ethanporcaro/eric-fulltext-meta huggingface dataset:
Tutoring with Alphie: Evaluation Report and Executive Summary
Author: Biggart, Andy
Date: 2015-06-00
Type: Reports - Research
Subjects: Reading Difficulties,Reading Instruction,Reading Skills,Program Evaluation,Program Effectiveness,Cooperative Learning,Reading Comprehension,Reading Fluency,Elementary School Students,Randomized Controlled Trials,Comparative Analysis,Foreign Countries,Computer Assisted Instruction,Educational Technology,Small Group Instruction,Online Surveys,Qualitative Research,Statistical Analysis,Interviews,Intervention,Multiple Regression Analysis,Programmed Tutoring,Pretests Posttests

Tutoring with Alphie is a computer-assisted programme that aims to improve the literacy skills of struggling readers. The programme combines elements of collaborative (or 'cooperative') learning, computer-assisted instruction and small group support. Participating pupils are grouped in pairs and follow a series of activities that seek to improve reading comprehension and fluency of expression. Pupils are supervised by a tutor, most commonly a teaching assistant. The programme was designed by the charity Success for All and was adapted from a programme which was available in the United States for younger struggling readers (6-7 years). This project sought to assess the impact of the programme on Year 6 pupils who were at risk of not achieving Level 4a and above in reading at the end of Key Stage 2. 72 pupils from six schools across England completed the trial. Pupils followed the programme on a daily basis for 30 minutes each day over a period of six weeks. Typically four to eight pupils, split into pairs with similar levels of prior attainment, would participate at the same time. The study was funded by the Education Endowment Foundation as one of 24 projects in a themed round on literacy catch-up at the primary-secondary transition. Key conclusions include: (1) The evaluation was unable to provide a secure estimate of the programme's impact on literacy, primarily due to the large number of schools that dropped out of the trial; (2) It would have been beneficial to undertake further programme development, including software testing, prior to trialling the programme in English schools; (3) A number of schools perceived the programme as having some promise and worked with the developers and Success for All to overcome initial difficulties with the software; (4) The programme had been adapted as a catch-up literacy programme for Year 6, but the process evaluation suggested that it may be better targeted at a younger age group; and (5) To assess the efficacy of approaches that combine collaborative learning with computer-assisted technology to improve reading comprehension, further evaluation would be required.
Exploring the Implementation of Reverse Transfer in Illinois. Feature on Research and Leadership. Vol. 4, No. 2
Author: Rockey, Marci
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Reverse Transfer Students,Program Implementation,Community Colleges,Barriers,Performance Factors,Change Strategies,Educational Practices,School Surveys

The Reverse Transfer Illinois project was an exploratory study of the implementation of reverse transfer in the state of Illinois. This article serves as an executive summary for the study, highlighting the primary findings from the study. These findings draw on interview and survey data from 2- and 4-year postsecondary institutions engaged in reverse transfer throughout Illinois. Building on what was learned through Credit When It's Due (CWID), the Office of Community College Research and Leadership (OCCRL) investigated how and to what extent reverse transfer has been implemented in Illinois, a state that did not receive funding as part of the CWID project. The goal of this project is to bridge research and practice to improve transfer processes and promote positive outcomes for students.
A Growing Movement: America&apos;s Largest Public Charter School Communities. Twelfth Annual Edition
Author: David, Rebecca
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Charter Schools,Public Schools,Enrollment,School Districts,Comparative Analysis,Enrollment Trends,School Choice,Elementary Secondary Education

Public charter schools are unique public schools that are allowed the freedom to be innovative while being held accountable for advancing student achievement. Over the past ten years, enrollment in charter schools has nearly tripled--from 1.2 million students in 2006-07 to more than 3 million students in 2016-17. The number of school districts with a significant charter school presence continues to grow. In 2016-17, 19 districts had 30 percent or more of their students enrolled in charter schools, and 208 districts had at least 10 percent of their students enrolled in charter schools. In 2016-17, nearly 10 million public school students, or one in five, attended school in a district with at least 10,000 students in which 10 percent or more were enrolled in charter schools. This report identifies communities that have the highest percentage and the highest number of students enrolled in charter schools. When families have public school choice, they increasingly select charter schools over district-run schools. In fact, a recent survey by Phi Delta Kappan (PDK) found that 17 percent of parents would send their child to a charter school if location and capacity were not an issue--meaning that the potential number of charter school students is nearly 9 million. In addition, a 2016 survey commissioned by the National Alliance for Public Charter Schools (National Alliance) shows that 78 percent of parents would support a new charter school opening in their neighborhood. The National Alliance collected public school enrollment data for the 2016-17 school year to identify communities across the country where the highest proportions of students were enrolled in charter schools. To calculate these proportions, charter schools were mapped to geographic school district boundaries based on their address. This report compares the enrollment of charter schools located within geographic school district boundaries with district-run schools in the same area--resulting in &quot;enrollment share.&quot;
Understanding and Exploring Signature Pedagogies for TESOL Teacher Education
Author: Eaton, Sarah Elaine
Date: 2018-00-00
Type: Reports - Research
Subjects: Teaching Methods,English (Second Language),Teacher Education Programs,Second Language Learning,Second Language Instruction,Practicums,Reflective Teaching,Technological Literacy,Pedagogical Content Knowledge,Computer Simulation,Knowledge Base for Teaching,Educational History

