ethanporcaro/eric-fulltext-meta huggingface dataset:
Covariance Pattern Mixture Models: Eliminating Random Effects to Improve Convergence and Performance
Author: McNeish, Daniel
Date: 2019-09-11
Type: Reports - Research
Subjects: Structural Equation Models,Classification,Computation,Statistical Analysis,National Surveys,Longitudinal Studies,Posttraumatic Stress Disorder,Accuracy,Statistical Bias,Psychological Studies

Growth mixture models (GMMs) are prevalent for modeling unknown population heterogeneity via distinct latent classes. However, GMMs are riddled with convergence issues, often requiring researchers to atheoretically alter the model with cross-class constraints to obtain convergence. We discuss how within-class random effects in GMMs exacerbate convergence issues even though these random effects rarely help to answer typical research questions. That is, latent classes provide a discretization of continuous random effects, so including additional random effects within latent classes can unnecessarily complicate the model. These random effects are commonly included to properly specify the marginal covariance; however, random effects are inefficient for patterning a covariance matrix, resulting in estimation issues. Such a goal can be achieved more simply covariance pattern models, which we extend to the mixture model context in this paper (covariance pattern mixture models, CPMMs). We provide evidence from theory, simulation, and an empirical example showing that employing CPMMs (even if misspecified) instead of GMMs can circumvent computational difficulties that can plague GMMs without sacrificing the ability to answer the type of questions commonly asked in empirical studies. Results show advantages of CPMMs with respect to improved class enumeration, and less biased class-specific growth trajectories in addition to vastly improved convergence rates. Results also show that constraining covariance parameters across classes to bypass convergence issues with GMMs leads to poor results. An extensive software appendix is included to assist researchers run CPMMs in M&quot;plus&quot;. [This is the online version of a paper published in &quot;Behavior Research Methods.&quot;]
Accelerating CTE Evaluation Case Study: Southeast Kentucky Community &amp; Technical College
Author: Smith, Tara
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Acceleration (Education),Adult Vocational Education,Community Colleges,Two Year College Students,Adult Students,Program Effectiveness,Outcomes of Education,Team Teaching,Supplementary Education,Student Personnel Services,Program Attitudes,College Programs,Allied Health Occupations Education,Electrical Occupations

This case study shares findings from the evaluation of the Accelerating Career and Technical Education (CTE) program at Southeast Kentucky Community &amp; Technical College (SKCTC) (Cumberland, Kentucky). It provides details on student outcomes and the college's lessons learned, and concludes with information on how the college will build from its project experience going forward. For outcomes across all four participating colleges, see &quot;Reflections on Accelerating CTE: Final Evaluation Report&quot; (ED598367). [This report was written with assistance from Rachel Pleasants McDonnell, Jessica Toglia, and Barbara Endel.]
Macromedia Flash Based on Guided Inquiry in Critical Thinking Skills as Learning Innovations
Author: Jainal, Srireski
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Multimedia Materials,Critical Thinking,Inquiry,Direct Instruction,Chemistry,High School Students,Science Education,Cognitive Tests,Scores,Experimental Groups,Control Groups,Instructional Effectiveness

The aim of this research was to examine the effect of students' critical thinking skills using a guided inquiry model with macromedia flash and direct instruction in chemistry learning. The researchers used a quasi-experiment, with post-test only control group design. This research was conducted at SMAN 3 Kota Ternate. The research subjects were 50 experimental group students and 46 control group students. The data were collected through critical thinking test with seven description questions to see the student's critical thinking skills that have been implemented. Then, the data were analyzed using ANOVA test statistics. The results of media validation were categorized into good and feasible, obtained from the validation test by media experts and material experts. The analysis of critical thinking skills test revealed that there is an increase in students' critical thinking skills using a guided inquiry model with macromedia flash.
Accelerating CTE Evaluation Case Study: West Kentucky Community &amp; Technical College
Author: Smith, Tara
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Acceleration (Education),Adult Vocational Education,Community Colleges,Two Year College Students,Adult Students,Program Effectiveness,Outcomes of Education,Team Teaching,Supplementary Education,Student Personnel Services,Program Attitudes,Technology Education,Health Sciences,College Programs

