ethanporcaro/eric-fulltext-meta huggingface dataset:
Development and Validation of Curriculum-Based Measurement (CBM) for Identifying Students with Reading Difficulties
Author: Valladolid, Violeta C.
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Based Assessment,Reading Difficulties,Disability Identification,Progress Monitoring,Learning Disabilities,At Risk Students,Academic Standards,Academic Achievement,Validity,Reliability,Reading Materials,Reading Tests,Measures (Individuals)

The role of classroom teachers in the early detection of learning difficulty/disability in school children cannot be ignored. When it comes to young children's literacy learning, there is substantial consensus that the teacher is the primary assessment agent (Johnston &amp; Rogers, 2002). But classroom teachers also have a lot of responsibilities in school. As such, they need an assessment and identification approach that they can easily employ. Progress monitoring is one of the feasible and practicable methods in identifying students at-risk. Progress monitoring is a set of assessment procedures for determining the extent to which students are benefiting from classroom instruction and for monitoring effectiveness of curriculum (Johnson, Mellard, Fuchs, &amp; McKnight, 2006). It makes use of Curriculum-Based Measurement (CBM), which has been demonstrated by research to effectively gather student performance data to support a wide range of educational decisions, such as screening to identify students with learning disability, evaluating referral interventions, and determining eligibility for and placement in remedial and special education programs (Deno, 2003). This study aimed to develop and validate a set of curriculum-based measurement (CBM) tools to identify students at-risk of reading difficulty in public schools. This study is relevant since the Philippine public school system is in dire need for an alternative method to identify and help students who are at-risk of reading difficulty that is not only valid and relevant, but also cost-effective, teacher-driven, and easily-implemented. The development and validation of CBMs for this study followed the following stages: (1) definition of criterion and performance standards (i.e., &quot;what to measure?&quot;), (2) development of CBM-ORF passages (i.e., &quot;how to measure?&quot;), and (3) assessment of the reliability and validity of the CBM (i.e., how technically adequate are the measures?)
An Empirically Grounded Theory of Literary Development. Teachers' Pedagogical Content Knowledge on Literary Development in Upper Secondary Education
Author: Witte, Theo
Date: 2012-00-00
Type: Reports - Research
Subjects: Literacy Education,Pedagogical Content Knowledge,Questionnaires,Secondary School Students,Secondary School Teachers,Teaching Methods,Specialists,Teacher Attitudes,Literature,Competence,Literary Genres,Indo European Languages,Linguistic Competence,Foreign Countries,Cultural Literacy,Vocabulary,Reader Text Relationship,Teacher Characteristics,Benchmarking,Books,Classification,Profiles,Statistical Analysis,Grounded Theory,Academic Discourse,Student Evaluation,Competency Based Education

Teachers encounter immense variety in literary competence among students in their secondary school classrooms. Yet, little is known about how they perceive and deal with this variety. Moreover, little is known about the literary development that students undergo during their school career and the different levels of development that can be identified. The aim of the present study is to design an instrument that can help to describe relevant differences in literary competence between students and to specify the individual literary development process of students in upper secondary education (aged 15-18). To tie in with teaching practice, we designed a research method by which we could explore the shared pedagogical content knowledge of a diverse group of six expert teachers. With the aid of questionnaires and panel discussions, data was collected on the following question: what does a student with a particular level of literary competence demonstrate with a particular literary text? The data analysis resulted in 14 indicators of literary competence which we then used to describe six successive competence levels. These levels are validated by both developmental theory and the practice of literature teaching. The following is appended: &quot;Data matrix: Teachers' pedagogical content knowledge about levels of literary competence in upper secondary education.&quot;
Games-Based Learning as an Interdisciplinary Approach to Literacy across Curriculum for Excellence
Author: O'Donnell, Hugh
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Computer Simulation,Astronomy,Secondary School Science,Secondary School Students,Science Instruction,Statistical Significance,Interdisciplinary Approach,Scientific Literacy,Science Curriculum,National Curriculum,Learning Activities,Science Activities,Program Effectiveness,Qualitative Research,Cohort Analysis,Learner Engagement,Data Analysis,Writing Assignments,Personal Narratives,Experimental Groups,Control Groups,Comparative Analysis,Curriculum Development,Instructional Design,Statistical Analysis,Questionnaires

