ethanporcaro/eric-fulltext-meta huggingface dataset:
Future Directions in Father Inclusion, Engagement, Retention, and Positive Outcomes in Child and Adolescent Research
Author: Fabiano, G. A.
Date: 2018-00-00
Type: Reports - Research
Subjects: Fathers,Child Development,Parent Role,Parent Participation,Research,Persistence,Child Rearing,Children,Adolescents,Intervention,Inclusion,Outcomes of Treatment,Sampling,Mental Health

Fathers make important and unique contributions to positive child development. In spite of these findings the research literature has lagged in the study of the role and impact of fathers on child development and in the development of effective approaches and interventions for fathers. Parameters for additional study include the inclusion of fathers in treatment outcome studies, the engagement of fathers within studies once included, the retention of fathers in interventions and studies once engaged, and the appropriate measurement of father-related outcomes. A systematic review of 64 studies indicated that there is evidence fathers have been included within multiple studies aimed at improving parenting, but that there are relatively fewer studies of other targeted outcomes such as co-parenting. A set of recommendations for future directions in the next generation of father-focused studies in the child and adolescent psychology literature is presented, with an emphasis on improving study of the parameters of inclusion, engagement, retention, and measurement of outcomes. [This paper was published in &quot;Journal of Clinical Child and Adolescent Psychology&quot; v47 p847-862 2018.]
PARCC Final Technical Report for 2017 Administration
Author: Partnership for Assessment of Readiness for College and Careers (PARCC)
Date: 2018-03-27
Type: Reports - Evaluative
Subjects: College Readiness,Career Readiness,Common Core State Standards,Language Arts,Mathematics,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Academic Achievement,Scores,Testing,Test Construction,Scoring,Student Characteristics,Item Analysis,Test Bias,Test Reliability,Test Validity,Item Response Theory,Scaling,Performance,Quality Control,Testing Accommodations,Cheating,Plagiarism,Automation

The purpose of this technical report is to describe the third operational administration of the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments in the 2016-2017 academic year. PARCC is a state-led consortium creating next-generation assessments that, compared to traditional K-12 assessments, more accurately measures student progress toward college and career readiness. The PARCC assessments are aligned to the Common Core State Standards (CCSS) and were administered operationally for the first time in the 2014-2015 academic year. PARCC comprises assessments in both English language arts/literacy (ELA/L) and mathematics in grades 3 through 8 and high school. The information provided in this technical report is intended for use by those who evaluate tests, interpret scores, or use test results in making educational decisions. It is assumed that the reader has technical knowledge of test construction and measurement procedures, as stated in Standards for Educational and Psychological Testing (American Educational Research Association [AERA], American Psychological Association [APA], and National Council on Measurement in Education [NCME], 2014). The purpose of this technical report is to describe the third operational administration of the PARCC assessments in the 2016-2017 academic year and includes the following topics: (1) background and purpose of the assessments; (2) test development of items and forms; (3) test administration, security, and scoring; (4) test taker characteristics; (5) classical item analyses and differential item functioning; (6) reliability and validity of scores; (7) item response theory (IRT) calibration and scaling; (8) performance level setting; (9) development of the score reporting scales and student performance; (10) student growth measures; and (11) quality control procedures.
A Systematic Review Research: &apos;Mathematics Anxiety&apos; in Turkey
Author: Alkan, Vesile
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Anxiety,Mathematics Achievement,Self Efficacy,Fear,Parent Influence,Teacher Influence,Mathematics Instruction,Educational Research,Research Methodology,Student Characteristics,Student Attitudes,Teacher Attitudes,Metacognition,Self Control,Predictor Variables,Test Anxiety,Elementary Secondary Education,Higher Education

The aim of this study was to conduct a systematic review research concentrating on studies regarding 'Mathematics anxiety'. 59 papers were reanalyzed in order to answer the questions derived from the main aim in terms of the rules of systematic review method. These studies were reviewed and analyzed by taking account of their aims, designs, sampling and results. While doing this, the similarities and differences of the reviewed studies were also found. It was seen that most of these studies conducted with middle school students. It was also found that the majority of reviewed studies were designed according to quantitative approaches. The review shows that mathematics anxiety is resulted from students' achievement, self-efficacy and fear along with parents' and teachers' lack of supports in mathematics. The results gathered from reviewed studies suggest that studies designed with approaches like qualitative and mixed-method and studies focused on various topics related with 'Mathematics anxiety' with different sampling are needed. In conclusion, this systematic review study provides some fruitful information for the area and so for the further studies.
Selective Attention, Filtering, and the Development of Working Memory
Author: Plebanek, Daniel J.
Date: 2018-00-00
Type: Reports - Research
Subjects: Attention,Young Children,Short Term Memory,Child Development,Adults,Age Differences,Visual Perception

