ethanporcaro/eric-fulltext-meta huggingface dataset:
Midwest Child-Parent Center (CPC) PreK-3rd Grade School Reform Model: Impacts on Child and Family Outcomes over Time
Author: Gaylor, Erika
Date: 2015-00-00
Type: Reports - Research
Subjects: Educational Change,Models,Preschool Education,Kindergarten,Grade 1,Grade 2,Grade 3,Low Income Students,School Readiness,Parent Participation,Quasiexperimental Design,Academic Achievement,Fidelity,Parent Child Relationship,Program Effectiveness,Intervention

This presentation reports on the goals and preliminary outcomes of the Child-Parent Centers (CPC) Expansion Project, which is a PreK to 3rd grade school reform model aimed at improving the short- and long-term outcomes of participating children and families. The model provides continuous education and family support services to schools serving a large percentage of low-income children. The model is based on an earlier project implemented in the 1970s and 1980s in a large, Midwestern city which followed participating children into adulthood and demonstrated consistent positive outcomes across a range of domains, including educational achievement. The CPC Expansion Project includes a quasi-experimental design to examine the impact of the current model on kindergarten school readiness and second grade school achievement as well as the impact on parent involvement in children's education and learning. The presentation will describe the earlier CPC model and the robust long-term impacts found in participating children and their families. We will then describe the current expansion project model and its goals of impacting PreK to 3rd grade achievement through core implementation components. Finally, we will present preliminary findings on the early indicators of success and achievement, including parent involvement. These preliminary findings will be discussed as they relate to the long-term outcomes seen in the earlier model. The presentation will also include data on the feasibility of school-wide reform models and present fidelity of implementation in the first two years of the project corresponding with preschool and kindergarten participation. Findings indicate the model is being implemented well. Fidelity also informs the generalizability of the CPC model across districts. References, tables, and figures are appended.
Adaptation of Educational Text to an Open Interactive Learning System: A Case Study for ReTuDiS
Author: Samarakou, M.
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Text Structure,Textbooks,Reading Comprehension,Student Behavior,Open Education,Undergraduate Students,Profiles,Computer Assisted Instruction,Online Systems,Intelligent Tutoring Systems,Foreign Countries

Theoretical education is mainly based on university text-books, which usually include texts not structured according to any theory of text comprehension. Structuring a text is a demanding process. Text should be organized and structured in order to include descriptions on micro and macro-level representation of the knowledge domain. Since this is difficult, diagnosis of text comprehension can lie heavily on the construction of the appropriate questions and dialogue structure about a not structured text. This may also affect students' performance on laboratory education. Whereas traditional educational systems infer the reasons for the student's behavior without directly involving the student, current educational systems, supported by interactive learning programs, attempt to involve students in the process of diagnosis. This paper presents the adaptation process of a non-structured text to ReTuDiS, an open interactive learning system which is being experimentally used today as an diagnostic, profiling and support system for undergraduate students. [For the full proceedings, see ED562127.]
Implications of Implementing Web 2.0 on Education
Author: Valerio, Gabriel
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Web 2.0 Technologies,Technology Uses in Education,Electronic Learning,Higher Education,Readiness,College Students,Educational Benefits

The Knowledge Society has altered the way humanity works, learns and amuses itself; from here the rise of the so called e-learning, an educational modality whose &quot;innovation&quot; has been questioned because of the tendency to simulate traditional ways to educate. This paper explores the concept of e-learning 2.0, the implications of implementing e-learning 2.0 in higher education, in terms of challenges, opportunities, and student readiness for this educational modality. [For the full proceedings, see ED562127.]
Methods of Quality Appraisal for Studies Reviewed by Evidence Clearinghouses
Author: Wilson, Sandra Jo
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Clearinghouses,Research Reports,Evaluation Methods,Evidence Based Practice,Postsecondary Education,Educational Research

