ethanporcaro/eric-fulltext-meta huggingface dataset:
The Technology in the Programs of Life Sciences in Turkey and Sachunterricht in Germany
Author: Keskin, Tuba
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Biological Sciences,Comparative Analysis,Elementary School Science,Qualitative Research,Technology Education,Differences,Comparative Education

The purpose of this study is to compare the gains of the Life Sciences program in Turkey and the Life sciences program (Sachunterricht) used in the state of Niedersachsen in Germany. The study aiming to compare the technology-related acquisitions in Life sciences program in Turkey and Germany is a comparative education research that used qualitative method and descriptive approach. In the study, the Sachunterricht (Life sciences) course's technology acquisitions and the use of technology in Germany were briefly mentioned and then the differences were evaluated by comparing to the usage of Life sciences course technology in Turkey. It was found that, the acquisition groups in Germany focus on technical perception and solving of the problems, describing the use of simple materials, having basic knowledge about transportation of wastes, having knowledge about the assembly, being well-informed about the effects of technical inventions, and becoming familiar with the energy and water supply. When the related gains were examined, the gains in the production area were observed to remain superficial in the Life sciences program according to the Sachunterricht program. The students in the Life sciences program only have a role to observe production, while the students are performing the production itself in the Sachunterricht program.
Response to Intervention: Evaluation Report and Executive Summary
Author: Gorard, Stephen
Date: 2014-02-00
Type: Reports - Research
Subjects: Response to Intervention,Program Evaluation,Elementary School Students,Grade 5,At Risk Students,Summer Programs,Academic Achievement,Low Achievement,Coaching (Performance),Randomized Controlled Trials,Needs Assessment,Progress Monitoring,Outcome Measures,Outcomes of Education,Sample Size,Evaluation Methods,Reading Tests,Pretests Posttests,Intervention,Foreign Countries

Response to Intervention (RTI) is a targeted programme that uses a tiered approach to identify the needs of low achieving pupils. The approach begins with whole class teaching (Tier 1), followed by small group tuition (Tier 2) for those who need more attention, and one to one tutoring (Tier 3) for those who do not respond to the small group instruction. In this evaluation, the programme was delivered to Year 6 pupils who were at risk of not achieving Level 4 English at Key Stage 2 (KS2). RTI was delivered in the summer term in preparation for their transfer to secondary school. The development of the intervention, training and materials was led by the Centre for Use of Research Evidence in Education (CUREE). Achievement for All 3As (AfA3As) provided support as schools recruiter and the ongoing contact with schools. AfA3As Achievement Coaches worked closely with schools to support their use of RTI within the AfA3As framework. The two organisations worked together to deliver the intervention.
Research Learning Communities: Evaluation Report and Executive Summary
Author: Rose, Jo
Date: 2017-12-00
Type: Reports - Research
Subjects: Communities of Practice,Intervention,Teacher Competencies,Educational Research,Teaching Methods,Workshops,Faculty Development,Foreign Countries,Elementary School Teachers,Randomized Controlled Trials,Interviews,Surveys,Program Effectiveness,Evidence Based Practice,Program Evaluation,Teacher Attitudes,Observation,Statistical Analysis

