ethanporcaro/eric-fulltext-meta huggingface dataset:
Subjective Fatigue in Children with Hearing Loss Assessed Using Self- and Parent-Proxy Report
Author: Hornsby, Benjamin W. Y.
Date: 2017-10-00
Type: Journal Articles
Subjects: Fatigue (Biology),Hearing Impairments,Individual Characteristics,Comparative Analysis,Preadolescents,Children,Quality of Life,Parents,Language Skills,Cognitive Processes,Correlation,Surveys,Sleep,Age Differences,Severity (of Disability),Intelligence Tests,Nonverbal Ability,Verbal Ability,Language Tests,Statistical Analysis

Purpose: The primary purposes of this study were to examine the effects of hearing loss and respondent type (self- vs. parent-proxy report) on subjective fatigue in children. We also examined associations between child-specific factors and fatigue ratings. Method: Subjective fatigue was assessed using the Pediatric Quality of Life Inventory Multidimensional Fatigue Scale (PedsQL-MFS; Varni, Burwinkle, Katz, Meeske, &amp; Dickinson, 2002). We compared self- and parent-proxy ratings from 60 children with hearing loss (CHL) and 43 children with normal hearing (CNH). The children ranged in age from 6 to 12 years. Results: School-age CHL experienced more overall and cognitive fatigue than CNH, although the differences were smaller than previously reported. Parent-proxy report was not strongly associated with child self-report, and parents tended to underestimate their child's fatigue, particularly sleep/rest fatigue. Language ability was also associated with subjective fatigue. For CHL and CNH, as language abilities increased, cognitive fatigue decreased. Conclusions: School-age CHL experience more subjective fatigue than CNH. The poor association between parent-proxy and child reports suggests that the parent-proxy version of the PedsQL-MFS should not be used in isolation when assessing fatigue in school-age children. Future research should examine how language abilities may modulate fatigue and its potential academic consequences in CHL.
Structural Validity of CLASS K-3 in Primary Grades: Testing Alternative Models
Author: Sandilos, Lia E.
Date: 2017-06-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Correlation,Elementary School Students,Factor Analysis,Grade 1,Grade 2,Kindergarten,Models,Primary Education,Statistical Analysis,Teacher Student Relationship

This study examined the internal structure of the Classroom Assessment Scoring System (CLASS; K-3 version). The original CLASS K-3 model (Pianta, La Paro, &amp; Hamre, 2008) and 5 alternative models were tested using confirmatory factor analysis with a sample of first- and second-grade classrooms (N = 141). Findings indicated that a slightly modified version of the original CLASS K-3 3-factor model best fit the current data. Although stable findings emerged across the current and previous studies, particularly in relation to the presence of 3 latent domains, there is also some variability across structures at different grade levels with regard to the bifactor and 3-factor models. [This paper was published in &quot;School Psychology Quarterly&quot; (EJ1143193).]
Improving Reading and Social Studies Learning for Secondary Students with Reading Disabilities
Author: Capin, Philip
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Improvement,Social Studies,Reading Difficulties,Reading Comprehension,Reading Strategies,Reading Instruction,Grade 4,Grade 8,Disabilities,Secondary School Students,Cooperative Learning,Special Education,Special Education Teachers,Evidence Based Practice

This article describes evidence-based practices that beginning special education teachers can readily implement in special or general education settings that promote reading and content outcomes for students with disabilities as well as general education students. We describe two approaches: (a) Promoting Adolescents' Comprehension of Text (PACT), and (b) Collaborative Strategic Reading (CSR). The set of instructional practices aligned with each of these approaches (e.g., teaching essential words, main ideas, and using text to verify responses) are described with examples for classroom implementation. [This article was published in &quot;TEACHING Exceptional Children,&quot; (EJ1140214).]
Leading Together: Strengthening Relational Trust in the Adult School Community
Author: Leis, Micela
Date: 2017-11-00
Type: Journal Articles
Subjects: Trust (Psychology),Teacher Administrator Relationship,Peer Relationship,Faculty Development,Coaching (Performance),Adults,Correlation,Program Effectiveness,Pilot Projects,Principals,Program Implementation,Elementary Secondary Education,Mixed Methods Research,Interviews,Public Schools,Elementary Schools,Middle Schools,Questionnaires

