ethanporcaro/eric-fulltext-meta huggingface dataset:
High Expense: Disability Severity and Charter School Attendance in Arizona
Author: Garcy, Anthony M.
Date: 2011-02-28
Type: Journal Articles
Subjects: Charter Schools,Attendance Patterns,Disabilities,Severity (of Disability),Special Education,Special Needs Students,Expenditure per Student,Comparative Analysis,School Choice,Academic Achievement,Standardized Tests,Individualized Education Programs,Student Characteristics,Racial Differences,Gender Differences,Poverty,Limited English Speaking,Place of Residence,Student Mobility

Much of the literature related to the skimming or cropping of students by charter schools has ignored special education students. This article examines the relationship between the severity of student disabilities and their likelihood of having attended an Arizona charter school in the 2002-2003 school year. After adjusting for student traits, local education agency characteristics, and the mix of available special education services, a multilevel logistic regression analysis suggests that students who had more severe and thus more expensive disabilities were less likely to attend an Arizona charter school. Findings from an ancillary set of hierarchical linear models suggested that special education students enrolled in charter schools were less expensive on average than similar traditional public-school special education students. (Contains 4 tables and 11 footnotes.)
Circles of Influence: An Analysis of Charter School Location and Racial Patterns at Varying Geographic Scales
Author: Gulosino, Charisse
Date: 2011-03-20
Type: Journal Articles
Subjects: Evidence,Neighborhoods,Charter Schools,Racial Segregation,School Districts,School Location,Geographic Distribution,Geographic Information Systems,Enrollment Trends,School Choice,African American Students,White Students,Educational Assessment,Educational Indicators,Policy Analysis

This paper uses Geographic Information Systems (GIS) and dynamic mapping to examine student enrollments in New Jersey charter schools. Consistent with previous research, we find evidence of increased racial segregation. Greater percentages of African-Americans attend charter schools than reside in surrounding areas. We add to the existing charter school literature by more fully considering the importance of charter school supply and examining student enrollments across three geographic scales: school districts, census tracts and block groups. We demonstrate that racial segregation is most severe within charter schools' immediate neighborhoods (i.e. block groups), suggesting that analyses comparing charter schools to larger school districts or nearby public schools may misrepresent student sorting. This finding appears to result from the tendency of charter schools in New Jersey to cluster just outside predominately African-American neighborhoods, encircling the residential locations of the students they are most likely to enroll. (Contains 7 maps, 2 tables and 9 footnotes.)
Education Reform, Equal Opportunity and Educational Achievement: Do Trend Data Adequately Report Progress?
Author: Knoeppel, Robert C.
Date: 2011-04-10
Type: Journal Articles
Subjects: Academic Achievement,Educational Change,Accountability,Educational Opportunities,Educational Indicators,Case Studies,Equal Education,Trend Analysis,Academic Standards,Politics of Education,Educational Assessment,Predictor Variables

Using Kentucky as a case study, the research described in this paper examines efforts to provide equality of educational opportunity. Standards based educational reform has produced myriad data on student achievement that are used by educators, policy analysts, legislators, and researchers to discern progress. This research makes use of multiple sources of data (CATS index, reading proficiency, math proficiency) in an attempt to more thoroughly consider progress in attempts to ameliorate gaps in student achievement that have been found to exist as related to local wealth. Findings from the study show mixed results. Although local wealth has decreased as a predictor of student achievement in reading, it is still a significant predictor of achievement in math. Gaps are closing more rapidly at the elementary school level which suggests the need to study the process of education at the secondary level. Lastly, student demographics, especially students qualifying for free and reduced lunch continue to be a significant predictor of student achievement. We conclude that changes to state accountability systems that move the unit of analysis from the school to the student level offer the best opportunity to utilize emerging research methodologies that will enable practitioners and analysts to better analyze educational process. (Contains 4 tables.)
Design and Implementation Issues in Longitudinal Research
Author: Ludlow, Larry H.
Date: 2011-04-20
Type: Journal Articles
Subjects: Management Systems,Accountability,Program Implementation,Research Design,Performance Factors,Research Administration,Research Methodology,Research Problems,Longitudinal Studies,Data Collection,Change Strategies,Teacher Education

