ethanporcaro/eric-fulltext-meta huggingface dataset:
Attention and Written Expression in School-Aged, High-Functioning Children with Autism Spectrum Disorders
Author: Zajic, Matthew C.
Date: 2016-12-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Attention Deficit Hyperactivity Disorder,Comorbidity,Symptoms (Individual Disorders),Writing Skills,Scores,Writing (Composition),Writing Difficulties,Achievement Tests,Diagnostic Tests,Observation,Statistical Analysis,Measures (Individuals),Student Characteristics

High-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties may be specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attention-deficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism spectrum disorder (HFASD) with lower ADHD symptoms (HFASD-L), HFASD with higher ADHD symptoms (HFASD-H), ADHD symptoms but no autism spectrum disorder symptoms, and typical development. Both HFASD subgroups and the ADHD group displayed lower word production writing scores than the typical development group, but the clinical groups did not differ. The HFASD-H and ADHD groups had significantly lower theme development and text organization writing scores than the typical development group, but the HFASD-L and typical development groups were not significantly different. The findings support prior research reporting writing problems in children with autism spectrum disorder but also suggest that children with HFASD-H may be at greater risk for writing difficulties than children with HFASD-L. Better understanding the role of attention in writing development could advance methods for assessment and intervention for children with high-functioning autism spectrum disorder at risk for writing difficulties.
Construct Validation of the &quot;Supports Intensity Scale-Children&quot; and &quot;Adult&quot; Versions: An Application of a Pseudo Multitrait-Multimethod Approach
Author: Seo, Hyojeong
Date: 2016-00-00
Type: Journal Articles
Subjects: Adults,Children,Disabilities,Multitrait Multimethod Techniques,Needs Assessment,Scores,Test Construction,Test Validity

This study examined the convergent validity of the &quot;Supports Intensity Scale-Adult Version&quot; (SIS-A; Thompson et al., 2015a) and &quot;Supports Intensity Scale-Children's Version&quot; (SIS-C; Thompson et al., 2016a). Data from SISOnline (n = 129,864) for the SIS-A and from the SIS-C standardization sample (n = 4,015) were used for analyses. Using a pseudo multitrait-multimethod model, we estimated observed support needs scores as shared trait (support needs concept) and method (type, frequency, and daily support time) variances. Overall, trait variances more strongly influenced support needs scores than method variances, supporting the convergent validity of both versions of SIS. Findings also suggested that each of three methods of measuring support needs uniquely contributed to observed support needs ratings although different patterns existed between the SIS-A and SIS-C. [This paper was published in &quot;American Journal on Intellectual and Developmental Disabilities&quot; (EJ1119260).]
Monitoring Academic and Social Skills in Elementary School: A Psychometric Evaluation of the Classroom Performance Survey
Author: Caldarella, Paul
Date: 2017-04-00
Type: Reports - Research
Subjects: Psychometrics,Interpersonal Competence,Classroom Environment,Elementary Schools,Performance Based Assessment,Academic Achievement,Progress Monitoring,Program Validation,Identification,Early Intervention,Factor Structure,Goodness of Fit,Predictive Validity,Test Validity,Behavior Problems,Behavior Rating Scales,Predictor Variables,Factor Analysis,Observation,Behavior Disorders,Screening Tests,Attention Deficit Hyperactivity Disorder,Achievement Tests,Likert Scales,Maximum Likelihood Statistics,Elementary School Students,Elementary School Teachers

Numerous well validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related behaviors. We conducted a quasi-replication of a study by Brady, Evans, Berlin, Bunford, and Kern (2012) examining the &quot;Classroom Performance Scale&quot; (CPS) by using a multi-step analytic strategy, including confirmatory factor analysis and reliability analysis. Over a period of three years, 160 elementary school teachers in 19 schools across 3 states completed a modified CPS on 356 elementary students identified as at-risk for emotional and behavioral disorders. The modified CPS was found to be comprised of two factors (Academic Competence and Interpersonal Competence) and showed evidence of reliability and validity. These results suggest that the CPS shows promise as a brief behavior rating scale for progress monitoring in elementary schools. [This article was published in &quot;Journal of Positive Behavior Interventions&quot; v19 n2 p78-89 Apr 2017 (EJ1139516).]
Separate but Correlated: The Latent Structure of Space and Mathematics across Development
Author: Mix, Kelly S.
Date: 2016-09-00
Type: Reports - Research
Subjects: Spatial Ability,Mathematics Skills,Kindergarten,Grade 3,Grade 6,Mathematics Tests,Scores,Factor Analysis,Correlation,Age Differences,Regression (Statistics),Cognitive Processes,Predictor Variables,Mathematical Concepts,Cognitive Development,Visualization,Visual Perception,Developmental Stages,Measures (Individuals),Perceptual Motor Coordination,Children,Intelligence Tests,Maps,Perspective Taking,Achievement Tests

