ethanporcaro/eric-fulltext-meta huggingface dataset:
An Idiographic Investigation of the Effects of Ability--And Effort-Based Praise on Math Performance and Persistence
Author: Weaver, Adam D.
Date: 2004-00-00
Type: Journal Articles
Subjects: Learning Motivation,Mathematics Achievement,Persistence,Criticism,Rewards,Verbal Communication,Mathematics Skills,African American Students,Special Education,Emotional Disturbances,Learning Disabilities,Task Analysis,Educational Strategies,Behavior Change,Student Behavior

A growing debate exists over the possibility that various types of external rewards may have negative effects on intrinsic motivation. Past research has produced conflicting results. The present study examines past research in light of behavioral principles and utilizes single-subject research methods to examine the potential effects of ability--and effort-based verbal praise statements on mathematics task performance and task persistence. Results of this study do not support the criticism uniformly leveled against external rewards generally or ability-based praise specifically. Limitations and directions for future research are discussed.
Precision Teaching: The Standard Celeration Charts
Author: Calkin, Abigail B.
Date: 2005-00-00
Type: Journal Articles
Subjects: Precision Teaching,Charts,Behavior,Measurement,Incidence,Development

Combining Pavlov's (1960/1927) use of frequency as a standard unit in the measurement of scientific phenomena and Skinner's (1938) use of frequency, free operant behavior, and the cumulative recorder with his knowledge of engineering and interest in navigation, Lindsley brought to psychology and education the most powerful and scientific use of measurement applied to human behavior. In 1965, he developed what was first called the Standard Behavior Chart, now more accurately described as a family of Standard Celeration Charts--standard measurement charts for human behavior in daily, weekly, monthly, and yearly time periods. This paper provides an overview of these four types of Standard Celeration Charts.
Cognitive and Behavioral Approaches to Language Acquisition: Conceptual and Empirical Intersections
Author: Dale, Rick
Date: 2004-00-00
Type: Journal Articles
Subjects: Language Acquisition,Psycholinguistics,Prediction,Grammar,Socialization,Language Processing,Syntax,Vocabulary Development,Learning Processes,Verbal Communication,Behavior Patterns,Linguistic Input,Language Research,Caregiver Child Relationship,Parent Child Relationship,Cognitive Science,Child Language,Literature Reviews

The past 20 years have seen research on language acquisition in the cognitive sciences grow immensely. The current paper offers a fairly extensive review of this literature, arguing that new cognitive theories and empirical data are perfectly consistent with core predictions a behavior analytic approach makes about language development. The review focuses on important examples of productive linguistic behavior: word learning and early grammatical behavior. Language experience, through social and other contingencies, influences language development directly. Through these contingencies, the structure of language behavior exhibits a gradual emergence.
The Differential Outcomes Effect: A Useful Tool to Improve Discriminative Learning in Humans
Author: Estévez, Angeles F.
Date: 2005-00-00
Type: Journal Articles
Subjects: Discrimination Learning,Teaching Methods,Conditioning,Reinforcement,Instructional Effectiveness,Research

One of the most robust and reliable learning phenomena documented in the animal learning literature is the enhancement of discriminative performance by differential outcomes. To date, very few studies have focused on this effect in humans. The results obtained in these studies support the potential use of the differential outcomes procedure in human beings as a technique for facilitating memory and learning of conditional discriminations. The main aim of this paper is to describe the differential outcomes effect and to summarize experimental studies of this effect in human beings.
The Effects of a Motor Training Package on Minimally Assisted Standing Behavior in a Three-Month-Old Infant
Author: Dziewolska, Halina
Date: 2006-00-00
Type: Journal Articles
Subjects: Motor Development,Infants,Toys,Psychomotor Skills,Skill Development,Teaching Methods,Females,Intervention,Generalization,Correlation,Child Behavior,Down Syndrome,Comparative Analysis,Behavior Modification,Physical Activities

Behavior analysts have spent relatively little time in designing interventions to enhance motor development in typically developing infants and children. This study examines the effect of a motor training package consisting of opportunity to respond and practice (standing the infant and letting her hold the fingers of the experimenter), conditioned leg kicks (using Fischer Price's Kick and Play) and buttocks and trunk lifts (stimulated by contingent imitation of the infants responses) on minimally assisted standing behavior in a three month old infant. Using an ABAB reversal design, we were able to dramatically increase the amount of time the infant stood and decrease the infant's rate of wobbling while standing. Future directions for this research are discussed.
Naturalistic Language Teaching Procedures for Children at Risk for Language Delays
Author: Peterson, Pete
Date: 2004-00-00
Type: Journal Articles
Subjects: At Risk Persons,Delayed Speech,Generalization,Teaching Methods,Language Acquisition,Intervention,Language Skills,Skill Development,Incidental Learning,Modeling (Psychology),Caregiver Child Relationship,Parent Child Relationship,Educational Environment,Child Language,Literature Reviews