To meet demands for accountability, most schools and departments of education at institutions of higher education (IHEs) gather information on their current students and graduates. This paper describes issues to consider when designing a longitudinal data collection and management system, drawing on seven years' experience developing such a system. The recommendations provided stem from an attempt to use data collected for accountability more broadly to look at the specific issue of teacher retention and attrition. Recommendations include: involve stakeholders in all phases of the project; minimize staff turnover; attend fastidiously to record keeping and documentation; minimize changes in measures; expect that costs will be underestimated; and gather data on multiple cohorts. (Contains 3 figures.)
School's Strategic Responses to Competition in Segregated Urban Areas: Patterns in School Locations in Metropolitan Detroit
Author: Gulosino, Charisse
Date: 2011-05-10
Type: Journal Articles
Subjects: School Choice,Competition,Urban Areas,Educational Change,Institutional Environment,Educational Opportunities,School Location,Geographic Distribution,Organizational Culture,Change Strategies,Socioeconomic Status,Urban Demography,Literature Reviews,Academic Achievement,Racial Segregation,Disadvantaged Environment

School choice is intended to leverage competition between schools to produce better educational opportunities for disadvantaged students. Yet we know very little about how competition impacts entire populations of schools of different types in distributing educational options across segregated social landscapes. We draw on theories from the literatures on institutional environment, organizational behavior, and positioning strategies to investigate how different types of schools (public, private, and charters) respond to market competition within Metropolitan Detroit's highly competitive and segregated environment. Mapping illustrates patterns of school types that have opened, relocated, and closed relative to socioeconomic and demographic neighborhood contexts. Our analysis explores the location incentive of high vacancy rate as proxy for affordable spaces suitable for new schools. Findings suggest that competitive incentives have similar effects on different types of organizations. (Contains 4 maps, 1 table, and 5 footnotes.)
Globalization and the Reform of Faculties of Education in Egypt: The Roles of Individual and Organizational, National and International Actors
Author: Ginsburg, Mark
Date: 2011-05-30
Type: Journal Articles
Subjects: Preservice Teacher Education,Higher Education,Global Approach,Educational Change,Foreign Countries,International Organizations,Educational Policy,Institutional Role,Change Strategies,Schools of Education,Case Studies,Educational History,Technical Assistance,Observation,Content Analysis,Educational Development

In this manuscript we examine an example of globalization--the international organization-aided reform of faculties of education in Egypt. We first sketch the historical context during which secondary and primary-level teacher education became a part of Egyptian higher education. Then we draw on extensive documentary analysis and our own roles as observant participants to investigate the objectives, organization, and activities of two projects launched during the early years of the 21st century to achieve goals ascribed to the government of Egypt: a) the &quot;Faculty of Education Enhancement Project&quot;, which was a component of the Higher Education Enhancement Project funded by the World Bank, and b) the &quot;Faculty of Education Reform Project&quot;, which was part of the Education Reform Project funded by the United States Agency for International Development. We describe how the proposed policy and practice reform ideas reflected global discourses, while at the same time exploring the interplay between and among local and global actors and identifying individual and organizational factors that enabled or constrained these efforts to improve the quality of pre-service teacher education in Egypt. In particular, we document how these two projects, with similar objectives, operated in a relatively separate manner during planning and implementation stages, limiting the impact that they might have had if their activities had been more fully coordinated. This study thus contributes to theoretical debates about globalization as well as provides insights for educators, national government officials, and international organization personnel who seek to champion or resist global educational reform initiatives. (Contains 17 footnotes.)
The Kalamazoo Promise and Perceived Changes in School Climate
Author: Miron, Gary
Date: 2011-06-20
Type: Journal Articles
Subjects: State Colleges,Academic Achievement,Scholarships,Tuition,Economics,College Bound Students,Educational Policy,Access to Education,Donors,Paying for College,Outcomes of Education,Educational Change,Private Financial Support,Public Colleges,Higher Education,Secondary School Teachers,Program Effectiveness,Program Implementation,Program Evaluation,Urban Education,Urban Schools,Educational Trends,Trend Analysis,Educational Environment