This case study shares findings from the evaluation of the Accelerating Career and Technical Education (CTE) program at West Kentucky Community &amp; Technical College (WKCTC) (Paducah, Kentucky). It provides details on student outcomes and the college's lessons learned, and concludes with information on how the college will build from its project experience going forward. For outcomes across all four participating colleges, see &quot;Reflections on Accelerating CTE: Final Evaluation Report&quot; (ED598367). [This report was written with assistance from Rachel Pleasants McDonnell, Jessica Toglia, and Barbara Endel.]
Development and Learning
Author: Kaya, Zeki
Date: 2019-08-00
Type: Journal Articles
Subjects: Developmental Psychology,Educational Psychology,Epistemology,Behaviorism,Learning Theories,Individual Development,Heredity,Maturity (Individuals),Developmental Tasks,Developmental Stages,Learning,Behavior,Influences

In a general sense, psychology is a science that studies human and animal behaviours, and the reasons of these behaviours. The symbolic foundation date of psychology is 1879. In this year, Wilheml Wundt (1832-1920) established a psychology laboratory in Leipzig. Psychology is accepted to have started as a science with the establishment of this psychology laboratory. From the point that started with Wilhelm Wundt and his colleagues on, the period of consciousness has mostly been investigated through the method of introspection and the conscious of human has been tried to be analyzed (Otrar, Eminoglu Küçüktepe, Küçüktepe, 2010). Psychology is a branch of science that aims at examining the interaction between environment, human being and behaviour. This branch of science is divided into sub-fields such as experimental psychology, social psychology, psychometric psychology and applied psychology. [image omitted] There are a lot of sub-branches under applied psychology. One of them is educational psychology. Educational psychology is about implementing the findings of psychology in the field of education. Educational psychology mainly composes two sub-fields. These are developmental psychology and psychology of learning. Developmental psychology is a field of psychology that examines the physical, psychological, cognitive and behavioral changes of a person from the birth to the death. Developmental psychology is one of the basic fields from which educational psychology benefits; because being aware of the developmental features of students' ages ensures an increase in the efficiency of educational period.
SAT Participation and Performance and the Attainment of College Readiness Benchmark Scores for the Class of 2015. Memorandum
Author: Navarro, Maria V.
Date: 2015-09-17
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Student Participation,Public Schools,High School Graduates,Scores,Racial Differences,African American Students,White Students,College Readiness,Benchmarking,Critical Reading,Reading Tests,Mathematics Tests,Writing Tests,Gender Differences,Asian American Students

This memorandum describes the SAT participation and performance for the Montgomery County Public Schools (MCPS) Class of 2015 compared with the graduating seniors in Maryland and the nation. The attachment provides the detailed results of SAT and ACT by high school and student group for graduates in 2011-2015. The mean SAT combined score for the Montgomery County Public Schools (MCPS) Class of 2015 was 1629, a decline of 21 points from 2014. Overall, SAT participation for the MCPS Class of 2015 declined from 70.6 percent in 2011 to 67.8 percent in 2015. From 2014 to 2015, decreases in participation were observed for almost all racial/ethnic groups and services (ranging from 0.8 to 6.5 percentage points); a 3 percentage point increase was observed for Black or African American graduates. Among all racial/ethnic groups, the SAT participation rate for Black or African American graduates increased 2.7 percentage points from 2011 to 2015, while the rates for graduates of other racial/ethnic groups decreased. The most significant decline was the rate for White graduates (5.2 percentage points). The most recent mean SAT combined score for the MCPS Class of 2015 (1629) was 8 points lower than that for the Class of 2011 (1637). Overall, MCPS graduates continued to improve the rate of meeting college readiness benchmark scores from 50.4 percent in 2011 to 52.7 percent in 2015.
Board Goals and Constraints 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-10-12
Type: Numerical/Quantitative Data
Subjects: Governance,Teamwork,Educational Improvement,Models,School Districts,Advocacy,Accountability,Achievement Gains,Academic Achievement,College Readiness,Career Readiness,Reading Achievement,Mathematics Achievement,Elementary Secondary Education,Racial Differences,Ethnicity,Socioeconomic Status,English Language Learners,Students with Disabilities

