ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Project ImPACT for Toddlers&quot;: Pilot Outcomes of a Community Adaptation of an Intervention for Autism Risk
Author: Stahmer, Aubyn C.
Date: 2019-09-29
Type: Reports - Research
Subjects: Toddlers,Autism,Pervasive Developmental Disorders,At Risk Persons,Intervention,Behavior Modification,Early Intervention,Program Effectiveness,Parent Child Relationship,Social Development,Communication Skills,Adjustment (to Environment),Behavior Rating Scales,Educational Legislation,Federal Legislation

This study reports child and family outcomes from a community-based, quasi-experimental pilot trial of &quot;Project ImPACT for Toddlers&quot; (&quot;PI[superscript T]&quot;). &quot;PI[superscript T]&quot; is a parent-mediated, naturalistic, developmental behavioral intervention for children with or at-risk for autism spectrum disorder developed through a research community partnership. Community early interventionists delivered either &quot;PI[superscript T]&quot; (n=10) or Usual Care (UC; n=9) to families based on Part C assigned provider. Twenty-five families participated, with children averaging 22.76 months old (SD=5.06). Family and child measures were collected at intake, after three months of service and after a three-month follow-up. Results indicate significantly greater improvements in positive parent-child interactions for &quot;PI[superscript T]&quot; than UC families, as well as large, but non-significant, effect sizes for &quot;PI[superscript T]&quot; families in children's social and communication skills. [This is the online version of an article published in &quot;Autism.&quot;]
Strong Families Thriving Children
Author: Quintana, Erica, Ed.
Date: 2019-00-00
Type: Reports - Research
Subjects: Family Environment,Child Rearing,Child Development,Community Role,Coping,Well Being,Economic Factors,Child Health,Education,Child Safety,Resilience (Psychology),Family Needs,Family Programs,Child Abuse,Child Neglect,At Risk Persons,Family Violence,Substance Abuse,Pregnancy,Addictive Behavior,Disabilities,American Indians,State Legislation,Rural Areas,Refugees,Government Role,Child Care,Capacity Building,Parenting Skills,Parent Education,Home Visits,Interpersonal Competence,Athletics,Recreational Activities,Parks,Libraries,Fine Arts,Theater Arts,Religion

In the past few years, people have come to realize that family and child well-being are public health issues. Helping families and children be happy, healthy and resilient helps the larger community. This report will discuss various aspects of family life including the systems that exist to support them, ways families can have more positive experiences, and some of the struggles families face that compromise their life experiences. This is a background report for the town hall sessions that will take place around Arizona that will focus on how the community can collectively support families and children so that they are better able to overcome risk factors such as adverse childhood experiences and economic downturns. [The report was written with Arizona Town Hall.]
Academic Parent Teacher Teams (APTT), 2015-2016. Research Educational Program Report. Volume 10, Issue 1
Author: Holmes, Venita
Date: 2016-12-08
Type: Reports - Research
Subjects: Parent Teacher Cooperation,Teamwork,Elementary Schools,At Risk Students,Economically Disadvantaged,Reading Achievement,Program Effectiveness,Standardized Tests,Scores,Meetings,Parent Participation,Limited English Speaking,Academically Gifted,English,Spanish,Grade 3,Grade 4,Grade 5,Elementary School Students,Kindergarten

