ethanporcaro/eric-fulltext-meta huggingface dataset:
Analyzing the Relationship between Cyberbullying Sensibility and Cyber Victimization Levels of High School Students
Author: Nartgun, Senay Sezgin
Date: 2016-07-00
Type: Journal Articles
Subjects: Information Technology,Bullying,Computer Mediated Communication,Victims,Correlation,High School Students,Student Attitudes,Measures (Individuals),Foreign Countries,Teacher Attitudes,Social Networks,Homework,Computer Games,High School Teachers

The purpose of this research is to analyze the relationship between cyberbullying sensibility and cyber victimization levels of Anatolian high school students. The correlational research model was used in this study. The population of the study consists of 2013-2014 education year and 1917 Anatolian high school students in Hendek, Sakarya and 439 students were selected via random sampling method. In the study &quot;The scale of sensibility related to Cyberbullying&quot; which has there parts and developed by Tanrikulu, Kinay and Aricak (2001) and &quot;The scale of Cyber Victimization&quot; which was developed by Aricak, Tanrikulu and Kinay (2012 ) were used to collect the data. The data of the research were analyzed by using SPSS for Windows 21.0 programme. For analyzing the data Kolmogororv Simirnov, mean, frequency, percentage, standard deviation, Mann-Whitney U, Kruskal-Wallis and Sperman Rho correlation tests were used. When the values were analyzed, it was determined that there is low and negative relation between cyberbullying sensibility and cyber victimization levels. And also it was obtained that there was statistically meaningful difference in variables of the study.
The Effects of a Core Kindergarten Mathematics Program on the Mathematics Achievement of English Learners
Author: Doabler, Christian T.
Date: 2016-00-00
Type: Reports - Research
Subjects: Kindergarten,Core Curriculum,Mathematics Curriculum,Mathematics Achievement,Spanish Speaking,English Language Learners,Mathematics Skills,Mathematics Instruction,Hierarchical Linear Modeling,Predictor Variables,Statistical Analysis,Maximum Likelihood Statistics,Pretests Posttests

There is a dearth of research on Tier 1 instruction designed to improve the mathematics achievement of English learners. This study examined the impact of a core kindergarten mathematics curriculum on the mathematics achievement of Spanish-speaking English learners (SS-ELs). Secondary aims tested for differential response to the curriculum among SS-ELs as a function of (a) mathematics skills at the beginning of kindergarten, (b) the number of SS-ELs in classrooms, and (c) the frequency of mathematical discourse during core mathematics instruction. Data analyzed in the study were generated from a recent large-scale efficacy trial. Participants were 556 SS-ELs from 66 kindergarten classrooms. Results suggest SS-ELs in treatment classrooms made greater gains than SS-ELs in comparison classrooms on mathematics measures across the school year. Evidence of differential response to the curriculum among SS-ELs was not found. The importance of core mathematics instruction and implications for school psychologists are discussed. [This paper was published in &quot;School Psychology Review&quot; v45 p343-361 2016. The published article is titled &quot;Effects of a Core Kindergarten Mathematics Curriculum on the Mathematics Achievement of Spanish-Speaking English Learners.&quot;]
Investigating the Incremental Validity of Cognitive Variables in Early Mathematics Screening
Author: Clarke, Ben
Date: 2018-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Screening Tests,At Risk Students,Cognitive Measurement,Numeracy,Multiple Regression Analysis,Mathematics Achievement,Mathematics Skills,Intervention,Curriculum Based Assessment,Correlation,Intelligence Tests,Kindergarten,Statistical Analysis,Early Childhood Education

