ethanporcaro/eric-fulltext-meta huggingface dataset:
Growth on Sublexical Fluency Progress Monitoring Measures in Early Kindergarten and Relations to Word Reading Acquisition
Author: Clemens, Nathan H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Naming,Reading Fluency,Kindergarten,At Risk Students,Reading Difficulties,Alphabets,Decoding (Reading),Phonemic Awareness,Phonemes,Prediction,Reading Processes,Reading Instruction,Phoneme Grapheme Correspondence,Knowledge Level,Word Recognition,Reading Tests,Teacher Attitudes

Fluency with skills that operate below the word level (i.e., sublexical), such as phonemic awareness and alphabetic knowledge, may ease the acquisition of decoding skills (Ritchey &amp; Speece, 2006). Measures of sublexical fluency such as phoneme segmentation fluency (PSF), letter naming fluency (LNF), and letter sound fluency (LSF) are widely available for monitoring kindergarten reading progress, but less is known about the relative importance of growth in each skill across the early months of formal reading instruction and their relation to subsequent decoding acquisition. With a sample of kindergarten students at risk for reading difficulties, this study investigated the extent to which initial status and growth in PSF, LNF, and LSF, administered on a progress-monitoring basis during the fall of kindergarten, were differentially predictive of word reading fluency skills at mid-year and growth across the second half the school year. We used two different fluency-based progress monitoring measures of word reading across the spring, one consisting entirely of phonetically regular consonant-vowel-consonant words, and the other that included phonetically regular and irregular words that varied in length. Results indicated that although initial status and fall growth in all sublexical fluency measures were positively associated with subsequent word reading, LSF across the fall of kindergarten was the strongest overall predictor of mid-year level and growth on both word reading measures, and unique in its prediction over the effects of LNF and PSF. Results underscore the importance of letter-sound knowledge for word reading development, and provide additional evidence for LSF as a key index of progress for at-risk learners across the early months of formal reading instruction.
Evaluating a Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH) in School-Based Mental Health Care: Study Protocol for a Randomized Controlled Trial
Author: Harmon, Sherelle L.
Date: 2021-03-00
Type: Journal Articles
Subjects: School Health Services,Mental Health,Anxiety,Depression (Psychology),Trauma,Student Behavior,Behavior Problems,Therapy,Allied Health Personnel,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,At Risk Students,Outcomes of Treatment,Academic Achievement

Introduction: Schools have become a primary setting for providing mental health care to youths in the U.S. School-based interventions have proliferated, but their effects on mental health and academic outcomes remain understudied. In this study we will implement and evaluate the effects of a flexible multidiagnostic treatment called Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH) on students' mental health and academic outcomes. Methods and Analysis: This is an assessor-blind randomized controlled effectiveness trial conducted across five school districts. School clinicians are randomized to either MATCH or usual care (UC) treatment conditions. The target sample includes 168 youths (ages 7-14) referred for mental health services and presenting with elevated symptoms of anxiety, depression, trauma, and/or conduct problems. Clinicians randomly assigned to MATCH or UC treat the youths who are assigned to them through normal school referral procedures. The project will evaluate the effectiveness of MATCH compared to UC on youths' mental health and school related outcomes and assess whether changes in school outcomes are mediated by changes in youth mental health.
Job Design: An Integrated Approach to Creating Effective Teacher and Principals Leadership Roles
Author: Kraemer, Sara
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Teacher Role,Leadership Role,Principals,Job Development,Teacher Leadership,Faculty Workload,Stress Management

Teacher and principal leaders at the school building level often are tasked with taking on duties in addition to their regular job serving as instructional leaders focusing on improving instructional practice in their schools. Effective job design for teacher and principal leaders that offers the appropriate level of autonomy and a balance of workload pace can decrease high burnout rates and increase the level of retention in these educator roles. This brief is designed to support U.S. Department of Education Effective Educator Development (EED) grantees by outlining the importance of effective job design; describing a job design framework and its relationship to the broader job and work design framework; and providing initial guidance, including guiding questions, for applying the framework to the design of current or new leadership roles. [This paper was produced by the Teacher Quality Programs Technical Assistance Center (TQP TA Center).]
In the Hands of Students: The Charge of a Minority-Serving Institution Student Council at a Dual-Designated Asian American and Native American Pacific Islander-Serving Institution and Hispanic-Serving Institution
Author: Espinoza, Kristine Jan Cruz
Date: 2022-00-00
Type: Journal Articles
Subjects: Minority Serving Institutions,Student Government,Asian American Students,American Indian Students,Pacific Islanders,Hispanic American Students,Student Diversity,College Environment,Racial Composition,Racial Bias,White Students,African American Students,Multiracial Persons,Barriers,Minority Group Students,Program Development,Program Effectiveness,Student Empowerment,College Students