Literacy remains an area of concern in early secondary education in Scotland (ages 12-14), with recent research suggesting a continued decline in attainment levels. As literacy underpins learning, interdisciplinary and collaborative approaches to teaching literacy are now being emphasized through the new Curriculum for Excellence that aims to address this issue. It is not clear, however, what types of learning activity are most appropriate for implementing this new, more cooperative approach. One candidate is the use of educational games and reflective writing. So, to what extent do learners demonstrate transferable literacy skills through engaging with educational games? This paper evaluates the effectiveness of the multi-user simulation game, Mars Colony Challenger (MCC), which portrays a scientifically accurate Mars colonisation mission in a way that aims to facilitate both scientific and literary development. A class of secondary school pupils (n = 28) used the game within the context of a science class on &quot;The Three States of Matter&quot;. They then produced written narratives that captured the experiential learning undertaken. Comparing these narratives with the remaining pupils in the cohort, who had not used MCC in their science class, revealed a statistically significant difference in literacy ability. Further qualitative analysis of the narratives themselves highlighted a high level of engagement and inspiration evoked through the experience. Consequently, these results highlight the efficacy of MCC as a means of literacy development, and they suggest a means to elicit greater frequency of opportunity for pupil engagement with, and subsequent assessment of, literacy competencies.
Rasch Analysis of the Locus-of-Hope Scale. Brief Report
Author: Gadiana, Leny G.
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Item Response Theory,Locus of Control,Psychometrics,Likert Scales,Reliability,Validity,Measurement,Accuracy,College Students,Goodness of Fit

The Locus-of-Hope Scale (LHS) was developed as a measure of the locus-of-hope dimensions (Bernardo, 2010). The present study adds to the emerging literature on locus-of-hope by assessing the psychometric properties of the LHS using Rasch analysis. The results from the Rasch analyses of the four subscales of LHS provided evidence on the reliability, validity, and measurement precision of the LHS.
Burnout and Depression: Two Entities or One?
Author: Schonfeld, Irvin Sam
Date: 2016-01-00
Type: Journal Articles
Subjects: Public School Teachers,Teacher Burnout,Depression (Psychology),Measures (Individuals),Anxiety,Fatigue (Biology),Symptoms (Individual Disorders),Stress Variables,Correlation,Comorbidity

Objectives: The purpose of this study was to examine the overlap in burnout and depression. Method: The sample comprised 1,386 schoolteachers (mean [M][subscript age] = 43; M[subscript years taught] = 15; 77% women) from 18 different U.S. states. We assessed burnout, using the Shirom-Melamed Burnout Measure, and depression, using the depression module of the Patient Health Questionnaire. Results: Treated dimensionally, burnout and depressive symptoms were strongly correlated (0.77; disattenuated correlation, 0.84). Burnout and depressive symptoms were similarly correlated with each of 3 stress-related factors, stressful life events, job adversity, and workplace support. In categorical analyses, 86% of the teachers identified as burned out met criteria for a provisional diagnosis of depression. Exploratory analyses revealed a link between burnout and anxiety. Conclusions: This study provides evidence that past research has underestimated burnout-depression overlap. The state of burnout is likely to be a form of depression. Given the magnitude of burnout-depression overlap, treatments for depression may help workers identified as &quot;burned out.&quot;
Examination and Evaluation of Websites of Science Centres in Turkey
Author: Bozdogan, Aykut Emre
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teaching Centers,Web Sites,User Needs (Information),Surveys,Online Searching,Science Education

Science centres which have a considerable importance and functions in developed countries are intended to be popularized in Turkey. At this point considering the fact that the first contact between science centres and visitors is usually provided with websites, it is quite important that the content of these websites should be designed and developed to meet the needs of the visitors. From this point of view, the aim of this study is to examine the websites of the science centres in Turkey and to reveal at what level they meet the needs of the visitors. The research study was carried out via descriptive survey method and between September 14 and September 18, 2015 the key word &quot;science centre&quot; was searched on Google. Out of the science centres found, twelve science centres were included in the study. During the process of analysis of the documents obtained, two researchers examined every single data on the website separately and then they combined and tabulated them. Within this context, four main titles were obtained: a) information and news b) activities and the documents, c) Visuals, and d) Contact, Appointment, and Booking. At the end of the study, it was determined that under some circumstances the websites of the science centres were useful, where as they were inadequate under some conditions.
The More Things Change, the More They Stay the Same: Gleaning Valuable Insights for Modern Educational Leadership from the Life of Harriet Tubman
Author: Schenck, Andrew D.
Date: 2015-12-18
Type: Reports - Research
Subjects: Instructional Leadership,United States History,Females,African American History,Experience,Behavior,Leadership Training,Leadership Qualities,Leadership Styles

