ethanporcaro/eric-fulltext-meta huggingface dataset:
Indiana's Vision of Response to Intervention. Special Report
Author: Kashima, Yuri
Date: 2009-04-00
Type: Reports - Evaluative
Subjects: Evidence,Parent Participation,Misconceptions,Response to Intervention,Integrated Services,Related Services (Special Education),Instructional Effectiveness,Program Effectiveness,Program Implementation,Research Reports,Federal Legislation,Federal Regulation,Technical Assistance,State Action,State Regulation,Educational Policy,Program Descriptions,Educational Improvement,Improvement Programs

Response to Intervention (RTI) is a school-wide, integrative approach to instruction and intervention that provides a continuum of services to all students, both within general and special education. Further, RTI focuses on the frequent monitoring of student progress using formative and summative assessments, and providing students with differentiated and evidence-based classroom instruction. Thus, RTI can be viewed as a framework of service delivery for addressing the needs of all students which embeds best practice and effective instruction in the classroom as well as scientific, research-based intervention. In this first report of a three-part Special Report Series on RTI in Indiana, the research on the effectiveness of RTI is examined in greater depth. A discussion of the current status of federal regulations regarding RTI, a summary of Indiana's compliance efforts and adaptations of the RTI framework, and a description of the core components of RTI follow. The report concludes with brief information regarding the stages of implementation, the importance of fidelity of framework implementation, parental involvement, and a few of the common misconceptions regarding RTI. (Contains 2 figures.)
Early Interactions with Children Who Are Deaf-Blind
Author: Gleason, Deborah
Date: 2008-01-00
Type: Reports - Descriptive
Subjects: Parents,Cues,Visual Impairments,Deaf Blind,Young Children,Interaction,Interpersonal Communication,Infants,Hearing Impairments,Child Safety,Parent Role,Child Rearing,Tactual Perception,Guides,Participation

All babies communicate. It is through communication that relationships are formed and sustained. All parents must learn how to interpret and respond to their baby's communications in order to form the bonds that become the foundation for development. When a child has both a visual impairment and hearing loss, however, it may be more difficult to understand what she is trying to tell and parents may not be sure how they can best communicate and interact with her. This paper shares some ideas to help parents discover how they can make their child's world safe and understandable and how they and their young child can share many enjoyable "conversations" together. In this fact sheet the author presents numerous ways parents can interact with their young child. The author offers practical suggestions for giving their child consistent sensory cues. She suggests ways parents can recognize and then respond to their child's responses. She also includes techniques that encourage exploration of the environment. Finally, she presents   the idea of playing simple games that are not only fun but also help develop interaction and communication. (Contains 10 additional resources.)
Literacy for Persons Who Are Deaf-Blind
Author: Miles, Barbara
Date: 2005-01-00
Type: Reports - Descriptive
Subjects: Literacy Education,Deaf Blind,Visual Impairments,Hearing Impairments,Reading Instruction,Literacy,Reading Skills,Writing Skills,Social Development,Teaching Methods,Interpersonal Communication,Assistive Technology,Braille,Sensory Aids,Student Motivation

Each person who is deaf-blind--whatever her sensory, mental, and physical abilities--deserves the opportunity to become literate in all the ways of which she is capable. Reading and writing are especially crucial for one whose world is narrowed because of vision and hearing losses. Literacy can enable such a person to exchange information and ideas, and develop relationships that would otherwise be out of reach. This paper presents a beginning list of the pragmatic functions of reading and writing, together with some examples of each function. As readers read the list, they might think about a person who is deaf-blind and consider how that person could benefit from each of these uses if they were made available by means of adaptations.
The Importance of Orientation and Mobility Skills for Students Who Are Deaf-Blind. Revised
Author: Gense, D. Jay
Date: 2004-08-00
Type: Reports - Descriptive
Subjects: Deaf Blind,Student Motivation,Assistive Technology,Visually Impaired Mobility,Daily Living Skills,Travel Training,Perceptual Development,Multiple Disabilities,Guides,Teaching Methods,Teamwork,Program Development

