ethanporcaro/eric-fulltext-meta huggingface dataset:
Relational Thinking: What&apos;s the Difference?
Author: Whitacre, Ian
Date: 2016-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Subtraction,Concept Formation,Learning Activities,Elementary School Mathematics,Grade 1,Grade 2,Mathematical Logic,Teaching Methods

How much is 41 - 39? How about 100 - 3? Which of those computations was easier for you to do? It so happens that first graders are much more likely to solve 100 - 3 correctly than 41 - 39. Likewise, second graders are much more likely to solve 100 - 3 correctly than 201 - 199. Our data (Schoen et al. 2016) suggest that the latter problems are more difficult for students to solve correctly, because many students' understanding of subtraction is limited by thinking about the operation only as take-away or by using a default procedure, such as the standard subtraction algorithm in the United States. In this article, we argue the importance of students learning to reason flexibly about subtraction. We highlight a useful but often-ignored way of reasoning, and we offer suggestions for teaching about subtraction. [This paper was published in &quot;Teaching Children Mathematics&quot; (EJ1122656).]
Identifying High Quality Preschool Programs: New Evidence on the Validity of the ECERS-R in Relation to School Readiness Goals
Author: Gordon, Rachel A.
Date: 2015-00-00
Type: Reports - Research
Subjects: Educational Quality,Preschool Education,Item Response Theory,School Readiness,Validity,Child Development,Educational Policy,Rating Scales,Program Evaluation,Evaluation Methods,Specialists,Observation,Child Care Centers,Goodness of Fit,Statistical Analysis

Research Findings: The Early Childhood Environment Rating Scale, Revised (ECERS-R) is widely used, often to evaluate whether preschool programs are of sufficient quality to improve children's school readiness. We examined the validity of the measure for this purpose. Item response theory (IRT) analyses revealed that many items did not fit together to measure single dimensions, particularly when rated by consultants as indicating aspects of quality relevant for multiple domains of child development. IRT results also conflicted with scale developers' expectations in terms of whether markers that they attached to higher response categories represented higher quality empirically. When reanalyzed based on experts' ratings, IRT results also showed relatively few indicators captured the moderate to high range of quality. Practice or Policy: Our results suggest that policymakers should carefully consider whether measures designed for specific purposes are appropriate for other high-stakes uses. We encourage continued refinement of existing quality measures, development of new measures, and the accumulation of evidence for their various uses. [This paper was published in &quot;Early Education and Development&quot; (EJ1072524).]
A Comparison of Two Methods of Active Learning in Physics: Inventing a General Solution versus Compare and Contrast
Author: Chin, Doris B.
Date: 2016-04-00
Type: Reports - Research
Subjects: Active Learning,Comparative Analysis,Middle School Students,Motion,Physics,Science Instruction,Simulation,Task Analysis,Teaching Methods,Worksheets

A common approach for introducing students to a new science concept is to present them with multiple cases of the phenomenon and ask them to explore. The expectation is that students will naturally take advantage of the multiple cases to support their learning and seek an underlying principle for the phenomenon. However, the success of such tasks depends not only on the structure of the cases, but also the task that students receive for working with the examples. Two studies used contrasting cases in the context of teaching middle-school students about projectile motion. Using a simulation and the same set of cases for all students, students completed a traditional &quot;compare and contrast&quot; approach, or an instructional method called &quot;inventing,&quot; where students try to produce a single general explanation. The results show that inventing led to superior learning. Examination of student worksheets revealed that the &quot;compare and contrast&quot; instruction led students to focus mostly on the level of discrete, surface features of the phenomenon. Rather than trying to account for the variation across cases, students simply noticed each instance of it. In contrast, the inventing task led students to consider how the variations across the cases were related. As a result, &quot;invent&quot; students were more likely to search for and find the unifying functional relation. Driving towards an overall explanation is a fundamental tenet of science, and therefore, it is worthwhile to teach students to do the same. Contains tables and figures. [This article was published in &quot;Instructional Science: An International Journal of the Learning Sciences&quot; (EJ1101816).]
Robust Coefficients Alpha and Omega and Confidence Intervals with Outlying Observations and Missing Data Methods and Software
Author: Zhang, Zhiyong
Date: 2016-06-00
Type: Journal Articles
Subjects: Computation,Error of Measurement,Robustness (Statistics),Statistical Analysis,Test Reliability

