ethanporcaro/eric-fulltext-meta huggingface dataset:
Multiple Intelligences, Oral Communication and Language Learning
Author: Abdallah, Mahmoud M. S.
Date: 2010-00-00
Type: Reports - Research
Subjects: Scores,Multiple Intelligences,Effect Size,Pretests Posttests,Oral Language,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Majors (Students),Undergraduate Students,Program Effectiveness,Teaching Methods,Language Tests,Communicative Competence (Languages),Comparative Analysis,Cognitive Style,Learning Strategies,College Freshmen

This book reports in detail on a research study that was conducted in Egypt. The main purpose of the study was to investigate the effect of using a Multiple Intelligences-Based Training Programme on developing first-year English majors' oral communication skills. Based on literature review and related studies, a list of 20 oral communication skills was prepared and submitted to a panel of jury members to select the most related skills to first-year English majors. The group of the study consisted of 30 first-year English majors. Tools of the study included: A training programme based on Gardner's MI Theory to develop the students' oral communication skills, and an oral communication pre-post test that was administered to the group of the study before and after their training. The MI-Based Training Programme was taught to students during a six-week period. Students' scores were gathered and analyzed from the students' recordings. T test and effect size formulas were used to measure the effect of the training programme on the student's oral performance. Results revealed that the programme had a great effect on the students' oral communication skills as there were statistically significant differences between the pre and post administration of the test. The study stated many recommendations and suggestions for further research.
The Lack of Parent Training and Advocacy Centers in Rural America
Author: Hayes, Leanne
Date: 2017-10-10
Type: Information Analyses
Subjects: Parent Education,Advocacy,Training,Rural Areas,Special Education,Disabilities,Children,Meta Analysis,Barriers

The purpose of this applied research project was to investigate the problem of the lack of parent training and advocacy centers in rural areas, which currently affects many parents of children with disabilities and educational agencies across the United States. This research paper will enhance the readers understanding of why the problem exists, explain how it impacts parent of children with disabilities and educational agencies, and provide plausible solutions to address the problem. The research paper will start with a brief discussion of the nature of the problem and the stakeholders involved. The project will then move the investigation forward with a meta-analysis. This analysis will include a brief review of the literature, discussion of the findings and conclusions, an explanation of the ethical implications of the research, and plausible solutions to overcome the problem. Finally, the research project will end with a summary.
The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children
Author: McClelland, Megan M.
Date: 2021-09-00
Type: Journal Articles
Subjects: Self Control,Executive Function,Task Analysis,School Readiness,Academic Achievement,Outcomes of Education,Low Income Students,Preschool Education,Federal Programs,Measures (Individuals),Kindergarten,Preschool Children,Scores,Mathematics Skills,Literacy,Predictor Variables,Correlation,Achievement Gains,Child Development,Language Tests,Screening Tests,Achievement Tests,English (Second Language),Language Proficiency,Second Language Learning,Surveys,English

The measurement of self-regulation in young children has been a topic of great interest as researchers and practitioners work to help ensure that children have the skills they need to succeed as they start school. The present study examined how a revised version of a commonly used measure of behavioral self-regulation, the Head-Toes-Knees-Shoulders task (HTKS) called the HTKS-R, and measures of executive function (EF) was related to academic outcomes between preschool and kindergarten (ages 4-6 years) in a diverse sample of children from families with low income participating in Head Start in the United States. Participants included 318 children (53% female; 76% White; and 20% Latino/Hispanic) from 64 classrooms in 18 Head Start preschools who were followed over four time points between the fall of preschool and the spring of kindergarten. Results indicated that children with higher HTKS-R scores had significantly higher math and literacy scores at all-time points between preschool and kindergarten. The HTKS-R was also a more consistent predictor of math and literacy than individual EF measures assessing inhibitory control, working memory, and task shifting. Parallel process growth models indicated that children who had high initial scores on the HTKS-R also had relatively higher initial scores on math and literacy. In addition, growth in children's scores on the HTKS-R across the preschool and kindergarten years was related to growth in both children's math and literacy scores over the same period independent of their starting points on either measure. For the HTKS-R and math, children's initial scores were negatively associated with growth over the preschool and kindergarten years indicating that lower skilled children at the start of preschool started to catch up to their more skilled peers by the end of kindergarten.
Scheduling Math Practice: Students&apos; Underappreciation of Spacing and Interleaving
Author: Hartwig, Marissa K.
Date: 2021-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,College Mathematics,Undergraduate Students,Drills (Practice),Student Attitudes,Concept Formation,Mathematical Concepts,Problem Solving,Teaching Methods,Instructional Effectiveness,Metacognition,Time Factors (Learning),Scheduling

