ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of a Math-Learning App for Students with Visual Impairments
Author: Beal, Carole R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Computer Oriented Programs,Educational Technology,Technology Uses in Education,Visual Impairments,Online Surveys,Teacher Surveys,Handheld Devices,Telecommunications,Audio Equipment,Visual Stimuli,Video Technology,Problem Solving,Color,Light,Braille,Printed Materials,Accessibility (for Disabled),Teacher Attitudes,Student Attitudes,Word Problems (Mathematics),Middle Schools

The project was conducted to make an online tutoring program for math word problem solving accessible to students with visual impairments (VI). An online survey of teachers of students with VI (TVIs) guided the decision to provide the math content in the form of an iPad app, accompanied by print and braille materials. The app includes audio descriptions of images that illustrate the math problems, an integrated Scratch Pad, options to adjust color and contrast, hints, and videos showing how to solve sample problems. In order to provide access to those needing screen reading technology or screen enlargement, the app utilizes the Apple built-in accessibility features of VoiceOver and Zoom. A study with 19 TVIs and 29 students with VI was conducted to obtain feedback about the app and materials. Comments were generally positive, but both students and teachers reported that the quality of the hints varied and that the videos were not very helpful. Thus, the hints were revised, and narrated videos showing step-by-step solutions were added to each problem. A single subject study is in progress to compare students' performance when using the app and materials with the traditional way they access math materials (print, braille).
Sharing Expository Texts with Preschool Children in Special Education
Author: Breit-Smith, Allison
Date: 2015-07-00
Type: Journal Articles
Subjects: Expository Writing,Preschool Children,Preschool Education,Preschool Teachers,Special Education,Language Impairments,Teaching Methods,Listening Comprehension,Vocabulary Development,Syntax,Inferences,Speech Language Pathology,Reading Instruction,Reading Strategies

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository tests offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative tests and describes how SLPs might use expository texts for targeting preschool children's goals related to listening comprehension, vocabulary, and syntactic relationships.
Effects of Dual-Language Immersion Programs on Student Achievement: Evidence from Lottery Data
Author: Steele, Jennifer L.
Date: 2017-04-00
Type: Reports - Research
Subjects: Immersion Programs,Reading Achievement,Mathematics Achievement,Science Achievement,Urban Schools,Program Effectiveness,Scores,English Language Learners,Classification,Cohort Analysis,Native Speakers,Spanish,Mandarin Chinese,Japanese,Russian,Elementary School Students,Secondary School Students,Public Schools,Bilingualism,Grade 5,Grade 8,Intervention

Using data from seven cohorts of language immersion lottery applicants in a large, urban school district, we estimate the causal effects of immersion programs on students' test scores in reading, mathematics, and science, and on English learners' (EL) reclassification. We estimate positive intent-to-treat (ITT) effects on reading performance in fifth and eighth grades, ranging from 13 to 22 percent of a standard deviation, reflecting 7 to 9 months of learning. We find little benefit in terms of mathematics and science performance, but also no detriment. By sixth and seventh grade, lottery winners' probabilities of remaining classified as EL are three to four percentage points lower than those of their counterparts. This effect is stronger for ELs whose native language matches the partner language. [This article was published in: &quot;American Educational Research Journal&quot; v54 n1 suppl p282S-306S Apr 2017 (EJ1155308).]
Literacy Instruction Using Technology with Primary-Age Culturally and Linguistically Diverse Learners
Author: Musti-Rao, Shobana
Date: 2014-08-27
Type: Reports - Descriptive
Subjects: Classroom Techniques,Culturally Relevant Education,Educational Practices,Elementary Education,Handheld Devices,Instructional Effectiveness,Literacy,Reading Instruction,Supplementary Education,Teaching Guides,Teaching Methods,Technology Uses in Education,Use Studies

With continuing advances in the digital world, a variety of technologies are becoming easily accessible in the classroom. Although teachers may be using some of these technologies in their daily lives, they may not know how to incorporate these devices to support classroom learning. This article provides a guide for teachers interested in using technology to deliver supplemental literacy instruction in their classroom, particularly for primary-age students from culturally and linguistically diverse backgrounds. Benefits of using technology along with classroom applications are discussed. [This article was published in &quot;Intervention in School and Clinic&quot; v50 n4 p195-202 Mar 2015 (EJ1051593).]
Small Groups, Big Gains: Efficacy of a Tier 2 Phonological Awareness Intervention with Preschoolers with Early Literacy Deficits
Author: Kruse, Lydia G.
Date: 2015-05-00
Type: Journal Articles
Subjects: Program Evaluation,Program Effectiveness,Phonological Awareness,Response to Intervention,Preschool Children,Learning Disabilities,Small Group Instruction,Outcomes of Education,Low Income Students,Achievement Gains,Progress Monitoring,Alphabets,Teacher Surveys,Language Tests,Screening Tests,Emergent Literacy,Pretests Posttests,Scores

