ethanporcaro/eric-fulltext-meta huggingface dataset:
From Yellow to Green: Reducing School Transportation&apos;s Impact on the Environment
Author: Burgoyne-Allen, Phillip
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Student Transportation,Conservation (Environment),School Buses,Financial Support,Pollution,Climate,Motor Vehicles,Costs,Busing,Fuels,Physical Activities,Federal Legislation,Federal Aid,State Aid,Elementary Secondary Education

Diesel buses and personal vehicle trips for school transportation emit millions of tons of greenhouse gases per year into the environment, which contribute to global warming, and expose children to harmful pollutants that can affect their health and academic performance. What would it take for the yellow school bus--and school transportation systems as a whole--to go green? There are several impact reduction strategies districts can consider, with a range of cost and effectiveness implications: (1) idling time reduction; (2) diesel retrofits; (3) propane and CNG buses; (4) electric buses; and (5) walking and biking. Beyond environmental benefits, some impact reduction strategies can create long-term savings for districts by reducing fuel use, maintenance needs, and energy costs. This brief examines cases of electric school bus pilots, pros and cons of impact reduction strategies, funding streams for environmental improvements, and recommended next steps for states and districts to lessen the environmental impact of the journey to school. [This report is part of a series of publications on school transportation policy. The policy briefs build on the 2019 slide deck &quot;The Challenges and Opportunities in School Transportation Today&quot; and the 2017 report, &quot;Miles to Go: Bringing School Transportation into the 21st Century&quot; (ED602698).]
Intersection Ahead: School Transportation, School Integration, and School Choice
Author: Burgoyne-Allen, Phillip
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: Student Transportation,School Desegregation,School Choice,Magnet Schools,Charter Schools,Public Schools,Student Diversity,Educational History,Desegregation Litigation

This brief examines school integration and school choice through the lens of school transportation. It first provides a brief history of the role transportation has played in integration and choice policies. It then dives into three examples of initiatives that combine choice and integration, and the challenges they pose for transportation, including: (1) Magnet schools, which bring students together across neighborhoods or districts, introducing challenges for equitable and efficient transportation services; (2) Diverse-by-design charter schools, which commit to student diversity in their mission or design, but face transportation barriers around funding, economies of scale, and logistics common to other charter schools; and (3) Controlled choice district enrollment, which allows families to rank school choices while adjusting for school diversity in some way, and tries to make travel times and routes to school manageable for families and for buses. Often school transportation systems are an afterthought in policy conversations around complex topics like integration and choice, to the detriment of students and district budgets alike. Through smart policy choices and planning, it is possible for states, districts, and schools to tackle this challenge and focus on equity in school transportation. [This report is part of a series of publications on school transportation policy. The policy briefs build on the 2019 slide deck &quot;The Challenges and Opportunities in School Transportation Today&quot; and the 2017 report, &quot;Miles to Go: Bringing School Transportation into the 21st Century&quot; (ED602698).]
Direct Assessment of Children&apos;s Social-Emotional Comprehension
Author: McKown, Clark
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Cognitive Ability,Psychometrics,Scores,Validity,Reliability,Theory of Mind,Interpersonal Competence,Problem Solving,Correlation,Factor Analysis,Kindergarten,Elementary School Students,Middle School Students,Intelligence Tests,Autism,Diagnostic Tests,Observation,Pervasive Developmental Disorders,Attention Deficit Hyperactivity Disorder,Rating Scales,Emotional Response,Pictorial Stimuli,Vignettes,Case Studies,Goodness of Fit,Performance Based Assessment

Social-emotional comprehension includes the ability to encode, interpret, and reason about social-emotional information. The better developed children's social-emotional comprehension, the more positive their social interactions and the better their peer relationships. Many clinical tools exist to assess children's social behavior. In contrast, fewer clinically interpretable tools are available to assess children's social-emotional comprehension. This study evaluated the psychometric properties of a group of direct assessments of social-emotional comprehension. Scores on these assessments reflected children's performance on challenging tasks that required them to demonstrate their social-emotional comprehension. In 2 independent samples, including a general education school sample (n = 174) and a clinic sample (n = 119), this study provided evidence that (a) individual assessments yield variably reliable scores, (b) composite scores are highly reliable, (c) direct assessments demonstrate a theoretically coherent factor structure and convergent and discriminant validity, and (d) composite scores yield expected age- and diagnostic-group differences. Implications for clinical practice, theory, and assessment development are discussed.
Web-Based Assessment of Social-Emotional Skills in School-Aged Youth with Autism Spectrum Disorder
Author: Russo-Ponsaran, Nicole M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Skill Development,Autism,Pervasive Developmental Disorders,Test Validity,Test Reliability,Children,Nonverbal Communication,Theory of Mind,Problem Solving,Self Control,Scores,Individual Differences,Individual Characteristics,Diagnostic Tests,Observation,Computer Assisted Testing