During the 2015-2016 academic year, the parents of 4,974 students participated in APTT [Academic Parent Teacher Teams] at 10 Title 1 elementary schools in the Houston Independent School District (HISD). Students were predominately economically disadvantaged and at risk of dropping out of school. The impact of the program was assessed using the combined English and Spanish STAAR [State of Texas Assessments of Academic Readiness] reading results and CIRCLE reading assessment performance of students whose parents attended 0, 1, 2, or 3 APTT sessions during the school year. There were increases in the mean scale scores of fourth and fifth-grade students on the reading STAAR, considering their previous year performance on the tests, regardless of the number of APTT sessions attended. However, fourth grade students whose parents attended three sessions had the highest reading scores in 2015 and 2016. Cohen's d analyses estimated that the effect of the program was medium for fourth grade students and small for fifth-grade students. In contrast to findings on the English version of CIRCLE, performance on the Spanish version of the test revealed that kindergarten students whose parents attended three APTT sessions scored proficient at higher rates at Waves 1, 2, and 3 compared to students whose parents attended less than three sessions. Parents' perceptions of the program were positive relative to their satisfaction with the quality of the training. These findings support the collaboration among teachers and parents to increase student academic achievement. [Title varies: &quot;Family and Community Engagement through Academic Parent Teacher Teams (APTT): Comparative Analysis of Student Achievement in 10 Targeted Schools, 2015-2016.&quot;]
Correction for Item Response Theory Latent Trait Measurement Error in Linear Mixed Effects Models
Author: Wang, Chun
Date: 2019-00-00
Type: Reports - Research
Subjects: Error of Measurement,Item Response Theory,Regression (Statistics),Evaluation Methods,Computation,Simulation,Longitudinal Studies

When latent variables are used as outcomes in regression analysis, a common approach that is used to solve the ignored measurement error issue is to take a multilevel perspective on item response modeling (IRT). Although recent computational advancement allow efficient and accurate estimation of multilevel IRT models, we argue that a two-stage divide-and-conquer strategy still has its unique advantages. Within the two-stage framework, three methods that take into account heteroscedastic measurement errors of the dependent variable in stage II analysis are introduced, they are the closed-form marginal MLE (MMLE), the Expectation Maximization (EM) algorithm, and the moment estimation method. They are compared to the naïve two-stage estimation and the one-stage MCMC estimation. A simulation study is conducted to compare the five methods in terms of model parameter recovery and their standard error estimation. The pros and cons of each method are also discussed to provide guidelines for practitioners. Finally, a real data example is given to illustrate the applications of various methods using the National Educational Longitudinal Survey data (NELS 88). [This paper was published in &quot;Psychometrika&quot; v84 p673-700 2019.]
Learning from Adaptation to Support Instructional Improvement at Scale: Understanding Coach Adaptation in the TN Mathematics Coaching Project
Author: Russell, Jennifer Lin
Date: 2019-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Coaching (Performance),Educational Change,Intervention,Context Effect,Interpersonal Relationship,Adjustment (to Environment),Elementary Secondary Education,Teacher Improvement,Faculty Development,Beginning Teachers,Experienced Teachers

Attempts to scale up instructional interventions confront implementation challenges that mitigate their ultimate impact on teaching and learning. In this article, we argue that learning about adaptation during the design and implementation phases of reform is critical to the development of interventions that can be implemented with integrity at scale. Through analysis of data generated during a mathematics instructional coaching initiative, we examine the adaptations coaches made to diverse relational and organizational contexts. Findings from two studies of adaptation illustrate the need to attend to the extent to which adaptations are consistent with the core features of a reform. Based on our findings, we posit a generalizable model that supports evidence-based mutual adaptation. [This is the online first version of an article published in &quot;American Educational Research Journal.&quot;]
Red Light, Purple Light! Results of an Intervention to Promote School Readiness for Children from Low-Income Backgrounds
Author: McClelland, Megan M.
Date: 2019-00-00
Type: Reports - Research
Subjects: Intervention,School Readiness,Skill Development,Low Income Students,Program Effectiveness,Self Control,Preschool Children,Preschool Education,Mathematics Skills,Reading Skills,Emergent Literacy,Teaching Methods,Self Management,Executive Function,At Risk Students,Early Intervention,Educational Games