The Kalamazoo Promise was announced in the fall of 2005, offering free college tuition at any public state college or university for graduates of the district who have gained acceptance to a postsecondary institution. This program was funded through the generous support of anonymous donors, and a federally-funded evaluation is underway to examine potential changes that result from its implementation. This paper situates perceptions of school climate in this moment of punctuated equilibrium of school reform, and in the context of this universal postsecondary scholarship program. This evaluation research draws from multiple data sources including interviews with educators, and surveys and interviews with students in the school district. Findings indicate that school climate has improved since the announcement of the program. We discuss the implications of research findings and the potential of the Kalamazoo Promise as a catalyst for systemic change in the district. (Contains 1 table, 1 footnote and 3 figures.)
Classroom Application of a Trial-Based Functional Analysis
Author: Bloom, Sarah E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Class Activities,Learning Activities,Self Destructive Behavior,Behavior Modification,Functional Behavioral Assessment,Evaluation,Behavior Problems,Comparative Analysis,Autism,Reliability,Aggression,Positive Reinforcement

We evaluated a trial-based approach to conducting functional analyses in classroom settings. Ten students referred for problem behavior were exposed to a series of assessment trials, which were interspersed among classroom activities throughout the day. Results of these trial-based functional analyses were compared to those of more traditional functional analyses. Outcomes of both assessments showed correspondence in 6 of the 10 cases and partial correspondence in a 7th case. Results of the standard functional analysis suggested reasons for obtained differences in 2 cases of noncorrespondence, which were verified when portions of the trial-based functional analyses were modified and repeated. These results indicate that a trial-based functional analysis may be a viable assessment method when resources needed to conduct a standard functional analysis are unavailable. Implications for classroom-based assessment methodologies and future directions for research are discussed. (Contains 2 figures and 2 tables.)
Reinforcement of Infant Vocalizations through Contingent Vocal Imitation
Author: Pelaez, Martha
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Imitation,Caregivers,Infants,Reinforcement,Developmental Delays,Language Acquisition,Mothers,Auditory Stimuli,Speech Communication,Behavior,Evaluation Methods

Maternal vocal imitation of infant vocalizations is highly prevalent during face-to-face interactions of infants and their caregivers. Although maternal vocal imitation has been associated with later verbal development, its potentially reinforcing effect on infant vocalizations has not been explored experimentally. This study examined the reinforcing effect of maternal vocal imitation of infant vocalizations using a reversal probe BAB design. Eleven 3- to 8-month-old infants at high risk for developmental delays experienced contingent maternal vocal imitation during reinforcement conditions. Differential reinforcement of other behavior served as the control condition. The behavior of 10 infants showed evidence of a reinforcement effect. Results indicated that vocal imitations can serve to reinforce early infant vocalizations. (Contains 1 figure and 1 table.)
Evaluation of Fixed Momentary DRO Schedules under Signaled and Unsignaled Arrangements
Author: Hammond, Jennifer L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Problems,Intervals,Developmental Disabilities,Positive Reinforcement,Evaluation,Comparative Analysis,Visual Stimuli,Children,Special Needs Students,Functional Behavioral Assessment,Autism,Deafness,Aggression,Seizures,Mental Retardation

