ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics Mastery: Primary Evaluation Report
Author: Vignoles, Anna
Date: 2015-02-00
Type: Reports - Research
Subjects: Mathematics Instruction,Mathematics Achievement,Achievement Gap,Low Income Groups,At Risk Students,Mathematical Concepts,Concept Formation,Randomized Controlled Trials,Elementary School Students,Secondary School Students,Foreign Countries,Program Evaluation,Program Effectiveness,Comparative Analysis,Cost Effectiveness,Pretests Posttests,Intervention,Statistical Analysis

The Mathematics Mastery programme is a whole-school approach to teaching mathematics that aims to raise attainment for all pupils and close the attainment gap between pupils from low income families and their peers. The programme aims to deepen pupils' understanding of key mathematical concepts. This evaluation assessed the impact of Mathematics Mastery on pupils in Year 1, after the programme had been implemented in schools for one year. It was intended that schools would also begin to use the programme in Year 2 in the second year of implementation, and continue until the approach was in place across the school. The evaluation used a randomised controlled trial design, with schools randomly allocated to begin the programme in 2012 or 2013. Eighty-three schools from London and the South East participated in the trial, with a total sample of 4,176 pupils. Participating schools received training and resources to support the adoption of the programme which was delivered by the education charity, Ark. The project was one of two evaluations of Mathematics Mastery funded by the Education Endowment Foundation (EEF). Key conclusions include: (1) On average, Year 1 pupils in schools adopting Mathematics Mastery made a small amount more progress than pupils in schools that did not. However, the effect detected was not statistically significant, meaning that it is not possible to rule out chance as an explanation; (2) There is little evidence that the effect of Mathematics Mastery differs between children with different levels of prior achievement; (3) Combining the findings from this study and a second randomised controlled trial of Mathematics Mastery involving Year 7 pupils strengthens the overall evidence for the approach; (4) Given the low per-pupil cost, Mathematics Mastery may represent a cost-effective change for primary schools to consider; and (5) It would be worthwhile to track the medium and long-term impact of the approach, in part to assess the degree to which the test used in this evaluation is predictive of general mathematics attainment and performance in high-stakes tests. [For the Secondary Evaluation Report, see ED581187. For the Overarching Summary Report, see ED581180.]
Mathematics Mastery: Secondary Evaluation Report
Author: Jerrim, John
Date: 2015-02-00
Type: Reports - Research
Subjects: Mathematics Instruction,Mathematics Achievement,Achievement Gap,Low Income Groups,At Risk Students,Mathematical Concepts,Concept Formation,Randomized Controlled Trials,Elementary School Students,Secondary School Students,Foreign Countries,Program Evaluation,Program Effectiveness,Comparative Analysis,Cost Effectiveness,Pretests Posttests,Questionnaires,Observation,Focus Groups,Intervention,Regression (Statistics),Statistical Analysis