Selective attention is fundamental for learning across many situations, yet it exhibits protracted development, with young children often failing to filter out distractors. In this research, we examine links between selective attention and working memory (WM) capacity across development. One possibility is that WM is resource-limited, with development resulting in an increase in the amount of resources available for processing information. However, it is also possible that development results in greater efficiency of using available resources. In the current research, we explore the latter possibility by examining the developmental trajectory of selectivity and filtering in relation to WM capacity. We report that filtering efficiency of adults (N = 30), 7-year-olds (N = 29), and 4-year-olds (N = 28) was uniquely predictive of WM capacity. We also report that filtering efficiency continues to develop after 7 years of age, whereas WM capacity may reach an asymptote around 7 years of age. The latter finding suggests that selective attention plays a critical role in develop- mental and individual differences in visual working memory capacity. [This paper was published in &quot;Developmental Science&quot; (EJ1199881).]
Resetting the Pace of Education Reform: Lessons of Continuous Improvement. Condition of Education in the Commonwealth [2018 Action Guide]. [Executive Summary]
Author: Rennie Center for Education Research and Policy
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Educational Improvement,Educational Strategies,Educational Practices,Progress Monitoring,Evidence Based Practice,Program Implementation,Intervention,School Readiness,Elementary Secondary Education,State Policy

Partnering with Commonwealth schools and districts focused on continuous learning and improving student outcomes has had a profound impact on how the Rennie Center thinks about effective and sustainable change. This knowledge has guided the creation of Rennie's Change Management Framework, a rigorous, structured approach to planning and implementing district and school improvement strategies. The Framework outlines a set of steps that teams of educators can use to manage their own improvement processes. It is organized around two key ideas: (1) Defining the purpose and approach (the &quot;what&quot;); and (2) Determining the methods for achieving goals (the &quot;how&quot;). By bringing together the &quot;what&quot; and the &quot;how,&quot; the Framework is intended to help teams design and maintain effective improvement strategies resulting in sustainable education reform. This executive summary outlines six principles behind the &quot;what&quot; and the &quot;how.&quot; Additionally, it highlights three examples of local improvement efforts discussed in this year's &quot;Condition of Education&quot; report. These examples provide a window into improvement efforts happening across the Commonwealth. By examining the steps leaders and practitioners in each of these communities have taken to customize a change process, the Rennie Center hopes to pinpoint the conditions required to integrate effective improvement strategies into local change processes. [For the full report, see ED589553.]
Satisfaction with Individualized Education Programs among Parents of Young Children with ASD
Author: Slade, Nicole
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Satisfaction,Individualized Education Programs,Young Children,Autism,Pervasive Developmental Disorders,Program Effectiveness,Parent School Relationship,Family Income,Teaching Experience,Socioeconomic Status,Special Education,Predictor Variables,Student Characteristics,Teacher Characteristics,Cognitive Development,Correlation,Family Characteristics

We examined parents' satisfaction with multiple aspects of their children's individualized education programs (IEPs). Parents (n= 142) raising children ages 4 to 8 years old with autism spectrum disorder (ASD) reported their satisfaction with four aspects of their children's IEPs: (a) content of the IEP document, (b) services provided, (c) perceived level of agreement between the IEP document and the services actually provided, and (d) effectiveness of the IEP team. For each domain, just over half of families reported moderate to high satisfaction, whereas 61% of parents were dissatisfied with at least one of the four facets. Overall IEP satisfaction was positively associated with parent-school disconnectedness and family financial resources but was unrelated to child characteristics. Contrary to expectation, IEP satisfaction was negatively associated with teachers' years of experience. Findings demonstrate the importance of parent-school relationships and highlight socioeconomic disparities in special education satisfaction. [This article was published in &quot;Exceptional Children&quot; (EJ1173878).]
Professional Development for Data-Based Instruction in Early Writing: Tools, Learning, and Collaborative Support
Author: Lembke, Erica S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Individualized Instruction,Writing Instruction,Data Use,Decision Making,Elementary School Teachers,Curriculum Based Assessment,Teacher Workshops,Coaching (Performance),Teacher Effectiveness,Teacher Characteristics,Teaching Skills,Fidelity,Outcomes of Education,Elementary School Students,Program Effectiveness,Feasibility Studies,Pilot Projects

Few teachers receive adequate preparation to provide effective individualized instruction for children with intensive early writing needs. In this article, the authors describe an attempt to close this learning gap, by developing Data-Based Instruction-Tools, Learning, and Collaborative Support (DBI-TLC), a comprehensive professional development (PD) system that provides tools, learning opportunities, and ongoing collaborative supports for teachers to implement DBI in early writing. They describe the theoretical framework that has guided this work, the teacher population with whom they worked, their approach to assessing important teacher outcomes, and their development process. They highlight key findings that align with their theory of change, and discuss implications for further research and teacher preparation. [This article was published in &quot;Teacher Education and Special Education&quot; (EJ1176448).]
Civics Framework for the 2018 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Civics,Academic Achievement,Knowledge Level,Skills,Personality,Citizenship Education,Citizen Participation,Grade 4,Grade 8,Grade 12

