ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Academic Parent-Teacher Teams (APTT) on Parental Involvement and HISD Students&apos; Achievement in Language Arts and Reading. Evaluation Report
Author: Spikes, Sara
Date: 2017-10-26
Type: Reports - Research
Subjects: Parent Participation,Parent Teacher Cooperation,Program Effectiveness,Academic Achievement,Correlation,Teamwork,Language Arts,Reading Achievement,Instructional Materials,Family Environment,Parent Responsibility,Kindergarten,Elementary School Students,Grade 3,Grade 4,Grade 5,Grade 1,Grade 2,Preschool Education

During the 2016-2017 school year, the Houston Independent School District (HISD) Family and Community Empowerment (FACE) Department implemented a parent engagement program for 5,281 students enrolled at nine participating campuses. This evaluation examined the relationships between parents' attendance at APTT program group meetings and students' academic achievement during the 2016-2017 school year, and described HISD parents' experiences with the Academic Parent-Teacher Teams [APTT] program. Students' academic achievement in language arts and reading were measured on the Iowa Assessments, Logramos 3rd Edition Norm Reference Test, and the 2017 spring STAAR reading assessments. Findings indicated that a positive relationship may exist between parent attendance and the academic achievement of young children. Further, parents identified learning about their child's progress and strategies on how to help them at home as the greatest benefits of the program. Areas of need indicated by parents included having the school provide materials and books to support learning at home, offering more APTT meetings at varying times during the year, as well as parents taking more responsibility to support learning at home.
Drawing Response Interaction Usability Study for PARCC, July 28-July 30, 2015
Author: Brandt, Rusty
Date: 2015-00-00
Type: Reports - Research
Subjects: Usability,Partnerships in Education,Consortia,Career Readiness,College Readiness,Mathematics Tests,Grade 3,Grade 9,Grade 10,Grade 11,Elementary School Students,High School Students,Computer Assisted Testing,Handheld Devices,Video Technology,Problem Solving,Freehand Drawing,Computer Software,Pretests Posttests,Test Results,Profiles,Test Format,Item Analysis,Technological Literacy,Student Characteristics,Common Core State Standards

A usability study was conducted by the Research and Innovation Network and Assessment Solutions Design to assess the usability of a drawing response interaction type. The Partnership for Assessment of Readiness for College and Careers (PARCC) commissioned a multi-part study to determine the viability of using the drawing response interaction on the PARCC Mathematics Assessment. In the first part of the study, participants in grades 3, 9, 10, and 11 (during the 2014-2015 school year) participated. Participants completed a series of math questions on the computer or iPad that included the drawing response interaction, while observation and video recording took place. The goal of this study was to test the usability of the drawing response interaction feature and determine if and how it assists participants in problem solving. The team also wanted to gather feedback from the participants on how they would change the drawing response interaction to best help them solve problems. [Contributors to this report include: Arusyak Gevorgyan and Lourdes Reyes.]
Drawing Response Interaction Usability Study for PARCC, November 16-19, 2015
Author: Brandt, Rusty
Date: 2015-00-00
Type: Reports - Research
Subjects: Usability,Freehand Drawing,Computer Software,Computer Assisted Testing,Consortia,Common Core State Standards,Mathematics Tests,Career Readiness,College Readiness,Comparative Analysis,Summative Evaluation,Test Format,Item Analysis,Feedback (Response),Student Attitudes,Special Education,General Education,Students with Disabilities,Problem Solving,Psychomotor Skills,Visual Impairments,Technology Uses in Education,Video Technology,Elementary School Students,Student Characteristics,Technological Literacy

