ethanporcaro/eric-fulltext-meta huggingface dataset:
Peer-Assisted Learning/Literacy Strategies. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-05-00
Type: Reports - Evaluative
Subjects: Peer Teaching,Tutoring,Reading Instruction,Literacy,Learning Strategies,Beginning Reading,Kindergarten,Grade 1,Elementary School Students,Reading Fluency,Reading Comprehension,Phonological Awareness,Phonemic Awareness,Phonics,Instructional Effectiveness,Educational Research

&quot;Peer-Assisted Learning Strategies&quot; and a similar program known as &quot;Peer-Assisted Literacy Strategies&quot; are peer-tutoring programs that supplement the primary reading curriculum (Fuchs, Fuchs, Kazdan, &amp; Allen, 1999; Mathes &amp; Babyak, 2001). This review uses the acronym &quot;PALS&quot; to encompass both programs and their respective full names when referring to a specific program. Students in &quot;PALS&quot; classrooms work in pairs on reading activities intended to improve reading accuracy, fluency, and comprehension. Students in the pairs--who alternately take on the role of tutor and tutee--read aloud, listen to their partner read, and provide feedback during various structured activities. Teachers train students to use the following learning strategies: passage reading with partners, paragraph &quot;shrinking&quot; (or describing the main idea), and prediction relay (predicting what is likely to happen next in the passage). &quot;PALS&quot; includes separate versions for kindergarten and grade 1. &quot;Peer-Assisted Learning Strategies&quot; also includes versions for grades 2-3 (which are part of a larger set produced for grades 2-6). Forty-five studies reviewed by the What Works Clearinghouse (WWC) investigated the effects of &quot;PALS&quot; on beginning readers. Two studies (McMaster, Fuchs, Fuchs, &amp; Compton, 2005; Stein, Berends, Fuchs, McMaster, Saenz, Yen, &amp; Compton, 2008) are randomized controlled trials that meet WWC evidence standards. One study (Mathes &amp; Babyak, 2001) is a randomized controlled trial that meets WWC evidence standards with reservations. These three studies are summarized in this report. The remaining 42 studies do not meet either WWC eligibility screens or evidence standards. Appended are: (1) Research details for McMaster et al. (2005); (2) Research details for Stein et al. (2008); (3) Research details for Mathes &amp; Babyak (2001); (4) Outcome measures for each domain; (5) Findings included in the rating for the alphabetics domain; (6) Findings included in the rating for the fluency domain; (7) Findings included in the rating for the comprehension domain; and (8) Single-case design studies reviewed for this intervention. A glossary of terms is included. (Contains 8 tables and 11 endnotes.)
TPACK for Pre-Service Science and Mathematics Teachers
Author: Kafyulilo, Ayoub C.
Date: 2010-00-00
Type: Information Analyses
Subjects: Preservice Teachers,Science Teachers,Mathematics Teachers,Competence,Teaching Methods,Preservice Teacher Education,Inservice Teacher Education,Pedagogical Content Knowledge,Science Instruction,Mathematics Instruction,Educational Technology,Technology Integration,Active Learning,Teacher Education Curriculum,Computer Uses in Education,Educational Strategies,Educational Principles

This article is focused on unveiling the concept of TPACK in relation to teaching and learning in science and mathematics as well as the meaning of TPACK for pre-service science and mathematics teachers training. In describing this, different literatures were consulted on the meaning of TPACK, its origin and the way it can be integrated in pre-service science and mathematics teacher preparation. It was noted from literature that TPACK is the core of good teaching with technology, and that it's important for teachers to have an understanding of TPACK. Studies further show that the way pre-service teachers are taught to integrate technology, pedagogy and content is the same way they can implement the approach in their own teaching. In addition, studies argue for pre-service teachers to learn on how technology can help to enhance students learning in science and mathematics rather than learning how to teach technology. Different frameworks have been proposed on how to shift from teaching technology to using technology to enhance learning. For example some studies provide the curricular plans for developing pre-service teachers' competencies of integrating technology pedagogy and content. To enhance pre-service teachers' competency in technology integrations, some studies have reported the need for pre-service science and mathematics teachers to engage in the hands-on activities that reflect the real teaching with technology. Example of hands activities proposed in most studies includes planning of a lesson, presenting it to peers, getting critics from peers and re-planning it again. The cyclic development of the lesson is reported to enhance pre-service teachers' competency in working with technology in a real classroom situation. It is therefore concluded that implementation of TPACK in pre-service teachers training should start with orientation of the pre-service teachers to the use of technology in teaching by providing them with sufficient opportunity to engage in hands-on activities. (Contains 3 tables and 2 figures.
The &quot;Quiet Crisis&quot; Continues
Author: Gibbs, Greg K.
Date: 2010-05-00
Type: Opinion Papers
Subjects: Gifted,Special Education,Educational Finance,Financial Support,Budgeting,Retrenchment,State Aid,Federal Legislation,Educational Legislation

