ethanporcaro/eric-fulltext-meta huggingface dataset:
Emotion Regulation in Young Children with Autism Spectrum Disorders
Author: Berkovits, Lauren
Date: 2017-00-00
Type: Journal Articles
Subjects: Emotional Response,Emotional Development,Behavior Problems,Young Children,Autism,Pervasive Developmental Disorders,Symptoms (Individual Disorders),Cognitive Ability,Language Skills,Interpersonal Competence,Correlation,Intelligence Quotient

There has been little research connecting underlying emotion processes (e.g., emotion regulation) to frequent behavior problems in young children with autism spectrum disorder (ASD). This study examined the stability of emotion regulation and its relationship with other aspects of child functioning. Participants included 108 children with ASD, ages 4-7, and their primary caregivers. ASD symptoms and cognitive/language abilities were assessed upon study entry. Parents reported on children's emotion regulation, social skills and behavior problems at two time points, 10 months apart. Emotion dysregulation was stable and related strongly to social and behavioral functioning but was largely independent of IQ. Further analyses suggested that emotion dysregulation predicts increases in social and behavioral difficulties across time. Implications for intervention are discussed. [This article was published in &quot;Journal of Autism and Developmental Disorders&quot; (EJ1125538).]
Common Practice Elements for Improving Social, Emotional, and Behavioral Outcomes of Young Elementary School Students
Author: Sutherland, Kevin S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Emotional Disturbances,Behavior Disorders,At Risk Students,Evidence Based Practice,Behavior Problems,Program Implementation,Intervention,Emotional Development,Behavior Development,Young Children,Early Childhood Education,Early Childhood Teachers,Elementary School Students,Kindergarten,Grade 1,Grade 2

Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems experienced by students with EBD is a priority for the field, but there exist implementation challenges in authentic classroom settings. The purpose of this article is to address one implementation barrier by distilling the common practice elements found in evidence-based programs (EBPs) and practices delivered by teachers designed to target the social, emotional, and behavioral problems in young students. We conducted a systematic review of EBPs and early elementary classroom practices that have been evaluated in randomized group designs, quasi-experimental designs, and single-case experimental designs. A total of 103 articles employing 68 group (n = 53 randomized group designs, n = 15 quasi-experimental designs) and 35 single-case designs were identified, and an iterative process was used to identify common practice elements. Twenty-five practice elements were identified and submitted to review by experts. After expert review, 24 practice elements remained. Implications for practice and training as well as future research are discussed. [The article was published in &quot;Journal of Emotional and Behavioral Disorders&quot; (EJ1215242).]
Better Together: Why Charter School Champions and Parent Advocates Should Partner to Better Support Students with Disabilities
Author: Conrad Fisher, Julia
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Charter Schools,Parent Role,Partnerships in Education,Students with Disabilities,Equal Education,Access to Education,Barriers,Educational Finance,Financial Support,Teacher Competencies,Expertise,Federal Legislation,Educational Legislation,Court Litigation

While the charter sector has much to celebrate, the country can do more to put great schools--including excellent charters--within reach for our most vulnerable students. Students with disabilities represent one such group. The best solutions start by partnering with the parent groups that advocate for students with disabilities, and have been doing so for decades. As partners, charter school champions and organizations working with parents of children with disabilities can collectively improve outcomes for students with disabilities, create better school options for them, and advocate for better policies. This call to action for charter champions to launch and deepen their partnerships with parent advocates explains how they are &quot;better together&quot;--why such partnerships are needed, the forms they might take from partnerships highlighted in Washington, DC, New York City, and Los Angeles, and how to get started.
Preparing Students for a Future in Fintech: The Role of Massachusetts Public Universities. White Paper No. 194
Author: Earls, Eamon McCarthy
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Public Colleges,Financial Services,Information Technology,Technological Advancement,Demand Occupations,College Curriculum,Business Administration Education,Computer Science Education

