ethanporcaro/eric-fulltext-meta huggingface dataset:
Flexibility for Fairness: Crafting Business Rules for Student Learning Objectives. Ask the Team
Author: Potemski, Amy
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Educational Objectives,Standard Setting,Attendance,Student Mobility,Leaves of Absence,Teacher Placement,Disabilities,Special Education Teachers,Individualized Education Programs,Guidelines

Across the United States, a wide cross-section of administrators and teachers are learning the ins and outs of setting, assessing, and scoring student learning objectives (SLOs). An SLO is a set of goals that measures an educator's progress in achieving student growth targets. SLOs are particularly helpful for teachers in nontested subjects and grades because the goal can be set using any type of assessment. The SLO process varies from state to state, but a common set of questions often emerges during this process. For example, what happens to the SLO process if the following occur: (1) a teacher's roster changes drastically due to high student mobility rates; (2) a teacher's assignment changes significantly over the course of the year; or (3) a teacher serves as a pull-in/push-out teacher or coteaches? To address these common situations, states and districts are crafting business rules specifically for SLOs. Business rules typically list specific exceptions to any standard process, although states refer to these exceptions by different terms, such as operating rules or guidelines. In the case of SLOs, business rules outline exceptions that are designed to mitigate bias introduced in the SLO process by these particular situations. SLO business rules attempt to build flexibility into SLOs while sustaining a consistent process across all teachers and students. In response to questions from the field,a sample of SLO business rules from multiple states and districts that are currently implementing SLOs was gathered. The implementation of SLOs is still an emerging process in these states. Little information is available on the effectiveness of these rules in achieving their aims, so this overview functions only as starting point for discussion on this topic in your states or districts. Bonus resources are provided.
Preparing Teachers for the Common Core: Aligning Preparation Program Curricula. Ask the Team
Author: Paliokas, Kathleen
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Academic Standards,State Standards,Alignment (Education),Preservice Teacher Education,Elementary Secondary Education,Teacher Education Curriculum,Teacher Educators,Faculty Development,Accountability,Accreditation (Institutions),Program Validation,Licensing Examinations (Professions),Teacher Competencies

Implementing new college and career readiness standards, along with readying teachers and students for new assessments, is a monumental undertaking by multiple national, state, and local education leaders and organizations. One critical policy area for states to consider is supports for educator preparation programs to ensure that new teachers entering the classroom are well prepared to help their students achieve the Common Core State Standards. To help share information and resources across states, the Center on Great Teachers and Leaders' partner, the Council of Chief State School Officers (CCSSO), asked the team leads of its 30-member State Consortium on Educator Effectiveness to share how they are helping teacher preparation programs in their state align preparation program curricula to the Common Core State Standards. In addition, expert staff working with the new student assessment consortia provided examples of leading practices. Based on the information collected, four common approaches states have taken to align teacher preparation curricula to the Common Core State Standards for English Language Arts and Mathematics were identified: (1) Align teaching standards and licensure requirements to Common Core; (2) Support faculty through professional development; (3) Integrate Common Core into program approval and accountability requirements and (4) Integrate Common Core into state teacher licensure assessments.
Evaluation of Personality Traits of Physical Education Teachers Working in Secondary Schools and High Schools in Çanakkale According to Their Sports Branch
Author: Demir, Erdal
Date: 2015-01-00
Type: Reports - Research
Subjects: Foreign Countries,Physical Education,Physical Education Teachers,Secondary Schools,Secondary School Teachers,Personality Traits,Athletics,Comparative Analysis,Correlation,Team Sports,Teacher Surveys,Teacher Characteristics

The sampling of the present study consists of 92 volunteer physical education teachers (59 male and 33 female) who work at state and private primary schools (of the Ministry of Education) in Canakkale in the academic year 2013-2014. To identify the personality traits of the participants, Personality Inventory (PERI) was utilized. PERI consists of five factors, namely, openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. The inventory was administered face-to-face. Specialities and personality traits of physical education teachers were compared for the purpose of the study. Kruskal-Wallis test and Mann-Whitney U test were utilized to analyze the obtained data. The results revealed a significant correlation between specialities and personality traits of physical education teachers only in terms of emotional stability and compatibility domains (p &lt; 0.05), but not of other three factors. Moreover, no statistically significant difference was discovered between sports types (team or individual sports) and personality traits of physical education teachers (p &gt; 0.05). [This paper was presented at &quot;The V European Conference on Social and Behavioral Sciences.&quot;]
How Ready Are Postsecondary Institutions for Students Who Are d/Deaf or Hard-of-Hearing?
Author: Cawthon, Stephanie W.
Date: 2014-03-03
Type: Reports - Evaluative
Subjects: Deafness,Hearing Impairments,Postsecondary Education,College Readiness,Academic Accommodations (Disabilities),Self Disclosure (Individuals),Language Skills,Communication Skills,Educational Legislation,Federal Legislation,College Students

