ethanporcaro/eric-fulltext-meta huggingface dataset:
Behavioral Self-Regulation and Executive Function Both Predict Visuomotor Skills and Early Academic Achievement
Author: Becker, Derek R.
Date: 2014-00-00
Type: Reports - Research
Subjects: Self Control,Executive Function,Inhibition,Short Term Memory,Visual Perception,Psychomotor Skills,Preschool Education,Preschool Children,Kindergarten,Academic Achievement,Correlation,Interaction,Age Differences,Student Behavior,Mathematics Achievement,Reading Achievement,Emergent Literacy,Vocabulary,Statistical Analysis

The present study explored direct and interactive effects between behavioral self-regulation (SR) and two measures of executive function (EF, inhibitory control and working memory), with a fine motor measure tapping visuomotor skills (VMS) in a sample of 127 prekindergarten and kindergarten children. It also examined the relative contribution of behavioral SR, EF, and VMS skills for concurrent academic achievement. Results indicated that a measure of working memory (WJ-Working Memory) and a measure of behavioral SR (Head-Toes-Knees-Shoulders task; HTKS) were directly related to VMS. Differential relations were also examined for prekindergarten and kindergarten children. Results revealed a significant interaction between age and inhibitory control (Day-Night), and an interaction at a trend level between age and working memory suggesting both tasks are more related to VMS skills for younger children. Results also indicated that behavioral SR, EF, and VMS skills were differentially related to the three achievement outcomes. Both behavioral SR and VMS were significantly related to math, behavioral SR, EF, and VMS were significantly related to emergent literacy, and behavioral SR and EF were related to vocabulary scores. Results point to significant relations between behavioral SR and EF with VMS, and how each is related to early academic achievement in preschool and kindergarten. An appendix describes the final models for each research question. [This article was published in &quot;Early Childhood Research Quarterly,&quot; v29 n4 p411-424 2014.]
Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement
Author: Schmitt, Sara A.
Date: 2014-00-00
Type: Reports - Research
Subjects: Validity,Preschool Children,Prediction,Academic Achievement,Metacognition,Teacher Attitudes,Comparative Analysis,Observation,Mathematics Skills,Literacy,Preschool Teachers,Statistical Analysis,Child Behavior,Behavior Rating Scales,Self Control

The current study investigated the predictive utility among teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report, the Child Behavior Rating Scale, an observer report, the Observed Child Engagement Scale, and a direct assessment, the Head-Toes-Knees-Shoulders task, relate to early math and literacy skills. The sample consisted of 247 children from 31 preschool classrooms. Trained research assistants observed a subsample of 104 children. Results indicated significant, positive relationships for teacher-rated and directly assessed behavioral self-regulation for early math and literacy skills. Teacher ratings were the strongest predictors of literacy, and the direct assessment emerged as the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Discussion focuses on domain specificity of behavioral self-regulation assessments and the importance of utilizing multiple measurement tools when assessing behavioral self-regulation and relations to early achievement. [This paper was published in &quot;Early Education and Development,&quot; v25 n5 p641-660 2014 (EJ1030908).]
Play and Creativity at the Center of Curriculum and Assessment: A New York City School's Journey to Re-Think Curricular Pedagogy
Author: Russo, Lindsey H.
Date: 2013-00-00
Type: Reports - Research
Subjects: Play,Creativity,Urban Schools,Longitudinal Studies,Elementary School Students,Elementary School Teachers,Imagination,Evaluation Methods,Student Evaluation,Observation,Documentation,Content Analysis,Interviews,Audio Equipment,Video Technology,Journal Writing,Child Development,Problem Solving,Thinking Skills,Instructional Effectiveness,Institutional Mission,Educational Environment,Teaching Methods,Qualitative Research

The learning experiences of young children cannot be conveniently separated into the areas of cognitive, social/emotional and physical development. They are integrated and interdependent. This balance can be achieved through creative, interactive play that supports and scaffolds all developmental and content areas of the curriculum. Despite the strength of supportive theory and research, we are experiencing the gradual elimination of play and creative experiences from early childhood classrooms in the USA. The 2001 No Child Left Behind legislation in the USA emphasizes an academic orientation and focuses early childhood curricula upon academic skills such as reading, writing, and numeracy. However, the problem is not simply pedagogical strategy or philosophical stance. The way in which a curriculum is implemented is also influenced by teachers' perceptions of play and creativity. In 2009 I began a longitudinal study that follows the pilot class of a new Independent elementary school in New York City as it adds a grade level each year and whose curricular framework is based upon play and creativity. This paper identifies the values, mission and model of the school. It also explores and documents how the curriculum is being developed to support and scaffold increased academic expectations, the role of teachers and children in the implementation of the curriculum and the changing perspectives, perceptions and expectations of parents and teachers.
Composition, Cognition, Creativity, and Community
Author: Moberg, Eric Michael
Date: 2015-06-00
Type: Speeches/Meeting Papers
Subjects: Writing (Composition),Cognitive Processes,Creativity,Community,Community Colleges,Private Colleges,College Students,Student Surveys,Observation,Interviews,Literature Reviews,Writing Attitudes,Writing Skills,Writing Improvement,Writing Across the Curriculum,Literary Genres,Writing Instruction,Educational Strategies,Liberal Arts,Teaching Methods,Writing Strategies