Cronbach's coefficient alpha is a widely used reliability measure in social, behavioral, and education sciences. It is reported in nearly every study that involves measuring a construct through multiple items. With non-tau-equivalent items, McDonald's omega has been used as a popular alternative to alpha in the literature. Traditional estimation methods for alpha and omega often implicitly assume that data are complete and normally distributed. This study proposes robust procedures to estimate both alpha and omega as well as corresponding standard errors and confidence intervals from samples that may contain potential outlying observations and missing values. The influence of outlying observations and missing data on the estimates of alpha and omega is investigated through two simulation studies. Results show that the newly developed robust method yields substantially improved alpha and omega estimates as well as better coverage rates of confidence intervals than the conventional nonrobust method. An R package coefficientalpha is developed and demonstrated to obtain robust estimates of alpha and omega. [This paper was published in &quot;Educational and Psychological Measurement&quot; (EJ1099054).]
Measuring Constructs in Family Science: How Can Item Response Theory Improve Precision and Validity?
Author: Gordon, Rachel A.
Date: 2015-02-00
Type: Reports - Research
Subjects: Family (Sociological Unit),Item Response Theory,Accuracy,Validity,Measurement,Longitudinal Studies,National Surveys,Models,Rating Scales,Discriminant Analysis,Psychometrics

This article provides family scientists with an understanding of contemporary measurement perspectives and the ways in which item response theory (IRT) can be used to develop measures with desired evidence of precision and validity for research uses. The article offers a nontechnical introduction to some key features of IRT, including its orientation toward locating items along an underlying dimension and toward estimating precision of measurement for persons with different levels of that same construct. It also offers a didactic example of how the approach can be used to refine conceptualization and operationalization of constructs in the family sciences, using data from the National Longitudinal Survey of Youth 1979 (n = 2,732). Three basic models are considered: (a) the Rasch and (b) two-parameter logistic models for dichotomous items and (c) the Rating Scale Model for multicategory items. Throughout, the author highlights the potential for researchers to elevate measurement to a level on par with theorizing and testing about relationships among constructs. Contains tables and figures. The following is appended: Item Wording and Descriptive Statistics for the Behavior Problems Index (BPI) Externalizing Items From the 2002 Survey of the Children of the National Longitudinal Study of Youth 1979 (NLSY79).
Examining Alphabet Writing Fluency in Kindergarten: Exploring the Issue of Time on Task
Author: Puranik, Cynthia S.
Date: 2017-03-00
Type: Journal Articles
Subjects: Kindergarten,Alphabets,Writing Skills,Time on Task,Curriculum Based Assessment,Scores,Criterion Referenced Tests,Writing Evaluation,Writing Tests,Standardized Tests,Pretests Posttests,Correlation,Predictive Validity,Emergent Literacy,Statistical Analysis

Curriculum-based measures (CBMs) are necessary for educators to quickly assess student skill levels and monitor progress. This study examined the use of the alphabet writing fluency task, a CBM of writing, to assess handwriting fluency--that is, how well children access, retrieve, and write letter forms automatically. In the current study, the alphabet writing fluency task was administered at both the beginning and end of the kindergarten school year. Scores were calculated for two time increments, 15 and 60 s, and compared with an alphabet writing, untimed task. All three scores were compared with criterion measures of writing, including both standardized writing assessments and compositional CBMs of writing. Results indicate that measuring alphabet writing fluency using either timed tasks (15- or 60-s) at the beginning or the end of kindergarten may not be a useful or valid endeavor. In contrast, the alphabet writing, untimed task measure showed stronger correlations to criterion writing measures in comparison with the 15- and 60-s alphabet writing fluency tasks and also showed greater concurrent and predictive validity. Limitations and further areas of study are discussed. [Published in &quot;Assessment for Effective Intervention&quot; (EJ1129351).]
Using Peer Assisted Strategies to Teach Early Writing: Results of a Pilot Study to Examine Feasibility and Promise
Author: Puranik, Cynthia S.
Date: 2017-01-00
Type: Journal Articles
Subjects: Pilot Projects,Feasibility Studies,Kindergarten,Writing Strategies,Writing Instruction,Spelling,Peer Teaching,Writing Skills,Writing Improvement,Beginning Writing,Emergent Literacy,Sight Method,Word Recognition,Phoneme Grapheme Correspondence

