ethanporcaro/eric-fulltext-meta huggingface dataset:
Relying on Informal Sources in Speech and Language Therapy: Why and How?
Author: Durgungoz, Fatma Canan
Date: 2021-00-00
Type: Journal Articles
Subjects: Speech Language Pathology,Speech Therapy,Trust (Psychology),Intervention,Decision Making,Developmental Delays,Language Impairments,Turkish,Allied Health Personnel,Evidence Based Practice,Risk,Foreign Countries,Case Studies,Diaries,Audio Equipment,Ethics,Information Sources,Standardized Tests

This study aims to explore whether and why speech and language therapists (SLTs) use informal sources to guide their intervention decisions for children with developmental language delay (DLD). A qualitative study was conducted. Sixteen Turkish SLTs participated in this study. The methods of interviewing, participant observation and audio diary were used. An inductive thematic approach was taken to analyse the data. Five main themes were revealed from the data: 'The lack of trust in the formal standardised tests and sources', 'experience over theory', 'trial-error, 'other professionals' opinion' and 'instinct' showed that the SLTs value variety of sources and their cumulative experience when making an intervention decision. While evidence-based practice (EBP) has been increasingly used and encouraged in the SLT profession, this study shows that informal sources play a significant role in SLTs' clinical reasoning. This study sheds light on the behind factors of relying on informal sources to make intervention decisions. The role and dynamic of using informal sources could help understand the value and risks of this approach in clinical reasoning.
Direct Certification in the National School Lunch Program State Implementation Progress Report to Congress, School Year 2017-2018 &amp; School Year 2018-2019. Research Summary
Author: Ranalli, Dennis
Date: 2021-06-00
Type: Reports - Research
Subjects: National Programs,Lunch Programs,Certification,Eligibility,School Districts,Low Income Students,Performance,Best Practices,Child Health,Federal Legislation,Nutrition,Federal Aid,Federal Programs,State Programs,Data Use

This report responds to the requirement of PL 110-246 to assess the effectiveness of state and local efforts to directly certify children for free school meals. Direct certification is a process conducted by the states and by local educational agencies (LEAs) to certify eligible children for free meals without the need for household applications. The 2004 Child Nutrition and WIC Reauthorization Act (PL 108-265) required LEAs to establish systems to directly certify children from households that receive Supplemental Nutrition Assistance Program (SNAP) benefits by school year (SY) 2008-2009. This report presents information on the outcomes of direct certification for SY 2017-2018 and SY 2018-2019. [This report was produced with the Food and Nutrition Service's Child Nutrition Division. For the SY 2015-2016 &amp; SY 2016-2017 report, see ED616726.]
Effects of Sports Training on Social and Academic Skills in Autistic Individuals
Author: Parlak, Özge
Date: 2021-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Athletics,Training,Skill Development,Children,Adolescents,Young Adults,Program Effectiveness,Interpersonal Competence,Social Development,Academic Ability,Social Behavior,Age Differences,Foreign Countries,Parents,Communication Skills,Adjustment (to Environment),Anxiety,Fear,Interests,Standards

