ethanporcaro/eric-fulltext-meta huggingface dataset:
Applying to the DC Opportunity Scholarship Program: How Do Parents Rate Their Children's Current Schools at Time of Application and What Do They Want in New Schools? NCEE Evaluation Brief. NCEE 2016-4003
Author: Dynarski, Mark
Date: 2016-04-00
Type: Reports - Evaluative
Subjects: Educational Vouchers,Low Income Groups,Parents,School Choice,Satisfaction,Institutional Characteristics,Educational Quality,School Safety,Public Schools,Private Schools,Charter Schools,Parent Attitudes,School Location,Elementary Secondary Education

The DC Opportunity Scholarship Program (OSP), established in 2004, is the only federally-funded private school voucher program for low-income parents in the United States. This evaluation brief describes findings using data from more than 2,000 applicants' parents, who applied to the program from spring 2011 to spring 2013 following reauthorization under the Scholarships for Opportunity and Result (SOAR) Act of 2011. The application form asked parents to rate elements of their child's current school with which they were satisfied or dissatisfied and to indicate which elements were top priorities for them when looking for a new school. The ratings provide insights about school-related reasons parents may have had for applying for a voucher and what they were looking for in a new school. Key findings include: (1) The majority of parents (57 percent) gave their child's current school at time of application a grade of &quot;A&quot; or &quot;B.&quot; Fourteen percent of parents gave their child's school a &quot;D&quot; or &quot;F&quot;; (2) Most parents chose academic quality as their top priority for a new school. School safety was the second most common choice of top priority. School facilities, racial mix, and parent involvement were least likely to be chosen as top priorities; (3) Parents mostly were satisfied with their child's current school at time of application on elements they viewed as top priorities for a new school; 66 percent of parents were satisfied with their child's current school on the element they indicated was their top priority for choosing a new school. Appended are: (1) Parent Grades For Current Schools at Time of Application; (2) Parent Dissatisfaction With Current Schools at Time of Application; (3) Data on Parents' Top Priorities in Choosing a New School; and (4) Parent Dissatisfaction With Current Schools at Time of Application and Top Priority in Choosing a New School.
A Compendium of Social-Behavioral Research Funded by NCER and NCSER: 2002-2013. NCER 2016-2002
Author: Yamaguchi, Ryoko
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Social Science Research,Behavioral Science Research,Research Projects,Public Agencies,Federal Aid,Intervention,Instruction,Faculty Development,Educational Technology,Educational Environment,School Safety,Dropout Prevention,Transitional Programs,Student Behavior,Interpersonal Competence,School Health Services,Mental Health Programs,Parent School Relationship,Classroom Techniques,Attendance,Cognitive Processes,Progress Monitoring,Student Attitudes

The purpose of this compendium is to catalog NCER's and NCSER's contributions to social-behavioral research. Research undertaken as part of these projects is contributing to a knowledge base that ultimately aims to improve academic outcomes for students via improvements in students' social-behavioral competencies, teachers' practices, and the climate of schools. This compendium is part of a series of compendia that will highlight different areas of NCER- and NCSER-funded research. Other compendia explore math and science research and education technology research. In this compendium, readers will find descriptions of the social-behavioral research projects from across NCER's and NCSER's portfolios. These projects have different primary purposes, including exploration, development of interventions (practices and policies), evaluation of interventions, and development and validation of measurement tools. However, the projects are all unified in that they aim to understand and improve the social-behavioral outcomes of students in order to support academic growth and achievement. Appended are: (1) Compendium Process; (2) Social-Behavioral Projects That Developed or Tested Instructional Interventions; (3) Social-Behavioral Projects That Developed or Tested Professional Development; (4) Social-Behavioral Projects That Developed or Tested Educational Technology; and (5) Social-Behavioral Projects That Developed or Validated Assessments.
Development of Multisensory Integration Approach Model
Author: Kumar, S. Prasanna
Date: 2016-00-00
Type: Journal Articles
Subjects: Models,Multisensory Learning,Memory,Instructional Innovation,Prior Learning,Sensory Integration,Program Descriptions,Cognitive Processes,Program Development,Educational Practices

