ethanporcaro/eric-fulltext-meta huggingface dataset:
The Predictive Validity of Critical Thinking Disposition on Middle-Grades Math Achievement
Author: LaVenia, Mark
Date: 2010-00-00
Type: Reports - Research
Subjects: Advanced Students,Magnet Schools,Predictive Validity,Integrity,Program Effectiveness,Critical Thinking,Measures (Individuals),Questionnaires,Mathematics Achievement,Middle School Students,Socioeconomic Status,Suburban Schools,Correlation,Mathematics Tests

This study investigates the predictive validity of students' levels of critical thinking disposition, as measured by the California Measure of Mental Motivation (CM3; Giancarlo, Blohm, &amp; Urdan, 2004) for students' math achievement, as measured by the Mathematics assessment included in the Florida Comprehensive Assessment Test (FCAT). The CM3 is a general inventory of critical thinking dispositions. It is not curricula or subject-area specific. Through four independent studies, the authors of the CM3 established it as an appropriate tool for the assessment of secondary students' critical thinking dispositions. The CM3 is a twenty-five item, four category Likert-style student questionnaire comprising four sub-scales (Learning Orientation, Creative Problem Solving, Mental Focus, and Cognitive Integrity). The study site is a north Florida, low-SES (socioeconomic status), high minority suburban middle school (N = 812) with a magnet program for academically advanced students that serves approximately one-third of the student body. Preliminary results indicate small to moderate statistically significant correlations between students' math achievement and critical thinking disposition for three of the four subscales on the CM3. (Contains 1 table.)
Evaluating Intervention Effects of Scholastic READ 180 on Low-Achieving Incarcerated Youth
Author: Zhu, Jing
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Reading Programs,Program Effectiveness,Intervention,Low Achievement,Institutionalized Persons,Reading Instruction,Juvenile Justice,High School Students,Reading Achievement,Longitudinal Studies

Among various interventions targeting adolescent students who read significantly below grade level, the Scholastic READ 180 is an intensive daily program that makes use of technology and combines research-based reading practices. Since the launch of READ 180, Scholastic Inc. and many schools that have deployed the program have been jointly conducting impact analyses. Although many studies maintain that students receiving READ 180 display remarkable growth on reading achievement, the majority of these studies are inadequate to provide strong evidence for causal conclusions of the intervention effectiveness of READ 180 according to the WWC (What Works Clearinghouse) Evidence Standards (2006). In addition, there is no literature found regarding the impact of READ 180 on the population of incarcerated youth. As a result, based on a randomized clinical field trial, the major purpose of this longitudinal study was to investigate if READ 180 had a meaningful impact on the reading proficiency of low-achieving incarcerated youth over time, when comparing the experimental group with a comparison group being instructed with a traditional educational reading program on reading achievement and growth. (Contains 13 tables.)
Understanding the Equals Sign as a Gateway to Algebraic Thinking
Author: Matthews, Percival G.
Date: 2010-00-00
Type: Reports - Research
Subjects: Algebra,Replication (Evaluation),Item Response Theory,Equations (Mathematics),Symbols (Mathematics),Mathematical Formulas,Generalizability Theory,Criterion Referenced Tests,Item Analysis,Elementary School Mathematics,Problem Solving,Psychometrics,Prediction,Mathematics Tests

In this study, the authors wanted to examine whether success on items testing basic equivalence knowledge, such as the meaning of the equal sign and ability to solve problems such as 3 + 5 = 4 + _, predicted success on items testing more advanced algebraic thinking (i.e. principles of equality and solving equations that use letter variables). This investigation is a follow up study to their initial efforts to design an instrument to measure children's understanding of equivalence (Rittle-Johnson, et. al. under review). This replication and extension with a new sample also provides evidence for the validity and generalizability of our instrument. They had two specific predictions about the relations between basic-level and advanced-level knowledge items. First, they expected that the relative difficulty of the two types of knowledge would be born out on the Rasch model. That is, they expected that their empirically derived difficulty scores would be higher for the advanced-level items than for the basic-level item. Second, they expected that performance on basic-level items could be used to predict performance on advanced-level items. (Contains 1 table and 1 figure.)
Experimental Comparison of Inquiry and Direct Instruction in Science
Author: Cobern, William
Date: 2010-00-00
Type: Reports - Research
Subjects: Science Instruction,Direct Instruction,Hands on Science,Inquiry,Active Learning,Concept Formation,Instructional Effectiveness,Middle School Students,Grade 8

