ethanporcaro/eric-fulltext-meta huggingface dataset:
Within Child Factors Fostering Academic Resilience: A Research Review
Author: Gafoor, K. Abdul
Date: 2011-07-00
Type: Information Analyses
Subjects: Resilience (Psychology),Literature Reviews,Educational Research,Performance Factors,Journal Articles,At Risk Students,Achievement Need,Motivation,Beliefs,Metacognition,Cognitive Ability,Children,Academic Achievement,Social Influences,Emotional Experience

The concepts academic resilience (AR) and protective factors (PFs) are important in academic vulnerability literature. This review is an attempt to identify, categorize and learn further from studies that dealt with factors which facilitate AR in children. This article attempts to clarify the concepts of academic at-risk, PF and AR in educational literature; to identify the PFs of AR referred to in the select educational literature and to categorize them into different groups for better conceptual clarity. Method was Collection, categorization and interpretation of related literature. Sample were 62 articles on the topic of AR during the period 1977-2007. 46 PFs were identified, listed in 19 categories belonging to within-child category. While it takes concerted effort of the various social institutions to foster the resilience by building an environment that protect the children at-risk at personal, domestic, school and societal levels, especially within-child factors can be fostered by teachers through short-term and medium term interventions.
Connecting Universal Design for Learning with Gallery Tours in Art Museum Education
Author: Neach, Lauren
Date: 2017-08-12
Type: Dissertations/Theses - Masters Theses
Subjects: Access to Education,Museums,Art,Worksheets,Printed Materials,Educational Theories,Models,Tourism,Educational Principles,Volunteers,Visualization,Surveys,Guides,Teaching Methods,Educational Research,Elementary School Students,Preschool Children,Secondary School Students,Qualitative Research,Semi Structured Interviews

My research study titled, &quot;Connecting Universal Design for Learning with Gallery Tours in Art Museum Education,&quot; establishes a relationship between gallery tours in art museum education and the principles of UDL, (CAST, 2011). Through this study I will address contemporary theories on art museum education, volunteer guide training, and art museum accessibility. Through a qualitative research approach, I will support guides in developing a tour model based on UDL (CAST, 2011). This study will highlight guide led tours to assess the effectiveness of the guide training strategies. The following are appended: (1) Study Protocols and Permissions; (2) Training Agendas; (3) Training Worksheets; (4) Surveys; and (5) Resource Handout.
Strategies in an Arts Program for Adults with Atypical Communication
Author: Lukac, Christina
Date: 2017-08-00
Type: Reports - Research
Subjects: Adults,Developmental Disabilities,Intellectual Disability,Semi Structured Interviews,Participant Observation,Art Products,Art Education,Case Studies,Goal Orientation,Nonverbal Communication,Augmentative and Alternative Communication,Communication Strategies,Communication Problems,Questionnaires,Employees,Art Activities

The purpose of this study was to observe and implement strategies and adaptations in an arts program for adults with atypical communication due to developmental and intellectual disabilities. This study was conducted in the field using an action research approach with triangulated methods of data collection including semi-structured interviews, participant observations, and artwork analysis. While research was conducted in two different art programs with similar populations, the main site of study was at SpArc Service's Cultural Arts Center located in Philadelphia, Pennsylvania. The secondary site was at Center for Creative Works located in Wynnewood, Pennsylvania. The data collected between these sites produced common trends in strategies and adaptations that are used in the art room. Individual case studies conducted at SpArc Services allowed strategies to be implemented and documented in the art room. When implementing these findings, I saw how these strategies supported the participant's goals as outlined in their Individual Outcome Summary. While working with the individual participants, areas of art making included textiles, mixed-media materials, and pop culture references. The following are appended: (1) Recruitment Letter; (2) Consent Form; (3) Assent Form; (4) Participant Bill of Rights; (5) Observation Form; (6) Semi-Structured Interview Form; and (7) Staff Questionnaire.
Which Type of Rational Numbers Should Students Learn First?
Author: Tian, Jing
Date: 2017-07-00
Type: Information Analyses
Subjects: Mathematics Instruction,Numbers,Numeracy,Fractions,Arithmetic,Difficulty Level,Mathematical Concepts,Elementary Secondary Education,Teaching Methods