The relations among various spatial and mathematics skills were assessed in a cross-sectional study of 854 children from kindergarten, third, and sixth grades (i.e., 5 to 13 years of age). Children completed a battery of spatial mathematics tests and their scores were submitted to exploratory factor analyses both within and across domains. In the within domain analyses, all of the measures formed single factors at each age, suggesting consistent, unitary structures across this age range. Yet, as in previous work, the 2 domains were highly correlated, both in terms of overall composite score and pairwise comparisons of individual tasks. When both spatial and mathematics scores were submitted to the same factor analysis, the 2 domain specific factors again emerged, but there also were significant cross-domain factor loadings that varied with age. Multivariate regressions replicated the factor analysis and further revealed that mental rotation was the best predictor of mathematical performance in kindergarten, and visual-spatial working memory was the best predictor of mathematical performance in sixth grade. The mathematical tasks that predicted the most variance in spatial skill were place value (K, 3rd, 6th), word problems (3rd, 6th), calculation (K), fraction concepts (3rd), and algebra (6th). Thus, although spatial skill and mathematics each have strong internal structures, they also share significant overlap, and have particularly strong cross-domain relations for certain tasks. [This paper was published in &quot;Journal of Experimental Psychology&quot; v145 n9 p1206-1227 Sep 2016.]
Comprehension and Writing Strategy Training Improves Performance on Content-Specific Source-Based Writing Tasks
Author: Weston-Sementelli, Jennifer L.
Date: 2016-00-00
Type: Reports - Research
Subjects: Reading Comprehension,Writing Strategies,Reading Strategies,Content Area Writing,Essays,Undergraduate Students,Intelligent Tutoring Systems,Control Groups,Time on Task,Educational Experiments,Competition,Cooperative Learning,Writing Instruction,Teaching Methods,Reading Tests,Statistical Analysis,Pretests Posttests

Source-based essays are evaluated both on the quality of the writing and the content appropriate interpretation and use of source material. Hence, composing a high-quality source-based essay (an essay written based on source material) relies on skills related to both reading (the sources) and writing (the essay) skills. As such, source-based writing must involve language comprehension and production processes. The purpose of the current study is to examine the impact of reading, writing, and blended (i.e., reading and writing) strategy training on students' performance on a content-specific, source-based essay writing task. In contrast to general source-based writing tasks, content-specific source-based writing tasks are tasks wherein writers are provided the source material on which to base their essays. Undergraduate students (n = 175) were provided with strategy instruction and practice in the context of two intelligent tutoring systems, &quot;Writing Pal&quot; and &quot;Interactive Strategy Training for Active Reading and Thinking&quot; (iSTART). Results indicated that participants in the blended strategy training condition produced higher quality source-based essays than participants in the reading comprehension-only, writing-only, or control condition, with no differences observed between the latter three conditions. Further, the benefits of this blended strategy instruction remained significant regardless of prior reading and writing skills, or time on task. [This article was published in &quot;International Journal of Artificial Intelligence in Education&quot; p1-32 2016.]
Developing Concepts and Generalizations to Build Algebraic Thinking: The Reversibility, Flexibility, and Generalization Approach
Author: Dougherty, Barbara
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Algebra,Mathematical Concepts,Thinking Skills,Questioning Techniques,Mathematics Instruction,Generalization,Middle School Students

Many students with learning disabilities (LD) in mathematics receive their mathematics education in general education inclusive classes; therefore, these students must be capable of learning algebraic concepts, including developing algebraic thinking abilities, that are part of the general education curriculum. To help students develop algebraic thinking, teachers should ask questions in different ways to promote the ability to think algebraically. This article describes three types of questions--reversibility, flexibility, and generalizations--which support the acquisition of broader concepts leading to algebraic thinking. Examples of the question types within the contexts of rational numbers and integers are provided to assist teachers in creating similar questions for teaching mathematics to students with LD. [This article was published in &quot;Intervention in School and Clinic&quot; (EJ1055949).]
Helping Students with Mathematics Difficulties Understand Ratios and Proportions
Author: Dougherty, Barbara
Date: 2016-00-00
Type: Journal Articles
Subjects: Algebra,Comparative Analysis,Grade 7,Learning Disabilities,Learning Problems,Mathematical Concepts,Mathematics,Mathematics Achievement,Mathematics Instruction,Mathematics Skills,Mathematics Teachers,Misconceptions,Problem Solving

