ethanporcaro/eric-fulltext-meta huggingface dataset:
Home-School Differences: What It Means for Kindergarten Readiness. NCRECE In Focus. Volume 1, Issue 4
Author: Goffin, Stacie G.
Date: 2010-05-00
Type: Reports - Research
Subjects: Cultural Pluralism,School Readiness,Emotional Intelligence,Kindergarten,Preschool Education,Socialization,Preschool Children,Student Diversity,Educational Environment,Family Environment,Child Rearing

Differences between home and school environments are a topic of longstanding interest and often of concern. The "match" between home and school in terms of child-rearing beliefs and socialization practices can affect the ease with which children adapt to school and ultimately their success in meeting school expectations. With growing numbers of children coming to school from different ethnic and cultural groups, this issue is taking on new relevance for school readiness, especially since teachers of these children rarely reflect similar ethnic and cultural diversity. This discrepancy could facilitate and exacerbate the impact of a home-school mismatch, conferring advantage to children who come from home environments resembling that of the school and demanding more adjustment to the ways and expectations of school from children representing different ethnic and cultural groups. Typically, discussions of home-school match examine the extent to which home and school environments are similar or different from one another. Usually they begin with the assumption that similarity of beliefs and practices lead to better outcomes for children. This study examines that assumption and raises the question of whether measuring only the presence or absence of a match between home and school environments may mask important differences that have meaning for children's success in school. By raising this question, this study stretches current thinking, questioning what represents a home-school match, and challenging whether a "match" is always positive. It goes beyond absolute statements of same or different to explore categories of differences--specifically differences in adult- and child-centered child-rearing beliefs and socialization practices revolving around levels of adult control and support in their interactions with children. Delving more deeply into variations between parents' and teachers' beliefs and practices in this regard, it explored the consequences of the "directionality of home-school differences" for pre-kindergarten (pre-k) children's academic and social-emotional competence at the beginning of kindergarten by observing 310 children in 40 pre-k classrooms across 6 states, each with large publically-funded pre-k programs. Of the 310 children, 145 children (47%) were Euro American, 89 (29%) were African American, and 76 (24%) were Latino. While teachers were mostly Euro American (56%), the teachers observed were also African American (20%), Latino (14%), and Multiracial/Asian (10%).
Expanding School Readiness Gains in Prekindergarten. NCRECE In Focus. Volume 1, Issue 6
Author: Goffin, Stacie G.
Date: 2010-09-00
Type: Reports - Research
Subjects: School Readiness,Preschool Education,Scoring,Classroom Environment,Preschool Children,Educational Quality,Teacher Student Relationship,Class Activities,Learner Engagement,Low Income Groups

With growing public interest in children's success in kindergarten, more studies are examining prekindergarten (pre-k) classroom characteristics and their relationship to children's school readiness. These studies, for the most part, have focused on classroom environment characteristics associated with overall program quality, especially as measured by the Early Childhood Education Rating System (ECERS) and by the level of teachers' formal preparation. Recently, attention has moved to measuring teacher-child interactions, especially as assessed by the Classroom Assessment Scoring System (CLASS). This study, however, took a different tack. &quot;It focused on individual children and the type of activities with which they engage during their prekindergarten day&quot;--what the researchers call &quot;pattern of classroom engagement.&quot; Looking beyond the environment provided for learning and delving more deeply into activities occupying children's time, this study sought to examine the relationship between four different patterns of classroom engagement and children's later success on language, literacy, and mathematics school readiness indicators. The study had two overarching purposes: (1) To assess the relationship between children's pattern of classroom engagement and their school readiness gains during the prekindergarten year and (2) To learn if some patterns of classroom engagement promoted greater school readiness gains for low-income children.
Does Special Education Improve Preschoolers' Academic Skills? Research Brief
Author: Sullivan, Amanda L.
Date: 2013-03-13
Type: Reports - Research
Subjects: Disabilities,School Readiness,Special Education,Reading Readiness,Preschool Children,Preschool Education,Scores,Longitudinal Studies,Program Effectiveness,Developmental Delays,Cohort Analysis

This study investigated associations between enrollment in preschool special education and school readiness skills for children with mild to moderate delays. Findings indicated that on average, children who received preschool special education services had lower scores in reading and math in kindergarten than similar children who did not receive such service. These results could be due to a range of factors that should be explored further, including the nature of special education services for young children as well as possible differences between the groups of children with and without special education experiences. [This research brief is based on the following study: Sullivan, A. L. & Field, S. (2013) Do preschool special education services make a difference in kindergarten reading and mathematics skills?: A propensity score weighting analysis. "Journal of School Psychology."]
Characteristics of Private Schools in the United States: Results from the 2011-12 Private School Universe Survey. First Look. NCES 2013-316
Author: Broughman, Stephen P.
Date: 2013-07-00
Type: Numerical/Quantitative Data
Subjects: Sampling,Statistical Significance,Private Schools,National Surveys,Elementary Secondary Education,School Size,Teacher Student Ratio,Graduation Rate,Teachers,Ethnic Groups,High School Graduates,Institutional Characteristics,Tables (Data),Professional Associations,Comparative Analysis,Parochial Schools,Full Time Equivalency,Students,Predictor Variables

