ethanporcaro/eric-fulltext-meta huggingface dataset:
Cooperative Integrated Reading and Composition[R]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Direct Instruction,Reading Comprehension,Quasiexperimental Design,Reading Achievement,Cooperative Learning,Writing Instruction,Beginning Reading,Comparative Analysis,Intervention,Elementary School Students

&quot;Cooperative Integrated Reading and Composition&quot;[R] (&quot;CIRC&quot;[R]) is a reading and writing program for students in grades 2-6. It has three principal elements: story-related activities, direct instruction in reading comprehension, and integrated language arts/writing. Daily lessons provide students with an opportunity to practice comprehension and reading skills in pairs and small groups. Pairs of students read to each other; predict how stories will end; summarize stories; write responses to questions posed by the teacher; and practice spelling, decoding, and vocabulary. Within cooperative teams of four, students work to understand the main idea of a story and work through the writing activities linked to the story. A Spanish version of the program is available for grades 2-5. Thirty-eight studies reviewed by the What Works Clearinghouse (WWC) investigated the effects of &quot;Cooperative Integrated Reading and Composition&quot;[R] on beginning readers. One study (Stevens, Slavin, &amp; Farnish, 1991) is a randomized controlled trial that meets WWC evidence standards without reservations. One study (Bramlett, 1994) is a quasi-experimental design that meets WWC evidence standards with reservations. These two studies are summarized in this report. The remaining 36 studies do not meet either WWC eligibility screens or evidence standards. Appended are: (1) Research details for Stevens, Slavin, &amp; Farnish, 1991 and Bramlett, 1994; (2) Outcome measures for each domain; (3) Findings included in the rating for the comprehension domain by construct and findings included in the rating for the general reading achievement domain; (4) Summary of subtest findings for the comprehension domain; Summary of subgroup findings for the comprehension domain; Summary of alternate contrast findings for the comprehension domain; and Summary of alternate contrast findings for the general reading achievement domain. A glossary of terms is included. (Contains 6 tables, 6 endnotes and 2 additional sources.)
Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058
Author: Graham, Steve
Date: 2012-06-00
Type: Guides - Classroom - Teacher
Subjects: Elementary School Students,Writing Skills,Writing Achievement,Expertise,National Competency Tests,Writing Tests,Evidence,Writing Evaluation,Audience Awareness

Writing is a fundamental part of engaging in professional, social, community, and civic activities. Nearly 70 percent of salaried employees have at least some responsibility for writing, and the ability to write &quot;well&quot; is a critical component of being able to communicate effectively to a variety of audiences. Because writing is a valuable tool for communication, learning, and self-expression, people who do not have adequate writing skills may be at a disadvantage and may face restricted opportunities for education and employment. Students should develop an early foundation in writing in order to communicate their ideas effectively and efficiently--yet many American students are not strong writers. In fact, less than one-third of all students performed at or above the &quot;proficient&quot; level in writing on the 2007 National Assessment of Educational Progress Writing Assessment. The authors believe that students who develop strong writing skills at an early age acquire a valuable tool for learning, communication, and self-expression. Such skills can be developed through effective writing instruction practices that provide adequate time for students to write. This guide, developed by a panel of experts, presents four recommendations that educators can use to increase writing achievement for elementary students and help them succeed in school and society. These recommendations are based on the best available research evidence, as well as the combined experience and expertise of the panel members. Appended are: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. A glossary is included. (Contains 15 tables, 2 figures and 346 endnotes.)
Early Reading Proficiency. Leading Indicator Spotlight
Author: Musen, Lindsey
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Early Reading,Reading Achievement,Direct Instruction,Educational Indicators,Evaluation Methods,Testing Programs,Grade 1,Grade 3,Reading Tests,Scores,Prediction,Academic Achievement,Developmentally Appropriate Practices,School Districts

In &quot;Beyond Test Scores: Leading Indicators for Education,&quot; Foley and colleagues (2008) define leading indicators as those that &quot;provide early signals of progress toward academic achievement&quot; (p. 1) and stress that educators &quot;need leading indicators to help them see the direction their efforts are going in and to take corrective action as soon as possible&quot; (p. 3). The authors identify early reading proficiency as one leading indicator that is commonly used by school districts. This brief in the Leading Indicator Spotlight series will discuss why this indicator is useful, how this indicator is measured by school districts, and how districts can put data about this indicator into action for intervention and reform. (Contains 3 footnotes.) [For companion report, &quot;Beyond Test Scores: Leading Indicators for Education,&quot; see ED533117.]
Using College Admission Test Scores to Clarify High School Placement. Leading Indicator Spotlight
Author: Flug, Susanna
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Educational Indicators,Academic Achievement,College Entrance Examinations,Scores,School Districts,Central Office Administrators,Grade 11,Grade 12,Advanced Courses,Advanced Placement,Difficulty Level,Identification,High Achievement