Every teacher expects optimum level of processing in mind of them students. The level of processing is mainly depends upon memory process. Most of the students have retrieval difficulties on past learning. Memory difficulties directly related to sensory integration. In these circumstances the investigator made an attempt to construct Multisensory integration Approach Model based on sensory process and perceptual process. Multisensory Integration approach model contains three parts the first part is Instructional part, second part is processing part and third one is learning outcome part. Instructional part is includes seven steps. There are relating new information to prior knowledge, Focusing attention to the information, developing sensory connection, Organizing the information, Expanding sensory images, Structuring the information and Practicing recall. The above instructional strategies develop stimulation, sensation, Attention, Perception, Imagery, conceptualization and memory. The learning outcome part contains from low level sensory integration (visual-auditory) to high level sensory integration (Visual-Auditory-Tactile-Olfactory-Gustatory). The investigator regulates information processing of the students in brain through Multisensory Integration Approach Model.
The Effectiveness of a Joint Attention Training Program on Improving Communication Skills of Children with Autism Spectrum Disorder
Author: Eissa, Mourad Ali
Date: 2015-12-00
Type: Journal Articles
Subjects: Communication Skills,Pervasive Developmental Disorders,Autism,Attention Control,Program Effectiveness,Developmental Disabilities,Early Childhood Education,Intervention,Pretests Posttests,Attention,Improvement Programs,Foreign Countries,Likert Scales

The purpose of this study was to explore the effect of a joint attention intervention program on improving joint attention and communication skills in children with autism disorder. Participants were ten children between the ages of five and seven who attended a school for children with developmental disabilities (Tarbya Fekrya ). A pre-post design was used to examine the joint attention intervention program on on improving joint attention and communication skills of the target students. Findings from this study indicated the effectiveness of the joint attention intervention program on joint attention and communication skills in children with autism disorder. On the basis of the findings, the study advocated for the effectiveness of the joint attention intervention program on joint attention and communication skills in children with autism disorder.
Experiences of Redesigning an Elementary Education Program
Author: Chang, Sau Hou
Date: 2016-04-22
Type: Reports - Descriptive
Subjects: Elementary School Curriculum,Program Design,Program Descriptions,Program Development,Educational Practices,Teacher Education Programs,Barriers,Performance Factors,Curriculum Design,College Programs

This paper aims to share the experiences of redesigning an elementary education program. Steps of redesigning the elementary education program were enumerated. Challenges in the redesign of the elementary education program were discussed. The new elementary education program was described. Lessons learned from the redesign of the elementary education program were shared.
The Effects of Using Online Concordancers on Teaching Grammar
Author: Türkmen, Yasemin
Date: 2016-00-00
Type: Journal Articles
Subjects: Grammar,Electronic Libraries,Educational Resources,English (Second Language),English Instruction,Indexes,Teaching Methods,Educational Practices,Educational Strategies,Educational Research,Literature Reviews,Instructional Effectiveness,Foreign Countries

Studies conducted so far have mainly focused on the effects of online concordancers on teaching vocabulary, while there is a lack of research focusing on the effects of online concordancers on teaching and learning grammar. Thus, this study aims to review the studies on the effects of online concordancers on teaching and learning grammar and how online concordancers promote learning grammar in English as a foreign language (EFL) context to make recommendations for researchers and to guide teachers in the light of current research results. The study reviews the studies that focused on the effects of online concordancers on teaching and learning grammar. Results show that the use of online concordancers and authentic texts promote teaching grammar in EFL learning and teaching processes. In the light of the results, it is recommended that teachers should integrate online concordances into their classroom practices to teach grammar and vocabulary effectively. It is also recommended that further research should focus on the relationship between learner and teacher differences and the use of online concordancers in teaching and learning grammar.
The Effects of Advance Graphic Organizers Strategy Intervention on Academic Achievement, Self Efficacy, and Motivation to Learn Social Studies in Learning Disabled Second Year Prep Students
Author: Eissa, Mourad Ali
Date: 2012-12-00
Type: Reports - Research
Subjects: Intervention,Academic Achievement,Self Efficacy,Social Studies,Learning Disabilities,Instructional Materials,Learning Motivation,Experimental Groups,Control Groups,Technology Uses in Education,Program Effectiveness,Pretests Posttests,Achievement Tests,Self Concept Measures,Likert Scales

This study investigated the effect of using advance graphic organizers on academic achievement, self efficacy, and motivation to learn social studies in learning disabled second year prep students. A total of 60 students identified with LD were invited to participate. The sample was randomly divided into two groups; experimental (n = 30, 23 boys, 7 girls) and control (n = 30, 21 boys and 9 girls ). ANCOVA and Repeated Measures Analyses were employed for data analysis. Findings from this study indicated the effectiveness of the program employed in improving academic achievement, self efficacy, and motivation to learn social studies in the target students. On the basis of the findings, the study advocated for the effectiveness of using advance graphic organizers on academic achievement, self efficacy, and motivation to learn social studies in learning disabled second year prep students.
Academic Procrastination among College Students with Learning Disabilities: The Role of Positive and Negative Self-Oriented Perfectionism in Terms of Gender, Specialty and Grade
Author: Mohammed, Adel Abdulla
Date: 2013-04-00
Type: Reports - Research
Subjects: Learning Disabilities,Positive Attitudes,Negative Attitudes,Gender Differences,Specialization,Majors (Students),Grades (Scholastic),Academic Aspiration,Goal Orientation,Demography,Predictor Variables,Undergraduate Students,Correlation,Questionnaires,Multiple Regression Analysis,Foreign Countries