Delays in language acquisition can have serious deleterious effects on the education and social development of children. A number of related language intervention procedures have been developed for use in natural settings. These procedures include incidental teaching, modeling, manding, time-delay, and milieu language teaching. The present paper reviews the literature regarding naturalistic language teaching procedures, distinguishes them from discrete trial training, and discusses how these procedures might facilitate the generalization of children's acquired language skills. Problems in achieving generalization are also discussed. Recommendations for future research are made.
Direct Instruction: An Educators' Guide and a Plea for Action
Author: Kim, Thomas
Date: 2005-00-00
Type: Journal Articles
Subjects: Direct Instruction,Achievement Gap,Minority Group Students,Elementary Secondary Education,National Competency Tests,Poverty,Instructional Effectiveness

The achievement gap between minority youth and the majority population in the United States is well documented (Johnston &amp; Viadero, 2000). In order to reduce this gap and avail children of poverty of the most effective educational techniques, Project Follow Through was conducted in the 1960's. The research that compared a variety of educational approaches found Direct Instruction techniques to be the most effective along all measures. Since that time there have been numerous studies that have demonstrated the great benefit of Direct Instruction procedures for the education of minority youth. Yet, few school systems use the procedures. The article discusses arguments for and against the adoption of Direct Instruction techniques and makes a plea for minority educators to lead a movement that will lead to widespread espousal of the procedures.
The Relationship between Early Learning Rates and Treatment Outcome for Children with Autism Receiving Intensive Home-Based Applied Behavior Analysis
Author: Weiss, Mary Jane
Date: 2006-00-00
Type: Journal Articles
Subjects: Children,Autism,Pervasive Developmental Disorders,Behavior Modification,Learning,Outcomes of Treatment,Home Instruction,Early Intervention,Correlation,Student Placement,Severity (of Disability),Symptoms (Individual Disorders),Skill Development,Adjustment (to Environment),Followup Studies

The present study suggests that initial learning rates of young children with autism receiving early, intensive, home-based behavioral intervention are moderately correlated with outcome variables after four years of treatment. 20 children with autism who had Childhood Autism Rating Scale scores between 37.5 and 58 and Vineland Adaptive Behavior Scales scores between 38 and 63 at the beginning of treatment were re-evaluated after 4 years of treatment through the Rutgers Autism Program. School placement follow-up data were also available after 4 years. Treatment data reflecting rate of initial acquisition of skills was significantly correlated with school placement, severity of autism symptomatology, and adaptive behavior profiles four years into treatment, with those children having faster early skill acquisition showing greater gains in adaptive functioning, fewer or less severe symptoms of autism, and less restrictive educational placements after 4 years. The data are consistent with previous research showing the impact of intensive ABA intervention and variability in outcomes associated with such intervention, and also lend support to other published findings that early learning rates are correlated with outcome.
Using Operant Techniques with Humans Infants
Author: Gerhardstein, Peter
Date: 2006-00-00
Type: Journal Articles
Subjects: Infants,Operant Conditioning,Child Development,Cognitive Development,Cognitive Processes,Developmental Psychology,Psychological Studies

The purpose of the current article is to highlight the importance of operant techniques in developmental research. Although many researchers employ operant techniques within their individual fields of study, the pervasive nature of these techniques is not often acknowledged in the general literature. The present article describes the history of the use of operant techniques in developmental contexts and summarizes current basic research using this approach across a variety of disciplines. In addition, the recent use of operant techniques to explore cognitive development and the unique advantages it brings to this field over more traditional approaches are highlighted. Finally, the application of these techniques to clinical contexts is presented to demonstrate the usefulness of operant procedures with clinical populations.
Please Write: Using Critical Friend Letter Writing in Teacher Research
Author: Samaras, Anastasia P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Letters (Correspondence),Friendship,Education Majors,Masters Degrees,Feedback (Response),Criticism,Reflection,Interpersonal Communication,Prompting,Interprofessional Relationship,Peer Evaluation,Case Studies,Educational Benefits,Educational Research,Content Analysis,Semi Structured Interviews,Perspective Taking,Audience Awareness,Teacher Education

