ethanporcaro/eric-fulltext-meta huggingface dataset:
A School Nurse-Delivered Intervention for Anxious Children: An Open Trial
Author: Muggeo, Michela A.
Date: 2017-06-00
Type: Journal Articles
Subjects: Anxiety Disorders,School Nurses,Role,Intervention,Elementary School Students,Training,Program Effectiveness,Attitude Measures,Satisfaction,Pretests Posttests,Symptoms (Individual Disorders),Attention,Parent Attitudes,Student Attitudes,Teacher Attitudes,Barriers,Cognitive Restructuring,Behavior Modification,Questionnaires,Rating Scales,Interviews,Child Behavior,Achievement Tests,Cognitive Ability,Cognitive Tests,Check Lists

Anxiety disorders are common in children and severely impair their functioning. Because a hallmark symptom of anxiety is somatic complaints, anxious youth often seek help from their school nurse. Thus, school nurses are in an ideal position to identify anxious children and intervene early. This study assessed the feasibility of a brief nurse-administered intervention (CALM-Child Anxiety Learning Modules) based on cognitive behavioral strategies to reduce anxiety symptoms and improve academic functioning. Nine elementary school nurses completed a one-day training and administered the CALM intervention to 11 children with elevated symptoms of anxiety (M age: 8.09; range 5-11; 54% male; 91% White). Feasibility of the intervention was assessed using several indicators (e.g., training satisfaction, intervention satisfaction/helpfulness). Pre-post intervention child outcomes were collected from evaluators, parents, children, and teachers. Results indicated that the majority of nurses were highly satisfied with the training and reported the intervention was feasible. Paired t tests on pre-post outcome measures revealed significant reductions in anxiety, somatic symptoms, and concentration problems. Nurses (70%), parents (81%), and children (50%) reported that the intervention was either somewhat or very helpful. Preliminary results identified barriers to implementation but also suggest that the intervention is feasible and helpful. A sufficiently powered randomized controlled trial is needed to assess the intervention's efficacy.
Considering Cognitive Factors in Interest Research: Context Personalization and Illustrations in Math Curricula
Author: Candace, Walkington
Date: 2016-11-00
Type: Reports - Research
Subjects: Mathematics Instruction,Student Interests,Mathematics Curriculum,Individualized Instruction,Visual Stimuli,Middle School Students,Secondary School Mathematics,Intervention,Problem Solving,Mathematical Concepts,Grade 6,Blended Learning,Educational Technology,Technology Uses in Education,Regression (Statistics),Pretests Posttests

This paper examines two factors that have been shown in previous literature to enhance students' interest in learning mathematics--personalization of problems to students' interest areas, and the addition of visual representations such as decorative illustrations. In two studies taking place within an online curriculum for middle school mathematics, students receive problem types that vary with respect to these factors. Results show that while these interest-enhancing interventions may benefit students in the short-term as they solve modified problems, there is little evidence they allow students to understand key mathematics concepts more deeply. [This paper was published in: Wood, M. B., Turner, E. E., Civil, M., &amp; Eli, J. A. (Eds.). (2016). &quot;Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.&quot; Tucson, AZ: The University of Arizona.]
Trial and Error: California Students Make the Best of an Improving yet Complex Transfer Process
Author: Lewis, Jodi
Date: 2016-10-00
Type: Reports - Research
Subjects: College Transfer Students,Community Colleges,Two Year College Students,State Universities,Transfer Rates (College),Transfer Programs,Transfer Policy,Focus Groups,Guidance,Student Attitudes,Associate Degrees,Outcomes of Education,Semi Structured Interviews,Content Analysis

Student transfer processes from the California Community Colleges (CCC) to the California State University (CSU) have been simplified somewhat over the past few years, but they remain complex and confusing for most transfer students, according to students, administrators, and staff at several community colleges and CSU campuses. Transfer processes--from planning and course-taking at a community college to applying to and enrolling at a CSU campus--remain burdensome for students, despite the services provided by institutions and the implementation of the new associate degree for transfer (AD-T). Many transfer students, to make it through, employ strategies that were described to us as trial and error. College administrators, staff, and students said that students need more help interpreting transfer requirements. These findings are based on research by the Education Insights Center (EdInsights) examining policies and practices in California that support student transfer from the community colleges to the CSU. Previous research has documented the complexity of transfer processes in California. In 2010, the state enacted the Student Transfer Achievement Reform Act to streamline transfer from the community colleges to the CSU by creating a new degree, the AD-T. This research examined how students experience policies and practices related to transfer from community colleges to CSU in the context of the AD-T, which was implemented in 2012. Findings are drawn from interviews with 26 administrators and staff at six community colleges and four CSU campuses, and from focus groups at the four CSU campuses with 64 students who had successfully transferred from a community college. The following are appended: (1) Research Methodology; (2) Comparison of Intersegmental General Education Transfer Curriculum (IGETC) and CSU GE-Breadth Requirements; and (3) Comparing Transfer Requirements for Business Administration Majors at Two CSU Campuses. Contains endnotes.
Enhancing the Capacity of School Nurses to Reduce Excessive Anxiety in Children: Development of the CALM Intervention
Author: Drake, Kelly L.
Date: 2015-08-00
Type: Journal Articles
Subjects: School Nurses,Anxiety,Symptoms (Individual Disorders),Early Intervention,Anxiety Disorders,Randomized Controlled Trials,Emotional Disturbances,Elementary School Students,Student Behavior,Child Behavior,Rating Scales,Achievement Tests,Clinical Diagnosis,Diagnostic Tests,Cognitive Restructuring,Behavior Modification,Parents,Elementary School Teachers

