ethanporcaro/eric-fulltext-meta huggingface dataset:
Improved Generalizability through Improved Recruitment: Lessons Learned from a Large-Scale Randomized Trial
Author: Tipton, Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Randomized Controlled Trials,Recruitment,Educational Research,Generalization,Sampling,Community Colleges

Randomized control trials (RCTs) have long been considered the &quot;gold standard&quot; for evaluating the impacts of interventions. However, in most education RCTs, the sample of schools included is recruited based on convenience, potentially compromising a study's ability to generalize to an intended population. An alternative approach is to recruit schools using a stratified recruitment method developed by Tipton. Until now, however, there has been limited information available about how to implement this approach in the field. In this article, we concretely illustrate each step of the stratified recruitment method in an evaluation of a college-level developmental algebra intervention. We reflect on the implementation of this process and conclude with five on-the-ground lessons regarding how to best implement this recruitment method in future studies. [This article was published in &quot;American Journal of Evaluation&quot; (EJ1223949).]
Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6
Author: Kim, Young-Suk Grace
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Longitudinal Studies,Grade 3,Grade 4,Grade 5,Grade 6,Reading Instruction,Writing (Composition),Reading Comprehension,Spelling,Predictor Variables,Reading Writing Relationship

We investigated developmental trajectories of and the relation between reading and writing (word reading, reading comprehension, spelling, and written composition), using longitudinal data from students in Grades 3-6 in the US. Results revealed that word reading and spelling were best described as having linear growth trajectories whereas reading comprehension and written composition showed nonlinear growth trajectories with a quadratic function during the examined developmental period. Word reading and spelling were consistently strongly related (0.73 [less than or equal to] rs [less than or equal to] 0.80) whereas reading comprehension and written composition were weakly related (0.21 [less than or equal to] rs [less than or equal to] 0.37). Initial status and linear slope were negatively and moderately related for word reading (- 0.44) whereas they were strongly and positively related for spelling (0.73). Initial status of word reading predicted initial status and growth rate of spelling; and growth rate of word reading predicted growth rate of spelling. In contrast, spelling did not predict word reading. When it comes to reading comprehension and writing, initial status of reading comprehension predicted initial status (0.69), but not linear growth rate, of written comprehension. These results indicate that reading-writing relations are stronger at the lexical level than at the discourse level and may be a unidirectional one from reading to writing at least between Grades 3 and 6. Results are discussed in light of the interactive dynamic literacy model of reading-writing relations, and component skills of reading and writing development. [This article was published in &quot;Reading and Writing: An Interdisciplinary Journal&quot; (EJ1188173).]
Component Skills of Reading and Their Structural Relations: Evidence from Three Sub-Saharan African Languages with Transparent Orthographies
Author: Kim, Young-Suk Grace
Date: 2019-00-00
Type: Journal Articles
Subjects: African Languages,Phoneme Grapheme Correspondence,Reading Fluency,Reading Comprehension,Listening Comprehension,Syllables,Oral Reading,Multilingualism,Reading Tests,Grade 2,Elementary School Students,Path Analysis,Correlation,Decoding (Reading),Foreign Countries

Background: We examined the component skills of reading comprehension (i.e., letter sound knowledge, syllable reading fluency, decoding fluency, text or oral reading fluency and listening comprehension) and their structural relations using data from three sub-Saharan African languages with transparent orthographies in a multilingual context. Methods: Data from Kiswahili (N = 946), Kikamba (N = 444) and Lubukusu (N = 499) reading assessments at the end of Grade 2 in Kenya were analysed using path analyses. Results: The magnitudes of the relations were similar across the three languages with some differences amongst the languages. Total effects (regression weights), accounting for direct and indirect effects, varied across the component skills: text reading fluency (0.73 to 0.77), decoding fluency (0.49 to 0.82), letter sound knowledge (0.44 to 0.45), syllable reading fluency (-0.12 to 0.16) and listening comprehension (0.08 to 0.23). Conclusions: The results indicate similar reading mechanisms across the three sub-Saharan languages. [This article was published in the &quot;Journal of Research in Reading&quot; (EJ1213011).]
Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4
Author: Kim, Young-Suk Grace
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Evaluation,Elementary School Students,Grade 3,Grade 4,Reliability,Error of Measurement,Writing (Composition),Evaluation Methods,Childrens Writing,Writing Skills,Generalizability Theory,Scoring Rubrics

