ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of a Phonological Awareness Training Intervention on Word Recognition Ability of Children with Autism Spectrum Disorder
Author: Mohammed, Adel Abdulla
Date: 2012-12-00
Type: Journal Articles
Subjects: Phonological Awareness,Intervention,Word Recognition,Pervasive Developmental Disorders,Autism,Program Effectiveness,Action Research,Experimental Groups,Control Groups,Statistical Significance,Retention (Psychology),Achievement Gains,Scores,Children,Pretests Posttests

This study describes an action research project designed to improve word recognition ability of children with Autism Spectrum Disorder. A total of 47 children diagnosed as having Autism Spectrum Disorder using Autism Spectrum Disorder Evaluation Inventory (Mohammed, 2006), participated in this study. The sample was randomly divided into two groups; experimental (n= 24; 16 M ,8 F) and control (n= 23; 18 M, 5 F). ANCOVA and Repeated Measures Analyses were employed for data analysis. Findings from this study indicated the effectiveness of the program employed in word recognition ability in the target children. On the basis of the findings, the study supports the idea of PA as a powerful intervention for children Autism Spectrum Disorder.
Defining Teachers&apos; Technostress Levels: A Scale Development
Author: Çoklar, Ahmet Naci
Date: 2017-00-00
Type: Journal Articles
Subjects: Stress Variables,Technology Uses in Education,Likert Scales,Test Construction,Measures (Individuals),Construct Validity,Factor Analysis,Test Reliability,Foreign Countries,Test Validity,Teachers,Technology Integration

With the integration of technology in recent years, use of technology has rapidly increased in educational system, and has become almost a must rather than an option. The use of technology in educational processes accompanies some adaptation issues due to the nature of technology (rapid development, cost, need for electricity, change of roles, etc.). An important professional group that has been affected from this process is teaching. The pressure on teachers results in a stress commonly referred as techno-stress. The purpose of the present study is developing a Likert-type scale called as &quot;Teachers' Techno-stress Levels Defining Scale (TTLDS)&quot; intended for defining teachers' techno-stress levels. In accordance with this purpose, data were collected from 395 teachers. The steps followed in the present scale development study respectively are; forming the theoretical framework and pool of items, getting expert opinion, and testing validity and reliability. To define factor structure for validity, exploratory and confirmatory factor analyses, and item discrimination; and for reliability internal consistency coefficient (Cronbach Alpha) and split-halves reliability coefficient (Spearman-Brown) were calculated. Validity and reliability studies resulted in a 28-item, five-factor (&quot;Learning-Teaching Process Oriented&quot;, &quot;Profession Oriented&quot;, &quot;Technical Issue Oriented,&quot; &quot;Personal Oriented,&quot; and &quot;Social Oriented&quot;) scale. For reliability coefficients, Cronbach Alpha was calculated as 0.917, and Spearman-Brown was calculated as 0.845.
Multi-Dimensional Classroom Engagement in EFL Contexts
Author: Dincer, Ali
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Learner Engagement,Second Language Learning,English (Second Language),Academic Achievement,Attendance Patterns,Learning Motivation,Student Surveys,Statistical Analysis

This study seeks to extend our present knowledge of language learners' classroom engagement by exploring the relationship between the multidimensional classroom engagement and the group variables: course achievement, course absence and motivational orientation to learn English. A survey research design was adopted, and 122 EFL learners provided insights into the factors related to their multidimensional classroom engagement. ANOVA analyses were conducted to display group differences. The results indicated that EFL learners had an average level of classroom engagement in terms of four dimensions of the engagement and their engagement dimensions had distinct characteristics with respect to the group variables. The results showed that the students having higher course achievement, higher attendance, intrinsic motivation to learn English had significantly higher classroom engagement than the learners with lower means on these variables. The study with its insights about the influential factors related to classroom engagement is important for the language teachers aiming to contribute to EFL achievement in their teaching contexts. [This paper is a chapter in: D. Köksal (Ed.), &quot;Researching ELT: Classroom methodology and Beyond&quot; (pp. 91-102). New York, NY: Peter Lang, 2017.]
Strategic English Writing for Academic Purposes
Author: Lin, Grace Hui Chin
Date: 2017-09-12
Type: Reports - Descriptive
Subjects: Writing (Composition),English for Academic Purposes,Second Language Instruction,Writing Instruction,Academic Discourse,Expressive Language,Intercultural Communication,Theses,Doctoral Dissertations,College Students