The purpose of this study was to examine the intersection between and among creativity, cognition, composition, and community. Researchers studied hundreds of adult students from several California community colleges and private universities by means of surveys, observations, and interviews to augment an extensive historical literature review. Results show that the majority of students across settings value creativity in composing in various genres, as demonstrated in Jefferson's Declaration of Independence. All college writing programs should strive to create and foster community to support students as they develop their writing skills and practice across disciplines and genres. Teaching strategies meant for one genre can easily apply to other genres, so educators should recognize, discuss, and promote experimentation with various devices, strategies and skills across the genres. Educators should liberally encourage composition students to write in various genres, such as the erasure poem rewriting of a term paper. We should recognize, discuss, teach, and promote the connections between cognition, composition, and creativity within community. Educators, therefore, need to return to a liberal arts approach to composition instruction in which we encourage creativity consistent with the latest research in cognitive science as well as the reflections of emerging college writers and the observations of rhetoric and creative writing faculty in order to restore a more creative curriculum and reject the over-emphasis on accountability. Contains three figures.
Teacher Absences: Types, Frequency, and Impact on Student Achievement, Wake County Public School System, 2007-08. Measuring Up. E&amp;R Report No. 09.37
Author: Speas, Carol M.
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Teacher Attendance,Public School Teachers,Incidence,Academic Achievement,Leaves of Absence,Teaching Experience,Grouping (Instructional Purposes),Low Income Groups,Mathematics Achievement,Reading Achievement,Substitute Teachers,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,High Schools,Institutional Characteristics

In 2007-08, the WCPSS teacher absence rate was 10.3 days, slightly higher than a national rate of 9.5 days in 2004-05 but lower than the 11.3 to 14.6 days reported in large school districts more recently. In comparison with other studies, WCPSS teachers averaged smaller proportions of personal and sick leave days, slightly more annual leave days, and a higher proportion of administrative leave days. Teacher absences varied by years of experience and by schools' grade span and proportion of students receiving free or reduced-price lunch. Overall, there is some evidence, low but significant, of a negative relationship between teacher absences and mathematics achievement in two of six grades, but not in reading or six high school courses. These and other findings, including screening and costs of substitute teachers, are detailed in this report. The document includes the appendices: (A) Types of Teacher Leave, (B) Average Days of Absence Per School by Types of Leave: For 180 Instructional Days, 2007-08, and (C) Overall Mean Teacher Absence Rate per School for the 180 Instructional Days of 2007-08 (All Types of Leave Combined).
WCPSS Alternate Assessment Results, 2008-09. Measuring Up. E&amp;R Report No. 09.38
Author: Speas, Carol
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Alternative Assessment,Public Schools,Mathematics Tests,Reading Tests,Language Tests,English,Algebra,Achievement Tests,Science Tests,Elementary School Students,Middle School Students,High School Students,Limited English Speaking,Disabilities,Academic Achievement

In 2008-09, four alternate assessments were available for use in grades/courses where the state typically tests students. As in earlier years, results for WCPSS students were mixed. Student performance on the NCCLAS, an assessment designed mainly for limited English proficient (LEP) students, improved in mathematics but remained low in reading for the 141 students in grades 3 to 8 who took them. Fewer students took NCCLAS EOC exams but proficiency rates in English I and Algebra I, the two tests taken by the most students, were 81% and &gt;95%, respectively. On the NCEXTEND1 assessments, which are taken by students with significant cognitive disabilities, proficiency rates ranged from 49-57% in reading and 46-73% in math for 461 Grade 3-8 students. The NCEXTEND2 assessments, administered to students with moderate intellectual or learning disabilities, were taken by the largest number of WCPSS students (1572). Results on these modified EOG exams were slightly higher than those of the two previous years but proficiency rates across grade levels remained low in both reading (18-41%) and mathematics (30-52%). At the high school level, 277 students took NCEXTEND2 OCS assessments, which are based on the Occupational Course of Study and serve as alternates for required assessments in reading, mathematics, and science. The percentage of students achieving proficiency on the exams ranged from 44% in English, to 50% in mathematics, and 53% in Science.
End-of-Course Multiple-Choice Test Results, 2008-09. Measuring Up. E&amp;R Report No. 10.04
Author: McMillen, Brad
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Multiple Choice Tests,Public Schools,High Schools,Courses,Achievement Gap,Scores,High School Students,Achievement Gains,Achievement Tests

