ethanporcaro/eric-fulltext-meta huggingface dataset:
Avoiding the &quot;Brick Wall of Awkward&quot;: Perspectives of Youth with Autism Spectrum Disorder on Social-Focused Intervention Practices
Author: Bottema-Beutel, Kristen
Date: 2016-00-00
Type: Journal Articles
Subjects: High School Students,Adolescents,Student Attitudes,Autism,Pervasive Developmental Disorders,Intervention,Interpersonal Competence,Instructional Design,Preferences,Mixed Methods Research,Disability Identification,Social Support Groups,Skill Development,Active Learning,Peer Relationship,Interviews

Many youth with autism spectrum disorder participate in school-based, peer-mediated intervention programs designed to improve their social experiences. However, there is little research discerning how these youth view intervention practices currently represented in the literature, information which could improve the social validity of intervention programming. In this mixed-methods study, we interviewed 33 youth with autism spectrum disorder about seven social-focused, peer-mediated intervention components. We asked participants to rate the favorability of each component to determine their degree of liking. Subsequently, we asked participants to give a rationale for their rating,in order to explore influencing factors. Chi-square tests indicated that high ratings were most prevalent for &quot;recruiting peers&quot; and &quot;family involvement&quot; and medium ratings were most prevalent for &quot;meeting with peers.&quot; Analyses of variance also indicated that preferences in the specific format intervention components were delivered. Several themes emerged from our qualitative analysis of open-ended responses, including the ramifications of adults in adolescent social life, the advantages of learning through shared activities with peers, and the effects of disclosing disability status. Our findings will offer guidance for researchers and practitioners interested in individualizing interventions to reflect student preferences. Furthermore, we document areas of concern for youth with autism spectrum disorder as they access school-based interventions. [This paper was published in &quot;Autism: The International Journal of Research and Practice&quot; (EJ1087175).]
SWIFT Center State Education Agency Blueprint for Equity-Based Inclusive Reform: Implementing, Sustaining, and Scaling up SWIFT in States
Author: Beitz, Linda M.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Technical Assistance,Equal Education,Inclusion,Educational Change,Student Needs,Guides,Coaching (Performance),Facilitators (Individuals),Teamwork,State Government,School Districts,School Personnel,Program Development,Faculty Development,Leadership,Consortia,Planning,Program Evaluation,Readiness,Elementary Schools,Middle Schools

This blueprint provides an overview of the technical assistance (TA) practices and collaborative learning structures that support state education agencies (SEAs) in whole system implementation of Schoolwide Integrated Framework for Transformation (SWIFT) Domains and Features, and in the development of state-level infrastructure hospitable to sustaining the supports needed to deliver equity-based inclusive education. Three premises underpin this blueprint. They serve as the basis for creating shared purpose and direction for the SEA and SWIFT partnership: (1) The SEA has a visible commitment to inclusive educational reform and the sustainable achievement of positive academic, behavioral, and social outcomes for all children, including those with the most extensive support needs; (2) Multiple inclusive educational reform building blocks already exist within the SEA. Understanding and building upon these current system strengths honors what has come before and provides a positive foundation for innovating to achieve desired results; and (3) The SEA values working in an authentic partnership with all system members--districts, schools, and stakeholders--to &quot;co-create&quot; the capacity to implement, sustain, and scale up SWIFT Domains and Features.
Indicators of Effective Policy Development &amp; Implementation. Issue Brief #8
Author: Stonemeier, Jenny
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Educational Policy,Policy Formation,Participative Decision Making,Cooperative Planning,Inclusion,Partnerships in Education,Alignment (Education),Stakeholders,Program Implementation,School Districts,State Government,Administrators,Teamwork,Program Evaluation,Feedback (Response),Guides,Access to Information,Elementary Secondary Education

Within the SWIFT framework, the Inclusive Policy Structure and Practice domain addresses the need for a supportive, reciprocal partnership between the school and its district or local educational agency. Therefore, intentional and effective policy decision-making processes are integral to SWIFT implementation. Such processes create opportunities for administrators, educators, parents and other community members to identify and eliminate policy barriers, and align policies to support good practice. This brief helps district leaders identify indicators of these processes in their organization, and use the indicators to guide policy development that supports implementation of the SWIFT framework.
Budget of the U.S. Government, Fiscal Year 2017
Author: White House, Office of Management and Budget (OMB)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Budgets,Federal Government,Economic Progress,Fiscal Capacity,Federal Legislation,Federal Aid,Employment Opportunities,Middle Class,National Security,Health Insurance,Taxes,Immigration,Access to Education,Community Colleges,Preschool Education,Federal Programs,High Schools,Educational Change,Student Costs,Elementary Secondary Education,Early Childhood Education,Technology Uses in Education,Job Training,Allied Health Occupations Education,Debt (Financial),Economic Development,Expenditures,Presidents,Labor Force

