ethanporcaro/eric-fulltext-meta huggingface dataset:
Special Education in a Four-Year Response to Intervention (RtI) Environment: Characteristics of Students with Learning Disability and Grade of Identification
Author: O'Connor, Rollanda E.
Date: 2013-08-00
Type: Reports - Research
Subjects: Comparative Analysis,Effect Size,Elementary School Students,English Language Learners,Learning Disabilities,Longitudinal Studies,Program Effectiveness,Reading Difficulties,Reading Instruction,Reading Skills,Response to Intervention,Student Characteristics,Special Education

This four-year longitudinal research was designed to study special education determinations of students who participated in Tier 2 intervention in a Response to Intervention (RtI) model focused on reading across Grades 1 through 4. We compared identification rates for learning disabilities and student characteristics of 381 students the year prior to implementation with 377 students in the RtI environment. Across schools 38 to 60% of students were English Language Learners (ELL). Key outcomes by Grade 4 for students with learning disabilities who had participated in a model of RtI were relatively greater reading impairment with effect sizes ranging from 0.64 to 0.82, and more equitable representation across ELL and native English speakers than in the cohort prior to RtI implementation. Notably, one-third of the students identified for special services as LD in these schools were not identified until 4th grade. [This paper was published in &quot;Learning Disabilities Research &amp; Practice,&quot; v28 n3 p98-112 Aug 2013 (EJ1026691).]
Special Education Teachers Integrating Reading with 8th Grade U.S. History Content
Author: O'Connor, Rollanda E.
Date: 2017-05-00
Type: Reports - Research
Subjects: Adolescents,Comparative Analysis,Decoding (Reading),Grade 8,Learning Disabilities,Reader Text Relationship,Reading Comprehension,Reading Difficulties,Reading Instruction,Reading Materials,Reading Strategies,Secondary School Students,Secondary School Teachers,Special Education,Special Education Teachers,United States History,Vocabulary

This research replicates an earlier study (O'Connor, Beach, Sanchez, Bocian, &amp; Flynn, 2015) and extends it by shifting instructional responsibility from researchers to special education teachers, who implemented reading instruction that included multisyllabic word decoding, academic vocabulary, and three comprehension strategies (generating main ideas, comparing and contrasting people, and events, and identifying cause and effect relations) with their intact 8th grade history classes, using history text as the &quot;reading&quot; material. Participants included 73 8th grade students with disabilities (77% with Learning Disabilities; 72% male, 45% English Language Learners) and four teachers. Compared to students with disabilities in typical special education history classes, students in the treatment outperformed controls on researcher-developed measures of word- and text-level reading comprehension, as well as in the history content that students in both conditions studied. Across reading strategies, implementation of &quot;nearly all lesson components&quot; ranged from 72% to 83%. [This paper was published in &quot;Learning Disabilities Research &amp; Practice,&quot; v32 n2 p99-111 May 2017 (EJ1139154).]
Intensive Intervention Practice Guide: Explicit Instruction in Reading Comprehension for Students with Autism Spectrum Disorder
Author: Braun, Gina
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Intervention,Special Education,Reading Instruction,Reading Comprehension,Autism,Pervasive Developmental Disorders,Elementary School Students,Secondary School Students,Direct Instruction,Instructional Effectiveness

The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The &quot;Intensive Intervention Practice Guides&quot; are created for practitioners as well as faculty engaged in instructing pre- and in-service teachers. In this &quot;Intensive Intervention Practice Guide,&quot; the authors evaluate the effectiveness of explicit instruction for teaching reading comprehension to students with autism spectrum disorder (ASD). Explicit instruction is a model for teaching that utilizes thorough and carefully planned lessons in which the instructor clearly outlines learning goals and implements structured lessons with the aim of student mastery of distinct, sequential learning objectives (Archer &amp; Hughes 2011). Broad learning goals are broken apart into smaller objectives (i.e., skills) required for mastery of the goal, and each objective is targeted individually. The philosophy of explicit instruction is that teaching should be clear and free of misunderstandings in order to quickly accelerate student learning. During explicit instruction, the teacher models the desired skill, provides opportunities for practice, gives feedback during each step, and assesses whether or not re-teaching is needed. This practice guide provides a list of resources for learning additional information related to explicit instruction for teaching academic skills.
Intensive Intervention Practice Guide: System of Least Prompts
Author: Walte, Samantha
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Intervention,Special Education,Prompting,Scaffolding (Teaching Technique),Basic Skills,Skill Development,Disabilities,Children,Adults,Daily Living Skills,Assistive Technology,Positive Behavior Supports,Instructional Effectiveness