The National Assessment of Educational Progress (NAEP) is a survey mandated by the U.S. Congress to collect and report information about student achievement in various academic subjects, such as mathematics, science, reading, writing, history, geography, and civics. The National Assessment Governing Board sets policy and the overall dimensions for the assessment program. The Governing Board has scheduled a national assessment in civics for 2018 to gauge knowledge and skills about civics and government of the nation's eighth-grade students. Due to limited funding, the Governing Board decided to conduct the assessment at only grade 8 for 2018. This civics assessment will use the same framework as was used in 1998 to enable NAEP to report on trends in student achievement from 1998 to 2018. To gauge the civic knowledge and skills of the nation's eighth-grade students, NAEP has scheduled an assessment for 2018. A biennial, congressionally mandated survey, NAEP sometimes is called The Nation's Report Card because for more than 25 years it has collected and reported survey-based information about student achievement in mathematics, science, reading, writing, history, geography, and other subjects, including civics. NAEP is not a national test; however, it is a barometer or broad indicator of how much and how well students are learning. It is not used to gather information on individual students or as a basis for sanctions or rewards in the education system. In accordance with law, NAEP does not report scores for individual students or schools.
A Comparison of Multilevel Imputation Schemes for Random Coefficient Models: Fully Conditional Specification and Joint Model Imputation with Random Covariance Matrices
Author: Enders, Craig K.
Date: 2018-00-00
Type: Reports - Research
Subjects: Data Analysis,Statistical Bias,Sample Size,Correlation,Research Design,Hierarchical Linear Modeling,Comparative Analysis

Literature addressing missing data handling for random coefficient models is particularly scant, and the few studies to date have focused on the fully conditional specification framework and &quot;reverse random coefficient&quot; imputation. Although it has not received much attention in the literature, a joint modeling strategy that uses random within-cluster covariance matrices to preserve cluster-specific associations (Yucel, 2011) is a promising alternative for random coefficient analyses. This study is apparently the first to directly compare these procedures. Analytic results suggest that both imputation procedures can introduce bias-inducing incompatibilities with a random coefficient analysis model. Problems with fully conditional specification result from an incorrect distributional assumption, whereas joint imputation uses an underparameterized model that assumes uncorrelated intercepts and slopes. Monte Carlo simulations suggest that biases from these issues are tolerable if the missing data rate is 10% or lower and the sample is comprised of at least 30 clusters with 15 observations per group. Further, fully conditional specification tends to be superior with intraclass correlations that are typical of cross-sectional data (e.g., ICC = 0.10), whereas the joint model is preferable with high values typical of longitudinal designs (e.g., ICC = 0.50). [This paper was published in &quot;Multivariate Behavioral Research&quot; v53 n5 p695-713 2018.]
Issues Related to Identification of Children with Specific Learning Disorders (SLDs): Insights into DSM-5
Author: Eissa, Mourad Ali
Date: 2018-04-00
Type: Journal Articles
Subjects: Children,Disability Identification,Clinical Diagnosis,Incidence,Symptoms (Individual Disorders),Learning Disabilities,Neurological Impairments,Developmental Disabilities,Academic Ability

This article examines issues related to identification of children with specific learning disorders (SLDs). The focus is on the Diagnostic Criteria in DSM-5 [&quot;Diagnostic and Statistical Manual of Mental Disorders, 5th Edition&quot;]. Diagnostic features, associated features supporting diagnosis, and prevalence are discussed.
Teachers&apos; Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1)
Author: Kaymakamoglu, Sibel Ersel
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Beliefs,Educational Practices,Conventional Instruction,Constructivism (Learning),Student Centered Learning,Foreign Countries,Secondary School Teachers,Semi Structured Interviews,Observation,Teaching Methods,Comparative Analysis,Communicative Competence (Languages),Data Collection,Classroom Observation Techniques,Language Teachers,Second Language Instruction,English (Second Language)

