ethanporcaro/eric-fulltext-meta huggingface dataset:
Persian Speakers' Use of Refusal Strategies across Politeness Systems
Author: Salmani Nodoushan, Mohammad Ali
Date: 2016-00-00
Type: Reports - Research
Subjects: Indo European Languages,Nonparametric Statistics,Statistical Analysis,Language Research,Speech Acts,Interviews,Power Structure,Pragmatics,Coding,Computational Linguistics,Communication Strategies,Interpersonal Communication,Age Differences,Gender Differences,Participant Characteristics,Foreign Countries

This study aimed at investigating the preferred refusal strategies in Persian. 3047 refusals collected by 108 field workers as well as 376 refusals collected through face to face interviews were analyzed and classified according to the descriptions proposed by Liao (1994) and Liao and Bresnahan (1996). The frequencies of the resulting direct and indirect refusal strategies were then used as the data for the current study. Politeness systems as suggested by the model proposed by Scollon and Scollon (2001) as well as refusers' demographic characteristics (i.e., their age, sex, and education level) were used as the independent variables of the study. Kruskal-Wallis H Test and Mann-Whitney U Test results indicated that teenagers and low-education Persian speakers prefer non-performative refusal strategies. Power relations can also determine whether non-performative strategies are preferred to performative refusals. It was concluded that politeness is a dynamic concept that changes through time and with human generations. The following are appended: (1) Refusal Strategies [Adapted from Al-Eryani (2007) with permission]; and (2) Guide to Persian Transcription Symbols.
eCoaching across Routines to Enhance Teachers' Use of Modeling
Author: Coogle, Christan Grygas
Date: 2016-01-14
Type: Reports - Research
Subjects: Coaching (Performance),Special Education Teachers,Modeling (Psychology),Program Effectiveness,Intervention,Autism,Pervasive Developmental Disorders,Technology Uses in Education,Communication Strategies,Feedback (Response),Questionnaires,Teacher Surveys,Special Education

The purpose of this research was to determine the impact of eCoaching on two special education teachers' use of modeling strategies across child-led, teacher-led, and mealtime routines. A multiple-probe, single-case design was used to determine the effects of eCoaching on teachers' use of three modeling strategies. Each of the three strategies were methods to model language for children, and they were randomized to three different routines. Results suggest that eCoaching increased teachers' use of modeling strategies and that eCoaching is a socially valid intervention. Considerations for practice and future research are discussed. [At the time of submission to ERIC this article was in press with &quot;Teacher Education and Special Education&quot; (EJ1116128).]
Impact of Bug-in-Ear Professional Development on Early Childhood Co-Teachers' Use of Communication Strategies
Author: Ottley, Jennifer R.
Date: 2016-02-26
Type: Reports - Research
Subjects: Preschool Teachers,Early Childhood Education,Evidence Based Practice,Faculty Development,Coaching (Performance),Communication Strategies,Program Effectiveness,Maintenance,Feedback (Response),Technology Uses in Education,Peer Teaching,Video Technology,Handheld Devices

The goal of this study was to build the capacity of early childhood teachers to implement evidence-based strategies. We investigated the efficacy of professional development with bug-in-ear peer coaching in improving teachers' use of communication strategies, the teachers' maintenance of strategies post intervention, and the social validity of the intervention. Four early childhood co-teacher dyads participated in the single-case design study. Data were analyzed through visual analysis and masked visual analysis. Results indicate that three of the four teacher dyads increased the frequency with which they used the strategies, with one dyad sustaining their use targeted strategies post intervention. All teachers perceived that the intervention had positive effects on their children and indicated that bug-in-ear peer coaching was an acceptable form of professional development. Nonetheless, implications for research and practice are discussed to ensure that performance-based feedback is as meaningful as possible. [At the time of submission to ERIC this article was in press with &quot;Topics in Early Childhood Special Education.&quot;]
Real-Time Coaching with Bug-in-Ear Technology: A Practical Approach to Support Families in Their Child's Development
Author: Ottley, Jennifer Riggie
Date: 2015-03-23
Type: Journal Articles
Subjects: Coaching (Performance),Assistive Technology,Child Development,Caregivers,Disabilities,Early Childhood Education,Parents,Parent Participation,Parent Child Relationship,Professional Development,Early Intervention,Caregiver Child Relationship,Feedback (Response),Case Studies,Telecommunications,Planning,Program Implementation