The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The &quot;Intensive Intervention Practice Guides&quot; are created for practitioners as well as faculty engaged in instructing pre- and in-service teachers. In this practice guide, the authors investigate the system of least prompts (SLP), which is also referred to as least-to-most &quot;prompting&quot; and increasing assistance (Neitzel &amp; Wolery 2009). SLP is a systematic prompting procedure in which an instructor provides increasing assistance to an individual until they provide the intended response. SLP can be used to teach behaviors that are discrete (e.g., raising a hand or pointing to a picture) and those that are &quot;chained&quot; (e.g., hand washing or putting on pants). Specifically, it is often used to teach functional skills to children and adults with significant disabilities. To illustrate this process, the authors use the example of teaching a child to request an item using a communication device. This practice guide provides a list of resources for learning more about the system of least prompts.
Interplay of School Welfare Provision and Teacher Performance: The Case of Ugandan Secondary Schools
Author: Naluwemba, Frances
Date: 2016-03-00
Type: Reports - Research
Subjects: Foreign Countries,Secondary School Teachers,Mixed Methods Research,Questionnaires,Semi Structured Interviews,Teacher Attitudes,Administrator Attitudes,Principals,Teaching Conditions,Well Being,Documentation,Environmental Influences,Educational Environment,Teacher Salaries,Fringe Benefits,Scheduling,Correlation,Teacher Effectiveness,Teacher Competencies

This is an account of a cross-sectional study of how school welfare provision influences teacher performance in six government aided secondary schools in Uganda. The study was largely a mixed method involving semi-structured questionnaires and interviews with a convenience sample of 221 participants in the categories of teachers, head teachers, deputy head teachers and directors of studies. The findings are that school administrators provide only those welfare programmes that have a direct bearing on task accomplishment. Second, teachers' performance is high mainly on examination management, punctuality, and co-curricular activities. Third, school welfare provision is however too insignificant to cause a remarkable teacher performance (r[superscript 2] = 0.0376). We concluded that school welfare provision will positively influence teacher performance if teachers are reciprocally committed to work and administrators meet teachers varied needs. This argument is in consonance with the Expectancy Theory where fulfillment of people's needs and motivations (instrumentality) influences their performance (valence) as they exert effort to arouse commitment.
Conceptualization of an Innovative Educational Taxonomy for the 21st Century Learners
Author: V, Viji
Date: 2017-00-00
Type: Reports - Research
Subjects: Educational Innovation,Taxonomy,Student Educational Objectives,Foreign Countries,Grounded Theory,Brainstorming,Curriculum Design,Teacher Education,Educational Environment

The key purpose of this study was to design and develop a new taxonomy of educational objectives for the 21st century learners; in view of the recent theoretical perspectives, needs of learners, value-based education and the up-to-date technological advancements, in order to accustom to the distinct educational and cultural milieus in India. This had been attained through the review and analysis of the prevailing educational taxonomies, extensive grounded theory approach, construct building exercises, discussions, and interactive and brainstorming sessions. The new taxonomy evolved out of the study is proposed to be named as &quot;Taxonomy of Ingenuity and Connectedness (TIC)&quot;, and is aspired to have the ability to impact the modernization of classroom ecosystem and the modification of educational management principles and practices; as well as in curriculum designing at various levels of learning, and teacher education curriculum. Also, the interaction process and educational architecture of the 21st century classrooms could be improved in view of the outcome of the present investigation by creating an effective and inspiring environment.
We Navigate Together into the Future. Selected Papers from the PIALA Conference 2016, Pacific Islands Association of Libraries, Archives, and Museums Annual Conference (26th, Colonia, Yap State, Federated States of Micronesia, November 21-26, 2016)
Author: Drake, Paul Burton, Ed.
Date: 2017-00-00
Type: Collected Works - Proceedings
Subjects: Foreign Countries,Catholic Schools,High Schools,Literacy Education,School Libraries,Archives,Museums,Electronic Libraries,Library Development,Information Technology,Influence of Technology,Academic Libraries,Professional Associations,Strategic Planning,Library Associations,Asian Americans,Pacific Americans,Reference Services,Information Literacy,Shared Resources and Services,Universities