The purpose of this study was three folds: to explore whether there were relationship between academic procrastination and positive and negative self-oriented perfectionism of college students with learning disabilities, the extent to which positive and negative self-oriented perfectionism of college students with learning disabilities predicts academic procrastination, and whether level of academic procrastination tendency among college students with learning disabilities differs according to demographic variables. The research is based on a convenience sample of 80 undergraduate students from a variety of departments at Zagazig Faculty of Education, Egypt. Findings indicated that there was a positive correlation between academic procrastination and Positive Self-Oriented Perfectionism, while no significant correlation was determined between academic procrastination and Negative Self-Oriented Perfectionism. According to the multiple linear regression analysis results, Positive Self-Oriented Perfectionism, and Negative Self-Oriented Perfectionism account for 22% of academic procrastination. Positive Self-Oriented Perfectionism made a positive contribution to the model, Negative Self-Oriented Perfectionism made no significant contribution, which indicated that the only significant predictor was Positive Self-Oriented Perfectionism. The independent t-test showed that undergraduates' academic procrastination scores did not differ significantly according to gender. One-way ANOVA showed that undergraduates' academic procrastination scores did not differ significantly according to grade. The independent t-test showed that undergraduates' academic procrastination scores did not differ significantly according to Specialty.
English Learner Student Characteristics and Time to Reclassification: An Example from Washington State. REL 2016-128
Author: Greenberg Motamedi, Jason
Date: 2016-03-00
Type: Reports - Research
Subjects: English Language Learners,Student Characteristics,Classification,Language Proficiency,Kindergarten,Gender Differences,Native Language,English (Second Language),Second Language Learning,Time Factors (Learning),School Districts,Elementary Secondary Education,State Departments of Education,Language Tests

How long does it typically take English learner students to develop English language proficiency? And how does this time vary by student characteristics such as English proficiency at entry to kindergarten, gender, and home language? The answers to these questions can provide valuable information to districts and schools. Regional Educational Laboratory (REL) Northwest in partnership with the Road Map Project undertook the study presented in this report to help its members understand more about their English learner student populations. The study examined English learner students who entered kindergarten between 2005/06 and 2011/12 in seven cohorts. It used a statistical model to estimate the time it would likely take English learner students in the seven Road Map Project districts to reach a grade-specific proficiency level on Washington's English language proficiency assessment and to be reclassified as former English learner students, regardless of whether they had been reclassified within the study period. The study also examined how this time differs for subgroups of students, taking into account student demographic characteristics and differences between cohorts and schools. This study has four primary findings: (1) Students who entered kindergarten as English learner students took a median of 3.8 years to develop the English proficiency necessary to be reclassified as former English learner students; (2) English learner students entering kindergarten with advanced English proficiency were more likely to be reclassified in their first eight years of school than those entering with basic proficiency (which includes beginning and advanced beginning) or intermediate proficiency; (3) Female English learner students were more likely than male English learner students to be reclassified in their first eight years of school; and (4) Speakers of Chinese, Vietnamese, or Russian or Ukrainian (combined) were more likely to be reclassified in their first eight years of school than speakers of Somali or Spanish. Data and methodology are appended.
The Effectiveness of a Phonological Awareness Training Intervention on Pre-Reading Skills of Children with Mental Retardation
Author: Eissa, Mourad Ali
Date: 2013-09-00
Type: Reports - Research
Subjects: Phonological Awareness,Intervention,Reading Skills,Intellectual Disability,Speech Skills,Special Needs Students,Experimental Groups,Control Groups,Reading Improvement,Prereading Experience,Pretests Posttests,Program Effectiveness,Reading Achievement,Foreign Countries