&quot;Budget of the United States Government, Fiscal Year 2017&quot; contains the Budget Message of the President, information on the President's priorities, and summary tables. President Obama's 2017 Budget makes critical investments while adhering to the bipartisan budget agreement he signed into the previous fall, and it lifts sequestration in future years so that the nation continues to invest in its economic future and national security. It also drives down deficits and maintains fiscal progress through smart savings from health care, immigration, and tax reforms. It also focuses on meeting the nation's greatest challenges not only for the year ahead, but for decades to come. [For the 2016 Budget, see ED576934.]
Teaching Practices and Language Use in Two-Way Dual Language Immersion Programs in a Large Public School District
Author: Li, Jennifer
Date: 2016-00-00
Type: Reports - Research
Subjects: Teaching Methods,Immersion Programs,School Districts,Guidelines,Language Usage,Second Language Learning,Language of Instruction,English (Second Language),Program Effectiveness,Achievement Gap,Academic Achievement,Classroom Observation Techniques,Urban Schools,Russian,Spanish,Mandarin Chinese,Japanese,Second Language Instruction,Elementary Secondary Education,Program Implementation,Classroom Communication

Many educators and policymakers look to two-way dual language immersion as one of the most promising options to close achievement gaps for English learners. However, the programs' effectiveness depends on the quality of their implementation. This article reports on a large-scale study of the implementation of dual language immersion across a large, urban school district. Using classroom observations, we examined teaching practices and language use by teachers and students in dual language immersion classrooms across an entire school district. We found strong implementation of teaching practices consistent with sheltered instruction, and strong adherence by teachers to partner language use as prescribed by the district's guidelines. This article provides a descriptive view of what is happening in two-way dual language immersion classrooms in a large, urban U.S. school district. While other studies may examine classroom practices, few have done so on this scale. [This report was published in &quot;International Multilingual Research Journal&quot; (EJ1088159).]
Advancing Equity through ESSA: Strategies for State Leaders
Author: Wiener, Ross
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Equal Education,Educational Equity (Finance),School Effectiveness,Educational Improvement,Teacher Effectiveness,Administrator Effectiveness,English Language Learners,Access to Education,Advanced Courses,Discipline,Disproportionate Representation,Social Development,Emotional Development,Student Needs,Educational Quality,Instructional Materials,Public Education

With the implementation of the Every Student Succeeds Act (ESSA), states have a new opportunity to lead on educational equity. Public education is fundamentally a state responsibility that is explicitly addressed by each state's constitution, and states provide the largest share of funding for public schools, which positions states to ensure equity in education remains a priority--and becomes a reality. To help states use ESSA to close opportunity and achievement gaps, this document identifies eight equity priorities--closing funding gaps, improving low-performing schools, increasing access to effective teachers and leaders, supporting English learners, increasing access to advanced coursework, addressing disproportionate discipline practices, addressing students' social-emotional learning needs, and improving access to high-quality instructional materials--and illustrates how states can use ESSA to improve equity in opportunities and outcomes.
Alaska School Climate and Connectedness Survey: 2016 Statewide Report
Author: American Institutes for Research (AIR)
Date: 2016-11-00
Type: Numerical/Quantitative Data
Subjects: School Culture,Educational Environment,State Surveys,Student School Relationship,Teacher Student Relationship,Peer Relationship,Social Development,Emotional Development,Student Surveys,Teacher Surveys,Student Behavior,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,School Districts,Age Differences,At Risk Students,Delinquency,Drug Abuse,Alcohol Abuse,Gender Differences,School Safety,Student Participation,Caring,Expectation,Leadership,Correlation,Scores

