ethanporcaro/eric-fulltext-meta huggingface dataset:
Four Signs Your District Is Ready for an Early Warning System. A Discussion Guide
Author: Regional Educational Laboratory Pacific (ED)
Date: 2016-09-00
Type: Guides - General
Subjects: At Risk Students,Readiness,Dropouts,Educational Strategies,Educational Indicators,Data Analysis,Dropout Prevention,Intervention,High School Students,Identification,Grade 9,Management Systems

Although high school graduation rates continue to rise in the United States, reaching 81 percent in the 2012-2013 school year (U.S. Department of Education, 2015), dropout remains a pervasive issue for education systems across the nation. In recent years, Early Warning Systems (EWS), which utilize administrative data to identify students at risk of dropout and help target interventions to help students graduate, have become increasingly popular among districts. At its core, an EWS can provide direction for teams of education administrators, researchers, counselors, parents and community members working together to help students stay in school. For districts without an EWS in place, this guide is intended to focus conversations and decisions about whether the district is ready for an EWS and when and how to proceed with EWS implementation if the district is ready. This discussion guide will help readers assess the degree to which each of four readiness signs exist within their districts and data systems. If these signs are present, districts may be wellpositioned to successfully implement an EWS. Otherwise, completing the guide can help readers identify additional information and next steps their districts can take to enhance their readiness. The guide is designed to be flexible and accommodate districts of varying size and structure, but may be most useful to small- or mid-sized districts that have not had an EWS in the past and are exploring whether or not to implement an EWS to address a dropout problem. EWS teams can be composed of stakeholders from the district or school level, or a combination of both, and can include district administrators, researchers, information technology staff, counselors, students, parents, and community representatives, depending on the needs of the district, school, or community. Whatever the composition of the group, there should be a core EWS team that includes key decisionmakers who are committed to taking part in each discussion in this guide. The guide provides a framework for facilitating four discussions--one for each of the four EWS readiness signs. For each discussion there is a one to two-page handout (pages 6-13) that includes references to recommended readings and a series of guiding questions that will be used to guide the discussion. At the end of each discussion, participants are asked to rate their confidence as a group that the &quot;readiness sign&quot; is present within the district and list the key conclusions from their discussion that justify their rating. There is no established &quot;cut point&quot; on this confidence scale that the district must meet in order to be deemed &quot;ready.&quot; Instead, these ratings are designed to provide a quick snapshot of district readiness in that area to inform decisionmaking.
Profiles of the Most Preferred and the Most Effective Music Therapy Approaches Being Utilized with Children with Autism Spectrum Disorders According to the Opinions of Music Therapists in the U.S.
Author: Eren, Bilgehan
Date: 2017-00-00
Type: Journal Articles
Subjects: Music Therapy,Professional Personnel,Attitude Measures,Children,Autism,Pervasive Developmental Disorders,Behavior Modification,Sensory Integration,Counseling Techniques,Counselor Attitudes,Questionnaires,Likert Scales,Preferences,Online Surveys,Statistical Analysis,Individual Characteristics,Experience,Educational Attainment

The purpose of this study was to identify and analyze opinions of music therapists practicing in the United States, regarding various music therapy approaches currently being utilized with children diagnosed with Autism Spectrum Disorder. Music therapy approaches were analyzed for possible correlations between music therapists' preferences, and opinions regarding the effectiveness of music therapy approaches for the use with children with Autism Spectrum Disorder. Results showed that Behavioral Approach, Sensory Integration Approach to Music Therapy and Creative Music Therapy were found as most preferred and most effective music therapy approaches. Although Behavioral Approach was the primary preference of music therapists; Sensory Integration Approach was reported as the most effective approach for the use with children with Autism Spectrum Disorder. The future research about these approaches are needed and recommended.
Predictive Role of Grit and Basic Psychological Needs Satisfaction on Subjective Well-Being for Young Adults
Author: Akbag, Müge
Date: 2017-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Psychological Needs,Need Gratification,Young Adults,Well Being,Personality Traits,College Seniors,Foreign Countries,College Graduates,Correlation,Regression (Statistics),Gender Differences,Predictor Variables

