ethanporcaro/eric-fulltext-meta huggingface dataset:
What Is the Appropriate Curriculum for Students with Disabilities? Standards-Based Curriculum versus Functional Curriculum for Students with Disabilities
Author: Ain, Ganiah I.
Date: 2018-05-00
Type: Reports - Evaluative
Subjects: Severe Disabilities,Special Education,Intellectual Disability,Cognitive Ability,Academic Standards,Curriculum,Daily Living Skills,Parent Attitudes,Teacher Attitudes,Federal Legislation,Equal Education,Educational Legislation,Researchers,Attitudes,Student Needs

The term severe disabilities refers to any student who is eligible for special education services in the United States under the category of moderate to severe cognitive impairment. The term takes into consideration a combination of shortages in both cognitive performance and appropriate behavior. Recently, in the field of severe disabilities, the benefits of the standards-based academic curriculum versus those of the functional curriculum have become one of the most critical debates--with both types of curriculum being supported by various researchers in the field. However, the debate between the advocates for each of the curricula is impacted by multiple issues, for example, the accountability related to progress in the academic curriculum that is required by such legislative mandates as the No Child Left Behind Act. Therefore, the aim of this paper is to provide an overview for both of these curricula, and it will examine the expectations for academic achievement versus the acquisition of life skills from the perspective of parents, teachers, and professionals.
Parent-Youth Divergence (and Convergence) in Reports of Youth Internalizing Problems in Psychiatric Inpatient Care
Author: Makol, Bridget A.
Date: 2019-00-00
Type: Reports - Research
Subjects: Adolescents,Behavior Problems,Hospitals,Patients,Parents,Suicide,At Risk Persons,Psychological Patterns,Anxiety Disorders,Clinics,Psychiatry,Self Disclosure (Individuals),Parent Attitudes,Disclosure,Intervention,Drug Therapy

When compared to one another, multiple informants' reports of adolescent internalizing problems often reveal low convergence. This creates challenges in the delivery of clinical services, particularly for severe outcomes linked to internalizing problems, namely suicidal thoughts and behaviors. Clinicians would benefit from methods that facilitate interpretation of multi-informant reports, particularly in inpatient settings typified by high-cost care and high-stakes decision-making. 765 adolescent inpatients (70.3% female; M[subscript age]=14.7) and their parents completed measures of adolescent internalizing problems. We obtained baseline clinical and treatment characteristics from electronic medical records. Latent class analyses revealed four reporting patterns: Parent-Adolescent Low (LL; 49.0%), Parent Low-Adolescent High (PL-AH; 11.5%), Parent High-Adolescent Low (PH-AL; 21.8%), Parent-Adolescent High (HH; 17.6%). Relative to the LL class, adolescents in the PH-AL and PL-AH classes were more likely to be admitted with suicidality. In terms of treatment characteristics and relative to the LL class, HH and PH-AL adolescents were more likely to receive standing antipsychotics, PH-AL adolescents were more likely to be in seclusion, and HH adolescents had longer hospital stays. At discharge and relative to the LL class, HH, PH-AL, and PL-AH adolescents were more likely to receive an anxiety disorder diagnosis. Further, HH, PH-AL, and PL-AH adolescents were more likely to receive partial hospitalization or care in another restrictive environment after inpatient treatment, relative to the LL class. This naturalistic study informs clinical decision-making by aiding our understanding of how multi-informant reports facilitate interpretations of adolescents' clinical presentations as well as predictions about treatment characteristics. [This is the in press version of an article published in the &quot;Journal of Abnormal Child Psychology.&quot;]
Impact Evaluation of &quot;UNISON&quot;: &quot;U&quot;plifting &quot;N&quot;on-Cognitive Skills and &quot;I&quot;nnovation through &quot;S&quot;tudent &quot;O&quot;pportunity &quot;N&quot;etworks
Author: Page, Melissa
Date: 2019-03-15
Type: Reports - Research
Subjects: Program Evaluation,Grants,Educational Innovation,Mentors,Skill Development,Academic Achievement,Graduation Rate,Low Achievement,Educational Improvement,Clubs,School Culture,Empathy,Intervention,Urban Schools,Rural Schools,Outcomes of Education,Faculty Development,College Readiness,Career Readiness