Fixed momentary schedules of differential reinforcement of other behavior (FM DRO) generally have been ineffective as treatment for problem behavior. Because most early research on FM DRO included presentation of a signal at the end of the DRO interval, it is unclear whether the limited effects of FM DRO were due to (a) the momentary response requirement of the schedule per se or (b) discrimination of the contingency made more salient by the signal. To separate these two potential influences, we compared the effects of signaled versus unsignaled FM DRO with 4 individuals with developmental disabilities whose problem behavior was maintained by social-positive reinforcement. During signaled FM DRO, the experimenter presented a visual stimulus 3 s prior to the end of the DRO interval and delivered reinforcement contingent on the absence of problem behavior at the second the interval elapsed. Unsignaled DRO was identical except that interval termination was not signaled. Results indicated that signaled FM DRO was effective in decreasing 2 subjects' problem behavior, whereas an unsignaled schedule was required for the remaining 2 subjects. These results suggest that the response requirement per se of FM DRO may not be problematic if it is not easily discriminated. (Contains 4 figures, 1 table, and 1 footnote.)
An Evaluation of Three Methods of Saying "No" to Avoid an Escalating Response Class Hierarchy
Author: Mace, F. Charles
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Problems,Autism,Access to Computers,Methods,Evaluation,Functional Behavioral Assessment,Reinforcement,Topography,Intervention,Developmental Disabilities,Hearing Impairments,Intervals,Positive Reinforcement,Aggression,Computers,Games

We evaluated the effects of three different methods of denying access to requested high-preference activities on escalating problem behavior. Functional analysis and response class hierarchy (RCH) assessment results indicated that 4 topographies of problem behaviors displayed by a 13-year-old boy with high-functioning autism constituted an RCH maintained by positive (tangible) reinforcement. Identification of the RCH comprised the baseline phase, during which computer access was denied by saying "no" and providing an explanation for the restriction. Two alternative methods of saying "no" were then evaluated. These methods included (a) denying computer access while providing an opportunity to engage in an alternative preferred activity and (b) denying immediate computer access by arranging a contingency between completion of a low-preference task and subsequent computer access. Results indicated that a hierarchy of problem behavior may be identified in the context of denying access to a preferred activity and that it may be possible to prevent occurrences of escalating problem behavior by either presenting alternative options or arranging contingencies when saying "no" to a child's requests. (Contains 2 figures.)
Further Evaluation of Response Interruption and Redirection as Treatment for Stereotypy
Author: Ahrens, Erin N.
Date: 2011-00-00
Type: Journal Articles
Subjects: Topography,Autism,Evaluation,Intervention,Experiments,Disabilities,Comparative Analysis,Reinforcement,Punishment,Behavioral Science Research,Intervals

The effects of 2 forms of response interruption and redirection (RIRD)--motor RIRD and vocal RIRD--were examined with 4 boys with autism to evaluate further the effects of this intervention and its potential underlying mechanisms. In Experiment 1, the effects of motor RIRD and vocal RIRD on vocal stereotypy and appropriate vocalizations were compared for 2 participants. In Experiment 2, the effects of both RIRD procedures on both vocal and motor stereotypy and appropriate vocalizations were compared with 2 additional participants. Results suggested that RIRD was effective regardless of the procedural variation or topography of stereotypy and that vocal RIRD functioned as a punisher. This mechanism was further explored with 1 participant by manipulating the schedule of RIRD in Experiment 3. Results were consistent with the punishment interpretation. (Contains 5 figures.)
Toward a Technology of Derived Stimulus Relations: An Analysis of Articles Published in the "Journal of Applied Behavior Analysis," 1992-2009
Author: Rehfeldt, Ruth Anne
Date: 2011-00-00
Type: Information Analyses
Subjects: Investigations,Journal Articles,Behavioral Science Research,Literature Reviews,Stimulus Generalization,Responses,Stimuli,Stimulation,Participant Characteristics,Bibliometrics,Schematic Studies,Skill Analysis