Many randomized controlled experiments in the classroom have found that mathematics learning is improved dramatically when practice problems of one kind are distributed across multiple assignments (spaced) and mixed with other kinds of problems (interleaved). In two studies, we investigated students' knowledge of spacing and interleaving. In Study 1, 193 undergraduates designed learning schedules for a hypothetical math class. In Study 2, 175 undergraduates selected from among five hypothetical schedules in response to a variety of questions, provided reasons for their selections, and rated the utility of spacing and interleaving. In both studies, most participants incorrectly judged schedules with minimal degrees of spacing and interleaving to be most effective. Also, schedules with more spacing and interleaving were perceived as more difficult, less enjoyable, and less common. Participants' ratings of utility revealed mixed perspectives on spacing and an underappreciation of interleaving. Altogether, these findings demonstrate that most students fail to recognize the benefits of spaced and interleaved practice. Further, by identifying specific ways in which their beliefs about spacing and interleaving fall short, we reveal opportunities to reshape students' beliefs to foster these effective learning techniques. [This is the in press version of a paper published in &quot;Journal of Experimental Psychology: Applied.&quot;]
The Social Structure of Networked Improvement Communities: Cultivating the Emergence of a Scientific-Professional Learning Community
Author: Russell, Jennifer Lin
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Social Structure,Communities of Practice,Problem Solving,Guidelines,Networks,Organizations (Groups),Educational Improvement,Knowledge Management,Educational Research,Scientific Research,Evidence Based Practice,Group Membership,Self Concept,Trust (Psychology),Preschool Education,Elementary Secondary Education

A burgeoning set of education-related organizations join networks each year, reflecting a shared belief that problems in education are too complex for any one educator or organization to solve on their own and that collaboration can support educational improvement. The goal of this paper is to describe how networked improvement communities (NICs) create a social structure to catalyze the type of community that can solve complex problems. We draw from prior theorizing, the research literature on network and learning community development, and observations of developing NICs to articulate a framework for network development. The framework is intended to be an analytic tool for thinking and reasoning about NIC emergence and maturation. [This report was presented at the American Educational Research Association Annual Meeting, Toronto, ON.]
Do Students Space Their Course Study? Those Who Do Earn Higher Grades
Author: Hartwig, Marissa K.
Date: 2021-00-00
Type: Reports - Research
Subjects: Study Skills,Learning Strategies,Study Habits,Undergraduate Students,Academic Achievement,Student Behavior,Time Management,Time Factors (Learning),Grade Prediction,Electronic Learning,Test Coaching,Instructional Materials,Decision Making

We examined students' naturalistic decisions about spacing their study in an undergraduate course (N=185) and whether self-selected spacing predicted course performance. Usage of two study tools -- an online textbook and quiz tool -- was recorded daily. We operationalized spacing as how often the tools were used and the timing of their use relative to exams. We found that students increased their study near deadlines and exams, used the textbook more often than the quiz tool, and used the tools infrequently when they were optional (vs. required). Importantly, spaced retrieval practice (via quiz tool) predicted course performance and GPA, whereas spaced reading (via textbook) was a weaker predictor. That is, when students opted for more frequent and early quizzing, they earned higher grades, even controlling for time spent quizzing. Thus, self-selected spaced study -- especially spaced retrieval practice -- supports student achievement. [This is the in press version of a paper published in &quot;Learning and Instruction.&quot;]
Increasing Reading Comprehension and Student Engagement in Hybrid Learning Environments
Author: Heiman, Allie
Date: 2021-05-05
Type: Dissertations/Theses
Subjects: Reading Comprehension,Learner Engagement,COVID-19,Pandemics,Blended Learning,Grade 9,Student Attitudes,Action Research,Difficulty Level,Reading Strategies,Reading Instruction,Teaching Methods,Reading Tests,High School Students,Cooperative Learning,Virtual Classrooms,Educational Philosophy,Educational Change,English Instruction,English Teachers

The purpose of this action research was to improve reading comprehension and student engagement in a hybrid learning environment as measured by performance on reading comprehension assessments and student self-reporting surveys. Due to the COVID-19 pandemic, I conducted classes for the 2020-2021 school year in a hybrid model. In my ninth grade English class, I noticed that while lack of engagement was initially correlated with difficulty of text, once we spent a class or two discussing and analyzing these complex stories as a group the students were quicker to respond and engage. In this manner, lack of comprehension presented as a lack of student engagement. Through a review of literature on reading comprehension strategies, three strategies were identified as potential ways to increase both reading comprehension and student engagement. Implementation of these strategies and data analysis of student self-reported surveys and classroom engagement demonstrated that increased reading comprehension positively correlated to increased student engagement as measured both through data collection and teacher observation and maintained short-term gains regardless of modality of instruction.
Examination of Attitudes towards E-Learning of Turkish Teacher Candidates
Author: Bozkirli, Kürsad Çagri
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Preservice Teachers,Student Attitudes,Electronic Learning,Educational Technology,Technological Literacy,Ownership,Internet,Access to Computers,COVID-19,Pandemics,School Closing,Distance Education,Turkish