The Partnership for Assessment of Readiness for College and Careers (PARCC) commissioned a multi-part study to determine the viability of using the drawing response interaction on the PARCC Mathematics Assessment. This study in particular focused on students with disabilities. PARCC has over 40 interaction types on the summative assessments. Why introduce a drawing response interaction? There are several drivers to the addition of this functionality. The first is comparability. While scores across modes are comparable overall, they could be stronger at the lower grades. Students who respond to constructed response on paper can provide drawings. Feedback from students in lower grades from the mode comparability study indicated the desire for a drawing tool. Data from the scoring of paper responses indicates up to 10% of the responses include a drawing at grade 3. The Common Core State Standards (CCSS) and National Council of Teachers of Mathematics (NCTM) both indicate that students should have multiple solution paths and tools available to them. A usability study was conducted by the Pearson's Research and Innovation Network (RIN) and Assessment Solutions and Design departments to assess the usability of a drawing response interaction type with general education and special education students with disabilities. Thirteen participants in grades 4 through 6 (during the 2015-2016 school year) participated in this study; seven students had a disability (low vision or fine motor impairment). Participants completed a series of math questions on a Chromebook or iPad that included the drawing response interaction, while observation and video recording took place. The goal of this study was to test the usability of the drawing response interaction feature and determine if and how it assists participants in problem solving. Specifically, this study sought to compare observations from students without disabilities to students with fine motor impairments or low vision.
Principal Ignorability in Mediation Analysis: Through and beyond Sequential Ignorability
Author: Forastiere, Laura
Date: 2018-00-00
Type: Reports - Research
Subjects: Identification,Attribution Theory,Guidelines,Comparative Analysis,Outcomes of Treatment,Drug Use,Pain,Surgery,Drug Therapy,Statistical Analysis,Generalization,Mathematical Formulas

In causal mediation analysis, the definitions of the natural direct and indirect effects involve potential outcomes that can never be observed, so-called a priori counterfactuals. This conceptual challenge translates into issues in identification, which requires strong and often unverifiable assumptions, including sequential ignorability. Alternatively, we can deal with post-treatment variables using the principal stratification framework, where causal effects are defined as comparisons of observable potential outcomes. We establish a novel bridge between mediation analysis and principal stratification, which helps to clarify and weaken the commonly used identifying assumptions for natural direct and indirect effects. Using principal stratification, we show how sequential ignorability extrapolates from observable potential outcomes to a priori counterfactuals, and propose alternative weaker principal ignorability-type assumptions. We illustrate the key concepts using a clinical trial. [Supplementary material included in the article titled 'Supplementary Material for &quot;Principal Ignorability in Mediation Analysis: Through and beyond Sequential Ignorability.&quot;' This is the online version of an article published in &quot;Biometrika.&quot;]
The Effect of the New Digital Energy Game on Science Interests, Attitudes, and Knowledge, 2013-2014. Evaluation Report. Volume 8, Issue 1
Author: Holmes, Venita
Date: 2014-05-00
Type: Reports - Research
Subjects: Energy,Educational Technology,Technology Uses in Education,Educational Games,Science Instruction,Career Exploration,Elementary School Students,Middle School Students,High School Students,Student Interests,Student Attitudes,Knowledge Level,Program Effectiveness,Computer Games

During the 2013-2014 academic year, 647 elementary, middle, and high-school students participated in the New Digital Energy Game (NDE) game in the Houston Independent School District (HISD). This is the fourth year that NDE has been implemented in HISD. The game was designed to enrich students' science experiences in order to stimulate their interests to pursue science energy careers. The game was funded by Chevron Corporation and developed by Tietronix, Inc. Paired t-test analysis yielded a sample of 382 elementary (28%), middle (61%), and high (11%) school students. Based on a 4-point Likert-type scale, the majority of students at each level indicated either no change or a slight to moderate positive change in their science interests and attitudes from pre- to post-tests. The majority of elementary, middle, and high-school students showed a loss in their science knowledge assessment scores, comparing before and after game participation results. There was a positive relationship between post-interests in science and post-attitudes about science following game participation. Propensity score, nearest neighbor matching yielded slightly lower 2014 Stanford 10 science performance of NDE students compared to a similar student group, suggesting no positive benefit of the game using this measure.
The Effect of the New Digital Energy (NDE) Game on Students&apos; Science Energy Knowledge Acquisition, Interests, and Teacher Instructional Practices, 2012-2013. Evaluation Report. Volume 7, Issue 2
Author: Holmes, Venita
Date: 2013-05-00
Type: Reports - Research
Subjects: Energy,Educational Technology,Technology Uses in Education,Educational Games,Science Instruction,Career Exploration,Elementary School Students,Middle School Students,High School Students,Student Interests,Student Attitudes,Knowledge Level,Program Effectiveness,Teaching Methods,Computer Games

