ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Achievements for Education Settings: An Embedded Teacher-Implemented Social Communication Intervention for Preschoolers with Autism Spectrum Disorder
Author: Engelstad, Anne-Michelle
Date: 2020-00-00
Type: Reports - Research
Subjects: Preschool Children,Autism,Pervasive Developmental Disorders,Interpersonal Communication,Skill Development,Intervention,Authentic Learning,Interpersonal Competence,Cognitive Development,Social Development,Program Effectiveness,Preschool Teachers,Preschool Education,Communication Skills,Faculty Development,Program Implementation,Fidelity,Communication Disorders,Early Intervention,Books,Attention,Classroom Environment,Training,Workshops,Verbal Communication,Nonverbal Communication

Purpose: Early Achievements for Education Settings (EA-ES) is a teacher-implemented naturalistic developmental behavioral intervention for preschoolers with autism spectrum disorder (ASD) targeting core social communication impairments. The purpose of this pilot randomized controlled clinical trial (RCT) was to examine promise of efficacy of this iteratively developed intervention when implemented in authentic education settings. We examined (1a) whether the EA-ES intervention showed promise of improving child social, communication, and cognitive outcomes as determined by within- and between-group comparisons of children in EA-ES classrooms and children in classrooms randomized to the business as usual condition. Method: Participants included six preschool teachers and 43 eligible preschoolers with ASD. Classrooms were randomized to EA-ES or business as usual. Analyses of intervention effects using baseline and postintervention data were conducted on teachers' fidelity of EA-ES implementation and children's performance on a proximal measure of social and communication behavior and on a distal standardized measure of verbal and nonverbal functioning. Results: Teachers trained to implement EA-ES attained a high level of implementation fidelity, with significantly greater gains compared to untrained teachers. Children receiving EA-ES showed significantly greater gain from baseline to postintervention in frequency of produced initiation of joint attention and nonverbal cognitive functioning compared to children in business-as-usual classrooms. A trend toward significance for Group x Time effects was detected for frequency of spontaneous verbalizations produced, favoring the EA-ES group. Conclusions: EA-ES shows promise of feasibility for teacher implementation in group contexts and for improving social communication and cognitive skills in preschoolers with ASD. Implications of results for future research and speech-language pathologist-teacher collaboration to increase language intervention dosage are discussed. [This is the online version of an article published in &quot;Perspectives of the ASHA Special Interest Groups.&quot;]
Learning as We Go: Principles for Effective Assessment during the COVID-19 Pandemic
Author: Lake, Robin
Date: 2020-07-00
Type: Opinion Papers
Subjects: Student Evaluation,Evaluation Methods,Student Needs,School Closing,Diagnostic Tests,Well Being,Tests,Parent Participation,COVID-19,Pandemics

This paper summarizes the findings from a panel of assessment experts on diagnostic assessments and their role in helping educators and parents support student learning. Teachers, schools, and school systems will face unprecedented challenges when schools eventually reopen after pandemic-related closures. One of the central challenges will be figuring out how to meet the individual needs of students who had dramatically different experiences while schools were shuttered, and who will need dramatically different academic and nonacademic interventions and supports as schooling resumes this fall. Parents, too, will need reliable information to advocate for their children, and--if needed--to continue their education at home. Many stakeholders have recognized the likely value of diagnostic assessments in providing this information, yet others question the quality of the information existing assessments yield for diagnosing individual student needs and have expressed concern about the potential loss of instructional time and the over-remediation of students. The panel's task was to advise the field on the state of diagnostic testing: which types of assessment are best used for what purposes. [This report was prepared as part of the Evidence Project at CPRE.]
How States Can Solve the Student Debt Crisis: A Framework for Reducing Student Debt Burdens for Present and Future Borrowers
Author: Hansen, Kiese
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Debt (Financial),Loan Repayment,State Policy,Low Income Students,Minority Group Students,Paying for College,Federal Aid,Grants,State Aid,Access to Education,College Programs,Dual Enrollment,Student Costs,Financial Aid Applicants,Money Management,Tax Credits,Housing

