ethanporcaro/eric-fulltext-meta huggingface dataset:
Partially Nested Randomized Controlled Trials in Education Research: A Guide to Design and Analysis. NCER 2014-2000
Author: Lohr, Sharon
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Educational Research,Research Design,Data Analysis,Intervention,Program Effectiveness,Cluster Grouping,Statistical Analysis,Models

Suppose an education researcher wants to test the impact of a high school drop-out prevention intervention in which at-risk students attend classes to receive intensive summer school instruction. The district will allow the researcher to randomly assign students to the treatment classes or to the control group. Half of the students (the treatment group) are assigned to one of four summer classes being offered. The other half (the control group) are not assigned to receive any services during the summer. Thus, the researcher knows there are four clusters in the treatment group: students in the same class share the same teacher and environment and, therefore, are expected to have more similar outcomes than students from different classes. The students in the control group, however, are not assigned to any classes. How are data for the treatment and control group students to be treated in the analysis? This scenario is an example of a Partially Nested Randomized Controlled Trial (PN-RCT) where treatment students receive intervention services in groups but where this grouping does not occur for control students. The purpose of this paper is to provide guidance to education researchers on how to recognize, design, and analyze data from PN-RCTs to rigorously assess whether an intervention (such as a curriculum, policy, or tutoring program) is effective. In the Introduction, the authors define PN-RCTs, with specific examples that are described in the broader context of the choices for research designs, and provide a roadmap to the rest of the paper and a summary of their take-away messages. Chapters 1 and 2 of the paper are written primarily for applied education researchers with an introductory knowledge of quantitative impact evaluation methods. The goal is to help these researchers negotiate key concerns when proposing and conducting research using PN-RCT designs. The paper addresses design issues such as possibilities for random assignment, cluster formation, statistical power, and confounding factors that may mask the contribution of the intervention. Chapter 3 is intended for education researchers interested in estimating treatment effects for PN-RCT designs; it discusses basic statistical models that adjust for the clustering of treatment students within intervention clusters, associated computer code for estimation, and a step-by-step guide, using examples, on how to estimate the models and interpret the output. Chapter 4 and the technical appendices discuss more advanced statistical topics pertaining to PN-RCTs and are written primarily for an audience with a strong statistical background. The following are appended: (1) Mixed Model Theory for PN-RCTs; (2) Degrees of Freedom for PN-RCTs; (3) Analyzing PN-RCT Data Using R Software; (4) Analyzing Basic PN-RCTs Using HLM Software; and (5) Full SAS Code for Examples.
THEOR&quot;ACTIVE&quot; Learning: How &quot;Theory&quot; and &quot;Practice&quot; Meet. Perception of Students at the University of Tampere, Finland
Author: Rajbhandari, Mani Man Singh
Date: 2011-04-13
Type: Reports - Research
Subjects: Theory Practice Relationship,Student Attitudes,Interviews,Focus Groups,Educational Theories,Educational Practices,Program Implementation,Active Learning,Learning Processes,Experiential Learning,Recall (Psychology),Constructivism (Learning),Learning Experience,College Students,Foreign Countries,Models,Learning Strategies

THEOR&quot;ACTIVE&quot; learning is a multi dimensional attachment of theories and practices. The study explores to identify the implementation of theories into practices and how it is being perceived by the students. The research on THEOR&quot;ACTIVE&quot; was conducted with the master degree student coming from different countries at the University of Tampere. The methodology implemented was through group interview and open ended interview. Major finding about theor&quot;active&quot; learning was, in most cases, students do not imply theories, however, theories that have learnt are always unconsciously influencing the behaviour of an individual. Respondents also had experiences of not being able to implement theories at time when required, despite having it known in mind. Nevertheless, theoretical backgrounds are revolving into mind setting forming a mind craft. Theor&quot;active&quot; learning is stimulated with conditioning learning and the behavioural complexity. Theor&quot;active&quot; learning is combining the dimensional attachment between learnt and known phenomena into action driven to critical reflexivity. This however, shapes our mind construction with unconscious influences of theories learnt and known applying into practices that further implies for theor&quot;active&quot; learning behaviour. Theor&quot;active&quot; learning is a phase of generating critical reflexivity after acquiring the basis phenomena of content driven and objective driven. Theor&quot;active&quot; learning is nevertheless, knowingly or unknowingly is at the mind to craft the behavior of person at any given particular time.
Enhancing Social Behavior of Children with Autism in an Inclusive Classroom
Author: Rovira, Alexandra
Date: 2014-05-00
Type: Tests/Questionnaires
Subjects: Social Behavior,Children,Autism,Pervasive Developmental Disorders,Inclusion,Elementary School Students,Social Development,Qualitative Research,Elementary School Teachers,Interviews,Teaching Experience,Teaching Methods