We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of 0.90 and 0.80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written compositions were evaluated in widely used evaluation methods for developing writers: holistic scoring, productivity, and curriculum-based writing scores. Results showed that 54 and 52% of variance in narrative and expository compositions were attributable to true individual differences in writing. Students' scores varied largely by tasks (30.44 and 28.61% of variance), but not by raters. To reach the reliability of 0.90, multiple tasks and raters were needed, and for the reliability of 0.80, a single rater and multiple tasks were needed. These findings offer important implications about reliably evaluating children's writing skills, given that writing is typically evaluated by a single task and a single rater in classrooms and even in some state accountability systems. [This article was published in &quot;Reading and Writing: An Interdisciplinary Journal&quot; (EJ1142406).]
Hierarchical and Dynamic Relations of Language and Cognitive Skills to Reading Comprehension: Testing the Direct and Indirect Effects Model of Reading (DIER)
Author: Kim, Young-Suk Grace
Date: 2019-09-12
Type: Reports - Research
Subjects: Language Skills,Cognitive Ability,Reading Comprehension,Reading Instruction,Models,Vocabulary,Listening Comprehension,Word Recognition,Short Term Memory,Attention,Grammar,Perspective Taking,Theory of Mind,Inferences,Elementary School Students,Grade 2,Grade 4,Achievement Tests

We investigated 2 hypotheses of a recently proposed integrative theoretical model of reading, the direct and indirect effects model of reading (DIER; Kim, 2017b, 2019): (a) hierarchical relations and (b) dynamic relations (or differential relations) of skills to reading comprehension. Students were assessed on reading comprehension, word reading, listening comprehension, working memory, attention, vocabulary, grammatical knowledge, perspective taking (theory of mind), knowledge-based inference, and comprehension monitoring in Grade 2 and again in Grade 4. Structural equation model results supported the hierarchical relations hypothesis of DIER. When a nonhierarchical, direct relations model was fitted, primarily the upper level skills (i.e., word reading and listening comprehension) were statistically significant. When hierarchical, direct, and indirect relations models were fitted, lower level skills (e.g., working memory, vocabulary) and higher order cognitive skills (e.g., perspective taking) were indirectly related to reading comprehension via multiple pathways, whereas word reading and listening comprehension remained directly related to reading comprehension. Furthermore, the magnitudes of relations varied in Grade 2 versus Grade 4 such that perspective taking (as measured by theory of mind), vocabulary, and working memory had larger effects whereas comprehension monitoring and grammatical knowledge had smaller effects on reading comprehension in Grade 4 than in Grade 2. These results provide some support for the dynamic relations hypothesis of DIER, but also suggest the complex nature of the dynamic relations as a function of development and text characteristics. [This is the online version of an article published in &quot;Journal of Educational Psychology.&quot;]
School Performance Frameworks: Lessons, Cases, and Purposeful Design. Full Report
Author: O'Keefe, Bonnie
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Performance,Accountability,Educational Improvement,Public Schools,Charter Schools,Performance Based Assessment,Educational Quality,Institutional Autonomy,Teacher Competencies,Administrator Qualifications,Enrollment Management,Governance,Standards,Information Dissemination,Educational Policy,Educational Practices,Educational Legislation,Federal Legislation,Elementary Secondary Education,Data Collection,Educational Resources,Stakeholders,Communication Strategies,Data Use

School performance frameworks (SPFs) are action-oriented information tools that provide information on school performance and quality across a variety of measures. SPFs have evolved as a solution for local communities to make sense of an array of student, school, and system performance data, and to support transparent and equitable decisions. SPFs can be especially useful to communities grappling with various autonomous public school structures, school accountability systems, broader school choice, and ambitious school improvement goals. The report examines how local education leaders can create, implement, and sustain effective SPFs. The report details established, locally focused SPFs in New York City, Chicago, Denver, New Orleans, and Washington, D.C., and draws on research and interviews with SPF experts across the country. It also includes an SPF planning guide for education leaders at the local and state level who are beginning to design an SPF, considering an SPF redesign, or implementing an existing SPF.
An Analysis of the Preschool Teachers&apos; Views on Alpha Generation
Author: Apaydin, Çigdem
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Generational Differences,Classroom Techniques,Private Schools,Preschool Education,Student Characteristics,Student Behavior,Communication Skills,Parents,Individual Characteristics,Parent Attitudes,Foreign Countries

