ethanporcaro/eric-fulltext-meta huggingface dataset:
Systematic Review of Studies Promoting the Use of Assistive Technology Devices by Young Children with Disabilities. Practical Evaluation Reports, Volume 5, Number 1
Author: Dunst, Carl J.
Date: 2013-03-00
Type: Information Analyses
Subjects: Meta Analysis,Technology Uses in Education,Assistive Technology,Young Children,Infants,Toddlers,Preschool Children,Disabilities,Child Development,Severity (of Disability),Developmental Delays,Evidence Based Practice,Effect Size,Outcomes of Treatment,Intervention,Intervals,Statistical Analysis,Use Studies,Program Effectiveness,Literature Reviews

Findings from a meta-analysis of studies investigating the use of five different assistive technology devices (switch interfaces, powered mobility, computers, augmentative communication, weighted/pressure vests) with young children with disabilities are reported. One hundred and nine studies including 1,342 infants, toddlers, and preschoolers were the focus of analysis. Results showed that the use of all the assistive technology devices except weighted and pressure vests were related to improvements in the child outcomes regardless of type of child disability or severity of child intellectual delay. The importance of the use of evidence-based training methods for promoting practitioners' and parents' use of assistive technology is described. The following are appended: (1) Background Characteristics of the Study Participants; and (2) Research Designs, Types of Assistive Technology, Outcome Measures, and Cohen's d Effect Sizes for the Relationships between Use of the Assistive Technology Devices and the Child Outcomes.
Influences of Contrasting Types of Training on Practitioners' and Parents' Use of Assistive Technology and Adaptations with Infants, Toddlers and Preschoolers with Disabilities. Practical Evaluation Reports, Volume 3, Number 1
Author: Dunst, Carl J.
Date: 2011-09-00
Type: Information Analyses
Subjects: Assistive Technology,Technology Uses in Education,Meta Analysis,Adult Learning,Teaching Methods,Parents,Teachers,Young Children,Computer Use,Toys,Speech Communication,Effect Size,Outcomes of Education,Program Effectiveness,Intervention,Literature Reviews

The effectiveness of different types of practices for promoting practitioner and parent adoption of different kinds of assistive technology and adaptations with young children birth to 105 months of age was the focus of a meta-analysis. Six operationally defined adult learning method characteristics and between 2 and 5 practices for each characteristic were used to code and analyze the results for both adult (practitioner and parent) and child outcomes. The synthesis included 35 studies with 839 adult participants and 1100 child participants. The assistive technology that were the focus of training included speech generative devices (e.g., CheapTalk), computers (e.g., adapted keyboards), and switch activated devices and toys. Results showed that certain practices for each adult learning method characteristic proved most effect in terms of changes and improvements in both adult and child outcomes. These included trainer description and explanation of the assistive technology for introducing the devices to the trainees, learner-informed experiences and trainer demonstration of the devices for illustrating how to use the devices, trainee use of the assistive technology and trainer-guided trainee practice using the devices, trainer feedback on the trainees use of the assistive technology, and trainee standards-based self-assessment of their knowledge and skills and the provision of opportunities to generalize the use of the assistive technology for assessing mastery. Results also showed that when more of the most effective practices were used as part of the training, the greater the adult and child outcomes; and the greater positive benefits when the child(ren) who were to use the assistive technology were present during the trainings. Implications for promoting practitioner and parent adoption and use of assistive technology and adaptations are described. The following are appended: (1) Characteristics of the Adult Study Participants; (2) Characteristics of Child Study Participants; (3) Selected Characteristics of Training Studies; (4) Types of Adaptations, Technologies, Adaptive Technologies, and Instruction; (5) Adult Learning Method Practices Used to Promote Use of the Assistive Technology and Adaptations; (6) Adult Participant Outcome Measures and Cohen's d Effect Sizes; (7) Child Participant Outcome Measures and Cohen's d Effect Sizes; and (8) Checklist for Promoting the Use of Assistive Technology or Adaptations.
Influences of a Socially Interactive Robot on the Affective Behavior of Young Children with Disabilities. Social Robots Research Reports, Number 3
Author: Dunst, Carl J.
Date: 2013-00-00
Type: Reports - Research
Subjects: Disabilities,Robotics,Interaction,Intervention,Children,Toys,Down Syndrome,Autism,Attention Deficit Disorders,Pervasive Developmental Disorders,Affective Behavior,Observation,Child Behavior,Rating Scales,Computer Software