Late in the 19th century, American communities were in a state of flux. As northern abolitionists fought against slavery, relationships among diverse members of society rapidly changed, forcing historical figures to adopt new leadership strategies. Like communities of the pre- and post-Civil War era, modern educational contexts reveal growing diversity (immigration) and rapid societal change (emergence of a large adult learner population and changes in communication), suggesting that analogous leadership skills may be needed to navigate diverse ethnic and social circles. The purpose of this study was to examine historical traits and behaviors conducive to leadership of diverse populations. Due to tremendous success in assisting runaway slaves, as well as service in a variety of capacities (conductor of the underground railroad, nurse, career trainer, and military captain), Harriet Tubman was deemed an ideal candidate for examination. Her experiences and behaviors were analyzed in detail, resulting in a number of recommendations for leadership training and governance of today's American schools.
The Relationship between Schools' Costs per Pupil and Nevada School Performance Framework Index Scores in Clark County School District
Author: Rice, John
Date: 2015-10-00
Type: Reports - Research
Subjects: Academic Achievement,Expenditure per Student,Correlation,Institutional Characteristics,Elementary Schools,Middle Schools,High Schools

Clark County School District (CCSD) asked the Western Regional Education Laboratory (REL West) to examine the relationship between spending per pupil and Nevada School Performance Framework (NSPF) index scores in the district's schools. Data were examined from three school years (2011/12, 2012/13, 2013/14) and for three types of schools (elementary, middle, and high schools). One set of analyses examined whether more spending per pupil was linked to higher NSPF index scores, without first accounting for how school characteristics are linked to NSPF index scores. In this case, when not adjusting for the additional costs of educating students in special programs, more spending per pupil in elementary schools was significantly linked with lower NSPF index scores. In addition, when adjusting for the additional costs of educating students in special programs, more spending per pupil in elementary schools in 2014 was significantly linked with higher NSPF index scores in the same year. Otherwise, there was no consistent relationship between spending per pupil and NSPF index scores across school years or types of schools. A second set of analyses examined whether a greater difference in actual versus predicted (based on school characteristics) spending per pupil was linked to higher NSPF index scores. There was no consistent relationship between the differences in actual versus predicted spending per pupil, and NSPF index scores, either across school years or types of schools. This was the case whether or not spending per pupil was adjusted for the additional costs of educating students in special programs. A third set of analyses examined whether more spending per pupil was linked to higher NSPF index scores, after accounting for how school characteristics are linked to index scores. Again, more spending per pupil was not significantly associated with NSPF index score across types of schools, whether or not spending per pupil was adjusted for the additional costs of educating students in special programs. This was the case whether index scores were examined year-by-year or whether the changes in index scores were examined over three consecutive years. All the findings are correlational; therefore, they cannot speak to whether variations in school performance are caused by variations in spending per pupil. The following are appended: (1) Details on the analytic methods; and (2) Additional analyses for question 3.
Hearing Loss and Autism Spectrum Disorders (ASD): Information for New First Parents and Families
Author: Alzahrani, Amsa N.
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Hearing Impairments,Deafness,Disability Identification,Clinical Diagnosis,Early Intervention,Comorbidity,Symptoms (Individual Disorders),Communication Disorders,Interpersonal Communication,Listening Skills,Children

Autism spectrum disorders are lifelong conditions that affect children's social and communication skills. Dual diagnoses pose additional challenges mainly because of the difficulties that come with making accurate decisions. It is intriguing to note that children with hearing impairments are more likely to have autism as opposed to members of the general public. As a result of this, it is critical for hearing impairments to be identified at an early age. Parents of such children may feel confused about the dual diagnoses of autism as well as that of deafness. Therefore, the intention of this research brief is to provide parents and families about the signs and symptoms of deafness and autism. It also provides them some recommendation about the intervention strategies that could be used with their children.
Examining the Contemporary Status of an Education System: The Case of the Republic of South Sudan
Author: Banraba, Boboya James Edimond
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Enrollment,Graduation Rate,Equal Education,Access to Education,Educational Quality,Elementary Secondary Education,Racial Differences,Gender Differences,Rural Urban Differences,Educational Policy,Educational Opportunities,Conflict