Few tools are available to comprehensively describe the unique social-emotional skill profiles of youth with autism spectrum disorder (ASD). The present study describes the usability, reliability, and validity of SELweb, a normed, web-based assessment designed to measure four core social-emotional domains, when used to measure these skills in a sample of 57 well-characterized youth with ASD (ages 6-10 years with IQ [greater than or equal to] 80). SELweb measures facial emotion recognition, theory of mind, social problem solving, and self-control. SELweb was well tolerated and yielded scores with reliabilities comparable to those found in normative samples. SELweb scores showed good evidence of convergent and discriminant validity for three of the four skills it was designed to assess. Mean deficits were found for theory of mind, social problem solving, and self-control, whereas no mean deficits were found for emotion recognition. Individual profiles varied considerably, suggesting the sensitivity of SELweb to the within- and between-person individual differences among youth with ASD. Findings support the usefulness and accessibility of SELweb as a tool for measuring complex social-emotional skill profiles in youth with ASD.
Social-Emotional Factors and Academic Outcomes among Elementary-Aged Children
Author: McKown, Clark
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Behavior,Elementary School Students,Social Development,Emotional Development,Outcomes of Education,Comprehension

Social-emotional comprehension involves encoding, interpreting, and reasoning about social-emotional information, and self-regulating. This study examined the mediating pathways through which social-emotional comprehension and social behaviour are related to academic outcomes in two ethnically and socioeconomically heterogeneous samples totaling 340 elementary-aged children. In both samples, social-emotional comprehension, teacher report of social behaviour, and academic outcomes were measured in a single school year. In both samples, structural equation models showed that the relationship between social-emotional comprehension and reading was mediated by socially skilled behaviour. In one sample, but not the other, the relationship between social-emotional comprehension and math was mediated by socially skilled behaviour. This paper advances our understanding of the mechanisms through which social-emotional factors are associated with academic outcomes. [This article was published in &quot;Infant and Child Development&quot; (EJ1095854).]
Measuring Student Cognitive Engagement When Using Technology
Author: Wallace-Spurgin, Mekca
Date: 2019-12-00
Type: Books
Subjects: Learner Engagement,Electronic Publishing,Information Technology,Teaching Methods,Learning Activities,Teacher Collaboration,Cognitive Processes,Information Seeking,Student Attitudes,Comparative Analysis,Longitudinal Studies,Technology Integration,Active Learning,Thinking Skills,Preschool Education,Elementary Secondary Education,Scoring Rubrics

The book was designed to determine if students were using the recently purchased Chromebooks as well as if they were cognitively engaged when using the technology. Data collected using the IPI-T process suggested teachers were typically the users of the technology, students were often disengaged, and teachers were asking students to participate in lower-order surface activities. Missing from the process was the implementation of the faculty collaborative sessions. The writer scheduled dates to collect data three times during the 2018-19 school year. In addition, faculty collaborative sessions were planned and facilitated within one week of collection data. Participating in each faculty collaborative session, teachers (a) became familiar with the IPI-T Rubric and Protocols, (b) analyzed and discussed the data, (c) identified high-quality examples of student learning that foster student engagement with technology, (d) designed high-quality lessons that foster student engagement with technology, (e) compared longitudinal data and set goals for future data collection using the IPI-T tool. An analysis of the data revealed when implementing the IPI-T process with fidelity teacher and student technology use increased as did student cognitive engagement when using technology. In addition, it was found that students use technology for information searches the majority of the time rather than media development or to collaborate among peers for example, which are associated with higher-levels of cognitive engagement. [This book was edited by Ismail Sahin and Valarie Akerson.]
Web-Based Assessment of Children&apos;s Social-Emotional Comprehension
Author: McKown, Clark
Date: 2015-00-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Validity,Correlation,Peer Acceptance,Factor Structure,Teacher Attitudes,Interpersonal Competence,Academic Achievement,Problem Solving,Kindergarten,Grade 1,Grade 2,Grade 3,Elementary School Students,Student Diversity,Ethnic Groups,Socioeconomic Status,Psychometrics,Emotional Response,Social Cognition,Perspective Taking,Delay of Gratification,Self Evaluation (Individuals),Scores,Behavior Problems,Intelligence Quotient,Psychoeducational Methods,Self Control,Rating Scales,Intelligence Tests,Pictorial Stimuli