Gifted Education remains funded poorly at best. Funding levels have not increased; in fact, levels have decreased since NCLB (No Child Left Behind) legislation. The authors establish a history of funding inadequacies over the past twenty years that represents a leap backwards in support of students with untapped potential. The effort to improve overall test scores and general competencies has overshadowed gifted education. In an effort to be all to everyone an important segment of the population has been largely ignored by funding and instructional efforts. A conscious effort to engage these human resources in necessary to impact our future. These students are students with special needs, special needs that remain unmet.
Higher Education for National Development: Quality Assurance and Fostering Global Competencies
Author: Magzan, Masa
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Higher Education,Quality Assurance,Global Approach,Competence,Educational Technology,Academic Standards,Electronic Learning,Development,Accreditation (Institutions),International Cooperation,International Educational Exchange,Foreign Countries

Responding to the impact of globalization on delivering education and the increasing need to adapt to the needs of economic and social life, higher education institutions (HEI) effectiveness is depending on the use of technology and contribution to national development. While increasing access to higher education remains to be an important objective of national development, this paper shows how conscious use of education standards and technology as learning resources can have a significant role in building  globally competent human resources. The focus of this paper is on such positive practices  implemented at Zagreb School of Economics and Management (ZSEM). Since its foundation in 2002, the school is promoting the use of technology and demonstrating its quest for  excellence through internalization and application of international education standards. Today ZSEM has around 1400 students and about 150 courses With integrated e-learning system While currently 7% of students take part in various types of international exchange. (Contains 3 figures, 2 tables, and 1 footnote.) [This paper was published in: University Education in Transition--Transition in University Education: Modern and Universal. Second International Scientific Conference Proceedings (Belgrade, December 2011). p177-184. Published by Higher Education Institution for Applied Studies for Entrepreneurialship, Belgrade, Karadjordjeva. ISBN 978-86-86707-43-7.]
Length of School Calendars and Student Achievement in High Schools in California, Illinois and Texas
Author: Pedersen, James M.
Date: 2010-00-00
Type: Dissertations/Theses
Subjects: Year Round Schools,High Schools,Public Schools,High School Students,Academic Achievement,Comparative Analysis,Disabilities,English Language Learners,Economically Disadvantaged,Socioeconomic Background,Scores,Standardized Tests,Mathematics Tests,Language Tests,Federal Legislation,Educational Legislation

The purpose of this study was to analyze student academic performance data from year-round calendar high schools across the United States in comparison to those of traditional calendar high schools within the same states. This study sought to determine if the mean passing scores of students for the last three academic years in four important sub-groups of total school population, students who receive special services, English Language Learners, and children from low-socio-economic backgrounds, were significantly different from the mean passing scores of students from the same sub-groups who attend schools with traditional calendars. The student and school data used for this study were collected from only documented public, non-charter, high schools that operated on a 12-month, year-round calendar in the United States during the years of 2007-2010. These 26 high schools in the three states of California, Illinois and Texas were then similarly matched schools with 26 schools from traditional, 10 month calendar high schools. This study implemented a Causal-Comparative Design using Independent Samples t-tests to compare the twenty-six year-round schools to the twenty-six traditional calendar schools. The results of this study showed no statistical significance regarding the p-values of each subgroup from each state for math and language arts. These results also revealed that across all three states, and in all four sub-groups, traditional-calendar high schools consistently outperformed their year-round peers in math and language arts from the academic years of 2007 to 2010. The following are appended: (1) California Traditional Calendar High Schools; (2) California Year-Round Calendar High Schools; (3) Illinois Traditional Calendar High Schools; (5) Illinois Year-Round Calendar High Schools; and (6) Texas Traditional Calendar High Schools. (Contains 2 tables and 3 charts.)
Technical Adequacy of the easyCBM Grade 2 Reading Measures. Technical Report #1004
Author: Jamgochian, Elisa
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Grade 2,Reading Comprehension,Testing Programs,Reading Fluency,Reading Tests,Curriculum Based Assessment,Reliability,Validity,Psychometrics,Educational Assessment,Computer Assisted Testing,Internet,Educational Technology,Measures (Individuals),Statistical Analysis,Response to Intervention,Federal Aid,Evaluation Research,Predictive Measurement,Multiple Choice Tests

