ethanporcaro/eric-fulltext-meta huggingface dataset:
A Longitudinal Evaluation of &quot;QuickSmart&quot;: An Effective Australian Intervention to Improve Numeracy
Author: Graham, Lorraine
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Learning Problems,Intervention,Numeracy,Achievement Tests,Program Effectiveness,Foreign Countries,Basic Skills,Program Evaluation,Standardized Tests,Mathematics Achievement,Improvement Programs,Educational Improvement,Pretests Posttests,Program Descriptions,Middle School Students,Longitudinal Studies

This paper reports data from the evaluation of the numeracy component of a long-running educational intervention, covering the period from 2001 to 2008. &quot;QuickSmart&quot; is both an intervention and research project operating in Australian schools. It is a structured intervention program designed for middle-school students (ages 10 to 13 years) with significant learning difficulties in basic literacy and numeracy. The program aims to increase fluency (automaticity) in the most basic skills that underpin proficient performance in reading and in mathematical calculation and problem solving. The guiding principle is that building fluency and confidence in basic skills enables students to devote much more cognitive effort to the higher-order processes involved in reading for meaning and in solving mathematical problems. The &quot;QuickSmart&quot; project includes a strong research component that investigates the effectiveness of the intervention through collection of targeted students' pre-test and post-test scores on standardised achievement tests. These &quot;QuickSmart&quot; students' scores are compared to the pre-test and post-test results of average-achieving comparison students who come from their same class groups. The data indicate that the intervention has significantly improved the numeracy performance of more than 2,000 students with learning difficulties from over 90 schools in Australia. Students' average improvement has been of the order of two years' growth as measured by effect size calculations. The improvement of &quot;QuickSmart&quot; students on standardized scores has also helped &quot;narrow the gap&quot; between their performance and that of average-achieving students. The evaluation of this program across differing contexts indicates the importance of consolidating students' basic academic skills and providing ongoing support to instructors through a well-designed professional development program. (Contains 6 tables.)
Prevalence of Aggression and Defiance in Children with ADD/ADHD Tendencies
Author: Hill, Janella
Date: 2011-06-02
Type: Reports - Research
Subjects: Attention Deficit Hyperactivity Disorder,Aggression,Antisocial Behavior,Child Behavior,Student Behavior,Student Characteristics,Behavior Problems

Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) appear to have become more prevalent in the past few years. Many children who display ADD/ADHD tendencies also display behaviors which cause problems in a classroom setting. Considering the fact that these behaviors could be displayed by the student population as a whole, the question becomes whether students with ADD/ADHD tendencies display these characteristics more often than students in the general population. This study addresses whether students with ADD/ADHD tendencies display more aggressive and/or defiant behaviors than students in the general population. Appended are: (1) Raw Data; (2) Descriptive Statistics for Column 1; (3) Descriptive Statistics for Column 2; (4) Hypothesis Test; and (5) Hypothesis Test Graph.
Answering the Question that Matters Most: Has Student Achievement Increased since No Child Left Behind?
Author: Chudowsky, Naomi
Date: 2007-06-00
Type: Reports - Evaluative
Subjects: Expertise,Evidence,Test Results,Elementary Secondary Education,Federal Legislation,Educational Testing,Academic Achievement,Scores,Educational Legislation,Achievement Gains,Achievement Gap,Reading Achievement,Mathematics Achievement,Educational Trends,Trend Analysis,Data,Federal Programs,Educational Indicators,Program Effectiveness,Measures (Individuals)