Purpose: The purpose of this report is to elevate the collective understanding of what it means to be and become a TESOL professional and what differentiates &quot;TESOLers&quot; from other teachers. We have intentionally prepared this report as an Open Educational Resource (OER), so it can be freely shared with an international audience. Methods: This report synthesizes literature relating to signature pedagogies, teacher training, and educational technology. Results: We explore the surface, deep, and implicit structures of three signature pedagogies of TESOL teacher education: (a) developing the TESOL knowledge base; (b) cultivating reflective practice; (c) engaging in a TESOL practicum. We also situate TESOL within a technology, content, and pedagogical content (TPACK) framework as a means to further understand how and why TESOL teacher education can and should incorporate technology in a variety of ways. Implications: TESOL is a relatively young discipline and has come of age during a time when technology has emerged as an essential element of teaching and learning. As such, TESOL teacher education programs must address technology as a key element of teacher preparation for the profession.
Decoding Deeper Learning in the Classroom
Author: Education Writers Association
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Cooperative Learning,Critical Thinking,Independent Study,Student Attitudes,Group Activities,Knowledge Level,Student Projects,Relevance (Education),Interpersonal Communication,Communication Skills,Self Concept,Educational Environment

Just because a classroom is noisy or the teacher isn't always lecturing doesn't mean the kids aren't learning. Quite the opposite. The idea is to push students to think differently, to apply what they know, and to create new ideas, instead of just receiving information. That's difficult to see, but easy to elicit with a few key questions. This guide provides an idea of what deeper learning classrooms look like and questions that can be asked to figure out what students are actually learning. The questions can be used as cues to figure out where the classroom changes are just interior design and where they are allowing students to master content in different and more long-lasting ways. A glossary and list of additional resources are included. [This guide was drafted and designed by KSA-Plus Communications.]
Procedural Sensitivities of Effect Sizes for Single-Case Designs with Directly Observed Behavioral Outcome Measures
Author: Pustejovsky, James E.
Date: 2018-01-12
Type: Reports - Research
Subjects: Effect Size,Measurement Techniques,Monte Carlo Methods,Observation,Meta Analysis,Intervention,Case Studies,Behavior,Computation,Measures (Individuals)

A wide variety of effect size indices have been proposed for quantifying the magnitude of treatment effects in single-case designs. Commonly used measures include parametric indices such as the standardized mean difference, as well as non-overlap measures such as the percentage of non-overlapping data, improvement rate difference, and non-overlap of all pairs. Currently, little is known about the properties of these indices when applied to behavioral data collected by systematic direct observation, even though systematic direct observation is the most common method for outcome measurement in single-case research. This study uses Monte Carlo simulation to investigate the properties of several widely used single-case effect size measures when applied to systematic direct observation data. Results indicate that the magnitude of the non-overlap measures and of the standardized mean difference can be strongly influenced by procedural details of the study's design, which is a significant limitation to using these indices as effect sizes for meta-analysis of single-case designs. A less widely used parametric index, the log-response ratio, has the advantage of being insensitive to sample size and observation session length, although its magnitude is influenced by the use of partial interval recording. [This is the in- press version of an article to be published in &quot;Psychological Methods.&quot; An earlier version of this paper was presented at the 2015 annual convention of the American Educational Research Association in Chicago, IL.]
Using Response Ratios for Meta-Analyzing Single-Case Designs with Behavioral Outcomes
Author: Pustejovsky, James E.
Date: 2018-02-23
Type: Reports - Research
Subjects: Meta Analysis,Case Studies,Evidence Based Practice,Behavioral Science Research,Effect Size,Computation,Measurement Techniques,Behavior Problems,Student Behavior,Research Methodology,Functional Behavioral Assessment,Grade 1

