ethanporcaro/eric-fulltext-meta huggingface dataset:
Applying New Methods to the Measurement of Fidelity of Implementation: Examining the Critical Ingredients of the Responsive Classroom Approach in Relation to Mathematics Achievement
Author: Abry, Tashia D. S.
Date: 2011-00-00
Type: Reports - Research
Subjects: Mathematics Achievement,Inferences,Teaching Methods,Fidelity,Mathematics Instruction,Longitudinal Studies,Predictor Variables,Correlation,Measurement Techniques,Curriculum Implementation,Grade 4,Control Groups,Experimental Groups,Teacher Surveys,Achievement Tests,Observation

The present study examines data collected during the second year of a three-year longitudinal cluster randomized controlled trial, the Responsive Classroom Efficacy Study (RCES). In the context of and RCT, the research questions address naturally occurring variability in the independent variables of interest (i.e., teachers' (fidelity of implementation) FOI to RC practices) and their relation to students' mathematics achievement. Findings highlight the differences between traditional measure-based composites of FOI and contemporary practice-based composites, as well as the relation between teachers' use of specific RC practices and students' mathematics achievement, but do not permit causal inferences regarding these associations. (Contains 3 figures and 5 tables.)
Using Mahalanobis Distance Scores for Matched Pairing of Schools in a Randomized Controlled Trial Study of Leadership and Assistance for Science Education Reform (LASER)
Author: Zoblotsky, Todd
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Science Instruction,Educational Change,Research Methodology,Site Selection,Experimental Groups,Control Groups,Sampling,Elementary School Science,Elementary Schools,Middle Schools,Scores

The present paper describes the recruitment and site selection process that has been underway since January 2011, with particular emphasis on the use of Mahalanobis distance score to determine matched pairs of sites prior to randomization to treatment and control groups. Through a systematic winnowing process, the authors found that they could reduce the number of potential matching variables from more than 100 to just 11 matching variables. By computing Mahalanobis Distance scores for each eligible school, and discussing the results as a team, they  were able to identify a set of matched pairs that, when randomly assigned to their two treatment conditions, produced two sets of schools that were well matched on the relevant variables, i.e., represented a level playing field for the RCT in North Carolina. They will use the same process to match and randomly assign schools in their other two regions. They hope that other researchers engaged in similar work will find this account useful. (Contains 5 tables.)
What Drives Alignment between Teachers' Survey Self-Reports and Classroom Observations of Standards-Based Mathematics Instruction?
Author: Kaufman, Julia
Date: 2011-00-00
Type: Reports - Research
Subjects: Evidence,Urban Schools,Mathematics Education,Research,Surveys,Correlation,Data Analysis

Research on whether teachers can give accurate self-reports in surveys about their mathematics instruction is fairly mixed. Some of that research indicates that teachers can provide some general approximation of their mathematics instruction in survey self-reports, while other studies find very little correlation between teachers' survey responses and their mathematics practices. This diversity of findings points to elements within school district and program implementation context that influence teachers' understanding of mathematics instruction and, thus, the accuracy of their reports about that instruction. While some research provides evidence that teachers' understanding drives the accuracy of their survey responses, no research to date has provided evidence about what aspects of district context impact the accuracy of teachers' self-reports and whether that accuracy can change over time. In this paper, the authors consider the accuracy of teachers' survey reports about their mathematics instruction over a two-year period in two urban school districts. Their work suggests that several elements of district context matter for the accuracy of teachers' self reports, including their mathematics learning opportunities and the presence of other big instructional initiatives within the district. These findings, drawn from in-depth quantitative and qualitative data gathered in two localized education settings, provide key hypotheses to guide future survey research and controlled studies on teachers' understanding of their mathematics instructional practices. In the present study, the authors find that the same district with higher-quality instruction also had many more teachers who provided accurate self-reports of that instruction, while teachers in the other district often overestimated the quality of their instruction in surveys. Using additional survey and interview data, they present some individual and district factors that explain the accuracy of teachers' responses.
To What Extent Does the Responsive Classroom Approach Modify Fifth Grade Students' Efficacy and Anxiety in Mathematics and Science?
Author: Griggs, Marissa Swaim
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Self Efficacy,Grade 5,Anxiety,Elementary Education,Mathematics,Science Instruction,Student Attitudes,Correlation,Classroom Environment,Intervention,Mathematics Instruction,Research,Instructional Effectiveness,Elementary School Mathematics

