ethanporcaro/eric-fulltext-meta huggingface dataset:
Technical Adequacy of the easyCBM[R] Mathematics Measures: Grades 3-8, 2009-2010 Version. Technical Report #1007
Author: Nese, Joseph F. T.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Curriculum Based Assessment,Mathematics Tests,Test Reliability,Test Validity,Validity,Construct Validity,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Formative Evaluation,Student Evaluation,Response to Intervention,Benchmarking,Achievement Gains,Mathematics Achievement

In this technical report, data are presented on the practical utility, reliability, and validity of the easyCBM[R] mathematics (2009-2010 version) measures for students in grades 3-8 within four districts in two states. Analyses include: minimum acceptable within-year growth; minimum acceptable year-end benchmark performance; internal and split-half reliabilities; reliability of the slope estimates; construct, concurrent, and predictive validity; and predictive validity of the slope estimates. Results demonstrate the technical adequacy of easyCBM[R] mathematics measures and add to the research on the technical properties of curriculum-based measurement (CBM). (Contains 1 footnote.)
Technical Adequacy of the easyCBM Reading Measures (Grades 3-7), 2009-2010 Version. Technical Report #1005
Author: Saez, Leilani
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Elementary School Students,Middle School Students,Vocabulary,Reading Comprehension,Curriculum Based Assessment,Validity,English Language Learners,Special Education,Academic Achievement,Minority Group Students,Student Characteristics,Testing Programs,Reading Fluency,Reading Tests,Reliability,Psychometrics,Educational Assessment,Computer Assisted Testing,Internet,Educational Technology,Measures (Individuals),Statistical Analysis,Response to Intervention,Federal Aid,Evaluation Research,Multiple Choice Tests,Ethnic Groups

In this series of studies, we investigated the technical adequacy of three curriculum-based measures used as benchmarks and for monitoring progress in three critical reading- related skills: fluency, reading comprehension, and vocabulary. In particular, we examined the following easyCBM measurement across grades 3-7 at fall, winter, and spring time-points: internal consistency of the reading comprehension measure, construct and criterion-related validity, and practical utility for classifying student level performance. Data were analyzed both as an aggregated grade-level sample (approximately 3700 students per grade) and within ethnic background, achievement quartile, special education eligibility, and English Language Learner (ELL) status subgroups. (Contains 446 tables and 27 figures.) [Support for this work was also provided by the Center on Teaching and Learning (CTL).]
Education at Risk--Educational Care as Part of the Parental Responsibilities for the Child
Author: Collin-Hansen, Ragnhild
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Student Relationship,Student School Relationship,Childrens Rights,Educational Legislation,Dropouts,Child Welfare,Welfare Services,Legal Responsibility,Parent School Relationship

Research shows that the most important factor for the child's success in school is support from the parents. According to studies from several European countries, children, who have grown up under public care, often have unsuccessful school biographies. In Norway, some few studies indicate that the situation is not better for the children. One interpretation is that the CWS (child welfare services) are not able to compensate for parental failure. The author's law dissertation from 2008 was an analysis of the structures of human rights and the Norwegian legislation which secures the child's right to education and protection against marginalisation in school. Focus points were the corresponding obligations upon parents, school and the CWS. The intention was to find out whether the law is broken when some children drop out of school, or if the law is not better than it allows it to happen. Home, school and CWS as social institutions have their own acts and two of them have their own professionals with responsibility for the child's education. They are expected to live up to their duties, but if they do not, the national law offer few remedies to protect the child's education. The sector-based legislation demands from home and professionals that they know just their own part. This construction leaves the child dependent upon necessary collaboration between the parties and makes it vulnerable, if they limit their engagement.
Preserving the Public Good: Presenting an Organizational Model for the Changing Future of Higher Education
Author: Garcia, Stephanie Parra
Date: 2011-11-18
Type: Opinion Papers
Subjects: Higher Education,State Universities,Educational Change,College Curriculum,College Instruction,Entrepreneurship,Social Change,Change Agents,Partnerships in Education,International Organizations,Curriculum Development

Institutions of higher education face financial pressure to become self-sustaining (Gumport, 2001; 2000). This rapidly growing economic demand is negatively affecting the social mission of higher education (Kezar, 2004). Scholars suggest the implementation of a new model of higher education, one that blends a for-profit model with the traditional communitarian model (Kezar, 2004). The new model for higher education should be equipped to meet the fiscal demand and maintain the social mission of the academy. Arizona State University introduced the New American University, a new model for higher education, which is revolutionizing the institution's role as an agent of change (Office of University Initiatives, 2010, &quot;A New American University&quot;). This new model is the both/and solution (Love &amp; Estanek, 2004) that scholars have been looking to obtain because continued contribution to the public good is a key component to the model (Office of University Initiatives, 2010, &quot;A New American University&quot;). The university is introducing social entrepreneurship ideology to the academy to create future leaders and social change agents (Office of University Initiatives, 2010, &quot;Entrepreneurship at ASU&quot;), which allows the university to maintain its social mission. The following is appended: Entrepreneurship at ASU 2010--Arizona State University. (Contains 1 footnote.)
Key Items to Get Right When Conducting a Randomized Controlled Trial in Education
Author: Coalition for Evidence-Based Policy
Date: 2005-12-00
Type: Guides - Non-Classroom
Subjects: Educational Research,Program Evaluation,Intervention,Scientific Methodology,Research Design,Control Groups,Experimental Groups,Outcome Measures,Data Analysis,Check Lists

This is a checklist of key items to get right when conducting a randomized controlled trial to evaluate an educational program or practice ("intervention"). It is intended as a practical resource for researchers and sponsors of research, describing items that are often critical to the success of a randomized controlled trial. A significant departure from any one of these items, we believe, may well lead to erroneous conclusions about whether the intervention is effective in the sample and setting where it is tested. This document limits itself to key items, and does not try to address all contingencies that may affect the study's success. This checklist includes the What Works Clearinghouse's criteria for reviewing studies, as well as some additional items. The checklist items that correspond with a What Works Clearinghouse criterion are marked with an endnote that describes the correspondence. This checklist is organized into the following four sections: 1. Key items to get right in planning the study; 2. Key items to get right in the random assignment process; 3. Key items to get right in measuring outcomes for the study sample; and 4. Key items to get right in the analysis of study results. (Contains 12 endnotes.) [This publication was produced by the Coalition for Evidence-Based Policy, in partnership with the What Works Clearinghouse (a joint venture of the American Institutes for Research and the Campbell Collaboration).]
Elementary School Teachers' Understanding towards the Related Knowledge of Number Sense
Author: Tsao, Yea-Ling
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Number Concepts,Mathematics Teachers,Elementary School Teachers,Teaching Methods,Educational Strategies,Interviews,Knowledge Base for Teaching,Pedagogical Content Knowledge,Knowledge Level,Number Systems,Numbers,Numeracy,Teacher Competencies,Teacher Competency Testing

The goal of this study was to investigate understanding of in-service elementary school teachers in Taiwan about number sense, teaching strategies of number sense and the development of number sense of students. Data were gathered through interviews of nine elementary mathematics teachers, regarding their understanding about number sense. The data indicated the followings: (1) The intuitive of number sense of teachers described as good intuition or sensitive about number sense. They stress on understanding number meanings and ignore these relationships about quantity and operation; (2) The teachers have similar views about teaching strategies of number sense; (3) The teachers believe that children with good number sense have well-understood number meanings and relationships, awareness that multiple strategies exist, and recognize reasonableness of data and calculation; (4) The teachers lacked for knowledge of number sense, so that they cannot address the complete teaching strategies of number sense; and (5) The background variables of teachers are related to the understanding of number sense.
The Other Side of Teaching Assessment
Author: Zapalska, Alina M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Institutional Characteristics,Classroom Environment,Instructional Improvement,Educational Quality,Student Evaluation of Teacher Performance,College Faculty,Classroom Techniques,Measurement Techniques,Evaluation Methods

The article discusses how to improve the quality of teaching evaluation by determining class characteristics. The existing research on student written evaluations of the teaching performance of college and university instructors is reviewed to present arguments for and against the use of student written evaluations. The paper introduces a class evaluation instrument and presents recommendations on how to use the class evaluation instrument for teaching improvement. Instructor Class Evaluation Form is appended.
A Conceptual Approach to Learning Chemistry in Professional Secondary School in Latvia
Author: Priede, Daina
Date: 2012-00-00
Type: Journal Articles
Subjects: Secondary Education,Chemistry,Foreign Countries,Professional Education,Learning Strategies,Secondary School Science,Instructional Innovation,Teaching Methods,Change Strategies,Educational Change,Educational Principles,Learning Activities

After the year 1991, great structural reforms were launched in Latvia at all levels of education, including secondary education. Still, there are many reforms that must be implemented in secondary professional education. The objective of our research was to develop a contemporary didactic coverage for teaching chemistry in professional secondary education. New teaching/learning material in chemistry for professional secondary schools was elaborated as a result of this study. It consists of the following units: basic (invariable) theory a unit based on the curriculum of the &quot;State Educational Standard&quot; in chemistry. Variable theory, a unit, includes various and specific information about environmental chemical processes that are vital to ensure definite students' professional competences in future. A unit that develops students' self-dependent skills and activity this unit includes exercises of different difficulty based on the implementation of the didactic approach: knowledge understanding application. A unit that promotes students' experimental skills and activity this unit contains descriptions of environmentally &quot;friendly&quot; laboratory exercises. (Contains 2 figures and 1 table.)
A CAD (Classroom Assessment Design) of a Computer Programming Course
Author: Hawi, Nazir S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Course Content,Computer Science Education,Programming,Computer Software,Educational Technology,Introductory Courses,College Instruction,Evaluation Methods,Student Evaluation,Undergraduate Students,Educational Objectives,Educational Assessment,Evaluation Criteria,Tests,Assignments

This paper presents a CAD (classroom assessment design) of an entry-level undergraduate computer programming course &quot;Computer Programming I&quot;. CAD has been the product of a long experience in teaching computer programming courses including teaching &quot;Computer Programming I&quot; 22 times. Each semester, CAD is evaluated and modified for the subsequent semester. The assessment targets have been determined through the course's objectives and sub-objectives. Consequently, grades that resulted from CAD described how much of the course content students had acquired. Also, technology impacted CAD in several ways, such as using the development tool itself, and/or using an e-learning system. CAD in its current state includes three major categories: appreciation, assignments and exams. All exams have been developed within Bloom's six-level cognitive hierarchy. This paper includes examples of all assessment tools mentioned above. The main lesson learned is that the more effort is invested in improving CAD, the more useful it becomes. Selected response items are appended.
The Rewards of Mentoring
Author: Green-Powell, Patricia
Date: 2012-00-00
Type: Journal Articles
Subjects: Mentors,Rewards,Program Effectiveness,Counselor Role,Teacher Role,Job Analysis,Minority Groups,Educational Benefits,Organizational Development,Professional Development,Coaching (Performance),Teacher Collaboration,Beginning Teacher Induction

A growing body of knowledge exists which describes the rewards and importance of mentors in the professional development of young men and women, particularly with relation to their interactions in professional and organizational settings. Research in both educational settings and the workplace indicates that students and employees alike are more likely to succeed, if they have had a mentor. Mentoring programs are seen to bridge the gap between professional post-secondary programs and the independent exercise of professional roles, adopted in many organizations as a human resource strategy to improve personnel training at all organizational levels, from orientation of incoming personnel to more advanced preparation for those ascending higher levels of the organizational ladder. The purpose of this research is to discuss the many rewards of mentoring experiences to include not only the rewards to the mentor, but also the mentee/protege, and the organization, as well.
Use of a New Set of Linguistic Features to Improve Automatic Assessment of Text Readability
Author: Yoshimi, Takehiko
Date: 2012-00-00
Type: Journal Articles
Subjects: Readability,Evaluation Methods,Automation,English (Second Language),Second Language Learning,Regression (Statistics),Linguistics,Foreign Countries

The present paper proposes and evaluates a readability assessment method designed for Japanese learners of EFL (English as a foreign language). The proposed readability assessment method is constructed by a regression algorithm using a new set of linguistic features that were employed separately in previous studies. The results showed that the proposed readability assessment method, which used all the linguistic features employed in previous studies, yielded a lower error of assessment than readability assessment methods using only some of these linguistic features. (Contains 4 figures and 2 tables.)
A Cross-Validation of easyCBM[R] Mathematics Cut Scores in Oregon: 2009-2010. Technical Report #1104
Author: Anderson, Daniel
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Curriculum Based Assessment,Mathematics Tests,Cutting Scores,Validity,Response to Intervention,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

In this technical report, we document the results of a cross-validation study designed to identify optimal cut-scores for the use of the easyCBM[R] mathematics test in  Oregon. A large sample, randomly split into two groups of roughly equal size, was used for this study. Students' performance classification on the Oregon state test was used as the criterion. Optimal cut scores were examined for each group. Results indicate quite stable cut scores across groups. Further, the overall area under the ROC curve (AUC) was not statistically different between groups for any measurement occasion at any grade, providing strong evidence of the validity of the cut scores as optimal to predict student performance on the Oregon statewide large-scale assessment. (Contains 2 tables.)
easyCBM[R] Reading Criterion Related Validity Evidence: Washington State Test 2009-2010. Technical Report #1101
Author: Anderson, Daniel
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Curriculum Based Assessment,Reading Tests,Predictive Validity,Formative Evaluation,Student Evaluation,Benchmarking,Response to Intervention,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Regression (Statistics),Correlation,Cutting Scores,Reading Comprehension,Oral Reading,Vocabulary

easyCBM[R] is an online benchmark and progress monitoring assessment system designed for use within a response to intervention (RTI) framework. Part of the purpose of easyCBM[R] is to help educators identify students who may be at risk for academic failure. Often, students deemed at risk are those who would be predicted to not pass the state test. Previous research has shown that educators using easyCBM[R] may classify students as at-risk or not for passing the Oregon state test with a high degree of accuracy. In this technical report, we report on an extension of this research, examining the relation between easyCBM[R] and the test used for accountability in Washington state. We conduct regression and correlation analyses to examine the relation between the measures, and use scatterplots to illustrate this relation with respect to cut scores. (Contais 1 table.)
easyCBM[R] Reading Criterion Related Validity Evidence: Oregon State Test 2009-2010. Technical Report #1103
Author: Anderson, Daniel
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Reading Tests,Curriculum Based Assessment,Student Evaluation,Formative Evaluation,Response to Intervention,Predictive Validity,Regression (Statistics),Correlation,Cutting Scores,Reading Comprehension,Oral Reading,Vocabulary,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

easyCBM[R] is an online benchmark and progress monitoring assessment system designed for use within a response to intervention (RTI) framework. Part of the purpose of easyCBM[R] is to help educators identify students who may be at risk for academic failure. Often, students deemed at risk are those who would be predicted to not pass the state test. In this technical report, we examine the relation between the easyCBM[R] reading tests and the reading portion of the state test used for accountability in Oregon. We conduct regression and correlation analyses to examine the relation between the measures, and use scatterplots to illustrate this relation with respect to cut scores. (Contains 1 table.)
easyCBM[R] Mathematics Criterion Related Validity Evidence: Oregon State Test. Technical Report #1011
Author: Anderson, Daniel
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Curriculum Based Assessment,Mathematics Tests,Formative Evaluation,Student Evaluation,Response to Intervention,Predictive Validity,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Regression (Statistics),Correlation

In this technical report, we present the results of a study examining the relation between the math measures available on the easyCBM[R] online benchmark and progress monitoring assessment system and the Oregon statewide assessment of mathematics. Designed for use within a response to intervention (RTI) framework, easyCBM[R] is intended to help educators identify students who may be at risk for failure. Often, students deemed at-risk are those who would not be predicted to pass the state test. In Oregon, new performance level standards were adopted for the 2010-2011 school year. We use regression and correlation analyses to examine the relation between easyCBM[R] and Oregon's state test, paying particular attention to the predictive accuracy given the new performance standards. (Contains 1 table.)
The Development and Technical Adequacy of Seventh-Grade Reading Comprehension Measures in a Progress Monitoring Assessment System. Technical Report #1102
Author: Park, Bitnara Jasmine
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Reading Comprehension,Reading Tests,Grade 7,Test Construction,Formative Evaluation,Student Evaluation,Pilot Projects,Curriculum Based Assessment,Multiple Choice Tests,Item Response Theory,Test Items,Difficulty Level,Error of Measurement,Goodness of Fit,Testing

This technical report describes the process of development and piloting of reading comprehension measures that are appropriate for seventh-grade students as part of an online progress screening and monitoring assessment system, http://easycbm.com. Each measure consists of an original fictional story of approximately 1,600 to 1,900 words with 20 multiple choice questions assessing students' literal, inferential, and evaluative comprehension skills. Three answer options are provided for each question: correct, near correct, and far correct. All measures were piloted with seventh-grade students whose teachers responded to the pilot invitation on the official easyCBM website. The data were analyzed using one parameter Item Response Theory (IRT) modeling. Complete results of the pilot testing are presented and discussed. Appended are: (1) Item Specifications for MC Comprehension; (2) Suggested Guidelines for ordering items for test pull and test form development; and (3) Item Ordering Tables for Seventh Grade. (Contains 19 tables.)
The Retrospection and Elicitation of China's Teacher Education Reform and Opening-Up More Than 30 Years
Author: Tian-Ping, Yang
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Inservice Teacher Education,Educational Change,Educational Development,Educational Policy,Educational Legislation,Educational Research,Faculty Development,Models,Elementary School Teachers,Middle School Teachers,Foreign Countries

Since implementation of reform and opening-up policy, China's teacher education has got significant success on policy design, legislation process, theory research, system reform, model innovation and teaching qualification system building. Teachers' educational background level has been increased. Teachers' professional ethics and teaching capacity has been constantly improved. Teacher group's structure on age, gender, subject, specialty and professional title has been significantly ameliorated. During this process, we got much historical experience and elicitation. We should persist in harmonizing about teacher educations' basic feature and guidance character, pedagogic trait and academic nature, subjectivity and openness, specialty and university nature, comprehensiveness and integration. We should explore development methods of Chinese characteristics for teacher education actively. (Contains 3 Internet resources and 1 footnote.)