ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating a Learning Progression for Energy Ideas from upper Elementary through High School
Author: Herrmann-Abell, Cari F.
Date: 2018-01-00
Type: Reports - Research
Subjects: Energy,Science Instruction,Concept Formation,Energy Conservation,Multiple Choice Tests,Elementary Secondary Education,Test Items,Difficulty Level,Knowledge Level,Elementary School Students,Middle School Students,High School Students,Scientific Concepts,Learning Processes

This study tests a hypothesized learning progression for the concept of energy. It looks at 14 specific ideas under the categories of (i) Energy Forms and Transformations; (ii) Energy Transfer; (iii) Energy Dissipation and Degradation; and (iv) Energy Conservation. It then examines students' growth of understanding within each of these ideas at three levels of increasing conceptual complexity. The basic level of the model focuses on simple energy relationships and easily observable effects of energy processes; the intermediate level focuses on more complex energy concepts and applications; and the advanced level focuses on still more complex energy concepts, often requiring an atomic/molecular model to explain phenomena. The study includes results from 359 distractor-driven, multiple-choice test items administered to over 20,000 students in grades 4 through 12 from across the U.S. Rasch analysis provided linear measures of student performance and item difficulty on the same scale. Results largely supported a model of students' growth of understanding that progresses from an understanding of forms and transformations of energy to energy transfer to conservation while also progressing along a separate dimension of cognitive complexity. An analysis of the current state of students' understanding with respect to the knowledge identified in the learning progression showed that elementary level students perform well in comparison to expectations but that middle and high school students' performance does not meet expectations. [This paper was published in the &quot;Journal of Research in Science Teaching&quot; v55 n1 p68-93 Jan 2018 (EJ1163319).]
Student Social and Emotional Development and Accountability: Perspective of Teachers
Author: Glennie, Elizabeth J.
Date: 2017-04-00
Type: Reports - Research
Subjects: Accountability,Emotional Development,Social Development,Student Development,Teacher Attitudes,Focus Groups,Affective Measures,Affective Objectives,Competency Based Education,Teacher Role,School Role,Information Utilization,Educational Policy,Policy Analysis,Theory of Mind,Sense of Community,Success,Elementary Secondary Education,Achievement Need

Social and emotional competencies and skills help students succeed in school. In fact, researchers have documented significant academic gains for students who participate in social and emotional learning programs in which they can strengthen their social and emotional skills (Durlak, Weissberg, Dymnicki, Taylor, &amp; Schellinger, 2011). Skills such as growth mindset (Blackwell, Trzesniewski, &amp; Dweck, 2007), sense of belonging (Allen, Kern, &amp; Vella-Broderick, 2016a; Allen, Vella-Broderick, &amp; Walters, 2016b), and grit (Duckworth &amp; Quinn, 2009) have been shown to correlate to student grades, scores on achievement tests, attendance and other academic outcomes. Given the influence that social and emotional skills have on student academic outcomes, some policymakers are considering using measures of these skills to assess the performance of teachers and schools. In some states and localities, student perceptions of their social and emotional development are being considered for high-stakes accountability purposes, with incentives and consequences for schools based upon scores on these measures. This paper uses both a systematic review of research on these competencies and skills as well as focus groups with National Network of State Teachers of the Year (NNSTOY) teachers to examine whether measures of social and emotional learning are appropriate for use in accountability systems. Specifically, the authors consider the following topics: (1) the role of teachers and schools in fostering social and emotional competencies and skills; (2) the use of data about social and emotional competencies and skills; and (3) perceptions about the appropriate use of measures of social and emotional development in accountability systems. For the first two questions, they examined the academic studies that have addressed it, and then discussed the questions with teachers in focus groups. For the third question, they described policies for including these measures in accountability systems and researcher opinions about doing so, and then discussed the question with teachers in a focus group.
Teacher Career Advancement Initiatives: Lessons Learned from Eight Case Studies. Phase II of Creating Sustainable Teacher Career Pathways: A 21st Century Imperative
Author: Natale, Catherine Fisk
Date: 2016-01-00
Type: Tests/Questionnaires
Subjects: Career Development,Urban Schools,Suburban Schools,Rural Schools,Poverty,Socioeconomic Status,School Districts,Unions,Teacher Associations,Case Studies,Teacher Promotion,Teacher Role,Teacher Leadership,Teacher Collaboration,Compensation (Remuneration),Peer Teaching,Peer Evaluation,Faculty Development,Participative Decision Making,Readiness,Stakeholders,School Culture,Financial Support,Sustainability,Teacher Recruitment,Teacher Persistence,Barriers,Collegiality,Teacher Effectiveness,Job Satisfaction,Teacher Administrator Relationship,Principals,Qualitative Research,Interviews,Focus Groups