This article presents results from two studies that included ethnically and socioeconomically diverse samples totaling 4,462 children in kindergarten through third grade. Each study examined the psychometric properties of a web-based, self-administered battery of assessments of socialemotional comprehension called &quot;SELweb.&quot; Assessment modules measured children's ability to read facial expressions, infer others' perspectives, solve social problems, delay gratification, and tolerate frustration. Both studies provided evidence that (a) individual assessment modules exhibited moderate to high internal consistency and low to moderate test-retest reliability; (b) composite assessment scores exhibited high reliability; (c) together, assessment modules demonstrated a theoretically coherent factor structure; (d) factor scores demonstrated convergent and discriminant validity; and (e) controlling for IQ and demographic characteristics, performance on the assessment modules was positively related to peer acceptance, teacher report of social skills, and multiple indicators of academic achievement, and negatively related to teacher report of problem behaviors. [This is the online version of an article published in &quot;Journal of Psychoeducational Assessment.&quot; For the final published version of this article, see EJ1103057.]
Reliability, Factor Structure, and Measurement Invariance of a Web-Based Assessment of Children&apos;s Social-Emotional Comprehension
Author: McKown, Clark
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Interpersonal Competence,Emotional Intelligence,Test Reliability,Factor Structure,Psychometrics,Children,Elementary School Students,Perspective Taking,Problem Solving,Self Control

The purpose of this study was to evaluate the psychometric properties and measurement invariance of a web-based, self-administered battery of assessments of social-emotional comprehension called &quot;SELweb.&quot; Assessment modules measured children's ability to read facial expressions, infer others' perspectives, solve social problems, delay gratification, and tolerate frustration. In an ethnically and socioeconomically diverse sample of 4,419 children in kindergarten through third grade who completed SELweb: (a) scores from assessment modules exhibited moderate to high internal consistency and moderate 6-month temporal stability; (b) composite assessment scores exhibited high reliability; and (c) assessment module scores fit a theoretically coherent four-factor model that includes factors reflecting emotion recognition, social perspective-taking, social problem-solving, and self-control. In addition, the present study supports configural and metric invariance across time, sex, and ethnicity. Analyses suggest partial scalar invariance across time, sex, and, to a lesser degree, ethnicity. [This article was published in &quot;Journal of Psychoeducational Assessment&quot; (EJ1217501).]
Reliability and Validity of a Spanish Language Assessment of Children&apos;s Social-Emotional Learning Skills
Author: Russo, Jaclyn M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Spanish,Reliability,Validity,Social Development,Emotional Development,Psychometrics,Emotional Response,Interpersonal Competence,Problem Solving,Self Control,Perspective Taking,Elementary School Students,Kindergarten,Grade 1,Grade 2,Grade 3,Scores,Teacher Attitudes,Correlation,Factor Structure,Translation,Social Cognition,Evaluation Methods,Spanish Speaking,Bilingualism,Measures (Individuals)

Few Spanish language tools are available for assessing important social-emotional learning (SEL) skills. The present study presents evidence of the psychometric properties of a Spanish-language version of SELweb (SELweb-S), a web-based system for assessing children's ability to recognize others' emotions and perspectives, solve social problems, and engage in self-control. With a sample of 524 students in Grades K to 3, we examined the reliability and validity of SELweb-S. This study provided evidence that (a) individual assessment modules exhibited moderate to high internal consistency and moderate 6-month temporal stability, (b) composite assessment scores exhibited high reliability, (c) assessment module scores fit a theoretically coherent factor structure, and (d) performance on SELweb-S assessment modules was positively related to teacher-reported SEL skills. Findings are discussed in terms of the importance of direct assessments of SEL skills in languages other than English. In addition, we highlight the importance of abiding by rigorous recommendations in the literature for the translation and cultural adaptation of assessments.
A Bibliometric Profile of Literature of Turkish Language Education-Teaching: A Case Study of 9th International Language Education-Teaching Conference
Author: Seref, Izzet
Date: 2019-00-00
Type: Reports - Research
Subjects: Bibliometrics,Profiles,Turkish,Conferences (Gatherings),Computer Software,Scientific Research,Conference Papers,Universities,Authors,Language Skills,Foreign Countries,Case Studies,Teaching Methods,Native Language Instruction

