ethanporcaro/eric-fulltext-meta huggingface dataset:
Confidence Testing for Knowledge-Based Global Communities
Author: Jack, Brady Michael
Date: 2009-04-00
Type: Reports - Research
Subjects: Confidence Testing,Gender Differences,Risk,Middle School Students,Science Tests,Mathematics Tests,Student Attitudes,Foreign Countries

This proposal advocates the position that the use of confidence wagering (CW) during testing can predict the accuracy of a student's test answer selection during between-subject assessments. Data revealed female students were more favorable to taking risks when making CW and less inclined toward risk aversion than their male counterparts. Student comments suggested CW was a good way of self-regulating point value of selected answers, assisting teachers and students on revealing which areas needed further instruction and practice and where the student's confidence was incorrectly placed. CW could be modified to assess a student's level of confidence of domain knowledge in other courses and may be of assistance to U.S. educators interested in researching confidence accuracy of reflective knowledge during testing. (Contains 1 table and 2 figures.)
Incorporating Learning Style and Personality Preferences into an Oral Communication Course Syllabus
Author: Hadas, Michael
Date: 2011-05-02
Type: Reports - Descriptive
Subjects: Cognitive Style,Instructional Design,Speech Communication,Second Languages,Second Language Learning,Personality,Individual Differences,Foreign Countries,Language Acquisition,Teaching Methods,High Schools

Individual difference factors of personality typology and learning style preference and their effect on second language acquisition have been the focus of several prominent SLA theorists over the past twenty-five years. However, few articles have demonstrated how individual learner difference research can be applied within a classroom by second language instructors. In this paper, I have attempted to combine variables related to personality and learning style preference with a notional / functional instructional syllabus in order to illustrate how these variables can be applied within a language teaching framework. The context for this research is quite specific as are the learners for whom the syllabus was created - Japanese high school learners who have returned to Japan after living in English speaking countries and want to expand their discourse fluency. However, by illustrating how these individual learner variables can be applied to a specific language teaching syllabus, it is hoped other instructional designers will consider factors such as personality and learning style as they design their instructional content. Two appendixes present: (1) Sample Syllabus; and (2) Sample Oral Interview Evaluation Questions. (Contains 1 table.)
Confidence Wagering during Mathematics and Science Testing
Author: Jack, Brady Michael
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Student Attitudes,Testing,Grade 8,Teaching Methods,Case Studies,Foreign Countries,Mathematics Education,Science Instruction,Prediction,Gender Differences,Guessing (Tests),Confidence Testing,Middle Schools,Multiple Choice Tests

This proposal presents the results of a case study involving five 8th grade Taiwanese classes, two mathematics and three science classes. These classes used a new method of testing called confidence wagering. This paper advocates the position that confidence wagering can predict the accuracy of a student's test answer selection during among-subject assessments. Quantitative analysis of data using the Risk Inclination Model (Jack, Hung, Liu, and Chiu, 2009) revealed that female students were more prone to taking risks when making confidence wagering predictions and less prone toward risk aversion as compared to their male counterparts. Qualitative analysis of student comments revealed a positive acceptance of confidence wagering as a good way to self-regulate the point value of selected answers, to assist the teacher and student in refining which areas need more instruction and practice, and to reveal where the student's confidence is incorrectly placed. (Contains 1 figure and 3 tables.)
Connecting Schools in Ways that Strengthen Learning Supports. A Center Policy Brief
Author: University of California, Los Angeles, Center for Mental Health in Schools
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Educational Policy,Educational Cooperation,Intervention,Cost Effectiveness,Administrative Organization,Academic Support Services,Pupil Personnel Services,School Community Relationship,Federal Legislation,Teamwork

Given dwindling budgets, collaborations that can enhance effective and efficient use of resources increase in importance. This is particularly important with respect to efforts at schools to provide student and learning supports. Schools that formally connect to work together can be more effective, realize economies of scale, and enhance the way sparse resources are used for intervention and capacity building. This brief (1) discusses the concept of a family of schools and the type of operational infrastructure that enables schools to connect formally and on a regular basis, (2) highlights examples of how a family of schools can enhance student and learning supports, and (3) suggests key policy implications. About a Site-based Learning Supports Resource Team is appended. (Contains 2 exhibits.)
Moving beyond the Three Tier Intervention Pyramid toward a Comprehensive Framework for Student and Learning Supports. A Center Policy Brief
Author: University of California, Los Angeles, Center for Mental Health in Schools
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Intervention,Public Health,Behavior Problems,Response to Intervention,Behavior Modification,Educational Policy,Models,Student Needs,Academic Standards,Program Effectiveness,Health Promotion,Prevention,School Community Relationship,School Health Services,Early Intervention,Crisis Management,Family School Relationship,Family Programs,Barriers,Child Development,Well Being,Holistic Approach,Neighborhoods,Family Involvement,Peer Influence,Student Characteristics