Student debt balances are ballooning, posing a serious threat to the financial security of millions of borrowers across the country. In the last 15 years, total outstanding student debt has grown six-fold and now hovers at over $1.5 trillion. Student debt has significant short- and long-term impacts on individuals, their communities, and the broader economy. The crisis demands urgent action to alleviate its impacts on individuals, their families, their communities, and the broader economy. While it is too early to say what the long-term impacts of the crisis will be, what has unfolded so far indicates a need to curb further escalation. Solving the crisis will require solutions from a range of stakeholders and actors--and states have an opportunity to act immediately. To provide options to states to address this growing threat to financial security, Aspen Institute Financial Security Program conducted a scan of possible state solutions to address student loan burdens. The identified solutions fit into three types of actions that align with the borrower experience, with particular consideration for how they help low-income borrowers and borrowers of color: (1) Reduce the out-of-pocket cost of attendance; (2) Protect students as they navigate existing debt; and (3) Decrease existing student debt burdens. [Research and writing assistance for this report was provided by Jordan Thomas.]
Unfinished Business: Compelling Stories of Adult Student Persistence. Adult Higher Education Alliance Annual Conference Proceedings (44th, Orlando, Florida, March 5-6, 2020)
Author: Olson, Joann S., Ed.
Date: 2020-07-07
Type: Collected Works - Proceedings
Subjects: Adult Education,Higher Education,College Students,Virtual Classrooms,Andragogy,Adult Students,Electronic Learning,Student Evaluation,Grading,Gender Differences,Majors (Students),Foreign Students,Immigrants,Immigration,Public Policy,STEM Education,Nontraditional Students,Student Experience,Minority Group Students,Sense of Community,Racial Attitudes,Faculty Development,Student Research,Career Development,Reentry Students,Psychological Patterns,College Faculty,Reflective Teaching

The 44th annual conference of the Adult and Higher Education Alliance (AHEA) was held at the University of Central Florida in March 2020. Papers in these proceedings include the following: (1) Enhancing Pedagogy in the Virtual Classroom: An Exploration of Qualitative Student Assessment (Jeff Aulgur); (2) Does Gender Influence Major Selection? Gender Segregation within Higher Education (Jennifer Castellanos); (3) Coming to America: Current Immigration Policies Embraced by International Students Majoring in STEM (Aynur Charkasova and Yvonne Hunter-Johnson); (4) The Changing College Experience as We Age (Patricia G. Coberly-Holt); (5) Adult Undergraduate Students as a Minoritized Student Population: Implications on Sense of Belonging at Four-Year Institutions (Michael D. Giacalone); (6) Saved by Bell: Using Hooks as an Intervention into Southern Higher Education Curriculum (Edith Gnanadass, Kyle Bellue, Chan Dunn, &amp; Jessie Tinoco); (7) Experiences of Non-traditional Age Students in Conducting Research (Marilyn S. Lockhart and Elyse D'nn Lovell); (8) &quot;Right Now, I'm Narrowing It Down&quot;: Career Development in Undergraduate STEM Majors (Joann S. Olson, Yun Wan, and Beverly C. Tomek); (9) An Engaged and Empowerment Based Reciprocal Pedagogy: Addressing Shame with Adult Learners Returning to College (Julie M. Skogsbergh); and (10) The Benefits of Reflection on Improving Teaching through Change: A Reflective Model for Professional Development (Rachel Wlodarsky). [For the 2019 proceedings, see ED597786.]
Behavior Support Coaching for a Paraprofessional Working with First-Grade Students Exhibiting Disruptive Behavior Problems in an Urban High-Poverty Elementary School
Author: Alperin, Alexander
Date: 2020-00-00
Type: Reports - Research
Subjects: Coaching (Performance),Grade 1,Elementary School Students,Young Children,Disadvantaged Schools,Urban Schools,At Risk Students,Evidence Based Practice,Program Effectiveness,Learner Engagement,Poverty Areas,Behavior Disorders,Behavior Modification,Intervention,Paraprofessional School Personnel

Despite receiving little to no training in behavior management, paraprofessionals often support young students with or at risk of disruptive behavior disorders in elementary schools. The Behavior Support Coaching for Paraprofessionals (BSC-P) is a new evidence-based data-driven approach for enhancing paraprofessionals' skills in identifying behavior needs, setting goals, and selecting and implementing evidence-based interventions for improving student disruptive behaviors. The current case study presents the application of the BSC-P (eight sessions over 3 months) with a paraprofessional and teacher who support two first-grade students exhibiting disruptive behaviors in an urban high-poverty elementary school. Implemented evidence-based interventions include &quot;say,&quot; &quot;show,&quot; &quot;check,&quot; a &quot;token economy,&quot; and &quot;antecedent modification.&quot; Findings revealed increased paraprofessional intervention fidelity, improved student classroom engagement (effect sizes of 3.77 and 2.10), and decreased student inappropriate verbal and physical behavior (effect sizes of 1.34 and 1.88, respectively). [This is the online first version of an article published in &quot;Clinical Case Studies.&quot;]
The Identification of Specific Learning Disabilities: A Summary of Research on Best Practices
Author: Fletcher, Jack M.
Date: 2019-00-00
Type: Information Analyses
Subjects: Disability Identification,Learning Disabilities,Students with Disabilities,Reliability,Validity,Best Practices,Equal Education,Educational Legislation,Federal Legislation,Eligibility,Educational Research