Variability in the quality of adult-child interactions among caregivers of young children can be problematic for children's development. However, professional development has been successful in improving caregivers' positive interactions with children. Blending principles of adult learning theory with technology-based coaching can provide a comprehensive intervention for caregivers of young children. This article highlights how bug-in-ear coaching can provide support to caregivers working with children who have disabilities or other risk factors. Suggestions are provided to support service providers in the planning and implementation of bug-in-ear coaching from a collection of research using bug-in-ear with both early childhood educators and parents. [At time of submission to ERIC this article was in press with &quot;Young Exceptional Children.&quot;]
Pre-Service Teacher Use of Communication Strategies upon Receiving Immediate Feedback
Author: Coogle, Christan Grygas
Date: 2015-00-00
Type: Reports - Research
Subjects: Preservice Teachers,Early Childhood Education,Communication Strategies,Special Education,Case Studies,Intervention,Coaching (Performance),Small Group Instruction,Autism,Technology Uses in Education,Student Teaching,Internship Programs,Prompting,Interrater Reliability,Questionnaires,Likert Scales,Validity,Generalization,Evidence Based Practice,Instructional Effectiveness

The purpose of this research was to investigate the impact of immediate feedback through bug-in-ear eCoaching on early childhood special education pre-service teachers' use of communication strategies using an activity-based intervention approach. Three early childhood special education pre-service teachers participated in this study. A multiple-probe, single-case design was used to determine the effects of immediate feedback through bug-in-ear eCoaching on teachers' use of communication strategies. Results indicate that immediate feedback through bug-in-ear eCoaching enhanced pre-service teachers' use of communication strategies within small-group activities. Implications for practice and future research are discussed. [This article was published in &quot;Early Childhood Research Quarterly,&quot; v32 p105-115 2015.]
Explaining Variance and Identifying Predictors of Children's Communication via a Multilevel Model of Single-Case Design Research: Brief Report
Author: Ottley, Jennifer Riggie
Date: 2016-00-00
Type: Journal Articles
Subjects: Communication (Thought Transfer),Hierarchical Linear Modeling,Research Design,Predictor Variables,Data,Developmental Delays,Developmental Disabilities,Communication Strategies,Evidence Based Practice,Preschool Children,Early Childhood Education,Preschool Teachers,Intervention

The purpose of this study was to explain the variability in data collected from a single-case design study and to identify predictors of communicative outcomes for children with developmental delays or disabilities (n = 4). Using SAS® University Edition, we fit multilevel models with time nested within children. Children's level of baseline communication and teachers' frequency of strategy use when directed at the children predicted their outcomes. These results indicate that children's initial level of communication predicted their communicative outcomes and also that positive associations exist between teachers' implementation of evidence-based communication strategies when they are directed toward children with disabilities and the children's communicative outcomes. Implications for research and practice are provided. [This article was published in &quot;Developmental Neurorehabilitation,&quot; v19 n3 p197-202 2016.]
STEM in Postsecondary Education: Entrance, Attrition, and Coursetaking among 2003-04 Beginning Postsecondary Students. Web Tables. NCES 2013-152
Author: Chen, Xianglei
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: STEM Education,Postsecondary Education,Undergraduate Students,Student Attrition,Course Selection (Students),Bachelors Degrees,Associate Degrees,Majors (Students),Student Characteristics,Longitudinal Studies,Tables (Data),Withdrawal (Education),Academic Failure,College Mathematics,Grade Point Average,College Science,Engineering Education,Computer Science Education