It is evident that &quot;experientially-based&quot; instruction and &quot;active student engagement&quot; are advantageous for effective science learning. However, &quot;hands-on&quot; and &quot;minds-on&quot; aspects can occur in both inquiry and direct science instruction, and convincing comparative evidence for the superiority of either mode remains rare. Thus, the pertinent question the authors seek to address is not whether active, experiential learning of science is more effective than passive, nonexperiential learning. Their research question is whether an inquiry approach or a direct approach to experientially-based instruction is more effective for science concept development, when both approaches are expertly designed and well executed. This research undertook a controlled experimental study comparing the efficacy of carefully designed inquiry instruction and carefully designed direct instruction in realistic science classroom situations at the middle school grades. (Contains 3 figures.)
Measuring the Impact of Full-Day Kindergarten: Experimental and Quasi-Experimental Evidence
Author: Gibbs, Chloe Hutchinson
Date: 2010-00-00
Type: Reports - Research
Subjects: Program Effectiveness,Kindergarten,School Schedules,Quasiexperimental Design,Emergent Literacy,Preschool Evaluation,Educational Assessment,Educational Indicators,Educational Legislation,Access to Education,Educational Opportunities,School Statistics,Pretests Posttests,Statistical Analysis,Evidence

The proposed paper and presentation will detail the results of a full-day kindergarten (FDK)impact study in a Midwestern state. The evaluation explores the impact of FDK as compared to half-day kindergarten (HDK) by utilizing data from natural experiments occurring in districts across the state. The state in question passed legislation which provided funding to increase access and availability of FDK in the 2007-08 school year, with grants targeted directly to school districts and charter schools. The legislation also charged the state department of education and board of education with evaluating the impact of FDK. This paper explores specifically FDK impact on participating students' literacy outcomes. The abstract outlines the study approach and design intended to address the fundamental question of whether FDK affects participants' reading readiness. (Contains 7 tables.)
Saving Literacy: How Marks Change Minds. A Guide for Professional Caregivers
Author: Sheridan, Susan Rich
Date: 2009-00-00
Type: Books
Subjects: Young Children,Child Development,Freehand Drawing,Writing Skills,Brain,Developmental Stages,Genetics,Literacy

An emphasis on scribbles and drawing as important brain-building behavior makes this book's Neuroconstructive theory of child development and Scribbling/Drawing/Writing practice unique. A child's brain builds itself in response to genetics, DNA codes, and the environment. One of the pre-determined ways a child's brain naturally builds itself is by scribbling and drawing. Seemingly formless scribbles both indicate and organize a very special kind of brain activity called symbolic reasoning, or the ability to think using marks. This activity called scribbling prepares the child to "do" mathematics, compose music, write books, create art, and conduct and record scientific experiments. I coined the term "Neuroconstructive" in my 1990 dissertation. Neuroconstructive theory proposes that the infant's and child's physical, emotional and mental life influence brain growth. Activities can be constructive or destructive. This book proposes that toddlers' scribbles are especially constructive, accessing and organizing special brain patterns for speech and literacy. (Contains 115 footnotes, a list of the children appearing in the book, and a list of resources.)
What English Language Arts, Math, and Science Instructional Materials Have Districts in the Mid-Atlantic Region States Adopted? Issues &amp; Answers. REL 2010-No. 096
Author: Burzichelli, Claudia
Date: 2010-12-00
Type: Reports - Research
Subjects: Instructional Materials,Textbooks,School Districts,Media Selection,Reading,English,Language Arts,Elementary School Mathematics,Algebra,Calculus,Elementary School Science,Earth Science,Physics,Databases,Instructional Effectiveness

Despite increasing accountability requirements and a national call for transparency in public policy, Mid-Atlantic Region state education agencies indicate that they have little information about what instructional materials districts adopt. This report describes first-year results of an ongoing project to generate and share information on core texts, supplemental materials, and benchmark assessments adopted by districts in the Mid-Atlantic Region states for specific elementary, middle, and high school grade levels in English language arts, math, and science. The report also describes the organization of the results in an online, searchable database (http://www.relmid-atlantic.org/ci). Potential users of the database include state and local policymakers, practitioners, parents, voters, and researchers. Several findings emerge from analysis of the database. These are: (1) Few districts reported having adopted district-developed core text materials (0-2 percent in each grade and content area) or no core text materials (0-3 percent); (2) Depending on the grade and content area, 34-64 percent of reporting districts provided both the title and publisher of a single commercially developed core text; (3) Districts were most likely to report both the title and publisher of a core text in grade 4 math (64 percent) and algebra 1 (55 percent); and (4) As of March 1, 2010, the What Works Clearinghouse (WWC) had issued reports on studies of 15 of the instructional materials identified by districts in Mid-Atlantic Region states that had met WWC evidence standards with or without reservations. Appendices include: (1) Data sources and methods; (2) Sample introductory letter to chief school administrators; (3) Sample letter to curriculum directors, with enclosures; (4) Nonresponding districts; (5) Coding guide used by project team in year 1; (6) Revised coding guide for use in year 2; and (7) Database users guide. (Contains 2 boxes, 12 figures, 13 tables, and 3 notes.) [For the summary report, see ED514434.]
Achieving College Access Goals: The Relevance of New Media in Reaching First-Generation and Low-Income Teens
Author: Krywosa, Jessica
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: First Generation College Students,Transitional Programs,Low Income Groups,Mass Media Use,Use Studies,Influence of Technology,Outreach Programs,Internet,Access to Information,Definitions,Access to Education,Student Recruitment

