ethanporcaro/eric-fulltext-meta huggingface dataset:
On the Benefits of Latent Variable Modeling for Norming Scales: The Case of the &quot;Supports Intensity Scale--Children&apos;s Version&quot;
Author: Seo, Hyojeong
Date: 2016-07-00
Type: Journal Articles
Subjects: Adolescents,Case Studies,Children,Computation,Factor Analysis,Intellectual Disability,Measures (Individuals),Structural Equation Models,Test Norms

Structural equation modeling (SEM) is a powerful and flexible analytic tool to model latent constructs and their relations with observed variables and other constructs. SEM applications offer advantages over classical models in dealing with statistical assumptions and in adjusting for measurement error. So far, however, SEM has not been fully used to develop norms of assessments in educational or psychological fields. In this article, we highlighted the norming process of the &quot;Supports Intensity Scale -- Children's Version&quot; (SIS-C) within the SEM framework, using a recently developed method of identification (i.e., effects-coding method) that estimates latent means and variances in the metric of the observed indicators. The SIS-C norming process involved (a) creating parcels, (b) estimating latent means and standard deviations, (c) computing T scores using obtained latent means and standard deviations, and (d) reporting percentile ranks. [This paper was published in the &quot;International Journal of Behavioral Development&quot; (EJ1103324).]
Secondary School Teachers&apos; Classroom Activities and Their Perceptions on Effectiveness of the Activity
Author: Guvenc, Hulya
Date: 2017-00-00
Type: Reports - Research
Subjects: Secondary School Teachers,Class Activities,Instructional Effectiveness,Semi Structured Interviews,Teacher Attitudes,Cognitive Processes,Ambiguity (Context),Teaching Methods,Task Analysis,Course Organization,Foreign Countries

In the present research, effective and ineffective activities that secondary school teachers used and their perceptions on the effectiveness of the activities are investigated. The data were collected from 20 teachers using semi-structured interviews. Data were analysed using open coding and directed content analysis. Research findings showed that the type, cognitive process and ambiguity characteristics of instructional tasks do not differ between effective and ineffective activities. However, findings revealed that effective activities concentrated on cooperative rewards and small group study, whereas ineffective activities occurred in an individualized study and individualistic reward characteristics. Teachers' criteria of activity effectiveness was factors related to implementation process, such as the engagement and students' enjoyment. Teachers associated the effectiveness and ineffectiveness of the activities with the contextual features, such as students' characteristics, course material and classroom environment.
Summer Boost: Challenges and Opportunities in Summer Programs for Rising Kindergarten Students
Author: Condliffe, Barbara
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Summer Programs,Kindergarten,Transitional Programs,Enrichment,School Readiness,Program Implementation,Program Effectiveness,Elementary School Students,Urban Areas,Urban Schools,Randomized Controlled Trials,Partnerships in Education,Preschool Children,Family Involvement,Attendance,Student Recruitment

There is a growing belief that access to academic opportunities during the summer can help close the achievement gap between low-income students and their higher-income peers. But while significant research is emerging on summer programs for school-age children, information on the preschool period is limited. The Expanding Children's Early Learning (ExCEL) Network is examining the potential benefits of a summer enrichment program to promote school readiness skills for children about to enter kindergarten. The ExCEL Summer Project initiated a learning network of practitioners, policymakers, and researchers with the aim of connecting theories about the promise of summer programs preceding kindergarten, existing research about features of effective summer programs for school-age children, and the day-to-day realities of implementing these programs for rising kindergarten students. This is the second in a series of issue briefs on the ExCEL Network. This brief introduces the ExCEL Summer Project and summarizes lessons learned about three implementation issues--recruitment, attendance, and family involvement--that affect all summer programs but may pose unique challenges and opportunities for programs for rising kindergartners. [For the first brief, &quot;The Challenge of Sustaining Preschool Impacts: Introducing ExCEL P-3, a Study from the Expanding Children's Early Learning Network,&quot; see ED575653.]
MDRC&apos;s Approach to Using Predictive Analytics to Improve and Target Social Services Based on Risk. Reflections on Methodology
Author: Porter, Kristin E.
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Social Services,At Risk Persons,Caseworker Approach,Probability,Caseworkers,Data Collection,Data Analysis,Research Utilization,Prediction,At Risk Students,Cooperation,Predictive Measurement,Risk Assessment

