ethanporcaro/eric-fulltext-meta huggingface dataset:
Beyond Behavioral Modification: Benefits of Socio-Emotional/Self-Regulation Training for Preschoolers with Behavior Problems
Author: Graziano, Paulo A.
Date: 2016-10-00
Type: Reports - Research
Subjects: Behavior Modification,Self Control,Preschool Children,Behavior Problems,Child Behavior,Program Evaluation,School Readiness,At Risk Students,Summer Programs,Control Groups,Experimental Groups,Comparative Analysis,Outcomes of Education,Academic Achievement,Emotional Development,Executive Function,Parent Education,Social Development,Child Development,Early Intervention,Cognitive Development,Intelligence Tests,Questionnaires,Rating Scales,Screening Tests,Likert Scales,Achievement Tests,Statistical Analysis

The current study evaluated the initial efficacy of three intervention programs aimed at improving school readiness in preschool children with externalizing behavior problems (EBP). Participants for this study included 45 preschool children (76% boys; M[subscript age] = 5.16 years; 84% Hispanic/Latino background) with at-risk or clinically elevated levels of EBP. During the summer between preschool and kindergarten, children were randomized to receive three newly developed intervention packages. The first and most cost effective intervention package was an 8-week School Readiness Parenting Program (SRPP). Families randomized into the second and third intervention packages received not only the weekly SRPP, but children also attended two different versions of an intensive kindergarten summer readiness class (M-F, 8 a.m.-5 p.m.) that was part of an 8-week summer treatment program for pre-kindergarteners (STP-PreK). One version included the standard behavioral modification system and academic curriculum (STP-PreK) while the other additionally contained social-emotional and self-regulation training (STP-PreK Enhanced). Baseline, post-intervention, and 6-month follow-up data were collected on children's school readiness outcomes including parent, teacher, and objective assessment measures. Analyses using linear mixed models indicated that children's behavioral functioning significantly improved across all groups in a similar magnitude. Children in the STP-PreK Enhanced group, however, experienced greater growth across time in academic achievement, emotion knowledge, emotion regulation, and executive functioning compared to children in the other groups. These findings suggest that while parent training is sufficient to address children's behavioral difficulties, an intensive summer program that goes beyond behavioral modification and academic preparation by targeting socio-emotional and self-regulation skills can have incremental benefits across multiple aspects of school readiness. [This article was published in &quot;Journal of School Psychology,&quot; v58 p91-111 Oct 2016.]
Assessing Callous-Unemotional Traits in Preschool Children with Disruptive Behavior Problems Using Peer Reports
Author: Graziano, Paulo A.
Date: 2016-00-00
Type: Reports - Research
Subjects: Preschool Children,Child Behavior,Behavior Problems,At Risk Students,Preschool Teachers,Summer Programs,Behavior Disorders,Emotional Disturbances,Antisocial Behavior,Hispanic Americans,Behavior Modification,Caregiver Child Relationship,Rating Scales,Cognitive Development,Intelligence Tests,Young Children,Factor Analysis,Regression (Statistics)

The goal of this study was to examine the extent to which preschoolers with externalizing behavior problems (EBP) can identify behaviors indicative of callous-unemotional (CU) traits among their peers. Participants for this study included 86 preschool children (69% boys; M[subscript age] = 5.07 years) with at-risk or clinically elevated levels of EBP who were attending a summer treatment camp. Data collected from the children, their peers, and the counselors who worked at the summer camp examined preschoolers' social preference, likability, and behaviors indicative of CU. Parents and preschool teachers also reported on children's CU traits and severity of behavioral impairment, as well as school readiness. Peer nominations of CU traits showed (a) excellent factor structure as evidenced by clear CU items (e.g., &quot;don't feel bad when they do something wrong&quot;) versus more prosocial items (&quot;share,&quot; &quot;cooperate&quot;); (b) moderate construct validity when compared to counselor reports of the CU factor as well as preschool teacher reported ratings of CU traits and severity of behavioral impairment; and (c) good utility as evidenced by associations with peer and counselor rated social preference, likability, and school readiness measures as rated by both parents and preschool teachers. These findings indicate that as early as preschool, children with EBP can identify peers who engage in behaviors indicative of CU traits, which have significant implications for children's social status and overall school readiness. [This article was published in &quot;Journal of Clinical Child and Adolescent Psychology,&quot; v45 n2 p201-214 2016.]
Off-Task Behavior in Elementary School Children
Author: Godwin, Karrie E
Date: 2016-08-00
Type: Reports - Research
Subjects: Observation,Student Behavior,Time on Task,Elementary School Students,Student Characteristics,Gender Differences,Instructional Program Divisions,Socioeconomic Status,Instructional Design,Teaching Methods,Institutional Characteristics,Attention,Coding,Peer Influence,Statistical Analysis