In &quot;Beyond Test Scores: Leading Indicators for Education,&quot; Foley and colleagues (2008) define leading indicators as those that &quot;provide early signals of progress toward academic achievement&quot; (p. 1) and stress that educators &quot;need leading indicators to help them see the direction their efforts are going in and to take corrective action as soon as possible&quot; (p. 3). The authors identify college admission test scores--used innovatively to clarify high school placement--as one leading indicator commonly used by school districts. This brief in the Leading Indicator Spotlight series will outline why college admission test scores are useful as a leading indicator for high school placement, how this indicator is measured by school districts, and how districts can put data about this indicator into action for intervention and reform. (Contains 1 footnote.) [For companion report, &quot;Beyond Test Scores: Leading Indicators for Education,&quot; see ED533117.]
Beyond Test Scores: Leading Indicators for Education
Author: Foley, Ellen
Date: 2008-01-00
Type: Reports - Research
Subjects: Educational Indicators,Identification,School Districts,Central Office Administrators,Decision Making,Data,Reading Tests,Scores,Prediction,Academic Achievement,Data Analysis,College Admission,Counties,Educational Attainment,Learner Engagement,Systems Approach

&quot;Leading indicators&quot;--indicators that provide early signals of progress toward academic achievement--enable education leaders, especially at the central office level in a school district, to make more strategic and less reactive decisions about services and supports to improve student learning. These indicators are a way of viewing and using data to inform systemwide decisions about education. This study builds on existing efforts by school districts to use &quot;data-informed decision making&quot; by developing further the concept of &quot;leading indicators.&quot; The study described in this report focused on four districts that are at the forefront of the field in using data to inform decisions and examined how these districts are developing and using leading indicators for education. The study aimed to: (1) identify and describe the leading indicators used in four districts considered advanced in their use of data; (2) more broadly examine the infrastructure, resources, and supports each district has  developed to support its use of data for decision making; (3) look beyond student measures (though these are critically important) to other measurable areas, especially the effectiveness of central office practice; and (4) bring representatives from these four districts together to review initial findings and help develop the work of the Annenberg Institute for School Reform at Brown University in the area of leading indicators and data-informed decision making. By describing how these four districts--Hamilton County (Chattanooga, Tennessee), Montgomery County (Maryland), Naperville (Illinois), and Philadelphia (Pennsylvania)--have developed and used leading indicators within the context of a strong district &quot;data culture,&quot; the Annenberg Institute hopes both to catalogue specific indicators that have been useful to these districts in increasing student achievement and to expand the notion of a leading indicator beyond easily identified testing data to more difficult-to-measure but important measures such as student engagement and central office practice. Research Protocols are appended. (Contains 1 figure and 2 footnotes.) [For companion reports, see &quot;Using College Admission Test Scores to Clarify High School Placement. Leading Indicator Spotlight&quot; (ED533116), &quot;Early Reading Proficiency. Leading Indicator Spotlight&quot; (ED533115), and &quot;Pre-Algebra and Algebra Enrollment and Achievement. Leading Indicator Spotlight&quot; (ED533119).]
Pre-Algebra and Algebra Enrollment and Achievement. Leading Indicator Spotlight
Author: Musen, Lindsey
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: School Districts,Evaluation Methods,Algebra,Educational Indicators,Enrollment,Enrollment Rate,Academic Achievement,Mathematics Achievement,Measurement Objectives,Measurement Techniques,Intervention,Change Strategies,Educational Change,Educational Policy,Educational Assessment,Accountability,Educational Quality,Achievement Rating

In "Beyond Test Scores: Leading Indicators for Education," Foley and colleagues (2008) define "leading indicators" as those that "provide early signals of progress toward academic achievement" (p. 1) and stress that educators "need leading indicators to help them see the direction their efforts are going in and to take corrective action as soon as possible" (p. 3). The authors identify pre-algebra and algebra enrollment as one leading indicator that is commonly used by school districts. This brief in the Leading Indicator Spotlight series will discuss why this indicator is useful, how this indicator is measured by school districts, and how districts can put data about this indicator into action for intervention and reform. [For companion report, "Beyond Test Scores: Leading Indicators for Education," see ED533117.]
Use Teacher Effectiveness Tools to Enhance Your Coaching Quality
Author: Newman, Richard E.
Date: 2012-06-03
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Psychomotor Skills,Educational Quality,Mentors,Coaching (Performance),Educational Strategies,Skill Development,Teaching Skills,Predictor Variables,Performance Factors,Time Perspective,Drills (Practice),Task Analysis,Classroom Techniques