In this research, it is aimed to investigate the predictive role of grit as a personality trait and basic psychological needs satisfaction on subjective well-being among young adults. Participants of this research are 348 voluntary young adults who are final year undergraduate students in the government universities of Istanbul city, Turkey, as well as graduates who work. There are 200 (57.5%) females and 148 (42.5%) males. The average age is 23.01 (sd=2.52). Data collection tools used in this research are &quot;Subjective Well-Being Scale&quot; (Tuzgöl-Dost, 2015), &quot;Revised Grit Scale&quot; (Duckworth and Quinn, 2009) and &quot;Basic Psychological Needs Satisfaction Scale&quot; (Deci and Ryan, 1991). Pearson product-moment correlation coefficient, hierarchical regression analysis and independent group t tests are conducted. According to the findings, female participants have higher subjective well-being levels than males. Relatedness satisfaction sub-scale score from basic psychological needs satisfaction scale and total score of basic psychological needs satisfaction are found to show a significant difference in favor of females. Regression analysis concluded that grit, satisfaction of three basic psychological needs (autonomy, competence and relatedness) and gender are the meaningful predictors of subjective well-being for young adults. Satisfaction of three basic needs predicts subjective well-being stronger than grit and gender. Besides, a positive and statistically significant relationship between the satisfaction of three basic needs and grit tendency is concluded. Findings are discussed in the light of the related literature. Suggestions are made for further researches and for school counsellors and mental health professionals.
Music and Dyslexia: The Therapeutic Use of Instrument (Piano) Training with a Child with Dyslexia (A Case Study)
Author: Eren, Bilgehan
Date: 2017-07-00
Type: Journal Articles
Subjects: Dyslexia,Musical Instruments,Music Education,Teaching Methods,Case Studies,Interdisciplinary Approach,Video Technology,Adolescents,Qualitative Research,Program Effectiveness,Social Development,Emotional Development

Dyslexia is defined as a difficulty in learning at an expected level according to age, intelligence and education that is given, even though the intelligence level of the individual is normal or above normal. Individuals with dyslexia have difficulties in many developmental areas that can be considered in the scope of music therapy. Interventions using multi-and-interdisciplinary approaches can support children with dyslexia to overcome their difficulties. There are studies showing that music interventions involving children with dyslexia provide both therapeutic and educational support for these children. In this study, instrument training as an intervention that helps children with dyslexia will be presented by referring the effects of music on the learning process. Instrument training sessions in which the piano was preferred as an agent, were carried out once a week for 45 minutes throughout an 8 month period. Various supplementary musical activities such as sight reading and writing notes, rhythmic exercises, improvisation trials and public performing were included in the process. During the sessions, the child was systematically reinforced. All the sessions were recorded with a video-camera and the recordings were analyzed and reported in the form of descriptive analysis. Findings refer positive progress in all developmental areas especially in social and emotional development in addition to the musical development while music made a significant effect on motivating the child with dyslexia and a significant role in contributing to the learning process.
Technical Assistance to Promote Service and System Change. Roadmap to Effective Intervention Practices #4
Author: Blase, Karen A.
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Technical Assistance,Young Children,Social Development,Emotional Development,Preschool Teachers,Parents,Professional Personnel,Systems Approach,Change Strategies,Program Development,Program Implementation,Sustainability,Stakeholders,Program Effectiveness,At Risk Persons,Disabilities,Capacity Building

Technical assistance (TA) has long been a standard, overarching strategy for assisting, states, agencies, family members, and practitioners with building capacity for service and system change initiatives. But, what is meant by the term &quot;technical assistance&quot;? What is known about the technical assistance strategies that are likely to achieve particular outcomes? How can technical assistance strategies promote both practice and systems change? The purpose of this Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) Roadmap document is to assist a range of stakeholders (e.g., early childhood service providers, parents, technical assistance providers) in understanding the types of TA that are most beneficial for achieving particular practice and systems outcomes. The paper explores and highlights TA strategies to initiate, implement, and sustain effective practice and systems change. With this information, stakeholders at multiple levels (e.g., practice, organization, collaborative groups, state, Federal) will be better equipped to select, promote, and provide TA that is aligned with improving practice, organizations, and systems to serve young children with or at risk of disabilities with challenging needs.
Family-Focused Interventions for Promoting Social-Emotional Development in Infants and Toddlers with or at Risk for Disabilities. Roadmap to Effective Intervention Practices #5
Author: Powell, Diane
Date: 2010-09-00
Type: Information Analyses
Subjects: Family Programs,Early Intervention,Social Development,Emotional Development,Infants,Toddlers,At Risk Persons,Disabilities,Parenting Skills,Child Rearing,Parenting Styles,Parent Child Relationship,Parent Education,Literature Reviews,Child Development,Delivery Systems

