ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Readers' Theatre on the Reading Ability of Elementary Special Education Students
Author: Lewis, Marie
Date: 2014-12-20
Type: Reports - Research
Subjects: Theater Arts,Reading,Special Education,Elementary School Students,Reading Ability,Learning Disabilities,Autism,Pervasive Developmental Disorders,Grade 5,Pretests Posttests,Reading Fluency,Oral Reading,Intervention,Instructional Effectiveness,Qualitative Research,Questionnaires,Statistical Analysis

The purpose of this study was to examine the effects of the use of Readers' Theatre to improve the reading ability of elementary students receiving special education services. In this study, two groups of students were chosen to participate based on their academic Reading levels and their placement in the Special Education program. The students' exceptionalities included Specific Learning Disability (SLD), Other Heath Impairment (OHI), and Autism (AUT). All of the students who participated were fifth graders and attended the same school. Through the use of pre and post oral fluency tests, results indicated that after six weeks of intervention, Readers' Theatre positively impacted students' reading fluency rate. Thus, confirming the effectiveness of the use of Reader's Theatre in the classroom. If students are to improve academically in reading, educators need to seek strategies that have been proven to be successful for all students, including those with special needs.
Assessing the Effectiveness of Targeted Intrusive Advising and Student Success Using an Early Intervention Program
Author: Poole, Jesse
Date: 2015-02-17
Type: Reports - Research
Subjects: College Students,Rural Schools,At Risk Students,Academic Advising,Intervention,Comparative Analysis,Correlation,Program Implementation,Program Effectiveness,Faculty Advisers

The institution in this study is a medium size, public liberal arts institution located in a rural setting. At the beginning of Fall 2012 term, 5,366 undergraduate and 922 graduate students were enrolled in the university's ten-week quarter system. In an attempt to increase student success and retention, the institution implemented a student success initiative. This initiative used an early alert and intervention program to prompt targeted intrusive advising appointments with students marked at-risk by faculty or staff. A student success analysis based on student contact was conducted to identify any correlations between the population of students who responded and received an intervention, compared to the population that did not respond. Seven hundred and thirty two requests for intervention were submitted between the Winter of 2013 and the Spring of 2014 (excluding summer session); averaging 146 referrals per term. In total, 672 students were referred using the early alert system. Of the 672, the university intervened with 279 students (42%); 393 did not respond to intervention requests (58%), which is a consistent response rate when compared to other early alert research (Dobele, Gangemi, Kopanidis, &amp; Thomas, 2013; Hudson, 2006). When evaluating the student population that received an intervention, 137 of the 279 were considered successful or 49%. One hundred and thirty one (47%) did not demonstrate positive academic progress and 11 (4%) were considered neutral. The population of students that did not respond showed an increased level of negative academic progression. Of the 672 referred students, 393 did not respond to a request for intervention and 52%, or 204, did not demonstrate positive academic progress. Additionally, only 41%, or 161, were considered successful and 7% (28) were considered neutral. In contrast, the student population that received an intervention had a 49% success rate; a success rate difference of 8%.
A Leadership Development Plan for Implementation of 4-Year Degree Programs at Community Colleges within the University and Community College System of Nevada
Author: Crawford, Chemene
Date: 2005-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Community Colleges,Bachelors Degrees,Program Design,Interviews,Accreditation (Institutions),Student Personnel Workers,Student Personnel Services,Educational Finance,College Administration,Two Year College Students,School Community Relationship,Institutional Mission,College Faculty,Administrators,Administrator Characteristics,Teacher Characteristics,Instructional Leadership

The purpose of this applied dissertation was to develop a blueprint for community college leaders within the University and Community College System of Nevada (UCCSN) who want to develop 4-year degree programs at their individual institutions. Many of these leaders were not aware of what is involved in preparing a community college to undertake this endeavor, and they were not aware that the process requires more than just curriculum changes. The UCCSN Board of Regents requires that each institution provides information on the feasibility of the program, written proposals, and other in-depth information that addresses the issue in cultural and organizational contexts. The researcher utilized the development methodology to create a detailed procedural design for the development of 4-year degree programs at community colleges within the UCCSN. This blueprint can be used not only within the system but also outside the system by leaders at other community colleges who aspire to begin offering 4-year degree programs. The development methodology was selected because it allowed for the development of a plan that could be replicated with little or no modification. An analysis of interview data revealed that although the UCCSN Board of Regents requires certain information before authorizing an institution to go forward to the accrediting agency for approval of the substantive change, the institution must secure a certain level of readiness before submitting a proposal to the Board of Regents. This readiness must include input from all campus constituencies, such as (a) academic affairs, (b) student affairs, (c) finance, (d) administration, (e) students, and (f) members of the community. Two appendices contain: (1) Interview Questions; and (2) Outline of the Blueprint for Development of 4-Year Degree Programs.
Hope, Trust, and Dreaming Big: Student-Athlete Identity and Athletic Divisional Reclassification
Author: Kissinger, Daniel B.
Date: 2015-02-27
Type: Speeches/Meeting Papers
Subjects: College Athletics,Athletes,College Students,Semi Structured Interviews,Males,Administrators,Identification (Psychology),Scholarships,Occupational Aspiration,Educational Administration,Team Sports,Academic Achievement,Student Financial Aid,College Graduates,Student Development,Classification