Alaska's School Climate and Connectedness Survey (SCCS) is a statewide survey developed by American Institutes for Research (AIR) in partnership with the Association of Alaska School Boards (AASB) in 2006. Through student and staff responses, it measures positive school climate, how connected students feel to adults and peers, social and emotional learning (SEL), and observed risk behaviors at school or school events. In 2016, there were two student surveys (grades 3-5 and grades 6-12) and one staff survey available to school districts. The 2016 SCCS was administered from mid-February through mid-April 2016 to 14,168 grade 3-5 students, 29,704 grade 6-12 students, and 8,282 staff from 298 schools in 29 Alaskan school districts. Note that statewide student academic data are not available for 2016, so we are unable to relate SCCS results to student academic outcomes this year. In this report, we focus on changes over the last five years (from 2011 to 2016). Social and Emotional Learning (SEL): We are unable to examine changes in SEL over time for younger students because we were unable to weight 2015 scores (based on inconsistent grade ranges). A new SEL scale was introduced in 2016 for students in grades 6-12, so comparisons are not possible with prior years for older students either. Among students in grades 6-12, it is worth noting a small, significant difference in SEL scores that favors boys-the opposite of results from all prior years, when girls scored higher. Student Risk Behaviors: Student reports of peer delinquent behaviors and drug and alcohol use declined significantly from 2011 to 2016, with the drop in delinquent behaviors quite substantial. Staff reported observing a small, significant drop in student delinquent behaviors, and their reports of student drug and alcohol use remained relatively stable. For example, both staff and students saw significantly less bullying at school and school events in 2016 than they had in 2011. Youth Involvement and Community Support: From 2011 to 2016, student reports of their community involvement and community support were remarkably stable--both overall, and within small/rural and large/urban districts.
Utah System of Higher Education 2015-16 Annual Report
Author: Utah System of Higher Education (USHE)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Strategic Planning,Enrollment,Graduation,Paying for College,Educational Finance,Financial Support,College Preparation,Dual Enrollment,Outreach Programs,School Business Relationship,Access to Education,Mathematics,Public Colleges,Community Colleges

This annual report describes Utah System of Higher Education's progress in the 2015-2016 academic year in the following areas: (1) Strategic plan; (2) Enrollment and completion; (3) Paying for college; (4) Funding higher education; (5) College preparation; (6) Concurrent enrollment and math; (7) Outreach and access; and (8) Industry and the workforce.
Transition Toolkit 3.0: Meeting the Educational Needs of Youth Exposed to the Juvenile Justice System. Third Edition
Author: Clark, Heather Griller
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Educational Needs,Youth Programs,Transitional Programs,Juvenile Justice,Child Neglect,Delinquency,Delinquency Prevention,Educational Policy,Educational Practices,Educational Strategies,Resources,Disabilities,Mental Disorders,Child Welfare,Trauma,Legal Problems,Correctional Education,Recidivism,Progress Monitoring,Financial Support,Family Involvement,Correctional Institutions,Planning,Correctional Rehabilitation

The third edition of the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth's (NDTAC's) &quot;Transition Toolkit&quot; provides updated information on existing policies, practices, strategies, and resources for transition that build on field experience and research. The &quot;Toolkit&quot; offers practical information that enables State and local administrators, teachers, and service providers to provide high-quality transition services for youth moving into, through, and out of education programs within the juvenile justice (JJ) system. Section I of this document provides an introduction to and overview of the Transition Toolkit. Section II of this document briefly addresses the topic of transition across five areas: (1) The transition process for youth in the JJ system; (2) The complexity of the JJ system; (3) Characteristics of the population; (4) Relevant transition literature and policies; and (5) Strategies for successful transitions. Sections III-VI each addresses a distinct stage of transition: (1) Entry into the JJ system; (2) Residence; (3) Exit from Secure Care; and (4) Aftercare. Each section provides strategies to improve the transition process at one of the four stages. Strategies specific to facilities, youth, families, and communities/systems are highlighted and examples are provided. Each section also includes pertinent resources, such as sample forms, protocols, and tools used at different stages of the transition process. Appendix A contains a self-study and planning document to guide program improvement at each stage of the transition process. Appendix B includes legal considerations related to transition. Appendix C provides additional information about transition-related requirements in the Individuals with Disabilities Education Act (IDEA) that are introduced in Section II. Appendix D summarizes Federal funding resources available to support transition programs. Appendix E features highlights of four transition-related programs around the country.
Career and Technical Education. 2016 Annual Report
Author: Utah System of Higher Education (USHE)
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Federal Aid,Grants,Educational Legislation,Federal Legislation,Technical Education,Vocational Education,Dual Enrollment,Education Work Relationship,School Business Relationship,Labor Force Development,Partnerships in Education,Tuition,Job Placement,High School Students,Financial Support,Credentials,College Credits,Employment,Undergraduate Students,Wages,College Graduates

Career and Technical Education (CTE) is a key ingredient to meet the needs of Utah's economy. Utah System of Higher Education (USHE) institutions offer CTE programs in all regions of the state, working closely with local business and industry leaders to develop and deliver programs specifically tailored to local workforce development needs. This report includes data on a diverse and broad array of CTE credit and non-credit offerings provided by USHE institutions that prepare people for employment in current or emerging occupations that require credentials other than a baccalaureate or advanced degree. It also provides data on statewide programs, Short Term Intensive Training (STIT) and Custom Fit, where industry-specific courses are provided by USHE institutions on contract for individual companies. [For the 2015 Annual Report, see ED577088.]
Looking towards the Future of Language Assessment: Usability of Tablet PCs in Language Testing
Author: Garcia Laborda, Jesus
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Entrance Examinations,Computer Assisted Testing,Language Tests,Technology Uses in Education,Educational Technology,Standardized Tests,Telecommunications,Handheld Devices,Student Attitudes,Usability,High School Students,College Bound Students,Questionnaires,Student Satisfaction,Likert Scales