Since 2002, the No Child Left Behind Act (NCLB) has spurred far-reaching changes in  elementary and secondary education, all aimed at accomplishing the same fundamental  goal--to improve students' academic achievement. As the Congress prepares to reauthorize  the Act, two related questions matter most: (1) Has student achievement in reading and math increased since NCLB was enacted?; and (2) Have achievement gaps between different subgroups of students narrowed since NCLB was enacted? To answer these questions, the Center on Education Policy (CEP), an independent nonprofit organization, conducted the most comprehensive study of trends in state test scores since NCLB took effect. The authors carried out this study with advice from a panel of five nationally known experts in educational testing or policy research, and with extensive technical support from the Human Resources Research Organization (HumRRO). Although they collected data from all 50 states, not every state had enough consistent data to do a complete analysis of test score trends in reading and math before and after 2002. Based on the data that states did provide, they reached five main conclusions. These conclusions are: (1) In most states with three or more years of comparable test data, student achievement in reading and math has gone up since 2002, the year NCLB was enacted; (2) There is more evidence of achievement gaps between groups of students narrowing since 2002 than of gaps widening. Still, the magnitude of the gaps is often substantial; (3) In 9 of the 13 states with sufficient data to determine pre- and post-NCLB trends, average yearly gains in test scores were greater after NCLB took effect than before; (4) It is very difficult, if not impossible, to determine the extent to which these trends in test results have occurred &quot;because&quot; of NCLB. Since 2002, states, school districts, and schools have simultaneously implemented many different but interconnected policies to raise achievement; and (5) Although NCLB emphasizes public reporting of state test data, the data necessary to reach definitive conclusions about achievement were sometimes hard to find or unavailable, or had holes or discrepancies. More attention should be given to issues of the quality and transparency of state test data. Study methods are appended. Glossary of Technical Terms is included. (Contains 5 boxes, 6 figures, 22 tables and 5 footnotes.)
Reducing the Federal Footprint on Education and Empowering State and Local Leaders. Backgrounder No. 2565
Author: Burke, Lindsey M.
Date: 2011-06-02
Type: Reports - Descriptive
Subjects: Federal Aid,Federal Programs,Educational Change,Politics of Education,Accountability,Government Role,Public Agencies,Federal Government,State Government,Educational Finance,Financial Support,Federal State Relationship,Partnerships in Education

Increasing federal intervention and the resulting burden of complying with federal programs, rules, and regulations has caused a significant growth in state bureaucracy, much of which has a parasitic relationship with federal education programs, straining the time and resources of local schools. Instead of responding first to students, parents, and taxpayers, federal education funding has encouraged state education systems and local school districts to orient their focus to the demands of Washington. Instead of building on the failed policies of the past and continuing top-down education reform from Washington, a drastically different approach should be taken to significantly limit the federal role in education and empower state and local leaders. The proposed Academic Partnerships Lead Us to Success (A-PLUS) Act directs educational accountability to those with the most at stake in student and school success: parents and taxpayers. At the same time, policymakers should downsize the Department of Education by drastically reducing program count and putting an end to the education spending spree. Heritage Foundation education policy expert Lindsey Burke explains how the A-PLUS approach, combined with measures to eliminate and consolidate the majority of federal education programs, could decrease the failed federal role, and return appropriate control of education to states and localities. (Contains 26 footnotes.)
Funding School Choice: A Road Map to Tax-Credit Scholarship Programs and Scholarship Granting Organizations. Issues in Depth
Author: Forster, Greg
Date: 2006-07-00
Type: Guides - Non-Classroom
Subjects: School Choice,Scholarships,Educational Legislation,State Legislation,Tax Credits,Educational Finance,Financial Support,Private Schools,Philanthropic Foundations,Private Financial Support

Many states are considering a form a school choice known as &quot;tax-credit scholarships,&quot; which currently provide school choice to almost 60,000 students in Arizona, Florida and Pennsylvania, which and have just been enacted in Iowa. This guide shows how tax-credit scholarships work and introduces the scholarship granting organizations that administer them. (Contains 13 endnotes.)
Early Reading: Igniting Education for All. A Report by the Early Grade Learning Community of Practice. Revised Edition
Author: Gove, Amber
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Communities of Practice,International Education,Textbooks,Beginning Reading,Income,Educational Policy,Access to Education,Elementary Education,Reading Instruction,Student Evaluation,Academic Achievement,Reading Achievement,Teacher Education,Teacher Qualifications,Educational Quality,Motivation,Foreign Countries,Developing Nations

As necessary as reading is to the success of a child--and entire nations--many low-income countries overlook the fundamental duty of their school systems to produce readers. Galvanized by the Education For All (EFA) mission to provide universal access to primary education by 2015, donors and low-income countries have focused on scaling up inputs to the education process--classrooms, teachers, textbooks. Meanwhile, teachers are not trained to teach reading. Assessments of student performance do not appropriately measure reading. Parents do not demand that their children know how to read. And for too long, low-income countries and the international education community--so focused on universal access--have neglected reading as a gauge of education quality. As a result, nearly whole generations of children at a time are falling behind the learning curve. This report shines a light on the efforts of the individuals and organizations motivating and modeling a response to the reading crisis. Early grade reading assessments tracker is appended. (Contains 5 tables, 14 figures and 17 footnotes.) [This paper was written with contributions from Elizabeth Adelman, Anita Anastacio, Rukmini Banerji, Colette Chabbott, Amy Jo Dowd, Burama Jammeh and Sara Ruto. RTI contributors included Michael Costello, Joseph DeStefano, Madeline  Garant, Medina Korda, Jessica Mejia, Emily Miksic, Souhila Messaoud-Galusi, Benjamin Piper, Alison Pflepsen, Sarah Pouezevara, Wendi Ralaingita, Carol da Silva, and Carmen Strigel.]
Alternative and Asset-Based Evaluation and Assessment in Language Teaching and Literacy: Resources for Research, Classroom Instruction and Evaluation of Language Competence
Author: Eaton, Sarah Elaine
Date: 2011-06-01
Type: Information Analyses
Subjects: Portfolios (Background Materials),Alternative Assessment,Annotated Bibliographies,Second Language Instruction,Evaluation Methods,Educational Resources,Educational Research,Language Arts,Literacy,Portfolio Assessment,Educational Technology,Multimedia Materials,Internet,International Education