Coaching is one of the highest profile positions that schools and colleges employ. At the collegiate level, these individuals can even be the highest paid public employees in their states, and successful coaches are often the highest paid individuals in their school districts. But successful coaches can be defined in a number of ways, and ultimately, they must be viewed as accomplished teachers. Thus, it behooves coaches to draw from the teacher effectiveness literature to enhance their instructional skills and strategies. This article provides a summary of five important variables that can significantly impact motor skill learning. The variables include time, practice, tasks, classroom organization, and skill level.  Each variable is briefly examined relative to its practical application and/or adaptation to a coaching setting. Ultimately, the aim of this article is to equip coaches with information that can be used to facilitate the motor skill success rates of each and every athlete.
WWC Review of the Report &quot;Effects of Problem Based Economics on High School Economics Instruction&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Economics Education,Problem Based Learning,Instructional Materials,Instructional Effectiveness,Secondary School Teachers,Grade 11,Grade 12,High School Students

The study described in this report included 128 high school economics teachers from 106 schools in Arizona and California, half of whom were randomly assigned to the &quot;Problem Based Economics Instruction&quot; condition and half of whom were randomly assigned to the comparison condition. High levels of teacher attrition occurred after randomization and before implementation. The analysis sample included 64 teachers, with 35 in the treatment condition and 29 in the comparison condition. Student attrition was low, and the student analytic sample was shown to be equivalent in economic literacy at baseline. Intervention teachers used &quot;Problem Based Economics Instruction&quot; materials as a major portion of their curriculum content and instructional program during the 2007-08 academic year, whereas comparison teachers used their schools' standard instructional materials. The study assessed the effectiveness of &quot;Problem Based Economics Instruction&quot; by comparing the economics knowledge of students in the treatment and comparison groups at the end of their implementation semester. The study found no statistically significant difference on the economics knowledge of students in grades 11 and 12 in the classes that used &quot;Problem Based Economics Instruction,&quot; relative to students in the comparison classes. However, the effect size of 0.29 for the economics knowledge domain was positive and large enough to be considered substantively important according to the What Works Clearinghouse (WWC) criteria (that is, at least 0.25 standard deviations). The research described in this report meets WWC evidence standards with reservations. Appended are: (1) Study details; (2) Outcome measures for the economics knowledge domain; and (3) Study findings for the economics knowledge domain. A glossary of terms is included. (Contains 7 endnotes.) [The following study is the focus of this &quot;Quick Review&quot;: &quot;Effects of Problem Based Economics on High School Economics Instruction. Final Report. NCEE 2010-4002rev&quot; (ED533126).]
Engaging Deaf and Hard of Hearing Students in the School Library: A Handbook for Teacher-Librarians
Author: Eisner, Nadene
Date: 2012-05-02
Type: Guides - Non-Classroom
Subjects: Hearing Impairments,Deafness,School Libraries,Access to Information,Librarians,Learner Engagement,Access to Education,Teacher Role,Student Needs,Guides,Severity (of Disability),Etiology,Surgery,Assistive Technology,Literacy Education,Reading Skills,Inclusion,Mainstreaming,Public Schools,Role,Educational Facilities Design,Educational Technology,Educational Environment,Library Materials,Library Services,Cooperation,Librarian Teacher Cooperation,Reading Motivation

Over seventy percent of students who are deaf or hard of hearing will attend a public   school and enroll in a classroom with their hearing peers or in a self-contained classroom   with other deaf and hard of hearing students. Teacher-librarians who work in these   schools can improve their instruction by understanding not only what it means to be deaf   or hard of hearing but also how deaf and hard of hearing students learn to read and what   challenges they may encounter in the school library classroom. This paper offers practical   suggestions and recommendations to help teacher librarians teach within the concept of   Universal Design for Learning to make learning accessible for all students, but specifically   for students who are deaf and hard of hearing. A list of Web sites, publishing houses, and journals is appended.  (Contains 10 figures.)
Self-Regulated Learning (SRL): Emergence of the RSRLM Model
Author: Nodoushan, Mohammad Ali Salmani
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Motivation,Models,Educational Theories,Learning Processes,Educational Strategies,Learning Strategies,Learning Theories,Metacognition,Behavioral Objectives,Learning Motivation,Self Management,Self Motivation