Purpose: The purpose of the present study was to evaluate the efficacy of a phonological awareness (PA) intervention, designed for Tier 2 instruction in a Response to Intervention (RTI) model, delivered to small groups of preschoolers. Method: A multiple-baseline design across participants was used to evaluate the efficacy of the intervention on low-income preschool children's PA skills. A trained interventionist delivered small group sessions 3 to 4 days a week and ensured children received frequent opportunities to respond and contingent feedback. Participants received 28 to 36 lessons that lasted about 10 min each and focused on PA and alphabet knowledge. Initiation of intervention was staggered across 3 triads, and 7 children completed the study. Results: The intervention produced consistent gains on weekly progress monitoring assessments of the primary outcome measure for first sound identification (First Sound Fluency). Most children also demonstrated gains on other measures of PA and alphabet knowledge. Conclusions: Results provide support for the application of a small group intervention consistent with an RTI framework and document the potential benefits of the intervention to learners who need early literacy instruction beyond the core curriculum.
Scaling up Evidence-Based Practices: Strategies from Investing in Innovation (i3)
Author: DeWire, Tom
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Scaling,Evidence Based Practice,Federal Aid,Grants,Educational Practices,Educational Innovation,Educational Strategies,Program Implementation,Sustainability,Educational Change

What can the Investing in Innovation (i3) grantees tell us about scaling innovative educational practices? The newly released white paper &quot;Scaling Up Evidence-Based Practices: Strategies from Investing in Innovation (i3)&quot; captures the experiences of nine grantees whose projects collectively have reached over 1.2 million students across the country. The paper shares key lessons grantees have learned about expanding the reach and impact of their work, including 1) What strategies are likely to be most successful in recruiting schools/districts to implement new education practices?; 2) What does it take to get consistent results across diverse sites, while encouraging innovation?; 3) What role does evidence play in scaling up a practice?; and 4) What conditions are critical to sustaining practices over time? The Investing in Innovation (i3) program (transitioned to EIR in 2017-18) has awarded 172 grants since 2010 to support evidence-based education innovations that improve student achievement, to conduct studies on their effectiveness, and to scale effective practices to new settings. For more, visit www.i3community.ed.gov.
Embedded Instruction Improves Vocabulary Learning during Automated Storybook Reading among High-Risk Preschoolers
Author: Goldstein, Howard
Date: 2016-00-00
Type: Reports - Research
Subjects: At Risk Students,Preschool Children,Early Intervention,Reading Difficulties,Language Impairments,Story Reading,Program Effectiveness,Vocabulary Development,Reading Comprehension,Preschool Education,Comparative Analysis,Teaching Methods,Randomized Controlled Trials,Story Telling,Intelligence Tests,Vocabulary,Verbal Ability,Language Tests

Purpose: We investigated a small-group intervention designed to teach vocabulary and comprehension skills to preschoolers who were at risk for language and reading disabilities. These language skills are important and reliable predictors of later academic achievement. Method: Preschoolers heard prerecorded stories 3 times per week over the course of a school year. A cluster randomized design was used to evaluate the effects of hearing storybooks with and without embedded vocabulary and comprehension lessons. A total of 32 classrooms were randomly assigned to experimental and comparison conditions. Approximately 6 children per classroom demonstrating low vocabulary knowledge, totaling 195 children, were enrolled. Results: Preschoolers in the comparison condition did not learn novel, challenging vocabulary words to which they were exposed in story contexts, whereas preschoolers receiving embedded lessons demonstrated significant learning gains, although vocabulary learning diminished over the course of the school year. Modest gains in comprehension skills did not differ between the two groups. Conclusion: The Story Friends curriculum appears to be highly feasible for delivery in early childhood educational settings and effective at teaching challenging vocabulary to high-risk preschoolers. [This article was published in &quot;Journal of Speech, Language, and Hearing Research&quot; (EJ1107550).]
Efficacy of a Supplemental Phonemic Awareness Curriculum to Instruct Preschoolers with Delays in Early Literacy Development
Author: Goldstein, Howard
Date: 2017-01-00
Type: Journal Articles
Subjects: At Risk Students,Comparative Analysis,Curriculum,Developmental Delays,Elementary School Students,Emergent Literacy,Hierarchical Linear Modeling,Phonological Awareness,Preschool Children,Reading Difficulties,Reading Fluency,Reading Tests