Every article on stimulus equivalence or derived stimulus relations published in the "Journal of Applied Behavior Analysis" was evaluated in terms of characteristics that are relevant to the development of applied technologies: the type of participants, settings, procedure automated vs. tabletop), stimuli, and stimulus sensory modality; types of relations targeted and emergent skills demonstrated by participants; and presence versus absence of evaluation of generalization and maintenance. In most respects, published reports suggested the possibility of applied technologies but left the difficult work of technology development to future investigations, suggestions for which are provided. (Contains 1 table.)
Effects of Pedestrian Prompts on Motorist Yielding at Crosswalks
Author: Crowley-Koch, Brian J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Pedestrian Traffic,Safety Education,Traffic Safety,Prompting,Research Assistants,Motor Vehicles,Predictor Variables,Driver Education

Pedestrian safety is a serious concern at busy intersections and pedestrian campuses across the nation. Although crosswalks and signs inform pedestrians where to cross, there is no standard protocol for pedestrians to signal drivers that they wish to use the crosswalks, except to stand in or at the crosswalk. We examined the effects of two pedestrian prompts, a raised hand and extended arm, on motorist yielding at uncontrolled crosswalks. The two prompts were effective at increasing yielding. (Contains 1 figure and 1 table.)
Embedded Prompting May Function as Embedded Punishment: Detection of Unexpected Behavioral Processes within a Typical Preschool Teaching Strategy
Author: Heal, Nicole A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Cognitive Style,Teaching Conditions,Teaching Methods,Punishment,Preschool Education,Children,Early Childhood Education,Evaluation,Educational Strategies,Intervals

This study describes an unexpected behavioral process that influenced behavior during the teaching of concepts to a 4-year-old girl. The efficacy of and preference for three strategies that varied in teacher directedness were assessed in a multielement design and concurrent-chains arrangement, respectively. The strategy that involved the most teacher direction was most efficacious and preferred. In addition, embedded teacher prompts, common in child-led teaching procedures, functioned as a punisher for the child's toy play. Implications for designing effective and preferred teaching conditions are discussed. (Contains 1 figure.)
Assessment and Treatment of Foot-Shoe Fetish Displayed by a Man with Autism
Author: Dozier, Claudia L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Problems,Autism,Timeout,Sexuality,Antisocial Behavior,Males,Functional Behavioral Assessment,Outcomes of Treatment,Behavior Modification,Clothing

Results of a functional analysis indicated that a man diagnosed with autism engaged in bizarre sexual behavior in the presence of women wearing sandals. Several treatments proved to be ineffective or impractical. By contrast, a response-interruption/time-out procedure quickly eliminated the problem behavior in multiple settings. (Contains 1 figure.)
Functional Analysis and Treatment of Human-Directed Undesirable Behavior Exhibited by a Captive Chimpanzee
Author: Martin, Allison L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Animals,Behavior Problems,Positive Reinforcement,Functional Behavioral Assessment,Behavior Modification,Program Effectiveness,Outcomes of Treatment

A functional analysis identified the reinforcer maintaining feces throwing and spitting exhibited by a captive adult chimpanzee ("Pan troglodytes"). The implementation of a function-based treatment combining extinction with differential reinforcement of an alternate behavior decreased levels of inappropriate behavior. These findings further demonstrate the utility of function-based approaches to assess and treat behavior problems exhibited by captive animals. (Contains 1 figure.)
Functional Analysis and Treatment of Coprophagia
Author: Ing, Anna D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Developmental Disabilities,Behavior Modification,Behavior Disorders,Risk,Functional Behavioral Assessment,Reinforcement,Stimuli,Outcomes of Treatment,Generalization,Intervention

Coprophagia, the ingestion of fecal matter, occurs among some individuals with developmental disabilities and is associated with a variety of health risks (e.g., diarrhea, intestinal parasites, blood-borne pathogens; Parry-Jones & Parry-Jones, 1992). Studies that have evaluated operant-based treatments of coprophagia have been limited by a lack of evidence-based assessments (e.g., functional analysis) and poor demonstrations of experimental control. In the current investigation, functional analysis results suggested that coprophagia was maintained by automatic reinforcement. Providing noncontingent access to alternative stimuli decreased coprophagia, and the intervention was generalized to two settings. (Contains 1 figure.)