This annotated bibliography surveys key resources and research related specifically to language learning and literacy. It focuses on resources that will be valuable to teaching professionals and researchers who specialize in the areas of foreign and second language teaching, language arts and first and second language literacy. Significant theoretical research and applied classroom practice has been done in the field of alternative assessment, and specifically in area of using portfolios and e-portfolios (Barrett, 2010; Brear, 2007; Dominguez, 2011; JISC, 2008; Meuller, 2011; North Carolina Regional Educational Laboratory, n.d.; Shao-Ting &amp; Heng-Tsung). The practice of using portfolios for second and foreign language teaching has increased in popularly, with an increased understanding and adoption of the Common European Framework of Reference for Languages (Council of Europe, 2001). Almost simultaneously, there has been a rise in the use of similar frameworks in the field of literacy (Alberta Advanced Education and Technology, 2009; Literacy BC, n.d.). However, there is little collaboration between those who work in literacy and those who teach second and modern languages (Eaton, 2010). This annotated bibliography is an attempt to collect, select and share resources that may be relevant, helpful and useful to professionals working in both the second language and literacy sectors. The deeper values that guide this work are predicated on the belief that researchers and practitioners working in both fields have much in common and would benefit greatly from increased dialogue and shared resources. A bibliography is included.
The Nature of Educational Research
Author: Gillett, Simon G.
Date: 2011-03-14
Type: Reports - Evaluative
Subjects: Educational Research,Criticism,Research Methodology,Educational Philosophy,Scientific Research,Ethics,Standards,Opinions,Phenomenology,World Views,Epistemology

The paper is in two parts. The first part of the paper is a critique of current methodology in educational research: scientific, critical and interpretive. The ontological and epistemological assumptions of those methodologies are described from the standpoint of John Searle's analytic philosophy. In the second part two research papers with different research methodologies were identified (Kumaravadivelu, 2001; Lee, Yoon, & Lee, 2009) and their research methods were critiqued. Special attention was given to the results and discussion section of those educational research papers. Ethics and author's agenda were identified as important to data generated by research in education. A bibliography is included. Mind Map of Paper is appended. (Contains 2 footnotes and 2 tables.)
Gimme an A
Author: Blake, Patty
Date: 2011-04-26
Type: Opinion Papers
Subjects: High Schools,Accountability,Grade Inflation,Educational Policy,Grading,Teacher Attitudes,Teacher Expectations of Students,Teacher Response,Context Effect

Accountability demands place tremendous pressures on high schools to meet specific standards. To satisfy demands, grading policies are becoming more liberal. Grade inflation is the result and a growing concern. This controversial subject contains a number of dangers. To combat the trend, teachers must realize the impact of grade inflation and take steps to prevent it in their grading practices. This paper discusses the reasons for inflation, the dangers of inflation, and suggestions for teachers.
How to Enhance Classes by Using PCs, the Internet, and Mobile Phones
Author: Matijevic, Milan
Date: 2008-06-00
Type: Opinion Papers
Subjects: Foreign Countries,Internet,Elementary Secondary Education,Technology Uses in Education,Telecommunications,Computer Use,Handheld Devices,Teacher Student Relationship

According to the results of a survey conducted in 2006 in Croatia (N = 2,994), 75% of pupils in primary education have a computer at home. Of this number, 70% are connected to the Internet. All elementary schools in Croatia have special classrooms where information can be accessed on the Internet, but it is planned to equip all classrooms with one computer connected to the Internet. A large number of primary education students (and almost all in lower and upper secondary education) have modern and powerful mobile phones. This communication technology is not sufficiently exploited to allow for changes in the manner of communication and teaching in schools. In this paper, the author comments on the results of the empirical survey and presents several opportunities for enhancing classes by using PCs, the Internet and mobile phones in primary and secondary education. Teachers have to significantly change their role and manner of work, and the preferred targets of teaching should be to search, select and use information, and to use new media to communicate, both at school and outside. (Contains 1 figure and 3 tables.)
Communication Technologies and the Classroom Teaching Environment
Author: Matijevic, Milan
Date: 2007-10-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Elementary Education,Classroom Environment,Educational Media,Child Development,Educational Technology,Primary Education,Expertise,Educational Change,Teacher Student Relationship,Student Centered Curriculum