Writing is one of the four abilities in English Learning. Many students need to write their theses and dissertations in English in order to achieve their academic degrees. English writing is in fact an access of international and intercultural communication with native-speakers and non-native speakers, in academic fields. After reading abundant books, articles, theses, or papers in English, the writers can try to produce their own writings to prove their understandings, ask their questions and waiting for answers from readers. (Individual chapters contain references.)
Effectiveness of Interactive Satellite-Transmitted Instruction: Experimental Evidence from Ghanaian Primary Schools. CEPA Working Paper No. 17-08
Author: Johnston, Jamie
Date: 2017-08-00
Type: Reports - Research
Subjects: Foreign Countries,Rural Schools,Elementary Schools,Educational Technology,Technology Uses in Education,Distance Education,Randomized Controlled Trials,Satellites (Aerospace),Program Effectiveness,Comparative Analysis,Mathematics Instruction,English Instruction,Computer Mediated Communication,Reading Skills,Mathematics Skills,Attendance Patterns,Time on Task,Reading Tests,Mathematics Tests,Student Surveys,Interviews,Elementary School Students,Elementary School Teachers,Administrators,Focus Groups,Grade 2,Grade 3,Grade 4

In lower- and middle-income countries, including Ghana, students in rural areas dramatically underperform their urban peers. Rural schools struggle to attract and retain professionally trained teachers (GES 2012; World Bank 2012). We explore one potential solution to the problem of teacher recruitment: distance instruction. Through a cluster randomized controlled trial, we estimate the impact of a program that broadcasts live instruction via satellite to rural primary school students. The program equipped classrooms in 70 randomly selected Ghanaian schools with the technology required to connect to a studio in Accra. An additional 77 schools served as the control. Instructors in Accra provided math and English lessons to classrooms in the treatment group. The model is interactive, and students in satellite classes could communicate in real time with their remote teachers. We estimate significant gains (p&lt;0.05) in rural students' numeracy and foundational literacy skills. We find no impact on attendance and classroom time-on-task (as measured through unannounced classroom observations), suggesting that these gains may result from improved instructional quality rather than from increased instruction time.
The Impact of the Great Recession on Student Achievement: Evidence from Population Data. CEPA Working Paper No. 17-09
Author: Shores, Kenneth
Date: 2017-08-28
Type: Reports - Research
Subjects: Economic Impact,Academic Achievement,Language Arts,Mathematics Achievement,Evidence,Population Distribution,Statistical Analysis,Statistical Data,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

The Great Recession was the most severe economic downturn in the United States since the Great Depression. Using newly available population-level achievement data from the Stanford Education Data Archive (SEDA), we estimate the impact of the Great Recession on the math and English language arts (ELA) achievement of all grade 3-8 students in the United States. Employing a difference-in-differences strategy that leverages both cross-district variation in the economic shock of the recession and within-district, cross-cohort variation in school-age years of exposure to the recession, we find that the onset of the Great Recession significantly reduced student math and ELA achievement. Moreover, the recessionary effect on student achievement was concentrated among school districts serving more economically disadvantaged and minority students, indicating that the adverse effects of the recession were not distributed equally among the population of U.S. students. We also find that the academic impact of the recession was more severe for students who were older at the time of first exposure to the recession, compared to their younger counterparts. Finally, the recession's effects on student achievement were concentrated in districts with the largest reductions in teacher personnel, providing evidence that the effects we observe are driven, in part, by the recession's negative effects on school resources. We discuss the implications of and potential policy responses to economic shocks that adversely affect student achievement and widen educational inequality.
Educators as &quot;Equity Warriors.&quot; CEPA Working Paper No. 17-11
Author: Rochmes, Jane
Date: 2017-11-00
Type: Reports - Research
Subjects: Equal Education,Social Justice,Teacher Surveys,Elementary Secondary Education,Educational Responsibility,Educational Practices,Teacher Role,Achievement Gap,Individual Differences,Beliefs,Praxis,Urban Schools,School Districts,Attitude Measures,Teacher Attitudes,Empowerment,Preferences

Despite the multifaceted causes of educational disparities, schools' responsibility for reducing inequality undergirds American ideals. Educators operate as street-level bureaucrats to accomplish this equalizing work. Surprisingly, we know little about how teachers think about inequality or enact strategies to combat it, even though their execution of this mandate is almost certainly mediated through pre-existing understandings. This paper provides a framework (applicable to other sectors) to examine educators' beliefs about inequality and their role in advancing equity. To progress, teachers need to believe that doing so is valuable, feel empowered to overcome disadvantage, and be willing to make tradeoffs in pursuit of equity goals. Our framework highlights the salience of individual differences between low and high achievers as a form of inequality that may divert teachers' focus from the structural inequality that is central to policy and sociological concern. We test this framework empirically using novel survey data from over 1,500 teachers collected in a diverse urban school district. Although most surveyed teachers believe addressing inequality is important and feel empowered to do so, many seemingly equity-minded educators do not endorse strategies aligned with closing racial and socioeconomic inequality--indicating an important barrier to reducing inequality.
The Effects of Accountability Incentives in Early Childhood Education. CEPA Working Paper No. 17-10
Author: Bassok, Daphna
Date: 2017-09-00
Type: Reports - Research
Subjects: Accountability,Early Childhood Education,Quality Control,Program Effectiveness,Rating Scales,Enrollment,Hypothesis Testing,Parent Attitudes,School Choice,Influences,Competition,State Standards,Institutional Evaluation,Regression (Statistics),Correlation

