ethanporcaro/eric-fulltext-meta huggingface dataset:
Measures of Risk for Challenging Behaviors: A Comparison between the CBC and BDI
Author: Wert, Barbara Yingling
Date: 2010-07-00
Type: Journal Articles
Subjects: Check Lists,Behavior Problems,Child Behavior,Social Adjustment,Behavior Disorders,Measures (Individuals),Correlation,Predictive Measurement,Parents,Child Care,Predictor Variables,Student Characteristics,Preschool Children,At Risk Students,Behavior Development,Cognitive Development,Child Development,Family Environment,Poverty,Parent Attitudes,Caregiver Attitudes,Child Caregivers,Developmental Delays,Rural Schools,Urban Schools,Preschool Teachers,Teacher Attitudes,Diagnostic Tests,Educational Diagnosis

A growing body of evidence indicates that for some children, early incidences of challenging behaviors are predictors of later difficulties. These incidences of challenging behaviors may predict mental health issues, social adjustment issues and/or increased challenging behaviors that will impede school success and impact transition to adult life (Lipsey &amp; Derzon, 1998; Wagner, Cometo &amp; Newman, 2003; Walker, Ramsey &amp; Gresham, 2005). This study seeks to explore the relationship between two commonly used assessments in early childhood settings, the Battelle Developmental Inventory (BDI) (given by caregivers/teachers) (Newborg, 2005) and the Child Behavior Checklist (CBC) (given by both parents and caregivers/teachers) (Achenbach, 2000). Two significant correlations that linked the use of the BDI and the CBC were found. Further research is needed with larger sample sizes. (Contains 1 table.) [This research was funded by a Leahy Faculty Research Grant.]
Using Skype in the Second and Foreign Language Classroom
Author: Eaton, Sarah Elaine
Date: 2010-08-04
Type: Reports - Descriptive
Subjects: Computer Uses in Education,Educational Technology,Teaching Methods,Computer Mediated Communication,Technology Integration,Second Language Instruction,Computer Literacy,Anxiety

This presentation introduced Skype and how it can be used to: (1) connect teachers with other professionals - and save on long distance charges - even internationally (2) empower language teachers and tutors (3) give presentations and workshops (4) be a stepping stone to using more sophisticated technology in the classroom. It was noted that for those who are new to using technology in the language learning classroom, Skype is an effective way to experiment with technology, while minimizing the risk of things going wrong. Using Skype can help teachers improve their technology literacy and increase their confidence using technology in the language learning classroom. It provides an excellent stepping stone for those who are not entirely "fluent" with more sophisticated technologies. A bibliography and list of resources is included.
Passive or Passionate Participation in Mathematics: Diagnosing and Improving Student Participation in Mathematics
Author: Gottler, Rose M.
Date: 2010-08-11
Type: Information Analyses
Subjects: Mathematics Instruction,Student Participation,Grade 5,Discussion (Teaching Technique),Elementary School Mathematics,Elementary School Students,Observation,Inquiry,Lecture Method,Teaching Methods,Instructional Effectiveness,Mathematical Concepts,Mathematics Skills

The purpose of this study was to investigate the reasons behind fifth grade students' participation or non-participation in mathematical discussions, and determine whether this affected their understanding of the learning material. The researcher observed twenty-four students' participation or non-participation in mathematical discussions in a fifth grade classroom over the course of three months. The first half of the study documented student participation or non-participation when the teacher used a lecture-based teaching model. The second half of the study documented student participation or non-participation when the researcher used an inquiry-based teaching model. Quantitative and qualitative data was collected to determine which students participated and in what manners. Assessment results were also collected and evaluated for each of the lessons in the study. The data indicated that all of the students were participating in mathematical discussions for both styles of teaching. The rates of that participation and the nature of the participation were different from student to student, and from lesson to lesson. The inquiry-based method of teaching produced more favorable results in terms of total student participation than did the lecture-based format. The research did not provide sufficient evidence to prove or disprove a definite link between student participation or non-participation in mathematical discussions to student understanding of the learning material. Changes in the nature of student participation were affected by the mode of presentation of the learning material. Additional research is needed to prove or disprove a link between student participation in mathematics to understanding of the learning material. Educators need to apply inquiry-based methods for teaching mathematics in order to change the nature of student participation in mathematical discussions from passive listener to active learner. The following are appended: (1) Data Collection Matrix; (2) 5th Grade Mathematics Participation Observation Form; (3) 5th Grade Mathematics Participation Map; (4) 5th Grade Mathematics Participation Log; (5) Mathematics Participation Survey; (6) Mathematics Participation Log; (7) Mathematics Learning Survey; (8) 5th Grade Mathematics Participation Spreadsheet (lecture-based mathematics lessons); (9) 5th Grade Mathematics Participation Spreadsheet (inquiry-based mathematics lessons); (10) 5th Grade Mathematics Participation Survey Results; (11) 5th Grade Mathematics Participation Spreadsheet (participation averages for both teaching styles); and (12) 5th Grade Mathematics Math Learning Preferences Survey Results. (Contains 1 figure.)
A Return to the &quot;Mexican Room&quot;: The Segregation of Arizona's English Learners
Author: Gandara, Patricia
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Second Language Learning,Student Rights,English (Second Language),Court Litigation,Hispanic American Students,Mainstreaming,Racial Segregation,Spanish Speaking,Social Isolation,Social Development,Emotional Development,Student Development,Educational Environment,Barriers