The authors consider the present and future of new media and the classroom environment of pupils in primary education. Some experts are inclined to see the future of the classroom teaching environment solely through the perspective of new media, primarily computers and the Internet. The authors agree that these media are essential for modern teaching and for pupils in primary school, but they also stress the necessity of providing various other material and equipment to meet the development needs of children. By analysing these development needs, the authors reach conclusions on the manner in which a student-oriented classroom should be designed and equipped to enable pupils in mid childhood to satisfy their needs for knowledge and development. The basic needs of children are communication, movement and work, involvement in research and creativity (in the motor and cognitive fields), and play. Primary classrooms should provide equipment which allows for the meeting of these children's needs. The authors find ideas for designing primary classrooms in the exponents of reform pedagogy, primarily John Dewey, Maria Montessori and Celestin Freinet. (Contains 3 figures and 1 footnote.)
Strategic Class Roster Creation in Elementary Schools: Indicative of Student Reading Growth or a Waste of Time?
Author: Henderson, John Michael
Date: 2011-05-31
Type: Reports - Research
Subjects: Instructional Leadership,Principals,Reading Achievement,Elementary School Students,Surveys,Questionnaires,Leadership Effectiveness,Instructional Effectiveness,Student Placement,Criteria,Grouping (Instructional Purposes)

One managerial leadership activity school leaders control and organize, either by overseeing or successfully delegating, is the creation of class rosters. The targeted purpose of this research is to determine whether a measurable value exists in spending the time and efforts to strategically &quot;create&quot; elementary school classes while considering key indicators that, if put into place when determining class assignments, positively benefit student reading growth for students. Certain principals explicitly consider specific key indicators, while others consider fewer. To determine whether value exists in considering key indicators when creating class rosters, for this research, each principal's survey response was paired with their school's 2009-2010 reading growth measure. Potentially, these and subsequent findings may result in the development of a practice that elementary school principals could oversee or employ to improve existing methods for creating class rosters. By advancing class roster creation procedures, and understanding that key variables should or should not be considered, principals may ultimately make better leadership decisions. Better managerial decisions within schools ultimately will lead to higher student achievement, resulting in a higher quality school and most importantly, an improved education for children. Two appendixes present: (1) Questionnaire; and (2) Respondent Answers: Demographic Information; and (3) Respondent Answers: Key Indicators. A time log is also included. (Contains 7 tables.)
&quot;Video for Participatory Communication&quot;: An Exploratory Study Conducted with Video SEWA Cooperative in Ahmedabad
Author: Capila, Anjali
Date: 2010-04-05
Type: Reports - Research
Subjects: Foreign Countries,Video Technology,Communication (Thought Transfer),Program Effectiveness,Skill Development,Organizational Development,Content Analysis,Program Descriptions,Audience Analysis,Audience Awareness,Cooperatives,Community Involvement,Economic Development,Developing Nations,Film Production,Females,Case Studies,Interviews,Questionnaires,Training,Disadvantaged,Illiteracy

Communication is an important input in development. The role of communication is socio-economic and cultural development at national and international levels. Development is considered an important component of progress. The progressive change is described as alterations in awareness, motivation and participation of the individuals. With the revolution in communication and the mandate to reach people in the whole development process as partners, Participatory communication assumed great significance. Participatory Communication begins with people who know most about their own livelihood systems. Participatory methods of communication involve bottom up approach, it involves the community, constructs tools for advocacy with the help of the members of the community with reference to the specific content, culture and language favorable for the community. The present study, Video for Participatory Communication: An Exploratory Study with Video SEWA (Ahmedabad) was conducted to find out the effectiveness of video as a tool for participatory communication. The study was conducted with the organization Video SEWA in Ahmedabad, Gujarat. The main objective of the study was to gage the effectiveness of video as a tool for participatory communication and its impact on skill development, awareness and empowerment. The timing of the study was four months. The process comprised of various stages, these were mainly focusing on aspects like: 1. Exploring the history and development of Video SEWA as an organization and a cooperative; 2. Analyzing the participatory videos created by the community members at Video SEWA, in terms of its content, audience involvement and awareness; 3. Recording the Journey of Video SEWA members and analyzing their growth in terms of life skills. (Contains 2 figures.)