The current analyses address two primary research aims: 1) Does students' anxiety in mathematics and science predict their self-efficacy in each subject area? The authors hypothesized that students' anxiety in mathematics and science would be negatively associated with their self-efficacy in each area. 2) Does being in a "Responsive Classroom[R]" (RC) school moderate the relationship between students' anxiety and self-efficacy in mathematics and science? Their hypothesis was that being in an RC school would serve to attenuate the typically negative relationship between students' anxiety and their self-efficacy in mathematics and science. (Contains 2 tables and 2 figures.)
The Relation between Parental Involvement and Math Anxiety: Implications for Mathematics Achievement
Author: Roberts, Steven O.
Date: 2011-00-00
Type: Reports - Research
Subjects: Mathematics Achievement,Parent Participation,Parent School Relationship,Grade 2,Mathematics Anxiety,Correlation,Models,At Risk Students,Elementary Schools,Urban Areas,Data Analysis,Elementary School Mathematics

Previous research served as the platform for this study's research question: Does math anxiety mediate the relation between parental involvement and mathematics achievement? The primary purpose of this study was to examine this mediation model in a sample of at-risk second graders. Due to previous research, the investigators hypothesized that math anxiety would mediate the relation between parental involvement and mathematics achievement. The objective of this study was to achieve a greater understanding of factors that hinder or promote mathematics achievement in at-risk students. Thus, the focus of this study was on the mathematics achievement of second grade students living in urban contexts. (Contains 5 tables.)
&quot;Battleship Numberline&quot;: A Digital Game for Improving Estimation Accuracy on Fraction Number Lines
Author: Lomas, Derek
Date: 2011-00-00
Type: Reports - Research
Subjects: Numeracy,Mathematical Concepts,Mathematics Instruction,Arithmetic,Computer Games,Educational Games,Accuracy,Mathematics Achievement,Web Based Instruction,Charter Schools,Pilot Projects,Urban Schools,Elementary School Students,Questionnaires,Student Attitudes,Computer Software Evaluation,Achievement Gains,Gender Differences,Age Differences

Given the strong relationship between number line estimation accuracy and math achievement, might a computer-based number line game help improve math achievement? In one study by Rittle-Johnson, Siegler and Alibali (2001), a simple digital game called &quot;Catch the Monster&quot; provided practice in estimating the location of decimals on a number line. The authors found that improving number line estimation accuracy transferred to other conceptual skills, such as the ability to compare the magnitudes of different decimal values. To our knowledge, however, no research has yet demonstrated any benefits from improving number line estimation accuracy in the domain of fractions. As the first step in an ongoing research study to investigate the benefits of improving number line estimation skills with fractions, this paper presents preliminary findings gathered by a novel digital game, &quot;Battleship Numberline&quot;. This study advances the area of number line research by demonstrating that students can make significant gains in estimation accuracy with just 20 minutes of game play. (Contains 3 tables and 2 figures.)
Designing a Sample Selection Plan to Improve Generalizations from Two Scale-Up  Experiments
Author: Tipton, Elizabeth
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Sampling,Selection,Research Methodology,Reading Programs,Program Evaluation,Measures (Individuals),Generalization,Probability,Scaling

In this paper the authors present a new method for sample selection for scale-up experiments. This method uses propensity score matching methods to create a sample that is similar in composition to a well-defined generalization population. The method they present is flexible and practical in the sense that it identifies units to be targeted for recruitment, and when they are not available, identifies similar units for replacement. Additionally, this method helps researchers determine which areas of the population may be most difficult to recruit from, enabling resources to be allocated accordingly. (Contains 2 tables and 1 figure.)
Rigorous Measures of Implementation: A Methodological Framework for Evaluating Innovative STEM Programs
Author: Cassata-Widera, Amy
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Program Implementation,Science Materials,Instructional Materials,STEM Education,Measurement,Tests,Elementary Secondary Education,Kindergarten,Grade 8,Data Collection,Models,Evaluation Methods