The Mathematics Mastery programme is a whole-school approach to teaching mathematics that aims to raise attainment for all pupils and close the attainment gap between pupils from low income families and their peers. The programme aims to deepen pupils' conceptual understanding of key mathematical concepts. This clustered Randomised Controlled Trial (RCT) investigated whether implementing the Mathematics Mastery programme led to improvement in Year 7 pupils' maths test scores. It was intended that schools would also begin to use the programme in Year 8 in the second year of implementation, and continue until the approach was in place across the school. 44 schools from London and the South East participated in the trial, with a total sample of 5,938 pupils. Participating schools received training and resources to support the adoption of the programme, which was delivered by the education charity, Ark. The project was one of two evaluations of Mathematics Mastery funded by the Education Endowment Foundation (EEF). Key conclusions include: (1) On average, Year 7 pupils in schools adopting Mathematics Mastery made a small amount more progress than pupils in schools that did not. However, the effect detected was not statistically significant, meaning that it is not possible to rule out chance as an explanation; (2) There is no strong evidence that the approach had a greater impact on lower-attaining pupils than on higher-attaining pupils; (3) Combining the findings from this study and a second randomised controlled trial of Mathematics Mastery involving Year 1 pupils may strengthen the overall evidence for the approach; (4) Given the low per-pupil cost, Mathematics Mastery may represent a cost-effective change for schools to consider. However, teachers would need to resolve tensions related to differentiation to provide support for all groups of children; and (5) It would be worthwhile to track the medium- and long-term impact of the approach, to assess whether there is a cumulative effect to the approach and whether it has an impact on performance in high-stakes tests. [Tests were supplied by an external contractor (GL Assessment). For the Primary Evaluation Report, see ED581183. For the Overarching Summary Report, see ED581180.]
Experienced Teachers&apos; Informal Learning in the Workplace. IVLOS Series
Author: Hoekstra, Annemarieke
Date: 2007-00-00
Type: Reports - Research
Subjects: Experienced Teachers,Informal Education,Workplace Learning,Secondary School Teachers,Educational Environment,Learning Activities,Behavior Change,Educational Change,Performance Factors,Classroom Environment,Class Activities,Outcomes of Education,Institutional Characteristics,Correlation,Case Studies,Mixed Methods Research,Interviews,Longitudinal Studies,Teacher Surveys,Learning Processes,Epistemology,Educational Practices,Foreign Countries,Observation

The aim of the research reported in this dissertation is to describe how experienced secondary school teachers learn at work in an informal environment. The study is part of a larger research project aimed at providing a conceptual framework of teacher learning in the workplace as it takes place both in informal and formal learning environments. Considering the literature on teacher learning, it can be seen that until recently, teacher learning has mainly been studied in the context of professional development programs. Teachers themselves, however, report that they learn from the daily activities they undertake as part of their job. Not much is known yet about how teachers learn in such an informal learning environment. Hence, the overall problem definition of the dissertation is: How do experienced teachers learn in an informal learning environment? We focus on experienced secondary school teachers and in particular on one domain of teacher learning: fostering students' active and self regulated learning (ASL). Teacher learning is defined as engaging in activities that lead to a change in cognition and/or teaching behavior. Informal learning in our study refers to learning that takes place in a context characterized by a lack of systematic support for learning. Because learning in an informal learning environment may be planned or unplanned, conscious or beyond the learner's awareness, we have aimed to study teacher learning on several levels of conscious awareness. Moreover, as the role of emotions and needs in the teaching profession is increasingly recognized, this dissertation adopts a perspective on learning that embraces not only cognitive and behavioral, but also motivational and emotional aspects of the activities involved in learning. The theoretical relevance of the research lies mainly in its contribution to a conceptual framework of teacher learning in the workplace. A better understanding of the activities through which teachers learn in an informal learning environment may provide insight into the processes that enhance or inhibit teacher learning in the workplace. The study also contributes to the methodology of research into teachers' learning embedded in their daily work. [This report was published by IVLOS Institute of Education of Utrecht University (Instituut voor Lerarenopleiding, Onderwijsontwikkeling en Studievaardigheden).]
Job Motivation Level for Elementary School Teachers Who Made Field Changes
Author: Erdener, Mehmet Akif
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Motivation,Statistical Analysis,Teacher Surveys,Likert Scales,Factor Analysis,Multivariate Analysis,Career Change,Educational Change,Foreign Countries

The aim of this research is to determine the job motivation levels of primary school teachers who have made or have had to make field changes due to the new education system (4+4+4). The sample of the research consists of 512 teachers working in primary and secondary schools in Balikesir province in 2016-2017. The data needed for the research were obtained through the Job Motivation Scale that consisted of 18 items in accordance with the survey research model in quantitative research methods. In the analysis of the data, techniques such as Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) were used. As a result of the research, significant differences were found in organizational-managerial and psycho-social dimensions of job motivation in terms of gender, school type and field change.
Gender and Subject Choice: An Empirical Study on Undergraduate Students&apos; Majors in Phnom Penh
Author: Dom, Vannak
Date: 2018-02-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Correlation,Gender Differences,Course Selection (Students),Majors (Students),Identification (Psychology),Sciences,Socialization,Social Influences,Sex Stereotypes,Curriculum,Career Choice,Females,Hypothesis Testing,Social Class,Student Surveys,Regression (Statistics),Student Characteristics,Family Influence,Statistical Analysis

