ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Teachers&apos; Perceptions about the Effectiveness of the Toon Comic Books in Their Guided Reading Instruction
Author: McGrail, Ewa
Date: 2017-07-02
Type: Journal Articles
Subjects: Reading Instruction,Preservice Teachers,Student Attitudes,Teaching Methods,Cartoons,Reading Materials,Reading Difficulties,Elementary School Students,Kindergarten,Preschool Children,Individualized Instruction,Novels,Vocabulary,Student Interests

Recently, education and literacy researchers have acknowledged educational merit in guided reading that incorporates interactive and authentic reading texts, such as graphic novels, which meet the needs of today's predominantly multimodal learners ( Jennings, Rule, &amp; Zanden, 2014; Kist &amp; Pytash, 2015). This qualitative study explores through interviews and a questionnaire the perceptions of pre-service teachers about the effectiveness of the comic book series known as TOON comics in guided reading with struggling readers and writers, from kindergarten through fifth grade. Pre-service teachers have expressed positive views concerning the use of these comic books in guided reading instruction with their struggling readers and writers. They plan to use this comic book series in the classroom in the future and they offer suggestions for addressing the challenges this genre may bring to their students.
Implementing an LGBTQ Training for Teen Pregnancy Prevention Facilitators
Author: Drescher, Christopher F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Adolescents,Early Parenthood,Pregnancy,Prevention,Homosexuality,Sexual Orientation,Sexual Identity,Workshops,Training,Program Effectiveness,Sex Education,Risk Management,Staff Development

Teen pregnancy and sexually transmitted infections remain a major health concern and are linked to a number of poor outcomes. Lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth are particularly at risk for these issues. Although evidence-based teen pregnancy prevention (TPP) programs exist, they are not necessarily tailored to meet the needs of LGBTQ youth. This paper reports on the development and implementation of a LGBTQ training for TPP facilitators working for the Augusta Partnership for Children in Augusta, GA. The four-hour workshop covered a range of topics including terminology, identity, intersectionality, and risk/resilience factors through a combination of lecture, video clips, and interactive activities. The training was well-received with most facilitators rating the training as excellent on satisfaction surveys completed one-week after the training. Qualitative comments were also largely positive; areas for improvement included discussion of the legal context around LGBTQ issues and the impact of race on LGBTQ issues. Future work is needed to expand on these findings by examining the impact of such trainings on TPP program implementation and, ultimately, on LGBTQ youth.
An Examination of the Testing and Spacing Effects in a Middle Grades Social Studies Classroom
Author: Liming, Mary C.
Date: 2017-07-00
Type: Journal Articles
Subjects: Middle School Students,Grade 8,Testing,Social Studies,Test Format,Retention (Psychology),Intervals,Pretests Posttests,Correlation,Outcomes of Education,Multiple Choice Tests

This study investigates the relation between review spacing and question format on student retention. Participants in an 8th grade Georgia Studies class reviewed previously learned material either in one sitting (massed review) or in multiple sessions (spaced review). Following the review, each participant answered questions either in multiple choice or short answer format. Subsequent to answering the questions, all students received feedback. One week following the completion of the reviews, students were given a post test. One month after the post test, students were given a final test. Pre-, post- and final tests were identical and no treatment occurred between the posttest and the final test. Correlational analyses of review spacing and question format suggest that spaced review is positively related to success on the posttest. There was no such finding related to massed review or question format on the posttest. Additionally, neither review spacing or question format had any correlational effect on the final test. Results suggest that spaced review is beneficial, but that the benefit is lost over time.
Using School Choice to Connect to Mathematics Learning in a Statistics and Probability Course for K-8 Pre-Service Teachers
Author: Nguyen, Ha
Date: 2018-00-00
Type: Journal Articles
Subjects: School Choice,Mathematics Education,Statistics,Probability,Preservice Teachers,Elementary School Teachers,Middle School Teachers,Educational Vouchers,Social Justice,Educational Practices,Student Attitudes

This pilot qualitative study explored K-8 pre-service teachers' (PSTs') learning experience in a Statistics and Probability course and their ability to make connections between mathematics and their everyday lives when given opportunities to investigate mathematics through a social issue. Data from student surveys, assessments, and written reflections will be reported, analyzed, and discussed. The researchers also describe approaches and reflect upon experiences for PSTs while studying school choice voucher programs.
Bringing Children from the Margins to the Page: School Counselors Supporting Students with Learning Disabilities
Author: Buckley, Maureen
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Disabilities,School Counseling,Student Needs,Special Education,Educational Legislation,Equal Education,Disabilities,Federal Legislation,School Counselors,Counselor Role,Student Development,Career Counseling,Educational Counseling,Social Development,Emotional Development,Related Services (Special Education),Psychoeducational Methods,Social Support Groups,Intervention

