ethanporcaro/eric-fulltext-meta huggingface dataset:
Content Validation of Direct Behavior Rating Multi-Item Scales Using Exploratory Factor Analysis
Author: Daniels, Brian
Date: 2019-00-00
Type: Reports - Research
Subjects: Behavior Rating Scales,Content Validity,Student Behavior,Test Construction,Test Validity,Behavior Problems,Response to Intervention,Elementary School Teachers,Primary Education,Elementary School Students,Conflict

Direct Behavior Rating (DBR) is an efficient method for monitoring changes in student behavior in response to intervention. Emerging research on DBR Multi-Item Scales (DBR-MIS) indicates DBR-MIS has promising characteristics as a progress-monitoring assessment. Specifically, the multiple items within DBR-MIS allow stakeholders to measure specific behaviors at the item level, as well as global constructs at the scale level. Additionally, studies have shown fewer rating occasions are necessary to reach acceptable levels of dependability when using DBR-MIS as opposed to single-item scales (DBR-SIS). The purpose of the study was to develop and validate DBR-MIS problem behavior scales (Disruptive, Oppositional, Interpersonal Conflict, and Conduct Problems) that may be used to evaluate students' response to social-emotional or behavioral intervention. Within the first phase of development, item content was generated and subjected to evaluation by panels of researchers and school-based consumers. Exploratory factor analysis was then used in the second phase to identify items that represented the strongest indicators of each construct. Teachers (N = 307) in grades K through 3rd, from 35 school districts across 13 states in the Northeastern, Midwestern, Southern, and Southwestern United States each completed ratings for one randomly-selected student (N = 307). Results of EFA using a starting pool of 9-11 items for each DBR-MIS initially indicated one-factor solutions for the Disruptive and Oppositional scales and a two-factor solution for the Interpersonal Conflict scale. Consequently, a new Conduct Problems scale was created from items loading on the second factor. Implications for progress monitoring and future research are discussed. [This article will be published in &quot;Journal of Emotional and Behavioral Disorders.&quot;]
Strategic Reading and Writing Report, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-11-28
Type: Reports - Research
Subjects: Reading Instruction,Writing Instruction,Intervention,Reading Strategies,Writing Strategies,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Reading Difficulties,Student Needs,Remedial Instruction,Teaching Methods,Program Effectiveness,Reading Achievement,Teacher Competencies,Teacher Effectiveness,Elementary Schools,Middle Schools,Teacher Attitudes,Teaching Experience

Strategic Reading and Writing (SRW) is a reading and writing intervention course available to sixth- through tenth-grade students in the Houston Independent School District (HISD) who did not meet Grade Level standards on the State of Texas Assessments of Academic Readiness (STAAR) grades 3-8 reading the previous school year or who fell below the 40th percentile on the District's norm referenced test (NRT) total reading score (HISD, 2017). SRW classes are restricted to 20 students and are facilitated by certified and trained teachers. The objective of SRW is to: (1) meet students at their instructional level to remediate and strengthen literacy systems within, about, and beyond texts; (2) prepare students for grade-level coursework through aligned genre-specific tasks and support; and (3) prepare students to increase achievement on state tests through strategic actions and increased reading levels. The purpose of this evaluation was to assess the SRW effect on students' reading performance. The evaluation also assessed teachers' perceptions and experiences with the implementation of SRW. The evaluation also assessed teachers' perceptions and experiences with the implementation of SRW.
The Use of the Infinitive
Author: Gu, Wenyuan
Date: 2019-07-03
Type: Reports - Descriptive
Subjects: Second Language Learning,Verbs,Language Usage,Grammar,Form Classes (Languages),Morphemes,Nouns,Expressive Language,Sentences,English (Second Language)

The use of the infinitive was summarized and illustrated from various examples, on the basis of the writer's teaching experience, and extensive review of different English grammar books, reference books, magazines, newspapers, books, and English dictionaries, in order for English language learners (whose native language is not English) to further understand how to use the infinitive appropriately when they are studying English.
Language Learning Strategies: A Comparative Study of Young and Adolescent Cambodian Learners
Author: Nhem, Davut
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Strategies,Foreign Countries,Second Language Learning,English (Second Language),Age Differences,Preadolescents,Adolescents,Elementary Secondary Education

