ethanporcaro/eric-fulltext-meta huggingface dataset:
Individualized Instructional Delivery Options: Adapting Technology-Based Interventions for Students with Attention Difficulties
Author: Shanley, Lina
Date: 2019-05-00
Type: Reports - Research
Subjects: Mathematics Instruction,Learning Problems,Teaching Methods,At Risk Students,Intervention,Educational Technology,Correlation,Cues,Metacognition,Handheld Devices,Accuracy,Kindergarten,Computer Assisted Instruction,Individualized Instruction,Common Core State Standards,Alignment (Education),Attention Deficit Disorders

Students who demonstrate mathematics difficulties in the early grades are at risk for poor educational outcomes. Fortunately, strategic early mathematics intervention programs can improve academic outcomes for students with mathematics difficulties, and instructional technology has demonstrated promise in delivering targeted and individualized mathematics instruction. However, it is unclear whether instructional technology is effective for all students, and there is a dearth of research on adaptations to technology-based interventions for students with difficulties attending to instruction. To this end, the current study investigated functional relations between the use of targeted instructional cueing and self-regulation support features in an iPad-based mathematics program, and improved response accuracy for kindergarten students. Results presented here suggest a functional relation between the provision of instructional cueing and self-regulation support features, and improved response accuracy for students who participated in an iPad-based mathematics intervention program. Implications for early mathematics instruction and technology-based intervention development are discussed. [This paper will be published in &quot;Journal of Special Education Technology.&quot;]
Using Scenario-Based Assessments to Measure Deep Learning
Author: O'Reilly, Tenaha
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Reading Comprehension,Performance Based Assessment,Vignettes,Student Evaluation,Learning

Information is at the heart of lifelong learning, effective citizenship and good decision making. Yet information can come from a variety of sources with different degrees of trustworthiness, accuracy and depth (Metzger, 2007). The information age has resulted in an explosion of knowledge that can be readily accessed by anyone who uses the Internet. However, not only has the volume and access of information increased, but also the ability of any one individual to publish anything they want at any time. While these freedoms have opened up the playing field, allowing multiple voices to be heard, such a system without any checks and balances can be misused. Although information should be used for the common good, misinformation (Ecker, Lewandowsky, Chang, &amp; Pillai, 2014), propaganda, monetary gain, and the lack of evidenced-based reasoning may serve as threats to our citizens and democracy. Given these and other issues, many researchers and educators have advocated for an updated construct of reading, one that recognizes the opportunities and challenges faced by increased technology and communication (Goldman, et al., 2016; Leu et al., 2013; Magliano, McCrudden, Rouet, &amp; Sabatini, in press; Sabatini, O'Reilly &amp; Albro, 2012). While it is beyond the scope of the this chapter to describe the full range of construct changes that educators and researchers have advocated in the domain of reading, in the section below, we touch on some of the more common themes that are relevant to the current chapter on deep understanding. In short, we conclude that the time is ripe to revisit the notion of deep understanding, while simultaneously leveraging the research in the learning sciences to improve assessment. [This manuscript is an early draft of a paper published in: K. Millis, D. Long, J. Magliano, &amp; K. Weimer (Eds.), &quot;Deep Comprehension: Multi-disciplinary Approaches to Understanding, Enhancing, and Measuring Comprehension, 1st Edition&quot; (pp. 197-208). NY, NY: Routledge.]
Rationale for a New Generation of Reading Comprehension Assessments
Author: Sabatini, John
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Reading Comprehension,Reading Tests,Reading Skills,Graphemes,Language Skills,Cognitive Processes,Decoding (Reading),Word Recognition,Vocabulary Development,Schemata (Cognition),Prior Learning,Reading Processes,Reading Strategies,Skill Development,Knowledge Level

