ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation Integrity of Practice-Based Coaching: Preliminary Results from the BEST in CLASS Efficacy Trial
Author: Sutherland, Kevin S.
Date: 2015-03-00
Type: Journal Articles
Subjects: Early Intervention,Early Childhood Education,Best Practices,Behavior Problems,At Risk Students,Behavior Disorders,Emotional Disturbances,Longitudinal Studies,Coaching (Performance),Faculty Development,Preschool Teachers,Observation,Preschool Children,Experimental Groups,Control Groups,Teacher Competencies,Comparative Analysis,Behavior Modification,Program Effectiveness,Prompting,Modeling (Psychology),Teacher Attitudes,Fidelity

The purpose of this article is to describe the practice-based coaching model used in BEST in CLASS, a Tier-2 classroom-based intervention comprised of evidence-based instructional practices designed to prevent and ameliorate the chronic problem behaviors of young children at risk for the development of emotional/behavioral disorders. Following a description of the model, data from year two of an ongoing 4-year randomized control trial are presented that describe (a) the amount (i.e., dosage) of coaching teachers received during BEST in CLASS implementation, (b) the integrity with which coaches implemented the BEST in CLASS coaching model, and (c) subsequent teacher implementation of the BEST in CLASS strategies. Forty-eight (23 BEST in CLASS; 25 comparison) teachers and ten coaches participated in this descriptive study. Data indicate that following coaches' observations, teachers received approximately 30 min of practice-based coaching during coaching meetings each week of implementation, and integrity data indicate that coaches implemented the critical coaching skills during the coaching meetings with integrity. Adherence data indicate that teachers in the treatment group increased their extensiveness of the use of BEST in CLASS practices at both post-treatment and 1-month follow-up compared to comparison teachers; competence data indicated that teachers in the treatment group increased the quality of delivery of practices at post-treatment compared to comparison teachers. Implications of these findings for both future research and practice-based coaching implementation are discussed.
BEST in CLASS: A Classroom-Based Model for Ameliorating Problem Behavior in Early Childhood Settings
Author: Vo, Abigail
Date: 2012-00-00
Type: Journal Articles
Subjects: Early Intervention,Early Childhood Education,Best Practices,At Risk Students,Behavior Disorders,Emotional Disturbances,Coaching (Performance),Faculty Development,Preschool Teachers,Observation,Preschool Children,Teacher Competencies,Behavior Modification,Program Effectiveness,Prompting,Modeling (Psychology),Teacher Attitudes,Teaching Methods,Classroom Techniques,Learning Modules,Fidelity,Teacher Student Relationship,Child Behavior

As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charged with supporting a growing number of young children with chronic problem behaviors that put them at risk for the development of emotional/behavioral disorders (EBDs). There is a need for effective, feasible models that help school personnel address the needs of these young children within early childhood settings. This article describes Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS). BEST in CLASS is a classroom-based intervention designed to help early childhood teachers master effective instructional strategies for preventing and ameliorating problem behavior in young children at risk for EBDs through a teacher training and performance-based coaching model. The BEST in CLASS intervention model is described, and preliminary data are presented, followed by a discussion of implications for practice and future research directions.
Early Predictors of High School Mathematics Achievement
Author: Siegler, Robert S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Predictor Variables,Mathematics Achievement,Knowledge Level,High School Students,Algebra,Longitudinal Studies,Elementary School Students,Mathematical Concepts,Short Term Memory,Cognitive Ability,Family Income,Educational Attainment,Foreign Countries,Secondary School Mathematics,Children,Adolescents,Age Differences

Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics achievement. Analyses of large, nationally representative, longitudinal data sets from the United States and the United Kingdom revealed that elementary school students' knowledge of fractions and of division uniquely predicts those students' knowledge of algebra and overall mathematics achievement in high school, 5 or 6 years later, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education. Implications of these findings for understanding and improving mathematics learning are discussed.
The Frequency of Culture-Specific Elements in the ELT Coursebooks at Elementary Schools in Turkey
Author: Çakir, Ismail
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,English Language Learners,Cultural Awareness,Culturally Relevant Education,Textbooks,Textbook Content,Elementary Education,Foreign Language Books,Second Language Instruction,Secondary Education