In this technical report, we provide reliability and validity evidence for the easyCBM[R] Reading measures for grade 2 (word and passage reading fluency and multiple choice reading comprehension). Evidence for reliability includes internal consistency and item invariance. Evidence for validity includes concurrent, predictive, and construct validities for performance level scores, as well as slope of improvement. Reliability of alternate forms and content validity were analyzed previously (references to previous technical reports are provided). Internal consistency, split-half reliability, and reliability of growth slopes were moderate. For concurrent and predictive validities, multiple choice reading comprehension was a better predictor of SAT-10 scores than either word or passage reading fluency. Construct validity was supported by strong model fit indices. Overall, predictive validity coefficients for all students on all measures were positive and low. (Contains 1 figure and 34 tables.) [Support for this work was also provided by the Center on Teaching and Learning (CTL).]
Technical Adequacy of the easyCBM Primary-Level Reading Measures (Grades K-1), 2009-2010 Version. Technical Report #1003
Author: Lai, Cheng-Fei
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Kindergarten,Grade 1,Early Reading,Reading Tests,Reading Fluency,Reading Comprehension,Curriculum Based Assessment,Reliability,Validity,Psychometrics,Educational Assessment,Computer Assisted Testing,Internet,Educational Technology,Measures (Individuals),Statistical Analysis,Response to Intervention,Federal Aid,Evaluation Research

In this technical report, we provide the results of a series of studies on the technical adequacy of the early reading measures available on the easyCBM[R] assessment system. The results from the two-level hierarchical linear growth model analyses suggest that the reliability of the slope estimates for the easyCBM[R] reading measures are strong, with some exceptions. The growth reliabilities tend to decrease as grade-level increases, and were generally weaker for students who began the year as higher achieving, the latter of which could be explained by a ceiling effect. Results from the regression analyses examining the relation between the spring easyCBM[R] measures and the SAT-10 provide evidence supporting the concurrent and predictive validity of easyCBM[R] for grades K and 1. The models were statistically significant for both grades, explaining 73% and 58% of the variance in SAT-10 respectively. Finally, the overall predictive validity coefficients for the slope of improvement for all students in easyCBM[R] reading measures across grades were positive. Students with lower initial fall scores on the LS and WRF measures across grades (first and second quartile) had the highest rate of growth compared to other quartiles, with moderate predictive validity coefficients in the 0.50s and 0.60s. (Contains 38 tables and 2 figures.)
The Alignment of easyCBM[R] Math Measures to Curriculum Standards. Technical Report #1002
Author: Nese, Joseph F. T.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Standards,Mathematics Teachers,Benchmarking,Research Reports,Alignment (Education),Mathematics Achievement,Test Items,Measurement Objectives,Measurement Techniques,Achievement Rating,Achievement Gains,Outcome Measures,Models,Articulation (Education),Curriculum Based Assessment,Item Analysis,Knowledge Level,Interrater Reliability

The purpose of this study was to examine the alignment of the easyCBM[R] mathematics benchmark and progress monitoring measures to the National Council of Teachers of Mathematics "Curriculum Focal Points" (NCTM, 2006). Based on Webb's alignment model (1997, 2002), we collected expert judgments on individual math items across a sampling of forms for grades K, 1, and 3-8. We found generally strong alignment across grade levels, focal points, and test forms between the easyCBM[R] mathematics items and the content standards. Example of Rater Materials is appended. (Contains 83 tables.)
Making the Good Even Better: Feedback from easyCBM Focus Groups, School Year 2009/2010. Technical Report # 1001
Author: Alonzo, Julie
Date: 2010-00-00
Type: Reports - Research
Subjects: Feedback (Response),Focus Groups,Research Reports,High School Students,Semi Structured Interviews,Action Research,Formative Evaluation,Systems Analysis,Management Information Systems,Program Effectiveness,Program Evaluation,Administrator Attitudes,Employee Attitudes,Teacher Attitudes,Achievement Gains,Achievement Rating

This technical report provides a summary of feedback from teachers, administrators, and support personnel who used the easyCBM progress monitoring and benchmark assessment system during school year 2009/2010. Data were gathered from semi-structured focus groups conducted during the 2010 easyCBM August Institute at the University of Oregon. Results have been used to prioritize enhancements to the easyCBM system and identify additional areas of need for future development and training. [Funds for the data set used to generate this report come from a contract awarded to Behavioral Research and Teaching from the Oregon Department of Education's Statewide Longitudinal Data Systems (SLDS) Grant.]
Diagnostic Efficiency of easyCBM[R] Math: Washington State. Technical Report #1008
Author: Anderson, Daniel
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Efficiency,Curriculum Based Assessment,Mathematics Tests,Formative Evaluation,Student Evaluation,Response to Intervention,Predictive Validity,Cutting Scores,Benchmarking,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 framework. Educators using easyCBM[R] are often interested in using the results to predict students' state test performance. In the following technical document, we report diagnostic efficiency statistics using a sample from three districts across the state of Washington. The Washington state test was the criterion in a Receiver Operator Characteristics (ROC) curve analysis. In addition to diagnostic efficiency statistics, optimal cut scores are reported for predicting whether students will reach the proficiency cut score on the Washington state test. (Contains 12 tables.)
Can Financial Aid Improve Student Success at Louisiana's Community Colleges? A Study of the Potential Impact of Redistributing State Gift Aid on the Success of Pell Grant Recipients
Author: Crockett, Kevin
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Academic Achievement,Student Financial Aid,Grants,Federal Aid,College Transfer Students,Educational Attainment,Remedial Instruction,Income

