ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing and Gathering Psychometric Evidence for a Fidelity Instrument: The Teaching Pyramid Observation Tool--Pilot Version
Author: Snyder, Patricia A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Fidelity,Generalizability Theory,Intervention,Models,Preschool Children,Preschool Teachers,Program Implementation,Psychometrics,Rating Scales,Test Theory,Test Validity

Fidelity assessment has received renewed attention in recent years, particularly as distinctions have been made in implementation science between intervention fidelity and implementation fidelity. Considering both types of fidelity has been recommended when developing fidelity instruments. In the present article, we describe development of the pilot version of the Teaching Pyramid Observation Tool (TPOT-P) as a case example of designing a fidelity instrument for use in research and practice. The TPOT is a multimethod judgment-based rating scale designed to measure practitioners' fidelity of implementation of practices associated with the &quot;Pyramid Model.&quot; We describe the structure of the TPOT-P in relation to &quot;Pyramid Model&quot; components and fidelity indicators. We summarize the measurement approaches grounded in generalizability theory and classical test theory that were used to investigate the psychometric properties of TPOT-P scores based on data collected by trained raters on three occasions in 50 preschool classrooms. Findings suggest the TPOT-P shows promise for dependably measuring teachers' implementation of &quot;Pyramid Model&quot; practices. [This article was published in &quot;Journal of Early Intervention&quot; (EJ1019934).]
Supporting Implementation of Evidence-Based Practices through Practice-Based Coaching
Author: Snyder, Patricia A
Date: 2015-00-00
Type: Journal Articles
Subjects: At Risk Students,Best Practices,Coaching (Performance),Comparative Analysis,Cooperation,Disabilities,Early Childhood Education,Educational Research,Emotional Development,Evidence,Faculty Development,Feedback (Response),Fidelity,Goal Orientation,Intervention,Needs Assessment,Observation,Partnerships in Education,Preschool Children,Preschool Teachers,Program Implementation,Reflection,Social Development,Teaching Methods,Evidence Based Practice

In active implementation science frameworks, coaching has been described as an important competency &quot;driver&quot; to ensure evidence-based practices are implemented as intended. Empirical evidence also has identified coaching as a promising job-embedded professional development strategy to support implementation of quality teaching practices. The purpose of the present article is to describe a coaching framework designed to support early childhood practitioners to implement evidence-based teaching practices with fidelity. We explicate the key components of the coaching framework, provide theoretical and empirical rationales for each component, and describe how it was operationalized for use as a coaching protocol in several studies. The studies focused on supporting preschool teachers of young children with or at risk for disabilities to implement social-emotional, behavioral, and instructional teaching practices with fidelity. For this special issue, we offer recommendations for future research and considerations for wider scale application and situate each article in the context of coaching and the coaching framework described in this article. [This article was published in &quot;Topics in Early Childhood Special Education&quot; (EJ1076861).]
Increasing Student Communication and Spontaneous Language Use in the L2 Classroom: A Careful Consideration of the Flipped Classroom Model
Author: Bachelor, Jeremy W.
Date: 2017-00-00
Type: Reports - Research
Subjects: Second Language Learning,Spanish,Interpersonal Communication,Language Usage,Blended Learning,College Students,Community Colleges,Control Groups,Experimental Groups,Outcomes of Education,Statistical Significance,Comparative Analysis

There is an ongoing debate among L2 educators regarding the best way for students to achieve effective communication and language spontaneity. The flipped classroom refers to an educational model where the traditional practice of dedicating class time to direct instruction is flipped so that students receive initial instruction at home and then spend class time working with peers in a collaborative environment. Language instructors hope to promote conversation and communication among students, but with so much time spent on grammatical explanations in class, it is difficult to give communication the attention it deserves. The participants in this research study included community college Spanish students from sections 1 (the control group) and 2 (the experimental group) of SPAN 101 and lasted the duration of an academic spring semester. The findings are discussed, followed by a discussion on the applicability of this educational design.
Alternative Assessments and Student Perceptions in the World Language Classroom
Author: Barnard Bachelor, Robin
Date: 2017-00-00
Type: Reports - Research
Subjects: Alternative Assessment,Student Attitudes,Second Language Learning,Second Language Instruction,Task Analysis,High School Freshmen,Formative Evaluation,Control Groups,Experimental Groups,Comparative Analysis,Scores,Language Tests,Correlation,Self Evaluation (Individuals),Peer Evaluation,Likert Scales,Statistical Analysis

