ethanporcaro/eric-fulltext-meta huggingface dataset:
Five Minutes a Day to Improve Comprehension Monitoring in Oral Language Contexts: An Exploratory Intervention Study with Prekindergartners from Low-Income Families
Author: Kim, Young-Suk Grace
Date: 2016-00-00
Type: Journal Articles
Subjects: Oral Language,Intervention,Preschool Education,Low Income Students,Reading Comprehension,Listening Comprehension,Small Group Instruction,Instructional Effectiveness,Progress Monitoring,Teaching Methods,Comparative Analysis,Intermode Differences,Context Effect,Instructional Improvement

Comprehension monitoring has received substantial attention as a reading comprehension strategy. However, comprehension monitoring is not limited to the reading context, but applies to the oral context for children's listening comprehension, which is a critical foundation for reading comprehension. Therefore, a systematic and explicit instructional routine for comprehension monitoring in oral language contexts was developed for prekindergartners from low-income families. Instruction was provided in small groups for approximately 5 min a day for 4 days a week for 8 weeks. Results showed that children who received comprehension monitoring instruction were better at identifying inconsistencies in short stories than those who received typical instruction with a medium effect size (d = 0.57). These results suggest comprehension monitoring is malleable and can be taught in the oral language context to prereaders from low socioeconomic backgrounds. Furthermore, the instructional routine reported in this study is flexible for individual, small group, or whole class settings, and likely can be easily delivered by educators such as teachers and paraeducators. An observation checklist is appended. [This paper was published in &quot;Topics in Language Disorders&quot; (EJ1118810).]
Forum Guide to Collecting and Using Disaggregated Data on Racial/Ethnic Subgroups. NFES 2017-017
Author: Quality Information Partners, Inc. (QIP)
Date: 2016-09-00
Type: Tests/Questionnaires
Subjects: Race,Ethnic Groups,Best Practices,Data Analysis,Data Collection,Elementary Secondary Education,School Districts,Needs Assessment,Program Implementation,Case Studies,Population Trends,Information Management,Stakeholders,Pacific Islanders

The National Forum on Education Statistics convened the Data Disaggregation of Racial/Ethnic Subgroups Working Group to identify best practices for disaggregating data on racial/ethnic subgroups. This guide is intended to identify some of the overarching benefits and challenges involved in data disaggregation; recommend appropriate practices for disaggregating racial/ethnic data in districts and states; and describe real-world examples of large and small education agencies disaggregating racial/ethnic data successfully. The working group hopes that the discussion and recommendations in this resource will help state and district staff better understand the process of disaggregating data in the field of education, determine whether data disaggregation might be an appropriate analytical tool in their communities, and, if so, how they can successfully institute or advance a data disaggregation project in their agencies. Disaggregation of student data refers to breaking down data about a student population into smaller groupings, based on qualities or characteristics such as gender, racial/ethnic group, or family income. Educators need both high-level data summaries as well as disaggregated data that accurately describe smaller groups of students they serve. The guide is organized into the following chapters. Chapter 1, Introduction to Data Disaggregation in Education Agencies, explains the purpose of the document; describes the concept of data disaggregation for racial/ethnic subgroups; discusses why the issue is becoming increasingly important in many communities; refers to current U.S. population data; and provides a case study of why this type of data collection can be important and advantageous in a school district. Chapter 2, Strategies for Disaggregating Racial/Ethnic Data Subgroups, recommends specific strategies for disaggregating data, including tasks undertaken during the two major phases of the effort: (1) needs assessment; and (2) project implementation. Finally, Chapter 3, Case Studies, offers an in-depth look at how the disaggregation of racial/ethnic subgroup data is already being implemented through a wide range of state and district case studies. A list of references and related resources is included.
Forum Guide to Data Visualization: A Resource for Education Agencies. NFES 2017-016
Author: National Forum on Education Statistics (ED)
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Visualization,Data,Guides,Data Analysis,Information Dissemination,Elementary Secondary Education,Educational Administration,Organizations (Groups),Graduation Rate,Instructional Materials,Citations (References)

