ethanporcaro/eric-fulltext-meta huggingface dataset:
How Does the ASAP Model Align with Guided Pathways Implementation in Community Colleges?
Author: MDRC
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Acceleration (Education),Models,Alignment (Education),Associate Degrees,Program Evaluation,Quasiexperimental Design,Educational Change,Evidence Based Practice,Intervention,Guidance,Outcomes of Education,Student Improvement,Costs,Program Implementation,Educational Strategies

Community colleges that are exploring ways to dramatically improve outcomes for their students frequently seek a better understanding of the relationship between two &quot;branded&quot; approaches receiving significant publicity: Accelerated Study in Associate Programs (ASAP) and guided pathways. ASAP was created by the City University of New York (CUNY); MDRC evaluated the program in a random assignment study from 2010 to 2015, and CUNY continues to evaluate it through quasi-experimental analysis. Guided pathways is a strategy pioneered in four-year schools, including Georgia State and Florida State Universities, and championed by many national community college reform advocates, including Achieving the Dream, the American Association of Community Colleges (AACC), the Community College Research Center (CCRC), Complete College America (CCA), and Jobs for the Future. Colleges often ask how a &quot;program&quot; such as ASAP aligns with the &quot;comprehensive institutional reform&quot; approach of guided pathways. This question is understandable: CCRC researchers cite ASAP as an important evidence-based guided pathways intervention--a specific program model that can be a component of an institution's overall guided pathways approach. In a 2015 research overview, CCRC used early ASAP evaluation results as positive evidence for the emphasis that guided pathways efforts place on &quot;higher levels of structure and support.&quot; This document draws out more clearly the similarities and differences between ASAP and guided pathways strategies and the research evidence that informs each. It suggests how the two might be aligned in community colleges seeking to dramatically improve student outcomes. The document presents an approach for institutions to reconcile and align the ASAP model with a guided pathways framework for change. The final section addresses what is known about the costs of implementing both ASAP and guided pathways. [A number of MDRC and CUNY staff members contributed to the creation of this report. The CUNY ASAP team includes Donna Linderman, Christine Brongniart, and Mary Hiebert. The MDRC team includes Richard Kazis, Colleen Sommo, and Alyssa Ratledge. Robert Ivry reviewed the draft, Jessica Taketa performed fact-checking support, Jennie Kaufman edited the report, and Carolyn Thomas prepared it for publication.]
SPARK RttT: Year Two Fidelity and Implementation
Author: Grossman, Liz
Date: 2016-03-00
Type: Reports - Research
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,School Readiness,Fidelity,Program Implementation,Program Evaluation,Rural Schools,Management Information Systems,Home Visits,Screening Tests,Kindergarten,Surveys

Supporting Partnerships to Assure Ready Kids (SPARK) is a school readiness program for children ages three to five that assists families with preparing their children for kindergarten in the areas of reading, language, and social skills. Program completion is determined by the presentation and facilitation of a minimum of eight lessons taught sequentially. Additional screenings and referrals are also provided to families. Since 2003, SPARK has helped more than 5,300 Ohio families prepare and transition their children to kindergarten. Initially directed by the Sisters of Charity Foundation of Canton, today the Early Childhood Resource Center (ECRC) manages the SPARK program (http://sparkohio.org/what-is-spark/). In 2013, SPARK Ohio was awarded an Ohio Race to the Top Early Learning Challenge Grant. The SPARK Race to the Top (RttT) pilot sites and this Implementation and Fidelity Evaluation Report focus on 4-year olds in the program from Sandy Valley, Logan Elm, Mississinawa, Franklin Monroe, and Minerva. This report, similar to the 2014 Year One report, mirrors the methodology previously used by the former SPARK evaluator, Dr. Peter J. Leahy, to evaluate replication sites. In conducting those evaluations, Dr. Leahy wrote the SPARK Evaluation and Data Protocol Manual to identify relevant research questions. Research questions numbered in this document are drawn from the manual. Dr. Leahy's team used these questions to develop survey instruments for SPARK program directors, supervisors, Parent Partners, and members of the Responsive Services Team, which are employed in both the Year One and Year Two evaluations. Data for this report comes from entries in the SPARK Management Information System (MIS), responses to survey instruments by SPARK program directors, supervisors, Parent Partners, and members of the Responsive Services Team, interviews with administrators, and focus groups with parents. [For &quot;SPARK RttT: Year One Fidelity and Implementation,&quot; see ED559732.]
Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports
Author: McIntosh, Kent
Date: 2016-10-00
Type: Reports - Research
Subjects: Predictor Variables,Sustainability,Positive Behavior Supports,Intervention,Institutional Characteristics,Program Implementation,Fidelity,Measures (Individuals),Data Analysis,Statistical Analysis,Program Effectiveness,Surveys,Self Evaluation (Individuals),Psychometrics,Elementary Secondary Education,School Demography,Risk Assessment,Instructional Program Divisions

