to determine whether university students' early maladaptive schemas predict their mindfulness levels or not. Methods: The study was carried out in the relational screening model. The study group consisted of 293 university students; 237 (80,9%) females and 56 (19,1%) males. &quot;Mindful Attention Awareness Scale (MAAS)&quot;, developed by Brown and Ryan (2003) and adapted into Turkish by Özyesil, Arslan, Kesici and Deniz (2011), and &quot;Young Schema Scale-Short Form 3&quot; developed by Young et al. (2003) and adapted into Turkish by Soygüt, Karaosmanoglu and Çakir (2009) were used to gather the data for the study. Results: According to the results obtained from the study, it was found out that there is a significantly negative relation between the mindfulness and the schemas, except for the punitiveness and unrelenting standards. However, defectiveness and pessimism schemas were found to be the predictors of university students' mindfulness levels. Preventing early maladaptive schemas from being triggered off is necessary in order to increase the mindfulness levels of the students. Parents need to avoid negative parent attitudes that trigger off the existence of early maladaptive schemas for the sake of this preventive study. The parents need to meet their children's needs within realistic limits. Especially psychological needs need to be met moderately. The needs need to be met within realistic limits regularly and in a balanced way.
Cohort Graduation Rate: Training &amp; Validation Legislative Report, 2016
Author: Oregon Department of Education
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Cohort Analysis,Graduation Rate,Annual Reports,Educational Legislation,Outreach Programs,School Effectiveness,Faculty Development,School Statistics,Audits (Verification),Program Validation,Improvement Programs,Change Strategies,Elementary Secondary Education,Dropout Rate

In a budget note in HB 5016 (2015), the Oregon Legislature directed the Oregon Department of Education (ODE) to report back to the Legislature prior to March 1, 2016 on its efforts to provide direction, and if necessary, training to staff from school districts and education service districts for reporting graduation data. This note also asked Department to initiate direct contact with school districts that report a graduation rate below the state average to verify the accuracy of the data before it is released publicly. This report provides details on ODE's ongoing training efforts, as well as its outreach to school districts with low graduation rates.
Avoiding Predatory Journals and Questionable Conferences: A Resource Guide
Author: Eaton, Sarah Elaine
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Periodicals,Conferences (Gatherings),Publishing Industry,Credibility,Access to Information,Literature Reviews

Purpose: The goal of this guide is to provide a clear overview of the topics of predatory journals and questionable conferences and advice on how to avoid them. This guide intentionally adopts a plain language approach to ensure it is accessible to readers with a variety English language proficiency levels. Methods: Electronic searches were conducted manually using Google and Google Scholar, along with a search of the University of Calgary library research databases. Search terms included &quot;predatory journals&quot;, &quot;predatory publisher&quot;, &quot;predatory conference&quot;, &quot;questionable conference&quot; and &quot;vanity conference&quot;. Three primary types of sources informed this report: (1) scholarly peer-reviewed articles; (2) reputable popular media such as established newspapers; and (3) grey literature such as blogs written by experts and scholars. Findings: Plain-language overviews of predatory publications and questionable conferences are provided to help researchers understand what these are and how to avoid them. A discussion of how to figure out where an aspiring author should publish their work is included, as well as a checklist for determining if a conference is worth the prospective presenter's time and resources. Implications: There are implications for mentors of graduate students and early-career stage academics, as well as for institutions as a whole. The issue of questionable conferences and publications is so complex that early-stage academics require support and mentorship to cultivate a deeper understanding of how to share their work in a credible way. Additional materials: Contains 66 references and 2 tables.
Beginning Postsecondary Students Longitudinal Study: 1996-2001 (BPS:1996/2001) Methodology Report. Technical Report. NCES 2002-171
Author: Wine, Jennifer S.
Date: 2002-07-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,Postsecondary Education,Research Methodology,Interviews,Stopouts,Data Collection,Student Financial Aid,Academic Persistence,Research Design,Statistical Analysis,Educational Indicators,Statistical Data,Evaluation Research,Test Items,Test Construction,Coding,Databases,Enrollment

This report describes the methods and procedures used for the Beginning Postsecondary Students Longitudinal Study: 1996-2001 (BPS:1996/2001). These students, who started their postsecondary education during the 1995-96 academic year, were first interviewed in 1996 as part of the National Postsecondary Student Aid Study (NPSAS:96). A follow-up interview was conducted in 1998, during the third academic year since entry. This second and final follow-up used telephone and field interviewing to collect data from first-time beginning students in 4-year, 2-year, and less-than-2-year public, private, nonprofit, and private, for-profit institutions. Interviews focused on degree attainment, undergraduate experiences, additional education and training, transition into employment, current job, demographics, family formation, civic participation, and disability status. [The attached document presents the complete version of ED469501.]