The &quot;U.S. News and World Report&quot; has ranked the University of Nevada, Las Vegas (UNLV) as being one of the most racially diverse institutions, and UNLV has received dual-designations as an Asian American and Native American Pacific Islander-Serving Institution and Hispanic-Serving Institution. Concurrently, pervasive physical threats, student demands for change, and results of a campus climate survey created a peremptory need to center the cultural wealth of minoritized students to organize and coalition build. This essay focuses on the UNLV Minority-Serving Institution (MSI) Student Council (MSISC) and its charge to lead campus initiatives that promote success for minoritized students to become a truly serving MSI. Written by one of the MSISC members and their advisor, we historicize the MSISC's creation and share ideas for similar MSI-focused student committees and task forces.
Pods in Action: African Leadership Group. A Community of Learning to Support Immigrant Families
Author: Kim, Juli
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Community Organizations,Immigrants,Blacks,Elementary Secondary Education,Partnerships in Education,After School Education,Tutoring,Distance Education,Student Needs,Outcomes of Education

Prepandemic, the Denver-based African Leadership Group (ALG) helped immigrant families navigate public schooling, finding that districts generally did not respond adequately to immigrant students' and families' needs. Knowing that children from African immigrant families were among those most at risk of falling behind when COVID forced school closures, the African Leadership Group created a learning pod that helped students access remote learning and academic supports. This report discusses how ALG leaders stretched their vision and resources when they opened the doors to a pandemic learning pod in August 2020. Key lessons learned during this process include: (1) Existing administrative and financial supports helped a community advocacy group quickly create a learning community for its members' children; (2) Longstanding relationships and intimate knowledge of African immigrant families' educational challenges and needs proved a key element of the pod's success; and (3) Firsthand exposure to schooling enhanced the organization's understanding of the challenges immigrant students face in public schools and thus its ability to engage in education advocacy.
Pods in Action: Community Works. A Community Organization Makes the Jump from Supporting Students after School to Supporting Families Who Homeschool
Author: Gomez-Bendaña, Heather
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Elementary School Students,Middle School Students,School Closing,Home Schooling,Educational Technology,Technology Uses in Education,Student Needs,Distance Education,Online Courses,Enrichment Activities,Community Organizations,Well Being

Before the pandemic, Community Works in New Orleans, Louisiana ran large-group (100- to 200-student) after-school and out-of-school-time programs that integrated enrichment and academics for youth in grades K-8. When school buildings closed in March 2020, Community Works started offering more versatile programming options to meet the needs of their students, inclusive of various virtual programs and some in-person after-school and daytime programs. They then shifted their focus from their virtual programming options to facilitate operation of two learning pods, one funded and located within the local K-8 public school for the children of teachers and one composed of mostly homeschooled students that was housed in their office building and funded by the Vela Education Fund. This report discusses how an organization with experience running out-of-school-time programs proved well positioned to support students during the pandemic by providing enrichment that supplemented the remote instruction they received from schools and by prioritizing students' social and emotional well-being. Supporting full-blown school replacement for families new to homeschooling created new challenges for an organization used to supporting supplemental activities, especially because some families did not know they were expected to provide curricula.
Exploring Harassment and Discrimination Experiences in Astronomy: Results from the Longitudinal Survey of Astronomy Graduate Students (2007-16). Focus On
Author: Porter, Anne Marie
Date: 2022-03-00
Type: Reports - Research
Subjects: Astronomy,Science Education,Graduate Students,Longitudinal Studies,Student Surveys,Gender Differences,Race,Gender Bias,Racial Discrimination,Verbal Communication,Bullying,Criticism,Humor,Career Choice,Science Careers,Equal Education,Social Support Groups,Professional Development,Sexual Harassment,Rape,Context Effect,Student Attitudes,Power Structure,Teacher Student Relationship,College Faculty,Work Environment,Equal Opportunities (Jobs)