This paper reports results from a large-scale observational study investigating attention allocation during instructional activities in elementary school students (kindergarten through fourth-grade). In Study 1, 22 classrooms participated while a more diverse sample of 30 classrooms participated in Study 2. This work investigated temporal patterns in children's attention allocation by collecting observational data on children's on- and off-task behaviors at three different time points (i.e., beginning, middle, and end of the school year) [Study 1]. We also investigated whether patterns of attention allocation changed as a function of student characteristics (gender, grade-level, SES), teachers' instructional design choices (instructional format and duration of an instructional activity), and school type (private, parochial, public charter schools) [Studies 1 &amp; 2]. Children's patterns of attention allocation fluctuated over the course of the school year. Female students were found to be more on-task compared to male students. On-task behavior tended to decline as the instructional duration increased. The lowest rates of on-task behavior were observed while children were engaged in whole-group instructional formats. An effect of school type was found with higher proportions of on-task behavior observed in parochial schools. However, the effect of grade-level was equivocal across studies. These findings can begin to form a foundation for the development of research-based guidelines for instructional design aimed to support engagement among students in elementary classrooms. [This article was published in &quot;Learning and Instruction,&quot;v44 p128-143 Aug 2016.]
Millions Learning: Scaling up Quality Education in Developing Countries
Author: Robinson, Jenny Perlman
Date: 2016-00-00
Type: Reports - Research
Subjects: Educational Quality,Developing Nations,Educational Improvement,Case Studies,Research and Development,Networks,Information Dissemination,Talent,Expertise,Financial Support,Evaluation,Rural Areas,Foreign Countries,Educational Change,Scaling,Educational Needs,Intervention,Cost Effectiveness,Teaching Methods,Community Involvement,Cooperation,Educational Policy

&quot;Millions Learning: Scaling up Quality Education in Developing Countries&quot; tells the story of where and how quality education has scaled in low- and middle-income countries. The story emerges from wide-ranging research on scaling and learning, including 14 in-depth case studies from around the globe. Ultimately, &quot;Millions Learning&quot; finds that from the slums of New Delhi to the rainforest in Brazil, transformational change in children's learning is happening at large scale in many places around the world. The authors find that successful scaling of quality learning often occurs when new approaches and ideas are allowed to develop and grow on the margins and then spread to reach many more children and youth. In &quot;Millions Learning,&quot; the authors identify 14 core ingredients, in different combinations depending on the context, that contribute to scaling quality learning. Each of these ingredients is central for scaling effective approaches that improve learning. Their importance is frequently reinforced from evidence in the broader scaling literature. They include essential elements for designing, delivering, financing, and enabling the scaling of quality education. The authors recommend the following five main actions to create inclusive and adaptive education ecosystems and ultimately help scale quality learning for millions of children and youth: (1) Develop a culture of Research &amp; Development in Education; (2) Share new ideas through a network of idea hubs; (3) Activate talent and expertise outside the classroom; (4) Fund the middle phase; and (5) Measure and learn what works through better learning and scaling data. Three annexes present: (1) &quot;Millions Learning&quot; case study selection process; (2) 14 &quot;Millions Learning&quot; case studies; and (3) Acknowledgements. A bibliography is included. [This report was written with Eileen McGivney.]
Financing Education: Opportunities for Global Action
Author: Steer, Liesbet
Date: 2015-07-00
Type: Reports - Research
Subjects: Educational Finance,Global Education,Access to Education,Developing Nations,Foreign Countries,Case Studies,Donors,Public Education,Expenditures,Comparative Analysis,Elementary Education,Secondary Education,Postsecondary Education,Resource Allocation,Budgets,Financial Needs

It is hoped that this year will be marked in history as the year when the world agreed on an ambitious global plan to eradicate poverty and ensure that all children have access to a high-quality basic education. This report focuses on how a subset of the targets related to basic education--that is, that all children should complete high-quality pre-primary, primary and lower secondary education--can be financed. It reviews the financing efforts for the education sector in developing countries during the past decade and assesses what will be required in the coming years to reach the basic education goals by 2030. The authors draw on variety of data sources as well as five country case studies--for Afghanistan, Lebanon, Malawi, Nigeria and Pakistan. Based on their findings, they conclude with four opportunities for global action. Three annexes are included: (1) Projected Total Annual Cost, Domestic Public Spending and Aid for Basic Education in 2020, per Child, constant 2012 dollars; (2) Goal 4 of the United Nations General Assembly's Open Working Group on Sustainable Development Goals: Ensure Inclusive and Equitable High-Quality Education and Promote Lifelong Learning Opportunities for All; and (3) Methodology.
Effects of Cumulative Family Risk Factors on American Students' Academic Performance
Author: Dunst, Carl J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Achievement,Risk,Family Characteristics,Family Influence,Community Surveys,Elementary Secondary Education,Outcome Measures,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,Graduation Rate,High School Graduates,Statistical Analysis,National Competency Tests