The Board of Education's mission is to equitably educate the whole child so that every student graduates with the tools to reach their full potential. To succeed in their mission, the board participates in Lone Star Governance, whose intent is to provide a continuous improvement model for governing teams (Boards in collaboration with their Superintendents) that choose to intensively focus on one primary objective: improving student outcomes. Lone Star Governance is a training initiative developed by the Texas Education Agency to provide a continuous improvement model for school districts. Lone Star Governance accomplishes this through tailored execution of the five points of the Texas Framework For School Board Development: Vision, Accountability, Structure, Unity, and Advocacy. The board developed three goals and four constraints to achieve their vision and provide a framework in which this vision was to be accomplished. Throughout the 2017-2018 school year, these goals and constraints were monitored through the goal and constraint progress measures (GPMs and CPMs) at monthly board meetings. A summary of the district's performance on these measures, along with the superintendent's response when appropriate, are presented on the following pages.
SAT Participation and Performance for the Class of 2016. Memorandum
Author: Wilson, Janet S.
Date: 2016-06-10
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Scores,Student Participation,High School Graduates,College Bound Students,Public Schools,Educational Trends,Racial Differences,Gender Differences,African American Students,Hispanic American Students,Asian American Students,White Students,Multiracial Persons,Critical Reading,Reading Tests,Mathematics Tests,Writing Tests,Tables (Data)

This memorandum describes the SAT participation and performance for the Montgomery County Public Schools (MCPS) Class of 2016 compared with the graduating seniors in Maryland and the nation. Montgomery County Public Schools (MCPS) students continued to outperform their peers in the state of Maryland and the nation on the SAT according to the &quot;2016 College-bound Seniors&quot; report that included data through the January 2016 administration. The mean SAT combined score for the MCPS Class of 2016 was 1631, an increase of 2 points from 2015. An opposite trend was observed for the state of Maryland and the nation; graduates' scores statewide and nationwide both decreased by 6 points on the SAT. The mean SAT combined score for MCPS 2016 graduates was 175 and 147 points higher than graduates in the state (1456) and the nation (1484), respectively. In examining trend data, the mean SAT combined score of MCPS graduates decreased by 20 points from 2012 to 2016. The same trend was observed for graduates statewide and nationwide, whose scores declined by 31 and 14 points. The trend for Black or African American students in the state and nationwide differed from MCPS, with a 12 and 7 point decline for the state and the nation. Hispanic/Latino graduates in the MCPS Class of 2016 scored 100 and 109 points higher than their peers in the state and the nation. Further analysis of trend data reveal a decline of mean SAT combined scores for Hispanic/Latino graduates in MCPS, the state of Maryland, and the nation from 2012 to 2016. Overall, the SAT participation rate for MCPS graduates (64.7 percent) was 14.6 percentage points higher than that for graduates in the nation (50.1 percent), but was 12.0 percentage points lower than that for graduates in the state of Maryland (76.7 percent).
Teachers&apos; Use of Technology to Support Literacy in 2018. A National Literacy Trust Research Report
Author: Picton, Irene
Date: 2019-04-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Foreign Countries,Teacher Attitudes,Literacy Education,Access to Computers,Technology Integration,Barriers,Reading Skills,Writing Skills,Teaching Methods,Technological Literacy,Elementary Secondary Education