Intercollegiate athletics are an indelible aspect of American higher education, and many collegiate athletes, particularly those at the Division I level, view their college careers as an extension of and springboard toward a professional sports career. This study is based on a series of semi-structured interviews with men's athletic administrators and male student-athletes at an institution seeking to reclassify from Division II to Division I status. Results suggest athletic identity, or the degree to which one's self-identity had considerable bearing on their reasoning for choosing to accept an athletic scholarship at the school, the focus of their attention while enrolled, and their career aspirations following the end of their collegiate playing careers. Results further showed a clear focus on sport over school despite a language supporting the idea of learning.
Gifted Children's Education and a Glance to Turkey
Author: Birgili, Bengi
Date: 2013-06-26
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Teaching Methods,Multiple Intelligences,Mathematics Instruction,Science Instruction,Curriculum Development,Student Needs,Student Characteristics,Enrichment Activities,Mainstreaming,Educational History,Arts Centers,Science Teaching Centers,Colleges,College School Cooperation

The paper provides a critical overview about teaching children in regular classrooms, designing and enriching curricula for gifted children and using multiple intelligence theory as teaching mathematics by giving several examples. Teaching mathematics or science to gifted children doesn't seem easy because every student is different than each other. In order to eliminate the expected problems the curriculum should focus on many things like their interests, abilities and their needs. Thus differentiation in terms of content, product and environment is the key concept to prevent some challenges in regular classrooms. Also, the paper attempts to look at enriching curricula for gifted children by providing different strategies to teachers as implementing programs such as designing education plan to see their learning styles, characteristics and interests in different areas or using computer technology such as expecting project preparation with individual or small group work. This approach is related with multiple intelligence theory as well which will be used as a benchmark for the last part of this study. Thus, the study focuses on the alternative methods and strategies. Also in Turkey throughout history, education of gifted students has been conducted by Arts and Science Centers (as called BILSEM) and study of some institutions and associations. However, parliamentary questions suggested in 2011 and strategy plan established in 2013 have shed light on necessity of support of gifted and talented students.
Psychological Factors in the Development of Football-Talent from the Perspective of an Integrative Sport-Talent Model
Author: Orosz, Robert
Date: 2015-06-26
Type: Reports - Research
Subjects: Team Sports,Talent Development,Gifted,Foreign Countries,Athletes,Questionnaires,Attitude Measures,Self Concept Measures,Psychological Patterns,Learner Engagement,Anxiety,Self Efficacy,Sport Psychology,Interpersonal Relationship,Coping,Interpersonal Competence,Talent Identification

This study presents a new, integrative model of sports talent. Following the theoretical part of the study a football-talent research is presented, in which a theoretical framework is provided by this new theory of sports talent. This research examines the role of psychological factors in football talent development. The sample was N = 425 football-players of the First Division Men's Junior and Adolescent Football Championships of the Hungarian Football League, and their coaches (N = 21). The applied instruments were: Sporting Background Questionnaire, The Tennessee Self-Concept Scale (TSCS-Hungarian version), Psychological Immune Competence Inventory (PICI), Athletic Coping Skills Inventory (ACSI), Advanced Progressive Matrices (APM), Co-Player Questionnaire, and Coach Questionnaire. As a result, significant differences were found between talented and control groups in the case of 27 variables out of 48 (6 scales of the SBQ, 5 scales of the ACSI-28, 9 scales of the PISI, 5 subscales and the Total self-concept scale of the TSCS, and in APM). More talented players showed more favourable values in each of the 27 intra-, and interpersonal dimensions. According to our results, the development of psychological factors (e.g. concentration, lack of anxiety, self-confidence, coping skills, and social skills) within an integrative approach can enhance personal efficiency in developing football giftedness.
Effectiveness of Supplemental Kindergarten Vocabulary Instruction for English Learners: A Randomized Study of Immediate and Longer-Term Effects of Two Approaches
Author: Vadasy, Patricia F.
Date: 2015-04-11
Type: Reports - Research
Subjects: Kindergarten,Elementary School Students,English Language Learners,Instructional Effectiveness,Receptive Language,Vocabulary Skills,Vocabulary,Vocabulary Development,Decoding (Reading),Grade 1,Intervention,Second Language Learning,Beginning Reading,English,Reading Programs,Reading Skills,Tutors,Small Group Instruction,Urban Schools,Comparative Analysis,Fidelity,Student Evaluation