This paper claims that the current theories of Self-regulated learning (SRL) are short-sighted. The author provides a comprehensive, but brief, overview of SRL which addresses such issues as (a) SRL processes, (b) SRL strategies, (c) compartments of SRL, (d) theories of SRL, (e) agency in SRL, and (f) models of SRL. He then presents a new model for SRL (namely, the Revised Self-Regulated Learning Model (RSRLM)), and focuses on the role of dyadic agency in SRL. The paper concludes that SRL models need to take into account the roles played by social support systems. (Contains 2 figures.)
Statistical Power for Regression Discontinuity Designs in Education: Empirical Estimates of Design Effects Relative to Randomized Controlled Trials. Working Paper
Author: Deke, John
Date: 2012-06-00
Type: Reports - Research
Subjects: Research Design,Elementary Secondary Education,Regression (Statistics),Educational Research,Sampling,Error Patterns,Computation,Program Evaluation,Intervention,Pretests Posttests,Effect Size

The regression discontinuity design (RDD) has the potential to yield findings with causal validity approaching that of the randomized controlled trial (RCT). However, Schochet (2008a) estimated that, on average, an RDD study of an education intervention would need to include three to four times as many schools or students as an RCT to produce impacts with the same level of statistical precision. We extend the work of Schochet by empirically assessing the effect on sample size requirements of accounting for selection of an optimal bandwidth and the adjustment for random misspecification error, both of which are needed to estimate consistent RDD impacts and control the Type I error rate. We used data from four previously published education studies covering more than 25,000 students in kindergarten to grade 9 in 24 states and 330 schools to calculate empirical estimates of the RDD design effect taking into account these additional factors. We find that an RDD study needs between 9 and 17 times as many schools or students as an RCT to produce an impact with the same level of statistical precision, and that the need for a large sample is driven primarily by bandwidth selection, not adjusting for random misspecification error. (Contains 9 tables and 5 footnotes.)
The Children of LAUP: Executive Summary of the First 5 LA Universal Preschool Child Outcomes Study
Author: Love, John M.
Date: 2009-06-25
Type: Reports - Research
Subjects: Child Care,Child Development,Outcomes of Education,Educational Assessment,Educational Indicators,Equal Education,Preschool Evaluation,Preschool Education,Pretests Posttests,Summative Evaluation,Research Reports,Educational Research,Family Characteristics,Student Characteristics,Educational Quality,Program Implementation,School Readiness,Outcome Measures

First 5 LA contracted with Mathematica Policy Research, Inc., (MPR) to conduct the First 5 LA/LAUP Universal Preschool Child Outcomes Study (UPCOS). After completing Phase 1 (spring 2007) in which the authors pilot tested the feasibility, reliability, and validity of selected child development measures for the culturally and linguistically diverse population of children served by LAUP programs, they conducted a descriptive pretest-posttest study in 2007-2008. This report summarizes the results of that study. (Contains 1 table, 2 figures and 17 footnotes.) [For the full report, "Los Angeles Universal Preschool Programs, Children Served, and Children's Progress in the Preschool Year: Final Report of the First 5 LA Universal Preschool Child Outcomes Study. Final Report," see ED533140.]
Instructional Practices in Los Angeles Universal Preschool. Final Report
Author: Atkins-Burnett, Sally
Date: 2010-06-30
Type: Numerical/Quantitative Data
Subjects: Second Language Learning,English (Second Language),Teaching Methods,Educational Practices,Equal Education,Preschool Education,Preschool Evaluation,Institutional Characteristics,Classroom Environment,Child Care Centers,Classroom Observation Techniques,Teacher Surveys,Questionnaires,Schematic Studies,Educational Policy,Research Reports,Outcome Measures,Psychometrics,Instructional Effectiveness,Research Methodology,Factor Analysis,Factor Structure

As part of Phase 3 of the Universal Preschool Child Outcomes Study (UPCOS-3), Mathematica Policy Research worked with the First 5 LA Children and Families Commission and Los Angeles Universal Preschool (LAUP) to conduct a descriptive study of the characteristics of classrooms in LAUP programs during winter 2010. This study has a particular focus on the specific instructional practices used to support English language learners (ELLs) in LAUP's center-based and family child care programs. The study includes two key components: (1) classroom observations using measures determined as appropriate for settings with children who have diverse language backgrounds and (2) a survey of teachers regarding the instructional practices they use with children who are ELLs. The author reviews the procedures underlying the selection of classroom observation measures, the development of the instructional practices questionnaire, and the sampling procedures used for each type of data collection. They discuss the results from data collection using the classroom observation measures (Chapters II through IV) and instructional practices questionnaires (Chapter V) and they examine the relationships among these measures and summarize across them. (Contains 171 tables, 13 figures and 27 footnotes.)