Research Learning Communities (RLC) was an intervention that aimed to improve teaching quality and learning outcomes by raising teachers' awareness, understanding, and use of educational research in their teaching practice. Two Evidence Champion teachers from each school attended four RLC workshops with peers from up to four other schools. Workshops were delivered by academics from the Institute of Education at University College London and examined research relating to an area of interest agreed with the schools (for example improving literacy or numeracy via growth mindsets). The Evidence Champions were then required to develop, apply and evaluate school or key-stage wide improvement strategies using the learning from the workshops; and to support other teachers in the school, aiming to raise their awareness, understanding and use of research. The trial was funded by the Education Endowment Foundation (EEF), the Department for Education and the Mayor's London Schools Excellence Fund as part of a round of funding exploring Research Use in Schools. The intervention ran for two academic years (from October 2014 to June 2016). This project used a randomised controlled trial to measure the impact of the intervention on teacher research engagement (measured with a survey) and on KS2 reading outcomes for Year 6 pupils. The evaluation was an efficacy trial. Sixty primary schools working across 14 RLCs were allocated to the treatment group, and 59 to the control group. A total of 5462 pupils were involved. The process evaluation included staff interviews, surveys of the Evidence Champions, and visits to RLC workshops. Key conclusions include: (1) The project found no evidence that Research Learning Communities improves reading outcomes for children at Key Stage 2; (2) The project did find a positive impact on teachers' disposition towards research. There was, however, some evidence that this impact may have been influenced by other factors such as the level of postgraduate qualifications or seniority of teachers that took part in the intervention; (3) Exploratory analysis identified some evidence of a small positive relationship between teachers' disposition towards research and pupil outcomes, irrespective of involvement in an RLC; (4) Evidence Champion roles in each school were intended to be held by the same people throughout the intervention, to support the development of a research-focused culture within each school. Staff turnover was therefore a barrier to implementation; and (5) Some teachers felt that it may take a number of years for participation in an RLC to change teaching practice and improve pupil outcomes. Future research could therefore examine longer term impacts.
Preliminary Psychometric Properties of the BEST in CLASS Adherence and Competence Scale
Author: Sutherland, Kevin S.
Date: 2014-12-00
Type: Journal Articles
Subjects: Psychometrics,Competence,Emotional Disturbances,Behavior Disorders,At Risk Students,Behavior Rating Scales,Test Construction,Delivery Systems,Prevention,Observation,Interrater Reliability,Measurement Techniques,Test Validity,Item Analysis,Integrity,Program Implementation,Behavior Problems,Student Behavior,Teacher Student Relationship,Correlation,Fidelity,Program Validation,Young Children,Early Childhood Education,Teacher Competencies,Child Development,Measures (Individuals),Rating Scales

The measurement of treatment integrity is critical to evaluate the efficacy and effectiveness of evidence-based programs (EBPs) designed to improve the developmental outcomes of young children at risk of emotional/behavioral disorders. Unfortunately, the science of treatment integrity measurement lags behind the development and evaluation of EBP for young, high-risk children. This article describes the development and preliminary psychometric properties of the BEST in CLASS Adherence and Competence Scale (BiCACS), designed to measure the adherence and competence of delivery of the BEST in CLASS prevention program. Independent observers coded videotaped (n = 116) and live (n = 289) observations of teachers delivering the BEST in CLASS program. The BiCACS showed good interrater reliability and analyses provided some support for the validity of the measure. Implications for future research and integrity measurement work are discussed. [This paper was published in &quot;Journal of Emotional and Behavioral Disorders&quot; (EJ1044702).]
Facilities &amp; Technology: The Transformation of &quot;Campus.&quot; APPA Thought Leaders Series 2015
Author: APPA: Association of Higher Education Facilities Officers, Center for Facilities Research (CFaR)
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Educational Facilities Design,Educational Facilities,Technology Integration,Technology Uses in Education,Higher Education,Information Technology,Facilities Management,Governance,School Policy,Teaching Methods,Research and Development,Human Resources,Educational Administration,School Security,Energy Management,Automation,Space Utilization,Planning,Health,Safety