This post is one in a series highlighting MDRC's methodological work. Contributors discuss the refinement and practical use of research methods being employed across the organization. Across policy domains, practitioners and researchers are benefiting from a trend of greater access to both more detailed and frequent data and the increased computing power needed to work with large, longitudinal data sets. There is growing interest in using such data as a case management tool, to better understand patterns of behavior, better manage caseload dynamics, and better target individuals for interventions. In particular, predictive analytics--which has long been used in business and marketing research--is gaining currency as a way for social service providers to identify individuals who are at risk of adverse outcomes. MDRC models the experiences of individuals whose outcomes are known in order to predict outcomes for others. MDRC is using predictive analytics to estimate an individual's likelihood of achieving or not achieving key outcomes (such as completing a program milestone, finding employment, or reading at a proficient level).
High School Students&apos; Social Media Usage Habits
Author: Tezci, Erdogan
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Habit Formation,Mass Media Use,Student Attitudes,Student Surveys,Likert Scales,Factor Analysis,Student Behavior,Technology Uses in Education,Questionnaires,Preferences

Social media which is an important product of Computer and Internet Technologies has a growing usage level day by day. Increasing social media usage level gives opportunity for new software developments and making investments in this area. From this aspect, therefore, social media has not only economic function but also make persons participate in social life. Furthermore, it also provides opportunities for undemocratic actions and operations as in terms of democratic society life. Identifying users' habits has an important function on determining economic, social and cultural effects of social media. From this perspective, this research aims to determine social media usage habits of high school students. The data was collected from 853 students in total (419 female and 434 male). In research, &quot;Frequency of Social Media Instruments Usage Scale&quot; for determining usage frequency of 10 different social media instrument, and to determine the reasons of these instruments' usage &quot;Reasons of Social Media Usage Scale&quot; consisting of 20-item are used for collecting data. Scales are also rated on 5-point scale. The results show that the most commonly used social media among the students participating in questionnaire is &quot;Youtube,&quot; and &quot;Facebook&quot; follows it in the second place. &quot;MySpace&quot; and &quot;LinkedIn&quot; are the least used social media sites. Top reasons of students' social media usage are sharing document, information and opinion, and entertainment. It was determined that students do not use social media instrument for presenting themselves by using others profiles too much. Gender differences has an important impact on social media usage. Students access and use social media mostly with using their smartphones. Students spend between 1-3 hours daily on social media.
Who Should Evaluate Teachers&apos; Performance at Schools?
Author: Tabancali, Erkan
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Teacher Competencies,Foreign Countries,Performance Based Assessment,Evaluation Methods,Evaluators,Qualitative Research,Teachers,Administrators,Principals,Observation,Interpersonal Relationship,Administrator Characteristics,Administrator Role,Teacher Attitudes,Administrator Attitudes,Phenomenology,Elementary Secondary Education,Semi Structured Interviews

Correct determination of whether or not the objectives are achieved or of the level of achievement of the objectives is vital in educational organizations. In this context, one of the indicators of how teachers serve the organizational objectives is performance evaluation. In Turkish Educational System, the evaluation of the performance of teachers has long been considered a problem. The major question related to the performance evaluation is who should perform it. This study aims to determine who should perform the performance evaluation of teachers and the grounds for why it should be performed by them, based on the opinions of teachers, administrators and education inspectors. This study, which was designed with a qualitative approach, uses descriptive analysis to analyze data. The study included 60 participants, including 20 teachers, 20 administrators and 20 education inspectors. It is possible to say that as a result, the study revealed an agreement that the performance evaluation should be made by school principals. Close observation and knowing teachers better were cited as the primary grounds for this choice of participants. On the other hand, it can be said that participants expressed their reservations about the school principals' &quot;acting biased&quot; and &quot;being incompetent.&quot; Another significant finding is that teachers, administrators and education inspectors reported that the issue of &quot;objectivity&quot; may occur with regard to performance evaluation. According to the results from the study, it can be claimed that school principals should be used in performance evaluation process but the issues of confidence, objectivity and incapability should be eliminated.
Some Suggestions to Enhance the Quality of English Language Teaching Programmes in Turkey
Author: Yaman, Ismail
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Change Strategies,Instructional Improvement,Educational Quality,College Second Language Programs,Preservice Teacher Education,Educational Practices