In this report, we summarize research on the identification of SLD and make recommendations for practice. The report begins with a summary of the legal requirements for SLD identification and what constitutes a comprehensive evaluation. It then discusses the attributes of SLD according to different conceptual frameworks and reviews research on the reliability and validity of different methods for SLD identification that emanate from these frameworks. The report concludes with recommendations for best practice, regardless of the specific identification methods employed. [This report was produced by the Texas Center for Learning Disabilities (TCLD) with the Meadows Center for Preventing Educational Risk, the University of Houston, the Texas Education Agency, and the University of Texas System.]
Unpacking Program Enrollments and Completions with Equity in Mind. CCRC Analytics
Author: Fink, John
Date: 2020-06-00
Type: Guides - Non-Classroom
Subjects: Data Analysis,Enrollment,Graduation,College Programs,Disproportionate Representation,Equal Education,Two Year College Students,Community Colleges,Outcomes of Education

This guide presents examples and instructions for data analyses colleges can conduct to better understand student enrollments and completions in particular programs. Such analyses can help colleges scrutinize representation of historically marginalized groups in programs leading to greater opportunity after graduation. There is an equity imperative in this effort. Without disaggregating program enrollments with an eye to what those programs lead to--and interrogating and redesigning practices and policies perpetuating inequities--student success reform approaches such as guided pathways will likely continue to reinforce existing racial/ethnic, gender, and socioeconomic stratification. Examining representation across college programs with equity in mind is an important complement to the work colleges are doing to increase completion rates overall and close equity gaps. The authors recommend that colleges undertake a series of data exercises and reflective discussions based on the following three questions: (1) What programs are our students currently enrolled in? (2) What opportunity does each program lead to in terms of further education (e.g., transfer to bachelor's programs or bridges into more advanced workforce credentials) and/or immediate job prospects and earnings. Which programs lead to greater or lesser opportunity? and (3) Is student representation across programs proportionate? Which subgroups of students (by race/ethnicity, gender, socioeconomic status, and age) are underrepresented in higher-opportunity programs? To answer these questions, the authors show how to carry out a set of relatively simple data analyses that colleges can replicate using their own data. Similar analyses can be used to examine program completions. [Additional funding for this report from the Pathways Collaborative Equity Partners Fund from the Office of Community College Research and Leadership at the University of Illinois.]
Solving the Student Debt Crisis: Making the Case
Author: Hansen, Kiese
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: College Graduates,Debt (Financial),Loan Repayment,Student Loan Programs,Money Management,Paying for College,High School Graduates,Student Characteristics,Loan Default,Educational Equity (Finance)

For people across the United States, student loan debt is a growing portion of the household balance sheet. More than 40 million Americans have outstanding student loan balances. The burden of student loan debt is causing undue harm to the financial security of individuals and households across the US, with disproportionate impacts on both low- and moderate-income households and communities of color. The problems associated with student loan debt are systemic and consequential for borrowers, their families, their communities, and for the nation's economy. But these problems are also solvable. This brief outlines goals and solutions for cross-sector action from federal, state, and local policymakers, employers, and other stakeholders to address rising student debt burdens, which have grown six-fold in the last 15 years. The brief explains the student debt crisis as it exists today, how it affects household financial security, and who is most impacted. Government officials, researchers, policymakers, private and nonprofit organizations, as well as the public, can use this brief for building momentum and driving action to solve this evolving crisis. [The authors received research and writing assistance from Jordan Thomas.]
The Study of Preschool Teachers&apos; and Principals&apos; Opinions on Turkish Education System
Author: Uslu, Banu
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Principals,Teacher Attitudes,Administrator Attitudes,Teacher Rights,Educational Quality,Educational Practices,Equal Education,Class Size,Educational Finance,Problem Solving,Public Schools,Teaching Conditions,Parent Teacher Cooperation,Testing

The present study was conducted to find out preschool teachers' and principals' opinions on the problems of the Turkish education system as well as their opinions on potential solutions. The sample of the study was preschool teachers' and principals' from Alanya, a district of the province of Antalya, Turkey. In the study group, there were 89 female participants that were determined via convenience sampling method. Qualitative research method and content analysis technique were used to analyze the data. When the findings are examined in line with the sub-goals, it was seen that the opinions gathered under four categories: &quot;education system&quot;, &quot;teachers' rights&quot;, &quot;family&quot; and &quot;other&quot;. The problems expressed in this direction were the quality of the education system, continuously changing programs and applications, inequality of opportunities, test-focused system, crowded classes, and lack of funds supporting education and teaching in the form of double-schedule education. It is recommended that continuity of this study should be ensured via quantitative and mixed methods, and all stakeholders' opinions should be taken into consideration.
Resilience Analysis in the Teen Stage: An Approach to the Situation of Schools in the Basque Country
Author: Dosil, Maria
Date: 2019-12-00
Type: Journal Articles
Subjects: Resilience (Psychology),Age Differences,Gender Differences,Foreign Countries,Student School Relationship,Persistence,Self Efficacy,Early Adolescents,Late Adolescents,Interpersonal Competence,Political Divisions (Geographic),Educational Environment,Adolescent Development