Problem: Excessive anxiety is among the most common psychiatric problems facing youth. Because anxious youth tend to have somatic complaints, many seek help from the school nurse. Thus, school nurses are in an ideal position to provide early intervention. This study addresses this problem and describes the plans to develop and test a new intervention (Child Anxiety Learning Modules; CALM), delivered by school nurses, to reduce child anxiety and improve academic functioning. Methods: An iterative development process including consultation with an expert panel, two open trials, and a pilot randomized controlled study comparing CALM to usual care is proposed. Feedback will be solicited from all participants during each phase and data on outcome measures will be provided by children, parents, teachers, and independent evaluators. Findings: Data will be collected on intervention satisfaction and feasibility. Primary outcomes that include child anxiety symptoms, classroom behavior, and school performance (e.g., attendance, grades, standardized test scores) will be collected at pre- and post-interventions and at a 3-month follow-up evaluation. Conclusions: Pediatric anxiety is a common problem that school nurses frequently encounter. Consequently, they are well positioned to play a key role in enhancing access to behavioral health interventions to reduce anxiety and may therefore make a significant positive public health impact.
Self-Handicapping and Irrational Beliefs about Approval in a Sample of Teacher Candidates
Author: Kaya, Çinar
Date: 2017-05-00
Type: Journal Articles
Subjects: Beliefs,Preservice Teachers,Interpersonal Relationship,Self Esteem,Statistical Analysis,Correlation,Teacher Education Programs,Gender Differences

The main objective of the current study is to examine the relationships between self-handicapping, and irrational beliefs about approval, irrational beliefs about interpersonal relationships, irrational beliefs about self and the overall level of irrational beliefs by reference to the &quot; ABC &quot; framework. Participants of the study were 263 teacher candidates. Self-Handicapping Scale and Irrational Beliefs Scale-Short Form was utilized in order to measure the constructs. Spearman's Rho correlations and Mann-Whitney U analyses were conducted. Irrational beliefs about approval and general irrational beliefs levels significantly related with levels of self-handicapping (r = 0.33 and r = 0.18 respectively, p &lt; 0.05). The results verified that self-handicapping scores related positively to the scores of irrational beliefs about approval. A gender difference with respect to levels of irrational beliefs about approval was also verified. The results were discussed within the scope of the related literature.
Gaps in Perspective: Who Should Be Responsible for Tracking Student Progress across Education Institutions? California Education Policy, Student Data, and the Quest to Improve Student Progress, Part I. Policy Brief
Author: Moore, Colleen
Date: 2016-11-00
Type: Reports - Research
Subjects: Progress Monitoring,Data Collection,School District Autonomy,Higher Education,Elementary Secondary Education,Educational Policy,Cooperation,School Districts,Interviews,Teacher Attitudes,State Policy,State Government,Government Role,Access to Information

Conventional wisdom suggests that local educators tend to be wary of efforts by the state to gather more information from their institutions, due to the burdens that such requests often entail. But California's current education landscape, with its shift from state to local control of funding and accountability in the K-12 system, its massive educational experiments underway, and its highly localized and autonomous higher education systems, may represent a departure from the conventional. The local educators we interviewed as part of a research project expressed the need for--and a readiness to participate in--a state-level data system to gather and track information about student progress in and across educational institutions. The state officials we spoke with, on the other hand, were not convinced that gathering and sharing this information should be a top priority for the state and they were doubtful that such a system would provide enough benefits to justify its implementation costs. These observations are drawn from conversations with education leaders at the local and regional levels, as well as with state-level policymakers, undertaken as part of a three-year project by the Education Insights Center (EdInsights) to understand barriers to increasing postsecondary attainment. The project's ultimate goal is to identify opportunities to improve policies in support of student progress throughout the education pipeline--from K-12 schools, into and through community colleges and universities, and into the workforce. This brief is the first in a series that will explore California's approach to tracking, sharing, and using longitudinal data about student progress throughout the state's education systems. Contains endnotes.
Associating Mathematical Stories That Are Written by the 8th Grade Students Who Are Studying at Advantageous and Disadvantageous Regions' Schools with Their Mathematical Perceptions: Istanbul Case
Author: Bahadir, Elif
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Story Telling,Writing Assignments,Interdisciplinary Approach,Mathematics Skills,Misconceptions,Creative Writing,Teaching Methods,Grade 8,Geometric Concepts,Socioeconomic Influences

