ethanporcaro/eric-fulltext-meta huggingface dataset:
Game-Based Practice versus Traditional Practice in Computer-Based Writing Strategy Training: Effects on Motivation and Achievement
Author: Proske, Antje
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Games,Computer Games,Student Motivation,Academic Achievement,Learner Engagement,Essays,Writing (Composition),Comparative Analysis,Models,Instructional Design,Writing Strategies,Writing Instruction,Instructional Effectiveness,College Students,Foreign Countries

Achieving sustained student engagement with practice in computer-based writing strategy training can be a challenge. One potential solution is to foster engagement by embedding practice in educational games; yet there is currently little research comparing the effectiveness of game-based practice versus more traditional forms of practice. In this study, the ARCS model (Keller, Perform Instr 26(8):1-7, 1987b) was used to investigate the motivational characteristics of different practice conditions. To this end, 175 students were randomly assigned to one of four experimental conditions: game-based, question-based, model-based, and writing-based practice. All students first learned strategies to write an essay introduction. Subsequently, students practiced using the strategies in the four different conditions. Game-based practice was expected to positively affect ARCS-related motivation toward practice. Results showed that students perceived game-based practice as significantly more interesting and engaging than question-based practice. However, although game-based practice was perceived more positively, only model-based and question-based practice demonstrated a beneficial impact on students' ability to implement the writing strategies. These results underline the necessity of interconnecting motivational and instructional design when developing practice methods for computer-based writing strategy training. [This paper was published in &quot;Educational Technology Research and Development&quot; (EJ1041290).]
Can Universal SEL Programs Benefit Universally? Effects of the Positive Action Program on Multiple Trajectories of Social-Emotional and Misconduct Behaviors
Author: Duncan, Robert
Date: 2016-12-28
Type: Reports - Research
Subjects: Social Development,Emotional Development,Behavior Problems,Behavior Modification,Values Education,Low Income Students,Urban Youth,Elementary School Students,Middle School Students,Outcomes of Treatment,Program Effectiveness,Student Improvement,Growth Models,Intervention,Prosocial Behavior,Student Behavior,Self Control

Behavioral trajectories during middle childhood are predictive of consequential outcomes later in life (e.g., substance abuse, violence). Social and emotional learning (SEL) programs are designed to promote trajectories that reflect both growth in positive behaviors and inhibited development of negative behaviors. The current study used growth mixture models to examine effects of the &quot;Positive Action&quot; program (PA) on behavioral trajectories of social-emotional and character development (SECD) and misconduct using data from a cluster-randomized trial that involved 14 schools and a sample of predominately low-income, urban youth followed from 3rd through 8th grade. For SECD, findings indicated that PA was similarly effective at improving trajectories within latent classes characterized as &quot;High/declining&quot; and &quot;Low/stable&quot;. Favorable program effects were likewise evident to a comparable degree for misconduct across observed latent classes that reflected &quot;Low/rising&quot; and &quot;High/rising&quot; trajectories. These findings suggest that PA and perhaps other school-based universal SEL programs have the potential to yield comparable benefits across subgroups of youth with differing trajectories of positive and negative behaviors, making them promising strategies for achieving the intended goal of school-wide improvements in student outcomes. [This paper was published in &quot;Prevention Science&quot; v18 p214-224 2017.]
Combining a Kindergarten Readiness Summer Program with a Self-Regulation Intervention Improves School Readiness
Author: Duncan, Robert J.
Date: 2018-00-00
Type: Reports - Research
Subjects: Kindergarten,Young Children,School Readiness,Summer Programs,Self Control,Early Intervention,Outcomes of Education,Academic Achievement,Numeracy,Literacy,At Risk Students

Self-regulation and academic skills in kindergarten are strong predictors of later achievement. However, many children enter kindergarten without adequate levels of these skills, often because of limited participation in early childhood education. The current study examined a kindergarten readiness summer program (Bridge to Kindergarten; B2K) that served children with no prior preschool experience. The first study goal was to examine the effects of adding a self-regulation intervention to the B2K program on children's self-regulation, math, and literacy. The second study goal was to compare changes in self-regulation, math, and literacy during the kindergarten transition period for children attending the B2K program with the intervention to expected development. Results from a randomized trial indicated that children who participated in the B2K program that included the self-regulation intervention experienced more gains in self-regulation relative to children who participated in the B2K program alone. There were no significant effects on math or literacy at the end of the program. However, when examining change during the kindergarten transition period, participation in the B2K program with the self-regulation intervention was associated with improved growth in self-regulation, math, and literacy into the fall of kindergarten compared to expected development. Collectively, the findings suggest a kindergarten readiness summer program that incorporates a self-regulation intervention leads to improved school readiness in children at higher risk for later school difficulties. [This paper was published in &quot;Early Childhood Research Quarterly&quot; v42 p291-300 2018.]
Examining the Relations between Executive Function, Math, and Literacy during the Transition to Kindergarten: A Multi-Analytic Approach
Author: Schmitt, Sara A.
Date: 2017-03-00
Type: Reports - Research
Subjects: Executive Function,Mathematics Instruction,Transitional Programs,Kindergarten,Numeracy,Preschool Children,Structural Equation Models,Correlation,Elementary School Mathematics,Literacy,Parent Surveys,Cognitive Ability,Cognitive Tests,Achievement Tests,English (Second Language),Language Proficiency,Second Language Learning,Surveys,Regression (Statistics),Statistical Analysis,Maximum Likelihood Statistics,Factor Analysis