The purpose of this document is to recommend data visualization practices that will help education agencies communicate data meaning in visual formats that are accessible, accurate, and actionable for a wide range of education stakeholders. Although this resource is designed for staff in education agencies, many of the visualization principles apply to other fields as well. The focus is on tailoring visualization recommendations to meet common needs of the education community, as determined by the collective experience of our working group members. This resource strives to: (1) introduce the concept of data visualization and the ways in which it can improve how education data are viewed, analyzed, communicated, and understood by a range of education stakeholders; (2) describe key data visualization principles and practices that can be applied to education data; and (3) explain how the data visualization process can be implemented to support effective data analysis and communication throughout an education agency. The guide is presented in the following chapters. Chapter 1: Data Visualization in Education Organizations defines data visualization for the purposes of this document, describes how data visualization blends components of both science and art, and explains how data visualization can improve data use in the field of education. Chapter 2: Data Visualization to Advance Data Analysis describes how data visualization can be a productive and sound technique for analysts looking to identify trends, patterns, and cues in data. Chapter 3: Data Visualization to Improve Communications introduces four key principles and seven practical recommendations that, if adhered to, will improve the effectiveness of any effort to visualize data for audiences who need to understand and use education data to make decisions. Chapter 4: Implementing the Data Visualization Process presents a six-step process for visualizing data for both analytical and communications purposes. Using graduation rates as an example, the document's key principles and recommended practices are implemented and illustrated. A list of citations and additional resources is included.
Understanding Drama Teaching in Compulsory Education in Iceland: A Micro-Ethnographic Study of the Practices of Two Drama Teachers
Author: Thorkelsdóttir, Rannveig Björk
Date: 2016-08-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Foreign Countries,Drama,Teaching Methods,Ethnography,Grade 5,Grade 6,Theory Practice Relationship,Teacher Attitudes,Student Attitudes,Principals,Administrator Attitudes,Attitude Measures,Curriculum

The rationale for this study is that drama was included in the national curriculum framework in Iceland for the first time in 2013. As a result, there were considerable tensions connected with how Icelandic schools could or should embrace this newcomer to the curriculum, whether the necessary competence existed to teach the subject and what kind of status drama could achieve among the other subjects in school. The overarching research question is: &quot;How is drama as a subject implemented in Icelandic compulsory education?&quot; Within a socio-cultural framework of understanding, an ethnographic study of the culture and the context for the implementation of drama was carried out. The ethnographic account is based on thick descriptions and thematic narrative analyses summed up as a cultural portrait of the drama teaching practices in Hillcrest (grade 5) and Mountain-line (grade 6) schools, respectively. The teaching practices of the drama teachers are described and interpreted from four perspectives, representing different curricular levels according to John Goodlad. The theory of practice architectures by Stephen Kemmis and Peter Grootenboer is used to interpret the findings. In this practice theory, practice is defined as a nexus of sayings, doings and relatings, dependent on the arrangements in the practice architectures. Enabling and constraining arrangements in the practice architectures connected to the implementation of drama as a subject in compulsory education are identified and discussed. An ecology model is suggested as a theoretical contribution and as an interpretive tool when analyzing how the classroom arena inhabited by teachers and students interacts with the different curriculum levels and the societal arena and culture. A dialectical tension is illustrated by a response loop influencing what can be achieved from the learning, including the influence of what Elliot Eisner calls an invisible curriculum. The study calls for changes in opportunities for the professional development of drama teachers. Further, it calls for a reconceptualization of how a drama teacher's learning trajectory could be designed in order to support the drama teacher and his or her resilience and motivation to transform the teaching for the benefit of the learning of the students.
Supporting Mathematical Discussions: The Roles of Comparison and Cognitive Load
Author: Richland, Lindsey E.
Date: 2016-03-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Difficulty Level,Cognitive Processes,Comparative Analysis,Literature Reviews,Mathematical Logic,Logical Thinking,Thinking Skills,Children,Child Development,Barriers,Teaching Methods

Mathematical discussions in which students compare alternative solutions to a problem can be powerful modes for students to engage and refine their misconceptions into conceptual understanding, as well as to develop understanding of the mathematics underlying common algorithms. At the same time, these discussions are challenging to lead effectively, in part because they involve complex cognitive acts of identifying structural relationships within multiple solutions and comparing between these sets of relationships. While many of the considerations in leading such discussions have been described elsewhere, we highlight the cognitive challenges for students and the core role of relational reasoning that underpins student learning from these interactions. We review the literature on children's development of relational reasoning and learning from comparisons to highlight particular challenges for students. We also review literature that suggests pedagogical practices for maximizing the likelihood that children will notice the intended relationships among solutions while minimizing overload to their cognitive resources. These practices include providing explicit comparison cues and labels, sequencing comparison before explicit instruction, using spatially aligned visual representations, and capitalizing on teacher gestures. [This paper was published in &quot;Educational Psychology Review,&quot; (EJ1130679).]
Report: The Continuing Need to Rethink Discipline
Author: Executive Office of the President
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: School Safety,Discipline Policy,Suspension,Expulsion,Racial Differences,Gender Differences,Student Characteristics,Disabilities,Racial Discrimination,School Policy,Elementary Secondary Education,Equal Education,Educational Change,Policy Formation,Policy Analysis,Federal Legislation,Educational Legislation,Advocacy