Findings from two studies of 11 young children with autism, Down syndrome, or attention deficit disorders investigating the effects of Popchilla, a socially interactive robot, on the children's affective behavior are reported. The children were observed under two conditions, child-toy interactions and child-robot interactions, and ratings of child interests and child emotions made for both types of affective behavior based on 10 to 15 minutes of observation of the children in each condition. Results showed that the social robot had more positive effects on child affective behavior when the speech used to engage the children in child-robot interactions was intelligible, clearly understandable, and had engaging features. The following are appended: (1) Popchilla World Software Speech Used in Study 1; and (2) Professionally Recorded Sounds and Speech Used in Study 2.
Parents' Judgments of the Acceptability and Importance of Socially Interactive Robots for Intervening with Young Children with Disabilities. Social Robots Research Reports, Number 1
Author: Dunst, Carl J.
Date: 2013-00-00
Type: Reports - Research
Subjects: Robotics,Interaction,Intervention,Parent Surveys,Interpersonal Relationship,Children,Toys,Foreign Countries,Statistical Analysis,Young Children,Disabilities,Parent Attitudes,Autism,Pervasive Developmental Disorders,Down Syndrome,Attention Deficit Disorders,Validity,Effect Size

A number of different types of socially interactive robots are being used as part of interventions with young children with disabilities to promote their joint attention and language skills. Parents' judgments of two dimensions (acceptance and importance) of the social validity of four different social robots were the focus of the study described in this research report. Results showed that toy-like robots were judged as more acceptable and important compared to humanoid-like robots but that the social validity judgments of all four robots were much lower than found in studies of other types of interventions. The need for additional studies of parents' judgments of socially interactive robots is described.
Vocal Production of Young Children with Disabilities during Child-Robot Interactions. Social Robots Research Reports, Number 5
Author: Dunst, Carl J.
Date: 2013-00-00
Type: Reports - Research
Subjects: Disabilities,Robotics,Interaction,Intervention,Toys,Autism,Attention Deficit Disorders,Pervasive Developmental Disorders,Observation,Child Behavior,Computer Software,Speech Communication,Perceptual Impairments,Young Children,Effect Size

The effects of a socially interactive robot on the vocalization production of five children with disabilities (4 with autism, 1 with a sensory processing disorder) were the focus of the intervention study described in this research report. The interventions with each child were conducted over 4 or 5 days in the children's homes and involved investigator-facilitated robot-produced speech and movements to engage the children in child-robot and child-mother interactions. Results showed that for the children as a group and for 4 of 5 children individually, the children's vocalization production increased from a nonintervention, baseline condition to the intervention phases of the study. The utility of socially interactive robots for intervening with young children with disabilities is described. The following is appended: Professionally Recorded Sounds and Speech Used in the Vocalization Production Study.
Measuring Outcomes for Young Children and Their Families. Outcome Indicators for Everyday Kids, Everyday Lives: A Vision for Pennsylvania's Children
Author: Trivette, Carol M.
Date: 2011-01-00
Type: Tests/Questionnaires
Subjects: Disabilities,Children,Surveys,Experience,Measurement Techniques,Tests,Psychometrics,Factor Analysis,Delphi Technique,Profiles,Family Environment,Child Development,Test Construction,Parents,Professional Personnel,Early Intervention,Field Tests