Research from the past two decades positions relational trust as a key factor in school reform efforts. Trust between teachers and their principal (teacher-principal trust) and teachers and their colleagues (teacher-teacher trust) are particularly important. &quot;Leading Together&quot; (LT) is a new professional development and coaching model of the Center for Courage &amp; Renewal designed to develop individual and collective capacity to build trust and enhance communication among adults in schools. In this paper, we investigate the relation between successful implementation of LT and changes in trust in eight schools that participated in a pilot study of LT from 2012-2014. Results showed moderate increases in teacher-principal trust and teacher-teacher trust in schools implementing LT successfully. This paper describes changes in trust and processes needed for the successful implementation of team-implemented programs, models, or approaches. [Research was supported in part by the Center for Courage &amp; Renewal.]
Texas Public School Attrition Study, 2016-17. IDRA Report
Author: Goodman, Christie L., Ed.
Date: 2017-10-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Student Attrition,Dropouts,School Holding Power,High School Students,Dropout Rate,State Departments of Education,Enrollment,American Indian Students,African American Students,White Students,Hispanic American Students,Multiracial Persons,Asian American Students,Pacific Americans,Grade 9,Grade 10,Grade 11,Grade 12,Counties,Racial Differences,Gender Differences,Comparative Analysis,Prediction,Graduation Rate,Educational Policy,Middle School Students,Check Lists,Charter Schools,Accountability

Since 1986, Intercultural Development Research Association (IDRA) has conducted an annual attrition study to track the number and percent of students in Texas who are lost from public secondary school enrollment prior to graduation. The study builds on the series of studies that began when IDRA conducted the first comprehensive study of school dropouts in Texas with the release of the initial study in October 1986. That study was the state's first major effort to assess the school holding power of Texas public schools and resulted in state-level policy reforms for the state education agency to count and report dropout data. IDRA is the only organization that has examined Texas attrition rates consistently, with the same methodology, since 1986. The annual attrition studies released by IDRA include county-level data by race and ethnicity. Trend graphs of high school attrition in each Texas county are available online. The study includes detailed findings, a supplemental analysis for reaching a rate of zero, and graphics showing different types of dropout data. IDRA's study also looks at the latest dropout study released by the Texas Education Agency and the National Center for Education Statistics. This report presents results of long-term trend assessments of attrition data in Texas public high schools. The following assessments and features are included in this report: (1) Texas' Overall Attrition Rate Inches Down--School Holding Power Improvement Slow (Roy L. Johnson); (2) Is the Downward Attrition Rate Trend Back on Track? Not Enough to Make a Difference (Felix Montes); (3) 6 Policies that Lead to Higher Dropout Rates; (4) Timeline for the Class of 2017; (5) Infographic: Texas public schools are losing 1 out of 4 students; (6) State Agency Reports 33,466 Students Dropped Out--A Mere 0.001 Percent Change from Previous Year (Roy L. Johnson); (7) Annual Dropout and Longitudinal Graduation Rates in Texas Charter Schools, 2009-2016 (Roy L. Johnson); (8) Quality School Holding Power Checklist; (9) Uncompromising Expectations for Graduating All Students; and (10) Types of Dropout Data Defined. [Individual reports contain statistics, charts, and resources. For the 2015-16 report, see ED580953.]
Enhancing Adolescents&apos; Comprehension of Text by Building Vocabulary Knowledge
Author: Swanson, Elizabeth
Date: 2017-00-00
Type: Journal Articles
Subjects: Adolescents,Content Area Reading,Direct Instruction,Disabilities,Instructional Design,Instructional Materials,Morphology (Languages),Reading Comprehension,Reading Difficulties,Reading Instruction,Reading Strategies,Secondary School Students,Teacher Developed Materials,Teaching Methods,Vocabulary Development,Word Lists