Providing cultural elements within the textbook contents is crucial for foreign language learners so that they can attain the authentic language appropriately involving some culture specific expressions that are commonly used in communication. Therefore, it is important for Turkish English learners to understand target culture for effective intercultural interactions. However, most of the course materials at elementary education in Turkey avoid including culture specific expressions as most of the course book writers are not native speakers but Turkish. The present paper pins down this issue by figuring out how much the course books focus on the culture specific expressions in foreign language teaching. To do this, three different randomly selected course books from the 6th, 7th and 8th grades at elementary education in Turkey have been evaluated in terms of the culture specific expressions. After analysing the course books the list and percentage of the cultural expressions will be portrayed.
Leadership Readiness for Flexibility and Mobility: The 4th Dimensions on Situational Leadership Styles in Educational Settings
Author: Rajbhandari, Mani Man Singh
Date: 2014-09-28
Type: Reports - Descriptive
Subjects: Leadership Styles,Readiness,Competence,Leadership Qualities,Theories,Behavior Patterns,Instructional Leadership,Teacher Role,Administrator Role,Principals

In educational settings, leadership flexibility and mobility is essential factor for leadership readiness. This incorporates both factors concerning the situational needs and followership situational readiness. Leadership in education require multi facet dimensional approaches that enables the educational leaders to fill in the gaps and reduces the mismatch between the situational need, individuals teachers demands and students development. In educational settings, leadership is distributed and is everywhere that enables the educational leaders to remain proactively ready to meet all kinds of situational variations existing within and outside the educational settings. This paper produce insight for educational leadership readiness for flexibility and mobility to fill in the gaps to enrich situational leadership theory. Situational leadership theory, maintains 4 different behavioral pattern considering followers readiness of maturity level. This paper provides the 4th dimensional leadership behavioral pattern incorporating both the situational need and follower&apos;s readiness which offers 16 different leadership situational behavioral pattern in tuned with different variations in situations and followership offering the holistic realm of leadership readiness for flexibility and mobility. The 4th dimension of situational leadership enables the leaders to exhibits various different behavioral pattern at various situational leadership styles intertwined with the follower&apos;s readiness behavioral pattern connecting the leadership elasticity and producing leadership equilibrium of high and low on task and relations. Leadership readiness for flexibility and mobility is essential to contribute the multi facet dimensional approaches of leadership. This promotes leadership elasticity and equilibrium to address the contextual immediate variations.
Research Supporting Integrated Curriculum: Evidence for Using This Method of Instruction in Public School Classrooms
Author: Costley, Kevin C.
Date: 2015-02-01
Type: Reports - Evaluative
Subjects: Integrated Curriculum,Thinking Skills,Critical Thinking,Academic Achievement,Student Improvement,Public Schools,Teaching Methods,Social Influences,Values,Learner Controlled Instruction,Learner Engagement,Elementary Secondary Education,Teachers,Students

The main purpose of an integrated curriculum is to have a student-centered curriculum that engages students, improves student learning, and increases student interest. Higher-order thinking skills, cooperative learning, and consideration of other students&apos; values are emphasized. Students collaborate with teachers to make lessons that address social issues and student concerns. An integrated curriculum allows students the opportunity to notice the meaning and purpose in the material. Students also gain a deeper understanding of the material. An integrated curriculum prepares children for lifelong learning. Students can link their experiences in the classroom to the real world and make sense of experiences from their lives. This article shows the importance to educators to evaluate the positive results of integrated curriculum in education. Some licensed teachers never consider this option of content delivery. Some teachers still present content by keeping subjects separate with no integration. However, an integrated curriculum can cover many standards and meet the needs of high-stakes assessments. Researchers show that classroom lessons that incorporate integrated curriculum are often effective alternatives to the traditional subject-by-subject curriculum. It is important that educators at all levels examine the positive learner outcomes, achievement, and self-confidence caused by implementing an integrated curriculum. Students enhance critical thinking skills, make connections between subjects, and connect content to the real world.
Key Components of First Nations Students Success. Keynote Address at Matawa First-Nations 2011 Education Conference
Author: Fredua-Kwarteng, Eric
Date: 2011-03-22
Type: Reports - Descriptive
Subjects: Conference Papers,Success,Outcome Measures,Holistic Approach,World Views,Evaluation Methods,Graduation Rate,Academic Persistence,Achievement Rating,Readiness,Learner Engagement,Student Participation,Cultural Literacy,Definitions,Behavioral Objectives,Canada Natives,Indigenous Populations,Indigenous Knowledge,Benchmarking,Academic Achievement,Foreign Countries

The paper takes a critical look at the different metrics that could be used to measure First Nations student success. The paper concludes that more than one metric is needed given the holistic worldview of First Nations Aboriginal people. A framework undergirding First Nations student success is presented and discussed.
Economic Capital and the Educational Ascent of 10 Mexican American Students
Author: Castillo, Victor A.
Date: 2014-08-17
Type: Reports - Research
Subjects: Hispanic Americans,Personal Narratives,Educational Attainment,Barriers,Doctoral Degrees,Cultural Capital,Social Capital,Language Usage,Economic Factors,Socioeconomic Status,Educational Opportunities,Victims,Educational Resources,Health,Community Colleges,Employment,Student Loan Programs,Student Personnel Services