In 1988, the National Center for Education Statistics (NCES) developed a private school data collection that improved on the sporadic collection of private school data dating back to 1890 by developing an alternative to commercially available private school sampling frames. Since 1989, the U.S. Bureau of the Census has conducted the biennial Private School Universe Survey (PSS) for NCES. The PSS is designed to generate biennial data on the total number of private schools, students, and teachers, and to build a universe of private schools to serve as a sampling frame of private schools for NCES sample surveys. The target population for the PSS is all schools in the 50 states and the District of Columbia that are not supported primarily by public funds, provide classroom instruction for one or more of grades kindergarten through 12 (or comparable ungraded levels), and have one or more teachers. Organizations or institutions that provide support for home schooling, but do not provide classroom instruction, are not included. The 2011-12 PSS data were collected between September 2011 and May 2012. All data are for the 2011-12 school year except the high school graduate data, which are for the 2010-11 school year. Because the purpose of this report is to introduce new NCES survey data through the presentation of tables containing descriptive information, only selected findings are listed. These findings are purely descriptive in nature and are not meant to imply causality. These findings have been chosen to demonstrate the range of information available from the 2011-12 PSS rather than to discuss all of the observed differences, emphasize any particular issue, or make comparisons over time. The tables in this report contain counts and percentages demonstrating bivariate relationships. All of the results have been weighted to reflect the sample design and to account for nonresponse and other adjustments. Comparisons drawn in the selected findings have been tested for statistical significance at the 0.05 level using Student's t statistics to ensure that the differences are larger than those that might be expected due to sampling variation. No adjustments were made for multiple comparisons. Many of the variables examined are related to one another, and complex interactions and relationships have not been explored. Statistical Analysis Software (SAS 9.2) and SUDAAN (10.0) were used to compute the statistics for this report. Appended are: (1) Glossary; (2) Technical Notes; and (3) Standard Error Tables. (Contains 31 tables and 2 footnotes.)
Read Naturally[R]. What Works Clearinghouse Intervention Report. Updated
Author: What Works Clearinghouse (ED)
Date: 2013-07-00
Type: Reports - Evaluative
Subjects: Reading Programs,Intervention,Elementary School Students,Beginning Reading,Alphabets,Reading Achievement,Reading Comprehension,Reading Fluency,Educational Research,Instructional Effectiveness,Grade 2,Grade 3,Grade 4

The &quot;Read Naturally&quot;[R] program is a supplemental reading program that aims to improve reading fluency, accuracy, and comprehension of elementary and middle school students using a combination of texts, audio CDs, and computer software. The program uses one of four products that share a common fluency-building strategy: &quot;Read Naturally[R] Masters Edition&quot;, &quot;Read Naturally[R] Encore&quot;, &quot;Read Naturally[R] Software Edition&quot;, and &quot;Read Naturally[R] Live&quot;. The common strategy includes: modeling of story reading, repeated reading of text for developing oral reading fluency, and systematic monitoring of student progress by teachers and the students themselves. Students work at their reading level, progress through the program at their own rate, and work (for the most part) on an independent basis. The program can be delivered in three ways: (1) students use audio CDs with hard-copy reading materials (&quot;Read Naturally[R] Masters&quot;, &quot;Read Naturally[R] Encore&quot;), (2) students use the computer-based version (&quot;Read Naturally[R] Software Edition&quot;), or (3) students use the web-based version (&quot;Read Naturally[R] Live&quot;). This intervention report includes studies of &quot;Read Naturally[R] Masters Edition&quot; and &quot;Read Naturally[R] Software Edition&quot;. The What Works Clearinghouse (WWC) identified 58 studies that investigated the effects of &quot;Read Naturally&quot;[R] on the reading skills of beginning readers. The WWC reviewed 11 of those studies against group design evidence standards. Four studies (Arvans, 2010; Christ &amp; Davie, 2009; Hancock, 2002; Kemp, 2006) are randomized controlled trials that meet WWC evidence standards without reservations, and one study (Heistad, 2008) is a quasi-experimental design that meets WWC evidence standards with reservations. Those five studies are summarized in this report. Six studies do not meet WWC evidence standards. The remaining 47 studies do not meet WWC eligibility screens for review in this topic area. Appended Research details for Christ and Davie, 2009; (3) Research details for Hancock, 2002; (4) Research details for Kemp, 2006; (5) Research details for Heistad, 2008; (6) Outcome measures for each domain; (7) Findings included in the rating for the alphabetics domain; (8) Findings included in the rating for the reading fluency domain; (9) Findings included in the rating for the comprehension domain; (10) Findings included in the rating for the general reading achievement domain; (11) Supplemental subtest findings for the alphabetics domain; and (12) Supplemental subtest findings for the comprehension domain. A glossary of terms is included. (Contains 11 tables and 10 endnotes.)
Bayesian Estimates of Autocorrelations in Single-Case Designs
Author: Shadish, William R.
Date: 2012-12-00
Type: Journal Articles
Subjects: Bayesian Statistics,Research Design,Correlation,Computation,Sampling,Statistical Analysis