Based on a survey of 219 UK teachers, this report indicates that the majority of teachers believe that technology can have a positive impact on children's literacy learning. However, varying levels of access to hardware, software and wifi and a lack of training present barriers to the effective use of technology in the classroom. Building on our previous research looking at the impact of technology on literacy, this is the first time we have explored teachers' perspectives on access to, and use of, technology to support literacy in detail. Our report found that: (1) Most teachers consider the ability to engage (86.8%) and enable (66.7%) pupils to be the principal benefits of using technology in the classroom; (2) Teachers feel technology can have a particularly positive impact on reluctant readers and writers (68.5%/ 62.6%), boys (64.8%) and less able readers and writers (62.6%/ 60.3%); (3) 3 in 5 (59.4%) teachers believe technology can help pupils overcome barriers to learning, and three quarters (76.7%) feel it should be available to support pupils' literacy across the curriculum; (4) Under half (48.4%) of teachers said their pupils had access to iPads or laptops, and just 2 in 5 (39.3%) to desktop computers. Secondary students were at a greater disadvantage in terms of access to technology in the classroom; and (5) Almost a quarter (23.3%) of teachers say they have received no training to use technology to support literacy. The report includes a number of case studies detailing the experiences of teachers of all levels using technology to support literacy in a range of settings, and was funded by Crick Software.
SAT Participation and Performance for the Class of 2017. Memorandum
Author: Wilson, Janet S.
Date: 2017-11-02
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Scores,Student Participation,High School Graduates,College Bound Students,Educational Trends,Tables (Data),College Readiness,Career Readiness,Benchmarking,Racial Differences,Gender Differences,African American Students,Asian American Students,Hispanic American Students,White Students,Multiracial Persons,Lunch Programs,Special Education,Limited English Speaking,Reading Tests,Writing Tests,Mathematics Tests

The purpose of this memorandum is to provide SAT participation and performance for the 2017 graduates in Montgomery County Public Schools (MCPS). The College Board redesigned the SAT with the goal of measuring essential skills for college and career as well as relating the test content to everyday learning in classrooms. The redesigned SAT was first administered in March 2016. Given that the scale of the SAT has changed, the College Board does not recommend comparing the performance between the redesigned SAT and the pre-2016 SAT. Starting with the Class of 2017, the participation and performance results of the redesigned SAT establishes a new baseline. This memorandum is organized into four sections. In the first section, trend data of SAT participation, regardless of test type (pre-2016 or redesigned), is provided. The next section details the pre-2016 SAT participation and performance for graduates who only took the pre-2016 SAT. The last two sections reveal the results from the redesigned SAT participation and performance and the performance of College and Career Readiness (CCR) Benchmarks as defined by the College Board.
SAT Participation and Performance for the Class of 2018. Memorandum
Author: Wilson, Janet S.
Date: 2018-10-25
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Scores,High School Graduates,Public Schools,College Readiness,Career Readiness,Benchmarking,Educational Trends,Student Participation,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,Multiracial Persons

The purpose of this memorandum is to provide SAT results released by the College Board on October 25, 2018. Participation and performance for the 2018 graduates in the Montgomery County Public Schools (MCPS) on the redesigned SAT are included in this memorandum. The SAT results for 2017 graduates established a new baseline. College and Career Readiness (CCR) Benchmark performance, as defined by the College Board, as well as the trend from 2017 to 2018 also are included in this memorandum. SAT participation and performance for the state of Maryland and the nation are not reported as the data were not available at the time of publication.
Words for Work: Women in Leadership. Evaluation Summary for 2018/19
Author: National Literacy Trust (United Kingdom)
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Females,Women Administrators,Equal Opportunities (Jobs),Postsecondary Education,Literacy Education,Leadership Training,Self Esteem,Program Effectiveness,Foreign Countries,Disadvantaged Youth,Employment Qualifications,Mentors,Skill Development,High School Students,College Students,Communication Skills