Existing reading assessments have increasingly been criticized by researchers, educators, and policy makers, especially regarding their coverage, utility, and authenticity (e.g., Magliano, Millis, Ozuru, &amp; McNamara, 2007; Pellegrino, Chudowsky, &amp; Glaser, 2001; Rupp, Ferne, &amp; Choi, 2006). Specifically, there is concern that current assessments often: are poorly aligned with contemporary theoretical constructs and empirical findings pertaining to reading processes and development; are insufficiently sensitive for detecting changes in the kinds of skills that are targeted by interventions; use mainly multiple-choice formats that emphasize strategic reasoning rather than understanding of the text; provide little diagnostic information for guiding instruction; and measure comprehension using tasks and texts that do not represent the full range of the purposeful literacy activities of 21st Century reading. In view of the foregoing criticisms, it is clear that new reading assessments are needed and desired by educators and researchers. These new assessments should draw upon the lessons that have been learned from prior experiences in both classroom and laboratory, over the past several decades. Our aim is to integrate and extend strengths of past approaches in an innovative way, yet adhere to rigorous design principles that will ensure feasible implementation, good construct coverage, and strong psychometric properties. The instruments' validity and educational utility will also be enhanced, if based on contemporary theory and research on reading, learning, and instruction. [This manuscript is an early draft of a paper published in: Miller, B., Cutting, L., &amp; P. McCardle (Eds), &quot;Unraveling Reading Comprehension: Behavioral, Neurobiological, and Genetic Components,&quot; (pp. 100-111). Baltimore, MD: Brookes Publishing.]
State Expectations for Graduation Matter -- and Differ -- More than You Think
Author: Achieve, Inc.
Date: 2018-08-00
Type: Reports - Evaluative
Subjects: Graduation Rate,College Readiness,Career Readiness,High School Graduates,State Standards,State Policy,Educational Policy,American Indian Students,Asian American Students,African American Students,Hispanic American Students,White Students,Multiracial Persons,Low Income Students,English Language Learners

The way that states structure student graduation choices -- as this new brief shows -- has a significant impact on the number and diversity of students who complete a college- and career-ready (CCR) graduation option. Some states automatically expect students to complete a CCR graduation option, giving them the ability to opt out into less rigorous classes and still graduate. In other states the burden falls squarely on students and their families to opt in to the more rigorous CCR diploma. The difference in where students begin has a large impact on where they end up.
Strong Standards: A Review of Changes to State Standards since the Common Core
Author: Coe, Ted
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Common Core State Standards,Language Arts,Literacy,Mathematics,Educational Change,Compliance (Legal),Career Readiness,College Readiness,State Standards

This report offers an analysis of the English language arts (ELA)/literacy and mathematics standards of the 24 states that have reviewed and revised these standards after initially adopting the Common Core State Standards (CCSS). The report found most states kept their standards rigorous and maintained college- and career-ready expectations for students.
Why Developmental Researchers Should Care about Biracial, Multiracial, and Multiethnic Youth
Author: Nishina, Adrienne
Date: 2019-11-17
Type: Reports - Evaluative
Subjects: Child Development,Educational Researchers,Multiracial Persons,Minority Groups,Adolescent Development,Racial Identification,Social Development,Cognitive Development,Peer Relationship,Racial Differences

The population of multiracial youth in the United States is expected to grow in the coming decades (exceeding 11% by 2060). In this article, we aim to convince child development researchers who do not usually examine race and ethnicity in their work to consider multiracial youth. We describe ways in which youth from more than one racial background might have common developmental experiences. First, we present rationale for considering multiracial youth as their own numerical minority group. Then, we provide several illustrative examples demonstrating how studying multiracial youth might provide added insight about three interrelated areas: ethnic/racial identity development, social-cognitive development, and peer interactions. We also offer guidance on collecting information about children and adolescents' multiracial status. We conclude by offering suggestions for researchers who seek to include multiracial youth in their work. [This paper will be published in &quot;Child Development Perspectives.&quot;]
High School Language Division Students&apos; Perceptions of English as a Lingua Franca
Author: Yucedag, Zeynep
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Student Attitudes,Pronunciation,Gender Differences,Language Teachers,Native Speakers,Teacher Characteristics,Teacher Effectiveness,Language Attitudes,Standard Spoken Usage,Official Languages,Foreign Countries

This study aims to discover the perceptions of high school language division students towards English as a lingua franca in a Turkish province. For this purpose, a descriptive survey method was chosen via using a questionnaire consisting of 13 questions. The responses were rated on a 4-point Likert scale. The data were gathered from 85 students of three high schools in the fall term of the 2018/19 school year. Being analysed descriptively, the data revealed that most students believed in the importance of teachers' teaching standard English pronunciation to students and that language teachers should teach good grammar to their students. In spite of the students' strong-willed attitude towards pronunciation, they reported that their teachers seemed to have a higher expectation of their performance in grammar. The results also showcased that language division students desired their teachers to attach much importance to both pronunciation and grammar. Furthermore, as far as gender is concerned, more females than males perceived that native English speaking teachers (NESTs) are more effective teachers for language students, suggesting that government hire NESTs to teach English in Turkey. In conclusion, the findings suggest that the students strongly cling to normative perceptions about English as if it was still the language spoken primarily by native English speakers.
Targeted Interventions in High School: Preparing Students for College. Working Paper No. 232-0220
Author: Xu, Zeyu
Date: 2020-02-00
Type: Reports - Research
Subjects: Intervention,High Schools,College Readiness,College Preparation,High School Seniors,College Entrance Examinations,Transitional Programs,Remedial Programs,Minority Group Students,Low Income Students,Mathematics Education,English Curriculum,Program Effectiveness,Outcomes of Education,Student Characteristics,Institutional Characteristics