This research aims to identify the characteristics of alpha generation students from the lens of pre-school teachers. In this regard, the research questioned whether there was a difference between alpha generation and Z generation students in terms of some variables. Besides, the class management techniques used for both generations and the change in parent profiles were discussed comparatively. The working group consisted of twelve teachers working at private preschool schools in Antalya. Having a qualitative research design, this research used content analysis method during data analysis. The research findings revealed that the negative characteristics of alpha generation were more than positive characteristics. Alpha generation was found to exhibit behaviors such as being more curious, free from any rules, being more ill-tempered, more mobile and more self-centred than Z generation; moreover, they also had high self-esteem, and they were more emotional and more conscious. In terms of communication, Alpha generation was also determined to be more closed and behave more individually than Z generation. Considering classroom management techniques, preschool teachers were found to use the reconstructive approach for the alpha generation and traditional classroom management techniques for Z generation. The research findings also indicated that alpha generation parents were more conscious and sensitive than Z generation parents. However, the alpha generation parents were noted to have a negative point of view towards the preschool teachers.
The Views of Teachers Concerning the Degree of Displaying Teacher Leadership in Informal Education Institutions, as Well as Good Examples and Applications of Teacher Leadership Encountered
Author: Sekerci, Reyhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Leadership,Informal Education,Vocational Education,Teacher Characteristics,Child Development,Master Teachers,Foreign Countries

The aim of this study is to reveal the views of teachers concerning the degree of displaying teacher leadership in informal education institutions providing vocational training as well as good examples and applications of teacher leadership encountered. 6 master instructors from different branches and 6 master instructors from child development, who were determined by using convenience sampling, which is among purposeful sampling methods, were included in this study using qualitative research method. A semi-structured interview form and the interview technique were used in the study for the purpose of collecting data due to the fact that the study was conducted based on phenomenology design that is among qualitative research designs. In the data analysis, the content analysis technique was used. All the data acquired in the study were coded, various dimensions and convenient themes for those dimensions were determined in line with the study purpose and percentages and frequencies regarding the themes were calculated. As a result of the study, the degree of displaying teacher leadership in informal education institutions providing vocational development training, as well as encountered good examples and applications of teacher leadership were revealed.
The Effect of Outcomes in the Teaching Principles and Methods Course in the Pedagogical Formation Program on Prospective Teachers&apos; Self-Efficacy Beliefs
Author: Çelik, Feti
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Instructional Effectiveness,Preservice Teacher Education,Teaching Methods,Educational Principles,Gender Differences,Foreign Countries,Student Characteristics,Departments

The purpose of this research is to reveal the effect of the gains obtained in the &quot;teaching principles and methods&quot; course in the pedagogical training program implemented in education faculties in Turkey on the teacher self-efficacy beliefs of prospective teachers. The research is a descriptive study in &quot;pre-test and post-test&quot; screening model. The study group consisted of 350 prospective teachers studying in the pedagogical formation program of Mehmet Akif Ersoy University, Faculty of Education in the spring semester of 2018-2019 academic year. In obtaining the data for the course of &quot;teaching principles and methods,&quot; the &quot;teaching self-efficacy scale,&quot; which was developed by Kuzu and Demir (2015) together with validity and reliability studies, was used. For the sub-dimensions of the scale, t-test was employed for unrelated samples to determine whether the scores of &quot;pre-test&quot; and &quot;post-test&quot; differed significantly from each other. Two-way variance analysis (ANOVA) was used for repeated measurements to determine whether the differences in the two tests were statistically significant. Kolmogorov-Smirnov (KS) test was used to determine whether the data were normally distributed or not. According to the findings as a result of the analysis, self-efficacy beliefs of the participants increased significantly in all sub-dimensions of the scale. The teaching area where the self-efficacy increased the most was &quot;program development,&quot; while the areas where it increased the least were &quot;explanation in teaching&quot; and &quot;planning&quot; areas. The distribution of self-efficacy beliefs by gender revealed significant differences in favor of female teacher candidates compared to men. It was determined that prospective teachers showed significant differences depending on department variables and did not show significant differences depending on undergraduate education class variable.
Differences between Students&apos; Linguistic Knowledge and Text Production Ability: A Case of the Use of Cohesion as a Resource of Texture in Academic Writing
Author: Ahmad, Zulfiqar
Date: 2019-00-00
Type: Journal Articles
Subjects: Connected Discourse,Essays,Academic Language,Writing (Composition),Writing Skills,Student Attitudes,Grammar,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Discourse Analysis,Foreign Countries,Form Classes (Languages),Language Usage

Assuming cohesion as a non-structural resource of texture in text, the present study analyzed students' academic essays to establish the role of cohesion in creating text. A survey was also conducted to gauge students' beliefs about their ability to use cohesive devices in writing. The results of the text analysis and the survey were then used to identify differences between students' linguistic knowledge and their actual use of the cohesion devices. The results revealed statistically significant relationships between the textual variables of cohesion to the extent that the sample texts had visibly dense texture. The results of the survey variables were also found to be statistically significant. In addition, there were gaps in students' understanding of the concept of cohesive devices and their actual use in the texts. The study recommends explicit teaching of cohesive devices rather than as grammatical entities as well as training in expanding the lexical base of the students to help them achieve discourse competence appropriate to the expectations of the academic discourse community.
Empowering EFL Learners through a Needs-Based Academic Writing Course Design
Author: Ahmad, Zulfiqar
Date: 2017-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Academic Language,Writing Instruction,Needs Assessment,Diagnostic Tests,Student Motivation,Cognitive Style,Undergraduate Students,Student Attitudes,Writing (Composition),Foreign Countries,Language Proficiency,Writing Skills,Course Evaluation,Study Skills