The purpose of this study was to investigate the incremental validity of a set of domain general cognitive measures added to a traditional screening battery of early numeracy measures. The sample consisted of 458 kindergarten students of whom 285 were designated as severely at-risk for mathematics difficulty. Hierarchical multiple regression results indicated that Wechsler Abbreviated Scales of Intelligence (WASI) Matrix Reasoning and Vocabulary subtests, and Digit Span Forward and Backward measures explained a small, but unique portion of the variance in kindergarten students' mathematics performance on the Test of Early Mathematics Ability -- Third Edition (TEMA-3) when controlling for Early Numeracy Curriculum Based Measurement (EN-CBM) screening measures (R[superscript 2][subscript change] = 0.01). Furthermore, the incremental validity of the domain general cognitive measures was relatively stronger for the severely at-risk sample. We discuss results from the study in light of instructional decision-making and note the findings do not justify adding domain general cognitive assessments to mathematics screening batteries. [This paper was published in &quot;School Psychology Quarterly&quot; v33 n2 p264-271 2018 (EJ1181714).]
Crossing to the Other Side: Language Influences Children&apos;s Perception of Event Components
Author: Konishi, Haruka
Date: 2019-00-00
Type: Journal Articles
Subjects: Infants,Cognitive Processes,Verbs,Japanese,English,Visual Stimuli,Auditory Stimuli,Native Speakers,Recognition (Psychology),Language Processing

Infants appear to progress from universal to language-specific event perception. In Japanese, two different verbs describe a person crossing a &quot;bounded ground&quot; (e.g., street) versus an unbounded ground (e.g., field) while in English, the same verb -- &quot;crossing&quot; -- describes both events. Interestingly, Japanese &quot;and&quot; English 14-month-old infants form categories of Japanese ground distinctions in nonlinguistic events while by 20 months, &quot;only&quot; Japanese-reared infants retain this ability. Five experiments were conducted to investigate the role that language plays in children's ability to form categories of Japanese ground-path distinctions. Experiments 1a and 1b first replicated and extended prior research (Göksun et al., 2011) by showing that 14-month-old English-reared children formed categories of Japanese ground-path while 23-month-old children did not in the presence of general language. Experiment 2a paired a single novel word with different Japanese ground categories and found that language &quot;weakened&quot; 14-month-old infants' categorization abilities. Experiment 2b showed that labeling these event types differentially allowed 23-month-olds to &quot;recognize&quot; the Japanese ground-path distinctions that they otherwise would not have detected. To assess whether language uniquely encouraged categorization of Japanese ground-path in Experiment 2b, two different tones were paired with ground-path categories in Experiment 3. The results of Experiments 2b and 3 suggested that language but not tones encouraged ground-path categorization. This study is among the first to show that language can be used to heighten and weaken children's categorization of &quot;non-native&quot; event components.
Addressing Structural Barriers to High School Graduation: Examining the Impacts of the Éxito Program at Kensington Creative and Performing Arts
Author: Research for Action (RFA)
Date: 2022-01-00
Type: Reports - Research-practitioner Partnerships
Subjects: Barriers,Graduation Rate,High School Seniors,After School Programs,Dropout Prevention,Program Implementation,Student Participation,Academic Achievement,Outcomes of Education,Identification,At Risk Students,Attendance

Earning a high school diploma is a milestone that has been linked to many later life outcomes, from employment to incarceration to physical health, and impacts society as a whole through tax revenues and government spending. Yet, youth leaving school prior to obtaining a diploma remains a challenge nationwide, particularly in large cities. Given the importance of a high school credential, many interventions have been tested to curb school-leaving and support students through graduation. Congreso's Éxito program, the focus of this report, is focused on providing that support and consists of an afterschool program combined with case management services provided to a subset of students. This report focuses on the impact the Éxito program had on participating students at Kensington Creative and Performing Arts (KCAPA) who started high school in 2016-17 and examines their outcomes through 2019-20, what should have been their senior year. This report concludes with recommendations for Congreso and for the wider out-of-school time field. [This report was co-produced by Congreso de Latinos Unidos.]
I3 BARR Validation Study Impact Findings: Cohorts 1 and 2
Author: Borman, Trisha H.
Date: 2018-12-00
Type: Reports - Research
Subjects: Models,Program Effectiveness,High Schools,Program Evaluation,Academic Achievement,Academic Ability,High School Students,Grade 9,Program Implementation,Outcomes of Education,Reading Skills,Mathematics Skills,Achievement Tests,Scores,Interpersonal Relationship,Student School Relationship,Teacher Attitudes,Teacher Expectations of Students,Student Behavior,Reading Achievement,Mathematics Achievement,Science Achievement,Academic Failure,Credits,Social Development,Emotional Development,Self Efficacy,Teaching Experience,Teacher Student Relationship,Learner Engagement

