ethanporcaro/eric-fulltext-meta huggingface dataset:
Patterning, Reading, and Executive Functions
Author: Bock, Allison M.
Date: 2018-09-25
Type: Journal Articles
Subjects: Elementary School Students,Grade 1,Pattern Recognition,Reading Ability,Reading Comprehension,Executive Function,Short Term Memory,Reading Fluency,Inhibition,Reading Instruction,Intelligence Tests,Children,Abstract Reasoning,Cognitive Ability,Cognitive Tests

Detecting a pattern within a sequence of ordered units, defined as patterning, is a cognitive ability that is important in learning mathematics and influential in learning to read. The present study was designed to examine relations between first-grade children's executive functions, patterning, and reading abilities, and to examine whether these relations differ by the type of pattern. The results showed that working memory correlated with reading fluency, and comprehension measures. Inhibition correlated only with the latter. Cognitive flexibility was correlated with patterning performance and with performance on object size patterns, whereas working memory was correlated with performance on symmetrical patterns and growing number patterns. These results suggest that the cognition required for completing patterns differs depending on the pattern type. Teachers may find it beneficial to place emphasis on the switching and working memory components of completing patterning tasks, depending on the type of patterns used in instruction.
Award-Winning School Improved Pedagogy with MAP Growth. Georgia Leadership Preparatory Academy, GA. Case Study: MAP Growth
Author: NWEA
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Achievement Tests,Data Use,Academic Achievement,Student Participation,Family Involvement,Prediction,Charter Schools,Information Systems

When Dr. Tonya Williams set out to improve the assessment program for the Georgia Leadership Preparatory Academy, she knew she had to develop a strategy that respected her teachers' time. &quot;Students need and want to grow,&quot; she explains, &quot;and that happens through improved teacher pedagogy. But to make that a reality, you have to give teachers the time to do it.&quot; Williams' aim was to support students by developing a culture of data among students and teachers. More than just getting access to instructionally informative data in real time, she wanted to make growth data part of the school's DNA. Williams started by working with teachers to use student data from MAP® Growth™ to solve the most pressing issues--beginning with engaging students and their families. This brief report discusses the process of pinpointing gaps and empowering students and families, predicting student performance for the Georgia Milestones Assessment, and creating a data support system.
District Gives 11,000 Students More Instructional Time. Norwalk, CT. Case Study: MAP Growth
Author: NWEA
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Achievement Tests,Public Schools,Educational Assessment,School Districts,Alignment (Education),Time on Task,Elementary Secondary Education,Preschool Education

Two years ago, Dr. Steven Adamowski, Superintendent of Norwalk Public Schools, challenged his leadership team to make sure that Norwalk's assessment system effectively supported efforts &quot;to raise the bar and close the gaps&quot; for all students. Dr. Michael Conner, Chief Academic Officer, and Diane Filardo, Director of Assessment Accountability, conducted a comprehensive audit of the existing system and found that far too many assessments were not providing teachers and school leaders with quality data that could inform decision-making. They needed a better way to measure student progress and growth. Norwalk knew NWEA™ could provide this kind of data. What they didn't expect was that implementing MAP® Growth™ would enable them to drastically reduce the number of other assessments the district needed to use. This brief case study describes how Norwalk took a closer look at the existing assessment system, implemented this new approach to assessment, and aligned assessments to district priorities.
How a New York School District Improved Achievement by Supporting Growth. Elmira City School District, NY. Case Study: MAP Suite
Author: NWEA
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: School Districts,Preschool Education,Elementary Secondary Education,Achievement Tests,Academic Achievement,Data Use,Holistic Approach,Response to Intervention,Reading Tests,Test Use

A few years ago, Marnie O. Malone and her team at Elmira City Schools found themselves facing a challenge that's all too common: How can we best support students who we know aren't likely to meet grade-level standards? To find an answer, they looked to the MAP® Suite of assessments from NWEA®. This brief case study describes how Malone and her team used the MAP Suite to support growth at all achievement levels, support a holistic process, and build reading skills in their early learners to drive growth across grades and subjects.
Using Classroom Visits and MAP Growth Data to Discover Professional Learning Needs in Real Time. Cicero School District 99, IL. Case Study: MAP Growth
Author: NWEA
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Achievement Tests,School Districts,School Visitation,Superintendents,Data Use,Test Use,Observation,Kindergarten,Faculty Development,Public School Teachers