Using a pre-post design, this study evaluates the association between participating in a science game (NDE) and science energy knowledge and science interest. A survey was used to explore teacher perceptions of the game on their instructional practices. Outcome measures were collected at the individual level and the game was played at the team level. The results of the study indicate that for secondary students, post-science knowledge and interest increased very slightly, and for elementary students, post-interest increased slightly while post-science knowledge decreased slightly. These results suggest that NDE does not appear to be strongly associated with improved science knowledge and interest, at least for the subset of students who participated in this study, although increases were statistically significant. Further analysis is needed to demonstrate the game's effect on students' knowledge and interest. The majority of teachers whose students participated in the game indicated changing their instructional practices based on students' inquiry and feedback. Generally, students indicated the game was fun and expanded their understanding of science. Longitudinal tracking of elementary students' science course selection and grades as they progress through school could provide alternative measures of NDE program impact.
Envisioning an Improved Continuum of Special Education Services for Students with Learning Disabilities: Considering Intervention Intensity
Author: Lemons, Christopher J.
Date: 2018-07-00
Type: Reports - Research
Subjects: Special Education,Student Needs,Court Litigation,Learning Disabilities,Barriers,Access to Education,Intervention,Models,Delivery Systems

In &quot;Endrew F. v Douglas County School District RE-1,&quot; the U.S. Supreme Court affirmed the requirement that schools provide special education services designed to confer education benefit that is more than de minimus. &quot;Endrew&quot; offers an opportunity for the special education community to consider whether students with learning disabilities have access to a full continuum of services, including individualized, data-driven, and intensive interventions. We examine predominant models of service delivery, highlight concerns that these are insufficient, and envision an improved continuum of services better aligned with the raised expectations of &quot;Endrew.&quot; We also highlight important barriers that need to be addressed before an improved continuum can be implemented in many schools in the U.S. [This paper was published in &quot;Learning Disabilities Research and Practice&quot; v33 n3 Jul 2018 (EJ1187553).]
Improving Self-Regulated Learning with a Retrieval Practice Intervention
Author: Ariel, Robert
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Management,Recall (Psychology),Retention (Psychology),Intervention,Learning Strategies,Repetition,Paired Associate Learning,Second Language Learning,Instructional Effectiveness,Computer Assisted Instruction,Undergraduate Students,Indo European Languages,Translation,Study Habits,Metacognition

Repeated retrieval practice is a powerful learning tool for promoting long-term retention, but students use this tool ineffectively when regulating their learning. The current experiments evaluated the efficacy of a minimal intervention aimed at improving students' self-regulated use of repeated retrieval practice. Across 2 experiments, students made decisions about when to study, engage in retrieval practice, or stop learning a set of foreign language word pairs. Some students received direct instruction about how to use repeated retrieval practice. These instructions emphasized the mnemonic benefits of retrieval practice over a less effective strategy (restudying) and told students how to use repeated retrieval practice to maximize their performance--specifically, that they should recall a translation correctly 3 times during learning. This minimal intervention promoted more effective self-regulated use of retrieval practice and better retention of the translations compared to a control group that received no instruction. Students who experienced this intervention also showed potential for long-term changes in self-regulated learning: They spontaneously used repeated retrieval practice 1 week later to learn new materials. These results provide a promising first step for developing guidelines for teaching students how to regulate their learning more effectively using repeated retrieval practice.
I&apos;m Sure! Automatic Detection of Metacognition in Online Course Discussion Forums
Author: Huang, Eddie
Date: 2019-09-00
Type: Speeches/Meeting Papers
Subjects: Metacognition,Mathematics,Language Usage,Writing (Composition),Online Courses,Science Instruction,Phrase Structure,Automation,Academic Achievement,Learning Analytics,Natural Language Processing,Grades (Scholastic),College Students