Though laws relating to including children on the autism spectrum and general education in public school settings are in place, inclusion of students is still not a widespread practice in all elementary classrooms. This study examines the social needs of children with autism and in an inclusive classroom. Children with autism are often placed in separate classrooms in the elementary school. This study examines the positive social behaviors that come from having children with autism in an inclusive elementary classroom. Questions for this research are as follows: What are useful methods to enhance social behavior of autistic students in an inclusive classroom? How does the emphasis on all positive social behavior affect all students in an inclusive classroom? A review of the literature reveals specific approaches to enhance social behavior of autistic students in an inclusive classroom are effective. The research also supports that all students benefit in the area of social development in an inclusive classroom with a focus on positive social behavior. This study follows a qualitative approach by selecting and interviewing teachers on their experiences in instructing students in positive social behavior in an inclusive classroom. These teachers were purposely selected to participate in individual 30-minute interviews because they have experience with teaching autistic students. Results indicated that there are many useful methods that teachers can use to enhance the social behaviors of autistic students in an inclusion classroom. Additionally, having autistic students in an inclusive classroom is beneficial for the autistic student and the general education students. Interview questions are appended.
A Study on Motivation of the EFL Learners at Higher Secondary Level in Bangladesh
Author: Ahmad, Saleh
Date: 2005-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Foreign Countries,Student Motivation,English (Second Language),English Language Learners,Urban Schools,Rural Schools,Qualitative Research,Statistical Analysis,Teaching Methods,Secondary School Students,Questionnaires,Observation,Interviews,Rating Scales,Gender Differences,Anxiety,Economic Factors,Family Influence,Educational Attainment,Geographic Location,Socioeconomic Influences,Student Attitudes,Secondary School Teachers

Motivation is a major socio-psychological factor to draw much attention of linguists and English Language Teaching (ELT) specialists in this decade. But most of the studies, conducted by ELT researchers at universities, basically deal with urban learners, which do not present sufficient findings in this field of research. This study primarily attempted to focus on the differences in motivational orientation of learners of English as a Foreign Language (EFL) in urban and rural areas in Bangladesh. It also aimed at an investigation into the correlation among other socio-psychological factors and motivational intensity. Both qualitative and quantitative approaches were followed to elicit data from 120 respondents of four urban and four rural colleges. The findings of this research demand a more suitable and updated national language policy and planning for reducing the gap between urban and rural EFL teaching-learning conditions and modify current syllabuses and ELT methodology to suit the motivational orientation of the EFL learners at Higher Secondary level and also for a large-scale teachers' training program for an effective implementation of the policy. A questionnaire is appended.
Principal Quality Practice in Alberta: Education 900 Introduction Paper
Author: Ennest, Robert
Date: 2010-04-07
Type: Reports - Research
Subjects: Foreign Countries,Principals,Interviews,Administrator Attitudes,Leadership Qualities,Questionnaires,Likert Scales,Administrator Role,Administrator Responsibility,Educational Resources,Training Methods,Leadership Training,Educational Administration,Educational Improvement,Guidelines,Administrative Principles,Best Practices,Professional Development,Instructional Leadership,Interpersonal Competence,Decision Making,Demography,Change Strategies,Elementary Secondary Education,School Effectiveness,Administrator Effectiveness

Purpose: The purpose of this study was to examine the efficacy of Alberta's Principal Quality Practice Standard as a framework for the roles and responsibilities of school principals. Methodology: Three principals participated in the study, and each principal had more than 25 years of teaching and school administration experience. Each principal was interviewed about preparation for their role as school administrator, and asked about job-embedded supports for each of the dimensions included in the Principal Quality Practice Standard. Participants in the study self-reported in two questionnaires framed on a five-point Likert scale, and each was personally interviewed to preserve their &quot;voice&quot; intact toward reporting. Results: Results indicate that principals regard site-based leadership as practical for engaging leadership candidates toward administrative roles. Site-based leadership programs that offer university credit are also highly regarded to satisfy qualifications for principals to continue their professional educational growth in academics. Master's-level university courses provide a necessary understanding of leadership change, growth and development for principals to be effective instructional leaders. Conclusions: Results show that principals with classroom teaching experience present a &quot;grassroots&quot; approach to school leadership, that transforms their administrative role into a more active role as Instructional/Learning Leader(s). Recommendations: Educators who assume school administrator roles are responsible for developing leadership capacity in their staff members. The Alberta Principal Quality Practice Standard is a benchmark that highlights several dimensions of principalship that elucidate areas of professional responsibility in which leadership candidates must be engaged.
Strengthening the Weaknesses: The Leadership Dexterity of Special Students. A Case of Special Students at University of Tampere in Finland
Author: Rajbhandari, Mani Man Singh
Date: 2013-05-22
Type: Reports - Research
Subjects: Foreign Countries,Leadership,Special Needs Students,College Students,Interviews,Qualitative Research,Case Studies,Biographies,Personality Development,Persistence,Student Attitudes