This paper attempts to examine the contemporary status of an education system. The paper takes the case of the Republic of South Sudan. The key issues the paper will examine are the education enrollment and completion rates while paying particular attention to inequalities in both access and quality among racial or ethnic groups, males and females, and rural and urban areas. Furthermore, the paper will also look at if there are programs and policies in South Sudan which improve educational opportunities for poor or marginalized communities given the actuality that the country is in state of conflict. Finally the paper will also gauge some of the evaluation mechanisms put in place on the education sector.
A Review of the Literature: Use of the Health Belief Model in Sickle Cell Research
Author: Mayo-Gamble, Tilicia L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Literature Reviews,Beliefs,Medical Research,Health Behavior,Models,Diseases,Screening Tests,Intervention,Health Education,Research Methodology

Individuals with sickle cell disease experience a life-time of morbidity as well as a decreased lifespan. Since African Americans are disproportionately affected by the disease, sickle cell contributes to growing health disparities within this population. Thus, addressing issues related to the disease presents an increased need for health education programming. A narrative literature review was conducted to assess the application of the health belief model in sickle cell trait screening research. Research articles were identified through an interdisciplinary search of peer-reviewed manuscripts. Articles including the following three criteria were selected for review: (1) use of the health belief model, (2) application to sickle cell disease/sickle cell trait, and (3) practical implementation in the field of public health education. Findings from this review indicate that the health belief model is not effective in all sickle cell trait screening interventions. Additional theories of health behavior should be considered when designing health education programs and interventions geared toward sickle cell screening.
E-Learning Revolutionise Education: An Exploratory Study
Author: Gul, Showkeen Bilal Ahmad
Date: 2015-02-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Educational Change,Influence of Technology,Knowledge Economy,Educational Technology,Educational Practices,Research Methodology,Discovery Processes,Educational Benefits,Web 2.0 Technologies

The focus of the paper is to explore how e-learning revolutionises education. Education is one domain that has accompanied civilization throughout the centuries, adapting its tools to fulfill the expectations of students and the needs of teachers. One of the basic requirements for education in the 21st century is to prepare populations for participation in a knowledge-based economy, including the social and cultural perspectives. E-learning is a cornerstone for building inclusive knowledge societies. E-learning is the use of electronic educational technology in learning and teaching. The present study explored how e-learning revolutionises educational systems. E-Learning is learning that utilizes electronic technologies to access educational curriculum outside of traditional classrooms.
Is Europe Open to a Student-Oriented Framework for Literature? A Comparative Analysis of the Formal Literature Curriculum in Six European Countries
Author: Witte, Theo
Date: 2013-00-00
Type: Journal Articles
Subjects: Literature Appreciation,Teaching Methods,Curriculum,Guidelines,Comparative Education,Taxonomy,Competency Based Education,Secondary School Students,Secondary School Teachers,Cultural Literacy,Individual Development,Foreign Countries,Reading Material Selection,Program Descriptions

This study is a comparative analysis of literary curricula in six European countries and is part of the project LiFT-2, funded by Comenius' Life Long Learning Programme of the European Commission. The result of this project, that involved almost 4,500 teachers, is a European literary framework for secondary education which can be described as a developmental competence-based taxonomy for teachers. This article aims to identify tendencies in the field of teaching literature in Europe on the basis of the formal curricula of the participating countries, and to examine how the teachers working with those curricula could benefit from the framework. In the conclusion, the authors emphasize the role of LiFT-2 instruments for a more structured approach to developing literary competences within the curricula for literature in different European countries.
Cooperative VET in Training Networks: Analysing the Free-Rider Problem in a Sociology-of-Conventions Perspective
Author: Leemann, Regula Julia
Date: 2015-00-00
Type: Journal Articles
Subjects: Vocational Education,Cooperative Education,Networks,Apprenticeships,Case Studies,Adoption (Ideas),Sociology,Small Businesses,Foreign Countries,Semi Structured Interviews

In training networks, particularly small and medium-sized enterprises pool their resources to train apprentices within the framework of the dual VET system, while an intermediary organisation is tasked with managing operations. Over the course of their apprenticeship, the apprentices switch from one training company to another on a (half-) yearly basis. Drawing on a case study of four training networks in Switzerland and the theoretical framework of the sociology of conventions, this paper aims to understand the reasons for the slow dissemination and reluctant adoption of this promising form of organising VET in Switzerland. The results of the study show that the system of moving from one company to another creates a variety of free-rider constellations in the distribution of the collectively generated corporative benefits. This explains why companies are reluctant to participate in this model. For the network to be sustainable, the intermediary organisation has to address discontent arising from free-rider problems while taking into account that the solutions found are always tentative and will often result in new free-rider problems.