In an effort to enhance the quality of early childhood education (ECE) at scale, nearly all U.S. states have recently adopted Quality Rating and Improvement Systems (QRIS). These accountability systems give providers and parents information on program quality and create both reputational and financial incentives for program improvement. However, we know little about whether these accountability reforms operate as theorized. This study provides the first empirical evidence on this question using data from North Carolina, a state with a mature QRIS. Using a regression discontinuity design, we examine how quasi-random assignment to a lower quality rating influenced subsequent outcomes of ECE programs. We find that programs responded to a lower quality rating with comparative performance gains, including improvement on a multi-faceted measure of classroom quality. Programs quasi-randomly assigned to a lower star rating also experienced enrollment declines, which is consistent with the hypothesis that parents responded to information about program quality by selectively enrolling away from programs with lower ratings. These effects were concentrated among programs that faced higher levels of competition from nearby providers.
Every Student Succeeds Act (Public Law 114-95)
Author: US Congress
Date: 2015-12-10
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Legislation,Federal Legislation,Laws,Elementary Secondary Education,Educational Improvement,School Districts,Teacher Education,Administrator Education,Second Language Instruction,English Language Learners,Immigrants,Educational Innovation,School District Autonomy,American Indian Students,American Indian Education,Hawaiians,Alaska Natives,Educational Finance,Homeless People,Academic Achievement,Disadvantaged,Federal Aid,Access to Education,Accountability,Private Schools,Legal Responsibility

The Every Student Succeeds Act (Public Law 114-95) was put in place to reauthorize the Elementary and Secondary Education Act of 1965 to ensure that every child achieves. The Act includes the following titles: (1) Improving Basic Programs Operated by State and Local Educational Agencies; (2) Preparing, Training, and Recruiting High-Quality Teachers, Principals, or Other School Leaders; (3) Language Instruction for English Learners and Immigrant Students; (4) 21st Century Schools; (5) State Innovation and Local Flexibility; (6) Indian, Native Hawaiian, and Alaska Native Education; (7) Impact Aid; (8) General Provisions; and (9) Education for the Homeless and Other Laws.
The Effects of School Reform under NCLB Waivers: Evidence from Focus Schools in Kentucky. CEPA Working Paper No. 17-05
Author: Bonilla, Sade
Date: 2017-06-00
Type: Reports - Research
Subjects: Educational Legislation,Federal Legislation,Educational Change,Change Strategies,State Standards,Low Achievement,Regression (Statistics),Program Effectiveness,Program Implementation,Accountability,Achievement Gains,Educational Improvement,Planning,Coding,Teacher Surveys,Achievement Tests,Student Records,Statistical Analysis,Rural Schools,Intervention,Mathematics Achievement,Reading Achievement

Under waivers to the No Child Left Behind (NCLB) Act, the federal government required states to identify schools where targeted subgroups of students have the lowest achievement and to implement reforms in these &quot;Focus Schools.&quot; In this study, we examine the Focus School reforms in the state of Kentucky. The reforms in this state are uniquely interesting for several reasons. One is that the state developed unusually explicit guidance for Focus Schools centered on a comprehensive school-planning process. Second, the state identified Focus Schools using a &quot;super subgroup&quot; measure that combined traditionally low-performing subgroups into an umbrella group. This design feature may have catalyzed broader whole-school reforms and attenuated the incentives to target reform efforts narrowly. Using regression discontinuity designs, we find that these reforms led to substantial improvements in school performance, raising math achievement by 17 percent and reading achievement by 9 percent.
School Performance, Accountability and Waiver Reforms: Evidence from Louisiana. CEPA Working Paper No. 17-06
Author: Dee, Thomas
Date: 2017-06-00
Type: Reports - Research
Subjects: Educational Legislation,Federal Legislation,Accountability,Achievement Gap,Educational Change,Change Strategies,Needs Assessment,Technical Assistance,Program Effectiveness,Regression (Statistics),Program Implementation,Fidelity,Educational Policy,Reading Achievement,Mathematics Achievement,State Standards,Intervention,Student Records,Elementary Secondary Education,Standardized Tests,Socioeconomic Status,Scores,Statistical Analysis