Science, technology, engineering, and mathematics (STEM) fields are widely regarded as critical to the national economy. To provide a nationally representative portrait of undergraduate students' experiences in STEM education, these Web Tables summarize longitudinal data from a cohort of first-time, beginning students who started postsecondary education in a bachelor's or associate's degree program in 2003-04, examining their entrance into and attrition from STEM fields and the extent to which they participated in STEM coursework over a period of 6 academic years, from 2003-04 to 2008-09. The following are appended: (1) Classification of postsecondary STEM courses in BPS:04/09; and (2) Classification of major field of study in BPS:04/09.
Undergraduate STEM Achievement and Retention: Cognitive, Motivational, and Institutional Factors and Solutions
Author: Cromley, Jennifer G.
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Undergraduate Students,STEM Education,Science Achievement,Academic Persistence,Student Improvement,Performance Factors,Student Motivation,Institutional Characteristics,Barriers,Cognitive Ability,Predictor Variables,Cognitive Processes,Educational Policy,Active Learning

Student cognition and motivation, as well as institutional policies, determine student course grades and retention in science, technology, engineering, and mathematics (STEM) majors. Regarding cognition, study skills relate to course grades, and grades relate to retention in STEM. Several aspects of motivation are related to both grades and retention in STEM: self-efficacy (self-confidence for completing assignments), continuing interest in learning more about the subject, and effort control (remaining focused on classes and studying). Students' cognition and motivation are interdependent, and, furthermore, they play out in the context of multiple institutional policies, such as academic support centers, career counseling, financial aid policies, forced curving of course grades, course timing, and course registration policies. All of these interdependent factors can improve with targeted programs that complement each other. Some challenges for reform include instructor resistance to changing teaching and a lack of coordination, or even competing emphases, among university policies and resources, such as course scheduling, academic support, advising, career counseling, and financial aid. [This article was published in &quot;Policy Implications of the Brain and Behavioral Sciences,&quot; v3 n1 p4-11 Mar 2016.]
Compulsory School Age Requirements. ECS StateNotes: Attendance. Updated June 2010
Author: Education Commission of the States
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Compulsory Education,School Entrance Age,Attendance,State Legislation,State Policy,Age Groups

Compulsory school attendance refers to the minimum and maximum age required by each state in which a student must be enrolled in and attending public school or some equivalent education program defined by the law. The vast majority of states include an added clause providing for pupils to be released from compulsory attendance requirements upon graduation of high school, regardless of their age. Arizona, Vermont, and Wyoming all exempt children from compulsory attendance requirements upon completion of the 10th grade. Five states--Virginia, South Dakota, Nevada, Maryland and Connecticut--allow the minimum compulsory age to be extended by at least one year if the parent(s) obtain a waiver from their assigned school. Nearly half of all states allow children ranging from age 14 to 18 to be exempt from the compulsory attendance requirement if they meet one or more of the following stipulations: are employed; have a physical or mental condition that makes the child's attendance infeasible; have passed the 8th-grade level; have their parents' permission; have the permission of the district court or the local school board; meet the requirements for an exit interview; or have arranged alternative education such as vocational or technical school. Endnotes are provided for Indiana, Louisiana, Massachusetts, and Virginia as examples of such legislation. [Updated by Melodye Bush. Recent updates made by Melodye Bush, Kyle Zinith, and Michael Colasanti.]
Kindergarten Impacts of a Preschool Language Focused-Intervention
Author: Johanson, Megan
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Acquisition,Reading Skills,Decoding (Reading),Intervention,Reading Comprehension,Language Skills,Vocabulary,Comparative Analysis,Program Effectiveness,Teaching Methods,Hierarchical Linear Modeling,Kindergarten,Preschool Education,Low Income Groups,At Risk Students,Language Tests,Achievement Tests,Statistical Analysis,Randomized Controlled Trials