School counselors must be knowledgeable about the distinctive needs of students with specific learning disabilities in order to meet the mandate to provide equitable services to all students as part of their comprehensive school counseling program. The training of school counselors renders a valuable part of the educational team working to promote optimal outcomes for this population. This article provides an overview of specific learning disabilities, and an outline of the unique needs of students eligible for Individuals with Disabilities Education Act (IDEA) services. Critical issues in the domains of academic, career, and social-emotional development are addressed, as well as strategies to assist students.
Applying Systematic Instruction to Teach ELA Skills Using Fictional Novels via an iPad App
Author: Mims, Pamela J.
Date: 2018-12-00
Type: Journal Articles
Subjects: English,Language Arts,Handheld Devices,Computer Assisted Instruction,Teaching Methods,Intellectual Disability,Developmental Disabilities,Instructional Effectiveness,Evidence Based Practice,Generalization,Cues,Middle School Students,Vocabulary Development,Novels,Rural Education,Special Education,Case Studies,Intelligence Tests,Children

Increasingly, researchers have successfully identified strategies to promote comprehension to students who are nonreaders. Further research is needed to replicate these promising results. In the current study, we used a multiple probe across participants design to evaluate the effectiveness of an iPad app, which incorporates evidence-based practices such as constant time delay and system of least prompts, on the acquisition of targeted vocabulary and comprehension of four middle school students with significant intellectual and developmental disability (SIDD). Findings suggest that the intervention resulted in improved performance across all participants and that some generalization and maintenance of skills was seen. Limitations and implications for practice and future research are discussed.
Do First Impressions Matter? Predicting Early Career Teacher Effectiveness
Author: Atteberry, Allison
Date: 2015-00-00
Type: Journal Articles
Subjects: Predictor Variables,Beginning Teachers,Teacher Effectiveness,Teacher Improvement,Job Performance,Teacher Characteristics,Mathematics Teachers,Language Arts,Value Added Models,Scores

As educational policy makers seek strategies to improve the teacher workforce, the early career period represents a unique opportunity to identify struggling teachers, examine the likelihood of future improvement, and make strategic pretenure investments in development or dismissals. It is also a useful time to identify particularly promising teachers for development and focus on high-needs areas. This article asks how much teachers vary in performance improvement during their first 5 years of teaching and to what extent initial job performance predicts later performance. We find that, on average, initial performance is quite predictive of future performance, far more so than typically measured teacher characteristics. This is particularly the case in math, while predictions about future English language arts (ELA) performance based on initial ELA value added are less precise. Predictions are most powerful at the extremes. We use these predictions to explore the likelihood that personnel actions based on initial performance would lead to inappropriate distinctions between teachers who would be high or low performing in future years. We also examine the much less discussed costs of failure to distinguish performance when meaningful differences exist. The results point to the potential of policies that make use of teachers' initial performance to inform personnel decisions.
Early Grade Teacher Effectiveness and Pre-K Effect Persistence: Evidence from Tennessee
Author: Swain, Walker A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Early Childhood Education,Preschool Teachers,Preschool Children,Access to Education,Teacher Evaluation,Teacher Characteristics,Elementary School Teachers,Grade 1

In recent years, states have significantly expanded access to prekindergarten (pre-K), and federal policy makers have proposed funding near-universal access across the country. However, researchers know relatively little about the role of subsequent experiences in prolonging or truncating the persistence of benefits for participants. This study examines the interaction between pre-K participation and one of our most important educational interventions--teaching quality. We pair student-level data from a statewide pre-K experiment with records of teacher observation scores from Tennessee's new formal evaluation program to assess whether a student's access to high-quality early grade teachers moderates the persistence of pre-K effects. Our analyses indicate a small positive interaction between teaching quality and state pre-K exposure on some but not all early elementary cognitive measures, such that better teaching quality in years subsequent to pre-K is associated with more persistent positive pre-K effects.
Measuring School Contexts
Author: Muller, Chandra L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Environment,Measurement,Educational Research,Student Development,Student Experience,Data Collection,Research Problems,Educational Trends,Social Networks,Longitudinal Studies

This article describes issues in measuring school contexts with an eye toward understanding students' experiences and outcomes. I begin with an overview of the conceptual underpinnings related to measuring contexts, briefly describe the initiatives at the National Center for Education Statistics to measure school contexts, and identify possible gaps in those initiatives that if filled could provide valuable new data for researchers. Next, I discuss new approaches and opportunities for measurement, and special considerations related to diverse populations and youth development. I conclude with recommendations for future priorities.
Parent Connectors: A Parent-to-Parent Support Program Feasible for Rural Settings
Author: Duppong Hurley, Kristin
Date: 2018-12-00
Type: Journal Articles
Subjects: Rural Schools,Emotional Disturbances,Behavior Disorders,Barriers,Outcomes of Education,Telecommunications,Program Descriptions,Parent Participation,Mental Health,Health Services,Parent Attitudes,Social Support Groups

