ethanporcaro/eric-fulltext-meta huggingface dataset:
Views of Pre-Service Teachers Related to the Mistakes Encountered in the Textbooks Which They Benefited from in Physics Courses
Author: Yildiz, Ali
Date: 2013-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Mathematics Teachers,Physics,Error Patterns,Textbooks,Textbook Content,Elementary School Mathematics,College Faculty,Teacher Attitudes,Mechanics (Physics),Energy,Knowledge Level

The aim of this study is to investigate the views of pre-service mathematics teachers taking compulsory Physics-I (mechanics) and Physics-II (electricity) about the mistakes they encountered in the textbooks which they benefited from and the predictions of instructors teaching physics courses about these views. A total of 75 preservice teachers, 28 males and 47 females, in the second year of their study in the primary school mathematics teaching program in an Education Faculty of a state university comprised the sampling of the research. A feedback form made up of three-open ended questions and &quot;open-ended questionnaire interview&quot; prepared by the researcher were used as a data collection tool. After the questions were asked to the pre-service teachers, an interview was carried out with 5 instructors teaching Physics-I and Physics-II courses and they were asked to indicate the percentages of the views written by the pre-service teachers in their responses to the open-ended questions. The research revealed that pre-service mathematics teachers stated negative views about the mistakes in the textbooks they benefited from in the physics course, the use of textbooks including mistakes and the effect of these books with mistakes on their motivation to study the physics course and these views were found to be at the rate of 62.6%, 81.4% and 57.8%, respectively. While pre-service teachers determined their views about the mistakes in the textbooks they benefited from in the physics course, the use of textbooks including mistakes, and the effect of these books with mistakes on their motivation to study the physics course, it was revealed that the situation which appeared as a result of which opinion they had at what rate was different from the predictions of the instructors teaching the course related to these views.
How Systems of Assessments Aligned with Competency-Based Education Can Support Equity
Author: Marion, Scott
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Competency Based Education,Educational Assessment,Student Evaluation,Equal Education,Barriers,Sustainability,Educational Quality,Efficiency,Accountability,Educational Objectives,Curriculum Design

Competency-based education systems hold promise for maximizing high-quality teaching and learning for the growth of all students. Such systems, if well designed and implemented, can serve critical equity aims by ensuring that all students are supported in meeting key learning and development targets. Competency-based education systems, however, cannot fulfill these goals unless accompanied by high-quality assessments and assessment systems. School, district, and state leaders must work to develop balanced assessment systems that are coherent with the target competencies and learning progressions, that comprehensively provide a range of evidence for each student and to serve multiple stakeholders, and continuously monitor students' progress over time. Balanced assessment systems are critical for providing information at multiple levels of the system to monitor, evaluate, and enhance quality for education and equity agendas. This is a necessary paradigm shift. In this report, we address the following questions: (1) What are the opportunities and barriers in districts and in states to build and sustain systems of assessments that support competency-based education over the short- and long-term?; (2) As district and state leaders transform educational models to support competency-based learning, what role could assessment play at each level to advance important equity goals?; and (3) How might a balanced assessment system support competency-based education, and what are the requirements for such an assessment system?
Estimating Model-Based Oral Reading Fluency: A Bayesian Approach
Author: Kara, Yusuf
Date: 2020-00-00
Type: Reports - Research
Subjects: Oral Reading,Reading Fluency,Reading Rate,Accuracy,Psychometrics,Reading Comprehension,Models,Bayesian Statistics,Monte Carlo Methods,Elementary School Students,Grade 4

Oral reading fluency (ORF), used by teachers and school districts across the country to screen and progress monitor at-risk readers, has been documented as a good indicator of reading comprehension and overall reading competence. In traditional ORF administration, students are given one minute to read a grade-level passage, after which the assessor calculates the words correct per minute (WCPM) fluency score by subtracting the number of incorrectly read words from the total number of words read aloud. As part of a larger effort to develop an improved ORF assessment system, this study expands on and demonstrates the performance of a new model-based estimate of WCPM based on a recently developed latent-variable psychometric model of speed and accuracy for ORF data. The proposed method was applied to a data set collected from 58 fourth-grade students who read four passages (a total of 260 words). The proposed model-based WCPM scores were also evaluated through a simulation study with respect to sample size and number of passages read. [This is an online version of an article published in &quot;Educational and Psychological Measurement.&quot;]
Annual Effective Teachers Initiative (ETI) Survey Analysis, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-03-29
Type: Reports - Research
Subjects: School Districts,Teacher Effectiveness,Teacher Evaluation,Elementary Secondary Education,Elementary School Teachers,Middle School Teachers,High School Teachers,Instructional Effectiveness,Summative Evaluation,Measures (Individuals),Computer Software,Expectation,Employer Attitudes,Accountability,Value Added Models,Teacher Characteristics,Beginning Teachers,Teacher Attitudes,Administrator Attitudes,Teacher Surveys,Administrator Surveys

