ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Behavior-Based Support Services on Social Communication among High School Students with Autism Spectrum Disorder
Author: Yu, Jennifer W.
Date: 2014-04-00
Type: Speeches/Meeting Papers
Subjects: Probability,Correlation,Speech Impairments,Behavior Modification,High School Students,Autism,Pervasive Developmental Disorders,Receptive Language,Intervention,Interpersonal Communication,Family Programs,Disabilities,Special Education,Transitional Programs,Longitudinal Studies,Interviews,Surveys,Student Characteristics,Statistical Analysis,Speech Language Pathology,Therapy

This study used propensity score techniques on data from the National Longitudinal Transition Study-2 to assess the causal relationship between speech and behavior-based support services and rates of social communication among high school students with Autism Spectrum Disorder (ASD). Findings indicate that receptive language problems were significantly reduced among students with ASD who received behavioral and family support services. These results provide practitioners, advocates, and families with a clearer national picture of the linkage between behavior-based services and their impact on social communication outcomes, and illustrate the importance of these services in improving the social communication skills of adolescents with ASD.
A Comparative Study on the Effects of Negative Evidence and Enriched Input on Learning of Verb-Noun Collocations
Author: Okyar, Hatice
Date: 2017-00-00
Type: Journal Articles
Subjects: Phrase Structure,Nouns,Verbs,Linguistic Input,Second Language Learning,English (Second Language),Feedback (Response),Language Tests,Nonparametric Statistics,Comparative Analysis,Familiarity,Pretests Posttests,Dictionaries,Foreign Countries,Control Groups,Statistical Analysis,Experimental Groups

This study compared the effectiveness of negative evidence and enriched input on learning the verb-noun collocations. There were 52 English as Foreign Language (EFL) learners in this research study and they were randomly assigned to the negative evidence or enriched input groups. While the negative evidence group (n = 27) was provided with instruction about what was not acceptable for verb-noun collocation structure, the enriched input group (n = 25) was exposed to the target verb-noun collocations many times without any instruction or feedback. In order to determine the effects of the implementation, pre- and post- form recognition tests and pre-and post-production tests were administered to the participants. Wilcoxon signed rank test for paired samples and Mann Whitney U tests were conducted since the data did not meet normality assumptions. The Wilcoxon test results indicated that the negative evidence group achieved significant improvement in both their recognition and production test results. As for the enriched input group, the students presented a considerable improvement in terms of the production test; however, their performance was not very significant on the recognition test results. To compare both groups, Mann Whitney U test was run and it was evident that both the negative evidence and enriched input groups had positive effects on the production of verb-noun collocations. On the other hand, the form recognition test results revealed that the negative evidence group outperformed the enriched input group.
Mental Health and Academic Achievement among M.Ed. Students in Kerala
Author: Moradi Sheykhjan, Tohid
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Mental Health,Academic Achievement,Correlation,Graduate Students,Masters Programs,Statistical Analysis,Gender Differences,Hypothesis Testing,Self Concept,Student Attitudes,Self Actualization,Personal Autonomy,Student Surveys,Psychological Patterns

The present research endeavor was aimed to assess relationship between Mental Health and Academic Achievement among M.Ed. students in Kerala. The sample of the study consisted of 314 M.Ed. students in Kerala. The method used for the present study was survey method. Mental Health Status Scale (M.H.S. Scale) was used and the study used the total score of B.Ed. course to assess the academic achievement of the sample selected. Pearson product-moment coefficient of correlation was used for the analysis of data. The statistical results of the study indicated that, there was significant relationship between Mental Health and Academic Achievement among M.Ed. students in Kerala. Similarly, there was no significant difference in Mental Health Status with respect to Gender among the students in Kerala. The present study provides guidelines for families, student teachers, teacher educators, educational researchers, administrators and curriculum makers to looking into the possible way for correlating mental health and academic achievement among the M.Ed. students for better educational outcomes as well as for further researches in the research area based on the findings obtained.
Describing Profiles of Instructional Practice: A New Approach to Analyzing Classroom Observation Data
Author: Halpin, Peter F.
Date: 2015-00-00
Type: Reports - Research
Subjects: Multivariate Analysis,Classroom Observation Techniques,Data Analysis,Error of Measurement,Instruction,Teacher Effectiveness,Profiles,Middle School Teachers,Literacy Education,Language Arts,Grade 6,Grade 7,Grade 8,Reliability,Validity

