ethanporcaro/eric-fulltext-meta huggingface dataset:
Review of &quot;The Effect of Special Education Vouchers on Public School Achievement: Evidence from Florida's McKay Scholarship Program&quot;
Author: Yun, John T.
Date: 2008-05-22
Type: Reports - Evaluative
Subjects: Evidence,Research Design,Public Schools,Academic Achievement,Scholarships,Educational Vouchers,Special Education,Special Needs Students,Educational Policy,Program Evaluation,Program Effectiveness,Outcome Measures,Policy Analysis,Competition,Commercialization,Outcomes of Education,Research Problems,Statistical Bias,Statistical Analysis,Educational Testing,Evaluation Problems,Private Schools,School Choice

A new report published by the Manhattan Institute for Education Policy, &quot;The Effect of Special Education Vouchers on Public School Achievement: Evidence from Florida's McKay Scholarship Program,&quot; attempts to examine the complex issue of how competition introduced through school vouchers affects student outcomes in public schools. The possible contributions of this report, however, are outweighed by research design problems, failure to take into account alternative explanations, and unsubstantiated assumptions about the direction of possible selection bias. Together, these problems call into question the findings and render the conclusions drawn from those findings highly suspect. (Contains a list of 13 notes and references.) [This paper reviews the following document: &quot;The Effect of Special-Education Vouchers on Public School Achievement: Evidence from Florida's McKay Scholarship Program. Civic Report No. 52&quot; (ED501690).]
Measuring Teacher Knowledge of Classroom Social Networks: Convergent and Predictive Validity in Elementary School Classrooms
Author: Madill, Rebecca A.
Date: 2012-00-00
Type: Reports - Research
Subjects: Elementary School Teachers,Teacher Characteristics,Social Networks,Accuracy,Peer Relationship,Elementary School Students,Predictive Validity,Student Attitudes,School Attitudes,Teacher Student Relationship,Longitudinal Studies

This study contributes to a growing body of literature focused on the role of the teacher's &quot;invisible hand&quot; in managing students social relationships. The authors focus on one specific aspect of attunement, teachers' social network knowledge, which they conceptualize as the completeness and accuracy of the teacher's social network knowledge, which they conceptualize as the completeness and accuracy of the teacher's perceptions of students' peer affiliation patterns. Two premises of this work are that: (a) teachers who possess accurate network knowledge are in a better position to manage peer relationships in ways that support a positive classroom climate and achievement motivation; and (b) network knowledge is a potentially malleable element of teaching quality which can be targeted for professional development. Because past research suggests that hierarchical social structures in classrooms may contribute to a negative climate, the authors were especially interested in understanding whether teachers with better network knowledge might counteract the negative effect of social hierarchies. (Contains 2 tables and 1 figure.)
An Examination of Treatment Effects of a First Grade Literacy Intervention Using a Regression Discontinuity Design
Author: Chaparro, Erin A.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Elementary School Students,Grade 1,Literacy,Reading Instruction,Intervention,Regression (Statistics),Research Design,Response to Intervention,Reading Difficulties,Reading Achievement,Cutting Scores,Instructional Effectiveness

Response to Intervention (RTI) is a tiered instructional delivery framework developed to meet the needs of all students and has the potential to improve reading achievement, prevent reading problems, and improve identification accuracy for learning disabilities. Tier 1 typically occurs in the context of the general education classroom and is characterized by evidence-based core instruction. Tier 2 support provides an additional instructional opportunity for students who need re-teaching of previously taught concepts, intensified explicit instruction, and added practice opportunities with high quality teacher feedback. Tier 3 is characterized by highly explicit and systematic instruction delivered in small group formats. The purpose of this poster is to evaluate the efficacy of the Enhancing Core Reading Instruction (ECRI) RTI system designed to prevent reading problems. Using regression discontinuity, the authors compare student reading data between students in Tier 1 and those students receiving Tier 1 and Tier 2 support. In each ECRI intervention school, a fall cut score was used to assign each student to Tier 1 or Tier 2 instructional support (or Tier 3, but this is not a focus in this study). Students in Tier 1 received Tier 1 instructional support and students in Tier 2 received Tiers 1 and 2 instructional supports. Research Hypothesis. They hypothesized that Tier 2 support significantly improves reading. Using a regression discontinuity design (RDD) students in Tier 2 should deviate from the regression line predicted by students in Tier 1.
The Development and Evaluation of a Professional Development Model to Build Meaningful and Effective IEPs for Transition-Aged Students
Author: Doren, Bonnie
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Individualized Education Programs,Individualized Transition Plans,High School Students,Secondary School Teachers,Special Education Teachers,Faculty Development,Training,Instructional Effectiveness,Pilot Projects,Educational Objectives,Employment