The empirical study on 610 undergraduate students between the age of 16 to 25 in Phnom Penh, Cambodia, was set to examine the relationship of gender and subject choice. The findings have revealed that women were overrepresented in non-science subjects and their gender identity has strong connection with subject choice (*** p &lt; 0.001). The study gave an insight of how gender disparity in science due to factors such as strong gender socialization, social practice, science identity, curriculum, and challenges in science career. However, the new findings, based on regression model, rejected the economic status as a challenges to science subject selection.
Schools and Social Emotional Learning
Author: Usakli, Hakan
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Interpersonal Relationship,Interpersonal Competence,Social Development,Emotional Development,Educational Environment,Ecology,Interaction,Emotional Intelligence,Educational Psychology,School Psychologists,Foreign Countries

In classrooms, the students spend lots of time by interacting each other. This paper debates the role of importance of the schools for rising students' social relations. Interaction between students is inevitable. That is because, they are together in projects, class discussion and peer working groups. Multicultural diverse school climates demand more flexible, meaningful, productive humanly relations. These relations circulate in every age and environment as Bronfenbrener (1979) hierarchy model. Researches for this issue manifest scientific application to this notion (Goleman, 1995; Ellias et al., 1997) from the perspective of social emotional learning. Successful researches have been conducting from all over the world mainly in U.S. and European countries and Australia. Educational psychology researchers have very important mission in this curricula issue.
YouTube and Skype Modes of Virtual Learning Performance in Relations to Cognitive Styles of Students
Author: Jena, Ananta Kumar
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Electronic Learning,Cognitive Style,Videoconferencing,Secondary School Students,Language of Instruction,English (Second Language),Quasiexperimental Design,Regression (Statistics),Comparative Analysis,Outcomes of Education,Extraversion Introversion,Intuition,Learning Processes,Critical Thinking,Correlation,Questionnaires,Factor Analysis,Statistical Analysis

The study aimed to find out the relationship between cognitive styles, YouTube learning and Skype learning performance of secondary school students. For that purpose, the researchers randomly selected 20 students from two 9th standards of two English medium secondary schools of Silchar Town, Assam, India to conduct the experiment. Quasi Experimental Design based on Regression Analysis used to assess and relate the effects of variables. 10 class IX students of school 1 was counted as the YouTube learning Group, and 10 class IX students of school 2 was assigned for Skype learning. It resulted that perceiving, feeling, introversion and intuition has the hierarchical significant relationship with YouTube learning performance, however,extroversion, sensing, thinking, judging, has no significant relationship with YouTube learning performance. It also resulted that judging, thinking, sensing, extroversion has no hierarchical relationship with Skype learning performance.
Factors Influencing Hearing Aid Use in the Classroom: A Pilot Study
Author: Gustafson, Samantha J.
Date: 2015-12-00
Type: Journal Articles
Subjects: Assistive Technology,Hearing Impairments,Elementary School Students,Middle School Students,Observation,Parents,Age Differences,Statistical Analysis,Technology Uses in Education