A two-cohort cluster randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). &quot;Connections&quot; students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in a storybook reading context. A total of 324 EL students representing 24 home languages and averaging in the 10th percentile in receptive vocabulary completed the study (&quot;Connections&quot; n = 163 in 75 small groups; IBR n = 161 in 72 IBR small groups). Although small groups in both conditions made significant immediate gains across all measures, &quot;Connections&quot; students made significantly greater gains in reading vocabulary and decoding (d = 0.64 and 0.45, respectively). At first-grade follow-up, longer-term gains were again greater for Connections students, but with smaller effect sizes (d = 0.29 and 0.27, respectively). Results indicate that explicit &quot;Connections&quot; instruction features designed to build semantic, orthographic and phonological connections for word learning were effective for improving proximal reading vocabulary and general decoding; however, increases in root word reading vocabulary did not transfer to general vocabulary knowledge. Additional tables are presented in two appendices. [At time of submission to ERIC this article was in press with the &quot;Journal of Research on Educational Effectiveness.&quot;]
Social Skills and Problem Behaviors as Mediators of the Relationship between Behavioral Self-Regulation and Academic Achievement
Author: Montroy, Janelle J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Behavior Problems,Correlation,Self Control,Predictor Variables,Gender Differences,Preschool Children,Reading Skills,Mathematics Skills,Structural Equation Models,Interaction,Preschool Teachers,Preschool Education,Decoding (Reading),Phonological Awareness,Bullying,Reading Achievement,Mathematics Achievement

Early behavioral self-regulation is an important predictor of the skills children need to be successful in school. However, little is known about the mechanism(s) through which self-regulation affects academic achievement. The current study investigates the possibility that two aspects of children's social func- tioning, social skills and problem behaviors, mediate the relationship between preschool self-regulation and literacy and math achievement. Additionally, we investigated whether the meditational processes differed for boys and girls. We expected that better self-regulation would help children to interact well with others (social skills) and minimize impulsive or aggressive (problem) behaviors. Positive interac- tions with others and few problem behaviors were expected to relate to gains in achievement as learning takes place within a social context. Preschool-aged children (n = 118) were tested with direct measures of self-regulation, literacy, and math. Teachers reported on children's social skills and problem behaviors. Using a structural equation modeling approach (SEM) for mediation analysis, social skills and problem behaviors were found to mediate the relationship between self-regulation and growth in literacy across the preschool year, but not math. Findings suggest that the mediational process was similar for boys and girls. These findings indicate that a child's social skills and problem behaviors are part of the mechanism through which behavioral self-regulation affects growth in literacy. Self-regulation may be important not just because of the way that it relates directly to academic achievement but also because of the ways in which it promotes or inhibits children's interactions with others.
Gender Equity and the Role of Women in Poland
Author: American Association of University Women
Date: 2015-01-28
Type: Reports - Evaluative
Subjects: Foreign Countries,Females,Sex Fairness,Social Status,Gender Issues,Civil Rights,Equal Opportunities (Jobs),Equal Education,Gender Bias,Catholics,Church Role,Social Bias,Wages,Voting,Womens Education,STEM Education,Sex Stereotypes,Violence,Social Problems,Pregnancy,Contraception,Sex Education

In 1920 AAUW's predecessor, the Association of Collegiate Alumnae, helped raise $100,000 for Polish scientist Marie Curie to purchase a gram of radium. Members honored Curie in New York City as she kicked off her triumphant 1921 fundraising tour of the United States, which allowed her to continue her relentless work and eventually establish the Radium Institute for Research. The institute eventually became the Cancer Centre and Institute of Oncology, the government-funded, largest cancer research and treatment facility in Poland. In fall 2014, a delegation of seven American Association of University Women (AAUW) members traveled to Curie's hometown, Warsaw, to learn about what life is like today--nearly a century later--for Polish women. The group toured the Polish capital November 1-9, performing research, attending cultural events, and meeting with leaders in education, law, politics, medicine, and science. This paper summarizes the delegation's nine-­day visit.
Creating a P-20 Continuum of Actionable Academic Indicators of Student Readiness
Author: Achieve, Inc.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,Academic Achievement,Educational Indicators,Attendance Patterns,At Risk Students,Intervention,Elementary Secondary Education,Higher Education,Teachers,Administrators,Students,Parents,Public Officials,State Policy,Educational Policy,School Readiness,Literacy,Mathematics Achievement,Remedial Instruction