This study explored the EFL teachers' beliefs, perceived practice and actual classroom practice in relation to Traditional (teacher-centered) and Constructivist (learner-centered) teaching in Cyprus Turkish State Secondary Schools context. For this purpose, semi-structured interviews and structured observations were employed with purposively selected participants to gain in-depth understanding about the teachers' beliefs, their perceived practice and actual classroom practice. The teachers were interviewed to elicit their subjective views about their beliefs and perceived practice regarding the themes, teacher-centered and learner-centered teaching in the context of their instructional practice. The observations were carried some time after the interviews had been completed. The teachers were observed for the purpose of exploring to what extent their beliefs were reflected in their classroom practice. COLT (Communicative Orientation of Language Teaching) Observation Scheme was utilized as the data collection instrument. 10 EFL teachers were purposively selected by criterion sampling as the participants of the investigation. An equal number of experienced male and female teachers who were similar in terms of length of experience were selected for the in-depth interviews and observations on voluntary basis. Findings of the study revealed that regarding teacher-centered and learner-centered teaching, teachers showed some variations in their stated beliefs. The interview data indicated that although the teachers expressed their beliefs in Constructivist learning and teaching, and both Constructivist and Traditional, their perceived practice was Traditional (except one teacher for whom it was both). However, the findings based on the observational data showed that Traditional practice was more frequent than communicative potentially Constructivist practice.
Reading Comprehension and Tolerance against Comprehension Ambiguities: An Empirical Study of Iranian GFL-Learners in Communicative Education
Author: Haghani, Nader
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Scores,Questionnaires,Second Language Learning,Second Language Instruction,Correlation,Student Attitudes,Cognitive Style,Language Tests,Foreign Countries,Cognitive Processes,Guessing (Tests),Cloze Procedure,German,Statistical Analysis

The present study examines the influence of ambiguity tolerance on the performance of Iranian GFL-learners (Note 1) at level B1 in the processing of gap-filling-text tests. It is assumed that learners with more tolerance of ambiguity achieve better results in the reading comprehension or in the contextual guessing of the omitted words. 34 GFL learners at Level B1 in Iran Language Institute in Mashhad have completed a three-part pilot gap-filling test as well as the pilot questionnaire called SLTAS (Note 2) to assess their ambiguity tolerance. In order to examine the hypothesis and to answer the research question, the total score of the subjects who participated in the pilot and the main study were analyzed by SPSS program version 18.0. The quantitative-correlative analysis did not demonstrate a statistically significant relationship between the tolerance of ambiguity and reading comprehension. In conclusion, with regard to the multi-dimensionality of reading comprehension, and despite the divergent empirical evidence in research literature, it is still advisable to take into account the affective, cognitive, and extra-linguistic determinants of reading comprehension in further empirical studies from various aspects and to greater extents. This study provides suggestions for the recognition of the interaction between different affective, and cognitive influential factors in the multidimensional reading process, as well as a basis for the teachers' and linguists' methodology with respect to learners in terms of their individual differences while instructing reading comprehension in German as a foreign language.
Design, Development and Delivery of Active Learning Tools in Software Verification &amp; Validation Education
Author: Acharya, Sushil
Date: 2018-00-00
Type: Journal Articles
Subjects: Active Learning,Instructional Design,Computer Software,Case Studies,Learning Activities,Video Technology,Job Skills,Communication Skills,Knowledge Level,Research,Higher Education,College Students,Student Attitudes,Teaching Methods,Conventional Instruction,Educational Technology,Technology Uses in Education,Homework,Teamwork,Cooperative Learning,Tests,Questionnaires,Integrated Learning Systems

Active learning tools are critical in imparting real world experiences to the students within a classroom environment. This is important because graduates are expected to develop software that meets rigorous quality standards in functional and application domains with little to no training. However, there is a well-recognized need for the availability of effective active tools. This need has been addressed by the authors by designing, developing, and delivering, twenty delivery hours of Case Studies, sixteen delivery hours of Class Exercises, and six delivery hours of Video Case Studies for use in V&amp;V courses. The active learning tools focus on some specific SV&amp;V topics such as &quot;requirements engineering,&quot; &quot;software reviews,&quot; &quot;configuration management,&quot; and &quot;software testing.&quot; Four key skill areas sought after by employers, namely &quot;communication skills,&quot; &quot;applied knowledge of methods,&quot; &quot;applied knowledge of tools,&quot; and &quot;research exposure&quot; have been used to drive the development funded by a National Science Foundation grant and perfected through an industry-academia partnership. These tools have been successfully disseminated to over 25 universities with many CS, IS, SE programs incorporating the tools in their existing courses and others designing new courses based on these tools. In this paper we present data on the student feedback and pedagogical effectiveness of the strategies used to effectively incorporate and deliver the developed active learning tools by instructors at two universities. Traditional and flipped classroom delivery strategies are discussed as well as topics like prerequisite knowledge preparation prior to class, course module presentation sequence, homework, team/individual work, collaborative discussions, and assessment tools are deliberated. The student questionnaire data from the two University Partners who used the V&amp;V instructional activities were quite positive and showed that students were interested in the activities, saw the real-world applications, and communicated with their classmates as they solved the problems. Educational outcomes assessment demonstrated more effective learning in all key learning areas.