Leadership is a complex phenomenon and is also the least understood although discussed widely. However, in education leadership is everywhere. Moreover, taking into consideration of special students leadership, my research explores the dexterity of special students in terms of traits approach of leadership. Cases were developed from special students studying at the University of Tampere. Each case is unique and provides qualitative meaning assimilating ethno-biography of the respondents. Interviews were conducted according to the respondent's willingness. Autonomy to answer the interview questions were on the respondents discretions. The findings begin with the understanding of traits approach of both leaders and followers. Consequently, insights were drawn also to understand followership that &quot;are followers born or are followers made&quot;. The findings suggested that realizing the weaknesses is important and applying these weaknesses to make their strength leading to personality development, and attitude formation. It was also found that pushing special abilities enhances in strengthening the weaknesses allows special students to perform better which drives them to seek the need of adaptability. The initiative persistence with the students of special abilities is found to be high that they do often drive themselves to push harder. This further makes them to excel competence in the field they have worked, for which they remain confident to maintain their stability and adaptability to perform. However, for them, loosing persistence is another form of weaknesses.
Building Academic Confidence in English Language Learners in Elementary School
Author: Vazquez, Alejandra
Date: 2014-05-00
Type: Dissertations/Theses
Subjects: English Language Learners,Elementary School Students,Self Esteem,Elementary School Teachers,Family School Relationship,Communication (Thought Transfer),Qualitative Research,Interviews,Parents,Spanish Speaking,Focus Groups,Student Participation,Classroom Communication,Language Proficiency,English (Second Language),Parent Participation

Non-English speaking students lack the confidence and preparation to be verbally actively engaged in the classroom. Students may frequently display hesitation in learning to speak English, and may also lack a teacher's guidance in becoming proficient English speakers. The purpose of this research is to examine how teachers build academic confidence in English language learners. This study also examines how teachers can develop active and confident English speaking students, and improve home-school communication. Research questions include the following: What are factors that contribute to confidence among ELL students in gaining English fluency? How can classroom teachers help develop self-confidence in ELL students? How can classroom teachers enhance home-school communication with families whose primary language is not English? The research approach includes gathering peer-reviewed information from articles, journals, and online databases. Additionally, a qualitative study is designed where several teachers were purposely selected to participate in a one-hour interview. Secondly, parents of children in a Spanish speaking community are being asked to participate in a focus group that addressed communication issues between home and school. Interview questions are appended.
Supplemental Instruction and Video-Based Supplemental Instruction: Annotated Bibliography 2014
Author: Arendale, David R., Comp.
Date: 2014-07-28
Type: Reference Materials - Bibliographies
Subjects: Supplementary Education,Supplementary Reading Materials,Video Technology,Cooperative Learning,Academic Persistence,Databases,Postsecondary Education,Annotated Bibliographies,Multimedia Instruction,Interactive Video

Peer collaborative learning has been popular in education for decades. As both pedagogy and learning strategy, it has been frequently adopted and adapted for a wide range of academic content areas at the elementary, secondary, and postsecondary levels due to its benefits. The professional literature is filled with reports of individual professors integrating this approach into postsecondary classrooms in diverse ways. Increased attention has been placed on this practice due to claims that carefully implementing learning programs with specific protocols can increase student persistence rates towards graduation, supporting both student goal aspirations as well as bolstering institutional revenues. Much of the narrative from this overview to the bibliography is drawn from a previously published article published by me on peer cooperative learning groups. This annotated bibliography does not attempt to be inclusive of this broad field of literature concerning peer collaborative learning. Instead, it is focused intentionally on a subset of the educational practice that shares a common focus with increasing student persistence towards graduation: Supplemental Instruction (SI) and Video-based Supplemental Instruction (VSI). When possible, original text from the author&apos;s document overview or summary paragraphs were used in this annotated bibliography. Frequently when peer collaborative programs are adopted for use outside the institution or country of origin, it is often contextualized for the educational system and needs of each individual setting. Nearly one fourth of the entries in this database are from authors and researchers outside of the United States. Sometimes particular programs are renamed. For example, while the Supplemental Instruction Program is the common term used in the United States, in other countries it is sometimes called PASS (Peer Assisted Study Sessions) or PALS (Peer Assisted Learning Sessions). [This is a revised version of ED480589.]
Going with the &quot;Flow&quot;: Teachers&apos; Perspectives about When Things Really Work
Author: Dalton, Angela
Date: 2014-07-22
Type: Reports - Research
Subjects: Teacher Attitudes,Teaching Experience,Reflection,Teacher Participation,Educational Environment,Graduate Students,Inservice Teacher Education,Reflective Teaching,Risk,Performance,Teacher Effectiveness,Best Practices,Interpersonal Relationship