The relationships between cumulative family risk factors and American students' academic performance were examined in all 50 States and the District of Columbia. Data from the 2007 &quot;American Community Survey&quot; were used to ascertain the percent of birth to 18 year old children in the United States who experienced three or more risk factors. The outcome measures were the 2007, 2009, 2011, and 2013 &quot;National Assessment of Educational Progress&quot; 4th and 8th grade reading and mathematics scores and high school graduation rates. Results showed that between 40% and 64% of the variance in students' academic performance was accounted for by cumulative family risk factor measure. The results indicate a need to consider, if not take into consideration, family influences outside of schools as part of improving student academic performance.
Precision of Student Growth Percentiles with Small Sample Sizes
Author: Culbertson, Michael J.
Date: 2016-09-00
Type: Reports - Research
Subjects: Student Development,Sample Size,Academic Achievement,Scores,Accountability,Prior Learning,Error of Measurement,Regression (Statistics),Laboratories,Computer Simulation

States in the Regional Educational Laboratory (REL) Central region serve a largely rural population with many states enrolling fewer than 350,000 students. A common challenge identified among REL Central educators is identifying appropriate methods for analyzing data with small samples of students. In particular, members of the REL Central Educator Effectiveness Research Alliance in Colorado, Kansas, South Dakota and Wyoming are interested in understanding how the precision of student growth percentiles (SGPs), a measure of student growth in their accountability systems, varies depending on sample sizes. To support the EERA members, this study investigates the precision of SGP estimates when SGP calculations are based on small sample sizes. In small samples, very few students have exactly the same prior achievement score. In order to increase the sample size at any given level of prior achievement, some states with small student populations have considered using a coarser measure of prior achievement, such as dividing students into four achievement levels, instead of using exact achievement scores. This study investigates how categorizing students coarsely by prior achievement level before SGP analysis affects precision. Findings suggest that SGP estimates are less precise for high- and low-achieving students than for students with average achievement when the total sample size is small. Moreover, categorizing students coarsely by prior achievement before estimating the SGP model results in an increase in the precision of SGP estimates for the highest and lowest achieving students; however, this technique also reduces the similarity of students whose growth is compared. Results for different sample sizes may help states plan their strategy for SGP implementation and communication with stakeholders, such as reporting SGP bands instead of single numbers or cautioning stakeholders about making comparisons between SGPs that are similar. Data and Methodology are appended.
Children's Foreign Language Anxiety Scale: Preliminary Tests of Reliability and Validity
Author: Aydin, Selami
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Anxiety,Rating Scales,Test Reliability,Test Validity,Factor Structure,Pilot Projects,English (Second Language),Elementary School Students,Program Validation,Psychometrics,Foreign Countries,Statistical Analysis,Secondary School Students

Foreign language anxiety (FLA), which constitutes a serious problem in the foreign language learning process, has been mainly seen as a research issue regarding adult language learners, while it has been overlooked in children. This is because there is no an appropriate tool to measure FLA among children, whereas there are many studies on the scales that aim to measure anxiety levels among adult learners. Thus, the current study aims to conduct the preliminary tests of reliability and validity of the Children's Foreign Language Anxiety Scale (CFLAS) and to report on the pilot examination of reliability, validity and factor structure of the CFLAS. The findings of the pilot study show that CFLAS is a reliable and valid tool to measure FLA levels among children who learn English as a foreign language (EFL) within the age range of 7-12 in a Turkish EFL context.
Review of Opinions of Math Teachers Concerning the Learning Environment That They Design
Author: Aydin, Bünyamin
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Attitudes,Educational Environment,Textbooks,Foreign Countries,Teaching Methods,Case Studies,Qualitative Research,Secondary School Teachers,Teacher Surveys,Evaluation Methods,Relevance (Education)

Design of appropriate learning environment has a significant importance in creation of aims of the math teaching. In the design of learning environments, teachers play a significant role. The aim of this study is determination of opinions of the math teachers concerning the learning environment that they design. In accordance with this aim, an opinion form which is comprised of open-ended questions is applied on 30 math teachers who are in charge in Middle Anatolian Region in Turkey. The data which are obtained as result of the application have been analysed and presented by using frequencies and percentages. It is understood from the obtained results that teachers benefit from the textbooks and auxiliary test books for designing the teaching environment, and they don't often give a place to different teaching methods and techniques.
Fourth Graders and Non-Routine Problems: Are Strategies Decisive for Success?
Author: Yazgan, Yeliz
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 4,Primary Education,Problem Solving,Learning Strategies,Mathematics Education,Mathematics Tests,Scores,Multiple Regression Analysis,Discriminant Analysis,Pattern Recognition,Freehand Drawing,Mathematics Skills,Factor Analysis