Fintech describes new technology aimed at improving and automating the delivery of financial services. The term encompasses a wide variety of finance industry segments, such as crowdfunding, peer-to-peer lending, payments, data collection, cryptocurrency, credit scoring, cybersecurity for finance, thematic investing, algorithmic asset management, stock and bond investing, private securities transactions and more. New technologies compete with traditional finance models and change the internal processes of financial companies. Universities around the world are beginning to examine fintech preparedness and some are attempting to create coursework to fill the skills gap. Characteristically, the majority of university fintech programs in existence have focused on regulation, security considerations and understanding the impact of technology on the market. This high-level approach does not go into depth about individual technologies, leaving students to learn on the job or pursue additional elective coursework. This white paper recommends some ways public universities can prepare students in fintech. For example, public universities in Massachusetts can strive to offer coursework that gives a broad overview of fintech and regulation by examining in-demand skills as well as the pioneering efforts of early movers in academic fintech. For students, a key goal of fintech education is to develop the tools to think ahead of the curve. In addition, Massachusetts public universities can begin a process of examining their elective coursework across disciplines, identifying areas of opportunity for business students to gain further fintech-related skills. University administrators could consider expanding some elective course opportunities, setting up new tracks for business majors or developing certificate programs for business students to package their additional course experiences for potential employers. Also while business students may feel the impacts of fintech growth most directly in their chosen field, computer science students at Massachusetts public universities may find themselves working for companies providing fintech software or within existing financial services companies doing software design, development and configuration. Academic leaders can begin -- or expand -- a process of assessing current coursework and degree paths, potentially creating new prerequisites or entirely new avenues to degree completion for business and computer science students. By working to understand shifts in the market brought on by fintech and their implications for job skills demand, public universities can endeavor to better prepare undergraduate and graduate students for the future and strengthen one of the core industries of Massachusetts.
Learning from Standards Deviations: Three Dimensions for Building Education Policies That Last
Author: Edgerton, Adam Kirk
Date: 2019-00-00
Type: Reports - Research
Subjects: Educational Policy,Elementary Secondary Education,Educational Change,Common Core State Standards,Policy Formation,College Readiness,Career Readiness

Cynthia Coburn, in her 2016 article in the &quot;American Journal of Education&quot;--''What's Policy Got to Do With It?''--states that the field of policy implementation suffers from the propensity to learn the same lessons over and over again. This repetition of mistakes, I argue, stems from a failure to account for predictable patterns in how policies become unpopular. Through an analysis of 52 interviews with state, regional, and district officials in California, Texas, Ohio, Pennsylvania, and Massachusetts, I investigate the decline in the popularity of K-12 standards-based reform. I consolidate existing policy implementation theories and describe three important dimensions--detail, drive, and durability--for understanding how standards and associated policies ''succeed'' or ''fail.'' Using these dimensions, I reveal how policy design and implementation choices can strengthen or weaken standards-based education policies. [This is the online version of an article published in &quot;American Educational Research Journal.&quot;]
Elementary School Grade Retention. Information Capsule. Volume 1805
Author: Blazer, Christie
Date: 2019-01-00
Type: Reports - Research
Subjects: Grade Repetition,Elementary School Students,Academic Achievement,Social Development,Emotional Development,Dropout Rate,Student Characteristics,High School Students,Emotional Adjustment,Social Adjustment,Program Effectiveness

This Information Capsule reviews the research conducted on elementary level grade retention. Research findings on the effect of retention on elementary students' outcomes are inconsistent. One widely accepted conclusion is that when retention occurs, it should be accompanied by additional interventions designed to increase students' academic achievement and foster their social-emotional development. Other key research findings include: (1) Retained students are more likely to be from minority backgrounds and low-income households; (2) Retention has a temporary positive impact on student achievement; (3) No definitive conclusions have been reached on how retention affects students' academic achievement in the long-term. Most older studies found that retention had a negative impact on student's long-term achievement, but several recent studies that used more sophisticated methodologies concluded that retention had no effect, and may actually have had a positive effect, on students' future achievement; (4) Studies conducted on the impact of elementary school retention on students' high school dropout rates have reported mixed findings; (5) Research on the impact of retention on students' social and emotional adjustment has produced conflicting results; (6) Studies suggest that elementary students with the lowest levels of academic achievement and the poorest learning-related (self-regulatory) skills may have the most to gain by repeating a grade, both academically and socially; (7) Some researchers have concluded that retention is more effective at the earliest grade levels, but others maintain that retention is harmful at all grade levels; and (8) When retention is being considered for struggling elementary school students, researchers recommend that school staff implement several strategies, such as basing retention decisions on multiple criteria, using new instructional strategies and materials during the retention year, and providing students with supplemental academic and social-emotional interventions.
Wildfire Preparedness for K-12 Schools and Institutions of Higher Education. Wildfire Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Emergency Programs,Natural Disasters,Fire Protection,School Safety,Cooperative Planning,Teamwork,Goal Orientation,Program Development,Program Implementation,Prevention,State Agencies,Public Agencies,Agency Role,School Role