States that received federal waivers to the No Child Left Behind (NCLB) Act were required to implement reforms in designated &quot;Focus Schools&quot; that contribute to achievement gaps. In this study, we examine the performance effects of such &quot;differentiated accountability&quot; reforms in the state of Louisiana. The Focus School reforms in Louisiana emphasized school-needs assessments and aligned technical assistance. These state reforms may have also been uniquely high-powered because they were linked to a new letter-based school-rating system. We examine the impact of these reforms in a sharp regression discontinuity (RD) design based on the assignment of schools to Focus status. We find that, over each of three years, Louisiana's Focus School reforms had no measurable impact on school performance. We discuss evidence that these findings may reflect policy uncertainty and implementation fidelity at the state and local level.
The Effect of Physical Activity on Student Performance in College: An Experimental Evaluation. CEPA Working Paper No. 17-03
Author: Fricke, Hans
Date: 2017-05-16
Type: Reports - Research
Subjects: Physical Activities,Physical Activity Level,Academic Achievement,Recreational Activities,On Campus Students,Student Participation,Athletics,Human Capital,Foreign Countries,Undergraduate Students,Pilot Projects,Experimental Groups,Control Groups,Outcomes of Education,Incentives,Exercise,Statistical Analysis

What is the role of physical activity in the process of human capital accumulation? Brain research provides growing evidence of the importance of physical activity for various aspects of cognitive functions. An increasingly sedentary lifestyle could thus be not only harmful to population health, but also disrupt human capital accumulation. This paper analyzes the effects of on-campus recreational sports and exercise on educational outcomes of university students. To identify causal effects, we randomize financial incentives to encourage students' participation in on-campus sports and exercise. The incentives increased participation frequency by 0.26 times per week (47%) and improved grades by 0.14 standard deviations. This effect is primarily driven by male students and students at higher quantiles of the grade distribution. Results from survey data suggest that students substitute off-campus with on-campus physical activities during the day but do not significantly increase the overall frequency. Our findings suggest that students spend more time on campus and are better able to integrate studying and exercising, which may enhance the effectiveness of studying and thus improve student performance. [Migros provided financial support for this study.]
Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School. CEPA Working Paper No. 17-01
Author: Liu, Jing
Date: 2017-01-00
Type: Reports - Research
Subjects: Secondary School Teachers,Teacher Effectiveness,Attendance Patterns,Secondary School Students,Teacher Student Relationship,Academic Achievement,Correlation,Value Added Models,Outcomes of Education,Predictor Variables,Quasiexperimental Design,Regression (Statistics),Longitudinal Studies,Statistical Analysis

Both anecdotal and systematic evidence points to the importance of teachers for students' long-run success. Previous research on effective teachers has focused almost exclusively on student test score gains in math and reading. For this study we are able to link middle and high school teachers to the class-attendance of students in their classrooms, and to create measures of teachers' contributions to student attendance. Student absence is a growing concern for policy makers. On average, secondary students in the United States are absent from school three weeks per year (Snyder &amp; Dillow, 2013), and even when they are in school, they miss many classes. We find systematic variation in teacher effectiveness at reducing class absences. These differences across teachers are as stable as those for student achievement. While positively correlated with teachers' value-added to achievement, teachers' value-added to attendance is clearly different and contributes independently and approximately equally to long run student outcomes including high school graduation.
The Global Increase in the Socioeconomic Achievement Gap, 1964-2015. CEPA Working Paper No. 17-04
Author: Chmielewski, Anna K.
Date: 2017-05-22
Type: Reports - Research
Subjects: Socioeconomic Status,Achievement Gap,Achievement Tests,Foreign Countries,Secondary School Students,International Assessment,Educational Trends,Trend Analysis,Elementary Secondary Education,Mathematics Tests,Mathematics Achievement,Science Achievement,Science Tests,Parent Background,Employed Parents,Family Environment,Access to Education,Birth Rate

The existence of a &quot;socioeconomic achievement gap&quot;--a disparity in academic achievement between students from high- and low-socioeconomic status (SES) backgrounds--is well-known in educational research. The SES achievement gap has been documented across a wide range of countries. What is unknown in most countries is whether the SES achievement gap might be &quot;changing&quot; over time. This study combines 30 international large-scale assessments over 51 years, representing 100 countries and about 5.8 million students. Results indicate that on average globally, SES achievement gaps have increased for all three available measures of family SES: parents' education, parents' occupation, and the number of books in the home. These trends are partially explained by expanding school access and declining fertility rates.