When superintendent Rudy Hernandez first arrived at Cicero School District 99, he knew he had challenges to address across the district. With a near-90 percent poverty level and a student population made up of 50 percent English language learners, he knew he needed to work with teachers to build a data-driven support system to affect change. Through collaboration with the staff about what they thought was working, and what they would like to see being implemented in the district, they identified the areas where they needed to focus to affect change. These included understanding their current classroom practices and pairing their observations with student data to identify professional development needs. This brief case study begins by describing how Hernandez started a new practice to better understand the specific needs of the district: focused learning walks. These walks--in-person visits to classrooms for first-hand observation and instructional data collection--served as opportunities to both understand current challenges and build a data-centric culture across the district. Through these walks Hernandez and his team found a common theme: teachers were doing most of what he calls &quot;the heavy lifting,&quot; and students needed more opportunities to talk, ask questions, and engage with different subjects. They compared their observations alongside their MAP® Growth™ data, and found key opportunities to change their approach. By connecting their observations with the data, they implemented changes such as making professional development resources available to teachers based on their interests and needs and providing students with more instructional time. Equipped with the right practices, the right data, and a community of teachers passionate about supporting their students, the staff at Cicero School District 99 are just getting started. Their advice for other school districts facing similar challenges: never stop using the data.
Student Victimization in U.S. Schools: Results from the 2017 School Crime Supplement to the National Crime Victimization Survey. Stats in Brief. NCES 2019-064
Author: Yanez, Christina
Date: 2019-09-00
Type: Reports - Research
Subjects: Victims,Violence,Victims of Crime,Secondary School Students,Student Characteristics,Bullying,Aggression,Age Differences,Crime,Educational Environment,Disclosure,Fear,School Safety,Behavior Patterns,Attendance Patterns

As the body of research on school violence grows, so does the understanding of the features, causes, and consequences of student victimization (Chouhy, Madero-Hernande, and Turanovic 2017). Among students who experience victimization, lower academic performance can become an issue particularly for adolescents who avoid or skip school following the victimization experience (Gardella, Tanner-Smith, and Fisher 2016). Additionally, students who experience victimization also experience rejection and avoidance by their peers (Turanovic and Young 2016). Even as schools, parents, and communities act against student victimization, continued measurement and understanding of school crime are necessary for the consistent improvement of our school and student safety. This Statistics in Brief presents estimates of student criminal victimization at school by selected student and school characteristics, reports of bullying victimization, indicators of school disorder, school security measures, and student avoidance behaviors. It uses data from the 2017 National Crime Victimization Survey (NCVS) Basic Screen Questionnaire (NCVS-1), NCVS Crime Incident Report (NCVS-2), and School Crime Supplement (SCS). Study questions included: (1) How do reports of criminal victimization at school vary by student characteristics?; (2) Do reports of bullying at school vary among students reporting and not reporting criminal victimization at school?; (3) Do reports of other unfavorable conditions at school vary among students reporting and not reporting criminal victimization?; and (4) How do fear, avoidance behaviors, and perceptions of crime and feeling safe vary among students reporting and not reporting criminal victimization?
Evaluating Educational Services Offered for Syrian Gifted Refugee Students in Jordanian Schools
Author: Alodat, Ali M.
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Gifted,Validity,Reliability,Standards,Professional Associations,Principals,Administrator Attitudes,Identification,Faculty Development,Curriculum Development,Enrollment Trends,Comparative Analysis,Educational Practices,Enrichment,Acceleration (Education),Elementary Secondary Education,Emergency Shelters,Special Education,Educational Environment

This study aimed to evaluate educational services offered for Syrian gifted refugee students in Jordanian schools from the point of view of schools' principals or educational supervisors. The researchers extracted validity and reliability indicators from the Arabic translated form of the National Association for Gifted Children (NAGC) standards. 72 schools were evaluated in terms of the use, importance, and availability of the four gifted education standards: identification, curriculum, programs, and professional development. The findings showed that there are differences in the numbers of gifted Jordanian students compared with Syrian students enrolled in gifted programs in Jordanian schools. Moreover, there is a gap between types of gifted educational programs and services provided in the schools inside and outside the refugee camps. The findings also showed that the overall gifted education services provided for Syrian gifted refugee students were low with an average of 2.34 for the use, 2.15 for the importance, and 2.44 for the availability of these practices. Finally, suggestions and recommendations are provided to develop the gifted educational services in these schools.
Inclusive Education within the Jordanian Legal Framework: Overview of Reality and Suggestions for Future
Author: Alodat, Ali
Date: 2014-05-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Special Needs Students,Students with Disabilities,Access to Education,Educational Legislation,Special Education,Civil Rights