With so much interest around the use of new media, many people concerned with improving college access are striving to master this emerging set of resources in order to better reach students, who without encouragement, are unlikely to pursue higher education. But, how much do individuals understand about the way low-income, first-generation, and other underserved students use new media? Do organizations perform audience research, create a strategy and include an evaluation plan as part of their new media efforts? This brief explores the meaning of new media and what research tells everyone about how underserved students use it. It also summarizes the results of a recent survey of low-income, first-generation students' media use. In addition, the brief discusses the implications of these results and other national research for using new media communications strategies to focus students on actions they need to take to prepare and plan for college. (Contains 7 endnotes.)
An International Perspective of K-12 Online Learning: A Summary of the 2006 NACOL International E-Learning Survey
Author: Powell, Allison
Date: 2006-11-00
Type: Reports - Research
Subjects: Electronic Learning,Elementary Secondary Education,Online Courses,Quality Control,Professional Development,Educational Finance,Teacher Education,Instructional Design,Barriers,Educational Policy,Program Descriptions,International Education,Comparative Education,Educational Trends,Questionnaires,Profiles,Surveys,Virtual Classrooms,Web Based Instruction

In the United States, there were more than 500,000 enrollments in online courses in grades K-12 and more than one-third of public school districts offered some type of eLearning during the 2005-2006 school year. Research has been done on several virtual schools in North America; however, little information is available about current K-12 e-Learning initiatives across the world. The North American Council for Online Learning (NACOL) surveyed over 30 countries in order to highlight international trends in online learning, identify online learning initiatives and projects in individual countries, and to promote international dialogue for future collaboration. E-Learning leaders from Ministries of Education and virtual schools provided NACOL with the latest information on the following topics: current initiatives, funding, student populations, content development and quality control, professional development, and current trends and obstacles. A summary of each country's returned questionnaire is described in this paper.
What English Language Arts, Math, and Science Instructional Materials Have Districts in the Mid-Atlantic Region States Adopted? Summary. Issues &amp; Answers. REL 2010-No. 096
Author: Burzichelli, Claudia
Date: 2010-12-00
Type: Reports - Research
Subjects: Instructional Materials,Textbooks,School Districts,Media Selection,Reading,English,Language Arts,Mathematics,Algebra,Sciences,Earth Science,Databases,Instructional Effectiveness

Despite increasing accountability requirements and a national call for transparency in public policy, Mid-Atlantic Region state education agencies indicate that they have little information about what instructional materials districts adopt. This report describes first-year results of an ongoing project to generate and share information on core texts, supplemental materials, and benchmark assessments adopted by districts in the Mid-Atlantic Region states for specific elementary, middle, and high school grade levels in English language arts, math, and science. The report also describes the organization of the results in an online, searchable database (http://www.relmid-atlantic.org/ci). Potential users of the database include state and local policymakers, practitioners, parents, voters, and researchers. Several findings emerge from analysis of the database. These are: (1) Few districts reported having adopted district-developed core text materials (0-2 percent in each grade and content area) or no core text materials (0-3 percent); (2) Depending on the grade and content area, 34-64 percent of reporting districts provided both the title and publisher of a single commercially developed core text; (3) Districts were most likely to report both the title and publisher of a core text in grade 4 math (64 percent) and algebra 1 (55 percent); and (4) As of March 1, 2010, the What Works Clearinghouse (WWC) had issued reports on studies of 15 of the instructional materials identified by districts in Mid-Atlantic Region states that had met WWC evidence standards with or without reservations. [For the full report, see ED514431.]
When Failure Is Not An Option: Designing Competency-Based Pathways for Next Generation Learning
Author: Sturgis, Chris
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Teaching Methods,Educational Innovation,Futures (of Society),Integrated Learning Systems,Educational Change