This article describes the importance of vocabulary knowledge in adolescents' reading comprehension, particularly for students with disabilities. Students with stronger vocabularies tend to have better background knowledge and improved understanding of content-area texts. We describe evidence-based vocabulary instructional practices that practitioners can implement to improve students' vocabulary knowledge and reading comprehension. Effective vocabulary instruction includes (a) teacher-directed, explicit instruction using student-friendly word meanings, (b) text-based instruction that includes classroom discourse focused on the new words, and (c) morphology-based vocabulary instruction. We provide an example of explicit vocabulary instruction that includes before-reading, during-reading, and after-reading routines. [This paper was published in &quot;TEACHING Exceptional Children&quot; (EJ1163963).]
Emotional Competence, Behavioural Patterning, and Executive Functions
Author: Mohtasham, Mandana K.
Date: 2017-12-02
Type: Reports - Research
Subjects: Executive Function,Emotional Development,Interpersonal Competence,Behavior Patterns,Pattern Recognition,Correlation,Preschool Children,Comparative Analysis,Cognitive Development,Statistical Analysis,Pretests Posttests,Measures (Individuals)

The importance of social-emotional competence, executive functioning, and behavioural recognition of patterns by young children is receiving increased attention from researchers, schools, parents, and teachers due to the beneficial outcomes of children who have skills in each. This paper presents studies of the correlations between these variables in the fall and again in the spring of a preschool year, and culminates in a time-lagged comparison of the relationships between these skills during one preschool year. The most clear-cut findings were (1) that there is a successive, but not simultaneous, relation between emotional development and behavioural patterning, and (2) that the ability to inhibit natural responses is a forerunner to emotional development. [At time of submission to ERIC this article was in press with &quot;Early Child Development and Care.&quot;]
Raising the Barre &amp; Stretching the Canvas: Implementing High-Quality Arts Programming in a National Youth Serving Organization
Author: McClanahan, Wendy
Date: 2017-10-00
Type: Reports - Research
Subjects: Art Education,Youth Programs,National Organizations,Youth Clubs,Low Income Groups,Urban Programs,After School Programs,Adolescents,Adolescent Development,Skill Development,Program Effectiveness,Program Implementation,Pilot Projects

As part of an ongoing, multi-million dollar Wallace Foundation initiative to improve and expand arts learning opportunities for young people, the Wallace Foundation, in partnership with the Boys &amp; Girls Clubs of America (BGCA), developed the Youth Arts Initiative (YAI) to deliver otherwise inaccessible high-quality arts programs to low-income urban tweens in an after-school setting. With funding from the Wallace Foundation, BGCA launched a YAI pilot in February 2014 to see if a multidisciplinary Youth Serving Organization (YSO), working with a small number of its affiliates, could implement a high-quality art skill-development program modeled after out-of-school time programs focused primarily on the arts. This first report from RFA's multi-year evaluation examines early implementation of YAI and found that, while the clubs did create high-quality programming that attracted and retained low-income youth, implementation challenged club culture in a variety of ways.
Texting Parents: Evaluation Report and Executive Summary
Author: Miller, Sarah
Date: 2017-06-00
Type: Reports - Research
Subjects: Parent Participation,Parent School Relationship,Secondary School Students,Foreign Countries,Program Evaluation,Intervention,Telecommunications,Handheld Devices,Randomized Controlled Trials,Focus Groups,Telephone Surveys,Online Surveys,Interviews,Parent Attitudes,Teacher Attitudes,Student Attitudes,Comparative Analysis,Program Effectiveness,Achievement Gains,English Instruction,Mathematics Instruction,Databases,Regression (Statistics)