Many preschool language-focused interventions attempt to boost language and literacy skills in young children at risk in these areas of development, though the long-term effects of such interventions are not well-established. This study investigated kindergarten language and reading skills, specifically the subcomponents of vocabulary, decoding, and reading comprehension, for children exposed to the language-focused intervention &quot;Learning Language and Loving It&quot; (LLLI; Weitzman &amp; Greenberg, 2002) during preschool. End of kindergarten skills were examined, comparing children whose teachers implemented LLLI (n = 25) or business-as-usual (BAU) instruction (n = 24). Hierarchical linear modeling results showed the LLLI intervention to have significant effects on children's decoding and reading comprehension in kindergarten for children who had high levels of language skill at preschool, as compared to their counterparts in the BAU condition. Study findings therefore indicate that preschool language-focused interventions may primarily benefit children with higher skill levels. This suggests the need to explore avenues for addressing the needs of children with relatively low language skills during preschool and the eventual transition to reading. [This article was published in &quot;Applied Developmental Science,&quot; v20 n2 p94-107 2016.]
The Potential for Literacy to Shape Lifelong Cognitive Health
Author: Stine-Morrow, Elizabeth A. L.
Date: 2015-10-00
Type: Journal Articles
Subjects: Literacy,Aging (Individuals),Cognitive Ability,Mental Health,Lifelong Learning,Cognitive Development,Reading,Language Processing,Bilingualism,Outcomes of Education,Adult Development

In light of population aging, an understanding of factors that promote lifelong cognitive resilience is urgent. There is considerable evidence that education early in the life span, which promotes the development of literacy skills, leads to cognitive health and longevity, but the ways in which activity engagement in later adulthood affects long-term cognitive health is not well understood. The literature on cognitive training focusing on ability and skill training has not only demonstrated the existence of plasticity into late life but also shows that improvements are very tightly tied to the abilities trained. The rush to apply ability training to promote cognitive health has produced a vibrant &quot;brain training&quot; industry that neglects the very limited evidence for transfer to significant functional outcomes. Recent evidence on the neural substrates of reading, language comprehension, and discourse processing, as well as on the lifelong effects of literacy engagement in special populations, hints that reading may well be a &quot;whole-brain exercise&quot; with the potential to promote cognitive health. Such findings suggest promise for education-based approaches to promote lifelong cognitive health, calling for (a) societal investment in science at the interface of education and health, in particular to understand the mechanisms through which literacy engagement affects mind, brain, and physical health through the life span, and (b) innovation in developing models of life span education. [This article was published in &quot;Policy Insights from the Behavioral and Brain Sciences,&quot; v2 n1 p92-100 Oct 2015.]
The Nature and Extent of Change in Early Childhood Educators' Language and Literacy Knowledge and Beliefs
Author: Ottley, Jennifer R.
Date: 2015-11-00
Type: Reports - Research
Subjects: Early Childhood Education,Preschool Teachers,Teacher Characteristics,Beliefs,Language,Literacy,Change,Faculty Development,Self Efficacy,Growth Models,Longitudinal Studies,Predictor Variables,Likert Scales,Statistical Analysis

Professional development (PD) can enhance educators' knowledge and beliefs, but research has yet to determine the nature and extent of such change. This study examined the patterns and predictors of change in knowledge and beliefs for early childhood educators participating in state-implemented PD. Results from a longitudinal piecewise growth model indicated that educators improved their knowledge and beliefs to varying extents during the school year when PD was provided. Change then plateaued with educators neither improving nor regressing during the subsequent school year. Openness to change and self-efficacy significantly predicted knowledge and beliefs, respectively. Research and practice implications are provided. [This article was published in &quot;Teaching and Teacher Education,&quot; v52 p47-55 Nov 2015.]
2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09). Full-Scale Methodology Report. NCES 2012-246
Author: Wine, Jennifer
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,Postsecondary Education,College Students,Research Methodology,Interviews,Sampling,Data Collection,Academic Records,Statistical Analysis