Educational policy in the United States is increasingly focused on the need for individuals to be academically ready for postsecondary education experiences. The focus of these initiatives, however, centers primarily on individuals and their competencies and characteristics, and not on the capacities of postsecondary institutions to serve them. This article uses the lens of students who are d/Deaf or hard-of-hearing (DHH) to explore ways in which college readiness can be conceptualized as overlapping continuums of preparedness for both individuals and institutions. The article first summarizes research on students who are DHH and their readiness across core domains of academic preparation, language and communication, and soft skills. The article then discusses considerations at the institutional level such as accommodations, direct vs. mediated communication, student disclosure rates, and their level of accessibility for students who have a different academic, linguistic, and cultural experience than most institutional infrastructure is designed to serve. We conclude with considerations for future investigation and an expansion of the dialog around readiness and postsecondary education.
Assessment Accommodations on Tests of Academic Achievement for Students Who Are Deaf or Hard of Hearing: A Qualitative Meta-Analysis of the Research Literature
Author: Cawthon, Stephanie
Date: 2013-00-00
Type: Journal Articles
Subjects: Testing Accommodations,Academic Achievement,Deafness,Hearing Impairments,Qualitative Research,Meta Analysis,Literature Reviews,Databases,Educational Environment,Scores,American Sign Language,Test Items,Computer Assisted Testing,Standardized Tests,Student Characteristics,Validity,Elementary Secondary Education,Postsecondary Education

The authors conducted a qualitative meta-analysis of the research on assessment accommodations for students who are deaf or hard of hearing. There were 16 identified studies that analyzed the impact of factors related to student performance on academic assessments across different educational settings, content areas, and types of assessment accommodations. The meta-analysis found that the results of analyses of group effects of accommodated versus unaccommodated test formats are often not significant, test-level factors exist that can affect how students perceive the assessments, and differences exist in how test items function across different conditions. Student-level factors, including educational context and academic proficiency, influence accommodations' role in assessment processes. The results of this analysis highlight the complexity of and intersections between student-level factors, test-level factors, and larger policy contexts. Findings are discussed within the context of larger changes in academic assessment, including computer-based administration and high-stakes testing.
Accommodations Quality for Students Who Are d/Deaf or Hard of Hearing
Author: Cawthon, Stephanie W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Academic Accommodations (Disabilities),Access to Education,Accessibility (for Disabled),Educational Quality,National Surveys,Focus Groups,Secondary Education,Postsecondary Education,Interviews,Coding,Online Surveys,Teachers,Administrators,Professional Personnel,Vocational Rehabilitation,Allied Health Personnel,Racial Differences,Age Differences,Deaf Interpreting,Qualitative Research,Secondary School Teachers,College Faculty,Disabilities

Students who are d/Deaf or hard of hearing often receive accommodations that are intended to increase access to the educational environment. The authors provide the results of a large national study of accommodations use in secondary and postsecondary settings. The article focuses on three aspects of accommodations use: access, quality, and consistency. The participants were 1,350 professionals working with a diverse group of students who were d/Deaf or hard of hearing in a variety of roles, including educators, administrators, interpreters, vocational rehabilitation agency staff, and allied service providers. Data were collected from both a national survey and a series of focus groups conducted over a 1-year period. The authors discuss the results in light of the crucial nature of accommodations during the transition into a variety of educational, training, and employment options.
Alignment of Single-Case Design (SCD) Research with Individuals Who Are Deaf or Hard of Hearing with the What Works Clearinghouse Standards for SCD Research
Author: Wendel, Erica
Date: 2015-04-00
Type: Journal Articles
Subjects: Deafness,Partial Hearing,Intervention,Research Design,Case Studies,Standards,Program Effectiveness,Evidence,Peer Evaluation,Online Searching,Annotated Bibliographies,Reliability,Interrater Reliability

The authors assessed the quality of single-case design (SCD) studies that assess the impact of interventions on outcomes for individuals who are deaf or hard-of-hearing (DHH). More specifically, the What Works Clearinghouse (WWC) standards for SCD research were used to assess design quality and strength of evidence of peer-reviewed studies available in the peer-reviewed,published literature. The analysis yielded four studies that met the WWC standards for design quality, of which two demonstrated moderate to strong evidence for efficacy of the studied intervention. Results of this review are discussed in light of the benefits and challenges to applying the WWC design standards to research with DHH individuals and other diverse, low-incidence populations.
Improving College and Career Readiness for Students with Disabilities
Author: Brand, Betsy
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Anthologies,Career Readiness,College Preparation,Career Education,Disabilities,Longitudinal Studies,Postsecondary Education,Data,Diagnostic Tests,Educational Practices,Self Determination,Self Advocacy,Independent Living,Counseling,Academic Degrees,Alignment (Education),Elementary Secondary Education,Pupil Personnel Services,State Policy,State Programs