This presentation will discuss quality appraisal methods for assessing research studies used in systematic reviews, research syntheses, and evidence-based practice repositories such as the What Works Clearinghouse. The different ways that the methodological rigor and risk of bias of primary studies included in syntheses is assessed means that different studies with greater or lesser quality might be included in the recommendations generated from such synthesis. Using the postsecondary education literature as an example, the presenters will describe how different methods of quality appraisal can result in potentially different reports on the extent of evidence on a topic and the level of confidence readers should have about that evidence. Most evidence-based repositories, including the What Works Clearinghouse produce evidence reports for particular interventions. For example, the WWC has produced reports on interventions to teach mathematics (e.g., Pre-K Mathematics, DreamBox Learning) and interventions to prevent high school dropout (e.g., Middle College High Schools). CrimeSolutions.gov has reviewed a number of school-based interventions including career academies. These interventions are rather narrowly defined, and are often (though not always) a single branded program. While organizations might use this positive or negative evidence to evaluate a program they are using or to justify adopting or dropping a program, other important issues can weigh into decision-making such as the level of confidence placed in the evidence; that is, with internal and external validity. An organization might ask, how confident are we that a program is effective for producing the intended outcomes? How likely is it that a new organization will achieve the same results if they implement the same program? This paper will summarize the quality appraisal methods employed by several national research clearinghouses that produce evidence reports relevant to education, highlighting the elements of the quality appraisal and how the quality information is translated into the evidence recommendations that are reported to the public. Tabular data is appended.
Methods for Modeling and Decomposing Treatment Effect Variation in Large-Scale Randomized Trials
Author: Ding, Peng
Date: 2015-00-00
Type: Reports - Research
Subjects: Causal Models,Randomized Controlled Trials,Statistical Analysis,Evaluation Methods,Job Training,Probability

Recent literature has underscored the critical role of treatment effect variation in estimating and understanding causal effects. This approach, however, is in contrast to much of the foundational research on causal inference. Linear models, for example, classically rely on constant treatment effect assumptions, or treatment effects defined by interaction terms. The goal of this work is to create a framework that (1) provides applied researchers with a set of practical tools and (2) clearly lays out all the relevant assumptions for assessing treatment effect variation. The authors build this from the ground up, laying out a randomization-based framework for characterizing and understanding treatment effect heterogeneity in a range of settings, including observational studies. Generally, they believe this framework allows researchers to naturally formulate and investigate questions about heterogeneity. As part of this work, the authors discuss practical trade-offs such as assessing potential loss of power from using this approach relative to conventional ones. They generally find that these costs are minimal. Their overall framework provides a toolkit of easy-to-use tools rooted in random assignment for modeling and assessing treatment effect heterogeneity. It is shown that these tools are practical, reasonably powerful, and interpretable. One table is appended.
Mentor Age and Youth Developmental Outcomes in School-Based Mentoring Programs
Author: Hwang, NaYoung
Date: 2015-00-00
Type: Reports - Research
Subjects: Mentors,Adolescents,Age Differences,Disadvantaged Youth,Academic Achievement,Student Behavior,Self Efficacy,At Risk Students,Control Groups,Experimental Groups,Comparative Analysis,Adolescent Development,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Student Characteristics

Mentoring programs that provide guidance and support for disadvantaged youth have expanded rapidly during the past decade in the United States. Research suggests that students with teenage mentors exhibit positive youth development, including enhanced academic self-esteem and connectedness. By contrast, some studies showed that programs that offer teenagers opportunities to interact with their peers may produce unintended consequences, such as problem behaviors. Little research, explores whether teenage mentors are more or less effective than mentors in other age ranges. Using data from the Department of Education's Student Mentoring Program, a randomized evaluation of school-based mentoring programs in the US between 2005 and 2007, Hwang investigate (1) the effects of mentor age on student developmental outcomes; (2) whether or not teenage mentors are more or less effective relative to other age ranges; and (3) the links between mentor age and three crucial domains of youth outcomes: academic performance, scholastic efficacy, and behavioral outcomes. Despite some study limitations, important findings for mentoring programs that serve many at-risk youth in the United States showed students who met with mentors are more likely to exhibit positive youth outcomes than students in the control group; the number of teenage mentors has grown in the recent years; and the findings suggest that mentors whose ages are close to those of mentees have more positive impacts on their mentees. Tables are appended.
Including Deaf and Hard-of-Hearing Students with Co-Occurring Disabilities in the Accommodations Discussion
Author: Leppo, Rachel H. T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Comorbidity,Disabilities,Academic Accommodations (Disabilities),Longitudinal Studies,Regression (Statistics),Comparative Analysis,Transitional Programs,Special Education,Attention Deficit Hyperactivity Disorder,Interviews,Surveys

