ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics Performance and Cognition (MPAC) Interview: Measuring First- and Second-Grade Student Achievement in Number, Operations, and Equality in Spring 2015. Research Report No. 2016-02
Author: Schoen, Robert C.
Date: 2017-08-31
Type: Reports - Research
Subjects: Interviews,Test Construction,Psychometrics,Elementary School Mathematics,Elementary School Students,Mathematics Achievement,Cognitive Processes,Mathematical Logic,Grade 1,Grade 2,Problem Solving,Test Validity,Construct Validity,Test Reliability,Student Attitudes,Computation,Word Problems (Mathematics),Equations (Mathematics),Correlation,Models,Test Items,Semi Structured Interviews,Coding,Statistical Analysis,Goodness of Fit

The following report describes an assessment instrument called the Mathematics Performance and Cognition (MPAC) interview. The MPAC interview was designed to measure two outcomes of interest. It was designed to measure first and second graders' mathematics achievement in number, operations, and equality, and it was also designed to gather information about students' cognitive processes while they solved mathematics problems. The current report focuses on the content of the 2015 MPAC interview, interview protocol, scoring procedures, and psychometric properties for the achievement focus of the MPAC Interview. The 2015 MPAC interview was administered to 856 students in spring 2015 in 22 schools located in two public school districts in a single state in the southeastern U.S for the purpose of evaluating the impact of a teacher professional development program on student achievement, cognition, and understanding in the domain of number, operations, and algebraic thinking in mathematics. Nonetheless, we expect the interview data and protocol to be usable in other ways to make a broader contribution in various aspects of mathematics education research. [For the previous report, &quot;Mathematics Performance and Cognition (MPAC) Interview: Measuring First- and Second-Grade Student Achievement in Number, Operations, and Equality in Spring 2014. Research Report No. 2016-01,&quot; see ED577242.]
Intensive Intervention Practice Guide: Intensifying Check-In Check-Out for Students with or At-Risk for Emotional or Behavioral Disabilities
Author: Kunemund, Rachel
Date: 2016-00-00
Type: Tests/Questionnaires
Subjects: Educational Practices,Behavior Modification,Response to Intervention,Positive Behavior Supports,Behavior Problems,Program Effectiveness,At Risk Students,Evidence Based Practice

The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The &quot;Intensive Intervention Practice Guides&quot; are created for practitioners as well as faculty engaged in instructing pre- and in-service teachers. This practice guide discusses Check-In Check-Out (CICO), or the Behavioral Education Program (BEP), which is one example of a targeted (i.e., Tier 2) intervention used within a system of school-wide positive behavior supports (SWPBS). CICO was designed to reduce the frequency and severity of problem behavior among students who did not respond to Tier 1 interventions. Due to the nature of the procedural components and continual access to teachers and monitors, CICO has been most successful for students with problem behavior maintained by adult attention. Two cornerstones of CICO are adult attention and feedback, which are integrated throughout CICO procedures. Generally speaking, intensified CICO has taken the form of &quot;dosage&quot; increases, modifications to standard components, or supplemental targeted components. Overall, standard protocol Tier 2 CICO appears to be an effective program for reducing rates of problem behaviors and is easily intensified for students who are nonresponsive. The guide includes a list of resources.
Common Progress Monitoring Graph Omissions: Missing Goal and Goal Line. Progress Monitoring Brief #2
Author: National Center on Response to Intervention
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Progress Monitoring,Response to Intervention,Graphs,Curriculum Based Assessment,Goal Orientation,Reading Fluency,Benchmarking,Scores