As documented in the National Academies' 2020 astronomy decadal survey report, harassment and discrimination continue to be problems in astronomical employment and educational settings. In order to document the types of harassment and discrimination in astronomy and the context in which these behaviors occur, this report describes an analysis of qualitative data from the Longitudinal Study of Astronomy Graduate Students (2007-16). The survey was conducted by the Statistical Research Center at the American Institute of Physics, in partnership with the American Astronomical Society Demographics Committee. Many of the experiences of harassment described by respondents were based on gender, but some were based on other statuses such as race. The analysis revealed the following four types of harassment and discrimination: (1) biased assumptions that were communicated to the respondents regarding their status, career, and personal life; (2) verbal put downs in the form of jokes, criticisms, and undermining comments; (3) demographic-based inequitable treatment that limited their social support and professional development; and (4) unwanted sexual attention, ranging from inappropriate comments to more serious behaviors such as threats, stalking, and assault. This report describes the context around these experiences, specifically, respondents' relationship with the people who harassed or discriminated against them, the locations of the incidents, and respondents' reactions to the harassment and discrimination.
2020 Rhode Island Education Policy Primer
Author: Goss, Adrienne C.
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Educational Policy,State Policy,Public Education,Equal Education,Enrollment,Educational Finance,Funding Formulas,Accountability,Governance,Policy Formation,Academic Achievement,Educational Assessment,Curriculum Based Assessment,Performance Based Assessment,College Entrance Examinations,School Districts,Public Schools,Charter Schools,Home Schooling,Private Schools,School Choice,Common Core State Standards,Graduation Requirements,Graduation Rate,Teacher Certification,Teacher Education Programs,Teacher Recruitment,Teacher Persistence,Diversity (Faculty)

The Rhode Island Education Policy Primer provides an overview of how public education operates in Rhode Island. The Introduction offers context on the inequitable origins of Rhode Island's public school system, as well as the role that activism has played in expanding educational opportunities. The At a Glance section provides a quick look at public school enrollment in Rhode Island--a helpful reference point for the information in the rest of the primer. The remaining chapters discuss enduring topics in education policy. A quick definition or overview of each issue is provided, along with historical or foundational information when applicable. Following are details about how these areas are addressed in Rhode Island. Each chapter ends with Equity Policy Considerations. These considerations are written to help policymakers and stakeholders consider how these policy issues might unduly affect nonwhite, Hispanic, low-income, and emergent bilingual students, and students with disabilities. These considerations are neither exhaustive nor conclusive, but rather serve as a basis for further dialogue and study. [This report was produced by the Social Policy Hub for Equity Research in Education (SPHERE) at Rhode Island College..]
Example-Tracing Tutors: Intelligent Tutor Development for Non-Programmers
Author: Aleven, Vincent
Date: 2016-00-00
Type: Reports - Research
Subjects: Intelligent Tutoring Systems,Programming,Artificial Intelligence,Visual Aids,Educational Technology,Effect Size,Problem Solving,Educational Games,Cooperative Learning

In 2009, we reported on a new Intelligent Tutoring Systems (ITS) technology, example-tracing tutors, that can be built without programming using the Cognitive Tutor Authoring Tools (CTAT). Creating example-tracing tutors was shown to be 4-8 times as cost-effective as estimates for ITS development from the literature. Since 2009, CTAT and its associated learning management system, the &quot;Tutorshop,&quot; have been extended and have been used for both research and real-world instruction. As evidence that example-tracing tutors are an effective and mature ITS paradigm, CTAT-built tutors have been used by approximately 44,000 students and account for 40% of the data sets in &quot;DataShop,&quot; a large open repository for educational technology data sets. We review 18 example-tracing tutors built since 2009, which have been shown to be effective in helping students learn in real educational settings, often with large pre/post effect sizes. The fact that example-tracing tutors can only handle problems with no more than a moderately-branching solution space is sometimes, though often not, a practical impediment. CTAT and other ITS authoring tools illustrate that non-programmer approaches to building ITS are viable and useful and will likely play a key role in making ITS widespread. [This paper was published in &quot;International Journal of Artificial Intelligence in Education&quot; v26 n1 p224-269 2016 (EJ1091177).]
A Written Language Intervention for At-Risk Second Grade Students: A Randomized Controlled Trial of the Process Assessment of the Learner Lesson Plans in a Tier 2 Response-to-Intervention (RtI) Model
Author: Hooper, Stephen R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Writing Skills,Written Language,Writing Instruction,Special Needs Students,Response to Intervention,Longitudinal Studies,Experimental Groups,Control Groups,Comparative Analysis,Outcome Measures,Small Group Instruction,At Risk Students,Achievement Tests,Lesson Plans,Grade 1,Grade 2,Grade 3