Despite the poor outcomes for U.S. students on national writing tests, overall research on how to teach writing is sparse, and this scarcity is more pronounced in the early years of beginning to write. In this study 81,200 we present preliminary findings from Year 1 of a 3-year Institute of Education Sciences-funded Goal 2 project aimed at improving the writing performance of kindergarten children. We designed peer assisted writing strategies (PAWS) and tested its feasibility and promise. Participants for this study were 86 kindergartners ranging in age from 62 to 76 months, recruited from five classes in two different schools. It was feasible for research staff to deliver PAWS, which combined the need to focus early writing instruction on critical transcription skills with an effective learning pedagogy (i.e., peer-assisted learning). Lessons that targeted writing letters focused on formation and fluency, and lessons that targeted spelling focused on teaching letter sound correspondence for spelling decodable words and recognition and spelling practice for sight words. Results indicated that there were statistically significant differences between the PAWS participants and the control children on the alphabet fluency and essay post-test measures. Thus preliminary results indicate that PAWS instruction helped children, on average, improve early writing skills. Directions for future research are discussed. [This article was published in &quot;Reading and Writing: An Interdisciplinary Journal&quot; (EJ1126541).]
Reliable and More Powerful Methods for Power Analysis in Structural Equation Modeling
Author: Yuan, Ke-Hai
Date: 2017-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Evaluation Methods,Structural Equation Models,Reliability,Monte Carlo Methods,Effect Size,Robustness (Statistics),Error of Measurement,Maximum Likelihood Statistics,Statistical Distributions,Sample Size,Factor Analysis

The normal-distribution-based likelihood ratio statistic T[subscript ml] = nF[subscript ml] is widely used for power analysis in structural Equation modeling (SEM). In such an analysis, power and sample size are computed by assuming that T[subscript ml] follows a central chi-square distribution under H[subscript 0] and a noncentral chi-square distribution under H[subscript a]. However, with either violation of normality or not a large enough sample size, both empirical and analytical results indicate that the chi-square distribution assumptions are not realistic and consequently methods of power analysis based on such assumptions are not valid. This article describes a Monte Carlo (MC) method for power analysis. A measure of effect size for characterizing the power property of different rescaled statistics is also provided. Robust methods are proposed to increase the power of T[subscript ml] and other statistics. Simulation results show that the MC method reliably controls Type I errors and robust estimation methods effectively increase the power, and their combination is thus recommended for conducting power analysis in SEM.
Modeling Error Distributions of Growth Curve Models through Bayesian Methods
Author: Zhang, Zhiyong
Date: 2016-06-00
Type: Journal Articles
Subjects: Bayesian Statistics,Models,Statistical Distributions,Computation,Children,Longitudinal Studies,Surveys,Monte Carlo Methods,Markov Processes

Growth curve models are widely used in social and behavioral sciences. However, typical growth curve models often assume that the errors are normally distributed although non-normal data may be even more common than normal data. In order to avoid possible statistical inference problems in blindly assuming normality, a general Bayesian framework is proposed to flexibly model normal and non-normal data through the explicit specification of the error distributions. A simulation study shows when the distribution of the error is correctly specified, one can avoid the loss in the efficiency of standard error estimates. A real example on the analysis of mathematical ability growth data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 is used to show the application of the proposed methods. Instructions and code on how to conduct growth curve analysis with both normal and non-normal error distributions using the the MCMC procedure of SAS are provided.
Developing an Assessment Instrument to Measure Early Elementary Teachers&apos; Mathematical Knowledge for Teaching
Author: Schoen, Robert C.
Date: 2017-09-00
Type: Reports - Research
Subjects: Teacher Evaluation,Elementary School Teachers,Mathematics,Pedagogical Content Knowledge,Measures (Individuals),Test Construction,Field Studies,Item Response Theory,Test Reliability,Goodness of Fit

This study reports on the development and field study of K-TEEM, a web-based assessment instrument designed to measure mathematical knowledge for teaching (MKT) at the early elementary level. The development process involved alignment with early elementary curriculum standards, expert review of items and scoring criteria, cognitive interviews with practicing teachers, a field test involving 405 practicing teachers, and data modeling using a Rasch model. Several examples of MKT at the early elementary level are provided, and some of the challenges and decisions made during the process of item and scale development are discussed. Rasch model results indicate good model fit and adequate reliability, and the model accounts for more than 75% of the variance in the data. The K-TEEM assessment instrument may fill an important gap in the set of tools available to researchers for program evaluation and empirical investigation of teacher knowledge. A description of released items from questionnaire development process is appended. [At time of submission to ERIC this article was in press with &quot;The Elementary School Journal&quot; v188 n1 Sep 2017.]
Characteristics of Public Elementary and Secondary School Principals in the United States: Results from the 2015-16 National Teacher and Principal Survey. First Look. NCES 2017-070
Author: Taie, Soheyla
Date: 2017-08-00
Type: Reports - Research
Subjects: Elementary Schools,Secondary Schools,Principals,Administrator Characteristics,National Surveys,Institutional Characteristics,Public Schools,Questionnaires,Tables (Data),Racial Differences,Ethnic Groups,Gender Differences,Educational Attainment,Salaries,Administrator Responsibility