Supporting the needs of youth with emotional and behavioral disorders (EBD) and their families can be challenging in rural settings. Implementing strategies that take into account for and address barriers in rural settings is important. One strategy to improve outcomes for both students with EBD and their families in rural settings is providing parental support. Parent Connectors is a phone-based parent-to-parent support program designed to improve parental engagement in their child's education and mental health services. Parent Connectors is described in detail along with preliminary outcomes and implications for rural communities.
Analyzing Profiles and Predictors of Students&apos; Social-Ecological Engagement
Author: Lawson, Michael A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Correlation,Learner Engagement,Student Characteristics,Student Behavior,Family Environment,Educational Environment,Community,Student Participation,Student Motivation,Extracurricular Activities,Social Influences,High School Students

Using data from the Educational Longitudinal Study (2002), this study employed latent class analysis (LCA) to explore the relationship between students' engagement-related dispositions and their behavioral engagement in home, school, and community activities. The primary aim was to identify and describe the engagement characteristics of distinct subpopulations of students. Our higher-order LCA models yielded five subpopulation profiles of students' social-ecological engagement. In contrast to extant participation-identification models, these new profiles suggested that the relationship between students' behavioral engagement and their school-related identities and dispositions is nonlinear and nonhomogeneous. This major finding recommends comprehensive school-community improvement models as well as nuanced interventions that are tailor-made to fit the engagement needs and identity-related characteristics of each student subpopulation.
Resources for Teaching: Examining Personal and Institutional Predictors of High-Quality Instruction
Author: Hill, Heather C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Predictor Variables,Educational Quality,Teacher Competencies,Knowledge Base for Teaching,Mathematics Instruction,Elementary School Mathematics,Elementary School Teachers,Grade 4,Grade 5,Teacher Characteristics,Educational Attainment,Classroom Environment,Institutional Characteristics,Student Characteristics

Policymakers and researchers have for many years advocated disparate approaches to ensuring teachers deliver high-quality instruction, including requiring that teachers complete specific training requirements, possess a minimum level of content knowledge, and use curriculum materials and professional development resources available from schools and districts. In this paper, we investigate the extent to which these factors, which we conceptualize as resources for teaching, predict instructional quality in upper elementary mathematics classrooms. Results show that teachers' mathematical knowledge and their district context explained a moderate share of the variation in mathematics-specific teaching dimensions; other factors, such as teacher experience, preparation, non-instructional work hours, and measures of the school environment, explained very little variation in any dimension.
Teacher Education&apos;s Challenge of Changing Research Relationships with Schools
Author: Cornelissen, Frank
Date: 2015-00-00
Type: Journal Articles
Subjects: College School Cooperation,Educational Research,Inservice Teacher Education,Social Networks,Masters Programs,Interpersonal Relationship,Graduate Students,Foreign Countries,Supervisors

Globally, teacher education (TE) is challenged to change relationships with schools and teachers and become more collaborative in teaching and research. This study examined the way knowledge is developed, shared, and used when school and institution of higher education (IHE) partners create research networks in the context of master's programs for in-service teachers. These knowledge processes were studied from a social network perspective and compared in two different TE contexts. During 10 months, this mixed method study obtained two school networks and 36 personal networks and 124 critical incidents from 36 individual logs and interviews. Cross-case analyses provide insight in the social network structures, interpersonal relationships, and knowledge processes among IHE's and school's partners as well as the challenges in developing closer research relationships in a TE context.
Enriched School Libraries: A Boost to Academic Achievement
Author: Nielen, Thijs M. J.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Libraries,Academic Achievement,Comparative Analysis,Enrichment,Library Materials,Reading Motivation,Reading Habits,Grade 4,Grade 5,Elementary School Students,Reading Comprehension,Gender Differences,Control Groups,Experimental Groups,Institutional Characteristics,Correlation,Foreign Countries,Scores,Reading Tests