In this analysis of extant data from 3,011 schools implementing school-wide positive behavioral interventions and supports (SWPBIS) across multiple years, we assessed the predictive power of various school characteristics and speed of initial implementation on sustained fidelity of implementation of SWPBIS at 1, 3, and 5 years. In addition, we partitioned variance in whether schools sustained SWPBIS at the school, district, and state levels. Results showed that the largest differences in fidelity were at the state level. In addition, school characteristics (particularly grade levels served) and speed of initial implementation were significant but small predictors of sustained implementation. Results are discussed in terms of effective supports at the state and district levels, as well as addressing types of schools at greater risk for abandonment, such as high schools. [This paper was published in &quot;Journal of Positive Behavior Interventions&quot; (EJ1113868).]
Within-Year Fidelity Growth of SWPBIS during Installation and Initial Implementation
Author: Schaper, Andrew
Date: 2016-09-00
Type: Journal Articles
Subjects: Fidelity,Program Implementation,Positive Behavior Supports,Check Lists,Predictor Variables,Institutional Characteristics,Program Evaluation,School Location,Enrichment,School Size,Socioeconomic Status,Hierarchical Linear Modeling,Regression (Statistics)

The purpose of this study was to document within-year fidelity growth during installation and initial implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Participants included school teams from schools throughout the United States that were in years one to four of SWPBIS implementation and routinely evaluated their implementation fidelity. The fidelity outcome was assessed with the Team Implementation Checklist (TIC) and was completed multiple times per year by SWPBIS teams. Results from multilevel fidelity growth models documented within- and between-school variability and growth predictors. Years implementing, location, school type and enrollment size were significant predictors of beginning year fidelity scores (intercept), and years implementing and relative socio-economic status were significant predictors of the average rate of fidelity change per month of school (slope). These results add to the growing field of implementation science, and practice recommendations are outlined. [This paper was published in &quot;School Psychology Quarterly&quot; (EJ1113648)]
The Pragmatic Knowledge of Turkish EFL Students in Using Certain Request Strategies
Author: Kilickaya, Ferit
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Search Strategies,English (Second Language),College Second Language Programs,Questionnaires,Undergraduate Students,Communicative Competence (Languages),Help Seeking,Student Attitudes

This study investigates the pragmatic knowledge of Turkish EFL students in using certain request strategies. Data were collected through a type of DCT, open item- verbal response only production questionnaire, as categorized by Kasper (2000) from 40 undergraduate students, studying at the Department of English Language Teaching, Faculty of Education, Middle East Technical University, whose ages range from 18 to 20. The data collected from the questionnaires were statistically analyzed using descriptive statistics. The results showed that the EFL students in this study had the linguistic means in order to operate pragmatically in various contexts while requesting. However, their success in the use of the request strategies in situations requiring certain level of politeness was relatively not satisfactory. In the conclusion part, it is argued that the results can be closely related with learning contexts and textbook contents and some suggestions are put forward regarding the issue.
The Positive Effects of Cognitive Learning Styles in ELT Classes
Author: Yagcioglu, Ozlem
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Strategies,Cognitive Style,English (Second Language),Educational Games,Student Attitudes,Learning Activities,Teaching Methods,Educational Strategies,Foreign Countries