Progress monitoring assessment is one of the four essential components of Response to Intervention (RTI), as defined by the National Center on Response to Intervention (NCRTI). Progress data allow teachers to evaluate the academic performance of students over time, quantify rates of improvement or responsiveness to instruction, and evaluate instructional effectiveness. For the students who are least responsive to instruction, progress monitoring may also be used to formulate effective individualized programs (NCRTI, 2010). This brief focuses on progress monitoring using individual student, curriculum-based measurement (CBM) scores, and is based on recommendations from the &quot;RTI Implementer Series Progress Monitoring--Training Manual&quot; (NCRTI, 2012). The brief discusses the value of using graphs as part of the progress monitoring process and presents methods for setting appropriate progress monitoring goals. In addition, it focuses on a common error in graphing, the omission of a goal and a goal line, and explains why it is important to include these elements for productive, data-based decision making. A quick look at the importance of monitoring a student's error rate concludes this brief.
Common Progress Monitoring Omissions: Planning and Practice. Progress Monitoring Brief #1
Author: National Center on Response to Intervention
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Program Implementation,Response to Intervention,Progress Monitoring,Academic Achievement,Decision Making,Instructional Effectiveness,Disabilities,Reading Fluency,Educational Planning,Educational Practices,Kindergarten,Grade 1,Grade 2

Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to evaluate instructional effectiveness. For students with disabilities, progress monitoring may also be used to formulate effective individualized programs (National Center on Response to Intervention [NCRTI], 2010). Successful implementation of progress monitoring is the result of careful planning and thoughtful practice. Omitting key components of the progress monitoring process can lead to wasted time and invalid results. This brief focuses on five common omissions in progress monitoring practices and planning and explains how these activities are integral to the process of meaningful data-based decision making.
Common Progress Monitoring Graph Omissions: Making Instructional Decisions. Progress Monitoring Brief #3
Author: National Center on Response to Intervention
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Progress Monitoring,Graphs,Curriculum Based Assessment,Decision Making,Response to Intervention,Academic Achievement,Data,Instructional Effectiveness,Scores,Trend Analysis,Goal Orientation

Progress monitoring assessment is one of the four essential components of Response to Intervention (RTI), as defined by the National Center on Response to Intervention (NCRTI). Progress monitoring data allow teachers to evaluate the academic performance of students over time, quantify rates of improvement or responsiveness to instruction, and evaluate instructional effectiveness (NCRTI, 2010). To make these instructional decisions, it is essential to use a trend line on a student's graph and have concrete decision rules. It is also important to show instructional changes on the student's graph to provide a full picture of the student's progress and the strategies used to improve outcomes. This brief focuses on the common omission of trend lines and instructional changes in progress monitoring graphs and provides information on two decision rules that can be used to inform instructional decisions based on progress monitoring data.
Common Progress Monitoring Omissions: Reporting Information to Parents. Progress Monitoring Brief #4
Author: National Center on Response to Intervention
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Progress Monitoring,Parents,Response to Intervention,Academic Achievement,Instructional Effectiveness,Parent Student Relationship,Data,Graphs,Reading Skills

Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to evaluate instructional effectiveness. For students with disabilities, progress monitoring may also be used to formulate effective individualized programs (National Center on Response to Intervention [NCRTI], 2010). This brief focuses on the importance of sharing progress monitoring data with parents to help support student progress.
Warmth and Demand: The Relation between Students&apos; Perceptions of The Classroom Environment and Achievement Growth
Author: Sandilos, Lia E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,African American Students,Elementary School Students,Elementary School Teachers,Ethnicity,Grade 4,Grade 5,Student Attitudes,Teacher Characteristics,Teacher Student Relationship,Teaching Styles

Theory suggests that African American students benefit from warm and demanding teachers. This study examines the relation between students' perceptions of 634 teachers' warm demander characteristics and achievement growth in fourth and fifth grades (M[subscript student age] = 9-11.5 years). Analyses explored whether relations were moderated by the proportion of African American students in the classroom or the ethnic match or mismatch between African American students and their teachers. Results indicated that students' perceptions of teachers' demand (challenge and control) related to student achievement growth. Findings showed a stronger relation between challenge and academic growth in classrooms with more African American students, but no significant findings were identified for ethnic match or mismatch. [This paper was published in &quot;Child Development&quot; (EJ1147173).]
The Spanish Language Testee Profile: Issues in Standardized Language Testing
Author: Garcia Laborda, Jesus
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Tests,Standardized Tests,Testing Problems,Educational Legislation,English (Second Language)