Purpose: Children who do not develop early literacy skills, especially phonological awareness (PA) and alphabet knowledge, prior to kindergarten are at risk for reading difficulties. We investigated a supplemental curriculum with children demonstrating delays in these skills.Method: A cluster randomized design with 104 preschool-age children in 39 classrooms was used to determine the efficacy of a supplemental PA curriculum, &quot;PAth to Literacy.&quot; The curriculum consists of 36 daily scripted 10-min lessons with interactive games designed to teach PA and alphabet skills. A vocabulary intervention (&quot;Story Friends&quot;), which also uses a small-group format, served as the comparison condition. Results: Multilevel modeling indicated that children in the experimental condition demonstrated significantly greater gains on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) First Sound Fluency (Dynamic Measurement Group, 2006) and Word Parts Fluency (Kaminski &amp; Powell-Smith, 2011) measures. Educational relevance was evident: 82% of the children in the experimental condition met the kindergarten benchmark for First Sound Fluency compared with 34% of the children in the comparison condition. Teachers reported overall satisfaction with the lessons. Conclusions: Results indicated that the vast majority of children demonstrating early literacy delays in preschool may benefit from a supplemental PA curriculum that has the potential to prevent reading difficulties as children transition to kindergarten. [This paper was published in &quot;Journal of Speech, Language, and Hearing Research&quot; (EJ1126658).]
Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Intervention
Author: Olszewski, Arnold
Date: 2017-08-00
Type: Reports - Research
Subjects: Teaching Methods,Feedback (Response),Phonological Awareness,Preschool Children,Preschool Education,Alphabets,Knowledge Level,Time,Experiments,Intervention,Small Group Instruction,Elementary School Students,Emergent Literacy,Reading Fluency,Reading Tests,Language Tests,Pretests Posttests,Scores,Effect Size,Check Lists,Observation

Purpose: This study evaluated the efficacy of an instructive feedback strategy for modeling letter names and sounds during presentation of positive feedback within a small group phonological awareness intervention for preschoolers. Method: Two experiments were conducted using multiple baseline designs across children and behaviors. Letter name and sound identification and performance on a phonological awareness fluency measure served as the primary outcome variables. Six children completed Experiment 1. A progressive time delay was added to instructive feedback to elicit a response from the 9 children in the second experiment. Results: In the first experiment, 6 children demonstrated gains on phonological awareness but not alphabet knowledge. With the addition of progressive time delay in the second experiment, all 9 children demonstrated gains on letter name and sound identification as well as phonological awareness skills. Conclusions: Progressive time delay to prompt children's responses appears to bolster the effects of instructive feedback as an efficient strategy for modeling alphabet skills within a broader early literacy curriculum. Modeling alphabet skills did not detract from, and may have enhanced, phonological awareness instruction for preschoolers. [This article was published in &quot;American Journal of Speech-Language Pathology.&quot;]
This Time, with Feeling: Integrating Social and Emotional Development and College- and Career-Readiness Standards
Author: Johnson, Hillary
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,College Readiness,Career Readiness,Academic Standards,English,Mathematics,Sciences,Language Arts,Elementary Secondary Education,Academic Education,Integrated Activities

The goal of this primer is to help education leaders understand the mutually reinforcing relationship between social and emotional development and ambitious academic goals. Instruction that promotes students' social and emotional development (SED) facilitates better student outcomes on college- and career-ready (CCR) standards. The converse is also true: Learning environments structured to genuinely meet rigorous standards support the development of students' social and emotional skills. To promote deeper learning, educators need to make the most of this interconnected relationship, and to approach SED not as an add-on or discrete intervention, but as an integral part of the academic program. This primer presents an approach to defining SED, which connects the overlapping terms that educators, developmental psychologists, neuroscientists, and economists use to describe these skills, and provides a summary of the research demonstrating the positive impact of SED. It highlights the required SED skills for a selection of English, mathematics, and science standards, drawn from several different states and organizations to illustrate how CCR expectations from across the country are dependent on SED. To provide additional guidance, the primer closes with a set of a reflective questions and considerations to support system leaders, principals, and teachers who pursue this work.
The Evidence Base for How We Learn: Supporting Students&apos; Social, Emotional, and Academic Development. Consensus Statements of Evidence from the Council of Distinguished Scientists
Author: Jones, Stephanie M.
Date: 2017-09-13
Type: Reports - Descriptive
Subjects: Research Reports,Social Development,Emotional Development,Academic Achievement,Outcomes of Education,Competency Based Education,Minimum Competencies,Educational Needs,Scientific Concepts,Inquiry,School Role,Relevance (Education),Planning Commissions,Elementary Secondary Education,Postsecondary Education,Lifelong Learning