The purpose of this report is to describe what the authors learned from studying eight teacher career advancement initiatives implemented across a variety of contexts, including urban, suburban, and rural districts; high poverty and affluent districts; and in schools/districts both with and without strong union presence. They describe key principles for developing successful, sustainable teacher career advancement initiatives. This report is the product of a three-year study conducted by the Center for Educator Learning and Effectiveness at Pearson and the National Network of State Teachers of the Year (NNSTOY) in partnership with the National Education Association and Public Impact and with assistance from the American Federation of Teachers. It represents the second phase of the authors' research into how the teaching profession needs to evolve to meet 21st century career expectations for a new generation of teachers and learners. This report provides their findings from case studies of schools and districts with established career advancement initiatives as well as several in the early stages of implementation. The goal is to identify, based on their research, the components of a successful, sustainable teacher career continuum that has a positive impact on teacher recruitment, teacher retention, teacher job satisfaction, and student achievement. A bibliography is included.
Impact of Providing Information to Parents in Texas about the Role of Algebra II in College Admission. REL 2018-290
Author: Stoker, Ginger
Date: 2018-03-00
Type: Reports - Research
Subjects: Information Dissemination,Parents,Algebra,Access to Education,High School Students,Postsecondary Education,Higher Education,Grade 11,Success,Graduation,Comparative Analysis,Printed Materials,Graduation Requirements,Student Records,Regression (Statistics),Program Effectiveness,Low Income Groups,Interaction,Publications,Randomized Controlled Trials,College Admission,Racial Differences,Ethnicity,Minority Group Students,Probability

This study examines the impact of providing parents with an informational brochure about the role of algebra II in college access on students' grade 11 algebra II completion rates in Texas. One hundred nine schools, covering all 20 Educational Service Center regions in Texas, participated in the study. Parents in the 54 treatment schools were mailed brochures containing information about the role of algebra II in college access and success, as well as information about the new high school graduation options, while parents in the 55 control schools received brochures only about changes in the high school graduation requirements. The study used data from the Texas Education Agency's Public Education Information Management System, statewide assessment files, and Texas Academic Performance Report files. A multilevel regression model was used to compare algebra II completion rates during grade 11 for students in participating schools that received information about the role of algebra II in college access and students in participating schools that received the alternate brochure. Interaction terms were included in the model in order to look for differential impacts for high-minority or low-income schools. The study found no statistically significant differences in algebra II completion rates during grade 11 between students in treatment in control schools. However, the study did find a statistically significant interaction between school-level treatment and low-income status. While the estimated impacts of the treatment were not statistically significant for students in low-income schools or for students in non-low-income schools, the interaction suggested a less positive impact in the low-income schools. Additional research could help to parse this out. If parents and guardians of students in schools with and without high percentages of low-income students do respond differently to the two types of brochures, this could help TEA to better design and target informational materials for parents and guardians. Contains appendices.
Rapid Phonics: Evaluation Report and Executive Summary
Author: King, Bernardine
Date: 2015-02-00
Type: Reports - Research
Subjects: Phonics,Reading Instruction,Intervention,Decoding (Reading),Reading Fluency,Phoneme Grapheme Correspondence,Elementary School Students,Secondary School Students,Summer Programs,Randomized Controlled Trials,Comparative Analysis,Program Evaluation,Program Effectiveness,Statistical Analysis,Foreign Countries,Observation,Interviews