Scientific knowledge accumulates after a certain process. Increasing knowledge production based on scientific studies ensures the development of the academic field. In this process, the field-specific scientific literature is formed. In this study, in order to reveal the profile of the Turkish Education, 9th Full text reports published in the book International Turkish Education-Teaching Conference in were analyzed based on bibliometric measurements. The model of the study is the case study from qualitative research patterns. The scope of the study is 9 th ITLETC [International Turkish Language Education-Teaching Conference] is a full text booklet. The data of the study were collected by means of the PPR. Bibliometric analysis technique was used for data analysis. WordSift word cloud software is preferred for keyword visualization. According to the results 168 papers were accepted for oral presentations. Of these, 32 were it is a full text in the UCRSC proceedings. On the other hand, the papers had a total of 391 pages; at least 6, maximum 20 pages. In terms of the number of writers, more than half of the authors have contributed by two authors and it has been assessed that Assoc. Dr. has been the most contributors. The most contributing researchers were Erzincan University, Ministry of National Education and Kafkas University. The most discussed topics are Turkish language education and teaching, language, listening and reading. The most commonly cited source is the book. The most cited books are scientific research methods and statistics. Half-life in the education and teaching of Turkish language was determined as 11.9 years.
Investigation of Communication Skills of Gifted Students in Terms of Various Variables
Author: Eskicumali, Ahmet
Date: 2020-01-00
Type: Journal Articles
Subjects: Communication Skills,Academically Gifted,Interpersonal Communication,Adolescents,Secondary School Students,Program Effectiveness,Gender Differences,Institutional Characteristics,Age Differences,Foreign Countries,Test Construction,Translation,Test Validity

The aim of this study is to examine the communication skills of gifted students in terms of various variables in order to form a program model to support their interpersonal communication skills. After determining the interpersonal communication skills of the students in Science and Art Center (BILSEM), it is aimed to improve the communication skills of these gifted students by applying programs that support the communication skills. The quantitative part of the study was applied to a total of 338 gifted students aged between 13 and 18 years through a scale adaptation to determine communication skills. The 23-item 6-dimensional model was found to be consistent in confirmatory factor analysis. As a result of the study, the scale was found to be reliable and valid. According to the findings, a significant difference was found in communication skills of gifted students according to gender and school type. There was no significant difference according to grade level.
Evaluation of a Community-Based Peer-to-Peer Support Program for Parents of At-Risk Youth with Emotional and Behavioral Difficulties
Author: January, Stacy-Ann A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Emotional Disturbances,Behavior Problems,Parents,Peer Groups,Peer Influence,Social Support Groups,At Risk Persons,Community Programs,Program Effectiveness,Intervention,Telecommunications,Prevention,Family Needs,Parent Attitudes

Parents of children with emotional and behavioral needs frequently experience difficulty navigating community-based services for their child, as well as experience increased stress and parental strain. Peer-to-peer support programs are an emerging approach to assist these parents, and evidence suggests that they are effective in increasing parents' perceptions of social support, self-efficacy, and well-being. However, these programs often focus on parents of youth with diagnosed mental health disorders, despite the potential benefit for parents of youth who are at-risk for significant emotional and behavioral problems. In the current study, we used a pre-post design to evaluate a community-based, peer-to-peer support prevention program delivered via telephone to parents (N = 139) of youth with emerging behavioral and emotional difficulties. We evaluated (1) whether the intervention was delivered as designed, (2) the pre- and post-intervention gains in social support and concrete support, and (3) whether parents' level of participation in the intervention and program adherence predicted outcomes. Results indicated that the intervention was delivered as intended and resulted in increased parental perceived social support and concrete support over time. Furthermore, higher levels of parental participation and intervention adherence were associated with increases in perceived social support. Thus, findings suggest that it may be beneficial for parents of at-risk youth with significant emotional and behavioral difficulties to engage in a peer-to-peer phone support prevention program.
Readers in Adult Basic Education: Component Skills, Eye Movements, and Fluency
Author: Barnes, Adrienne E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Adult Basic Education,Reading Skills,Eye Movements,Decoding (Reading),Reading Comprehension,Reading Fluency,Oral Reading,Diagnostic Tests,Achievement Tests

The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this population. In this study, reading component skills including decoding, language comprehension, and reading fluency are reported, as are eye movement variables for connected-text oral reading. Eye movement comparisons between individuals with higher and lower oral reading fluency revealed within- and between-subject effects for word frequency and word length as well as group and word frequency interactions. Bivariate correlations indicated strong relations between component skills of reading, eye movement measures, and both the &quot;Test of Adult Basic Education&quot; (&quot;Reading&quot; subtest) and the &quot;Woodcock-Johnson III Diagnostic Reading Battery Passage Comprehension&quot; assessments. Regression analyses revealed the utility of decoding, language comprehension, and lexical activation time for predicting achievement on both the &quot;Woodcock Johnson III Passage Comprehension&quot; and the &quot;Test of Adult Basic Education Reading Comprehension.&quot; [This article was published in &quot;Journal of Learning Disabilities&quot; (EJ1129731).]