This report describes and evaluates the methods and procedures used in the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09). BPS:04/09 is the second and final follow-up interview for the cohort of first-time beginning postsecondary students identified in the 2004 National Postsecondary Student Aid Study. For the first time in BPS, in addition to the student interview, transcripts were collected from all of the postsecondary institutions attended by the sample. Together, the student interview and transcript data collections represent a significant and rich data source on this cohort of first-time beginning students. Appended are: (1) NPSAS:04 Institution and Student Sampling Details; (2) Technical Review Panel; (3) Data Elements for Student Interview; (4) Facsimile of Full-scale Instrument; (5) Training Material for Interviewers; (6) Notification Materials for Student Interview Data Collection; (7) Training Agendas for Transcript Data Collection; (8) Notification Materials for Transcript Data Collection; (9) Data Elements for Keying and Coding System; (10) Item Response Rates and Imputation Results; (11) Analysis Variables; (12) Design Effects; and (13) Nonresponse Bias Analysis.
An Overview of Classes Taken and Credits Earned by Beginning Postsecondary Students. WEB Tables. NCES 2013-151rev
Author: Radford, Alexandria Walton
Date: 2012-11-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,College Freshmen,Academic Records,Longitudinal Studies,College Credits,Attendance,Tables (Data),Remedial Programs,Withdrawal (Education),Grade Repetition,Testing Programs,Noncredit Courses,School Statistics,Error of Measurement,Remedial Mathematics,Remedial Reading,Demography,Student Characteristics,STEM Education,College Mathematics,Academic Degrees,Academic Persistence,Educational Attainment,High Schools,Scores,Student Records

These Web Tables provide an overview of classes taken and credits earned by a nationwide sample of first-time beginning postsecondary students based on data from the Postsecondary Education Transcript Study (PETS) of the 2004/09 Beginning Postsecondary Students Longitudinal Study. PETS collected transcripts from all the postsecondary institutions students attended, providing a complete 6-year record of students' coursetaking and credit accumulation. Topics covered in these Web Tables include precollege credits, remedial education participation, withdrawals and repeated courses, and credits earned in science, technology, engineering, and mathematics (STEM). Tables also present credits earned in each year of enrollment and total credits earned by whether students earned a credential.
Estimating Teacher and School Effectiveness in Pittsburgh: Value-Added Modeling and Results. Final Report
Author: Lipscomb, Stephen
Date: 2010-11-15
Type: Reports - Research
Subjects: Teacher Effectiveness,School Effectiveness,Value Added Models,Public Schools,Urban Schools,Computation,Academic Achievement,Curriculum Based Assessment,Reading Tests,Attendance,Educational Attainment,Aptitude Tests,High Schools,Elementary Secondary Education

At the request of Pittsburgh Public Schools (PPS) and the Pittsburgh Federation of Teachers (PFT), Mathematica is developing value-added models (VAMs) that aim to estimate the contributions of individual teachers, teams of teachers, and schools to the achievement growth of their students. The analyses described in this report are intended as an early step in a multi-year project that aims to produce fair, valid, reliable, and robust estimates of the contributions of individual teachers and schools in Pittsburgh to the achievement growth of their students, ultimately including as many grades, subjects, schools, and teachers as possible. In addition to scores on the Pennsylvania System of School Assessment (PSSA), this report also applies VAMs to Pittsburgh's own curriculum-based assessments (CBAs) in various subjects and courses in grades 6-10; to PSAT assessments conducted in grades 10 and 11; and to Scholastic Reading Inventory (SRI) assessments in grades 6 to 10. Composite value-added measures that incorporate results for each of the assessment outcomes relevant to each school were also created. In addition, school-level VAMs are estimated for the non-test outcomes of student attendance and credit accumulation. This report describes the methods for measuring teacher and school effectiveness using those student outcomes and the findings from the authors' analyses to date. It describes in general terms the distribution of value-added estimates for teachers and schools across the district. The findings in this report reinforce the findings of the August report (Lipscomb, Gill, and Booker, 2010) that &quot;VAM estimates can provide meaningful information about teacher and school performance in Pittsburgh--and they confirm that VAMs can be usefully applied not only to state accountability tests and nationally normed assessments, but also to locally developed assessments and to non-test measures of student outcomes such as attendance and credit accumulation.&quot; An appendix contains supplementary tables and figures.