Metacognition is a valuable tool for learning, since it is closely related to self-regulation and awareness of one's own affect. However, methods for automatically detecting and studying metacognition are scarce. Thus, in this paper we describe an algorithm for automatic detection of metacognitive language in writing. We analyzed text from the forums of two online, university-level science courses, which revealed common patterns of phrases that we used for automatic metacognition detection. The algorithm we developed exhibited high accuracy on expert-labeled metacognitive phrases (Spearman's rho = 0.878 and Cohen's kappa = 0.792), and provides a reliable, fast method for automatically annotating text corpora that are too large for manual annotation. We applied this algorithm to analyze relationships between students' metacognitive language and their academic performance, finding small correlations with course grade and medium-sized differences in metacognition across courses. We discuss how our algorithm can be used to advance metacognitive studies and online educational systems.
Instrumental Variables as Bias Amplifiers with General Outcome and Confounding
Author: Ding, Peng
Date: 2017-04-17
Type: Reports - Descriptive
Subjects: Causal Models,Inferences,Outcomes of Treatment,Interaction,Statistical Analysis,Computation,Bias

Drawing causal inference with observational studies is the central pillar of many disciplines. One sufficient condition for identifying the causal effect is that the treatment-outcome relationship is unconfounded conditional on the observed covariates. It is often believed that the more covariates we condition on, the more plausible this unconfoundedness assumption is. This belief has had a huge impact on practical causal inference, suggesting that we should adjust for all pretreatment covariates. However, when there is unmeasured confounding between the treatment and outcome, estimators adjusting for some pretreatment covariate might have greater bias than estimators without adjusting for this covariate. This kind of covariate is called a bias amplifier, and includes instrumental variables that are independent of the confounder, and affect the outcome only through the treatment. Previously, theoretical results for this phenomenon have been established only for linear models. We fill in this gap in the literature by providing a general theory, showing that this phenomenon happens under a wide class of models satisfying certain monotonicity assumptions. We further show that when the treatment follows an additive or multiplicative model conditional on the instrumental variable and the confounder, these monotonicity assumptions can be interpreted as the signs of the arrows of the causal diagrams. [This is the in press version of an article published in &quot;Biometrika.&quot;]
Weak Separation in Mixture Models and Implications for Principal Stratification
Author: Feller, Avi
Date: 2019-08-17
Type: Reports - Descriptive
Subjects: Statistical Analysis,Maximum Likelihood Statistics,Models,Statistical Distributions,Equations (Mathematics),Inferences

Principal stratification is a widely used framework for addressing post-randomization complications. After using principal stratification to define causal effects of interest, researchers are increasingly turning to finite mixture models to estimate these quantities. Unfortunately, standard estimators of mixture parameters, like the MLE, are known to exhibit pathological behavior. We study this behavior in a simple but fundamental example, a two-component Gaussian mixture model in which only the component means and variances are unknown, and focus on the setting in which the components are weakly separated. In this case, we show that the asymptotic convergence rate of the MLE is quite poor, such as O(n[superscript -1/6]) or even O(n[superscript -1/8]). We then demonstrate via theoretical arguments as well as extensive simulations that, in finite samples, the MLE behaves like a threshold estimator, in the sense that the MLE can give strong evidence that the means are equal when the truth is otherwise. We also explore the behavior of the MLE when the MLE is non-zero, showing that it is difficult to estimate both the sign and magnitude of the means in this case. We provide diagnostics for all of these pathologies and apply these ideas to re-analyzing two randomized evaluations of job training programs, JOBS II and Job Corps. Our results suggest that the corresponding maximum likelihood estimates should be interpreted with caution in these cases.
Building Capacity to Support Students with Autism Spectrum Disorder: A Modular Approach to Intervention
Author: Anderson, Cynthia M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Autism,Capacity Building,Intervention,Program Implementation,Learning Modules,Grade 4,Teaching Methods,Program Effectiveness,Barriers,Student Needs,Teamwork,Coaching (Performance),Interaction,Social Development,Behavior Problems,Learning Strategies,Peer Teaching