In this study, mathematical stories written by 50 middle school students were analyzed. The study group consisted of two different student groups who were living in advantageous and disadvantageous regions in Istanbul. At the first stage, the students were presented a mathematical story called &quot;My Fractal Tree&quot;, then told about what the mathematical story was and asked to write a mathematical story about any subjects. 43 of the stories have story characteristics. The stories were separately analyzed under the headings of &quot;involving a mathematical subject&quot;, &quot;having mathematical characteristics or not&quot; and &quot;the math topics students used in their stories&quot;. The findings about the contents of the stories were analyzed on 4 main themes; &quot;Mathematics' relations with other subjects&quot;, &quot;Perceptions towards mathematics&quot;, &quot;Mathematical level&quot; and &quot;Creativity&quot;. Students can be seen to have mentioned about the math's relations with other subjects. Students' abilities to use mathematical elements correctly are quite low, their learning about concepts is weak and their misconceptions are too high. Generally, a very plain language is seen in the stories in terms of language expression, but transitions between topics seem weak. Considering the creativity element in the students' writings, advantageous group was seen to have created highly creative stories. &quot;My Fractal Tree&quot; story is appended.
Adaptive Educational Technologies: Tools for Learning and for Learning about Learning
Author: Natriello, Gary, Ed.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Educational Technology,Appropriate Technology,Educational Research,Learning Processes,Data Collection,Feedback (Response),Student Improvement,Instructional Improvement,Curriculum Development,Instructional Design,Theory Practice Relationship,Educational Researchers,Training,Credentials,Guidelines

With the spread of adaptive technologies that customize the user experience in response to individual users, it is not surprising that such experiences are increasingly found in educational settings or in tools to facilitate learning. The National Academy of Education commissioned a background paper and held two meetings of scholars, policy makers, and developers of adaptive educational technologies to consider the implications of such adaptive systems for education research and education researchers. This report highlights the issues discussed in those proceedings. The following are appended: (1) Workshop Agenda and Participants; and (2) Summit Agenda and Participants.
Compendium of Read 180 Research: 16 Years of Evidence-Based Results for America's Struggling Readers
Date: 2015-10-00
Type: Reports - Research
Subjects: Reading Programs,Program Effectiveness,Reading Difficulties,Reading Achievement,Reading Improvement,School Districts,Elementary Schools,Middle Schools,High Schools,Disadvantaged Youth,Achievement Gap,English Language Learners,Disabilities,At Risk Students,Student Evaluation,Standardized Tests,Quasiexperimental Design,Randomized Controlled Trials,Longitudinal Studies,Case Studies,Evidence Based Practice

In school districts across the nation, diverse student groups, including English Learners and students with disabilities, have been experiencing significant gains in reading performance after using READ 180. This compendium of READ 180 research contains results of 40 studies conducted in a variety of settings, in school districts across the country from 2000 to 2015. Studies include randomized control trials, quasi-experimental studies, as well as correlational and descriptive studies. Results on reading gains for the general student population and in some cases for specific demographic groups of students are provided. The studies in this compendium show that READ 180 meets the literacy needs of even the most challenged students, and the findings of these studies have been integral in informing new and better versions of the program, including the most recent READ 180 Universal. An index is included. [This document has been revised-rebranded by Houghton Mifflin Harcourt to supplement the &quot;Compendium of Read 180® Research: 15 Years of Evidence-Based Results for America's Struggling Readers&quot; (ED562683).]
Tracing Assessment Practice as Reflected in &quot;Assessment Update.&quot; NILOA Occasional Paper #28
Author: Banta, Trudy W.
Date: 2016-10-00
Type: Information Analyses
Subjects: Educational Assessment,Foreign Countries,Accountability,Evaluation Methods,Higher Education,International Assessment,Educational History,Standardized Tests,Competence,Scholarship,Cooperation,College Students,College Faculty,Community Involvement,Leadership Role,Stakeholders,Quality Assurance