Various aspects of second language learning such as motivation, social contexts, personality, learning styles or learning strategies should be taken into consideration when it comes to teaching and learning a new language. in this respect, one of the most overlooked factors is a language learning strategy. Language learners should be aware of &quot;how to learn a language&quot; to be a successful language learner. As language learning strategy has been recognized as the important factor in learning a second language (O'Malley &amp; Chamot, 1990; and Oxford, 1990), this study therefore investigated language learning strategies employed by young and adolescent learners of English in Cambodia context. The data were collected through a questionnaire, developed by Oxford (1990) from 152 students. The findings showed that students mostly used cognitive, metacognitive and social strategies. In addition, when examining if young learners use different learning strategies from adolescent learners, no statistical difference was found, except for two learning strategies, namely, cognitive and compensation strategies used more frequently by young learners.
How Aligned Is Career and Technical Education to Local Labor Markets?
Author: Sublett, Cameron
Date: 2019-04-00
Type: Reports - Research
Subjects: Vocational Education,Labor Market,Education Work Relationship,Alignment (Education),High School Students,Demand Occupations,Course Selection (Students),Racial Differences,Gender Differences,Employment,Wages,Local Norms

The recent reauthorization of the Carl D. Perkins Career and Technical Education Act--the principal federal education program supporting career and technical education (CTE)--expressly aims to &quot;align workforce skills with labor market needs.&quot; &quot;How Aligned is Career and Technical Education to Local Labor Markets?&quot;, co-authored by Pepperdine University associate professor Cameron Sublett and Fordham Institute senior research and policy associate David Griffith, examines whether students in high school CTE programs are more likely to take courses in high-demand and/or high-wage industries, both nationally and locally. By linking CTE course-taking data from the High School Longitudinal Survey to employment data from the Bureau of Labor Statistics, it seeks to answer three central research questions: (1) To what extent do &quot;national&quot; CTE course-taking patterns at the high school level reflect the current distribution of jobs across fields and industries? (2) To what extent is CTE course-taking in high school linked to local employment and industry wages? (3) How do patterns of CTE course-taking differ by student race and gender? Overall, the study finds that many fields that support a significant number of U.S. jobs see little CTE course-taking in high school, suggesting the potential for greater alignment in these areas. Students are also more likely to take courses in fields that support more local jobs, but less likely to do so when those jobs are high-paying, suggesting that today's CTE is connecting kids with jobs that are plentiful but low-paying by industry standards. Finally, although national CTE course-taking patterns differ significantly by race and gender, all student groups exhibit similar responses to local labor market demand. Because numerous studies suggest that Americans have become less mobile in recent decades, it's more imperative than ever that the local business, postsecondary, and K-12 education sectors join hands to strengthen the connection between high school CTE programs and the local job market. Only then will labor market &quot;alignment&quot; become more than a buzzword. [Foreword and Executive Summary by Amber M. Northern and Michael J. Petrilli]
Strategies for Smarter Budgets and Smarter Schools. Policy Brief
Author: Levenson, Nathan
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Budgets,Educational Finance,School Districts,Elementary Secondary Education,Academic Achievement,Cost Effectiveness,School Personnel,Student Needs,Teacher Employment Benefits,Special Education,Expenditures,Educational Quality

This policy brief offers informed advice to school districts seeking to provide a well-rounded, quality education to all children in a time of strained budgets. The author recommends three strategies: (1) Prioritize both achievement and cost-efficiency: Allocating scarce resources effectively means funding what works and obtaining ample information before making funding decisions, including information about what drives achievement--and drives it cost-effectively; (2) Make staffing decisions based on student needs, not adult preferences: Districts should establish guidelines for what constitutes a full and fair workload for staff members, then staff accordingly. This may include &quot;trading down&quot; to less-expensive services of equivalent quality, considering alternatives to maintaining class sizes, and closely monitoring insurance eligibility; and (3) Manage special education spending for better outcomes and greater cost-effectiveness: How money is spent matters more than how much is spent; that's true for special education, too. Districts can reduce their special-education costs by ensuring that all children read at grade level; hiring a few behaviorists in lieu of many paraprofessionals; and staffing according to service hours, rather than numbers of students served.
Co-Designing Assessment and Learning: Rethinking Employer Engagement in a Changing World. Occasional Paper #39
Author: Tyszko, Jason A.
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: School Business Relationship,Postsecondary Education,Partnerships in Education,Talent Development,Alignment (Education),Education Work Relationship,Labor Market,College Curriculum,Competency Based Education,Performance Based Assessment,Employers