School emergency management can be addressed through the development of a school emergency operations plan (EOP) that addresses the school safety continuum, including safety, security, emergency management, and preparedness. Planners will address hazards and threats (e.g., wildfire and criminal activity), emergency management functions (cross-cutting activities that may be needed after incidents caused by a variety of threats or hazards, such as accounting for all persons and recovery), and planning basics and principles (e.g., follows a collaborative process; provides for the needs of people with disabilities or access and functional needs). This fact sheet focuses on how schools, school districts, and Institutions of Higher Education (IHEs) can address the hazard of wildfires and provides additional considerations for related emergency management functions and planning basics and principles, all of which aim to keep the school community safe. [For two related guides, see &quot;Guide for Developing High-Quality School Emergency Operations Plans&quot; (ED571878) and &quot;Guide for Developing High-Quality Emergency Operations Plans for Institutions of Higher Education&quot; (ED571877).]
When to Take up Roots: The Effects of Morphology Instruction for Middle School and High School English Learners
Author: Crosson, Amy C.
Date: 2017-00-00
Type: Reports - Research
Subjects: Adolescents,Middle School Students,High School Students,Intervention,Morphology (Languages),Teaching Methods,Latin,English Language Learners,Vocabulary Development,Age Differences,Urban Schools,Program Effectiveness,Knowledge Level

A majority of the challenging words that adolescent readers encounter in school texts are morphologically complex and from the Latinate layer of English. For these words, bound roots carry important meaning, such as the relation between innovative and its bound root, nov, meaning &quot;new.&quot; This study investigated the effects of instruction about bound Latin roots on academic word learning and morphological problem-solving skill with English Learners (EL) at three grade bands: Grades 6-8, 9-10, and 11-12. Employing a within-subjects design, 82 students participated in two counterbalanced intervention conditions: an academic vocabulary without morphology (comparison condition) and a morphology-focused academic vocabulary intervention (treatment condition). The largest treatment effects were observed for oldest students, but positive effects were observed at all grade levels. Results suggest that instruction focused on the major meaning-carrying components of academic words of the Latinate layer in English--bound roots--is especially effective for ELs in the secondary grades. [This paper was published in &quot;Reading Psychology&quot; v38 n3 p262-288 2017 (EJ1126574).]
Adapting an Evidence-Based Early Childhood Tier 2 Program for Early Elementary School
Author: Sutherland, Kevin S.
Date: 2019-06-00
Type: Journal Articles
Subjects: Program Effectiveness,Evidence Based Practice,Risk,Student Experience,Outcomes of Education,Teacher Student Relationship,Educational Environment,Emotional Disturbances,Behavior Disorders,Preschool Children,Preschools,Parents,Early Childhood Education,Intervention

Students' early school experiences have a significant and long-term effect on key academic and social/behavioral outcomes. Evidence-based programs that both increase the quantity and quality of positive teacher-student interactions and decrease the frequency of negative teacher-student interactions may be critical for changing negative patterns and improving students' early learning environments. The purpose of this article is to describe the iterative development of one such program, BEST in CLASS--Elementary, which has been adapted from an evidence-based program designed to reduce risk for emotional/behavioral disorders by improving teachers' interactions and relationships with preschool-age children with chronic problem behavior. Following a brief description of the parent program, 4 overlapping phases of intervention adaptation and development are described. Future directions for the intervention and applications of this iterative process tointervention developmentwork and research are discussed. [This paper was published in &quot;Elementary School Journal&quot; (EJ1217810).]
Teaching Purposefully: Considering the Perspectives of Foreign Language Learners in Language Skill Development
Author: Bimpong, William K.
Date: 2019-07-00
Type: Journal Articles
Subjects: Second Language Learning,Uncommonly Taught Languages,African Languages,Student Attitudes,Language Attitudes,Language Acquisition,Language Skills,Skill Development,Second Language Instruction,College Students

Reading, writing, speaking, and listening are the four foundational skills in language learning. In language learning classrooms, students are guided to achieve proficiency in all or some of these skills in order to be able to use language effectively. Using a qualitative approach, the study investigates the perspectives of some students of Swahili, a Less Commonly Taught Language (LCTL), about their language skills. Specifically, the study investigates the goals of the students regarding the development of their language skills, how the students develop their language skills, and the challenges they face in honing their language skills. The study revealed that the purposes for which students enroll in the language class and the challenges they face with the development of their language skills influence their perspectives on the various language skills. Thus, the findings confirmed existing research that students have diverse reasons for learning a language. The study encourages teachers of Swahili-as-a-foreign-language (SFL) to purposefully guide students in developing their language skills by considering the students' perspectives.
Overview of Summer Youth Internship Program (SYIP). Information Capsule. Volume 1806
Author: Tirado, Andrea
Date: 2018-10-00
Type: Reports - Research
Subjects: Summer Programs,Youth Programs,Internship Programs,Public Schools,High School Students,School Community Programs,School Business Relationship,Partnerships in Education,Adolescents,At Risk Students,Mentors,Compensation (Remuneration),Learning Experience