This study examines students' experiences using letter writing designed as a socio-cultural-based tool for critical friend work to promote dialogue and critique of their self-study teacher research projects. It seeks to understand their diverse experiences to inform future practice and contribute to the knowledge base of critical friend work in teacher research. Understanding how, and in what ways, critical friends worked together, listened, and voiced their thinking with peers has applicability to other classrooms and for teacher educators interested in tapping into the potential of peer audience to support teachers' professional development.
Buyer Beware: Lessons Learned from EdTPA Implementation in New York State
Author: Greenblatt, Deborah
Date: 2015-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Program Implementation,Teacher Certification,Student Teacher Evaluation,Student Teachers,Portfolio Assessment,Performance Based Assessment,Student Teaching,Student Placement,Bias,Test Reliability,Test Preparation,Advantaged,Socioeconomic Background,Socioeconomic Status,Technology Integration,Program Effectiveness,Program Evaluation,Evaluation Methods

As states across the country continue their implementation of the Teacher Performance Assessment Portfolio (edTPA), a complex and high-stakes certification requirement for teacher certification, there are important lessons for educators and education advocates to learn from New York State's implementation. As Linda Darling-Hammond, developer and promoter of the edTPA, cautioned at the 2014 American Educational Research Association meeting: &quot;New York is a prototype of how &quot;not&quot; to implement teacher performance assessment.&quot; Developed by The Stanford Center for Assessment, Learning and Equity (SCALE) and the American Association of Colleges for Teacher Education (AACTE) but nationally distributed and scored by Pearson Education, Inc., edTPA differs from previous assessments in that it purports to measure &quot;performance&quot; by requiring student teachers to compile a portfolio, including lesson plans, student work samples, a short classroom video (15 to 20 minutes), and a lengthy &quot;instructional commentary&quot; of 40 to 60 pages. This article details the following lessons from New York: (1) edTPA is Called a Teacher Performance Assessment--but that Doesn't Mean it is One; (2) The edTPA Privileges Certain Student Teaching Placements; (3) The edTPA Scoring is Inconsistent; (4) The edTPA Shifts the Focus of the Student Teaching experience to Test Preparation; (5) The edTPA Privileges Candidates and Institutes of Certain Financial Status; (6) The edTPA Privileges Candidates from Certain Linguistic and Cultural Backgrounds; and (7) The edTPA Technology Requirements Privilege Certain Candidates and Institutions. Having learned these lessons from New York, the authors express their hope that educators, activists, and policy makers will benefit from the lessons learned and join the effort for a certification process that does not standardize teacher education programs but rather draws upon an effectively designed certification process and represents what is important to the profession, not politicians and corporations.
Towards a Unified Perspective on Human Service Delivery Systems: Application of the Teaching-Family Model
Author: Bernfeld, Gary A.
Date: 2006-00-00
Type: Journal Articles
Subjects: Delivery Systems,Human Services,Models,Behavior Disorders,Adolescents,Family (Sociological Unit),Systems Approach,Behavioral Sciences

The field of behavioral science has been marked by the development of a plethora of empirically derived client-specific technologies for treating a wide range of human problems. In contrast, there has been a relative paucity of conceptual models regarding the application of these techniques to the more complex arena of human services. Thus, behavioral approaches, in an attempt to distance themselves from more traditional models, have avoided developing more complete and yet functional and empirical models to help us understand human service systems. This paper points the way toward a &quot;broader and deeper&quot; perspective on the delivery of human services, using examples drawn from research and practice with behavior-disordered adolescents and families. Behavioral systems analysis offers a starting point for examining the broad context of meticulously crafted technologies. This paper presents examples that highlight the multilevel nature of this model, and discusses the model's implications for understanding clients, programs, and organizations, as well as the sociopolitical context of these subsystems. Issues surrounding the development of the Teaching-Family Model as a means of treating adolescent behavior disorders are illustrated. The authors examine the implications of the Teaching-Family Model for understanding human service programs, organizations, and service delivery systems with the ultimate aim of suggesting that only a broader and deeper systems perspective can help narrow the gap between what is desired from our human services and what can actually be delivered. [This article originally appeared in R.J. McMahon and R. DeV. Peters (Eds.) (1990), &quot;Behavior disorders of adolescence: Research, intervention and policy in clinical and school settings&quot; (pp. 191-205). N.Y.: Plenum. It is reprinted here with the permission of Springer Science and Business Media.]
Improving Pre-Service Middle School Teachers' Confidence, Competence, and Commitment to Co-Teaching in Inclusive Classrooms
Author: Strieker, Toni
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Middle School Teachers,Self Efficacy,Competence,Team Teaching,Inclusion,Disabilities,Knowledge Base for Teaching,Data Analysis,Preservice Teacher Education,Special Education Teachers,Teacher Role,Educational Planning,Educational Attitudes,Qualitative Research