The 2015 Thought Leaders symposium focused on the topic of &quot;Facilities &amp; Technology: The Transformation of 'Campus.'&quot; Educational institutions that master new technologies will have an edge in the increasingly competitive higher education landscape. This report discusses the factors related to integrating technology and the campus built environment; using technology to enhance critical campus functions; and integrating facilities management and information technology. New technology will require new skills and new approaches to day-to-day tasks. The result will be a new campus for a new era, which will need to address the following needs: (1) Restructuring the facilities management organization to effectively integrate new technology; (2) Crafting policies that enhance facilities/IT integration; (3) Creating successful facilities/IT integration; (4) Preparing the facilities professional of the future; and (5) Imagining the IT/facilities integration of the future: where we are going. [To view the 2014 report, see ED547779.]
The Efficacy of a Home-School Intervention for Preschoolers with Challenging Behaviors: A Randomized Controlled Trial of Preschool First Step to Success
Author: Feil, Edward G.
Date: 2014-09-00
Type: Journal Articles
Subjects: Early Intervention,Preschool Children,Behavior Problems,Comparative Analysis,Regression (Statistics),Program Effectiveness,Interpersonal Competence,Behavior Modification,Teacher Attitudes,Student Attitudes,Effect Size,Parent Attitudes,Workshops,Faculty Development,Positive Reinforcement,Preschool Teachers,Teacher Expectations of Students,Feedback (Response),Questionnaires,Check Lists,Likert Scales,Statistical Analysis,Randomized Controlled Trials

The field of early intervention is currently faced with the challenge of reducing the prevalence of antisocial behavior in children. Longitudinal outcomes research indicates that increased antisocial behavior and impairments in social competence skills during the preschool years often serve as harbingers of future adjustment problems in a number of domains including mental health, interpersonal relations, and academic achievement. This article reports the results of a cross-site randomized controlled trial, in which 128 preschool children with challenging behaviors were assigned to either a Preschool First Step to Success (PFS) intervention (i.e., experimental) or a usual-care (i.e., control) group. Regression analyses indicated that children assigned to the Preschool First Step intervention had significantly higher social skills, and significantly fewer behavior problems, across a variety of teacher- and parent-reported measures at postintervention. Effect sizes for teacher-reported effects ranged from medium to large across a variety of social competency indicators; effect sizes for parent-reported social skills and problem behaviors were small to medium, respectively. These results suggest that the preschool adaptation of the First Step intervention program provides early intervention participants, staff, and professionals with a viable intervention option to address emerging antisocial behavior and externalizing behavior disorders prior to school entry. [This paper was published in &quot;Journal of Early Intervention&quot; (EJ1054062).]
Parenting Stress and Child Behavior Problems within Families of Children with Developmental Disabilities: Transactional Relations across 15 Years
Author: Woodman, Ashley C.
Date: 2015-01-00
Type: Journal Articles
Subjects: Developmental Disabilities,Child Rearing,Stress Variables,Parents,Correlation,Mothers,Longitudinal Studies,Children,Adolescents,Child Development,Parent Child Relationship,Behavior Problems,Early Intervention,Check Lists,Child Behavior,Age Differences,Statistical Analysis,Parent Background,Educational Attainment

Parents of children with developmental disabilities (DD) are at increased risk of experiencing psychological stress compared to other parents. Children's high levels of internalizing and externalizing problems have been found to contribute to this elevated level of stress. Few studies have considered the reverse direction of effects, however, in families where a child has a DD. The present study investigated transactional relations between child behavior problems and maternal stress within 176 families raising a child with early diagnosed DD. There was evidence of both child-driven and parent-driven effects over the 15-year study period, spanning from early childhood (age 3) to adolescence (age 18), consistent with transactional models of development. Parent-child transactions were found to vary across different life phases and with different domains of behavior problems.
Promoting Alternative Thinking Strategies (PATHS): Evaluation Report and Executive Summary
Author: Humphrey, Neil
Date: 2015-06-00
Type: Reports - Research
Subjects: Thinking Skills,Elementary School Students,Self Management,Student Behavior,Emotional Development,Interpersonal Competence,Emotional Response,Self Control,Stress Management,Perspective Taking,Intervention,Skill Development,Foreign Countries,Randomized Controlled Trials,Comparative Analysis,Statistical Analysis,English Instruction,Surveys,Interviews,Scores