Introduction into federal policy of response to intervention (RTI) and positive behavior intervention and supports (PBIS) led to widespread adoption and adaptation of the three tier intervention pyramid. As originally presented, the pyramid highlights three different levels of intervention and suggests the percent of students at each level. While the focus on levels has made a positive contribution, the pyramid is a one dimensional intervention framework. Continuing overemphasis on the pyramid is limiting development of the type of comprehensive intervention framework that policy and practice analyses indicate are needed to guide schools in developing a comprehensive, multifaceted, and cohesive system of student and learning supports. This brief underscores the limitations of the pyramid as an intervention framework and illustrates a mulitdimensional intervention framework and the type of expanded school improvement policy that can foster development and implementation of a comprehensive and coherent system. The Pyramid as Used in the Public Health Field is appended. (Contains 6 exhibits.)
An Introductory Packet on Violence Prevention and Safe Schools
Author: University of California, Los Angeles, Center for Mental Health in Schools
Date: 2007-00-00
Type: Collected Works - General
Subjects: Prevention,Public Policy,School Safety,Violence,Financial Support,Information Sources,Cultural Differences,Conflict,Bullying,Psychological Patterns,Sexual Harassment,Behavior Disorders,Program Descriptions,Crisis Management,Intervention,Guidelines,Parent Child Relationship

This publication presents a collection of resources on violence prevention and safe schools. This document contains the following parts: (1) Introduction; (2) A Few Resource Aids; (3) Public Policy and Funding Opportunities; (4) More Resource Aids on Violence Prevention and Safe Schools; and (5) Concluding Comment. Individual sections contain references and resources.
An Introductory Packet on Conduct and Behavior Problems: Intervention and Resources for School Aged Youth
Author: University of California, Los Angeles, Center for Mental Health in Schools
Date: 2008-00-00
Type: Guides - General
Subjects: Behavior Problems,Intervention,Classification,Identification,Learning Problems,Attention Deficit Hyperactivity Disorder,Disabilities,Educational Resources,Infants,Children,Adolescents,Classroom Environment,Mental Health,Elementary Secondary Education

In this introductory packet, the range of conduct and behavior problems are described using fact sheets and the classification scheme from the American Pediatric Association. Differences in intervention needed are discussed with respect to variations in the degree of problem manifested and include exploration of environmental accommodations, behavioral strategies, and medication. This introductory packet contains: (1) Classifying Conduct and Behavior Problems: Keeping the Environment in Perspective as a Cause of Commonly Identified Psychosocial Problems; (2) The Broad Continuum of Conduct and Behavior Problems; (3) Interventions for Conduct and Behavior Problems; (4) A Few Resource Aids; (5) A Quick Overview of Some Basic Resources; and (6) Keeping Conduct and Behavior Problems in Broad Perspective. Individual sections contain references and resources.
Immigrant Children and Youth: Enabling Their Success at School. A Center Policy Brief
Author: University of California, Los Angeles, Center for Mental Health in Schools
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Immigrants,Educational Improvement,Educational Policy,Educational Practices,Mental Health,Health Services,Refugees,Family School Relationship,Poverty,Economic Opportunities,Second Language Learning,English (Second Language),Program Development,Intervention,Student Needs,Language Proficiency

A great deal has been written about immigrant children and youth. This brief focuses on implications for school improvement policy and practice. Discussed are (1) different reasons families migrate, (2) concerns that arise related to immigrant students, (3) prevailing school practices for addressing immigrant concerns, (4) a framework for broadening what schools and communities do, and (5) implications for policy. (Contains 2 exhibits and 6 resources.)
Implementing Response to Intervention in Context. A Center Practice Brief
Author: University of California, Los Angeles, Center for Mental Health in Schools
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Response to Intervention,Teaching Methods,Barriers,Program Implementation,Classroom Techniques,Systems Approach,Program Effectiveness,Sequential Approach,Classroom Environment,Individualized Instruction,Caring,Educational Strategies,Student Motivation,Early Intervention,Prereferral Intervention,Volunteers,Educational Environment,Federal Legislation

Response to intervention is meant to be broad-based and preventative. However, as formulated and practiced the approach often is too limited in how it frames what needs to go on to enable learning, engage students, and keep them engaged. In particular, it pays too little attention to the need to strengthen the classroom and schoolwide context in ways that enhance the effectiveness of response to intervention. This brief highlights ways to transform the context for implementing response to intervention. The emphasis is on a sequential classroom approach that personalizes instruction, then, if necessary, pursues specialized interventions in a hierarchical manner. Moreover, classroom interventions are understood as embedded in a comprehensive and systemic schoolwide framework for addressing barriers to learning and teaching and re-engaging disconnected students. (Contains 3 exhibits.)
About Short-Term Outcome Indicators for School Use and the Need for an Expanded Policy Framework. A Center Policy Brief
Author: University of California, Los Angeles, Center for Mental Health in Schools
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Educational Policy,Educational Indicators,Evaluation Methods,Educational Assessment,Classification,Accountability,Evaluation Criteria,Outcomes of Education,Evidence,Program Evaluation,Psychometrics,Evaluation Problems,Politics of Education