Schools should be safe, nurturing, and welcoming environments for all students. Frequently, exclusionary school discipline practices, which remove students from the classroom--even for minor infractions of school rules--through suspension or expulsion, prevent students from participating fully in their education. Suspensions, expulsions, and other exclusionary discipline policies and practices can be detrimental to school climate, and can also negatively impact student learning and success as well as social and emotional development. Data from the Department of Education's Civil Rights Data Collection (CRDC) shows that there are disparities along racial, sex, disability, and other student characteristics in the administration of student discipline (suspension or expulsion). The Obama Administration has consistently focused on helping schools proactively redesign school discipline policies and practices to more effectively foster safe and supportive school climates and has marshalled the resources and expertise of several cabinet agencies to combat the inappropriate use of exclusionary school discipline practices from early childhood settings through high school. President Obama and his administration were committed to rethinking exclusionary discipline practices because schools that are safe, nurturing, and engaging environments are where students will succeed socio-emotionally and academically. Rethinking discipline has also been a cornerstone of the work of President Obama's My Brother's Keeper initiative, the White House Council on Women and Girls, as well as an Agency priority within the Departments of Education, Justice, and Health &amp; Human Services. The work of the past several years highlighted in this report should serve to empower advocacy groups, communities, parents, and educators to shine a bright light on inequities and disparities with respect to school discipline and work within communities to address them. This information also highlights actionable steps states and districts can take to decrease use of exclusionary discipline practices in order to make schools better places to promote student learning and growth. This document celebrates the progress made thus far while recognizing that yet far more must be done to improve school discipline practices from preschool through high school. Doing so will require capable and insightful leadership from individuals at every level of school governance. The children deserve nothing less.
Racial and Ethnic Disparities in Special Education: A Multi-Year Disproportionality Analysis by State, Analysis Category, and Race/Ethnicity
Author: Office of Special Education and Rehabilitative Services (ED)
Date: 2016-02-00
Type: Numerical/Quantitative Data
Subjects: Racial Differences,Ethnicity,Special Education,Disabilities,Equal Education,Educational Legislation,Federal Legislation,Disproportionate Representation,School Districts,Statistical Distributions,Risk Assessment,Risk,Tables (Data),National Standards,Learning Disabilities,Speech Impairments,Language Impairments,Emotional Disturbances,Intellectual Disability,Health Needs,Autism,Suspension,Inclusion,Expulsion,School Statistics,Elementary Secondary Education

Under Part B of the &quot;Individuals with Disabilities Education Act&quot; (&quot;IDEA&quot;), states must collect and examine data to determine whether significant disproportionality on the basis of race and ethnicity is occurring in the state, or its school districts, with respect to the identification, placement, and discipline of students with disabilities. To ensure compliance with this provision of &quot;IDEA,&quot; the U.S. Department of Education (ED) has proposed rules--for public comment--that would require all states to use a standard methodology to identify significant disproportionality. Under this standard approach, states would analyze racial and ethnic disparities using a risk ratio, and select a reasonable risk ratio threshold to determine when racial and ethnic disparities have become significant. The purpose of this document is to provide the public with a set of tables showing the number and percentage of school districts that would be identified with significant disproportionality if ED's example risk ratio thresholds were adopted by all 50 states and the District of Columbia. The tables detail the number and percent of LEAs in each state with a risk ratio that exceeds two MADs above the national median, with a minimum cell size of 10 students for three consecutive years (2011-12, 2012-13, and 2013-14), within each race/ethnicity and specific category (i.e., identification of students with specific learning disabilities, total number of disciplinary removals, separate settings, etc.). In addition to providing information on the methodology and limitations of the data, this document will also assist the reader in understanding how to read the tables.
Preparing and Credentialing the Nation&apos;s Teachers: The Secretary&apos;s 10th Report on Teacher Quality
Author: Office of Postsecondary Education (ED)
Date: 2016-08-00
Type: Reports - Evaluative
Subjects: Teacher Certification,Teacher Competencies,Teacher Education Programs,Alternative Teacher Certification,Enrollment Trends,Academic Persistence,Graduation,Intellectual Disciplines,Colleges,Institutional Characteristics,Black Colleges,Higher Education,Federal Legislation,Educational Legislation,State Standards,National Standards,Program Evaluation,Low Achievement,Scores,Standardized Tests