Autistic Spectrum Disorder (ASD) is an important public health problem. It refers to a developmental disability and can cause significant social, communication and behavioral challenges. According to the previous studies there is no precisely treatment for individuals with ASD. However, they can be improved and can be taught important skills such as expressing their feelings, overcoming their fears, developing their physical abilities and working and bonding with their peers by especially sport education. Sport education or training was implemented with 10 participants with ASD aged 5,5-29 years. One parent from each family who accompanied ten individuals with ASD during sporting events participated in this study. A standardized open-ended interview method was applied to the parents. Social Skill Interview Questions and Academic Skill Interview Questions were applied to the interviewees. The interviews were recorded, transcribed and analyzed. The purpose of the current study was to explore the effect of sports training on social and academic skills in individuals with ASD. Sport helped individual with ASD make progress in social skills such as communication, participation in the game, social relations, behavioral problems and waiting in line, body awareness and balance control, interests, following rules and instructions. On the other hand, it did not yield to the ability to transition from activity to activity and it did not contribute to a few individuals with ASD, while it contributed positively to many individuals with ASD, although some had rather slow success. In the academic skills of sports, perception studies supported skills such as preparation for first literacy, sound words and sentences, listening, relations between objects, and rhythmic counting. While it was recognized that sports contributed considerable improvement to some of the individuals in skills such as writing their own names, grammar, natural numbers, operations, and measures, unfortunately it did not help some of them in progress. It was observed that the majority of those who did not progress were younger. Sport training or education did not support to the ability to perform operations using division and calculator. Evidence suggests that sport education has ultimately a positive effect on the social and academic skills of individuals with ASD. [Paper presented at the International Eurasian Sports Education and Society Congress (5th).]
Landscape of CTE Leaders. Career and Technical Education Leadership Series. Updated
Author: Conrad, Michelle
Date: 2021-12-06
Type: Reports - Research
Subjects: Vocational Education,Leadership,Educational Quality,Administrator Qualifications,Administrators,School Personnel,Secondary Schools

The power of career and technical education (CTE) programs rests in the strength of the teachers and administrators working to provide quality CTE for students. While the scope and nature of teacher certification is fairly well documented, the scope and nature of requirements for those professionals in administrative roles in CTE is not. The goal of this study was to begin establishing a greater understanding of CTE leader certification and training needs by mapping and examining efforts nationally. This research focused on identifying and locating critically important data about CTE leaders that will be used to inform the design of professional development materials and further establish and broaden the channels of communications about new resources for CTE administrative professionals.
Automated Writing Instruction and Feedback: Instructional Mode, Attitudes, and Revising
Author: Roscoe, Rod D.
Date: 2018-00-00
Type: Reports - Research
Subjects: High School Students,Student Attitudes,Writing Evaluation,Feedback (Response),Intelligent Tutoring Systems,Revision (Written Composition),Accuracy,Usability,Essays,Writing Instruction,Teaching Methods,Writing Ability,Writing Strategies,Game Based Learning

This study evaluates high school students' perceptions of automated writing feedback, and the influence of these perceptions on revising, as a function of varying modes of computer-based writing instruction. Findings indicate that students' perceptions of automated feedback accuracy, ease of use, relevance, and understandability were favorable. Immediate perceptions of feedback received on a selected essay were minimally related to how and whether students revised their essays. However, attitudes formed over multiple sessions were significantly related to revising. More importantly, the mode of instruction appeared to influence how feedback perceptions shaped revising behaviors. Students who engaged in traditional writing-based training and practice seemed to focus on their own perceived writing abilities when deciding how to revise. In contrast, students who also received strategy instruction and game-based practice attended more carefully to the perceived quality of the automated feedback. [This paper was published in: &quot;Proceedings of the Human Factors and Ergonomics Society 2018 Annual Meeting,&quot; Human Factors and Ergonomics Society, 2018, pp.2089-2093.]
Can Closed-Ended Practice Tests Promote Understanding from Text?
Author: Hildenbrand, Lena
Date: 2021-00-00
Type: Reports - Research
Subjects: Test Format,Outcomes of Education,Cognitive Processes,Learning Activities,Recall (Psychology),Multiple Choice Tests,Cues,Language Processing,Testing,Educational Benefits,Test Items,Instructional Effectiveness,Undergraduate Students,Urban Universities,Psychology,Introductory Courses,Prior Learning,Scores,Reading Tests,College Entrance Examinations,Comparative Analysis