This article aims to review the concept of Inclusive Education (IE) within the Jordanian legal framework for persons with special needs since its inception in 1964 and to the present day. It reviews in depth laws' articles that relate to the concept of IE. This study evaluates the current practices in Jordan in terms of the extent of IE on the ground, responsible parties for its implementation, and follow-up mechanism. It provides suggestions for future development of the law with regard to the IE and the foundations of its implementation and supervision.
Developing an Explicit Instruction Special Education Teacher Observation Rubric
Author: Johnson, Evelyn S.
Date: 2018-07-00
Type: Reports - Research
Subjects: Direct Instruction,Teaching Methods,Scoring Rubrics,Special Education Teachers,Teacher Evaluation,Observation,Psychometrics,Test Construction,Test Validity,Teacher Competencies,Test Reliability

In this study, we developed an Explicit Instruction special education teacher observation rubric that details the elements of explicit instruction, and tested its psychometric properties using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 30 special education teachers across three states were collected. External raters (n = 15) were trained to observe and evaluate instruction using the rubric, and assigned scores of 'implemented', 'partially implemented' or 'not implemented' for each of the items. Analyses showed that the item, teacher, lesson and rater facets achieved high psychometric quality for the instrument. Implications for research and practice are discussed. [This paper was published in &quot;Journal of Special Education&quot; v53 n1 p28-40 2019 (EJ1212698).]
Predicting Elementary Teachers&apos; Efforts to Manage Social Dynamics from Classroom Composition, Teacher Characteristics, and the Early Year Peer Ecology
Author: Braun, Summer S.
Date: 2019-06-01
Type: Reports - Research
Subjects: Elementary School Teachers,Interpersonal Relationship,Teacher Characteristics,Group Dynamics,Grade 1,Grade 3,Grade 5,Elementary Schools,Gender Differences,Emotional Response,Empathy,Student Needs,Classroom Environment,Peer Relationship,Classroom Techniques,Student Behavior,Aggression,Friendship,Teacher Attitudes,Student Attitudes

Teachers' efforts to manage classroom social dynamics are associated with students' social and academic adjustment, but the determinants of teachers' use of social dynamics management strategies have remained unexplored. Multiple potential determinants of strategy use were examined in a study of 164 teachers and their 2986 students in 164 1st, 3rd, and 5th grade classrooms. Teachers who employed more of these strategies were: female, rated by observers as emotionally supportive, expressed compassion for withdrawn students, perceived a more positive classroom social climate, and had students who reported more negative peer relations. Results suggest that teachers' personal characteristics influence their strategy use. In addition, results suggest that teachers' strategy use may be a response to the immediate peer ecology. [This is the online version of an article published in &quot;Social Psychology of Education.&quot;]
Middle School Teachers&apos; Mindfulness, Occupational Health and Well-Being, and the Quality of Teacher-Student Interactions
Author: Braun, Summer S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Middle School Teachers,Middle School Students,Metacognition,Stress Variables,Teaching Conditions,Teacher Burnout,Depression (Psychology),Anxiety,Interaction,Individual Differences,Emotional Response,Well Being

Building upon contemporary models of teaching that suggest that teachers' own well-being is related to their classroom practice and student outcomes, we examined whether middle school teachers' mindfulness skills were related to their concurrent occupational health and well-being (job stress, occupational burnout, and depressive and anxiety symptoms), and quality of their interactions with students in their &quot;most stressful&quot; class during the school day. Multivariate regression analyses of 58 middle school teachers indicated that teacher mindfulness was significantly associated with lower levels of job stress, occupational burnout, and depressive and anxiety symptoms; and higher levels of observers' ratings of teachers' emotionally supportive interactions with students in their most stressful classroom. Occupational burnout, in contrast, was negatively related to observers' ratings of emotional support and organization in the classroom. Results suggest individual differences in middle school teachers' mindfulness may affect their interactions with students in the middle school classroom directly and through reductions in burnout, though longitudinal studies of these relations are needed. Findings are discussed in relation to intervention efforts to improve teacher mindfulness through training in order to support occupational health and well-being, improve the quality of teacher-student interactions in the classroom, and increase student engagement and learning.
Examining Teachers&apos; Classroom Management Profiles: Incorporating a Focus on Culturally Responsive Practice
Author: Gaias, Larissa M.
Date: 2019-00-00
Type: Reports - Research
Subjects: Classroom Techniques,Culturally Relevant Education,Minority Group Students,Profiles,Middle School Teachers,Teacher Characteristics,Student Behavior,Classroom Environment,Middle School Students