This paper reviews the research on the impact of segregation on Latino and English Language Learner (ELL) students, including new empirical research conducted in Arizona. It also reviews court decisions regarding students' rights to be integrated with their mainstream peers, and provides data on the increasing segregation of Arizona's Latino and English learner students. Given that the great majority (over 80%) of Arizona's English Language Learners are Spanish speakers, there is considerable overlap between ELL and Latino students. This paper also reviews the extant literature on the impact of segregation at both the school and classroom levels and pays special attention to the particularly deleterious effects of linguistic isolation for English learners. The paper concludes that the excessive segregation of Arizona's Latino and EL students is most probably harmful to these students' achievement and social and emotional development and that there are alternative strategies that the state could use to ameliorate these harms and provide a more effective education for these students. (Contains 80 footnotes and 1 chart.)
The Dropout/Graduation Crisis among American Indian and Alaska Native Students: Failure to Respond Places the Future of Native Peoples at Risk
Author: Faircloth, Susan C.
Date: 2010-01-00
Type: Reports - Research
Subjects: American Indians,Alaska Natives,Dropouts,American Indian Education,At Risk Students,Dropout Rate,Graduation Rate,Gender Differences,Whites,African Americans,Asian Americans,Hispanic Americans,Racial Differences,High School Students

This paper examines the graduation/dropout crisis among American Indian and Alaska Native students using data from the National Center for Education Statistics. Data from 2005 is drawn from the seven states with the highest percentage of American Indian and Alaska Native students as well as five states in the Pacific and Northwestern regions of the United States. Findings indicate that the number of American Indians and Alaska Natives who graduate continues to be a matter of urgent concern. On average, less than 50% of Native students in these twelve states graduate each year. (Contains 8 tables, 1 figure, and 22 footnotes.) [This paper was produced by the Center for the Study of Leadership in American Indian Education at the Pennsylvania State University.]
A Study of Arizona's Teachers of English Language Learners
Author: Rios-Aguilar, Cecilia
Date: 2010-07-00
Type: Information Analyses
Subjects: Educational Policy,Labeling (of Persons),Language Proficiency,Second Language Learning,Teacher Surveys,Limited English Speaking,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,State Standards,Self Esteem,Student Needs,School Segregation,Peer Influence,Immersion Programs,Teacher Competencies

In this study a representative sample of 880 elementary and secondary teachers currently teaching in 33 schools across the state of Arizona were asked about their perceptions of how their ELL students were faring under current instructional policies for ELL students. Teachers were surveyed during the Spring of 2010. Overall findings show that most of these Arizona teachers have a great deal of faith in their ELL students' ability to achieve at grade level but that the 4 hour English Language Development (ELD) block to which they are assigned is not helping them to catch up with their English speaking peers academically and there is deep and overwhelming concern about the segregation they are experiencing as a result of this instructional model; 85% believe this separation from English speaking peers is harmful to their learning. Most also believe that the majority of their ELL students are not meeting grade level standards and more than half of teachers also note that their ELL students are stereotyped as slow learners by other students and that the 4 hour block program is harmful to their self-esteem. The study ends with a series of recommendations including that alternative modes of instruction need to be implemented to help ELL students to succeed academically. Appended are: (1) T-tests and ANOVA Results; and (2) Examples of Questions Asked in the Teacher Survey. (Contains 16 figures, 3 tables, and 6 footnotes.)
Is Arizona's Approach to Educating Its ELS Superior to Other Forms of Instruction?
Author: Martinez-Wenzl, Mary
Date: 2010-07-00
Type: Information Analyses
Subjects: Educational Strategies,Federal Legislation,Bilingual Education,Academic Education,Second Language Learning,Court Litigation,Bilingualism,English (Second Language),Evaluation,Academic Achievement,Outcomes of Education,Scores,Standardized Tests,Civil Rights,Mainstreaming,Equal Education,Language Acquisition,Elementary Secondary Education