The practical need for multidimensional measures of fidelity of implementation (FOI) of reform-based science, technology, engineering, and mathematics (STEM) instructional materials, combined with a theoretical need in the field for a shared conceptual framework that could support accumulating knowledge on specific enacted program elements across evaluations of reform-based STEM innovations, has informed CEMSE's approach to fidelity of implementation measurement. Beginning in 2007, CEMSE received support from the National Science Foundation for its "Applied Research on Science Materials Implementation: Bringing Measurement of Fidelity of Implementation to Scale" project (Award ESI-0628052). Through this project, the CEMSE team developed, pilot tested, field tested, and revised a suite of eight instruments for measuring the fidelity of implementation (FOI) of reform-based K-8 science and mathematics instructional materials programs. These instruments, which provide a variety of data collection approaches, are unique among those that measure enactment of programs in that they focus on clearly and specifically describing the nature of program implementation, using constructs representing the essential elements of reform-based mathematics and science instructional materials programs organized into a conceptual framework that facilitates their application across multiple programs. By explicitly measuring the different elements of educational interventions organized according to this framework (the "FOI Framework"), the authors' approach provides an improved way to understand and measure program implementation that reflects the complex, multidimensional reality of interventions enacted in classroom settings. Measuring the presence and level of  enactment of structural and interactional critical components enables them to distinguish between the quality of the treatment as well as the degree of the treatment. In addition to providing a more detailed and nuanced method for measuring enactment of multiple aspects of interventions, using a critical components approach to conceptualize program implementation also addresses the existing problems in the field related to accounting for fidelity of implementation within experimental studies. The tools provide a way to open up the "black box" of what happens in the treatment group to explore more nuanced relationships between interventions and outcomes. Appended are: (1) References; and (2) Tables and Figures. (Contains 1 footnote.
Does Spatial Training Improve Children's Mathematics Ability?
Author: Cheng, Yi-Ling
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Research Design,Age,Spatial Ability,Grade 2,Cognitive Ability,Mathematics Achievement,Elementary School Mathematics,Children,Correlation,Problem Solving,Grade 1,Pretests Posttests,Evaluation Methods,Investigations,Influences

The authors' primary aim was to investigate a potential causal relationship between spatial ability and math ability. To do so, they used a pretest-training-posttest experimental design in which children received short-term spatial training and were tested on problem solving in math. They focused on first and second graders because earlier studies suggested significant relations between mental rotation ability and early math ability in this age group.
Effects of Pretests on Children's Numerical Magnitude Representations
Author: Fazio, Lisa K.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Feedback (Response),Control Groups,Pretests Posttests,Kindergarten,Preschool Education,Children,Experiments,Learning,Teaching Methods,Numeracy,Computer Uses in Education,Instructional Effectiveness

In this experiment, the authors sought to further examine the effects of pretests on later learning. Specifically, they were interested in if activating a correct mental representation on the pretest would improve later learning and if activating an incorrect representation would impair learning. Kindergarteners and preschoolers were split into three groups: one group took a pretest designed to activate a detrimental logarithmic representation, one took a pretest designed to activate a beneficial linear representation, and a control group received no pretest. After a short feedback session, all children completed a posttest to determine if they had learned from the feedback. (Contains 2 figures and 2 footnotes.)
A Method for the Microanalysis of Pre-Algebra Transfer
Author: Pavlik, Philip I., Jr.
Date: 2011-00-00
Type: Reports - Research
Subjects: Transfer of Training,Item Analysis,Educational Technology,Algebra,Problem Sets,Problem Solving,Mathematical Formulas,Mathematical Models,Intervention,Grade 6,Grade 7,Measurement Objectives,Measurement Techniques,Courseware,Computer Assisted Testing,Performance Factors,Science Course Improvement Projects,Factor Analysis,Achievement Gains

The objective of this research was to better understand the transfer of learning between different variations of pre-algebra problems. While the authors could have addressed a specific variation that might address transfer, they were interested in developing a general model of transfer, so we gathered data from multiple problem types and their variants over the course of learning (see Setting, Intervention and Design sections). They gathered their data from the classroom but used randomization of item selection and sequence for each student because they were concerned about existing data containing various sources of bias (Shadish &amp; Cook, 2009). Their method, which has been called &quot;in vivo experimentation&quot;, blends attention to experimental method with attention to the real life issues of classroom learning, such as motivation issues, attendance and classroom distractions compared to the lab. (Contains 1 figure and 1 table.)
Teachers' Technology Use in Vocabulary Teaching
Author: Kilickaya, Ferit
Date: 2010-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Teaching Methods,Technology Uses in Education,Learning Activities,Foreign Countries,Likert Scales,User Satisfaction (Information),Instructional Material Evaluation,English (Second Language),Second Language Instruction

It cannot be denied that vocabulary learning is central to learning a language, be it a mother tongue or the second/foreign language. According to Nunan (1991), learning vocabulary in the very early stages is more fundamental than grammar, since without vocabulary one would not be able to use the structures and functions for effective communication. In other words, one can say that without grammar one can communicate little; however, without vocabulary, one can communicate nothing. This, in turn, results in the necessity of placing emphasis on vocabulary learning activities in language learning and teaching. However, as there are no clear-cut answers as to which tools or strategies to learn vocabulary are the best and most teachers have different beliefs about vocabulary learning, they generally follow the activities suggested in the course book in a slave like manner. Vocabulary teaching and learning require several strategies to be put into use and supported by technology, which empowers the process. However, language instructors do not always benefit from computer resources available on CDs or the Internet. As the results of the survey among 80 language instructors show, they are not aware of the opportunities that technology provides to them. Moreover, word lists and flashcards are still the widely used materials used for teaching vocabulary, while online glossing and wikis are rarely used.
An Annotated Aboriginal Science Bibliography
Author: Palmer, W. P.
Date: 1990-00-00
Type: Reference Materials - Bibliographies
Subjects: Indigenous Populations,Science Education,Mathematics Education,Computer Science Education,Teaching Methods,Elementary Secondary Education,Postsecondary Education,Foreign Countries