Within the educational research community, there have been a growing number of published research studies in teacher education that adopt a self-study approach. Researchers suggests that self-study in teacher education has the potential to animate the idea of teaching as reflection, model an inquiry-based approach to pedagogy, and generate rich understandings about promoting reflective practice. This study responds by situating the present research in the larger research programs on improving general education teacher candidates' knowledge, skills, and dispositions to effectively include students with disabilities.
Embodying Shared History: Narrative Inquiry as Pedagogy
Author: Seiki, Sumer
Date: 2014-00-00
Type: Journal Articles
Subjects: Personal Narratives,Teacher Attitudes,Educational Practices,Educational Improvement,Teacher Education,Japanese Americans,Neighborhoods,Reflection,Teaching Methods,Inquiry

This article describes the author's personal journey translating narrative inquiry research methods into pedagogy for her teacher education course. She uses self-study research methods to frame his journey. Self-study is a widely used method in teacher education to reflectively improve one's practice. It provides the researcher a tool to look within, delving deeper into one's teaching context, motives, and actions. Using gained insights, one can then create the possibility for improvements.
Developing Action-Oriented Knowledge among Preservice Teachers: Exploring Learning to Teach
Author: Rust, Frances
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Teacher Education Programs,Educational Practices,Social Justice,Masters Programs,Teacher Leadership,Poverty,Racial Bias,Immigration,Controversial Issues (Course Content),Elementary School Curriculum,Program Descriptions,Course Organization,Portfolio Assessment,Neighborhoods,Child Psychology,Inquiry,Student Teaching,Urban Studies,Skill Development,Teaching Skills,Teacher Researchers,Reflection,Teaching Methods,Grounded Theory

In this article, the authors' intent is to focus in on one elementary teacher education program and, specifically, on the ways in which that program has grappled with and continues to grapple with the questions of whether and how teacher education works relative to the claim that this is a program committed to social justice and designed to &quot;prepare ethical, reflective, collaborative, visionary teacher-leaders&quot; for urban schools. The master's program is designed to prepare teacher-leaders for urban education with emphasis on urban issues in education that might be summarized by its focus on two themes: (1) social justice and the question of what a just system of schools should look like and (2) issues of poverty, racism, and immigration that have played a role in shaping schools in large, post-industrial cities.
Investigating the Impact of Teacher Socialization on a Physical Education Teacher Candidate during the Student Teaching Process
Author: Hushman, Glenn
Date: 2013-00-00
Type: Journal Articles
Subjects: Socialization,Physical Education Teachers,Student Teachers,Student Teaching,Teacher Influence,Professional Identity,Teacher Education Programs,Qualitative Research,Interviews,Documentation,Observation,Journal Writing,Teacher Effectiveness,Cooperating Teachers

Socialization is the process of gathering knowledge and constructing it in a social context. This gathering of knowledge is often acquired formally through an educational process or informally by interaction with other people (Capel, 2007). A physical education teacher goes through a socialization process where beliefs, attitudes, behaviors, and teaching philosophies are influenced. Wright, McNeil, and Butler (2004) suggest that when an individual enters the field of physical education, they go through distinct phases of socialization. There are three phases identified: recruitment, professional socialization, and occupational socialization. The experiences the individual has when they are growing up are what make up the recruitment phase. The professional socialization phase includes experiences the individual has when entering, going through, and exiting the training process of teacher education. Occupational socialization, the final stage of the socialization process, is comprised of the experiences the teacher has when they are awarded a job and begin working as an independent physical education teacher in a school setting. Although many specific areas have been studied regarding teacher socialization many, such as the student teaching experience, are in need of additional research to bolster the base of literature. This study was guided by the following question: Does the cooperating teacher negatively or positively affect the socialization process of a pre-service physical education teacher during the student teaching process?