This issue brief is intended to assist state policymakers in better understanding strategies to prepare students with disabilities and special needs for college and career. The brief provides context and background on the numbers of students with disabilities who are college and career ready; examines issues related to preparation and readiness for postsecondary education and careers; and includes examples of current programs and policies that help students with disabilities to successfully transition to college and career.
Improving College and Career Readiness by Incorporating Social and Emotional Learning
Author: Dymnicki, Allison
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: College Readiness,Career Development,Readiness,Social Development,Emotional Development,High School Graduates,Skill Development,Knowledge Level,Self Concept,Self Management,Social Attitudes,Interpersonal Competence,Decision Making,Risk Management,Thinking Skills,Employment Qualifications,Competence,State Standards,National Standards,Curriculum,Educational Policy,Research,Best Practices,Educational Environment,Cooperation,Educational Quality,Alignment (Education),Evaluation Methods,Outcomes of Education

This issue brief was written to assist state policymakers in better understanding how social and emotional learning (SEL) can help students to be college and career ready. The brief provides a short description of what SEL is, why it is needed, and what it looks like in practice. In addition, examples of standards that support SEL at the federal and state levels, current SEL initiatives and programs, and outcomes and measures that can be used to assess SEL programming are described. A list of resources is included at the end of this brief for policymakers who are interested in learning more. The framework used in this brief aligns with the &quot;College and Career Development Organizer,&quot; developed by the National High School Center (National High School Center, 2012). In the following sections, we describe how SEL fits into each of the three strands focused on (1) goals and expectations for college and career readiness, (2) pathways and supports for college and career preparation, and (3) outcomes and measures for college and career success. In the first section of the brief, we describe what high school graduates should know and be able to do. In the second section, we discuss what policies, programs, and structures will help high school graduates meet expectations. And, in the third section, we describe how we know when high school graduates meet expectations.
How Career and Technical Education Can Help Students Be College and Career Ready: A Primer
Author: Brand, Betsy
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Career Education,Technical Education,College Readiness,Career Readiness,Educational Legislation,Job Skills,Skill Development,High Schools,Postsecondary Education,Teacher Certification,Work Experience Programs,Career Guidance,Career Counseling,General Education,Alignment (Education),Partnerships in Education,Vocational Education

If educators and policymakers are to make good on the national commitment to graduate more students from high school prepared to face postsecondary challenges, schools must continue to improve career technical education (CTE), ensuring that students have access to high-quality pathways to success. This brief provides an overview of the evolution of CTE in the U.S., reviews what CTE looks like in practice, and highlights issues CTE faces in the field that must be overcome for it to become an impactful and wide-reaching strategy for preparing students for postsecondary success. It also discusses the importance of these programs for allowing students the opportunities to acquire the competencies required in today's workplace, and to learn about different careers by experiencing work and workplaces.
Identifying Common Mathematical Misconceptions from Actions in Educational Video Games. CRESST Report 838
Author: Kerr, Deirdre
Date: 2014-03-00
Type: Reports - Research
Subjects: Identification,Misconceptions,Scoring Rubrics,Educational Games,Video Games,Problem Solving,Course Content,Multivariate Analysis,Mathematics,Surveys,Algebra,Mathematics Instruction,Grade 6,Scaffolding (Teaching Technique),Correlation,Pretests Posttests,Error Patterns

Educational video games provide an opportunity for students to interact with and explore complex representations of academic content and allow for the examination of problem-solving strategies and mistakes that can be difficult to capture in more traditional environments. However, data from such games are notoriously difficult to analyze. This study used a three-step process to examine mistakes students make while playing an educational video game about the identification of fractions. First, cluster analysis was used to identify common misconceptions in the game. Second, a survey was given to determine if the identified in-game misconceptions represented real-world misconceptions. Third, a second educational video game was analyzed to determine whether the same misconceptions would be identified in both games. Results indicate that the in-game misconceptions identified in this study represented real-world misconceptions and demonstrate that similar misconceptions can be found in different representations. Two appendices are included: (1) Diagnostic Fractions Assessment; and (2) Scoring Rubric.
The Effect of In-Game Errors on Learning Outcomes. CRESST Report 835
Author: Kerr, Deirdre
Date: 2013-10-00
Type: Reports - Research
Subjects: Educational Games,Video Games,Mathematics,Misconceptions,Error Patterns,Outcomes of Education,Regression (Statistics),Pretests Posttests