The present study explored the bidirectional and longitudinal associations between executive function (EF) and early academic skills (math and literacy) across four waves of measurement during the transition from preschool to kindergarten using two complementary analytical approaches: cross-lagged panel modeling and latent growth curve modeling (LCGM). Participants included 424 children (49% female). On average, children were approximately 4.5 years old at the beginning of the study (M = 4.69, SD = 0.30) and 55% were enrolled in Head Start. Cross-lagged panel models indicated bidirectional relations between EF and math over preschool, which became directional in kindergarten with only EF predicting math. Moreover, there was a bidirectional relation between math and literacy that emerged in kindergarten. Similarly, LGCM revealed correlated growth between EF and math as well as math and literacy, but not EF and literacy. Exploring the patterns of relations across the waves of the panel model in conjunction with the patterns of relations between intercepts and slopes in the LGCMs led to a more nuanced understanding of the relations between EF and academic skills across preschool and kindergarten. Implications for future research on instruction and intervention development are discussed. [This paper was published in &quot;Journal of Educational Psychology&quot; v109 p1120-1140 2017 (EJ1160615).]
Contrasting Writing Practice Formats in a Writing Strategy Tutoring System
Author: Roscoe, Rod D.
Date: 2018-00-00
Type: Reports - Research
Subjects: High School Students,Writing Instruction,Computer Assisted Instruction,Writing Strategies,Intelligent Tutoring Systems,Essays,Educational Games,Writing Skills,Writing Attitudes,Reading Tests

A critical challenge for computer-based writing instruction is providing appropriate and adaptive practice. The current study examined three modes of computer-based writing practice with the goal of identifying those with the greatest learning and motivational value. High school students learned about writing strategies by studying lessons within the Writing Pal tutoring system and then practiced relevant strategies via essay-based practice, strategy practice, or game-based strategy practice. Students acquired strategy knowledge regarding their assigned topics, but there were no main effects of practice format. Similar findings were observed for students' beliefs about the value of writing practice. However, the effects of practice format depended on prior literacy ability in subtle ways. Essay-based practice appeared to be more effective for skilled readers, whereas less skilled readers benefitted more from game-based practice. Overall, &quot;multiple forms&quot; of practice opportunities may optimize benefits, although non-game forms of strategy practice are less preferable to students than game-based formats. [At the time of submission, this article was in press with &quot;Journal of Educational Computing Research.&quot;]
Exploring the Influence of Homogeneous versus Heterogeneous Grouping on Students&apos; Text-Based Discussions and Comprehension
Author: Murphy, P. Karen
Date: 2017-00-00
Type: Reports - Research
Subjects: Ability Grouping,Heterogeneous Grouping,Homogeneous Grouping,Grouping (Instructional Purposes),Small Group Instruction,Teaching Methods,Grade 4,Grade 5,Elementary School Students,Reading Fluency,Oral Reading,Faculty Development,Reading Comprehension,Discourse Analysis,Discussion (Teaching Technique)

Small-group, text-based discussions are a prominent and effective instructional practice, but the literature on the effects of different group composition methods (i.e., homogeneous vs. heterogeneous ability grouping) has been inconclusive with few direct comparisons of the two grouping methods. A yearlong classroom-based intervention was conducted to examine the ways in which group composition influenced students' discourse and comprehension. Fourth- and fifth-grade students (N = 62) were randomly assigned to either a homogeneous or heterogeneous ability small-group discussion. All students engaged in Quality Talk, a theoretically- and empirically-supported intervention using small-group discussion to promote high-level comprehension. Multilevel modeling revealed that, on average, students displayed positive, statistically and practically significant gains in both basic and high-level comprehension performance over the course of Quality Talk. Further, our findings indicated heterogeneous ability grouping was more beneficial than homogeneous ability grouping for high-level comprehension, on average, with low-ability students struggling more in homogeneous grouping. With respect to student discourse, additional quantitative and qualitative analyses revealed group composition differences in terms of the frequency, duration, and quality of student questions and responses, as well as the types of discourse low-ability students enacted in homogeneous groups. This study expands upon the extant literature and informs future research and practice on group composition methods. [This paper was published in &quot;Contemporary Educational Psychology&quot; v51 p336-355 2017.]
The Development and Employment Status of Sports Management Career and the Case of Turkey
Author: Yazici, Tuba
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletics,Physical Education,Business Administration Education,Majors (Students),College Students,Student Attitudes,Employment Potential,Job Skills,Education Work Relationship,Employment Patterns,Job Satisfaction