Children learn about their environment as they move through it--about people and objects, sizes, shapes, and distances. For typically developing children the senses of sight and hearing provide the greatest motivation for exploration. These children will use their vision and hearing to gather information about their surroundings while growing in understanding of their own bodies and their own capabilities of movement. The sight of toys or people and the sounds of voices or objects encourage them to move and discover. As they do so, they gather, recognize, and interpret an amazing array of sensory information. A child who is deafblind must learn to understand his or her environment with minimal or distorted visual and auditory information. Limited sight and/or hearing may inhibit natural curiosity and the motivation to move about. As a group, learners who are deaf-blind are quite diverse and may include children with physical, cognitive, or health problems in addition to combined hearing and vision losses. Some may feel insecure or frightened when moving about in an environment they can neither see nor hear clearly. Others may run on the track team or use motorized wheel chairs. Some communicate with speech or sign language, while others may not have had enough experiences in the environment to understand even basic concepts about that environment or about objects found in it. It is essential that children who are deaf-blind receive learning opportunities and instruction that facilitate purposeful movement. Orientation and Mobility (O&M) instruction provides students who are deafblind with a set of foundational skills to use residual visual, auditory and other sensory information to under stand his or her environment. For the child who is deaf-blind, movement is an opportunity to gather sensory information, to communicate, and to make choices. O&M instruction provides opportunities and skills that can broaden the student's awareness of the environment, resulting in increased motivation, independence and safety. This paper provides information about O&M instruction. "Working with Interpreters," a short article by David Miller, is also included. (Contains 1 footnote, 7 figures, and 11 additional resources.)
Assessment of Deafblind Access to Manual Language Systems (ADAMLS)
Author: Blaha, Robbie
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Deaf Blind,Children,Evaluation,Manual Communication,Accessibility (for Disabled),Check Lists

This document presents the Assessment of Deafblind Access to Manual Language Systems (ADAMLS), a resource for educational teams who are responsible for developing appropriate adaptations and strategies for children who are deafblind who are candidates for learning manual language systems. The assessment tool should be used for all children with a dual vision and hearing sensory loss (deafblindness) in educational settings that use a form of manual communication. Communication is the means by which a child gains access to the curriculum and to education generally. Therefore, if there is a breakdown in this critical exchange, the child is essentially denied the right to a free and appropriate education. It is hoped that the ADAMLS provides unique and important information in a user-friendly manner to fulfill a need that exists in the field of deafblindness. A bibliography is included. (Contains 61 illustrations and lists 11 resources.)
Research to Real Life, 2006: Innovations in Deaf-Blindness
Author: Leslie, Gail, Ed.
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Deaf Blind,Children,Programs,Skill Development,Learning,Tactual Perception,Learning Modalities,Parent Participation,Evaluation,Intervention,Video Technology,Simulation,Inclusion,Measurement,Alternative Assessment,Testing Accommodations

This publication presents several projects that support children who are deaf-blind. These projects are: (1) Learning To Learn; (2) Project SALUTE; (3) Project SPARKLE; (4) Bringing It All Back Home; (5) Project PRIIDE; and (6) Including Students With Deafblindness In Large Scale Assessment Systems. Each project lists components, key practices, and products. [Contributing writers include: Gail Leslie, Peggy Malloy, Betsy McGinnity, and John Reiman.]
Washington State Student Achievement Initiative: Achievement Points Analysis for Academic Years 2007-2011. CCRC-IHELP Student Achievement Initiative Policy Study
Author: Belfield, Clive
Date: 2012-04-00
Type: Reports - Research
Subjects: Academic Achievement,Two Year College Students,Achievement Gains,Community Colleges,Technical Institutes,Institutional Characteristics,Student Characteristics,Basic Skills,School Size,College Readiness,College Credits,Logical Thinking,Courses,Graduation

In 2007, the Washington State Board for Community and Technical Colleges launched the Student Achievement Initiative (SAI), a system-wide policy to reward colleges for improvements in student achievement. Under the SAI, since 2009, the state has awarded some funds based on how much colleges have increased student achievement relative to their own prior performance. Achievement is measured in points, using six metrics: improvement in performance on assessment of basic skills; advancement across levels of developmental education; accumulation of 15 college credits; accumulation of 30 college credits; completion of quantitative reasoning courses; and completion of a degree, certificate, or apprenticeship. Using data from 2007 to 2011, this study examines the performance of Washington State's 34 two-year colleges under the SAI, with an empirical analysis of how many points colleges accumulated and which college-level and student characteristics were associated with points accumulation. It also considers whether alternative measures of institutional performance would yield different funding allocations. Finally, the study examines whether there is evidence that rates of student progression or &quot;momentum&quot; toward completion have increased since the SAI policy was implemented. (Contains 7 figures, 10 tables and 23 footnotes.)
Valuable Learning or "Spinning Their Wheels"? Understanding Excess Credits Earned by Community College Associate Degree Completers. CCRC Working Paper No. 44
Author: Zeidenberg, Matthew
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Community Colleges,College Credits,Associate Degrees,College Graduates,Cohort Analysis,Case Studies,Business Administration Education,Nursing Education,General Education,College Programs,Influences