Early in the Effective Teachers Initiative (ETI), Houston Independent School District (HISD) prioritized the design and implementation of a Teacher Appraisal and Development System (TADS) that gives teachers, principals, and district officials the information they need to improve instructional practice and make staffing decisions that ensure that every student in the district is learning from an effective teacher. The new appraisal system was implemented in 2011-2012. As an integral part of the system, each teacher is paired with an appraiser who coaches him/her to become more effective through observations, walkthroughs, curriculum planning, professional development, and assigning student outcome measures to assure overall effective teaching. This report analyzes results from the End of the Year ETI annual survey for 2014-2015. The survey was distributed to teachers and appraisers and addresses topics such as appraisal legitimacy, appraisal implementation, feedback delivery, and teacher support.
2015 College Possible: Closing the Achievement Gap for Low-Income Students. i3 National Development Study
Author: Spinney, Samantha
Date: 2019-11-00
Type: Reports - Research
Subjects: Low Income Students,High School Students,Achievement Gap,College Preparation,Coaching (Performance),Program Effectiveness,Program Implementation,Fidelity,Graduation Rate,Skills

The College Possible program provides intensive coaching by near-peer mentors, peer group support, and opportunities for academic and non-cognitive skill building to low-income students through an intensive two-year curriculum in junior and senior years of high school. The goal of the program is to close the achievement gap between low-income students and their more affluent peers. Under a 2015 Investing in Innovation (i3) development grant, College Possible served approximately 1,300 students in two cohorts (the class of 2018 and the class of 2019) during their junior and senior years of high school in 18 high schools across seven school districts and five states (i.e., Minnesota, Nebraska, Oregon, Pennsylvania, and Wisconsin). ICF conducted an i3-funded external evaluation of College Possible to investigate the impact of the College Possible model upon participating low-income students' non-cognitive skills (measured by the Search Institute's REACH Survey) and on-time graduation outcomes. ICF also conducted a fidelity of implementation (FOI) study. The purpose of this report is to provide an overview of evaluation findings at the culmination of the grant, including impact and implementation results. Results demonstrated that treatment students had a higher level of non-cognitive skills (measured by REACH) than matched comparison students. The program impact estimated was statistically significant (at p=0.01) and the standardized effect size was small at 0.12. Regarding the impact on on-time graduation outcomes, the analysis sample lacked between-district outcome variance necessary for meaningful analysis. However, when there were group differences, the treatment students' graduation rate was descriptively higher than that of the comparison students. Finally, FOI was found lower than intended by the analysis of implementation data. Based on the findings of the implementation data analysis, lack of consistency in student attendance may have contributed to the low program impact results. [This report was submitted to College Possible[TM] National.]
The Opinions of Teacher Candidates about the Learning Outcomes in Teaching Science and Technology Course and the Predictions of Instructors about the Subject
Author: Yildiz, Ali
Date: 2012-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Outcomes of Education,Preservice Teacher Education,Science Education,Technology Education,Elementary School Teachers,Public Speaking,Student Projects,Prediction

The purpose of the study is to examine the views of the primary school teacher candidates who are obliged to take the science and technology course about the learning outcomes they acquired with the presentations that they made during the course and the predictions of the instructors teaching (explaining) the science and technology course about these views. The study group of the research is comprised of a total of 69 students (28 males and 41 females) studying in the third grade of primary school teaching the programme of the education faculty in a state university. The opinion form is comprised of seven open ended questions and open-ended sensitising interviews were used as a data collection tool. After the questions were asked to teacher candidates, five instructors teaching the science and technology course were interviewed and asked to determine which outcomes the students wrote in the answers they could give to the open ended questions in percentages. It was revealed in the research study that the present condition which came up as a result of stating the opinions of primary school teacher candidates about which outcomes they acquired at what percentage during the presentations they made in teaching the science and technology course was different from the predictions of the instructors teaching the course.
A Fraction Sense Intervention for Sixth Graders with or at Risk for Mathematics Difficulties
Author: Dyson, Nancy I.
Date: 2018-11-28
Type: Reports - Research
Subjects: Fractions,Grade 6,Pretests Posttests,Intervention,Mathematics Instruction,Comparative Analysis,Learning Problems,Instructional Effectiveness,At Risk Students,Teaching Methods,Numeracy,Visual Aids,Color,National Competency Tests,Mathematics Tests,Mathematics Achievement,Low Achievement,Screening Tests,Mathematical Concepts

