ethanporcaro/eric-fulltext-meta huggingface dataset:
Opportunities through State Agency Research Partnerships for Using Administrative Data to Support Early Care and Education. OPRE Report 2018-53
Author: Lin, Van-Kim
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: State Agencies,Child Care,Early Childhood Education,Data Use,Researchers,Agency Cooperation,Educational Research

This report describes partnerships between researchers and state early childhood agencies in Georgia, Oregon, and South Carolina. Two of these partnerships are with researchers who are external to the state agency, and one is with a research team inside the agency. The report provides examples of how partnerships have made use of administrative data to address various questions about pre-K, child care quality, access, child care subsidy, and other topics of interest to states. Examples of questions addressed in this report include the following: What is the reliability among licensing staff who monitor compliance with licensing? Where can the state add child care slots to serve homeless children who are not receiving child care? In this report, members of the research partnerships describe the benefits and challenges of these partnerships and offer tips for sustaining the partnerships. Research partners note that sustaining these partnerships requires frequent communication; a commitment to addressing critical, policy-relevant questions; and trust among all partners.
Incorporating Spatial Analyses into Early Care and Education Research. OPRE Research Brief 2019-88
Author: Lin, Van-Kim
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Spatial Ability,Early Childhood Education,Child Care,Geographic Location,Classification,Educational Research,Computer Software,Proximity,Geographic Information Systems,Poverty,Educational Vouchers,Low Income Groups,Counties,Neighborhoods,At Risk Students,Student Needs,Teacher Qualifications,Place of Residence,Correlation,Barriers,Information Dissemination,Maps

&quot;Spatial analysis&quot; is an analytic method that uses location-based variables or maps to understand how places, the characteristics of places, and the people and things in places are arranged in space, as well as the reasons for these arrangements. This resource focuses on how spatial analysis can be used to understand early care and education (ECE) patterns and trends. This resource first highlights three uses of spatial analysis that are common in ECE research: (1) categorizing geographical areas; (2) creating variables using spatial information; and (3) analyzing spatial patterns and associations. The resource then presents challenges to using spatial analytic techniques for ECE research and offers tips to address those challenges. This information may be most helpful for researchers who are new to integrating spatial analysis into their research and want to understand how spatial analysis may help answer critical questions about ECE.
Self Evaluation of Students&apos; Language in the Frame of Information and Communication Technologies
Author: Ünal, Menderes
Date: 2014-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Language Usage,Turkish,Telecommunications,Handheld Devices,Written Language,Error Patterns,Foreign Countries,Undergraduate Students,Syntax,Vowels,Phonemes,Sentences,Spelling

The aim of the study is to identify students' misuse of language in the frame of information and communication technologies with their self-evaluation and determine the recommendations to find out ways to overcome misuse of the Turkish language. In the study, among the qualitative research methods the case study was used. University students were asked how they use the Turkish language in mobile phone texting. The language misuses in their texting were analyzed by means of students' own suggestions. A self-evaluation form was given to 12 students from Ahi Evran University to determine the misuse types and to get their suggestions about the correct use of the language. The content analysis of students' text messages and opinions was employed in order to examine the misuses through categorized themes. [This paper was presented at the 5th World Conference on Educational Sciences - WCES 2013.]
Designing and Implementing an Adaptive Online Examination System
Author: Yagci, Mustafa
Date: 2014-00-00
Type: Journal Articles
Subjects: Adaptive Testing,Expertise,Information Security,Databases,College Students,Foreign Countries,Competence,Computer Interfaces,Internet,Test Construction,Computer Assisted Testing

A design and application of adaptive online exam system are carried out in this paper. Adaptive exam systems determine different question sets automatically and interactively for each student and measure their competence on a certain area of discipline instead of comparing their gains with each other. Through an adaptive exam technique, a student's distraction and motivation loss that is led by the questions with quite lower hardness level than his/her competency is prevented. In addition, negative effects of questions requiring higher knowledge than his/her competency over a student's self confidence and morale are dismissed. Since questions are specialized so that they can allow making clear deductions about student gains, they are able to detect student competencies more effectively. Requiring less total time for measuring and being more flexible in the exam management are among the advantages provided by the system. Self sufficiency of the system in terms of planning, repeating and assessment of the measurement process especially allows itself to be used in the individual education sets. Through this system, student competencies can be determined more effectively in cases such as distant-learning, in which some challenges are experienced frequently. [This paper was presented at the 5th World Conference on Educational Sciences - WCES 2013.]
The Investigation of Attitude and Readiness of Information and Communication Technologies Pre-Service Teachers toward Web Based Learning
Author: Yagci, Mustafa
Date: 2015-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Preservice Teachers,Student Attitudes,Electronic Learning,Technological Literacy,Learning Readiness,Computer Science Education,Foreign Countries,Student Characteristics