Science is one area within Aboriginal Education which appears to receive comparatively little attention. The author experienced this in practice when he was lecturing in science education to trainee teachers on the topic of teaching science to Aboriginal students in secondary schools. As a newcomer to the Northern Territory the author does not have direct personal experience in this area and so he decided to search the literature. No previous bibliography of this topic was found. Initially searching revealed very little, but slowly the collection of interesting articles has increased, and whilst it is realised that the selection included in this bibliography is far from complete, it is offered to the reader as a starting point. Perhaps the area being considered needs to be defined more carefully. The initial aim of the selection was to focus upon the teaching of Western science to Aboriginal children, but this is a very narrow target and it was soon decided to broaden the field of view. The literature on adjacent topics such as articles on the methods for teaching Western knowledge to Aboriginals generally, articles about the teaching of mathematics and computers to Aboriginal students, and articles about the testing of Aboriginal intelligence are mentioned very briefly in the next section. This is because these were all considered relevant to the actual teaching of science for trainee teachers. The articles on science will be detailed in the section after next, with a brief comment on each article. An annotated bibliography is appended. (Contains 1 footnote.) [This article was published in: &quot;The Aboriginal Child at School&quot; Vol. 18 No. 5 p34-43 October/November 1990.]
Developing Cross Cultural Competence: Applying Development and Prevention Ideals to Counseling Young Children
Author: Wolfgang, Jeff
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Prevention,Young Children,Cultural Awareness,Counselor Client Relationship,Counseling Techniques,Intervention,Counselor Role,Guidelines,Counselor Training,Teaching Methods,Cultural Pluralism

As counselors turn their attention to child-based counseling, there is a need to apply the core tenets of the discipline of counseling to young children and incorporate cross-cultural issues into clinical competence. Using Multicultural Counseling Theory (MCT), the authors discuss conventional approaches to providing clinical interventions for young children (ages 0-5yrs) and offer pedagogical suggestions for advancing the profession of counseling with this population. The authors articulate new roles for counselors and provide a framework for foundational counseling research in this area.
The Impact of Block Scheduling on Student Achievement, Attendance, and Discipline at the High School Level
Author: Williams, Charles, Jr.
Date: 2011-12-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Suburban Schools,High Schools,Block Scheduling,School Schedules,Discipline,Achievement Tests,Program Effectiveness,Academic Achievement,Attendance Patterns,Student Behavior,Comparative Analysis,Reading Tests,Mathematics Tests,Scores,Referral,Standardized Tests,Student Attitudes,Teacher Attitudes,Administrator Attitudes

The purpose of this study was to determine the impact block scheduling has on (a) student academic achievement, discipline, and attendance, and (b) administrator, teacher, and student perceptions.  The study compared 2005-2010 data from a high school utilizing the A/B block schedule and a high school under a traditional schedule, in one suburban school district.  The study used mixed methods.  The quantitative data described, analyzed, and interpreted reading and math FCAT [Florida Comprehensive Achievement Test] scores, attendance rates, and discipline referrals from 2005-2010.  A total of seven repeated ANOVAs were conducted to analyze the difference between the two schedule designs with respect to two achievement indicators; reading and math FCAT scores.  The qualitative data offered a voice to administrators, teachers, and students, and was gathered through individual face-to-face, email, or phone interviews. The quantitative findings for the study yielded the following conclusions: (1) students experienced higher FCAT reading scores on the A/B block schedule than the traditional schedule; (2) students experienced higher FCAT math scores under the traditional schedule than the A/B block schedule; (3) attendance rates decreased for students under the A/B block schedule and increased for students under the traditional schedule; and (4) discipline referrals decreased at a higher rate for students under the traditional schedule than students under the A/B block schedule. The administrator, teacher, and student perceptions contributed to the following qualitative findings for the study: (1) block scheduling fosters extended learning sessions when properly planned; (2) with fewer transitions discipline issues decreased; (3) attendance was not affected by the block schedule; (4) block schedule allows for the implementation of various instructional strategies; and (5) transitioning from a traditional to a block schedule was thought to be difficult at first, but attainable, and would alleviate any feelings of being rushed. Four appendixes present: (1) Florida High School Report Card; (2) Interview Questions; (3) Participant Consent Form; and (4) Parental Permission Form. (Contains 22 tables.)