Many studies have demonstrated that testing students on to-be-learned materials can be an effective learning activity. However, past studies have also shown that some practice test formats are more effective than others. Open-ended recall or short answer practice tests may be effective because the questions prompt deeper processing as students must generate an answer. With closed-ended testing formats such as multiple-choice or true-false tests, there are concerns that they may prompt only superficial processing, and that any benefits will not extend to non-practiced information or over time. They also may not be effective for improving comprehension from text as measured by how-and-why questions. The present study explored the utility of practice tests with closed-ended questions to improve learning from text. Results showed closed-ended practice testing can lead to benefits even when the learning outcome was comprehension of text. [This paper was published in: &quot;Proceedings of the 43rd Annual Conference of the Cognitive Science Society,&quot; 2021, pp.327-333.]
2021 Fact Book: Arkansas Public Higher Education
Author: Arkansas Division of Higher Education (ADHE)
Date: 2021-08-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Public Colleges,Educational Finance,Income,Expenditures,Operating Expenses,Two Year Colleges,Universities,State Aid,College Athletics,State Legislation,Resource Allocation,Financial Support,Tuition,Fees,Federal Aid,Grants,Donors,Endowment Funds,Salaries,Libraries,Research,Museums,Student Personnel Services,Maintenance,Scholarships,Fellowships,College Housing,Food Service,School Health Services

This publication provides governmental and higher education decision-makers a statewide perspective of Arkansas public higher education finance for the 2021-23 biennium, as well as trends for the past several years. It also contains a detailed financial profile of each institution and presents a basis for comparative assessments of revenue sources and expenditure patterns. The Fact Book contains seven sections: (1) the Arkansas Higher Education Coordinating Board recommendations for appropriations for the 2021-23 biennium; (2) 2021-23 legislative appropriations; (3) funding history of Arkansas higher education; (4) history of current fund revenues and expenditures; (5) history of unrestricted educational and general and auxiliary revenues and expenditures; (6) history of athletic revenues and expenditures; and (7) miscellaneous supplemental information. The Financial Profiles section of the 2021 Fact Book relies on Series 17 information submitted by institutions of higher education for revenue and expenditure breakouts. Also, in an effort to assist the reader in analyzing specific trends, Section 5 focuses on individual institutions with profile sections that contain five years of data. [For the 2019 Fact Book, see ED602459.]
Modernizing Teacher Pensions to Work for All Teachers (in an Ecosystem of Broad Educational Choice). Sketching a New Conservative Education Agenda
Author: Lueken, Martin F.
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Retirement Benefits,Teacher Retirement,Public School Teachers,School Choice,Faculty Mobility

Retirement benefits are integral to teacher compensation; yet, most pension plans are designed to reward teachers who remain in a system for a full career while levying substantial penalties on those who do not. Even teachers who devote their lives to the profession but do not stay in a single system for their entire careers are not served well by many of these plans. States must facilitate a dynamic educational workforce while placing teachers on a path to a secure retirement. Unfortunately, many teachers' retirement plans today fall short of these objectives. This report discusses final salary defined benefit (DB) plans, pension borders, issues with how benefits accrue, and pension plan reforms and why conservatives should champion for them.
Risk-Sharing Income Share Agreements: How a New Financing Mechanism Can Protect Taxpayers and Incentivize Universities to Offer Affordable Career-Oriented Programs
Author: Brickman, Michael
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Higher Education,Tuition,Risk,Taxes,Student Financial Aid,Costs,Debt (Financial),Federal Aid,Income,Loan Repayment,Educational Finance,Program Design,Educational Opportunities,Universities,Career Development,Incentives,College Role