The teaching of English language is attached so much importance in the Turkish educational system that it is currently started at the very beginning of the primary education, as of the second grade in the new 4+4+4 system. This high importance of the issue necessitates a satisfying level of quality in English education at all levels ranging from primary to tertiary phase. Under this framework, the training of the English language teachers undertakes a quite significant role. Therefore, the available English language teaching (ELT) programmes at Turkish universities take on the serious responsibility of educating the future English language teachers who are expected to teach the future generations. However, it is not possible to say that everything about these programmes goes flawless. In this study we present some suggestions to enhance the quality of education in the ELT programmes. The major points covered as part of these suggestions range from additions to and extractions from the eight-semester curriculum, the (non)employment of native speaker instructors considering especially the development of oral skills, and the broadening of the alternatives provided under the student exchange programme to the specialization alternatives to be provided for the undergraduate ELT students who want to specialize in teaching English to very young learners. In accordance with the presented broad-range suggestions this study aims to contribute to the elevation of the standards of the training of prospective English language teachers and thus, in the long run, the whole English language education in Turkey.
Exploring ELT Students&apos; Awareness of the Differences between the British and American Varieties of English
Author: Yaman, Ismail
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Spelling,Vocabulary Development,Pronunciation,North American English,Foreign Countries,Undergraduate Students,Student Attitudes,Language Tests,Contrastive Linguistics,Metalinguistics,Preservice Teachers

This study aims to find out the extent to which students attending the English Language Teaching Programme (ELT) at Ondokuz Mayis University are aware of the major spelling, vocabulary, and pronunciation differences between American and British English which constitute the most commonly used varieties of English. To this end, 42 randomly selected undergraduate ELT students were administered a short test consisting of two parts; one on the written differences of lexical items and the other one on the pronunciation differences. Just before the test, each participant was asked whether they preferred British English, American English, or a mix of them. The analysis of the answers given for this pre-question shows that 22 participants reported British English, 11 participants American English, and the remaining 9 participants a mix of the two. In the first part of the test, the participants were asked to tick and identify the British and American versions of the provided 15 written entries like the couples of apologise-apologize, color-colour and elevator-lift. In the second part, the students were asked to pronounce the provided 10 words like advertisement, schedule, and can't to a voice recorder.The findings yielded by this current study clearly suggest that the participants are not totally aware of the differences at spelling, word choice, and pronunciation levels between American and British English. We strongly suggest that more time and effort be allocated to the consolidation of the major differences between different varieties of English under courses like Vocabulary and Listening and Pronunciation in the ELT curriculum, thus raising the awareness of learners and prospective English language teachers concerning the presence of different varieties and their distinctive aspects.
Evidence-Based Social Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families. Roadmap to Effective Intervention Practices #2
Author: Powell, Diane
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: Evidence Based Practice,Social Development,Emotional Development,Curriculum,Young Children,Preschool Children,Kindergarten,Program Effectiveness,Educational Assessment,Child Development,Disabilities,Early Intervention,Behavior Problems,Parent Child Relationship,Parent Education,Program Descriptions,Therapy,Intervention

This synthesis presents summary information on curricula and intervention packages designed to help young children ages birth to 5 years improve their social-emotional functioning. It includes evidence-based manualized curricula and programs for use with children, in classrooms or small groups, or with families/parents. It builds and expands on Joseph and Strain (2003), using efficacious adoption criteria ratings to reflect the state of the evidence supporting the effectiveness of each intervention package. It is meant to provide practical guidance to early childhood special education and early intervention personnel, early educators, families, and other professionals seeking interventions to promote healthy social emotional development in young children with and without disabilities or to intervene early with young children who may already be displaying problematic social emotional behaviors.
The Supports Intensity Scale-Children&apos;s Version: Preliminary Reliability and Validity
Author: Thompson, James R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Children,Test Construction,Psychometrics,Intellectual Disability,Needs Assessment,Test Items,Interviews,Daily Living Skills,Community,Student Participation,Access to Education,Learning Activities,Safety,Child Health,Social Integration,Advocacy,Individual Characteristics

This article introduces the Supports Intensity Scale-Children's Version (SIS-C) designed and normed to be used with children across multiple contexts, including home, school, and community life. Steps taken to develop the scale are described, and findings from data collected on a field test version of the SIS-C are shared. Preliminary findings in regard to reliability and validity suggest that the SIS-C has strong psychometric properties.
Screening for Social Emotional Concerns: Considerations in the Selection of Instruments. Roadmap to Effective Intervention Practices #1
Author: Henderson, Jasolyn
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Screening Tests,Social Development,Emotional Development,Young Children,At Risk Persons,Behavior Problems,Early Childhood Education,Program Implementation,Developmentally Appropriate Practices,Evaluation Methods,Child Behavior,Rating Scales,Questionnaires,Measures (Individuals)