&quot;UNISON&quot; was an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education to Take Stock in Children (TSIC), a state-wide, 501(c)(3) non-profit, private-public partnership in Florida. UNISON provided a whole school mentoring approach and focused on developing students' non-cognitive skills with a focus on improving academic success and attainment thereby impacting graduation rates in low-performing schools. Intervention strategies included a whole-school culture program with clubs and activities focused on sustaining the culture of kindness and compassion, BARR teacher training, block meetings, and implementation of the I-Time curricula, TSIC 1:1 mentoring, group mentoring, summer Leadership Institute, and parent engagement. The grant funded a collective impact coordinator for each county and a college success coach in each school. &quot;UNISON&quot; targeted three treatment schools in northeast Florida, and the impact study included 15 comparison schools using a comparative short interrupted time series (CSITS) to measure the effect on graduation rates after three years of intervention strategies. Using the publicly available graduation rate data from the Florida Department of Education website, baseline equivalence was established based on rural/urban county designations and baseline graduation rates from 2014-15 prior to the intervention. The study found a statistically significant positive difference in the one urban and two rural treatment schools compared to the six urban and nine rural &quot;business-as-usual&quot; comparison schools. The treatment schools gained almost 20 percentage points in their graduation rate during the three-year intervention from 72.43% to 91.73%, while comparison schools moved from 72.98% to 83.40%. [The report was written for Take Stock in Children.]
Which Linguistic Features Predict Quality of Argumentative Writing for College Basic Writers, and How Do Those Features Change with Instruction?
Author: MacArthur, Charles A.
Date: 2018-04-00
Type: Reports - Research
Subjects: College Students,Writing Skills,Writing Evaluation,Writing Achievement,Predictor Variables,Persuasive Discourse,Essays,Syntax,Difficulty Level,Natural Language Processing,Linguistics,Lexicology,Basic Writing

The study developed a model of linguistic constructs to predict writing quality for college basic writers and analyzed how those constructs changed following instruction. Analysis used a corpus of argumentative essays from a quasi-experimental, instructional study with 252 students (MacArthur, Philippakos, &amp; Ianetta, 2015) that found large effects (ES = 1.22) on quality of argumentative writing. Coh-Metrix (McNamara, Graesser, McCarthy, &amp; Cai, 2014) was used to analyze the essays for lexical and syntactic complexity and cohesion. Structural equation modeling found that referential cohesion (p &lt; 0.001) and lexical complexity (p &lt; 0.01) positively predicted quality on posttest essays while syntactic complexity (p &lt; 0.001) was negatively related to quality. Length explained 30% of variance in quality; the full model explained 48.7%. Confirmatory factor analysis was used to impute factor scores for pretest and posttest essays. Analysis of covariance using these factors found that the treatment group wrote posttest essays with greater lexical complexity (p &lt; 0.01) and referential cohesion (p &lt; 0.01) and less use of connectives (p &lt; 0.05) than a business-as-usual control group. [This content was accepted for publication in &quot;Reading and Writing: An International Journal&quot; in April 2018.]
From Here to There! Elementary: A Game-Based Approach to Developing Number Sense and Early Algebraic Understanding
Author: Hulse, Taylyn
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Mathematics,Mathematics Education,Algebra,Mathematics Achievement,Educational Games,Problem Solving,Mathematics Instruction,Educational Technology,Technology Uses in Education,Mathematical Concepts,Interaction,Student Behavior,Teaching Methods,Instructional Effectiveness,Concept Formation

This paper examines whether using &quot;From Here to There!&quot; (&quot;FH2T:E&quot;), a dynamic game-based mathematics learning technology relates to improved early algebraic understanding. We use student log files within FH2T to explore the possible benefits of student behaviors and gamification on learning gains. Using in app measures of student interactions (mouse clicks, resets, errors, problem solving steps, and completions), 19 variables were identified to summarize overall problem solving processes. An exploratory factor analysis identified five clear factors including engagement in problem solving, progress, strategic flexibility, strategic efficiency, and speed. Regression analyses reveal that after accounting for behavior within the app, playing the gamified version of the app contributed to higher learning gains than playing a nongamified version. Next, completing more problems within the game related to higher achievement on the post-test. Third, two significant interactions were found between progress and prior knowledge and engagement in problem solving and prior knowledge, where low performing students gained more when they completed more problems and engaged more with those problems. [This article was published in &quot;Educational Technology Research and Development&quot; (EJ1208101).]
Audiovisual Translation in the Foreign Language Classroom: Applications in the Teaching of English and Other Foreign Languages
Author: Lertola, Jennifer
Date: 2019-02-28
Type: Books
Subjects: Second Language Learning,Second Language Instruction,Audiovisual Instruction,Teaching Methods,Communicative Competence (Languages),Films,Multimedia Materials,Computational Linguistics,Translation,Foreign Countries,Native Language,Undergraduate Students,Layout (Publications),English (Second Language),Spanish,Italian