The purpose of the study was to examine the potential efficacy of a professional development training model targeting IEP case managers of transition-age students. A training model was developed and a pilot study conducted to understand the promise of the model to improve the development of critical components within the IEP document that support the preparation of students with disabilities for further education and employment after high school services have ended. The current study focused on the postsecondary goals that are required within IEPs of transition-aged students. (Contains 6 tables.)
Development and Evaluation of a Curriculum to Improve Educational and Career Outcomes for High School Girls with Disabilities
Author: Doren, Bonnie
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: College Preparation,Outcomes of Education,Gender Issues,Educational Change,Curriculum Development,Career Development,Womens Education,Disabilities,Females,Program Evaluation,Barriers,Job Skills,Equal Opportunities (Jobs),Stereotypes,High Schools,Work Environment,Expectation,Skill Development,Intervention,Correlation,Self Determination

Despite the national focus on improving transition services and post-school outcomes, many young women with disabilities still face significant barriers in obtaining meaningful employment and pursuing postsecondary education or training. Although recent reports indicate that the gender gap in employment rates may be diminishing, in this same report, the authors found that young women with disabilities had lower participation in higher skilled jobs and worked fewer hours than their male counterparts. Several other recent studies have reported gender difference on important indicators of employment including, females with disabilities exhibiting lower employment rates, lower earnings, lower participation in full-time work, and a greater percentage supporting themselves on an annual income of less than $5,000 compared with their male peers. Gender differences on important post-school outcomes can be traced to the multiple barriers faced by young women with disabilities in the career development process, including gender role limitations, low family and teacher expectations, and disability stereotypes in high school and the workplace. To more effectively address these barriers, young women with disabilities need opportunities to expand their knowledge and skills and explore a range of career options while they are still in high school. The PATHS (Post-school Achievement through Higher Skills) curriculum was grounded in previous research and literature on critical knowledge, skills, attitudes, and experiences required for young women with disabilities to succeed in adult roles. The PATHS curriculum intervention was developed and tested to improve the career and educational outcomes of girls with disabilities in high school settings. A pilot test was conducted to understand the association between receiving the intervention and several outcomes related to self-determination, gender and disability awareness, and career and college preparation. (Contains 3 tables.)
Preliminary Effects of the Incredible Years Teacher Training Program on Classroom Management Skills
Author: Murray, Desiree W.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Classroom Techniques,Student Behavior,Teacher Education Programs,Academic Achievement,Social Adjustment,Classroom Environment,Program Effectiveness,Attention,Social Development,Emotional Development,Primary Education,Rural Schools,Intervention,Faculty Development

