ethanporcaro/eric-fulltext-meta huggingface dataset:
Findings from a Three Year Treatment within a Response to Intervention Framework for Students in Grades 6 with Reading Difficulties
Author: Leroux, Audrey
Date: 2011-00-00
Type: Reports - Research
Subjects: Evidence,Reading Difficulties,Early Intervention,Reading Failure,Grade 6,Reading Instruction,Response to Intervention,Beginning Reading,Outcomes of Education,Outcomes of Treatment,Tutoring,Small Group Instruction

Research on multi-tiered, research-based reading interventions provides strong evidence for the critical role of early reading instruction and the benefits of early intervention for children who are struggling to learn to read (Blachman et al., 2004; Denton, Fletcher, Anthony, &amp; Francis, 2006). Research on effective approaches for older students who have already experienced reading failure is less prevalent (Kamil et al., 2008). In particular, there are few experimental studies documenting the effects of multi-tiered approaches to improving instructional outcomes in reading for students in the middle grades. To address this need, the authors have engaged a series of NIH-funded randomized studies on the effects of multi-tiered interventions for students with reading disabilities in grades six through eight. This poster presents selected findings from that ongoing work. It extends previously reported research by addressing the question: &quot;What are the effects of an intensive, small group, tutoring treatment in reading on the reading outcomes of students with significant reading disabilities who had little to no response to two previous years of intensive intervention?&quot; (Contains 2 tables.)
Executive Function as a Mediator of Effects on Kindergarten Learning Behaviors One Year after the Pre-K Head Start REDI Intervention
Author: Ursache, A.
Date: 2011-00-00
Type: Reports - Research
Subjects: Cognitive Processes,Kindergarten,Intervention,Young Children,Preschool Education,Classroom Environment,Program Effectiveness,Child Behavior

In the current study the authors examine follow-up effects of the pre-K REDI intervention on executive functioning and adaptive learning behaviors, one year post intervention, when the children are in kindergarten. They find that although there are intervention effects on EF (executive functioning) at the end of pre-K, these effects are not sustained through kindergarten. The REDI intervention did, however, continue to have an effect on student's teacher-rated learning behaviors in kindergarten. In order to more fully examine this relationship, they examine how REDI effects on EF at the end of preschool may have in turn affected children's learning behaviors in kindergarten. Although no impacts of the intervention were found on kindergarten EF, they hypothesize that EF at the end of the preschool year may mediate intervention effects on adaptive learning behaviors in kindergarten. By creating a classroom climate that supported an optimal level of arousal for children, intervention classrooms likely set the stage for EF which in turn supports learning abilities such as staying on task and school engagement. As mediating EF measures they will look at the Dimensional Change Card Sort Task (DCCS) and task-orientation (an assessor rating of global self-regulation skills) since these two measures showed intervention effects at the end of pre-K year. (Contains 2 tables.)
Evaluation of Massachusetts Expanded Learning Time (ELT) Initiative: Implementation and Outcomes after Four Years
Author: Boulay, Beth
Date: 2011-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Extended School Day,Extended School Year,Program Implementation,Outcomes of Education,Academic Achievement,Program Effectiveness

The Massachusetts Department of Elementary and Secondary Education (ESE) has supported a multi-year study of the Expanded Learning Time (ELT) initiative to learn about the process and impact of ELT. Abt Associates Inc. is conducting this research. The study has two components: 1) a planning and implementation component that explores the decision-making phase and subsequent execution of ELT in funded schools; and 2) an outcomes component that examines the outcomes of ELT for schools, teachers, and students. The overall ELT evaluation is guided by three research questions: (1) How has expanded learning time been implemented in schools that receive ELT grants?; (2) What are the outcomes of expanded learning time for schools, students, and teachers?; and (3) What is the relationship between implementation and outcomes? (Contains 2 figures and tables.)
Integrated Literacy for Students with Moderate and Severe Disabilities
Author: Alberto, Paul A.
Date: 2011-00-00
Type: Reports - Research
Subjects: Decoding (Reading),Visual Literacy,Reading Instruction,Disabilities,Severe Disabilities,Literacy Education,Program Effectiveness,Program Development,Pictorial Stimuli,Reading Skills,Word Recognition,Phonics,Teaching Methods