There is a large gap between research-based interventions for supporting children with autism spectrum disorder (ASD) and current practices implemented by educators to meet the needs of these children in typical school settings. Myriad reasons for this gap exist including the external validity of existing research, the complexity of ASD, and constraints on service delivery systems. Thus, a systematic approach is needed to adapt research-based interventions for use in typical school settings. One way to address these challenges is a modular intervention framework. In this article, we describe how a modular intervention framework could be implemented in schools. A case study is used to illustrate implementation of the framework. [This article was published in &quot;Education and Treatment of Children&quot; (EJ1172821).]
Retrieval-Based Learning: A Decade of Progress
Author: Karpicke, Jeffrey D.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Learning Processes,Recall (Psychology),Testing,Retention (Psychology),Intervals,Educational Research,Learning Theories,Cues,Recognition (Psychology),Test Format,Summative Evaluation,Transfer of Training,Student Characteristics,Instructional Materials,Context Effect

Learning is often identified with the acquisition and encoding of new information. Reading a textbook, listening to a lecture, participating in a hands-on classroom activity, and studying a list of words in a laboratory experiment are all clear examples of learning events. Tests, on the other hand, are used to assess what was learned in a prior experience but are not typically viewed as learning events. The act of measuring knowledge - by recalling or recognizing items, by answering questions, or even by retrieving and applying knowledge to solve novel problems - is not thought to change knowledge, just as measuring one's height would not make one taller and measuring one's weight does not leave a person lighter. [This chapter was published in J. H. Byrne (Ed.), &quot;Learning and Memory: A Comprehensive Reference, 2nd edition&quot; (p487-514), Cambridge, MA: Elsevier. The James S. McDonnell Foundation provided support for this research.]
Academic Parent Teacher Teams (APTT): How Did the New Parent-Involvement Model Impact Student Achievement in HISD? Evaluation Report. Volume 9, Issue 2
Author: Foster, Aysha L.
Date: 2015-10-00
Type: Reports - Research
Subjects: Parent School Relationship,Parent Participation,Elementary Schools,Grade 3,Grade 4,Grade 5,Elementary School Students,Academic Achievement,Reading Achievement,Program Effectiveness,Attendance,Achievement Gains

During the 2014-2015 school year, the Houston Independent School District (HISD) Family and Community Engagement (FACE) Department implemented a parent engagement program in 24 elementary schools. Most schools began implementation of the program in grades 3 through 5, although some chose to include PK through 5. Grades 3 through 5 students were used for the sample in this report. Over the course of the program, 3,800 students in grades 3 through 5 had a parent/guardian participate in an APTT meeting(s). School data were collected throughout the course of the program to provide a snapshot of parent participation and student achievement. Available data include parent participation rates, demographic data, and the 2015 STAAR reading results. The Level II Satisfactory, phase-in 1 standard STAAR results suggest that APTT schools had fewer students on average who met the reading satisfactory standard than the district; nonetheless, students whose parents participated in APTT performed better compared to students in the same school whose parents did not attend meetings. Other findings suggest that there is a relationship between the number of APTT meetings parents attended and their child's performance on the STAAR reading assessment.