The efficacy of a research-based fraction sense intervention for sixth graders with or at risk for mathematics difficulties (N = 52) was examined. The intervention aimed to build understanding of fraction magnitudes on the number line. Key concepts were taught with a narrow range of denominators to develop deep understanding. The intervention was centered on a visual number line in the meaningful context of a color run race. Students were randomly assigned to the fraction sense intervention (n = 25) or a business-as-usual control group (n = 27). Students in the intervention condition received 21 lessons in small groups (45 min each) during their regular mathematics intervention period. Students in the intervention group performed significantly better than those in the control group on a measure of fraction number line estimation and a more general measure of fraction concepts, both at immediate posttest and delayed posttest, with large effect sizes; lesser effects were shown for fraction arithmetic. [This paper will be published in &quot;Remedial and Special Education.&quot;]
Transforming Teaching: What University Presidents and Deans of Colleges of Education Need to Know about Modernizing the K-12 Educator Workforce. Issue Brief
Author: Casey, Katherine
Date: 2019-12-00
Type: Reports - Research
Subjects: Teacher Education Programs,Elementary Secondary Education,Teacher Competencies,Diversity (Faculty),Educational Change,Faculty Development,Leadership Responsibility,Change Strategies,Equal Education,Student Centered Learning,Lifelong Learning,Labor Force Development,Teacher Certification,Competency Based Education,Cooperation,Relevance (Education),Teamwork,Partnerships in Education,School Districts,Teacher Role

Higher education has immense power to support the transformation of K-12 teaching and learning because it incubates future educators and supplies opportunities for professional development. University presidents and deans of colleges of education can also use their influence to support systemic change to modernize the profession through a variety of tools and strategies that are at their unique disposal. This issue brief challenges institutions of higher learning to: (1) Diversify the educator workforce; (2) Modernize teacher preparation; and (3) Promote continuous professional learning and development. &quot;Transforming Teaching: What University Presidents and Deans of Colleges of Education Need to Know about Modernizing the K-12 Educator Workforce&quot; comes on the heels of two other issue briefs that explore how federal and state policymakers can support systemic transformation of the profession. Together the three issue briefs expand on the seminal paper, &quot;Moving Toward Mastery&quot;, which described in vivid detail a new vision for modernizing the educator workforce. Like states, higher education leaders will approach this work from varying political, economic, and cultural contexts. This brief contains many entry points to initiate action. In addition, the brief contains case studies that illuminate how many institutions of higher education are already making great strides. [For &quot;Moving toward Mastery: Growing, Developing and Sustaining Educators for Competency-Based Education,&quot; see ED594174.]
Innovative Accessibility. Accessibility Resources
Author: Smarter Balanced Assessment Consortium
Date: 2020-01-10
Type: Reports - Descriptive
Subjects: Student Diversity,Blindness,Visual Impairments,Deafness,Hearing Impairments,Special Needs Students,Test Construction,Students with Disabilities,Computer Assisted Testing,Accessibility (for Disabled),Braille,Formative Evaluation

Smarter Balanced is committed to providing accessibility resources and supporting formative assessment processes that help educators better serve the needs of diverse students, including students who are deaf or hard of hearing and/or blind or visually impaired. This document describes how Smarter Balanced designs accessible tests and supports students. It also lists recommended tools to support students, addresses types of accessibility resources, and states how Smarter Balanced supports implementation and administration as well as assessment during instruction.
Mediation and Spillover Effects in Group-Randomized Trials: A Case Study of the 4Rs Educational Intervention
Author: VanderWeele, Tyler J.
Date: 2013-06-00
Type: Journal Articles
Subjects: Peer Influence,Social Influences,Interaction,Intervention,Depression (Psychology),Mental Health,Educational Environment,Classroom Environment,Well Being,Social Development,Emotional Development,Elementary Schools,Program Effectiveness,Elementary School Students,Grade 3,Student Characteristics,Conflict Resolution,Faculty Development,Family Involvement,Homework