Methods for meta-analyzing single-case designs (SCDs) are needed to inform evidence-based practice in clinical and school settings and to draw broader and more defensible generalizations in areas where SCDs comprise a large part of the research base. The most widely used outcomes in single-case research are measures of behavior collected using systematic direct observation, which typically take the form of rates or proportions. For studies that use such measures, one simple and intuitive way to quantify effect sizes is in terms of proportionate change from baseline, using an effect size known as the log response ratio. This paper describes methods for estimating log response ratios and combining the estimates using meta-analysis. The methods are based on a simple model for comparing two phases, where the level of the outcome is stable within each phase and the repeated outcome measurements are independent. Although auto-correlation will lead to biased estimates of the sampling variance of the effect size, meta-analysis of response ratios can be conducted with robust variance estimation procedures that remain valid even when sampling variance estimates are biased. The methods are demonstrated using data from a recent meta-analysis on group contingency interventions for student problem behavior. [This is the in- press version of an article to be published in &quot;Journal of School Psychology.&quot; A previous version of this paper was presented at the annual convention of the American Educational Research Association, April 28, 2017 in San Antonio, Texas.]
Influence of Linguistic Challenges on Attitude towards Mathematics Learning among Upper Primary Students of Kerala
Author: Sarabi, M. K.
Date: 2017-05-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Language of Instruction,Mathematics Tests,Language Tests,Dravidian Languages,Foreign Countries,Teaching Methods,Learning Processes,Statistical Analysis,Student Attitudes,Difficulty Level,Syntax,Positive Attitudes,Symbols (Mathematics),Vocabulary,Semantics,Morphology (Languages),Middle School Students

Aspects that influences mathematics learning is widely studied and language factors have been identified as a key backer to difficulties in learning Mathematics. It is evidenced that not only cognitive factors but also affective factors have vital role in learning mathematics. Such affective beliefs sources from various aspects of mathematics teaching learning process. This study explored influence of linguistic challenges that students encounter while learning mathematics on their attitude towards mathematics learning. A descriptive survey in a sample of 200 students in 7th standard in Kozhikode and Malappuram districts of Kerala with a mathematical language test provided categories of language related difficulties in mathematics learning among Malayalam medium students. The test contained items on 21 areas of difficulties. Students rated their like towards Mathematics learning on a 3 point scale, which is later dichotomised for chi-square analyses. Analysis of association between Difficulties in components of mathematics language and Attitude towards mathematics learning revealed that difficulty in terms- Discipline specific terms, common terms, common terms with specific meaning and Morphology of mathematics terms influences students' attitude towards Mathematics learning. Difficulties related to Mathematical symbols also influences student's attitude towards mathematics whereas mathematical statements are influencing the same to a lesser extent. Giving attention to terminology, symbols and syntactic structures in mathematical statements whether in common or mathematical language should be part of mathematics teaching-learning. This will help to develop positive attitude towards mathematics learning among younger learners which is an important goal of mathematics instruction.
Teacher as a Key Role Player to Induce Quality Education: Challenges and Prospects of Primary Schools in Addis Ababa
Author: Shishigu, Aweke
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Role,Educational Quality,Elementary School Teachers,Elementary Education,Case Studies,Qualitative Research,Barriers,Questionnaires,Teacher Motivation,Teacher Salaries,Teacher Persistence,Teaching Conditions,Social Attitudes,Student Behavior,Behavior Problems,Leadership Responsibility,Semi Structured Interviews,Structured Interviews,Observation

There is no question that Ethiopia registered an extraordinary achievement in terms of increasing student enrolment, but quality education still remains a challenge and is becoming a bottleneck for the country. The efforts made to improve quality through Education Sector Development Plan (ESDP) are promising. But those changes are worse doing if due attention is not given to another important cross-cutting issues for quality education. One of such issue is creating sense of initiation among teachers or motivating teachers especially those in the disadvantaged areas is an important aspect to sustain the change. This qualitative case study therefore aimed at examining the main challenges faced by primary school teachers in Addis Ababa. To accomplish the goal of the study, two public primary schools were selected in Addis Ababa. A structured and semi structured interview was conducted with teacher participants and also an open and closed ended questionnaire was administered. From the data obtained the major challenge obtained was poor motivation and lack of commitment as result of repellent salary. It was also found that teachers spend fewer hours to classroom teaching in favor of their private work, possibly as a means of balancing their inadequate salaries. The study also revealed the existence of high quit intention from the profession. The low emphasis given by the society, student's misbehavior and the inability of the school administration to effectively address the teachers' demands for supportive and fair leadership were also found to be a challenge. Based on the findings of the study imperative implications for practice and future research were made.
The Relative Impact of Aligning Tier 2 Intervention Materials with Classroom Core Reading Materials in Grades K-2
Author: Foorman, Barbara R.
Date: 2018-03-00
Type: Journal Articles
Subjects: Alignment (Education),Reading Materials,Elementary School Students,Primary Education,Randomized Controlled Trials,Low Achievement,Early Intervention,Reading Instruction,Language Arts,Outcomes of Education,Reading Achievement,Reading Improvement,Spelling,English Language Learners,Comparative Analysis,Reading Difficulties,Program Effectiveness