Today, institutions of higher education may charge whatever they wish for the education they provide, and the government provides the capital for student's tuition through loans without institutions bearing any meaningful risk if students do not repay. Naturally, this drives up costs and borrowing. On top of tuition and fees, students can borrow for living expenses, study abroad, and more which can quickly lead students to rack up more debt than they can afford. To begin to address these challenges, Congress could make income share agreements (ISAs) provided by each student's institution the primary (or sole) federal financing option available to students. Like all income share agreements, students with a risk-sharing income share agreement (rISA) would have their education paid for upfront in exchange for repaying an affordable percentage of their income for a predetermined number of months thereafter. Ultimately, all parties should be able to support financing arrangements that ensure students can afford their monthly payments; open doors to new, career-aligned educational offerings; and empower institutions to design arrangements that work for their students. These changes alone could revolutionize higher education opportunity in America.
(Mis)Information and the Value of College Names. EdWorkingPaper No. 20-329
Author: Eble, Alex
Date: 2021-11-00
Type: Reports - Research
Subjects: Colleges,Universities,Institutional Characteristics,Reputation,College Choice,Labor Market,College Graduates,Employment Potential,Educational Change,Organizational Change,Foreign Countries,College Admission,College Applicants,Deception,Student Attitudes

Hundreds of colleges have changed their names to signal higher quality. We estimate how this affects college choice and the labor market performance of college graduates. Administrative data show that name-changing colleges enroll higher-aptitude students, with larger effects for attractive-but-misleading name changes and among students with less information. A resume audit study shows that employer callbacks respond to the increased aptitude of recruited students at these colleges. We broaden these results using scraped online text data, survey data, and other administrative data. Our study demonstrates that signals designed to change beliefs can have real, lasting impacts on market outcomes.
A Multi-Dimensional Analysis of Writing Flexibility in an Automated Writing Evaluation System
Author: Allen, Laura K.
Date: 2018-03-00
Type: Reports - Research
Subjects: Writing Evaluation,Writing Tests,Computer Assisted Testing,Writing Skills,Essays,Natural Language Processing,Feedback (Response),Revision (Written Composition),Reading Comprehension,Summative Evaluation,Formative Evaluation,Spelling,Grammar,Prompting,Intelligent Tutoring Systems,High School Students

The assessment of writing proficiency generally includes analyses of the specific linguistic and rhetorical features contained in the singular essays produced by students. However, researchers have recently proposed that an individual's ability to flexibly adapt the linguistic properties of their writing might more closely capture writing skill. However, the features of the task, learner, and educational context that influence this flexibility remain largely unknown. The current study extends this research by examining relations between linguistic flexibility, reading comprehension ability, and feedback in the context of an automated writing evaluation system. Students (n = 131) wrote and revised six essays in an automated writing evaluation system and were provided both summative and formative feedback on their writing. Additionally, half of the students had access to a spelling and grammar checker that provided lower-level feedback during the writing period. The results provide evidence for the fact that developing writers demonstrate linguistic flexibility across the essays that they produce. However, analyses also indicate that lower-level feedback (i.e., spelling and grammar feedback) have little to no impact on the properties of students' essays nor on their variability across prompts or drafts. Overall, the current study provides important insights into the role of flexibility in writing skill and develops a strong foundation on which to conduct future research and educational interventions. [This paper was published in: &quot;LAK18,&quot; March 7-9, 2018, Sydney, NSW, Australia, ACM, 2018, pp. 380-388.]
Quantitative Evaluation of Prospective Teachers&apos; Views on Inclusive Education
Author: Turkoguz, Suat
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Attitude Measures,Student Attitudes,Inclusion,Correlation,Special Needs Students,Pedagogical Content Knowledge,Positive Attitudes,Teaching Skills,State Universities,Foreign Countries

In this study, pre-service teachers' views on inclusive education were evaluated from a quantitative research perspective. The survey model, one of the quantitative research designs, was used. The sample of the study consists of 482 prospective teachers studying at the same state university. The &quot;Opinions Related to Mainstreaming Scale&quot; was used to evaluate the views of pre-service teachers about inclusion. In the study, frequency and percentage values for each item were calculated for the data obtained from the study. In addition, Pearson correlation coefficient was calculated to determine whether there was a relationship between the sub-dimensions of the scale depending on the data collected. Although the results of the research are generally positive, the opinions of the pre-service teachers about inclusive education are inconsistent with each other, indicating that the knowledge and skill levels of the pre-service teachers about students with special needs are insufficient. It is important for a qualified inclusive education that teacher candidates who will start working in schools in the future develop positive attitudes towards inclusive education and have high levels of knowledge and skills.
Research on the Effects of Reading Habits on the Academic Achievement of High School Students in Biology Course
Author: Önel, Arzu
Date: 2021-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Academic Achievement,High School Seniors,Phenomenology,Student Attitudes,Institutional Characteristics,Gender Differences,Grades (Scholastic),Reading Habits,Foreign Countries,Figurative Language,Correlation,Science Achievement,Item Analysis,Student Characteristics