The Building Assets, Reducing Risks (BARR) model is a comprehensive, strength-based approach to education that aims to improve achievement for all students by improving a school's effectiveness at building relationships, leveraging real-time student data, and capitalizing on the strengths of each student. The U.S. Department of Education's Investing in Innovation (i3) program provided the BARR program developers with a validation grant that provided funding to bring the BARR model to more high schools around the country. In addition, the validation grant required and funded an independent evaluation of the impact of the BARR model on student outcomes. The impact evaluation of the BARR model is a randomized controlled trial (RCT), which is the most rigorous research design for estimating the impact of a program. Individual ninth-grade students in the 11 high schools in the evaluation were randomly assigned to implement the BARR model and receive supports from the providers or to not implement the BARR model. American Institutes for Research (AIR) is conducting this evaluation in 11 high schools, divided into three annual cohorts. This report presents preliminary findings for the first two of these cohorts. It presents impact findings from the first and second cohorts of schools to implement the study and the BARR model, in the 2014-2015 and 2015-2016 academic years.
Pima Community College Pathways to Healthcare Program: Implementation and Early Impact Report. OPRE Report 2017-10
Author: Gardiner, Karen
Date: 2017-04-00
Type: Reports - Research
Subjects: Community Colleges,Allied Health Occupations Education,Credentials,Academic Advising,Career Counseling,Scholarships,Remedial Instruction,Job Search Methods,Program Effectiveness,Program Implementation,Access to Education,Outcomes of Education,Vocational Education,Two Year College Students,Educational Attainment,Allied Health Occupations,Teaching Methods,College Readiness,Graduation Rate

This report documents the implementation and early impacts of the Pathways to Healthcare program, operated by Pima Community College in Tucson, Arizona. Pathways to Healthcare is one promising effort to help low-income, low-skilled adults access and complete occupational training that can lead to increased employment and higher earnings. It is one of nine career pathways programs being evaluated under the Pathways for Advancing Careers and Education (PACE) study sponsored by the Administration for Children and Families. The Pathways to Healthcare program consists of five elements: (1) the mapping of 16 existing healthcare occupational training programs into five pathways, each incorporating a ladder that enables students to obtain stackable credentials; (2) proactive advising such as career counseling; (3) scholarships for tuition and books; (4) two compressed basic skills programs that in one semester remediate students whose low skills prevented them from enrolling directly in training; and (5) job search assistance. The study considered the following primary research questions: (1) Was the intervention actually implemented as designed?; (2) How did services received differ between study participants who could access the Pathways to Healthcare program versus those who could not?; and (3) What were the effects of access to Pathways to Healthcare on short-term educational outcomes: hours of occupational training received, credits received, and credentials received? Using a rigorous research design, the study found that Pathways to Healthcare increased the hours of occupational training and the credentials its participants received within the 18-month follow-up period. Future reports will examine whether these effects translate into gains in employment and earnings.
Direct and Indirect Effects of Literacy Skills and Writing Fluency on Writing Quality across Three Genres
Author: Troia, Gary A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Literacy,Achievement Tests,English (Second Language),Writing Ability,Language Tests,Written Language,Literary Genres,Keyboarding (Data Entry),Handwriting,Spelling,Word Recognition,Vocabulary Development,Elementary School Students,Preadolescents,Grade 4,Grade 5,Correlation