The U.S. Chamber of Commerce--the world's largest business federation--and the U.S. Chamber of Commerce Foundation have for the past five years been attempting to bridge the gap and address trust issues between the postsecondary education community and employer community. Rather than placing limitations on the curriculum or taking away academic freedom from faculty, such a partnership has the potential to unlock new learning pathways that can meet the needs of today's diverse learners. With this in mind, the U.S. Chamber of Commerce Foundation created the Talent Pipeline Management® (TPM) movement as an effort to bridge the divide between postsecondary education and the employer community. TPM® provides a framework for re-imagining the partnership of these two communities, co-designing learning pathways, and developing authentic, performance-based challenges and learning experiences that address the demonstration of learning gap. In this Occasional Paper, we describe the unique challenges a dynamic, changing labor market poses for employer-education partnerships; including the inherent limitations of current alignment practices and tools. Then, we introduce TPM as a partnership model that allows employers to more meaningfully signal their competency needs to educators and how educators can, in turn, describe their evidence of learning in ways that are understood by employers relative to those competency needs. The latter half of the paper explores how employers and education partners can use TPM as a framework for engaging one another in co-designing learning pathways that produce evidence of learning that is meaningful to both sides. [Foreword by Natasha A. Jankowski.]
Schools of Thought: A Taxonomy of American Education Governance
Author: Shaw, Dara Zeehandelaar
Date: 2015-08-00
Type: Reports - Research
Subjects: Governance,Educational Administration,Taxonomy,Decision Making,Participative Decision Making,Public Education,Elementary Secondary Education,Power Structure,Educational Policy

Those wanting to put government into service to enact necessary education reforms, would be wise to begin with a clearer understanding of both the arrangements that are presently in place, and the remarkably different arrangements that are in place in other jurisdictions. To that end, the authors created a taxonomy of education governance systems. To do this they first classified governance relative to three main components: (1) The degree to which decision-making authority lies at the state versus the local level; (2) The degree to which decision-making authority is distributed among many institutions versus consolidated in a few; and (3) The degree to which the public can participate in the policymaking process. States were scored on each component then combined into eight &quot;governance types&quot; named for the characteristics they have in common with some of history's most famous political leaders and theorists. The typology is supplemented with qualitative data that explores how different approaches to governance constrain or facilitate the work of schools and districts on the ground. [This report was written with Joanna Smith, Michael Thier, Ross Anderson, Christine Pitts, and Hovanes Gasparian. The foreword was written by Amber M. Northern and Chester E. Finn, Jr.]
School Choice Regulations: Red Tape or Red Herring?
Author: Stuit, David
Date: 2013-01-00
Type: Reports - Research
Subjects: School Choice,Private Schools,Educational Vouchers,Tax Credits,Scholarships,Legislation,Participation,Decision Making,Selective Admission,Accountability,Institutional Characteristics,Elementary Secondary Education,State Regulation,Tuition,Religious Education

Many proponents of private school choice take for granted that schools won't participate if government asks too much of them, especially if it demands that they be publicly accountable for student achievement. Were such school refusals to be widespread, the programs themselves could not serve many kids. But is this assumption justified? A new Fordham Institute study provides empirical answers. Do regulations and accountability requirements deter private schools from participating in choice programs? How important are such requirements compared to other factors, such as voucher amounts? Are certain types of regulations stronger deterrents than others? Do certain types schools shy away from regulation more than others? Among the study's major findings: (1) Regulations that restrict student admissions and schools' religious practices are more likely to deter school participation than are requirements pertaining to academic standards, testing, and public disclosure of achievement results; (2) Curriculum and testing requirements ranked among the least important considerations for school leaders, with just 25 percent citing state assessment rules as very important in their decision to participate or not; (3) Only 3 percent of non-participating schools cited governmental regulations as the most important reason to opt out; (4) The reasons most cited by school principals for participating in voucher programs were expanding their mission in the community (87 percent), helping voucher-eligible families already enrolled in their schools (75 percent), and aiding needy children in the community (72 percent); (5) About one-third of non-participating private schools cited a lack of eligible families in their vicinity as key to their decision to shun the program; and (6) Catholic schools are most likely to participate in choice programs, regardless of the regulatory environment. [Foreword by Chester E. Finn, Jr. and Amber M. Winkler. Additional support was provided by the Lovett and Ruth Peters Foundation and the Randolph Foundation.]
Self-Discipline and Catholic Education: Evidence from Two National Cohorts
Author: Gottfried, Michael
Date: 2018-05-00
Type: Reports - Research
Subjects: Catholic Schools,Self Control,Student Behavior,Elementary School Students,Longitudinal Studies,Children,Surveys,Private Schools,Public Schools,Behavior Problems,Outcomes of Education,Student Characteristics