Rapid technological changes have given rise to new methods and opportunities in language learning. In the past two decades, interest has been growing in the integration of Audiovisual Translation (AVT) with a communicative approach to language learning and teaching. AVT indicates the transfer of verbal language in audiovisual media and it is usually used as an umbrella term which refers to &quot;screen-translation&quot;, &quot;film translation&quot;, &quot;multimedia translation&quot;, or &quot;multimodal translation&quot; (Bollettieri, Di Giovanni, &amp; Rossato, 2014; Chiaro, 2009; Perego, 2005). AVT modes can be divided into two main groups: captioning (written language transfer procedures) and revoicing (oral language transfer procedures). These language transfer procedures can take place between two languages (interlingual) or within the same language (intralingual). Both captioning and revoicing tasks can be used effectively in second language acquisition. This work focusses on the foreign language classroom, presenting a systematic review of studies carried out in the last twenty years on the applications of captioning and revoicing in this context in order to offer an overview of the state of the art and encourage further research. The literature review presents research on the topic, paying particular attention to relevant experimental studies (i.e. empirical research that involves data collection), which are reviewed in terms of research focus, target languages, participants, learning settings, audiovisual materials, and captioning/revoicing software and type of analysis (i.e. qualitative and/or quantitative). The first part considers studies on captioning, namely on standard interlingual subtitling, reverse interlingual subtitling, and intralingual subtitling. The second part focuses on the research currently available on revoicing: reverse interlingual dubbing, intralingual dubbing, and audio description. Finally, the third part presents the studies that combine captioning and revoicing; in particular, reverse interlingual and intralingual subtitling and dubbing.
State Higher Education Finance FY 2015
Author: Carlson, Andrew
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Finance,State Aid,Financial Support,Income,Taxes,Tuition,Enrollment Trends,Operating Expenses,Geographic Location,Resource Allocation,Costs,Public Colleges,Private Colleges,Academic Degrees,Certification,Full Time Equivalency,Full Time Students

The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers Association (SHEEO) to broaden understanding of the context and consequences of multiple decisions made every year in every state in each of these areas. No single report can provide definitive answers to these broad and fundamental questions of public policy, but the SHEF report provides important context, trend analysis, and information to help inform such decisions. The report includes: (1) An Overview and Highlights of national trends and the current status of state funding for higher education; (2) An explanation of the Measures, Methods, and Analytical Tools used in this report; (3) A description of the Revenue Sources and Uses for higher education, including state tax and nontax revenues, local tax support, tuition revenue, and the proportion of this funding available for general educational support; (4) An analysis of National Trends in Enrollment and Revenue; in particular, changes over time in the public resources available for general operating support; (5) Interstate Comparisons--Making Sense of Many Variables, using tables, charts, and graphs to compare data among states and over time; (6) Indicators of relative State Wealth, Tax Effort, and Allocations for Higher Education, along with ways to take these factors into account when making interstate comparisons; and (7) A series of Case Studies that adds important context and understanding to the data presented in the report. The SHEF report provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recently completed fiscal year. [For &quot;State Higher Education Finance FY 2014,&quot; see ED562021.]
State Higher Education Finance FY 2016
Author: Laderman, Sophia
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Finance,State Aid,Financial Support,Income,Taxes,Tuition,Enrollment Trends,Operating Expenses,Geographic Location,Resource Allocation,Costs,Public Colleges,Private Colleges,Academic Degrees,Certification,Full Time Equivalency,Full Time Students

The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers Association (SHEEO) to broaden understanding of the context and consequences of multiple public policy decisions in each state. Although the cost of college has been rising for students and families, so has the potential economic benefit of earning a postsecondary credential or degree. Greater attention to both the costs and benefits of higher education influences the environment in which political leaders, policymakers, and educators make decisions. No single report can provide definitive answers to the broad and fundamental questions of state higher education policy, but the SHEF report brings important context and trend analysis to help inform policy decisions. SHEF provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recently completed fiscal year. The report includes: (1) An explanation of the measures and methods used in this report; (2) A description of the revenue sources and uses for higher education; (3) An analysis of national trends in enrollment and revenue; (4) Comparisons of the SHEF measures across states and over time; (5) Indicators of state wealth, tax effort, and relative allocations for higher education; and (6) A series of short callouts and case studies that add important context and understanding to the data presented in the report. [For &quot;State Higher Education Finance FY 2015,&quot; see ED593737.]
State Higher Education Finance FY 2017
Author: Laderman, Sophia
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Finance,State Aid,Financial Support,Income,Taxes,Tuition,Enrollment Trends,Operating Expenses,Geographic Location,Resource Allocation,Costs,Public Colleges,Private Colleges,Academic Degrees,Certification,Full Time Equivalency,Full Time Students