The purpose of this project is to develop and to individually examine the efficacy of three different components of an integrated literacy program. No attempt is made to compare the components of the program to each other. Rather, the goal is to determine the effectiveness of each component of the program on the acquisition of the reading of pictures and logos (visual literacy component), and written text (sight-word instruction component and phonics instruction component). The following are research questions that are addressed (a) For development of the visual literacy instruction component: What specific instructional strategies can be used to teach visual literacy, including (1) instruction of reading individual pictures and sequences of pictures, and (2) contribute to the research base for instruction of logo reading? (b) For development of the sight-word instruction component: What is a basis for (1) an initial set of words to be taught, (2) instruction of connected text, and (3) further sets of words based on a strategy that will bridge sight-word instruction to phonics instruction? (c) For development of phonics instruction component: What is a basis for (1) use of simultaneous prompting to teaching decoding skills, (2) selecting appropriate phonics skills sequences (3) determining number of examples and levels of necessary and sufficient practice, and (4) determining automaticity and fluency requirements for successful blending of individual words and connected environmental text? (Contains 3 figures.)
Long-Term Follow Up of CSRP: Understanding Students' Academic Achievement Post-Treatment
Author: Lennon, Jaclyn M.
Date: 2011-00-00
Type: Reports - Research
Subjects: Neighborhoods,School Readiness,Academic Achievement,Followup Studies,Longitudinal Studies,Elementary Education,Program Effectiveness,Outcomes of Treatment,Institutional Characteristics,Family Characteristics,Individual Characteristics,Intervention,Disadvantaged Youth,Young Children,Federal Programs,Early Childhood Education

In this poster presentation, the authors examine the impact of Chicago School Readiness Project (CSRP) on students' academic achievement in elementary school. First, they provide upper- and lower-bound estimates of the impact of CSRP on students' academic achievement, taking into account their subsequent nonrandom selection into higher versus lower quality school settings. Second, they test whether estimates of treatment impact vary as a function of key child (e.g., behavioral and poverty-related risk) and school characteristics (e.g., lower school quality in more highly disadvantaged neighborhoods). Third, taking a comprehensive view of children's development, and controlling for treatment status, they examine the extent to which classroom, family, and child characteristics, including more adaptive approaches to learning (e.g., on task behavior), shapes students' academic achievement. (Contains 2 tables.)
A Two-Generational Child-Focused Program Enhanced with Employment Services: Eighteen-Month Impacts from the Kansas and Missouri Sites of the Enhanced Services for the Hard-to-Employ Demonstration and Evaluation Project. Executive Summary
Author: Hsueh, JoAnn
Date: 2011-03-00
Type: Reports - Research
Subjects: Employment Services,Educational Needs,Young Children,Low Income Groups,Equal Opportunities (Jobs),Parents,Employment Level,Access to Education,Family Programs,Early Childhood Education,Adult Education,Child Development,Program Effectiveness,Early Intervention,Parent Education,Child Care,Child Rearing,Child Welfare,Disadvantaged Youth

Children living in poverty face considerable developmental risks. This report presents interim results from an evaluation of parental employment and educational services delivered within a two-generational, early childhood program targeting low-income families who are expecting a child or who have a child under age 3. This study is part of the Enhanced Services for the Hard-to-Employ Demonstration and Evaluation project, sponsored by the U.S. Department of Health and Human Services, with additional funding from the U.S. Department of Labor. The program model tested here aims to dually address both the employment and educational needs of parents who are at risk of unemployment and the developmental needs of their young children. The program's effects are being studied by examining 610 families who were randomly assigned to a program group, which received the enhanced two-generational program, or to a control group, which could only access alternative services in the community. (Contains 3 tables and 3 footnotes.) [For the full report, see ED518873.]
A Two-Generational Child-Focused Program Enhanced with Employment Services: Eighteen-Month Impacts from the Kansas and Missouri Sites of the Enhanced Services for the Hard-to-Employ Demonstration and Evaluation Project
Author: Hsueh, JoAnn
Date: 2011-03-00
Type: Numerical/Quantitative Data
Subjects: Employment Services,Educational Needs,Young Children,Program Effectiveness,Cost Effectiveness,Low Income Groups,Family Programs,Employed Parents,Child Development,Early Intervention,Comparative Analysis,Delivery Systems,Family Income,Well Being,Child Rearing,Mental Health,At Risk Persons