Substantial numbers of students who earn an associate degree from a community college accumulate more college credits than are required. This is an important phenomenon for at least two related reasons. First, it raises the issue of efficiency: Are students getting their degrees in the most expeditious manner, both in terms of time out of the labor market and in terms of the monetary cost of attaining the degree? Second, to what extent is the extra work undertaken by students beneficial to them, even when it does not contribute to degree attainment? This paper documents the phenomenon of excess credits by examining the credit distributions of six recent cohorts of students in one state's community college system. The analysis is limited to the records of those students who completed associate degrees. The main contribution of this paper to the existing literature is that it considers excess credits in the context of particular degree programs. I first examine the extent of excess credits overall in the community college system. Then I present case studies of individual degree programs to better understand the details of what may be generating the excess credits within these programs. The paper finds that excess credits accounted for about 12 percent of all college-level credits earned by students who completed a degree, with substantial variation among students in different programs. Among the excess credits of students enrolled in particular programs, most were spread out over a wide variety of subject-specific and general courses. Finally, while this paper does not seek to make any normative judgments on the value of excess credits, I discuss possible reasons that may contribute to excess credits and conclude with methodologies that individual colleges and college systems could employ to assess the extent and nature of excess credits for their students, thereby allowing practitioners to ascertain the relative value of excess credits in their systems. (Contains 9 tables and 4 footnotes.)
AYP Results for 2010-11--May 2012 Update
Author: Usher, Alexandra
Date: 2012-05-00
Type: Reports - Evaluative
Subjects: Educational Improvement,Academic Achievement,Educational Trends,Trend Analysis,Annual Reports,Achievement Gains,Achievement Gap,Achievement Rating,Educational Assessment,Educational Indicators,Public Schools,School Statistics,Statistical Analysis

This report updates the December, 2011 report "AYP Results for 2010-11" to include AYP data from school year 2010-11 for New York State. Several numbers throughout the report have changed as a result of the new data from New York. Most notably, the estimated percentage of all public schools in the nation that did not make AYP for 2011 has been revised from 48% to 49%, an all-time high and an increase from 39% in 2010. The report also provides six years of trends in the percentage of schools in all 50 states, D.C., and the nation not making AYP. (Contains 2 tables, 1 figure and 1 footnote.) [This report is an update of  ED527525.]
Major Accountability Themes of Second-Round State Applications for NCLB Waivers
Author: Riddle, Wayne
Date: 2012-05-00
Type: Reports - Evaluative
Subjects: Accountability,Academic Achievement,Educational Legislation,Federal Legislation,Educational Indicators,Federal Programs,School Effectiveness,School Choice,Supplementary Education,Academic Standards,Educational Assessment,Educational Objectives,Classification,Population Groups

This report analyzes the NCLB waiver applications submitted in the second round by 26 states and Washington, D.C. to the U.S. Department of Education in February 2012. Among the findings in the report is that, like the first round of applications, these states are proposing new accountability systems that will lead to greater complexity both within states and between states, but at the same time will be more integrated with states' own existing accountability systems. Also, nearly all the state applications propose annual achievement targets and performance levels that are more nuanced than what is currently in place under NCLB. At the same time, 19 of the 27 applications analyzed will use a combined subgroup for accountability decisions, rather than all of the student subgroups mandated under NCLB. None of the states analyzed will continue to require school choice and SES in schools identified for improvement, as is currently mandated. (Contains 1 footnote.)
Moms and Schools Survey: Nationwide Public Opinion on Schooling. Polling Paper No. 8
Author: DiPerna, Paul
Date: 2012-05-09
Type: Numerical/Quantitative Data
Subjects: Mothers,School Attitudes,Public Opinion,Elementary Secondary Education,Preferences,Public Schools,Charter Schools,Private Schools,Educational Vouchers,Scholarships,Regional Characteristics,Differences,National Surveys,Questionnaires,Interviews

Moms and Schools Educational Choice, conducted by Braun Research, Inc. (BRI), measures Americans views on area schools (district, charter, or private), school type preferences, and school vouchers. In this paper, Moms, report response levels of public opinion. For some questions, discussion to examine differences of voter opinion (sometimes using the terms ) and the intensity of responses are also expanded. This polling paper has four sections. The first section summarizes key findings. The second section, &quot;Survey Snapshots&quot;, offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section presents the questionnaire and results (&quot;topline numbers&quot;), essentially allowing the reader to follow the actual interview as it was conducted, with respect to question wording and ordering. (Contains 3 footnotes.)
The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, March 1-2, 2012). Volume 2012, Issue 1
Author: Russell, William Benedict, III, Ed.
Date: 2012-03-00
Type: Collected Works - Proceedings
Subjects: Conferences (Gatherings),Educational Technology,Social Studies,Annual Reports,Interdisciplinary Approach,Discourse Analysis,Textbook Evaluation,Academic Achievement,Global Approach,Problem Solving,Global Education,Classroom Techniques,Field Trips,Educational History,Individual Characteristics,Participant Characteristics,Visual Literacy,Poetry,Citizenship Education,Instructional Development,Material Development,Phenomenology,Personal Narratives,Politics of Education,Student Participation,Learner Engagement,United States Government (Course),Teaching Methods,Cultural Education,Experiential Learning,Educational Strategies,Student Attitudes,Geography Instruction,Teacher Attitudes,Blended Learning,Ethics,Team Teaching,Student Projects,Parent Influence,Academic Persistence,Rural Sociology,War,Instructional Films,Historical Interpretation,Immigrants,Best Practices,Leadership Styles,Cross Cultural Studies,Web 2.0 Technologies,Technology Uses in Education,Controversial Issues (Course Content),Multicultural Education,Teacher Education Programs,Inclusion,American Indian History,Teaching Skills,Religious Education,Economics Education,Values Education