This publication follows the tradition of publishing selected papers from the Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. This 26th annual conference was held in Colonia, Yap State, Federated States of Micronesia, November 21-26, 2016 and celebrated the Association's Twenty-Fifth anniversary. This volume includes a listing PIALA Officers and Executive Board, Conference schedule, Abstracts of Presentation. Presentations include: (1) Yap Catholic High School Literacy Program by Michael Wiencek; (2) Blue Shield Pasifika by Atarino Helieisar; (3) The UOG RFK and MARC Digital Repository by Jefrey L. Libao; (4) Looking Back, Moving Forward: the Father Duenas Memorial School Library, Archives and Museum by Dante O. Perez; (5) Impact of Information Technology Inventions of Library Development by Lola Schutz; (6) Issues and Challenges in Establishing a Digital Repository for Solomon Islands National University by Lucas Dosung; (7) PIALA: Strategic Plan by Roland A. San Nicolas and Jennifer Helieisar; (8) Professional Paddling Collaborations: the Asian/Pacific American Librarians Association by Paul B. Drake; (9) State of Reference &amp; Information Literacy: RFK Library, University of Guam by Roland A. San Nicolas; (10) Resource Sharing in Micronesia by Roland A. San Nicolas; (11) Entity report from the Republic of Palau by Omar Faustino; (12) Entity Report: Kosrae State by Aaron Sigrah; (13) Entity Report: Pohnpei State by Jenny Helieisar; (14) Entity Report: Territory of Guam by Dante O. Perez; (15) Karen Peacock Scholarship and the 2016 Hawai`i Library Association Annual Conference by Roland A. San Nicolas; Appended are (1) Appendix 1: Chronology of PIALA Conferences (2) Appendix 2: Letter to Conference Attendees from Daniel Peacock; (3) Appendix 3: Message to Conference Attendees from Arlene Cohen; (4) Appendix 4: Letter from APALA President Lessa Kananl'opua Pelayo-Lozada; (5) Appendix 5: T-shirt Fundraiser from Friends of Joeten-Kiyo Public Library (CNMI); (6) Appendix 6: Conference Invitation Letter; (7) Appendix 7: Call for Presenters; (8) Appendix 8: Conference Registration Form; (9) Appendix 9: Getting There; (10) Appendix 10: Lodging; and (11) Photographs from Farewell Banquet. [Individual papers contain references.]
Building Better Bridges: Teaching Adolescents Who Are Poor Readers in 8th Grade to Comprehend History Text
Author: O'Connor, Rollanda E.
Date: 2017-08-00
Type: Reports - Research
Subjects: Reading Difficulties,Middle School Students,Grade 8,Disabilities,English Language Learners,History Instruction,Reading Assignments,Reading Strategies,Program Effectiveness,Achievement Tests,Decoding (Reading),Vocabulary,Teaching Methods,Reading Comprehension,Intervention,Pretests Posttests,Statistical Analysis

Helping struggling readers to learn history content in middle school can be difficult due to heavy reading demands. In this study, researchers taught poor readers with and without disabilities in 8th grade to generate main idea statements, create compare and contrast paragraphs, and identify cause and effect relationships, along with relevant multisyllabic word study and vocabulary, as they read history text. The 34 participating students included 14 with disabilities and 20 without disabilities, who scored below the 5th percentile in reading, on average. The results were compared across special education and English Learner status and with 81 typical readers from the same classes who studied the same units of history. Treated students made significant gains in use of these strategies, and poor readers with and without disabilities performed similarly to their typical reader classmates in two of the three strategies following instruction. The instructional routines for each strategy are described. [At time of submission to ERIC this article was in press with &quot;Learning Disability Quarterly,&quot; v40 n3 p174-186 Aug 2017 (EJ1148124).]
Early Response-to-Intervention Measures and Criteria as Predictors of Reading Disability in the Beginning of Third Grade
Author: Beach, Kristen D.
Date: 2015-00-00
Type: Reports - Research
Subjects: Elementary School Students,Emergent Literacy,Reading Fluency,Reading Tests,Vocabulary,Intelligence Tests,Verbal Ability,Language Tests,Response to Intervention,Reading Difficulties,Predictor Variables,Criteria,Longitudinal Studies,Regression (Statistics),Models,Classification,Reading Comprehension,Grade 1,Grade 2,English Language Learners,Multivariate Analysis,At Risk Students

