ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Study Guide for Implementing Early Literacy Interventions. REL 2016-129
Author: Dombek, Jennifer L.
Date: 2016-04-00
Type: Guides - General
Subjects: Literacy Education,Emergent Literacy,Guides,Kindergarten,Grade 1,Grade 2,Reading Instruction,Prevention,Early Intervention,Program Development,Program Implementation,State Standards,Reading Programs,Teamwork,Self Evaluation (Groups)

While literacy interventions can be implemented in any grade, focusing on prevention and intervention in kindergarten through grade 2 is optimal because reading difficulties become expensive and challenging to remediate as students become older. The Individuals with Disabilities Act of 2004 allows districts to do just this, with 15 percent of special education funds permitted to be used for prevention and early intervention. This Self-study Guide for Implementing Early Literacy Interventions was developed to help district- and school-based practitioners conduct self-studies for planning and implementing early literacy interventions. It is intended to promote reflection about current strengths and challenges in planning for implementation of early literacy interventions, spark conversations among staff, and identify areas for improvement. This guide provides a template for data collection and guiding questions for discussion that may improve the implementation of early literacy interventions and decrease the number of students failing to meet grade-level literacy expectations by the time they enter grade 3. States in the Regional Educational Laboratory (REL) Southeast Region and across the country are implementing large-scale initiatives focused on providing reading interventions in the early grades. This self-study guide provides a template for data collection and guiding questions for discussion that may improve the implementation of early literacy interventions and decrease the number of students failing to meet grade-level literacy expectations by the time they enter grade 3. The guide was developed in partnership with REL Southeast's Improving Literacy Research Alliance. The following are appended: (1) Support for &quot;Scoring Guide&quot; areas; and (2) Sample master schedules.
The Effectiveness of a Self Regulated Learning-Based Training Program on Improving Cognitive and Metacognitive EFL Reading Comprehension of 9th Graders with Reading Disabilities
Author: Eissa, Mourad Ali
Date: 2015-12-00
Type: Journal Articles
Subjects: Reading Difficulties,Reading Comprehension,Self Management,Cognitive Development,Metacognition,Grade 9,Program Effectiveness,Intervention,Phonological Awareness,Pretests Posttests,Reading Strategies,Reading Tests,Cognitive Tests,Reading Improvement,Foreign Countries

The purpose of this study was to explore the effect of a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities. The participants in this study were 40 9th Graders with reading disabilities, selected from two schools located in Baltim Educational Edara. A pre-post design was used to examine the effectiveness of the phonological awareness intervention program on cognitive and metacognitive EFL reading comprehension of the target students. Findings from this study indicated the effectiveness of the a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities On the basis of the findings, the study advocated for the effectiveness of of a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities.
Can Scores on an Interim High School Reading Assessment Accurately Predict Low Performance on College Readiness Exams? REL 2016-124
Author: Koon, Sharon
Date: 2016-04-00
Type: Reports - Research
Subjects: Reading Tests,Scores,Predictor Variables,College Readiness,High School Students,Grade 9,Grade 10,College Entrance Examinations,Accuracy,At Risk Students,Identification,Reading Comprehension,Reading Achievement,Mathematics Achievement,Syntax,Writing Achievement,Science Achievement

During the 2013/14 school year two Florida school districts sought to develop an early warning system to identify students at risk of low performance on college readiness measures in grade 11 or 12 (such as the SAT or ACT) in order to support them with remedial coursework prior to high school graduation. The study presented in this report provides preliminary evidence that scores on an interim reading assessment in grade 9, the Florida Assessments for Instruction in Reading-Florida Standards (FAIR-FS), can be used to identify students who may score below the college readiness benchmark on the Preliminary SAT/National Merit Scholarship Qualifying Test or ACT Plan in grade 10. The percentage of students not meeting the college readiness benchmark who were correctly identified by the Florida Assessments for Instruction in Reading-Florida Standards as at risk ranged from 81 percent to 96 percent. Classification accuracy depended on the assessment and subject area being predicted. Using scores on an existing interim reading assessment in an early warning system could enable districts to identify at-risk students without additional testing burden, time away from instruction, or cost. Key findings include: (1) FAIR-FS reading comprehension scores predict PSAT/NMSQT critical reading performance with 89 percent sensitivity; (2) FAIR-FS syntactic knowledge scores predict PSAT/NMSQT math performance with 81 percent sensitivity and writing performance with 84 percent sensitivity; (3) FAIR-FS syntactic knowledge scores predict ACT Plan English performance with 81 percent sensitivity, reading performance with 84 percent sensitivity, and science performance with 96 percent sensitivity; and (4) FAIR-FS reading comprehension scores predict ACT Plan math performance with 83 percent sensitivity. Data sources and methodology are appended.
The Effect of Cooperative Learning on Middle School Math Students
Author: Remillard, Heather A.
Date: 2015-00-00
Type: Reports - Research
Subjects: Cooperative Learning,Secondary School Mathematics,Mathematics Instruction,Middle School Students,Teaching Methods,Mathematics Achievement,Grades (Scholastic),Observation,Pretests Posttests,Questionnaires,Student Surveys

