ethanporcaro/eric-fulltext-meta huggingface dataset:
Role of Education in Building Social Cohesion
Author: Khan, Zebun Nisa
Date: 2016-00-00
Type: Journal Articles
Subjects: Role of Education,Social Integration,Civil Rights,Democracy,Educational Quality,Student Rights,Educational Change,Citizenship Education,Foreign Countries

Social Cohesion is the expression of that tradition of tolerance in all religions and cultures that are the basis of peace and progress. It is foreign to know culture and native to all nations. Tolerance and mercy have always and in all cultures being ideals of Government rules and human behavior. Professional educator often comments on the poor quality of education, politician and bureaucrats try to paint it as unproductive and a liability to the society. Social cohesion educational challenges are vital, crucial and powerful. We have to respond to the challenges immediately and continuously, so as to achieve the goals of democratic state.
Trainning of Special Education Teachers about Curriculum Development
Author: Ozcan, Deniz
Date: 2015-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Training,Inservice Teacher Education,Curriculum Development,Constructivism (Learning),Program Evaluation,Needs Assessment,Program Implementation,Pretests Posttests,Scores,Achievement Tests,Teacher Attitudes,Knowledge Level,Educational Needs,Program Effectiveness,Semi Structured Interviews,Content Analysis,Systems Approach,Mixed Methods Research,Foreign Countries,Likert Scales

The aim of this study is to determine the needs of special education teachers about curriculum development, and to implement the constructivist approach to in-service training programme for special education teachers. Furthermore, this study seeks to evaluate the developed in-service training programme. The descriptive and experimental methods were applied in this study. The sample consists of 84 special education teachers that have completed the needs analyses questionnaires that has provided the basis for the development of the in-service training programme. An experimental design has been used in the second stage of the study. The experimental group of the study consists of 31 special education teachers. The implementation of the in-service training programme has taken 36 hours over a 6 months period. According to the results of the study, special education teachers need a higher level of training for curriculum development. Also, there is a significant difference between the pre-test and post-test scores of the achievement test. Moreover, teachers have declared that the programme is beneficial and also that their knowledge levels about curriculum development have increased.
Scholastic Achievement of Higher Secondary Students in Science Stream
Author: Khan, Zebun Nisa
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Achievement,Secondary School Students,Secondary School Science,Science Education,Predictor Variables,Diagnostic Tests,Intelligence Tests,Creativity Tests,Personality Assessment,Student Motivation,Socioeconomic Status,Correlation,Factor Analysis,High Achievement,Gender Differences,Personality Traits

The present study was conducted on 400 students (200 Boys and 200 Girls) selected from Senior Secondary School of A. M. U. Aligarh; India to establish the prognostic value of different measures of cognition, personality and demographic variables for success at Higher Secondary level in Science stream. The score obtained on different variables are factor analysed to get a smaller number of meaningful variables or factors to establish the predictive validity of these predictors. Factors responsible for success in Science stream were identified. The prognostic value of the predictors was compared with high achievers and low achievers in order to identify the factors which differentiate them.
Transitioning English Language Learners in Massachusetts: An Exploratory Data Review
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: English Language Learners,Limited English Speaking,Classification,Student Characteristics,Achievement Tests,Scores,Enrollment,Elementary Secondary Education,Race,Ethnicity,Low Income Students,Disabilities,School Districts,Comparative Analysis,Language Proficiency,Language Tests,English (Second Language)

The Massachusetts Department of Elementary and Secondary Education commissioned this paper to explore several questions about students who are English language learners (ELL) in Massachusetts: (1) For how many years is a typical ELL student in Massachusetts classified as limited English proficient (LEP)?; (2) How much variation is there in a the number of years it takes to exit a student from ELL services and LEP status, and does this suggest different policies and practices at the district level?; (3) How do formerly LEP students perform better if they exited LEP status relatively sooner than later; and (4) How predictive are MEPA scores in determining when ELL students transition out of LEP status? This paper reviews the data that bear on these questions to help identify successful approaches for transitioning ELL students out of LEP status and into the general education program. Tables are appended.
Implications of QRIS Design for the Distribution of Program Ratings and Linkages between Ratings and Observed Quality. OPRE Research Brief 2014-33
Author: Tout, Kathryn
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: Child Care,Early Childhood Education,Rating Scales,Design,Comparative Analysis,Educational Quality,Scores,Correlation,Statistical Distributions