Spain is currently living a transitional situation. In 2013 a new educational law was passed, the Organic Law that Modifies the Quality of Education (LOMCE). That law, among many other aspects, introduces the use of standardized external tests either to (1) guide or provide suggestions for the educational track, or (2) to obtain inferences towards to what further studies should students follow (whether professional training and the academic Baccalaureate). This is especially a problem because language is one of the worst subjects for many Spanish students. This presentation is aimed at describing these problems along with a framework of how they can be solved. [Paper presented the 2nd Global Conference on Psychology Researches, 28-29, November 2014.]
Trialing a Tablet PC Based Language Test
Author: Litzler, Mary Frances
Date: 2015-00-00
Type: Journal Articles
Subjects: Handheld Devices,Educational Technology,Language Tests,Computer Assisted Testing,Second Language Instruction,Language Teachers,Questionnaires,High Stakes Tests,Secondary Education,Foreign Countries,Undergraduate Study,Preservice Teachers,Teacher Education Programs,Student Attitudes,Student Surveys

Designing tests is a sophisticated task due to issues such as rubrics, validation and impact. Delivery has become another key issue in recent years. Recent research projects in Spain (García Laborda et al.s, 2010, García Laborda, 2012; García Laborda et al., 2014; Bueno Alastuey et al., 2014) have been working mainly with technological devices as a means of test delivery. However, technology has changed in the last three years making desktop PCs and mobile phones less attractive due to space and practicality considerations. The use of tablet PCs for test delivery might be an effective option that combines the advantages of both devices. This paper investigates some potential difficulties that might be encountered if they are to be used for delivery of high stakes tests. In particular, it examines the perceptions of 24 future foreign language teachers based on a questionnaire. The results indicate that tablet PCs could be adequate for high-stakes tests in the 2nd and 4th years of secondary school (ESO) and the 2nd year of Baccalaureate studies in Spain. This paper addresses the rationale, our method of research and the questionnaire, and the results. [This paper was presented at the Conference of the Spanish Association of Applied Linguistics (AESLA) (33rd, Apr 16-18, 2015, Madrid, Spain.]
Intensive Intervention Practice Guide: School-Based Functional Analysis
Author: Pennington, Brittany
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Intervention,Special Education,Disabilities,Reading Difficulties,Mathematics,Learning Problems,Behavior Problems,Evidence Based Practice,Educational Strategies,Functional Behavioral Assessment,Behavior Modification,Program Effectiveness,Outcomes of Treatment,Behavioral Objectives

The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The &quot;Intensive Intervention Practice Guides&quot; are created for practitioners as well as faculty engaged in instructing pre- and in-service teachers. This practice guide discusses how applying strategies to assess and treat challenging behaviors, such as functional analysis (FA), is one way to help students struggling with challenging behavior while increasing teacher confidence and expertise. When practitioners understand why students engage in challenging behavior they can design a function-based intervention to decrease challenging behavior and increase appropriate behavior. The guide includes a list of resources that provide more information on the behavioral principles supporting FA and the specific procedures required to conduct them.
Washback Factors and Inference Predictors in the Spanish University Examination: The OPENPAU Project (FFI2011-22442)
Author: Garcia Laborda, Jesus
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Entrance Examinations,Tests,Feedback (Response),Inferences,Bilingual Students,English (Second Language),Test Construction,Language Skills,Language Usage,Reading,Writing (Composition),Listening,Speech Communication,Oral English,Verbal Tests,Predictor Variables

Background: University Entrance Examinations provide information the student's opportunities to succeed in their academic university career. However, the current foreign language paper of the Spanish University Entrance Examination does no permit to obtain enough evidence to make academic inferences. Purpose of Study: The purpose of this study was to determine if the new test would serve for these objectives according to the students' needs and expected use of the language. Sources of Evidence: Based on Chapelle (2007) and García Laborda (2010). Analysis and results: Primary findings indicate that the test requires a deep revision in the test items, task typology and, overall, the test definition. [Paper presented at WCES 2012.]
Multimodal Interaction on English Testing Academic Assessment
Author: Magal-Royo, T.
Date: 2012-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,English (Second Language),Second Language Learning,Second Language Instruction,Independent Study,Skill Development,Foreign Countries,Computer Assisted Instruction,Teaching Methods,Higher Education