Rapid Phonics is a synthetic phonics intervention intended to improve decoding skills and reading fluency. It teaches the relationship of word sounds to their corresponding letter groups in a structured way. In this evaluation, the intervention was delivered across the transition between primary and secondary school to Year 6/7 pupils who had not reached Level 4b in English at the end of Key Stage 2. Rapid Phonics pupils received one-and-a-half hours of tuition per week, in groups of four or fewer, by specialist teachers from Norfolk County Council. The intervention was delivered over six weeks in the summer term of 2013 (end of primary school) and six weeks in the autumn term of 2013 (start of secondary school) to 201 pupils from 22 primary schools and then in 13 secondary schools across Norfolk. Pupils were individually randomised to receive the intervention or to a waitlist control group, who received the intervention at the end of the trial. Key conclusions include: (1) Rapid Phonics was not found to have a noticeable impact on the primary outcome measure of reading comprehension at the end of the intervention; (2) There was a small improvement in the secondary outcome of decoding, but this did not reach statistical significance; (3) Conducting the intervention during the last term of Year 6 and the first term of Year 7 was not the most settled period as there were many disruptions in the school environment and conditions may not have been best suited for the children to respond optimally to tutoring; (4) Continuing the intervention from primary to secondary schools can be logistically problematic, with a number of children transferring to schools outside the project or changing secondary school soon after arrival; and (5) An area of further research would be to employ the intervention in one continuous period at an earlier point in primary school, using a larger sample size and with more focus on children receiving free school meals and upon SEN. No positive effect size was found for the primary outcome of reading comprehension. A small positive effect size was found for the other secondary outcome of non-word reading, but not for the secondary outcome of single word reading. None of the measures were found to be statistically significant, suggesting that there is not sufficient evidence to confidently conclude that the observed effect was caused by the programme rather than occurring by chance. As a result, it is not clear that Rapid Phonics is an effective intervention for improving reading comprehension for pupils who have not achieved the expected level of attainment in literacy at the end of primary school, when delivered across the primary/secondary transition.
Synergy at the Crossroads: Future Directions for Theory, Research, and Practice. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, Indiana, October 5-8, 2017)
Author: Galindo, Enrique, Ed.
Date: 2017-10-00
Type: Collected Works - Proceedings
Subjects: Conference Papers,Mathematics Education,Psychology,Interdisciplinary Approach,Teaching Methods,Equal Education,Barriers,Mathematics Curriculum,Algebra,Number Concepts,Mathematical Concepts,Geometry,Measurement,Inservice Teacher Education,Faculty Development,Knowledge Base for Teaching,Preservice Teacher Education,Statistics,Probability,Learning Processes,Classroom Techniques,Technology Uses in Education,Educational Technology,Educational Theories,Research Methodology,Elementary School Mathematics,Secondary School Mathematics,College Mathematics