&quot;The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development&quot; articulates the scientific consensus regarding how people learn. The research brief presents a set of consensus statements--developed and unanimously signed onto by the Commission's Council of Distinguished Scientists--that affirm the interconnectedness of social, emotional, and academic development as central to the learning process. The brief draws from brain science, medicine, economics, psychology, and education research to describe why it is essential to address the social, emotional, and cognitive dimensions of learning; how these dimensions together shape students' academic and life outcomes; and how these competencies can be taught throughout childhood, adolescence, and beyond. The evidence outlined in this brief moves the nation beyond the debate as to &quot;whether&quot; schools should attend to students' social and emotional development, to &quot;how&quot; schools can integrate social, emotional, and academic development into their daily work.
Practice What You Teach: Connecting Curriculum &amp; Professional Learning in Schools
Author: Wiener, Ross
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Praxis,Educational Practices,Educational Strategies,Teaching Skills,Instructional Innovation,Teacher Improvement,Instructional Effectiveness,Professional Education,Faculty Development,Curriculum Implementation,Alignment (Education),Profiles,Evidence Based Practice,Change Strategies,Elementary Secondary Education

To improve teaching and advance student learning requires weaving together the curriculum that students engage with every day with the professional learning of teachers. This paper is designed as a resource for system leaders at the district, state, and charter-management organization (CMO) levels looking to improve instructional outcomes for students by improving teacher development in their schools. Part I briefly describes the research base for this argument. Part II examines three cases of innovative practice and identifies ways in which a state department, a district, and a group of enterprising teachers are leading positive change efforts. Part III identifies key considerations and enabling conditions system leaders should prioritize when organizing professional learning around high-quality curriculum.
Leading for Equity: Opportunities for State Education Chiefs
Author: Aspen Institute, Education & Society Program
Date: 2017-02-00
Type: Guides - Non-Classroom
Subjects: Equal Education,State Agencies,State Boards of Education,Administrators,Educational Objectives,Accountability,School Districts,Resource Allocation,Educational Equity (Finance),Progress Monitoring,Program Implementation,Standards,Educational Assessment,Educational Improvement,School Culture,Holistic Approach

Every student deserves an education that prepares him or her for lifelong learning, success in the world of work, and participation in representative government. Unfortunately, far too many students are not receiving the high-quality educational experiences needed to help them reach these goals. Meaningful progress toward equity in education does not necessarily mean equal resources for all. Educational equity means that every student has access to the resources and educational rigor they need at the right moment in their education, despite race, gender, ethnicity, language, disability, family background, or family income. State education chiefs are uniquely positioned to lead their state toward achieving educational equity. To do this, state chiefs must engage with diverse audiences across their state--families and communities, educators, policy makers, private-sector leaders, and faith communities--to forge a new commitment to educational equity. The following ten commitments are actions state chiefs and their state education agencies (SEAs) can take to improve educational equity: (1) Prioritize Equity: Set and Communicate an Equity Vision and Measurable Targets; (2) Start from Within: Focus on the State Education Agency; (3) Measure What Matters: Create Accountability for Equity; (4) Go Local: Engage Local Education Agencies (LEAs) and Provide Tailored and Differentiated Support; (5) Follow the Money: Allocate Resources to Achieve Fiscal Equity; (6) Start Early: Invest in the Youngest Learners; (7) Engage More Deeply: Monitor Equitable Implementation of Standards and Assessments; (8) Value People: Focus on Teachers and Leaders; (9) Improve Conditions for Learning: Focus on School Culture, Climate, and Social-emotional Development; and (10) Empower Student Options: Ensure Families Have Access to High-quality Educational Options That Align to Community Needs. Within each of the broad categories are specific actions chiefs can take to advance equitable outcomes, guide conversations, and think more holistically to improve equity at scale in their states.
Putting It All Together
Author: Edwards, Virginia B.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Case Studies,Curriculum Design,Social Development,Emotional Development,Skill Development,Integrated Curriculum,Public Schools,Charter Schools,Cooperative Learning,Feedback (Response),Leadership,Interpersonal Competence,Self Esteem,Academic Persistence,Academic Achievement,Educational Benefits

The first case study from the Aspen Institute's National Commission on Social, Emotional, and Academic Development (SEAD) shows how schools and educators enhance learning when they teach a curriculum that simultaneously builds students' social, emotional, and academic understanding. &quot;Putting It All Together&quot; discusses how an integrative approach is different from developing social emotional skills through stand-alone programs, details the benefits of such an approach, acknowledges the challenges to doing this work well, and provides supports and strategies for overcoming those challenges. The case study vividly paints a picture of what this looks like by sharing on-the-ground examples from across the country. At Capital City Public Charter School in D.C., students learn collaboration, critical feedback, and leadership skills in its lessons across subject areas, developing key social skills that are essential for academic learning as well as for later professional life. San Francisco Unified School District's &quot;growth mindset&quot; math program builds students' confidence, persistence, and ability to take academic risks by teaching that mistakes are an essential part of learning. This publication is the first of several reports that will explore promising practices for integrating social, emotional, and academic development so that all students reach their potential.