This study was conducted with survey method and aims to determine the attitudes of prospective Turkish language teachers who studied at Kafkas University in the 2019-2020 academic year towards e-learning with respect to the variables of gender, having a personal computer, regarding oneself proficient in computer skills, and having a stable Internet connection. The sample of the study consists of 114 prospective Turkish language teachers and was determined using the simple random sampling method. The &quot;General Attitude Scale Towards E-Learning&quot; developed by Haznedar &amp; Baran (2012) was used as the data collection tool. The Likert-type scale includes 20 items and 2 sub-dimensions [e-learning disposition (items 1 to 10) and avoiding e-learning (items 11 to 20)]. The Cronbach's Alpha reliability coefficient of the scale found by the developers is 0.93. The reliability coefficient of the scale was found to be 0.80 in this research, which means the scale is reliable. The SPSS Statistics software package was used for the analysis of the data. As a result of the analysis, it was found that the attitudes of prospective Turkish language teachers towards e-learning did not vary by the variables of having a personal computer and regarding oneself proficient in computer skills. Also, this study showed that female students and students who stated that they do not have a stable Internet connection had a significantly negative attitude in the context of the &quot;avoiding e-learning&quot; sub-dimension.
Campus Challenges and Strategic Priorities in a Time of Change: A National Survey of Campus Stakeholders
Author: Finley, Ashley
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Educational Change,Strategic Planning,National Surveys,Outcomes of Education,Equal Education,COVID-19,Pandemics,Access to Education,Social Justice,Campuses,Barriers,Liberal Arts,Capacity Building,Career Development,Organizational Change,Educational Finance,Higher Education,Faculty Development,Competency Based Education,Educational Benefits,Teacher Attitudes,Administrator Attitudes,College Faculty,Racial Bias

The Association of American Colleges and Universities (AAC&amp;U) periodically surveys its members to better understand how colleges and universities are defining and articulating learning outcomes, providing access to engaging learning experiences (i.e., &quot;high-impact practices&quot;), and assessing student success. Though equity has been a focal point for campuses in recent years, the tidal wave of change in higher education spurred by the converging crises of COVID-19 and renewed emphasis on systemic racism in the United States and globally have required nearly every campus to rethink its game plan. Adaptation has been essential, but lasting change is still an unknown. Based on a survey administered in the fall of 2020, this report presents findings during a historic period as campuses managed the uncertainties of a global health pandemic and reacted to calls for social justice spurred by the murder of George Floyd and police violence against African Americans. This report paints a picture of how campus challenges and strategic priorities persist in ways we have come to expect as &quot;business as usual,&quot; but also how bubbles of normalcy can burst under the force of external pressure. The following two sections are presented: (1) Top campus challenges; and (2) Top campus strategic priorities.
Aboriginal Report 2016/17-2020/21: How Are We Doing?
Author: Ministry of Education (British Columbia)
Date: 2021-11-00
Type: Numerical/Quantitative Data
Subjects: Canada Natives,American Indian Students,Public Schools,Elementary Secondary Education,Grades (Scholastic),Educational Attainment,College Attendance,Postsecondary Education,Educational Experience,Residential Care,School Districts,Kindergarten,Foreign Countries,Numeracy,Reading Achievement,Exit Examinations,Nontraditional Education,Students with Disabilities,Mathematics Achievement,Grade 3,Grade 4,Grade 7,Grade 12,Grade 10,Gender Differences,Graduation Rate,Adult Education,English,American Indian Languages,Science Achievement,Literacy,Achievement Tests

This report provides information about the performance of Aboriginal students (including adults) in British Columbia's public schools. Ten sections include: (1) Introduction; (2) Student and District Context (Kindergarten-Grade 12), 2016/17-2020/21; (3) Foundation Skills Assessment (FSA) Grades 4 and 7, 2016/17-2020/21; (4) Graduation Assessments &amp; Course Marks, 2020/21; (5) Transitions, 2015/16-2020/21; (6) School Completion, 2016/17-2020/21; (7) Education Experiences of Children and Youth in Care, 2015/16-2019/20; (8) Post-Secondary Transitions, 2016/17-2019/20; (9) Student Learning Survey Results, 2016/17-2020/21; and (10) Glossary. [This report was produced by the Governance and Analytics Division of the Ministry of Education (British Columbia). For &quot;Aboriginal Report 2012/13-2016/17: How Are We Doing?,&quot; see ED586110.]
Short-Term and Long-Term Educational Outcomes of Infants Born Moderately and Late Preterm
Author: Townley Flores, Carrie
Date: 2021-05-00
Type: Journal Articles
Subjects: Correlation,Premature Infants,Outcomes of Education,Elementary School Students,Urban Schools,Patients,School Districts,Comparative Analysis,Risk,Socioeconomic Status,English,Language Arts,Birth,Infants,Low Achievement,Mathematics Achievement,Attendance,Suspension,Secondary School Students,Hypothesis Testing,Early Intervention,Records (Forms),Medical Evaluation,Longitudinal Studies