This study aims to determine the explanatory and discriminative powers of non-routine problem solving strategies used by fourth graders. Six problems were asked to 240 pupils. After scoring answers between 0 and 10, bottom and top segments of 27% were determined based on total scores. Lastly, all scripts of students in these segments were re-scored with regard to strategy use. Multiple regression and discriminant analysis were utilized to evaluate data. Results showed that strategies explain 84% of the problem solving success, and their importance order is as follows: look for a pattern, work backward, make a systematic list, make a drawing, guess and check and simplify the problem. Strategies which play a significant role in distinguishing students are look for a pattern, make a systematic list, work backward, simplify the problem, make a drawing, respectively. Further researches using more problems, and examining students of different grades are suggested. An example of a problem-solving test is appended.
Learning Basic English in Overcrowded Classes for True Beginners
Author: Santana, Isaias
Date: 2016-05-31
Type: Reports - Research
Subjects: English (Second Language),Second Language Instruction,Teaching Methods,Class Size,Interviews,Teacher Attitudes,Focus Groups,Student Attitudes,Experimental Groups,Control Groups,Cooperative Learning,Electronic Publishing,Diaries,Pretests Posttests,Foreign Countries,Mixed Methods Research,College Students,Educational Environment

The higher educational institution where this study took place is located in the Dominican Republic. The purpose of this study was to provide insights to the effectiveness and impact of the instructional process applied in a Basic English class under overcrowding conditions, implementing an in depth interview to the faculty members and an eight-student focus group in each cluster (the experimental and control group) to interpret the instructional process when implementing a blog page and cooperative group work activities to improve the students' proficiency. The quantitative research findings were obtained from the pre and posttests to compare the experimental group in relation to the control group. T-tests were used to obtain the results in the pre and posttests, in order to determine if there were significant differences between the experimental and the control group. Whereas, the qualitative data were accessed through two focus groups with the students and an in depth interview with the professors. The participants' opinions were used to compare the instructional process when implementing a blog page and cooperative group work activities. Findings showed a holistic view of the instructional process under these conditions. The implementation post-test outcomes show the two-tailed p-value 0.0017&lt; 0.05 of the Alpha level, which means that this difference is considered to be very statistically significant and the qualitative data analysis confirmed that there is evidence that the use of the instructional techniques improves the students' proficiency under overcrowding conditions that could not be avoided due to the lack of budget and space.
The Effectiveness of Reflection in Developing Students' Oracy in English at the Faculties of Tourism and Hospitality
Author: Zayed, Jihan El-Sayed Ahmed
Date: 2009-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Tourism,Hospitality Occupations,English (Second Language),Language Skills,Oral Language,Reflection,Phonology,Vocabulary,Grammar,Pragmatics,Listening Skills,Questioning Techniques,Responses,College Students,Experimental Groups,Control Groups,Pretests Posttests,Scores,Foreign Countries,Communication Skills,Statistical Analysis,Questionnaires,Language Tests

This study aimed at determining the effectiveness of using reflection in developing Tourism and Hospitality students' oracy in English. Two modes of reflection (i.e., &quot;active reflection&quot; and &quot;proactive reflection&quot;) were used for developing two aspects of oracy: language awareness of some features of spoken language (i.e., &quot;phonology,&quot; &quot;vocabulary,&quot; &quot;grammar,&quot; and &quot;pragmatics&quot;) and some oral performance criteria (i.e., &quot;active listening,&quot; &quot;turn-taking,&quot; &quot;questioning,&quot; &quot;responding,&quot; and &quot;overall performance quality&quot;). To investigate the problem of the study, two sections from third-year, Tourism students--Faculty of Tourism and Hospitality, Suez Canal University--were randomly assigned to be either the experimental group (EG) or the control group (CG). Both groups studied six spoken texts; the former had the chance to practice reflection with its two modes while the latter had not that chance. They were pre-tested and post-tested on their oracy. A &quot;t&quot; test for independent samples demonstrated that there was a statistically significant difference between the mean score of the EG and that of the CG on the post OT favoring the EG in language awareness including vocabulary, grammar, and pragmatics and oral performance including &quot;active listening,&quot; &quot;turn-taking,&quot; &quot;questioning,&quot; &quot;responding,&quot; and &quot;overall performance quality.&quot; Therefore, it was concluded that using reflection is effective in developing Tourism and Hospitality students' oracy in English. The following are appended: (1) Pilot Study; (2) Manuscript Submitted for Validation; (3) Oracy Test (OT); (4) A Scoring Rubric (SR) for Part II of the OT; (5) Spoken Journal (SJ); (6) Student Questionnaire (SQ); (7) Sessions Plans; and (8) Jury Members. An Arabic summary is included.