This report presents the findings from an efficacy trial and process evaluation of the Parent Engagement Programme (PEP). The PEP was a school-level intervention designed to improve pupil outcomes by engaging parents in their children's learning. The programme was developed collaboratively by research teams from the University of Bristol and Harvard University and was delivered between September 2014 and July 2015. The study was conducted by the Centre for Effective Education, Queen's University Belfast between February 2014 and February 2016. The trial involved 15,697 students in Years 7, 9, and 11 from 36 English secondary schools, with schools sending an average of 30 texts to each parent over the period of the trial. The developers of the intervention managed its delivery to ensure optimal implementation. It was a cluster randomised controlled trial with randomisation at the Key Stage level, designed to determine the impact of the intervention on the academic outcomes of students in English, maths, and science, and the impact on absenteeism. A process evaluation used focus groups, telephone surveys, interviews, and an online survey to provide data on implementation and to capture the perceptions and experiences of participating parents, pupils, and teachers. Key conclusions include: (1) Children who had the intervention experienced about one month of additional progress in maths compared to other children. This positive result is unlikely to have occurred by chance; (2) Children who had the intervention had reduced absenteeism compared to other children. This positive result is unlikely to have occurred by chance; (3) Children who had the intervention appeared to experience about one month of additional progress in English compared to other children. However, analysis suggests that this finding might have been affected by bias introduced by missing data, so evaluators cannot reliably draw this conclusion. There is no evidence to suggest that the intervention had an impact on science attainment; (4) Schools embraced the programme and liked its immediacy and low cost. Many respondents felt that the presence of a dedicated coordinator would be valuable to monitor the accuracy and frequency of texts. Schools should consider whether they would be able to provide this additional resource; and (5) The vast majority of parents were accepting of the programme, including the content, frequency, and timing of texts. [Note: The post-reporting appendix was added in June 2017.]
Federal Policy Efforts to Simplify College-Going: An Intervention in Community College Enrollment and Borrowing
Author: Rosinger, Kelly Ochs
Date: 2017-05-00
Type: Journal Articles
Subjects: Public Policy,Educational Policy,Access to Education,Community Colleges,Federal Government,Costs,Student Financial Aid,Student Loan Programs,Quasiexperimental Design,Intervention,Program Effectiveness,Two Year College Students,Enrollment,Databases,Decision Making,Graduation Rate,Tuition,Fees,Grants,Loan Default,State Aid

Over the past decade, the federal government has made substantial efforts to simplify the college-going process and help students to evaluate college choices. These low-cost strategies aimed at improving college access and success by helping students to make informed decisions about college warrant assessment. This study examines the impact of a recent effort aimed at simplifying information that colleges provide to students about college costs, loan options, and college outcomes. Results from a quasi-experimental analysis indicate that the &quot;informational intervention&quot; in this study had limited influence on community college students' enrollment and borrowing decisions. I discuss the limitations of this particular intervention and the potential impact that other related policy efforts designed to help students at various points in the college-going process may have.
The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher Functioning Autism Spectrum Disorder
Author: McIntryre, Nancy S.
Date: 2017-09-00
Type: Journal Articles
Subjects: Adolescents,Attention Deficit Hyperactivity Disorder,Autism,Comparative Analysis,Elementary Secondary Education,Oral Language,Pervasive Developmental Disorders,Reading Comprehension,Reading Difficulties,Structural Equation Models,Word Recognition

This study of 8-16-year-olds was designed to test the hypothesis that reading comprehension impairments are part of the social communication phenotype for many higher-functioning students with autism spectrum disorder (HFASD). Students with HFASD (n = 81) were compared to those with high attention-deficit/hyperactivity disorder symptomatology (ADHD; n = 39), or typical development (TD; n = 44), on a comprehensive battery of oral language, word recognition, and reading comprehension measures. Results indicated that students with HFASD performed significantly lower on the majority of the reading and language tasks as compared to TD and ADHD groups. Structural equation models suggested that greater ASD symptomatology was related to poorer reading comprehension outcomes; further analyses suggested that this relation was mediated by oral language skills. [This article was published in &quot;Journal of Autism and Developmental Disorders&quot; (EJ1152536).]
Effects of the First Step to Success Intervention on Preschoolers with Disruptive Behavior and Comorbid Anxiety Problems
Author: Seeley, John R.
Date: 2017-09-00
Type: Journal Articles
Subjects: Preschool Children,Anxiety Disorders,Comorbidity,Outcomes of Treatment,Symptoms (Individual Disorders),Response to Intervention,Program Effectiveness,Behavior Modification,Intervention,Behavior Problems,Interpersonal Competence