The &quot;ISSS Annual Conference Proceedings&quot; is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2011 proceedings, see ED518589.]
Results from a Pilot Study of a Curriculum Unit Designed to Help Middle School Students Understand Chemical Reactions in Living Systems
Author: Herrmann-Abell, Cari F.
Date: 2012-03-00
Type: Reports - Research
Subjects: Chemistry,Biochemistry,Science Curriculum,Middle School Students,Grade 8,Urban Schools,Suburban Schools,Pretests Posttests,Item Response Theory,Test Items,Difficulty Level,Testing,Pilot Projects

Students often have trouble understanding key biology ideas because they lack an understanding of foundational chemistry ideas. AAAS Project 2061 is collaborating with BSCS in the development a curriculum unit that connects core chemistry and biochemistry ideas in order to help eighth grade students build the conceptual foundation needed for high school biology. The unit is designed to engage students in (a) observing phenomena that are explicitly aligned to the targeted ideas and selected to address common learning difficulties and (b) using models to help them interpret the phenomena in light of the targeted ideas. The unit was pilot tested with students from an urban school and a suburban school in the mid-Atlantic region of the U.S. at the end of or just after eighth grade. Multiple choice pretests and posttests were used to measure the change in students' understanding. The pre/posttest data were analyzed using Rasch modeling and the racking and stacking methods. The stacking method showed that the students at both schools made statistically significant gains in their performance on the items testing understanding of the targeted chemistry and biochemistry ideas. The racking method showed that the difficulty of most of the items decreased as a result of the intervention, suggesting that the unit successfully targeted most of the chemistry and biochemistry ideas. A distractor analysis showed that the students appeared to hold fewer misconceptions after participating in the unit. These results were used to inform revisions to the curriculum unit. (Contains 6 tables and 3 figures.)
Enhancing Learning with the Use of Assistive Technology for Children on the Autism Spectrum
Author: Fan, Tin
Date: 2012-05-00
Type: Reports - Research
Subjects: Action Research,Autism,Educational Technology,Assistive Technology,Pervasive Developmental Disorders,Computer Uses in Education,Phonics,Teaching Methods,Observation,Instructional Effectiveness,Language Arts,Asperger Syndrome,Genetic Disorders,Sensory Integration,Perceptual Development,Social Development,Language Impairments,Communication Problems,Elementary School Students,Males

The goal of this study is to understand the effective learning of the iPad and the use of the system to assist elementary-age students with learning. The research literature promotes different types of assistive technology used for learning and suggests a few applications to use for the iPad. Four students with autism learned to use an iPad tablet to learn phonics. An empirical approach was used via teacher action research by collecting observation data on students. The purpose of this research was to evaluate the effectiveness of using the iPad in teaching language arts. The data indicated that all participants began learning more independently after the iPad was introduced. Their performance in communicating and in recognition and identification of letters became apparent. These results are presented in the context of how effective the iPad can aid students who are on the Autism Spectrum.
Workforce Skills Development and Engagement in Training through Skill Sets: Literature Review. Occasional Paper
Author: Mills, John
Date: 2012-00-00
Type: Information Analyses
Subjects: Vocational Education,Training,Skill Development,Labor Force Development,Educational Research,Literature Reviews,Foreign Countries

This literature review examines the available research on skill sets. It provides background for a larger research project &quot;Workforce skills development and engagement in training through skill sets,&quot; the report of which will be released early next year. This paper outlines the origin of skill sets and explains the difference between skill sets developed by national vocational education and training (VET) industry bodies for training packages and those developed by registered training organisations (RTOs) for particular clients. The researchers consider the rationale for skill sets and explain their role in the national training system. The review identifies a number of perspectives on skill sets and their contribution to the VET system: (1) Some research suggests that skill sets are a valuable VET solution because of their flexibility and capacity to be responsive to changing labour market needs; (2) Skill sets may also provide a quick and more cost-effective option for learners and may appeal to those who might be daunted by the prospect of having to undertake a full qualification; and (3) Conversely, some suggest that skill sets may confine individuals to narrow job roles and reduce their labour mobility. (Contains 4 tables and 1 footnote.) [Funding for this paper was provided through the Department of Industry, Innovation, Science, Research and Tertiary Education.]