The purpose of this synthesis is to present summary information on family-centered practices, and on interventions aimed at promoting positive parenting practices, teaching parenting skills, and influencing parent child interactions that have demonstrated associations with positive social emotional development for children aged 0-3 years. The synthesis is intended to provide guidance to early intervention personnel, both those providing services to families and children within the Part C system and those working within other service frameworks. The focus is on the parenting knowledge, skill sets and practices that have proven effectiveness and can serve as the content of parenting education delivered through these service models. The synthesis first reviews the evidence for family-centered approaches and practices. Next it examines the literature concerning parent-child interactions and parenting behavior including knowledge gleaned from existing meta-analyses and reviews of the pertinent empirical literature. This includes both content (parenting/caregiving behaviors that impact infant/toddler social emotional outcomes) and methods (practices effective in supporting and changing caregiver behavior). This is followed by a consideration of some of the relevant intervention materials, packages, curricula and models for families of infants and toddlers that are available. Finally, factors to consider in selecting family-focused interventions are discussed.
South Dakota Department of Education Data Access Policy
Author: South Dakota Department of Education
Date: 2015-05-05
Type: Reports - Descriptive
Subjects: Information Policy,Data,Access to Information,Confidentiality,Disclosure,Data Collection,Information Security,State Departments of Education

The South Dakota Department of Education (DOE) collects education records from local schools and districts in accordance with federal and state laws and regulations. This policy document establishes the procedures and protocols for accessing, maintaining, disclosing, and disposing of confidential data records, including data records containing personally identifiable information about students, personnel, and free/reduced lunch programs.
Response to Intervention and the Pyramid Model
Author: Fox, Lise
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: Response to Intervention,Models,Early Childhood Education,Problem Solving,Interpersonal Competence,Behavior Problems,Intervention,Evidence Based Practice,Social Development,Emotional Development,Positive Behavior Supports,Program Implementation,Prevention

Response to Intervention (RtI) offers a comprehensive model for the prevention of delays in learning and behavior. While this problem-solving framework was initially designed for application within Kindergarten to 12th grade programs, there is substantial research that supports the value of the model for application within early childhood programs. This paper provides an overview of RtI and discusses the Pyramid Model (Fox, Dunlap, Hemmeter, Joseph, &amp; Strain, 2003) and its &quot;application&quot; for promoting young children's social competence and preventing behavior challenges. This discussion is offered by the Technical Assistance Center on Social Emotional Intervention (www.challengingbehavior.org) to provide guidance to early childhood professionals and program administrators as they develop policies and procedures related to the adoption of RtI.
Data Decision-Making and Program-Wide Implementation of the Pyramid Model. Roadmap to Effective Intervention Practices #7
Author: Fox, Lise
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Evidence Based Practice,Decision Making,Intervention,Program Implementation,Models,Data Collection,Information Utilization,Young Children,Social Development,Emotional Development,Data,Positive Behavior Supports,Home Visits,Benchmarking,Evaluation Methods,Preschool Children,Infants,Toddlers,Questionnaires,Measures (Individuals),Coaching (Performance),Educational Quality

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) Roadmap on &quot;Data Decision-Making and Program-Wide Implementation of the Pyramid Model&quot; provides programs with guidance on how to collect and use data to ensure the implementation of the Pyramid Model with fidelity and decision-making that improves the provision of implementation supports, delivery of effective intervention, and the promotion of meaningful child outcomes. The roadmap was developed through the contributions and knowledge of multiple faculty members working with the Center on Social and Emotional Foundations for Early Learning (CSEFEL) and the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI). Their efforts to develop meaningful measures and data decision-making tools were conducted in partnership with the numerous demonstration sites, programs, coaches, and state leadership teams within CSEFEL and TACSEI states. This document reflects over a decade of collective effort to identify or develop data decisionmaking tools that were useful, efficient, and reliable.
Protecting Civil Rights, Advancing Equity: Report to the President and Secretary of Education
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Civil Rights,Educational Assessment,Educational Indicators,Educational Discrimination,Racial Discrimination,Equal Education,Access to Education,English Language Learners,Special Needs Students,Citizenship,Bullying,Sexual Harassment,Disability Discrimination,Accessibility (for Disabled),Discipline,Discipline Policy,Age Discrimination,Federal Legislation,Public Agencies,Agency Role,Organizational Objectives,Elementary Secondary Education