Multimodal interaction methods applied to learning environments of the English language will be a line for future research from the use of adapted mobile phones or PDAs. Today's mobile devices allow access and data entry in a synchronized manner through different channels. At the academic level we made the first analysis of English language learning on a multimodal experimental platform. The research will evaluate the impact of college students use for future online applications aimed at improving language skills through self-learning. [Paper presented at WCES 2012.]
Intensive Intervention Practice Guide: Motivation Training
Author: Didion, Lisa Anne
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Intervention,Special Education,Motivation Techniques,Training,Behavior Modification,Student Motivation,Academic Achievement,Self Concept,Outcomes of Education,Attribution Theory,Behavior Change,Program Effectiveness

The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The &quot;Intensive Intervention Practice Guides&quot; are created for practitioners as well as faculty engaged in instructing pre- and in-service teachers. The purpose of this research brief is to explore motivation training as a potential intervention component that could be added to existing academic or behavior intervention frameworks to intensify instruction for students exhibiting weaknesses in this domain or in isolation with close monitoring of dosage and frequency. Motivation training is theorized to influence the way students perceive themselves and provides students with effective means to explain their achievement through intrinsic motivation. Researchers have examined the effects of motivation training on measures of academic achievement, behavioral outcomes, self-esteem, motivation, and attribution. The results of these studies speak to the potential effect of motivation training not only on student motivation and attribution style, but also academic outcomes above and beyond an academic intervention on its own. This suggests a potential mechanism of change, whereby motivational training improves measures of motivation and self-concept, which in turn make an intervention more salient and effective for the student. It also underscores the importance of school-based implementation of motivation training as an intensifier of intervention, particularly for students with the most persistent needs or those with inadequate responses to previous intervention attempts. This guide provides a list of resources that can provide information on motivation and cognitive training.
Building Tier 3 Intervention for Long-Term Slow Growers in Grades 3-4: A Pilot Study
Author: Sanchez, Victoria
Date: 2015-11-00
Type: Reports - Research
Subjects: Elementary School Students,General Education,Grade 3,Grade 4,Learning Disabilities,Pilot Projects,Reading Difficulties,Reading Improvement,Reading Instruction,Reading Rate,Remedial Reading,Response to Intervention,Skill Development,Supplementary Education,Word Recognition

Tier 3 interventions are necessary for students who fail to respond adequately to Tier 1 general education instruction and Tier 2 supplemental reading intervention instruction. We identified 8 students in 3rd and 4th grade who had demonstrated a slow response to Tier 2 reading interventions for three years. Students participated in a researcher-developed Tier 3 intervention for 8 weeks that focused on skill development in word analysis, word identification, and reading rate. Prior to Tier 3, students were making minimal growth in reading; however, during Tier 3, the 8 students demonstrated strong growth on measures of word identification and reading rate. Given that educators can easily implement a similar Tier 3 intervention in their own schools, results are promising for poor readers who are difficult to remediate. [This paper was published in &quot;Learning Disabilities Research &amp; Practice,&quot; v30 n4 p171-181 Nov 2015 (EJ1079599).]
FILILAB: Creation and Use of a Learning Object Repository for EFL
Author: Litzler, Mary Frances
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Instructional Materials,Educational Resources,Shared Resources and Services,Foreign Countries,Web Sites,Independent Study,Student Attitudes,Usability,College Students,Computer Software

Background: Students at the Universidad de Alcala need batteries of learning objects and exercises. Although student textbooks tend to include a wide range of additional exercises, students in advanced linguistics and language courses require learning objects to obtain additional practice. Online repositories offer excellent opportunities for independent study and their creation, although expensive, is usually worth developing. Purpose of Study: This paper discusses the different aspects of the project FILILAB, which is aimed at developing a learning object repository. Sources of Evidence: The sources of information used are based on authors such as Isabel Pérez. Analysis and results: This paper presents the benefits, form and construct of the repository. [Paper presented at WCES 2012.]