Effective classroom management practices have been associated with students' behavioral and academic outcomes, but some questions have been raised regarding the degree to which current classroom management strategies are responsive to the backgrounds of students of color in US public schools. Additionally, frameworks for culturally responsive classroom management have emerged, but little attention has been given to systematically measuring and examining these practices, particularly in conjunction with more traditional domains of classroom management. The current study used a person-centered approach with data from 103 middle-school teachers to explore how classroom management practices, including cultural responsiveness, co-occur in teacher practice, and how profiles of practices are associated with teacher and classroom characteristics and student behaviors. The latent profile analysis revealed three ordered profiles of classroom management practices (i.e., high, medium, low), suggesting that cultural responsiveness may operate as an extension of other classroom management strategies. Results also demonstrated that White students were more likely to be in classrooms with high levels of classroom management, and that students in classrooms with low levels of classroom management were more likely to demonstrate elevated levels of negative behaviors. The results suggest that a subset of teachers is in need of comprehensive professional development on a range of classroom management techniques, while all teachers could improve their practices reflecting meaningful participation and cultural responsiveness. [This paper was published in the &quot;Journal of School Psychology&quot; v76 n5 p124-139 2019.]
Standardizing the Cognitive Abilities Screening Test (CogAt 7) for Identifying Gifted and Talented Children in Kindergarten and Elementary Schools in Jordan
Author: Alodat, Ali M.
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Elementary School Students,Gifted,Talent Identification,Cognitive Tests,Screening Tests,Public Schools,Private Schools,Test Reliability,Content Validity,Interrater Reliability,Gifted Education,Test Validity,Elementary School Teachers

This study aimed to standardize the Cognitive Abilities Screening Test (CogAT) Form Seven for identifying gifted and talented children ages five-eight years in Jordan. A sample of 280 students was randomly chosen from public and private elementary schools and kindergartens in the city of Amman, the capital city of Jordan, and used teachers' nomination for gifted students. The results indicated significant and high reliability correlations for the total score of the two-time administration (r = 0.927) and highly significant internal consistency reliability correlations where Alpha coefficients were 0.941 for the subtest scores and 0.962 for the total score and split-half reliability was 0.904 for the subtest scores and 0.927 for the total score. Furthermore, the content validity results demonstrated unanimous agreement among reviewers (6 experts and 10 teachers) about the translation match of the original test, suitability to Jordanian culture, and extracting and interpreting the results. One the other hand, the criterion validity results showed that there were no significant correlations (r = 0.434) between the Arabic version of CogAT Screening Test results and teachers' nomination of gifted students.
The Role of Pre-Algebraic Reasoning within a Word-Problem Intervention for Third-Grade Students with Mathematics Difficulty
Author: Powell, Sarah R.
Date: 2019-09-16
Type: Reports - Research
Subjects: Grade 3,Elementary School Mathematics,Word Problems (Mathematics),Algebra,Learning Problems,Mathematical Logic,Elementary School Students,Intervention,Program Effectiveness

Students in the elementary grades often experience difficulty setting up and solving word problems. Using an equation to represent the structure of the problem serves as an effective tool for solving word problems, but students may require specific pre-algebraic reasoning instruction about the equal sign as a relational symbol to set up and solve such equations successfully. We identified students with mathematics difficulty (n = 138) from a sample of 916 third-grade students. We randomly assigned students to a word-problem intervention with a pre-algebraic reasoning component, a word-problem intervention without pre-algebraic reasoning, or the business-as-usual. Students in the 2 active intervention conditions participated in 45 individual sessions and learned about 3 additive word-problem schemas. Students who received word-problem intervention with a pre-algebraic reasoning component demonstrated improved nonstandard equation solving, equal sign understanding, and word-problem solving compared to students in the other two conditions. [The paper will be published in &quot;ZDM Mathematics Education.&quot;]
The Role of Executive Functions in Reading Comprehension
Author: Butterfuss, Reese
Date: 2017-08-17
Type: Reports - Research
Subjects: Executive Function,Reading Comprehension,Reading Processes,Inhibition,Short Term Memory

Our goal in this paper is to understand the extent to which, and under what conditions, executive functions (EFs) play a role in reading comprehension processes. We begin with a brief review of core components of EF (inhibition, shifting, and updating) and reading comprehension. We then discuss the status of EFs in process models of reading comprehension. Next, we review and synthesize empirical evidence in the extant literature for the involvement of core components of EF in reading comprehension processes under different reading conditions and across different populations. In conclusion, we propose that EFs may help explain complex interactions between the reader, the text, and the discourse situation, and call for both existing and future models of reading comprehension to include EFs as explicit components. [This paper was published in &quot;Educational Psychology Review&quot; (EJ1186668).]