World language educators are constantly tasked with evaluating appropriate and beneficial assessments for their students. This study investigated how first-year students in a Midwestern United States high school perceived three different alternative assessments in the world language classroom: Dynamic Assessment, Task-based Assessment, and Formative Assessment using self- and peer-evaluation. The researcher correlated the perceptions to the students' assessment scores. Additionally, the researcher compared final exam scores of the control group with those of the experimental group. The results indicated that the experimental group students favorably perceived the alternative assessments types, chose Formative Assessment as their most preferred and Task-based Assessment as the least desired, and scored equally as well as the control group students on the final exam.
Asian Americans and Education
Author: Chang, Benjamin
Date: 2017-05-27
Type: Reports - Descriptive
Subjects: Asian Americans,Demography,Elementary Secondary Education,Higher Education,Minority Groups,Stereotypes,Affirmative Action,Educational Policy,Equal Education,Instruction,Classification,Educational Research

The communities that constitute the racialized category of Asian Americans consist of approximately 20 million people in the United States, or about 5% of the total population. About 20% or 4 million are of primary or secondary school age, and over 1.1 million are in higher education. Both in popular and academic discourse, &quot;Asian American&quot; generally refers to people who have ethnic backgrounds in South Asia (e.g., Bangladesh, India, Pakistan, Sri Lanka), Southeast Asia (e.g., Cambodia, the Philippines, Thailand, Vietnam), and East Asia (e.g., China, Japan, Korea, Taiwan). As &quot;Asian American&quot; is an umbrella term used to categorize a very diverse, heterogeneous, and transnational set of populations, Asian Americans as a group present various challenges to education and research in and about the United States. These challenges can concern paradigms of achievement, citizenship, family involvement, access (e.g., higher education, bilingual education), language and culture, race and ethnicity, and school community. In order to address these paradigmatic challenges, a great deal of scholarship has called for a disaggregation of the data on populations that fall under the pan-ethnic &quot;Asian America&quot; umbrella term, to gain a more nuanced and dynamic understanding of the many diverse populations and their historical, cultural, economic, and political experiences. To further address the problematic framing of Asian Americans in education and related fields, scholars have applied critical lenses to key tensions within conceptualization, policy, curriculum, and pedagogy. More recently, the notions of intersectionality and transnationalism have been generative in the study of Asian Americans, within not only educational research but also Asian American studies, which generally falls under the field of ethnic studies in the U.S. context, but has also been categorized under American studies, cultural studies, or Asian studies. While characterizations of Asian Americans as &quot;the Model Minority&quot; or &quot;the Oppressed Minority&quot; persist, the relevance of such static binaries has increasingly been challenged as the Asian American populations and migrations continue to diversify and increase. [This document was published in Oxford University Press' &quot;Oxford Research Encyclopedia of Education.&quot;]
Identifying Variables Leading to Membership in the Illinois Principals Association
Author: Sullivan, Peter M.
Date: 2015-01-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Professional Associations,Principals,Group Membership,Incentives,Decision Making,Influences,Predictor Variables,Surveys,Statistical Analysis,Factor Analysis

Previous research has established that attracting and retaining members is a significant challenge associated with the formation and maintenance of interest groups. Research has also established that interest groups play a significant role in the formation of educational policy. This study will attempt to provide insight as to those factors that influenced members to join one such association--the Illinois Principals Association (IPA). The IPA offers potential members a range of incentives to become involved in the organization. The focus of this study is twofold: (1) to identify the relative significance of material, associative, policy and district incentives in the decision of members to join the IPA and (2) to determine if disaggregated groups of the sample report different significance associated with any of the four incentives. A review of data demonstrated that material incentives were the biggest inducement for members with policy and associative incentives also contributing in statistically significant but descending levels of importance. Analysis of disaggregated groups of the sample demonstrated that associative incentives were statistically more significant for principals who served in leadership roles within the IPA and those coming from districts with fewer schools. Associative and material incentives were also found to be valued in descending importance by rural, suburban and urban principals.
In Search of a New Curriculum Theory
Author: Gregory, Dennis Kevin
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Curriculum,Theories,Neoliberalism,Curriculum Development,Educational Theories,Urban Education,Urban Areas,Political Issues,Social Influences,Educational Philosophy

In my view, because of the astounding growth and power of neoliberalism, time is rapidly running out before a &quot;permanent&quot; global caste system is in place. Peeking inside this future, we can see the elites and upper class living a life of unbounded luxury while the shrinking middle class is so frightened of joining the lower ranks, where drugs and violence permeate their lives, they will do whatever they are told to do, believe whatever they are told to believe, without the slightest hesitation. Since we are all &quot;taught&quot; to think, believe and behave as we do, this article attempts to articulate what I perceive as the deepest nature of curriculum theory that is not, as far as I know, found in the current scholarship; and for good reasons. Rudolph Otto (1923) in his acclaimed book: &quot;The Idea of the Holy&quot; argues persuasively that logic and reason alone are inadequate to answer our deepest questions. In addition, this article uses a variation of Albert Einstein's wisdom when he said: &quot;we cannot solve our problems 'with the same thinking' that created them&quot;. Standing on these great minds, and after a brief discussion on current theory, this article uses a spiritual analysis to illuminate an entirely different epistemology that grounds a new curriculum theory; something, as we will see, society desperately needs.
Effects of ICT Assisted Real and Virtual Learning on the Performance of Secondary School Students
Author: Deka, Monisha
Date: 2017-08-13
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Secondary School Students,Technology Integration,Simulated Environment,Conventional Instruction,Pretests Posttests,Quasiexperimental Design,Statistical Analysis,Hypothesis Testing,Foreign Countries,Geography,Achievement Tests,Videoconferencing