At some future point, when a definitive history of the assessment movement is written, one of the most frequently cited, influential publications will be &quot;Assessment Update&quot; (&quot;AU&quot;). Since 1989, this bimonthly newsletter has been published by Jossey-Bass in partnership with Indiana University-Purdue University Indianapolis (IUPUI). It is no coincidence that the two most frequent contributors to &quot;AU,&quot; Trudy Banta--&quot;AU&quot;'s founding editor and intellectual muse--and Peter Ewell, are also among the most prolific thinkers and writers shaping the scholarship and practice of student learning outcomes assessment. In this featured NILOA occasional paper, Banta and Ewell with the assistance of Cynthia Cogswell mine the pages of &quot;AU&quot; between 2000 through 2015 to distill the major themes and advances that characterize the evolution of assessment as a field of professional practice. [Foreword by George D. Kuh.]
Pedagogical Choices Make Large Classes Feel Small. NILOA Occasional Paper #27
Author: Singer-Freeman, Karen
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Small Classes,Class Size,Large Group Instruction,Evidence Based Practice,Teaching Methods,Discussion (Teaching Technique),Active Learning,Evaluation Methods,Learner Engagement,At Risk Students,Communities of Practice,Mentors,Psychology,Teacher Aides,Academic Persistence,Child Development,College Students

Many students begin their college experience enrolled in large introductory classes. These classes are likely to enroll students who are at risk of leaving college without a degree. As such, these classes have the potential to reach at-risk students including first-year, first-generation, undeclared, and underrepresented minority (URM) students. Unfortunately, large lecture classes can make it difficult for students to develop meaningful relationships with faculty members or peers, even though it is known that the presence of strong faculty-student relationships predicts student engagement (Jaasma &amp; Koper, 1999). One route to engaging students is the intentional use of evidence-based pedagogical practices. There have been substantial efforts to improve large lecture classes through the strategic use of discussion sections, active learning, and varied forms of assessment. Additionally, efforts to increase students' engagement and persistence have taken place outside of the classroom. We believe that some evidence-based practices developed outside the classroom are ripe for use in large lectures. In the current paper we describe an integration of academic content with practices that support student engagement and success in a large general education course, &quot;Child Development.&quot; We begin with a brief description of the class, as it was before modification and as it is now. We then summarize some of the literature that describes evidenced-based methods of supporting at-risk students and explain how we have used this literature to inform our alignment of pedagogical practices with pedagogical goals. We share means of authentic assessment used in this course that target academic mastery and student well-being during and after the course's completion. Throughout this discussion we report on early indications that our modifications have met our intended goals. We conclude by considering principles that might guide redesign of other large classes. [Foreword by Pat Hutchings.]
State Policy Leadership in Higher Education: Six Case Studies
Author: Shulock, Nancy
Date: 2014-07-00
Type: Reports - Research
Subjects: State Policy,Educational Policy,Higher Education,Case Studies,Educational Change,Policy Formation,Program Implementation,Leadership,Educational Finance,State Aid,Student Financial Aid,State Programs,Academic Achievement,Governance,Institutional Autonomy,State Legislation,Educational Legislation,Educational Objectives,Progress Monitoring,Alignment (Education),Enrollment,Educational Planning,Graduation,Statewide Planning,Educational Assessment,State Boards of Education

This report provides six mini-case studies of higher education policy reforms enacted in other states, exploring the important role that state policy leadership played in developing, promoting, and implementing these policies aimed at improving higher education outcomes, and discussing the relevance of each reform effort for California. This report follows two reports: an update of California higher education performance, &quot;Average Won't Do,&quot; and &quot;A New Vision for California Higher Education,&quot; an effort to engage stakeholders around a vision more suited to today's students and economic conditions than the 1960 Master Plan. Together, the reports underscore the urgency of efforts to improve leadership and policy for higher education in California, and offer ideas for how this might be accomplished. One reform is highlighted in each of the following states: (1) Colorado; (2) Indiana; (3) Maryland; (4) Oregon; (5) Tennessee; and (6) Texas. [For the above-mentioned accompanying reports, &quot;Average Won't Do: Performance Trends in California Higher Education as a Foundation for Action,&quot; see ED574485 and &quot;A New Vision for California Higher Education: A Model Public Agenda,&quot; see ED574486.]
A New Vision for California Higher Education: A Model Public Agenda
Author: Shulock, Nancy
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Change,Educational Policy,Agenda Setting,Educational Planning,Regional Planning,Change Strategies,Barriers,Educational Attainment,Achievement Gains,Population Groups,Educational Assessment,Educational Indicators,College Role,Educational Opportunities,Educational Needs,Financial Policy,Accountability,Models,Educational Objectives,State Policy,State Action,Achievement Gap

This report constructs a model public agenda to address the mounting challenges facing California higher education. It is intended to inspire broad discussion potentially leading to an official public agenda for California higher education. The report describes some of the structural barriers that are preventing more dramatic progress in meeting California's needs. The model public agenda envisions region-based planning and heightened collaboration at the regional level, guided by effective state-level policy leadership. (A list of resources is included.) [For accompanying reports, &quot;State Policy Leadership in Higher Education: Six Case Studies,&quot; see ED574483 and &quot;Average Won't Do: Performance Trends in California Higher Education as a Foundation for Action,&quot; see ED574485.]