This research studies teachers&apos; experience with the concept of &quot;flow.&quot; Flow can be described as a state of being in which one is fully engrossed in the activity. When activities are in &quot;flow,&quot; there is a sense of immersion, high energy, joy, and focus. In an analysis of fifteen teachers&apos; reflections of flow experiences, five prominent characteristics emerged: engagement, authentic and meaningful experiences, relationships, learning environment, and flexibility and risk-taking. Recognizing the classroom conditions under which flow may occur could assist teachers in creating effective and engaging learning environments. Our research supports the idea that flow is not only desired but something that can be fostered.
Principles of Integration of Sustainability Science in Educational Practice
Author: Abdul Gafoor, K.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Sustainability,Teaching Methods,Educational Practices,Holistic Approach,Educational Principles

This paper argues that sustainability is an issue of the method or approach we have towards systems and subsystems of nature, life, society. Put in this way, in education sustainability is an issue of methods of teaching and learning. Breaking down the system makes it unsustainable. Degeneration results from fragmenting the natural wholes and treating the fragments in isolation from the whole. Our educational (and teaching-learning) system isolates its various levels, multiple subjects/disciplines, numerous ideas and concepts that are imparted in classrooms from one another. Irrespective of the theorized principles, educational practice encourages to make separation among theory/practice, science/technology, local/global, individual/social, science/social science, past/present, history/science, ecology/society and the like. We do extend this practice in classifying the levels of teaching and categorizing of objectives of teaching too. Agreed, the categorization of universe is a mental process of meaning making. But, natural mind (not the artificial thought process that we develop through our formal and non-formal systems of education) is as much integrative as it is discriminating and discerning. The paper reasons that this integrative principle is demonstrated in educational theory in various terminologies like Hemispherity of brain, progressive differentiation and integrative reconciliation (Ausubel), multiple intelligences, inductive and deductive thinking, or analysis and synthesis (Bloom), analytical and creative intelligences (Sternberg). These, along with other theoretical manifestations like learning and thinking styles, help integrate curricular content and processes one another as well as with life and environment of the learner on the other. Hence, for making the education, life and society sustainable, the paper suggests, educational practice to incorporate the implications of these principles into teaching-learning on a daily and real basis. (Contains 2 figures.)
First 5 Kern Annual Report: Fiscal Year 2012-2013
Author: Wang, Jianjun
Date: 2014-02-05
Type: Reports - Research
Subjects: Young Children,Child Development,Counties,Child Health,Early Childhood Education,Family Programs,Social Services,Well Being,Health Programs,Program Effectiveness,Program Evaluation,Network Analysis,Qualitative Research,Statistical Analysis,Institutional Mission,Integrated Services,Longitudinal Studies,County Programs,Annual Reports

Scientific discoveries indicated the importance of brain growth during the first 5 years of child life. To support early childhood development, California voter passed Proposition 10 in 1998 to collect a 50 cent per pack tax on cigarettes and other tobacco products. Kern County Children and Families Commission (First 5 Kern) receives funding from the Proposition 10 to support services for children ages 0-5 and their families in Kern County. In Fiscal Year 2012-13, First 5 Kern distributed over $10 million to sponsor 40 programs with a common goal of improving child health, family functioning, and child development in Kern County. To sustain the systems of care, First 5 Kern also raised over $3 million through partnership building in the third largest county in land areas. Following a model of results-based accountability, this report summarizes innovative outcomes using the new glossary from the Evaluation Committee of the First 5 Association of California. The report includes five chapters: Chapter 1 highlights vision and mission of First 5 Kern; Chapter 2 provides program-specific results that impact children in the valley, desert, and mountain communities; Chapter 3 describes findings from social network analyses to guide the integration of services in Kern County. Chapter 4 includes longitudinal results from the Core Data Elements (CDE) survey and Family Stability Rubric (FSR) to sustain the ongoing improvement of local services across time. This report ends with Chapter 5: Conclusions and Future Directions to clarify recommendations for stakeholders across a region as large as the state of New Jersey. Both quantitative and qualitative methods have been adopted in this report to follow the Statewide Evaluation Framework, and conform to the Utility, Feasibility, Propriety, and Accuracy standards for program evaluation. Appendices include: (1) Index of Program Acronyms; (2) Technical Advisory Committee; (3) Interview Protocol for ISQ Data Collection; and (4) Evaluation Site Visit IRB [Institution Review Board] Monitoring Form. [For &quot;First 5 Kern Annual Report, Fiscal Year 2011-2012,&quot; see ED539378.]