(Purpose) Students who are deaf or hard of hearing (SDHH) are a low-incidence group of students; however, SDHH also have a high incidence of additional disabilities (SDHH+). Many SDHH and SDHH+ require accommodations for equal access to classroom instruction and assessment, particularly in mainstreamed educational settings where spoken English is the primary language. Accommodations for SDHH, overall, have increased under federal legislation including the Individuals with Disabilities Education Improvement Act and the No Child Left Behind Act. Unfortunately, specific practice recommendations for SDHH+ and their unique needs are often lacking in the research literature. (Methodology) This article presents findings regarding accommodations use by SDHH and SDHH+ from the National Longitudinal Transition Study 2. (Conclusions) Initial logistic regression analysis found no differences in accommodations use of SDHH and SDHH+. However, logistic regression analysis that compared specific additional disability groups with the larger overall SDHH group did find differences in accommodations use for two SDHH+ groups: students who had a learning disability and students with attention deficit hyperactivity disorder. (Recommendations) This article includes a discussion of the implications of these findings for both research and practice.
Strategies for Improving Power in Cluster Randomized Studies of Professional Development
Author: Kelcey, Ben
Date: 2015-00-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Faculty Development,Program Design,Educational Research,Educational Finance,Federal Aid,Educational Strategies,Comparative Analysis,Program Effectiveness,Multivariate Analysis,Efficiency,Program Evaluation,Teacher Education,Elementary School Teachers,Number Concepts,Algebra,Mathematics Instruction,Middle School Teachers,Statistical Analysis,School Districts,Pedagogical Content Knowledge,Correlation,Sample Size,Effect Size,Research Design

With research indicating substantial differences among teachers in terms of their effectiveness (Nye, Konstantopoulous, &amp; Hedges, 2004), a major focus of recent research in education has been on improving teacher quality through professional development (Desimone, 2009; Institute of Educations Sciences [IES], 2012; Measures of Effective Teaching project [MET], 2012; Wayne, Yoon, Zhu, Cronen, &amp; Garet, 2008). Notwithstanding widespread support for the development of teachers, there is a growing recognition of the lack of reliable empirical evidence concerning which features and programs of professional development are effective (Wayne et al., 2008). Consequently, there has been strong interest in supporting research that can inform the design of effective professional development programs (Desimone, 2009; IES, 2012; Wayne et al., 2008; Garet et al., 2011). For instance, through many different programs and topics, the Institute of Education Sciences (IES) has funded dozens of projects that targeted the professional development of teachers and has recently established an entire program devoted to research on effective strategies for improving teacher quality through professional development (IES, 2012). Despite the national emphasis on improving teacher effectiveness and development, there has been little research discussing how to effectively design and implement teacher professional development studies (Wayne et al., 2008). Perhaps because of this lack of research, examples of professional development studies with high quality designs have been rare. For these reasons, the field has called for more studies that evaluate the effectiveness of professional development programs on valued outcomes using rigorous designs (Barrett et al., 2012). In this study, the authors empirically examined the comparative power and practical viability of several different types of cluster randomized trials in professional development studies. They outline why such designs are well suited for studies of many professional development programs. They then report estimates for parameters needed to plan such studies and use the estimates to explore the comparative efficiency of several designs. Tables are appended.
Component-Based Approach in Learning Management System Development
Author: Zaitseva, Larisa
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Systems Development,Integrated Learning Systems,Resource Units,Electronic Learning,Metadata,Computer System Design,Foreign Countries

The paper describes component-based approach (CBA) for learning management system development. Learning object as components of e-learning courses and their metadata is considered. The architecture of learning management system based on CBA being developed in Riga Technical University, namely its architecture, elements and possibilities are described. Modern technologies used for implementation of the systems are outlined. [For the full proceedings see ED562127.]
A Model of E-Learning Uptake and Continued Use in Higher Education Institutions
Author: Pinpathomrat, Nakarin
Date: 2013-07-00
Type: Reports - Research
Subjects: Electronic Learning,Mathematical Models,Grounded Theory,Higher Education,Cultural Influences,Cultural Context,Learning Strategies,Preferences,Computer Attitudes,Student Motivation,Learning Motivation,Expectation,Cognitive Style,College Students