Considerable research has examined interventions that facilitate school readiness skills in young children. One intervention, &quot;Red Light, Purple Light Circle Time Games&quot; (RLPL; Tominey and McClelland, 2011; Schmitt et al., 2015), includes music and movement games that aim to foster self-regulation skills. The present study (N = 157) focused on children from families with low-income and compared the RLPL intervention (SR) to a revised version of RLPL that included literacy and math content (SR+) and a Business-As-Usual (BAU) control group. In both versions of the intervention, teachers were trained to administer the self-regulation intervention in preschool classrooms with coaching support. Although not statistically significant, children receiving either version of the intervention gained more in self-regulation on the Head-Toes-Knees-Shoulders (HTKS) over the preschool year compared to the BAU group (ß = 0.09, p = 0.082, Cohen's d = 0.31). Effect sizes were similar to previous studies (Schmitt et al., 2015; Duncan et al., 2018) and translated to a 21% difference in self-regulation over and above the BAU group at post-test. Furthermore, children participating in either version of the intervention gained significantly more in math across the school year compared to children in the BAU group (ß = 0.14; p = 0.003, Cohen's d = 0.38), which translated to a 24% difference in math over and above the BAU group at post-test. Results were somewhat stronger for the SR+ version, although effect sizes across intervention conditions were comparable. There were no statistically significant differences across groups for literacy skills. Results extend previous research and suggest that the RLPL intervention, which includes an explicit focus on self-regulation through music and movement games, may improve children's self-regulation and math scores over the preschool year. [This article was published in &quot;Frontiers in Psychology&quot; 2019.]
The Teacher Candidate Artifact System (TCAS) for Education Program Provider Continuous Improvement
Author: Moffett, David W.
Date: 2019-10-17
Type: Speeches/Meeting Papers
Subjects: Databases,Computer Science Education,College Faculty,Departments,Scoring Rubrics,Teacher Education Programs,Student Records,Preservice Teachers,College Students,Academic Achievement,Information Systems,Standards,Majors (Students),Student Projects,College Seniors,Programming Languages,Portfolios (Background Materials)

The Education Program Provider Chair's objective was to create a student legacy artifact archival retrieval system. The goal was to have the database system operational by Spring Semester, 2019. The purpose of the new system was to house and index student and pre-service candidate product across performance levels reflective of the program's key assessments. Program continuous improvement was the intended result of the new system. The Chair and a Senior Computer Science Major met 10 times, using a 16-stage process to create the new Teacher Candidate Artifact System (TCAS). Scored student artifacts were the study instruments. Evaluators improved ability to score student artifacts through their use of the system. Student and pre-service candidate reviews of prior student artifacts improved subsequent ones. Faculty accessing the system improved their writing of rubric performance levels. TCAS enhanced program continuous improvement. Knowledge regarding implementing such a system is valuable to all Education Program Providers.
Late-Stage Educational Inequality: Can Selection on Noncognitive Skills Explain Waning Social Background Effects?
Author: Smith, Christian Michael
Date: 2019-00-00
Type: Reports - Research
Subjects: Equal Education,Socioeconomic Influences,Grade 10,High School Students,Disadvantaged Youth,At Risk Students,Educational Attainment,Social Stratification,Personality Traits,Locus of Control,Self Esteem,Learner Engagement,Goal Orientation

Past research finds that the effect of socioeconomic origin on the probability of making educational transitions decreases over the educational career from primary to graduate school. Some have argued that this pattern of waning is the result of selective attrition, since those of modest social origins who make a given transition may have exceptional cognitive or noncognitive skills while more advantaged individuals may rely less heavily on these skills to continue their education. We study a sample of American 10th graders from 1980 to assess how much the pattern of waning effects is due to selective attrition along noncognitive skills for this cohort. We find that controlling for noncognitive skills does not make the effect of socioeconomic origin more stable across transitions. Still, socioeconomic advantage does not decline uniformly across transitions, and it appears most pronounced at the transition into college, whether accounting for noncognitive skills or not. Our results suggest that origins continue to drive educational attainment even among those who make it to postsecondary transitions. [This paper was published in &quot;Research in Social Stratification and Mobility&quot; v63 Article 100424 2019.]
Single-Case Synthesis Tools I: Comparing Tools to Evaluate SCD Quality and Rigor
Author: Zimmerman, Kathleen N.
Date: 2018-01-02
Type: Information Analyses
Subjects: Research Design,Evaluation Methods,Synthesis,Validity,Intervention,Program Effectiveness,Comparative Analysis,Sensory Training,Behavior Modification,Evidence Based Practice