Phonological awareness is the ability to manipulate the individual speech sounds that make up connected speech. Little information is reported on the acquisition of phonological awareness in special populations. The purpose of this study was to explore the effectiveness of a phonological awareness training intervention on pre-reading skills of mentally retarded children. A total of 47 children with mental retardation participated in this study. The sample was randomly divided into two groups; experimental (n = 24, 19 boys, 5 girls) and control (n = 23, 20 boys and 3 girls ). ANCOVA and Repeated Measures Analyses were employed for data analysis. Findings from this study indicated the effectiveness of the program employed in improving pre-reading skills in the target children.
Integrating Multiple Intelligences and Learning Styles on Solving Problems, Achievement in, and Attitudes towards Math in Six Graders with Learning Disabilities in Cooperative Groups
Author: Eissa, Mourad Ali
Date: 2013-09-00
Type: Journal Articles
Subjects: Multiple Intelligences,Cognitive Style,Problem Solving,Mathematics Achievement,Scientific Attitudes,Experimental Groups,Control Groups,Individualized Instruction,Learning Disabilities,Grade 6,Achievement Tests,Minimum Competency Testing,Cooperative Learning,Statistical Analysis,Likert Scales

This study investigated the effect of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. A total of 60 students identified with LD were invited to participate. The sample was randomly divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and T.test were employed for data analysis. Findings from this study indicated the effectiveness of differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in the target students. On the basis of the findings, the study advocated for the effectiveness of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in learning disabled students.
The Effect of a Phonological Awareness Intervention Program on Phonological Memory, Phonological Sensitivity, and Metaphonological Abilities of Preschool Children At-Risk for Reading Disabilities
Author: Eissa, Mourad Ali
Date: 2014-09-00
Type: Journal Articles
Subjects: Phonological Awareness,Intervention,Memory,Preschool Children,At Risk Students,Reading Difficulties,Program Effectiveness,Phonology,Academic Ability,Reading Tests,Pretests Posttests,Control Groups,Experimental Groups,Foreign Countries,Emergent Literacy,Elementary School Students,Reading Fluency

The purpose of this study was to explore the effect of a phonological awareness intervention program on phonological memory, phonological sensitivity, and metaphonological abilities of preschool children at-risk for reading disabilities. The participants in this study were 40 preschool children selected from three preschools located within three elementary schools in Baltim Educational Edara. A pre-post design was used to examine the effectiveness of the phonological awareness intervention program on phonological memory, phonological sensitivity, and metaphonological abilities of the target children. Findings from this study indicated the effectiveness of the phonological awareness intervention program on phonological memory, phonological sensitivity, and metaphonological abilities of the target children. On the basis of the findings, the study advocated for the effectiveness of the phonological awareness intervention program employed on phonological memory, phonological sensitivity, and metaphonological abilities of the target children.
Alaska Students' Pathways from High School to Postsecondary Education and Employment. REL 2016-114
Author: Hanson, Havala
Date: 2016-03-00
Type: Reports - Research
Subjects: High School Students,Postsecondary Education,College Attendance,Employment Level,Public Schools,High School Graduates,Career Development,Wages,Academic Degrees,Gender Differences,Racial Differences,White Students,Alaska Natives,Student Characteristics,Regression (Statistics),Socioeconomic Status,Rural Areas,Urban Areas

Approximately 10,000 students leave Alaska high schools each year, with or without a diploma. In pursuit of their career and life goals, they chart courses across college enrollment, employment, and other opportunities. Until recently, policymakers and educators had little information about the pathways students took into their early careers. To obtain this information, Regional Educational Laboratory Northwest examined data through 2012 from multiple national and state education and labor sources to discern the pathways of 40,000 students who left public high schools in Alaska from 2004/05 to 2007/08. Of this sample 67 percent of students graduated from high school and 33 percent did not. The study also followed Alaska students who graduated in 2004/05 and 2005/06 in their first six years after high school to describe the pathways they took to their early careers. The following are among the key findings, which are presented in this report: (1) Most Alaska students either enrolled in college or started working in the state right after high school; (2) Students followed more than 3,000 unique postsecondary pathways, which often included attending college, working in Alaska, or both; and (3) Students who earned a college degree tended to have higher rates of early-career employment and higher wages than students who did not earn a degree. The following are appended: (1) Data sources and methods; and (2) Detailed results.
The Effectiveness of Time Management Strategies Instruction on Students' Academic Time Management and Academic Self Efficacy
Author: Kader, Fathi Abdul Hamid Abdul
Date: 2015-04-00
Type: Journal Articles
Subjects: Time Management,Self Efficacy,Program Effectiveness,Learning Disabilities,College Freshmen,Experimental Groups,Control Groups,Academic Ability,Likert Scales,Questionnaires,Participant Satisfaction,Grade 5

This study investigated the effect of using time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. A total of 60 students identified with LD participated. The sample was divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and t.test were employed for data analysis. Findings from this study indicated the effectiveness of time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. On the basis of the findings, the study advocated for the effectiveness of time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy.