ethanporcaro/eric-fulltext-meta huggingface dataset:
Efficacy of Peer Networks to Increase Social Connections among High School Students with and without Autism Spectrum Disorder
Author: Hochman, Julia M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Peer Relationship,High School Students,Autism,Pervasive Developmental Disorders,Intervention,Interaction,Social Networks,Program Effectiveness,Adjustment (to Environment),Behavior Rating Scales,Rating Scales

Although peer interaction takes on increased salience during adolescence, such social connections remain elusive for many high school students with autism spectrum disorder (ASD). This social isolation can be particularly prevalent within unstructured school contexts.In this study, we examined the effects of a lunchtime peer network intervention on the social engagement and peer interactions of four adolescent students with ASD. Upon introduction of the peer networks, we observed substantial increases in the percentage of intervals containing peer interactions and social engagement across all participants. Further, students with ASD, peer partners, and school personnel all considered the intervention to be acceptable and feasible. We offer recommendations for research and practice aimed at enhancing the efficacy and social validity of peer-mediated interventions at the secondary school level. [This paper was published in &quot;Exceptional Children&quot; (EJ1074986).]
Considerations for Realizing the Promise of Educational Gaming Technology
Author: Nelson, Nancy J.
Date: 2016-07-22
Type: Journal Articles
Subjects: Educational Technology,Educational Games,Computer Oriented Programs,Technology Uses in Education,Teacher Role,At Risk Students,Decision Making,Knowledge Level,Barriers,Teaching Methods,Program Implementation,Planning,Technology Integration

Hope Elementary School recently purchased tablets for all of its students to facilitate the use of technology in the classroom. The principal at Hope Elementary understands that technology can be an efficient and effective way for teachers to access materials and differentiate instruction to support the achievement of all learners. However, some teachers are struggling to determine how to best use the tablets in the classroom. Ms. Williams is a special education teacher at Hope Elementary School. She is excited about the tablet initiative and has a number of ideas about ways she can effectively and meaningfully integrate technology into instruction. The principal at Hope Elementary has asked Ms. Williams to serve as an example for other teachers at the school to help alleviate their concerns about using technology in the classroom. The principal is confident if other teachers see the way Ms. Williams is taking advantage of the school-purchased tablets to differentiate and individualize instruction, they will be better able to differentiate their own instruction to prevent academic difficulty and improve student outcomes in math, literacy, and other content areas. [This paper was published in &quot;TEACHING Exceptional Children&quot; (EJ1108437).]
Five Steps for Developing Effective Transition Plans for High School Students with Autism Spectrum Disorder
Author: Szidon, Katherine
Date: 2015-00-00
Type: Journal Articles
Subjects: Disabilities,Educational Legislation,Equal Education,Federal Legislation,Autism,Pervasive Developmental Disorders,Transitional Programs,High School Students,Postsecondary Education,Individualized Education Programs,Skill Development,Goal Orientation,Educational Objectives,Teamwork,Student Participation,Progress Monitoring

Lakeview High School is a medium sized high school in a rural farming community. The staff at Lakeview meets at the beginning of each school year to discuss building-level professional development plans. This year, Lakeview's special education team has requested to focus its professional development time on improving special education services for students with autism spectrum disorder (ASD). The team is seeing an increasing number of students with ASD who are highly skilled academically yet have complex needs around social behavior, self-management, and independent living--skills necessary for success in postsecondary environments. The team recognizes that this type of instruction does not seem to fit easily in the existing high school schedule, and the goals that the teachers write to increase student self-management skills and develop social awareness are difficult to implement. Yet, given the importance of these social, emotional, and communication skills, the team plans to work together to develop better programming for its students with ASD. [This paper was published in &quot;TEACHING Exceptional Children&quot; (EJ1058956).]
Supporting Students with Autism Spectrum Disorder through Grief and Loss
Author: Hume, Kara
Date: 2016-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Grief,Coping,Disabilities,Student Needs,School Counseling,Counseling Techniques,Teamwork,Language Usage,Student Behavior,Scheduling,Student Participation

Ms. Bellamy was a beloved high school teacher serving students on the autism spectrum, as well as a highly visible staff member on her campus, where she was the varsity tennis coach. Her unexpected death affected everyone on campus and across the broader community, none more so than the eight students with autism spectrum disorder (ASD) with whom she worked daily across the school year. Her colleagues, though devastated, rallied together to support the students as they learned of her death, processed their grief,and worked toward understanding their profound loss. The supports and strategies used to help &quot;Ms. Bellamy's boys,&quot; as she fondly referred to them, can be used to support students of various ages across the spectrum as they grapple with loss of all magnitudes. [This paper was published in &quot;TEACHING Exceptional Children&quot; (EJ1086586).]
Examining ECLS-B: Maternal Stress and Depressive Symptoms When Raising Children with ASD
Author: Jeans, Laurie M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Preschool Children,Mothers,Autism,Pervasive Developmental Disorders,Stress Variables,Depression (Psychology),Symptoms (Individual Disorders),Clinical Diagnosis,Age Differences,Comparative Analysis,Regression (Statistics),Gender Differences,Racial Differences,Ethnicity,Family Structure,Socioeconomic Status,Longitudinal Studies,Children,Surveys,Measures (Individuals)

Using the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a nationally representative data set, we examined the extent to which mothers of preschool children with and without the diagnosis of an Autism Spectrum Disorder (ASD) reported stress and depressive symptoms prior to and following diagnosis of ASD. At 4 years, approximately 100 children were parent-identified as diagnosed with ASD. Mothers of children with ASD at 9 months and 4 years had significantly higher incidence of depressive symptoms and stress than mothers of typically developing children. Mothers of children with ASD experienced higher levels of depressive symptoms than mothers of children with disabilities, but the difference was not statistically significant. Using linear regression, a within-group comparison of depressive symptoms of mothers of children with ASD indicated no differences based on child gender, ethnicity, number of children in the family,or partnership status. Implications are presented. [This report was published in &quot;Topics in Early Childhood Special Education,&quot; (EJ1019459).]
A Systematic Review of the Effects of Choice on Academic Outcomes for Students with Autism Spectrum Disorder
Author: Reutebuch, Colleen K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Decision Making,Intervention,Student Behavior,Elementary Secondary Education,Educational Research,Evidence,Psychological Patterns,Student Interests,Literature Reviews

The present review synthesized single-case design studies whose interventions included a choice-making component to investigate their effects on academic behaviors in academic settings for students with autism spectrum disorder. Studies included were conducted between 1990 and 2013 with kindergarten to grade 12 students with autism spectrum disorder. Eight studies met the criteria for inclusion. We applied a multistep evaluation process to provide an overview of the quality of evidence across studies reviewed and to inform the interpretation of results from each study. Findings indicate that providing a choice component results in improvements in student (a) work completion, (b) behaviors (e.g., increase in on-task behavior, reduction in challenging behavior), and (c) affect and interest. Further, we noted that outcomes varied by design, with conditions that included a choice component outperforming the no choice component condition in both multiple baseline and withdrawal designs, although results were mixed for studies employing an alternating-treatment design.
Investigating a Reading Comprehension Intervention for High School Students with Autism Spectrum Disorder: A Pilot Study
Author: Reutebuch, Colleen K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Autism,Pervasive Developmental Disorders,Reading Strategies,Cooperative Learning,Program Effectiveness,Reading Instruction,Behavior Modification,High School Students,Focus Groups,Teacher Attitudes,Parent Attitudes,Intervention,Adolescents,Hispanic American Students,Asperger Syndrome,Achievement Tests,Attention Deficit Hyperactivity Disorder,Lesson Plans,Reading Assignments,Check Lists,Diaries,Tests,Interaction,Behavior Problems,Fidelity,Tutoring,Maintenance,Pretests Posttests,Graphs

We adapted and piloted Collaborative Strategic Reading-High School, a reading comprehension intervention, with three high school students with autism spectrum disorder to investigate its effects on their reading comprehension. Using a nonconcurrent, multiple-baseline design, participants with autism spectrum disorder were paired with a neurologically typical (neurotypical) reading partner to learn and use reading strategies with informational text two to three times per week. Daily comprehension checks were collected and visually inspected for trends along with data on the number of challenging behaviors and social interactions displayed during intervention. Fidelity of implementation was also measured. Though exploratory, increases in comprehension and interactions were noted along with decreases in challenging behaviors. Implications for practice and research are discussed.
An Examination of the Promise of the NumberShire Level 1 Gaming Intervention for Improving Student Mathematics Outcomes
Author: Fien, Hank
Date: 2016-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Grade 1,Elementary School Students,At Risk Students,Learning Problems,Intervention,Technology Uses in Education,Educational Technology,Randomized Controlled Trials,Number Concepts,Mathematics Skills,Program Effectiveness,Conventional Instruction,Individualized Instruction,English Language Learners,Hypothesis Testing,Response to Intervention,Pretests Posttests,Statistical Analysis

The purpose of this study was to test the promise of the NumberShire Level 1 Gaming Intervention (NS1) to accelerate math learning for first-grade students with or at risk for math difficulties. The NS1 intervention was developed through the Institute of Education Sciences, Small Business Innovation Research Program (Gause, Fien, Baker, &amp; Clarke, 2011 Gause, M., Fien, H., Baker, S. K., &amp; Clarke, B. (2011). Project NumberShire I: A game-based integrated learning and assessment system to target whole number concepts. This study used a randomized controlled trial design to test the promise of the NS1 intervention. In total, 250 first-grade students were randomly assigned within classrooms to the treatment condition or a control condition. Results indicate significant effects favoring the treatment group on proximal measures of whole-number concepts and skills. Intervention effects were not statistically significant for distal outcome measures. Treatment effects were not moderated by special education or English learner status; however, the condition by initial skill level interaction approached significance. Additionally, there was no relationship between dosage variables and students' response to the intervention. Limitations and future directions for research are discussed. [This paper was published in &quot;Journal of Research on Educational Effectiveness&quot; (EJ1115268).]
What Works Clearinghouse Study Review Guide Instructions for Reviewing Randomized Controlled Trials and Quasi-Experimental Designs. Updated
Author: What Works Clearinghouse (ED)
Date: 2014-08-18
Type: Guides - Non-Classroom
Subjects: Quasiexperimental Design,Randomized Controlled Trials,Guides,Clearinghouses,Standard Setting,Review (Reexamination),Quality Assurance,Educational Practices

For every What Works Clearinghouse (WWC) review, reviewers will be asked to complete a Study Review Guide (SRG). A completed SRG should be a reviewer's independent assessment of the study, relative to the criteria specified in the review protocol and the WWC Procedures and Standards Handbook (Handbook). At the end of the review process, a Master SRG (MRG) will represent the final assessment of the study and provide a record for the WWC, as well as serve as a key input in producing reports. This document provides step-by-step instructions on how to complete the Study Review Guide (SRG, Version S3, V1) for randomized controlled trials (RCTs) and quasiexperimental designs (QEDs). This guide is intended to be used by individuals trained and certified in the WWC review standards and procedures and in conjunction with the WWC Procedures and Standards Handbook.
Explaining the VET Applied Research Developmental Framework
Author: Simon, Linda
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Research and Development,Innovation,Faculty Development,Models,Research Skills,Guidelines,Communication Skills,Social Networks,Concept Mapping,Theory Practice Relationship,Media Literacy,Technological Literacy,Leadership Qualities,Teaching Skills,Research Methodology,Research Design

This document explains the VET Applied Research Developmental Framework, created as part of a project that explored how the vocational education and training (VET) sector could broaden its engagement in Australia's research and development (R&amp;D) and innovation systems. Achieving this engagement will rely significantly on building the capabilities of VET educators and other professionals to undertake applied research and manage innovation projects. The sort of research the authors are talking about has a strong focus on solving real-world problems in industry. Such activity can create new knowledge, and/or use existing knowledge in new and creative ways; it can also contribute to the development of &quot;specialist pedagogy for industry expertise&quot; (Corbel et al. 2014), an important element in building a workforce capable of innovation. The project has concluded that a distinguishing characteristic of applied research in VET is the sector's potential to bring together research and innovation, with the dual aims of investigating industry's problems and bringing about change in the workplace. While research and innovation are not synonymous, the skills required to create and diffuse knowledge overlap. Both call for inquiry, reflective practice, communication and collaboration. These facets of activity underpin the framework and are explained in this report. Another feature of VET applied research is the close link between research and efforts to improve VET pedagogy. These endeavours can lead to innovative thinking, new teaching practices and training products, and ultimately more creative graduates. [For related reports, &quot;Developing VET Applied Research: Steps towards Enhancing VET's Role in the Innovation System,&quot; see ED576661 and &quot;VET Applied Research: Driving VET's Role in the Innovation System,&quot; see ED576660.]
VET in Schools 2016. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,School Statistics,High School Students,Apprenticeships,Secondary School Curriculum,Tables (Data),Age Differences,Geographic Location

This publication presents information on VET in Schools, the vocational education and training (VET) undertaken by school students as part of their senior secondary certificate of education. The VET in Schools arrangement offers two main options: students can undertake school-based apprenticeships and traineeships; or they can take VET subjects and courses as part of their school curriculum (the latter is referred to as &quot;other VET in Schools programs&quot;). Highlights for 2016 show that there were: (1) 243,300 VET in Schools students; (2) 17,200 school-based apprentices and trainees, representing 7.1% of all VET in Schools students; and (3) 226,100 other VET in Schools students, representing 92.9% of all VET in Schools students. [For &quot;VET in Schools 2016: Terms and Definitions. Support Document,&quot; see ED576659. For &quot;VET in Schools 2015,&quot; see ED568372.]
VET in Schools 2016: Terms and Definitions. Support Document
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Foreign Countries,Vocational Education,School Statistics,High School Students,Apprenticeships,Secondary School Curriculum,Age Differences,Geographic Location,Vocabulary

This document covers the data terms used in the &quot;VET in Schools 2016&quot; summary publication. The primary purpose of this document is to assist users to understand the specific data terms. Terms that appear in the publication are listed in alphabetical order with the following information provided for each: (1) definition: a brief explanation of the term; (2) classification categories: defined categories that apply to each term are listed, where applicable; and (3) source: a description of the source of this information, including details of any calculations or derivations. [For &quot;VET in Schools 2016,&quot; see ED576658.]
VET Applied Research: Driving VET&apos;s Role in the Innovation System
Author: Beddie, Francesca M.
Date: 2017-00-00
Type: Reports - Research
Subjects: Educational Research,Innovation,Research and Development,Vocational Education,Professional Continuing Education,Incentives,Standard Setting,Educational Needs,Models,Comparative Education,Comparative Analysis,Participant Characteristics,Definitions,Research Needs,Research Methodology,Foreign Countries

Innovation has become an increasingly important concept for Australian businesses in enabling them to continue to compete in an international market, but where does vocational education and training (VET) sit in this? To date, VET has been largely overlooked by the National Innovation and Science Agenda as a potential contributor in this field. The research presented in this report investigates how and in what way VET can contribute to the innovation system. The answer, the authors suggest, is through VET applied research. [For related reports, &quot;Explaining the VET Applied Research Developmental Framework,&quot; see ED576657 and &quot;Developing VET Applied Research: Steps towards Enhancing VET's Role in the Innovation System,&quot; see ED576661.]
Developing VET Applied Research: Steps towards Enhancing VET&apos;s Role in the Innovation System
Author: Beddie, Francesca M.
Date: 2017-00-00
Type: Reports - Research
Subjects: Innovation,Postsecondary Education,Vocational Education,Educational Research,Research and Development,Capacity Building,Research Needs,Research Skills,Educational Development,Institutional Role,Stakeholders,Educational Benefits,Educational Change,Change Strategies,Needs Assessment,Foreign Countries

The VET sector is under pressure from the exponential increase in university places. This, on top of cutbacks to government funding over the last decade and a lack of clarity about VET's role now that it is squeezed between universities and schools, has led to a precarious position for the VET sector and the need to consider changes to traditional delivery. Establishing a viable place in Australia's tertiary education system will involve being able to strike a balance between creating and transferring knowledge, generating economic activity and helping to solve industry and societal problems. This guide suggests ways the vocational education and training (VET) sector can develop an applied research capability to help secure its place in Australia's innovation system. It is based on a project examining VET applied research, which also created a development framework for VET applied research capabilities. [For related reports: &quot;Explaining the VET Applied Research Developmental Framework,&quot; see ED576657, and &quot;VET Applied Research: Driving VET's Role in the Innovation System,&quot; see ED576660.]
Apprentices and Trainees 2017-March Quarter. Revised
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-09-00
Type: Numerical/Quantitative Data
Subjects: Apprenticeships,Trainees,Predictor Variables,Withdrawal (Education),Program Termination,Inservice Education,Graduation Rate,School Statistics,Annual Reports,Statistical Data,Foreign Countries

This publication allows users to quickly retrieve the latest data for apprentices and trainees, filtering on training contract status, state or territory and other variables to compare training activity over time.
Australian Vocational Education and Training Statistics: Apprentices and Trainees 2017-March Quarter
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Apprenticeships,Trainees,Educational Trends,Job Training,Graduation,Educational Attainment,Withdrawal (Education),Tables (Data),Age,Sex,Occupations,Qualifications,Employment Level

This publication presents estimates of apprentice and trainee activity in Australia for the March quarter 2017. The figures in this publication are derived from the National Apprentice and Trainee Collection no.92 (June 2017 estimates). The most recent figures in this publication are estimated (that is, for training activity from the June quarter 2015 to the March quarter 2017). Estimates take into account reporting lags that occur at the time of data collection. Consequently, the figures in this publication may differ from those published in earlier or later reports. The figures in bold are the actual numbers. Estimated data are presented on a quarterly and 12-month ending series basis. The 12-month ending series is particularly useful in showing longer-term data trends, but is less useful in identifying turning points. This publication also presents early trend estimates for the June quarter 2017 for seasonally adjusted and smoothed commencements at the national level for trades and non-trades occupations. Seasonal adjustment and smoothing involves the use of a mathematical model to smooth out fluctuations due to seasonal influences. These early trend estimates cannot be disaggregated further by state and territory. Note that the percentages presented in this publication are reported to one decimal place. All other numbers, after aggregation, have been rounded to the nearest hundred. Rounding can lead to instances where the numbers in the body of a given table might not add to the rounded totals.