This monograph includes the final report for a project funded by the Pennsylvania Developmental Disabilities Council for &quot;Measuring Outcomes for Children&quot; (2008 RFP). The goal of the project was to &quot;develop and demonstrate the effectiveness of an instrument designed to measure life outcomes of children with disabilities being serving by multiple child serving systems.&quot; The instrument and scales that were developed include indicators for measuring the life circumstances of young children and their families that were identified as valued outcomes in the &quot;Monitoring Outcomes for Children project&quot; which was the predecessor to the project described in this monograph. This monograph includes a description of the activities that were used to develop outcome indicators and the scales that were developed to measure valued outcomes identified by parents, practitioners, and others in the Monitoring Outcomes for Children project. The monograph also includes descriptions of lessons learned and recommendations for next steps for measuring and improving the life circumstances of young children and their families. The following attachments are included: (1) Everyday Kids, Everyday Lives Survey; (2) Everyday Kids, Everyday Lives Scale Survey; (3) Everyday Kids, Everyday Lives Field-Test Evaluation; (4) Parent and Child Everyday Experiences Scale; (5) Everyday Kids, Everyday Lives Scale; (6) Family and Child Early Experiences Scales; (7) Code Manual for the Measuring Outcomes for Children Scale Items; and (8) Excel Data Files for the Measuring Outcomes for Children Scale Items. The following are appended: (1) Everyday Kids, Everyday Lives Major Themes and Codes; (2) Everyday Kids, Everyday Lives Delphi Study Items and Corresponding Everyday Kids, Everyday Lives Themes and Codes; (3) Everyday Kids, Everyday Lives Modified Delphi Process Survey Results; (4) Everyday Kids, Everyday Lives Field-Test Social Validity Results; (5) Psychometric Properties of the Parent and Child Everyday Experiences Scale; (6) Confirmatory Factor Analyses of the Parent and Child Everyday Experiences Scale Items; and (7) Profiles of the Parents' and Children's Everyday Experiences According to Selected Parent, Child and Residence Variables.
Research Synthesis of Studies Investigating the Relationships between Practitioner Beliefs and Adoption of Early Childhood Intervention Practices. Practical Evaluation Reports, Volume 4, Number 1
Author: Trivette, Carol M.
Date: 2012-04-00
Type: Reports - Research
Subjects: Meta Analysis,Early Childhood Education,Preschool Teachers,Beliefs,Teacher Attitudes,Intention,Teaching Methods,Self Efficacy,Value Judgment,Developmentally Appropriate Practices,Curriculum,Classroom Techniques,Social Influences,Effect Size,Foreign Countries,Correlation,Early Intervention

Meta-analyses of the findings from 29 studies including 4,194 early childhood practitioners showed that different practitioner belief appraisals (endorsement, importance, self-efficacy) were related to the intent to use and the adoption and use of different kinds of early childhood practices (developmentally appropriate practices, curricular content, classroom practices, instructional practices, social climate). Endorsement was assessed in terms of practitioner beliefs regarding the support for or approval of a specific type of practice. Importance was assessed in terms of the significance or value attributed to a practice by a practitioner. Self-efficacy beliefs were assessed in terms of practitioner attributions of the likelihood that their use of a practice would have expected or anticipated consequences. The average weighted effect size (correlation coefficient) between the belief and practice measures was r = 0.63, although there were differential relationships between the belief and practice measures depending on type of belief and type of practice. Implications for both research and practice are described. The following are appended: (1) Selected Characteristics of the Study Participant; (2) Characteristics of the Children Served by the Study Participants; (3) Characteristics of the Practitioner Belief Measures; (4) Major Focus of the Early Childhood Practice Measures; and (5) Effect Sizes for the Relationships Between Teacher Beliefs and Early Childhood Intervention Practices.
Bureau of Indian Education 2013-2014 (Based on SY 2012-2013 Data) Special Education Indicator Performance
Author: Bureau of Indian Education
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: American Indian Education,Alaska Natives,Elementary Secondary Education,Reservation American Indians,Special Education,Educational Indicators,Academic Achievement,Reading Achievement,Mathematics Achievement,Suspension,Expulsion,Student Placement,Parent Participation,Early Intervention,Disability Identification,Transitional Programs,Outcomes of Education,Dropouts,Graduation Rate