This Brief compares three hypothetical Quality Rating and Improvement Systems (QRIS) that use different rating structures: block, points, and hybrid. Because the quality standards in the hypothetical QRIS are held relatively constant across structures, analyses can be conducted to determine how structure relates to key QRIS outcomes. Three outcomes are examined: the distribution of programs across ratings levels, the linkages of ratings with measures of observed quality, and the scores of individual quality components within each structure. Findings indicate that the distribution of ratings is significantly related to structure. Whereas fewer than one-fifth of programs achieved a Level 3 or 4 in the block structure, over 70% of programs achieved a Level 3 or 4 in the points and hybrid structures. Rating levels produced by each of the three structures were significantly correlated with observed quality as measured by the Early Childhood Environment Rating Scale--Revised (ECERS-R). However, the points structure was the only structure to produce quality levels in which observed quality was significantly different between each level. The points structure also captured the greatest range of ECERS-R scores with a 1.61 point spread between Level 1 and Level 4 compared to 0.13 and 1.14 point spreads for the block and hybrid structures respectively. Scores across rating levels in the rating structures showed different patterns for specific quality components, with some domains (Health and Safety, Assessment and Accreditation) scoring high regardless of level and structure, others (Family Partnerships) scoring relatively low and others (Teacher Qualifications and Director Qualifications) demonstrating how quality component scores can differ across structures. The analyses are limited in their application to QRIS because the data were collected with a unique sample and were not collected in the context of a &quot;real&quot; QRIS. Nevertheless, this Brief offers research evidence that can be useful to QRIS administrators as they weigh different design options and their potential consequences.
Barriers to Underserved Students' Participation in Gifted Programs and Possible Solutions
Author: Siegle, Del
Date: 2016-06-00
Type: Journal Articles
Subjects: Disadvantaged,Disproportionate Representation,Minority Groups,Social Bias,Barriers,Academically Gifted,Scaffolding (Teaching Technique),Feedback (Response),Learner Engagement,Talent Development,Academic Achievement,At Risk Students,Cultural Differences,Talent,English Language Learners,Rural Areas,Hispanic American Students,American Indian Students,African American Students,Asian American Students,Pacific Islanders,Teacher Student Relationship,Identification,Intervention

Gifted students' learning gains result from complex, advanced, and meaningful content provided by a knowledgeable teacher through high-quality curriculum and instruction at an appropriate pace with scaffolding and feedback. These elements exert influence that increases with dosage and within structures that facilitate student engagement in rigorous experiences, including interactions with one another. Talent development is a two-part process. First, educators and parents must provide opportunities for talent to surface, and then they must recognize the talent and provide educational opportunities that engage the emerging talent and move it to exceptional levels. Unfortunately, a variety of barriers exist that limit underserved students' participation in this process. We discuss these barriers within a proposed model of talent development. [This paper was published in &quot;Journal for the Education of the Gifted,&quot; v39 n2 p103-131 Jun 2016 (EJ1101173).]
Defining and Measuring Quality: An In-Depth Study of Five Child Care Quality Rating and Improvement Systems. OPRE Report 2011-29
Author: Caronongan, Pia
Date: 2011-08-00
Type: Reports - Research
Subjects: Child Care,Early Childhood Education,Rating Scales,Measurement Techniques,Data,Information Utilization,Access to Information,Educational Quality,Evaluation Criteria,Data Collection,Data Analysis,Validity,Reliability

Quality measurement serves as a foundation for child care Quality Rating and Improvement Systems (QRIS). Understanding the variation that exists in quality measurement, the different contexts in which states make decisions, and the factors that play into their decisions can help administrators identify where their state may fall along the spectrum in practice (or the direction in which they should steer), and can help researchers design approaches that take these differences into account. Such information can also aid in identifying opportunities for moving toward some common practice and research goals. The quality components included in a QRIS define a state's framework for measuring quality and signal to providers and parents the practices that should be included in high-quality early child care and education programs. There are commonalities in the quality categories that are included across QRIS (Tout et al. 2010), demonstrating that many states and communities are using a similar foundation upon which to build their rating systems. However, the manner in which states and localities combine and aggregate these quality categories to develop QRIS ratings has many nuances, producing rating systems with important variations that can impede direct cross-QRIS comparisons and research approaches. Recognizing the need for information on the quality measurement practices in QRIS, this in-depth study of select QRIS was launched as part of the Child Care Quality Rating Systems (QRS) Assessment project, funded by the Office of Planning, Research, and Evaluation (OPRE) within the Administration for Children and Families. Approaches used by states and communities to measure quality through the QRIS were examined by focusing on three research questions: (1) What is the variation in how select QRIS define and measure quality, and what accounts for the variation in their approaches?; (2) What are the specific processes used by select QRIS to measure each component of the quality rating and determine the overall rating level?; and (3) What is the availability of consistent and reliable data on quality ratings within select QRIS and how are the data currently being used? To answer these questions, five QRIS were selected for the in-depth study: Miami-Dade County, Florida; Illinois; Indiana; Pennsylvania; and Tennessee. A summary of key characteristics of the five QRIS is presented. Licensing and NAEYC Accreditation Requirements for Center-Based Programs are appended.
Geometric Toys in the Attic? A Corpus Analysis of Early Exposure to Geometric Shapes
Author: Resnick, Ilyse
Date: 2016-00-00
Type: Journal Articles
Subjects: Geometry,Geometric Concepts,Mathematics,Mathematics Instruction,Mathematical Concepts,Mathematics Skills,Preschool Children,Early Childhood Education,Common Core State Standards,Spatial Ability,Cognitive Processes,Teaching Methods,Multivariate Analysis,Comparative Analysis,Books,Toys,Manipulative Materials,Computer Oriented Programs,Probability,Young Children,Kindergarten