Student mathematical errors are rarely random and often occur because students are applying procedures that they believe to be accurate. Traditional approaches often view such errors as indicators of students' failure to understand the construct in question, but some theorists view errors as opportunities for students to expand their mental model and create a deeper understanding of the construct. This study examines errors in an educational video game that are indicative of two specific misunderstandings students have about fractions (unitizing and partitioning) in order to determine whether the occurrence of those errors makes students more likely to learn from the game or more likely to be confused by the game. Analysis indicates that students who made unitizing errors were more likely to be confused by the game while students who made partitioning errors were more likely to learn from the game.
Automatically Scoring Short Essays for Content. CRESST Report 836
Author: Kerr, Deirdre
Date: 2013-12-00
Type: Reports - Research
Subjects: Automation,Scoring,Essay Tests,Natural Language Processing,Semantics,Accuracy,Grade 4,Grade 5

The Common Core assessments emphasize short essay constructed response items over multiple choice items because they are more precise measures of understanding. However, such items are too costly and time consuming to be used in national assessments unless a way is found to score them automatically. Current automatic essay scoring techniques are inappropriate for scoring the content of an essay because they rely on either grammatical measures of quality or machine learning techniques, neither of which identifies statements of meaning (propositions) in the text. In this report, we explain our process of (1) extracting meaning from student essays in the form of propositions using our text mining framework called SemScape, (2) using the propositions to score the essays, and (3) testing our system's performance on two separate sets of essays. Results demonstrate the potential of this purely semantic process and indicate that the system can accurately extract propositions from student short essays, approaching or exceeding standard benchmarks for scoring performance. Five appendices include: (1) Concepts in Hearing and Vision Ontologies; (2) Hearing Essays; (3) Vision Essays; (4) Human and Computer Scores for Hearing Essays; and (5) Human and Computer Scores for Vision Essays.
The Effects of Math Video Games on Learning: A Randomized Evaluation Study with Innovative Impact Estimation Techniques. CRESST Report 841
Author: Chung, Gregory K. W. K.
Date: 2014-08-00
Type: Reports - Research
Subjects: Video Games,Educational Games,Mathematics Instruction,Mathematics,Instructional Effectiveness,Hierarchical Linear Modeling,Item Response Theory,Scores,Outcome Measures,Pretests Posttests,Factor Analysis,Grade 6

A large-scale randomized controlled trial tested the effects of researcher-developed learning games on a transfer measure of fractions knowledge. The measure contained items similar to standardized assessments. Thirty treatment and 29 control classrooms (~1500 students, 9 districts, 26 schools) participated in the study. Students in treatment classrooms played fractions games and students in the control classrooms played solving equations games. Multilevel multidimensional item response theory modeling of the outcome measure produced scaled scores that were more sensitive to the instructional treatment than standard measurement approaches. Hierarchical linear modeling of the scaled scores showed that the treatment condition performed significantly higher on the outcome measure than the control condition. The effect (d = 0.58) was medium to large (Cohen, 1992). Two appendices are included: (1) Descriptive Statistics of Pretest and Posttest Scores by Schools and Conditions; and (2) Summary of Efficacy Trial Procedures.
Estimation of Contextual Effects through Nonlinear Multilevel Latent Variable Modeling with a Metropolis-Hastings Robbins-Monro Algorithm. CRESST Report 833
Author: Yang, Ji Seung
Date: 2013-09-00
Type: Reports - Research
Subjects: Context Effect,Computation,Hierarchical Linear Modeling,Mathematics,Maximum Likelihood Statistics,Efficiency,Comparative Analysis,International Programs,Testing Programs

The main purpose of this study is to improve estimation efficiency in obtaining full-information maximum likelihood (FIML) estimates of contextual effects in the framework of a nonlinear multilevel latent variable model by adopting the Metropolis-Hastings Robbins-Monro algorithm (MH-RM; Cai, 2008, 2010a, 2010b). Results indicate that the MH-RM algorithm can produce FIML estimates and their standard errors efficiently, and the efficiency of MH-RM was more prominent for a cross-level interaction model, which requires five dimensional integration. Simulations, with various sampling and measurement structure conditions, were conducted to obtain information about the performance of nonlinear multilevel latent variable modeling compared to traditional hierarchical linear modeling. Results suggest that nonlinear multilevel latent variable modeling can more properly estimate and detect a contextual effect and a cross-level interaction than the traditional approach. As empirical illustrations, two subsets of data extracted from The Programme for International Student Assessment (PISA, 2000; OECD, 2000) were analyzed. Two appendices are included: (1) Observed and complete data likelihoods; and (2) First and second order derivatives of the complete data models. [The work reported herein received additional support from the Society of Multivariate Experimental Psychology Dissertation Support Awards.]