Many children and adults have difficulty gaining a comprehensive understanding of rational numbers. Although fractions are taught before decimals and percentages in many countries, including the USA, a number of researchers have argued that decimals are easier to learn than fractions and therefore teaching them first might mitigate children's difficulty with rational numbers in general. We evaluate this proposal by discussing evidence regarding whether decimals are in fact easier to understand than fractions and whether teaching decimals before fractions leads to superior learning. Our review indicates that decimals are not generally easier to understand than fractions, though they are easier on some tasks. Learners have similar difficulty in understanding fraction and decimal magnitudes, arithmetic, and density, as well as with converting from either notation to the other. There was too little research on knowledge of percentages to include them in the comparisons or to establish the ideal order of instruction of the three types of rational numbers. Although existing research is insufficient to determine the best sequence for teaching the three rational number formats, we recommend several types of research that could help in addressing the issue in the future. [At the time of submission to ERIC this article was in press with &quot;Educational Psychology Review.&quot; For the published version of this article, see EJ1179105.]
Implementing Visual Culture Curriculum for Underserved Populations in an Afterschool Ceramics Program
Author: Sanderson, Christen Noel
Date: 2017-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Ceramics,After School Programs,Art Education,Curriculum Implementation,Cultural Education,Economically Disadvantaged,Self Esteem,Elementary School Students,Middle School Students,Adult Students,Low Income Students,Semi Structured Interviews,Focus Groups,Student Surveys,Observation

Economically disadvantaged students face an array of adversities during their childhood. With the media having an outstanding influence on the self-esteem of children, it is important that they have the tools necessary to question images they encounter. A Visual Culture curriculum in combination with a ceramics course can provide students with the methods to critique social norms and self-acceptance. With stories of contemporary ceramic artists and social activists like Roberto Lugo, it is possible that students can improve their self-esteem in a ceramics art program based on Olivia Gude's Visual Culture theories. The absence of art programs in low income public school districts may be detrimental to a student's self-esteem. After school and community art programs can foster the emotional growth in students by providing a safe environment to discuss and confront issues constructed by society. Appendices A, B, and C contain the survey instruments; appendices D and E present the permission slips used in this study.
Visual Journaling for (Self) Education through Art Education
Author: Todd-Adekanye, Clarissa
Date: 2017-07-12
Type: Dissertations/Theses - Masters Theses
Subjects: Diaries,Art Education,Reflection,Self Esteem,High School Students,Art Activities,Qualitative Research,Semi Structured Interviews,Learner Engagement,Visual Arts

This study was designed to assess the impact of visual journaling in art education as a means for self-reflection and (self) education. Given that art making can be used as a tool for holistic healing, and Stuckey (2010) suggests that by supporting expression through creativity and imagination the formation of identity and reservoirs for healing can be build, in what ways might visual journaling influence students' ability to build self-confidence and self-awareness that can sequentially lead to self-healing in the art classroom? High school participants between the ages of 14-16 years will seek to understand the art making process, its importance and how it affects their ability to perform in the classroom and promotes self-affirmation. Through reflective learning, open dialogue and visual journaling, positive benefits can be achieved through student engagement. Keywords: assessment, journal, reflective learning, self, self-esteem, and visual journaling. The following are appended: (1) Research Timeline; (2) Letters of Consent; (3) Pre &amp; Post Survey; (4) Confidence Survey; (5) Visual Journal Gallery; and (6) Lesson Plan.
Fostering Resilience through Art Education for Children with Severe Physical Disabilities
Author: Swanson, Sarah
Date: 2017-07-00
Type: Dissertations/Theses - Masters Theses
Subjects: Resilience (Psychology),Art Education,Teaching Methods,Severe Disabilities,Physical Disabilities,Children,Adolescents,Young Adults,Clubs,Teacher Attitudes,Parent Attitudes,Cerebral Palsy,Surveys,Trauma,Action Research,Interviews,Attitude Measures,Student Attitudes,Program Effectiveness,Observation,Art Activities,Special Schools,Coping

The purpose of this study is to measure the effects of fostering resilience through art education for students with severe physical disabilities ages 7-21. Recent trends of fostering resilience through art education were explored. Current attitudes towards art education for severely disables individuals were also explored. Of particular interest to the researcher is how efforts to foster resilience in the art classroom can be adopted to provide a more appropriate art pedagogy for working with student with severe physical disabilities. A proposal is set forth to conduct and collect research on an eight-week art club which combines a thematic pedagogy with the factors that protect from trauma. The data collected provides an investigation into whether or not fostering resilience through art education is a viable approach to working with students with severe physical disabilities. The study also analyzes participants' awareness and observed increase of the factors that build resilience throughout the duration of the art club. Teacher and caregiver input is also included in order to better understand why this approach to art education may be beneficial to students with severe physical disabilities. The following are appended: (1) Protocols, Surveys, and Lesson Plan; (2) Permission Forms.
The Implementation of Graduate Education to Professional Performance: Teachers' Perspectives
Author: Berkant, Hasan Güner
Date: 2017-00-00
Type: Journal Articles
Subjects: Qualitative Research,Semi Structured Interviews,Teacher Attitudes,Teacher Surveys,Graduate Surveys,Graduate Students,Teacher Education Programs,Program Implementation,Educational Environment,Professional Education,Student Educational Objectives,Relevance (Education),Educational Benefits,Phenomenology,Graduate Study,Foreign Countries,Content Analysis