Ratios and proportions are foundational to student understanding across multiple topics in mathematics and science. In mathematics, they are central to developing concepts and skills related to slope, constant rate of change, and similar figures, which are all fundamental to algebraic concepts and skills. This article examines the importance of ratio and proportions to the development of comprehensive algebra readiness skills for students with mathematics disabilities and difficulties. [This paper was published in &quot;Teaching Exceptional Children&quot; (EJ1129390).]
Exploring Shared Measurement Properties and Score Comparability between Two Versions of the &quot;Supports Intensity Scale&quot;
Author: Seo, Hyojeong
Date: 2016-11-00
Type: Journal Articles
Subjects: Adolescents,Intellectual Disability,Special Needs Students,Transitional Programs,Rating Scales,Test Items,Item Analysis,Comparative Analysis,Comparative Testing,Student Needs,Needs Assessment,Measurement,Measures (Individuals),Interviews

This study examined similarities and differences in measurement properties and score comparability of the &quot;Supports Intensity Scale-Adult Version&quot; (16-64 years) and the &quot;Supports Intensity Scale-Children's Version&quot; (5-16 years). Data were collected from 142 adolescents with intellectual disability with both versions of the &quot;Supports Intensity Scale&quot;. Data analyses indicated clear alignment of the specific set of items across parallel activity domains, as well as support for score comparability across two assessments. This suggests the two versions of &quot;Supports Intensity Scale&quot; can be used with confidence with transition-aged students to assess their support needs and inform supports planning, depending on the purpose of assessment. Implications and future directions for research and practice are discussed. [This article was published in &quot;Career Development and Transition for Exceptional Individuals&quot; (EJ1116494).]
Robust Evaluation Matrix: Towards a More Principled Offline Exploration of Instructional Policies
Author: Doroudi, Shayan
Date: 2017-04-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Matrices,Evaluation Methods,Models,Simulation,Case Studies,Fractions,Intelligent Tutoring Systems,Educational Technology,Technology Uses in Education,Statistical Analysis,Policy,Sampling

The gold standard for identifying more effective pedagogical approaches is to perform an experiment. Unfortunately, frequently a hypothesized alternate way of teaching does not yield an improved effect. Given the expense and logistics of each experiment, and the enormous space of potential ways to improve teaching, it would be highly preferable if it were possible to estimate in advance of running a study whether an alternative teaching strategy would improve learning. This is true even in learning at scale situations, since even if it is logistically easier to recruit a large number of subjects, it remains a high stakes environment because the experiment is impacting many real students. For certain classes of alternate teaching approaches, such as new ways to sequence existing material, it is possible to build student models that can be used as simulators to estimate the performance of learners under new proposed teaching methods. However, existing methods for doing so can overestimate the performance of new teaching methods. We instead propose the Robust Evaluation Matrix (REM) method which explicitly considers model mismatch between the student model used to derive the teaching strategy and that used as a simulator to evaluate the teaching strategy effectiveness. We then present two case studies from a fractions intelligent tutoring system and from a concept learning task from prior work that show how REM could be used both to detect when a new instructional policy may not be effective on actual students and to detect when it may be effective in improving student learning. [This paper was published in: &quot;L@S '17 Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale&quot; Cambridge, Massachusetts, p3-12. ACM New York, NY. 2017.]
Investigation of In-Service and Pre-Service Music Teachers&apos; Habits and Purposes of Using Social Media
Author: Okay, Hasan Hakan
Date: 2017-09-06
Type: Reports - Research
Subjects: Social Media,Preservice Teachers,Music Teachers,Video Technology,Student Surveys,Student Attitudes,Teacher Attitudes,Internet,Statistical Analysis,Foreign Countries

The purpose of the present research is investigating in-service and pre-service music teachers' habits and purposes of using social media. Researchers created survey questions in order to define participants' habits, and they utilized some questions from the scale developed by Karal and Kokoc (2010) with their permission. Obtained findings were analysed through frequency analysis. In the scope of the present research, 160 music in-service or pre-service music teachers, who study or graduated from 26 different universities participated. According to the findings of the present research, the habits of in-service and pre-service music teachers are as follows; they spend an important amount of their online time on the social media, they think they spare enough time to social media, they don't follow music and video contents, but they use video and music in the contents they share. Additionally, their purposes of using social media are; communicating with their friends, following educational groups and activities, sharing the content they like, and finding various information and ideas.
Sequence Matters but How Exactly? A Method for Evaluating Activity Sequences from Data
Author: Doroudi, Shayan
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Sequential Learning,Data Collection,Information Retrieval,Evaluation Methods,Fractions,Intelligent Tutoring Systems,Hypothesis Testing,Learning Processes,Problem Solving,Bayesian Statistics,Performance Based Assessment,Regression (Statistics),Predictor Variables,Models,Elementary School Students,Grade 4,Grade 5,Elementary School Mathematics