In the EFL, ESL, ESP and in the ELT classes, students are taught their courses with different kinds of methods and approaches. Cognitive learning styles are the most essential styles in foreign language education. In this paper, the positive effects of cognitive learning styles will be handled. The benefits of these styles will be highlighted. Games on cognitive learning styles will be explained. Sample classroom activities will be shared. Useful books, videos and websites on cognitive learning styles will be suggested.
Challenges in Texas Bond Elections: How Politricks Can Influence Outcomes
Author: Calvin, Chris
Date: 2016-06-26
Type: Reports - Descriptive
Subjects: Bond Issues,School Districts,Debt (Financial),Educational Finance,Ethics,Politics of Education,Case Studies,Elections

This position piece draws from experiences garnered during a case study near Houston, TX using the collaborative action research methodology (Sagor, 2000). In a fairly large Texas school district (63,000 school age students), carrying significant debt, some of the ethical and political issues come to ahead. Suggestions to address the crisis are offered in summation.
Increasing Creativity with the Self-Studies in Basic English Classes
Author: Yagcioglu, Ozlem
Date: 2016-00-00
Type: Journal Articles
Subjects: Creativity,English (Second Language),Second Language Learning,Independent Study,Class Activities,College Students,Student Attitudes,Teaching Methods,Instructional Materials,Foreign Countries

There are many materials, books and resources for the self-studies which can be useful in the ESL and in the EFL classrooms. Choosing the ones which can make learners more creative and happier will help our students to develop their language skills in speaking, reading, writing and listening. This paper deals with the methods and approaches to help our students to become creative learners and thinkers. Methods and approaches which can be used to help our students to be creative will be explained. Games on creativity will be told. Classroom activities will be shared. Useful blogs, websites and books on creativity will be suggested. The following are appended: (1) Discussion Questions for Teachers or Professors; and (2) Suggested Videos about Creativity; and (3) Useful pages for the SELF studies on Facebook and on the Internet.
Preparation Model of Student Teacher Candidate in Developing Integrative Science Learning
Author: Wiyanto
Date: 2016-06-00
Type: Journal Articles
Subjects: Integrated Curriculum,Science Education,Models,Curriculum Evaluation,Learning Processes,Student Characteristics,Science Curriculum,Junior High Schools,Foreign Countries,Preservice Teachers

According to 2013 Curriculum in Indonesia, science learning process in Junior High School is integrally held between physics, chemistry, biology, and earth science. To successfully implementing the 2013 Curriculum in school, the education institution which generates science teacher should prepare the student, so that they can develop integrative science learning. Based on that background, this research aims to find the model of student teacher candidate preparation in developing integrative science learning. To find the model, the design of this study used research and development design. The first stage of the research: curriculum analysis to identify good learning model or suitable with 2013 Curriculum and students expectation. Based on the result of this first stage, the preparation of science teacher candidate in developing integrative science learning will be developed. Moreover, this research will also test the validity, effectiveness, and practically through expert consideration and series of testing model.
The Child Care Ecology Inventory: A Domain-Specific Measure of Home-Based Child Care Quality to Promote Social Competence for School Readiness
Author: Rusby, Julie C.
Date: 2013-10-00
Type: Reports - Research
Subjects: Child Care,Measures (Individuals),Interpersonal Competence,School Readiness,Test Reliability,Test Validity,Social Development,Preschool Children,Child Caregivers,Regression (Statistics),Child Behavior,Behavior Problems,Family Environment,Observation,Individual Characteristics