The study aimed to assess the effect of ICT assisted real and virtual learning performance over the traditional approach of secondary school students. Non-Equivalent Pretest-Posttest Quasi Experimental Design used to assess and relate the effects of independent variables virtual learning on dependent variables (i.e. learning performance). Extraneous variables minimized through ANCOVA, and in fact, the findings generalized on the whole population. Class IX of school 1 (n = 55) assigned to traditional approach, Class IX of school 2 (n = 60) assigned for real learning approach (youtube and wiki), and Class IX of school 2 (n = 55) assigned for virtual learning approach (i.e. Skype, Video Conferencing, &amp; Recorded Audio-Video lecture) among the secondary school students (e.g. Class- IX) of two selected schools. It resulted that there was statistically significant difference among the pretest and posttest mean of the learning performance of ICT assisted Real learning (YouTube &amp; Wikipedia) Group, ICT assisted Virtual learning (Skype &amp; video lecture) Group over Traditional learning Group of students.
iSTART-2: A Reading Comprehension and Strategy Instruction Tutor
Author: Snow, Erica L.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Reading Comprehension,Reading Strategies,Reading Instruction,Educational Games,Intelligent Tutoring Systems,Skill Development,Common Core State Standards,Student Motivation,Learner Engagement,Technology Integration,Educational Technology

This chapter provides an overview of the Interactive Strategy Tutor for Active Reading and Thinking-2 (iSTART-2). iSTART-2 is a game-based tutoring system designed to improve students' reading comprehension skills. It does so by providing them with instruction on how to self-explain using comprehension strategies. In this chapter, we first discuss why reading comprehension is a critical skill and how the iSTART-2 system addresses the development of this skill through the instruction of five comprehension strategies. Second, we provide an overview of the iSTART-2 system and its features. Third, we discuss the need for this reading comprehension technology in the classroom and provide a general overview of how iSTART-2 addresses those needs as well as the Common Core State Standards. Fourth, we describe previous findings from research using the various iterations of the iSTART-2 program. Finally, we describe how iSTART-2 can be accessed by teachers and used within classroom environments. [This chapter was published in: S. A. Crossley &amp; D.S. McNamara (Eds.) &quot;Adaptive educational technologies for literacy instruction&quot; (pp.104-121). New York: Taylor &amp; Francis.]
The Design Implementation Framework: Iterative Design from the Lab to the Classroom
Author: Stone, Melissa L.
Date: 2017-00-00
Type: Reports - Research
Subjects: Intelligent Tutoring Systems,Design,Usability,Barriers,Educational Technology,Writing Instruction,Writing Strategies,Teachers,Participation,Partnerships in Education,Educational Research,Models,Focus Groups

This chapter explores three broad principles of user-centered design methodologies: participatory design, iteration, and usability considerations. The authors highlight the importance of considering teachers as a prominent type of ITS end user, by describing the barriers teachers face as users and their role in educational technology design. To exemplify these points, they draw upon their experiences in developing the Writing Pal--an ITS for writing strategy instruction. The chapter concludes by offering a design approach--the Design Implementation Framework (DIF)--that builds upon existing cyclical design methods but is tailored to the design of ITSs and other educational technologies. [This article was published in: R. D. Roscoe, S. D. Craig, &amp; I. Douglas (Eds). &quot;End-user considerations in educational technology design&quot; (pp. 76-98). Hershey, PA: IGI Global.]
Attitude in English and Competence of Students at Integrated Refinery Petro-Chemical Complex (IRPCT) Technological College, Rayong, Thailand
Author: Borja, Chinebeth
Date: 2016-05-00
Type: Dissertations/Theses - Masters Theses
Subjects: Foreign Countries,Student Attitudes,English (Second Language),Second Language Instruction,College Students,Language Proficiency,Questionnaires,Student Surveys,Teaching Methods,Majors (Students),Age Differences,Gender Differences,Correlation,Technical Education,Hypothesis Testing