This study adds to the currently limited evidence base on the efficacy of interventions targeting non-college-ready high school students by examining the impact of Kentucky's Targeted Interventions (TI) program. We focus on interventions that students received under TI in the senior year of high school based on their 11th grade ACT test scores. Using difference-in-regression discontinuity and difference-in-difference designs with seven cohorts of 11th grade students, we find that, for an average per-student cost of about $600, TI significantly reduces the likelihood that students enroll in remedial course in both 2- and 4-year postsecondary institutions by 5-10 percentage points in math and 3-4 percentage points in English. These effects are similar among students who are eligible for free-or reduced-price lunch, Black and Hispanic students, students with remediation needs in multiple subjects, and students in lower-performing schools. Evidence also shows that TI increases the likelihood that students enroll in and pass college math before the end of the first year by four percentage points in 4-year universities. However, little evidence exists for TI affecting credit accumulation or persistence.
Broadening the Scope of Reading Comprehension Using Scenario-Based Assessments: Preliminary Findings and Challenges
Author: Sabatini, J.
Date: 2014-00-00
Type: Reports - Research
Subjects: Reading Comprehension,Vignettes,Reading Tests,Elementary School Students,Grade 6,Psychometrics,Perspective Taking,Test Reliability,Test Items,Test Validity,Test Construction,Scores,Test Length

Existing reading comprehension assessments have been criticized by researchers, educators, and policy makers, especially regarding their coverage, utility, and authenticity. The purpose of the current study was to evaluate a new assessment of reading comprehension that was designed to broaden the construct of reading. In light of these issues, we developed a scenario-based assessment (SBA) of reading comprehension that was inspired by the cognitive literature in reading, learning, and instruction. The SBA was designed to measure students' ability to integrate and evaluate a set of thematically related sources for the purpose of achieving an overarching goal. The SBA also measured students' ability to form an integrated and global mental model of the text, student background knowledge, and social interactions in a digital environment (e.g., perspective taking; classifying and evaluating simulated peer claims). A sample of 426 sixth grade students completed the SBA form and a subsample of 161 students completed a reading component skills battery. Results indicated adequate psychometric properties of the SBA, evidence generally in support of the alignment of the SBA to the assessment design, and strong correlations between the SBA and traditional reading comprehension assessments. While students were able to engage with a variety of complex tasks, tasks that measured students' ability to form a coherent mental model (e.g., write a summary) and digital literacy tasks that required students to integrate perspectives from multiple texts were particularly difficult. [This manuscript is an early draft of a paper published in: &quot;International Journal Topics in Cognitive Psychology&quot; v114 p693-723 2014.]
State Report Card Round-Up: What Have We Learned about Students with Disabilities?
Author: Achieve, Inc.
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Students with Disabilities,Special Education,Public Schools,Elementary Secondary Education,Geographic Location,College Readiness,Career Readiness,Language Arts,High Schools,Mathematics Skills,Graduation Rate,College Attendance,Postsecondary Education,Enrollment Rate,Two Year Colleges,Public Colleges,Private Colleges,Grade 9,Educational Legislation,Equal Education,Federal Legislation

This brief presents an opportunity to gauge how well students with disabilities (SWDs) are doing across the states with respect to selected aspects of readiness for postsecondary success, with an emphasis on the gaps in performance between SWDs and all students, in each state. Achieve has long worked to promote the importance of college and career readiness for all students, and since a growing number of careers will require not just a high school diploma, but some postsecondary education and training beyond high school, it's important to know how all students are doing. With states' reporting complete for the 2017-18 school year, we also wondered whether states' newly revised report cards and related reporting shed new light on the performance of SWDs.
Intersecting Experiences, Motivating Beliefs: The Joint Roles of Class and Race/Ethnicity in the Development of Youths&apos; Sociopolitical Perceptions and Participation
Author: Roy, Amanda L.
Date: 2019-00-00
Type: Reports - Research
Subjects: Social Class,Correlation,Racial Differences,Ethnicity,Hispanic Americans,African Americans,Youth,Urban Areas,Family Income,Social Status,Violence,Neighborhoods,Socioeconomic Status,Socioeconomic Influences,Probability,Social Change,Attitudes,Political Influences,Social Bias