The authors outline the application of latent class analysis (LCA) to classroom observational instruments. LCA offers diagnostic information about teachers' instructional strengths and weaknesses, along with estimates of measurement error for individual teachers, while remaining relatively straightforward to implement and interpret. It is discussed how the methodology can support formative feedback to educators and facilitate research into the associations between instructional practices and student outcomes. The approach is illustrated with a secondary analysis of data from the Measures of Effective Teaching study, focusing on middle school literacy instruction. [This report was published in &quot;Educational Researcher&quot; (EJ1068117).]
Effects of School-Wide Positive Behavior Support on Internalizing Problems: Current Evidence and Future Directions
Author: McIntosh, Kent
Date: 2014-00-00
Type: Information Analyses
Subjects: Outcomes of Treatment,Behavior Modification,Positive Behavior Supports,Intervention,Behavior Problems,Program Effectiveness,Symptoms (Individual Disorders),Anxiety,Depression (Psychology),Withdrawal (Psychology),Psychosomatic Disorders,Academic Achievement,Bullying,Aggression,Prevention,Screening Tests,Professional Development,Literature Reviews,Environmental Influences,Classroom Environment,Responses,Coping

School-wide Positive Behavior Support (SWPBS) has a large evidence base for preventing and addressing externalizing problem behavior, but there is little research examining its effects on internalizing problems, such as anxiety and depression. Given the prevalence of internalizing problems in today's children and youth, it is worthwhile to examine the SWPBS research base for evidence of effectiveness in preventing and treating internalizing problems. Hypothesized mechanisms by which the SWPBS approach may support students with or at risk for internalizing problems include improving the clarity and predictability of the social environment, discouraging problem behavior that can threaten student safety, allowing instruction to take place, teaching effective responses to perceived environmental threats, and indirectly reducing internalizing problems by addressing externalizing problems. Support for internalizing challenges within a SWPBS framework can be enhanced by adding evidence-based interventions for supporting internalizing needs within SWPBS systems, providing professional development in identifying internalizing problems, and incorporating screening for internalizing problems into existing screening systems. [This article was published in &quot;Journal of Positive Behavior Interventions&quot; v16 p209-218 2014 (EJ1042114). The title of the published article is: &quot;Effects of School-Wide Positive Behavioral Interventions and Supports on Internalizing Problems: Current Evidence and Future Directions.&quot;]
Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences
Author: Roux, Anne M.
Date: 2015-00-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Student Characteristics,Autism,Pervasive Developmental Disorders,Academic Support Services,Student Personnel Services,Disabilities,Special Education,Transitional Programs,Longitudinal Studies,Outcomes of Education,Daily Living Skills,Navigation,Extracurricular Activities,Prior Learning,Vocational Education,Full Time Students,Part Time Students,Self Disclosure (Individuals),Academic Accommodations (Disabilities),Young Adults,Focus Groups,Comparative Analysis,Data Analysis