In September 2018, the National Literacy Trust launched its Words for Work: Women in Leadership programme, in partnership with Lancôme and their global Write Her Future literacy initiative, to challenge inequalities in employment opportunities for young women from disadvantaged communities. Words for Work: Women in Leadership gives girls and young women in post-16 education the literacy skills, leadership abilities and confidence they need to achieve their potential. This report provides a summary of the programme and its impact on participants' literacy skills, leadership abilities and preparedness for work in 2018/19.
Annual Literacy Survey 2019, Aged 5 to 8: Setting the Baseline. A National Literacy Trust Research Report
Author: Teravainen-Goff, Anne
Date: 2019-06-00
Type: Reports - Research
Subjects: Young Children,Literature Appreciation,Writing Attitudes,Child Behavior,Childrens Attitudes,Elementary School Students,Foreign Countries,Gender Differences,Learner Engagement,Family Environment,Self Efficacy,Printed Materials,Independent Reading,Reading Attitudes,Recreational Reading,Story Reading,Literacy

The National Literacy Trust's Annual Literacy Survey has provided essential data on literacy behaviours, attitudes and enjoyment levels for children and young people aged 9 to 18 since 2005. With over 56,000 children and young people taking part this year alone, it is the largest study of its kind anywhere in the world. In 2019, the Trust developed a version of the survey for younger children to gain an insight into the levels of reading and writing enjoyment, and attitudes and behaviours of children aged 5 to 8. This report provides the benchmark on young children's reading and writing against which to scope future annual trends of children's literacy levels. It will present general trends on reading and writing enjoyment, behaviours and attitudes, as well astaking a closer look at the findings by gender and by literacy engagement. [Support provided by McDonald's.]
Turning Rights into Reality: How Guardianship and Alternatives Impact the Autonomy of People with Intellectual and Developmental Disabilities
Author: National Council on Disability
Date: 2019-06-10
Type: Reports - Research
Subjects: Personal Autonomy,Civil Rights,Intellectual Disability,Developmental Disabilities,Legal Responsibility,Adults,At Risk Persons,Self Determination,Public Policy,State Legislation,Special Education,Decision Making,Money Management,Health Services,Daily Living Skills,Age Differences,Gender Differences,Racial Differences,Ethnicity,Place of Residence,Civil Rights Legislation,Federal Legislation,Educational Legislation

The National Council on Disability (NCD) undertook this report to increase the understanding of guardianship and its impact on the lives of people with intellectual and developmental disabilities (ID/DD) and their families. Guardianship is the process through which an adult can be found legally incapable of making decisions for him or herself and another adult is appointed to make decisions on behalf of that individual. In this report, NCD examines why people with ID/DD are at increased risk for becoming subject to guardianship as adults, and how that impacts their ability to benefit from civil rights laws aimed at advancing the self-determination and opportunities available to people with ID/DD, including the Americans with Disabilities Act, the Developmental Disabilities Act, the Individuals with Disabilities Education Act, and the Workforce Innovation and Opportunity Act. The report examines how people with ID/DD are treated differently than other adults who are the subjects of guardianship proceedings, including in several states that have separate guardianship laws for people with ID/DD. The findings and recommendations are based on the available data on guardianship for people with ID/DD, an in-depth examination of the experiences of individuals with ID/DD in Washington, DC, and information collected directly from stakeholders across the nation.
What Was the Impact of the Achieve 3000 Literacy Program on Student Reading Performance, 2013-2014? Evaluation Report. Volume 8, Issue 1
Author: Reeves, B. Robert
Date: 2014-08-00
Type: Reports - Research
Subjects: High School Students,Grade 10,Web Based Instruction,Reading Programs,Program Effectiveness,Reading Achievement,Achievement Gains,Urban Schools,Program Implementation,Student Characteristics,Achievement Tests

Achieve 3000 was implemented during the 2013-2014 school year. This program was designed to increase student Lexile levels. Specifically, Achieve 3000 was targeted at students in the tenth grade in selected schools. There were 5,023 tenth-grade students from 17 participating high schools who utilized the web-based program. Of these 5,023 students, data were obtained for 4,340 students. This brief was designed to analyze the results from the STAAR EOC [End-of-Course] English II and the Lexile growth as calculated by pre- and post-test that Achieve 3000 provided. Results indicate that the program improved student Lexile scores, increased EOC English II scale scores, and improved the likelihood of the student passing the EOC English II exam at the Phase-in 1 standard both with and without controlling for student characteristics and school effects.