Promoting Alternative Thinking Strategies (PATHS) is a school-based social and emotional learning (SEL) curriculum that aims to help children in primary school manage their behaviour, understand their emotions, and work well with others. PATHS consists of a series of lessons that cover topics such as identifying and labelling feelings, controlling impulses, reducing stress, and understanding other people's perspectives. It is delivered twice weekly in 30-40 minute lessons by teachers to all children in a given class, typically in the slots allocated for Personal, Social and Health Education. This curriculum is supplemented by activities that support the application of new skills during the school day and activities that are sent home to parents that cover the topics taught in class. In this trial, 45 participating schools from Greater Manchester were randomly allocated to implement PATHS for two years (school years 2012-2013 and 2013-2014) or continue their usual practice during the same period. This evaluation focuses on the academic outcomes of the intervention for children in Years 5 and 6 in English/reading and maths. The outcomes of this study include: social and emotional competence, quality of life, and attendance. Key conclusions are as follows: (1) Overall, PATHS did not have a positive impact upon children's academic attainment; (2) The evidence does not indicate that PATHS produced differential gains for children eligible for free school meals (FSM); (3) Higher levels of PATHS implementation quality and reach were associated with better academic outcomes; (4) Teachers reported a lack of time to implement PATHS at the recommended frequency. On average, only half of the lessons were delivered; and (5) While PATHS does not appear to be a cost-effective way of improving students' attainment, it may have an impact on other, non-cognitive outcomes. A full report on the NIHR trial looking at these outcomes will be published at a later date. Overall, the findings of this study can be considered to be robust and secure. Additionally, it is worthy of note that the study also complied with the EEF's various quality markers.
Engaged: Educators and the Policy Process
Author: Colvin, Richard Lee
Date: 2015-00-00
Type: Reports - Research
Subjects: Educational Policy,Educational Quality,Teacher Effectiveness,Teacher Competencies,Interviews,Teacher Participation,Policy Formation,Public Policy,Federal Government,Educational Legislation,State Policy,Teacher Role,Teacher Leadership,Global Approach,Unions,Organizations (Groups)

The premise of the white paper is that education policy results are better for students when policies are informed and shaped by highly effective educators who know firsthand what it takes to deliver excellent teaching and learning. Policymakers and educators should share a sense of urgency to work together to provide every child in our country with an excellent education. Through interviews with ten educators throughout the United States, the authors provide real-life examples of ways in which these practitioners have successfully engaged in the policy process. In some examples, that engagement is at the local level; at the state or national level; and through different policy mechanisms. The paper is organized by the types of policy engagement experienced by State Teachers of the Year (STOYs) and Finalists. These are: (1) Informing and Shaping Federal Policy; (2) Engaging Educator Colleagues in the Policy Process; (3) Working With Policymakers to Craft Legislation; (4) Effectively Engaging With State Policymakers; (4) Hybrid Roles: Bridging Policy Development and the Classroom; (5) Advancing Teacher Leadership Through Policy at the National and International Levels; (6) Shaping Policy Through Relationships with Unions and Organizations; (7) Educators Serving as Policymakers; and (8) Supporting Engagement in Policy Through Teacher Leadership.
Infant Attachment Disorganization and Moderation Pathways to Level and Change in Externalizing Behavior during Preschool Ages
Author: Wang, Feihong
Date: 2016-00-00
Type: Journal Articles
Subjects: Infants,Infant Behavior,Attachment Behavior,Behavior Problems,Least Squares Statistics,Age Differences,Predictor Variables,Family Environment,Risk,Interaction,Mothers,Parent Influence,Young Children,Parent Child Relationship,Personality Traits,Correlation,Longitudinal Studies,Gender Differences,Ethnicity,Video Technology,Questionnaires,Statistical Analysis