The present study aims to investigate attitudes and readiness of Information and Communication Technologies pre-service teachers toward web-based learning. In the study group of the research are 165 pre-service teachers. The study was conducted in the survey model. As data collection tools, 'Web-based Teaching Attitude Scale' and 'Readiness and Expectation Scale for eLearning Process' were utilized. In analysis of the collected data, descriptive statistics, t-test, and ANOVA analysis were conducted. As a result of the research, it was found that attitude levels of pre-service teachers were lower than median; and their readiness levels were above the median. Moreover, in terms of gender, there was no significant difference between attitude and readiness scores. While there was no significant difference among attitude scores in terms of number of years in education, there was significant difference in readiness scores. [This paper was presented at the International Conference on New Horizons in Education, INTE 2014.]
Improving Student Learning and Engagement through Gamified Instruction: Evaluation of iPersonalize
Author: Klute, Mary
Date: 2019-12-00
Type: Reports - Research
Subjects: Game Based Learning,Educational Technology,Technology Uses in Education,Learner Engagement,Academic Achievement,Program Effectiveness,Grade 6,Language Arts,Teaching Methods,Educational Games,Reading Achievement,Writing Achievement,Gender Differences,Program Implementation,Success,Formative Evaluation,Student Characteristics,Integrated Learning Systems

The purpose of this research study was to evaluate iPersonalize, a gamified instructional approach developed by Fullerton School District (FSD) in California to encourage student engagement and promote achievement. An instructional approach is considered gamified when it incorporates computer game elements to augment existing classroom, instructional, and assessment processes (Bedwell, Pavlas, Heyne, Lazzara, &amp; Salas, 2012; Landers, 2015). The study employed a randomized controlled trial designed to support causal inferences about the effectiveness of iPersonalize for impacting sixth-grade student engagement and achievement in English language arts (ELA). The study included 1,295 students from 42 classrooms in 15 schools. All students were enrolled in sixth grade in FSD during the 2017/18 school year. Students in 24 of these classrooms were assigned to ELA instruction using iPersonalize. Students in the remaining 18 classrooms were assigned to business-as-usual instruction. Teachers in both groups were expected to teach the same ELA unit. Teachers in the iPersonalize group were expected to incorporate elements of gamification, while the teachers in the control group were expected to not incorporate elements of gamification. Key findings from the study were as follows: (1) On both reading and writing assessments, the difference between the treatment group and the control group was small and not statistically significant, indicating that the two groups performed similarly; (2) Students in both groups reported similar levels of engagement in school; (3) Gender did not significantly moderate the impact of iPersonalize on student achievement or student engagement; (4) The impact of the program on reading and writing assessments was close to zero, regardless of the extent to which students interacted with the online learning management system; and (5) There was some evidence to suggest that the program had a stronger impact on engagement for students who were already the most engaged in school.
What Is an Infrastructure? Special Education Support Systems in Charter Schools. NCSECS Equity Coalition Issue Brief--Infrastructures
Author: National Center for Special Education in Charter Schools (NCSECS)
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Charter Schools,Special Education,Students with Disabilities,Student Needs,Risk Management,Educational Resources,School Districts,Elementary Secondary Education,Governance,Cooperatives,Financial Support,Agency Cooperation

&quot;What Is an Infrastructure? Special Education Support Systems in Charter Schools&quot; discusses ways in which charter schools form entities such as coops and collaboratives to pool resources, create economies of scale, and mitigate risks in order to better serve students with disabilities.
Guidelines for Developing Data Sharing Agreements to Use State Administrative Data for Early Care and Education Research. OPRE Research Brief 2018-67
Author: Shaw, Sara
Date: 2018-06-00
Type: Guides - General
Subjects: Child Care,Early Childhood Education,Educational Research,Data,Shared Resources and Services,Contracts,Educational Researchers,State Agencies