Preschoolers' experiences with shapes are important because geometry is foundational to aspects of mathematics and it is now part of the Common Core for school-readiness. Exposure to shapes also provides experiences that are key to developing spatial thinking more broadly. Yet achieving a strong conceptual understanding of geometric categories can extend well into elementary school (Satlow and Newcombe, 1998) despite a general sense that many kindergarten children &quot;know their shapes.&quot; The extended time period may be partially a product of the nature of the spatial input to which children are exposed. This study characterizes the geometric input preschoolers receive from three sources: shape books, sorters, and interactive digital content. These shape materials were examined for the types of shapes they include. Shapes were further classified as canonical (e.g., equilateral triangles) vs. non-canonical (e.g., isosceles or scalene), and whether the shape was presented as a geometric form vs.everyday object and in isolation vs. embedded in a scene. The quantity of shape terms was documented for each shape material. The level of sophistication of associated shape language was assessed by tracking the presence of geometric adjectives and explicit definitions. Findings suggest that children are exposed to a limited number of shape categories and very few non-typical variants within those categories. Shapes were typically labeled with only a single generic identifier (e.g., &quot;triangle&quot;) and few of the materials provided explicit definitions, geometric adjectives (e.g., &quot;scalene&quot;), or identified similarities and differences across shapes. Findings suggest a need for more thoughtful design of shape learning materials to provide variety and evoke discussion of their defining properties.
Developmental Growth Trajectories in Understanding of Fraction Magnitude from Fourth through Sixth Grade
Author: Resnick, Ilyse
Date: 2016-05-00
Type: Journal Articles
Subjects: Fractions,Intermediate Grades,Elementary School Students,Computation,Longitudinal Studies,Student Development,Accuracy,Age Differences,Standardized Tests,Mathematics Tests,Mathematics Achievement,Achievement Tests,Classes (Groups of Students)

Development of fraction number line estimation was assessed longitudinally over five time points between fourth and sixth grades. Although students showed positive linear growth overall, latent class growth analyses revealed three distinct growth trajectory classes: Students who were highly accurate from the start and became even more accurate (n = 154); students who started inaccurate but showed steep growth (n = 121); and students who started inaccurate and showed minimal growth (n = 197). Younger and minimal growth students typically estimated both proper and improper fractions as being less than one, failing to base estimates on the relation between the numerator and denominator. Class membership was highly predictive of performance on a statewide-standardized mathematics test as well as on a general fraction knowledge measure at the end of sixth grade, even after controlling for mathematic specific abilities, domain general cognitive abilities, and demographic variables. Multiplication fluency, classroom attention, and whole number line estimation acuity at the start of the study predicted class membership. The findings reveal that fraction magnitude understanding is central to mathematical development. [This paper was published in &quot;Developmental Psychology&quot; (EJ1098744).]
Compendium of Quality Rating Systems and Evaluations: The Child Care Quality Rating System (QRS) Assessment
Author: Tout, Kathryn
Date: 2010-04-00
Type: Reports - Research
Subjects: Child Care,Early Childhood Education,Rating Scales,Educational Quality,Profiles,Program Descriptions,Standards,Measurement Techniques,Improvement Programs,Incentives,Outreach Programs,Marketing,Program Evaluation,Observation