How should a wide variety of educational activities be sequenced to maximize student learning? Although some experimental studies have addressed this question, educational data mining methods may be able to evaluate a wider range of possibilities and better handle many simultaneous sequencing constraints. We introduce Sequencing Constraint Violation Analysis (SCOVA): a general method for evaluating alternative activity sequences using existing data. SCOVA can be used to explore many complex sequencing constraints, such as prerequisite relationships, blocking, interleaving, and spiraling. We demonstrate SCOVA on data collected from a fractions intelligent tutoring system (ITS). Some of our findings challenge our initial hypotheses regarding sequencing, illustrating the utility and versatility of the method. The method can also be applied to other learning environments, as long as the available data has substantial variability in students' activity sequences. [This paper was published in the &quot;Proceedings of the 9th International Conference on Educational Data Mining,&quot; Tiffany Barnes, Min Chi, and Mingyu Feng (eds.), p70-77.]
A Meta Analytical Review of the Relationship between Personal Epistemology and Self-Regulated Learning
Author: Alpaslan, Muhammet Mustafa
Date: 2017-00-00
Type: Journal Articles
Subjects: Meta Analysis,Epistemology,Independent Study,Literature Reviews,Effect Size,Predictor Variables,Age Differences,Gender Differences,Units of Study,Cultural Differences

Recently, researchers have begun associating personal epistemology with self-regulated learning. Therefore, in the literature there is a need to examine what degree the studies have supported the relationship between the two. The purpose of this meta-analysis is two folds: a) to compute the mean effect size for the relations between personal epistemology and self-regulated learning and b) to examine the influence of moderator variables including age, gender, culture, and subject area on the mean effect size. It analyzes the result of forty-five studies conducted various countries and disciplines. A small but significant mean effect size emerged (r = 0.24 [SE = 0.012] under fixed effects model, and r = 0.22 [SE = 0.026] under random effects model). Although the effect of age on the relationship is not statistically significant, moderator analyses revealed statistically significant effects of the culture, gender, and subject area inferred from the reviewed studies on the relationship. The results highlight the need for further research into how gender, culture and subject area influence students' personal epistemology and self-regulated learning
Natural Language Processing and Game-Based Practice in iSTART
Author: Jackson, G. Tanner
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Natural Language Processing,Feedback (Response),Intelligent Tutoring Systems,Reading Strategies,Educational Technology,Tutoring,Technology Uses in Education,Educational Games,Learner Engagement,Student Motivation

Intelligent Tutoring Systems (ITSs) are situated in a potential struggle between effective pedagogy and system enjoyment and engagement. iSTART, a reading strategy tutoring system in which students practice generating self-explanations and using reading strategies, employs two devices to engage the user. The first is natural language processing (NLP). Incorporating NLP within iSTART allows students to use their own thoughts and ideas to communicate with the system, and serves as the core &quot;intelligence&quot; of the system that is used to drive the feedback and the adaptive interactions during practice. Studies have shown that the NLP algorithms within iSTART perform comparably to human raters and provide a good measure for the sophistication of student self-explanations. The second device is the use of game-based practice. Skill mastery requires a significant commitment to practice over extended periods of time. Unfortunately, this persistent and repetitive practice is also associated with disengagement from the target educational task. Therefore, a gaming environment was developed that integrates multiple combinations of enjoyable, engaging game elements with the target practice tasks. This paper describes these two principle aspects of iSTART and research on their effectiveness. [This paper was published in &quot;Journal of Interactive Learning Research&quot; v26 n2 p189-208 2015 (EJ1060044).]
The Misidentified Identifiability Problem of Bayesian Knowledge Tracing
Author: Doroudi, Shayan
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Bayesian Statistics,Research Problems,Statistical Analysis,Models,Learning,Prediction,Markov Processes,Identification,Probability,Goodness of Fit

In this paper, we investigate two purported problems with Bayesian Knowledge Tracing (BKT), a popular statistical model of student learning: &quot;identifiability&quot; and &quot;semantic model degeneracy.&quot; In 2007, Beck and Chang stated that BKT is susceptible to an &quot;identifiability problem&quot;--various models with different parameters can give rise to the same predictions about student performance. We show that the problem they pointed out was not an identifiability problem, and using an existing result from the identifiability of hidden Markov models, we show that under mild conditions on the parameters, BKT is actually identifiable. In the second part of the paper, we discuss a problem that has been conflated with identifiability, but which actually does arise when fitting BKT models, &quot;semantic model degeneracy&quot;--the model parameters that best fit the data are inconsistent with the conceptual assumptions underlying BKT. We give some intuition for why semantic model degeneracy may arise by showing that BKT models fit to data generated from alternative models of student learning can have semantically degenerate parameters. Finally, we discuss the potential implications of these insights. [This article was published in: Proceedings of the 10th International Conference on Educational Data Mining, Wuhan, China, June 25-27, 2017 (p143-149).]