Data were collected for this study early in the school year to analyze the direct and indirect effects of word-level literacy skills (word recognition, spelling, and written vocabulary use) and handwriting fluency on writing quality across three genres of typewritten papers. We further explored whether typing fluency and text generation fluency mediated the effects. Finally, we examined whether there was any difference in the effects across three writing genres. Fourth and fifth graders (N = 175) from 21 typical classrooms in 12 different Midwestern U.S. schools participated. Regression path analyses were employed and revealed that word-level literacy skills had both significant direct and serial indirect effects on quality, via typing fluency and then text generation fluency (text length) when controlling for handwriting fluency. Further, handwriting fluency had no direct effect when controlling for word-level literacy skills but did have a significant serial indirect effect on writing quality via typing fluency then text generation fluency. Results indicate that handwriting fluency matters, even when composing on the computer. Stronger transcription fluency, particularly by hand, leads to higher quality writing, likely because less cognitive effort is devoted to transcription. This study adds to limited research on the cross-modal effects of transcription on writing quality. [This article was published in &quot;Education Sciences&quot; (EJ1277084).]
Kindergarteners at Risk for Severe Mathematics Difficulties: Investigating Tipping Points of Core Mathematics Instruction
Author: Doabler, Christian T.
Date: 2021-00-00
Type: Reports - Research
Subjects: Kindergarten,At Risk Students,Mathematics Skills,Mathematics Instruction,Program Effectiveness,Learning Problems,Mathematics Achievement,Severity (of Disability),Intervention,Teaching Methods,Numeracy

A concerning number of students enter kindergarten facing an intractable variation of mathematics difficulties (MD). This study investigated the impact of an explicit, core kindergarten mathematics program on the mathematical outcomes of kindergartners who demonstrated severe MD at kindergarten entry and examined whether these students improved from a category of high MD risk (i.e., &lt;10th percentile) to a lower risk of MD (i.e., at or above the 10th, 20th, and 40th percentiles) between the fall and spring of kindergarten. Differential response to the program based on the classroom-level proportion of students with severe MD was also explored. A total of 795 kindergarteners with severe MD from 122 classrooms were included in the analyses. Results suggested students with severe MD in treatment classrooms improved from fall to spring at a greater rate than their control peers. Treatment students also demonstrated higher rates of improvement from below the 10th percentile to at or above the 10th, 20th, and 40th percentiles across the school year. No evidence of differential efficacy of the program by the classroom-level proportion of students with severe MD was found. Implications for using explicit mathematics programs to thwart the onset of severe MD among academically vulnerable students are discussed. [This paper was published in &quot;Journal of Learning Disabilities&quot; (EJ1286307).]
Examining the Association between Explicit Mathematics Instruction and Student Mathematics Achievement
Author: Doabler, Christian T.
Date: 2015-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Teaching Methods,Mathematics Achievement,Teacher Student Relationship,Interaction,Kindergarten,Observation

Explicit instruction is a systematic instructional approach that facilitates frequent and meaningful instructional interactions between teachers and students around critical academic content. This study examined the relationship between student mathematics outcomes and the rate and quality of explicit instructional interactions that take place during core mathematics instruction in kindergarten classrooms using a multifaceted observation system. A total of 379 observations were conducted in 129 classrooms, involving approximately 2,200 students, across a 2-year span. Results suggest that the rate and quality of instructional interactions is related to student mathematics achievement. Implications for instruction and observation research are discussed. [This paper was published in &quot;Elementary School Journal&quot; (EJ1060204).]
Examining the Efficacy of a Kindergarten Mathematics Intervention by Group Size and Initial Skill: Implications for Practice and Policy
Author: Clarke, Ben
Date: 2020-08-06
Type: Reports - Research
Subjects: Program Effectiveness,Kindergarten,Mathematics Instruction,Intervention,Class Size,Knowledge Level,Mathematics Skills,At Risk Students,Differences