The Bureau of Indian Education (BIE) is responsible for approximately 41,051 American Indian and Alaska Native children at 183 elementary and secondary schools on 64 reservations in 23 states. The educational services the BIE provides is vital to current and future students who are their tribes' future. This report presents Special Education Indicator Performance data tables for 174 Bureau of Indian Education schools in tabular format. Indicators include: (1) Graduation Rate; (2) Dropouts; (3) Assessment Targets; (4) Assessment Targets--Reading; (5) Assessment Targets--Mathematics; (6) Suspensions and Expulsions--High School; (7) Suspensions and Expulsions--Elementary School; (8) LRE Placement; (9) Parental Involvement; (10) Child Find; (11) Secondary Transition; and (12) Post-School Outcome. Data also include target percentage, school results, and indicates with a yes or no answer if the target was met. [To access &quot;Bureau of Indian Education 2012-2013 (Based on SY 2011-2012 Data) Special Education Indicator Performance&quot; in ERIC, see ED554003.]
SB 1 Would Make Young Workers Pay for Politicians' Mistakes
Author: Keystone Research Center (KRC)
Date: 2015-09-29
Type: Reports - Evaluative
Subjects: Retirement Benefits,State Legislation,State Action,Personnel Policy,Collective Bargaining,Compensation (Remuneration),Public Sector,Personnel Management,State Policy,Labor Legislation,Labor Relations

Gov. Wolf has indicated his willingness to modify pensions for future Pennsylvania public sector workers by using a variant of the &quot;stacked hybrid&quot; design proposed in 2013 by Pottsville Republican Rep. Mike Tobash. Negotiations of a compromise pension deal, however, remain stalled because Senate leaders remain committed to their own redesign of Pennsylvania pensions, SB 1, passed by the legislature at the end of June but vetoed by Gov. Wolf. One criticism of SB 1 has been that, even with improvements proposed by Senate leaders, SB 1 would cut benefits by up to two thirds for career workers. This would leave three of six career workers examined by the actuary for the school employees' pension with annual benefits of less than $10,000. This brief offers a new perspective on the adequacy of SB 1's benefits by comparing them to (a) those provided by typical private sector 401(k) plans; and (b) other public sector benefits across the country.
Team Teaching. IDEA Paper #55
Author: Plank, Kathryn M.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Team Teaching,Teacher Collaboration,Teaching Methods,Interpersonal Relationship

Team teaching has the potential to have a profound impact on both teaching and learning. Many who have taught as part of a team report the break from solitary practice brings renewed excitement for teaching and the course that makes them better teachers. It also creates a learning environment in which students can explore multiple perspectives and ways of knowing. Of course, along with the benefits come many challenges. This paper shares some of the advice gleaned from those who have written about their team teaching experiences to help others make the most of the opportunity.
Using Graphic Organizers to Improve Teaching and Learning. IDEA Paper #51
Author: Kiewra, Kenneth A.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Instructional Materials,Visual Aids,Educational Research,Instructional Effectiveness,Vertical Organization,Sequential Approach,Illustrations

Students often have difficulty learning from texts and lectures because information is commonly organized in blocks or lines that obscure important relationships among ideas. This article introduces graphic ways to display information so that relationships are apparent and easily learned.
A Must-Have for Pennsylvania Part Two: Investment in Higher Education for Growth and Opportunity
Author: Herzenberg, Stephen
Date: 2014-10-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Investment,Educational Opportunities,Educational Development,Economic Research,Economic Development,Knowledge Economy,Economic Impact,Role of Education,Educational Benefits,Funding Formulas,Educational Attainment,Basic Skills,Tuition,Teacher Salaries,State Aid,State Policy