The purpose of this study was to explore cooperative learning and the impact on middle school students overall academic achievement. The study included 47 students from a small private school, ranging from grades sixth through eighth. The researcher examined student perception of cooperative learning, implementation process and the overall impact of cooperative learning groups. The researcher used results from MAP tests, overall grades, observations and students pre- and post- questionnaires. The study found that in the classrooms where cooperative learning was implemented, students had academic growth in math that exceeded the national average, they built strong relationships with their classmates, and they enjoyed working in the cooperative groups. Students in these classrooms expressed a positive impression about math. The following are appended: (1) Student Questionnaire-Pre; (2) Table 1; (3) Table 2; and (4) Student Questionnaire-Post.
Minásbate Equivalents of Mathematical Concepts: Their Socio-Cultural Undertones
Author: Balbuena, Sherwin E.
Date: 2015-01-00
Type: Journal Articles
Subjects: Mathematical Concepts,Sociocultural Patterns,Interviews,Indigenous Knowledge,Culturally Relevant Education,Qualitative Research,Statistical Analysis,Vocabulary,Contrastive Linguistics,English,Afro Asiatic Languages,Elementary School Mathematics,Glossaries,Foreign Countries

This paper presents the collection and analysis of Minásbate equivalents of some concepts used in the study of arithmetic, counting, and geometry as provided by the elderly residents of the province of Masbate. The glossary of mathematical terms derived from interviews would serve as an authoritative reference for mother tongue teachers in the local primary schools. Some implications on the locality's historical and socio-cultural landscapes were deduced from the scrutiny of terminologies, such as the assimilation of foreign and neighbouring languages and the predominance of representational thinking among the natives.
The Effect of the Leader in Me, a School-Wide Positive Behavior Intervention System (SW-PBIS), Based on Student Achievement and Office Discipline Referrals for Fifth Grade Students in a Rural Elementary School in North Central Washington State
Author: Miller, Christopher A.
Date: 2016-00-00
Type: Reports - Research
Subjects: Positive Behavior Supports,Program Effectiveness,Academic Achievement,Discipline,Referral,Grade 5,Elementary School Students,Rural Schools,Program Implementation

The purpose this study was to examine the implementation of The Leader in Me, a school-wide positive behavior intervention system (SW-PBIS), and analyze its impact on 5th grade students based on student achievement and office discipline referrals in a rural elementary school in North Central Washington state. The school was in the first year of implementation when the study was conducted. Full implementation of the program was expected to require three to four years. Nevertheless, the researcher was interested to analyze results within the first year of implementation. The results of the study demonstrated that, when compared to baseline data, there was no discernible difference for office discipline referrals or student achievement during the first year of implementation of The Leader In Me. In order to understand the long term effects of the program, more information will need to be gathered over an extended period of time.
Improving Vocabulary of English Language Learners through Direct Vocabulary Instruction
Author: Hunt, Meghan
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Vocabulary Development,Grade 2,Elementary School Students,English Language Learners,Pretests Posttests,Knowledge Level,Elementary School Teachers,Oral Reading,Comparative Analysis,Direct Instruction,Scores,Teacher Effectiveness,Self Esteem,Teacher Surveys,Questionnaires

This is a report of a professional development project. The purpose of the project was to provide professional development to teachers in vocabulary instructional strategies and to examine vocabulary acquisition of English language learners. The participants were 8 second grade ELL students and 6 second grade teachers. The eight second grade students were given a pretest on their vocabulary knowledge. The vocabulary strategy of read alouds with direct vocabulary instruction was then administered to them. At the end of seven months, the students were given a post test on their vocabulary knowledge. Results from the pre/posttest comparison indicate that students' scores did improve under direct vocabulary instruction. The teachers were also given a pre and post questionnaire on their knowledge and confidence of teaching ELL students. Results from the questionnaires indicated that teachers gained both knowledge of and confidence in direct vocabulary instruction. Due to the importance of vocabulary acquisition for ELL students, educators need more formal training on effective instructional strategies to use in their classroom.
External Feedback for Educational Research: What Should We Ask?
Author: Sutton, John T.
Date: 2016-04-00
Type: Reports - Research
Subjects: Educational Research,STEM Education,Feedback (Response),Evaluation Methods,Models,Research Projects,Peer Evaluation,Research Proposals,Advisory Committees