Approximately 80% of youth on the autism spectrum in the U.S. who attend college will attend a 2-year college at some point in their postsecondary education. These community-based colleges are universally-accessible educational institutions which offer both academic and vocational courses and are experienced in teaching diverse learners who may require developmental academic support. This study used nationally-representative survey data from the National Longitudinal Transition Study-2 to describe the characteristics and services experiences of young adults on the autism spectrum who attended postsecondary education within eight years after high school, focusing on those who attended a 2-year college only. Significantly more (61.5%) who attended 2-year colleges had little to no trouble conversing or performing functional skills like counting change (64.6%) compared to 36.6% and 36.8%, respectively, of those who had no postsecondary education. Significantly more (85.7%) 2-year college attenders were able to navigate to places outside the home, while 43.9% of those with no postsecondary education were able to navigate. High school extracurricular participation was common (93.8%) among 2-year college attenders compared to 74.4% of youth who attended vocational/technical education and 58.5% of those who had no postsecondary education. Over half took vocational courses at 2-year colleges, while one-quarter pursued academic study. Half attended full-time. Less than half (48.6%) of those who disclosed their disability to the school reported receiving services, accommodations, or other help. Most (87.3%) felt they received enough help, but fewer (68.0%) felt the services they received were useful. Future research should delineate specific needs of students with autism in 2-year college settings and identify what supports are needed to improve persistence and completion rates as well as rates of transition into 4-year college programs. [This article was published in &quot;Autism Research and Treatment&quot; v2015 article ID 39169 p1-10 2015.]
Identifying, Monitoring, and Benchmarking Teacher Retention and Turnover: Guidelines for TIF Grantees
Author: Finster, Matthew
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Identification,Progress Monitoring,Benchmarking,Teacher Persistence,Faculty Mobility,Labor Turnover,Teacher Effectiveness,Incentive Grants,Accountability,Data Collection,Personnel Data,Demography,Teacher Education Programs,Teacher Qualifications,Teaching Experience,Teacher Evaluation,Job Satisfaction,School Culture,Standardized Tests,Teacher Salaries,Employment Opportunities,Federal Legislation,State Legislation

Having a well-qualified, effective teacher in every classroom is a cornerstone of current educational reforms. Clearly, retaining these effective teachers is critical to achieving this goal. This brief presents a strategic accountability approach to managing teacher talent retention and turnover. The brief begins with an overview of a strategic approach to address teacher turnover and reviews the literature that underscores the importance of teacher retention. The brief then discusses actions Teacher Incentive Fund (TIF) grantees need to take to actively track teacher retention, mobility and turnover.
Diagnosing Causes of Teacher Retention, Mobility and Turnover: Guidelines for TIF Grantees
Author: Finster, Matthew
Date: 2015-09-30
Type: Reports - Descriptive
Subjects: Teacher Persistence,Faculty Mobility,Labor Turnover,Incentive Grants,Guidelines,Data Collection,Intervention,Data Analysis,Predictor Variables,Educational Strategies,Prevention,Attrition (Research Studies),Accountability,Teacher Surveys,Interviews,Focus Groups,Teaching Conditions,Teacher Orientation,Influences,Teacher Effectiveness,Teacher Administrator Relationship,Student Behavior,Discipline,Professional Autonomy,Faculty Development,Teacher Salaries,Teacher Evaluation,Salary Wage Differentials,Teacher Selection,Teacher Recruitment

To effectively address teacher turnover, Teacher Incentive Fund (TIF) grantees need to follow an approach that entails aligning the tracking, diagnosing, and intervening processes. Unfortunately, too often retention strategies are implemented without regard to the various types of teacher turnover and specific data about the causes of turnover. This sets the stage for ineffective interventions that do not address the root causes of teacher turnover and/or that are not targeted toward either specific types of turnover or problematic areas. Conversely, the strategic approach presented in this brief argues for targeting specific types of turnover, collecting data accordingly, and implementing interventions that address the causes of teacher turnover. This brief presents a strategic approach to address teacher turnover by discussing a teacher turnover framework, reviewing a variety of data collection procedures, and discussing multiple approaches to analyzing the data. The brief concludes with approaches to mapping interventions to the identified causes of teacher mobility and turnover.
Value Added Assessment of Teacher Preparation in Louisiana: 2005-2006 to 2008-2009. Overview of Performance Bands
Author: Gansle, Kristin A.
Date: 2010-08-26
Type: Reports - Research
Subjects: Preservice Teacher Education,Teacher Education Programs,Value Added Models,Program Effectiveness,Teacher Effectiveness,Academic Achievement,Beginning Teachers,Alternative Teacher Certification,Program Evaluation,Undergraduate Study,Language Arts,Mathematics,Reading,Sciences,Social Studies,Elementary Secondary Education