In the Horne v Flores Supreme Court decision of June 25, 2009, the Court wrote that one basis for finding Arizona in compliance with federal law regarding the education of its  English learners was that the state had adopted a &quot;significantly more effective&quot; than  bilingual education instructional model for EL students --Structured English Immersion  (SEI). This paper reviews the extant research on SEI, its definitions, origins, and its  effectiveness, particularly in contrast to other instructional strategies. The paper  concludes that there is no research basis for the Court's statement, that at best SEI is no better or no worse than other instructional strategies, particularly bilingual instruction, when they are both well implemented. However, SEI as implemented in Arizona carries serious negative consequences for EL students stemming from the excessive amount of time dedicated to it, the de-emphasis on grade level academic curriculum, the discrete skills approach it employs, and the segregation of EL students from mainstream peers. Moreover, the paper argues that there are, in fact, strategies that can ameliorate these problems as well as provide an additive, rather than a subtractive, educational experience for English learner and mainstream students alike. (Contains 1 figure and 100 footnotes.)
The Arizona Home Language Survey: The Identification of Students for ELL Services
Author: Goldenberg, Claude
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Language Tests,Second Language Learning,Identification,English (Second Language),Language Proficiency,Family Environment,Limited English Speaking,Surveys,Language Usage,School Districts,Eligibility,Special Education

Assuring that English language learners (ELLs) receive the services to which they have a  right requires accurately identifying those students. Virtually all states identify ELLs in a  two-step process. First, parents fill out a home language survey. Second, students in  whose homes a language other than English is spoken and who therefore might be less  than fully proficient in English, are tested for English language proficiency. The home  language survey thus plays a gatekeeping role. If it fails to identify potential ELLs, there  is a greatly reduced chance these students will be identified and receive services to which  they are entitled. The two studies reported in this paper are specifically about the process whereby potential ELLs are identified so that they might be tested, then receive services if they qualify. More specifically, it addresses the question of whether Arizona's sharp reduction in the home language survey questions can lead to failure to identify students who, by the state's own criterion (i.e., performance on the AZELLA), are entitled to those services. Analyses of data from two Arizona school districts clearly show that use of a single home language survey question will under-identify students. Based on data from these two districts, as many as 11 to 18% of students who are eligible for ELL designation could be denied services to which they are entitled if a single home language survey question is used to identify potential ELLs. Further, it is highly unlikely that a fail-safe mechanism established by the state, whereby teachers can nominate potential ELLs for language testing, will in fact successfully identify most students the new procedure fails to identify. (Contains 4 tables and 4 footnotes.) [Abstract was slightly altered to meet ERIC standards.]
Assessment of Young English Language Learners in Arizona: Questioning the Validity of the State Measure of English Proficiency
Author: Garcia, Eugene E.
Date: 2010-07-00
Type: Reports - Research
Subjects: Student Evaluation,Predictive Validity,Second Language Learning,Achievement Tests,Educational Opportunities,English (Second Language),Civil Rights,Equal Education,Evaluation,Validity,Construct Validity,Scores,Federal Legislation,Accountability,Reading Achievement,Mathematics Achievement,Mainstreaming

This study analyzes the Arizona policy of utilizing a single assessment of English proficiency to determine if students should be exited from the ELL program, which is ostensibly designed to make it possible for them to succeed in the mainstream classroom without any further language support. The study examines the predictive validity of this assessment instrument on ELLs' performance on state required academic achievement tests at three grade levels. It finds that at subsequent grade levels after redesignation, the &quot;one-test&quot; AZELLA becomes less predictive of academic achievement, That is, the test over predicts student achievement, suggesting that many students may be under-served due to their scores the test. This finding calls into question Arizona's &quot;one-test&quot; procedure for redesignating ELLs to a non-service category. Given the large and increasing size of the ELL student population in Arizona, the current focus on testing and accountability, and the documented problems in current assessment practices, improvement in instruments and procedures is critical. These improvements are necessary at all phases of the assessment process, but as this study indicates, the present policy is likely denying services these students need and violating the rights of these students to an equal educational opportunity. (Contains 3 tables.)
The Education of English Language Learners in Arizona: A Legacy of Persisting Achievement Gaps in a Restrictive Language Policy Climate
Author: Garcia, Eugene E.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Second Language Learning,Limited English Speaking,English (Second Language),Achievement Gap,Reading Achievement,Mathematics Achievement,Second Language Instruction,Comparative Analysis,Academic Achievement,Civil Rights,Equal Education,Federal Legislation,Elementary Education