Preschoolers with elevated anxiety symptoms are at high risk not only of developing more severe mental health disorders in later life but are also apt to respond more poorly to intervention if they present with comorbid disruptive behavior. Because early signs of anxiety disorders may not be recognized as such in preschool settings, many children selected for Tier 2 interventions that target externalizing problem behaviors may also have co-occurring anxiety symptoms and disorders. The First Step to Success intervention has recently been adapted for preschoolers with externalizing behaviors and was found to be efficacious in a randomized controlled trial. The current report examines effects of the First Step intervention on a subsample of 38 preschoolers with comorbid anxiety symptoms. Compared to usual-care controls, preschoolers who were assigned to the First Step intervention demonstrated medium-to-large effects in reducing externalizing behavior and improving social functioning outcomes, but had small effects for reductions in internalizing behaviors. Implications for intervening with preschoolers at risk of comorbid disruptive and anxiety behaviors are discussed. [This is the online version of an article published in &quot;School Mental Health.&quot; For the final published version of this article, see EJ1229497.]
Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse
Author: Sawyer, Brook
Date: 2017-12-08
Type: Reports - Research
Subjects: Interaction,Low Income Groups,Student Diversity,Language Usage,Bilingual Students,English Language Learners,Language Proficiency,Observation,Early Childhood Education,Preschool Children,Monolingualism,English,Spanish Speaking,Teacher Behavior,Evidence Based Practice,Interpersonal Communication,Peer Relationship,Teacher Student Relationship,Classroom Environment,Faculty Development,Teacher Role,At Risk Students,Family Environment

Research Findings: This study aimed to (a) provide an in-depth description of the frequency and type of language interactions that children who are low income and/or dual language learners (DLLs) experience in their classrooms and (b) examine whether differences exist in children's language experiences based on children's DLL status and level of English proficiency. Using the Language Interaction Snapshot, we observed 4 focal children in each of 72 early childhood classrooms: 1 monolingual English-speaking child (i.e., non-DLL), 1 Spanish-dominant DLL child, and 2 bilingual Spanish-English DLL children. Findings indicated that both lead and assistant teachers predominantly spoke in English and implemented few evidence-based language practices. Children spoke more often to peers than to teachers. Little variation was noted in the quality of the language environment for children based on their DLL status or language proficiency. Practice or Policy: Results suggest clear directions for professional development (PD). PD must include both lead and assistant teachers and should focus on evidence-based language strategies for facilitating children's language development, including how to effectively teach DLLs. Teachers may also benefit from PD that supports the use of small-group activity and peer strategies. [At time of submission to ERIC, this article was in press with &quot;Early Education and Development.&quot;]
Children&apos;s Task Oriented Patterns in Early Childhood: A Latent Transition Analysis
Author: Wang, Feihong
Date: 2017-00-00
Type: Journal Articles
Subjects: Toddlers,Preschool Children,Task Analysis,Early Childhood Education,Individual Differences,Predictor Variables,Puzzles,Longitudinal Studies,Rural Areas,Statistical Analysis,Problem Solving,Psychological Patterns,Attention,Parenting Styles,Family Income,Prevention,Intervention,Home Visits

We examined individual differences and predictions of children's patterns in behavioral, emotional and attentional efforts toward challenging puzzle tasks at 24 and 35 months using data from a large longitudinal rural representative sample. Using latent transition analysis, we found four distinct task-oriented patterns in problem-solving tasks within parent-toddler/preschooler dyads representing different levels of regulatory strengths and weaknesses. We also found the relatively more positive and adaptive task-oriented patterns (i.e., the positive-motivated pattern and the content-compliant pattern) were more stable, but the relatively negative patterns (i.e., the negative-disengaged pattern and the emotional-mixed pattern) had much more variability and change from 24 to 35 months. Finally, infant attention, positive parenting, and family economic strains also significantly predicted children's task-oriented patterns at 24 months after controlling for child gender, race and maternal education. These findings contribute to prevention/intervention strategies for young children's optimal performance during challenging problem solving and their later school success.