Pennsylvania's deep cuts in funding to K-12 education since 2010-11 have drawn a great deal of attention in recent months. Less widely recognized is the fact that Pennsylvania enacted even deeper cuts, on a percentage basis, to funding for public higher education in the same period. Four-year colleges received the largest reductions in funding, including an 18% cut to state support for the Pennsylvania's most affordable four-year options, the 14 state-owned Pennsylvania State System of Higher Education (PASSHE) universities. Even before these cuts, Pennsylvania ranked low among states in funding for higher education and in the affordability of public higher education. Given the importance of higher education to economic growth and to opportunity for individuals, underinvesting in higher education represents a clear case of shooting ourselves in the foot. Short-sighted decisions to manage the state's recovery through cuts alone, rather than raise the revenue needed to invest adequately in higher education, sacrificed the longtime well-being of the Commonwealth and its citizens. These cuts have also held back the state's economic recovery, especially in more rural areas that are home to the state-owned schools. This report summarizes key insights from the economic research literature on the importance of higher education. It then presents basic information on Pennsylvania's investment in higher education. The authors focus especially on the 14 public community colleges and 14 state-owned universities that are the most affordable and accessible to middle- and low-income Pennsylvania families. State support for those institutions is included in the main national databases that compare public higher education funding and tuition, across the 50 states.
Reflective Ethical Inquiry: Preparing Students for Life. IDEA Paper #54
Author: Qualters, Donna M.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Ethical Instruction,Ethics,Relevance (Education),Models,Scaffolding (Teaching Technique),Reflection,Caring,Inquiry,Cheating,Higher Education,Program Implementation,Empathy,Teaching Methods,Norms,Class Activities,Discipline

Although universities often teach ethics courses, they do not always teach students how to apply ethical course content to ethical dilemmas they encounter on a day-to-day basis. The Awareness-Investigation-Responding (AIR) model of ethical inquiry bridges this gap by scaffolding the reflective process and empowering students to make more caring, compassionate, ethical choices in their disciplines and in life. AIR can be adapted to any discipline and any learning environment.
Students' Futures as Investments: The Promise and Challenges of Income-Share Agreements. AEI Series on Private Financing in Higher Education
Author: Marcus, Jon
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Private Financial Support,Paying for College,Student Financial Aid,Income,Student Loan Programs,Case Studies,Federal Aid,Federal Programs,Universities,Debt (Financial)

Income-share agreements (ISAs) are an emerging idea for helping students pay for college. Under an ISA, investors provide upfront sums of money toward students' college tuition and other associated costs in exchange for a fixed percentage of the recipients' earnings after graduation. This paper--the first in a series examining private financing in higher education from a number of perspectives--provides an in-depth look at the ISA industry, detailing the potential of ISAs as a new and innovative financial-aid mechanism, exploring the offerings of emerging providers, and outlining several impediments to growth. While exploring the topic from a high level, the paper also conveys the perspective of some of the few students who have received ISAs and of several providers already offering them. It concludes with a discussion of what is next for ISAs, such as possible industry developments--including Purdue University's new initiative and other providers' plans--and a flurry of legislative activity.
Active Learning Strategies in Face-to-Face Courses. IDEA Paper #53
Author: Millis, Barbara J.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Active Learning,Teaching Methods,Teamwork,Problem Solving,Interviews,Tests,Learning Activities,Cooperative Learning

As numerous research studies suggest, teachers who desire increased student learning should adopt active learning. This article explores the research, defines active learning, discusses its value, offers suggestions for implementing it, and provides six concrete examples of active learning approaches: Thinking-Aloud Pair Problem-Solving; Three-Step Interview; Think-Pair-Share; Visible Quiz; Value Line; and Send/Pass-a-Problem.
The Flipped Classroom. IDEA Paper #57
Author: Braseby, Anne M.
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Educational Technology,Technology Uses in Education,Blended Learning,Video Technology,Homework,Technology Integration,Teaching Methods

Use of the word &quot;flipped&quot; has become the latest buzzword in the educational world. This paper explores the different uses of the term &quot;flipped,&quot; examines the research to date, and discusses how and why teachers are starting to use the new model. It offers suggestions for activities both inside and outside of the classroom to encourage deeper learning and greater conceptual understanding.