This randomized controlled trial in 55 low-performing schools across Florida compared 2 early literacy interventions--1 using stand-alone materials and 1 using materials embedded in the existing core reading/language arts program. A total of 3,447 students who were below the 30th percentile in vocabulary and reading-related skills participated in the study. Both interventions were implemented with fidelity for 45 minutes daily for 27 weeks in small groups of 4 students (or 5 in grade 2). The standalone intervention significantly improved grade 2 spelling outcomes relative to the embedded intervention; there were some differential impacts due to cohort and baseline and, in kindergarten, to English-learner status. On average, students in schools in both interventions showed similar improvement in reading and language outcomes and similar percentile gains to those in recent systematic reviews. Results are discussed with respect to alignment of Tier 2 instruction with Tier 1 instruction. [This paper was published in &quot;Elementary School Journal&quot; (EJ1171896).]
The Analysis and Comparison of Pre-Service Music Teachers&apos; Attitudes towards the Piano Lesson and Their Sight-Reading Skills in Terms of Certain Variables
Author: Özen, Çagla
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Music Teachers,Student Attitudes,Musical Instruments,Music Education,Correlation,College Students,Student Surveys,Video Technology,Observation,Gender Differences,Instructional Program Divisions,Foreign Countries,Music Reading,Attitude Measures,Success,Statistical Analysis

This study seeks to analyze pre-service music teachers' attitudes towards the piano lesson and their piano sight-reading skills in terms of academic achievement in the piano lesson, year of study, and gender and reveal the relationship between their attitudes towards the piano lesson and piano sight-reading skills. Descriptive model and correlational research model are employed. The study group consists of 50 randomly-selected students from the 2nd and 3rd years taking the piano lesson during the 2016-2017 academic year in Uludag University Faculty of Education Department of Fine Arts Music Education Program in Turkey. &quot;Piano Lesson Attitude Scale&quot; was used to collect data regarding the piano students' attitudes towards piano lesson. In addition, the piano students were asked to play two sight-reading pieces selected by experts before and internationally accepted for sight-reading, to detect their sight-reading skills. The students were video-recorded, and their sight-reading levels were measured via an observation form prepared by the teaching staff specialized in their field. The collected attitude and sight-reading scores were analyzed via t-test based on the variables of gender and year of study. The correlations between the attitude, piano score, and sight-reading score variables were calculated by Pearson and Spearman correlation coefficients. At the end of the study, a significant relationship was detected between the students' attitudes towards the piano lesson and their sight-reading skills. The piano students' attitudes towards the piano lesson have a medium level correlation with their piano lesson academic achievement and sight-reading skills. The female students have better attitudes towards the piano lesson compared to the male students. Also, the 2nd year students have better attitudes towards the piano lesson compared to the 3rd year students. The study results indicate a medium level correlation between the students' sight-reading skills and their piano lesson academic achievement. The female students have better sight-reading skills than the male students. Lastly, the 2nd year students have sight-reading scores close to those of the 3rd year students. This study is significant as it shows the relationship between pre-service music teachers' attitudes towards the piano lesson and their piano sight-reading skills.
Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5
Author: Wolbers, Kimberly
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 3,Grade 4,Grade 5,Deafness,Hearing Impairments,Writing Skills,Written Language,Comparative Analysis,Writing Instruction,Persuasive Discourse,Personal Narratives,Scoring,Regression (Statistics),Instructional Effectiveness,Quasiexperimental Design,Randomized Controlled Trials,Teaching Methods,Interaction,Statistical Analysis

A quasi-experimental study was conducted to examine the impact of Strategic and Interactive Writing Instruction on 3rd-5th grade deaf and hard of hearing students' writing and written language compared to a business-as-usual condition (treatment group N = 41, comparison group N = 22). A total of 18 hours of instruction was provided for each of two types of writing--personal narrative and persuasive. Writing samples, collected prior to instruction and after, were scored for writing traits, written language accuracy, and complexity. Data were analyzed using a two-level, mixed-effects regression. Results show the treatment to be effective for personal narrative and persuasive writing traits, and personal narrative written language variables, with effect sizes ranging from 0.46 to 2.01. Treatment effects were also substantial for persuasive writing written language outcomes (0.38 to 1.06), although not all were statistically significant at the 0.05 level. The findings suggest the importance of apprenticeship in writing and consideration for the specific language needs of students with hearing loss.