The aim of this study is to examine whether reading habits have any effects on the academic achievement of the biology course of high school students in Turkey. In the research, the relational screening model was preferred from the quantitative research models and the phenomenological approach was preferred from the qualitative research models, so the mixed method was used. The study group consists of 266 students studying in the final year of various high schools and who took biology courses before in the province of Kars in Turkey. Data were collected by the questionnaire form prepared by the researchers. In the questionnaire, the participants were asked 12 questions in total; 4 questions to determine the variables of the type of school, education fields, gender, school report marks, 5 close-ended questions to be thought to be able to determine their reading habits, 2 open-ended questions and 1 metaphor question. Frequency and percentage values were calculated for descriptive analysis of the answers given to the questionnaire items. Chi-square analysis was used to examine the relationship between demographic characteristics and the reading habits of the students, and the content analysis technique was used to analyze metaphors.
Examining &quot;Bridges in Mathematics&quot; and Differential Effects among English Language Learners
Author: Hall, Garret J.
Date: 2021-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,English Language Learners,Language Proficiency,Comparative Analysis,Elementary School Students,Achievement Gains,Academic Achievement,School Districts,Grade 5,Program Effectiveness,Standards,Mathematics Tests,Elementary School Mathematics

Determining the effectiveness of core mathematics curricula is foundational to evidence-based practice. Examining effectiveness heterogeneity is also crucial to better understanding mathematics achievement among English language learners (ELLs). In this study, we used a quasi-experimental design (difference-in-differences) to examine the impact of a standards-based elementary mathematics curriculum (&quot;Bridges in Mathematics&quot;) on fifth graders' annual gains in mathematics achievement in a large midwestern school district compared to the district's prior curriculum (&quot;Investigations&quot;). We also investigated whether the effect of &quot;Bridges&quot; varied across English language proficiency (ELP) levels of English language learners (ELLs). Students in schools that implemented &quot;Bridges&quot; (n = 1,839) showed significantly greater mathematics gains compared to those receiving the prior curriculum (n = 3,354; g = 0.25 in change score standard deviations). This effect did not vary significantly across ELP levels. Limitations of this study as well as implications for research and practice with core curricula are discussed. [This paper was published in &quot;School Psychology Review.&quot;]
Yet Another Predictive Model? Fair Predictions of Students&apos; Learning Outcomes in an Online Math Learning Platform
Author: Li, Chenglu
Date: 2021-04-00
Type: Speeches/Meeting Papers
Subjects: Learning Analytics,Prediction,Models,Electronic Learning,Artificial Intelligence,Mathematics

To support online learners at a large scale, extensive studies have adopted machine learning (ML) techniques to analyze students' artifacts and predict their learning outcomes automatically. However, limited attention has been paid to the fairness of prediction with ML in educational settings. This study intends to fill the gap by introducing a generic algorithm that can orchestrate with existing ML algorithms while yielding fairer results. Specifically, we have implemented logistic regression with the Seldonian algorithm and compared the fairness-aware model with fairness-unaware ML models. The results show that the Seldonian algorithm can achieve comparable predictive performance while producing notably higher fairness. [This paper was published in: &quot;LAK21: 11th International Learning Analytics and Knowledge Conference (LAK21), April 12-16, 2021, Irvine, CA, USA,&quot; ACM, 2021.]