For nearly five decades, the U.S. Department of Education's Office for Civil Rights (OCR) has stood as a guardian of civil rights in educational institutions nationwide. This office takes very seriously the charge to remove barriers to students' full participation in every facet of educational life. As the contents of this report illustrate, OCR uses every tool at it's disposal to continue significant forward progress to realize the nation's federal civil rights promises for every student in every school. This report chronicles stories of the nation's students, of injustices faced and justice delivered. The distressing facts behind these cases illustrate precisely why this critical work continues. This report also tells the story of OCR. The achievements detailed throughout this report represent important progress in the advancement of civil rights for this nation's students.
Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder
Author: Odom, Samuel L.
Date: 2015-12-00
Type: Journal Articles
Subjects: Intervention,Assistive Technology,Adolescents,Pervasive Developmental Disorders,Autism,Technology Uses in Education,Technology Integration,High School Students,Literature Reviews,Educational Research,Influence of Technology,Instructional Effectiveness,Adjustment (to Environment),Behavior Problems,Communication Skills,Interpersonal Competence,Job Skills,Program Effectiveness,Outcomes of Treatment

The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics,adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills. [This paper was published in &quot;Journal of Autism and Developmental Disorders,&quot; (EJ1082511).]
Implementation of the Flipped Classroom Model in the Scientific Ethics Course
Author: Urfa, Mehmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Ethics,Classroom Techniques,Teaching Methods,Curriculum Implementation,Teaching Models,Class Activities,Classroom Observation Techniques,Focus Groups,Structured Interviews,Qualitative Research,Statistical Analysis,College Students,Student Attitudes,Student Participation,Barriers,Computer Science Education,Foreign Countries

In the present study, the purpose was to determine students' views about the application of Flipped Classroom Model (FL), in which, different from the traditional method, homework is replaced by in-class activities and which has frequently been mentioned recently. The study was carried out with 24 students from the department of Computer Education and Instructional Technologies within the scope of the Scientific Ethics Course for in a period of 11 weeks in 2016. In the research process, stud groups were formed to let the students carry out the in-class applications collaboratively. In the study, the research data were collected via structured observation form, observation, structured interview form and focus group interview. The study was carried out on qualitative basis with quantitative support. In the quantitative dimension of the study, descriptive statistics was applied, and in the qualitative dimension, thematic analysis method was used. In the study, for the collection and analysis of the data, Rogers's Diffusion of Innovations Theory was used as the theoretical framework. In this respect, with the data collected from the participants, the advantages and disadvantages of the FL model were determined. The findings obtained in the study revealed that the participants had positive views about their collaborative learning thanks to the FL model within the scope of the Scientific Ethics Course; that the model increased their motivations; that the model should be used more commonly; and that they wanted to prefer to teach with this model in their future professional lives.
Aging Education: A Worldwide Imperative
Author: McGuire, Sandra L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Aging Education,Aging (Individuals),Social Attitudes,Life Style,Relevance (Education),Educational Needs,Educational Resources,Childrens Literature,Intergenerational Programs,Gerontology

Life expectancy is increasing worldwide. Unfortunately, people are generally not prepared for this long life ahead and have ageist attitudes that inhibit maximizing the &quot;longevity dividend&quot; they have been given. Aging education can prepare people for life's later years and combat ageism. It can reimage aging as a time of continued growth, development, fulfilment. Unfortunately, aging education is not a common occurrence. This education needs to begin with children and continue throughout life. This article discusses why we need to teach about aging, aging education content, suggests a conceptual framework for aging education, and presents aging education resources. The concept of ageism is discussed and suggestions for combating ageism are proposed.
Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms
Author: Caldarella, Paul
Date: 2015-00-00
Type: Reports - Research
Subjects: Behavior Modification,Behavior Problems,Class Activities,Contingency Management,Early Childhood Education,Elementary School Students,Elementary School Teachers,Functional Behavioral Assessment,Grade 1,Grade 2,Interpersonal Competence,Intervention,Kindergarten,Program Effectiveness,Reinforcement,Self Management,Student Behavior

Comprehensive evidence-based interventions are needed to help early childhood educators manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a multi-tiered behavioral intervention program based on positive behavior support principles, including four main elements: (a) teaching socially appropriate communication skills, (b) using differential reinforcement with an interdependent group contingency, (c) extinguishing or eliminating potential reinforcement for problem behavior, and (d) implementing individual interventions using self-management, help cards, and/or functional assessment. This study implemented CW-FIT with five kindergarten through second grade teachers. Results demonstrated efficacy of the program as early childhood teachers increased their praise rates and decreased their reprimand rates, and students responded with increased on-task behavior and fewer classroom disruptions. Study implications and limitations are addressed. [This paper was published in &quot;Early Childhood Education Journal&quot; v43 n5 p357-365 2015 (EJ1071428).]