The Louisiana Board of Regents is currently outpacing the nation in its ability to inform the public about the effectiveness of redesigned teacher preparation programs in preparing new teachers to teach grades 4-9 students in the areas of mathematics, science, social studies, reading, and language arts. Through the use of Louisiana's Value-Added Teacher Preparation Assessment Model, it is possible to determine the extent to which teacher preparation programs are preparing their graduates to enable grades 4-9 students to demonstrate predicted growth in achievement in tested content areas. Results show that it is possible for new teachers to teach students who demonstrate growth in achievement that is comparable or greater than the growth in achievement of students taught by average experienced teachers. The current analysis used State achievement data in the areas of mathematics, science, social studies, language arts, and reading for students enrolled in grades 4-9 who attended public schools in Louisiana during a full school year (2005-06, 2006-07, 2007-08, and 2008-09). In addition, the study used data for all grades 4-9 teachers in public schools in Louisiana who taught students mathematics, science, social studies, language arts, and/or reading during 2005-06, 2006-07, 2007-08, and 2008-09. A Hierarchical Linear Model (HLM) was used for the analysis. Five bands of performance were created to focus attention on clusters of performance rather than a continuous ranking of teacher preparation programs: (1) Level 1--Programs whose &quot;effect estimate&quot; is above the mean effect for experienced teachers by its standard error of measurement or more; (2) Level 2--Programs whose &quot;effect estimate&quot; is above the mean effect for new teachers by its standard error of measurement or more; (3) Level 3--Programs whose &quot;effect estimate&quot; is within a standard error of measurement of the mean effect for new teachers; (4) Level 4--Programs whose &quot;effect estimate&quot; is below the mean effect for new teachers by its standard error of measurement or more; and (5) Level 5--Programs whose &quot;effect estimate&quot; is statistically significantly below the mean for new teachers. This report provides an overview of the Performance Bands for all alternate certification and undergraduate programs, as well as a specific breakdown of the performance levels, &quot;effect estimates,&quot; confidence intervals, and number of new teachers included in the analysis for each university and private provider for each content area.
Great to Influential: Teacher Leaders&apos; Roles in Supporting Instruction
Author: Jacques, Catherine
Date: 2016-03-00
Type: Reports - Research
Subjects: Teacher Leadership,Leadership Role,Instructional Improvement,Teacher Characteristics,Barriers,Performance Factors,Teacher Collaboration,Theory Practice Relationship,Instructional Effectiveness,Risk,Reflection,Leadership Training,Leadership Styles,Capacity Building,School Support,Educational Administration,Educational Practices,Elementary Secondary Education,Postsecondary Education,Focus Groups

This report is the second in a series from a collaboration of nine leading organizations working to advance teaching and elevate the profession. For years, education leaders have sought to pinpoint how teachers become effective in order to better leverage teachers' impact on student learning and improve student outcomes. Teacher leadership is receiving increased attention as a potential lever for improved instruction, recruitment and retention of effective teachers, and student outcomes. A growing body of research on teacher leadership models and its potential impact on the field suggests that teacher leaders may play a critical role in creating high-functioning schools that can create sustainable improvements in teaching and learning. This report offers insights from teacher leaders themselves on this topic, exploring the specific ways in which teacher leaders can contribute to instructional improvement. This report includes three main sections: (1) the characteristics of teacher leaders; (2) the roles teacher leaders take in improving teacher practice; and (3) the supports and barriers to teacher leadership. The report concludes with specific policy recommendations for supporting teacher leadership in state and local contexts. Contains an appendix. [Originally proposed by the National Network of State Teachers of the Year (NNSTOY) and led by NNSTOY and the Center on Great Teachers and Leaders (GTL Center) at American Institutes for Research, the study involves the following partner organizations, many of which contributed to this second report by assisting in the development of the focus group protocol, analysis of preliminary findings, and review of the report: American Association of Colleges of Teacher Education (AACTE), American Federation of Teachers (AFT), Council for the Accreditation of Educator Preparation (CAEP), Council of Chief State School Officers (CCSSO), GTL Center, National Board for Professional Teaching Standards (NBPTS), National Council on Teacher Quality (NCTQ), National Education Association (NEA), and NNSTOY. For the first report in the series, &quot;From Good to Great: Exemplary Teachers Share Perspectives on Increasing Teacher Effectiveness across the Career Continuum,&quot; see ED555657.]
Methods for Assessing Racial/Ethnic Disproportionality in Special Education: A Technical Assistance Guide (Revised)
Author: Office of Special Education Programs (ED/OSERS)
Date: 2011-10-00
Type: Guides - Non-Classroom
Subjects: Special Education,Disproportionate Representation,Racial Differences,Ethnic Groups,Disability Identification,Student Placement,Suspension,Expulsion,Discipline,Student Behavior,Computation,Risk,Geographic Location,Hispanic Americans,American Indian Students,Alaska Natives,Asian Americans,African Americans,Hawaiians,Pacific Islanders,Whites