This study examined whether the efficacy of a 50 lesson mathematics intervention program focused on whole number concepts for at-risk kindergarten students, ROOTS, differed by group size and whether initial skill moderated intervention effects by group size. The study utilized a randomized block design with at-risk students (n = 1,251) within classrooms (n = 138) randomly assigned to one of two treatment conditions (a small group of two or five students) or control condition. Proximal and distal measures were collected in the fall (pretest), spring (posttest) and winter of first grade (follow-up). Results indicated that students who received ROOTS performed better at posttest than control students (Hedges' g from 0.09 to 0.81), that impact did not vary by group size, and that initial skill moderated the impact of ROOTS compared to control student outcomes but not likely differences in group size. [This paper was published in &quot;The Elementary School Journal&quot; v121 n1 p125-153 2020 (EJ1270205).]
The Word-Problem Solving and Explanations of Students Experiencing Mathematics Difficulty: A Comparison Based on Dual-Language Status
Author: Powell, Sarah R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Word Problems (Mathematics),Problem Solving,Mathematics Instruction,Learning Problems,English Language Learners,Grade 3,Elementary School Science,Oral Language,Language Usage,Vocabulary,Error Patterns,Elementary School Mathematics,Addition,Subtraction

In mathematics, the expectation to set up and solve word problems emerges as early as kindergarten; however, many students who experience mathematics difficulty (MD) and dual-language learners often present with specific challenges in this area. To investigate why these populations experience word-problem difficulty, we examined the word, problem solving and oral explanations of third-grade dual-language learners (DLLs; n = 40) and non-DLLs (n = 40), all of whom were identified as experiencing MD. Students solved five additive word problems and provided oral explanations of their work, which were transcribed and coded for the number of words in each explanation, type of mathematics vocabulary terms used, inclusion of correct numbers in explanations, and descriptions of addition or subtraction. We identified no significant differences in word-problem scores between DLLs and non-DLLs with MD. For both DLLs and non-DLLs, students who answered problems correctly used more words in each explanation and used more mathematics vocabulary terms within their explanations. For incorrectly answered problems, the most common mistake for both DLLs and non-DLLs involved using the incorrect operation to solve the problem. [This article was published in &quot;Learning Disability Quarterly&quot; (EJ1323542).]
Reframing Remote Learning Assessment Practices of Teachers&apos;: Input for School Based Testing Reforms
Author: Samosa, Resty C.
Date: 2022-01-00
Type: Journal Articles
Subjects: Educational Change,COVID-19,Pandemics,Teaching Methods,Learning Activities,Computer Assisted Testing,Distance Education,Evaluation Research,High School Students,Student Evaluation,Teacher Attitudes,Junior High School Teachers,Self Esteem,Feedback (Response),Teacher Competencies,Educational Attainment,Teacher Characteristics,Age Differences,Gender Differences,Specialization,Evaluation Methods,Testing,Foreign Countries

Due to the unprecedented COVID-19 incident, basic education institutions have faced different challenges in their teaching-learning activities. Particularly conducting assessments remotely during COVID-19 has posed extraordinary challenges for basic education institutions owing to lack of preparation superimposed with the inherent problems of remote assessment. Descriptive-evaluation research was employed since the present study attempts to examines the assessment practices and competences on remote learning assessment of teachers in Graceville National High School. For the study, questionnaires were prepared and data nine (9) senior high school teachers and forty-two (42) junior high school teachers were collected and analyzed. The gathered data from this study were subjected to the descriptive and inferential statistics. The data revealed that the most frequent number of the teacher-respondents in the study was 36-40 years old at age, female, Technology Livelihood Education (TLE) major, 6-10 years in service in Department of Education, and bachelor's degree holders. More so, the teacher respondents' level of teacher competencies on remote learning assessment was observed high competent. In addition, level of assessment practices in terms of clarity of assessment, time and effort on task, quality of feedback, motivational belief and self-esteem to learners, self assessment and reflection of learning of the learners, and assessment -- content and process in adapting teaching to students needs was mostly practice. However, it was completely practicing the interaction and dialogue about learning progress. The results confirmed that there was a significant difference on the teacher respondents' level of competence on the remote learning assessment when group according to their age, gender, areas of specialization, and training attended. On the other hands, teacher year of teaching and educational attainment revealed it has no significant difference on their level of competence on the remote learning assessment. Looking forward, that age, gender, year of teaching, areas of specialization, educational attainment, and training attended significantly differs to the level of assessment practices of the teachers. It also observed that the teachers experiencing highly challenges encountered on the remote learning assessment. It is recommended to implement the proposed school-based testing reforms and should be monitored and evaluated for the optimum advantage of the school and community.