The 2015-16 National Teacher and Principal Survey (NTPS) is a nationally representative sample survey of public K-12 schools, principals, and teachers in the 50 states and the District of Columbia. This report presents selected findings from the Public School Principal Data File of NTPS. The purpose of NTPS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through school, principal, and teacher surveys, and information can be linked across all three surveys. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2015-16 NTPS Public School Principal Restricted-Use Data File. The following are appended: (1) Standard Error Tables; (2) Methodology and Technical Notes; and (3) Description of Variables.
Impacts of an Enhanced Family Health and Sexuality Module of the &quot;HealthTeacher&quot; Middle School Curriculum
Author: Goesling, Brian
Date: 2014-05-16
Type: Reports - Research
Subjects: Middle School Students,Sexuality,Health Education,Public Schools,Sex Education,Health Programs,School Districts,Grade 7,Randomized Controlled Trials,Experimental Groups,Control Groups,Grade 8,Student Surveys,Sexually Transmitted Diseases,Contraception,Program Effectiveness,Student Attitudes

In 2010, Chicago Public Schools (CPS) was facing a dilemma--how to deliver a consistent sex education program in a complex and diverse school district. Four years earlier, the school board had adopted a policy calling for students in grades 5 through 12 to receive family life and comprehensive sex education. To help support schools in meeting this requirement, CPS purchased access to &quot;HealthTeacher,&quot; a popular online K-12 health education program used by hundreds of other school districts around the country as a comprehensive and affordable approach to health education. In this study, the authors evaluate the impacts of a CPS demonstration project to support the implementation of &quot;HealthTeacher&quot; in a select number of Chicago 7th grade classrooms. The evaluation focuses on an enhanced version of &quot;HealthTeacher's&quot; main sex education module for middle school students. As a part of the demonstration, CPS provided teachers in study schools with supplemental training and technical assistance. District staff also monitored the delivery of program lessons through regular classroom observations and teacher feedback. The evaluation was thus designed to assess &quot;HealthTeacher's&quot; potential to meet the district's needs with some extra but sustainable level of program support. This report is divided into five chapters. Chapter I provides a detailed description of the &quot;HealthTeacher&quot; curriculum and briefly reviews prior research on the effectiveness of school-based sex education programs. Chapters II and III describe the study design, data and measures, and analytic methods. Chapter IV presents findings from the impact analysis, and Chapter V summarizes and discusses the implications of the results. The following are appended: (1) Consent and Retention Rates; (2) Data and Measures; and (3) Assessing the Sensitivity of Impact Estimates.
I CAN Learn®. [Primary Mathematics.] What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Elementary School Mathematics,Computer Assisted Instruction,Mathematics Instruction,Instructional Effectiveness,Educational Research,Mathematics Achievement,Middle School Students,Intervention,Achievement Tests,Standardized Tests,State Standards,Grade 8,Mathematics Tests

&quot;I CAN Learn&quot;® is a computer-based math curriculum for students in middle school, high school, and college. It provides math instruction through a series of interactive lessons that students work on individually at their own computers. Students move at their own pace and must demonstrate mastery of each concept before progressing to the next one. Classroom teachers may provide individual, small-group, or whole-class instruction based on students' performance on the software program. This review focuses on studies of &quot;I CAN Learn&quot;®'s primary courses, which include &quot;Fundamentals of Math&quot; and &quot;Pre-Algebra.&quot; The What Works Clearinghouse (WWC) identified one study of &quot;I CAN Learn&quot;® that both falls within the scope of the Primary Mathematics topic area and meets WWC group design standards. No studies meet WWC group design standards without reservations, and one study meets WWC group design standards with reservations. This study included 9,886 students in eighth grade in one school district. &quot;I CAN Learn&quot;® had no discernible effects on the mathematics test scores of eighth-grade students in primary mathematics courses. The following are appended: (1) Research details for Kerstyn (2002); (2) Outcome measures for the mathematics achievement domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Description of supplemental findings for the mathematics achievement domain. A glossary of terms is included.