This paper provides insights into the evaluation of educational research in order to strengthen research projects and increase the quality of evidence about what works to improve student learning from the lens of science, technology, engineering, and mathematics (STEM) education. In particular, TEAMS hopes this publication will increase the usability of research findings through evaluation approaches designed specifically to improve the processes and results of research in STEM education. The primary questions that guided the development of this paper are: What are the defining features of evaluation of research in contrast with both educational research and program evaluation? What is the relationship between research types, phases of the research cycle, and evaluation feedback models? What evaluation feedback models are best suited to different research types? What evaluation questions guide the evaluation of research projects? How should evaluation questions and feedback models be adapted for each research type as defined by the Common Guidelines for Educational Research and Development? An appendix contains tables of additional sample evaluation questions.
Magnitude Knowledge: The Common Core of Numerical Development
Author: Siegler, Robert S.
Date: 2016-05-00
Type: Journal Articles
Subjects: Numbers,Theories,Individual Development,Symbols (Mathematics),Accuracy,Knowledge Level,Correlation,Arithmetic,Mathematics Achievement,Cognitive Processes,Association (Psychology),Logical Thinking,Intervention,Developmental Stages,Cognitive Development

The integrated theory of numerical development posits that a central theme of numerical development from infancy to adulthood is progressive broadening of the types and ranges of numbers whose magnitudes are accurately represented. The process includes four overlapping trends: 1) representing increasingly precisely the magnitudes of non-symbolic numbers, 2) connecting small symbolic numbers to their non-symbolic referents, 3) extending understanding from smaller to larger whole numbers, and 4) accurately representing the magnitudes of rational numbers. The present review identifies substantial commonalities, as well as differences, in these four aspects of numerical development. With both whole and rational numbers, numerical magnitude knowledge is concurrently correlated with, longitudinally predictive of, and causally related to multiple aspects of mathematical understanding, including arithmetic and overall math achievement. Moreover, interventions focused on increasing numerical magnitude knowledge often generalize to other aspects of mathematics. The cognitive processes of association and analogy seem to play especially large roles in this development. Thus, acquisition of numerical magnitude knowledge can be seen as the common core of numerical development. [This paper was published in &quot;Developmental Science&quot; v19 n3 p341-361 May 2016 (EJ1097190).]
Exploring the Foundations of the Future STEM Workforce: K-12 Indicators of Postsecondary STEM Success. REL 2016-122
Author: Hinojosa, Trisha
Date: 2016-04-00
Type: Information Analyses
Subjects: STEM Education,Elementary Secondary Education,Postsecondary Education,Literature Reviews,Predictor Variables,Hispanic American Students,Middle Schools,High Schools,Success,Statistical Significance,College Preparation,Student Satisfaction,Parent Participation,Disproportionate Representation,Scores,Academic Achievement,College Entrance Examinations,Course Selection (Students)

The number of jobs in science, technology, engineering, and math (STEM) is growing rapidly and is expected to increase by approximately 1 million in the United States between 2012 and 2022 (Vilorio, 2014). People of many racial/ethnic minorities, however, including Hispanic people, are underrepresented among recipients of STEM degrees and among employees in STEM fields (Beede et al., 2011). Regional Educational Laboratory Southwest conducted this review of the research literature to identify malleable factors that can be measured in K-12 settings and that predict students' postsecondary STEM success (defined as enrolling in, persisting in, and completing a postsecondary STEM major or degree), particularly for Hispanic students. Identifying these predictive malleable factors can help policymakers and district and school administrators develop and implement interventions that increase the percentage of Hispanic students succeeding in postsecondary STEM majors and pursuing STEM careers. This report addressed two research questions: (1) What K-12 indicators predict postsecondary STEM success?; and (2) To what extent do K-12 indicators of postsecondary STEM success differ for Hispanic and non-Hispanic students? Key findings from this literature review include the following: (1) The number of high school math and science courses taken and the level of those courses predict postsecondary STEM success for all student subgroups; (2) Interest or confidence in STEM showed statistically significant predictive relationships with students' postsecondary STEM success; (3) Indicators related to achievement in middle school and high school predicted students' postsecondary STEM success; (4) Statistically significant high school predictors of postsecondary STEM success included schools' academic rigor, percentage of students enrolled in college preparatory programs, students' satisfaction with their teachers, and levels of parent participation; (5) Few studies examined K-12 predictors of postsecondary STEM success specifically for Hispanic students. Appended are: (1) About the literature review; (2) Abstracts of reviewed studies; and (3) Detailed findings by study.
NCES Statistical Standards. NCES 2003-601
Author: National Center for Education Statistics (ED)
Date: 2002-09-00
Type: Reports - Descriptive
Subjects: Surveys,Planning,Test Construction,Data Collection,Data Analysis,Response Rates (Questionnaires),Statistical Analysis,Information Dissemination,Standards