The overall purpose of this IES-funded Goal 3 study, now entering its third year, is to evaluate the efficacy of Incredible Years Teacher program (IYT) for improving K-2 students' academic achievement, attention, and social-emotional competence. The authors will also examine the extent to which classroom behavior mediates the relationship between teacher management skills and students' academic performance in the classroom. The current poster, based upon teacher data from the first two cohorts, will present preliminary data on whether participation in IYT is associated with change over time in the classroom environment and quality of teacher interactions with students for trained teachers as compared to wait-list control teachers. Data include the CLASS (Pianta &amp; Hamre, 2005) and the Teacher coder Impressions Inventory (TCI; Webster-Stratton, Reid, &amp; Hammond, 2001), which are based on blind observer ratings. The CLASS is a multi-dimensional standardized instrument that has been widely used in early education classrooms and has been associated with gains in students' achievement and social adjustment. The TCI was developed to align more closely with the intervention and has been used primarily in research on the efficacy of IYT. (Contains 2 tables and 3 figures.)
SMART Money: Do Financial Incentives Encourage College Students to Study Science?
Author: Evans, Brent J.
Date: 2012-00-00
Type: Reports - Research
Subjects: Incentives,Undergraduate Students,Student Financial Aid,Federal Programs,Grants,Majors (Students),Science Education,Academic Persistence,Colleges,Grade Point Average,Eligibility,Regression (Statistics),Research Design

This research examines the short term success of a postsecondary federal financial aid program, the SMART Grant, designed to increase this stock of scientific human capital. An exploration of the success of this program provides the opportunity to address two critically important research questions. Do financial incentives encourage students to major in science? Does additional grant aid improve undergraduate persist at four-year colleges? By exploiting the GPA and Pell eligibility cutoffs to receive a SMART Grant, this paper employs a regression discontinuity analysis to answer both questions.
MyTeachingPartner: A Professional Development Intervention for Teacher Self-Efficacy
Author: Jamil, Faiza M.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Faculty Development,Self Efficacy,Teacher Effectiveness,Preschool Teachers,Intervention,Web Based Instruction,Classroom Techniques,Learner Engagement,Teaching Methods,Instructional Effectiveness,Consultants,Mentors

MyTeachingPartner (MTP) is an interactive, web-based professional development format created at the Center for Advanced Studies in Teaching and Learning (CASTL) at the University of Virginia (Hadden &amp; Pianta, 2006). The MTP model is based on the understanding that effective teacher professional development requires opportunities for teachers to watch high quality teaching and receive regular feedback on their own teaching practice (Pianta, Mashburn, et al., 2008). The MTP model includes many of the above identified sources of self-efficacy, and its components map on to Bandura's sources of self-efficacy. For example, the consultancy allows teachers to practice teaching in a supportive environment, moving them to greater levels of mastery. They collaboratively evaluate their teaching practice with the feedback from a qualified consultant, and gain a greater sense of control over their own outcomes, therefore reducing negative arousal, and increasing positive emotional cues. The video exemplars of high quality teaching, to which consultants often refer teachers, can serve as efficacy-enhancing vicarious experiences. In the context of an intervention study aimed at improving teacher-child interactions through the use of the MTP consultancy, the authors positioned the present study as an attempt to test the efficacy of MTP as a professional development approach for targeting teacher self-efficacy. Specifically, this study examines the extent to which treatment assignment relates to teacher self-efficacy in the domains of classroom management, student engagement, and instructional strategies. (Contains 3 tables.)
Is Patterning Helpful in Children's Education?
Author: Kidd, Julie K.
Date: 2012-00-00
Type: Reports - Research
Subjects: Urban Schools,Low Income,Grade 1,Immigrants,Reading Instruction,Mathematics Instruction,Instructional Effectiveness,Comparative Analysis,Social Studies,Educational Experiments,Control Groups,Experimental Groups,Pattern Recognition,Reading Improvement,Student Improvement,Achievement Gains,Mathematics Achievement,Reading Achievement,Screening Tests,Mathematics Tests,Reading Tests,Educational Strategies

The authors' purpose was to study the efficacy of patterning instruction in improving the reading and mathematics proficiency of first grade children. Patterning instruction was compared to equal time and effort spent on instruction on reading or mathematics or social studies, which are control conditions in this experiment. The question for educators was whether instruction on patterning would be produce greater overall gains than instruction on the other subject matter. The research was conducted in a public school system of an urban school district in Northern Virginia, which served many low income and immigrant families. (Contains 1 table.)
Causal Moderation Analysis Using Propensity Score Methods
Author: Dong, Nianbo
Date: 2012-00-00
Type: Reports - Research
Subjects: Probability,Statistical Analysis,Case Studies,Intervention,Reading Skills,Kindergarten,Child Care,Educational Quality,Item Response Theory