At the Office of Special Education Programs (OSEP's) request, Westat developed the original version of this technical assistance (TA) guide to help states calculate racial/ethnic disproportionality in special education with regard to identification of children with disabilities and the placement of those children in particular educational environments (Westat, 2004). In October 2007, OSEP funded the Data Accountability Center (DAC) at Westat, and DAC assumed responsibility for provision of technical assistance related to calculating racial/ethnic disproportionality. This revised TA guide includes additional guidance on: (1) the new set of racial/ethnic reporting categories, (2) other methodologies for calculating disproportionality, (3) requirements related to significant disproportionality in discipline, and (4) small cell sizes. The revised TA guide also responds to comments made by reviewers of an earlier draft; these reviewers included TA providers, state agency staff, and leading disproportionality researchers.
Program Evaluation through Kirkpatrick&apos;s Framework
Author: Ulum, Ömer Gökhan
Date: 2015-07-00
Type: Journal Articles
Subjects: Program Evaluation,Social Science Research,Models,Educational Research,Evaluation Methods,Qualitative Research

Being purposeful, systematic and carefully implemented, evaluation is a continuous process and it is performed as the very basic part of the program activities to attain data to conclude if there is a need to make changes or eliminations, or accept something in it. Program evaluation is a kind of examination in social research field and it checks the sufficiency of educational programs. The broadest purpose of evaluation is to contribute judgments about the worth of an evaluated program or to point to the value of the program or just a section of it. The evaluators choose an evaluation model among several ones, each of which has its own characteristics or way of approaching the evaluation. One of these models is Four level Evaluation Model by Kirkpatrick. This study was conducted based on the Document Analysis Technique by means of inquiring Kirkpatrick's framework from various sources of academic books and articles. From the analysis, one can conclude that Kirkpatrick's four-level model of program evaluation is one of the mostly employed models by the program evaluators. Besides, this study offers a documented data of how Kirkpatrick's framework that is easy to be implemented functions and what its features are.
Cultural Issues in Syrian EFL Classrooms
Author: Ulum, Ömer Gökhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Cultural Influences,Cultural Awareness,Student Attitudes,Questionnaires,Interviews,Statistical Analysis,Middle School Students,Refugees,Textbooks

Whether we should teach culture or not when we teach English as a Foreign Language has been great concern for a long time. Which one should be contained in EFL course books? The culture of the target language or the own culture of EFL learners? Regarding this issue, many researchers have a diversity of opinions, however; this study was conducted having resource to descriptive research design, in that it aims to understand the perspectives of the Syrian EFL students on cultural elements in their course books. A questionnaire and an interview, which were administered to 103 Syrian EFL students, were used in order to gather the required data. SPSS (v20.0), a Statistical Program for Social Sciences was employed in order to analyze the collected data. As a result of the findings, it was found out that Syrian EFL students had generally positive perspectives on the cultural elements of the target language contained in their course books.