One of the core figures of education system is undoubtfully the teacher who is expected to contribute dramatically to the qualified learning environment both with professional skills and with personal characteristics. Therefore, the need for graduate education and its significance to specialize in maintaining education after Bachelor's degree has increased so far. In this regard, this research aims to determine teachers' perspectives regarding the implementation of graduate education to their professional performance. The present study has used interview technique as a qualitative research method and semi-structured interview form including seven open-ended questions as a data collection tool. Totally 28 teachers who receive graduate education in educational sciences department at a Turkish state university in the 2015-2016 academic years participated in the study. Research results have revealed that teachers mostly use the courses learning and teaching environment for preparing lesson plans. They also state that they have difficulty in implementing theoretical courses. As for the contributions of graduate education to teachers' professional performance, teachers mostly believe that they learn how to teach, and the courses that are more effective in their profession are predominantly thinking education, qualitative research methods and teacher training. Considering the extra courses that teachers want to take, it has been noted that foreign language, education, special education and writing an article are the most emphasized courses. Last but not least, teachers mostly feel themselves self-reliant as they enroll in graduate education; moreover, teachers' most significant reason for enrolling in graduate education is to update information.
Experimental Evaluation of the Tools of the Mind Pre-K Curriculum. Fidelity of Implementation Technical Report. Working Paper
Author: Meador, Deanna
Date: 2015-09-00
Type: Numerical/Quantitative Data
Subjects: Curriculum Evaluation,Preschool Curriculum,Self Management,Academic Achievement,Comparative Analysis,Fidelity,Cohort Analysis,Longitudinal Studies,Curriculum Implementation,Observation,Tables (Data),Correlation,Teacher Surveys,Preschool Teachers

The &quot;Experimental Evaluation of the Tools of the Mind Pre-K Curriculum&quot; study was designed to compare the effectiveness of the &quot;Tools of the Mind&quot; (&quot;Tools&quot;) curriculum to the curricula the school system is currently using in enhancing children's self-regulation skills and their academic preparation for kindergarten. In addition, compared was the effectiveness of each into kindergarten and first grade. The research plan in 2010-11 (Cohort 1) and 2011-12 (Cohort 2) involved assessing the consented children in both &quot;Tools&quot; and &quot;Comparison&quot; classrooms at the beginning and end of the school year using a variety of self-regulation tasks and child achievement measures. Each classroom was also observed three times during the year using multiple measures designed to capture the differences between classrooms using Tools and those using other curricula. The evaluation involved two cohorts of children. Cohort 1 included the four Tennessee school systems and Guilford County Schools in North Carolina with children from 60 classrooms (&quot;Tools&quot; = 32) in 45 schools (&quot;Tools&quot; = 25). Cohort 2 included Alamance-Burlington School System in North Carolina with children from 20 classrooms (&quot;Tools&quot; = 10) in 12 schools (&quot;Tools&quot;= 5). &quot;Tools of the Mind&quot; is a complex and dynamic curriculum with a specific sequence of preschool activities designed to develop children's ability to learn, as well as direct content knowledge, across the school year, with this sequence varying to some extent upon the strengths of the students within the classroom. At the time this project began, there were 62 activities but no developed measure of fidelity of implementation for the curriculum in this version. Project staff and the curriculum developers and trainers participated in a series of meetings to discuss (1) the important aspects of the curriculum that set it apart from other early childhood curricula; (2) how these characteristics could be measured or quantified; and (3) once measured, what implementation with fidelity would look like. This report focuses on vertical fidelity, or measures of fidelity designed to differentiate among classrooms enacting &quot;Tools.&quot; Also collected was other data designed to measure horizontal fidelity, or the aspects of the curriculum thought to differentiate classrooms using &quot;Tools&quot; from those using another curriculum. The report offers a conclusion and future directions. [For the full technical report: &quot;Experimental Validation of the Tools of the Mind Prekindergarten Curriculum,&quot; see ED574842.]
Learning-Related Cognitive Self-Regulation Measures for Prekindergarten Children with Predictive Validity for Academic Achievement. Working Paper
Author: Lipsey, Mark W.
Date: 2014-05-00
Type: Reports - Research
Subjects: Predictive Validity,Academic Achievement,Preschool Children,Self Control,Cognitive Processes,Learner Engagement,Preschool Education,Test Validity,Test Reliability,Executive Function,School Readiness,Responses,Attention,Short Term Memory,Inhibition,Achievement Tests,Kindergarten,Developmental Stages,Rating Scales,Teacher Attitudes,Achievement Gains,Factor Analysis,Regression (Statistics),Least Squares Statistics,Statistical Analysis