This paper is based on previous studies in applying propensity score methods to study multiple treatment variables to examine the causal moderator effect. The propensity score methods will be demonstrated in a case study to examine the causal moderator effect, where the moderators are categorical and continuous variables. Moderation analysis is an important approach to examining the treatment effect heterogeneity in intervention studies. It is essential to assure that the treatment heterogeneity is solely due to the moderator. This paper proposes good propensity score applications in causal moderator analysis. The procedure of applying propensity score methods, as illustrated in a case study, will provide suggestions to researchers in conducting causal moderator analysis, such as analysis of the effects of implementation fidelity on treatment effects. (Contains 6 tables, 2 figures and 2 footnotes.)
The Impact of Locus of Control on Language Achievement
Author: Nodoushan, Mohammad Ali Salmani
Date: 2012-00-00
Type: Journal Articles
Subjects: Locus of Control,Grade Point Average,English (Second Language),Second Language Learning,Comparative Analysis,Academic Achievement,Language Proficiency,Foreign Countries,College Students,Language Teachers

This study hypothesized that students' loci of control affected their language achievement. 198 (N = 198) EFL students took the Rotter's (1966) locus of control test and were classified as locus-internal (ni = 78), and locus-external (ne = 120). They then took their ordinary courses and at the end of the semester, they were given their exams. Their semester-end cumulative grade point averages (GPA) were compared to their previous-term GPA. SPANOVA results did not identify locus of control (LoC) as a predictor of achievement. Results also indicated that factors like LoC, if at all, interact with proficiency only at the advanced level. (Contains 9 tables and 2 figures.)
Universal Design and LGBTQ (Lesbian, Gay, Transgender, Bisexual, and Queer) Issues: Creating Equal Access and Opportunities for Success
Author: Daniels, Jennifer R.
Date: 2010-11-19
Type: Reports - Research
Subjects: Higher Education,Campuses,Homosexuality,Civil Rights,Social Attitudes,Barriers,Social Bias,Equal Education,Educational Environment,Rating Scales,Access to Education,Gender Issues,Classroom Environment,Consciousness Raising

The authors extend the ideals set forth by the universal design (UD) framework seeking to include the unique needs of students in the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community. Universal design is a philosophy that, when applied to higher education, constitutes acceptance of, equal access for, and equal opportunities for success for all students. The basic tenets of UD were originally developed to address the challenges of designing a campus for students with physical barriers, however recent theorizing has expanded the basic tenets of UD to encompass the needs of students with disabilities and disadvantages that are not necessarily visible (Burgstahler and Cory, 2008), such as LGBTQ students. LGBTQ students routinely face barriers to their success in higher education, including both direct and indirect discrimination and prejudice which oftentimes negatively affects their academic success and overall college experience. Each year, there are several ratings scales, or campus climate ratings, that attempt to gauge how suitable or "LGBTQ-friendly" an institution's campus is. Applying the UD framework, the authors examined the LGBTQ campus climate ratings as a potential existing measure of how well LGBTQ students' needs are currently being met. Two appendixes present: (1) Individual items scored by the Campus Climate Index of LGBT friendly campuses organized by universal design principle; and (2) Individual items scored by the Advocate of LGBT friendly campuses organized by universal design principle. (Contains 6 tables.)
National Indian Education Association (NIEA) 2012 Legislative Agenda. Advocacy Briefing
Author: National Indian Education Association
Date: 2012-02-00
Type: Collected Works - Proceedings
Subjects: Student Records,Elementary Secondary Education,Federal Legislation,Pilot Projects,American Indians,Alaska Natives,American Indian Education,Disadvantaged Youth,Educational Opportunities,Educational Legislation,Poverty,Educational Finance,Budgets,Federal Aid,Public Agencies,Grants,Federal Programs,School Construction,School Maintenance,Educational Facilities Improvement,Tribally Controlled Education,Early Childhood Education,Financial Support,College Readiness,Academic Standards,Higher Education