We compared students from schools with an enriched school library--that is, one with a larger and more up-to-date book collection--with students from schools with a typical school library. We tested effects of an enriched school library on reading motivation, reading frequency, and academic skills. Fourth- and fifth-grade students of 14 schools with an enriched library (n = 272) were compared to fourth and fifth graders from 10 control schools (n = 411). Assignment to the experimental group was external and not determined by participants within schools. Students from schools with enriched libraries scored on average half a standard deviation higher on a standardized reading comprehension test than students from control schools. Mediation analysis revealed that for girls, this effect may have been obtained as a result of an increase in reading motivation and reading frequency. For boys, only reading frequency was a significant mediator.
The Effects of Gymnastics Training Combined with Music in Children with Autism Spectrum Disorder and Down Syndrome
Author: Akyol, Betül
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Music,Physical Activities,Interdisciplinary Approach,Control Groups,Experimental Groups,Tests,Psychomotor Skills,Perceptual Motor Coordination,Teaching Methods,Pretests Posttests,Foreign Countries

The aim of this study was to evaluate the effects of gymnastics training combined with music on balance, loco-motor level and coordination in children with autism spectrum disorder (ASD) and down syndrome (DS). This randomized, controlled experimental trial included 30 children (15 children with DS, 15 children with ASD) aged 8 to 14 years. The children were separated into 2 groups, as Group 1 in which ASD and Group 2 in which DS treated gymnastics training with music for 16 weeks, 2 days a week, 1.5-2 hours. Flamingo balance test, functional reach test, Wall Catch coordination test and flexibility test were used to evaluate balance, dynamic balance, loco-motor level and coordination, flexibility, respectively. All groups were evaluated before training and at the end of 16 weeks. When the pre-training and post-training parameters were compared between the groups, a increase was determined in the parameters of balance, loco-motor level and coordination, flexibility in Group 1. This increase was statistically greater in Group 1. Statistically significant difference was determined in Group 2 with respect to functional reach test, sit and reach test values. No statistically significant difference was determined in Group 2 in respect of Flamingo and Wall Catch coordination tests. As a result; gymnastics training combined with music were found to be effective in increase balance score, improving loco-motor level, coordination, flexibility in children with DS and ASD. The results of this study can be considered to provide important contributions to the understanding and treatment of children with autism and down syndrome.
STEAM-GAAR Field Learning Model to Enhance Grit
Author: Chujitarom, Wannaporn
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Computer Simulation,Educational Games,Animation,Models,Academic Persistence,Instructional Design,Student Educational Objectives,Learning Processes,Academic Achievement,Educational Benefits

The STEAM-GAAR Field Learning Model to Enhance Grit is a learning model using STEAM education (Science, Technology, Engineering, Art and Mathematics) integrated with gamification (G), animation (A), augmented reality (AR) and space utilization (Field) to promote the factors that enhance a learner's grit. The purpose of this research is to: (1) synthesize a STEAM-GAAR Field Learning Model to Enhance Grit; (2) evaluate the STEAM-GAAR Field Learning Model to Enhance Grit. The sample is made up of ten specialists--two instructional model design specialists, two STEAM education specialists, two gamification specialists, two animation specialists, and two augmented reality (AR) specialists--selected by purposive sampling. The instrument used in the study was an evaluation form with regard to the Model. The statistics used in the study were arithmetic mean and standard deviation. The results show that: (1) a STEAM-GAAR Field Learning Model to Enhance Grit contains four elements. The first element relates to input factors including 1) Expected Learning Outcomes (ELO), 2) Learning Objectives, 3) Teacher Analysis, 4) Student Analysis, 5) Content Analysis, 6) Environment Analysis, and 7) The Learning Management Plan. The second element relates to the STEAM-GAAR Field Learning Process, including 1) Investigate by Game, 2) Discover by AR-Game, 3) Connect by Animation and Game, 4) Create by Game Animation and AR and 5) Reflect by Knowledge Exchange Field. The third element relates to evaluating learning achievement and grit, conducted via teachers' observation and an evaluation form. And the final element relates to an analysis of feedback; (2) All ten specialists agreed that the STEAM-GAAR Field Learning Model to Enhance Grit developed through this study demonstrates the highest level of appropriateness (X bar= 4.65, S.D. = 0.57).
Middle School Students&apos; Misconceptions about the Concepts of Astronomy
Author: Gorecek Baybars, Meryem
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Students,Astronomy,Content Analysis,Misconceptions,Student Attitudes,Comparative Analysis,Scientific Concepts,Concept Formation,Private Schools,Foreign Countries

The purpose of the current study is to conduct developmental comparison of the middle school students' misconceptions about the concepts of astronomy. The sampling of the study is comprised of middle school students attending a private school located in the west of Turkey. A total of 144 students participated in the study. In order to determine the students' perceptions of the concepts of astronomy, a data collection tool consisting of five open-ended questions was developed by the researchers. The data collected through this data collection tool was subjected to content analysis; on the basis of the analysis of the students' responses, codes were determined and on the basis of these codes, themes were constructed. The results are presented as percentages and frequencies. When the findings of the study were generally evaluated, it was concluded that the students have misconceptions about the concepts of astronomy.