This study investigates the reliability and validity of the Child Care Ecology Inventory (CCEI), a measure of the quality of family child care in the social domain. The CCEI focuses on research-based environmental features and caregiving practices for promoting positive social development in preschool-age children. A total of 198 family child care homes in the Northwest USA participated. Good scale reliabilities were found for the measures of the environment (&quot;Enrichment and Organization&quot;) and for caregivers' practices (&quot;Monitoring,&quot; &quot;Positive Attention,&quot; &quot;Promoting Social Skills&quot;, and &quot;Teaching Rules&quot;) and interrater reliability was adequate for research purposes. The CCEI was associated with other commonly used measures of child care quality that assessed similar environmental and caregiving constructs. Linear regression models were run to determine the features of family child care quality that were concurrently associated with observed child behavior. The child-caregiver ratio, &quot;Environment Organization&quot;, and caregivers' &quot;Teaching Rules&quot; were negatively associated with children's problem behavior (noncompliance and aggression). Caregivers' provision of &quot;Planned Activities/Routines&quot; and &quot;Positive Attention&quot; were associated with positive child behavior. Results indicate that different aspects of quality are related to different aspects of children's social interactions and behaviors. A description of &quot;Items for Each of the CCEI Scales&quot; is appended. [This article was published in &quot;Early Childhood Research Quarterly&quot; v28 n4 p947-959 Oct 2013.]
In Search of How Principals Change: A Qualitative Study of Events That Help and Hinder Administrator Support for School-Wide PBIS
Author: McIntosh, Kent
Date: 2016-04-00
Type: Reports - Research
Subjects: Foreign Countries,Principals,Educational Practices,Administrator Attitudes,Positive Behavior Supports,Evidence Based Practice,Intervention,Interviews,Program Implementation,Educational Change,Resistance to Change,Attitude Change,Qualitative Research,Critical Incidents Method,Data Analysis,Barriers,Information Seeking

Research has shown principal support to be a critical variable for implementing and sustaining evidence-based practices. However, there remains little understanding of the factors that may influence a principal's personal decision to support a practice. The purpose of the current study was to examine events that influenced principals' support for a widely-used approach to behavior in schools, school-wide positive behavioral interventions and supports (PBIS). In-depth interviews were conducted with 10 school administrators who self-reported that they were initially opposed to or not supportive of PBIS but became stronger supporters over time. Qualitative analysis using the Enhanced Critical Incident Technique revealed eight helping and three hindering categories of experiences in change in support, as well as two categories of early experiences that they reported might have built their support from the beginning. Implications for enhancing administrator support are provided. [This paper was published in &quot;Journal of Positive Behavior Interventions&quot; (EJ1092466).]
A Study of Personality Profiles among the Adolescent Boys and Girls
Author: Rashid, Shaziya
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Personality Traits,Profiles,Adolescents,Gender Differences,Geographic Regions,Questionnaires,Personality Measures,Statistical Analysis,High School Students

This paper is an attempt to study the personality profiles of adolescent boys and girls of Anantnag District of south Kashmir. Out of eleven educational zones of Anantnag, one educational zone i.e., Anantnag was randomly selected. A total of 200 adolescent respondents, comprising of 100 male and 100 female students were obtained through random sampling technique. To assess the personality of the respondents R.B Cattel's personality Questionnaire (14-HSPQ) test was administered on the selected 200 respondents. In order to study the mean differences between boys and girls with respect to various dimensions of personality, t-test was used and the obtained results are interpreted and discussed. The findings of the study reveal that there are certain personality profiles among the adolescent boys and girls which can be improved. In order to improve them the investigators provided some of the inferential suggestions at the end of the paper. Key words: Adolescents, Education and Personality.
Guidelines to Evaluate Cultural Content in Textbooks
Author: Kilickaya, Ferit
Date: 2004-12-00
Type: Journal Articles
Subjects: Guidelines,Textbook Evaluation,Textbook Content,Cultural Awareness,English (Second Language),Second Language Instruction,English Teachers,Textbook Selection,Decision Making,Student Needs,Teacher Role,Hidden Curriculum,Stereotypes,Generalization,Sociolinguistics