Sport management as a young academic discipline experienced remarkable development throughout the world. This improvement has enhanced the need of sport management professionals, and career positions of sport management has received much interest. Therefore, universities have attempted to develop sport management curricula at the undergraduate and graduate levels in order to meet the needs of professionals who are specifically trained in sport management discipline (Tripathi, 2013). In recent years, the number of institutions of higher education in sport management has grown around the world. As a young academic discipline, this remarkable development throughout the world has not been without challenges, problems and controversies (Jones, Brooks, &amp; Mak, 2008). One of the most recently perceived and stated concern is that there are excessive numbers of sport management graduates, which limit employment opportunities. In this regard, aims of this study were to: (1) Provide an overview of the development of sport management programs throughout the world and in Turkey, (2) provide a descriptive critique of sport management graduates' employment status and graduate's employment perceptions in Turkey. For this purpose, a comprehensive literature review was performed with regard to the development and employment status of sports management discipline.
Form-Focused Instruction for the English Article: A Meta-Analysis
Author: Schenck, Andrew
Date: 2015-00-00
Type: Journal Articles
Subjects: Grammar,English (Second Language),Second Language Learning,Form Classes (Languages),Meta Analysis,Correlation,Teaching Methods,Instructional Effectiveness,Second Language Instruction,Effect Size,Language Proficiency,Context Effect,Comparative Analysis

Factors, such as treatment complexity and duration, language proficiency, and educational context (EFL vs. ESL), can significantly influence language performance in experimental studies. The purpose of the present meta-analysis is to investigate the degree to which these causal factors influence linguistic improvement in studies of the English article. Nineteen experimental studies of the English article were chosen for analysis. After data were collected, the effect sizes of individual causal factors were compared using Spearman rank-order correlation. Next, the combined influence of the causal factors was calculated by performing a multiple regression. The results suggest that each hypothesized influence contributes to the effect size, and together, they account for nearly one fifth of the variance of effect sizes within individual studies. Due to the significance of the results, it appears essential that the determinants examined in this study be considered when assessing the effectiveness of grammar-focused instructional techniques. In the future, more multivariate, holistic studies are needed to understand how systematic differentiation of these multiple causes can improve the acquisition process.
Teachers&apos; Opinions on Unethical Conducts of Education Administrators
Author: Karatas, Süleyman
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Opinions,Administrator Behavior,Ethics,School Administration,Teacher Administrator Relationship,Organizational Climate,Success,Responsibility,Productivity

The purpose of this study is to determine teachers' opinions on unethical conducts of education administrators and on individual or organizational reflections of such behaviours in terms of various independent variables. The study is a qualitative study with a holistic multiple-case pattern. The study group of the study consisted of 10 teachers who were employed in official training-education institutions located in Kepez District, Antalya Province and voluntarily participated in the study. Interview data were attempted to be analysed using descriptive and content analysis methods. It was determined as a result of the study that education administrators were in unethical conducts. Furthermore, it was found out that unethical conducts of education administrators had negative effects on organizational structure and functioning and that ethical conducts of education administrators increased organizational and academic success and positively affected organizational commitment.
Effects of Enrichment Programs on the Academic Achievement of Gifted and Talented Students
Author: Al-Zoubi, Suhail Mahmoud
Date: 2018-00-00
Type: Journal Articles
Subjects: Enrichment Activities,Gifted,Talent,Academic Achievement,Achievement Tests,Pretests Posttests,Outcomes of Education,Foreign Countries,Program Descriptions,Multiple Choice Tests,Grade 7,Program Effectiveness

The aim of the study was to explore the effect of enrichment programs on the academic achievement of gifted and talented students. The sample of the study consisted of (30) gifted and talented students studying at Al-Kourah Pioneer Center for gifted and talented students (APCGTS), Jordan. An achievement test was developed and applied on the sample of the study as a pretest and posttest. The results showed the effects of enrichment programs at APCGTS on improving the academic achievement of gifted and talented students.
Behavioral Tendencies of Single Parent Students
Author: Usakli, H.
Date: 2018-00-00
Type: Journal Articles
Subjects: One Parent Family,Parent Child Relationship,Well Being,Divorce,Emotional Response,Teacher Attitudes,Student Behavior,Family Relationship,Elementary School Teachers,Principals,School Psychologists,School Counselors,Child Development,Aggression,Assertiveness,Foreign Countries