A data sharing agreement is a formal document of agreement between two entities that specifies the conditions under which data are to be shared. Data sharing agreements typically specify what (and how) data will be shared, procedures to safeguard the data, and how the data are to be used. This resource is intended to provide guidance to early childhood researchers to prepare data sharing agreements related to the use of administrative data from state agencies. There are resources available that address issues related to data sharing agreements, including guides on data sharing for state agencies and data sharing checklists for program staff to use as they build early childhood data systems. This resource builds on those existing materials by compiling relevant information from multiple sources into one document and sharing guidance from researchers with experience developing such agreements. This document also includes examples of data sharing agreements.
Role of Charter School Authorizers: What Responsibilities Do Charter Authorizers Have to Ensure That Schools under Their Purview Are Meeting Their Legal Obligations and Providing Excellent Services to Students with Disabilities? NCSECS Equity Coalition Issue Brief--Authorizers
Author: National Center for Special Education in Charter Schools (NCSECS)
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Charter Schools,Legal Responsibility,Students with Disabilities,Educational Administration,Special Education,Student Needs,Compliance (Legal),Equal Education,Educational Legislation,Federal Legislation,Disability Identification,Individualized Education Programs,Access to Education,Inclusion,Elementary Secondary Education

Charter school authorizers are the entities granted power in state charter statutes to create charter schools. As the entity that initially approves a charter application, oversees delivery of services, and renews or revokes schools' ability to operate, charter authorizers must take seriously their role and be informed regarding their responsibilities regarding special education in order to best serve students and comply with applicable laws. The authorizer has a powerful role to play in approving excellent schools and holding them to high standards that allow for improved options for all students; however, this important work requires skill and commitment along with full understanding of what it entails. This document offers a general overview of the role of the authorizer in ensuring that high quality special education programs are a part of a school's successful model. The resources listed at the end of this document offer additional insight and resources for further information.
The Impact of LEA Status on Special Education in Charter Schools. NCSECS Equity Coalition Issue Brief--Legal Status
Author: National Center for Special Education in Charter Schools (NCSECS)
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: School Districts,Special Education,Charter Schools,Legal Responsibility,School Responsibility,Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities,Educational Strategies

The legal status of a charter school has a significant impact on that school's responsibility and autonomy, especially as it relates to special education. According to federal law under the Individuals with Disabilities Education Act (IDEA), responsibility for special education falls with the state education agencies (SEAs), which in turn delegate that responsibility to the local education agencies (LEAs). In the traditional school structures envisioned when these laws were written, the individual school districts within a state served as the LEA. Charter schools, however, were created after IDEA was passed and individual state charter laws determine whether the school is part of an existing LEA or whether the school itself serves as its own independent LEA. In some instances, charters are part of the LEA for certain services, but an independent LEA for others. When a public charter school is part of an existing LEA, they share the responsibility for special education with the larger district. The LEA status is, therefore, crucial to understanding how a charter school functions. This brief outlines the pros and cons associated with each LEA status option in order to better understand how this legal distinction impacts provision of special education services.
Administrative Data Sources to Address Early Care and Education Policy-Relevant Research Questions. OPRE Research Brief 2019-81
Author: Lin, Van-Kim
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Data,Child Care,Early Childhood Education,Educational Policy,Information Sources,Health,Child Welfare,Welfare Services,Human Services,Employment,Disabilities,Equal Education,Educational Legislation,Federal Legislation

Administrative data refers to information about individual children, families, and/or service providers that is collected and maintained as a part of program operations. Research using early care and education (ECE)-related administrative data has often focused on child care subsidy policies, use of ECE programs, access to ECE programs, and other topics. The purpose of this brief is to highlight a range of federal, state, and local administrative data sources that could be used to address policy-relevant ECE questions. It describes data sources across four main areas: (1) early care and education; (2) health; (3) child welfare, public assistance, and human services; and (4) employment. It offers examples of the types of ECE research questions that could be answered when data sources from these areas are linked with other sources (e.g., when various ECE data sources are linked with one another, as well as when ECE data are linked with other data). The brief serves as a starting place for researchers or state agency staff interested in understanding the variety of administrative data that could be linked together to answer policy-relevant questions in early care and education.
How to Assess Social Emotional Learning of Preschool Children through Different Decision Making Methods
Author: Aksoy, Pinar
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Preschool Children,Student Evaluation,Decision Making,Progress Monitoring,Intervention,Functional Behavioral Assessment,Behavior Rating Scales,Observation,Discipline,Referral,Interpersonal Competence