Tools for evaluating the quality and rigor of single case research designs (SCD) are often used when conducting SCD syntheses. Preferred components include evaluations of design features related to the internal validity of SCD to obtain quality and/or rigor ratings. Three tools for evaluating the quality and rigor of SCD (Council for Exceptional Children, What Works Clearinghouse, and Single-Case Analysis and Design Framework) were compared to determine if conclusions regarding the effectiveness of antecedent sensory-based interventions for young children changed based on choice of quality evaluation tool. Evaluation of SCD quality differed across tools, suggesting selection of quality evaluation tools impacts evaluation findings. Suggestions for selecting an appropriate quality and rigor assessment tool are provided and across-tool conclusions are drawn regarding the quality and rigor of studies. Finally, authors provide guidance for using quality evaluations in conjunction with outcome analyses when conducting syntheses of interventions evaluated in the context of SCD. [This is the in press version of an article published in &quot;Research in Developmental Disabilities.&quot; For Part II, see ED599351.]
Single-Case Synthesis Tools II: Comparing Quantitative Outcome Measures
Author: Zimmerman, Kathleen N.
Date: 2018-01-02
Type: Reports - Research
Subjects: Research Design,Evaluation Methods,Synthesis,Intervention,Program Effectiveness,Sensory Training,Behavior Modification,Effect Size,Meta Analysis,Outcome Measures,Comparative Analysis,Statistical Analysis

Varying methods for evaluating the outcomes of single case research designs (SCD) are currently used in reviews and meta-analyses of interventions. Quantitative effect size measures are often presented alongside visual analysis conclusions. Six measures across two classes--overlap measures (percentage non-overlapping data, improvement rate difference, and Tau) and parametric within-case effect sizes (standardized mean difference and log response ratio [increasing and decreasing])--were compared to determine if choice of synthesis method within and across classes impacts conclusions regarding effectiveness. The effectiveness of sensory-based interventions (SBI), a commonly used class of treatments for young children, was evaluated. Separately from evaluations of rigor and quality, authors evaluated behavior change between baseline and SBI conditions. SBI were unlikely to result in positive behavior change across all measures except IRD. However, subgroup analyses resulted in variable conclusions, indicating that the choice of measures for SCD meta-analyses can impact conclusions. Suggestions for using the log response ratio in SCD meta-analyses and considerations for understanding variability in SCD meta-analysis conclusions are discussed. [This is the in press version of an article published in &quot;Research in Developmental Disabilities.&quot; For Part I, see ED599350.]
Preschool Instruction in Letter Names and Sounds: Does Contextualized or Decontextualized Instruction Matter?
Author: Roberts, Theresa A.
Date: 2019-10-25
Type: Reports - Research
Subjects: Preschool Education,Emergent Literacy,Teaching Methods,Alphabets,Phonemes,Graphemes,Story Reading,Childrens Literature,Phoneme Grapheme Correspondence,Program Effectiveness,Bilingual Students,Learner Engagement,English Language Learners,Context Effect