End-of-Course (EOC) tests are given statewide in 10 courses typically taken in high school. Results for 2008-09 (and prior years, where available) are reported in terms of both average scale scores and the percentage of students scoring proficient. After the recent introduction of new EOC tests with higher standards, scores in WCPSS have begun to move back upward after an initial decline. Significant gaps in achievement are still evident, and proficiency rates have not fully recovered to the levels seen prior to these new tests. However, historically-underperforming subgroups have made significant gains, and have begun to close those gaps. Further acceleration of those gains will be important for ensuring that all students are prepared for their post-secondary futures.
End-of-Grade (EOG) Multiple-Choice Test Results, 2008-09. Measuring Up. E&amp;R Report No. 10.12
Author: McMillen, Brad
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Multiple Choice Tests,Reading Tests,Mathematics Tests,Achievement Tests,Achievement Gap,Ethnicity,Income,Disabilities,Limited English Speaking,Science Tests,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Students,Middle School Students

In 2008-09, results from End-of-Grade (EOG) reading and mathematics tests in WCPSS continued to demonstrate an upward trend across grade levels and student subgroups. Disaggregation of results by ethnicity, income level, disability status, and English proficiency status showed that achievement gaps between historically underperforming subgroups and their peers are still significant but are closing. Results of the new EOG science test in grades 5 and 8 showed that proficiency rates in science are below those for reading and mathematics. The effect of retesting for students who fail to score proficient on the first administration of EOG tests indicated that retesting improved proficiency rates by 4-9 percentage points, and that some groups of students benefited more than others from retesting.
Wake County Public School System K-5 Assessment Results: 2009-10. Measuring Up. E&amp;R Report No. 10.19
Author: Rhea, Anisa
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Public Schools,Elementary School Students,Reading Tests,Mathematics Tests,Educational Assessment,Academic Achievement,Writing Tests,Reading Achievement,Mathematics Achievement,Writing Achievement,Achievement Gap,Literacy

Moderate to high percentages of Wake County Public School (WCPSS) students demonstrated grade-level performance on K-5 assessments in 2009-10. Results indicate very slight changes from prior years. The percentage of students proficient in reading book level and mathematics strands increased very slightly since 2007-08. Modest declines in proficiency were found in reading strands and expressive literacy assessments. Most students continue to meet unassisted writing sample standards, although the percentages of students mastering writing content or writing conventions were slightly lower than rates in 2007-08. Annual trends show modest increases in student subgroup performance. Reading book level and mathematics achievement gaps still exist yet are slowly narrowing among subgroups.
End-of-Course (EOC) Multiple-Choice Test Results, 2009-10. Measuring Up. E&amp;R Report No. 10.21
Author: Haynie, Glenda
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Multiple Choice Tests,Public Schools,High Schools,Courses,Achievement Gap,Scores,High School Students,Achievement Gains,Achievement Tests,Hispanic American Students,Limited English Speaking,Low Income Groups

End-of-Course (EOC) tests are given statewide in selected courses typically taken in high school. Results for 2009-10 (and prior years, where available) are reported in terms of both average scale scores and the percentage of students scoring proficient. For the first time in 2009-10, all students who scored at Level II on EOCs were retested. Retests added 3.7 to 5.8 percentage points to the overall proficiency rates on each test. Changes in performance between 2008-09 and 2009-10 varied by group and by course, although most ethnic groups saw increases in both proficiency and average scale scores across the board. Despite gains of the last three to five years, Hispanic/Latino students, students from lower-income backgrounds, and students with limited English proficiency (LEP) scored below their corresponding NC state rates. The LEP subgroup is barely above 50% proficient. It is imperative that progress for these groups continue to accelerate. Tables and figures are appended.
WCPSS Alternate Assessment Results, 2009-10. Measuring Up. E&amp;R Report No. 10.27
Author: Regan, Roger
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Alternative Assessment,Public Schools,Mathematics Tests,Reading Tests,Language Tests,English,Algebra,Achievement Tests,Science Tests,Elementary School Students,Middle School Students,High School Students,Limited English Speaking,Disabilities,Academic Achievement