Background and Aim of Study: A Family is social unit of two or more people related by blood, marriage, or adoption and having a shared commitment to the mutual relationship. The definition of single parent is someone who has a child or children but no husband, wife, or partner who lives with them. Death of a partner and divorce are main causes of being single parent. Children are affected by divorce in many different ways, varying by the circumstances and age of the child. Children whose ages are seven to twelve are much better at expressing emotions and accepting parentage breakage, but often distrust their parents, rely on outside help and support for encouragement, and may manifest social and academic problems. The aim of the study: to find out teachers opinion of single parents' students' behavioral tendency. Material and Methods: This qualitative study represents 30 teachers' opinions on single parent students' problems. Results: Not only in deep theoretical framework but also recent studies underline the importance of healthy family relation on child wellbeing. Every child may have potential for single parent in nowadays society. Experienced elementary teachers claim that single parent students are more submissive and aggressive. In addition of this, they are less assertive when comparing to their two parents counterparts. Conclusions: Not only school psychologists and guidance practitioners but also teachers and school principles should be aware of the potential single parent students' needs. Being more assertive or aggressive creates fewer opportunity for single parent students. Productive society will be raised with only equal sublimation of all children's developments.
Forum Guide to Reporting Civil Rights Data. NFES 2017-168
Author: National Forum on Education Statistics (ED)
Date: 2018-01-00
Type: Guides - General
Subjects: Civil Rights,Student Rights,Data,Information Utilization,Data Collection,School Districts,State Departments of Education,Public Agencies,Educational Indicators,Case Studies,Reports,Accuracy,Information Dissemination

The Forum Guide to Reporting Civil Rights Data presents a variety of effective methods through which local education agencies (LEAs) report civil rights data to the U.S. Department of Education's Office for Civil Rights. In addition, the guide provides examples of how state education agencies can voluntarily help their LEAs with Civil Rights Data Collection (CRDC) reporting. The guide includes an overview of the CRDC, a discussion of the challenges and opportunities in reporting civil rights data, an explanation of the CRDC reporting process, and case studies that examine how specific education agencies report civil rights data.
Basic Facts about Low-Income Children: Children under 9 Years, 2016. Fact Sheet
Author: Koball, Heather
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Young Children,Low Income Groups,Poverty,Family Income,At Risk Persons,Parent Background,Educational Attainment,Employment Level,Racial Differences,Ethnicity,Socioeconomic Influences,Age Differences,Geographic Regions,Housing,Ownership,Energy,Preschool Education,Health Insurance,Welfare Services,Family Structure,Immigrants

Among all children under 18 years in the U.S., 41 percent live in low-income families and 19 percent--approximately one in five--are poor. This means that children are overrepresented among the nation's poor; they represent 23 percent of the population but comprise 32 percent of all people in poverty. Many more children live in families with incomes just above the poverty threshold. Young children--those under age 9 years--appear to be particularly vulnerable, with 44 percent living in low-income families, including 21 percent living in poor families. Being a child in a low-income or poor family does not happen by chance. Parental education and employment, race/ethnicity, and other factors are associated with children's experience of economic insecurity. This fact sheet describes the demographic, socioeconomic, and geographic characteristics of young children and their parents. It highlights important factors that appear to distinguish low-income and poor young children from their less disadvantaged counterparts.
Basic Facts about Low-Income Children: Children under 18 Years, 2016. Fact Sheet
Author: Koball, Heather
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Low Income Groups,Poverty,Family Income,At Risk Persons,Parent Background,Educational Attainment,Employment Level,Racial Differences,Ethnicity,Socioeconomic Influences,Age Differences,Geographic Regions,Housing,Ownership,Energy,Preschool Education,Health Insurance,Welfare Services,Children,Adolescents,Family Structure,Immigrants

Among all children under 18 years in the U.S., 41 percent are low-income children and 19 percent--approximately one in five--are poor. This means that children are overrepresented among the nation's poor; they represent 23 percent of the population but comprise 32 percent of all people in poverty. Many more children live in families with incomes just above the poverty threshold. Being a child in a low-income or poor family does not happen by chance. Parental education and employment, race/ethnicity, and other factors are associated with children's experience of economic insecurity. This fact sheet describes the demographic, socioeconomic, and geographic characteristics of children and their parents. It highlights the important factors that appear to distinguish low-income and poor children from their more advantaged counterparts.