This report contains the 2002 revised statistical standards and guidelines for the National Center for Education Statistics (NCES), the principal statistical agency within the U.S. Department of Education. The primary goal is to provide high quality, reliable, useful, and informative statistical information to public policy decision-makers and to the general public. Thus, most of these standards and guidelines are primarily geared toward fulfilling that goal. In particular, the standards and guidelines presented in this report are intended for use by NCES staff and contractors to guide them in their data collection, analysis, and dissemination activities. These standards and guidelines are also intended to present a clear statement for data users regarding how data should be collected in NCES surveys, and the limits of acceptable applications and use. Beyond these immediate uses, we hope that other organizations involved in similar public endeavors will find the contents of some of these standards and guidelines useful in their work as well. All users of these standards and guidelines should be cognizant of the fact that the contents of this document are continually being reviewed for technological and statistical advances. The following are appended: (1) Race and Ethnicity; (2) Imputation; (3) Tabular Guidelines; and (4) Survey Titles. A glossary is also included.
High School Longitudinal Study of 2009 (HSLS:09) Base Year to First Follow-Up Data File Documentation. NCES 2014-361
Author: Ingels, Steven J.
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: High School Students,Longitudinal Studies,Annual Reports,Followup Studies,Statistical Data,Educational History,National Surveys,Test Construction,Questionnaires,Mathematics Tests,Research Design,Research Methodology,Data Collection,Data Analysis,Weighted Scores,Response Rates (Questionnaires),Item Response Theory,Disclosure,Documentation,Error of Measurement

This manual has been produced to familiarize data users with the design, and the procedures followed for data collection and processing, in the base year and first follow-up of the High School Longitudinal Study of 2009 (HSLS:09), with emphasis on the first follow-up. It also provides the necessary documentation for use of the public-use data files and information that will be helpful to analysts in accessing and understanding the restricted-use files. Chapter 1 serves as an introduction to HSLS:09. It includes an overview and history of the National Center for Education Statistics (NCES) program of longitudinal high school cohort studies, summarizes the HSLS:09 objectives, and supplies an overview of the base-year and longitudinal study design. Chapter 2 describes the base-year data collection instruments, including both the development and content of questionnaires (in the first follow-up, the student, parent, counselor, and school administrator questionnaires). Chapter 2 also provides information on the development of the mathematics assessment in algebraic reasoning and the scoring procedures and psychometric characteristics of this assessment. The sample design used in the base year and first follow-up is documented in chapter 3. Data collection methods and results--including schedules, training, procedures, and response rates--are presented in chapter 4. Chapter 5 describes data preparation and processing, including the receipt control system, coding operations, machine editing, and data file preparation. Additionally, chapter 5 provides information on the data preparation, scaling, and psychometric characteristics of some of the scales used in the first follow-up student and administrator surveys. Chapter 6 describes weighting, variance estimation, and unit nonresponse bias estimation, while chapter 7 examines item-level statistical issues such as item nonresponse bias, imputation, and disclosure risk analysis. Chapter 8 describes the contents of the data files, including the data structure and linkages to other databases. [For the appendices to this report, &quot;High School Longitudinal Study of 2009 (HSLS:09) Base Year to First Follow-up Data File Documentation. Appendixes. NCES 2014-361,&quot; see ED565693.]
An Overview of Classes Taken and Credits Earned by Beginning Postsecondary Students. NCES 2013-151rev
Author: National Center for Education Statistics (ED)
Date: 2012-11-00
Type: Reports - Evaluative
Subjects: Courses,College Credits,College Freshmen,Equivalency Tests,Advanced Placement Programs,Remedial Instruction,Withdrawal (Education),Repetition,STEM Education,Longitudinal Studies,Tables (Data),Student Characteristics,Institutional Characteristics

What can be learned from the college transcripts of beginning postsecondary students who first enrolled in the 2003-04 academic year and were followed over a 6-year period ending in 2009? The Web Tables presented in this report provide an overview of classes taken and credits earned by a nationwide sample of first-time beginning postsecondary students. Transcripts were requested from all the postsecondary institutions that students attended, providing the opportunity to create a complete, 6-year record of students' coursetaking and credit accumulation. Topics covered in the Web Tables include precollege credits, remedial education participation, withdrawals and repeated courses, and credits earned in science, technology, engineering, and mathematics (STEM). Also presented are credits earned in each year of enrollment and total credits earned by whether students earned a credential. Tables present results for student demographic and socioeconomic characteristics (sex, race/ethnicity, income, parents' education, and age); high school academic indicators (school type, SAT/ACT scores, grade point average [GPA], and highest level of math taken); the characteristics of students' first postsecondary institution attended (sector and selectivity); and their first degree program. [The Web Tables were authored by Alexandria Walton Radford and Laura Horn of MPR Associates, Inc.]