Purpose: This pilot study examined factors influencing classroom hearing aid use in school-age children with hearing loss. Method: The research team visited classrooms of 38 children with mild-to-moderate hearing loss (Grades 1-7) on 2 typical school days, twice per day, to document hearing aid use. In addition, parents reported the number of hours their children used hearing aids at school. Results: Nearly 24% of children were observed not wearing their hearing aids in the classroom on either observation day. Both grade level and degree of hearing loss appeared to affect hearing aid use. Children in Grades 5-7 and those with milder hearing losses were less likely to wear hearing aids. Overall, parents accurately reported classroom hearing aid use; however, those with children in Grades 5-7 were less accurate than those with children in earlier grades. Conclusions: These preliminary results suggest that children with milder hearing loss and those in Grades 5-7 are at increased risk for reduced hearing aid use in the classroom. Also, parents of school-age children in these later grades are less accurate reporters of classroom hearing aid use compared to parents of children in earlier grades.
A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relations to Autism Symptom Severity
Author: McIntyre, Nancy S.
Date: 2017-02-03
Type: Reports - Research
Subjects: Adolescents,Autism,Children,Diagnostic Tests,Observation,Pervasive Developmental Disorders,Reading Skills,Reading Tests,Severity (of Disability),Statistical Analysis,Symptoms (Individual Disorders)

The goal of this study was to identify unique profiles of readers in a sample of 8-16 year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and comprehension. Using Latent Profile Analysis, four empirically distinct profiles of readers emerged. Next, using the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., Autism diagnostic observation schedule, 2nd Edn, Western Psychological Services, Torrance, CA, 2012), analyses were conducted to determine if significant differences existed between profiles as a result of ASD symptomatology. Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity. [This is the in press version of an article published in &quot;Journal of Autism and Developmental Disorders.&quot; For the published version of this article, see EJ1134072.]
First Step to Success: Applications to Preschoolers at Risk of Developing Autism Spectrum Disorders
Author: Frey, Andy J.
Date: 2015-00-00
Type: Journal Articles
Subjects: At Risk Students,Autism,Behavior Problems,Communication Skills,Comparative Analysis,Cooperation,Early Intervention,Empathy,Family Involvement,Fidelity,Home Programs,Interpersonal Competence,Parent Attitudes,Pervasive Developmental Disorders,Preschool Children,Preschool Education,Program Effectiveness,Randomized Controlled Trials,Rating Scales,Screening Tests,Statistical Analysis,Surveys,Symptoms (Individual Disorders),Teacher Attitudes

Preschool children with Autism Spectrum Disorder (ASD) may not always be recognized as such during their early years, but some of their behavioral problems may nonetheless prompt a referral for behavioral intervention. Whether such an intervention brings any benefit has not been well studied. We identified a subsample of 34 preschool children at risk for autism spectrum disorder from a large randomized controlled trial (N = 126) of the First Step to Success program. Children at risk of developing ASD demonstrated significant improvements on seven of 11 outcome measures and on a responder analyses based on symptom severity. Process and fidelity measures also suggested that First Step was both feasible and socially acceptable. Implications for early intervention for children at risk of developing ASD are discussed. [This paper was published in &quot;Education and Training in Autism and Developmental Disabilities,&quot; (EJ1082560).]
Brief Report: Joint Attention and Information Processing in Children with Higher Functioning Autism Spectrum Disorder
Author: Mundy, Peter
Date: 2016-00-00
Type: Journal Articles
Subjects: Attention,Attention Deficit Hyperactivity Disorder,Autism,Children,Control Groups,Hypothesis Testing,Information Processing,Pervasive Developmental Disorders,Recognition (Psychology),Social Cognition,Visual Aids

Theory suggests that information processing during joint attention may be atypical in children with Autism Spectrum Disorder (ASD). This hypothesis was tested in a study of school-aged children with higher functioning ASD and groups of children with symptoms of ADHD or typical development. The results indicated that the control groups displayed significantly better recognition memory for pictures studied in an initiating joint attention (IJA) rather than responding to joint attention (RJA) condition. This effect was not evident in the ASD group. The ASD group also recognized fewer pictures from the IJA condition than controls, but not the RJA condition. Atypical information processing may be a marker of the continued effects of joint attention disturbance in school aged children with ASD. [This article was published in &quot;Journal of Autism and Developmental Disorders&quot; (EJ1103806).]
A Virtual Joy-Stick Study of Emotional Responses and Social Motivation in Children with Autism Spectrum Disorder
Author: Kim, Kwanguk
Date: 2015-12-00
Type: Journal Articles
Subjects: Accuracy,Autism,Children,Emotional Response,Interpersonal Competence,Motivation,Personal Space,Pervasive Developmental Disorders,Preferences,Psychological Patterns,Rewards,Severity (of Disability),Simulated Environment,Social Behavior,Withdrawal (Psychology)