This Information Capsule provides an overview of the Summer Youth Internship Program (SYIP) for Miami-Dade County Public School students sponsored by Miami-Dade County, The Children's Trust, Career Source of South Florida, Royal Caribbean Cruise Lines, JPMorgan Chase, and the Foundation for New Education Initiatives. The SYIP is a five-week paid summer internship that has been offered to M-DCPS high school students since 2015. The program provides students with real-life experience in a practical setting and the opportunity to interact with professionals in the community. To date, over 500 companies have participated, and 5,679 students have successfully completed the program. M-DCPS, alongside the other partners, will continue to provide students with this opportunity during the 2019 school year.
Extending the Bounds of Morphology Instruction: Teaching Latin Roots Facilitates Academic Word Learning for English Learner Adolescents
Author: Crosson, Amy C.
Date: 2019-00-00
Type: Reports - Research
Subjects: Morphology (Languages),Academic Language,Vocabulary Development,Latin,English Language Learners,Adolescents,Teaching Methods,Semantics,Phoneme Grapheme Correspondence

This study investigated the hypothesis that academic vocabulary instruction infused with morphological analysis of bound Latin roots--such as analysis of the relation between innovative and its bound root, nov (meaning &quot;new&quot;)--will enhance word learning outcomes for English Learner (EL) adolescents. Latinate words with bound roots comprise a majority of general academic vocabulary words in English and are ubiquitous in texts across content areas. However, the effect of instruction in this area of morphology is unclear. Theory suggests that morphological knowledge is a critical component of lexical representations, binding a word's phonological, orthographic and semantic features. We hypothesized that instruction in bound Latin roots would (a) produce stronger outcomes for learning academic words by strengthening semantic and orthographic representations, and (b) equip students with morphological analysis skills to problem-solve new words. Employing a within-subjects design, 84 EL students participated in both of two counterbalanced conditions: vocabulary intervention without roots (comparison) and vocabulary intervention with roots (treatment). Effects on learning meanings of academic words were similar across conditions. However, the &quot;with roots&quot; condition showed large treatment effects for morphological problem-solving of unfamiliar words, and also suggested positive treatment effects on lexical access, lending partial support to our hypothesis that instruction about bound Latin roots contributes to EL adolescents' academic vocabulary learning. [This paper was published in &quot;Reading and Writing&quot; v32 n3 p689-727 2019 (EJ1208203).]
Education in the App Store: Using a Mobile Game to Support U.S. Preschoolers&apos; Vocabulary Learning
Author: Dore, Rebecca A.
Date: 2019-00-00
Type: Reports - Research
Subjects: Vocabulary Development,Computer Software,Preschool Children,Language Tests,Low Income,Intervention,Computer Games,Receptive Language,Expressive Language,Pretests Posttests,Comparative Analysis,Teaching Methods,Developmentally Appropriate Practices,Scores,Handheld Devices,Cartoons,Measures (Individuals),Instructional Effectiveness,Language Acquisition

Despite the prevalence of educational apps for children, there is little evidence of their effectiveness for learning. Here, children were asked to learn ten new words in a narrative mobile game that requires children use knowledge of word meanings to advance the game. Study 1 used a lab-based between-subjects design with middle-SES 4-year-olds and used a receptive vocabu- lary test to examine whether children learned the game's words. Children who played the game answered more questions correctly than children who did not play the game. Study 2 used a within- subjects design with low-SES preschoolers who played the game four times as part of a larger classroom intervention. Children showed evidence of learning on both a receptive and an expressive vocabulary measure. The difference between pre- and post- test scores was significantly larger for target words than for five non-exposure control words. Results show that both middle-SES children in the lab and low-SES children in the classroom learned new vocabulary from an interactive mobile game, suggesting that developmentally-appropriate mobile games show promise for vocabulary learning. [This is the online version of an article published in &quot;Journal of Children and Media&quot; (ISSN 1748-2798).]