This study was conducted at IRPC Technological College, Thailand. The objectives of this study were to investigate (1) The attitude of students towards English; (2) The attitude of students towards teaching English; (3) The competence level of their English. The participants were asked to answer and complete the survey questionnaires that would reveal their positive and negative attitudes towards English. The findings revealed that the students are neutral towards learning English and favorable on how English is taught; their levels of attitude are influenced by their major and length of study but not by their age and gender; their basic competence in English is determined by their major but not by their age, gender and length of study; and their attitude towards English learning is not significantly related to their English competence. The researcher provided the recommendations for language teachers and the management group to develop a program that would encourage and motivate students to improve in their studies.
Writing Instruction in First Grade: An Observational Study
Author: Coker, David L., Jr.
Date: 2016-00-00
Type: Reports - Research
Subjects: Elementary School Students,Grade 1,Grouping (Instructional Purposes),Observation,Teaching Methods,Time,Writing Assignments,Writing Instruction,Writing Processes,Writing Skills

As schools work to meet the ambitious Common Core State Standards in writing (Common Core State Standards Initiation, 2010), instructional approaches are likely to be examined. However, there is little research that describes the current state of instruction. This study was designed to expand the empirical base on writing instruction in first grade. Daylong observations were conducted four times during the year in 50 first-grade classrooms. Using a time-sampled, observational protocol, observers coded multiple dimensions of instruction, including grouping, instructional focus, teacher action, and student tasks. Results revealed that writing was commonly taught in whole-class settings with teachers presenting information and asking students questions. Considerable variability was observed at both the classroom and school level in the amount and focus of writing instruction and in student writing practice. Several moderate relationships were found between the instructional focus and the type of student practice. A few schools were identified with distinctive patterns in their approach to instruction and practice, signaling the potential importance of school-level factors. These findings reveal the inconsistent nature of first-grade writing instruction across classrooms and schools and point to instructional implications for teachers and schools. [This report was published in &quot;Reading and Writing: An Interdisciplinary Journal&quot; (EJ1097743).]
Examination of the Transfer of Astronomy and Space Sciences Knowledge to Daily Life
Author: Emrahoglu, Nuri
Date: 2017-00-00
Type: Journal Articles
Subjects: Astronomy,Space Sciences,Transfer of Training,Preservice Teachers,Mixed Methods Research,Knowledge Level,Interviews,Correlation,Scores,Science Tests,Ability,Achievement Tests,Foreign Countries

In this study, it was aimed to determine the levels of the ability of science teaching fourth grade students to transfer their knowledge of astronomy and space sciences to daily life within the scope of the Astronomy and Space Sciences lesson. For this purpose, the research method was designed as the mixed method including both the quantitative and qualitative process, and the sample of the study consisted of 65 students selected with criterion sampling and easily accessible sampling method. The Astronomy and Space Sciences Knowledge Test (ASSKT) was used in order to measure the students' knowledge of astronomy and space sciences, and the Transfer of the Astronomy and Space Sciences Knowledge to Daily Life Interview Form (TASSDLIF) was used in order to determine the transfer of the astronomy and space sciences knowledge to daily life. The state of the correlation between the ASSKT and TASSDLIF scores of the students was determined in the quantitative part of the study and the levels of students' ability to transfer the subjects of astronomy and space sciences to daily life were determined in the qualitative part. As a result of the study, a significant, positive and weak level of the relationship was determined between the ASSKT and TASSDLIF scores. It was concluded that there were zero transfer, incomplete transfer and full transfer in the students' states of the ability to transfer their knowledge of astronomy and space sciences to daily life. The subjects with the highest full transfer are &quot;Finding Directions, Telescopes, and Gravity,&quot; while the subjects with the lowest full transfer are the &quot;Star Distances, Conception of the Universe, and Earth's Crust&quot;.
Addressing the Needs of Adolescents with Autism Spectrum Disorder: Considerations and Complexities for High School Interventions
Author: Kucharczyk, Suzanne
Date: 2015-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Adolescents,Student Needs,High School Students,Focus Groups,Intervention,Teacher Attitudes,Parent Attitudes,Stakeholders,Secondary School Teachers,Administrator Attitudes,Special Education,Educational Methods,Coding,Training,Barriers,Professional Development,Qualitative Research

The outcomes of students with autism spectrum disorder (ASD) are driving the field to address how secondary education might be optimally designed and delivered. We conducted 28 focus groups across four states to explore the contexts, considerations, and complexities associated with delivering and combining evidence-based interventions to meet the needs of adolescents with ASD from the vantage point of 152 practitioners, parents, and other key stakeholders. Participants emphasized the inadequacy of prevailing intervention approaches in secondary schools, underscored the importance of attending to feasibility and alignment with the diverse needs of students with ASD, and stressed the need for broader awareness and training efforts surrounding autism. We offer recommendations for designing comprehensive interventions and incorporating stakeholder feedback into such undertakings. [This article was published in &quot;Exceptional Children&quot; (EJ1055318).]