Children living in poverty face considerable developmental risks. This report presents interim results from an evaluation of parental employment and educational services delivered within a two-generational, early childhood program targeting low-income families who are expecting a child or who have a child under age 3. This study is part of the Enhanced Services for the Hard-to-Employ Demonstration and Evaluation project, sponsored by the U.S. Department of Health and Human Services, with additional funding from the U.S. Department of Labor. The program model tested here aims to dually address both the employment and educational needs of parents who are at risk of unemployment and the developmental needs of their young children. The program's effects are being studied by examining 610 families who were randomly assigned to a program group, which received the enhanced two-generational program, or to a control group, which could only access alternative services in the community. Key findings of this study include: (1) The programs increased their focus on parental employment and educational needs, but the implementation of the enhancements was weak; (2) Take-up of the enhanced parental employment and educational services was lower than expected; (3) The program increased families' receipt of child-focused developmental services, but the control group also reporting receiving high levels of such assistance; and (4) The short-term impacts of the program 18 months after families entered the study are mixed. This evaluation is in an early stage and will eventually include three and a half years of follow-up. Future investigation will be valuable in determining the extent to which the patterns of impacts presented here are enduring and robust  over time. A final report is planned to be released in 2011. Appended are: (1) Response Bias Analysis: 18-Month Survey of Parents and Direct Child Assessments; (2) Characteristics of Sample Members at Baseline, by Child's Age; (3) Cost Analysis of the Programs in the Study Sites; (4) Impacts on Service Receipt; (5) Impacts on Child Care; (6) Impacts on Employment; and (7) Impacts on Parent and Child Outcomes. Individual chapters contain footnotes. (Contains 62 tables, 3 figures and 7 boxes.) [For Executive Summary, see ED518872.]
Power Analysis for Anticipated Non-Response in Randomized Block Designs
Author: Pustejovsky, James E.
Date: 2011-00-00
Type: Reports - Research
Subjects: Statistical Analysis,Data,Sample Size,Response Rates (Questionnaires),Research Design

Recent guidance on the treatment of missing data in experiments advocates the use of sensitivity analysis and worst-case bounds analysis for addressing non-ignorable missing data  mechanisms; moreover, plans for the analysis of missing data should be specified prior to data collection (Puma et al., 2009). While these authors recommend only that missing data should be anticipated in the analysis plan of an experiment, it is logically consistent that anticipation of missing data should be incorporated into another important step in the planning process for a randomized control trial (RCT): power analysis. The paper develops power analysis formulas for the worst-case lower bound and sensitivity lower bound and compares power for these estimands to the power to detect treatment effects assuming missingness at random (MAR). The methods described provide a valid and principled approach for researchers to study the consequences of anticipated levels of missing data for planned experimental designs. The paper also illustrates how these methods can be used for cost-benefit analysis, weighing measurement approaches that are less expensive but yield lower response rates against approaches that are more expensive but yield higher response rates.
Engaging and Effectively Teaching Writing Skills to High School Students with Disabilities
Author: Smith, Jennifer M.
Date: 2011-04-26
Type: Information Analyses
Subjects: Disabilities,Measures (Individuals),Writing Skills,Teaching Methods,Interviews,Questionnaires,High School Students,Learner Engagement,Instructional Effectiveness,Teacher Effectiveness

Writing effectively is an imperative skill that nearly every job requires, yet students with disabilities often have trouble writing. After consistent failure with writing, students with disabilities give up on writing.  My research explored the views of students with disabilities about their writing, what methods can effectively teach them to write and explored methods teachers use to engage students with disabilities in writing. Appended are: (1) Letter Requesting Permission of the School District;  (2) Permission from the Parents for Participation; (3) Permission for Students for Participation;  (4) Student Questionnaire; (5) Letter requesting Permission for Faculty; (6) Teacher/Faculty Questionnaire;  (7) Timed Writing Sample; and (8) Student Interview Questions. (Contains 7 tables and 2 figures.)
Online Universal Screening and Behavioral Progress Monitoring: Assessing Social Validity, Usability and Intent to Use by K-3 Teachers
Author: Sprague, Jeffrey
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Validity,Elementary School Teachers,Intention,Usability,Inservice Teacher Education,Web Based Instruction,Response to Intervention,Program Effectiveness,Data,Decision Making,Problem Solving,Evaluation Methods,Screening Tests,Identification,Student Behavior,Behavior Problems,Classroom Techniques,Federal Aid,Interpersonal Competence,Pilot Projects,Research and Development,Computer Assisted Testing,Educational Technology,Program Descriptions,Program Evaluation,Pretests Posttests

This session will describe the social validity, usability and intent to use of an interactive, state-of-the-art, professional development program based on the Response to Intervention (RtI) approach and its core components (e.g., problem-solving strategy; three tiers of intervention service delivery with universal, selected and intensive interventions as needed; and integrated data collection assessment system to inform instructional decisions at each tier of service delivery). The authors have completed initial development of the online program and have tested its use with a sample of K-3 teachers.
Measuring the Impact of the Michigan Merit Curriculum and Promise Scholarship:  MCER a Collaboration in Progress
Author: Obenauf, Kaitlin
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Secondary School Curriculum,Graduation Requirements,Merit Scholarships,Educational Change,Academic Achievement,Graduation Rate,Course Selection (Students),College Attendance,High School Students,Student Characteristics,Longitudinal Studies,Program Effectiveness