Quality Rating Systems (QRS) are currently operating, under development, or being piloted in over 25 states or local areas. As the QRS model becomes integrated into the landscape of child care and education service delivery, policy, and the decisions parents make about child care across the United States, there is an increasing need for descriptive and comparative information about QRS implementation and evaluation. Acknowledging this need, the Office of Planning, Research and Evaluation (OPRE) in the Administration for Children and Families (ACF), U.S. Department of Health and Human Services (DHHS) is supporting a project called the Child Care Quality Rating System Assessment (QRS Assessment). The goal of the QRS Assessment is to provide information, analysis and resources about QRS for states and other key stakeholders. The Compendium of Quality Rating Systems and Evaluations is the first product of the QRS Assessment and is intended to serve as a rich resource for the other tasks in the QRS Assessment which include a multi case in depth study, secondary analysis of existing QRS data, an analytic paper, and a toolkit for designing research and evaluation of QRS. The Compendium is intended to be a source of detailed information about QRS that can be compared, analyzed and used to generate hypotheses or research questions that can be addressed in the other QRS Assessment tasks. The Compendium contains two different types of information about QRS. The first section presents descriptive information obtained by examining 26 QRS nationwide. Cross-QRS matrices are included to simplify the information and to facilitate a review across states. The second section contains individual profiles of the 26 QRS in which data were collected for the QRS Assessment. Data were collected from July to October, 2009 and were finalized in early 2010. The purpose of the Compendium is to provide definitions, description, and an analytic framework for assessing the critical elements of QRS and QRS evaluations. Appended are: (1) Expert Panel Members; (2) Template used for Quality Rating System Profiles (with explanation of data elements); and (3) Quality Rating System Profiles (appear individually under separate cover).
Print Knowledge in Yucatec Maya-Spanish Bilingual Children: An Initial Inquiry
Author: Bengochea, Alain
Date: 2015-00-10
Type: Reports - Research
Subjects: Foreign Countries,Mayan Languages,Spanish,Bilingualism,Preschool Children,Maya (People),Emergent Literacy,Knowledge Level,Alphabets,Correlation,Language Skills,Comparative Analysis

This study serves as an initial inquiry regarding the early print knowledge of emergent bilingual preschool-age children living in an Indigenous community in Mexico. In this research, we examine various dimensions of print knowledge with Yucatec Maya-Spanish bilingual children for whom one of their languages (Yucatec Maya) is seldom seen in print forms in mainstream classrooms and curricula. A total of 84 emergent bilingual children were assessed in their Yucatec Maya and Spanish on measures of alphabet knowledge (i.e. letter names and sounds), name writing, and concepts of print. Results were analyzed and compared between languages, showing that the children demonstrated modest levels of print knowledge on all measures. Whereas the emergent bilingual children in this study performed significantly better in Spanish than Yucatec Maya on all indices of print knowledge, this investigation provides insights into how these children may concurrently develop print-related skills in interrelated ways across languages. Implications of these findings are outlined. [At time of submission to ERIC this article was in press with &quot;International Journal of Bilingual Education and Bilingualism.&quot;]
Reappraising Stress Arousal Improves Performance and Reduces Evaluation Anxiety in Classroom Exam Situations
Author: Jamieson, Jeremy P.
Date: 2016-00-00
Type: Reports - Research
Subjects: Test Anxiety,Community Colleges,Two Year College Students,Intervention,Stress Management,Remedial Mathematics,Mathematics Tests,Performance,Mathematics Anxiety,Statistical Analysis,Program Effectiveness

For students to thrive in the U.S. educational system, they must successfully cope with omnipresent demands of exams. Nearly all students experience testing situations as stressful, and signs of stress (e.g., racing heart) are typically perceived negatively. This research tested the efficacy of a psychosituational intervention targeting cognitive appraisals of stress to improve classroom exam performance. Ninety-three students (across five semesters) enrolled in a community college developmental mathematics course were randomly assigned to stress reappraisal or placebo control conditions. Reappraisal instructions educated students about the adaptive benefits of stress arousal, whereas placebo materials instructed students to ignore stress. Reappraisal students reported less math evaluation anxiety and exhibited improved math exam performance relative to controls. Mediation analysis indicated reappraisal improved performance by increasing students' perceptions of their ability to cope with the stressful testing situation (resource appraisals). Implications for theory development and policy are discussed. [At time of submission to ERIC this article was in press with &quot;Social Psychological and Personality Science.&quot;]
Who Loses Out? Registration Order, Course Availability, and Student Behaviors in Community College
Author: Gurantz, Oded
Date: 2015-00-00
Type: Reports - Research
Subjects: Community Colleges,School Registration,Enrollment,Economic Climate,Retrenchment,Crowding,Student Behavior,School Holding Power,Time Management,Predictor Variables,Two Year College Students

In California, the combination of budget cuts and high unemployment from the Great Recession has resulted in &quot;overcrowded&quot; conditions, with more students attempting to enroll in fewer available classes. State-level policy recommendations have focused on altering registration priorities to mitigate the impact of overcrowding, but it is unclear whether these changes will impact enrollment, as little is known about student behavior within these systems. Present-biased individuals who must engage in immediate efforts to obtain delayed rewards may procrastinate before beginning a task and vary in how intensely they engage in a task once they begin, and registration is found to be no exception. Varying levels of delay and intensity were found to be predictive of students' course-taking patterns, even after controlling for a wide range of background characteristics, including previous registration delay and intensity. As a result, many courses that met graduation or transfer requirements had seat availability during the registration process and only closed near the beginning of the semester, which is in contrast to common narratives of overcrowding. Student registration is an understudied part of the college process, but suboptimal registration behaviors are shown to have significant consequences on the likelihood of college enrollment and retention. [This paper was published in &quot;Journal of Higher Education&quot; (EJ1064698).]