Social and emotional development is an important area for children, which includes social-emotional learning skills. It is necessary to know that the development and clarification processes of social-emotional learning require an efficacious assessment process. This study aims to reveal how social emotional learning methods of preschool children are assessed through different decision-making methods. For this purpose, the assessment methods of social-emotional learning skills explained as intervention decisions, progress-monitoring decisions, and intervention outcome decisions were reviewed. In the context of intervention decisions; functional behavior assessment, archival records behavioral rating scales/checklists, and direct observations were used to assess social emotional learning skills of children. In the context of progress-monitoring decisions, systematic direct observations, direct behavior ratings, brief behavior ratings, and office discipline referrals were used for the assessment of social emotional learning skills of children. Additionally, it was possible to use intervention outcome decisions so as to assess social-emotional learning skills of children. The results of the review showed that assessment process of social-emotional learning requires specific practices and strategies to evaluate social-emotional learning skills of children effectively. Based on the results, it is recommended that researchers and practitioners should have the necessary knowledge regarding the assessment process, and incorporate the assessment instruments that serve for the purpose into the process. It should be noted that these tools must be valid and reliable assessment tools.
A Comparative Study on Multicultural Attitude of University Students: Austria, Hungary and Turkey Sample
Author: Karatekin, Kadir
Date: 2019-12-00
Type: Journal Articles
Subjects: Student Attitudes,Cultural Pluralism,Student Diversity,Refugees,Foreign Countries,Gender Differences,Political Attitudes,Study Abroad,Multicultural Education,Ideology,College Students,Migration,Cultural Awareness

Increasing diversity within European countries has led the policy makers and the public to question the place of immigrants in society. Classrooms are becoming multicultural growingly as the migrants increase and mobility among countries becomes easier. Moreover, the number of diversities and cultural differences brought by the refugee students have raised. To this end, in this study, we aim to reveal and compare the multicultural attitudes of university students studying in different countries. A total of 356 university students from Turkey, Austria and Hungary participated in the study. In order to collect data, The Munroe Multicultural Attitude Scale Questionnaire (MASQUE) was used. The results revealed that there is a significant difference among the countries in terms of multicultural attitude, gender and political views of the participants. According to the findings, while Austria has the highest score in terms of multicultural attitude, Hungary has the lowest score. In addition, Austrian university students have the highest total score of multicultural attitude and know sub-dimension while Turkish university students have the highest scores of care and act sub-dimensions. Furthermore, it can be said that living/studying in an EU member country does not necessarily mean that university students have a high level of multicultural attitude.
On the Functions and Forms of Metadiscursive Hedging in Applied Linguistics
Author: Nekoueizadeh, Marziyeh
Date: 2020-01-00
Type: Journal Articles
Subjects: Applied Linguistics,Pragmatics,Speech Acts,Discourse Analysis,Language Usage,Academic Language,English (Second Language),Second Language Learning,Second Language Instruction,Writing (Composition)

Metadiscourse, defined as discourse about discourse, has been borrowed from philosophy into applied linguistics and has evolved as a new area of research in this field. Although metadiscourse is a relatively new subfield in applied linguistics, it has been researched by a range of scholars around the world. The current paper reports the findings of a qualitative library research conducted to identify the functions and forms of metadiscursive hedging in applied linguistics. First, it defines the topic briefly and reviews the existing, but still burgeoning, literature on it. Then, it establishes an interface between fuzzy logic, linguistics, pragmatics, politeness, and applied linguistics. The paper concludes with a discussion of the future directions of research on metadiscursive hedging in applied linguistics.
Scoring Measures of Word Dictation Curriculum-Based Measurement in Writing: Effects of Incremental Administration
Author: Poch, Apryl L.
Date: 2019-04-04
Type: Reports - Research
Subjects: Spelling,Achievement Tests,Curriculum Based Assessment,Scoring,Verbal Communication,Writing Evaluation,Intervals,Elementary School Students,Primary Education,Test Validity

Spelling has been identified as a key transcription skill that emerges during the elementary years as students learn how to write and subsequently develop fluency with writing (McCutchen, 1996), making the assessment of spelling a critical component of evaluation systems within schools. This includes the use of curriculum-based measures of writing (CBM-W). This study examined the extent to which word dictation CBM-W administered during the Fall, Winter, and Spring of an academic year maintained technical adequacy across 1-minute time intervals in grades 1-3. Results revealed moderate predictive and concurrent validity estimates with the Spelling subtest of the Weschler Individual Achievement Test--III. Statistically significant differences existed between and within grade levels across each minute of administration and across Fall, Winter, and Spring time points for all scoring procedures. [This paper was published in &quot;Psychology in the Schools&quot; (EJ1211073).]