This volume contains advocacy briefing papers presented at the 15th Annual National Indian Education Association (NIEA) Legislative Summit held February 15-15, 2012 in Washington, DC. The following papers are included: (1) Become a Powerful Advocate; (2) NIEA Legislative Priority for 2012: Reauthorization of the Elementary and Secondary Education Act/No Child Left Behind Act; (3) NIEA Summary of the Native CLASS Act (S.1262); (4) Preserving Native Languages; (5) Encouraging Tribal-State Partnerships and Collaboration in Education through Consultation; (6) Tribal Education Agencies Pilot Project; (7) Provide Indian Tribes Access to Tribal Member Student Records; (8) Technical Amendments to ESEA/NCLB; (9) Fiscal Year 2012 BIE, Department of Education, and Head Start Funding Levels; (10) Bureau of Indian Education Schools; (11) The Johnson O'Malley Program; (12) Funding Indian Education Through Impact Aid; (13) Insufficient Funding for Construction and Repair of BIA Schools; (14) Funding for Tribal Education Departments; (15) Funding American Indian - Alaska Native Head Start and Early Head Start Programs; (16) Establishing Higher Education Priorities for Native Students; (17) NIEA Urban Native Education Council Positions; (18) Executive Order 13592: Improving American Indian and Alaska Native Educational Opportunities; (19) NIEA Summary of Executive Order 13592; (20) White House Memorandum on Tribal Consultation; (21) Executive Order 13175: Consultation and Coordination with Indian Tribal Governments; and (22) Condition of Indian Education 2011. Individual papers contain footnotes. (Contains 1 figure.) [For the 14th Annual Legislative Summit Briefing Papers, see ED523542.]
Opportunity Road: The Promise and Challenge of America's Forgotten Youth
Author: Bridgeland, John M.
Date: 2012-01-00
Type: Reports - Research
Subjects: Out of School Youth,Unemployment,Disadvantaged Youth,Dropouts,Adolescents,Young Adults,Aspiration,Goal Orientation,Self Esteem,Barriers,Responsibility,Education Work Relationship,Work Experience,Access to Education,Family Life,Parent Background,Educational Attainment,Gender Differences,Racial Differences,Socioeconomic Status,Housing,Mentors,Poverty,Grants,Community Programs,Accountability,Pilot Projects,Investment,Program Development,Public Policy,Incentives,Federal Programs,Federal Aid,Public Agencies,National Surveys

There are millions of youth ages 16 to 24 who are out of school and out of work. They cost the nation billions of dollars every year and over their lifetimes in lost productivity and increased social services. They also represent an opportunity for the nation to tap the talents of millions of potential leaders and productive workers at a time when America's skills gap is significant. The central message of this report is that while these youth face significant life challenges, most start out with big dreams and remain confident or hopeful that they can achieve their goals; most accept responsibility for their futures; and most are looking to reconnect to school, work and service. They point the way to how they can effectively reconnect to education, productive work and civic life. On behalf of Civic Enterprises and the America's Promise Alliance, Peter D. Hart Research Associates undertook a national cross-section of opportunity youth in 23 diverse locations across the United States in August 2011 to learn about common elements in their personal histories and their lives today, and to explore opportunities to reconnect them to work and school. At the time of the survey, respondents were ages 16 to 24, neither enrolled in school nor planning to enroll in the coming year, were not working, and had not completed a college degree. In addition, they were not disabled such as to prevent long-term employment, were not incarcerated, and were not a stay-at-home parent with a working spouse. What the authors found was both heartbreaking and uplifting, frustrating and hopeful. Despite many growing up in trying circumstances of little economic means and weak family and social supports, the youth they surveyed were optimistic about their futures. More than half believed they would graduate college when they were growing up and their hopes remain high that they will achieve the American Dream with a strong family life of their own and a good job one day. For this reason, the authors believe they are truly "opportunity youth"--both for their belief in themselves that must be nurtured and for the opportunity they hold for America. (Contains 16 figures and 38 endnotes.)