This project represents the beginning of a partnership between the State of Michigan and researchers at the University of Michigan and Michigan State Michigan. The partnership is formalized as the Michigan Consortium for Educational Research (MCER). The goal of MCER is to engage key stakeholders and experts in high quality education research for the benefit of public education in Michigan and nationwide. The consortium seeks to answer contemporary education policy questions. This project evaluates the impact of the Michigan Merit Curriculum (MMC) and the Michigan Promise Scholarship (MPS) on student outcomes. The primary objective of the project is to determine whether the MMC and/or the MPS have significantly altered: course-taking, student achievement, high school graduation rates, and postsecondary attendance. The analysis pays particular attention to whether these reforms affect students differentially based on their socioeconomic status, gender, race and geography. (Contains 4 tables.)
Integrating Cultural Perspectives of First Generation Latino Students and Families into the College Admissions Process
Author: Rosso, Ryan R.
Date: 2011-05-00
Type: Dissertations/Theses - Masters Theses
Subjects: Action Research,Educational Attainment,College Admission,Admission Criteria,Hispanic American Culture,Hispanic American Students,First Generation College Students,Change Strategies,College Bound Students,Cultural Influences,Program Attitudes,Correlation,Barriers,Outreach Programs,Participant Characteristics,Enrollment Influences

First generation college-bound Latino students and their families are placed at a disadvantage in the college admissions process for a variety of reasons. Their cultural perspectives in relation to education and family combined with the increasingly widening gap between the working class and professional middle class has left many Latino families stuck in low socio-economic situations, making college affordability a less plausible goal. Thus, analyzing correlations between population, ethnicity, and college enrollment, integrating cultural perspectives into the college search process, cultivating support systems for these students, and breaking down socio-economic barriers that hinder these families from realizing there are affordable options are main focuses of my research. The purpose of this study is to develop strategies for integrating cultural perspectives of first generation college-bound Latino students and their families into the college admissions process, to examine the attitudes that exist about the college admissions process within that specific demographic, to analyze the role race and class play in the ability to achieve educational attainment, and to use these findings to cater more effectively to first-generation Latino families. Questions that will be researched include what are the most effective strategies for integrating cultural perspectives of first generation college-bound students and their families into the college admissions process to more effectively communicate and educate them on the expectations of the process? What systems of support have first-generation Latino students and their families who have already gone through the process found most helpful? This study followed a qualitative approach, action research design to give voice to the cultural perspectives of first generation college-bound Latino students and their families into the college admissions process.
Missouri DECA: 2010-2011 Policy Manual
Author: Missouri Department of Elementary and Secondary Education
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Leadership,Career Development,Distributive Education,Administrators,Conferences (Gatherings),Competition,Marketing

This paper presents the Missouri DECA Policy Manual. This manual contains the following sections: (1) DECA Board of Directors; (2) State Sales Projects; (3) State Officers; (4) Districts; (5) Competitive Events; (6) General Conference Information; (7) Fall Leadership &amp; State Officer Election Conference; (8) Central Region Leadership Conference; (9) State Career Development Conference; (10) International Career Development Conference; (11) State Association Operations; and (12) Membership.
Parent's Guide to Special Education in Missouri
Author: Missouri Department of Elementary and Secondary Education
Date: 2008-09-00
Type: Guides - Non-Classroom
Subjects: Parent Materials,Parents,Related Services (Special Education),Student Needs,Special Education,Guides,Access to Education,Equal Education,Federal Legislation,State Legislation,State Standards,Public Schools,Eligibility,Definitions,Student Placement,Parent Rights,Individualized Education Programs,Conflict Resolution,Parent Participation

Children with disabilities have a right to a free appropriate public education (FAPE). Children differ in mental abilities, sensory development, physical traits, emotional or social behaviors, or communication skills. Some may require modification to their school program or special education and related services in order to benefit from their schooling. Congress recognized that children with disabilities have special needs and passed what is now called the Individuals with Disabilities Education Act (IDEA) in 1975. That law provided that children with disabilities must receive a free appropriate public education (FAPE) in the least restrictive environment (LRE). The law has since been reauthorized six times and this booklet reflects the latest changes made by Congress in 2004. Missouri House Bill 474 and later legislation make it the law of the state to provide special education services, sufficient to meet the needs of all children with eligible disabilities, from the child's 3rd birthday to age 21, at no cost to the parent. The Missouri State Plan for Special Education contains all regulations that must be followed by all public school districts and other responsible agencies in the provision of special education services. This guide was developed to provide information concerning one's rights and responsibilities as the parent of a child with a disability as defined in the Missouri State Plan for Special Education. Appendices include: (1) Criteria for Determination of Eligibility; (2) Definitions of Disabilities; (3) Special Education Placements; and (4) Resources. (Contains 4 resources.) [This is an update of &quot;A Parent's Guide to Special Education in Missouri,&quot; published in July 1983. To access this report, see ED264708.]