Objective: To assess the relationship of moderate and late preterm birth (32[superscript 0/7]-36 [superscript 6/7] weeks) to long-term educational outcomes. Study Design: We hypothesized that moderate and late preterm birth would be associated with adverse out- comes in elementary school. To test this, we linked vital statistics patient discharge data from the Office of Statewide Health Planning and Development including birth outcomes, to the 2015-2016 school year administrative data of a large, urban school district (n = 72,316). We compared the relative risk of moderate and late preterm and term infants for later adverse neurocognitive and behavioral outcomes in kindergarten through the 12th grade. Results: After adjusting for socioeconomic status, compared with term birth, moderate and late preterm birth was associated with an increased risk of low performance in mathematics and English language arts, chronic absenteeism, and suspension. These risks emerged in kindergarten through grade 2 and remained in grades 3-5, but seemed to wash out in later grades, with the exception of suspension, which remained through grades 9-12. Conclusions: Confirming our hypothesis, moderate and late preterm birth was associated with adverse educational outcomes in late elementary school, indicating that it is a significant risk factor that school districts could leverage when targeting early intervention. Future studies will need to test these relations in geographically and socioeconomically diverse school districts, include a wider variety of outcomes, and consider how early interventions moderate associations between birth outcomes and educational outcomes.
Teacher-Student Incongruence in Perceptions of School Equity: Associations with Student Connectedness in Middle and High School
Author: Debnam, Katrina J.
Date: 2021-00-00
Type: Reports - Research
Subjects: Congruence (Psychology),Teacher Attitudes,Student Attitudes,Equal Education,Student School Relationship,Educational Environment,Middle School Students,High School Students,Middle School Teachers,High School Teachers

Background: School equity refers to the extent to which students are treated fairly, ensuring that each student receives what they need to be successful. School staff can play a vital role in creating an equitable school climate for adolescents, but little is known about how staff perceive equity in their school and how this in turn may relate to students' perceptions. This study sought to explore congruence between teacher and student perceptions of school equity and how congruence or incongruence related to students' sense of connectedness to school. Methods: Data for the study came from the Maryland Safe and Supportive Schools (MDS3) Climate Survey, which was administered online to 5,523 school staff and 59,218 students across 104 middle and high schools. Results: Multilevel models indicated compared to high staff and high student ratings, there was lower connectedness among the schools with low staff, low student ratings of equity as well as the schools with high staff, low student and low staff, high student ratings of equity. Conclusions: The findings suggest that staff perceptions of school equity are often higher than students and incongruence in perceptions may have a negative impact on students' connection to school. [This paper was published in &quot;Journal of School Health&quot; v91 n9 p706-713 2021 (EJ1304240).]
Foster Parent Perspectives on Necessary Supports for Youth and Their Families Departing Foster Care
Author: Huscroft-D'Angelo, Jacqueline
Date: 2021-00-00
Type: Reports - Research
Subjects: Foster Care,Parent Attitudes,Social Work,Placement,Child Welfare,Transitional Programs,Planning,Family Environment,Physical Health,Mental Health

Summary: More than 50% of children who depart foster care will experience a permanency placement after being involved in the child welfare system. The struggles faced by children and families during the transition into the home and community setting following foster care are well-known and often result in child welfare reentry. Presently, little is known about preparation for permanency placements or appropriate supports to aide in this critical transition period. This includes understanding the perspectives of key stakeholders such as foster parents, who are essential to the transition. This descriptive study begins to address this need by examining the perspectives of foster parents (N=60) on: (1) transition planning; (2) the importance of specific supports and services critical during to transition period; and (3) availability of supports during the transition period. Findings: Results indicate that the most frequently addressed areas during transition planning process were family, medical/physical health, and education. Participants rated mental health and safety as the most important supports for youth. Most respondents indicated being unsure about the availability of nearly all supports. However, of those reported as available, safety and mental health supports were identified most often. Application: Findings have practical application for service provision and transition planning for youth and their families departing foster care to permanency placements. Specifically, a continued focus on mental health and an increase in educational supports during the transition process. These are discussed in depth as well as implications for practice. Limitations and future research are also presented. [This is the online first version of an article published in &quot;Journal of Social Work.&quot;]