The purpose of this study was to examine the Life-history narratives of ten academically successful Mexican American men and their recollections of the salient factors that facilitated their education attainment. In seeking an understanding to the phenomenon, the research was guided by two general questions: What barriers did Mexican American men who graduated from San Antonio high schools face in route to their doctoral degree and how did they negotiate these obstacles; and what forms of capital were most salient in accomplishing their degree attainment? Throughout the course of the study, a theoretical framework of Pierre Bourdieu's Multi-capitals (extracted from Bourdieu's Cultural Reproduction Theory) was employed to theoretically cement the research. The analysis of the participant's narrative brought to light a total of twenty-one themes while reporting on the various forms of social, cultural, linguistic, and economic capital the participants mobilized en-route to a doctoral degree. This current article focuses on the economic obstacles and capital of lower SES Mexican-American students to include the lack of academic cultural capital, community disorder, polyvictimization, the lack of scholastic enrichment opportunities and educational resources, and health related issues associated with their economic bearing. The findings from this research study indicate that ten lower SES Mexican American students were able to acquire a vast amount of education attainment via the economic capital that was amassed through: Community college transitions; Employment; Loans; Age and time as a factor of economic capital; and the Institutional Support structures of school, employers, government, and familial entities. Findings within the literature also underscore the necessity for educators to serve as beacons of inspiration for lower SES students as they transverse through their At-risk-to-learning community.
Strategies for Improving School Performance
Author: Johnson, William L.
Date: 2014-06-00
Type: Reports - Research
Subjects: High School Students,Academic Achievement,Chemistry,Science Instruction,Scores,Achievement Gains,School Culture,Classroom Techniques,Educational Strategies,Models,Science Tests,Student Characteristics,Educational Environment,Principals,Administrator Role,At Risk Students,Educational Administration,Instructional Leadership,Teacher Expectations of Students,Progress Monitoring,Family School Relationship,Faculty Development,Test Wiseness,Educational Improvement,Change Strategies

The document is from a presentation at the Texas Region VII 2014 Curriculum Conference. The study examined the effects of a three-tiered high school program designed to increase student achievement and Texas end-of-course (EOC) TAKS and STAAR chemistry scores. The student sample (n = 625) consisted 75% high school sophomores and 25% high school juniors. EOC test results showed the presenter's students (on-level, inclusion (IN) special education, limited English proficiency (LEP), economically disadvantaged (EDS), and 504 monitored) scored yearly in the 90% passing range. From 2008 to the present, results indicated that the students made significant academic progress. The three-tiered program components were based on school culture findings, productive classroom management research, and classroom programs and strategies. This program will also apply to 6-12 math and social studies classes. See the document for details about the program. The document's appendix includes: KTBB Article, Tyler ISD Mission Statement, Additional Information about Students, The CFK Ltd. School Climate Profile, TAKS (to STAAR) Information, Failure Intervention Plan, Scantron Form (Decoding EOC Tests), Student/Teacher Information and Article Examples.
Inclusion versus Specialized Intervention for Very-Low- Performing Students: What Does Access Mean in an Era of Academic Challenge?
Author: Fuchs, Lynn S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Inclusion,Intervention,Special Education,Special Education Teachers,Low Achievement,Arithmetic,State Standards,Elementary School Mathematics,Supplementary Education,Screening Tests,Pretests Posttests,Achievement Gap,Mathematics Achievement,Mathematical Concepts,Program Effectiveness,Grade 4

The purpose of this analysis was to examine achievement gaps on fractions for very-low-performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS). In three randomized control trials conducted in 3 consecutive years, 203 students who scored at or below the 10th percentile in mathematics (mean standard score ~75) at the start of fourth grade were randomly assigned at the individual level to 12 weeks of inclusive fraction instruction or specialized fraction intervention. In Year 1, the fourth-grade mathematics curriculum was guided by initial state standards; in Years 2 and 3, the state was transitioning to CCSS. In each of the 3 years on each measure, results indicated significantly stronger learning and markedly smaller post-intervention achievement gaps for specialized fraction intervention than for inclusive fraction instruction. Yet, the size of achievement gaps grew over the years in both conditions, as CCSS increased the depth and challenge of the fraction curriculum and produced differentially stronger learning in not-at-risk classmates. Implications are discussed in terms of the provision of services for students with learning disabilities in the era of CCSS and the meaning of &quot;access to the general education curriculum&quot;. [This paper was published in &quot;Exceptional Children&quot; (EJ1049289).]
Exploring the World of Literacy. The Thirty-Sixth Yearbook: A Doubled Peer-Reviewed Publication of the Association of Literacy Educators and Researchers
Author: Szabo, Susan, Ed.
Date: 2014-00-00
Type: Books
Subjects: Literacy,Reading Teachers,Culturally Relevant Education,Self Efficacy,Reading Difficulties,Writing Achievement,Handheld Devices,Elementary Education,Coaching (Performance),Transformative Learning,Critical Thinking,Content Area Reading,Preservice Teachers,Secondary Education,Student Attitudes,Majors (Students),College Students,Student Motivation,Reading Centers,Electronic Learning,English Language Learners,Reading Aloud to Others