EFL teachers need to be careful in their decision on the selection of cultural content for ELT classrooms. To address the issue, this paper investigates the design guidelines to evaluate textbooks as sources of cultural content in the ELT curriculum. The paper is organized in two parts. In the first part, the notion of culture and the important factors are discussed. Then, taking these factors into consideration, guidelines are designed to evaluate a textbook for cultural content.
Predicting Abandonment of School-Wide Behavior Support Interventions
Author: Nese, Rhonda N. T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Intervention,Predictor Variables,Program Termination,Evidence Based Practice,School Location,Regression (Statistics),Institutional Characteristics,Fidelity,Program Implementation,Elementary Schools,Middle Schools,High Schools

This study examines predictors of abandonment of evidence-based practices through descriptive analyses of extant state-level training data, fidelity of implementation data, and nationally reported school demographic data across 915 schools in 3 states implementing school-wide positive behavioral interventions and supports (SWPBIS). Schools included in this study were tracked for a five year period after initial training, yet some elected to abandon SWPBIS at various times during implementation. Results showed that a small proportion of schools in the sample abandoned SWPBIS (7%). Logistic regression analysis identified school locale as the only statistically significant predictor of SWPBIS abandonment, with schools located in cities being more likely to abandon. Results are discussed in terms of addressing types of schools at greater risk for abandonment and the importance of state-level training and coaching support. [This article was published in &quot;Behavioral Disorders,&quot; v42 n1 p261-270 2016.]
Cyber Security Applications: Freeware &amp; Shareware
Author: Rogers, Gary
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Computer Security,Computer Software,Assignments,College Students,Computer Oriented Programs,Simulation,Crime Prevention,Computer Networks,Internet,Web Sites

This paper will discuss some assignments using freeware/shareware instructors can find on the Web to use to provide students with hands-on experience in this arena. Also, the college, Palm Beach State College, via a grant with the U.S. Department of Labor, has recently purchased a unique cyber security device that simulates cyber security attacks upon servers/hosts/devices. Information on this is also discussed and included herein. [For the full proceedings, see ED571252.]
From &quot;Dis&quot;ability to Ability: Federal, State and Worldwide Policies That Make a Difference
Author: Carter, Rachelle
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Special Education,Disabilities,Federal Legislation,Educational Legislation,Equal Education,Educational Change,State Regulation,Foreign Countries,Inclusion,Civil Rights,Desegregation Litigation,School Desegregation,Civil Rights Legislation,Barriers

Special education has come a long way in the past several years, but it still needs work. Federal and state laws have been passed in order to allow children with disabilities a chance to earn a free appropriate education in a least restrictive environment. Federal Regulations have been enacted by both Congress and the U.S. Department of Education. These regulations provide guidance to states on how to proceed with special education procedure. For the state, special education rules and regulations are represented by IDEA or Individual with Disabilities Education Act, enacted in 2004. This law provides guidance on the implementation of IDEA. This paper will address several regulations and laws regarding special education. There will be four questions addressed in this research paper: (1) How has special education changed in the past 12 years since the IDEA act was enacted in 2004?; (2) What are the state regulations on special education?; (3) What are the federal laws regarding Special education?; and (4) How did laws regarding special education influence other countries to promote equality and inclusion in special education practices? (A bibliography is included.)
Comparison of Coping Strategies of Student Teachers Based on Their Subject of Specialisation
Author: P. M., Majitha
Date: 2015-12-31
Type: Reports - Research
Subjects: Coping,Specialization,Differences,Scores,Student Teachers,Statistical Analysis

The purpose of the study was to find out the difference in the mean scores of coping strategies of student teachers based on their subject of specialisation. A total of 558 student teachers were selected for the study. Results indicate that there exists a significant difference in the mean scores of Coping Strategies of student teachers of Arts and Science subjects and the mean score of Arts students is greater than that of Science. The findings implicated the need for developing proper coping strategies among student teachers.