This study investigated the influence of teaching letter names and sounds in isolation or in the context of storybook reading on preschool children's early literacy learning and engagement during instruction. Alphabet instruction incorporated paired associate learning of correspondences between letter names and sounds. In Decontextualized treatment activities, children practiced saying the letter names and sounds that matched printed single letters presented on cards and in letter books, and speeded recognition of taught letters. In Contextualized treatment activities, letter names and sounds were taught and practiced during oral reading of storybooks, recognizing letters in children's printed names, and speeded recognition of taught letters in words. Subjects were 127 preschool children in five public schools with low-income eligibility thresholds, including 48 dual language learners (DLLs). Children were randomly assigned within classroom to small groups randomly assigned to one of the two treatments. Research assistants provided 10 weeks of instruction, 12-15 minutes/day, and four days/week. Both groups made significant growth from pretest to posttest on measures of alphabet learning and phoneme awareness. Children in the Decontextualized treatment small groups had significantly higher gains than children in the Contextualized treatment small groups on taught letter sounds and phonemic awareness measured by identification of initial sounds in spoken words. There were no treatment differences between DLL and non-DLL children. Children's engagement during instruction was significantly higher in the Decontextualized treatment. Findings support explicit decontextualized alphabet instruction emphasizing the relationship between verbal letter labels and letter forms that enlists PAL processes. [This paper is published in &quot;Reading Research Quarterly.&quot;]
T Levels Research: How Are Providers Preparing for Delivery?
Author: Straw, Suzanne
Date: 2019-06-00
Type: Reports - Research
Subjects: Foreign Countries,Technical Education,Schools,Readiness,Educational Change,Participation,Access to Information,Educational Finance,Financial Support,Expertise,Educational Planning,Student Recruitment,School Personnel

T Levels are a major part of the Government's reforms to strengthen England's skills system by improving vocational and technical education. These two-year technical programmes for young people aged 16 to 19 years will combine classroom theory, practical learning and an industry placement. Each T Level will be equivalent to three A Levels. The first three T Levels to be delivered are in Digital, Construction, and Education and Childcare. Fifty providers--further education (FE) colleges, independent training providers, sixth form colleges, a University Technical College (UTC), academies, schools and a university--will deliver one or more of these T Level programmes across England from September 2020. This qualitative research provides an independent evidence-informed picture of how provider organisations are preparing to deliver these first three T Levels. The study objectives were to investigate: (1) providers' views on how they are preparing to deliver the first T Levels and their progress to date; (2) the perceptions of organisations who represent and support the post-16 education and training sector on providers' preparation for the introduction of T Levels, within the wider context of level 3 technical provision; and (3) the challenges being faced and learning points for current and future providers of T Levels. The research involved in-depth, semi-structured interviews with senior/middle leaders with organisation-wide responsibility for T Levels in half (25) of the first 50 providers of the three T Levels to be delivered in 2020. The authors additionally interviewed ten senior sector representatives with extensive knowledge of vocational and technical education. Sector representatives were from: associations and unions of teachers, lecturers and education leaders; expert bodies covering applied learning, technical qualifications and professional development; and representative bodies of education and training providers and employers. Interviews with providers primarily focused on their preparation for delivery. Interviews with sector representatives provided broader perspectives on the sector's preparation for the delivery of T Levels.
Impact of a Parent Text Messaging Program on Pre-Kindergarteners&apos; Literacy Development
Author: Cabell, Sonia Q.
Date: 2019-00-00
Type: Journal Articles
Subjects: Literacy,Parent Child Relationship,Participation,Family Environment,Preschool Children,Public Schools,Poverty,Asynchronous Communication,Well Being,Sleep,Nutrition,Health Behavior,School Readiness,Educational Benefits,Health Education,Language Skills,Program Descriptions,Telecommunications,Handheld Devices,Computer Software,Parents as Teachers,Program Effectiveness

There is increasing interest in low-cost, scalable approaches that support parent engagement in their children's learning at home. This study examined the impact of one such approach on pre-kindergarteners' literacy development during an academic year in a suburban public school setting that prioritized enrollment for children living in poverty. Parents were randomly assigned within children's classrooms to receive either: (a) a language and literacy text messaging program or (b) a health and well-being text messaging program. Unexpectedly, findings indicated that children entering the school year with higher skill levels benefited from the language/literacy program while those with lower initial skill levels benefited from the health/well-being program. Although this approach shows promise in impacting some children's literacy skills, it is clear that &quot;one size&quot; does not fit all families and that some families may benefit from text messages on basic needs such as sleep, nutrition, health, and behavior. [For the corresponding grantee submission, see EJ1210476.]