This research examined the child, parent, and family conditions under which attachment disorganization was related to both level and change in externalizing behavior during preschool among a community sample. Using the ordinary least squares regression, we found that attachment disorganization at 12 months significantly predicted children's externalizing behavior at 36 months and this prediction was not contingent on any other factors tested. For predicting changes in externalizing behavior from 36 to 60 months, we found a significant main effect of family cumulative risk and an interaction effect between attachment disorganization at 12 months and maternal sensitivity at 24 months. Specifically, high disorganization was related to a significant decrease in externalizing behavior from 36 to 60 months when maternal sensitivity at 24 months was high. Our main-effect findings replicated the significant effect of attachment disorganization and cumulative risk on externalizing behavior with preschool-aged children. Our interaction finding provided support for understanding the parenting conditions under which infant attachment disorganization may be related to change in externalizing behavior during preschool ages. Implications of the findings were discussed.
How Hard Can It Be to Listen? Fatigue in School-Age Children with Hearing Loss
Author: Bess, Fred H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Hearing Impairments,Fatigue (Biology),Listening,Allied Health Personnel,Audiology,Role,Children,Models,Academic Achievement

Teachers and parents have long believed that children with hearing loss (CHL) are at increased risk for fatigue. CHL may be physically and mentally &quot;worn out&quot; as a result of focusing so intently on a teacher's speech and on conversations with other students. Moreover, increased listening effort, stress, and subsequent fatigue could compromise a child's ability to learn in a noisy classroom environment. Only recently, however, have we begun to see empirical studies supporting the notion that some CHL experience more fatigue than children with normal hearing (CNH). The purpose of this paper is to enhance the awareness of fatigue in school-age CHL among educational audiologists. To this end, an overview on the topic of fatigue in CHL is provided including its importance, definitions, consequences, and preliminary findings from a large-scale study at Vanderbilt University. In addition, we discuss the role of the educational audiologist in the identification and management of CHL who are fatigued. Research on fatigue in CHL is lacking and the importance of, and need for, scientific exploration in this area is emphasized.
Remaking the Facilities Organization. APPA Thought Leaders Series 2016
Author: APPA: Association of Higher Education Facilities Officers, Center for Facilities Research (CFaR)
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Facilities,Facilities Management,Maintenance,Energy Management,Educational Facilities Design,Construction (Process),Construction Management,Governance,Organizational Culture,Best Practices,Industry,Helping Relationship,Purchasing,Communication Strategies,Educational Facilities Planning,Competence

The 2016 Thought Leaders symposium, supported in part by long-time sponsor Jacobs, focused on &quot;Remaking the Facilities Organization.&quot; The report makes the case for a customer-centric higher education facilities organization. Experts provide their insights on how a focus on the customer provides a framework for driving change. The benefits of a customer-centric focus include empowered employees, better alignment between the mission of the facilities organization and the mission of the institution, and improved stewardship of campus systems and resources. The report examines in detail how a customer-centric focus can be applied to the four major responsibilities of educational facilities organizations: 1) general administration and management; 2) operations and maintenance; 3) energy and utilities; and 4) facilities planning, design, and construction. The report defines goals within each of these areas and suggests strategies for facilities leaders to achieve them. A bibliography is included.
Transforming Facilities to Achieve Student Success. APPA Thought Leaders Series 2017
Author: APPA: Association of Higher Education Facilities Officers, Center for Facilities Research (CFaR)
Date: 2017-00-00
Type: Reports - Research
Subjects: Success,Higher Education,College Students,Cooperation,Case Studies,College Role,Intellectual Disciplines,Barriers,College Environment,Educational Facilities Improvement,Cooperative Planning,Participative Decision Making,Definitions,School Buildings,Educational Facilities Planning

The 2017 Thought Leaders report focuses on &quot;Transforming Facilities to Achieve Student Success.&quot; The report makes the case that student success starts with retention and graduation, but it can expand to include factors from personal career goals to social responsibility. A key message from the report is that through strategic investment in their facilities, colleges and universities can support student success, position the campus for the future, and serve as good stewards of campus assets. The report also stresses that the process must reflect the mission and vision of the campus, thus making the greatest impact possible on the college or university's goals. A list of selected resources is included.