This report reviews achievement gaps in both reading and math between ELL and non-ELL students in Arizona over the post-Proposition 203 period 2005-2009 and during the first year of implementation of the 4 hour ELD block, 2008-09. The study finds that Arizona has made little to no progress in closing the achievement gap between ELL and non-ELL students during this period. It also compares achievement gaps in reading and math over the same period between Arizona and Utah and Washington DC, two educational entities with vastly different spending policies. Here, the study argues that, notwithstanding changes in tests and proficiency thresholds in the states over this period of time, the relative position of Arizona vis-a-vis these comparison entities remains very similar, with Arizona continuing to lag behind both in percent of ELL students achieving proficiency in reading and math. The study concludes that Arizona is on the wrong path for closing achievement gaps for its ELL students and that this is due, at least in part, to its highly restrictive language instruction policies. (Contains 4 figures, 1 table, and 3 footnotes.)
Do the AZELLA Cut Scores Meet the Standards? A Validation Review of Arizona English Language Learner Assessment
Author: Florez, Ida Rose
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Validity,Second Language Learning,Cutting Scores,Kindergarten,Language Skills,Standard Setting (Scoring),English (Second Language),Evaluation,Mainstreaming,Children,Test Validity,Standards,Federal Legislation,Academic Achievement,Elementary Secondary Education,Civil Rights,Equal Education

The Arizona English Language Learners Assessment (AZELLA) is used by the Arizona  Department of Education to determine which children should receive English support services.  AZELLA results are used to determine if children are either proficient in English or have English language skills in one of four pre-proficient categories (pre-emergent, emergent, basic, intermediate). Children who test at or above the proficient cut score in English are placed in mainstream classes without English language support. Children who obtain scores below the proficient cut scores receive English language support services in state-mandated Structured English Immersion classes. Whenever tests are used to make high-stakes decisions, especially about vulnerable populations (e.g., children), it is the test developers' responsibility to ensure the instrument yields fair and valid results. When cut scores are used as the primary interpretation of the test they are key to establishing the test's validity. This validation study found that cut scores for the AZELLA are of questionable validity. The procedure used to set the cut scores is criticized by national measurement experts as ineffective and obsolete. Further, the test developers do not adequately establish the expertise of the judges used to set the cut scores. Evidence from the cut-score-setting process indicates judges did not come to consensus at the kindergarten level. Analysis of empirical evidence suggests cut scores over-identify kindergarten children and under-identify older children. Finally, the test developers rejected 85% of the cut scores recommended by the standard-setting judges, setting cut scores higher than recommended for kindergarten and lower than recommended for older children, without describing their process or rationale. (Contains 2 tables, 2 figures, and 2 footnotes.)
Arkansas Public Higher Education Operating Recommendations: Fiscal Year 2010-11. Volume 2: Colleges
Author: Arkansas State Dept. of Higher Education, Little Rock.
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Community Colleges,Technical Institutes,Educational Finance,Expenditures,Financial Support,State Aid,Income,Operating Expenses,Budgets

This publication provides summaries of appropriations of public higher education institutions in Arkansas for the Fiscal Year 2010-11. It also provides operating recommendations of the Arkansas Public Higher Education Coordinating Board for the Fiscal Year 2010-11 for each institution. [For Volume 1, see ED511332.]
Policy in Practice: The Implementation of Structured English Immersion in Arizona
Author: Lillie, Karen E.
Date: 2010-07-00
Type: Reports - Research
Subjects: English (Second Language),Language Proficiency,State Standards,Delivery Systems,Second Language Instruction,Curriculum,Barriers,Graduation Rate,Equal Education,Access to Education,Social Isolation,Social Bias,Classification,Disadvantaged Youth,Educationally Disadvantaged,State Legislation,Educational History,Immersion Programs,Bilingual Education,Mainstreaming,Program Effectiveness,Observation,Educational Environment,Educational Quality,Teaching Methods,High School Graduates

This study examines the implementation and organization of the state mandated curriculum in the 4-hour SEI block in 18 K-12 classrooms in 5 different districts. We focus on the effects of grouping by language proficiency, the delivery of the structure-based ESL curriculum, the provision of resources and limiting of access to grade-level curriculum, and problems of promotion and graduation for ELLs. In each of these areas, the implementation of the SEI 4- hour block raises concerns with regard to equal educational opportunity and access to English. Key among the findings of this study are: ELLs are physically, socially, and educationally isolated from their non-ELL peers; they are not exiting the program in one year, raising serious questions about the time these students must remain in these segregated settings; reclassification rates are a poor indicator of success in mainstream classrooms; and the four-hour model places ELLs at a severe disadvantage for high school graduation. The only means for these students to graduate with their peers appears to be through after school and summer school programs that either did not exist or had been cut. Appendices include: (1) Initial Visit Questionnaire for the Semi-Structured Interviews; (2) Materials and Resources; and (3) Parent Notification Form (ELLAR). (Contains 12 footnotes and 1 figure.)