This brief (1) defines indicators, (2) places the concept into the context of  the various ways indicators can be used in education, (3) explores some specific considerations and concerns that arise in evaluating results, (4) offers a categorization and examples of short-term outcome indicators for school use, and (5) stresses the need for policy makers to expand the accountability framework for schools. (Contains 3 exhibits.)
A Follow up Randomized Controlled Trial of &quot;Time to Read&quot;: A Volunteer Mentoring Program
Author: Miller, Sarah
Date: 2011-00-00
Type: Reports - Research
Subjects: Locus of Control,Reading Comprehension,Mentors,Reading Fluency,Self Esteem,Program Effectiveness,Volunteers,School Community Relationship,Elementary School Students,Reading Skills,Reading Improvement,Program Evaluation,Student Attitudes,Aspiration,Outcomes of Education,Decoding (Reading),Foreign Countries

&quot;Time to Read&quot; is a volunteer mentoring program that recruits volunteers from the local business community to spend one hour of company time each week working on a one-to-one basis with primary school children aged 8 to 9 years with the aim of improving reading skills. The authors first evaluated the program in 2006-8 using a randomized controlled trial design. The evaluation tested the logic model that was hypothesized to underpin the program and evaluated the program's impact on the following outcomes: reading comprehension, enjoyment of learning, self esteem, locus of control and aspirations for the future. The evidence from this first randomized controlled trial (RCT) indicated that &quot;Time to Read&quot; had a positive effect in terms of increasing the children's future aspirations (effect size = +0.17) but was unable to find evidence that the program had any effect in relation to the three remaining outcomes identified through the logic model (the children's general levels of self-esteem, enjoyment of education and reading skills). The report concluded that the logic model did not adequately capture the effects that the program may be having. It highlighted recent literature which suggested that more specific outcomes may have been more appropriate than the global outcomes that were originally identified i.e. enjoyment of reading instead of enjoyment of learning and self esteem related specifically to reading rather than global self esteem. The aim of this follow-up study was to rigorously evaluate the impact of the &quot;Time to Read&quot; mentoring program on the following literacy outcomes: decoding, reading rate, reading accuracy, fluency and reading comprehension; and non literacy outcomes: enjoyment of reading, reading confidence and aspirations for the future. The research was conducted in 50 primary schools from across Northern Ireland. This follow-up trial has found clear evidence that the refined &quot;Time to Read&quot; program is effective in improving reading outcomes for children, particularly in relation to the foundational reading skills of decoding, reading rate and reading fluency. The original study found that &quot;Time to Read&quot; significantly improved aspirations for the future and some corroborating evidence for this, while not statistically significant, was found in this trial. (Contains 1 figure and 1 table.)
Effects of Problem Based Economics on High School Economics Instruction
Author: Finkelstein, Neal
Date: 2011-00-00
Type: Reports - Research
Subjects: High Schools,Teacher Characteristics,Economics Education,Rural Areas,Teaching Methods,Problem Based Learning,Instructional Effectiveness,Problem Solving,Urban Areas,Secondary School Teachers,Inservice Teacher Education,Pedagogical Content Knowledge,Curriculum Implementation,Teacher Workshops,Pretests Posttests

The primary purpose of this study is to assess student-level impacts of a problem-based instructional approach to high school economics. The curriculum approach examined here was designed to increase class participation and content knowledge for high school students who are learning economics. This study tests the effectiveness of Problem Based Economics, developed by the Buck Institute for Education, on student learning of economics content and problem-solving skills. Student achievement outcomes are of primary importance and are hypothesized to be mediated by changes in teacher knowledge and pedagogical practice. This study targeted high schools in both urban and rural areas and engaged teachers who committed to teach economics during the 2007/08 academic year. The study was implemented from summer 2007 through spring 2008 in high schools in Arizona and California. The findings of this study confirm that students benefited from the combination of the professional development program, ongoing support for teachers, and the Problem Based Economics curriculum. At the same time, teachers reported satisfaction with the Problem Based Economics materials. Teachers in the sample had, on average, fewer than three college-level economics courses; the opportunity to engage in a five-day workshop in economics instruction offers support to teachers who are interested in advancing their own professional development and increasing content knowledge. (Contains 1 table.) [For related report, &quot;Effects of Problem Based Economics on High School Economics Instruction. Final Report. NCEE 2010-4002,&quot; see ED511228.]
Addressing Socio-Economic Disparities in Non-Cognitive and Cognitive Skills through Summer Book Reading: Results from a Longitudinal Randomized Experiment
Author: Kim, James S.
Date: 2011-00-00
Type: Reports - Research
Subjects: Reading Comprehension,Research Design,Reading Materials,Family Income,Grade 4,Academic Achievement,Longitudinal Studies,Summer Programs,Socioeconomic Status,Student Motivation,Program Effectiveness,Matched Groups,Reading Motivation,Motivation Techniques,Pretests Posttests,Student Surveys,Reading Achievement