In this report, the authors investigate the relationship between levels of financial aid and student success in Louisiana community colleges, with a focus on Pell Grant recipients. They measure success by whether a student earned a certificate or an associate's degree within three years of enrolling as a first-time full-time student or transferred to a four-year Louisiana university within the same timeframe. In this study, the authors use student unit record (SUR) data that have been merged with detailed information on student financial aid awards. This report is a companion to the authors' earlier study of the effects of grants and scholarships on student retention in Louisiana's four-year regional state university campuses. In that study, they concluded that by more effectively targeting its scholarships and grants (what we call &quot;Gift Aid&quot;), Louisiana could increase student retention while saving almost $400,000 per year. As this community college study is about to show, strategically targeting financial aid to increase the success of community college students appears to be far less likely to succeed. Findings from the current study show: (1) As the number of developmental courses in which a student enrolls increases, student success decreases; (2) Pell Grants do not overcome differences in success rates across income levels among students with equivalent academic preparation; (3) The level of community college students' Need Met With Gift Aid is weakly associated with completion; and (4) Higher levels of Need Met With Gift Aid are not associated with greater student success for students who took more than one developmental course. Comparison of Full-time and Part-time First-time Louisiana Community College Students Enrolled Fall 2006 and Fall 2007 data table is appended. (Contains 6 tables, 1 chart, and 6 footnotes.)
Child and Youth Victimization Known to Police, School, and Medical Authorities. National Survey of Children's Exposure to Violence. Juvenile Justice Bulletin
Author: Finkelhor, David
Date: 2012-04-00
Type: Reports - Research
Subjects: Children,Victims of Crime,Violence,National Surveys,Child Abuse,Sexual Abuse,Rape,Child Neglect,Police,Health Personnel,School Personnel,Disclosure,Influences

Considerable efforts have been made during the last generation to encourage children and their families to report victimization to authorities. Nonetheless, concern persists that most childhood victimization remains hidden. The 2008 inventory of childhood victimization--the National Study of Children's Exposure to Violence (NatSCEV)--allowed an assessment of whether authorities, including police, school, and medical authorities, are identifying victimizations. The victim, the victim's family, or a bystander may have disclosed the victimization to those authorities, or the authorities may have directly observed the victimization or evidence of that victimization. Among the survey findings: (1) Thirteen percent of children victimized in the previous year had at least one of their victimizations known to police, and 46 percent had one known to school, police, or medical authorities; (2) Authorities knew about a majority of serious victimizations, including incidents of sexual abuse by an adult, they were mostly unaware of other kinds of serious victimizations, such as dating violence and completed and attempted rape; (3) In general, school officials knew about victimization episodes considerably more often (42 percent) than police (13 percent) or medical personnel (2 percent). However, police were the most likely to know about kidnapping, neglect, and sexual abuse by an adult; and (4) More victimization and abuse appears to be known to authorities currently than was the case in a comparable 1992 survey. (Contains 1 table and 2 endnotes.)
Outlook. Number 375
Author: Council for American Private Education
Date: 2012-05-00
Type: Collected Works - Serial
Subjects: Public Schools,Private Schools,Elementary Secondary Education,State Programs,School Choice,Conservation (Environment),Educational Legislation,Educational Vouchers,State Legislation,Institutional Cooperation

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) Louisiana Approves Two Sweeping Choice Initiatives; (2) Public and Private Schools in Philadelphia Sign Compact; (3) Green Schools; and (4) CAPE Notes.
Technical Adequacy of the easyCBM Primary-Level Mathematics Measures (Grades K-2), 2009-2010 Version. Technical Report #1006
Author: Anderson, Daniel
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Curriculum Based Assessment,Mathematics Tests,Test Reliability,Test Validity,Predictive Validity,Construct Validity,Primary Education,Kindergarten,Grade 1,Grade 2,Formative Evaluation,Student Evaluation,Response to Intervention

In the following technical report, we present evidence of the technical adequacy of the easyCBM[R] math measures in grades K-2. In addition to reliability information, we present criterion-related validity evidence, both concurrent and predictive, and construct validity evidence. The results represent data gathered throughout the 2009/2010 school year in school districts in the Pacific Northwest. (Contains 159 tables and 1 footnote.) [Support for this work was provided by the Center on Teaching and Learning (CTL).]