A new virtual reality task was employed which uses preference for interpersonal distance to social stimuli to examine social motivation and emotion perception in children with Autism Spectrum Disorders. Nineteen children with higher functioning Autism Spectrum Disorder (HFA SD) and 23 age, gender, and IQ matched children with typical development (TD) used a joy stick to position themselves closer or further from virtual avatars while attempting to identify six emotions expressed by the avatars, happiness, fear, anger, disgust, sadness, and surprise that were expressed at different levels of intensity. The results indicated that children with HFA SD displayed significantly less approach behavior to the positive happy expression than did children with TD, who displayed increases in approach behavior to higher intensities of happy expressions. Alternatively, all groups tended to withdraw from negative emotions to the same extent and there were no diagnostic group differences in accuracy of recognition of any of the six emotions. This pattern of results is consistent with theory that suggests that some children with HFA SD display atypical social-approach motivation, or sensitivity to the positive reward value of positive social-emotional events. Conversely, there was little evidence that a tendency to withdraw from social-emotional stimuli, or a failure to process social emotional stimuli, was a component of social behavior task performance in this sample of children with HFA SD. [This article was published in &quot;Journal of Autism and Developmental Disorders&quot; (EJ1082530).]
Expanding the Range of the First Step to Success Intervention: Tertiary-Level Support for Children, Teachers, and Families
Author: Frey, Andy J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Behavior Modification,Behavior Problems,Child Rearing,Early Intervention,Elementary School Students,Elementary School Teachers,Feasibility Studies,Fidelity,Interpersonal Competence,Outcome Measures,Parents,Primary Education,Program Effectiveness,Program Implementation,Program Length,Quasiexperimental Design,Statistical Analysis,Stress Variables,Student Behavior,Validity

This study presents the findings of a quasi-experimental feasibility study examining the Tertiary First Step intervention, an enhanced version of the First Step to Success early intervention program. Tertiary First Step was developed to engage families more effectively and influence and improve parenting practices for children having challenging behavior. Process (fidelity, dosage, and social validity) and outcome data were collected for all participants in the Tertiary First Step condition (N = 33). Parent- and teacher-reported outcomes were collected for the comparison condition (N = 22). Process data suggest the intervention was implemented with fidelity, and that teachers, parents, and coaches perceived the intervention as socially valid. This study presents the first empirical examination of the Tertiary First Step variation. The outcomes provide compelling evidence that the Tertiary First Step intervention is promising for improving student outcomes on social-behavioral indices, decreasing problem behavior, and improving academic engaged time.
Facilities Performance Indicators Report 2013-14: Tracking Your Facilities Vital Signs
Author: APPA: Association of Higher Education Facilities Officers
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Educational Facilities,Data Interpretation,Classification,Regional Characteristics,Institutional Characteristics,Surveys,Public Colleges,Private Colleges,School Maintenance,School Buildings,Facilities Management,Educational Facilities Improvement

This paper features an expanded Web-based &quot;Facilities Performance Indicators (FPI) Report.&quot; The purpose of APPA: Association of Higher Education Facilities Officers (APPA's) Facilities Performance Indicators is to provide a representative set of statistics about facilities in educational institutions. &quot;The Facilities Performance Indicators Report&quot; is designed for survey participants, interested professionals, and serious researchers who want to mine the data. New report enhancements for 2013-14 include: (1) Charts and Graphs; and (2) Executive-Level Dashboards. [For &quot;Facilities Performance Indicators Report 2012-13: Tracking Your Facilities Vital Signs,&quot; see ED547789.]