Positioning our analyses within two theoretical frameworks, system justification (SJ) theory and critical consciousness (CC), we examine relationships between social class and endorsement of SJ and CC beliefs and behaviors within a sample of low-income, Latinx and Black youth living in Chicago. We operationalize social class using five indicators: income-to-needs ratio (INR), subjective social status (SSS), financial strain, violence exposure, and neighborhood income. We find that for Black youth, higher INR is related to a greater likelihood of rejecting the status quo. Comparatively, living in a higher income neighborhood is negatively related to and being exposed to violence is positively related to the likelihood of engaging in social change behaviors. A different pattern emerged for Latinx youth where, higher perceived status was positively associated with accepting the status quo and greater exposure to violence was negatively related to youths' perceived ability to make a difference in the world around them. [This paper was published in &quot;Advances in Child Development and Behavior&quot; v57 p169-194 2019.]
Understanding the Organizational Implementation Context of Schools: A Qualitative Study of School District Administrators, Principals, and Teachers
Author: Locke, Jill
Date: 2019-00-00
Type: Journal Articles
Subjects: School Districts,Administrators,Principals,Teachers,Teacher Effectiveness,Evidence Based Practice,Program Implementation,Organizational Climate,Leadership

Key features of the school environment can have a significant impact on teachers' effective use of evidence-based practices (EBP), yet implementation-specific organizational constructs have rarely been studied in the education sector. This study examined three aspects of the organizational implementation context (implementation leadership, climate, and citizenship behavior), which have been conceptualized and validated in other service settings. Focus groups with central office administrators, principals, and teachers were conducted to understand the applicability and conceptual boundaries of these organizational constructs in schools. Focus group transcripts were coded, and the results indicated both similarities and differences in their conceptualizations of implementation leadership, climate, and citizenship behavior in school. The data indicated that: (1) implementation leadership was largely present in schools with the addition of Distributed Leadership; (2) two implementation climate constructs were most clearly present (i.e., Focus on EBP and Educational Support for EBP) and two additional constructs (i.e., Existing Support to Deliver EBP and Prioritization of EBP) emerged as part of this construct; and (3) implementation citizenship behavior (Helping Others and Keeping Informed) was consistently acknowledged across schools and two new components emerged (i.e., Information Sharing and Observation/Feedback). Recommendations to researchers and community stakeholders are discussed. [This article was published in &quot;School Mental Health&quot; (EJ1229739).]
Transforming Statewide High School Assessment Systems: A Guide for State Policymakers. Measures That Matter
Author: Vranek, Jennifer
Date: 2008-11-00
Type: Guides - Non-Classroom
Subjects: State Policy,Educational Change,High Schools,Educational Assessment,Student Evaluation,Career Readiness,College Readiness,Accountability,Admission Criteria,Personnel Selection,Evaluation Criteria,Measurement,Summative Evaluation,Performance Based Assessment,Formative Evaluation,Benchmarking,College Entrance Examinations

Measures that Matter was a joint effort by Achieve and The Education Trust to provide strategic and technical assistance to states in creating college- and career-ready assessment and accountability systems that ensure that all students graduate from high school ready to succeed. States face lots of questions and choices--and, frankly, pushback--in the area of assessment. Achieve developed this policy guide as a companion piece in order to support states with additional advice and analysis around college- and career-ready assessments.
State Report Card Round-Up: Reporting on English Learners&apos; Outcomes
Author: Achieve, Inc.
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: English Language Learners,Graduation Rate,College Attendance,Enrollment Rate,Outcomes of Education,Progress Monitoring,At Risk Students,Academic Achievement,Geographic Location,State Standards,Language Proficiency,English (Second Language),Racial Differences,Ethnicity,Information Dissemination,Language Arts,Mathematics Achievement,Reading Achievement,Grade 9,High School Graduates,Economically Disadvantaged,Students with Disabilities,Homeless People,Military Personnel,Educational Legislation,Elementary Secondary Education,Federal Legislation

This brief focuses on whether outcomes are being reported for English Learners (ELs), and compares outcomes for ELs on select indicators (graduation rate and postsecondary enrollment) because the outcomes data being reported across states on certain indicators vary so widely that it makes cross-state comparisons challenging, if not impossible. Particularly on English Language Proficiency, states differ in reporting proficiency vs. progress/growth, the assessment they use, whether data is disaggregated by grade level or combined to show all grades, to name a few. On academic achievement, this brief will only provide insight on how EL students perform on college and career readiness assessments in 18 states and the District of Columbia, because the assessments given to students and the data they provide in the remaining 32 states vary widely enough that cross-state comparisons cannot be performed. Being able to compare student outcome data across states is important, because it creates opportunities to see how well students or specific student groups are performing compared to their counterparts in peer states.