Over the years, Catholic schools have been particularly committed to the formation of sound character, including the acquisition of self-discipline. Researchers at the Thomas B. Fordham Institute wanted to know whether students in Catholic school actually exhibit more self-discipline than their peers--and if so, what those schools can teach other public and private schools about how it can be fostered. This report appears to be the first study to explore the potential effects of Catholic schooling on elementary students' self-discipline. Two two waves of nationally representative data on elementary school students that were collected as part of the Early Childhood Longitudinal Study, Kindergarten (ECLS-K) were analyzed. The analysis revealed three key findings: (1) Students in Catholic schools are less likely to act out or be disruptive than those in other private schools or in public schools. According to their teachers, Catholic school children argued, fought, got angry, acted impulsively, and disturbed ongoing activities less frequently; (2) Students in Catholic schools exhibit more self-control than those in other private schools or public schools. Specifically, they were more likely to control their temper, respect others' property, accept their fellow students' ideas, and handle peer pressure; and (3) Regardless of demographics, students in Catholic schools exhibit more self-discipline than students in public schools and other private schools. Thus, there is at least some evidence that attending Catholic school may benefit all sorts of children. It is important to recognize that these findings are not causal. Despite the authors' efforts to construct a plausible control group, there may be unobservable differences between Catholic and other private school students. These findings offer three key takeaways: (1) Schools that value and focus on self-discipline will likely do a better job of fostering it in children; (2) Other schools have something to learn from Catholics schools when it comes to fostering self-discipline; and (3) The power of religion to positively influence a child's behavior should not be underestimated. [Foreword &amp; Executive Summary by Amber M. Northern and Michael J. Petrilli. Additional funding for this report was provided by The Lynch Foundation and The Carson Family Charitable Trust.]
Financing the Education of High-Need Students
Author: Richmond, Matthew
Date: 2013-11-00
Type: Reports - Descriptive
Subjects: Educational Finance,Financial Support,Students with Disabilities,Access to Education,Special Education,Costs,Elementary Secondary Education,Educational Legislation,Disabilities,Equal Education,School Districts,Expenditure per Student,Resource Allocation,Cooperatives,Funding Formulas,Student Needs

America's approach to the education of children with disabilities is antiquated, costly, and ineffective. &quot;Special education&quot; as we know it is broken--and repainting the surface won't repair it. It cries out for a radical overhaul. Federal policy is responsible for much of this failure. Even though the education world has changed around it--as have technology, mobility, fiscal conditions, demographics, and so much more--it remains essentially stuck where it was in 1975 when the first major national law in this realm (now known as the Individuals with Disabilities Education Act or IDEA) was passed. IDEA mandates a &quot;free and appropriate public education&quot; for every child with a disability. However, what's &quot;free&quot; to the student is not free to the taxpayer--or, for that matter, to other students being educated within the same finite budget. The average learning program for youngsters in special education costs more than twice the average program for general-education students, and added together comprise at least 21 percent of total education budgets (to cover about 13 percent of the K-12 population). Cost considerations--who should pay, how much, and how effectively--grow even more thorny when we turn to the education of the most severely disabled or highest-need pupils, the bill for whose education may exceed a hundred thousand dollars per child per year. And the distribution of those dollars is complicated, sometimes unfair, and often inefficient. That is the topic of this brief: how most efficiently to pay for and deliver education for the country's highest-need students. Though their numbers are small, their ranks are growing and their education programs require careful consideration to meet their needs within the constraints of the public purse. [Foreword by Chester E. Finn, Jr.]
A Study on Learning Styles of Individuals Receiving Vocational Music Education
Author: Çelenk, Koray
Date: 2019-10-00
Type: Journal Articles
Subjects: Cognitive Style,Vocational Education,Music Education,Measures (Individuals),Foreign Countries,Instructional Effectiveness,Teaching Methods,High Schools,Fine Arts,Institutional Characteristics,College Students

The aim of this study is to examine the learning styles of the students who take vocational music education and to determine whether the learning styles differ according to gender, age, high school, university, faculty, and class level and instrument variables. This research is a descriptive study conducted in a survey model. In this context, the conceptual infrastructure has been formed by searching the literature, studies on learning styles have been examined and Kolb's Learning Style Inventory III has been used as a data collection tool. The study group consists of 423 students who study in faculties and conservatories which give vocational music education of 9 universities in Turkey. The results show that the students receiving vocational music education are mostly in the &quot;Diverger&quot; category, while the distribution of students in the &quot;Assimilator&quot;, &quot;Accommodator&quot;, and &quot;Converger&quot; categories is less. In this study, it has been found that the learning styles of the students receiving vocational music education have not differred according to gender, age, university, faculty, and class level and instrument variables. A significant difference has been found in the high school variable. Basing on Kolb's learning approach, it can be said that providing education in accordance with the students' preferred instructional approaches (using question-answer, using metaphor, discussion, expression, team work, project preparation, using visual materials, conducting individual research, collecting information from mass media, organizing seminars, utilization from experts etc.) in Diverger and Assimilator categories will have a positive effect on the complete and meaningful learning of the students.