This research addresses the change in how the Spanish University Entrance Examination can be delivered in the future. There is a wide acknowledgement that computer tests are very demanding for the delivering institutions which makes computer language testing difficult to implement. However, the use of tablet PCs can facilitate the delivery at even lower cost than the regular computer based language testing. 183 students in their last year of high school took a computer based language test which included reading, writing, listening and speaking. The research aspects were 1) whether they feel at ease with the tablet PC exam; 2) if they felt that visual aspects were accessible and 3) whether the interface organization was clear. The paper first has a brief description of the OPENPAU® platform, after it addresses the field study based on questionnaires and observations with students during the test delivery,finally the results indicate that this means of language test delivery could be adequate not only for the Spanish University Entrance Examination but for most standardized tests.
The Effect of Creative Drama Method on the Attitude towards Course: A Meta-Analysis Study
Author: Toraman, Çetin
Date: 2016-04-00
Type: Journal Articles
Subjects: Creativity,Dramatics,Drama,Student Attitudes,Meta Analysis,Data Analysis,Effect Size,Outcomes of Education,Educational Attainment,Hypothesis Testing,Statistical Significance,Literature Reviews,Statistical Analysis

The purpose of this study is both to gather the experimental studies which investigate the effect of creative drama on the attitudes of students towards the courses and to synthesize the findings of these studies. The studies within the scope of this current research were obtained from various databases such as &quot;ProQuest Citations, Council of Higher Education National Thesis Center, Google Scholar, EBSCO, Taylor &amp; Francis Online, Ebscohost, ERIC and Science Direct&quot; by using keywords like drama, creative drama, creative drama method, attitude and attitude towards course. From the database searches, a total of 30 studies (12 articles, 16 master's theses and two doctoral dissertations) which examined the effect of creative drama method on students' attitudes towards different courses and which were in accordance with the criteria for the meta-analysis, were obtained. The data were analyzed by using the &quot;Comprehensive Meta-Analysis (CMA)&quot; and &quot;Data Analysis and Statistical Software (STATA)&quot; programs. As the studies included in the metaanalysis distributed heterogeneously, the effect size of the studies were calculated by applying random effects model. According to the results of this study, it was identified that creative drama method positively affected the attitudes of students towards the courses. In the experimental studies, the differences in students' attitudes towards their courses were investigated in the direction of moderator variables. Among these moderator variables, not only the period of experimental process, but also the educational level of the participants who were implemented the experimental applications created a significant difference in the effect size, whereas the other variables did not have a significant difference.
Students&apos; Opinions about Ubiquitous Delivery of Standardized English Exams
Author: Litzler Jerman, Mary Frances
Date: 2016-09-00
Type: Journal Articles
Subjects: Standardized Tests,Student Attitudes,Handheld Devices,English (Second Language),Second Language Learning,Language Tests,Computer Assisted Testing,Questionnaires,Test Format,Foreign Countries,High School Students

This paper discusses the results of a study conducted with 218 students in the final year of high school to determine their opinions about the feasibility of using a tablet PC for delivery of a standardized English language test. One such test could be the English paper of the exam given to students upon completion of the Baccalaureate program in Spain. The results of the questionnaire used reveal a positive tendency towards the platform and application, particularly regarding the organization and hierarchy of the test and to some extent its intuitive nature. Nevertheless, a high level of indecision was observed.
The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses
Author: Herrmann, Sarah D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Females,Role Models,STEM Education,Gender Differences,Intervention,Introductory Courses,Psychology,Chemistry,Control Groups,Experimental Groups,Grades (Scholastic),Academic Failure,Letters (Correspondence),Hypothesis Testing,College Students,Student Surveys,Achievement Tests,Academic Achievement

Women are more likely to leave science, technology, engineering, and mathematics compared to men, in part because they lack similar role models such as peers, teaching assistants, and instructors. We examined the effect of a brief, scalable online intervention that consisted of a letter from a female role model who normalized concerns about belonging, presented time spent on academics as an investment, and exemplified overcoming challenges on academic performance and persistence. The intervention was implemented in introductory psychology (Study 1, N = 258) and chemistry (Study 2, N = 68) courses. Relative to the control group, the intervention group had higher grades and lower failing and withdrawal rates.