There are several goals guiding this study. First, the authors use an experimental design to examine the causal effects of giving children 10 self-selected books over two summers. Second, they examine whether treatment effects are moderated by children's family income (i.e., eligibility for free- and reduced-price lunch). As a result, they examine whether the magnitude of the treatment effects differ for children who are eligible for free- and reduced-price lunch and those who are not. In spring 2007, a total of 991 Grade 4 children received parental consent to participate in their study. The results of study indicate the children's intrinsic motivation declines from the end of fourth-grade to the beginning of sixth-grade. At the same time, the decline in motivation is slower during the school year than during the summer, suggesting that schools play an important role in maintaining children's intrinsic motivation to read. There is also evidence that income status moderates reading comprehension gains during the school year and summer months. Finally, the experimental results indicate that providing children choice of reading materials over 2 summers had no impact on growth rates during the school year or summer. (Contains 2 tables.)
A Re-Examination of the Education Production Function Using Individual Participant Data
Author: Pigott, Therese D.
Date: 2011-00-00
Type: Reports - Research
Subjects: Productivity,Research Methodology,Social Sciences,Meta Analysis,Data Analysis,Social Science Research,Outcomes of Education,Academic Achievement,Comparative Analysis,Input Output Analysis

The focus and purpose of this research is to examine the benefits, limitations, and implications of Individual Participant Data (IPD) meta-analysis in education. Comprehensive research reviews in education have been limited to the use of aggregated data (AD) meta-  analysis, techniques based on quantitatively combining information from studies on the same topic. These analyses have obvious benefits, but can at times be limiting. The proposed project will conduct an IPD meta-analysis on studies focused on estimating an education production function. The authors' research goal is to understand the benefits and limitations of IPD meta-analysis compared to AD meta-analysis. More specifically, their research questions are the following: (1) What are the methods suggested in the literature for conducting a meta-analysis that combines both aggregated data and individual participant data?; (2) How do the results of the original analysis compare with the meta-analysis using both aggregated and individual data?; and (3) What are potential benefits and limitations of the use of IPD meta-analysis in the social sciences? The methods proposed have the potential to further meta-analytic techniques. Although the "traditional" aggregated data analysis will remain paramount, the IPD analysis will engender and enable more sophisticated and precise estimates of treatment effects. Of course, data sharing limitations, data accessibility, and time restrictions potentially limit the capabilities of IPD, the ability to test multiple variables, the elimination of aggregation bias, and increased statistical power embolden IPD's prowess. Indeed IPD may be the future of meta-analysis and their proposal provides the opportunity to further the method's research.
The Threshold of Embedded M Collider Bias and Confounding Bias
Author: Kelcey, Benjamin
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Statistical Bias,Statistical Analysis,Psychometrics,Elementary School Teachers,Urban Schools,Measurement Techniques,Evaluation Methods,Classroom Observation Techniques,Reading Instruction,Predictor Variables,Correlation

Of particular import to this study, is collider bias originating from stratification on retreatment variables forming an embedded M or bowtie structural design. That is, rather than assume an M structural design which suggests that &quot;X&quot; is a collider but not a confounder, the authors adopt what they consider to be a more reasonable position and that is &quot;X&quot; is both a collider and confounder. Accordingly, in this study they examined the extent to which confounder induced bias exceeds collider induced bias. To inform this tradeoff, they quantified the bias from two simple linear model estimators which are asymptotically equivalent to stratification and matching on these variables (alone or with the propensity score) (e.g. Pearl, 2009). More specifically, they examined this tradeoff by quantifying the net bias induced from adjusting for &quot;X&quot; versus the net bias from ignoring it. As a result, stratifying on &quot;X&quot; removes confounding bias but induces collider bias whereas ignoring &quot;X&quot; alleviates collider bias but invokes confounding bias. For that reason, this study quantified the threshold by which collider and confounder bias due to a hypothesized confounder (e.g. &quot;X&quot;) is equal. The intention is to provide pragmatic guidance as to the consequences of and the decision to stratify on covariates hypothesized to be confounders and/or colliders. (Contains 7 figures.)