This research investigates the factors that affect a students' take-up and continued use of E-learning. A mathematical model was constructed by applying three grounded theories; Unified Theory of Acceptance and Use of Technology, Keller's ARCS model, and Expectancy Disconfirm Theory. The learning preference factor was included in the model. National culture influences the learning preference, hence national culture will also be considered in this research. [For the full proceedings see ED562127.]
Educational Company and E-Learning
Author: Manlig, František
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Blended Learning,Teaching Methods,Industry,Job Skills,Business,Foreign Countries

This article deals with nowadays urgent issue. It tries to find a way how to achieve as highest probability of current students employment as possible, especially in the age of business crises. It comes from actual industry practice requirements on hiring employees. There is briefly, considering limited range of article, described innovative education concept &quot;Educational company&quot;, which implies elements of problem based learning with focus on e-learning application and acquirement of soft skills by students. This article shows structure of mentioned concept. There are mentioned differences between traditional and developed education concept. A contribution describes current experiences of all participants, concept benefits and also problems, which this concept faces. There are presented further steps connected with concept development. The experience of concept versatility are very good and show it´s high potential. A concept is motivating not only for students but also for the teachers, which are acquiring the new abilities and are getting new knowledge. Mostly it is going about more effective form of education with clear results not only in the form of created products but mainly in good student versatility in practice. [For the full report see ED562127.]
Preliminary Findings from a Multi-Year Scale-Up Effectiveness Trial of Open-Court Reading (Imagine It!)
Author: Borman, Geoffrey
Date: 2015-00-00
Type: Reports - Research
Subjects: Reading Programs,Program Effectiveness,Elementary School Curriculum,Phonics,Beginning Reading,Reading Instruction,Elementary School Students,Elementary School Teachers,Reading Achievement,Fidelity,Program Implementation,Intervention,Hierarchical Linear Modeling,Pretests Posttests

This study addresses the effectiveness of a nationally used core reading program that reflects the research-based practices recommended by the National Reading Panel. This and other similar programs are increasingly used to prevent reading difficulties and ensure that all children are reading at or above grade level by the end of third grade. The &quot;Open Court Reading&quot; (OCR) program, published by SRA/McGraw-Hill and widely used since the 1960s, offers a phonics-based K-6 curriculum that shows promise for preventing reading difficulties. According to market research, OCR is among the top reading series (Educational Market Research, 2002). To date, a total of 2,917 districts and over 8,600 schools have adopted the OCR program across all 50 states and Washington DC (SRA/McGraw-Hill, 2008). Findings from independent non-experimental evaluations suggest that, in comparison to other reading curricula, OCR is associated with significantly better reading outcomes and may be particularly effective with low-performing students (Edsource, 2006; McRae, 2002; Skindrud &amp; Gersten, 2006). Despite the program's widespread use and promising research findings, OCR has not been evaluated rigorously on a large scale as part of an objective, third-party evaluation. In this study, an independent research team evaluated the effectiveness of the OCR program in a sample of 49 elementary schools (kindergarten through 5th grade) in 7 districts across the country, across diverse school populations and conditions, and with no more support than schools would have access to if they had selected OCR as their early reading curriculum apart from participation in a research project. Tables and figures are appended.
A Digital Game for International Students' Adjustment
Author: Bisadi, Maryam
Date: 2013-07-00
Type: Reports - Research
Subjects: Computer Games,Foreign Students,Student Adjustment,Educational Games,Instructional Effectiveness,Statistical Analysis,Graduate Students,Foreign Countries,Pretests Posttests

Although digital games have been developed for various subject areas, little attention has been focused on using digital games to address international students' adjustment issues. For this reason, this paper endeavors to explore the use of a digital game in facilitating international students acquire adjustment-related information. Specifically, the objectives of this paper are twofold. One, it seeks to introduce a digital game called Digital Game for International Student Training (DGIST) which is intended to satisfy important aspects of international students' information needs through fun. Two, it seeks to perform a preliminary evaluation of DGIST in terms of its efficacy in helping international students acquire adjustment-related information through a before-and-after with control experimental design. A total of 80 participants were involved in the study. Despite a few shortcomings, the results for DGIST appeared to be promising. Statistical analyses confirmed that DGIST was more effective in helping students acquire adjustment-related information than the paper-based document. This paper concludes with some limitations and suggests a few areas for further research. [For the full proceedings see ED562127.]