Researchers in the single-case design tradition have debated the size and importance of the observed autocorrelations in those designs. All of the past estimates of the autocorrelation in that literature have taken the observed autocorrelation estimates as the data to be used in the debate. However, estimates of the autocorrelation are subject to great sampling error when the design has a small number of time points, as is typically the situation in single-case designs. Thus, a given observed autocorrelation may greatly over- or underestimate the corresponding population parameter. This article presents Bayesian estimates of the autocorrelation that greatly reduce the role of sampling error, as compared to past estimators. Simpler empirical Bayes estimates are presented first, in order to illustrate the fundamental notions of autocorrelation sampling error and shrinkage, followed by fully Bayesian estimates, and the difference between the two is explained. Scripts to do the analyses are available as supplemental materials. The analyses are illustrated using two examples from the single-case design literature. Bayesian estimation warrants wider use, not only in debates about the size of autocorrelations, but also in statistical methods that require an independent estimate of the autocorrelation to analyze the data. (Contains 2 figures and 1 table.)
Careers in Engineering, Mathematics, Science, and Related Fields: A Selected Bibliography. Bulletin, 1961, No. 8. OE-26007
Author: Shedd, A. Neal
Date: 1961-00-00
Type: Historical Materials
Subjects: Educational History,Annotated Bibliographies,Science Careers,Mathematics,Engineering,STEM Education,Career Awareness,Occupational Information,Public Schools,Secondary School Students,Educational Resources,Information Sources,Agriculture,Forestry,Health Occupations,Biological Sciences,Physical Sciences,Career Guidance,Federal Legislation,Pupil Personnel Services,Agricultural Occupations

Because of the growing importance of the sciences in the society and the increasing interest of young people in pursuing scientific careers, the Congress of the United States enacted Public Law 85-875. One purpose of the law as stated in Section 2(a) (4) is &quot;to develop an awareness of the satisfactions to be derived through a career devoted to science.&quot; On September 2, 1958, President Eisenhower signed into law both the National Defense Education Act (Public Law 85-864) and Public Law 85-875. Here again the Congress recognized, in Title V of this Act, the need for better guidance and counseling in the public secondary schools. This bibliography of 385 titles was designed to suggest sources from which counselors, teachers, secondary school students, and others concerned with vocational guidance decisions can obtain free and inexpensive career information. This bibliography covers the following topics: (1) Agriculture; (2) Biological Sciences; (3) Engineering; (4) Forestry; (5) Health Professions; (6) Mathematics; and (7) Physical Sciences. [Best copy available has been provided.]
The College Presidency, 1900-1960: An Annotated Bibliography. Bulletin, 1961, No. 9. OE-53006. [Foreword - Chapter IV]
Author: Eells, Walter Crosby
Date: 1961-00-00
Type: Historical Materials
Subjects: Higher Education,College Presidents,Universities,Annotated Bibliographies,Publications,Administrator Responsibility,Information Sources,Periodicals,Administrator Qualifications,Personnel Selection

Thousand of books, monographs, proceedings, and articles have been published concerning colleges and universities in the United States. As guides to his extensive literature, many bibliographies in the field of higher education in general, or special aspects of it, have been prepared. These vary greatly in comprehensiveness, in recency, and in usefulness. Few of them include informative annotations. None of them covers satisfactorily the office of the president--the prestige office of the American college and university world. The purpose of this bibliography is to supply this lack of information for the more than 2,000 institutions of higher education in the country, each of which has a chief administrative officer, usually designated as "president." Information concerning almost 700 publications in this restricted but important field, published during the 20th century, will be found in the present bibliography. This bulletin presents the first part of a two-part volume. It contains the following sections: (1) Foreword; (2) Introduction; (3) Periodicals Cited; (4) Chapter I: Reference; (5) Chapter II: General and Composite; (6) Chapter III: Selection and Qualifications; and (7) Chapter IV: Personal Factors. (Contains 1 footnote.) [Due to its size, this volume has been processed as two separate parts. The first part includes the foreword through Chapter IV. The second part includes Chapter V through the index. The cover page and table of contents are repeated in the second part. For the other part of this volume, see "Chapter V - Index" (ED544035). Best copy available has been provided.]
The College Presidency, 1900-1960: An Annotated Bibliography. Bulletin, 1961, No. 9. OE-53006. [Chapter V - Index]
Author: Eells, Walter Crosby
Date: 1961-00-00
Type: Historical Materials
Subjects: Higher Education,College Presidents,Universities,Annotated Bibliographies,Publications,Administrator Responsibility,Information Sources