The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers Association (SHEEO) to broaden understanding of the context and consequences of multiple public policy decisions in each state. These decisions contribute to public higher education funding levels and funding distributions across states and nationally. Although the cost of college has been rising for students and families, so has the potential economic benefit of earning a postsecondary credential or degree. Greater attention to both the costs and benefits of higher education influences the environment in which political leaders, policymakers, and educators make decisions. No single report can provide definitive answers to the broad and fundamental questions of state higher education finance policy, but the SHEF report supplies important context and trend analysis to help inform policy decisions. SHEF provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recently completed fiscal year. The report includes: (1) An explanation of the measures and methods used in the SHEF metrics for analysis; (2) A description of the revenue sources and uses for higher education; (3) An analysis of national trends in enrollment and revenue; (4) Comparisons of the SHEF metrics across states and over time; (5) Indicators of state wealth, tax effort, and relative allocations for higher education; and (6) A series of case studies that add important context and understanding to the data presented in the report. This year, the report highlights case studies on our ongoing data improvement project as well as outcomes-based funding and the importance of evaluating state wealth when considering state support for higher education. [For &quot;State Higher Education Finance FY 2016,&quot; see ED593738.]
Struggling for International Publication: The Potential Rhetorical Problems for Indonesian Scholars in Social Sciences and Humanities When Writing in English
Author: Arsyad, Safnil
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Scholarship,Writing for Publication,College Faculty,Teacher Researchers,Graduate Students,Student Research,Rhetoric,Social Sciences,Humanities,English for Special Purposes,Journal Articles,Indonesian,English (Second Language),Persuasive Discourse,Documentation,Research Reports,Academic Language

Indonesian faculty members and postgraduate students are encouraged to publish their research results in reputable international journals such as those published in English. This is to boost the participation as well as prestige of Indonesian scholars in the eyes of international scholars. However, the majority of scholars in Social Sciences and Humanities find it very difficult to succeed in international journal publication. This paper is aimed to present several potential problems experienced by Indonesian scholars in preparing their research article (RA) manuscript in English before submitting it to a main-stream journal. The data in this paper were obtained from relevant discourse studies on RAs in Indonesian and English written by Indonesian scholars. The results of these studies suggest that the most serious problem for Indonesian writers in Social Sciences and Humanities is in writing argumentative abstract, introduction and discussion sections. Unlike international authors, Indonesian authors tend to write these sections descriptively although their research topic and findings are interesting and important. They also tend to justify their research projects only by practical problems and rarely discuss their research findings in relation to the results of previous studies found in the literature. It is believed that if they can write convincingly argumentative articles the possibility of their manuscripts to be accepted by a prominent international journal will increase. [This paper was published in &quot;Advances in Social Science, Education and Humanities Research, Volume 301&quot; (p469-478). Atlantis Press, 2019.]
Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment
Author: Baroni, Alice
Date: 2019-03-14
Type: Reports - Research
Subjects: Preservice Teacher Education,Student Teachers,Pedagogical Content Knowledge,Technological Literacy,Outcomes of Education,Intercultural Communication,Interpersonal Competence,Academic Achievement,Exchange Programs,Cultural Pluralism,Pretests Posttests,Experimental Groups,Control Groups,Foreign Countries,Cultural Awareness,International Educational Exchange,Second Language Learning,Second Language Instruction,Teaching Methods,Dialogs (Language),Identification (Psychology),Interaction,Videoconferencing,Communication Skills,English (Second Language),Instructional Effectiveness,Teacher Educators,Computer Mediated Communication

Students of initial teacher education need to be prepared for the classrooms of tomorrow. Teachers require the necessary skills and competences to teach in culturally diverse contexts, to collaborate across disciplines, and to use technologies in innovative ways; but the Digital Economy and Society Index reports that only 20-25% of students in Europe are taught by teachers who are confident using technology in the classroom, and only a small number of students of education are gaining intercultural experience by participating in international mobility programmes such as Erasmus+ (European Commission, 2015a). It is clear that institutions of initial teacher education need to find new ways to prepare their students for the challenges they will meet in the future. This report presents the findings of our study. However, not only do we provide here a large-scale study to demonstrate the impact of virtual exchange in an important field of university education, we also explore how policy makers and university management can take actions to make this methodology more widespread across university education and support students and teachers in its use. [To view the executive summary, &quot;Executive Summary -- The Key Findings from The EVALUATE European Policy Experiment Project on The Impact of Virtual Exchange on Initial Teacher Education,&quot; see ED593745.]