This 10th report on teacher quality presents information states reported to the U.S. Department of Education (Department) in October 2012, October 2013, and October 2014. &quot;Title II&quot; of the &quot;Higher Education Act of 1965&quot; (&quot;HEA&quot;), as amended in 2008 by the Higher Education Opportunity Act (HEOA), requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade, on a State Report Card designated by the Secretary. For many data elements, such as the number of individuals enrolled in and completing teacher preparation programs, states reported on AY 2010-11 data in 2012, AY 2011-12 data in 2013, and AY 2012-13 data in 2014. For other data elements, such as the admission requirements for each teacher preparation program and descriptions of the state's alternative routes to a teacher credential, states reported on the most current information available each year. The 10th report provides a national overview of the state data by key topics collected through the State Report Cards, including graphics showing &quot;Title II&quot; longitudinal trends over more than a decade of state reporting. Similar to previous reports, the report is organized into chapters, with each summarizing states' data on &quot;HEA Title II&quot; key elements. The chapters are: (1) Teacher Preparation Providers and Programs; (2) Teacher Preparation Program Participants; (3) Institutions of Higher Education Offering Teacher Preparation Programs; (4) State Standards for Teaching Credentials; (5) Evaluation of Teacher Preparation Programs; (6) Assessments Required for an Initial Teaching Credential; and (7) State Initial Credentials for Teachers. [For the Secretary's Ninth Report on Teacher Quality (2013), see ED565683.]
A Perceptual Motor Intervention Improves Play Behavior in Children with Moderate to Severe Cerebral Palsy
Author: Ryalls, Brigette O.
Date: 2016-05-03
Type: Journal Articles
Subjects: Severity (of Disability),Cerebral Palsy,Perceptual Motor Learning,Perceptual Motor Coordination,Intervention,Play,Child Behavior,Physical Therapy,Skill Development,Motor Development,Object Manipulation,Student Improvement,Toddlers,Young Children

For children with moderate or severe cerebral palsy (CP), a foundational early goal is independent sitting. Sitting offers additional opportunities for object exploration, play and social engagement. The achievement of sitting coincides with important milestones in other developmental areas, such as social engagement with others, understanding of spatial relationships, and the use of both hands to explore objects. These milestones are essential skills necessary for play behavior. However, little is known about how sitting and play behavior might be affected by a physical therapy intervention in children with moderate or severe CP. Purpose: Therefore, our overall purpose in this study was to determine if sitting skill could be advanced in children with moderate to severe CP using a perceptual motor intervention, and if play skills would change significantly as sitting advanced. Methods: Thirty children between the ages of 18 months and 6 years who were able to hold prop sitting for at least 10 s were recruited for this study. Outcome measures were the sitting subsection of the Gross Motor Function Measure (GMFM), and the Play Assessment of Children with Motor Impairment play assessment scale, which is a modified version of the Play in Early Childhood Evaluation System. Results: Significant improvements in GMFM sitting scores (p &lt; 0.001) and marginally significant improvement in play assessment scores (p = 0.067) were found from pre- to post-intervention. Sitting change explained a significant portion of the variance in play change for children over the age of 3 years, who were more severely affected by CP. Implications: The results of this study indicate that advances in sitting skill may be a factor in supporting improvements in functional play, along with age and severity of physical impairment.
The Role of Multiple-Group Measurement Invariance in Family Psychology Research
Author: Kern, Justin L.
Date: 2016-04-00
Type: Reports - Research
Subjects: Psychology,Measurement,Error of Measurement,Measurement Objectives,Measurement Techniques,Investigations,Group Testing,Multitrait Multimethod Techniques,Structural Equation Models,Simulation,Replication (Evaluation),Predictor Variables,Predictive Validity,Test Reliability,Test Validity,Family Characteristics,Children,Longitudinal Studies,Surveys,Statistical Analysis

Measurement invariance (MI) is a property of measurement that is often implicitly assumed, but in many cases, not tested. When the assumption of MI is tested, it generally involves determining if the measurement holds longitudinally or cross-culturally. A growing literature shows that other groupings can, and should, be considered as well. Additionally, it is noted that the standard techniques for investigating MI have been focused almost exclusively on the case of 2 groups, with very little work on the case of more than 2 groups, even though the need for such techniques is apparent in many fields of research. This paper introduces and illustrates a model building technique to investigating MI for more than 2 groups. This technique is an extension of the already-existing hierarchy for testing MI introduced by Meredith (1993). An example using data on father involvement in 5 different groups of families of children with and without developmental disabilities from the Early Childhood Longitudinal Study-Birth Cohort dataset will be given. We show that without considering the possible differential functioning of the measurements on multiple developmental groups, the differences present between the groups in terms of the measurements may be obscured. This could lead to incorrect conclusions. [Published in &quot;Journal of Family Psychology&quot; v30 n3 p364-374 Apr 2016.]