Peer influence and social interactions can give rise to spillover effects in which the exposure of one individual may affect outcomes of other individuals. Even if the intervention under study occurs at the group or cluster level as in group-randomized trials, spillover effects can occur when the mediator of interest is measured at a lower level than the treatment. Evaluators who choose groups rather than individuals as experimental units in a randomized trial often anticipate that the desirable changes in targeted social behaviors will be reinforced through interference among individuals in a group exposed to the same treatment. In an empirical evaluation of the effect of a school-wide intervention on reducing individual students' depressive symptoms, schools in matched pairs were randomly assigned to the 4Rs intervention or the control condition. Class quality was hypothesized as an important mediator assessed at the classroom level. We reason that the quality of one classroom may affect outcomes of children in another classroom because children interact not simply with their classmates but also with those from other classes in the hallways or on the playground. In investigating the role of class quality as a mediator, failure to account for such spillover effects of one classroom on the outcomes of children in other classrooms can potentially result in bias and problems with interpretation. Using a counterfactual conceptualization of direct, indirect, and spillover effects, we provide a framework that can accommodate issues of mediation and spillover effects in group randomized trials. We show that the total effect can be decomposed into a natural direct effect, a within-classroom mediated effect, and a spillover mediated effect. We give identification conditions for each of the causal effects of interest and provide results on the consequences of ignoring &quot;interference&quot; or &quot;spillover effects&quot; when they are in fact present. Our modeling approach disentangles these effects. The analysis examines whether the 4Rs intervention has an effect on children's depressive symptoms through changing the quality of other classes as well as through changing the quality of a child's own class. Supplementary materials for this article are available online.
Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Guidelines
Author: Smarter Balanced Assessment Consortium
Date: 2019-06-27
Type: Guides - Non-Classroom
Subjects: Student Evaluation,Evaluation Methods,English Language Learners,Students with Disabilities,Test Bias,Test Construction,Test Items,Test Validity,Testing Accommodations,Academic Accommodations (Disabilities),Federal Legislation,Educational Legislation,Equal Education,Individualized Education Programs,Test Reliability,Elementary Secondary Education

The Smarter Balanced Assessment Consortium (Smarter Balanced) strives to provide every student with a positive and productive assessment experience, generating results that are a fair and accurate estimate of each student's achievement. Further, Smarter Balanced is building on a framework of accessibility for all students, including English Learners (ELs), students with disabilities, and ELs with disabilities, but not limited to those groups. In the process of developing its next-generation assessments to measure students' knowledge and skills as they progress toward college and career readiness, Smarter Balanced recognized that the validity of assessment results depends on each and every student having appropriate universal tools, designated supports, and accommodations when needed based on the constructs being measured by the assessment. This document was developed for the Smarter Balanced members to guide the selection and administration of universal tools, designated supports, and accommodations. The &quot;Smarter Balanced Guidelines&quot; apply to all students. They emphasize an individualized approach to the implementation of assessment practices for those students who have diverse needs and participate in large-scale content assessments. This document focuses on universal tools, designated supports, and accommodations for the Smarter Balanced content assessments of English language arts (ELA)/literacy and mathematics (math). At the same time, it supports important instructional decisions about accessibility and accommodations for students who participate in the Smarter Balanced assessments. It recognizes the critical connection between accessibility and accommodations in instruction and accessibility and accommodations during assessment. [For the 2018 edition, see ED589700.]
The State of State Science Education Policy: Achieve&apos;s 2018 Science Policy Survey
Author: Achieve, Inc.
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Science Education,Educational Policy,STEM Education,Standards,State Departments of Education,Elementary Secondary Education,State Policy,Accountability,Goal Orientation,Evaluation Methods,Time,Elementary Schools,Middle Schools,High Schools,Educational Quality,School Districts

In 2013 and 2018, the National Science and Technology Counsel (NSTC) released reports to raise awareness about the rapid growth in Science, Technology, Engineering, and Mathematics (STEM) occupations. One of the ways states are addressing the projected increases in STEM careers and the lack of growth in how many students are pursuing STEM education is through the adoption and implementation of new science standards that incorporate engineering and make connections to mathematics. For initiatives to have a long-term impact on the state education system, change needs to happen at all levels of the system -- from the classroom level up through state policies. Science standards implementation efforts have been deliberately focused on figuring out ways to impact instruction at the classroom level, but sustaining these efforts will mean addressing state-level policies beyond adopting new standards. To better understand the degree to which science standards implementation efforts are impacting state science education policies, Achieve administered a Science Policy Survey in the summer of 2018 to state education agencies (SEAs). This report summarizes the key survey results and provides an overview of states' K-12 education policies and goals in science. It also aims to identify where states may need to adjust science education policies to create more coherence among policies, elevate examples of state leadership, and to encourage states to take steps to strengthen and develop their programs based on the evidence and resources available.