The North Carolina Department of Public Instruction revised the alternate assessment system for students with disabilities (SWD) and/or limited English proficiency (LEP) in 2009-10. On the three alternate assessments that were given in 2009-10, results for WCPSS students were mixed. On the NCEXTEND1 assessments, which are taken by students with significant cognitive disabilities, proficiency rates for 479 Grade 3-8 students ranged from 46-70% in reading and from 48-79% in math, both up from last year but still generally lower than statewide rates. The NCEXTEND2 EOG assessments, administered to students with moderate intellectual or learning disabilities, were taken by the largest number of WCPSS students (2,106). Results on these modified EOG exams were slightly higher than those of the two previous years but proficiency rates across grade levels remained low in both reading (25-42%) and mathematics (43-54%). At the high school level, 412 students took NCEXTEND2 OCS assessments, which are based on the Occupational Course of Study and serve as alternates for required assessments in reading, mathematics, and science. The percentage of students achieving proficiency on the exams ranged from 68% in English, to 70% in mathematics, and 61% in Science, all up significantly from last year and closer to statewide rates.
High School Five-Year Graduation Rates, Wake County Public School System (WCPSS): 2009-10. Measuring Up. E&amp;R Report No. 11.11
Author: Haynie, Glenda
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,High School Students,Graduation Rate,Educational Indicators,Federal Programs,Limited English Speaking,Economically Disadvantaged,Disabilities,Hispanic American Students,African American Students

In 2009-10, the North Carolina Department of Public Instruction was approved to include a five-year graduation rate as well as a four-year rate in determining if schools, districts, and the state made Adequate Yearly Progress (AYP) under the NCLB Act. This rate was based on the incoming 9th grade students of 2005-06. The denominator of the cohort remained the same for both the 2008-09 four-year and the 2009-10 five-year rate with an additional 296 graduates added to the numerator in the fifth year. The 2009-10 five-year district rate rose to 81.5% from a 2008-09 four-year rate of 78.4%. The subgroups with the largest increases were limited English proficient (9.8 percentage points), economically disadvantaged (7.8 percentage points), and students with disabilities subgroups (7.4 percentage points). Hispanic/Latino and Black/African American students had the largest rate increases among ethnic subgroups (6.6 and 5.5 percentage points, respectively).
Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool
Author: Schmitt, Sara A.
Date: 2015-00-00
Type: Reports - Research
Subjects: Student Mobility,Place of Residence,Inhibition,Self Control,Academic Achievement,Preschool Children,Early Intervention,At Risk Students,Mathematics Achievement,Reading Achievement,Correlation,Scores,Questionnaires,Parents,Predictor Variables,Educational Attainment,English Language Learners

The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool children (49% female) studied in the fall and spring of the preschool year (73% were enrolled in Head Start). Residential mobility was significantly and negatively associated with fall inhibitory control and fall math and literacy. Significant indirect effects of mobility were found for spring math and literacy through inhibitory control and fall achievement. Specifically, the negative relation between mobility and spring math and literacy was partially explained by lower scores on fall inhibitory control and academic skills. The current study contributes to existing literature by specifying pathways linking frequent moves and achievement for young children. Policy implications are discussed. [This paper was published in &quot;Early Education and Development,&quot; v26 n2 p189-208 2015 (EJ1050508).]
Predictors of Early Growth in Academic Achievement: The Head-Toes-Knees-Shoulders Task
Author: McClelland, Megan M.
Date: 2014-06-00
Type: Journal Articles
Subjects: Predictor Variables,Executive Function,Self Control,Academic Achievement,Psychometrics,Preschool Children,Kindergarten,Emergent Literacy,Construct Validity,Short Term Memory,Inhibition,Mathematics Skills,Vocabulary Skills,Measures (Individuals),Scores,Task Analysis

Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten. In the fall and spring of prekindergarten and kindergarten, 208 children (51% enrolled in Head Start) were assessed on the HTKS, measures of cognitive flexibility, working memory (WM), and inhibitory control, and measures of emergent literacy, mathematics, and vocabulary. For construct validity, the HTKS was significantly related to cognitive flexibility, working memory, and inhibitory control in prekindergarten and kindergarten. For predictive validity in prekindergarten, a random effects model indicated that the HTKS significantly predicted growth in mathematics, whereas a cognitive flexibility task significantly predicted growth in mathematics and vocabulary. In kindergarten, the HTKS was the only measure to significantly predict growth in all academic outcomes. An alternative conservative analytical approach, a fixed effects analysis (FEA) model, also indicated that growth in both the HTKS and measures of EF significantly predicted growth in mathematics over four time points between prekindergarten and kindergarten. Results demonstrate that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement, with the strongest relations found for growth in achievement during kindergarten and associations with emergent mathematics.