In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n=138), and then randomized into treatment (n=68) versus business-as-usual conditions (n=70). A typical group also was included (n=67). The writing intervention comprised Lesson Sets 4 and 7 from the Process Assessment of the Learner (PAL), and was conducted via small groups (three to six students) twice a week for 12 weeks in accordance with a response-to-intervention Tier 2 model. The primary outcome was the Wechsler Individual Achievement Test-II Written Expression Scale. Results indicated modest support for the PAL lesson plans, with an accelerated rate of growth in writing skills following treatment. There were no significant moderator effects, although there was evidence that the most globally impaired students demonstrated a more rapid rate of growth following treatment. These findings suggest the need for ongoing examination of evidence-based treatments in writing for young elementary students. [This article was published in &quot;Annals of Dyslexia&quot; (EJ995670).]
Assessing Basic Writers: Perceptions, Expectations, and Agency. Occasional Paper No. 56
Author: Wood, Susan
Date: 2021-09-00
Type: Reports - Evaluative
Subjects: Writing Evaluation,Basic Writing,College Students,Writing Attitudes,Self Evaluation (Individuals),Writing Processes,Curriculum Design,Distance Education,Teacher Student Relationship

If assessment is about improving learning and facilitating better teaching through research and helping students learn what higher education purports to value, then the often-invisible institutional barriers that do not always embrace the ways in which classroom assessment can teach an institution about student learning within individual courses--and even individual sections of courses--need to be examined. This occasional paper focuses upon connections between institution-level and classroom practice as related to basic writers and basic writers' perceptions of agency, assessment, and their own writing. While faculty in higher education consistently lament inadequate student writing, this paper explores whether students are even aware that their writing is an issue. The paper explores if institutions would benefit from asking students what they understand of and think about the ways in which their writing is assessed, or if they are even aware that their writing is being measured against a set of criteria or learning outcomes. In other words, should composition specialists engage with students to better understand their perceptions of how their writing is assessed? And would this sort of investigation be a productive means to help students succeed? By asking a group of basic writing students what they thought and how they felt about the ways in which their writing was evaluated, the paper explores student agency in the writing process and argues that instructors will need to design their courses--including those that use remote teaching technologies--in ways that strengthen individualized student-to-teacher interaction and see students as individuals with unique strengths, challenges, and perceptions.
A Course Content Designed in Accordance with the 5E Teaching Model within the Scope of STEM Learning Approach in Environmental Education Course: My Smart Greenhouse
Author: Aköz, Osman
Date: 2022-00-00
Type: Journal Articles
Subjects: Course Content,Curriculum Design,Teaching Models,Environmental Education,Learning Activities,Middle School Students,Grade 7,Lesson Plans,Foreign Countries

The STEM learning approach, which integrates science, technology, engineering, and mathematics disciplines, is increasing its popularity in all countries. Countries are trying to ensure that students develop their cognitive, affective, and scientific process skills by integrating the STEM learning approach into their education systems. In this context, it is considered important to prepare course contents suitable for the STEM learning to approach within the scope of the curriculum, and design-based activities are included. It is thought that the number of guide applications on how teachers can use the STEM learning approach in their lessons to teach their subjects by following per under the STEM learning approach is insufficient. In this study, the literature was searched using the traditional compilation method, and a lesson content suitable for the STEM learning approach was produced by blending my smart greenhouse activity, which was developed for the 7th-grade environmental education lesson outcomes, with the 5E teaching model. It is aimed to increase the diversity of guide resources that teachers can use in their lessons by giving the produced course content together with the application stages.
Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections among Multiple Graphical Representations
Author: Rau, Martina A.
Date: 2017-00-00
Type: Reports - Research
Subjects: Elementary School Students,Grade 4,Grade 5,Comprehension,Intelligent Tutoring Systems,Fractions,Mathematics Instruction,Elementary School Mathematics,Path Analysis,Visual Aids,Instructional Effectiveness,Achievement Gains,Mathematics Achievement,Learning

Prior research shows that multiple representations can enhance learning, provided that students make connections among them. We hypothesized that support for connection making is most effective in enhancing learning of domain knowledge if it helps students both in making sense of these connections and in becoming perceptually fluent in making connections. We tested this hypothesis in an experiment with 428 4th- and 5th-grade students who worked with different versions of an intelligent tutoring system for fractions learning. Results did not show main effects for sense-making or fluency-building support but an interaction effect, such that a combination of sense-making and fluency-building support is most effective in enhancing fractions knowledge. Causal path analysis of log data from the system shows that sense-making support enhances students' benefit from fluency-building support, but fluency-building support does not enhance their benefit from sense-making support. Our results suggest that both understanding of connections and perceptual fluency in connection making are critical aspects of learning of domain knowledge with multiple graphical representations. Findings from the causal path analysis lead to the testable prediction that instruction should provide sense-making support and fluency-building support for connection making. [This paper was published in &quot;Journal of Educational Psychology&quot; v109 n3 p355-373 2017 (EJ1136559).]