We explored the usefulness of 1st and 2nd grade reading measures and responsiveness criteria collected within a Response-to-Intervention (RtI) framework for predicting Reading Disability (RD) in 3rd grade. We used existing data from 387 linguistically diverse students who had participated in a longitudinal RtI study. Model-based predictors of RD were analyzed using logistic regression; isolated measure/criteria combinations for predicting RD were analyzed using classification analysis. Models yielded superior classification rates compared to single measure approaches, and did not systematically misclassify English Learners. However, particular 1st and 2nd grade measure/criteria combinations also showed promise as isolated predictors of RD in word reading/text fluency. Model based approaches were required for acceptable classification of students with RD in comprehension. While the former finding is promising for early identification of students in need of more intensive instruction in lexical or fluency-based skills, the latter finding reaffirms literature attesting to the complexity of RD in comprehension and difficulty of predicting deficits using early measures of reading, which primarily assess word reading skill. Results replicated well with an independent sample, thus enhancing confidence in study conclusions. Implications regarding the use of RtI for predicting RD are discussed. [This paper was published in &quot;Journal of Learning Disabilities&quot; v48 n2 p196-223 2015 (EJ1051590).]
Algebra Is a Dream? Is It a Game?
Author: Sarpkaya Aktas, Gülfem
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mathematics Teachers,Mathematics Instruction,Algebra,Mathematical Logic,Figurative Language,Preservice Teachers,Student Teacher Attitudes,Mathematical Concepts,Relevance (Education),Qualitative Research,Thinking Skills,Content Analysis

The purpose of this research is to reveal the perceptions of secondary school mathematics teacher candidates about algebraic thinking through metaphors. The study was conducted with the participation of 160 students on a volunteer basis who study in the department of mathematics teaching in a public university in 2015-2016 education year. In the study, the sentence &quot;algebraic thinking is like …….., because …….&quot; was required to be completed in order to reveal mental structures the students had about algebraic thinking. As a result of the research, it was determined that prospective teachers could produce metaphors related to features such as algebraic thinking and algebra learning. There was categorized such as representation quantities with letters, generalized arithmetic, to analyze the variables in a context, variable, algebraic thinking as patterns, equality and equation. The most used metaphor is in the category of &quot;To analyze the variables in a context.&quot; Metaphors help to associate concepts with everyday life. It is therefore advisable to use it in the field of education in order to ensure that the learning is permanent.
Universal Screening Increases the Representation of Low-Income and Minority Students in Gifted Education
Author: Card, David
Date: 2016-11-29
Type: Journal Articles
Subjects: Screening Tests,Low Income Groups,Minority Group Students,Disproportionate Representation,Academically Gifted,Equal Education,Access to Education,Hypothesis Testing,Urban Schools,Hispanic American Students,African American Students,English Language Learners,Gender Differences,Student Records,Elementary School Students,Grade 3,Grade 2,School Districts,Student Characteristics,Intelligence Quotient,Talent Identification

Low-income and minority students are substantially underrepresented in gifted education programs. The disparities persist despite efforts by many states and school districts to broaden participation through changes in their eligibility criteria. One explanation for the persistent gap is that standard processes for identifying gifted students, which are based largely on the referrals of parents and teachers, tend to miss qualified students from underrepresented groups. We study this hypothesis using the experiences of a large urban school district following the introduction of a universal screening program for second graders. Without any changes in the standards for gifted eligibility, the screening program led to large increases in the fractions of economically disadvantaged and minority students placed in gifted programs. Comparisons of the newly identified gifted students with those who would have been placed in the absence of screening show that Blacks and Hispanics, free/reduced price lunch participants, English language learners, and girls were all systematically &quot;underreferred&quot; in the traditional parent/teacher referral system. Our findings suggest that parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency. [This paper was published in &quot;Proceedings of the National Academy of Sciences&quot; v113 n48 p13678-13683 Nov 2016.]
Building Blocks: Laying the Groundwork for Guided Pathways Reform in Ohio
Author: Jenkins, Davis
Date: 2017-09-00
Type: Reports - Research
Subjects: Educational Change,Two Year Colleges,Student Educational Objectives,Majors (Students),Educational Innovation,Academic Achievement,Academic Persistence,Educational Practices,Interviews,Focus Groups,Student Development,Career Exploration,Holistic Approach,Progress Monitoring

This report describes how Ohio's two-year colleges are approaching guided pathways reforms, based on on-site interviews with faculty, administrators, staff, and students at six selected community colleges and telephone interviews with representatives from all 23 Ohio community colleges. In these interviews participants were asked to describe their college's progress in the four main areas of practice in the guided pathways model: mapping pathways to student end goals, helping students choose and enter a program pathway, keeping students on path, and ensuring that students are learning. For each area of practice, the authors highlight innovations the colleges have implemented that can serve as building blocks as they continue to implement guided pathways reforms more broadly. The report includes recommendations for the Ohio colleges as they build on and better align these innovations in ways that help students choose, enter, and complete programs of study that are designed to prepare them to succeed in employment and further education. The report concludes with a brief description of the next phase of research with Ohio partners.