The theme of the 39th proceedings of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) conference was &quot;Synergy at the Crossroads: Future Directions for Theory, Research, and Practice.&quot; The metaphor of crossroads was inspired by the conference venue--the historic Indianapolis Union Station, as well as by the state motto, a reference to how Indiana is connected to the rest of the United States. PME-NA 39 includes research presentations, discussion, and reflection focusing on four driving questions connecting to the metaphor of crossroads: (1) What have we learned from the routes we have traversed; what are potential routes for mathematics education research in the future; and what considerations are relevant as we make choices about future directions in mathematics education?; (2) How do we address issues of access and equity within mathematics education today?; (3) How can we lay the groundwork for future crossroads or intersections between theory, research, and practice?; and (4) What barriers within research traditions, educational policy, and teaching practice impede researchers', students', and teachers' success, and how can we work to overcome these barriers? The accepted proposals included 75 research reports, 142 brief research reports, 167 posters, and 13 working groups. Chapters include: (1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts; (4) Geometry and Measurement; (5) Inservice Teacher Education/Professional Development; (6) Mathematical Knowledge for Teaching; (7) Mathematical Processes; (8) Preservice Teacher Education; (9) Statistics and Probability; (10) Student Learning and Related Factors; (11) Teaching and Classroom Practice; (12) Technology; (13) Theory and Research Methods; and (14) Working Groups. Individual papers include references. [Individual plenary and research papers are available in ERIC. Some papers are written in both Spanish and English.]
Measuring Implementation of Evidence-Based Programs Targeting Young Children at Risk for Emotional/Behavioral Disorders: Conceptual Issues and Recommendations
Author: Sutherland, Kevin S.
Date: 2013-06-00
Type: Journal Articles
Subjects: Program Implementation,Emotional Disturbances,Behavior Disorders,At Risk Persons,Young Children,Reliability,Psychometrics,Prevention,Early Childhood Education,Early Intervention,Measurement,Program Evaluation,Program Effectiveness,Teacher Effectiveness,Scoring,Likert Scales,Integrity,Test Items,Evidence Based Practice

Young children with and at risk for emotional/behavioral disorders (EBD) present challenges for early childhood teachers. Evidence-based programs designed to address these young children's behavior problems exist, but there are a number of barriers to implementing these programs in early childhood settings. Advancing the science of treatment integrity measurement can assist researchers and consumers interested in implementing evidence-based programs in early childhood classrooms. To provide guidance for researchers interested in assessing the integrity of implementation efforts, we describe a conceptual model of implementation of evidence-based programs designed to prevent EBD when applied in early childhood settings. Next, we describe steps that can be used to develop treatment integrity measures. Last, we discuss factors to consider when developing treatment integrity measures with specific emphasis on psychometrically strong measures that have maximum utility for implementation research in early childhood classrooms. [This article was published in &quot;Journal of Early Intervention,&quot; (EJ1019931).]
Subjective Fatigue in Children with Hearing Loss: Some Preliminary Findings
Author: Hornsby, Benjamin W. Y.
Date: 2014-03-00
Type: Reports - Research
Subjects: Fatigue (Biology),Children,Hearing Impairments,Language Tests,Nonverbal Ability,Intelligence Tests,Verbal Ability,Comparative Analysis,Individual Characteristics,Language Skills,Quality of Life,Severity (of Disability),Sleep,Surveys,Statistical Analysis

Purpose: In this study, the authors examined the effect of hearing loss on subjective reports of fatigue in school-age children using a standardized measure. Methods: As part of a larger ongoing study, the authors obtained subjective ratings of fatigue using the Pediatric Quality of Life Inventory (PedsQL) Multidimensional Fatigue Scale (Varni, Burwinkle, Katz, Meeske, &amp; Dickinson, 2002). This standardized scale provides a measure of general fatigue, sleep/rest fatigue, cognitive fatigue, and an overall composite measure of fatigue. To date, data from 10 children with hearing loss (CHL) and 10 age-matched children with normal hearing (CNH) have been analyzed. Results: These preliminary results show that subjective fatigue is increased in school-age children with hearing loss (Cohen's d = 0.78-1.90). In addition, the impact of hearing loss on fatigue in school-age children appears pervasive across multiple domains (general, sleep/rest, and cognitive fatigue). Conclusion: School-age CHL reported significantly more fatigue than did CNH. These preliminary data are important given the negative academic and psychosocial consequences associated with fatigue. Further research is needed to determine the underlying mechanisms responsible for this increased fatigue in school-age children with hearing loss, and to identify factors that may modulate (e.g., degree of loss) and mediate (e.g., hearing aid or cochlear implant use) its impact. [This study was published in final edited form in &quot;American Journal of Audiology&quot; v23 n1 p129-134 2014. See ED580851 in ERIC. ]
A Brief Comparison of the Current Approaches in Teaching Pronunciation
Author: Aydin, Selami
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Pronunciation Instruction,Pronunciation,Second Language Instruction,English (Second Language),Age,Language Teachers,Teaching Methods