This exploration into competency-based innovation at the school, district, and state levels suggests that competency-based pathways are a re-engineering of this nation's education system around learning--a re-engineering designed for success in which failure is no longer an option. Competency-based approaches build upon standards reforms, offering a new value proposition for the education system. Frequently, competency-based policy is described as simply flexibility in awarding credit or defined as an alternative to the Carnegie unit. Yet, this does not capture the depth of the transformation of the education system from a time-based system to a learning-based system. Competency-based approaches are being used at all ages from elementary school to graduate school level, focusing the attention of teachers, students, parents, and the broader community on students mastering measurable learning topics. This discussion draws on interviews and site visits with innovators and the limited literature that has been developed on the topic of competency-based approaches. The first section introduces a working definition for competency-based pathways that hopefully will be the beginning of creating consensus on the characteristics of a high-quality approach to guide policy. The second section explores the driving forces behind competency-based innovations and implementation issues. The last section highlights a number of challenges facing states and districts as they explore competency-based approaches. This paper has been designed to generate a deeper understanding, as it is critically important that competency-based pathways be implemented effectively with a vigilant focus on student learning. Appendices include: (1) Descriptions of Innovators; (2) Resources; and (3) Interviews. (Contains 23 endnotes and 14 resources.)
Virtual Schools and 21st Century Skills
Author: North American Council for Online Learning
Date: 2006-11-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Instructional Design,Online Courses,Virtual Classrooms,Web Based Instruction,Distance Education,Role of Education,Educational Trends,Educational Needs,Educational Environment,Educational Principles,Guidelines,Skill Development,Education Work Relationship,Global Education

Online learning through virtual schools is one of the most important advancements in attempting to rethink the effectiveness of education in the United States. The virtual school provides access to online, collaborative and self-paced learning environments--settings that can facilitate 21st Century skills. Today's students must be able to combine these skills with the effective use of technology to succeed in current and future jobs. The full promise of virtual learning is dependent, however, on its ability to incorporate 21st century skills in its instructional design, delivery and implementation. Virtual school leaders, administrators and teachers must ensure that students who learn in online environments are gaining the skills necessary to compete as citizens and workers in the 21st century. This document attempts to articulate a vision for 21st century learning in virtual schools, and identify ways in which online learning can improve outcomes for all students. An example of a school using online learning is appended. (Contains 2 endnotes.) [This report was written by the North American Council for Online Learning and the Partnership for 21st Century Skills.]
National VET Equity Advisory Taskforce. Final Report
Author: Australian Government Department of Education, Employment and Workplace Relations
Date: 2009-01-01
Type: Reports - Evaluative
Subjects: Disadvantaged,Course Content,Vocational Education,Advisory Committees,Change Strategies,Barriers,Performance Factors,Research Reports,Consultation Programs,Educational Needs,Expectation,Student Attitudes,Student Motivation,Access to Information,Academic Support Services,Teacher Effectiveness,Educational Resources,Student Surveys,Foreign Countries

The purview of the National VET (Vocational Education and Training) Equity Advisory Taskforce (NVEAT) encompasses a range of clients and issues across the full spectrum of the VET sector. NVEAT has undertaken a number of activities to gain a better understanding of the range of issues affecting all learners and particular disadvantaged groups of students in VET. The consultations provide a valuable sample of views from a broad cross section of VET students. Participants were selected from private and public RTOs (Registered Training Organisations), in inner and outer city locations and in regional and rural areas, studying full-time, part-time and by distance learning or online. Their stories provided NVEAT with a greater understanding of the needs, barriers, expectations, and attitudes of students, particularly in regard to their motivation to study, access to support and information, quality of teachers and resources and the relevance of course content to their employment goals. On the basis of the work undertaken, NVEAT makes the following recommendations: (1) Improve community awareness and knowledge of VET as a pathway to employment and further education and training; (2) Develop nationally consistent career guidance and development services at VET institutions to support students through transition from pre-training through to completion and employment; (3) Continue to work with the NQC (National Quality Council) providing input and advice on the AQTF (Australian Quality Training Framework); (4) Improve links between the VET and higher education sectors (such as improved processes for credit transfer from VET to higher education) to maximise VET as a potential pathway to enable equity groups to achieve higher qualifications; (5) Increase ability for students to pay their course fees in installments or delay payment until greater earning capacity has been attained; and (6) Review the social security eligibility criteria for full time students to better align with full-time study requirements in VET. Appendices include: (1) Key Findings from Consultations; and (2) Overview of Literature Review.