Using needs analysis as a research methodology, this study attempted to design a 20 hour academic writing (AW) course for Level 2 Foundation Year Saudi EFL students. Needs analysis was based on a diagnostic test, structured questionnaires, and researcher's observation to obtain information on students' language and skills needs, profile, levels of motivation, and learning styles and preferences. The results showed that the students did not have the writing proficiency for producing longer compositions and, therefore, the course should focus on appropriate language systems and skills to help learners with writing paragraphs based on two rhetorical strategies: cause and effect; and exemplification. The course content provides for the appropriate language systems and skills as voiced by the students and needed for writing these two types of paragraphs. The study also points to a course evaluation strategy that can be used for validation and future use of the proposed course.
Second-Order Factor Analysis of Teachers&apos; Correct Use of Their Voices Scale in Classroom Management (TCUVS)
Author: Apaydin, Çigdem
Date: 2020-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Foreign Countries,Test Reliability,Test Validity,Voice Disorders,Speech,Professional Identity,Prevention,Teacher Characteristics

The aim of this study was to test the validity and reliability of the Teachers' Correct Use of their Voices Scale (TCUVS) in classroom management and to try to explain the factors of the scale using the second order factor analysis. The participants of the study were 1095 teachers working at various educational levels in the province of Antalya, Turkey in the 2018-2019 academic year. Exploratory and confirmatory factor analysis was used in the development of the TCUVS. The scale developed as a result of the first order factor analysis consists of seven dimensions (voice health problems, voice protection, the harmony between voice and body, correct use of voice, correct use of speech voice, directing voice, voice distortion) and 31 items. The results of the second-order confirmatory factor analysis conducted to better evaluate the results of the seven-dimensional first-order confirmatory factor analysis and to summarize the dimensions of the scale showed that the model with two factors (voice problems and professional use of voice) and six sub-dimensions (voice protection, the harmony between voice and body, correct use of voice, correct use of speech voice, directing voice, voice distortion) better fits the data statistically. A moderate relationship was found between the factors of voice problems and professional use of voice. It can be said that the internal consistency of the dimensions of the TCUVS was strong; the confirmatory factor analysis goodness of fit criteria and combined reliability level were adequate; and only the rate of mean variance explained was found to be limited. Therefore, the fit of the model to the data was found sufficient.
Check-In/Check-Out in High Schools: An Exploratory Analysis
Author: Kittelman, Angus
Date: 2019-10-28
Type: Reports - Research
Subjects: Positive Behavior Supports,High School Students,Grade 9,Program Effectiveness,Student Behavior,Behavior Problems,Usability,At Risk Students,Program Implementation,Fidelity,Learner Engagement,Compliance (Psychology)

Check-In/Check-Out (CICO) is an effective and widely used Tier 2 behavior program in elementary and middle schools. This article describes a pilot study focused on examining the impact and usability of an adapted CICO program in a high school. We used a single-case multiple baseline design across five 9th grade students to evaluate the effects of the program on student academic engagement and disruption/non-compliance. In addition, we administered social validity questionnaires to school personnel and students to assess the usability of the program. Findings were mixed in terms of impact on student behaviors. Both school personnel and students found the program useable. Based on these findings, we discuss limitations and offer recommendations for how high school personnel could use CICO to support students at-risk of school failure.
The Views of Preservice Teachers on the Comparison of the Turkish Education System and the Inter-Grade Transition Systems of Some Countries
Author: Sekerci, Reyhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Educational Attitudes,Educational Practices,Student Promotion,Comparative Education,Testing,Transitional Programs

The purpose of this study is to determine the views and approaches of preservice teachers on the comparison of the Turkish education system and the inter-grade transition systems of other countries. In the study using qualitative research methods and techniques, the preservice teachers were asked to present their views and suggestions on the comparison of the Turkish education system and the inter-grade transition systems of other countries. The data were collected via documentation technique. Education systems of five countries were introduced to the preservice teachers and they tried to interpret and explain these conditions in the light of the theoretical knowledge they learned in the course of comparative education. The documents were used as data documents of the study. As a result of the study, the inter-grade transition systems of the countries were compared and some suggestions were made concerning the Turkish education system.