For their 57th annual conference, the Association of Literacy Educators and Researchers (ALER) met in Dallas, Texas at Addison Marriott Quorum by the Galleria. This year&apos;s conference theme was Exploring the World of Literacy, which was also used as the title for this year&apos;s Yearbook, Volume 36. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Infinite Hope: Leadership for a More Literate World (Robin W. Erwin, Jr.); (2) Literacy, Literature and Learning to Teach: An Oral History (Judy S. Richardson); (3) ALER Colleagues and Friends (D. Ray Reutzel); (4) Developing Culturally Responsive Literacy Teachers: Analysis of Academic, Demographic, and Experiential Factors Related to Teacher Self-Efficacy (Amie Sarker); (5) Expanding the Circle: Collaborative Research to Create a Culturally Responsive Family Literacy Program (Alison Gear); (6) Analyzing and Comparing Struggling Readers&apos; Personal Writing Quality in Two Formats: Traditional Response and E-response Journals (Sheri J. Tucker and Philip J. Tucker); (7) iPad Use in Elementary Literacy Tutoring Experiences (Susan L. Massey); (8) Coaching with CARE in a Preservice Literacy Teacher Education Program: A Design/Development Study (James V. Hoffman, Beth Maloch, Melissa Wetzel, Laura Taylor, Alina Pruitt, Erin Greeter and Saba Vlach); (9) Empower the Learner: Using Transformative Practices to Construct Critical Thinking Pathways to Disciplinary Reading (Tammy F. Donaldson, Roberta S. Pate, Deborah W. Addison and Tiana Z. McCoy); (10) Investigating Attitudes of Secondary Preservice Teachers Regarding Teaching Content Area Literacy Strategies (CALS) and their Attitude Differences by Academic Majors (Kay Hongnam and Susan Szabo); (11) College Students Motivation to Read (Catherin McGeehan and Martha Mercantini); (12) Moving the University Reading Clinic to an Online Setting (Linda K. Lilienthal); (13) Reading about Literacy: A Study Revisited (Daniel L. Pearce, Corinne M. Valadez and Tiana M. Pearce); and (14) Measuring the Lasting Effects of Dialogic Reading Training on English Language Learning Children and Families (Diana Brannon and Linda Dauksas). Individual papers contain references. [For &quot;Literacy Is Transformative. The Thirty-Fifth Yearbook A Doubled Peer Reviewed Publication of the Association of Literacy Educators and Researchers,&quot; see ED552939.]
Opportunities to Personalize Teacher Learning: Innovative Approaches to Bridge Evaluation and Professional Development for Continuous Improvement
Author: Kassner, Laura
Date: 2014-10-00
Type: Reports - Research
Subjects: Teacher Evaluation,Faculty Development,Total Quality Management,Feedback (Response),Public Education,Portfolios (Background Materials),Coaching (Performance),Peer Evaluation,Communities of Practice,Virtual Classrooms,Synchronous Communication,Asynchronous Communication,Educational Administration,Best Practices,Instructional Leadership,Conferences (Gatherings)

The purpose of this report was to consider ways to integrating teacher evaluation and professional development--specifically, to explore innovative ways to harness feedback from teacher evaluations for the creation of personalized professional learning for teachers. This study was commissioned by the planning council members of the Metropolitan Educational Research Consortium (MERC) for use by practitioners--leaders in public education. The following seven innovative approaches to personalize teacher learning are explored as possible mechanisms to bridge evaluation and professional development: individual or peer portfolios; National Board Certification; computer-mediated content management; peer evaluation and coaching; computer-mediated coaching; unconferences; and virtual learning communities (VLCs). These innovations represent a wide range of options--from low to high-tech, from face-to-face to computer-mediated, from internal to external oversight and management. The author summarizes relevant research studies on these approaches, presents strengths and weaknesses, and gives recommendations for consideration prior to implementation. The research literature recommends that school leadership begin from a place of introspection--clarifying goals and purposes, assessing infrastructure, commitment, timeframe, and resources--and choose the approach that best matches, all while striving to align actions with best practices and avoid pitfalls common to evaluation and professional development processes.