This policy brief is a guide for state education policy leaders to use in selecting and prioritizing college- and career-ready student performance indicators. These indicators can be built into the state's accountability system through public reporting, statewide performance goals, school-level incentives, and accountability formulas used to differentiate and classify schools and districts. Many of these indicators, along with critical non-academic indicators such as attendance, are also valuable for &quot;early warning&quot; systems to identify students in need of extra support. As each of these uses will drive actions in districts, schools and communities, the indicators must provide meaningful, actionable information to the right people at the right time to improve student outcomes. Teachers and administrators need these data in real time to take action--to change, adjust, or fine-tune systemic approaches to specific practices to support individual students, to identify emerging successes, and to benchmark best practices. Students and their parents need timely and clear data to understand where they are on the trajectory to college and career--not just in high school, but all along their academic path. Finally, policymakers and the public need access to these data to align resources, evaluate impacts from specific strategies, and inform a wide range of strategic decisions to improve outcomes and opportunities for all students. The brief focuses on academic performance indicators that illuminate student readiness for college and career across the P-20 spectrum, and makes the case for why each of these indicators matters to students. The actions required of educators, policymakers, parents, and community members are discussed in light of the academic indicators. The brief also illuminates critical decision points and trade-offs that states should consider for each indicator. The list of potential indicators is not meant to be exhaustive, as states may determine that others would be more strategic given their context. States should also not feel as though they need to use all of these indicators--in fact, states that carefully select a smaller set of indicators that will have the strongest impact could benefit by clearly focusing the right people, at the right time, on the indicators that matter most. The brief includes guiding questions designed to help states make decisions about which indicators will matter most, and identify ways they can be used to reinforce the state's policy priorities.
American Association of University Women 2013 Bylaws
Author: American Association of University Women
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Women Faculty,Professional Associations,Guidelines,Organizational Objectives,Organizational Theories,Group Membership,Eligibility,Committees,Money Management,Meetings,Fees,Elections,Administrative Organization,Administrative Principles,Administrators,Agencies,Laws,College Faculty

The American Association of University Women (AAUW) Bylaws contain governance history, policies and procedures for managing the organization, and information to conduct AAUW's affairs. The 2013 bylaws are divided into the following articles: (1) Name and Office; (2) Purpose; (3) Use of Name; (4) Membership and Dues; (5) Nominations and Elections; (6) Officers and Directors; (7) Board of Directors; (8) Executive Committee; (9) Executive Committee; (10) Committees of AAUW; (11) State or Multistate Organizations; (12) Branches; (13) Additional AAUW Entities; (14) Financial Administration; (15) Executive Director; (16) Meetings of the Membership; (17) Parliamentary Authority; (18) Indemnification; and (19) Amendments to the Bylaws.
Public Policy Program, 2013-15
Author: American Association of University Women
Date: 2013-06-00
Type: Reports - Descriptive
Subjects: Public Policy,Women Faculty,College Faculty,Professional Associations,Organizational Objectives,Advocacy,Economic Development,Social Justice,Administrative Principles,Sex Fairness

The Public Policy Program underscores the American Association of University Women's (AAUW's) mission of advancing equity for women and girls through advocacy, education, philanthropy, and research and speaks to women's needs, aspirations, and concerns across the life span. The work of AAUW builds upon more than 130 years of responsible public participation, and the following principles provide a basis for AAUW members' actions at the local, state, national, and international levels. They work to increase the number of underrepresented populations, including women, in policy- and other decision-making positions. AAUW is committed to working in partnership with diverse allies and coalitions to break through educational and economic barriers for women and girls. This brochure defines AAUW's public policy principles for action and outlines their biennial action priorities. Additional policy resources and a list of important contact information are provided.
Building Literacy in Afterschool. Dollar General Afterschool Literacy Issue Brief. No. 67
Author: Afterschool Alliance
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: After School Programs,Literacy Education,Reading Skills,Reading Programs,Writing Skills,Thinking Skills,Critical Thinking,Skill Development,At Risk Persons,Socioeconomic Influences,Racial Differences,Grade 4,Grade 8,Grade 12,Intervention,Urban Areas,Summer Programs,Youth Programs

The Afterschool Alliance, in partnership with Dollar General Literacy Foundation, is proud to present this issue brief examining the vital role afterschool programs play to build students' literacy skills. This issue brief will explore the additional support needed to help students with their reading, writing and critical thinking skills, as well as delve into the variety of ways in which afterschool programs are successfully developing students' literacy skills.