Thousand of books, monographs, proceedings, and articles have been published concerning colleges and universities in the United States. As guides to his extensive literature, many bibliographies in the field of higher education in general, or special aspects of it, have been prepared. These vary greatly in comprehensiveness, in recency, and in usefulness. Few of them include informative annotations. None of them covers satisfactorily the office of the president--the prestige office of the American college and university world. The purpose of this bibliography is to supply this lack of information for the more than 2,000 institutions of higher education in the country, each of which has a chief administrative officer, usually designated as "president." Information concerning almost 700 publications in this restricted but important field, published during the 20th century, will be found in the present bibliography. This bulletin presents the second part of a two-part volume. It contains the following sections: (1) Chapter V: Duties and Responsibilities; (2) Biography; and (3) Index. [Due to its size, this volume has been processed as two separate parts. The first part includes the foreword through Chapter IV. The second part includes Chapter V through the index. The cover page and table of contents are repeated in the second part. For the other part of this volume, see "Foreword - Chapter IV" (ED544034). Best copy available has been provided.]
Inservice Education of High School Mathematics Teachers: Report of a Conference under the Joint Auspices of the U.S. Department of Health, Education, and Welfare and the National Council of Teachers of Mathematics, Washington, March 11-19, 1966. Bulletin, 1961, No. 10. OE-29022
Author: Brown, Kenneth E.
Date: 1961-00-00
Type: Collected Works - Proceedings
Subjects: Mathematics Curriculum,Mathematics Education,High Schools,Inservice Teacher Education,State Departments of Education,Mathematics Teachers,Teacher Improvement,Secondary School Mathematics,Best Practices,Small Schools,School Size,Faculty Development

The key to the improvement of any courses in the school curriculum is obviously the teacher. In this connection, as regards the high school mathematics curriculum, certain questions arise: Do the teachers need inservice education for the new improved courses? What inservice education programs are now in progress? How are school administrators helping in these programs? To seek information on these and kindred questions was the purpose of the conference called by the U.S. Office of Education at Washington, D.C., on March 17, 18, and 19, 1960. More than 50 persons participated in the conference and contributed to its success. This publication presents the formal papers that were given and also a summary of the work session deliberations and panel discussions. It is published with the hope that persons interested in the improvement of school mathematics will find specific suggestions applicable to their own schools. This publication contains the following papers: (1) Needed Emphases in the Teaching of Mathematics and Implications for Teacher Reeducation (W. L. Duren, Jr.); (2) Current Problems and Patterns of Inservice Education in High School Mathematics (Henry W. Syer); and (3) Characteristics of a Desirable Inservice Education Program for High School Mathematics Teachers (Henry Van Engen). Appended are: (1) Helpful Books, Curricula, and Programs Reported by State Departments of Education; (2) Helpful Books Reported by School Systems; (3) Helpful Sources of Curricula and Teaching Materials Reported by School Systems; (4) Mathematical Topics Studied by School Systems; (5) Mathematical Topics Considered Most Helpful by School Systems; (6) Members of the Conference; and (7) Members of the Conference Planning Committee. (Contains 3 footnotes.) [Best copy available has been provided.]
Rural Renaissance: Revitalizing Small High Schools. Bulletin, 1961, No. 11. OE-36003
Author: Ford, Edmund A.
Date: 1961-00-00
Type: Historical Materials
Subjects: Educational History,Rural Schools,High Schools,Small Schools,Instructional Improvement,Educational Change,Experimental Programs,Educational Technology,Technology Uses in Education,Educational Television,School Schedules,School Organization,School Administration,Teacher Education,Team Teaching,Itinerant Teachers,Teacher Aides,Correspondence Study,Teaching Machines,Programmed Instructional Materials,Philanthropic Foundations,Instructional Films,Audiovisual Aids,Flexible Scheduling,Grouping (Instructional Purposes)

The latest available statistics for 1958-59 indicate there were 8,084 small schools and that they had enrolled in them 1,650,000 pupils. It is a matter of conjecture how much these figures will be reduced in the next 10 years, but there is considerable doubt that the reduction will be a truly significant one. In any event the current figures are rather formidable ones when it is recognized that these represent 42 percent of all 19,191 high schools and 20 percent of the 8 1/4 million young people enrolled in high schools. This bulletin presents a story of the first modifications to have been brought about in recent years which involve broad experimentations designed to improve the instructional programs of small high schools. (Contains 1 figure.) [Best copy available has been provided.]