Identifying and understanding the foundational skills children need to participate effectively in formal schooling is an important objective for research in early childhood education. One component of school readiness is cognitive self-regulation (CSR). The question this study addresses is how to assess CSR with prekindergarten-aged children in a way that taps into the learning-related cognitive engagement behaviors teachers observe in the classroom that are predictive of later academic achievement. A number of candidate measures applicable to prekindergarten age children have been generated for research on attention, effortful control, executive function, and related constructs. A diverse set of twelve candidate measures that can be easily administered in school settings was selected from these domains and applied to a sample of prekindergarten children. These measures were then examined for construct validity, developmental change, convergent validity with teacher ratings of CSR, and predictive validity for subsequent academic achievement and achievement gain. Six measures performed well by these criteria: Peg Tapping, Head-Toes-Knees-Shoulders (HTKS), the Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP), Dimensional Change Card Sort (DCCS), Copy Design, and Backwards Digit Span. Cross-validation with a new sample of children confirmed the validity of these measures, estimated their test-retest reliability, identified the best performing individual measures, and demonstrated that a composite score combining results from all these measures performed better than any single measure. The Scoring Scheme for the Child Measures of LRCSR is appended.
Using Surveys of Students' Social-Emotional Learning and School Climate for Accountability and Continuous Improvement. Policy Brief 17-1
Author: Hough, Heather
Date: 2017-03-08
Type: Reports - Research
Subjects: Social Development,Emotional Development,Educational Environment,Accountability,Educational Improvement,School Culture,Academic Achievement,Racial Differences,Ethnic Groups,Elementary Schools,Middle Schools,High Schools,Standardized Tests,Scores,Graduation,Readiness,Attendance Patterns,English Language Learners,Suspension,Expulsion,Institutional Characteristics,Parents,School Personnel,Surveys,Correlation,Self Management,Self Efficacy

The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide. Through this partnership, PACE coordinates and executes research with partners from all of California's top universities, including Stanford University, the University of Southern California, and the University of California, Davis, in addition to engaging researchers from universities and research organizations nationwide. This policy brief and the accompanying report show that there is good reason to pursue the measurement of social-emotional learning (SEL) and school culture/climate (CC) as a way to better understand student and school performance. Using data from California's CORE districts--districts serving nearly one million students who have embraced systematic measurement of SEL and CC--this study shows that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators. This report also shows how the SEL and CC measures can be used to identify areas of improvement within schools, such as identifying subgroup gaps or differences in reports between various respondent groups. [For the accompanying report, &quot;Using Surveys of Students' Social-Emotional Learning and School Climate for Accountability and Continuous Improvement,&quot; see ED574847.]
Using Surveys of Students' Social-Emotional Learning and School Climate for Accountability and Continuous Improvement
Author: Hough, Heather
Date: 2017-03-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Educational Environment,Accountability,Educational Improvement,School Culture,Academic Achievement,Racial Differences,Ethnic Groups,Elementary Schools,Middle Schools,High Schools,Standardized Tests,Scores,Graduation,Readiness,Attendance Patterns,English Language Learners,Suspension,Expulsion,Institutional Characteristics,Parents,School Personnel,Surveys,Correlation,Self Management,Self Efficacy

The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide. Through this partnership, PACE coordinates and executes research with partners from all of California's top universities, including Stanford University, the University of Southern California, and the University of California, Davis, in addition to engaging researchers from universities and research organizations nationwide. This report and accompanying policy brief show that there is good reason to pursue the measurement of social-emotional learning (SEL) and school culture/climate (CC) as a way to better understand student and school performance. Using data from California's CORE districts--districts serving nearly one million students who have embraced systematic measurement of SEL and CC--this study shows that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators. This report also shows how the SEL and CC measures can be used to identify areas of improvement within schools, such as identifying subgroup gaps or differences in reports between various respondent groups. A figure and tables are appended. [For the accompanying policy brief, &quot;Using Surveys of Students' Social-Emotional Learning and School Climate for Accountability and Continuous Improvement. Policy Brief 17-1,&quot; see ED574846.]