Though pronunciation has an important place in English as a foreign language (EFL) teaching and learning, it is evident that EFL teachers experience some problems in pronunciation classes. Thus, this study aims to review some studies on teaching pronunciation to present essential information and solutions to the problems encountered in pronunciation classes. As a result of the study, it was concluded that despite the problems, pronunciation is a priority in language teaching and instructions, whereas age is a considerable factor in pronunciation instruction. It was also concluded that techniques, materials, and approaches used to teach pronunciation have significant influences on learners' achievement. Accordingly, it is recommended that teachers should be trained to be good models for learners. For this purpose, teachers should use appropriate strategies in pronunciation to teach more effectively by the means of recent technological developments. In addition, as the lack of knowledge on appropriate strategies in pronunciation classrooms is a remarkable problem, teachers should raise their awareness of modern strategies and apply them in their classrooms. Last, teachers should examine the current and recent approaches on pronunciation and try to integrate the most suitable ones to their classes.
Elementary Students&apos; Reasoning about Angle Constructions
Author: Cullen, Amanda L.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Logical Thinking,Geometry,Geometric Concepts,Intervention,Mathematics Instruction,Grade 3,Grade 4,Grade 5,Pilot Projects,Interviews,Instructional Effectiveness,Elementary School Mathematics,Statistical Analysis

In this report, we discuss the findings from 2 pilot studies investigating the effects of interventions designed to provide students in Grades 3-5 with opportunities to work with dynamic and static models of angles in a dynamic geometry environment. We discuss the effects of the interventions on the children's development of quantitative reasoning about angle measure. [For complete proceedings, see ED581294.]
A Questioning Framework for Supporting Fraction Multiplication Understanding
Author: Johanning, Debra I.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Fractions,Multiplication,Questioning Techniques,Mathematics Instruction,Problem Solving,Teacher Role,Qualitative Research,Grade 6,Instructional Effectiveness

This research examined the role of the teacher in supporting students to make sense of fraction multiplication when using a problem solving approach. Using a qualitative approach, the teaching of four skillful experienced sixth-grade teachers was examined as they implemented a problem-based unit on fraction multiplication. This paper will present a questioning framework used by teachers that supported students' conceptualization in this domain and highlight resulting implications for teacher practice. [For complete proceedings, see ED581294.]
Middle School Mathematics Teachers&apos; Perceptions of the Standards for Mathematical Practice Embedded in Curricular Resources
Author: Davis, Jon D.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Middle School Teachers,Mathematics Teachers,Teacher Attitudes,Common Core State Standards,Mathematics Curriculum,Educational Resources

This study examines the perceptions of the Standards for Mathematical Practice (SMPs) held by 34 middle school mathematics teachers (MSMTs) as evidenced by their interactions with seven lessons drawn from thinking device (TD) and delivery mechanism (DM) curriculum types. MSMTs' perceptions of the SMPs consistent with their wording in the Common Core State Standards for Mathematics (CCSSM) included a flexible definition of precision beyond calculation. However, MSMTs also possessed a number of perceptions of the SMPs that were at odds with the wording of these standards in the CCSSM. For instance, they considered a curriculum resource's imperative for students to use a tool to be an indication of SMP 5. MSMTs whose district-adopted curriculum was categorized as TD had significantly less invalid SMP justifications than teachers using DM curricula t(34) = 2.41, p = 0.022. [For complete proceedings, see ED581294.]