Universal screening enables service providers and families to quickly identify difficulties and implement strategies that are likely to lessen the probability of longterm negative outcomes including severe persistent challenging behaviors. The practice of universal screening is in line with the prevention approach that is the foundation of the Pyramid Model framework of the Technical Assistance Center on Social Emotional Interventions (TACSEI) (www. challengingbehavior.org) and the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) (www.vanderbilt.edu/csefel) as well as that embraced by many schools (Levitt et al, 2007). In addition to implementing targeted strategies for those children identified as at-risk by screening, special attention should be given to the quality of the environment and relationships that the all children have with those around them (TACSEI, 2008; CSEFEL, 2008). All of these aspects are important to promoting social and emotional competence in young children. The purpose of this document is to provide a brief overview of the use of screening and to help administrators and teachers choose appropriate instruments for implementing a screening program.
Assessment and Planning in K-12 Schools: A Social-Ecological Approach
Author: Walker, Virginia L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Assessment,Educational Planning,Elementary Secondary Education,Needs Assessment,Problem Solving,Intellectual Disability,Developmental Disabilities,Identification,Measures (Individuals),Case Studies,Program Implementation,Inclusion,Special Education,Educational Legislation,Equal Education,Federal Legislation,Urban Areas,Rural Areas

The Support Needs Assessment and Problem-Solving (SNAP) process is intended to assist educational teams in identifying and implementing supports for children with intellectual disability and related developmental disabilities (ID/DD) in K-12 schools. Each phase of the SNAP process is described, including identification of high priority support needs based on information derived from the Supports Intensity Scale-Children's Version (SIS-C). Two case studies of school teams using the SNAP process to identify and implement supports that enhanced opportunities for learning and participation of children in inclusive settings are presented. The importance of understanding children with ID/DD by their support needs and implications for team planning in K-12 schools are discussed.
Promoting Social Behavior of Young Children in Group Settings: A Summary of Research. Roadmap to Effective Intervention Practices #3
Author: Dunlap, Glen
Date: 2009-08-00
Type: Information Analyses
Subjects: Intervention,Social Development,Social Behavior,Young Children,Toddlers,Preschool Children,Disabilities,At Risk Persons,Interpersonal Competence,Emotional Problems,Evidence Based Practice,Peer Teaching,Direct Instruction,Teaching Methods

This brief synthesis provides a summary of intervention practices that are supported by empirical evidence for promoting adaptive social-emotional behavior of young children in group contexts (e.g., pre-K classrooms; child care settings). The focus of the synthesis is on toddlers and preschool children who are identified as having disabilities or who are at risk for disabilities, and who have identified problems with social-emotional behaviors.
Green Technology to Support Education of Students with Moderate Intellectual Disability
Author: Mata, Liliana
Date: 2015-00-00
Type: Journal Articles
Subjects: Moderate Intellectual Disability,Educational Technology,Technology Uses in Education,Questionnaires,Statistical Analysis,Conventional Instruction,Interaction,Visual Aids,Assistive Technology,Student Attitudes,Sustainability,Conservation (Environment),Grade 9,Factor Analysis,Foreign Countries

The purpose of this study is to investigate the aspects that green technology offers in the education of students with moderate intellectual disability. The theoretical part highlights the technical facilities that green technology offers to education. An analysis of the most recent studies focuses on the use of interactive whiteboard to improve teaching and learning activities. A comprehensive research methodology is proposed by this study. This is based on the use of the educational experiment meant to investigate the impact of using green technology on the learning outcomes of students with intellectual disabilities. Closed responses to the applied questionnaire are also analysed in order to identify the predominant component in assessing students' attitude towards assistive technologies used in teaching, learning and evaluation. Ten students with moderate intellectual disabilities participated in the research. Descriptive and advanced statistical techniques were used to interpret the obtained data. The results show that there are no significant differences between the results of students with intellectual disabilities who attend a lesson based on a green technology type of interactive whiteboard and of those who attend a traditional lesson. There were also identified two principal components which explain the attitude of students with intellectual disabilities towards using assistive technology in education. The results of the study highlight the need to extend the interests of including innovative assistive technologies in the education of students with special needs.