The incessant social, cultural and economic changes in which society is immersed, does require developing coping skills towards change that allow teenagers to successfully develop as active subjects of society. Within this framework, the school environment is considered an ideal scenario to work resilience in the adolescent stage. Based on these considerations, the objective of this research is the approach to the reality of adolescents and their resilience. For this reason, a descriptive analysis is carried out with 193 teenagers from various schools in the Autonomous Community of the Basque Country (CAPV). The results show significant differences in resilient capacities related to the age and sex of the participating adolescents.
The Impact of Technology Integration in Teaching Performance
Author: Hero, Jesson L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Technology Integration,Foreign Countries,Instructional Effectiveness,Social Studies,High School Teachers,Public Schools,Productivity,Professional Development,Predictor Variables,Educational Technology,Teacher Attitudes,Academic Standards,21st Century Skills

With the implementation of the K to 12 Education program in the Philippines, it necessitates the use of technology in teaching. Technology integration in teaching helps and assists Social Studies teachers to fill the gap and aid the weakness of traditional teaching methods with technology-based teaching and learning tools and facilities. Hence, this research tries to look into a way to understand the impact of technology integration in the teaching performance of Social Studies teachers in public high schools in the Division of City Schools--Valenzuela City. Using a descriptive-correlation survey method, the researcher believes in finding a link between and among variables. The respondents of this study consist of one-hundred (100) Social Studies teachers. The result indicates that the six dimensions of technology integration were described in a great extent by Social Studies teachers. More so, findings reveal that for all the seven indicators of teaching performance measured, Social Studies teachers were described as very satisfactory. Using regression analysis, the results of the study proved that technology integration exerts a significant impact on teaching performance. And among the six dimensions of technology integration, the best predictor was productivity and professional practice. It is recommended that the Department of Education should not stop providing programs, seminars, training-workshops on technology integration to improve further the performance of Social Studies teachers.
Exploring the Principal&apos;s Technology Leadership: Its Influence on Teachers&apos; Technological Proficiency
Author: Hero, Jesson L.
Date: 2020-06-00
Type: Journal Articles
Subjects: Principals,Technology Integration,Leadership,Teacher Administrator Relationship,Technological Literacy,Elementary School Teachers,Public Schools,Elementary Schools,Foreign Countries,Public School Teachers,Educational Technology,Teacher Attitudes

The emergence of technology offers new avenues and opportunities in society, most in particular in school. To jive the current trends of 21st century education where technology infusion is highlighted as one of its salient features, principals should possess the skills of being technology know-how leader and advocator and also the teachers as facilitators and agents of technology in the school. Hence, this paper tries to look into a way to understand the influence of the principal's technology leadership in teachers' technological proficiency in public elementary schools in the district of Obando, Bulacan. Using a descriptive-correlational design, the researcher believes in finding a link between and among variables. The respondents of this study consist of one-hundred and five (105) public school teachers. The result indicates that the five indicators of technology leadership, teachers agreed on the technological leadership that their principal possessed. More so, teachers are proficient in the use of technology in the teaching and learning process. Using regression analysis, the study showed that the principal's technology leadership does not exert a significant influence on teachers' technological proficiency. It is recommended that other researchers may undertake similar studies to support or contradict the findings of this study.
Visual Images Related to Angle Concept in the 5th Grade Maths Coursebooks
Author: Tuluk, Güler
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Textbooks,Illustrations,Elementary School Mathematics,Grade 5,Geometric Concepts,Algebra,Elementary School Teachers,Teacher Attitudes,Student Attitudes,Accuracy

There are different perspectives in the literature on the examination of visual images used in course books. In this study, illustrations from the visuals used in geometry in the lower learning area of school mathematics were examined and summarized first by researchers and then by teachers and students. For many students, the mathematics coursebook is the first material they encounter in understanding the course content and conveying the mathematics culture. In this study, the illustrations related to the concept of Angle used in mathematics coursebook, two books published abroad, two books published in Turkey, for 5th-grade students were analyzed. The type of research is Document Analysis and the illustrations were examined in qualitative and quantitative terms. In this way, the study aimed to analyze the contribution of illustrations in mathematics education to the conceptualization of geometrical definitions through the coursebook and the contribution and effect of improving geometrical thinking. The results of the study showed that illustrations for the field of mathematics that is in coursebooks must include an algebraic representation.